Monday, December 30, 2019
Charles Darwin Student WebQuest
Learning about the life and work of scientist Charles Darwin can be more engaging with a lesson plan incorporating a WebQuest. Students can do their own research to learn more about the Father of Evolution by using these questions with the links provided. Charles Darwin WebQuest: à Directions:à Go to the webpages listed below and answer the following questions using the information on those pages. à Link #1:à Who Is Charles Darwin?à https://www.thoughtco.com/who-is-charles-darwin-1224477ââ¬â¹ à 1.à When and where was Charles Darwin born?à What were his parents named and did he have any siblings? à 2.à Briefly describe Darwinââ¬â¢s schooling and why he did not become a doctor. à 3.à How did Darwin get selected to sail on the HMS Beagle? à 4.à What year did Darwin first propose the Theory of Evolution through Natural Selection and who was his collaborator?à à 5.à What was the name of his most famous book, when was it published, and why was he so reluctant to publish it? à 6.à When did Charles Darwin die and where is he buried? à Link #2: 5 Interesting Facts About Charles Darwin https://www.thoughtco.com/interesting-facts-about-charles-darwin-1224479ââ¬â¹ à 1.à Who did Charles Darwin marry and how did he meet her?à How many children did they have? à 2.à What TWO things did Charles Darwin have in common with Abraham Lincoln? à 3.à How did Darwin influence the beginning of Psychology? à 4.à What is the name of the book Darwin wrote that was influenced by Buddhism and how is it related to that religion? à Link #3:à People Who Influenced Charles Darwin https://www.thoughtco.com/people-who-influenced-charles-darwin-1224651ââ¬â¹ (Note:à In this section, you may have to click on the links of the peopleââ¬â¢s names to get to their biographies to answer some of the following questions) à 1.à Give the birth and death dates of Jean Baptiste Lamarck. à 2.à What did Lamarck believe would happen to older, unused structures as new adaptations took over for them? à 3.à Who influenced Darwin to come up with the idea of Natural Selection (also sometimes called ââ¬Å"Survival of the Fittestâ⬠)? à 4.à The Comte de Buffon was not a scientist.à What area was he most known for and what did he help discover? à 5.à Alfred Russel Wallace contributed to the Theory of Evolution as well but is far less known outside scientific circles. Briefly describe Wallaces contributions. à 6.à What relation was Erasmus Darwin to Charles Darwin and how did he influence Charles Darwin? à Link #4:à Darwinââ¬â¢s Finchesà https://www.thoughtco.com/charles-darwins-finches-1224472ââ¬â¹ à 1.à How long did it take the HMS Beagle to reach South America and how long did they stay there? à 2.à Besides the finches, what two things did Darwin study while on the Galapagos Islands? à 3.à What year did Darwin return to England and whom did he enlist to help him figure out the situation with the finchesââ¬â¢ beaks?à (Name the man and his occupation.) Describe the manââ¬â¢s reaction and what he said about Darwinââ¬â¢s information. à 4.à Relate why the finches had different beaks to the evolution of the species.à How did this new information compare to Jean Baptiste Lamarckââ¬â¢s ideas? à 5.à What is the name of the book Darwin published about his trip to South America?
Saturday, December 21, 2019
Numeracy in primary schools Essay - 1553 Words
Numeracy in primary schools Numeracy is very important in primary schools today, with mental calculations being a central part of the mathematics curriculum. These mental methods of calculation should be encouraged from an early age, mathematics is used in our everyday lives without many of us realising; checking our change at the shops and leaving the house in order to arrive at school on time. It is advised that Numeracy lessons start with a 5-10 minute starter of oral or mental calculation work, working as a whole class to rehearse, sharpen and develop the childrenââ¬â¢s skills. Various ways can be used to sharpen these skills including counting in steps of different sizes, practising mental calculations and the rapid recallâ⬠¦show more contentâ⬠¦These studies noted that allowing children to work as an individual provided many opportunities for avoidance strategies. Holt (1984) introduced the idea of ââ¬Ëfence straddlersââ¬â¢ these were pupils who prefers to leave the thinking to other students, they tended to; ââ¬Å"produce a mime of tortured contemplation while waiting for someone else to respondâ⬠. Measor and Woods (1984) introduced ââ¬Ëknife edgersââ¬â¢ these were children who preferred, to a majority, to leave the thinking to others. However they went as far as to raise their hands, showing their participation in the lessons, but timing their participation so it was unlikely that they would be asked for the answer. Lastly we have ââ¬Ëeasy ridersââ¬â¢ these were devised by Galtan and Wilcocks (1983) these pupils developed the idea and skill of working at the slowest pace possible. It was also noted that in mathematics it was not unusual for ââ¬Å"as many as 80 per cent of the pupils to be engaged in easy ridingâ⬠. Possible due to this research many teachers find that it is helpful to teach mental mathematics to children organised into pairs. Some teachers believe in mixing the ability of the children in the pairs, with the intention of supporting and encouraging the less confident, whereas other teachers believe that by mixing the ability of the pairs it can lead to the more able or confident child restricting the contribution of theirShow MoreRelatedUnderstand Current National and Organisational Frameworks for Mathematics1520 Words à |à 7 Pagesorganisational frameworks for mathematics 1.1 Explain the aims and importance of learning provision for numeracy development. Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. 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Lesotho like all the developing countries also includes pre-primary education and or adult literacy programmes ââ¬â (Education Sector Strategic Plan 2005-2015: 40). Philosophy can beRead MoreThe Children And Their Primary Schools Report1722 Words à |à 7 PagesThe children and their primary schools report, also known as the Plowden Report, was published in 1967 by the Central Advisory Council and written by Bridget Plowden. The aim of the report was to consider Primary Education in all of its aspects and the transition from primary to secondary education. The Report took four years to write and was published just after the post Second World War. At this time many people believed that environmental influences played a significant role in the developmentRead MoreCommunity Socio Educational Advantage : Glenmore Park Essay1548 Words à |à 7 PagesOf the three schools examined only the government school, Glenmore Park, was determined to have an Index of Community Socioââ¬âeducational Advantage (ICSEA) value below the national average, with a large percentage of the distribution falling in the middle and lower quartiles (ACARA, 2016h). The two nonââ¬âgovernment schools recorded ICSEA values above the national average, with Bethany Catholic distributed fairly evenly across the middle and top quartiles, while the school population distribution forRead MoreDeveloping And Adopting The Curriculum1361 Words à |à 6 Pagesthe need to consider the resources for teachers and needs of students to enhance quality in educational outcomes. In a candid interview with Diane Lauer, the director of curriculum and instruction at Thompsons School District, she provided details on the history and demographics of the school district as well as the development and adoption of the curriculum. She studied at the University of Northern Colorado where she earned doctorate and masterââ¬â¢s degrees in educational leadership and policy studiesRead More A Critical Analysis of the National Numeracy Strategy Essay2419 Words à |à 10 PagesCritical Analysis of the National Numeracy Strategy. The National Numeracy Strategy was implemented in September 1999, setting a target for 75% of all pupils reaching at least level four in mathematics by 2002. This essay will focus on the findings since the implementation of the strategy for both pupils and teachers. In order to do this I will examine the Numeracy Strategy Framework guidelines, which state how the teaching of mathematics should be carried out in primary education and evaluate some ofRead MoreThe Humanities And Social Sciences Position At Dalyellup College Essay1676 Words à |à 7 Pagesthis position because of your schools focus on collaboration and partnerships. As I strongly believe that it is through teamwork and collaboration that teachers continue to grow and develop. That every teacher has their own style, areas of strengths and weakness so it is only through working together that we can strive to become outstanding teachers who have the necessary skills to assist all our students reach their potential. This is why finding a role within a school that has a focus on collaboration
Friday, December 13, 2019
The Daily Life of a Union Soldier Free Essays
The nation was split in two over the concept of slavery. The Northern abolitionists felt strongly against slavery while the Southern plantation owners were set on maintaining slave labor. South Carolina paved the way for Southern states to secede from the United States of America. We will write a custom essay sample on The Daily Life of a Union Soldier or any similar topic only for you Order Now Georgia, Florida, Alabama, Mississippi, Louisiana, and Texas soon followed in early 1861 (Roark, 455). Virginia, Arkansas, Tennessee, and North Carolina followed in the secession of fellow southern states following the attack on Fort Sumter (Roark, 464). From this point on, the Union and the Confederacy were set in stone. This was the root of the bloody Civil War. Millions of Americans enlisted in the army to support their beliefs and half of the nation. Soldiers faced harsh conditions not only on the battlefield, but also in their camps. The daily life of a Union soldier consisted of hours of drills, minimal food rations, and harsh conditions while fighting to end slavery. The Union soldiers shared many similarities. To enlist as a soldier the boy had to be at least 18 years old. Most were in their late teens and early twenties though boys as young as 15 reportedly enlisted and lied about their age (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). Bell Wiley described the solders as ââ¬Å"white, native-born, farmer, protestant, single, and between the age of 18 and 29. â⬠The average soldier was 5ââ¬â¢8â⬠tall and weighed 143 pounds (ââ¬Å"Civil War Soldiers,â⬠1). These men came from a variety of places since the North featured an industrial economy. Most of the soldiers were farmers, but hundreds of previous careers were recorded. Some men were accountants, locksmiths, masons, painters, etc.à (ââ¬Å"Civil War Soldiers,â⬠1). The youth and variety of occupations of the enlisted featured inexperienced soldiers. According to ââ¬Å"Civil War Soldiers,â⬠out of the 2. 75 million soldiers that fought in the Civil War, 2 million of them were from the North. Of these 2 million, à ¼ were immigrants. 200,000 came from Germany, 150,000 were Irish, 45,000 were English, and 15,000 came from Canada (1). By the end of the war in 1865, 10% of Union troops were African Americans (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). These men were not only fighting to support the Union but also for their freedom. Since white soldiers were fighting to support the Union the majority of the time, some financial compensation was provided to bring in more troops. The average wage for a Union soldier was $11 per month (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). These payments were irregular, though. Sometimes a soldier would wait six months before receiving even a single monthââ¬â¢s earning (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). In 1864, the Confederacy raised their payments to $18 a month, and not long after the Union raised theirs to $16 (ââ¬Å"Civil War Soldiers,â⬠1). While soldiers were bringing in little money, a three star general could have earned as much as $700 per month (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). The earnings of each type of soldier demonstrate the diversity in their roles in the war. While some men only fought to make money for their family, some men fought to preserve the Union and to abolish slavery (ââ¬Å"Civil War Soldiers,â⬠1). This quote demonstrates the pride soldiers had in what they were fighting for and showed some men would go to extreme lengths for what they believe in. ââ¬Å"It has rained for a week and the roads are muddy. After marching for 20 miles it is not pleasant to lie down at night in the wet without any cover. I am tired- in fact I never was so tired in my life. But Hurrah! It is all for the Union! â⬠-Elisha Rhodes The soldierââ¬â¢s pride was also shown through their standardized uniforms. The Union uniforms were more standardized than the Confederacyââ¬â¢s though some wore European style clothing or no uniform at all (ââ¬Å"The Life of a Union Soldierâ⬠, 1). The dark blue uniforms were made from a heavy wool and worn with leather billed caps and stiff shoes (Winthrop, 1). The soldiers may not have been comfortable but they were easily recognized through their regulation uniforms. Along with the uniforms, the soldiers also carried many necessities with them. According to (Winthrop, 1), they had knapsacks with extra clothes, rolled up wool, and rubber blankets. They carried haversacks with foods such as sat pork, coffee, sugar, dried peas, or pressed sheets of desiccated vegetables. A small canteen was carried over each manââ¬â¢s shoulder (ââ¬Å"The Life of a Union Soldierâ⬠, 1). A Union soldierââ¬â¢s uniform can be seen in Figure 1. Another item required for all soldiers was guns. Arms were in short supply, though, and they would sometimes have to wait months before a new shipment would arrive (ââ¬Å"The Life of a Union Soldierâ⬠, 1). This lack of arms led to soldiers having to be conscious about what they do with and how they use their weapons. Knowledge of how to use weapons was taught during a campââ¬â¢s daily routine. Soldiers would wake at the crack of dawn for roll call to ensure no one had tried to run during the night (ââ¬Å"Comparing Confederate Soldiers and Union Soldiers, 1â⬠). After role call, daily duties were assigned. Some men would be assigned to kitchen duty while others may have been in charge of arms for the day (ââ¬Å"Comparing Confederate Soldiers and Union Soldiers, 1â⬠). Breakfast came next which was followed by drills. Soldiers would spend hours in the hot sun wearing their wool uniforms practicing battle formations or combat skills. The men would return to camp drenched in sweat and extremely tired (Alstyne, 1). After a hard dayââ¬â¢s work it was not uncommon to find groups of people surrounding fires cooking and singing songs along with talking about the latest camp news (ââ¬Å"Comparing Confederate Soldiers and Union Soldiers, 1â⬠). Union soldiers favored songs like the ââ¬Å"Battle Cry of Freedom,â⬠ââ¬Å"Red, White, and Blue,â⬠and the ââ¬Å"Star Spangled Bannerâ⬠(ââ¬Å"Civil War Soldiers,â⬠1). At 10:30 P. M. on the dot it was lights out so everyone could get some rest for the next day or exhaustion (ââ¬Å"Comparing Confederate Soldiers and Union Soldiers, 1â⬠). Although soldiers hoped to get a good nightââ¬â¢s rest, the sleeping conditions were not the best. Most camps had a single blanket on the ground with another as a cover (Alstyne, 1). Some lucky men got to sleep on straw mattresses (ââ¬Å"Comparing Confederate Soldiers and Union Soldiers, 1â⬠). The soldiers were exposed to nature at night due to the lack of cover provided by the tents. Muslin was drawn over a pole 3 feet from the ground and open at both ends (Alstyne, 1). This was considered ââ¬Å"homeâ⬠to the typical Union soldier. If it was raining, they had to sleep on the wet ground. Bugs and rodents were also common nighttime visitors at camp (Alstyne, 1). Most men did not get the rest they required from hours of strenuous drills during the day, leading to extreme exhaustion throughout the army. Not only were sleeping conditions undesirable, but the food the soldiers ate was not the best, either. The most common meal was salted meats, ââ¬Å"hardtrack,â⬠and coffee (ââ¬Å"The Life of a Union Soldier,â⬠1). Hardtrack was a term coined for the tasteless, hard crackers men became accustomed to eating. The feeling of being full was a sensation that was practically unheard of in the Union army. Food rations were small and far between so sometimes the soldiers would resort to foraging for fruits, berries, and game animals to satisfy their hunger (ââ¬Å"Comparing Confederate Soldiers and Union Soldiers, 1â⬠). Although food on the camps had little to no taste, everyone scraped their tin plates clean (Alstyne, 1). The starving soldiers would have eaten anything if it meant their stomach pains would temporarily subside. When the men were not doing drills or eating meals, they often found themselves bored. Some men would do chores like cook or clean (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). Games or dominoes, poker, or baseball often broke out in camps (ââ¬Å"Civil War Soldiers,â⬠1). With the increasing literacy rates, many men could write home during free time (ââ¬Å"The Life of a Union Soldier,â⬠1). Along with writing, more and more men would read newspapers and journals. Although the soldiers had some time to themselves, they still had to be ready at a momentââ¬â¢s notice. Cycles of marching and intense fighting were included in the lives of soldiers in the North (ââ¬Å"The Life of a Union Soldier,â⬠1). Periods of fighting led to mass injuries in the Union army. 360,000 men died during the Civil War from the North- about 110,000 in battle and 225,000 of disease (ââ¬Å"Civil War Soldiers,â⬠1). The massive spread of disease through the army was linked to unsanitary conditions (ââ¬Å"Civil War Soldiers,â⬠1). Water sources were fouled so not only were the soldiers affected but also the environment and the residents in that area (ââ¬Å"Civil War Soldiers,â⬠1). The injured did not fare much better than the ill. Doctors could do little for torso wounds, so these men were often doomed to die. Injuries to the extremities were often amputated (ââ¬Å"Life as a Soldier During the Civil War,â⬠1). Life as a Union soldier was not easy. It involved hours of strenuous training on a daily basis paired with poor sleeping conditions. These men gave their lives to fight for what they believed in and supported: the preservation of the Union and the abolition of slavery. A soldier never knew what the following day would hold. Would they be playing a friendly game of baseball at camp, marching to their next battle site, or be greeted with a day of intense fighting? 360,000 of the 2 million soldiers were killed during the war (ââ¬Å"Civil War Soldiers,â⬠1). Fear did not stop soldiers from enlisting, though. Thousands of men signed up and left the lives they knew for small tents and tasteless hardtrack. How to cite The Daily Life of a Union Soldier, Essays
Thursday, December 5, 2019
Hierarchical Leadership Structural Supports â⬠MyAssignmenthelp
Question: Discuss about the Hierarchical Leadership Structural Supports. Answer: Introeduction: I have found that there have been many concerns about the effectiveness of conducting virtual meetings. Thus, I want to have a quick discussion on the some of the critical areas that needs consideration while managing and leading virtual teams. Here, I must mention that virtual teams have become the norm of most of the organizations operating globally. To be precise, I believe close to around 66 percent of the multinational companies relies on virtual team management for meeting the challenges of the geographical expansion, ensure cost savings and meet the increasing demand for the flexibility in workplace (Aiken, Gu and Wang 2013). However, the critical areas that need attention while leading and managing a virtual team include: Building Of a 24X7 Work Cycle: I believe that the different time zones are a complication but if we think differently, it is also an opportunity for increasing the efficiency of working around the clock (Hoch and Kozlowski 2014). Moreover, greater attention while delegating work will help in overcoming the conflicting deadlines and language barriers. Facing the Unexpected: At some point, there might be a technology failure due to either poor internet connection or the malfunctioning of software. In such cases, you will have to be prepared with either a Plan B or Plan C that can be in the form of dial-in numbers (Fan et al. 2014) Maintenance of Clarity: I believe that the presence of a virtual team often blurs the boundaries of the responsibilities. One can handle this situation by ensuring specific actions to each member after every meeting. Holding Accountability: It is also necessary to create a climate for peer-to-peer accountability that will help in building a sense of trust amongst the teammates (Keil, Lee and Deng 2013). Otherwise, this might leave room for concerns and ambiguity that might not be voiced. Thus, there should be smart handling following a bottom up approach involving everyone. Nurturing Emergent Leadership: Emergent leaders are critical for ensuring innovation. However, when dealing with a virtual team the leaders and the team members should have a shared understanding and sense of acceptance (White 2014). Although, emergent leadership helps in generating positivity but it is important to remember that it leads the internal coercion and burning out caused by the imbalance of the workload. Spotting Differences in Culture: To understand the background of every teammate a critical step needed for the establishment of successful collaboration amongst virtual team members (Verburg, Bosch-Sijtsema and Vartiainen 2013). I believe that expectations significantly vary when it comes to the balancing of informal and formal communication. This is also true in dealing with issues like individualism, perception of time and power distance relationships. For ensuring effectiveness, it is necessary for to use the available tools for making cross-cultural comparisons. I believe that with the consideration of the above critical areas there will be greater effectiveness in leading and managing the virtual teams. Therefore, it not only supports the success of the multiple employees but at same time helps in developing newer capability in terms of the organization. References: Aiken, M., Gu, L. and Wang, J., 2013. Task knowledge and task-technology fit in a virtual team.International Journal of Management,30(1), p.3. Fan, K. T., Chen, Y. H., Wang, C. W. and Chen, M. 2014. E-leadership effectiveness in virtual teams: Motivating language perspective.Industrial Management Data Systems,114(3), 421-437. Hoch, J.E. and Kozlowski, S.W., 2014. Leading virtual teams: Hierarchical leadership, structural supports, and shared team leadership.Journal of applied psychology,99(3), p.390. . Understanding the most critical skills for managing IT projects: A Delphi study of Keil, M., Lee, H.K. and Deng, T., 2013IT project managers.Information Management,50(7), pp.398-414. Verburg, R.M., Bosch-Sijtsema, P. and Vartiainen, M., 2013. Getting it done: Critical success factors for project managers in virtual work settings.International journal of project management,31(1), pp.68-79. White, M., 2014. The management of virtual teams and virtual meetings.Business Information Review,31(2), pp.111-117.
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