Wednesday, March 11, 2020
How to Say Want or Desire in Japanese
How to Say Want or Desire in Japanese There are many ways to express wants or desire in Japanese depending on the situation. Are you in want of an object or an action? Are you speaking to a superior or a peer? Are you telling a statement or asking a question? Each scenario will require a different way to express to want or to desire in Japanese. Lets go through them! Involving a Noun When what one desires requires a noun, such as a car or money, hoshii (to want) is used. The basic sentence structure is someone) wa (something) ga hoshii desu. Note that the object of the verb to want is marked with the particle ga, not o. Here are some sample sentences: Watashi wa kuruma ga hoshii desu. ç § 㠯è »Å ã Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want a car. Watashi wa sono hon ga hoshii desu. ç § 㠯ã 㠮æÅ" ¬Ã£ Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want that book. Watashi wa nihonjin no tomodachi ga hoshii desu. ç § 㠯æâ€" ¥Ã¦Å" ¬Ã¤ º ºÃ£ ®Ã¥ ‹é â€Ã£ Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want a Japanese friend. Watashi wa kamera ga hoshii desu. ç § 㠯ã‚ «Ã£Æ' ¡Ã£Æ' ©Ã£ Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want a camera. Involving a Verb There are times when people dont want a material object but instead desire an action, like eating or buying. In such a case, to want in Japanese is expressed as ~tai desu. The basic sentence structure is (someone) wa (something) o ~tai desu. Here are a few sample sentences: Watashi wa kuruma o kaitai desu. ç § 㠯è »Å ã‚’è ² ·Ã£ „㠟㠄㠧㠙。 - I want to buy a car. Watashi wa sono hon o yomitai desu. ç § 㠯ã 㠮æÅ" ¬Ã£â€šâ€™Ã¨ ª 㠿ã Ÿã „㠧㠙。 - I want to read that book. When you want to emphasize a subject, the particle ga is used instead of o. For instance, Boku wa sushi ga tabetai desu. Ã¥Æ'•ã ¯Ã£ ™ã â€"ã Å'é £Å¸Ã£ ¹Ã£ Ÿã „㠧㠙。 - I want to eat sushi. Informal Setting When speaking in informal situations, ~ desu 㠧ã â„¢ can be omitted. The following are examples of more casual sentences: Watashi wa okane ga hoshii. ç § 㠯㠊金ã Å'æ ¬ ²Ã£ â€"ã „。 - I want money. Watashi wa nihon ni ikitai. ç § 㠯æâ€" ¥Ã¦Å" ¬Ã£ «Ã¨ ¡Å'ã ã Ÿã „。 - I want to go to Japan. Watashi wa eigo o benkyou shitai. ç § 㠯è‹ ±Ã¨ ªÅ¾Ã£â€šâ€™Ã¥â€¹â€°Ã¥ ¼ ·Ã£ â€"ã Ÿã „。- I want to study English. When to Use ~Tai Since ~tai expresses a very personal feeling, it is usually used only for the first person, and in a question for the second person. Note that ~ tai 㠟㠄) expression is not normally used when asking about the desire of ones superior. Nani ga tabetai desu ka. ä ½â€¢Ã£ Å'é £Å¸Ã£ ¹Ã£ Ÿã „㠧㠙㠋。 - What do you want to eat? Watashi wa kono eiga ga mitai desu. ç § 㠯ã “㠮æ˜ 熻ã Å'㠿ã Ÿã „㠧㠙。 - I want to watch this movie. Watashi wa amerika ni ikitai desu. ç § 㠯ã‚ ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã£ «Ã¨ ¡Å'ã 㠟㠄㠧㠙。 - I want to go to America. Third Person When describing a third persons desire, hoshigatte imasu æ ¬ ²Ã£ â€"ã Å'㠣㠦ã „㠾ã â„¢) or the stem of the verb ~ tagatte imasu ã Ÿã Å'㠣㠦ã „㠾ã â„¢ are used. Note that the object of hoshii 㠻ã â€"ã „ is marked with the particle ga ã Å', while the object of hoshigatte imasuÂ æ ¬ ²Ã£ â€"ã Å'㠣㠦ã „㠾ã â„¢ is marked with the particle o ã‚’. Ani wa kamera o hoshigatte imasu. 兄㠯ã‚ «Ã£Æ' ¡Ã£Æ' ©Ã£â€šâ€™Ã¦ ¬ ²Ã£ â€"ã Å'㠣㠦ã „㠾㠙。 - My brother wants a camera. Ken wa kono eiga o mitagatte imasu. Ã¥ ¥Ã£ ¯Ã£ “㠮æ˜ 熻ã‚’è ¦â€¹Ã£ Ÿã Å'㠣㠦ã „㠾㠙。 - Ken wants to watch this movie. Tomu wa nihon ni ikitagatte imasu. ãÆ'ˆãÆ' 㠯æâ€" ¥Ã¦Å" ¬Ã£ «Ã¨ ¡Å'ã ã Ÿã Å'㠣㠦ã „㠾㠙。 - Tom wants to go to Japan. Desire to Have Someone Do Something for You Hoshii is also used to express a desire to have someone do something for him or her. The sentence structure will be ~te (verb te-form) hoshii, and someone is marked by the particle ni. Here are some examples: Masako ni sugu byouin ni itte hoshii n desu. é›…å 㠫ã ™ã çâ€"…é™ ¢Ã£ «Ã¨ ¨â‚¬Ã£ £Ã£ ¦Ã¦ ¬ ²Ã£ â€"㠄ん㠧㠙。 - I want Masako to go to the hospital right away. Kore o kare ni todokete hoshii desu ka. ã “ã‚Å'ã‚’å ½ ¼Ã£ «Ã¥ ±Å 㠑㠦æ ¬ ²Ã£ â€"㠄㠧㠙㠋。 - Do you want me to deliver this to him? The same idea can also be expressed by ~ te moraitai. Watashi wa anata ni hon o yonde moraitai. ç § 㠯ã ‚㠪㠟㠫æÅ" ¬Ã£â€šâ€™Ã¨ ª ん㠧もらã „ã Ÿã „。 - I want you to read me a book. Watashi wa Yoko ni unten shite moraitai desu. ç § 㠯æ ´â€¹Ã¥ 㠫é ‹è » ¢Ã£ â€"㠦もらã „ã Ÿã „。 - I want Yoko to drive. This pattern can be used when stating ones desire for someone of a higher status to do something. In this case, itadaku which is the humble version of morau is used. Watashi wa Tanaka-sensei ni kite itadakitai. ç § 㠯熰ä ¸ å…ˆçâ€Å¸Ã£ «Ã¦ ¥Ã£ ¦Ã£ „ã Ÿã ã ã Ÿã „。 - I would like Professor Tanaka to come. Watashi wa shachou ni kore o tabete itadakitai desu. ç § 㠯ç ¤ ¾Ã©â€¢ ·Ã£ «Ã£ “ã‚Å'ã‚’é £Å¸Ã£ ¹Ã£ ¦Ã£ „ã Ÿã ã 㠟㠄㠧㠙。 - I want the president to eat this. Invitations Although in English, expressions like do you want to~ and dont you want to~ are informal invitations, Japanese questions with ~tai cant be used to express an invitation when politeness is required. For example, Watashi to isshoni eiga ni ikitai desu ka is a straightforward question, asking if one wants to go to a movie with the speaker. It is not meant to be an invitation. To express an invitation, negative questions are used. Watashi to isshoni eiga ni ikimasen ka. ç § 㠨ä ¸â‚¬Ã§ ·â€™Ã£ «Ã¦Ëœ 熻㠫è ¡Å'ã 㠾㠛ん㠋。 - Dont you want to go with me? Ashita tenisu o shimasen ka. 明æâ€" ¥Ã£Æ'†ãÆ'‹ã‚ ¹Ã£â€šâ€™Ã£ â€"㠾㠛ん㠋。 - Wont you play tennis tomorrow?
Sunday, February 23, 2020
What has motivated the desire to pursue primary care practice Essay
What has motivated the desire to pursue primary care practice - Essay Example The researcher tells that his desire to be a practitioner in the medical or healthcare field began long ago. Having witnessed several people suffering to their death for lack of good healthcare during his days as a young person, the researcher developed the passion for learning how to save lives. Saving lives remains my main motivation in life and indeed in my pursuit of further education. While this is the case, the researcher is specifically motivated to pursue primary care practice by the fact that the prevention of diseases or health problems is far better and more desirable than their cure. According to the American Academy of Family Physicians, primary care practice encompasses several activities including counseling, diagnosis and treatment of chronic and acute ailments, patient education, health maintenance, health promotion, and disease prevention. Being the first point of entry into the healthcare system for patients, it is imperative that the practice remains dedicated to ensuring that the patient as much as possible recovers without developing complications related to their initial ailments as noted by. While the researcher wishes to see too patients and the general public lead healthier lives, he is more biased toward getting them educated so that they possibly avoid getting sick and take necessary measures to avoid having their situations worsened as a result of negligence or lack of knowledge. Furthermore, the researcher is most supportive of the idea of preventing, diagnosing and treating illnesses early enough before the patient condition gets worse.
Friday, February 7, 2020
How convincingly do the two studies establish media influence, and why Literature review
How convincingly do the two studies establish media influence, and why they reach rather different conclusions about the media's role - Literature review Example In this study, the authors have conjectured that newspapers have a long term effect on voting patterns. It was believed by these political theorists that the data obtained from the BHPS could provide substantial insight, into the changes that transpire between elections, during pre – elections and in election years. The significant feature of the BHPS is that it gathers information about newspaper reading habits, on a daily basis. In general, many newspapers recommend to their readers the candidate to vote for, and this usually constitutes the basis for their classification. However, the BHPS adopted a markedly different categorisation, by classifying newspapers according to their long – term support to political parties (Newton and Brynin 2001, 272). The BHPS study, fails to consider the partisan attitude of newspapers, and chiefly concentrates on national daily newspapers. A significant disadvantage with the BHPS data is that its questionnaires did not query readers, regarding the amount of time dedicated by them for reading newspapers. Respondents were also not questioned about their interest in the political content of the newspapers read by them (Newton and Brynin 2001, 272). These lacunae in this study render it suspect. In the working paper Was it the Sun that won it again? the author based his study on the data obtained from the 1997 British Election Campaign Study. The latter entailed a four wave panel study, and was carried out between spring of 1996 and the weeks immediately after May 1, 1997, the Election Day. The first phase of the study involved direct interaction with the respondents. In this first phase of this study, the 1996 British Social Attitudes survey had supplied the respondents with the necessary questionnaires (Curtice 1999). The second phase of the study consisted of interviews over the telephone, and was conducted during the first two weeks of April 1997. By that time the election
Wednesday, January 29, 2020
Historical Book Analysis Assignment Essay Example for Free
Historical Book Analysis Assignment Essay History, it has often been said, is as much a story of individual people as it is of places, events and larger circumstances. This is especially true when considering pivotal figures from American history, for in the stories of pivotal historical figures, the saga of the growth of America can often be seen. Such is the case with first lady, political activist and women’s rights pioneer Abigail Adams and former American slave, orator and anti-slavery advocate Frederick Douglass. It is with these two prominent historic figures in mind that two historical books about them, Dearest Friend: A Life of Abigail Adams and Narrative of the Life of Frederick Douglass, An American Slave will be discussed. Upon conclusion of the research, not only will two historical icons be better understood, but also, two key works about these people will be as well. Main Character of Each Work As was mentioned in the Introduction to this paper, two historical books as well as the people who were the main characters of those books would be discussed. Understanding the books first requires an understanding of the backgrounds of each of these main characters respectively. Abigail Adams, for all of the achievements that her life would hold, was not the product of fine universities or finishing schools; rather, she was for the most part an educated woman, and someone who possessed a great deal of inner drive and instinct, which more than made up for the lack of formal education. The wife of John Adams, who was a founding father of the United States and would eventually become president of the nation, Abigail managed the family farm, took care of the children, and showed a great streak of independence while John, early in his political career, was compelled to travel internationally. Abigail shared her husband’s passion for American independence, with one glaring exception- she did not subscribe to the idea that all men were created equal. For Abigail, there certainly was room to tolerate slavery, but this is not to say that Abigail felt the same about gender issues. One could fairly classify Abigail as a feminist, which she continued to advocate when she accompanied her husband to the White House. Overall, while not perfect, Abigail Adams contributed a great deal to the cause of women’s rights and by some accounts, aided her husband significantly during his presidency (Withey). Like Abigail Adams, Frederick Douglass was not the most formally educated man, but through sheer determination and a high level of natural intelligence, in time became one of the most articulate men in America, slave or free (Douglass). Early evidence of Douglass’ yearning for freedom and equality in a nation which promised this but only delivered to select races can be seen in his escape from slavery and refuge in northern free territory as a young man. This escape not only allowed him to pursue his own destiny, but also allowed him to seek the same for every man, with the abolition of slavery as Douglass’ main ambition. In fact, it was Douglass’ personal experience as a slave which gave him the credibility and passion that he required in order to be able to see the abolition of slavery to completion. Historical Events that Involved the Main Characters of Each Work When comparing Adams and Douglass, it can fairly be said that each of them were similarly exposed to extraordinary circumstances that inspired them to action, while being impaired to a certain extent by limitations that society attempted to place on them. In both cases as well, each of these individuals used that adversity not as a roadblock to future progress, but as a catapult to bigger and better things. Abigail Adams entered the stage of American history at a time when the role of the president as well as first lady was far from well defined, as well as a time when women were largely regarded as subordinates to their husbands and not worthy of equal opportunities or education. In the midst of all of these circumstances, Adams devoted a great deal of her energies in assisting her husband-some say too much- in the duties of the presidency and set the protocol for first ladies to come. Also, Adams chose as her cause the equality of women in all areas of society, making her an early pioneer for women’s equality. Like Adams, Frederick Douglass came upon the American scene at a time when pivotal issues were still undecided; for all of the talk of liberty and justice for all, Douglass had to flee from an environment whereby he was owned, like property, by another human being, as were tens of thousands of other African-Americans. Also, Douglass fearlessly spoke out against the evils of slavery, and became an influential resource for none other than Abraham Lincoln, who would become known in history as The Great Emancipator.
Tuesday, January 21, 2020
Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus :: Essays Papers
Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus What is particularly striking about the opening exchanges of the Euthydemus between Socrates and Crito is that they seem to establish the setting and characters of the dialogue concretelyâ€â€Socrates and his attractive young friend Clinias meet the well-known brothers Euthydemus and Dionysodorus at the Lyceum and ask them to display what Crito calls their â€Å"particular wisdom,†and what they call simply â€Å"virtue.†However, within these first few pages of dialogue, we already begin to sense something about the brothers that makes them difficult to pin down. When Crito asks, â€Å"Where do they come from, and what is their particular wisdom?†, Socrates is vague on their originsâ€â€they are from both Greece and Italy, and at the time of the dialogue, they are exiles with no proper city (271c). Thus, they seem to be from everywhere at once. Their â€Å"particular wisdom†turns out to be quite unparticular as wellâ€â€Socrates claims they can win any fight, making them, one would assume, wise at everything. Whereas both Socrates and Crito dwell on the physical and character descriptions of Clinias and even Ctesippus, the brothers, who are ostensibly the primary focus of the dialogue, are given no personal description at all (271b, 273a). Indeed, when Ctesippus takes up a tirade against them in the Lyceum, he is completely unable to identify them, addressing them as, â€Å"men of Thurii or Chios, or from wherever and however you like to be styled†(288b). In his frustration at their elusiveness, he articulates this very unnatural ability of the brothers to be from everywhere and argue any position, and quite accurately compares them to Proteus, the shape-shifter (288c). Moreover, the brothers are interested in hiding their past occupations in order to appear to be purely teachers of â€Å"virtue,†as Euthydemus insists (273d). Socrates makes a point of reminding both the audience in the Lyceum and Crito that the brothers achieved their reputation as teachers of military combat and rhetoric (271d-272b, 273c). Euthydemus is eager to belittle these skills, laughing when Socrates praises them and calling them â€Å"diversions†to his main interest (273c). However, Socrates does not discard them as easily, and in his later conversation with Crito, he praises the brothers as â€Å"all-round fighters†and considers their skill at eristic to be the â€Å"finishing touch to pancrastic art,†implying that we must view it in concert with their previous interests in order to understand what is so striking about it that it should motivate Socrates to want to seek out their tutelage (272a). Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus :: Essays Papers Your Dog is Your Father: The Deceptive Simplicity of Eristic in the Euthydemus What is particularly striking about the opening exchanges of the Euthydemus between Socrates and Crito is that they seem to establish the setting and characters of the dialogue concretelyâ€â€Socrates and his attractive young friend Clinias meet the well-known brothers Euthydemus and Dionysodorus at the Lyceum and ask them to display what Crito calls their â€Å"particular wisdom,†and what they call simply â€Å"virtue.†However, within these first few pages of dialogue, we already begin to sense something about the brothers that makes them difficult to pin down. When Crito asks, â€Å"Where do they come from, and what is their particular wisdom?†, Socrates is vague on their originsâ€â€they are from both Greece and Italy, and at the time of the dialogue, they are exiles with no proper city (271c). Thus, they seem to be from everywhere at once. Their â€Å"particular wisdom†turns out to be quite unparticular as wellâ€â€Socrates claims they can win any fight, making them, one would assume, wise at everything. Whereas both Socrates and Crito dwell on the physical and character descriptions of Clinias and even Ctesippus, the brothers, who are ostensibly the primary focus of the dialogue, are given no personal description at all (271b, 273a). Indeed, when Ctesippus takes up a tirade against them in the Lyceum, he is completely unable to identify them, addressing them as, â€Å"men of Thurii or Chios, or from wherever and however you like to be styled†(288b). In his frustration at their elusiveness, he articulates this very unnatural ability of the brothers to be from everywhere and argue any position, and quite accurately compares them to Proteus, the shape-shifter (288c). Moreover, the brothers are interested in hiding their past occupations in order to appear to be purely teachers of â€Å"virtue,†as Euthydemus insists (273d). Socrates makes a point of reminding both the audience in the Lyceum and Crito that the brothers achieved their reputation as teachers of military combat and rhetoric (271d-272b, 273c). Euthydemus is eager to belittle these skills, laughing when Socrates praises them and calling them â€Å"diversions†to his main interest (273c). However, Socrates does not discard them as easily, and in his later conversation with Crito, he praises the brothers as â€Å"all-round fighters†and considers their skill at eristic to be the â€Å"finishing touch to pancrastic art,†implying that we must view it in concert with their previous interests in order to understand what is so striking about it that it should motivate Socrates to want to seek out their tutelage (272a).
Monday, January 13, 2020
Differentiated Instruction Paper
Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.
Saturday, January 4, 2020
Community Service and Student Volunteerism - Free Essay Example
Sample details Pages: 1 Words: 399 Downloads: 10 Date added: 2019/05/28 Category Society Essay Level High school Tags: Community Service Essay Did you like this example? Reasonably, community service positively impacts an individual and the community in which he or she resides, as well as neighboring residents, but Wheatland Union High School should not make it a requirement for graduation, as it takes away the merit of the act, is unfair to students who have outside obligations, and can be an insult to those who take pride in their volunteerism. Source 4, In the Good Nameof Community Service, reports a cynical attitude of students who develop community service specifically to strengthen their college applications. Exploitation of a mandated volunteerism system could be encouraged by such a requirement. Source 5, Mandatory Volunteerism from Psychological Science, reports research that proves that requiring activities that should be voluntary discourages future involvement in such activities, making it less likely for community service to be a lifelong habit. Students, especially high schoolers, are extremely overtaxed from their already outrageous tasks at hand. Don’t waste time! Our writers will create an original "Community Service and Student Volunteerism" essay for you Create order Mandating them to maintain hours of extra workload could push them over the edge, making them even more stressed and tired. Some students have responsibilities outside of school, such as a job to support their family or a sport to release the hassle of the day. It would be unfair to those students to bar them from graduating, simply because some just dont have the time to spare or the emotional capacity to handle such consuming tasks with all that is on their plate.. Source 7, the graphs from a study by Mark Hugo Lopez, a researcher from the University of Maryland, raises further evidence against the requirement of community service. Graph 1 shows that support for mandating a requirement about such service is weakest among those currently in school and is about evenly split among those over the age of twenty-one, suggesting a positive trend of open-mindedness, or that the older students get, the easier it is to stick to an agenda. Graph 2 suggests that young people with high levels of scholarship (as opposed to those who decided not to further their education) are more likely to support a community service requirement in high schools. In conclusion this shows that requiring community service in schools like ours would not be a good idea, because although it does make a positive impact in the community, it creates a burden to students forced to fulfill hours and hours of additional workload, taking up their time to study and overall making life more stressful.
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