The Status of Religious Language :: Religion Philosophy Christianity Essays

In recent work on the philosophy of religion, there has been a great deal of concentration on what John Hick, in his Philosophy of Religion [Prentice Hall International Editions, 1990, Chapter 7] calls "the peculiarity of religious language". What Hick is referring to is the fact that when language is used either to describe God, or to make any kind of religious statement, it is used in ways that quickly reveal inherent difficulties of meaning. These problems have to do with the fact that while religious statements seem to have all the authority of factual statements, it is quite clearly not possible to regard them as actually being equivalently authoritative. It is not difficult to demonstrate this: a) Jesus loves Bob and Edna. Edna loves Bob. b) God has ordered me to do this. c) My parents have ordered me to stay in this evening. In the case of statements a), it would be straightforward, in all kinds of ways, to discover evidence for or against the truth of the statement that "Edna loves Bob". If one could listen to their private conversations over dinner, for example, it would not be difficult to interpret the affection of Edna for Bob and, hopefully, of Bob for Edna. If Bob were ill or unhappy, Edna's conduct towards him would demonstrate her love. We could go on with this list and, without any difficulty, lengthen it considerably in ways which, despite the theoretical possibility of our being deceived, would be generally verifiable and agreeable not only to Bob and Edna, but also to anyone else not devoutly sceptical to whom we might talk about Bob and Edna and their relationship. It would, though, surely, be rather more difficult to provide similar validation of the statement that "Jesus loves Bob and Edna", for, in attempting to do so, one would need to address such intractable questions as the following: how would we go about demonstrating either the truth or the falsity of this statement if Bob said that he did not believe it was true and Edna said that she did, who would be speaking the truth if the statement were made by a friendly neighbour, worried about Bob and Edna never attending church, on what basis might the statement be said to be veritably either true or false if Bob and Edna won a large amount of money in the national lottery, would this demonstrate that Jesus loved them The Status of Religious Language :: Religion Philosophy Christianity Essays In recent work on the philosophy of religion, there has been a great deal of concentration on what John Hick, in his Philosophy of Religion [Prentice Hall International Editions, 1990, Chapter 7] calls "the peculiarity of religious language". What Hick is referring to is the fact that when language is used either to describe God, or to make any kind of religious statement, it is used in ways that quickly reveal inherent difficulties of meaning. These problems have to do with the fact that while religious statements seem to have all the authority of factual statements, it is quite clearly not possible to regard them as actually being equivalently authoritative. It is not difficult to demonstrate this: a) Jesus loves Bob and Edna. Edna loves Bob. b) God has ordered me to do this. c) My parents have ordered me to stay in this evening. In the case of statements a), it would be straightforward, in all kinds of ways, to discover evidence for or against the truth of the statement that "Edna loves Bob". If one could listen to their private conversations over dinner, for example, it would not be difficult to interpret the affection of Edna for Bob and, hopefully, of Bob for Edna. If Bob were ill or unhappy, Edna's conduct towards him would demonstrate her love. We could go on with this list and, without any difficulty, lengthen it considerably in ways which, despite the theoretical possibility of our being deceived, would be generally verifiable and agreeable not only to Bob and Edna, but also to anyone else not devoutly sceptical to whom we might talk about Bob and Edna and their relationship. It would, though, surely, be rather more difficult to provide similar validation of the statement that "Jesus loves Bob and Edna", for, in attempting to do so, one would need to address such intractable questions as the following: how would we go about demonstrating either the truth or the falsity of this statement if Bob said that he did not believe it was true and Edna said that she did, who would be speaking the truth if the statement were made by a friendly neighbour, worried about Bob and Edna never attending church, on what basis might the statement be said to be veritably either true or false if Bob and Edna won a large amount of money in the national lottery, would this demonstrate that Jesus loved them

Informative Speech on 9/11 Planes Essay

How many of you can still remember exactly where you was on 9/11? I remember I was in my 2nd grade classroom and hearing over the intercom that our teachers needed to turn on the T.V. As we began watching the horrific events that was taking place and yet to take place, we was all confused on what was happening, and why. We just knew what we was watching was not normal. The World Trade Center attacks were part of a strategic plan of a terrorist group al-Qaeda. Throughout the speech, I will be mapping out the attacks as they unraveled. Four planes were hijacked, each intended for different targets. According to the New York Times, the flights that were hijacked included American Airlines Flight 11, United Airlines Flight 175, American Airlines 77, and United Airlines Flight 93 (Schememann A1.) American Airlines Flight 11, which carried five Al-Qaeda terrorists, 81 passengers, and 11 crewmembers, was the first plane to hit the North Twin Tower. The flight was scheduled from Boston, Massachusetts to L.A. California. Within fifteen minutes of that flight, the Al-Qaeda hijackers had injured three people, killed one, and forcibly made their way into the cockpit, and overtook the captain and first officer. Mohamed Atta was the hijacker that took over the planes control, and was in control of the events that followed. The air control system realized something was wrong when they lost all contact with American Airlines Flight 11, until Mohamed Atta, accidently sent a message to the air control system instead of the passengers in the plane. At 8:46 local time, the aircraft crashed into the North tower of the World Trade Center. 102 minutes after the impact, the North tower of the World Trade center collapsed. United Airlines Flight 175 was the second passenger flight, which carried five hijackers and 60 people, which was boarded to go from Boston, Massachusetts, to Los Angeles, California. Within 30 minutes of take off, the hijackers had forcefully entered the cockpit and overruled the pilot and first officer, allowing Marwan al-Shehhi to control the airplane from then on. Unlike American Airlines Flight 11, Airlines Flight 175 kept their air traffic control system on, and it was visible on New York Center’s radar. Many of the passengers and also crew members made phones calls from the phones located on the plane. 17 minutes after the North Tower was hit by American Airlines Flight 11, the United Airlines Flight 175 then struck the South Tower, which was the only impact from September 11, 2001 that was seen live on television as it occurred. 56 minutes after the impact on the South Tower, of the World Trade center, the building collapsed. American Airlines Flight 77, which killed the five Al-Qaeda terrorists and 59 passengers boarded the plane, and also the 125 people that were in the building of the third attack, the Pentagon located in Washington, D.C. The flight was departing from Dulles, Virginia to the destination of Los Angeles, California. It took the five hijackers 35 minutes to intrude the cockpit; Hani Jonjour then took over as the pilot of American Airlines Flight 77. The western side of the Pentagon at 9:37 was hit. At 10:10 A.M. a section of the Pentagon had collapsed, it took days for firefighters to extinguish the massive fire. United Airlines Flight 93, withheld four Al-Qaeda terrorists and 44 passengers, crashed into a field near Stonycreek, Township, Pennsylvania. It only took the Al-Qaeda members 46 minutes to take control over the plane. The passengers of the plane had decided they were not going to let the hijackers hit their target and kill them without an attempt to recover the planes control. The passengers on the plane were in touch with people from the phones, to be aware that the World Trade Center had been hit, along with the Pentagon. The passengers attempted to gain back the control of United Airlines Flight 93, and during this attempt, the plane crashed into the field in Stonycreek Township. United Airlines Flight 93 was the only plane that did not reach its hijackers’ target. Many of us was aware of the events that took place on 9/11, but really didn’t know much about the passengers that was boarded those four planes on September 11, 2001, a day that forever change America. On Flight 11, Charles â€Å"Chuck† Jones, 48, almost made it into outer space. He was qualified to fly on the space shuttle and was scheduled to fly a mission when the 1987 Challenger explosion indefinitely postponed launched. On Flight 77, Suzanna Calley, 42, of California, would have celebrated her 20th wedding anniversary on Wednesday, September 12th, and her 43rd birthday on Monday, September 17. On Flight 175, Ruth McCourt, 45, and her daughter, Juliana, age 4, were aboard United Airline Flight 175. Ruth McCourt’s brother, Ronnie, escaped the ground floor of the World Trade Center. On Flight 93, Todd Beamer, 32, leaves a pregnant wife and two sons. His family believes that he died when he and other passengers tried recovering Flight 93 from the hijackers. The flights of 11, 77, 175, and 93 has forever change the life of America and on 9/11, there will always be a moment of silence for the people that bravely lost their lives that day. Work Cited http://en.wikipedia.org/wiki/American_Airlines_Flight_11 http://en.wikipedia.org/wiki/United_Airlines_Flight_93 http://en.wikipedia.org/wiki/American_Airlines_Flight_77 http://en.wikipedia.org/wiki/United_Airlines_Flight_175 http://usatoday30.usatoday.com/news/nation/2001/09/11/victims-capsules.htm

Creating An Effective Curriculum

Part 1: Sum up the cardinal beliefs the theoretical account promotes sing the acquisition and development of immature kids. Part 2: Supply an lineation of the theoretical influences that have been used in the development of the course of study theoretical account. What theories have influenced the current theoretical account and how are they reflected. Part 3: Sketch the cardinal scheduling and course of study elements the selected theoretical account uses for planning and puting up the acquisition environment. The paper will necessitate to sketch how elements of observation, planning and execution are used. Part 4: Supply a sum-up of the types of appraisal and certification schemes used to measure ongoing acquisition and program subsequent chances. Part 5: Using the ELECT papers rules used in the class, measure if and how the selected theoretical account supports the six nucleus rules. Include specific illustrations of how the single elements are supported by the theoretical account. Supply a set of recommendations for how the ELECT elements can be better supported in the theoretical account being researched, by pedagogues working in an early acquisition environment.Important:This assignment will be completed separately. All assignments must run into academic criterions of authorship, including referencing. Plagiarism is academic discourtesy. Assignments must be stapled, and have a cover sheet with your name, class name, teacher name, and due day of the month. This assignment is deserving 35 % of your grade, and will be marked following the affiliated marker rubric.Taging Rubric: Curriculum Model Research PaperAims non met 0 Markss Partially met outlooks 1 grade Met the basic outlooks as outlined for assignment 2marks Met the basic outlooks and besides provided some extra information to supply a clearer apprehension of subject 3marks Aims Thoroughly Met ( Comprehensive research and treatment of subject to the full supported with statements ; critical thought demonstrated. 4 Markss Provided a clear debut to paper sketching subject to be researched. Clearly identified cardinal beliefs built-in in course of study attack Cleary identified the assorted theories underlying theoretical account ‘s beliefs Who? and How? ) Explained the function of observations in the theoretical account – How they are done. – Purpose of observations Explain how the initial planning is done utilizing the course of study theoretical account. – How learning experiences are determined. – How curriculum programs are recorded/tracked. – Function of the squad in planning. Explain how course of study is implemented. – Particular construction that needs to be used. – How are stuffs and infinite used? – How does the theoretical account ‘s usage of clip impact the continuance of the acquisition experiences? – Educator ‘s function during assorted facets of course of study. Sum up the types of appraisal schemes used in this course of study theoretical account. – Identified the function of appraisal in the course of study attack. What is the function of certification in this course of study attack? Used clear illustrations to explicate how this attack supports ELECT rule: Early kid development sets the foundation for womb-to-tomb acquisition, behaviour and wellness. Used clear illustrations to explicate how this attack supports ELECT rule: Partnerships with households and communities strengthen the ability of early childhood scenes to run into the demands of immature kids. Used clear illustrations to explicate how this attack supports ELECT rule: Respect for diverseness, equity, and inclusion are requirements for honouring kids ‘s rights, optimum development, and acquisition. Used clear illustrations to explicate how this attack supports ELECT rule: A planned course of study supports early acquisition. Used clear illustrations to explicate how this attack supports ELECT rule: Play is a agency to early acquisition that capitalizes on kids ‘s natural wonder and exuberance. Used clear illustrations to explicate how this attack supports ELECT rule: Knowing, antiphonal early childhood professionals are indispensable. Provided clear and concrete recommendations for how curriculum theoretical account can break back up the ELECT rules. Provided a clear set of reasoning comments sing what was learned from the research conducted. 0 Not done 1 Not done satisfactorily 2 Met satisfactorily Paper is organized, stapled and include screen. Academic criterion of English and grammar is used. Multiple beginnings of information are reflected in research. Mentions are formatted to A.P.A. manner. Entire MARK / 72 /35 AbstractionAChilds are adventurers and love to look into what is traveling on around them. Imagine if their whole twenty-four hours was spent in anA environment with beautyA formed by their ain creativeness? A Having the chance to play with natural and unfastened endedA stuffs of their ownA involvements, guidanceA from pedagogues to build their acquisition and believing on exciting subjects, and most significantly holding their households be greatly involved in their twenty-four hours, the larning results of each kid would be concrete and long lasting. These are the sorts of chances provided by pedagogues from the Reggio Emilia Approach, found by research worker and instructor Loris Malguzzi. â€Å" Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known † ( Loris Malaguzzi, The Hundred Languages of Children, ch. 3, by Carolyn Edwards ( 1993 ) . This essay will be discoursing what the Reggio Emilia Approach is, and which constructivist theories influence the Reggio Emilia course of study. It will besides bring out the course of study elements and cardinal scheduling used in the attack and in conclusion how its attack supports the six rules of the ELECT papers used in Ontario. The subjects discussed in this paper will be based on the research found in the book Authentic Childhood Experiencing Reggio Emilia in the Classroom by Susan Fraser and besides on-line beginnings. A A A A A A First of all, what is the Reggio Emilia Approach? This inquiry arises amongst many people like, research workers in kid surveies, parents looking for child care, pedagogues looking to work, the authorities when looking to see statistics to see what course of study theoretical account has a successful result of quality child care and many more individuals who are interested in what different child care attacks provide.A In relation to this, the Reggio Emilia Approach was found by an early instruction specializer from a town in North Italy called Reggio Emilia his name was Loris Malaguzzi ( 1920-1994 ) . Malaguzzi ‘s vision attracts the universe through his drama and undertaking based course of study, kids play and pedagogues guide their drama into undertakings that involvement them. The attack is a combination of rules that build the kid centred environment and course of study. â€Å" Collaboration † is when everyone works together and includes parents, pedagogues, communities and the kids ; â€Å" the image of the child-conceptualizing an image of the kid as competent, imaginative, and full of thoughts † ( Fraser, 2000, Page 8 ) . The â€Å" environment † is known as the 3rd instructor as it is carefully set up by pedagogues to dispute the kid ‘s wonder and acquisition. â€Å" Documenting † is a show of what the kid ‘s experiences are shown through linguistic communication and creativeness. â€Å" Aggravation † is when pedagogues listen carefully to what the kids are stating and farther steer the ideas and achievements. Plans and probes are besides made by everyone involved, which is known as â€Å" progettazione † . A alone rule found in the Reggio Emilia attack is the â€Å" one hundred linguistic communi cations of kids † which means that the kids use many different resources and stuffs to â€Å" do symbolic representations of thoughts that may originate † ( Fraser, 2000, Page 8 ) . The rules from the Reggio Emilia Approach besides include uninterrupted drama. As a whole it is an exciting acquisition environment for the kids, pedagogues and parents all co-learning together. As a 2nd point, allow ‘s discourse which theories influence the Reggio Emilia course of study. For case in a Montessori school the doctrine will be of Maria Montessori and the twenty-four hours will be planned out utilizing didactic stuffs and consecutive stairss based on her research on kid surveies. The Reggio Emilia Approach is non merely based on one doctrine like the Montessori but it is really based on a figure of different philosophers. including Jean Piaget ‘s theory for the sequences of cognitive development, Lev Vygotsky theory for the societal facets of acquisition and the importance of drama, Jean Dewey ‘s theory for the function of drama, human nature and â€Å" sing the kid in the context of the household and society † ( Fraser,2000, Page14 ) , Hugh Gardiner ‘s theory of multiple intelligences, Urie Bronfenbrenner ‘s theory on the environment, Barbara Biber ‘s theory included coaction and positive ego image, and there may be mo re. As a consequence of holding so many doctrines combined in the Reggio Emilia Approach, it is known to be a theoretical account, concentrating on the whole kid, development, environment, drama, household engagement, self image controlled by pedagogues truly understanding how to steer kids to show their feelings, and how kids use their multiple intelligence and symbolic linguistic communication. The 3rd subject this paper is turn toing, what are the course of study elements and cardinal scheduling used in Reggio Emilia Schools? Curriculum is what the kids learn from and the experiences they have when being cared for in a kid attention Centre. Key scheduling is the ends and agendas that a school may hold. Traditionally a batch of early child care Centres would be after what toys and activities the kids would play with and so assist and learn the kids how to utilize them or how to make an activity and so a study may be written to demo parents how the kid is acquiring along harmonizing to the kid ‘s development phase. In the Reggio Emilia Approach the course of study is really different to traditional instructor taught course of studies. It is planned by what the kids are interested in while playing and prosecuting in activities of their pick. Appraisal is used to be after what to make in the schoolroom based on a kid ‘s involvements. Its function in the undertaking procedure is to larn the kids ‘s behavior, to detect kids ‘s involvements, to revisit undertakings with the kids, to derive cognition on the kids ‘s capablenesss and as a tool to analyze kids. The Reggio Approach suggests that by measuring undertakings over and over once more, kids understand their ain inquiries. It besides stresses that parents, kids and pedagogues are co-learners. Additionally the principle for pedagogues is to measure alongside the kids. Educators facilitate instead than directing the kids. Educators assess by detecting and stepping in or stepping back whenever they need to. They besides ask of import inquiries that challenge the kids to calculate things out by their ain wonder. Documentation is besides used to be after the Reggio Approach. Here there are many different methods of certification from simple note signifier to â€Å" the more sophisticated electronic equipment, such as digital cameras, webs, audio recording equipments, and picture recording equipments † ( Fraser, 2000, Page 83 ) depending on what sort of observations are being made. The different experimental techniques are running records which are the method used more frequently, clip sampling, art shows, event sampling, anecdotal records, tape recording, sequences of exposure, shows of undertakings, and picture tapes. In the Reggio Approach certification is used every bit shortly as something happens, The journal of Laura a diary taken from a Reggio Centre in Italy provinces that instructors work closely with the kids taking notes, entering observations they think have intending toward the acquisition of that kid. Documentation is done when needed there ‘s non merely specific timings, notes can be taken at any clip, Documentation is done to further appraisal and planning towards undertakings that kids want to get down or are already working towards. The Reggio Emilia Approach does non hold an organized planned course of study it is really really self-generated and is built harmonizing to single or group involvements of the kids. To stress that the course of study is self-generated and is planned on the involvement of the kids pedagogues use different methods of observations at any clip. There are many ways to detect in the Reggio Approach. Note pickings is one manner to detect, they besides use journals to compose contemplations on observations, picture taking, picture, sound, written, watching drama and careful hearing to conversations. Parental observations are taken at place and noted. The principle for the parent appraisals are that they know their kids best and kids are carefully observed on how the environment is used. The Reggio Emilia Approach suggests that kids speak one hundred symbolic linguistic communications and they use observations to find and understand what these linguistic communications are. To clear up, obse rvations are used for appraisal, certification, planning and implementing the course of study. With this in head the pedagogue ‘s function is to steer the natural wonder and acquisition of the kids, and the environment is known as the 3rd instructor. â€Å" The kids are small research workers. They can and desire to pass on with the environing universe † ( Reggio Emilia Philosophy, www.education.com ) . There are many factors that have to be taken into history when it comes to the function of observations and implementing. â€Å" The determination to transport out observations is normally the consequence of a inquiry that has arisen about a kid or a group of kids and their behavior or activities in the Centre † . ( Fraser, 2000, Page 81 ) Similarly, other factors have of import functions in implementing the acquisition procedure, for illustration clip is of import. Children need tonss of clip to work on on-going undertakings. In the Reggio Emilia Approach there are no clip limits on undertakings. Children work on undertakings every bit long as they are still interested. Space and layout is carefully set up for dramatic drama, H2O drama, block drama, physical and use, art and creativeness, out-of-door drama, and quiet clip country. This encourages societal accomplishments, job work outing accomplishments, doing personal picks and squad work methods. â€Å" Teachers carefully form infinites for little and big group undertakings and little confidant infinites for one, two and three kids † . ( About Reggio Emilia doctrine, www.education.com ) The environment is made to look beautiful and inviting. Another factor in implementing the course of study procedure is that the resources that are provided by the pedagogue, another of import function of the pedagogue. Materials are carefully chosen they can be natural stuffs, playthings, games, H2O drama, originative stuffs, unfastened ended stuffs, blocks, mystifiers, books, sand playthings, or even dress up apparels for dramatic drama. Children use the stuffs so they can play and foster their acquisition. To pull strings and get down the procedure of undertakings the pedagogues use positive linguistic communication and encouragement to assist kids larn how to show their emotions. Educators plan team meetings to discourse the observations and planning. Parents are ever welcome to fall in or assist do determinations. Meetings are used to be after what stuffs need to be taken out, how the environment should be set up, what is needed for undertakings that are emerging and besides what things need to be changed. The Reggio Emilia Approach is really similar to the emergent course of study. A batch of the factors used in Reggio are used in the emergent course of study, but the emergent course of study emphasizes development and involvement and Reggio emphasizes on involvement. The concluding point to discourse in this paper is about how the Reggio Emilia Approach uses all six rules of the ELECT papers. In the Reggio Emilia Approach there is a nexus to the first rule of the ELECT papers which is â€Å" Early kid development sets the foundation for womb-to-tomb acquisition, behaviour and wellness † An illustration of this is that journals are shown to parents, each undertaking is based on being kid centered and play based which means that it has to be developmentally appropriate, each appraisal is done to calculate out the involvements of the kid and each kid is observed to their ain developmental phase and long term undertakings are used so pedagogues can see how kids are turning and are developing their acquisition. Besides there are assorted doctrines used in the Reggio Approach one in peculiar linked to the different phases and sequences of development are the doctrine of Piaget. The 2nd rule of the ELECT papers is â€Å" Partnerships with households and communities strengthen the ability of early childhood scenes to run into the demands of kids † . The nexus to the Reggio Emilia Approach to the 2nd rule are that parents work as carbon monoxide scholars with pedagogues and kids in the Reggio Emilia attack and exposure are displayed around the Centre for the kids to hold a reminder of place. The 3rd rule of the ELECT papers is â€Å" Respect for diverseness, equity and inclusion are requirements for honouring kids ‘s rights, optimum development and acquisition: . The following nexus to The Reggio Emilia Approach is parents are of import, one influence is the doctrine of Bronfenbrenner, â€Å" everyone involved -children, parents and teacher pay an built-in portion in what is known as the circle of we † ( Fraser, page.102 ) Reggio Centre ‘s regard and support households, civilizations and all diverse state of affairss, in add-on to this, the Approach besides brings households together, larning about the different households, civilizations, nutrient and dressing up. The 4th rule of the ELECT papers is â€Å" A planned course of study supports early acquisition † . This rule is met by the undertakings that take topographic point in the Reggio schools, undertakings are worked on in deepness and item, the kid centered attack and kids ‘s involvement program the course of study. â€Å" The Reggio Emilia Approach can be defined hence as â€Å" contextual † , that is, it is determined by the duologue among kids, instructors and the environment environing them † ( The Reggio Emilia Approach – Truly listening to immature kids, www.oecd.org ) . The 5th rule is â€Å" Play is a agency to early acquisition that capitalizes on kids ‘s natural wonder and exuberance † , this rule is linked to the Reggio Emilia Approach The Reggio Approach is play based and has the same doctrine to the ELECT and the Emergent which is that kids learn and grow through different types of drama. â€Å" The word â€Å" drama † is non a often used word in The Reggio Approach, although as seen above, self-generated drama and drama valued as â€Å" meaningful acquisition † figure among the ends for larning and development. ( The Reggio Emilia Approach – Truly listening to immature kids, www.oecd.org ) , in add-on to this the Reggio Emilia Approach besides states that drama is used to picture 100 different linguistic communications through symbolic linguistic communications. The last rule, rule six is â€Å" Knowing, antiphonal early childhood professionals are indispensable † . This rule is besides linked to Reggio Emilia ‘s Approach, as Reggio Centers have instructors with extended staff development ; instructors make ends for them self and instructors besides learn alongside the kids heightening their apprehension of kids. Another illustration of this rule is that the pedagogues of Reggio schools sometimes are non qualified but learn from the other instructors and through each day-to-day experience with the kids. In decision to this paper it shows that it can take a figure of doctrine ‘s to make a high quality theoretical account, and that non merely one doctrine is better than another, but each doctrine really compliments one another, likewise it proves that kids do n't needfully necessitate to be taught by a instructor but can larn by holding the chance to build their ain acquisition through a kid centered attack. In add-on this paper besides shows that the function of drama, civilization, parents, pedagogues, the environment, observations, appraisal, certification, and planning are all really of import to implement a kid ‘s acquisition to do up a theoretical account like the Reggio Emilia Approach. Finally this paper proves that the Reggio Emilia Approach follows an emergent course of study that can associate to all six rules of the model provided by the ELECT papers.

Example Student Teacher Observation Checklist

Example Student Teacher Observation Checklist To prepare yourself for a student teacher role, familiarize yourself with the roles and responsibilities of a student teacher. The experience is rewarding, demanding, and depends on periods of review from other teachers and administrators. These general checklists closely align to ones a student teacher would encounter in the field from college professors and mentoring educators.   Classroom Observation by Cooperating Teacher Here you will find a question or statement followed by specific areas the cooperating teacher will be observing the student teacher on. 1. Is the student teacher prepared? Do they have an organized, detailed lesson plan and all materials needed? 2. Do they have knowledge of the subject matter and a purpose? Can the student teacher answer students questions? Can he/she motivate students to peak their interest in the subject matter? 3. Can the student teacher control students behavior? Keep their attentionInvolve students in the lessonStop lesson when neededAware of individual needsProvide positive reinforcement 4. Does the student teacher stay on topic? Do they follow a logical sequence? 5. Is the student teacher enthusiastic about the lesson they are teaching? Are students excited shown through class participation and behavior?Are the activities appropriate? 6. Does the student teacher have the ability to: Stay on topic?Give directions?Reach objectives?Vary questions?Involve students?Encourage participation and thinking?Summarize lesson? 7. Is the student teacher able to present: Enthusiasm?Details?Flexibility?Speech and grammar? 8. Do students actively participate in class activities and discussions? Are students attentive and interested?Are students cooperative and responsive? 9. How do the students respond to the student teacher? Do they follow directions?Do they display understanding?Are they respectful? 10. Does the teacher communicate effectively? Provide visual aidsTone of voice Areas of Observation by College Supervisor Here you will find several topics that can be observed during a single lesson. 1. General appearance and demeanor Dresses appropriatelyGood posture, animation, and smiles 2. Preparation Provides and follows a lesson planHas knowledge of the materialIs organizedIs creativeProvides teaching aids 3. Attitude towards the classroom Respects studentsListens to studentsEnthusiasticDisplays a sense of humorHas patience and sensitivityHelps students when needed 4. Effectiveness of lessons Motivates through instruction and presentationMeets objectivesStays on topicPaces lessonEncourages class participationCarefully directs and explains expectationsUses effective questioningAbility to summarize the lessonHas a concluding activityCorrelates lesson with other subjects 5. Presenter effectiveness Speaks clearly using proper grammarAvoids using  colloquialisms such as you guys and yeahAttentive to detailsHas confidenceBoard writing is legibleMaintains authority 6. Classroom management and behavior Does not embarrass, use sarcasm, or argue with studentsRemains an adult at all timesDoes not tolerate or dwell on inappropriate behaviorKeeps lesson flowing and knows when to stop or wait Areas of Observation Used in Self-Evaluation This list of questions forms the basis of a self-evaluation process for a student teacher. Are my objectives clear?Did I teach my objective?Is my lesson timed well?Do I remain on one topic too long or too short?Do I use a clear voice?Was I organized?Is my handwriting legible?Do I use proper speech?Do I move around the classroom enough?Did I use a variety of teaching materials?Do I show enthusiasm?Do I have make good eye-contact with the students?Did I explain the lesson effectively?Were my directions clear?Did I show confidence and knowledge of the subject?

How to Calculate Powerball Odds

How to Calculate Powerball Odds Powerball is a multistate lottery that is quite popular due to its multimillion-dollar jackpots. Some of these jackpots reach values that are well over $100 million. An interesting quest ion from a probabilistic  sense is, â€Å"How are the odds calculated on the likelihood of winning Powerball?† The Rules First we will examine the rules of Powerball as it is currently configured. During each drawing, two drums full of balls are thoroughly mixed and randomized. The first drum contains white balls numbered 1 to 59. Five are drawn without replacement from this drum. The second drum has red balls that are numbered from 1 to 35. One of these is drawn. The object is to match as many of these numbers as possible. The Prizes The full jackpot is won when all six numbers selected by a player match perfectly with the balls that are drawn. There are prizes with lesser values for partial matching, for a total of nine different ways to win some dollar amount from Powerball. These ways of winning are: Matching all five white balls and the red ball wins the grand prize jackpot. The value of this varies depending upon how long it has been since someone has won this grand prize.Matching all five white balls but not the red ball wins $1,000,000.Matching exactly four of the five white balls and the red ball wins $10,000.Matching exactly four of the five white balls but not the red ball wins $100.Matching exactly three of the five white balls and the red ball wins $100.Matching exactly three of the five white balls but not the red ball wins $7.Matching exactly two of the five white balls and the red ball wins $7.Matching exactly one of the five white balls and the red ball wins $4.Matching just the red ball but none of the white balls wins $4. We will look at how to calculate each of these probabilities. Throughout these calculations, it is important to note that the order of how the balls come out of the drum is not important. The only thing that matters is the set of balls that are drawn. For this reason our calculations involve combinations and not permutations. Also useful in every calculation below is the total number of combinations that can be drawn. We have five selected from the 59 white balls, or using the notation for combinations, C(59, 5) 5,006,386 ways for this to occur. There are 35 ways to select the red ball, resulting in 35 x 5,006,386 175,223,510 possible selections. Jackpot Although the jackpot of matching all six balls is the most difficult to obtain, it is the easiest probability to calculate. Out of the multitude of 175,223,510 possible selections, there is exactly one way to win the jackpot. Thus the probability that a particular ticket wins the jackpot is 1/175,223,510. Five White Balls To win $1,000,000 we need to match the five white balls, but not the red one. There is only one way to match all five. There are 34 ways to not match the red ball. So the probability of winning $1,000,000 is 34/175,223,510, or approximately 1/5,153,633. Four White Balls and One Red For a prize of $10,000, we must match four of the five white balls and the red one. There are C(5,4) 5 ways to match four of the five. The fifth ball must be one of the remaining 54 that were not drawn, and so there are C(54, 1) 54 ways for this to happen. There is only 1 way to match the red ball. This means that there are 5 x 54 x 1 270 ways to match exactly four white balls and the red one, giving a probability of 270/175,223,510, or approximately 1/648,976. Four White Balls and No Red One way to win a prize of $100 is to match four of the five white balls and not match the red one. As in the previous case, there are C(5,4) 5 ways to match four of the five. The fifth ball must be one of the remaining 54 that were not drawn, and so there are C(54, 1) 54 ways for this to happen. This time, there are 34 ways to not match the red ball. This means that there are 5 x 54 x 34 9180 ways to match exactly four white balls but not the red one, giving a probability of 9180/175,223,510, or approximately 1/19,088. Three White Balls and One Red Another way to win a prize of $100 is to match exactly three of the five white balls and also match the red one. There are C(5,3) 10 ways to match three of the five. The remaining white balls must be one of the remaining 54 that were not drawn, and so there are C(54, 2) 1431 ways for this to happen. There is one way to match the red ball. This means that there are 10 x 1431 x 1 14,310 ways to match exactly three white balls and the red one, giving a probability of 14,310/175,223,510, or approximately 1/12,245. Three White Balls and No Red One way to win a prize of $7 is to match exactly three of the five white balls and not match the red one. There are C(5,3) 10 ways to match three of the five. The remaining white balls must be one of the remaining 54 that were not drawn, and so there are C(54, 2) 1431 ways for this to happen. This time there are 34 ways to not match the red ball. This means that there are 10 x 1431 x 34 486,540 ways to match exactly three white balls but not the red one, giving a probability of 486,540/175,223,510, or approximately 1/360. Two White Balls and One Red Another way to win a prize of $7 is to match exactly two of the five white balls and also match the red one. There are C(5,2) 10 ways to match two of the five. The remaining white balls must be one of the remaining 54 that were not drawn, and so there are C(54, 3) 24,804 ways for this to happen. There is one way to match the red ball. This means that there are 10 x 24,804 x 1 248,040 ways to match exactly two white balls and the red one, giving a probability of 248,040/175,223,510, or approximately 1/706. One White Ball and One Red One way to win a prize of $4 is to match exactly one of the five white balls and also match the red one. There are C(5,4) 5 ways to match one of the five. The remaining white balls must be one of the remaining 54 that were not drawn, and so there are C(54, 4) 316,251 ways for this to happen. There is one way to match the red ball. This means that there are 5 x 316,251 x1 1,581,255 ways to match exactly one white ball and the red one, giving a probability of 1,581,255/175,223,510, or approximately 1/111. One Red Ball Another way to win a prize of $4 is to match none of the five white balls but match the red one. There are 54 balls that are not any of the five selected, and we have C(54, 5) 3,162,510 ways for this to happen. There is one way to match the red ball. This means that there are 3,162,510 ways to match none of the balls except for the red one, giving a probability of 3,162,510/175,223,510, or approximately 1/55. This case is somewhat counterintuitive. There are 36 red balls, so we may think that the probability of matching one of them would be 1/36. However, this neglects the other conditions imposed by the white balls. Many combinations involving the correct red ball also include matches on some of the white balls as well.

Read the attachment carefully Assignment Example | Topics and Well Written Essays - 500 words

Read the attachment carefully - Assignment Example e is competition; other companies like Schlumberger and Halliburton also operate in the same industry producing almost similar products to the market. All their products are consumed by the same consumers making competition a great external factor in the task environment. It always keeps the company in check to produce more and quality equipments and services (Kew &John, 11). Customers demand products based on their quality making the companies compete in producing the best qualities. The better the quality, the higher the consumption rate, thus, more profit to the business (Slaton & Hunter, 321). To be efficient in their production quality is important leading to the next task environment that is resources. Resources include skilled workers, raw materials, and finance. These factors must exist for efficient operation of the company in orders to produce quality services and equipments. Without them, the company cannot operate, and if they are limited, the level of production is reduced and the company can collapse. The last important element in the task environment of the National Oil Well Varco Inc is the technology. It enhances smooth operations within the company and production of technical tools. Since most of its products are used by other firms like drilling companies, advanced technology is essential to producing efficient equipments and services. Technology also helps it keep up with the competition in the global market at large. In the Oil Gas Drilling Industry, Diamond Offshore Drilling is one of the companies operating in that sector. Some of its task environments are similar to those of the National Oil Well Varco Inc. For example, it is faced with completion from other companies like, Noble Corp, and Ensco plc that also drill oil gas. Another similar critical task environment element is technology. For effective and efficient operation of the company, advanced technology is necessary. Its activities require sophisticated and advanced technology to

Creating Positive Environment for Learning Assignment

Creating Positive Environment for Learning - Assignment Example In order to achieve this, the kind of learning environment where the child is exposed to is of primary importance. Making a student learn with so many distractions from the environment poses a problem to many teachers and institutions today. Because of much advancement in technology, parents and schools compete with media and a host of other information providers that catch the learner's attention. How to create a positive environment for learning is a challenge that institutions and education providers greatly face, and is the main focus of this literature review. Indeed, mounting evidence indicates that a strong relationship exists between Student academic performance and classroom conduct (e.g., Cantwell & Baker, 1987; Delaney & Kaiser, 2001; Kaiser & Hester, 1997). Research also demonstrates that students who do not perform well in class often have an increased incidence of discipline problems (Nelson, Scott, & Polsgrove, 1999). Other classroom factors, such as improper curricular placement, negative management styles, and ineffective instruction, can exacerbate an already difficult situation (Kauffman, 2001). Given these circumstances, it follows that school personnel need to reconsider young adolescents' needs and create a learning environment that contributes to positive behavior as well as academic achievement. Media headlines appear to suggest that schools today are hotbeds of aggressive and violent behavior. In fact, statistics show that these incidents, fortunately, occur very infrequently, and that schools remain the safest place for middle school students. Nevertheless, school personnel have a responsibility to recognize the effects of lesser yet more predictable misbehaviors on learning, and to take deliberate action to create a positive school environment. There is a growing consensus that a positive and safe learning environment is one that emphasizes cooperation, collaboration, and peaceful existence, and is one that is free from threats of psychological or physical harm--that is, an environment that reflects caring and concern for all students (Manning, 2000).Drawing upon the accumulated literature, we found evidence that effective learning environments usually:* Recognize and accept the differences among young adolescents'physical, psychosocial, and cognitive development, and pro videdevelopmentally appropriate instruction ; * Place value on gender, sexual orientation, cultural, and linguisticdifferences, and provide classroom organization and instructionalapproaches that account for these differences ; * Provide curriculum that enhances young adolescents' acceptance of self and others, and that enables them to accept differences andsimilarities among people ; * Provide instruction that ensures a high degree of academicengagement and success for all young adolescents;* Utilize management procedures that emphasize the idea that studentsconstitute a community of learners, all of whom should accept (or betaught to accept) responsibility for their behavior ; * Pro