...STATEMENT Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Vision Statement is to provide schools with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This statement is structured for the school to reflect on how it provides teaching and learning on a day-to-day basis. Mission Statement: The mission of Gardner Newman Middle School is to meet students' needs by providing quality educational and personal growth opportunities ensuring success in our ever-changing world. Our commitment is to guide and inspire students to be responsible, productive citizens, to nurture students to achieve full potential in the classroom, to maximize students' intellectual, artistic, technological, and physical abilities, and to seize every opportunity...
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...Assignment 1: Summary and Personal Response Strayer University ENG 115 Professor: January 15, 2016 “Facing Poverty with a rich girl’s habits” Identify the source (writer and title of essay) and state his or her most important point in your own words. The title of the essay was, “Facing Poverty with a rich girl’s habits” written by Suki Kim. Suki main point of the essay was to explain to her readers that she had experienced some challenges adapting to the beliefs and cultures living in America, versus living in Korea. Summarize the other main points and their supporting details in separate paragraphs. “I thought because in South Korea I had been raised in a hilltop mansion with an orchard and a pond and peacocks until I entered the seventh grade, when my millionaire father lost everything overnight (Suki Kim).” Another main point that Suki was trying to make was challenging accepting a new way of living compared to how she was raised to living in Korea. Also Suki, felt it was important for the audience to know that the way she looked at life had changed since she moved from Korea. Finally, a point of the essay was that she was still the same person and that her culture and beliefs did have to change because she lived in a different part of the world. Discuss the (1) writer’s purpose, (2) genre, (3) audience, and (4) tone (attitude), The writer’s purpose would to tell her audience how she adjusted to life as a rich girl to living in poverty barely...
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...Reagan pioneered using Skutniks, or guests of the president, at the State of the Union to illustrate themes and policy recommendations in his address. Reagan masterfully used the story of Lenny Skutnik to demonstrate private heroism. Reagan’s use of visual pathos has since been corrupted and overused by preceding presidents. Donald Trump, also a president with a career spent on camera, took Reagan’s direction and ran with it. Unlike Reagan, Trump used his guests as the foundation of his speech, rather than individual examples. Without a president that speaks with substance, using Skutniks can seem like a distraction, rather than a useful addition to narrative. Jamieson argues that “for the speaker, success carries with it a deadly tendency to transplant what worked well in the past into a new and sometimes unsympathetic environment.” Using Skutniks in the way that Reagan used them, to illustrate a point but not to overcome the message, was successful and rapturing. But the way politicians have used them since seems insincere. Today’s politicians could learn from Reagan’s subtlety and scale back the examples and guests in order to focus more on inspiring through their own words and rationale. In Donald Trump’s 2018 State of the Union Address, he focused nearly the entire speech on his previous achievements and the stories of individuals that illustrate his vision of America. But he gave very...
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...Narrative Essay Rough Draft Philosopher Suman Rai once said, “You are the sum total of your life experiences. The more you experience the more interesting your life story gets.” In other words, a person’s individual experiences ultimately bind together to create the collective soul of his or her beliefs and moral values. I have found that people learn life lessons and develop values more from their first hand experiences, than they ever could from being lectured. In example, it is from a personal experience in the seventh grade, that I learned to judge a person not on the quality of their appearance alone but rather by their words and actions. To begin, it is important to understand that I am a visual learner. I tend to process and rationalize...
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...learning disorders, in reference to my own experiences. I will compare my experiences to the writing of Almy and Genishi in Ways of Studying Children: An Observation Manual for Early Childhood Teachers and also the personal narratives of Mike Rose in I Just Wanna To Be Average, and Sandra Cisneros in Woman Hollering Creek. I will use these writings to show how it is possible for students to pass through their education, experiencing difficulties but never being diagnosed with a learning disability that they may have. Such experiences of students are important to note in order to better identify learning disabilities within schools in order to provide students with...
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...literature available on this matter but an effort is made to search some literature to find out the pertinent studies done on grade levels of students to provide the empirical support to validity of this study. It is assumed that the learning styles are different at all instructional levels so in the result of that assumption the search is kept broad and extensive. Literature about impact of visual aid presents diversified evidences. In the first section of literature review a few studies which were conducted on business professionals are discussed and the second section consists of studies conducted on students. Scheiber and Hager (1994) provided relatively strong evidence in support of visual aid, and concluded that the visual aid plays a crucial role for making and delivering an effective presentation. Further they also found from a survey conducted on managers that more than two thirds of the respondents “very frequently” or “frequently” gave presentations. Visual Images demonstrate life or learning as it happens. They represent and suggest a visual representation similar to that of journal entries, artefacts’ and field notes (Bach, 2001). In using visual narrative in the learning environment we can be given an opportunity to evoke memories whereas Bach discussed ‘a memory around we construct and reconstruct life stories’ (2001, pp7). Visual narrative research makes visible different parts or stories that can then be later looked upon, just as photographs are used in...
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...dialogue and richly detailed black characters. Among her best known novels are The Bluest Eye, Song of Solomon and Beloved. Morrison has won nearly every book prize possible. She has also been awarded honorary degrees. Early Career Born Chloe Anthony Wofford on February 18, 1931, in Lorain, Ohio, Toni Morrison was the second oldest of four children. Her father, George Wofford, worked primarily as a welder, but held several jobs at once to support the family. Her mother, Ramah, was a domestic worker. Morrison later credited her parents with instilling in her a love of reading, music, and folklore. Living in an integrated neighborhood, Morrison did not become fully aware of racial divisions until she was in her teens. "When I was in first grade, nobody thought I was inferior. I was the only black in the class and the only child who could read," she later told a reporter from The New York Times. Dedicated to her studies, Morrison took Latin in school, and read many great works of European literature. She graduated from Lorain High School with honors in 1949. At Howard University, Morrison continued to pursue her interest in literature. She majored in English, and chose the classics for her minor. After graduating from Howard in 1953, Morrison continued her education at Cornell University. She wrote her thesis on the works of Virginia Woolf and William Faulkner, and completed her master's degree in 1955. She then moved to Texas to teach English at Texas Southern University. In 1957...
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...How Computers Change the Way We Think By SHERRY TURKLE The tools we use to think change the ways in which we think. The invention of written language brought about a radical shift in how we process, organize, store, and transmit representations of the world. Although writing remains our primary information technology, today when we think about the impact of technology on our habits of mind, we think primarily of the computer. My first encounters with how computers change the way we think came soon after I joined the faculty at the Massachusetts Institute of Technology in the late 1970s, at the end of the era of the slide rule and the beginning of the era of the personal computer. At a lunch for new faculty members, several senior professors in engineering complained that the transition from slide rules to calculators had affected their students' ability to deal with issues of scale. When students used slide rules, they had to insert decimal points themselves. The professors insisted that that required students to maintain a mental sense of scale, whereas those who relied on calculators made frequent errors in orders of magnitude. Additionally, the students with calculators had lost their ability to do "back of the envelope" calculations, and with that, an intuitive feel for the material. That same semester, I taught a course in the history of psychology. There, I experienced the impact of computational objects on students' ideas about their emotional lives. My class...
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...Bringing Video Gaming and BD-Live from being an Entertainment Tool to a becoming a Distance Learning Tool: A Concept Paper 1 Choo-Hong Loo School of Business and Administration ,Wawasan Open University 54, Jalan Sultan Ahmad Shah 10050 Penang,Malaysia. chloo@wou.edu.my, telephone +604-2180 333 and fax +604-2269 323 Accepted Sub-theme: Technology-enhanced teaching and learning Abstract: To some parents and educationist, video gaming has long been associated with wasting time. The interactivity and connectivity of the sixth and seventh generation video console has resulted in the introduction of the use of motion as input, and IR tracking and wireless controllers and 3D together with connectivity among the different console users in a network. This paper discusses the application on how the sixth and seventh generation video game console can be adapted to deliver vocational instruction through the gaming consoles. Apart from the video game console we would also be discussing on the use of the BD-Live feature on the BluRay disc. Using the case studies of Xbox 360, WII, Play Station 3 and BD-Live, we would like propose how video game and BluRay consoles can be used to deliver vocational education through the distance learning mode. The advent of the internet, motion technology and 3D technology, would mean enhanced educational content can be delivered to students in a more effective, expansive and entertaining manner. The discussion of this paper will benefit the makers...
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...COLUMBUS STATE COMMUNITY COLLEGE English Department Summer Quarter 2012 COURSE AND NUMBER: ENGL 102–Essay and Research CREDITS: 3 CLASS HOURS PER WEEK: 3 LAB HOURS: 0 PREREQUISITES: A grade of "C" or higher in ENGL 101, Transfer Credit for 101, or Proficiency Credit CONTACT INFORMATION: English Department Phone: 614-287-2531 English Department Fax: 614-287-5375 Instructor: Bo Clary Office: Nestor Hall 325 Mailbox: Nestor Hall 420 Email:rclary@cscc.edu Office Hours: by appointment ** Students must use Columbus State email addresses when contacting their instructors. I will reply, whenever possible, within two business days to any emails that require a response. Assignments should not be submitted via email unless special permission is given by the instructor on a given assignment. All assignments are provided on your course schedules. DESCRIPTION OF THE COURSE: ENGL 102 is a continuation of ENGL 101 expanded to include more critical reading, reasoned analyses, research techniques, and research paper writing using documentation format appropriate to the essay’s content. GOALS OF COURSE: By the end of the course, students will: 1. 1. Be able to investigate and analyze multiple perspectives on a variety of subjects. 2. 2. Practice a variety of research methods which includes locating and evaluating valid evidence from reliable sources. 3. 3. Produce and refine through process, audience-appropriate texts that responsibly and effectively...
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...IV NARRATIVE REPORT 1. Weekly Narrative Report a. First Week: November 24-28, 2014 “New challenges were started, new experiences were encountered, and new learnings were met—all these things came in the first week of my practice teaching experience.” As I was assigned in Vicente B. Ylagan National High School (VBYNHS), I discovered that practice teaching was a very crucial part of a student-teacher’s life. In the very first day of our practice teaching, 24th day of November 2014, together with my colleagues, daily schedule and subjects were given to us and we were assigned to our cooperating teachers. Based on my schedule’s list, I have a one-hour class period in the morning, from 8:20 to 9:20 for English class and two-hour class from 1:00 to 2:00 and another 3:00 to 4:00 in the afternoon for both MAPEH class. It was a big relief to have my minor subject-MAPEH because there were no computations anyway, but having its four components was not as easy as pie. And, the cooperating teachers that were given to me were Sir Jaypee Jimenez for my English subject and Sir Eleno Bandayrel for my MAPEH. Besides, on that day, we also met the professional teachers on that institution, few new colleagues and students with unfamiliar faces, and my major and minor class-9-Onyx and 9-Jade. Aside from that, we had figured out their classrooms, canteen and offices as well. As the time went on, I took the road of difficulties in each day: travel going to school and going back home...
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...experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo Researcher: Annie Pickert Cover Designer: Studio Montage For related titles and support materials, visit our online catalog at www.pearsonhighered.com. Copyright © 2011, 2008, 2006, 2003, 2000, 1998, 1995 Pearson...
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...Roen−Glau−Maid: The McGraw−Hill Guide: Writing for College, Writing for Life, 2/e II. Using What You’ve Learned to Share Information The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition 4. Writing to Share Experience © The McGraw−Hill Companies, 2011 13 Reading, Inquiry, and Research ■ PART 2 | Using What You Have Learned to Share Information 57 TANYA BARRIENTOS Se Habla Español MEMOIR he man on the other end of the phone line is 1 Tanya Maria telling me the classes I’ve called about are firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer...
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...have been an area of men, women and organizing them (Mishra, 1999). The patriarchal political system will deter the political empowerment of women beyond a level (HDRC, 2001). It will tolerate them to take part, but will not let them to rule in a patriarchal society women experience various kinds of oppressions in varying shapes and several grades of saturation (Ritzer, G., 2007). Kudva (2003) argues that gender quotas in elections are an important strategy to empower women through increased participation in the political system. But in the India village society was not prepared for such a deep-seated transformation for the inclusion of marginalized. In such special provisions much...
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...Published on Graphic Novel Reporter (http://graphicnovelreporter.com) Why Comics Make Reading Fun “Wak!” “Crunch!” and “Glom!” taught Vicky Smith how to read. “For end-of-the-day snuggling with my mother,” she relates, “Uncle Scrooge comics were our stories of choice. When I was about four, she started me out reading the sound effects to give me practice in phonetics as well as an opportunity to participate. One magical night, I apparently turned to her and said, ‘Now, I will read Huey, Louie, and Dewey, and you read Uncle Scrooge and Donald.’ And from that moment on, I was a reader, and she proselytized the Gospel of Uncle Scrooge to all of her friends!” As for Vicky, it was a fine literary beginning for the future Children’s Editor of Kirkus Reviews. Comics Teaching Words Other adult word professionals boast similar “origin stories” for reading. “You’d be surprised,” Diamond Comics’ John Shableski told GNR last August in his Op Ed on Kids, Graphic Novels and Publishing, “at how many mainstream authors fell in love with reading books because of comics. I see them at comics conferences, where they recall...their favorite comic characters with warmth, passion, and enthusiasm.” Cartoonist Phil Yeh, dyslexic himself, says, "Ray Bradbury and many others have told me that they themselves fell in love with comics, especially comic strips, when they were young and then found themselves checking out other books in the library, becoming life-long readers." Some of these young...
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