«Except for scratches and wounds that occur during school breaks every year, the most notable outcomes of college drinking that frequently come to the public’s attention are sporadic student deaths resulting from excessive use of alcohol like for...» Document abstract
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Language : english
educational studies
case study
date published
27/06/2008
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SummaryExcept for scratches and wounds that occur during school breaks every year, the most notable outcomes of college drinking that frequently come to the public’s attention are sporadic student deaths resulting from excessive use of alcohol like for instance alcohol poisoning or other alcohol-related misfortunes. They quickly trigger a pithy flood of media attention; then, the topic dies a natural death until the next episode takes place. Actually, the results of college drinking are much more than intermittent; annually, at least 1,400 college student deaths are associated with the use of alcohol. In like manner, high-risk drinking also leads to grave injuries, assaults and other health and academic problems and is a primary aspect when dealing with cases like damage to institutional property. The virtual shortage of headlines about college drinking contradicts a significant fact -- the outcomes of unwarranted college drinking are more pervasive and a lot more vicious than most people realize.
Table of Contents
- Introduction.
- Brief Statistics.
- Review of Literature.
- Needs Assessment.
- Contribution to the Mission / Learning Outcomes.
- Intervention.
- Evaluation.
«There is an increasing popularity in year-round school programs that are seen as alternatives to the traditional ten-month school calendar. This alternative was seen as necessary in order to match the educational superiority of economically leading...» Document abstract
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Language : english
educational studies
presentation
date published
26/06/2008
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SummaryThere is an increasing popularity in year-round school programs that are seen as alternatives to the traditional ten-month school calendar. This alternative was seen as necessary in order to match the educational superiority of economically leading countries such as Japan which have longer school days than that of the United States. However, both educational experts and parents have very different and extreme views about this new concept. Debates have often been done whether or not there is really a need for this alternative school schedule. Educational experts and a number of parents, which are in favor for this year-round school calendar, believe that there are academic benefits to be obtained because of the continuous schedule of schooling and learning. They also believe that shorter summer breaks would also give additional academic benefits and would be more convenient to working parents.
Table of Contents
- Year-Round Education.
- Benefits of year-round education.
- Long vacations make schools inefficient.
- Conclusion.
«Kindergarten programs first became popular after World War I. The kindergarten programs during that time were given on a half-day basis in order to serve more children and to save more money. During the depression, the enrollment in kindergarten...» Document abstract
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Language : english
educational studies
case study
date published
26/06/2008
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SummaryKindergarten programs first became popular after World War I. The kindergarten programs during that time were given on a half-day basis in order to serve more children and to save more money. During the depression, the enrollment in kindergarten programs got too low that a majority of school districts decided to cut back on the programs. It was only after the Second World War that the popularity of kindergarten programs began to rise again.
Kindergarten in the United States was previously considered to be a transitional experience for learners which are about to enter first grade. Enrolling children in kindergarten was a voluntary choice that parents would make if they want their child to become socially, mentally and emotionally adjusted before they enter primary schooling which starts at first grade.
Kindergarten in the United States was previously considered to be a transitional experience for learners which are about to enter first grade. Enrolling children in kindergarten was a voluntary choice that parents would make if they want their child to become socially, mentally and emotionally adjusted before they enter primary schooling which starts at first grade.
Table of Contents
- Introduction.
- Half Day Kindergarten Program.
- Advantages of Half-Day Programs.
- Disadvantages of Half-Day Programs.
- All Day Kindergarten Program.
- Advantages of All-Day Kindergarten Program.
- Disadvantages of All-Day Kindergarten Program.
- Comparative Studies.
- Conclusion.
«JD is a 26-year-old Hispanic male with quadriplegia who has been refereed to treatment by his primary care physician. Anxiety and depression appear to be the most prominent issues facing the client at the present time; however, the client both...» Document abstract
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Language : english
psychology
presentation
date published
23/06/2008
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level : Advanced
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SummaryJD is a 26-year-old Hispanic male with quadriplegia who has been refereed to treatment by his primary care physician. Anxiety and depression appear to be the most prominent issues facing the client at the present time; however, the client both denies suicidal and homicidal ideation and is oriented to time and place. In an effort to help JD address his current mental health needs, this investigation considers how existential therapy may assist this client. Through a careful consideration of the basic tenets of this therapeutic intervention, it will be possible to conceptualize the client and formulate and rationalize a treatment plan utilizing existential psychotherapy.Existential Psychotherapy
In order to begin this investigation, it is first helpful to consider the basic contextual framework of existential psychotherapy. Yalom (1980) in his examination of existential therapy notes that this type of therapy is a dynamic psychotherapy. Critical to this definition is an understanding of what “dynamic” means. In order to effectively define existential psychotherapy, Yalom goes on to note that the term dynamic “has a specific technical use that involves the concept of ‘force’” (p. 6). Specifically, Yalom argues that Freud’s understanding of force provide the most pertinent understanding of dynamic: “a model that posits that there are forces in conflict within the individual, and that thought, emotion, and behavior, both adaptive and psychopathological, are the resultant of these conflicting forces” (p. 6).
In order to begin this investigation, it is first helpful to consider the basic contextual framework of existential psychotherapy. Yalom (1980) in his examination of existential therapy notes that this type of therapy is a dynamic psychotherapy. Critical to this definition is an understanding of what “dynamic” means. In order to effectively define existential psychotherapy, Yalom goes on to note that the term dynamic “has a specific technical use that involves the concept of ‘force’” (p. 6). Specifically, Yalom argues that Freud’s understanding of force provide the most pertinent understanding of dynamic: “a model that posits that there are forces in conflict within the individual, and that thought, emotion, and behavior, both adaptive and psychopathological, are the resultant of these conflicting forces” (p. 6).
Table of Contents
- Introduction.
- Existential Psychotherapy.
- Awareness of Ultimate Concern ' Anxiety ' Defense Mechanism.
- The Capacity for Self-Awareness.
- Freedom and Responsibility.
- Striving for Identity and Relationships with Others.
- Anxiety as a Condition of Living.
- Existential Therapy for JD
- The Issue of Death.
- Existential Loneliness.
- Overview of Treatment for the Client.
- Conclusion
The Application of Metacognitive Reading Strategies by Learning From and Teaching Disabled Students in the Regular Classroom
«As a child, I was an average reader but never enjoyed reading. I especially dreaded reading chapter books because once I had completed the book I had forgotten what had happened at the beginning. Even though I struggled with the comprehension of...» Document abstract
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9 word format
Language : english
educational studies
presentation
date published
24/06/2008
review : not yet assessed
level : Advanced
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SummaryAs a child, I was an average reader but never enjoyed reading. I especially dreaded reading chapter books because once I had completed the book I had forgotten what had happened at the beginning. Even though I struggled with the comprehension of reading for pleasure, I was able to pass comprehension assessments on assigned text with little difficulty. This was due mostly to the fact my teachers had drilled what needed to be known for the assessment into my head. I had never been taught specific comprehension strategies which made it difficult for me to really dive into a book for enjoyment.Once I became a teacher, I was exposed to methods for teaching reading comprehension strategies, but most of these focused on specific skills such as finding the main idea, cause and effect, drawing conclusions, and sequencing. After focusing on and modeling a specific strategy for some time I would say to my students, “As we read today, I want you to think about cause and effect.” However, if I did not direct the students to think about cause and effect, they did not recognize to do this on their own.
Table of Contents
- Literature Review.
- Reading and the Learning Disabled Student .
- Metacognition.
- Transfer of Skills.
- Perkins and Grotzer.
- Quicke and Winter.
- Methodology.
- Population.
- Data Collection.
- Analysis.
- Conclusion.
«To those who are familiar with the unique historical context in which he was growing up, it comes as little surprise that Edgard Varèse was a composer at the forefront of the twentieth-century electronic music movement. As Malcolm MacDonald claims...» Document abstract
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5 word format
Language : english
sociology
presentation
date published
19/06/2008
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level : General public
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SummaryTo those who are familiar with the unique historical context in which he was growing up, it comes as little surprise that Edgard Varèse was a composer at the forefront of the twentieth-century electronic music movement. As Malcolm MacDonald claims in his treatise on the artist, Varèse grew up during a time when“ a stream of cultural and technological innovations were changing Western man’s idea of the world, and his relation to it” (xii). He was born in the same year that synthetic fiber was invented, and before he even reached the age of ten, the world would witness the invention of the first steam turbine, the first electric motor, the pneumatic tire, and the box camera. Not long thereafter, the gramophone record and cinematograph would come into being, Sigmund Freud would publish his thoughts on the concepts of the unconscious self, the Wright brothers conduct their first powered flight, and Albert Einstein formulate his Special Theory of Relativity. Varèse was “literally a child of the modern age,” very likely leading to his interest in the use of electronic media to explore sound and music in a highly innovative way (MacDonald xi-xv).
Table of Contents
- An introduction to the composer.
- Background/overview of the piece.
- Detailed analysis of Poème Électronique
- Today there does not exist an intact, conventional score for Poème Électronique.
- Almost immediately the work evokes a sense of a specific closed space.
- The most curious, unifying aspect of the Poème Électronique is the occurrence of a characteristic Varèse motif.
- Conclusion.
«Here at Columbia University I am asked to weigh two arguments, which are concerned with the nature of the scales I use to weigh them as well as with the purpose of those scales. By scales I am referring to the university setting in America. The...» Document abstract
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3 word format
Language : english
educational studies
school essay
date published
19/06/2008
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level : General public
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SummaryHere at Columbia University I am asked to weigh two arguments, which are concerned with the nature of the scales I use to weigh them as well as with the purpose of those scales. By scales I am referring to the university setting in America. The first argument is made by John Newman in The Idea of a University. Newman presents a sober discourse which says that the pursuit of knowledge for its own sake is worthy and capable of standing alone. He also acknowledges the importance of other forms of knowledge and pursuits. Paulo Freire’s more recent arguments in the Pedagogy of the Oppressed outline a means of education called “problem-posing” which provides a useful framework for those wishing to pursue liberal knowledge in the manner of Newman. However, Freire’s extreme rhetoric and theories about the ideal purpose of education are contradictory and take away from his overall argument.
Table of Contents
- Newman's picture of a university is more moderate and representative of modern education.
- Freire however wants everyone to be involved.
- Where Freire goes wrong is in failing to accept the various paths people can take.
- Education today is strengthened by an awareness of its pitfalls
- Education today is certainly more accessible than it was in the past.
School desegregation in the United States and problems with this issue as a pervasive part of social discourse
«Boston’s Mess 1974-1978
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue...» Document abstract
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Language : english
educational studies
presentation
date published
17/06/2008
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SummaryBoston’s Mess 1974-1978
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue remained a pervasive part of social discourse. For instance, Cozens (1998) notes that all across the US, the segregation that occurred in schools was reflective of the segregation that occurred in the larger context of society. With respect to Boston, Cozens reports, “As America moved to integrate its schools in the mid-1900s, Boston, like many Northern cities, struggled with segregated housing patterns. Because students were assigned to schools based on where they lived, schools in primarily white areas…had a mostly white student body, while schools in black areas…were overwhelmingly black” (Background). What this effectively suggests is that just because the Supreme Court had ruled in favor of school desegregation, there were no effective means in place to ensure that this outcome would be achieved.
Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation. Under this type of segregation, whites and blacks were forbidden to go to the same school, even if they lived in the same district.
Research on the process of school desegregation in the United States reveals that even though notable steps were taken after the Brown v Board of Education (1954) ruling to reduce segregation, problems with this issue remained a pervasive part of social discourse. For instance, Cozens (1998) notes that all across the US, the segregation that occurred in schools was reflective of the segregation that occurred in the larger context of society. With respect to Boston, Cozens reports, “As America moved to integrate its schools in the mid-1900s, Boston, like many Northern cities, struggled with segregated housing patterns. Because students were assigned to schools based on where they lived, schools in primarily white areas…had a mostly white student body, while schools in black areas…were overwhelmingly black” (Background). What this effectively suggests is that just because the Supreme Court had ruled in favor of school desegregation, there were no effective means in place to ensure that this outcome would be achieved.
Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation. Under this type of segregation, whites and blacks were forbidden to go to the same school, even if they lived in the same district.
Table of Contents
- Cozens goes on to note that when the Supreme Court made its ruling in the Brown case, it specifically outlawed the de jure segregation.
- In order to fully integrate the schools in Boston, students from predominant black neighborhoods were bussed to schools in white neighborhoods.
- In an effort to further resolve the problems created under phase one of desegregation, phase two was developed.
- Overall, this appears to be a critical issue for laymen to truly understand the barriers that face African Americans when it comes to social justice.
- Although the issue of school desegregation is one that has been effectively managed in large urban areas, the reality is that in many rural communities, segregation in public schools still persists.
- What the current situation clearly reflects is that the socioeconomic status of whites versus African Americans remains a persistent issue for the development of public education.
«A garden is a simple place, a small escape from the home, where one can roam at leisure. But there is more, something about its sensuousness gives rise to deeper feelings. In the Decameron and in Augustine’s Confessions gardens become...» Document abstract
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3 word format
Language : english
psychology
presentation
date published
17/06/2008
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SummaryA garden is a simple place, a small escape from the home, where one can roam at leisure. But there is more, something about its sensuousness gives rise to deeper feelings. In the Decameron and in Augustine’s Confessions gardens become representative of the consequences of beauty. But they also serve as catalysts of curiousity, pleasant conversation and as places of renewal in their spring freshness
Table of Contents
- There was some mysterious quality, some attraction which drew him to these natural objects.
- On the third day, the first story concerns Masetto, an astute peasant and 'excellent gardener?
- This talk of course makes the Duke of Athens anxious to see (and once he's seen) to experience the beauty of Alatiel.
- Even Augustine's experiences parallel these conclusions. Augustine steals the pears in the dark of night, when no one can see him.
- Both Augustine and the Brigata are restoring something they could not find at home.
- It is tempting to ask at this point: Why build gardens then if brat kids are going to steal pears from them and mischievous wives are going to cuckold their husbands in them?
«Introduction
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the...» Document abstract
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3 word format
Language : english
educational studies
presentation
date published
15/06/2008
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SummaryIntroduction
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the context of organizational development. If schools are to develop in a cohesive manner the cultures of that are utilized for development must be firmly rooted in the practices and traditions that will facilitate the best educational outcomes for all students involved. Clearly, this is a difficult objective to achieve. However, as Petersen and Deal (1998) note “culture influences everything that goes on schools: how staff dress, what they talk about, their willingness to change, the practice of instruction and the emphasis given student and faculty learning” (p. 28). Thus, culture is an important part of the development of any school.Identification of Culture.The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students. Although the staff in the school had committed to the development of student excellence, few teachers were visible in the hallways between or after classes. Rather, most of the teachers preferred to spend their spare time talking with one another or reading or listening to music and the teachers lounge.
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the context of organizational development. If schools are to develop in a cohesive manner the cultures of that are utilized for development must be firmly rooted in the practices and traditions that will facilitate the best educational outcomes for all students involved. Clearly, this is a difficult objective to achieve. However, as Petersen and Deal (1998) note “culture influences everything that goes on schools: how staff dress, what they talk about, their willingness to change, the practice of instruction and the emphasis given student and faculty learning” (p. 28). Thus, culture is an important part of the development of any school.Identification of Culture.The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students. Although the staff in the school had committed to the development of student excellence, few teachers were visible in the hallways between or after classes. Rather, most of the teachers preferred to spend their spare time talking with one another or reading or listening to music and the teachers lounge.
Table of Contents
- The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students.
- Despite the fact that the overall culture perpetuated in the organization appears to be quite negative, the school is noted to be one of the top performers in academics in the region.
- Unfortunately, the inability of educators and administrators to work together cooperatively served as the impetus to leave this issue unaddressed by either the school board or the community.
- Having worked as a school administrator in the school system for four years, the overall impact of culture was clearly elucidated during this time period.
- Having worked as a school administrator in the school system for four years, the overall impact of culture was clearly elucidated during this time period.
- What is perhaps most interesting about this individual culture is that it effectively demonstrates how a negative organizational culture can affect educational outcomes for students.
- For the students that will be attending this educational institution in the near future, the outlook is not bleak.
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