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A Lesson Plan Utilizing the Scientific Inquiry Model, 2007.
A lesson plan, predicated upon the scientific inquiry model, that asks students to consider how human beings impact the mating and feeding habits of wildlife whose ecosystems suddenly are disrupted by human waste.
890 words (approx. 3.6 pages), 1 source, APA, $ 31.95
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Abstract
The paper relates that the lesson plan presented seeks to employ the scientific inquiry model to foster rational, rigorous and inductive thought and to facilitate the ability of students to communicate about technical/environmental matters in a second language. The author points out that the class will enter the room to find a poster depicting seagulls or other marine wildlife mired in an oil spill, which emphasizes the dangers of human pollution. The paper includes a step-by-step procedure for the lesson. The author states that the student observations will be assessed for grammatical fluency, for descriptiveness, for answering all of the questions posed by the instructor and the amount of detail devoted to answering each question.
Table of Contents:
Abstract
Expectations/Opportunities
Pre-assessment/Student Accommodations
Resources
Lead-in
Step-by-Step Procedure
Assessment/Evaluation
From the Paper
"As part of their observations, students will be asked to answer the following questions: "what happens when one particular area is cleaned up and another area is not?" (The class has brought garbage bags to clean up some areas which are especially hard-hit by pollution while leaving others alone for longer-term observation). "What happens to the soil and vegetation of areas that have been polluted and littered with garbage?" "
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Leadership in 21st Century Schools, 2008.
An analysis of the importance of leadership within 21st century schools in West Virginia.
700 words (approx. 2.8 pages), 1 source, MLA, $ 24.95
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Abstract
This paper discusses West Virginia's framework for 21st century schools. It particularly looks at the importance of leadership skills, such as visionary leadership, relational leadership, systems leadership, reflective leadership and collaborative leadership. It suggests that applying these leadership approaches while implementing West Virginia's framework for 21st century schools is essential if today's educators are to establish classroom environments conducive to effective, goal-oriented learning.
From the Paper
"The culture of 21st Century schools should be based on setting and meeting high standards for staff and students. These high standards can be achieved through staff demonstrating professionalism in their dress, their use of language, and their demeanor, as well as the manner
in which they interact with students and other staff. This process involves defining, supporting, and implementing a collaborative school improvement process "that is data-driven and targets improved results for students," and requires effective leadership from principals, who are responsible for providing learning leadership "by orchestrating activities of the school toward students learning and developing a spirit of unity and trust." (WVDE)"
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| Term Paper # 101443 |
temporarily unavailable
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Teaching Grammar - Focus on 'Aspect', 2006.
An examination of the 'aspect' feature of English grammar and how this is taught.
2,427 words (approx. 9.7 pages), 6 sources, APA, $ 74.95
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Abstract
This paper examines the grammatical errors evident in a fictional letter from "Betula" to "Andrea". The paper explains that although the grammatical mistakes (in the letter) are varied, the paper focuses primarily on the letter's problem of incorrect 'aspect', and attempts to analyze how Betula's grammatical aspect problems can be categorized and corrected. The paper also explains the types of tense expressed under 'aspect'.
Table of Contents:
Introduction
What is Aspect?
Types of Tense Expressed Under Aspect
Analysis of Betula's Essay in Terms of Aspect
Conclusion
From the Paper
"In laymen's terms, aspect is really the grammatical aspect of a verb, which characterizes the temporal flow of one's writing. However, it is different from the concept of "tense" alone: although tense describes whether an action or event has occurred in the past, present, or future, aspect determines whether it happened only once, whether it happens continually without stopping, whether it happens on an intermittent basis or whether it continues to happen now (Lynch). An example of different aspects are the statements "I skip" and "I am skipping", both of which lend to different interpretations of tense."
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Postsecondary Students with Emotional and Behavioral Disturbances, 2007.
This paper discuses postsecondary students with emotional and behavioral disturbances (E/BD) and their transition into the work force
2,230 words (approx. 8.9 pages), 5 sources, APA, $ 69.95
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Abstract
This paper explains that students with emotional and behavioral disturbances (E/BD) are protected under the Individuals with Disabilities in Education Act (IDEA) only in the public school setting; yet, E/BD students, who make the transition into postsecondary education at the university level, often find that the school works to accommodate their special needs. The author points out that, when leaving the postsecondary environment and entering professional work environments, this accommodation has caused problems for some E/BD students, who become accustomed to an environment that supports their potentially unusual work habits and social interactions. The paper stresses that a multiple model program at the postsecondary level can help ease this transition to the work environment by assisting E/BD students, on a case-to-case basis, in acquiring skills necessary for success in the post-education setting.
Table of Contents:
Introduction
Emotional and Behavioral Disturbances in the Work Environment
Transitional Process from Postsecondary School to Work
Potential Solutions
From the Paper
"Even if it is recognized by the employer and the employee that changes can and should be made to the work environment, the E/BD employee can cause challenges to successful goal completion. E/BD affliction can manifest in many distinctive ways, some of which are counterproductive to the work environment, such as antisocial behaviors. For example, E/BD can occur in the form of post traumatic stress disorder (PSTD), which can reduce the coping strategies of social persons and hamper resiliency in stressful events."
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A World View of History, 2008.
This paper outlines why the world view approach to history is preferable to a European and/or American-centered approach to studying history.
1,258 words (approx. 5.0 pages), 2 sources, MLA, $ 42.95
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Abstract
This paper shows how a world history view allows for more creativity, is far more holistic and encourages students to see societal, spatial and cultural interactions with a sophistication they would not be able to otherwise.The paper looks at articles by Patrick Manning and by Gilbert Allardyce and briefly compares and contrasts them with an eye towards illuminating the central arguments they advance in favor of eschewing a rigid, Eurocentric view of history.
From the Paper
"To begin with, an emphasis upon world history is eminently desirable because there is mounting evidence that the differences between groups of people are much smaller than previously supposed. In his plenary address of March, 2004, Patrick Manning writes that geneticists have now proved that humans are closely-related to one another, that our collective ancestors emerged roughly 200,000 years ago in Eastern Africa, and that human beings have a consistent pattern of biological mixing. Findings such as these clearly call into question the ill-conceived notions of racial hierarchy and racial distinctiveness which dominated popular (and academic) thought in previous generations. As well, a focus on world history offers valuable insights into both why Northern Atlantic economies rose to pre-eminence in the early nineteenth century and the extent to which the world's various economic systems have been linked since at least the sixteenth century."
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| Term Paper # 101333 |
temporarily unavailable
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Teachers' Attitudes Towards Gay Students, 2006.
A discussion of the attitude of Roman Catholic school teachers and their approach to their homosexual students.
1,015 words (approx. 4.1 pages), 3 sources, MLA, $ 35.95
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Abstract
This paper examines the role of the Roman Catholic school teacher in the life of the young gay student by reviewing three books on this topic: "Educating for Life - a Spiritual Vision for Every Teacher and Parent" by Thomas Groome, "Fully Alive - a Family Life Education Program" by Ontario Conference of Catholic Bishops and " The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life" by Parker Palmer. The paper discusses how a teacher needs to appreciate a gay student as someone who may struggle with a sense of being different, help the child to speak openly about worries, and be able to answer questions a child may have concerning this special status and Church teachings. The writer notes that many teachers do not know that the Roman Catholic schools accept gay or lesbian students as people to be helped in their adjustments, understood for what may be greater depression or confusion as part of adolescence, and given the same message as other students to do with sexuality and chastity. The writer points out that there are prejudices about homosexuality in the minds of various people who believe they are good Catholics. The writer concludes that teachers and parents need to be educated about the Roman Catholic stand on homosexuality and be able to interpret this to the child.
From the Paper
"Parker J. Palmer's volume, The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life, directs an open heart as the way to effective teaching. (1998) Particularly interesting has been Palmer's view of the teacher as a person who must learn from others, the heart gaining from what may not conform with one's views. This seems important in a parochial school setting if one is to respond to students who do not fit with Roman Catholic ideas of normal childhood. For instance, the Roman Catholic view of homosexuality involves awareness of gay students that will be met in parochial schools. This issue will challenge some teachers to examine their opinions and biases to do with homosexuality, at large, because the teacher must be able to provide what a gay student needs within school settings."
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Philosophy in Education, 2008.
This paper explores different philosophical perspectives and their role in education.
824 words (approx. 3.3 pages), 4 sources, MLA, $ 29.95
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Abstract
This paper discusses four different schools of thought and how they relate to reality, knowledge and value: nationalism, ethno-nationalism, utopianism and totalitarianism. The paper further looks at how these schools of thought contribute to education and how they impact the role and responsibilities of a special educator.
From the Paper
"Nationalism is the belief that one's nation is key to understanding a person's place and identity. The Stanford Enclyclopedia of Philosophy (2005) states, "Nations and national identity may be defined in terms of common origin, ethnicity, or cultural ties (para. 6). We can see a key element of this in the United States, particularly after September 11, 2001. After our nation was challenged, the nation came together for a common purpose and vision. Also, it is often taught (and assumed), that the United States is the best nation in the world. These views have a strong impact on our perspective on reality, for our point of reference is based around our nation. Thus, our knowledge and what we value will be based primarily around how things relate to the United States. For example, our news will be U. S. driven. This belief has a strong impact on special education, for as we encounter different facts that do not necessarily support our nationalism (such as the disturbing information about Abu Ghraib prison), we can choose to ignore them, or present them truthfully and risk destroying strong nationalism. It also limits our ability to understand the perspectives of other nations."
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"Epperson v. Arkansas", 2008.
This paper examines the "Epperson v. Arkansas" case that claimed the statute privileging creationism and banning evolution was a violation of the Establishment Clause of the United States Constitution.
993 words (approx. 4.0 pages), 4 sources, MLA, $ 35.95
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Abstract
The paper provides a brief synopsis of the 1968 case, "Epperson v. Arkansas," which challenged the constitutionality of a state law forbidding the teaching of evolutionary theory. The paper outlines the arguments put forward by both sides of the case, details both positive and negative reactions to the outcome and describes the decision of the Supreme Court. The paper ultimately concludes that the ruling was just and in keeping with the letter and spirit of the Establishment Clause.
From the Paper
"Few areas of jurisprudence are more controversial than matters involving the proper relationship between religion and public policy. In fact, rarely has this tension been more apparent than in the controversial case of Epperson v. Arkansas whereby the constitutionality of a state law privileging creationism while banning evolution was brought before the Supreme Court. The statute in question which sparked the controversy was challenged in 1968 by Susan Epperson, an Arkansas high school teacher who challenged the statute as a violation of the Establishment Clause of the United States Constitution. According to the court record, Epperson instituted her action first in the Chancery Court of Arkansas, seeking a declaration from the court that the statute was void while enjoining the State of Arkansas and defendant officials from dismissing her from her job for violating the terms of the statute."
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The Public Library in a Community, 2008.
A discussion of the role and benefits of a public library to a community's economic development.
906 words (approx. 3.6 pages), 8 sources, MLA, $ 32.95
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Abstract
This paper discusses the economic development of communities. It specifically looks at the role and value of public libraries in a community and discusses how they have long been recognized as engendering development and fostering educational initiatives. It then discusses the benefits of specific services that a public library can offer to a community. The paper contains an annotated reading list and a model graphic plan for the library development project.
Table of Contents:
Model Plan Graphic
Primary Issues
Specific Aspects
From the Paper
"While small rural communities can't commit the type of resources to such programs as cities such as San Diego in the U.S. which regularly commit millions of dollars ("San", 2005, p.19), they can build the funding for such services into cooperative funding programs with other initiatives such as establishing chambers of commerce and community action groups. In fact, often the funds exist for such programs but require more effective finance, budgeting strategies and management to make better use of the funds that do exist. McKay (2003, p.15) states that the first objective that community development planners should make is defining what the public library initiative should encompass in regards to fostering economic activity."
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Managing Resources: A Study Guide, 2008.
A discussion of time management and study skills, as relevant to a college student.
1,117 words (approx. 4.5 pages), 5 sources, APA, $ 38.95
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Abstract
The paper outlines some time management and study skills and how these skills can be applied to make one a better student and a better person. The paper explores how and where to access information, academic integrity, developing effective study skills, managing time wisely and setting and achieving goals. The paper points out that there is no better time to learn these skills than in college, when a person is establishing the patterns that will govern his or her life.
Outline:
Conducting Successful Library and Internet Searches
Upholding Academic Honesty
Developing Effective Study Skills
Managing Time Wisely
Setting and Achieving Goals
From the Paper
"In the journey of a lifetime, the way that a person deals with challenges and limits will largely determine his or her success (Robbins, 1986). Such limits include basic concerns such as time available during a day, information available for directing activities, and the person's capacity to manage activities within the context of specific desires and goals. The person who responds to challenges with integrity, resourcefulness, and determination will be more likely to succeed (Covey, 1989). Resource usage and management - whether the resource is time, money, information, talent and ability, or character - is key. There is no better time to learn the skills necessary to use resources than in college, when a person is establishing the patterns that will govern his or her life (Carter, Bishop, Cravits, 2002)."
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