Sunday, July 19, 2020

Project-based Learning What It Is and How It Benefits Students

Project-based Learning What It Is and How It Benefits Students (11) Project-based learning has proven to be one of the most effective ways to engage students and provide a practical application for what they’re learning.  Rachelle Dene Poth shares her insights into what project-based learning looks like, and how it helps students master key skills as they complete each project. Read on for some tips and helpful information! Project-based learning (PBL) is something that I have been trying to integrate into my classes more over the past few years. I started thinking about alternate ways to enable students to: produce authentic assessments, create and study something that was interesting and engaging for them, and provide some real-world learning experiences. Project-based learning not only provides opportunities for students to collaborate or drive their own learning, but it also teaches them skills such as problem solving, and helps to develop additional skills integral to their future, such as critical thinking and time management. And maybe more importantly, it provides students with an opportunity to create authentic projects which are personal and meaningful to them. Students have the chance to pursue their own interests and as a result, opportunities for learning for students and teachers are tremendous. SUPPORTING ALL STUDENTS As a foreign language teacher, I need to assess my students in a variety of ways on a regular basis. As we all know, not every person learns the same way or has the same interests. In terms of assessment, some students can learn the material really well, but when a traditional test is given, their information and knowledge somehow disappears. When this first happened in my classes, I began looking more at ways to assess my studentsâ€"but to provide assessments which led to more authentic and personalized work. I wanted to provide an equal opportunity for students to achieve success in showing what they know (and can do) with the information that they have learned. A great way to do this is through project-based learning. There are an increasing number of tools available for use in the classroom that enable students to have a choice and be creative, while also learning valuable technology skills for their future. These tools give students options for showing what it is they have learned and can do with the material, but in a way that is comfortable and relevant and meets their interests and needs. Most importantly, the students have choices and this makes a huge difference. BENEFITS OF USING DIGITAL TOOLS FOR PBL The options provide students with a variety of choices for showing their creativity, make learning more meaningful, and students become more engaged in what they are doing. Students can focus on an area of personal interest and decide how to show what they have learned and can do, in a way that is meaningful and engaging. Many tools are available, both on the web and as apps, that serve to engage, motivate, and inspire students to learn more. The benefit of using web tools for PBL is twofold. First, students can create something vibrant, engaging, and meaningful because they have chosen their area of interest, put their personal touches on it and, as a result, attach the content material with what they have created. They then retain the information better because they have created something for a real world experience. It also teaches them the vital technology skills that they need moving forward, and gives them skills that can be used in other classes, and for their future. Learning to create multimedia presentations, to problem solve, think critically, quickly access resources, and communicate with others helps to empower students, and give them more control in their learning and growth process. We want to empower our students in their learning. PAPER OR DIGITAL, PBL BENEFITS EVERYONE There are many options available for implementing and producing evidence of project-based learning, whether it be in the traditional paper format style or through technology. Either way, giving students the opportunity to create a project to evidence their learning is beneficial. It not only leads to authentic products and meets the students where they are, but also gives them an opportunity to express themselves in unique ways, because it is more personalized and pertinent to their needs and interests. PBL leads to a more student-centered classroom and provides opportunities for students to learn from one another. It also enables the teacher to become more of a facilitator, and in addition to learning about the students, it reinforces the student-centered classroom, where students are empowered in their learning.

Thursday, May 21, 2020

Aids and Role of Youths to Create Awarness - Free Essay Example

Sample details Pages: 2 Words: 690 Downloads: 4 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Topics: AIDS (HIV) Essay Competition Essay Did you like this example? AIDS AND ROLE OF YOUTHS TO CREATE AWARNESS ABOUT AIDS AMONG PEOPLE most commonly AIDS is called as silent killer, The main reason for AIDS (Acquired Immuno Deficiency Syndrome) is HIV (Human Immuno Defiency virus). when this virus enters our body, immediately changes into RNA, and then spreads quickly. After that it starts to destroy the white blood corpuscles. Because of this our resistance towards diseases gets decreased. actually thr is an difference between aids and hiv.. that is, the final stage of the hiv virus is called aids,at this stage the human body cannot withstand even an ordinary cold. In the year 1996 according to the survey, about 5000 persons per day were affected by AIDS in the whole world. In 1996, it was also discovered that the virus can be controlled to a certain extent. The survey in 2002, says that about 3. 97 millions of people are suffering from this disease in India. many thinks that the virus spreads when we shake hands or eat together or kiss t he affected persons or even use their clothes or even through musquito bites.. but 100% it is not possible.. becoz it is not an communicable disease. it can be transmitted only by the following modes: 1. Unprotected hetero contact. 2. Injection which is used without sterlising after using for HIV/aIDS affected person. 3. when we use the Blood of HIV affected person. 4. From the pregnant lady who is affected of AIDS to the child or through milk feeding. and the Symptoms may be: 1. Loss of 10% or more body weight 2. Fever of unknown origin 3. Pneumonia, brain tumours, unremitting diarrhea, swelling of lymph glands. then i ll speak about the Role of youth in HIV/AIDS awareness and prevention: Todays youth is going to build tomorrows future. we build the nation and we together build the world. Each one has their own responsibility in building a healthy world. Because of the scientific inventions many diseases are eradicated many can be cured but still there are certain exceptions like HIV virus which threatens the whole world. If every one follows a small concept A,B,C,D,E then we would easily eradicate the killer virus.. ie: A-Awareness among the family youth should create awareness about HIV in their family, because when the family realizes the importance of eradication of HIV, then the society will realize and then the nation will realize and finally all together the world will realize the importance of eradicating this virus. People of the whole world will be aware and take preventive measures. B-Being Self controled youth should understand their problems clearly. They should have self control and they should be motivated to concentrate on good aspects of life. They should have awareness about the preventive measures of HIV. C-Conducting competition and exhibition Youth should take the responsibility in conducting various types of competition and exhibitions in various schools, colleges regarding the awareness and prevention of HIV. D-DRAMA Students o f the college must be encouraged by their teachers and they should e taken to the rural areas, schools other educational institutions, offices etc. to conduct street plays to bring about the awareness among the people and the people should be thought clearly the preventive methods, symptoms, methods of testing the HIV virus and also the facilities provided by the government to the HIV affected. People must be given awareness in their vernacular language. E-Extending their support to the HIV affected person Youth have to discharge their responsibility of meeting the HIV affected peoples and giving them self-confidence and also encourage them to engage in some activities in which they are interested. I finally conclude that : HIV affected peoples can live to the maximum of 10 to 15 years. This period can be extended if they live happily. Only way to make them happy is to treat them as normal persons. india is in 42nd place in developing country 56th place in HDI but 2nd place in A IDS in the world. this situation can be changed only by the younths,becoz todays youths is tommrows future. finally i thank the management for giving me a youthful chance for creating an awarness among the students. Thanks a lot Don’t waste time! Our writers will create an original "Aids and Role of Youths to Create Awarness" essay for you Create order

Wednesday, May 6, 2020

Comparing Socrates And Descartes On The Proof Of Existence...

Comparison between Socrates and Descartes on the proof of existence of God. Socrates is who established ancient philosophy with Plato and Aristotle. His philosophy effects Western system of philosophy. He was born BC 470 in Athens and his father was a sculptor and his mother was midwife. He focuses teaching other people that philosophical argument in his life. He doesn’t want material for teaching because he doesn’t have material greed. His goals are verifying the oracle, question our belief, and test our concepts. He use dialogue Question and Answer for achieve philosophical answer. First, he placed great significance giving question per se. He asks to his disciples that what is the justice, what is the pious and impious and what is the difference between precisions to temerity. It is for that they can find answer themselves through answering. Second, Socrates tries to aware self-ignorance. He says, â€Å"Know thyself.† People called he is the wisest person, but he says he does not know anything. Third, his philosophy has strong ethica l aspects. He was identified with virtue and knowledge to think, when performed correctly, finally found out what is right. In order to pursue the best line is that people will realize what a true virtue. Finally, his thinking has the choice that is to be interpreted as a political ideology. He is summoned by the Court in Athens, accused of corrupting the youth and not believing the 12 ancient Greek God’s and Goddesses’. He is ultimatelyShow MoreRelatedThe Existence Of God Is A Delusion1757 Words   |  8 PagesDawkins, once said that the concept of God is a â€Å"delusion† and that it is â€Å"something people believe in despite a total lack of evidence.† I disagree with Dawkin’s statement as the existence of God can be proved by the existence of evil as one cannot exist without the other. I believe that the existence of evil proves that God exists as it was this argument that led former atheist; the Chronicles of Narnia author C.S. Lewis, to bel ieve in the existence of God- â€Å"I believe in Christianity as I believeRead MoreLogical Reasoning189930 Words   |  760 Pages................................................................................ 25 What is the Issue?................................................................................................................................. 28 What is a Proof?.................................................................................................................................... 30 Indicators ...................................................................................................

Language and linguistic knowledge Free Essays

Morocco’s geographical location as a bridge between Europe and Africa, and as a home for Arab, Amazing, Andalusia, African and Jewish cultures, make of the country a place of considerable linguistic diversity. In this article, this diversity will be approached from a personal perspective, unsparingly as a result of reading Chapter 7 â€Å"Language in Society’ in â€Å"Introduction to Language†. Geographically speaking, spoken all over Morocco, there are tens of dialects descendents of Arabic and Amazing languages. We will write a custom essay sample on Language and linguistic knowledge or any similar topic only for you Order Now The Arabic dialects range from the Hosannas’ dialect spoken In the Southern Sahara Regions, through the different colloquial Arabic dialects of regions like Marshes and Fez, to the Arabic spoken in the Northern Regions close to Spain. Similarly, Amazing language gives rise to many dialects and sub dialects, specifically Tasteless In the Souses Region, Taming in the High Atlas and Tariff In the North. These regional dialects do not have definite boundaries (etiologies) among them, but certainly overlap to form a dialect continuum. Moroccan speakers of all this disparity of dialects seem to reach a minimum of mutual intelligibility. In cases where they fail to, they resort to the modern Moroccan Colloquial Arabic (Dare) as their lingua franca. Importantly these regional dialects exhibit linguistic differences on different levels. At the phonological level there Is a vowel deletion In the Hosannas’ dialect for verbs following pronoun ‘You†. Kilt (you have eaten) or jilt (you have come) are uttered as kilt and Jilt in other dialects of Arabic. At the Phonetic level, the Arabic speakers of the North uses q; while that of the middle regions use g as in CUL (say) and gull especially. At the lexical level, Tasteless and other Amazing dialects show many disparities. Head in Tasteless is said Agway, sashays in Taming and carry in Tariff. Besides the aforementioned dialects, most Moroccan use French and therefore are bilinguals. Amazing language, although a national language declared recently, has not gained satisfactory public and political support. Code-switching Is as a result usual from Arabic or Amazing to French. Arabic speakers and Amazing may respectively say wring la presence dialogue f terrain; militarily la presence nun GHz rain (show me your presence on the ground). Extensively, Moroccan use borrowing from French or English when they speak. An Arabic speaker may say hall these Believable dalai . Behavior Is here borrowed from English and It becomes subject to the Arabic definite article I instead of the. 1 OFF Linguistic variation in Morocco is not defined by geography only. Although it is hard to describe social dialects in Morocco in term of social classes as society does not show clear stratification, there is presence of different speech varieties pertaining to arioso social groups. These are defined on the basis of gender, age or religion. Young generation, especially in urban areas appear to develop different speech variations as a result of the influence of the widespread media and new telecommunication means. Words like shrill (threaten) or aqua (money) are to make most people frown on. Religious groups, particularly the total (Koran scholars) have developed Jargon’s which they are the only ones to understand. As regard gender, Moroccan women seem to use a slightly different language to men. This is due to the revealing social attitudes and cultural expectations reinforcing more conversational decency among females than males. A woman would not generally be expected to make requests without using Allah kill (please) or ‘ram walked (God bless you). Honestly, a warning is that the previous analysis of the linguistic variation in Morocco should not be considered as any reference since it is a personal reflection based on very limited individual knowledge. Nevertheless, it is an invitation for a thoroughly scientific and linguistic research which can be of a reference value for linguists in Morocco and beyond. How to cite Language and linguistic knowledge, Essays

Sunday, April 26, 2020

Jesus Spoke Of It, Kahlil Gibran Wrote About It, Mahatma Ghandi Demons

Jesus spoke of it, Kahlil Gibran wrote about it, Mahatma Ghandi demonstrated about it, The Beatles sang about it and most importantly is has been shown through the ages by humble deeds - Peace that is. The way to peace is through love. Love cannot be forced and it cannot be found through sloth therefore for peace to flourish it must be wanted and acted upon accordingly by the people who will grow under it. However to have peace there must be only peace, it cannot be interrupted by acts of violence or aggression and it especially cannot exist when those who are supposedly working for it also engage in violent acts on the side. In other words pacifism is the only way to achieve peace. Catholicism supports pacifism but it also supports the Just-War Theory which is a set of rules that must be followed to make a war just. It includes: a just cause- war must confront a real and certain danger, competent authority- war must be declared by those responsible for public order, there must be right intentions and it must be a last resort. It is unclear how anyone could call themselves a Christian and fight in wars at the same time when in the Ten Commandments it clearly states "Thou shalt not kill". That phrase is alone, it is not followed by a list of exceptions and loop holes to the commandment. Next, Jesus, the founder of Christianity, said to "do unto others as you would have then do unto you". If a person is of sane mind that person does not wish to die therefore killing deliberately breaks Jesus' rule. Not only does being a Christian and fighting wars break simple rules of the faith but if you are a true believer in Christianity it is also absurd. What is the purpose of a so-called just war? To stop an immediate danger that threatens safety and peace and to protect but what do Christians have to protect and guard against when they believe that their kingdom is not of this Earth? If the Christian kingdom is with their god in the afterlife what kingdom that resides only on Earth could they possibly justify killing to protect? Or perhaps it is protecting their own and other lives. Although did Jesus protect his own life when Judas came to betray him? No, infact according to the Bible when an apostle drew a sword to protect Jesus' life Jesus stopped him and healed the wounded soldier. Furthermore what would be protected here on Earth when it is the Christian belief that the soul is the most important part. Should Christians act in a way that would hurt souls and save minds and bodies o r act in a way that saves souls but leaves minds and bodies to die? Perhaps waging war to stop a threat such as Nazi's from overtaking the world because in doing so they would destroy peace and love along with Christianity. The only argument that can be made for pacifism here is that if you are a Christian you are to have faith that your god will protect you especially if you are following your faith in spite of the fact that is might get you and many others killed. In the end war is not peace and the two cannot both exist at the same time. It is one or the other. John Lennon made the statement "All you need is love" which is so simple yet so hard to follow and see. Peace and love have become almost interchangeable with each other because they are so very much alike. With peace there is inner contentment and with love there is benevolence, kindness and fraternity toward all life. The two forms compliment each other in such a way that it is either not possible to have one without the other or it is just foolish to have only one. This being said it is true that pacifism is the only way to have peace because peace and love are so close yet war is the opposite of peace so it cannot logically be reasoned that war is close to peace. John Lennon's statement could just have easily been "All

Wednesday, March 18, 2020

Free Essays on The Road To Wigan Pier

In The Road To Wigan Pier, Orwell has described the lives of the coal miners in the 1930’s. In reading another assigned book, Hiroshima by John Hershey, a much greater compassion for the people of Hiroshima immerged in the reader. Both books communicate the lives and conditions the people of these two towns were subjected to and how they survived their surroundings. Orwell’s The Road to Wigan Pier is full of facts and accounts but nothing compared to the feelings brought forth in the visual image story telling style of Hershey’s Hiroshima. Orwell is very factual in his account of the conditions and lives of the coal mining community and its people while Hershey tells of the lives, the pain and the desensitizing of an entire town when the bomb dropped on Hiroshima. Orwell discusses the wages, living conditions, working conditions and how they survived on the food that they could afford. He seems very unattached to his entire surroundings and is only writing the facts as he sees them. As any person reading this book, feelings of sadness can arise for the people of Wigan Pier as well as any other coal mining town. In Hershey’s book he paints a picture of the people of Hiroshima who were left with nothing and wandered the town passing people they could not help and knew would die. This line of story telling draws the attention of the reader and makes a point at the same time. The points made in both books are the same, despair and helplessness but also of pride. The coal miners in Orwell’s book are in a helpless situation, the same as the people of Hiroshima. Pride was the source of strength in both books that seemed to be overlooked by Orwell in his depiction of the times and lives of the people. Orwell was much more passionate in the second part of his book discussing Socialism and Fascism, then he was for the people of Wigan Pier. Hershey’s vivid characterization brought a human face to the destruction caused... Free Essays on The Road To Wigan Pier Free Essays on The Road To Wigan Pier In The Road To Wigan Pier, Orwell has described the lives of the coal miners in the 1930’s. In reading another assigned book, Hiroshima by John Hershey, a much greater compassion for the people of Hiroshima immerged in the reader. Both books communicate the lives and conditions the people of these two towns were subjected to and how they survived their surroundings. Orwell’s The Road to Wigan Pier is full of facts and accounts but nothing compared to the feelings brought forth in the visual image story telling style of Hershey’s Hiroshima. Orwell is very factual in his account of the conditions and lives of the coal mining community and its people while Hershey tells of the lives, the pain and the desensitizing of an entire town when the bomb dropped on Hiroshima. Orwell discusses the wages, living conditions, working conditions and how they survived on the food that they could afford. He seems very unattached to his entire surroundings and is only writing the facts as he sees them. As any person reading this book, feelings of sadness can arise for the people of Wigan Pier as well as any other coal mining town. In Hershey’s book he paints a picture of the people of Hiroshima who were left with nothing and wandered the town passing people they could not help and knew would die. This line of story telling draws the attention of the reader and makes a point at the same time. The points made in both books are the same, despair and helplessness but also of pride. The coal miners in Orwell’s book are in a helpless situation, the same as the people of Hiroshima. Pride was the source of strength in both books that seemed to be overlooked by Orwell in his depiction of the times and lives of the people. Orwell was much more passionate in the second part of his book discussing Socialism and Fascism, then he was for the people of Wigan Pier. Hershey’s vivid characterization brought a human face to the destruction caused...

Monday, March 2, 2020

Finding Chi-Square Functions in Excel

Finding Chi-Square Functions in Excel Statistics is a subject with a number of probability distributions and formulas. Historically many of the calculations involving these formulas were quite tedious. Tables of values were generated for some of the more commonly used distributions and most textbooks still print excerpts of these tables in appendices. Although it is important to understand the conceptual framework that works behind the scenes for a particular table of values, quick and accurate results require the use of statistical software. There are a number of statistical software packages. One that is commonly used for calculations at the introductory is Microsoft Excel. Many distributions are programmed into Excel. One of these is the chi-square distribution. There are several Excel functions that use the chi-square distribution. Details of Chi-square Before seeing what Excel can do, let’s remind ourselves about some details concerning the chi-square distribution. This is a probability distribution that is asymmetric and highly skewed to the right. Values for the distribution are always nonnegative. There is actually an infinite number of chi-square distributions. The one in particular that we are interested in is determined by the number of degrees of freedom that we have in our application. The greater the number of degrees of freedom, the less skewed our chi-square distribution will be. Use of Chi-square A chi-square distribution  is used for several applications. These include: Chi-square test- To determine if the levels of two categorical variables are independent of one another.Goodness of fit test- To determine how well-observed values of a single categorical variable match with values expected by a theoretical model.Multinomial Experiment- This is a specific use of a chi-square test. All of these applications require us to use a chi-square distribution. Software is indispensable for calculations concerning this distribution. CHISQ.DIST and CHISQ.DIST.RT in Excel There are several functions in Excel that we can use when dealing with chi-square distributions. The first of these is CHISQ.DIST( ). This function returns the left-tailed probability of the chi-squared distribution indicated. The first argument of the function is the observed value of the chi-square statistic. The second argument is the number of degrees of freedom. The third argument is used to obtain a cumulative distribution. Closely related to CHISQ.DIST is CHISQ.DIST.RT( ). This function returns the right-tailed probability of the selected chi-squared distribution. The first argument is the observed value of the chi-square statistic, and the second argument is the number of degrees of freedom. For example, entering CHISQ.DIST(3, 4, true) into a cell will output 0.442175. This means that for the chi-square distribution with four degrees of freedom, 44.2175% of the area under the curve lies to the left of 3. Entering CHISQ.DIST.RT(3, 4 ) into a cell will output 0.557825. This means that for the chi-square distribution with four degrees of freedom, 55.7825% of the area under the curve lies to the right of 3. For any values of the arguments, CHISQ.DIST.RT(x, r) 1 – CHISQ.DIST(x, r, true). This is because the part of the distribution that does not lie to the left of a value x must lie to the right. CHISQ.INV Sometimes we start with an area for a particular chi-square distribution. We wish to know what value of a statistic we would need in order to have this area to the left or the right of the statistic. This is an inverse chi-square problem and is helpful when we want to know the critical value for a certain level of significance. Excel handles this sort of problem by using an inverse chi-square function. The function CHISQ.INV returns the inverse of the left tailed probability for a chi-square distribution with specified degrees of freedom. The first argument of this function is the probability to the left of the unknown value. The second argument is the number of degrees of freedom. Thus, for example, entering CHISQ.INV(0.442175, 4) into a cell will give an output of 3. Note how this is the inverse of the calculation we looked at earlier concerning the CHISQ.DIST function. In general, if P CHISQ.DIST(x, r), then x CHISQ.INV( P, r). Closely related to this is the CHISQ.INV.RT function. This is the same as CHISQ.INV, with the exception that it deals with right-tailed probabilities. This function is particularly helpful in determining the critical value for a given chi-square test. All we need to do is to enter the level of significance as our right-tailed probability, and the number of degrees of freedom. Excel 2007 and Earlier Earlier versions of Excel use slightly different functions to work with chi-square. Previous versions of Excel only had a function to directly calculate right-tailed probabilities. Thus CHIDIST corresponds with the newer CHISQ.DIST.RT, In a similar way, CHIINV corresponds to CHI.INV.RT.