Homelessness Is A Major And Growing Issue Worldwide

Visual Analysis Mr. Karr Cari Cost Homelessness is a major and growing issue worldwide. Homelessness is most times seen as a choice or a problem with a solution that is unattainable. Some advertisements are aiming to bring attention to the issue so often overlooked. Two advertisements are analyzed, one is of a man and his dog, both are clearly homeless. They are sinking into the ground on this side of the street. The second advertisement is a poster placed on the corner of a building, one side says one side of the poem and the other†¦show more content†¦The artist is trying to show how homeless people are literally sinking in homelessness. The man is the focal point of the picture, he is where the eye is first drawn. He is lying, half slumped against a glass windowed storefront on the charcoal colored sidewalk. He is caucasian, it’s almost hard to tell because of the dirt abiding on his face. He has greyish hair that goes down to his shoulders, accompanied by a greyish white beard that almost reaches his chest. He is wearing a grey long sleeved shirt, with a brown jacket. His hands are wrapped in black gloves that only cover his palms. His jeans are half brown with dirt.One leg isalsomt completely in the sidewalk, showing how homelessness is becoming even more of an issue than before. His shoes are like that of the gloves, almost half socks that do not cover his toes, only the soles. Next to him is â€Å"luggage†with various patterns. The man is holding a beer can in his right hand. This is the most astounding part of the picture. It shows how most homeless people are seen by the media and people who are not informed about the issue. Some people are afraid to give money because of the stigma placed on them. This is also where the theory that all homeless people have chosen this lifestyle, while that may be true for some, the majority of people do not choose to live in poverty. To

The Ansar Al Dine Terrorist Organization - 4056 Words

Running Head: UTILIZING HUMAN INTELLIGENCE TO TARGET ANSAR AL DINE 1 UTILIZING HUMAN INTELLIGENCE TO TARGET ANSAR AL DINE 19 Utilizing Human Intelligence to Target Ansar Al-Dine Derrick Prince United State of Army Center of Excellence Noncommissioned Officers Academy Human Intelligence Collector Advanced Leaders Course Abstract This paper talks about the Ansar al-dine terrorist organization, giving a brief background on how the group was formed, the leader of the terrorist organization, the tactics, techniques procedures and the goals objectives. The primary area that Ansar al- dine conducts their operations is in Mali, Africa. The primary focus of this paper is how Ansar Al-Dine functions within Mali. Throughout the paper we will identify the condition and effects of the Political, Military, Economics, Social, Information, Infrastructure, Physical Environment, and Time (PMESII-PT) variables in Mali. The paper will also explain Human Intelligence (HUMINT) response to the effects of each category of (PMESII-PT), in order to overcome issues and successfully conduct HUMINT Intelligence Operations in Mali. At the end of the paper an overall summery explaining if human intelligence operations will work in Mali, where Ansar Al dine operates. A reference page is also provided for further research. Ansar al-Dine History Formed in November 2011, a Foreign Terrorist Organization was created to function under the sharia law, they are now known asShow MoreRelatedEffectiveness Of The Decapitation Of Osama Bin Laden1601 Words   |  7 Pagesof Al Qaeda effective? Was it worth ten years of concentrated effort and resources? Some scholars would argue that his death was not the end of Al Qaeda as hoped but rather, it was counterproductive due to the type of organization Al Qaeda is, the structural changes Al Qaeda incurred after September 11th and the evidence of continued Al Qaeda activity since his death. In the case of Al Qaeda, the loss of their primary leader did not dampen their resolve or passion towards their organization. ThereRead MoreAid to Africa: A Review of the Efficacy of International Aid to Sub-Saharan Africa1695 Words   |  7 Pagesideologies, low human development, corrupt and oppressive governance, resource disputes, and poor economic performance (Oyeniyi 1). Governments all across North Africa were overthrown in the Arab Spring, and violent conflicts with extremist factions such as Al-Qaida in the Islamic Maghreb (AQIM) have resulted in large amounts of international military aid to this region. Proponents of military aid argue that the political instability the region currently faces precludes any meaningful economic or political

Analysis of Elaine Power Article Its Time to Close Canada Food Banks

Question: Describe about the Analysis Of Elaine Powers Article- It's time to close Canada's food banks? Answer: Introduction Food Bank is the place where the food is provided and donated at free of cost to those people who are in need of food. The food banks in Canada were set up to reduce the poverty-related food security issues. It was estimated that around 833,000 people in Canada still rely on the food banks for nutritional help and among those, one-third of them are children. It is quite evident that the lives of Canada people have been impacted due to food security (Cbc.ca, 2013). According to the article It's time to close Canada's food banks written by Elaine Power, determines the factors that have impact on the food security. Specifically, Power mainly emphasizes on the food security which is based on eating nutritious food for good especially for the populations who have low-income rate. There are various individual factors like personal preferences and food skills, cultural factors like values and norms and traditions, policy factors like institutional food policies and food labeling policies, s ocial factors like social support , gender etc are some of the determinants of health. This paper argues that there are various problems that are acting as barriers in the food bank system. Analysis Of The Article According to the author, food security can be defined as the uncertain or limited availability of nutritional safe and adequate foods or uncertain or limited capability to gain these suitable foods in a communally acceptable way. Power keeps on arguing that the food banks actually cannot mitigate the risks of food security. The reason behind such argument is that, she believes that many hungry people actually do not use the food bank system, as they believe that it is a shame for receiving handouts and also other who use the food banks generally live hungry as the food banks are unable to meet their demand due to tight supplies. She also notes that, in spite of energies and intentions of the volunteers or who work at food banks, the agencies are band-aids instead of solving the solutions of the issues due to which hunger increases (Power, 2011). According to Taber (2014), the latest statistic Canada report states that more than 1.7million household people or 4million Canadians are ma inly exaggerated by food security issues. This means that are quite worried about being able to feed their families or not(The Globe and Mail, 2014). Although, Power suggests that there are various factors that have a strong impact on the food security, it is very challenging to quantify the food security that actually varies with the house to house. Through all her arguments she kept on insisting that Poverty cannot be solved by the Food banks. Tackling poverty is like wrestling with various challenging issues and finding ideas to solve those issues. Thus, it is the time to make an effective political system that would help to solve poverty. It is the time for the government to take up the responsibilities to solve poverty (Flanagin Winker, 2006). They are mainly accountable for making sure that all the Canadians have adequate well-being and health that would at least help them to live a good standard of living. This is quite clear from this article that income is one of the most significant social determinants of health. Income levels, actually helps to shape the overall conditions of living, influences the behavior and health like good quality diet, proper physical activity etc and also have impact on the psychological functioning. Discussing the situation of Canada, it is quite understandable that the level of income actually determines the social determinant quality of health like housing, food security etc. It is to be noted that the low level income people predisposes social deprivation and material (Riches, 2014). The greater is the deprivation, the less likely is that families or the individuals can afford even the crucial prerequisites like housing, clothing and food. Thus, the deprivation contributes to the social exclusion by making it challenging for the participants to take part in recreational, educational and cultural activities. Thus, the social exclusion actually affects the health of an individual and also decreases the capabilities of satisfying the everyday life. Thus, these consequences cannot be managed by the food banks (foodbankscanada.ca, 2013). Power correctly suggests that it is the time for the government to look and solve the issue of poverty and income level. As Power says that food banks cannot solve the issue of poverty, however, discussing on the ways that she asserts need to be realized properly. She does not deny on the fact that the food bank really helps in reducing the poverty by feeding the hungry people, however, through her years of experiences in this area, she clearly tries to find various aspects of the food banks. She mainly argues that the food bank only can solve the issue for smaller segment (parl.gc.ca, 2013). Conclusion In conclusion, as the poverty is day by day increasing in Canada and demand for food is also increasing, it is quite difficult for the food banks to meet the rising demand as they are able to supply only limit food. As the food bank is mainly set up by the charity people they are reluctant to take their services benefit and thus they have to leave the many people hungry as they have to accept the stigma by the charity. As the food banks mainly rely on the services of the charity people, they supply the food based on the limit provided by the charity people or the food donated by the other people in the society. Thus, it is making quite difficult for the food banks to develop a balance between the supply and the demand of the food. Lastly, another critique that the author brings in, in the article is that the food banks provide to minute supplement people and thus end-up by scattering resources in small area. She clearly concludes that income level is the main contributing factor in t he issue of food security and it is the duty of the government authorities to understand and solve the issue of hunger. References Cbc.ca,. (2013). 800,000 Canadians still relying on food banks. Retrieved 6 February 2015, from https://www.cbc.ca/news/canada/800-000-canadians-still-relying-on-food-banks-1.2366405 Flanagin, A., Winker, M. (2006). Theme Issue on Poverty and Human Development. JAMA, 296(24), 2970. doi:10.1001/jama.296.24.2970 Flanagin, A., Winker, M. (2006). Theme Issue on Poverty and Human Development. JAMA, 296(24), 2970. doi:10.1001/jama.296.24.2970 foodbankscanada.ca,. (2013). A comprehensive report on hunger and food bank use in Canada, and recommendations for change. Retrieved 6 February 2015, from https://www.foodbankscanada.ca/FoodBanks/MediaLibrary/HungerCount/HungerCount2013.pdf parl.gc.ca,. (2013). Income Inequality in Canada. Retrieved 6 February 2015, from https://www.parl.gc.ca/Content/HOC/Committee/411/FINA/WebDoc/WD6079428/411_FINA_IIC_Briefs%5CHamiltonRoundtableforPovertyReductionE.pdf Power, E. (2011). It's time to close Canada's food banks. The Globe and Mail. Retrieved 6 February 2015, from https://www.theglobeandmail.com/globe-debate/its-time-to-close-canadas-food-banks/article587889/ Riches, G. (2014). Food banks dont solve food poverty. The UK must not institutionalise them | Graham Riches. the Guardian. Retrieved 6 February 2015, from https://www.theguardian.com/commentisfree/2014/dec/08/food-banks-poverty-uk-canada-right-to-food The Globe and Mail,. (2014). The dilemma between healthy eating and staying above the poverty line. Retrieved 6 February 2015, from https://www.theglobeandmail.com/life/health-and-fitness/health/the-dilemma-between-healthy-eating-and-staying-above-the-poverty-line/article21150445/?page=all The Globe and Mail,. (2014). The dilemma between healthy eating and staying above the poverty line. Retrieved 6 February 2015, from https://www.theglobeandmail.com/life/health-and-fitness/health/the-dilemma-between-healthy-eating-and-staying-above-the-poverty-line/article21150445/?page=all

The Child free essay sample

The Social Model of disability came about through the disability movement and other organisation campaigning for equal rights, opportunities and choices for disabled people. The social model of disability recognises that any problem of disability are created by society and its institution and that The Discrimination Acts are tools to help to improve the response of society to disability, also a wheel chair user is not hampered by their disability but by lack of adequate access to buildings. The social model may impact upon our practise as we would provide inclusive environments as a starting point for all children. The Scope website stated ‘The social model of disability says that disability is caused by the way society is organised, rather than by a person’s impairment or difference’. The medical model of disability views a disability as the problem also that disability is a tragic incurable fact that leaves the suffer with little chance of a normal life, people should be cared for in institutions and may not be able to be independent. We will write a custom essay sample on The Child or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If practitioners follow the medical model of disability this might impact upon our practise by viewing children with a disability as not being able to do anything the other children can do. The medical approach stresses the importance of curing and nowadays preventing disability as though disability is in some ways a tragedy. This has now resulted in screening in pregnancy so that parents can find out if their child is going to have a disability. E2). The legal requirements that support the actions to be taken when it is considered a child may have special needs. The government want to reform the Special Educational Needs (SEN) system to address problems which include parents having to battle to get the support their child needs also children falling between the gaps in services or having to undergo multiple tests, the government are going to by 2014 they are going to include parents in the assessments and give the parents control of funding for the support their child needs. With parents getting the money they might not know where to spend it as they might not have had the money before to spend, with the parents getting the money they have a greater choice of schools that they can send their child to and gives parents and the community groups the power to set up special free schools. The guardian states ‘More than one in five children in England are identified as having SEN – 21% of the school population in January 2010. Only 2. 7% have statements. More than half of the pupils, 11. 4%, are in the school action category. ’ To help children that have learning needs but not necessarily a special educational need we will work with SEN specialists as we develop the reading progress check for six years old to help identify children who require additional support. E3 + C ). The different types of provision available to support children with special needs and their families a voluntary organisation like Barnardo’s where staff just volunteer to work there to help children and their families, they have to find their own way to get money because the government don’t help with any money, they have charities and donations of people to run the business they might also ask for a pound or two for some groups they do to help with the funding. We believe we can bring out the best in every child whether the issue is child poverty, sexual exploitation, disability and domestic violence. † Barnardo’s set up groups for children and parents to go to, so they can talk and so the children can play with each other. Staffs help and support the children and their families. A statuary would be a school this is where children can have one to one support often a special needs or learning support assistant, theses only work alongside the children in the early years settings, through mainstream school parents and families will get support from social services and also get help with respite care, so the children can go for the weekend and have fun and play there this is gives the parents and families a rest as with some children it can be 24 hour every day. By the children going to respite care the children go there so the parents no their child is safe as it can be hard and distressing leaving their child somewhere else. Adults working with SEN children spend the majority of their time supporting that child however sometimes it’s the practitioners that needs the support. The role of the practitioners can be hard work and isn’t taken lightly, the practitioner needs support from other people around them to help promote their confidence and provide the correct provision for the children. A helpful support to practitioners could be the charity Mencap. Mencap work in partnership with people with a learning disability and all our services support people to live life as they choose. E5). One common condition is Dyslexia. It may be possible to detect symptoms of dyslexia before a child starts school. Possible symptoms include: * delayed speech development in comparison with other children of the same age * speech problems, such as not being able to pronounce long words properly and jumbling up phrases – for example, saying helicopter instead of helicopter, or beddy tear instead of teddy bear * problems expressing themselves using spoken language, such as being unable to remember the right word to use, or putting together sentences together incorrectly * little understanding or appreciation of rhyming words, such as the cat sat on the mat, or nursery rhymes * difficulty with, or little interest in, learning letters of the alphabet You can get Dyslexia from family history and genetics, children can get one to one support with spelling and writing and vocabulary, Dyslexia has effects on development with verbal memory, language and concentration. Dyslexic pupils benefit from early intervention to prevent slipping behind their peers. Where specialist support is offered at a lat e age, learning is less effective and self-esteem and emotional well-being may be considerably undermined. Dyslexic pupils will need individual support which is differentiated from that offered to low achieving pupils, addressing the very different learning style of the dyslexic brain, if pupils are to make significant progress. Ideally this should be offered by staff with some training in supporting dyslexic children. In some cases, one-to-one tuition from a specialist dyslexia teacher may be necessary. Practitioners support children within the setting the Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a childs behaviour can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value. Another professional that will help children with dyslexia is a one to one tuition from a specialist dyslexia teacher. E6). Ways to overcome barriers to achievement for children with special needs by having adapting the environment and the building this might mean putting a ramp down so the children can get in to the building it might also mean moving the classroom around so children with a walker or a wheelchair can get round the class room, it is also important to adapt activities in order to provide children with the opportunities to learn and feel successful. All children need to experience success in order to maintain motivation and promote a positive self-esteem. This means practitioners need to think about planned activities and consider their suitability for each individual. As practitioners we need to consider how best to adapt the activity in order for the child to have opportunities to learn and feel successful, this may mean changing the format to make it more or less challenging or using a different approach or media. Sometimes equipment and resources need to be modified in order that children can successfully use them, in some cases it is possible to make simple adaptations for example buttons on dressing up clothes may be substituted for Velcro. We also need to get parents involved in planning so we know how we can meet the child’s needs and also so the parents know how the child is getting on in school. An invisible barrier is teachers saying the child can’t do and activity because of their disability and the teachers not changing the lessons for the children, really practitioners should change the activity for each child’s learning needs so that all children are included in each activity and no one is left out of any activities done in the setting, each setting should have an inclusion policy in the setting which means practitioners have to follow the policy to include all the children in the activity, if they don’t they aren’t giving all the children the same chances as everyone else. All practitioners should encourage all children to join in activities together; an example of this could be getting other children to read to a child that has a visual impairment. E7). The role of the practitioner in maintaining the privacy and dignity of children in situations where intimate personal care such as toileting, practitioners would take the child out the room away from the other children and have another member of staff with us, also so making sure practitioners are following policies and procedures like telling other practitioners that you are toileting. As practitioners we need to make sure that we are getting the right training to support the children when toileting. It is important for practitioners to ask parents how we can meet the child’s needs are best met, and maintain privacy and respect of the child, one of the keys for practitioners is to be organised with pads, underwear and toiletries are ready, self-esteem is linked to independence this means that even in tiny ways it is important to support the children to help the child do as much as they can. Children with SEN often take medication. Practitioners will need to uphold knowledge pm the medication so they should research what they are providing to the child, if there could be any side effects what could happen? Communication should take place with the parent or carer to make sure when they should be taking it and if the practitioners will need appropriate training in order to safe guard the child and practitioner. Parents will need to give written consent as to what the practitioner is giving to the child. E8). One professional who supports the needs of children with special needs and their families is a Speech Therapist they are concerned with all aspects of communication, they assess children’s hearing, speech, language, check the mouth and tongue movement, they prepare individual programmes and exercises for children to help them acquire language. Speech therapists either work in the community, hospital clinics or schools; they also help children with cleft lip/palate, cerebral palsy, hearing impairment and stammer. Terms used is assessing speech impairment are fluency, Dysfluency, stutter/stammer, Avoidance behaviour. Signs to watch for and seek advice on birth to 3 months is mother not communicating with the baby or if the child is seriously ill, or having feeding problems. A child 3 to 6 months is silent most of the time and eye contact is not developing. A child 6 to 9 months does not respond to play, vocal and non-vocal and no consistent response to noise, a child 9 to 12 months not trying to communicate and not responding to single words and simple commands, a child 12 to 15 months unable to give a toy to a adult on request. Exercises that may help the children develop could be tongue exercises, blowing bubbles, different lip shapes, making noises with toys and adapting songs. Another professional who supports the eeds of children with special needs and their families is a Community Nurse in some areas community nurses visit schools and settings to help provide advice and support, they may undertake general health and work with parents or they may work with particular children and their famil ies. The Every Child Matters programme is a major focus on early year’s centres. The community nurse may assess the children with epilepsy, mental health and behavioural problems. The http://dera. ioe. ac. uk stated ‘Currently, few local community children’s nursing (CCN) services are able to meet the needs of all ill and disabled children and young people, who have been divided into four groups. These are: †¢ Children with acute and short-term conditions; †¢ Children with long-term conditions; Children with disabilities and complex conditions, including those requiring Continuing care and neonates; and †¢ Children with life-limiting and life-threatening illness, including those requiring Palliative and end-of-life care. ’ D). The importance of a sensitive, non-judgemental approach when working with children with special needs and their families, this is linked right through my assignment talking about that no two children are the same, each child have their own personality and interests and this requires that practitioners are sensitive and reflective. Observing children and thinking about their responses is therefore useful especially where a child’s communications skills are limited. As practitioners we see it as it’s important that many children with special needs are educated alongside their peers, many parents and families have a fight to get equal access to education for the child. As not all schools might have the support that the child may need and to government funding they may not be able to afford it. B). The benefits of an inclusive approach for the child with special needs, the concepts of inclusive education emphasis on schools and settings to adapt and be flexible enough to accommodate each and every child. Organisations seeking inclusive practice also point out the importance of significant funding as poor resources, both physical and human are often barriers to inclusive education. Inclusive education enables all students to participate fully in any mainstream schools, colleges or university it also has training and resources aimed at fostering every student’s equality and participation in all aspects of the life of the learning community, inclusive education aims to equip all people with the skills needed to build inclusive communities. Inclusive education is based on principles: * A person’s worth is independent of their abilities or achievements * Every human being able to feel and think * Every human being has a right to communicate and be heard * All humans beings need each other * Diversity brings strengths to all living system. If children with special needs are to take their place in society after school then, it is important for a school to be truly inclusive, and ending discrimination, removing barriers as talked about in E6, and welcoming and valuing all children. Local education authorities are required to educate children with special needs subject to parents’ wishes, I think it is important that if parents want their child to go in mainstream school they have the chance to go, and learn with other children. A). It is important that different professionals work together to help children and their families as they are there to help and support the child and the family. Multi-agency teams work together to provide benefits for children, young people and families because they receive tailor-made support in the most efficient way. The Education. gov website stated† Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families†. The benefits of this include early identification and intervention, easier or quicker access to services or expertise, improved achievement in education and better engagement in education, better support for parents, children, young people and family’s needs addressed more appropriately, better quality services, reduced need for more specialist services. The teams work together to help the child meet their needs. A multi-professional approach is important because all the professionals need to work together to help the child and their family for example a child might have a speech impairment the professionals like the practitioner, health visitor and the speech therapist will all work together to help and support the child and the family all the professionals will have a meeting once a month if not more often. t is important for all the professionals to work together for the safety of the child and their family, if they dont work together a situation could end up like baby p, baby p died because professionals didnt work together and have regular meetings and communication. All the professionals need to work together so they know everything about the child and their family and the child and family are getting on and what professionals are working with the family. A multi-agency team helps a team of professionals that work together to support children and their families. A multi-agency team use the Common Assessment Framework (CAF) this supports children and young people who have a low level of additional needs. A multi-agency team will help professionals from relevant agencies to work together to assess the child or young person and therefore support development and learning appropriately. A multi-agency team need to have regular meetings to keep up with all the information; they also need to respect everyone’s views in the team as some people might have different views and opinions. The team of professionals need to have patience as there will be a lot of people in the team with questions to ask. They also need good communication with other members of the team, the children, the parents and the teacher. Good communications mean having emails, letters and information passed on correctly and on time. It also helps being well organised, also making sure they have a right date and time for a meeting.

How to Stir Up Your Essay Writing Motivation

How to Stir Up Your Essay Writing Motivation How to Stir Up Your Essay Writing Motivation Essay writing motivation is invaluable. Finding personal motivation is key to success in any academic environment. Whenever you set out to complete an academic task, you face the risk of demotivation. This simply means you cannot find the inspiration to get to work. Starting on any project is always the most difficult part. Once you start you will find that moving onward is not nearly as challenging. As a college student, there are many things which might get in the way of stirring up the motivation, especially if you are busy with a multitude of other projects. But it is possible and we will show you how: Look Deep into Yourself If you are struggling to get motivated, look into yourself and find out what the issue is. You have control only over your actions and your thoughts, so if there is a problem with someone else or something else in your life, deal with it as far as you are personally able to and then let the rest go. You should not let yourself become demotivated to work simply because of things you cannot control. Get Less Stressed Sometimes the lack of personal motivation stems from stress, and more often than not in college stress can be debilitating for students who are unable to press onward through the storm. But thankfully, you can get back your personal motivation. If you are stressed about a project, break it down into smaller pieces. Crop down the Deadline Set up a deadline working backward from your due date so that you can assign manageable milestones for each day. Reward Yourself Give yourself a break as a reward once you accomplish the halfway point on your milestone list. Embrace the Feeling of Accomplishment Remember that setting smaller goals means you will feel accomplished more easily. That feeling will be motivating enough to get you through the next milestone, and the next one too. Soon enough, your entire project will be completed. This is something you want to apply to each task you face during the course of your academic career. A lack of personal motivation might come from feeling ill, from money problems, from stress, anxiety, or a fight with your friend. Regardless of why you are feeling less motivated, it is up to you to rise up, overcome the reasons for demotivation, and rectify the problem. Whether you are frustrated by a heavy workload, friends, family, or something else in between, you can identify the issue and start working to put it aside. If you are overwhelmed, start organizing your work or setting up a time management schedule. This will help you to feel motivated and accomplished; take that small accomplishment and turn it into something bigger and better. You can regain your motivation if you talk with family about your issues, or tell them that you need some space in order to get work done. Again, whatever the cause of your demotivation, find it out and fix it. Only then can you return to pursuing your academic goals. If you are demotivated in writing your paper feel free to contact our professional custom essay writing service right now!

Link Between Academic Success and a Students Perceived Self-worth Essay

Link Between Academic Success and a Students Perceived Self-worth - Essay Example There is a vast body of research on the intricate link between academic success and a student’s perceived self-worth. There is also a large amount of research detailing how the dynamics of student-teacher interactions play a key role in the formation of self-worth by these same students. However, Fay and Funk (1995) point out that educators only have access to the formation of such perceptions when providing feedback to behavior. Schroeder (n.d.) points out that feedback also involves the methods by which the educator communicates correctness of student responses to academic questions. Jim Fay’s (1995) discussion of three major teaching styles reminders readers that feedback sends not only the overt message of the words used but the covert messages of tone, actions and general body language. Of the three teaching styles - helicopter, drill sergeants, and consultants – it is the consultant teacher who embodies the overt and covert â€Å"messages of personal worth , dignity, and strength† (Fay & Funk, 1995, p. 197). When looking to the strategies employed by consultant teachers, it becomes obvious that these can be used with all teaching styles to provide corrective feedback in a whole instruction setting. First, educators should make sure the questions being asked are of appropriate difficulty and cognitive levels while being stated as clearly as possible. Schroeder (n.d.) suggests that questions dealing with new material should be such that 80% of the responses given are correct and 90+% for review materials. Educators may find that low-level questions that ask what, where, and who are best for this. Such pedagogical procedures will promote self-esteem as well as momentum needed to progress with instructional activities. Students will then be more willing to work for answers to higher order questions dealing with the why and how. Secondly, teachers should react to responses in such a way as to encourage student answers. Quick, certain responses that are correct need only affirmation that they are indeed correct. Correct but hesitantly given responses need the affirmation of correctness as well as praise and perhaps a short review of why the response is correct. Incorrect responses that are due to a careless error need only a quick reference to the error and time for the student to be allowed to provide the correct answer. Incorrect answers based on a lack of knowledge should be met with prompts and hints that may engage the needed information. Clarifying, rephrasing, or even changing the difficulty level may also assist these students (Schroeder, n.d.). Educators should provide students with every opportunity to get a correct answer but should not prolong the experience once it becomes obvious that the student lacks the knowledge needed. Third, instead of issuing orders teachers should present expectations as a challenge of something the student can and will do - positive expectancy. There are many procedures that will engender such an atmosphere. However, students sometimes resist the challenge even though a sense of positive expectancy has been created. Effective teachers will continue to work with the student and try to help him identify how to meet the expectation.Such teachers are engaging in tenacity (Saphier & Gower, 1987). Tenacious teachers engage in a "no excuses" policy. In this procedure the teacher will ask why the student is unable to meet the expectation. She will then refuse to accept such excuses. Work may be sent back to be done over; supplies may be procured and provided to the student; help and individual instruction may be offered more often; and eventually the consequences of the performance - superior, adequate, or poor - will be given without anger (Saphier & Gower, 1987).

Poem by William Wordsworth The World is too much us; late and soon Essay

Poem by William Wordsworth The World is too much us; late and soon - Essay Example Wordsworth uses contradictory words together, to describe his anger and helplessness at a world which is being destroyed, and yet progress cannot be stopped. His choice of words to conjure up images and sounds is truly extraordinary, and he uses the rhythm of the iambic pentameter of the sonnet to great effect. William Wordsworth is also known as one of the Lake poets along with his friend and mentor Samuel Taylor Coleridge. Together they are credited with ushering in the era of Romanticism in English poetry. William Wordsworth was born in the beautiful Lake District of Cumberland, and grew up surrounded by the beauty of nature. These beautiful surroundings nurtured in him a deep and lasting love for nature in all her wondrous moods. He referred to poetry as â€Å"the spontaneous overflow of powerful feelings,† originating from â€Å"emotion recollected in tranquility†, yet there was a natural rhythm and poetic form to his poems. (Wordsworth, preface to Lyrical Ballads) His poem The World is Too Much With Us is a classic example of the many sonnets he wrote. Composed in 1802, the poem was first published in his work Poems in Two Volumes in 1807. In the early years of the nineteenth century, Wordsworth was deeply disturbed by what he saw as decadence in the form of material gr eed, to the exclusion of everything else. At this time he wrote many poems deriding the materialism of a world that was losing its spirituality, and he urged mankind in most of these poems to find that lost spirituality in nature. The World is Too Much With Us is a sonnet in the Petrarchan style modeled on the work of the Italian poet Petrarch of the early Renaissance period. It is also known as the Italian sonnet, which is a poem of 14 lines. This kind of sonnet is divided into two parts. The first eight lines are known as the octave and the next six lines, the sestet. Each of these parts has a special function in a Petrarchan sonnet. The octave is employed to state a problem or a