Positive And Negative Reinforcement Education Essay

Positive And Negative Reinforcement Education Essay In theory, childrens understanding and ability in literacy, mathematics and science should be enhanced through high quality teaching. However there is a lot of debate on the best ways to teach children and how children actually learn. It could be argued that teaching children to read is the most fundamental task for teachers. It is the case that once children have learnt to read, they can read to learn. In other words, reading is needed to access any other subject. Gorden Wells (1985) longitudinal project on childrens language development at home and at school points out the role of stories in developing childrens literacy skills and their abstract thought processes. Children most successful in literacy tests age 7 and 11 could be positively identified as having had experience of stories told of read to read to them before beginning school. Wells argues that the process of understanding the world presented by stories obliges children to use decontextualised language by creating a world inside their heads. He makes even stronger claims for the importance of stories by arguing that they contribute very positively to childrens wider learning. His research evidence supports the view that in order to understand a story a child has to pay particular attention to symbolic language. This requires high levels of cognitive thought. The child who listens to or reads stories regularly spends more time using these high levels of thought than the child who does not. In other words, stories make children smarter. (Wells, G. (1985) Language, Learning and Education. Cheltenham: NFER-Nelson). Children learn to read when they are affectively engaged, when they want to read, when it matters to them to do so. Simple instruction in alphabetic and phonemic principles will not create readers of either kind. It will create children who can chant and recite alphabetic and phonemic information. We maintain that the two kinds of reading experience are both important but that they must work together and that children will attend to print when they are intrinsically motivated to be involved in literacy activities. (Kress 1997). According to Kress (1997: 42) classrooms should have good supplies of picture books with patterned and predictable language as these books will quickly become familiar to children. They also will be the kinds of books that children will want to come back to, will find comfort in and, as developing readers, will feel safe in their company. Through guided reading, the teacher demonstrated that pleasure that can be gained from reading and Kress (1997, p. 44) suggests that this requires teachers to know books well in order to be able to share their enthusiasm. As Meek says, we only read well what we think well of (Meek 1982: 45) and Demonstrating the pleasure to be gained from reading is an important part of shared reading experiences and that requires teachers to know books well in order to be able to share their enthusiasm. As Meek says, we only read well what we think well of (Meek 1982: 45) and so a deep immersion into the world of childrens literature is essential for teachers if they are to arouse enthusiasm and model positive reading behaviours in order to teach reading, teachers must become readers. Modelling and developing positive attitudes to reading is a key focus in teaching reading. Once children become aware of what can be gained in terms of pleasure and purpose, then not only will they become self-motivated to engage in reading but good reading habits will be formed. P. 44 Meek, M. (1982) Learning to Read. London: the Bodley Head Peacock et al (2011: p. 2) suggests that a lack of science subject knowledge combined with a lack of confidence in how to teach science may have a severely limiting effect on childrens learning. It is important that teachers plan their lessons thoroughly before teaching so that they can ensure their subject knowledge on that area is sufficient and so that they can deal with things such as time management and choosing appropriate resources. Good planning of time management, subject knowledge and resources were evident in the science lesson that I observed. This was shown by the teacher using specific terminology, such as opaque, translucent and transparent. She also had an activity planned in which the children used certain props allowing them to find the answer themselves; through observation. Furthermore, good planning allowed her to manage time as she had planned a clear introduction; where the children recapped what they already had learnt, a development section; where they were able to independently find out answers through observation and then they come back together for a plenary. Planning the lesson well allowed the different sections of the lesson to flow well and the teacher was able to plan it in a way to address whether the children had learnt what she had intended them to. She did this by observing their knowledge at the beginning of the lesson and then re-evaluating their knowledge during the plenary at the end; which required the children to express what they had observed. My observation of a supply teachers lesson in maths supports how planning is a really important factor in enhancing childrens understanding. This is because her lesson was not as structured as their lessons usually were and this created a great impact on the childrens learning. I felt that she was not as able to move smoothly from one task to another and she often asked the children questions or got them to do tasks they had already done. This meant that they were not building on the knowledge they already knew. Of course recapping is important, however I feel it should be used as an introduction of the lesson or plenary rather than the main part of the lesson; as I feel children should investigate or observe independently too. Furthermore, the supply teacher was unable to use different resources and spent all of her time either lecturing the children on the topic (rather than the lesson being student-lead) or with her back to them as she was writing on the whiteboard. The teacher also played a really complicated maths game with the children, which did not seem to catch their attention. She spent a lot of time on the game; it was the main part of the lesson, rather than a mental starter which would have been more appropriate. The game also did not really help with what they were learning about, which was co-ordinates. This shows, therefore, how important planning and using appropriate diagrams, tasks and open questions are. Preparing them on resources like interactive whiteboards or worksheets reduces times spent writing/drawing them on the board or trying to explain them, and means the teacher spends less time with her back to children. I feel this really shows how high quality teaching really affects how the children learn. The same children were acting so differently than they were with their usual teacher. When I walked around the classroom offering help, they were less engaged with the lesson and the work they were meant to be doing which meant they got less done. They were much chattier throughout the lesson than normal and the teacher seemed pretty unaware. When the noise rose, she did not quiet them down or settle them, meaning they continued to push her. In the end, the teaching assistant stepped in and started settling some of the children, which Ive never seen her do in lessons with their normal teacher. I feel the negative change in the childrens behaviour was mostly due to the lack of behavioural management, lack of preparation and not knowing the individual children well. Conclusion Bishop et al (1993: 1) propose that there are four groups of influences which appear to be of crucial importance for learners of mathematics. They suggest these four groups are the society in which the mathematics is taking place; out-of-school knowledge; teaching materials and aids; and the teacher themselves. Although childrens understanding in literacy, mathematics and science can be enhanced through high quality teaching and learning, this is not the only factor that can enhance their understanding.

National Debt :: Argumentative Economics Economy Papers

National Debt I agree with what was said above. The debt although large will never need to be paid off. Cutting off social services in the government is not and will not solve the problem it will only prolong it. The social government shutdown that went in effect at 12:00a.m. monday night does not solve a thing. It only cuts what some people desperately need to servive. True this will save our government some money, but not near enough to erase the debt. Mr. Clinton came into office wanting to make health care affordable for all. Mrs. Clinton made a name for herself trying to get her health care plans passed. Now they turn around and pull this shutdown. I realize the shutdown is not all his falt, but he is the President and he should get negotiations moving in a positive direction. Our government needs to start comprimising both sides of the proposals. Democratic and Republican ideas need to be combined in order to get something passed that will work. If the governme! nt is so concerned with the national debt then they need to work something out instead of just dragging the problem out with the parshall gov't shutdown. My proposal to some of the national debt is to start selling some of the items in our stock houses. I once saw 60 minutes do a piece on the stock houses. It amazed me on how many items we have in surplus. You see, the gov't buys articles off of businesses when they need them during a war time production. After the war is over though, the gov't continues to purchase the same amount of goods even though we don't need them. This allows the business who sells the product to keep their head above water and profit a little which in turn allows the workers to have more money and purchase more goods. This is nice of our gov't to do this, but the surplus items should be used or sold to Americas

Night World : Dark Angel Chapter 11

Angel's voice was taut but calm. (Pick up a pen from the counter. The black one's fine. Now-let go. Just relax and let me move it.) Gillian let go. It was a process she couldn't have described in words if she'd tried. But she watched, with a sort of fascinated horror, as her own hand began to draw on a small white invoice slip. It drew across the lines, in some kind of pattern. Unfortunately the pen seemed to be out of ink, so all Gillian could see was a faint scribble. (Show her the carbon copy.) Gillian peeled off the first sheet of paper. Underneath, in carbon, was her design. It looked like a flower-a dahlia. It was crudely colored in, as if it were meant to be dark. (What is it, Angel?) (A sort of password. Unless you know it, she's not going to let you buy what you need.) Melusine's face had changed. She was looking at Gillian with startled interest. â€Å"Unity,† she said. â€Å"I wondered about you when you came in. You've got the look-but I've never seen you before. Did you just move here?† (Say â€Å"Unity.† It's their greeting. And tell her that you're just passing through.) (Angel-is she a witch? Are there other witches around here? And how come I have to lie-) (She's getting suspicious!) The girl was looking at Gillian rather oddly. Like someone trying to catch a conversation. It scared Gillian. â€Å"Unity. No, I'm just visiting,† she said hastily. â€Å"And,† she added as Angel whispered, â€Å"I need the Dragon's Blood and, um, two wax figures. Female. And do you have any charged Selket powder?† Melusine settled back a little. â€Å"You belong to Circle Midnight.† She said it flatly. (Whaaaat? What's Circle Midnight? And how come she doesn't like me anymore?) (It's a sort of witch organization. Like a club. It's the one that does the kind of spells that you need to do right now.) (Aha. Bad spells, you mean.) (Powerful spells. In your case, necessary spells.) Melusine was scooting her chair behind the counter. For a moment Gillian wondered why she didn't get up, and then, as Melusine reached the edge of the counter, she understood. The chair was a wheelchair and Melusine's right leg was missing from the knee down. It didn't seem to hinder her, though. In a moment, she was scooting back with a couple of packets and a box in her lap. She put the box on the counter and took out two dolls made of dull rose-colored wax. One of the packets held chunks of what looked like dark red chalk, the other a peacock-green powder. She didn't look up as Gillian paid for the items. Gillian felt snubbed. â€Å"Unity,† she said formally, as she put her wallet away and gathered up her purchases. She figured if you said it for hello, you could say it for goodbye. Melusine's dark eyes flashed up at her intently and almost quizzically. Then she said slowly, â€Å"Merry part . . . and merry meet again.† It almost sounded like an invitation. (Well, I'm lost.) (Just say â€Å"Merry part† and get out of here, kid.) Outside, Gillian looked at the town square with new eyes. (The Witches of Woodbridge. So, are they, like, all over here? Do they own the Creamery and the hardware store, too?) (You're closer than you think. But we don't have time to stand around. You've got some spells to cast.) Gillian took one more look around the quiet tree-lined square, feeling herself standing in the bright air with her packages of spell ingredients. Then she shook her head. She turned to the car. Sitting in the middle of her bed with the bedroom door locked, Gillian contemplated her materials. The plastic bags of rock and powder, the dolls, and the hair she'd gathered from the brush in Macon's bathroom last night. Two or three strands of sun blond curls. Three or four long black glossy hairs. â€Å"And you don't need to tell me what they're for,† she said, looking at the air beside her. â€Å"It's voodoo time, huh?† â€Å"Smart girl.† Angel shimmered into being. â€Å"The hair is to personalize the dolls, to link them magically to their human counterparts. You've got to wind a hair around each doll, and name it out loud. Call it Tanya or Kimberlee.† Gillian didn't move. â€Å"Angel, look. When I got that hair, I had no idea why I was doing it. But when I saw those little wax figures-well, then I realized. And the way that girl Melusine looked at me. †¦Ã¢â‚¬  â€Å"She has no idea what you're up against. Forget her.† â€Å"I'm just trying to get things straight, all right?† Hands clasped tightly in her lap, she looked at him. â€Å"I've never wanted to hurt people-well, all right, yes, I have. I've had those-those images or whatever at night, like seeing a giant foot splat down on my geometry teacher. But I don't really want to hurt people.† Angel looked patient. â€Å"Who said you were going to hurt them?† â€Å"Well, what's all this for?† â€Å"It's for whatever you want it to be for. Gillian, dragonfly, all these materials are just aids for a witch's natural powers. They're a way of focusing the power, directing it to a particular purpose. But what actually happens to Tanya and Kim depends on you. You don't have to hurt them. You just have to stop them.† â€Å"I just have to stop them from doing what they're planning to do.† Gillian's mind was already sparking into action. â€Å"And Tanya's planning to write letters. And Kim's planning to spread the word†¦Ã¢â‚¬  â€Å"So what if Tanya can't write letters? And if Kimberlee can't talk? It would be sort of†¦ poetic justice.† Angel's face was grave, but his eyes were glinting with mischief. Gillian bit her lip. â€Å"I think it would kill Kim not to talk!† â€Å"Oh, I bet she could live through it.† They were both laughing now. â€Å"So if she had, say, a bad sore throat†¦ and if Tanya's arm were paralyzed†¦Ã¢â‚¬  Gillian sobered. â€Å"Not paralyzed.† â€Å"I meant temporarily. Not even temporarily? All right, what about something else that could keep her from typing or holding a pen? How about a bad rash?† â€Å"A rash?† â€Å"Sure. An infection. One she'd have to keep bandaged up so she couldn't use her fingers. That would stop her for a while, until we can think of something else.† â€Å"A rash†¦ Yeah, that could work. That would be good.† Gillian took a quick breath and looked down at her materials. â€Å"Okay, tell me how to do it!† And Angel walked her through the strange process. She wound the dolls with hair and named them aloud. She rubbed them with crumbled Dragon's Blood, the dark red chalky stuff. Then she dabbed the hand of one and the throat of the other with the iridescent green Selket powder. â€Å"Now†¦ may I be given the power of the words of Hecate. It is not I who utter them, it is not I who repeat them; it is Hecate who utters them, it is she who repeats them.† (And who the heck's Hecate?) She sent the thought to Angel wordlessly, in case speaking aloud would ruin the spell. (Be quiet. Now concentrate. Pick up the Tanya doll and think Streptococcus pyogenes. That's a bacteria that'll give her a rash. Picture it in your mind. See the rash on the real Tanya.) There was a certain satisfaction in doing it. Gillian couldn't deny that, even to herself. She pictured Tanya's slim olive-skinned right hand, poised to sign a letter that would destroy David's future. Then she pictured itchy red bumps appearing, another hand scratching. Redness spreading across the skin. More itching. More scratching†¦ (Hey, this is fun!) Then she took care of the Kim doll. When she was finished, she put both dolls in a shoe box and put the shoe box under her bed. Then she stood up, flushed and triumphant. â€Å"It's over? I did it?† â€Å"You did it. You're a full-fledged witch now. Hecate's the Queen of the Witches, incidentally. Their ancient ruler. And she's special to you- you're descended in a direct line from her daughter Hellewise.† â€Å"I am?† Gillian stood a little straighter. She seemed to feel power tingling through her, a sparkling energy, a sense that she could reach out and mold the world. She felt as if she ought to have an aura. â€Å"Really?† â€Å"Your great-grandmother Elspeth was one of the Harmans, the Hearth-Women, the line that came from Hellewise. Elspeth's older sister Edgith became a big witch leader.† How could Gillian have ever thought she was ordinary, less than ordinary? You couldn't argue with facts like these. She was from a line of important witches. She was part of an ancient tradition. She was special. She felt very, very powerful. That night, her father called. He wanted to know if she was okay, and to let her know he loved her. All Gillian wanted to know was whether he'd be home for Christmas. â€Å"Of course I'll be home. I love you.† â€Å"Love you.† But she wasn't happy when she hung up. (Angel, we've got to figure things out. Is there a spell I should do on him?) (I'll think about it.) The next morning she sailed into school cheerfully and looked around for someone who would talk. She spotted the cropped red head of J.Z. the Model and waved hello. â€Å"What's up, J.Z.?† J.Z. turned hazy blue-green eyes on her and fell into step. â€Å"Did you hear about Tanya?† Gillian's heart skipped a beat. â€Å"No,† she said, with perfect truth. â€Å"She's got some awful rash or infection or something. Like poison ivy. They say it's driving her crazy.† As always, J.Z. spoke slowly and with an almost vacant air. But Gillian thought there was a gleam of satisfaction under the blank look. She shot J.Z. a sharp glance. â€Å"Well, that's too bad.† â€Å"Sure is,† J.Z. murmured, smiling absently. â€Å"I sure hope nobody else catches it.† She was hoping to hear something about Kim. But J.Z. just said, â€Å"Well, at least we know David won't.† Then she wandered off. (Angel, that girl doesn't like Tanya.) (A lot of people don't like Tanya.) (It's weird. I used to think being popular meant everybody likes you. Now I think it's more like everybody's afraid not to like you.) (Right. Let them hate you as long as they fear you. But, you see, you've done a public service, putting Tanya out of commission.) In biology class, Gillian found out that Kim was absent and had canceled gymnastics practice for the day. She had something' like strep throat and couldn't even talk. Nobody seemed heartbroken over this, either. (Being popular means everybody's glad when something bad happens to you.) (It's a dog-eat-dog world, kid.) Angel chuckled. Gillian smiled. She had protected David. It gave her a wonderful feeling to be able to protect him, to take care of him. Not that she exactly approved of what he'd done. Buying an English paper and turning it in as your own-that was pretty bad. Not just wrong, but petty somehow. (But I think he was sorry. I think that was maybe one of the things he was saying he wasn't proud of. And maybe there's some way he can make up for it. Like if he wrote another paper and turned it in, and explained to Ms. Renquist. Don't you think, Angel?) (Hm? Oh, sure. Good idea.) (Because sometimes being sorry isn't enough, you know? You've got to do something. Angel? Angel?) (I'm here. Just thinking about your next class. And your powers and things. Did you know there's a spell to bring in money?) (There is? Now, that's really interesting. I mean, I don't care about money money, but I'd really love a car†¦) That night Gillian lay in bed, head propped on pillows, legs curled under a throw, and thought about how lucky she was. Angel seemed to be gone for the moment; she could neither see him nor hear his voice. But it was Angel she was thinking about. He had brought her so much-and he'd brought her himself, which she sometimes thought was the greatest gift of all. What other girl could have two gorgeous guys without being unfaithful to either of them, or making either of them jealous? What other girl could have two great loves at once, without doing wrong? Because that was how she'd come to think of Angel. As a great love. He wasn't a pillar of light to her anymore, or a terrifyingly beautiful apparition with a voice like silver fire. He was almost like an ordinary guy, only impossibly handsome, devastatingly witty, and incidentally supernatural. Since learning she was supernatural herself, Gillian felt he was somehow more accessible. And he understood her. Nobody had ever known her, or could ever know her, the way he did. He knew all her deepest secrets and most carefully hidden fears-and he still loved her. The love was obvious every time he spoke to her, every time he appeared and looked at her with those startling eyes. I'm in love with him, too, Gillian thought. She felt quite calm about it. It was different from the way she loved David. In a way, it was more powerful, because nobody could ever be as close to her as Angel was-but there was no physical aspect to it. Angel was a part of her on a level nothing human could touch. Their relationship was separate from the human world. It was unique. â€Å"Tie me kangaroo down, mate!† A light was appearing beside the bed. â€Å"Where've you been, Australia?† â€Å"Checking on Tanya and Kim the Gym, actually. Tanya's bandaged from shoulder to fingers and she's not thinking about writing anything. Kim's sucking a popsicle and moaning. Inaudibly.† â€Å"Good.† Gillian felt a triumphant glow. Which was wrong, of course; she shouldn't enjoy other people's pain. But she couldn't hide it from Angel-and those girls deserved it. They would be sorry, sorry, sorry they had ever tangled with Gillian Lennox. â€Å"But we've got to work out a more permanent solution,† she said. â€Å"And figure things out about my parents.† â€Å"I'm working on all of it.† Angel was gazing at her with a kind of dreamy intentness. â€Å"What?† â€Å"Nothing. Just looking at you. You look particularly beautiful tonight, which is absurd considering you're wearing flannel pajamas with bears on them.† Gillian felt a quick sweet throb. She looked down. â€Å"These are cats. But the bears are my favorite, actually.† She looked back up and grinned wickedly. â€Å"I'll bet I could start a little bears fashion at school. You can do anything with enough guts.† â€Å"You can do anything, that's for sure. Sweet dreams, beautiful.† â€Å"Silly. Stop it.† Gillian waved a hand at him. But she was still blushing when she lay down and shut her eyes. She felt absurdly happy and complimented. And beautiful. And powerful. And special. â€Å"Hear about Tanya?† Amanda the Cheerleader said at lunch break the next day. She and Gillian were in the girls' bathroom. Gillian eyed herself in the mirror. A touch with the comb†¦ perfect. And maybe a little more lipstick. She was doing the glamour thing today. Dark, mesmerizing eyes and bold, laughing red mouth. Or maybe she should pout instead of laugh. She pursed her lips at herself and said absently, â€Å"Old news.† â€Å"No, I mean the new stuff. She's got complications, apparently.† Gillian stopped applying lipstick. â€Å"What kind of complications?† â€Å"I don't know. Fever, I think. And her whole arm's turning purple.† (Angel? Purple?) (Well, I'd say more mauve myself. Relax, kid. Fever's a natural side effect of a bad rash. Just like poison ivy.) (But-) (Look at Amanda. She's not too upset.) (No, 'cause she probably knows Tanya was messing with her boyfriend. Or she has some other reason not to like her. But, I mean, I don't want Tanya really hurt.) (Don't you? Be honest.) (Well, I mean, not really, really hurt, you know? Medium hurt. That's all.) (I don't think she's going to drop dead this minute.) Angel said it patiently. (Okay. Good.) Gillian felt a little embarrassed for making a big deal-and at the same time she had a fleeting impulse to go check on Tanya herself. But the impulse was easily quashed. Tanya was getting what she deserved. It was only a rash. How bad could that be? Besides, Angel was looking after things. And she trusted Angel. She added the last dab of lipstick and smiled at herself in the mirror. Definitely she was one hot witch. In sixth period, messengers brought candy canes that people had ordered last week from the Vocal Jazz Club. You could send the candy canes, which came with a ribbon and a note, to anyone you wanted. Gillian got a pile so large that everyone laughed, and Seth Pyles ran over and snapped a picture of it for the yearbook. After school David came and rummaged through the pile, looking at the messages and shaking his fist, pretending to be jealous. It was a very good day. â€Å"Happy?† Angel asked that afternoon. David's mother had recruited him for heavy-duty Christmas housecleaning, so Gillian was alone in her bedroom-which meant it was just her and Angel. She was folding socks and humming her favorite carol, â€Å"O Come All Ye Faithful.† â€Å"Can't you tell?† â€Å"Not with all that noise you're making. Are you really happy?† She looked up. â€Å"Of course I am. I mean, except for the stuff with my parents, I'm totally happy.† â€Å"And being popular is all you expected it to be.† â€Å"Well†¦Ã¢â‚¬  Gillian paused in bewilderment. â€Å"It's-it's a little different from what I expected. It's not the be-all and the end-all I'd have thought. But then I'm different from what I thought.† â€Å"You're a witch. And you want more than just candy canes and parties.† She looked at him curiously. â€Å"What are you trying to say? That I should do some more spells?† â€Å"I'm saying that there's more to being a witch than doing spells. I can show you, if you trust me.†

Homosexuality and Acceptance in Society Essay - 568 Words

Homosexuality and Acceptance in Society Food, clothing, shelter. Okay what next. Security?,freedom? So how would one feel if one were lawfully and socially denied of the need which appears just above food, clothing, and shelter on Maslows hierarchy of needs. I am talking about homosexuality and section 377 of the Indian penal code, which criminalises male homosexuality. The major debates and discussions concerning gay men and lesbians revolve around article 377 of the Indian penal code, no other laws directly deals with homosexuality, as if homosexuality does not exist in india. Because of this ostrich like attitude there is no overt discrimination but covert discrimination against gay men and†¦show more content†¦The law ciminalises it because according to the lawmakers it is unnatural. But what poves it to be unnatural? The fact that human perpetuation is not possible in homosexual relationship, or that the other way round has been preferred and practiced for years does suffice enough for it to be termed as u nnatural and hence a criminal offence. Isnt this countered with the fact that inspite of it being termed as criminal offence, inspite of the strong social stigma attached to it, it hasnt c eased to exist even over so many years. I think, it is a natural urge, and its a matter of great shame that in a democratic country like ours it is criminalised. Denying to accept homosexual relationships is denying an individual, fulfillment of his needs of companionship security, freedom and love, all which form a base of human existence. The discrimination against homosexual relationships operates at two levels. First, the family law regime is based entirely on heterosexual premises. Regulation 2(g) defines family as: Incase of male member, his wife, his children, whether married or unmarried, his dependent parents and his deceased sons widow and children In the case of a female member, her husband, her children, whether married or unmarried, her dependent parents, her husbands dependent parents and her deceased sons widow and children So according to all systems ofShow MoreRelatedMainstream Acceptance of Homosexuality in our Society Essay1452 Words   |  6 PagesMainstream Acceptance of Homosexuality in our Society In todays society, there exists a myriad of issues which, when discussed, tend to raise the temperature of the citizens proverbial blood. There are a handful of topics that always seem to escalate this temperature to the boiling point among individuals who earnestly participate in discussion, debate and argument. Some examples of such delicate subjects are the death penalty, abortion, and euthanasia. 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