Serious Reflection and Critical Thinking Through Understanding the Use Essay - 1

Serious Reflection and Critical Thinking Through Understanding the Use of Social Media - Essay Example Initially, students used to meet and discuss issues in an attempt to come up with a conclusion. Personal interactions encouraged students to tackle challenging issues through intensive research. In addition, through one-on-one interactions, it was easy to divide the roles and support each other in a specific task. This encouraged the students to think critically in order to support the rest of the group members. However, this is not the case. The students are currently using social media and other instant communication methods to communicate with each other while completing a task. This has made it very hard for them to think critically as a group and reflect on the issues at hand. College students can practice serious reflection in our always connected and instantaneous world through regulating their own time. Time management has become a major issue with the modern communication methods. Therefore, in order to ensure that there no frequent interruptions which affect the studentâ₠¬â„¢s reflection and critical thinking, they need to come up with a strict plan on when and how to use the social media and other instantaneous communication methods (Biagi 2012). For instance, they need to switch off some of the gadgets they use in communication while in group discussions or conducting research. This would make it possible for them to reflect and re-imagine the issue at hand. The students should embrace group work rather than individual assignments. Group discussions are very significant in enabling the students to brainstorm ideas.

The Bet Essay Example for Free

The Bet Essay In the story â€Å"The Bet† by Anton Chekhov, the lawyer and the banker make a bet, which is better solution capital punishment or life imprisonment. The banker then bet two million dollars that the lawyer would not stand five years in a room alone with no means of communication except through a small hole, but the lawyer said he would stay in the room for fifteen years and with that, they closed the bet. For fifteen years, the lawyer stayed in the room reading and learning new things and on the last night before the day he retakes his freedom and his two million dollars, the banker tries to sabotage the lawyer by trying to kill him. However, after reading the letter that the lawyer wrote he stopped and cried. The next morning, five minutes before the bet was over the lawyer ran away and lost the bet and the banker kept the letter that the lawyer wrote and locked it in his safe. The author Anton Chekhov talked about the moral value of human life and the consequences it bears, such as capital punishment and life imprisonment. When the banker and the lawyer argued about what punishment is better, it showed how they do not take the value of human life seriously. This led them to make the bet. The author then presents a form of foreshadowing. When he wrote life imprisonment, it showed what happens to one of them and it did. The bet was that the lawyer should stay confined in room for fifteen years and it similar to life imprisonment because the lawyer would feel the same way a prisoner would feel living his life in prison. The story gives you unexpected ending because of what the lawyer decided to do in the end. The banker who can be described as an over-excited, arrogant man started to put up the bet against the lawyer. The author shows that the banker is conceited that he was sure that he could get the better of the lawyer, however the story does not end that way. Anton Chekhov showed the weak side of the banker, which is that he, would not be able to accept if the lawyer won the bet. This quote, The only escape from bankruptcy and disgrace is that the man should die, clearly shows the cowardly trait of the banker because with his desperation of winning, he would go in so much trouble to kill the lawyer just so he would not lose his money. In addition, this concludes that his self-value of the moral value of human life have reached their all time low.

Process Of Processing :: essays research papers

The Process of Processing   Ã‚  Ã‚  Ã‚  Ã‚   How do you process film? Well you're about to find out. The three main steps in processing film are rolling, developing, and fixing. Not many people know exactly how black and white thirty five millimeter film is processed. So if you don't, read this.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  First you start by rolling the film. You do this by turning out all the lights so it is completely dark in the room. Then you carefully smash the end of the film canister to release the actual film. Taking a spool from the counter, you gently thread the base of the spool with the end of your roll of film. Squeezing the film to give it a convex shape, you rotate the spool till all the film is on metal. That's the end of the first step.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Second, you go get a liquid canister and place your roll in it closing the lid tightly. This must all be done without turning on the lights. If any light is released by anything in the room your film will be blurred. The main part of the next step is the first actual step of processing. Without removing the top of the can, fill the can with D-76, your processing chemical. The timer will be set for the correct length of time depending on the temperature of the room. Agitate for the first thirty seconds and then five seconds for every thirty seconds until the set time is up. Pour the D-76 into the sink. Do not pour it back into the original container.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Third, grab the fixer your second and final processing chemical. Fill the canister with it and repeat the agitation method in step number two for four minutes. Fixer is a chemical which coats film to give it a resistance to light. Without this there would be no point in steps one and two. After each agitation slam the canister on the counter to remove all bubbles from the film. Bubbles will cause your film to be splotchy. This would be bad. After your four minutes, pour fixer back into the container it came from.

The Missing Evening :: essays papers

The Missing Evening He was always punctual, at least for his own agenda. Each evening Jim would run through the forest just for fun. This summer night was no exception. The night had grown dark but he was not worried, for he knew the woods well. He sped across an old beaten path and glided over rotten old fallen trees. The damp air was wonderful, he thought, because he could run and never get too hot, and if he kept running he’d never get too cold. This forest was made mostly of pine trees, and the needles put a bounce in the young boy’s step and kept him cheerful. At the clearing he stopped, as he always did, and rested upon a large rock and observed the inky-black sky. This was his favorite spot, his secret spot. Stars shined far brighter here then they did in town, and Jim always felt like he could stay forever. He sighed, and pulled his arms behind his head and stretched out his legs. For some reason this night he was especially relaxed. Either school letting out last week or just one of those giddy days, he didn’t know. It is a wonderful day to be alive. After looking into the sky for a few minutes he saw a falling star. It shimmered for merely a moment and went out. Then another came, and another, and after a dozen or so he sat up and beamed, awed by the glowing sky. It seemed that just above him there was a whole meteor shower, purely for his delight. They fell straight down and glowed longer then Jim had ever seen before. Soon the whole clearing was shining a bright white, like on Forth of July. The dozens became hundreds until finally a large radiant circle seemed to be coming straight down above Jim. He let out a sharp little scream of excitement and sprang from the rock, twirling around and around singing to himself as he always did when he was really cheerful. It was another minute before he realized that they weren’t meteors anymore, but actually the colorful bottom of a spaceship. He stepped back slowly, alert but unafraid. Slowly the craft hovered toward the widest part of the clearing and fell to the earth.

Emotional, Behavioral, and Physical Disabilities Essay

The education of students who have emotional and behavioral disorders, physical disabilities, health impairments, or traumatic brain injuries can be a difficult and challenging task if proper teaching strategies are not put in place. It is also important to for these students to gain self-advocacy skills and for teachers to teach the other students understanding, respect, and how to respond appropriately to the students with disabilities in their class. Another important aspect of the education of special needs students is an individual education plan (IEP). It is important to understand each individual disability before a teacher can properly determine the best teaching strategies. The education of students with emotional behavioral disorders is interfered because of an inability to build and maintain relationships with peers or teachers, an inability to learn, exhibiting inappropriate behavior and feelings, constant unhappiness or depression, and unreasonable fears about school (Clayton County Schools Special Education Department, 2012). Emotional behavior disorders in children are caused by environment, heredity, or both (Anjeh, D. , 2007). The education of students with physical disabilities is also more difficult. Physical disabilities are broad categories that include many conditions such as muscular dystrophy, missing limbs, spina-bifida, and cerebral palsy. There are many different causes of physical disabilities. Physical disabilities make it hard for children to more around and to control their voluntary motor movements (Anjeh, D. , 2007). Health impairments also cause issues related to a student’s education. Health impairments can limit a student’s alertness, vitality, and strength. Often health impairments cause a student to have extended absences, inability to attend a full academic schedule and/or inability to attend to tasks for the same length of time as peers (Clayton County Schools Special Education Department, 2012) A traumatic brain injury can also affect a student’s educational performance. A traumatic brain injury is an injury to the brain caused by an external physical force. These types of injuries can cause impairments of judgment, problem solving, sensory, motor ability, memory, cognition, thinking, physical functions, and speech (National Association of Special Education Teachers, 2006/2007). The most common cause of traumatic brain injuries are caused by motor vehicle or bicycle accidents. Other causes include being shaken, falling, sports related injuries, and gunshots. Traumatic brain injuries can cause physical, cognitive, and/or psychosocial-behavioral/emotional impairments (Anjeh, D. , 2007). Teachers can try many different strategies to help students with the above disabilities. These strategies are often beneficial for the regular student as well. Lash (2000) suggests that to help a student to concentrate better or pay attention a teacher can reduce distractions in the work area of a student, divide the student’s work into smaller sections, having students summarize the teacher’s instruction, and using verbal or non-verbal cues. Because short term memory is often affected by a traumatic brain injury a teacher can repeat or summarize the information needed frequently. The teacher can also encourage the student to use note cards, calendars, or planners. The use of mnemonics may also be helpful to the student. A teacher could provide students with traumatic brain injuries additional time, checklists, schedules, outlines, and other organizational materials. When teaching students with emotional and behavioral disorders the teacher must remain sensitive to these student’s issues. First the teacher must identify the behavior and its cause. Lewis, Heflin, & DiGangi (1991) found that the best approach is to pinpoint the specific behavioral problem and apply data-based instruction for remediation. Remediation should include encouraging new behavior in place of the bad behavior and using positive reinforcement (Algozine, Ruhl, & Ramsey, 1991). Extra training in social skills is also important. Teaching strategies for the physically impairment deal with the provision of certain accommodations and making learning as well as the learning environment accessible. Some strategies include giving the student extra time, reducing the amount of furniture in a classroom, and training staff on the health care needs of the student. The removal of physical barriers, elimination of social barriers, participation in extracurricular activities, inclusion in sports and leisure time activities are all strategies teachers can use with students with disabilities. Some students may require many visuals while other may require added audio. To improve a disabled students self-esteem and self-advocacy the student should be allowed to assume responsibility for their own learning which will improve their self-concept, feeling of belonging to the school, and success at school. A focus should be placed on teaching the student the skills necessary for taking responsibility and showing initiative in making decisions about their own instruction. It is also important for the teacher to help the disabled student’s peers to understand, accept, and include their peers with disabilities (CSWD, 2002). Inclusive classrooms can be helpful because they enable disabled and nondisabled students to discover the similarities they share and to accept each other’s unique traits that they have (Kliff & Kunc, 1994). As school communities become increasingly diverse, it is more important than ever that teachers, administrators, parents, and students work together to create a tolerant school climate where each student feels safe and valued. IEP meetings are an important part of a disabled student’s educational process. Present at the meeting were the student’s father, the special educational teacher, and a member of the staff that is responsible for any financial related issues that may come into play. The meeting began with a brief introduction and signing of an intake sheet. The special education teacher reviewed the child’s present academic levels and discussed reading comprehension and fluency improvements. A copy of all testing scores was provided to those present. The father discussed worries that his child is shy and the need for social skill training. Moving the child to an inclusive classroom was discussed but it was decided to wait for this transition for the beginning of the next school year due to the child’s need for routines. Lastly it was determined there would be a short meeting scheduled for the end of the school year to determine classroom placement for the following school year.

The Moral Dilemma of Euthanasia essays

The Moral Dilemma of Euthanasia essays Every day we face countless choices that involve doing the right thing; however, the right thing to do isn't always the easiest thing to do. Each of these choices involves thousands of messages whirling inside our brain. In a split second our minds review the facts, explore our feelings, study consequences, compare the options against our beliefs and priorities, consider what others may think, and give the cue for action. Decisions happen so quickly but the consequences can last a lifetime and may affect others. That's why careful consideration is vital, but sometimes we do not have the time to consider the answers. A code of ethics/morals can help in determining right from wrong under these circumstances. They can determine the direction our lives will take as a result of such decisions, as my life was swept up in this moral/ethical dilemma. I made a choice as a young girl and the daughter of my mother, to take care of my mother when my father left, moreover because of my sense o f duty, than of my sense of moral or ethics as at this point I am not sure I had a code of ethics, but I have found out since that I had a strong code of ethics. I this choice never imagining it would be an obligation that would last for over 3 decades, a choice of insurmountable proportion, I made this choice when I was only responsible my myself, not realizing one day I would have a family. A choice which led me to the biggest moralethical decision that would ever effect my life and the life of my family. In the end I wanted to be as moral and as responsible for my decisions not only for myself, but also my children, I wanted to be a good strong moral example which would impact their lives as much as mine had been my children so if ever faced with a similar dilemma their choices would be just as morally right as mine. My dilemma in the end was whether or not to euthanize my mother. After 12 years of catholic school I was taught to believe in God...

How to Write a Creative Assignment

How to Write a Creative Assignment Writing Effective Assignments Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Often it is necessary to make explicit for students the process or steps necessary to complete the assignment because many students tend to treat assignments as though they were step-by-step instructions. Instructors can use that tendency to help students write more effective papers. For example, explicit descriptions of assignments on the syllabus or on an assignment sheet tend to produce the best results. Such assignment sheets should detail the kind of writing expected, the scope of acceptable subject matter, the length requirements, formatting requirements, documentation format, the amount and type of research expected (if any), the writers role, and deadlines for the first draft and its revision. Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis. The following areas should help you create effective writing assignments. Examining Your Goals for the Assignment How exactly does this assignment fit with the objectives of your course? Should this assignment relate only to the class and the texts for the class, or should it also relate to the real world? What do you want the students to learn or experience from this writing assignment? Should this assignment be an individual or a collaborative effort? What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study? Defining the Writing Task Is the assignment sequenced so that students write a draft, receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and then revise it? Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the papers main focus should be? Can you reduce the number of sub-questions? What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? What is the required form (e.g., expository essay, lab report, memo, business report)? What mode is required for the assignment (e.g., description, narration, analysis, persuasion)? Defining the Audience for the Paper Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students. What is the probable attitude of the intended readers toward the topic itself? toward the student writers thesis? toward the student writer? What is the probable educational and economic background of the intended readers? Defining the Writers Role Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a professional in training who uses the assumptions, the perspective, and the conceptual tools of the discipline. Defining Your Evaluative Criteria If possible, explain the relative weight in grading assigned to the quality of writing and the assignments content: organization focus critical thinking original thinking use of research logic appropriate mode of structure and analysis (e.g., comparison, argument) format correct use of sources grammar and mechanics professional tone correct use of course-specific concepts and terms the depth of coverage professionals are ready to help you at any stage of the writing process. Feel free to place your request here!