Category: Education

Nowadays, many people buy cars and other types of vehicles to travel to work, educational institutions, and other places or facilities. Moreover, an automobile is one of the most convenient and comfortable means of transport. As many people are attracted by the opportunity to be independent of public transport, traffic becomes congested all over the world. Therefore, many drivers face the problem of the lack of parking places in public locations. Sometimes, it is possible to see that people look for a free parking spot for more than thirty minutes. To resolve the emerged problem, many facilities and businesses (especially, in overpopulated cities) decided to build underground parking lots. The most developed countries were making parking lots with several floors to let their citizens leave their cars in a safe place.

Nowadays, many residents of the United Arab Emirates use these facilities instead of a regular garage as this method is much cheaper and ecological because people do not need extra room in their houses anymore. One of the most essential problems related to the lack of parking spots is that students who drive their cars to colleges are obliged to seek free places for more than ten minutes. Also, some young people violate national law by leaving their vehicles in particular areas on the roads that present barriers to other drivers. It would be proper to mention that many individuals cannot afford to rent a parking place for more than one hour. Some students drive old or cheap automobiles because they need to commute between locations that might not be provided with public transport. Although various parking issues present tremendous difficulties to people who live in big cities, they might not be resolved for the next two decades. The following paper will discuss and cover the problems of students of the American University in the Emirates who struggle for their parking lots near the educational institution daily.

As it is mentioned above, the students, professors, and other people who work at the American University in the Emirates face the problem of the lack of parking spots every morning. However, the countrys government noticed the emerged issue and suggested increasing the number of parking lots near the educational institution. Recently, many students started driving their vehicles as public transport is not always available, whereas bus tickets are much more expensive than gasoline in the United Arab Emirates. It would be proper to mention that the administration of the university mentioned above might also build underground parking for its students and employees as the number of automobiles in the country is going to increase within the next seven or ten years.

Another decision that is considered to be useful for resolving the problem of congested parking places is purchasing several car stackers. This device gives drivers the ability to stack their vehicles on top of one another. This strategy is widespread in such countries as Japan, the United Kingdom, and the United States of America due to the same issue. The next method that might help to reduce the number of accidents on the roads near the university is the appropriate road markings and signs. Moreover, it would be advantageous to make several parking slots for challenged people or other individuals with physical or health defects. In the end, students should not be required to pay extra money for parking as they do not earn enough yet.

Importance of Pre- and Post-Questioning as Instructional and Assessment Tools

Reading comprehension defines how readers grasp the content and meaning of the materials they study. It is believed that readers build their future knowledge based on their current acquaintance. Consequently, in order for readers to understand the content of the contexts they study, they are supposed to have some basic comprehension of the context. This enables them to easily add details to what they already have. For that reason, teachers are expected to ask questions before and after reading sessions to enhance how the learners comprehend the context of the materials they study (Gunning, 2010).

Pre-questioning assists instructors to assess the current knowledge level of their learners so that they can effectively assist the learners to improve on the knowledge that they already have. Pre-questions refer to the questions that a teacher may ask before the commencement of any lesson in classroom. The learners are expected to answer those questions and if they get all or most of them right, then it is an indication that they already know something concerning the topic being introduced. The teacher or the instructor is then able to know where to start from and how best to enhance what the learners already understand (Gunning, 2010).

On the other hand, post-questioning enables the teachers to verify whether their students have understood all parts of the readings assigned to them. Post-questioning is as important as pre-questioning because it also helps an instructor to assess the understanding of his students. In order to assess whether students have understood the content of the material they are given to study, the instructor asks questions about the topic. The responses of the students help him to know the Blooms taxonomy level at which his students are (Gunning, 2010).

For example, the true-life story concerning the 9/11 attacks on American soil has facts as well as propaganda in it. The students might have completely understood the facts in the story, but may be yet to comprehend the propaganda associated with it. It is only by asking post questions that the instructor is able to tell what the students have understood and what they have not. The instructor can then use what the students have comprehended to help them understand what they did not understand during the reading session.

Cognitive Domain of Blooms Taxonomy and how it affects Critical Reading Skills

Blooms taxonomy contains six levels in the cognitive domain that range from the recognition of context, also the simplest level, to evaluation, which is the most complex level. The first level, knowledge, refers to the ability of learners to remember what they previously learned in the classroom. Knowledge mainly involves the remembrance of important materials that are crucial in recalling the appropriate information. Knowledge is considered as the lowest level of learning outcomes within the Blooms taxonomy and is expressed by verbs such as list, define, memorize, and recall among others (Salvin, 2009).

Comprehension, which is considered as the lowest level of understanding, forms the second category in the cognitive domain. It describes the ability of learners to understand the meaning of the context they read. Comprehension affects critical reading skills as it defines how students interpret materials, and how they translate content from one form to another. Some of the common verbs that are used to assess comprehension include discuss, describe, classify, explain, and restate (Salvin, 2009).

Application, which is the second lowest level of understanding after comprehension, is the third level in the taxonomy; it describes the ability of the learners to use what they have learned in actual situations that are mostly different from what they have learned. Since apprehension is more complex than comprehension, its learning outcomes require a stronger understanding. Some of the verbs that are used to describe the learning outcomes in this category include practice, sketch, use, and apply (Salvin, 2009).

The fourth overall level within the taxonomy is analysis; analysis denotes the breakdown of a given context into simpler contents so as to enable other people to understand it in an easier manner. It is a major requirement in critical reading as it enables students to identify different parts of a particular context, analyze the links between the parts, and identify the organizational principles used in it. Since analysis requires an understanding of the content as well as the structure of the context, it is considered superior to comprehension and application. The most common verb used under analysis include demonstrate, compare, criticize, and examine among others (Salvin, 2009).

Synthesis is the fifth level of the cognitive domain according to Bloom. It defines the ability of learners to assemble different parts of what they learn into a different context. Synthesis is equally important in critical reading as it affects how learners develop unique communication skills. It also determines how they enhance their creative behavior in relation to formulation of new contexts. The verbs used under this category include compose, assemble, prepare, and create among others (Salvin, 2009).

The last level, evaluation, is regarded as the highest level in cognitive domain by Bloom. The learning outcomes in evaluation are the highest as they contain the elements that are found in all the other levels. Evaluation contributes to critical learning skills by helping learners to make judgments out of definite criteria. Some of the verbs used to describe evaluation include argue, appraise, predict, and attach among others (Salvin, 2009).

Charlotte Hucks Children Literature by Keifer, Helper, & Hickman: Childrens Literature

The book Charlotte Childrens Literature is considered as one of the most appropriate childrens literature pieces. The book has stood the test of time and is likely to be used by several generations to come. The stories outlined in the literature piece do not seem to grow old. In fact, the stories that are featured in the work become more appealing as more readers go through them. The book is also written in such a way that it effectively captures the attention of children. It provides the readers with contexts that they can relate to their personal experiences. As a result, the contents of the work allow the readers to become part of the plot from the beginning to the end (Keifer, Helper, & Hickman, 2010).

Summary of the Childrens Literature

The book Charlotte Childrens Literature is a standard literary work given that it is one of the few works that have captured the full attention of K-8 students. The context of the book entails how to learn and understand childrens literature, history of the literature of the children, and other childrens stories such as realistic fiction, poetry, historical fiction and fantasy among others. The literature generally plans, extends and evaluates childrens understanding in relation to critical reading skills (Keifer, Helper, & Hickman, 2010).

Pre- and Post Reading Questions based on the Childrens Literature and Their Levels According to Blooms Taxonomy

Pre-Reading Questions

• Can you name the animals you can see in the picture?
  • The question falls under the level of knowledge under the Blooms taxonomy of cognitive domain. The question is meant to assess the readers ability to keep in mind appropriate information.
• Can you describe the pictures that you see?
  • The question represents the second level of the Blooms taxonomy, which is comprehension. It assesses readers ability to interpret context and figures in a particular reading.
• Have you ever seen similar diagrams somewhere else?
  • The question merely seeks the readers prior knowledge of the content of the literature and as a result, it falls under the knowledge level.

Post-Reading Questions based on the Childrens Literature

• Can you sketch the diagram as it appears on your text?
• Can you re-write the sentence in your books?
  • The two questions fall under the application level. Both of them are meant to assess the readers ability to use the content they read from the literature to produce new materials.
• How many figures are you able to see on this page?
• Which one of the stories is the most interesting?
  • The two questions fall under analysis. The first one assesses the readers ability to understand the organizational structure of the content while the second one tests the ability of the learners to compare and contrast.
• Can you arrange these figures beginning with the smallest to the biggest?
  • The question denotes the level of synthesis. It tests the readers ability to put together the content they have learned.
• Can you choose the best story from the entire work of literature?
  • The question falls under the level of evaluation. It assesses the readers ability to judge what they read.

References

Gunning, T. (2010). Creating literacy instructions for all students (7^th ed.). Boston, MA: Pearson Education.

Keifer, B. Z., Helper, S., & Hickman, J. (2010). Charlotte Hucks children literature (10^th ed.). New York, NY: McGraw-Hill.

Salvin, R. E. (2009). Educational psychology: Theory and practice (9^th ed.). Boston, MA: Perason.

During the early days of his teaching career, the author of the article took a lot of time to prepare for his classes. He then taught with the conviction that he was making a difference in the understanding of the students, but they were often left confused. The principal commented that he was a good teacher although the students were capable of doing better than they did, so he decided to change his teaching strategies. This essay analyzes the article; never say anything a child can say.

In this article, the author is compelled by the low performance of the students to find out what is wrong with his teaching methods. After doing intensive research, he discovers that there is a fundamental flaw in his teaching methods and embarks on a journey to change them. He makes a list of strategies that work and ones that he revisits regularly.

He says that it is important to create a plan, share with students the reasons behind asking questions, be non-judgmental about responses or comments by students and avoid repeating the answers of students .

The author takes a strong position that, participation is not optional in the class room. Based on the long-term experience in teaching he has, participation is one of the strategies through which students can perform well. This is an expectation that he reminds the students every time for them to know that they are expected to contribute. It is a valid and useful position since through participation, he is able to identify the strengths and weaknesses of the students. Consequently, the best ways of assisting them can be devised.

In my opinion, it is important for teachers to ensure that they do not teach for the sake of teaching. A teacher should be in a position to determine whether the students understand or not. The strategies of teaching well outlined by the author are very important and practical. I would therefore advise other teachers to follow them in order to ensure that students understand all the content taught.

Reference

Reinhart, S. (2000). Never Say Anything A Kid Can Say. Web.

The article Tenure: An Idea Whose Time Has Gone by Megan McArdle argues that the tenure system, which is employed by many colleges in the country, has little merit and should therefore be done away with. The author, who is a holder of an MBA from the University of Chicago, is well versed with how the system works.

She argues that the tenure system is an old system that guarantees jobs after a brief probationary process to university and college tutors whose contribution in the institute is sometimes minimal. I disagree with the claims made by McArdle that the tenor system is wasteful and has outlived its usefulness.

In this paper, I will highlight the points made by the author which I do not agree with and proceed to support my stand on the issue so as to demonstrate that the tenure system is still relevant today.

McArdle argues that tenure results in a lack of accountability since once tenure has been obtained; the need to be competitive in teaching is removed since there is a job guarantee.

She further demonstrates that professors who receive tenure are at liberty to indulge their intellectual interests and this has a negative impact on the students under their charge since the professor dedicates most of his time to his interests.

This statement by McArdle is a generalization which may not necessarily be true for all tenured staff. It is true that some professors get carried away by their intellectual pursuits and contribute little knowledge to their students, but this are the minority.

Majority of the tenured professors involve their students in their intellectual pursuits as student research assistants and help to further the knowledge of the students.

I feel that McArdle presents an inadequate argument when she asserts that the quality of scholarship produced as a result of tenure is only valuable to a handful of scholars in the same field. McArdle seems to suggest that research and scholarship should have a wide consumer base so as to be regarded as valuable.

The fact is that many tenured personnel in universities are experts in very specific fields. While their research work can have applications that are valuable for all humans, their research works and publications can only be understood by scholars who are competent in the particular field.

The fact that only a handful of scholars can appreciate the research therefore does not diminish the value of the work done by the tenured staff as the author suggests.

McArdle also states that tenure is a wasteful system since the costs of maintaining the system are very high. While it is true that tenure system has a high monetary cost, the academic institutes which make use of the system do so willingly because they see its advantages.

Tenure enables academic institutes to attract and retain the brightest minds that would otherwise be pulled by the big pay that private sector industries offer.

While there are other means of attracting first rate minds to educational institutes, this means are very expensive since they require sufficient financial incentives to compete with the private industries. The system also makes the tenured staff loyal to the institute because of the job security they have.

McArdle also argues that most of the scholars who are protected by the tenure system are old academics who are not producing any worthwhile research. The author declares that the people protected by tenure are old (in their sixties) and not producing any ground breaking new research.

She therefore argues that the young people who are capable of coming up with ground breaking research are denied the tenure that would assist them to work with relative freedom. This statement is misleading since to begin with, the author acknowledges that most academics get tenure between the age of 30 and 40 years.

At this age, the academics are able to produce path-breaking new research that can have many positive impacts on the society.

McArdle questions the scholarly competence of the individuals who acquire tenure. She states that tenure results in incompetent tutors being maintained by the institute in spite of their poor performances. I disagree with this view since tenure is given to members of staff who demonstrate strong academic capabilities and a deep commitment to their subjects.

This is evident from the stringent requirements for tenure such as getting published in a credible journal. In many universities and colleges, there is a rigorous method for identifying candidates for tenure which ensures quality of scholarship.

McArdle herself admits that the stakes for tenure have been raised and employees are vetted very carefully before being given tenure. Scholars who are incompetent are therefore likely to be identified and removed from the tenure track.

McArdle states that while the tenure system is supposed to be preserving the spirit of free inquiry at our nations college, it is not fulfilling this purpose since the tenure process removes radical elements and instead gives tenure to those academics who show scholarly commitment to the department.

This assumption is wrong since tenure is offered to academics on merit and not as a result of their allegiances to the department.

From the very beginning, the tenure system was created to ensure individual security and enhance a freer intellectually creative atmosphere by protecting competent staff from dismissal and reducing their accountability to the institute.

In this paper, I set out to argue that the arguments given in the article Tenure: An Idea Whose Time Has Gone by Megan McArdle are wrong since they fail to fully illuminate the topic. I began by noting that while the author is in a position of authority to write on the subject, she fails to make a strong argument for her case against the tenure system.

Through this paper, I have provided my views on the topic and defended the tenure system. The tenure system still remains to be one of the means by which academic freedom can be preserved in our educational institutes. This system which has been in existent for decades is very important and its existence should be protected.

Works Cited

McArdle, Megan. Tenure: An Idea whose time has gone. The Atlantic. 2010. Web.

Americas vocational laws reflect upon historical and emerging needs of the society. Many of the laws helped to solve unique education needs that arose due to historical challenges such as war. Current laws attempt to address emerging concerns such as the need for social equity. Though some of the vocational legislations are outdated, all the laws played key roles by legalizing the provision of quality education to all students in the country. Some of these laws immensely transformed the education sector.

Smith-Hughes Act of 1917

Smith-Hughes Act of 1917 act mandated federal governments to fund public schools below college level. It also introduced vocational education, which included programs such as trades and industry, agriculture, and homemaking. This act was one of the highly influential legislation. The reason it was influential in that it introduced features that helped learners to acquire life skills while they were still in high school. Such features included changing the curriculum of education in high schools, which had been academically oriented for decades. This was essential because it helped the government to produce high school graduates with entrepreneurial skills.

Another reason for the prominence of the act is that it provided leeway for children from disadvantaged families to acquire formal education. The act was the first tool that disadvantaged children could depend on to access formal education. Since education was vocationally oriented, the act led to an increase in the number of skilled workers, in the labor market.

Education for All Handicapped Children Act of 1975(PL 94-142)

This act criminalized discrimination against handicapped children. It was another highly influential piece of legislation. The main reason for its significance is that it opened the door for children with disabilities to access learning opportunities just like ordinary Americans did. It outlined procedures of training handicapped children.

School administrations, teachers, parents, and guardians had the responsibility to develop Individualized Education Programs for all handicapped children. The act was also significant because it helped the children to develop socially. It required that disadvantaged children be taught together to help them grow socially. This unique provision made the legislation helpful to the children.

The legislation was also popular because it authorized the government to provide all handicapped learners between the ages of three and twenty-one with free public education. The law made life comfortable for children and their parents. The children got the opportunity to learn comfortably while the parents had no obligation to pay the school fee. Just as, the Smith-Hughes Act of 1917 did, this act made education easily accessible for a majority of learners in the United States and led to an increase in the population of the skilled labor force.

Carl D. Perkins Vocation Education Act of 1984

Carl D. Perkins Vocation Education Act of 1984 complemented the Smith-Hughes Act of 1917, which provided the foundation for establishing vocational training programs in high schools. The Carl D. Perkins legislation of 1984 also focused on solving the nations modern workforce challenges. This act gained recognition because it helped those who were inadequately served under the vocational education programs that were already in force.

Handicapped learners, individuals entering nontraditional occupations, single parents, individuals with little proficiency in English, and individuals who were incarcerated in correctional institutions were the greatest beneficiaries of the act. In addition to authorizing federal governments to provide vocational training to the disadvantaged individuals, it provided mechanisms for introducing learners to newer technologies, including the use of computers, which would help them meet modern occupational goals.

Additionally, the act was influential because it provided legal mechanisms for assisting the most economically depressed regions of states to raise occupational competencies of its citizens. It also authorized the national government to improve the effectiveness of consumer and homemaking education and reduce the effects of sex-role stereotyping on occupations, job skills, levels of competency, and careers. Moreover, the legislation strengthened the vocational education research process. In this way, it provided avenues for addressing current occupational challenges.

Carl D. Perkins and Applied Technology Education Act of 1990

The Carl D. Perkins and Applied Technology Education Act of 1990 authorized the largest amount of financial aid and reached out to the disadvantaged in the society largely. At the same time, it also focused on meeting challenges of the technologically expanding workforce. The vocational act was influential because it revolutionized all sectors of the US education system.

One of the sectors that it transformed is the secondary and post-secondary education sector. The act provided funding for Tech Prep programs that articulated vocation training between secondary and post-secondary schools. This helped learners to access vocational education services. In addition, districts with high numbers of students that were disadvantaged got supplementary grants for learning facilities and equipment. Another field that is transformed is the home and family education sector. It authorized immense financial funding for disadvantaged people who were learning in informal settings.

An additional key aspect of this act is that it authorized the government to organize career guidance and counseling for students who were transitioning to work. The government paid the counselors for their services. In addition, it authorized the government to provide funds for community education and model vocational schools projects.

The government had to establish model secondary employment centers to serve the disadvantaged members of the community. They also had to fund them. The government was also obliged to support tribally controlled post-secondary vocation centers and the National Council on Vocational Education. Unlike much other legislation, this one stated amounts of funding for all education departments and authorized financial administrators to uphold principles of accountability.

Workforce Investment Act of 1998-2005

Workforce Investment Act of 1998-2005 repealed and replaced the Job Training and Partnership Act. It made improvements and modifications from the preceding act. The Workforce Investment Act of 1998-2005 was influential because it increased flexibility at work to meet both state and local needs. The sole act authorized both federal and national governments to provide workers with the training they needed to acquire new or better jobs.

In this way, it also provided employers with the trained workforce to compete in the global market. In addition, this vocational legislation removed barriers that discouraged business involvement in the training of their workforce. The act, at the same time, encouraged the government to influence job-training decisions in communities. Moreover, it required the government to improve access to vocational services in all regions, including rural areas.

Conclusion

Some of these vocational acts have either been amended or repealed. Nevertheless, they solved problems that faced educational and vocational sectors when they were in force. Acts that are still in force solve current workforce concerns such as the need for social equity and technological advancements.

Abstract

This paper elaborates the effective SOSE and HPE teaching and learning principles. It surfaces concrete examples of the principles in action while clearly depicting how the principles are embedded in the current curriculum materials.

SOSE focuses on learning as a product of four pillar approach to sustainability. The sustainable approach pillars are environmental responsibility, cultural vitality, social equity and economic health. SOSE attempts to change the Industrial (transmissive) education that focuses on traditional subjects, knowledge and individualism to transformational education that in contrary focuses on collaborative, creative and learning that looks for real solutions to contemporary challenges and issues (McKay, 2006).

Studies of Society and Environment entail careful investigations of challenging and controversial issues in the societies and the world in general, for examples environmental problems such as global warming. It further encourages critical thinking that further arouses optimistic visions for the future in learners (Tylee, 2011).

Conventionally to be educated meant to be able to read and comprehend the contents in the discipline of reference (Tylee, 2011). This means that the knowledge that learners gain is prescribed and is considered necessary by an outside influence (Boyce, 2006).

The society and environment syllabus/curriculum however, requires the learners participation and the results originate from the learners instead of being generated from an outside source as in the domain of the traditional curricula.

SOSE/HPE has process or inquiry orientations that are found in individuals taking part in the learning but involves a social framework. The learning process entails identification of patterns, creates connections and arranging past unrelated bits of knowledge, activities or behaviors to the learners into new patterned wholes (Fisher, 2010). The learners are actively involved in learning.

SOSE key values are: social justice, economical and ecological sustainability, democratic processes and peace. The learners study uses of key values through comparing how it have been used and how it can be, defined, debated and used, both in real contexts and abstract forms. The learners appreciate perspectives of different people, values and how cultures can influence their perspectives. They also study how different values concern people from diverse cultures and time.

Active learning is very evident in the Campus Kindys environmental project. The kids learn actively through coming up with solutions such as creating water wastage poster and participating in tree planting to curb the global warming.

The students learn through applied learning, for example 60 children aged between 2.5 to 5 at Campus Kindy demonstrate practical approach to learning through involvement in sustainable planet project. The project provides an opportunity for all members to contribute energy, interest and ideas.

The children contribute in all steps of planning and development with great connections to sustainability and learning, integrating it also to other curricular areas. The kids here have real experiences to their learning; this is evident in their Litter-less lunch, use of natural elements and valuing aesthetics. These observations at Campus Kindy, elaborates the applied (real learning) aspects of SOS/HPE (Boyce, 2006).

These methods of learning also promote inquiry in children and mould them to be aspects of change. Taking a kin look at Campus Kindy, again the childrens deliberations on water shortage and global warming through teacher guided discussions surfaces the inquiry nature of this type of learning. The children come up with some solutions to the eminent problems they see and discuss as a result of their inquiry (Australian Lutheran World Services, 2012).

Body basics from galaxy website demonstrate how students can learn about bones, cells, muscles and classifying glasses through joining various parts. The learners are thus able to acquire useful skills through joining of different parts while at the same time acquiring scientific knowledge in areas such as bones, cells and muscles (Fisher, 2010).

Collaboration and democracy in the teaching and learning processes are evident here. The kids at Campus Kindy discuss the challenges and solutions together with their peers and the teacher. Each kid is allowed to express their views freely (Australian Lutheran World Services, 2012).

The learning integrates use of technologies, the aerial photographs of Brisbane flooding shows images both before and after flooding. The learner only needs to hover over the image to toggle before and after. The learning also incorporates the use of videos and internet resources (Tasker, 2004).

The SOSE/ HPE takes a whole settings approach (Zadja, 2000). For instance the Campus Kindy pupils do not take up the solutions alone but writes to the prime minister to seek his/her opinion on the issue of global warming. Their suggestions are also wide in the sense that various solutions are suggested as such using of the buses, planting of trees and prevention of water wastage.

In conclusion, SOSE is seen as an option contributing to better world through exploration of controversy and problems, empowering and creating change, building on dialogue and understanding, exploring the world we live in while at the same time confronting our values and believe systems.

SOSE teaching promotes learning that is: integrated (multi-disciplinary and play based), applied to real life, collaborative, holistic (integrates skills, concepts and values and not just knowledge), action focused (aimed at creating change), whole school or centre where learning is reinforced through all aspects of educational experience.

References

Australian Lutheran World Services (2012). Lower Primary Teaching Ideas and Resources. Web.

Boyce. S. (2006) A Day in the Life of Sharon Boyce: A Person with a Physical Disability. Australia: Discovering DisAbility.

Fisher, W. (2010). Spiritual Health: Its Nature and Place in the School Curriculum. Australia: UoM Custom Book Centre.

McKay, P. (2006). Planning and teaching creatively within a required curriculum for school-age learners. University of Michigan: Teachers of English to Speakers of Other Languages (TESOL).

Tasker, S (2004). World Explorers: Library Activity Pack Greenwood, WA: Ready-Ed Publications.

Tylee, J. (2011). What Should a Society and Environment Curriculum do? Web.

Zadja, J. (2000). Society and the Environment: Teaching Sose. Melbourne, Australia: James Nicholas Publishers.

The authors of this article wanted to study the effects of vocabulary instructions on word knowledge and reading comprehension among students suffering from different types of learning disabilities.

The research methodology was experimental in nature and involved three sets of experiments that aimed at measuring the effect the dependent variable (vocabulary instructions) has on the independent variables (word knowledge and reading comprehension). The participants were selected as follows:

Design critique

This was a controlled experiment in which the researchers designed the condition of the tasks and determined the level of instructions given, as well as the duration each task would take. Experiment 1 and 2 conditions focused on meanings from context, meanings given and meanings practiced.

The experiments used an incomplete randomized block design to measure the variability of the established conditions. Experiment 3 a within subjects design was used. This design gave the participants the ability to act as their own control.

Both designs were very effective in giving reliable results since they called for statistical analysis of the conditions, variables and treatments. In addition, the fact that the experimenters had more control over the experiments meant that the tools used would address specific aspects of the research problem and yield concise results.

The findings from the three experiments can be supported by documented evidence related to this problem. As such, I agree with the results because they give statistical explanation for the theoretic researches that have been conducted and documented by other researchers seeking to find the relationship between the identified variables.

In addition, the target population was heterogeneous, which means that it was carefully selected to adequately represent the larger population. This means that the findings could be used unanimously to solve similar predicaments.

Classroom connections

This research gives teachers dealing with students with learning and reading disabilities an opportunity to identify and cater for the specific needs for the students. The results from the experiments are comprehensive and they give the procedures that should be followed in order to get the expected results.

For example, learner type played an important role in determining the time and type of instructions needed by learning disabled students to learn vocabulary, understand meanings and reading comprehension, as compared to normal learners.

Similarly, the findings help special education teachers reevaluate their approach and perception on instructional practices. Using the findings as a guideline, teachers would be able to determine the types of instructions they use when introducing new vocabulary to students.

For example, the findings indicate that direct instruction format is the best to apply when teaching new vocabulary to students who suffer from reading and learning disabilities.

Conclusion

This paper set out to give a review of an article related to teaching students with learning disabilities. To this end, a summary of the article has been provided and a critique of the design used given. Possible applications of the findings in a teaching environment have also been highlighted.

If implemented, the techniques and procedures mentioned in the article may help teachers to understand their students better and provide them with the necessary skills needed to become great readers and learners.

Introduction

Education broadens peoples horizons and often brings light to peoples lives. However, some regard it as a certain routine, and some young people even see education as some kind of punishment as older people use their authority to tell the youth how to live. Some students are ready to follow the rules and be obedient. Some young people try to rebel and make older people (especially educators) see that they do not have power over them. These young people (they are often teenagers) stop studying (they cut class or do not work hard and do not do homework). However, some people (including me) understand that education can be a form of rebellion, and it is possible to achieve a lot and make a difference if you study hard.

Obedience

In the first place, it is possible to note that lots of people study because they are all obedient. It is a universal truth that all people are different, but they share a similar feature as they are all ready to follow certain rules if there is some kind of authority. The renowned psychologist, Milgram calls this state of mind agency (qt. in Meyer 292). In other words, people do not even think of forces that make them do something as they focus on one idea, the idea of necessity. Thus, some people study because they are told to do this by someone who has authority. Education has become a norm, and people do not even doubt that they have to go to school. I have to admit that I am one of such people. Interestingly, I could not understand why I am so obedient when it comes to studies. I thought I had some unique features. Now, I see that I am not an exception as millions of people are characterized by obedience.

Elements of Education

Enlightenment

Importantly, education is light, and people have to have the courage to see it. Plato compares this to people wandering in the darkness without education, and when they learn more, they are able to see the light of the sun (Plato 334). Notably, knowledge can be associated with sharp pains as people often have to put stereotypes and things they believed aside (Plato 334). They have to work hard and even suffer from studying and learning more. For me, knowledge is light, and I learn much about the world around me. I also find out facts from our past, and this makes me understand more. Of course, reading books and researching is not associated with physical pain, but it requires time and effort. Hence, for somebody, this can be quite a painful experience.

Notably, education changes the way people see the world. Plato notes that those who return from the room full of light to darkness may seem blind and ridiculous (Plato 335). People who live in darkness may say that this person is a fool as he/she has invested too much effort for nothing. Nonetheless, the person will know that his knowledge is priceless, and this person will want to share his/her knowledge. I was in such a situation many times, and my peers often thought I read too much and was too boring. Nonetheless, even though I have to wander in the darkness when my peers talk about fashion or some other stuff, I can soon get accustomed to their talks and use my knowledge to show them that they are mistaken about loads of things.

Doubt

However, education is also a path to enlightenment for many who are simply not ready for it. Plato writes about people who are prisoners can see shadows and think they see reality, but when they are shown real things, they are not ready to accept them (334). Young learners also feel lost when they get to know facts. Perhaps, some learners desire to cut class or simply stop studying is their reaction to this new information. This may be a way not to accept the truth. Sometimes they do not want to accept some norms which are set by other people. It is not rebellion proper. Again, it is a characteristic feature of an individual. I think I trust my senses and my reasoning. When I see facts and logic in something, I am ready to accept this. This is why I like studying and learning more facts.

A Norm

As has been mentioned above, education is seen as a norm in society, and all people are to get it. Plato states that it is natural to want to see the light of the day, even though some people may stay in the darkness for all their lives (334). Education is seen as one of the founding powers of modern society. Of course, older generations try to persuade the youth that education is an important ground for their further lives. Personally, I think that all people should study and know a lot about the world around them. The society is based on rules which have been created throughout centuries. I believe that it is important to know about the past to understand why these rules exist and whether they can be improved to make the society better.

Rebellion

The last element of education makes many young people rebel and ignore it though they cannot become a part of society without it. Thus, young people think they are tough when they ignore their teachers remarks, do nothing, and get bad marks. They do not want to be a part of the society and want to show they are above it. I have several friends who really think so. However, I believe being tough does not mean being stupid. Malcolm X was a really tough teenager, and he also thought education was not for him. However, soon, he realized that he needed it. Malcolm X stresses he could not express his ideas, and no one understood him as he used slang (22). However, when he learned more words and was able to use them, he was really happy as people, finally, understood him. I believe education opens the doors of the big world and helps all people speak the same language. Thus, I am ready to talk to people who have a great experience as they visited a lot of places and read dozens of books. I feel we speak the same language, and I can understand them and express my ideas.

Conclusion

On balance, it is possible to note that education, obedience, and rebellion are closely connected. People are characterized by obedience, and they often follow the rules. However, when they are young, they try to rebel and struggle against norms. They believe they are loners who can win the battle. Since education is often seen as a norm, they want to rebel and ignore their teachers. Young people focus on their street rather than academic experiences. Nonetheless, this rebellion often leads people to the understanding that education is light that helps people live and develop. I want to know more and develop. I believe this knowledge will help me make the world a better place to live for me and future generations.

Works Cited

Malcolm X. Coming to an Awareness of Language. 75 Reading Plus. Ed. Santi Buscemi and Charlotte Smith. New York, NY: McGraw-Hill, 2013. 21-24. Print.

Meyer, Philip. If Hitler Asked You to Electrocute a Stranger, Would You? Probably. 75 Reading Plus. Ed. Santi Buscemi and Charlotte Smith. New York, NY: McGraw-Hill, 2013. 286-293. Print.

Plato. The Myth of the Cave. 75 Reading Plus. Ed. Santi Buscemi and Charlotte Smith. New York, NY: McGraw-Hill, 2013. 333-336. Print.

The University of California, Los Angeles was one of the universities that enrolled students in the athletics department. The school had to cater for the athletics department expenses. Although they got some sponsorship, they still had to cut down the budget.

Opportunity cost is the benefit that an individual or an institution loses for having taken a different decision or choice. The administration decided to eliminate ten scholarships in mens swimming team and admit ten more tuition-paying students. It is correct to say that the opportunity cost is the foregone revenue from the ten paying students (Finley 20).

The UCLA School has been promoting the athletics department and ensuring that they get scholarships for the students tuition needs. The athletics department was supposed to support the university. It was also supposed to raise some funds for the department and the school through the sporting activities.

For the last four years, the athletics budget has been increasing rapidly. The two digits increase in student tuitions has also led to the rise in the sports budget. It has made the costs of managing games to keep going up.

The athletics fans in Los Angeles would only support a team as long as it is winning in the competitions. They quickly withdrew their support when the team was losing or seen as a loser. It is, however, different in Texas and other places where fans have a passion for their team whether it wins or loses (Finley 20). The fans portray their liking or dislike through their purchase of tickets in Los Angeles. The pressure became too high for the athletics department to handle.

The reduction in the purchase of tickets with the plummeting expenses could only lead to small cash (Finley 20). The school could then start making losses. They started monitoring all the unit costs and revenues. They advised the coaches to watch their hotel bookings and transportation costs. Thus the pressure to reduce costs was high. The fans change of heart all the time would lead to the loss of passion in the game. The athletics department was supposed to raise money through the sporting activities so that it could provide scholarships for tuition.

The decision seemed to be good, but it depended on the universitys funding and the fans base support. The management had to find a better way to cut down or minimize the departments costs. They needed to get back to profitability whichever way. By choosing to remain with the Athletics team the way it was with the increased tuition fee, they would continue to make losses. If they maintained the ten scholarship men in the swimming category, the opportunity cost was the foregone revenue from the ten would be paying students (Finley 20).

There are two ways of looking at the opportunity cost. One is the alternative paying students that would replace the scholarship swimming mens team. The benefit of the tuition-paying students is that they help to reduce the losses gap and hence could improve the profit margins. The second way is the differences in return between the tuition-paying students and the ten athletics men. For instance, if the current status is leading to millions of losses in expenses, the department can change it. The admission of tuition-paying students in place of the scholarship students would bring positive cash flow. The difference between the income from the paying students and the expenses from athletics men is the opportunity cost.

Works Cited

Finley, Andrew. Staying Out Of the Fiscal Red Zone | Daily Bruin. Dailybruin.com. N.p., 2005. Web.

Describe the design

The purpose of the research paper was to find out whether social skills training improves social skills and academic performance. The research paper has carried out an analysis of different training in social skills for six school children. Thus, the research emphasizes how social skills training for schooling going children and the impact on achievement and academic performance.

Mainly, the research paper presented an in-depth knowledge about the different methods in social training considering that it includes quantitative and qualitative data about the subject along with tables and diagrams. Through the research paper, readers could easily assess which among the given methods is the most effective and with greater impact.

The research design is utilized in the study requires the collection, processing, and analysis of data in concluding. Thus, there are necessary steps, methodologies, and procedures applied in the research to accurately describe certain fields of study. Indeed, several types of research design are mostly dependent on the field of research or the nature of the research problem. In assessing the study, it shows that they presented their clear objective and purpose. The article presented an experimental research design type whereas it gives greater emphasis on scientific methodologies.

The intervention

The intervention was from Banduras social learning theory and used behavior training and reinforcement in implementing the intervention in the six adolescents. The skill streaming, the adolescent program was not as costly as the students used or required fewer resources.

Intervention group and control group differences in terms of intervention received

The research is performed randomly and the researchers provided their participants with 2 different intervention groups. The research used 6 independent research school children that are appropriate in training on social skills. They picked 6 students, four males, and two females. For the period of research, they assessed certain measurements such as their social skills, Problem Behaviors, and Academic Competence.

Effects of intervention on outcomes

The intervention will affect the results of the outcome because there is a predetermined procedure and parameters that are used. The researcher and participants agreed upon the skills that will be evaluated. This will have a bearing on the final results because the participants felt involved.

Random Assignment

The investigator has used a probability sample in his study. Simple random sampling has been used while experimenting. The best possible sampling design has been used to enhance the samples representativeness. Simple random sampling is preferred to stratified random sampling, systematic random sampling, cluster random sampling, and multi-stage sampling in this study.

Possibility of crossover in intervention and control groups

There is no possibility of control and intervention group crossover because the investigator and the participants agreed on issues to be covered by the groups.

Baseline

In the beginning, the groups were equal in terms of social skills. This was necessary to allow the successful results of the research.

The quality of outcomes

The quality of the higher outcome is good because the researchers used real-world measures including the population sample size variables. There was no self-report out comes by participants, the primary investigator was fully involved.

Attrition low and approximately equal across groups

Attrition was low for both intervention and control groups.

Outcomes reported for all participants

All outcomes were reported and there were no participants who left the program earlier than expected. This means all the information which was provided by the participant is very important in determining the results.

Long-term outcomes reported

The investigators have indicated that social training has a great impact on students performance whether in the short-term or long-term intervention. This means a childs behavior will be changed through social training. This will be the long term outcome of the report.

An effect size reported

The effect of size is not reported, only Friedmans test has been used to assess nonparametric parameters. There is no significance test.

Sample size adequate

The sample size in this study was not adequate. We cannot tell about the result of the entire population by looking into the responses of six school children. if you are to deal with experimental design, you should use power analysis and consider sample size. Mind the size of the sample to operate only valid data if you want your study to be accurate and exact.

However, the sample size is described and why these samples are taken that is thoroughly justified. The sample is described in sufficient detail.

Results reported in meaningful terms

Analyses were undertaken to address each research question or test each hypothesis. Appropriate statistical methods were used, given the level of measurement of the variables and the number of groups being compared. The most powerful analytic method was used in this study. It had helped to control extraneous variables. The findings were summarized with the appropriate use of tables and figures. The findings do provide strong evidence regarding the research questions. Type I and Type II errors are minimized in this article.

Subgroup analysis reported

All major findings are interpreted and discussed within the context of prior research and the studys conceptual framework. The interpretations are also consistent with the results and with the studys limitations. The report addresses the issue of the generalization of the findings. The researchers discussed the implications of the study and further research but whether the implications reasonable and complete are a question unanswered. They have not included subgroup analysis. This helps to avoid contractions.

Outcomes reported on measures

The research paper has only six school students and has no parameters that have not been included in the results. The negative results parameters do not exist in this research paper.

Evidence in the study

The evidence of the study is possible but cannot be said to be strong or neither. This is because the sample used is small with real-world examples. The design tools used have been highlighted well in the research paper. The number of collection of data is not appropriate as with the six individuals we cannot arrive at any general conclusions. The measurement tool is very much reliable and valid in identifying the impact of social training on academic achievement and social skills. The design to some extent minimizes threats to the internal and external validity of the study. But all the threats are not minimized. We cannot generalize any result as the dataset considered is too small. The ethical considerations are addressed in the article.

Reference

Evans, A. & Stefanou, C. (2009). Proceedings from NERA Conference 2009: Behavioral and academic effects of Skill streaming The Adolescent for at-risk middle school student. University of Connecticut: Northeastern Educational Research Association.