Student motivation or engagement in high school urban students Research Paper - 1

Student motivation or engagement in high school urban students - Research Paper Example In this paper, I have research the problem of student motivation. I wanted to know what additional instructional strategies engage students as well as any incentive system that would influence their participation. In this study, I included different rewards both intrinsic and extrinsic in trying to improve participation in preparation for an upcoming professional certification exam. Keeping the students engaged with their learning would bring success and value to their education. Subsequently, this could be behavior modification for the classroom. In a school’s computer lab, students are posting on their Facebook pages and listening to music. No this is not a study or the library, but a computer lab in an urban setting during classroom instruction. How do we enhance student’s motivation toward learning? With so many obstacles present in the urban school districts such as poverty, lack of parental involvement, high drop rates, substance abuse and gang involvement, it is a struggle to get students to recognize the need for education. The level of student engagement is directly connecting to teaching practices (Adkins-Coleman, 2010). As a teacher, you are responsible for classroom management and the instruction that you provide to your students. If you can engage your students in the classroom and motivate them to learn; this will assist in behavior management and move the students toward academic success. With behavior being an obstacle in a classroom, how are new teachers prepared to work in an urban environment? To prepare future teachers more adequately for urban schools, teacher educators need to provide the opportunity for them to learn from teachers who successfully facilitate engagement (Adkins-Coleman, 2010). Schools need to find appropriate mentors for new teachers as well as provide professional development to educational staff with new instructional strategies for the classroom. The level of student engagement is

Christian and Bible Fundamentalism Essay Example | Topics and Well Written Essays - 2500 words

Christian and Bible Fundamentalism - Essay Example Christian and biblical fundamentalism refers to aspects based on ideologies that oppose the other theories that explain the nature. Scientific theories have been developed to explain the origin of life and the earth. Christian and Bible fundamentalists believe that the earth was created in seven, twenty-four hour days. In addition, they believe that the other theories that explain the origin of the earth are based on false ideologies. They focus on the creation account contained in the book of Genesis in the Old Testament of the Bible. They oppose biological theories of life and consider the people who formulate them as being directed by the evil. Christian fundamentalists argue based on the literal interpretation of the Bible. In this essay, Christian and Bible fundamentalism will be analyzed in detail. Fundamentalism refers to the total adherence to the values and doctrines of Christianity with respect to the literal interpretation of the Bible (Barrett & Kurian 45). Fundamentalism developed from the late 19th century to the early 20th century, when the Protestant movement strictly opposed the application of Christian doctrines to the current theories of science and philosophy. Fundamentalism has resulted in social and economic problems. The development of Christian fundamentalism was accelerated by the Protestant movements in different countries. The aspect of fundamentalism developed from the United Kingdom and the United States of America in the 20th century. Christian and Bible fundamentalism started with the development of the social Gospel which was associated with the name of Walter Rauschenbusch in the United Kingdom (Gifford 2).

The Great Gatsby Essay Example for Free

The Great Gatsby Essay The novel, The Great Gatsby, by F. Scott Fitzgerald argues that the novel is a perfect example of the great American love story, but that is a negative. The Great Gatsby is not a tale about perfect love, throughout the story we follow multiple corrupted relationships. Tom and Myrtle they are both objects to one another. Daisy chooses Tom over Gatsby when the wait is longer than expected and he’s offering her fortune. This is a tale of love and lust corrupting individuals, and of an American dream that is never fulfilled. Many people dream of being rich and famous in this time era because they want to be honored and idolized by people. This is the goal of Jay Gatsby, the protagonist in The Great Gatsby. Jay Gatsby throws all these parties to get known as this â€Å"big timer† a well-known rich man he thinks that will attract Daisy. â€Å"If love is only a will to possess, it is not love†, there are three main relationships in â€Å"The Great Gatsby† and they are all unsuccessful because they are not based off of love, but on materialism. An example of an unsuccessful relationship in The Great Gatsby is the adulterous affair between Myrtle Wilson and Tom Buchanan. Tom and Myrtle meet on a train when Myrtle was on her way visiting her sister that lives in New York and the two were both infatuated with each other’s appearances, and neither of them could take their eyes off one another. Myrtle is married to a man unsuccessful man named George B. Wilson. She joins into a conversation with Catherine explaining how she feels about her marriage , which I feel makes it so easy to cheat with Tom Buchanan. â€Å"Well, I married him,† said Myrtle, ambiguously. â€Å"And that’s the difference between your case and mine. † â€Å"Why did you, Myrtle? † demanded Catherine. Nobody forced you to. † Myrtle considered. â€Å"I married him because I thought he was a gentleman,† she said finally. â€Å"I thought he knew something about breeding, but he wasn’t fit to lick my shoe. † â€Å"You were crazy about him for a while,† said Catherine. â€Å"Crazy about him! † cried Myrtle incredulously. â€Å"Who said I was crazy about him? I never was any more crazy about him than I was about that man there. † She pointed suddenly at me, and every one looked at me accusingly. I tried to show by my expression that I had played no part in her past. â€Å"The only crazy I was was when I married him. I knew right away I made a mistake. He borrowed somebody’s best suit to get married in, and never even told me about it, and the man came after it one day when he was out. ‘oh, is that your suit? ’ I said. ‘this is the first I ever heard about it. ’ But I gave it to him and then I lay down and cried to beat the band all afternoon. †(F. Scott Fitzgerald 34-35). Myrtle is unsatisfied, annoyed, and aggressive. She is disgusted with everything about her marriage because she has so much hatred towards her husband, he is poor man. Myrtle is a superficial materialistic vacuous bitch! That’s the only way I can put it. Myrtle deserves every bad thing that comes to her for the betrayal of her husband. Tom only uses Myrtle for sex that’s all she’s good for and in return she receives gifts and money, not because Tom cares about her, but because he just have money to blow. Myrtle believes Tom will leave his wife for her, but to Tom she’s just a sexual toy, sexual object, nothing just being used. Tom makes it pretty clear that he isn’t leaving Daisy for her from the way he treats Myrtle at the party, especially when he breaks her nose for having the nerve to mention his wife Daisy’s name. Daisy! Daisy! Daisy! shouted Mrs.  Wilson. Ill say it whenever I want to! Daisy! Dai Making a short deft movement, Tom Buchanan broke her nose with his open hand (Fitzgerald 43). The pathetic nature of their relationship is reinforced when she dies. After a fight with her husband, Myrtle runs away towards a golden car that she thinks is Toms. The gold color of the vehicle symbolizes money, the fortune that Myrtle craves for. When Tom hears that she was hit by the car he has no emotional reaction to her death. He hurries to tell her husband that he was not the one driving the car so he can get away from the situation clean. The relationship between Tom and Myrtle is best symbolized by an expensive dog leash Tom bought for Myrtles puppy. It deliberates on the fact that Tom is her master, the one who controls his pet with money. As the dog, Myrtle is rewarded treats (gifts and money) for acting accordingly. The unequal status of Tom and Myrtle demonstrates that their relationship was bound to have a lack of success from the inception. Daisy and Tom Buchanan marriage is also a complete failure. Daisy only marries Tom because the war separated her and Gatsby. However, the most important reason for her marring him is because he comes from money. Tom is from a wealthy family and has statues. He also wins Daisy over by giving her everything she wants, especially at their wedding ceremony. â€Å"In June [Daisy] married Tom Buchanan of Chicago, with more pomp and circumstance than Louisville ever knew before. He came down with a hundred people in four private cars, and hired a whole floor of the Muhlbach Hotel, and the day before the wedding he gave her a string of pearls valued at three hundred and fifty thousand dollars (Fitzgerald 82). †

Physics of Avalanches Essay -- physics avalanche snow

Avalanches kill back country recreationalists every year, including skiers, snowboarders, snowshoers, and snowmachiners. All back country users should have knowledge of the basic physics of avalanches to help them evaluate local and regional potential for slides. The foundation of this knowledge comes from understanding how the surrounding environmental conditions in previous weeks, previous days, and the day in question all contribute to snow stability or instability, and how specific factors affect snow on a micro-scale, which determines how snow slopes will behave on a macro-scale. There are two major types of avalanches (excluding debris avalanches from broken cornices and ice formations). These are point releases, or loose snow slides, and slab avalanches. While point releases can be dangerous and should be avoided, slab avalanches are much more catastrophic and account for most of the backcountry avalanche disasters involving humans. Basic physics of point releases are discussed here, followed by a discussion on the basic physics of slab avalanches, and how external factors contribute to the stability or instability of a snow covered slope. BASIC PHYSICS OF POINT RELEASE AVALANCHES Point release avalanches, or loose snow slides, begin at one point on a slope and get progressively wider as they proceed down the slope. A fundamental characteristic that must be present for this type of avalanche to occur is a surface layer of cohesionless, or nearly cohesionless, snow (University of Colorado IBS 1975; Fredston and Fesler 1994). An initially small amount of snow begins to move downward when the force of gravity is greater than the forces of cohesion at a particular angle or when debris from above starts the s... ...ditional weight of one skier crossing at a time. BIBLIOGRAPHY FOR "THE PHYSICS OF AVALANCHES" Daffern, T. 1983. Avalanche safety for skiers and climbers. Alpenbooks, Seattle, WA. Fredston, J.A., and D. Fesler. 1994. Snow sense: a guide to evaluating snow avalanche hazard. Alaska Mountain Safety Center, Anchorage, AK. Graydon, D., and K. Hanson, editors. 1997. Mountaineering: the freedom of the hills, sixth edition. The Mountaineers, Seattle, WA. Perla, R.I., and M. Martinelli. 1976. Avalanche handbook. U.S. Department of Agriculture, Agriculture Handbook 489. University of Colorado IBS (Institute of Behavioral Science). 1975. Snow avalanche hazard in the United States: a research assessment. Assessment of Research on Natural Hazards, Program on Technology, Environment, and Man, Monograph NSF-RA-E-75-017. Physics of Avalanches Essay -- physics avalanche snow Avalanches kill back country recreationalists every year, including skiers, snowboarders, snowshoers, and snowmachiners. All back country users should have knowledge of the basic physics of avalanches to help them evaluate local and regional potential for slides. The foundation of this knowledge comes from understanding how the surrounding environmental conditions in previous weeks, previous days, and the day in question all contribute to snow stability or instability, and how specific factors affect snow on a micro-scale, which determines how snow slopes will behave on a macro-scale. There are two major types of avalanches (excluding debris avalanches from broken cornices and ice formations). These are point releases, or loose snow slides, and slab avalanches. While point releases can be dangerous and should be avoided, slab avalanches are much more catastrophic and account for most of the backcountry avalanche disasters involving humans. Basic physics of point releases are discussed here, followed by a discussion on the basic physics of slab avalanches, and how external factors contribute to the stability or instability of a snow covered slope. BASIC PHYSICS OF POINT RELEASE AVALANCHES Point release avalanches, or loose snow slides, begin at one point on a slope and get progressively wider as they proceed down the slope. A fundamental characteristic that must be present for this type of avalanche to occur is a surface layer of cohesionless, or nearly cohesionless, snow (University of Colorado IBS 1975; Fredston and Fesler 1994). An initially small amount of snow begins to move downward when the force of gravity is greater than the forces of cohesion at a particular angle or when debris from above starts the s... ...ditional weight of one skier crossing at a time. BIBLIOGRAPHY FOR "THE PHYSICS OF AVALANCHES" Daffern, T. 1983. Avalanche safety for skiers and climbers. Alpenbooks, Seattle, WA. Fredston, J.A., and D. Fesler. 1994. Snow sense: a guide to evaluating snow avalanche hazard. Alaska Mountain Safety Center, Anchorage, AK. Graydon, D., and K. Hanson, editors. 1997. Mountaineering: the freedom of the hills, sixth edition. The Mountaineers, Seattle, WA. Perla, R.I., and M. Martinelli. 1976. Avalanche handbook. U.S. Department of Agriculture, Agriculture Handbook 489. University of Colorado IBS (Institute of Behavioral Science). 1975. Snow avalanche hazard in the United States: a research assessment. Assessment of Research on Natural Hazards, Program on Technology, Environment, and Man, Monograph NSF-RA-E-75-017.

How Has Voting Changed Over Time? Essay

Over time, as America promoted greater civil liberties for all of its citizens, voting rights have also undergone change. When the United States was formed, citizens with voting rights were mainly Caucasian males. African American males that were freed could vote also, but slaves however, were considered property and could not vote. States could administer poll taxes, which often left poorer people without the ability to vote if they couldn’t afford the tax. Women didn’t have voting rights and voters in most states had to be 21 before being able to vote. There are many people that are loosely aware of the difficult battle for votes beginning with the history of the United States. Both major political parties have taken numerous steps toward increasing voter turnout so that more people will participate in this right of all citizens. For much of American history, voting qualifications were such that very few people actually had the power to vote. These qualifications have changed greatly since then to grant nearly all Americans this important democratic privilege. In the eighteenth century, the right to vote was reserved for wealthy white males over the age of 21 and in many cases, those that belonged to the accepted religion of their community. The reasoning was that these people were the only ones educated enough to make a wise decision although women, slaves, and those without property certainly had a lot to say on the matters of the day. Today, through Constitutional Amendments, voting restrictions concerning gender, race, religious affiliation, and wealth have all been eliminated. The minimum age to vote is now 18. All voters must be citizens of the United States.

What Is a Discourse Community in Sociolinguistics

The term discourse community is used in composition studies and sociolinguistics for a group of people who share certain language-using practices. It posits that discourse operates within community-defined conventions. These communities can include anything from groups of academic scholars with expertise on one particular study to readers of popular teen magazines, wherein the jargon, vocabulary,  and style are unique to that group. The term can also be used to refer to either the reader, the intended audience or people who read and write in the same particular discourse practice. In  A Geopolitics of Academic Writing, Suresh Canagarajah makes the point that the discourse community  cuts across  speech communities, using the fact that physicists from France, Korea, and Sri Lanka could belong to the same discourse community, though they may belong to three different speech communities. The Difference Between Speech and Discourse Communities Although the line between discourse and speech communities has narrowed in recent years thanks to the advent and spread of the internet, linguists, and grammar scholars alike maintain that the primary difference between the two hinges upon the distance between people in these linguistic communities. Discourse communities require a network of communication where the members of it can be any amount of distance apart as long as they operate with the same language, but speech communities require proximity to convey the culture of their language. However, they also differ in that speech communities establish objectives of socialization and solidarity as prerequisites but discourse communities do not. Pedro Martà ­n-Martà ­n posits in The Rhetoric of the Abstract in English and Spanish Scientific Discourse that discourse communities are socio-rhetorical units that consist of groups of people who link up in order to pursue objectives that are established prior to those of socialization and solidarity. This means that, as opposed to speech communities, discourse communities focus on the shared language and jargon of an occupation or special interest group. This language presents the final way in which these two discourses differ: the way in which people join the communities of speech and discourse differ in that discourse often pertains to occupations and special-interest groups while speech communities often assimilate new members into the fabric of society. Martà ­n-Martà ­n calls discourse communities centrifugal and speech communities centripetal for this reason. The Language of Occupations and Special Interests Discourse communities form because of a shared need for rules regarding their use of language, so it stands to reason that these communities occur the most in workplaces. Take for instance the AP Stylebook, which dictates how most journalists write using proper and commonly accepted grammar, though some publications prefer the Chicago Manual Of Style. Both of these style books provide a set of rules which govern how their discourse community operates. Special interest groups operate in a similar manner, wherein they rely on a set of terms and catchphrases to convey their message to the general population as efficiently and precisely as possible. The pro-choice movement, for instance, would never say they are pro-abortion because the groups ethos centers on the necessity of giving the choice to the mother to make the best decision for the baby and herself. Speech communities, on the other hand, would be the individual dialects that develop as a culture in response to things like the ​AP Stylebook or the Pro-Choice movement. A newspaper in Texas, though using the AP Stylebook, might develop a shared language that developed colloquially but is still commonly accepted, thus forming a speech community within its local area.

Literature During The Harlem Renaissance - Free Essay Example

Sample details Pages: 5 Words: 1558 Downloads: 9 Date added: 2019/05/23 Category Art Essay Level High school Tags: Renaissance Essay Did you like this example? Literature During the Harlem Renaissance In all my life, I have never been free. I have never been able to do anything with freedom, except in the field of my writing. Langston Hughes During World War I, many job opportunities became available in northern factories so, African Americans ventured from the rural southern states to urban northeast cities such as Chicago, New York, and Detroit. They did this in order to obtain more profitable jobs but, mainly to escape Jim Crow segregation which was less extreme in the north. This movement, better known as the Great Migration, led six million African Americans to a fresh start and new racial identity, one apart from slaveryrs grip on the South. Primarily, these individuals met their destination point in Harlem, New York, the heart of what would be referred to as the New Negro Movement or the Harlem Renaissance. The Harlem Renaissance marked the first time in American history in which the white population noted the cultural presence of African Americans and offered modernized ways of understanding African Americans by encouraging people to participate in various forms of art, enabling them to express themselves, becaus e expression was one pathway that led to freedom. Don’t waste time! Our writers will create an original "Literature During The Harlem Renaissance" essay for you Create order The Harlem Renaissance, a movement of the 1920s and early 1930s, was headed by the the Great Migration of African Americans to Harlem, New York. Due to the influx of African Americans, this neighborhood became the core of the golden age in black culture that was embodied through literature, music, dance, and art. This time highlighted an era of celebration and pride of a culture that was disgraced for many years and allowed all cultural groups to pay attention to the feelings that consumed African Americans regarding their past and what their culture has to offer. The expression of these topics through diverse mediums displayed a balance between the horrors African Americans had endured as well as the victories they had achieved, while providing insight on feelings towards not only the Harlem Renaissance but, the converging historical time periods of the Great Migration, Jazz Age, and Great Depression. This time period allowed the exposure of many black intellectuals such as Langston Hughes and Jacob Lawrence, who were just a few of the brave voices of this movement. Langston Hughes was one of the most famous poets and influential thinkers of the Harlem Renaissance. Hughes, born in Missouri but raised mainly in Kansas by his grandmother who had once been enslaved, developed a deep admiration for those, like his grandmother, who were what he referred to as low-down folks or poor people who had a strong sense of pride and emotion regarding black culture. Hughes briefly attended Columbia University in 1921, during the time of the Harlem Renaissance, where he dropped out and became a prominent voice in Harlem. Hughes held his strong sense of racial pride through his literary works and portrayed the concerns of the black community by promoting equality, celebrating African American culture, and denounced racism and transgressions towards blacks. In addition to this, his works were also shaped by the movement due to his love for the popular pastime of jazz music and his incorporation of this in the rhythms of his poetry and the parallel between the way in which jazz freed itself from traditional musical forms and the freeing nature of his works. Not only did the time period influence Langston Hughes works, but Hughes himself influenced other aspiring storytellers such as Jacob Lawrence. Jacob Lawrence was an American artist that illustrated the various subjects relating to the time period but, focused on the story of the Great Migration, depicting the struggles faced by African Americans on the road to freedom. Lawrence was born in New Jersey but, came from a family who originated in South Carolina and Virginia that migrated north in hopes of economic opportunity. At the age of thirteen, Lawrence moved to Harlem where he attended art classes at the Harlem Art Workshop in New York Public Libraryrs 135th Street Branch. Due to it being near impossible for African Americans to attend typical art academies, Harlem provided education for African Americans striving to fulfill such a profession. Despite his ability to attend an art academy, Lawrence came from poverty so, he developed a strong work ethic that was highlighted in his later works regarding his theme of social protest of the civil rights movement and his beliefs regarding African Americans and their participatio n in the workfield. In addition, despite financial hardships, Lawrencers mother placed high regard in the upkeep of a beautiful home which attributed to Lawrencers eye for art and visual relationships. Lawrence portrayed his experiences in Harlem and the aspiring lives of African Americans. Lawrence also provided a view of the poverty, crime, police brutality, and racial issues of Harlem in a more sarcastic manner. Throughout his career, Lawrence was exposed to the various African American artists that influenced his work and led to collaborations such as his illustrations of the Migration Series that coincided with Langston Hughes book of poetry called One-Way Ticket. The Great Migration was an important topic in Langston Hughes poetry and specifically in his poem titled One-Way Ticket. In this poem, Hughes explicitly identifies the poemrs correlation to history by stating, I pick up my life; And take it with me; And I put it down in; Chicago, Detroit, Buffalo, Scranton; Any place that is North and East (Hughes, One-Way Ticket 1-6). By reading this, the reader can understand the reference of the Great Migration and the movement of African Americans in order to escape southern oppression as he repeatedly states Any place that is North and East- And not Dixie Any place that is North and West- And not South (Hughes, One-Way Ticket 6-7, 12-14), indicating the movement north in order to stay away from the south. After this, he explicates his feelings towards what is occurring in the south and gives reason behind the desire to move northward by saying, I am fed up; With Jim Crow laws; People who are cruel; And afraid, Who lynch and run, Who are scared o f me; And me of them (Hughes, One-Way Ticket 15-21). This line specifically shows Hughes bitterness and pain regarding the fear of black people by whites and the horrible past events that occurred such as lynching, shedding light on the subject while instilling the wrongness of the situation to all of his readers. Hughes ends the poem by explaining the significance of moving north saying, I pick up my life; And take it away; On a one-way ticket- Gone up North, Gone our West, Gone! (Hughes, One-Way Ticket 22-27). By stating this, Hughes demonstrates the permanentness of the situation and the fact that African Americans were forced to leave their lives behind to start anew. In addition to this, he finishes the poem by repeating the word gone in order to, again, show that he is fed up with the treatment of blacks and is moving to regain control over his life. This poem highlighting the Harlem Renaissance was illustrated by Jacob Lawrence in his piece also titled One-Way Ticket. Jacob Lawrence illustrated many poems by Langston Hughes, one of which being One-Way Ticket. While overall, Lawrence used many colors in his drawings and paintings to indicate the feelings the art was intended to invoke, in this drawing, his choice of utilizing colors of black and white illustrate the overall mood of the seriousness and hardship that African Americans faced during the Great Migration. This drawing correlates to Hughes poem in the sense of the gloomy scene of having to pick up oners life due to mistreatment and oppression. As seen in the drawing, people of all ages and families are sitting around on what seems to be boxes or luggage. Lawrence employs repeated overlapping of shapes and people in order to indicate the unity of the movement. In addition, he enlarges specific features, such as the hands and feet of certain individuals to demonstrate the hardships and hardworking nature of the lives, experiences, and maltreatment of the African Americans. Overall, Lawrence composed powerful images by simultaneously using perspective and flatness in order to create effective representations of the dense, multi-faceted poems of Langston Hughes. While this is just one piece of the greater story depicted by the book of poetry titled One-Way Ticket, the overall combination of images and poetry in a visual narrative, renders the story of the journey of African Americans in seeking a better life. The Great Migration, the movement of African Americans to the north for job opportunities and better treatment, brought a flow of individuals to the city of Harlem, New York, where African American ancestral practices, principles, culture, and religion flourished. The movement to this city, the mecca of black culture, led into the Harlem Renaissance where African Americans were able to shape their culture and create outlets for their peers to understand the horrors of their past and reflect on their new, blossoming culture. In this environment, individuals such as Langston Hughes and Jacob Lawrence were able to show their inspiration, pain, and feelings regarding the various social issues pertaining to African Americans. Whether it be in collaboration or individually, Hughes and Lawrence managed to share their stories by taking advantage of their one route to freedom, expression in both poetry and art.