...Eliminating the Gender Achievement Gap ELIMINATING THE GENDER ACHIEVEMENT GAP Preconceived notions of what boys and girls can and cannot do will have negative effects on both genders. Parents who allow their sons to misbehave and say “boys will be boys” not only damage their view of themselves but it does not teach them the consequences of right and wrong. Telling a boy “big boys do not cry” may create an emotionally stunted boy. Society allows girls to express their emotions but boys must keep them inside. While society does not blink an eye when a boy aspires to becoming an auto mechanic or a girl a stay at home mom, the converse brings discomfort, ridicule, much discussion and even embarrassment for the families. Research shows women have made tremendous gains in the last few decades; however, it is still difficult for them to obtain equality. According to an article from the Institute for Women’s Policy Research, women make up almost half of all actively employed people in the work force yet; they earn, on average, 23% less than their male counterparts holding the same position (Hegewisch & Hudiburg, 2013, para.1). The pace has been so slow that if it continues at this same rate, it will take over 40 years before women will earn the same salary as men in the same positions (Hegewisch & Hudiburg, 2013, para. 2). What causes this phenomenon? Is it nature or nurture? Is it something that begins in the womb or the formative years...
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...continues through higher education. The gender gap can be attributed to many problems. These problems include cultural, socioeconomic, educator expectations, and student environment. Gender Gap 3 Gender equity happens when there is no difference in student achievement in relation to classroom teaching and school environment. Many factors play into the gender achievement gap. Cultural factors, race, and discrimination are part of the gender gap. Cultural factors include parent educational levels, student home life, and income. Family parenting styles in the African-American family concerning the form of discipline, racial socialization, and the level of parental involvement in education may also play a role in the black gender gap in academic performance. Families typically give young boys more independence than young...
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...Terese Wilhelmsen Master’s thesis PHYSICAL ACTIVITY IN THE EVERYDAY LIFE OF CHILDREN Exploring how intergenerational transfer of habitus frame boys and girls opportunity to generate and negotiate physical activity within their everyday life. NTNU Norwegian University of Science and Technology Faculty of Social Sciences and Technology Management Department of Sociology and Political Science Master’s thesis in Sport Science Trondheim, January 2012 Terese Wilhelmsen PHYSICAL ACTIVITY IN THE EVERYDAY LIFE OF CHILDREN Exploring how intergenerational transfer of habitus frame boys and girls opportunity to generate and negotiate physical activity within their everyday life. Master in Sport Science Department of Sociology and Political Science Faculty of Social Sciences and Technology Management Norwegian University of Science and Technology, NTNU Trondheim, Norway. 1 ABSTRACT Several indicators of social background and gender expectations are found to have an important impact on children’s physical activity patterns, yet few studies have explored intergenerational transfer of habitus through the use of triangulation of methods. The aim of this study is to explore how intergenerational transfer of habitus frames children’s opportunit to generate and negotiate physical activity in their everyday life. This is done by examining the relationship between children’s physical activity pattern’s and: parental capital, parental perception of gender appropriate...
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...Gender, Sport and the Media Women’s participation in sport has historically not been given the same coverage, funding, prize money, sponsorship or respect as men’s. 1. When were women first allowed to compete in the modern Olympics? (1 mark) Women competed for the first time at the 1900 Games in Paris. Of a total of 997 athletes, 22 women competed in five sports: tennis, sailing, croquet, equestrianism and golf. 2. Name five women who hold sporting positions in the media and what their positions are. (5 marks) Erin Jill Andrews (a sports caster and host for FOX College Football) Michelle Denise Beadle (a sports reporter and co-host of Sports Nation on ESPN2) Charissa Jean Thompson (a television host and sports caster for Fox Sports)...
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...Leader Profile Paper Kimberly Linton November 21, 2014 HRE 3723 Introduction: 1. Who did you choose to interview and why did you choose him/her? Throughout her life, my youth director and mom Nicole Linton has been an exemplary leader. She was always involved as a leader in organizations throughout high school and college. She has been a member of her church for 30 years and now serves as the youth director. Chapter 1 – The Nature and Importance of Leadership 1. Why is leadership important in your (organization, community, team, etc.)? Mrs. Linton believes leadership is important because “young children need guidance and a good example to follow so they don’t fall to the wrong paths.” 2. Why do you think it is important for students such as myself to learn to lead? She believes that it is important for students to learn how to lead because it will open up doors for our futures. She also says “you have to become the leader that you want your children to look up to.” 3. One of the things we study is the many roles that leaders play in their organizations, communities, teams, etc. Could you give me an example of when you have been a: a. Figurehead She says, “When I got accepted to college I think I was a role model for the children and to let them know that someone just like them could get to where I am going.” Coming from our home town and seeing people go to college and be successful is a big inspiration. b. Spokesperson She...
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...Death of a Salesman Act one Part 1 A flute plays softly as the light rises on a house surrounded by tall, angular buildings. The sparsely decorated kitchen is visible with a dark drape at the back leading into the living room. To the left and up a little is a second story bedroom with only a brass bed and a straight chair. Above the unseen living room is another bedroom with two beds; a stairway at the left curves up to the room from the kitchen. The empty stage between the house and the audience is the back yard, the scene of Willy's imaginings, as well as the city scenes. Whenever the action of the play is in the present, the characters act as if the imaginary walls are real and they enter and exit rooms only through doors. But when the action is in a memory, the characters step through the walls and onto the forestage. Willy Loman, a sixty-year-old traveling salesman, enters his home late at night with two large sample cases. His wife, Linda, hears him coming up the stairs to their bedroom. She seems worried that something has happened, that he has wrecked the car again, or that he's ill, but Willy assures her that he is fine, just tired. Sitting on the bed with her, he explains that he came home because he was having trouble staying on the road while he drove, and he is unsure of what caused his distraction. It could've been the coffee he had at a roadside diner or the way he opened the windshield of the car and the scenery and sunshine just washed over him. Whatever...
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...The Power of COMMUNICATION Talk: Who Gets Heard and Why The Power of Talk: Who Gets Heard and Why by Deborah Tannen FROM THE SEPTEMBER–OCTOBER 1995 ISSUE T he head of a large division of a multinational corporation was running a meeting devoted to performance assessment. Each senior manager stood up, reviewed the individuals in his group, and evaluated them for promotion. Although there were women in every group, not one of them made the cut. One after another, each manager declared, in effect, that every woman in his group didn’t have the self-confidence needed to be promoted. The division head began to doubt his ears. How could it be that all the talented women in the division suffered from a lack of self-confidence? In all likelihood, they didn’t. Consider the many women who have left large corporations to start their own businesses, obviously exhibiting enough confidence to succeed on their own. Judgments about confidence can be inferred only from the way people present themselves, and much of that presentation is in the form of talk. The CEO of a major corporation told me that he often has to make decisions in five minutes about matters on which others may have worked five months. He said he uses this rule: If the person making the proposal seems confident, the CEO approves it. If not, he says no. This might seem like a reasonable approach. But my field of research, socio-linguistics, suggests otherwise. The CEO obviously thinks he knows what a confident person sounds...
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...novel The Catcher in the Rye by J.D. Salinger, play The Crucible by Arthur Miller and the poem “Barbie Doll” by Marge Piercy all have underlying themes of the society influencing a character’s individuality. In each text, each character struggles with the difficulty of the society’s impact on their lives. Through each text we see the struggles and stress “the society” puts upon people. In “Barbie Doll,” the main character struggles with her self image, whereas in Catcher, Holden struggles with the society’s pressure to become materialistic. In The Crucible, every character is under the microscope and pressured to stay in order and not to step out of perfection. If they do not do as told or what is thought to be the correct way to act they will be accused of witchcraft even if innocent. The society has such a large impact on each and every one of these characters, that without a doubt each character has been influenced one way or another. In The Catcher in the Rye, Holden faces the pressure of the society alone and struggles with the ability of keeping his individuality from slipping out of his grips. The society in this novel brings upon the pressure of having everything, even if it means really having nothing at all. Holden feels he cannot be himself in the society surrounding him, his school tries to change him, his parent’s values aren’t the same as his, and he hates everyone because everyone is alike; they all have the same personality, without single trace of individuality...
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...Report Two: Global Business Issues Abstract As a group we were posed with the task of addressing six different issues using ten different articles from Business week and five sources of peer reviewed articles. The first issue that we addressed was Global Self-Awareness which is “the continuum through which students develop a mature, integrated identity with a systemic understanding of the interrelationships among the self, local and global communities, and the natural and physical world.” The next issue addressed was Perspective which is “Taking the continuum through which students develop a mature, integrated identity with a systemic understanding of the interrelationships among the self, local and global communities, and the natural and physical world. Another issue we addressed was Cultural Diversity which is “the ability to recognize the origins and influences of one’s own cultural heritage along with its limitations in providing all that one needs to know in the world.” The next issue talked about was Personal and Social Responsibility which is “the ability to recognize one’s responsibilities to society-locally, nationally, and globally- and to develop a perspective on ethical and power relations both across the globe and within individual societies.” The next topic discussed was Understanding Global Systems which is “the complex and overlapping worldwide systems, including natural systems and human systems, which operate in observable patterns and often are affected...
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...successful they are in the school environment. One of the bigger changes is the amount of other children in the classroom. Typically pre-school classes are smaller in number and children become comfortable playing with only a small social group. Kindergarten and first grade could potentially have 30 children and can cause a child to feel shy and unable to cope with the new social situation. Another factor that influences a child’s ability to adapt to the school environment is the teacher controlled environment and then the more child controlled environment on the playground. Most children are used to being monitored closely throughout the whole day. However, the playground environment and the independence they are given to choose friends to play with can be a difficult to navigate and once again cause problems for the child’s social development and peer-relationships. Some emotional milestones that occur during the ages of six to eight years old include developing relationships with people outside the family as they realize emotional needs can be met by peers as well as the family unit. This...
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...STUDENTS’ CONSTRUCTION OF THE BODY IN PHYSICAL EDUCATION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the Requirements for the degree of Doctor of Philosophy in The Department of Kinesiology by Laura Azzarito B.S., Universita’ di Scienze Motorie di Torino, Italy, 1994 M.S., University of Maryland, College Park, 2000 December 2004 ACKNOWLEDGEMENTS I’m very grateful to all the students and teachers who are the subjects of this work. I greatly appreciate their willingness to participate in this research and the time they dedicated to all of the interviews and member checks. I also thank the principals who gave me permission to conduct this study. I especially acknowledge and thank physical education teachers Celeste Alfred, for welcoming me to her school, and Vickie Braud for her great help in making contacts necessary to complete my data collection. Both Vickie and Celeste were wonderful throughout my research process, helping me to observe classes and arrange student interviews at the schools. I greatly appreciate all the suggestions, insights and comments of my committee members. Thank you to all of them: Dr. Kuttruff, my external committee member, for her interest in following the steps of my dissertation; Dr. Magill, for bringing a very challenging and valuable perspective to my research; Dr. Lee, for her deep knowledge and expertise in the field of physical education;...
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...Second Edition, by Donald Kauchak and Paul Eggen Published by Prentice-Hall/Merrill. Copyright © 2005 by Pearson Education, Inc. Learner Diversity Differences in Today’s Students T eachers begin their careers expecting to find classrooms like the ones they experienced when they were students. In some ways classrooms are the same. Students go to school to learn, but they also want to have fun and be with their friends. They expect to work but often need encouragement from their teachers. They’re typical kids. Classrooms are changing, however; the population of our schools is becoming increasingly diverse. Students come from different cultures and speak many different languages at home; they possess a range of abilities and talents; and issues involving differences between boys and girls are receiving increased attention. In this chapter we examine this diversity as we try to answer the following questions: ♦ ♦ ♦ ♦ ♦ What is cultural diversity, and how does it influence student learning? How are the educational experiences of boys and girls different? How do schools accommodate ability differences in learners? What are learning styles, and how should teachers respond to them? Who are learners with exceptionalities, and how can schools best meet their needs? Let’s see how learner diversity influences the lives of teachers. Shannon Wilson, a fifth-grade teacher in a large urban elementary school, walked around her classroom, helping student...
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...[indicated by the static test] and the level he reaches in solving problems with assistance is the zone of his proximal development. _________________________________ ABRAHAM MASLOW http://www.ship.edu/~cgboeree/m aslow.html HEIRARCY OF NEEDS • Physiological needs • Safety needs • Belonging needs • Esteem needs • Self-actualization • Principles: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge – DISCOVERY and INQUIRY LEARNING • Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness). • Instruction must be structured so that it can be easily grasped by the student (spiral organization). • Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). • • •...
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...Project Report of Service Learning INTRODUCTION OF THE SERVICE LEARNING PROJECT: Service Learning combines community service with classroom instruction ,focusing on critical and reflective thinking as well as personal and civic responsibility. It engages the student in the educational process, using what they learn in the classroom to solve real-life problems and to know about the current trends in the society as well as in the technology field which is important. The partnerships built between community ,students and faculty shares the responsibility and gain helping the students to address to the local needs while developing their academic skills and commitment to their community. The Service Learning Project assigned was Computer-Based Awareness. Computer Based Awareness is a specific program to train the students who are deprived from using the computers on computer software topics like Microsoft Word, Microsoft PowerPoint, Paint and Microsoft Excel. The Training Period started from 10.2.2015 to 13.2.1015 from 12.00pm till 5.00pm the afternoon Slot. The venue was Hire High School, a Marathi medium-School having strength approximately 30 students in a class. The faculties accompanied with us was Mrs.Prafulla Bafna,Mrs.Anuja Bokhare, Mrs.Barnali Goswami,Mr.Sachin Naik,Mrs.Samaya Pillae,Mrs.Shilpa Majumdar, Mrs.Shraddha. The schedule of the training: Day and Date | Time | Faculty | 10.2.2015 (Tuesday) | 12:30pm-5.00pm...
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...Young Learners English P R AC TICE TESTS Teacher’s Notes Bryan Stephens Contents Exam information Activities Revision Preparation for Speaking Correction Using the complete tests Test 1 Lesson Plan Speaking tests Answer key Audioscript 1 2 4 6 8 8 9 16 31 37 Young Learners English Flyers Teacher’s Notes Young Learners English Flyers Practice Test Teacher’s Notes Exam information Cambridge ESOL (English for Speakers of Other Languages) have three levels of Young Learners English (YLE) exams designed for the 7–12 age group. Starters Movers Flyers 100 hours of English approx. 175 hours of English approx. 250 hours of English approx. all ages but typically from age 7 all ages but typically from 8–11 all ages but typically ages 9–12 The exam experience For many young children, a Cambridge ESOL YLE Test may be their first experience of doing an exam. It is possibly the first time they have had to travel to a different venue to sit a test. They might be emotional and distracted by unfamiliar surroundings. In some cases, it is even a big day out together with a trip to the city on the bus or train. If we give our students lots of practice, they will feel confident about what is expected of them in the test, and what they will have to do. In addition to preparing for task types, these four practice tests utilise language – both grammatical structures and vocabulary – that is in the ESOL Flyers syllabus. This book consolidates the language with Flyers-style usage...
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