Saturday, January 25, 2020
Forged Under the Sun :: Essays Papers
Forged Under the Sun American Indian stories is the story of an Indian girlââ¬â¢s childhood experiences and how she went to school and also talks about the different Indian customs. The book sarts out with how her father, uncle and little sister were killed by the white men, and how much her mother resented the white men or palefaces as she called them. Bead work was one of the main things the Indian women did and so the little Indian girl also learned to do bead work by watching her mom. This book also tells of the many Indian myths or beliefs. In one case the little girl and many of the villagers were going to see a young warriors first arrival and their was a great party and during the walk to the center of the camp the little girl tried to grab a plum when her mother told her not to get a plum because the plum bush was growing out of the hands of an Indian boy who always like to play and eat plums. one day missionaries came to the camp to basically send mostly children to the East so they would learn the ways of the white man and also become civilized and in turn help bring more Indians Eastward to help with the modernization of America and Indians. The book describes in detail the regiment of what happened and how the little girl was feeling while she was in school and the day she went back home to visit her mother and also to recruit new children from the school she came from. Finally the little girl became a teacher. The book goes on to describing a warrior chief and his pride and joy in his little daughter and how he didnââ¬â¢t see anyone that would be able to marry his daughter. Blue-Star Woman was an Indian women at the age fifty three. She is described as a lady who keeps asking herself the question, Who am I? Blue-Star Woman was kept alive by the generosity of her neighbors. Finally the Chief Indian was in prison but by the help of Blue-Starââ¬â¢s to nephews. The southern railroad was under construction by mostly Chinese immigrants. During which time the Chinese were treated very wrongfully by the railroad supervisors and managers.
Friday, January 17, 2020
Learning teaching and assessment
This presentation will inform a 750-1250 word written analysis of your own development needs in relation to the role of the teacher, when considering and making adjustments to assessments for students with disabilities identified in your presentation. Through working in a special school, teaching Learning Outside the Classroom (LOtC) I have had to adjust my teaching and own assessment practices to meet a range of disabilities, all the children at School, have a statement of special needs.These needs include mild medical issues, developmental disorders including ADHD and Dyspraxia, utism and behavioural, emotional and social issues. Ways in which we assess the learning of these students has been adapted and changed to suit their needs and have been identified in this presentation. ââ¬Å"Learning the skills for a happy and prosperous life will be at the heart of all we doâ⬠. (2010). The school follows the national curriculum with a strong focus on teaching skills. We have adapted skills competencies for LOtC from the National curriculum.The skills the learners will gain are transferable, therefore any activity can be used to teach/learn any of the individual skill competencies. We have based the activities on what will motivate the learners making it easier for them to access the learning of the desired skill. By developing skills and confidence of the students they will make better progress when learning other curriculum subjects. ââ¬Å"Although at this time, there is no cure for autism, targeting the unique learning styles of individuals with autism can and does meaningfully engage them, teaching them skills that have a positive effect on life outcomesâ⬠.Joanne M. Caflero (2013) To enable learners with these disabilities to understand, engage and learn from their lessons a number of adaptations have been ade. The day starts with a wipe board where the plan for the LOtC session is drawn up (Apendixl). These animations of the activities enable both au dio and kinaesthetic learning. Lesson plans are based on meeting the need of learners and are structured around the heading of the Every Child Matters Outcomes. These learners need routine, structure and visual clues to support Accelerated Learning (2001).To assess the learners with disabilities, we have been progressing them through the skills sets on the Scheme of Work (SOW) (Appendix2) during the year. Each term the school focuses on a skill set determined on the SOW. The skill set is broken down into competencies which we focus on during lessons. Each lesson's objective is always an individual skill competency from the SOW, which is pre-determined by myself and my colleague during our lesson planning. The skill competency is made specific by choosing an activity which will influence behaviours of the learners to develop the competencies through activity or communication.The activity to promote skill competency development is kept very simple so the learners understand and are ea sily able to achieve it and promote development in the future. The skill competency is explained to the learners prior to the activity, learners are then given the opportunity to put forward their ideas as an individual or in a small group, on how to best demonstrate their understanding ot the skill competency, allowing tor differentiation and inclusive learning. For example, this term the school were working towards the skill set ââ¬ËImproving Own Learning Performance' (Appendix 2).My colleague and I identified to work on ââ¬ËPlan Ways to Improve Their Own Learning (Appendix 2, 2. ââ¬Ëx). To simplify this for the learners to understand, we re- orded it as ââ¬ËPlan and get Better'. We identified Archery as a suitable activity for learners to demonstrate this skill competency. We asked learners to self-identify a lesson goal focusing on a specific element of Archery, for example improving aiming, or pulling of the string. We allow the learners to practice the activity and then we ask the learner to identify their improvement.
Thursday, January 9, 2020
Essay Sweat, Fire and Ethics by Bob Jeffcott - 743 Words
It is often said that products made in sweatshops are cheap and that is why people buy those products, but why is it behind the clothes or shoes that we wear that make sweatshops bad? In the article Sweat, Fire and Ethics by Bob Jeffcott is trying to persuade the people and tell them how sweatshops are bad. Bob Jeffcott supports the effort of workers of the global supply chains in order to win improved wages and good working conditions and a better quality of life of those who work on sweatshops. He mentions and describes in detail how the conditions of the sweatshops are and how the people working in them are forced to long working hours for little money. He makes the question, ââ¬Å"we think we can end sweatshops abuses by just changing ourâ⬠¦show more contentâ⬠¦In this article he tries to prove his point of view of the sweatshop by proving and stating how the women suffer being there just so in the end we can have a brand accessory like Nike or Gap. Also he talks to his a udience because he mentions that we can write letters to companies when workersââ¬â¢ rights are violated and to show support of their efforts to organize, ââ¬Å"we can put pressure on our government to adopt policies and regulations that make companies accountable when they fail to address flagrant and persistent violations of workersââ¬â¢ rights.â⬠As of today there are some major brands that have the ââ¬Ëcompany code of conduct compliance staffââ¬â¢ in order to answer complaints and investigates the situation and report back and tell what they were going to do to fix the problem. But with all those advances made thereââ¬â¢s still any changes in the workplace because he states that a ââ¬Å"a little less child labor, fewer forced pregnancy tests or health and safety violations in the larger factories used by major brandsâ⬠but they still give them poverty wages, long hours of forced overtime and massive firings of workers that triedShow MoreRelatedAnalysis Of Sweat, Fire And Ethics By Bob Jeffcott995 Words à |à 4 Pagesare ineffective. Bob Jeffcott, wrote and published ââ¬Å"Sweat, Fire and Ethics,â⬠in which he argues that citizenship is more likely to get rid of rather than shopping. Jeffcottââ¬â¢s purpose is to convey the poor working conditions of factories that ends in death of hundreds in which, no one is doing much to end them. Moreover, he describes what is really taking place in the manufacturing industries as well as what it actually mean to us consumers. In ââ¬Å"Sweat, Fire and Ethics,â⬠Bob Jeffcott effectively arguesRead MoreAnalysis Of Sweat, Fire And Ethics, By Bob Jeffcott1323 Words à |à 6 Pagesfor sweatshops themselves are complex. The grand debate of opposing views in regards to sweatshops continues between two writers who both make convincing arguments as to why and how sweatshops should or should not be dealt with. In Sweat, Fire and Ethics, by Bob Jeffcott, he argues that more people ought to worry less about the outer layers of sweatshops and delve deeper into the real reason they exist and the unnecessariness of them. In contrast, Jeffrey D. Sachs writes of the urgent requirement of
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