Authentic learning Essay Example | Topics and Well Written Essays - 2500 words

Authentic learning - Essay Example In many cases authentic learning incorporates a multiplicity of styles that are basically meant to enhance the quality of the learning process (Herrington & Herrington, 2006). The learning environment in authentic learning stretches beyond the classroom to include other aspects of learning that may lie beyond the school compound to the wider community. The resources of the learning process are obtained both from the school and the community around where the authentic learning takes place (Herrington, Reeves & Oliver, 2010). The students often engage in social discourses in order to make it possible for the learning process to proceed in a manner that is both resourceful and meaningful within the understanding of knowledge development. Studies on the effectiveness of authentic learning have argued that it enhances the process of cognitive development more than the traditional learning systems. The learning process is distinguished through a hands-on approach. This approach allows the students to participate in the learning process in a manner that is consistent with the need to develop a learner-centered strategy. One characteristic of authentic learning system is that it allows students to develop products that are meant for the benefit of a real audience (Mishan, 2004). For example students in a history may make use of authentic learning by developing an oral product that narrates some details of the learning product. The importance of authentic learning revolves around the aspect of the development of the learning process. It might be argued that the process of cognitive development is largely controlled by a combination of different experiences. Authentic learning usually involves the processing of knowledge from factors that are determined by the society and other forces often included within the element of learning. It might be argued that learning in such situations often involves a combination of social, individual and academic factors. A concise underst anding of the authentic learning process must begin with an appreciation of some of the factors that relate to the aspect of social development. Precisely, theories that emphasize on the social dimension of the learning process have been used to develop structures on which authentic learning takes place. The curriculum that supports authentic learning must involve some specific structures and operational mechanics that foster the element of social interactions throughout the learning process (Magliaro, Lockee & Burton, 2005). This kind of learning is results-oriented and tailored on specific needs of the society. In usual cases learning takes place within an open environment that allows for flexible participation of students in group activities. The goal of authentic learning is to develop a body of knowledge and skills that is responsive to the actual needs of the society. It derives from the philosophy that knowledge must address the needs of the society. It is precisely because o f this factor that it departs from the tradition of abstract learning. Authentic Learning Experience Plan Brief guided interactive discussion on authentic learning and behaviorism theory of learning, (10 minutes). Questions to be administered (10 minutes) 1. Apart from chalk and the writing board,

Qualitative critique Essay Example | Topics and Well Written Essays - 1250 words - 1

Qualitative critique - Essay Example It presents the whole research from the objectives of the research, through the whole process and presents a conclusion of study at the end. The highlights on the purposes of the study outline what the study is all about, and this is critical in the beginning of any research where the reasons for conducting the research should be presented to the readers before the main body to give the guidelines on what to expect. The outlines on the methods used and the results of the data collected give the reader insight on the whole process and all the techniques applied during the research operation. The conclusions in the abstract highlight the whole process operations, findings and recommendations. The abstract gives an overview of the whole research paper; from the introduction through to conclusion (Fong, Finlayson, & Peacock, 2006). The researchers, Michelle Ploughman and the clue are from the Eastern Health, faculty of medicine from the Memorial University. They work in coalition with the people who are disabled of St. John’s Newfoundland from the Glasgow Caledonian University in Scotland. From the institutions they work with, it is clear that they are closely affiliated with the medical field. The institutions that these companies work with are well reputed in matters dealing with medicine and hence they can undertake the studies on patients suffering from multiple sclerosis. Also, the study was supported by personnel in the faculty of medicine, Memorial University. Also, the authors had the support of Center of the Applied Health Research in Canada and the healthcare foundation. This further indicates clearly that the researchers were qualified to undertake the study to warrant the support of the reputable departments from the faculty of medicine. This is an article in Physiotherapy journal, Canada, V ol 64, No 1 from page number 6 to 17 (Michelle, Mark, Michelle, Marshall, & Mark, 2012). The problem in this research has been stated clearly. It is stated

The Illusionist Movie Review Film Studies Essay

The Illusionist Movie Review Film Studies Essay The genre of the movie is drama. It has been one of the most famous films because of their excellent  presentation; good script, directing and clear enough to deliver the message to the audience. The Illusionist Film is produced by Brian Koppelman, David Levien, Michael London, Cathy Schulman,Bob Yari and screen writer/director is by Neil Burger and starring Edward Norton, Jessica Biel, and Paul Giamatti. That movie is based on Steven Millhausers short story called sEisenheim the Illusionist. The Illusionist movie is right balance to the romance and true piece of the magic. The story is basically about of Eisenheim who was a magician in turn-of-the-20th-century Vienna. First of all, I would like to tell about the Eisenhemins lifestyle and history. He was the son of a cabinetmaker in  Austria-Hungary. One day, he met a travel magician along street. That magician illustrated him some a few magic tricks. Since then Eisenhemin become obsessed with the magic tricks and started to practice to become better in it. At that time, some people believed that Eisenhemin got some special power. Eisenhemin and Sophie were childhood friends and when they grew older they fell in love but Sophes family did not approved of it. After that, Eisenhemin went out to his native town and traveled around the world and started to learn more magic tricks.  Ã‚  After 15 years later, Eisenhemin became a famous magician in Vienna. So Crown Prince Leopold came to see his illusionist. In that time, Eisenhemin wanted to show one of his best illusion tricks. So he requested that he needed one performance to help with his illusion. That is why, Crown Prince made his fiancà ©e Sophie volunteered for his performance. By the time, Eisenhemin and Sophie met on stage again; both were immediately remember their childhood days. However, The Illusionist is an intense battles of wills between the despicable Prince Leopold and the cunning Eisenheim, with officer Uhl an amateur magician himself and someone fascinated with Eisenheims work stuck in the middle. Is Eisenheim calling on supernatural powers when he makes butterflies appear out of thin air, plants grow to full height in the space of mere minutes, or performs other extraordinary tricks onstage, or is it all smoke and mirrors? Uhl seeks answers to the source of Eisenheims powers while delicately balancing his admiration for the magician with his duty to the Crown Prince. At a royal Eisenheim takes the princes sword, balances it on its tip on the floor, evokes the myth of Excalibur and invites soldiers in the audience to remove it. The prince succeeds, but only after Eisenheim lifts the spell. Eisenheim though about his new kind of magic show and he prepare for some equiment and purchases a run-down theater and opens a new performance. During his show, apparently spirits, on the stage. However people believe that he had supernature powers. In those days, Price Leopold heard that news, he was so disguise. During his show, he summons the spirit of Sophie who says someone in the theater murdered her, panicking Leopold. Later that Uhl has to shop that show and he just to do to make prince orders to rrest Eisenheim during his show but Uhl could not rest Esienheim because his body fades and disappears like his summoned spirits. So that why, Edward Norton was good performance as a master of illusionist and he is a calm reserve for the most part, yet is able to unleash playfulness when its called for specifically in the scenes when hes showing off his magical talents on stage and he also make tricks and rescuers for his lover Sophie and he is good treatment for Inspeter Uhl. It was so good presentation for scene by scene. As a conclusion, the Illusionist movie is really good performance, excellent Actor and Actress and nice screen play, good story board and so on. Other best way is that movie using a muted color is like a brown color and we just know about to wear 19th century old fashion style and we just know characteristic of in 19th century. The film was nice cinematography, costumes and overall tone helped modern audiences forget its 2006. The film is amazing job of transporting its view back in time to 1900 in Vienna. Moreover, the effects support for magic show and sound effect make it more interesting for the whole movie. All of all, the good thing is a 2 hrs script con ­verted from a short inter ­est ­ing story as well.

Gender Trait Chart Essay

Complete the chart by listing seven traits you believe are associated with male or female behavior. Examine the differences of these traits between genders. Identify whether the differences are biological, social, inherent, or learned. Explain why. Gender Trait What are the trait differences between genders?  Are the trait differences biological or social? Are the traits inherent or learned? Why? Nurturing Women are more nurturing than men re. They show signs of being more emotional and caring. inherent and learned it seems to be associated with genetics but also through the expectations of society- women are expected to be more nurturing and caring. Sympathetic Women are sympathetic then men are however some males have carry the same trait Learned and inherent women tend to be more sympathetic and nurturing which is mostly learned but can also be inherent. Dominant More of a male trait, being dominant tends to show the male is in charge. Inherent and learned this trait can be inherited but also learned men are obligated to be more â€Å"macho† and being dominant proves masculinity. Aggressiveness Male trait Inherent and learned men are suppose to be rough and show fearlessness in some sort of way, this is the perspective from society.

How Each Writer Makes You Feel Sympathy for the Main Characters

Both of the writers make me feel sympathy for the main characters because the main characters are both still in their youth and they both face the same fate – death. Although the characters are portrayed in very different situations, both writers show how powerless they are to avert their fate. By having an accident or tragedy in the pieces, the writers make the reader feel compassion because it is not the central characters fault. From saying that the boy was ‘a child at heart’ whilst ‘doing a man’s work’, Frost tells us directly how young the boy is and how he is not experienced enough to understand how important his hands are.He uses repetition of the word ‘child’ to emphasise how still is. In contrast, Andre and Jacob in The Last Night are only children; they are orphans and they only have each other to rely on. Faulks makes us feel even more sorry for the Jewish children because even a ‘baby of a few weeks is being lifte d’ onto the bus to go to the concentration camp. The writers make the reader feel sympathy for the main characters by making their background circumstances pitiable; although they are both young, their lives are very hard. The boy in the poem is only a teenager, but he is already working.In the poem, he is on his own working by himself and has to work for a very long day. Frost uses repetition of ‘snarled and rattled’ to emphasise how boring the boy’s job is. He has to concentrate and cannot enjoy the scenery; he is not one of those that had the time to lift their eyes to ‘count the five mountain ranges one behind the other under the sunset far into Vermont. ’ In contrast, the living conditions in the Last Night are very poor; the squalid conditions of the Jews that are waiting to be taken to the concentration camp makes the readers feel pity for them.While the children are waiting, they are only given a sandwich and a pail of water to share b etween them; they have to drink water out of sardine cans. The sleeping conditions are also very poor; the children have to sleep on dung. When Faulks talks about Andre ‘lying on the straw’ with the ‘soft bloom of his cheek laying, uncaring, in the dung’, the contrast of the words ‘soft bloom’ and ‘dung’ informs the reader of how dirty it is there. The characters in both texts have the same fate, but the writers portray their fate in different ways.In ‘Out, Out –’, the storyline happens a lot quicker and the poem includes the boy’s death. This makes the reader feel very shocked and sorry for the main character because everything can happen so quickly; life can be short and brutal. Frost makes the reader feel sympathy for the central characters by making the event seem threatening; he uses harsh onomatopoeic words. In ‘Out, Out –’, the buzz saw is presented as the boy’s enemy. Fr ost uses the word ‘snarled’ to compare the buzz saw with a fierce dog.The word ‘rattled’ makes the reader anxious because it makes the buzz saw seem like it is going to break soon. Frost uses repetition in his poem; by repeating ‘snarled and rattled’, the atmosphere grows tenser as the disastrous moment is approaching. He makes the accident seem terrible by including many details. The boy’s reaction after the incident happens is terror and fear about his hand. He shows the effect of injecting the wrong amount of ether in someone. The boy ‘puffed his lips out with his breath’ because the doctor ‘put him in the dark of ether. Frost even uses punctuation to explain the boy’s death; he uses dashes near the end of the poem to make it sound jerky: ‘they listened at his heart. Little–less–nothing! –and that ended it. ’ These pauses mimic his breathing because it is gradually slowing do wn as the words ‘little’, ‘less’ and then ‘nothing’ indicate. In The Last Night, the storyline is slower and less dramatic because the story ends with the Jews being loaded on the bus, while the poem ends with the boy’s death. By doing this, Faulks builds up anticipation of something dreadful that is going to happen.In this piece, we never find out exactly what happens to the Jews in the concentration camp, but we see them being loaded onto the buses. This makes it is easier for the reader to imagine what is going to happen to Andre and Jacob. In this story, the ‘homely thudding of a Parisian bus’ is the sound that threatens the Jews waiting to be taken to a concentration camp. This makes the reader feel pity for the Jews because they will never hear the ‘familiar sound’ of the engine’s noise again. Faulks includes many descriptions of what the Jews are doing; he makes it clear how it is going to be their last time.In the beginning of the story, when the Jews are writing their ‘final message’, we are told how they are writing with ‘sobbing passion’ and others with ‘punctilious care’ even though they know that the ‘camp orders forbid access to the post. ’ Even the description of Andre and Jacob huddling together lying on the straw makes the reader feel sorry for them. The sentence ‘Jacob’s limbs were intertwined with his for warmth’ shows how they both need each other. In both pieces, the central characters seem to be vulnerable and threatened by something they cannot control; they do not have ower over their fate. Neither of the characters is aware of their impending fate. In ‘Out, Out –’, the boy does not deserve to die; the buzz saw cuts the boy’s hand because he loses his concentration at the sound of his sister saying ‘Supper. ’ Even the people in both pieces wanting t o help are powerless: the doctor in ‘Out, Out –’ injects the wrong amount of ether in the boy, leaving him ‘in the dark of ether; the ‘shower of food’ that the women in The Last Night throw towards the Jews never reaches them.In The Last Night, the gendarmes drag the children to the bus; nothing will change even if they ‘dig in their heels and scream. ’ The writers make us feel sympathy by having different responses of the people around the central characters. In ‘Out, Out –’, when the boy accidentally cuts his hand and dies due to the excessive amount of ether, his fellow workers ‘turned to their affairs’, ‘since they were not the one dead. ’ They do not feel sympathy for the boy who has just died which makes the reader feel sorrier for the boy. In The Last Night, there are many women who are ‘wailing’ and mourning for the Jews.Even ‘a shower of food was thrown towar ds them’ to show how sorry they are because they cannot do anything to help the young children on-board. This makes the reader also feel sorry for the Jews. Even though the responses of the people in both texts are different, the reader still feels sorry in both occasions. In both texts, the writers create powerful dramatic irony by allowing the reader to understand what the central characters cannot foresee. The central characters created by the writers are innocent and do not deserve to die.When the boy in ‘Out, Out –’ accidentally cuts his hand with the buzz saw, at first he does not understand how serious his injury is: his ‘first outcry’ was a ‘rueful laugh’; he holds up his hand to keep his ‘life from spilling’ showing how much blood there is. In The Last Night, while the Jews are waiting to be taken to the concentration camp, the adults sit ‘slumped against the walls’. The children, on the other ha nd, have the ‘ability to fall asleep to dream of other places’ because they do not know where they are going to be taken since they are able to fall asleep without any worries.Later in the story, the adults ‘refuse to drink’ coffee because they know ‘it meant breakfast, and therefore departure’, while the children were at the ‘deepest moments of their sleep. ’ The writers make us feel sorry for the central characters because they both have feelings of fear and terror in them after understanding how serious the situations are. In ‘Out, Out –’, the boy’s fear when he is begging the doctor not to cut off his hand after he realises how important his hands are for work makes us feel sorry for him because he won’t be able to work.The Last Night shows Andre growing up through the story; it makes us feel sorry for him now that he has some understanding of what waits him. In the beginning, he does not reall y know what is happening, but when Andre sees a woman whose ‘eyes were fixed with terrible ferocity on a child,’ he starts wondering why. As he asks himself questions, he begins to understand why the woman was doing that and then he realises that the woman ‘was not looking in hatred, but †¦ she was looking to remember’ her child forever. This makes the reader feel very sorry for the parents who have to separate from their child.Later in the story, he ‘holds on hard to Jacob as they go up on the bus; this shows his own fear and realisation that they are probably going to die soon. Even though there are similarities in their background circumstances, the actual situation the central characters are in is different: one is ordinary and one is not. The situation of the boy in ‘Out, Out –’ is ordinary compared to Andre and Jacob’s situation because accidents at work are still quite common. One of the main differences is the s cale of the problem. Out, Out –’ presents a personal tragedy where the reader feels sympathy for just one person. On the other hand, The Last Night presents a whole group of people who are suffering. If you were poor, you would probably have to start working earlier because you would need more money. In the boy’s case, he has to start working at an earlier age, but because he loses his concentration for a moment, the buzz saw ‘leaps out at the boy’s hand. ’ The Last Night focuses on a historical event which is unparalleled in history – the Holocaust. The Jewish children cannot take any blame or responsibility for their fate.The story talks about what happens while they are waiting to be sent to a concentration camp in the 1940s; Faulks wants the reader to feel sympathy for a whole group. This shows how abnormal and unfair the situation is because many Jews were sent to concentration camps just for being Jewish. The characters’ b ackgrounds in both texts are very different compared to my situation; they have to go through a lot at such a young age. The way the characters are portrayed by the writer helps me understand their situation and empathise with them because there is a lot of descriptive detail.Overall, I felt more sympathy for Andre and his brother Jacob in The Last Night than the boy in ‘Out, Out –’ mainly because I can relate better to The Last Night because I know about the Second World War and what happened to the Jews. The poem includes the boy’s unexpected death, while the innocent and younger children in The Last Night do not even know where they are headed for; I find it more powerful that the reader is left to imagine what happens when the Jews reach the concentration camp and how Andre and Jacob copes.

How to Calculate the Mean or Average

Given a list of numbers, it is easy to determine the arithmetic mean,  or average. The average is simply the sum of the numbers in a given problem, divided by the number of numbers added together. For example, if four number are added together their sum is divided by four to find the average or arithmetic mean. Average or arithmetic mean is sometimes confused with two other concepts: mode and median. The mode is the most frequent value in a set of numbers, while the median is the number in the middle of the range of a given set.  Ã‚   Uses and Applications Its important to know how to calculate the mean or average of a set of numbers. Among other things, this will allow you to calculate your grade point average. However, youll need to calculate the mean for several other situations, too. The concept of an average allows statisticians, demographers, economists, biologists, and other researchers to better understand the most common situations. For example, by determining the average income of an American family and comparing it to the average cost of a home, its possible to better understand the magnitude of economic challenges facing most American families. Similarly, by looking at the average temperature in a particular area at a particular time of year, its possible to predict the probable weather and make a wide range of decisions appropriately. Issues and Pitfalls While averages can be very useful tools, they can also be misleading for a variety of reasons. In particular, averages can obscure the information contained in data sets. Here are a few examples of how averages can be misleading: Johns grades include a 4.5 in math, a 4.0 in science, a 2.0 in English and a 2.5 in History. After averaging his scores, his advisor decided that John is a straight B student. In fact, however, John is quite talented in math and science and needs remediation in English and history.Ten people were in a room. One woman in the room was pregnant. Based on the average, therefore, everyone in the room was .1% pregnant. This is, of course, a false and ridiculous finding! The Calculation In general, you calculate the mean or average of a set of numbers by adding them all up and dividing by how many numbers you have. This can be defined as follows: For a set of numbers, {x1, x2, x3, ... xj} the mean or average is the sum of all x divided by j. Worked Examples Lets start with an easy example. Calculate the mean of the following set of numbers: 1, 2, 3, 4, 5 To do this, add up the numbers and divide by how many numbers you have (5 of them, in this case). mean (1 2 3 4 5)/5 mean 15/5 mean 3 Heres another example of calculating the mean. Calculate the mean of the following set of numbers: 25, 28, 31, 35, 43, 48 How many numbers are there? 6. So, add together all of the numbers and divide the total by 6 in order to get the mean. mean (25 28 31 35 43 48)/6 mean 210/6 mean 35

Essay on Risk Management Process - 1603 Words

Purpose The purpose of this Risk Management Process document is: †¢ To provide a framework to track and monitor project risks throughout the project lifecycle †¢ Establish roles and responsibilities of all participants in the process Scope This process will be used by the entire project team. As such, this document defines the Risk Management process and flow for a project. Description A risk is any factor that may potentially interfere with a successful completion of a project by having a negative impact to scope, cost, quality, or timeline/ schedule. A risk is not an issue – an issue has already occurred; a risk is the possibility that an issue might occur. By recognizing project risks, or potential issues, the Project†¦show more content†¦Risk monitoring will be managed by the project manager or designee and supported by all project team members. Risk Management Flow Roles and Responsibilities The following table represents the roles and responsibilities associated with tracking risks on a project: Role Responsibility Project Leadership †¢ Analyze and assess risks identified †¢ Attend risk meetings as scheduled †¢ Participate in: - Identifying, discussing, and clarifying new risks - Re-evaluating and updating current risks - Defining and modifying mitigation/contingency strategies for each risk - Present project point of view in developing risk mitigation strategies - Perform actions that reduce the exposure for a risk, focusing on probability, risk impact, or both - Assess risk mitigation activities, program and effectiveness; help refine these as necessary †¢ Final validation of risk owners †¢ Serve as risk owner, as assigned Project Manager or designee †¢ Facilitate the risk assessment processes of identification, assessment, mitigation †¢ Prompt risk owners as necessary for updates to assigned risks †¢ Manage and update the Risk Management Log †¢ Coordinate risk meetings †¢ Monitor overall status of project risks †¢ Escalate risks as appropriate †¢ Provide initial input to and assignment of risk owner as appropriate Risk Owner †¢ Perform research required to clarify and analyze risks †¢ Develop mitigation strategies and contingency plans †¢ Monitor status of individual riskShow MoreRelatedRisk Management Process Is Risk1436 Words   |  6 PagesRisk management is developed in order to reduce the likelihood of possible events that have negative effects for patients, staffs and the organization; to reduce the risk of death and injury or disease for patients, staffs, and others as result of services provided; to improve patient outcomes; to manage resources effectively; and to support legislative compliance and to ensure organizational viability and development. 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