The movie Josie and the Pussycats

Attention Getter: Has anyone here seen the movie Josie and the Pussycats from 2001? It’s okay if you haven’t, I don’t blame you. Relate to Audience: Behind all the superb acting and catchy music, however, lies a highly controversial and interesting topic. That would be subliminal messaging, and that’s what I’ll be talking to you about today. Thesis: Subliminal messaging has been a controversial method of manipulation for years. Preview: I will talk about the different forms of subliminal messages, I’ll tell you about how influential they can be, and I will describe some of the most controversial examples throughout history. Transition: So let’s start by exploring the types of subliminal messages. Body I. MP1: Subliminal messages can be either audio or visual. According to Webster’s dictionary, the word â€Å"subliminal† is defined as â€Å"existing or functioning below the threshold of consciousness†. Basically, this means that your body can sense a subliminal message but it won’t be transferred into consciousness; it’s sensation without perception. Audio subliminal messages can be achieved by hiding the message at a volume too low to pick up. Other sounds are played above these messages to mask their identity. Another more famous form of audio subliminal messaging is known as â€Å"backmasking†. It often involves music that, when played backward, sends a different message than when played forward. This form of subliminal message was responsible for a wave of hysteria beginning in the 1970s as the media claimed that numerous songs hid satanic messages behind their lyrics. On the other hand, there are visual subliminal messages. These can take a couple different forms as well. An image (generally a word) can be quickly flashed and taken away before the subject can consciously perceive what it says. The image is often flashed repeatedly at this rapid pace through something like a commercial. Subliminal images can also be present as a part of other images. An example of this would be a word clearly spelled out in the clouds on an advertisement or details of a picture that suggest something else. Transition: Now that you know the basics of subliminal messaging, let’s explore how they’re used. II. MP2: MISSING An April 2010 New York Times article provides an interesting example. â€Å"New York State's health commissioner†¦ Dr. Richard F. Daines, was recently driving down Interstate 15 in Utah, his home state, when he came across four billboards in a row that beamed a subliminal message at him, and not the one the advertisers intended. † The repetitive billboards contained phrases that subliminally suggested a healthier lifestyle rather than the consumption of the soda it advertised. As with any subliminal message, there is no telling how it will affect the subject. In the Handbook of Consumer Psychology from 2009, Haugtvedt et. al state, â€Å"Subliminal advertising is, at best, a very weak force. However, there is evidence that subliminally presented stimuli can influence behavior and cognition. † It just may not be the intended behavior. Transition: Now that we have seen how subliminal messages can be used, let’s examine a few famous cases. III. MP3: The most controversial cases of subliminal messaging surround the fields of politics and music. George Bush’s 2000 political campaign was under scrutiny for displaying the word â€Å"RATS† while talking about one of Al Gore’s plans. The ad said â€Å"bureaucrats†, but these four letters flashed on the screen independently, creating an uproar. It was written off as a mere coincidence by the creator of the ad, but was taken off of television nonetheless. Heavy metal music is often scrutinized as a source of violence in adolescents, but the 1990 case of young James Vance and Raymond Belknap suggested it influenced suicide as well. According to Philips and Cogan of the 2009 Encyclopedia of Heavy Metal Music, â€Å"subliminal messages in the song â€Å"Better by You, Better Than Me† [by Judas Priest] †¦ allegedly had influenced the victims' actions† to commit suicide. The case was eventually dropped, but its impact was great. Signal Conclusion: As you have seen, subliminal messaging has been a controversial method of manipulation for years. Summary: I talked about the different forms of subliminal messaging. I also discussed how influential they can be. I followed up with some examples that have created controversy in recent years. Lasting thought: I hope you’ve enjoyed getting to know a little bit more about a topic that really interests me. You’re now free to go play all your music backwards and see what really happens†¦ Questions (15 POINTS) Does the preview adequately map out the main points covered in the speech and is it in the right format? 2 points) I think it does a decent job at mapping out the main points. The second point could use some work, she says it’s about how influential subliminal messages are, then in the paragraph quotes a psychology book that says they are â€Å"†¦ at best, a very weak force†¦ †, and in the transition she says it’s a bout how they are used. A little confusing. Also, for your class, it’s missing signposts. Does the summary adequately review the main points covered in the speech and is it in the right format? (2 points) Same as in the preview, not sure about point two. Other than that it looks good. Also, signposts again. Does the speaker include smooth transitions between all of the MPs? (2 points) Yes. Except point the transition into MP2, to me the paragraph is really about when subliminal messages gone wrong; to make that clear she could say, â€Å"Now that you know the basics of subliminal messaging, let’s explore how not to use them. † At least one MP is missing a clear MP sentence. Write a MP sentence for that section. (4 points) MP2: In advertising, subliminal messages are often a disaster. Overall, what is your assessment of the organization of this speech (be concrete in your answer). (5 points) Overall, the speech is well organized. Main point two is the only area of the speech that really needs work. Though the information in the paragraph is interesting, her point is unclear. I would switch sub-point one and two. Also, take out the second quote, as it can be easily paraphrased, and add in details of what the billboards actually say, that way it makes sense to the listener. Possibly something like this: II. MP2: In advertising, subliminal messages are often a disaster. In the Handbook of Consumer Psychology from 2009, Haugtvedt et. al stated, â€Å"Subliminal advertising is, at best, a very weak force. However, there is evidence that subliminally presented stimuli can influence behavior and cognition. † The problem with these messages is that it is difficult to tell how it will affect the subject. Sometimes subliminal messages effect the viewer in the opposite way that the advertiser intended it to. An April 2010 New York Times article describes an instance where several billboards for a soda company suggested that viewers should choose a healthier lifestyle, rather than consuming their soda. (fill in with actual content of the ad) (The advertiser intended the message to be†¦ however to some it was perceived as†¦ As shown in this example, subliminal messages are not the best choice when promoting a product. Transition: Now that we have seen how subliminal messages can be misused, let’s examine how they can be successfully used (at least to stir up controversy. ) III. MP3: The most famous cases of subliminal messaging surround the fields of politics and music. Extra Credit (3 POINTS) Explain the difference between a prelim outline, a full sentence outline, and a keyword outline. A prelim outline is the base of a full sentence outline, it has a thesis, transitions, main points, a few sub-points and a conclusion. Add more detail, more sub-points, an attention getter and a lasting thought and you have your full sentence outline. The full sentence outline should be written in complete sentences and include everything you plan to discuss in the speech. The keyword outline is what you take up with you when you give the speech. I should contain no full sentences, besides the thesis and quotes and statistics that need to be worded in a specific way. It should only include a few words per line that can help you stay on track if you get lost during your speech.

Managing Paediatric Illness and Injury Essay

1. Describe the common types of fractures and how to manage them. Broken bone. Based on the location and severity of the fracture, a broken bone usually must be set into position and supported until it is strong enough to bear weight. Your physician will recommend the most proven treatment approach, usually casting or surgery 2. Describe how to manage a dislocation Relieve pain around the dislocation by applying a cold pack to the area; this will also reduce swelling that can add to discomfort injury. Keep joint immobile and do not try to push the bone back in place. Offer ibuprofens if in severe pain, monitor the patient until the professionals arrive. 3. Describe how to recognise and manage the following head injuries: A concussion: you get dizziness, nausea, loss of memory, mild headache, seeing â€Å"stars†, double vision, numbness and lack of hand-eye coordination. B skull fracture: you will probably see an external wound or bruise on the head and there may be a depression visible on the scalp. Check behind the ears for swelling or bruising. There may be loss of clear fluid or watery blood through an eye or nostril, blood in the white of the eye, a black-eye, and the symmetry of the head or face may be disrupted. The responsiveness of the victim may deteriorate C cerebral compression: levels of response deteriorate; headaches tend to be intense; noisy, slowed, or irregular breathing; pupil sizes unequal; paralysis or weakness on one side of the body or face; drowsiness; temperature spike, fever, or flushed face; personality changes 4. Describe how to manage an infant and a child with foreign bodies in their eyes, ears and nose. If a child gets sand, dust, or paint in their eyes, then we can try removing it ourselves, firstly wear clean pair of disposable gloves, and gently pull the bottom eye lid down, and with a clean wet tissue try to clean the eye, and if that don’t work, then try to wash the eye out with water, position the child’s head over the sink or bowl with eye open and wash the eye out using plastic cup, try to pour the water for the side of the eye, if this still don’t work then go to the nearest walking centre. There are several things that can get stuck in  ears and nose, common ones like batteries, beads, nuts. If a child does get anything small stuck in their nose or ear, unless it can easily be pulled out with a firm grip then go for it, if not don’t try because you may end up pushing it further back and making it difficult, in these kind of situations you need to call a first aider, or take the child to the nearest walking centre to get it removed. 5. Describe how to recognise and manage common eye injuries Eye injuries can range from relatively trivial, such as irritating the eye with shampoo, to extremely serious, resulting in permanent loss of vision. Common causes of eye injuries include, something like a small particle of grit or a twig damages the transparent front part of the eye known as the cornea – this type of injury is known as a corneal abrasion. A foreign body such as a small piece of wood or metal gets stuck in the eye. A sudden blow to the eye, from a fist or a cricket ball for example, causes the middle section of the eye (the uvea) to become swollen – this type of injury is known as traumatic uveitis. Wash your eyes out for 20 minutes if you think they have been exposed to a chemical. Ideally, you should wash the eye with saline solution, but tap water will be fine if saline is unavailable. Use plenty of water. Water from a garden hose or water fountain is okay if you’re outside. Then go immediately to your nearest A&E department. It’s also important to go to A&E if you cut your eye and it starts bleeding or if you have something stuck in your eye. Never try to remove anything from your eye as you could damage it. 6. Describe how to recognise and manage chronic medical conditions including:a. Sickle cell anaemia. Sickle cell disease is an inherited disorder in which red blood cells are abnormally shaped. This abnormality can result in painful episodes, serious infections, chronic anaemia, and damage to body organs. These complications can, however, vary from person to person depending on the type of sickle cell disease each has. Some people are relatively healthy and others are hospitalized frequently. But thanks to advancements in early diagnosis and treatment, most kids born with this disorder grow up to live relatively healthy and productive lives. b. Diabetes The main symptoms of diabetes are: feeling very thirsty urinating frequently, particularly at night feeling very tired weight loss and loss of muscle bulk Type 1 diabetes can develop quickly, over weeks or even days. Many people have type 2 diabetes for years without realising because early symptoms tend to be general. The amount of sugar in the blood is usually controlled by a hormone called insulin, which is produced by the pancreas (a gland behind the stomach). When food is digested and enters your bloodstream, insulin moves glucose out of the blood and into cells, where it is broken down to produce energy. However, if you have diabetes, your body is unable to break down glucose into energy. This is because there is either not enough insulin to move the glucose, or the insulin produced does not work properly. c. asthma Asthma is caused by inflammation of the airways. These are the small tubes, called bronchi, which carry air in and out of the lungs. If you have asthma, the bronchi will be inflamed and more sensitive than normal. When you come into contact with something that irritates your lungs, known as a trigger, your airways become narrow, the muscles around them tighten and there is an increase in the production of sticky mucus. This leads to symptoms including: Difficulty breathing Wheezing and coughing A tight chest. While there is no cure for asthma, there are a number of treatments that can help effectively control the condition. Treatment is based on two important goals: Relieving symptoms Preventing future symptoms and attacks from developing Treatment and prevention involves a combination of medicines, lifestyle advice, and identifying and then avoiding potential asthma triggers. Read more about living with asthma. 7. Describe how to recognise and manage serious sudden illnesses including a. Meningitis Viral meningitis usually gets better within a couple of weeks, with plenty of rest and painkillers for the headache. Bacterial meningitis is treated with antibiotics (medication that treats infections caused by bacteria). Treatment will require admission to hospital, with severe cases treated in an intensive care unit so the body’s vital functions can be supported. The best way to prevent meningitis is by ensuring vaccinations are up-to-date. Children in the UK should receive the available vaccines as part of the childhood vaccination programme. b. Febrile convulsions Febrile seizures are also sometimes called febrile convulsions. During most seizures the child’s body becomes stiff, they lose consciousness and their arms and legs twitch. Some children may wet themselves. This is what’s known as a tonic colonic seizure. If your child is having a febrile seizure, place them in the recovery position. Lay them on their side, on a soft surface, with their face turned to one side. This will stop them swallowing any vomit. It will keep their airway open and help to prevent injury. Stay with your child and try to make a note of how long it lasts. If it is your child’s first seizure, or it lasts longer than five minutes, take them to the nearest hospital as soon as possible or call 999 for an ambulance. While it is unlikely that there is anything seriously wrong, it is best to be sure. If your child has had febrile seizures before and the seizure lasts for less than five minutes. Try not to put anything, including medication, in your c hild’s mouth during a seizure as there is a slight chance that they might bite their tongue. Almost all children make a complete recovery, and there is not a single reported case of a child dying as the direct result of a febrile seizure. 8. Describe how to recognise and treat the effects of extreme cold and extreme heat for an infant and a child. When a child has an extreme cold the signs and symptoms are Shivering in the early stages Cold, pale and dry skin Low temperature 35 degrees or less Irrational behaviour, slow shallow breathing Cold to touch Unusually quite Refuses to feed Treatment for this will be to remove and replace wet clothing, wrap in a warm blanket cover their head place in a warm room. Give them a hot drink only if they can hold the cup. If it’s a baby then warm them up slowly and place them in a warm room, use your body heat to warm them, and seek for medical advice. When a infant or child has an extreme heat the signs and symptoms could be Gradual onset Sweating, cold, clammy skin Dizziness, confusion, headache Cramps in limbs and or abdomen Shallow rapid breathing, nausea Treatment for this is Reassure, remove casualty to cool place Lie down with legs raised If conscious encourage to sip plenty of fluids If recovery is rapid advise them to see the doctor If unconscious put them in recovery and call 999 for ambulance

Principles Of Teaching And Learning In Teaching Math Essay

Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one â€Å"right way† to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with others–pairing an experienced teacher with a new teacher or forming a community of teachers–to observe, analyze, and discuss teaching and students’ thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if†¦?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students’ understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibilit y in their teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and America’s Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how s tudents’ understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students’ questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a numb er on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as â€Å"profound understanding of fundamental mathematics† (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students’ understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students’ prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one â€Å"right way† to teach. However, effective teachers recognize that the decisions they make shape students’ mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers’ actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the clas sroom environment communicates subtle messages about what is valued in learning and doing mathematics. Are students’ discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others’ arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students’ curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning. Using a variety of strategies, teachers should monitor students’ capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students’ progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students’ learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students’ thinking or to do â€Å"lesson study† is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

Australian Foreign Policy Essay Example | Topics and Well Written Essays - 2000 words

Australian Foreign Policy - Essay Example It is argued, however that the media is too influential on public opinion; and it is the proprietors of the industry making all of the decisions.world. What role does Public opinion and media play in the making foreign policy in Australia is the central research question of this paper. It is in relation to this debate that it becomes crucial to analyse the critical political economy of the news media. The critical political economy is the power and influence exerted by media owners, government and culture for the forming of country's foreign policies.The content and information presented in this paper is based on research and survey conducted by leading agencies to study the media and public opinion influence of foreign policy decision making in Australia. The media is an extremely influential factor in society. Is the media a political institution, in that it decides who gets what, when and how through formal organizations and procedures Or is it a business The radical theory suggests that 'the media generates content that garners the greatest profit'1 (Ranganathan, 2002) The liberal theory of the media suggests that it is not just what interests the public, but what is in the best interest of the public. News is the reporting of facts, or news otherwise not known. ... 'The Australian Broadcasting Commission felt that in those days to use pictures, was to descend to the levels of the popular press.'(Mason & Lean, 1992:42) Today, on the other hand, findings from various surveys conclude that television is the most popular news source and the one in which the majority of the public lay their trust.A survey conducted on 60 Australia all- party political decision makers from both Federal and State Governments showed the great influence that mass media and public opinion exert on foreign policy decision making in Australia. The survey can be summarized as follows2: Media + Community= Highest Influence on Government The findings reveal that Australian politicians are most influenced by the public opinion and media. Use of local newspaper and politician's local community is known to be considered as two main critical points to influence their decision-making. Timely data + Active public engagement= Effective tool for influencing on Government. Provision of timely & accurate market and direct, active public engagement are considered as most effective and powerful communication tools for making a point to government. The role of media is reporting of facts, events or news otherwise not known. . Originally, news was broadcasted on radio, always with one white, male presenter reading the entire bulletin. 'The use of pictures in those days was considered as descending the levels of the very much popular press. .Today, on the other hand, findings from various surveys conclude that television is the most popular news source and the one in which the majority of the public lay their trust. In terms of television media as a whole, it is

Luca Signorelli and His Work at Orvieto Essay Example | Topics and Well Written Essays - 1500 words

Luca Signorelli and His Work at Orvieto - Essay Example From this paper it is clear that  every artist reveals a certain theme in any given work. From the works of Luca, themes such as strength of youths, the strict austerity of middle life, and the resolute seriousness of the old age were depicted. He showed dignity in appreciating human life. Among the remarkable works of Luca, only two were executed before Luca approached forty years. These are the Madonna and Flagellation. The execution of Flagellation though done skillfully, it depicted the strength in youths. This vital work inspired the youths and encouraged them to bring out the power in them.This study discusses that later works showed strict austerity in middle age, and the resolute seriousness of the old life. The theme of inspiration came out of all the work that Luca did. For example, in some of the decorations, in the Chapel, Luca showed several famous poets and scenes taken from their work; to clarify the theme of inspiration. In his work, in Orvierto, Luca portrayed them es chosen for decoration of the chapel. The main themes chosen were ruling of the antichrist, last judgment, redemption, damnation, and the resurrection of the dead. These themes helped other artists and readers to fathom the culture of Renaissance.  Luca is known to have done numerous paintings in different cities. It may not be possible to mention all the works that he did, but some of his principal works can be analyzed.... Luca worked in Cortona, where some paintings, which he painted, remains still. He began painting in the Cathedral of Perugia, then Monte Oliveto before being commissioned to undertake the decoration of Cappella Nuova in the Cathedral of Orvieto. In the Cathedral, he represented the prophetic series story of the Anti-Christ; End of the World; Resurrection of the body, Paradise; Inferno, and the Divine comedy (Henry 45). The inferno scenes about End of the World scene indicate tortures of Hell. This layout of work influenced many artists in the field of painting. His later work ended in Vatican, where he sacrificed to make way for Raphael’s work. Luca returned to his native land, Cortona, after the Vatican contract where he continued to do his paintings, but in small bits. His painting career ended in his native land of Cortona (Henry 46). Theology of Luca Signorelli Through the Church art work, an artist portrays religious views or teachings. Most of the art work done by Luca p ortrayed his views regarding Christian teachings. He seemed dedicated in knowing the truth about Christ’s teachings, and described the truth teaching through the paintings, which he created. His desire to enquire the truth about Christ can be seen when he got a contract to paint the Cathedral of Orvieto. In this contract, he sought theological advice from masters of theology. In most of his paintings, he created images representing the true view of the religious books. According to him, true representation of religious matters was a crucial aspect in helping people to discover the truth (Gilbert 55). He represented in art form, the consequences or the end results of preaching and embracing antichrists. In his paintings, he started with

Patient Privacy Policy Research Paper Example | Topics and Well Written Essays - 750 words

Patient Privacy Policy - Research Paper Example Patient Privacy Policy Evaluation process of the policy involves using questionnaires to different departments in hospitals: workers, patient, and tests on the responsibilities that are played to observe the policy. The evaluation is in terms of the responsibility of each individual, the release of information, employee related information and enforcement of the policy (Danis, Clancy & Churchill, 2002). Evaluation on responsibilities tests the understanding on the importance of respecting the rights of patients by keeping the information on their health private and the need to be sensitive to the concerns when using or disclosing the health related information. The evaluation process also focuses on understanding the policy concerning the protection of confidential information in public areas. Evaluation also is on understanding the accountability for maintaining the privacy of its patient and the confidentiality that is in the information. There are situation that the policy to keep the information of the patients private as it is disclosed in some situations such as those for law information officials as part of an investigation when the patient is a victim of a crime. Once the information is disclosed, the information of the patient is not private as it is to the public and can be known to other people. This is a problem in implementing the policy, as there is no surety in using the information only for investigation purposes.

Answer questions Assignment Example | Topics and Well Written Essays - 500 words - 4

Answer questions - Assignment Example Furthermore, this might apply if the internal expertise is not conversant with the location of the target market (Fernie and Leigh 59). This would aim at increasing the reliability, an aspect that would increase the customers’ loyalty towards the products. The approach of developing a strategy, and then employ the specific suppliers to carry out well-defined portions of the strategy would be effective when the company knows the location of the target market, but does not have the necessary resources to carry out the supply work (Fernie and Leigh 45). On the other hand, the approach may work where the suppliers have the resources but has not specialized in information gathering. Therefore, they depend on the information given by the client. The approach to develop the strategy with third-party logistics provider would be effective when the company has little information about logistical issues but want to be part of the supply management. In addition, it may apply when the third-party logistical companies provide warehousing and transportation services. In addition, it may apply when the firm is involved in value addition. This is to ensure that its strategy does not distort the quality of the products. IBM needs both a private and a consortia based e-marketplace in order to be able to deal with B2B, B2C, and Online market. As a global business it’s hard to concentrate on all these logistical aspects. As a result, divulging to the two areas enables the business to reach the target market on time, while at the same time focusing on producing high quality products according to the tastes and preferences of the customers. On the other hand, the emergence of e-marketing brought a new opportunity to expand its market size. However, traditional market was still significant to the business. Therefore, the strategy has ensured that the company maintains its initial supply strategy while upholding changes brought by online platform. As a