On-Line BA Human Development Degree Essay Example | Topics and Well Written Essays - 500 words

On-Line BA Human Development Degree - Essay Example I want to participate in the Human Development Online Degree Program because I want to continue learning and help people understand themselves. I have taken many online classes through community colleges and I have enjoyed this virtual paradigm educational approach since I am an independent learner. I want to use this virtual educational paradigm because it fits my style of learning versus the traditional educational setting that has been in existence for centuries. If we observe the patterns in history, the traditional educational system has had its flaws: absenteeism, illiteracy, behavioral problems, and, low scores in standardized tests performances. Through this virtual paradigm, I am able to work at a self-paced mode. I can work at any time of the day or night. Being able to work from home, gives me the opportunity to do my readings and assignments at my leisure. I am able to do the research using the various search engines, the institutions of higher learning also suggest websites that may accelerate the research process, and the professor and my classmates may recommend others. The virtual paradigm allows me to meet and work with classmates who may be geographically located at another part of the world. It gives us (professor and students) the opportunity to know about each other: cultures, customs, history, traditions, and idiomatic terms. It gives us the opportunity to share our differences and similarities. This exposure to people from other countries will hopefully make us more sensible and sensitive to other peoples ´ needs for satisfaction in educational endeavors. This will give us the opportunity to have contact wi th people that we may not ordinarily have when we live in small isolated locations. I will be able to make-up my own schedule to study and work on my assigned tasks; deliver the tasks on a particular date not necessarily on a particular day and

Biology Evidences of Evolution Essay Example for Free

Biology Evidences of Evolution Essay * Fossils- fossils provide evidence of evolution because related organisms have similar but varied bone structures. Carbon dating and radioisotopes allow scientists to find when the rocks and fossils lived, allowing them to see how the organisms changed over time and adapted to new environments. * Embryology- many animals have an extremely similar embryological stage. Only trained professionals can tell the difference between the embryos of humans, fish, rabbits and birds. Only once the embryos grow and develop do they start varying in their appearance. This provides evidence of evolution because it shows how almost identical embryos turn into completely different organisms. The more similar the embryo, the more closely related the organism is. * Comparative anatomy- states that organisms with similar structures must have come from a common ancestor. When two different species that have homologous structures, proves that they both evolved from the same species and adapted in order to survive. * Geographical distribution- the theory different animals have different traits because of the environment where they live and are raised. This proves evolution because divergent evolution explains that when something happens to environment that threatens the species’ existence, they must all flee the area. The different areas have different effects on the species, causing it to adapt to the environment. After millions of years, it evolves into a new species. * Genetics- many organisms have similar genes and genetic codes, but are different species.  Geographical distribution in more detail Geographical distribution means that each species starts off in the same environment and same location. Geographical distribution proves evolution because something will eventually happen to the environment, making the species unable to live there for any longer. Divergent evolution explains that every species begins in one location, and when something happens to that location (humans move in, urbanization, area dries up, vegetation dies, etc.), they move to all different environments of different climates and locations. In each different area, the species adapts to the environment. After millions of years and many generations, the species has adapted so much that it turns into a new species. Depending on the environment, the species will adapt differently and evolve into different species. These species often remain related, but they are no longer the same. For example, species A is a type of bird living in the forest. This bird is most likely green or brown to camouflage with the environment. These birds eat leaves from the trees. One day, the humans decide to cut down all the trees. The vegetation is all gone and the birds have nothing left to eat. They must move to another location. Half of species A move to the desert and half move to the arctic. The birds that move to the desert adapt to that environment by changing the colour to a lighter brown or beige to camouflage and start eating meat from decomposing animals. Meanwhile, the birds that move to the arctic turn white to camouflage and begin to eat fish. This species has move to two different areas, and the birds in each area have evolved. Over millions of years, the birds changed into different species. The birds that live in the desert are now known as species B and the birds that live in the arctic tundra are now referred to as species C. These two birds are still similar in structure and still share common qualities, but they are different species. We consider them related species, but we no longer consider them the same species.

How Multiple Incidents Develop the Plot Line in The Great Gatsby :: essays research papers fc

F. Scott Fitzgerald brilliantly wrote many novels as well as short stories. One of his best known works is The Great Gatsby. In the novel, the main character Jay Gatsby tries to obtain his lifetime dreams: wealth and Daisy Buchanan. Throughout the story, he works at achieving his goals while overcoming many obstacles. Fitzgerald’s plot line relies heavily on accidents, carelessness, and misconceptions, which ultimately reveal the basic themes in the story. During the book, Fitzgerald is able to create a superior storyline by tying all the events in the story, directly or indirectly, together. Ernest Lockridge notes in his criticisms about the book: Yet in a triumph of art, Fitzgerald makes even accidents seem unaccidental, he incorporates ‘real’ disorder within fictional order. He accomplishes this by repetition (in the ‘real’ world, repetition does not exist): the accident involving Tom and the chambermaid, the reference to both Nick and Jordan baker as ‘bad drivers,’ the wreck just outside Gatsby’s driveway after his party in which, as in Tom’s accident, a wheel is ripped off, the hit-and-run death of Myrtle Wilson, and finally the accidental conjunction of events which leads to Gatsby’s murder and Wilson’s suicide. Lockridge, 7 Fitzgerald is capable of picking an event and referring back to it while still staying on topic. One of these events is accidents. Almost every character is related to an accident that occurs to another character: You see, when we [Gatsby and Daisy] left New York she was very nervous and she thought it would steady her to drive—and this woman [Myrtle Wilson] rushed out at us just as we were passing a car coming the other way. It all happened in a minute,   Ã‚  Ã‚  Ã‚  Ã‚  but it seemed to me that she wanted to speak to us, thought we were somebody she knew. Well, first Daisy turned away from the woman toward the other car, and then she lost her nerve and turned back. The second my hand reached the wheel I felt shock—it must have killed her instantly. Gatsby; 151 As one of the main accidents in the story, Fitzgerald connects the death of Myrtle Wilson to Daisy. The connection is completely accidental, because Daisy does not know that Myrtle is her husband’s mistress. In this incident, Fitzgerald is able to create irony between the two characters to make one think that it was actually not an accident, when in reality it was.   Ã‚  Ã‚  Ã‚  Ã‚  During the course of the story, it is relevant that some of the characters in the book use careless actions.

Abuse of power Essay

Abuse includes humiliating you, threatening you, intimidating you or possibly coercing you. It doesn’t include normal management tasks such as reviewing your performance or assigning your workload, unless your boss does so unfairly. Unfairness ranges from racial or sexual discrimination to singling you out for the worst assignments as a way to bully and dominate you. Offensive, humiliating verbal or physical conduct may count as harassment as well as being abusive. Types Abuse manifests in many different ways. Some abusive bosses are constant critics who put down, insult and belittle you. Others intimidate you with angry, out-of-control rants and emotional explosions. Abuse may not be obvious: Some supervisors appear nice when they’re face to face with you, then back stab you later. Control freaks use their power to micromanage or unreasonably restrict your ability to do anything without their approval. In most cases, these behaviors have more to do with your boss’s personal issues than anything you’ve done. Solutions If the abuse is a rare lapse in an otherwise-excellent boss, it may be best to let it go. Even if it’s consistent, enduring the abuse until one of you moves on is an option. If it’s more than you can put up with, confront your supervisor, but do it professionally. State the problem without losing control or flinging abuse or insults at her. Document the incidents in case you have to complain to higher-ups. If you do not see an improvement in your relationship with your boss, the next step in a visit to Human Resources for advice. A detailed track record shows you’re not just a whiner. Legal Action Sometimes abuse goes beyond what’s legal. When a supervisor targets you because of your race, religion or gender, you have grounds for legal action; some states add other standards, such as sexual orientation. If your boss defames you — telling lies about your performance or your personal life — that may be actionable too. If you make a legitimate complaint to the company and don’t get a response, or your company has no provisions for preventing harassment, you may be able to sue the firm.

Analyse the Representation of the Figure of the Refugee

Sea these lines, the narrator connects the discourse on asylum with conditions of hospitality in his host country. In fact, Sale's situation Is little better than MIS- arable; he describes himself as a stranger who Is only half alive (BBS, 2). This rather pessimistic perspective may be rooted In his uncertain status of home on the one hand, and In his attainment of only a Limited freedom on the other.In this dramatic- station of a refugee predicament, Guarani demonstrates that, to use Derails words, the stakes of Immigration do not In all rigor collide with those of hospitality which reach beyond the civic or properly political space† (Deride 2005. 6). Conclusion What are we to make of Guarani's portrayals of refugee predicament in light of the earlier mapped out discourse of labeling? Does Guarani's novel as a matter of fact offer new representational alternatives to wide-spread stereotypes? I believe it does.To me By the Sea achieves a rare quality of ‘credibility when the fragmented plot illuminates the two protagonists' intertwined pasts. In this way the narrative generates a shoo-historical framework of migrant which illustrates the men's present interpersonal relationship in Britain and their different approaches to say- lump. Through exchanging memories both protagonists confront their excruciatingly knotted histories and generate an atmosphere of forgiveness. Moreover, the novel's grounding in various settings of the British imperial enterprise makes By the Sea a critique of colonialism and its legacy while illustrating the different lives

Crop Production essays

Crop Production essays Beginning about 12,000 years ago, the human population began a trend that completely changed the way we, as a race, evolved. For the first time in history, humans pushed beyond the restraints of traditional hunting and gathering, into domestication and farming. It was a change that would not only take thousands of years to prove worthy, but also may have set us back on the evolutionary path at the time. Along the path to this point, we have been constantly changing and finding new ways to produce and maximize the yield of the crops we sow. Have these changes been successful or detrimental to us? The following will search into answering this question. Since the beginning, increased crop production has been the ultimate goal of the farmer. The very basic advances toward this included fertilization and rotation of crops. These simple steps alone took thousands of years to come about. Domestication perhaps, was the first process to actually take place. Evidence of this is prevalent throughout many parts of the world, as far back as 11,000 years. Detection of this was done by comparing wild varieties of the product to the preferred and produced varieties. Changes in size are the most common differences, especially among types of grain. However, this domestication came about mostly through the selection process. Since the people naturally selected the larger more hearty vegetable or grain, those larger specimens of the species would go on to produce the next generation. Though this may seem primitive, it has led to the varieties we see and eat today. The past two centuries have, no doubt, been the most influential and beneficial to the agricultural industry. Fertilization has been around for a long time, but not until recently did we really understand how to maximize the potential. Native Americans have known that burring a fish while planting seeds provides a larger yield. And mixing animal manure into the soil to increase produ ...

Specific Teaching Strategies to Differentiate Instruction

Specific Teaching Strategies to Differentiate Instruction Research shows that one of the most effective ways to meet all learners needs is to differentiate instruction. Many teachers use differentiated instruction strategies because it allows them to engage their students by accommodating each students unique learning style. However, when you have a large group of students, it can be tough to keep up with each child’s individual needs. It takes time to come up with, and implement differentiated activities.  To help keep the workload manageable, teachers have tried a variety of strategies, from tiered assignments to choice boards. Here are a few more teacher-tested teaching strategies to differentiate instruction in your elementary classroom.   Choice Board Choice boards are activities that give students options as to what activities to complete to meet class requirements. A great example of this comes from a third-grade teacher named Mrs. West. Mrs. West uses choice boards with her third-grade students because she feels it is the easiest way to differentiate instruction while keeping her students engaged. While choice boards can be set up in a variety of ways (student interest, ability, learning style, etc.) Mrs. West chooses to set up her choice boards by using the Multiple Intelligence Theory. She sets up the choice board like a tic tac toe board- in each box she writes a different activity and asks her students to choose one activity from each row. The activities vary in content, product, and process. Here is an example of the types of tasks she uses on her students choice board. Choice Board for Multiple Intelligences: Verbal/Linguistic – Write instructions on how to use your favorite gadget.Logical/Mathematical – Design a map of your bedroom.Visual/Spatial –   Create a comic strip.Interpersonal-   Interview a friend or your best friend.Free ChoiceBody-Kinesthetic - Make up a game.Musical – Write a song.Naturalist – Conduct an experiment.Intrapersonal – Write about the future. Learning Menu Learning menus are much like choice boards whereas students have the opportunity to choose which tasks on the menu that they would like to complete. However, the learning menu is unique in that it actually takes the form of a menu. Instead of having a nine square grid with nine unique choices on it, the menu can have an unlimited amount of choices for the students to choose from. You can also set up your menu in a variety of ways, as mentioned above. Here is an example of a spelling homework learning menu: Learning Menu for Homework: (Students choose one from each category)Appetizer - Sort spelling words into categories, choose three spelling words to define, highlight all vowels.Entree - Use all spelling words to write a story, write a poem using five spelling words, write a sentence for each spelling word.Dessert - Write your spelling words in ABC order, Create a word search using at least five words, use a mirror to write your spelling words backward.   Tiered Activities In a tiered activity, all students are working on the same activity, but the activity is differentiated according to ability level. A great example of this type of tiered strategy is in an elementary school classroom where kindergartners are at the reading center.   An easy way to differentiate learning without the students even knowing it  is to have the students play the game, Memory. This game is easy to differentiate because you can have beginning students try to match a letter with its sound, while the more advanced students can try and match a letter to a word. To differentiate this station, all you have to do is have different bags of cards for each level, and direct specific students to which cards they should choose from. To make differentiation invisible, color-code the bags and tell each student which color he/she should choose. Another example of tiered activities is to break the assignment into three sections using varied levels of tasks. Here is an example of a basic tiered activity: Tier One: (Low) - Describe how the character acts.Tier Two: (Middle) - Describe the changes the character went through.Tier Three: (High) - Describe the clues that the author gives about the character. Many elementary school teachers find that this differentiated instructional strategy is an effective way for students to reach the same goals while taking into account each of their students’ individual needs. Adjusting Questions Many teachers find that an effective questioning strategy is to use adjusted questions to help them differentiate instruction in their classroom. The way this strategy works is simple- you use Blooms Taxonomy to develop questions starting with the most basic level, then moving towards the more advanced levels. Students at varying levels are able to answer questions on the same topic, but also at their own level. Here is an example of how teachers can use adjusted questing to differentiate an activity: For this example, the students had to read a paragraph, then answer a question that was tiered to their level. Basic learner - Describe what happened after...Advanced learner - Can you explain why...More Advanced learner - Do you know of another situation where... Flexible Grouping Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them. Depending on the purpose of the lesson, teachers can plan their activities based on a students’ attributes, then use flexible grouping to group students accordingly. The key to making flexible grouping effective is making sure the groups are not static. Its important that teachers continually conduct assessments throughout the year, and move students among the groups as they master their skills. Often time’s teachers tend to group students according to their ability at the beginning of the school year, and then forget to change the groups, or do not think they need to. This is not an effective strategy and will only hinder students from progressing. The Jigsaw The Jigsaw cooperative learning strategy is another effective method to differentiate instruction. In order for this strategy to be effective, students must work together with their classmates to complete an assignment. Heres how to works: Students are divided into small groups and each student is assigned one task. This is where the differentiation comes in- each child within the group is responsible for learning one thing, then bringing the information that they learned back to their group to teach their peers. The teacher can differentiate learning by choosing what, and how, each student in the group will learn the information. Here is an example of what a Jigsaw learning group looks like. Example of a Jigsaw Cooperative Learning Group: Students are divided into groups of five students. Their task is to research Rosa Parks. Each student within the group is given a task that suits their unique learning style. Here is an example. Student 1: Create a fake interview with Rosa Parks and find out about her early life.Student 2: Create a song about the Montgomery bus boycott.Student 3: Write a journal entry about Rosa Parks life as a civil rights pioneer.Student 4: Create a game that tells facts about racial discrimination.Student 5: Create a poster about Rosa Parks legacy and death. In todays elementary schools, classrooms are not taught with a â€Å"one size fits all† approach. Differentiated instruction allows for teachers to meet the needs of all learners, while still maintaining high standards and expectations for their students. Whenever you teach a concept in a variety of different modalities, you increase the chances that you will reach each and every student.