Education Coursework Example | Topics and Well Written Essays - 250 words

Education - Coursework Example They are mainly used to inspire young people to wake up to reality. In the past I have engaged in different writing such as journals, novel, essays and play (Chandler, 2011). I began by wring essays on issues surrounding education and family affairs then moved to plays and novels on love and romantic. Dwelling much on current social issues are my journal articles produces annually. I have written essays letters and poems frequently in the past and continue with them in the present. Of late I have focused most of my attention to poem and essays. Poems are dedicated to the students in the elementary college and the essays tackles issues surrounding education in the contemporary society. This has motivated to specialize in writing books and journal on education. Record keeping has been my concern right from the beginning. Since I began to write the essays I have all the record and the dates, in which they were published, the record has enabled to explore different areas that are not yet exploited (Rudgley, 2000). I do not like writing under deadlines but I set for myself the time frame to write and produce an article. Working under pressures leads to substandard articles which reflect poor approach. I enjoy most creativity in writing. I can create a fictions story to be a true story. Another issue interesting me writing is that writing is self initiative, no one compels but it is out of willing interest (Chandler, 2011). On the other hand what discourages me about writing is that it is time consuming and other scholar can use your document without permission. This behavior among scholar is rampant and destroys the good work that has been

Seiler BMW London Essay Example for Free

Seiler BMW London Essay I want to include the BMW logo on the top middle and my logo on the top right so when people open a letter they can see straight away, that it is a letter from the BMW company. And after that they see my logo and know from what BMW company. compliment slips: I want to include BMW logo and my own logo beside each other on the bottom right. So you can find it straight away, when you are looking through a bunch of compliment slips. 3-folded leaflet: I want to include my and BMWs logo on the bottom, beside each other, on the last page. So when you looked through it you see what company it is from. Also I want to put a little BMW logo in the middle of the first page. These are the two logos: BMWs on the right and my one on left: Design In my design I will decide between 3 3-folded leaflets, 3 business cards, 3 headed paper and 3 compliment slips. I will design everything myself and I will produce the chosen design for my company: Seiler BMW London I will design all of my product by hand on the following pages. I will include some of the information I analysed on my collected BMW product. I also have to include the BMW logo and my logo on every product. On the following pages I will show you 3 sketches of every Item I want to produce. I will choose on of these and tell you why Ive chosen it. On the next page I will how you 3 headed paper designs. I will show every design (of the product) to people and get their opinion. They will choose with me what product I am going to produce because it is not important if I think that the product is good but the people have to tell me if it is good. So every produced product was chosen by me and the opinion of the people Ive asked. I will show now ones more the BMW logo and my logo (Seiler BMW London) so I can show the EXACT colour I have to use on my products: Dark Blue White Black Grey (letters).

Educating Students With Autism English Language Essay

Educating Students With Autism English Language Essay Many people with ASC (autism spectrum conditions) have intricacy in identifying emotions in themselves and other people. For young children learning to speak, suffering from autism present a special problem to their teachers as well as parents as they are faced with the challenge of teaching these unfortunate children how to express themselves through speech. The importance of effective communication cannot be underestimated. Yet teaching students with autism is not an easy task, it requires patience and use of special assistive technology tools to help these children learn how to form words and use them effectively. There are various technologies that can be used, while other are simple some of these technology are so advanced and needs extra training to use them. One of the basic technologies that has been used for a number of years is Picture Exchange Communication Systems (PECS ) studies have indicated that this technology improves communication of children with autism This paper intends to discuss on the use of this assistive technology to educate students with Autism. Introduction People with autism spectrum conditions have impairments in public communication; included in this core impairment is an intricacy with the social emotional reciprocity in addition to nonverbal communication such as gestures, facial expression and eye contact. Regularly, people with autism spectrum conditions have difficulties identifying emotions particularly complex emotions that call for metalizing (jealous, embarrassed, sarcastic) in both themselves and other people. All of these complications can add to challenges in keeping and making friendships and other encouraging peer relationships. WHAT IS ASSISTIVE TECHNOLOGY? Assistive technology tool means any piece of equipment, item, or product system, whether acquired commercially, modified, off-the-shelf, or customized, that is used to maintain, increase, or improve functional abilities of people with disabilities. Assistive technology service directly assists people with a disability in the acquisition, selection, or use of an assistive technology. The Use of Assistive Technology to Educate Students with Autism The theory of mind is one conceptualization used to explain the social impairment in autism spectrum conditions (Golan and Bauminger, 2006). The theory states that people with autism spectrum conditions have an intrinsic disability in terms of recognizing the psychological perspective of others. That is, they have problem imputing emotion, meaning, and intent to other people. Deficits in this part are serious to effective social interaction, to a great extent it is anticipated on knowing what other people are feeling or thinking. Getting to know emotions is one aspect of the capability to take another persons perspective. A number of studies have researched on the interventions to educate individuals with autism spectrum conditions to identify emotions. These comprise social skill instruction (Golan and Bauminger, 2006) and assistive technology interventions. For instance, Bauminger (2006) examined the use of a behavior based intervention to assist in the emotion recognition skills of 15 high responding kids with autism, ages 8 to 17. The intervention involved lessons from a social skill syllabus used in the school setting for 2 to 4 hours per week for 7 months. The lessons comprised of activities such as role play and just plays with a normally developing peer and working on the skills acquired from each weekly lesson with parents at home. The end results showed advancement in the kids emotional ability and knowledge to give examples of difficult emotions. Specially, at post intervention, the partakers with autism were likely to start social communication with their peers and spent a lot of time displaying encouraging social behaviors. In another study, Hadwin, Baron-Cohen, Howlin, and Hill (1996) taught children with autism spectrum conditions to foresee and identify emotions in others using a computer based intervention called the Emotions Trainer. Partakers between the ages of 12 and 20, incorporated in either a control group or an experimental, were diagnosed with either Asperger syndrome or autism. The program comprised of five sections that incorporated asking the user to select the correct emotion out of four options explaining photographed facial expressions, events or situations, and descriptive captions and objects. Contrasted to the control group, the experimental group showed improvement in their ability to recognize emotions in tale and cartooned circumstances that triggered an emotional response, but not in their recognition of emotion in pictures (facial expressions), on which both intervention and control groups demonstrated improvement. The following section will examine Picture Exchange Communicat ion Systems (PECS) as one of the key assistive technology used to assist students with autism. Picture Exchange Communication Systems (PECS) This is a low technology assistive system created as an augmentative and alternative communication (AAC), where pictures are used in place of words to assist children with autism to communicate because of their problems in speech development. At the initial stage of using PECS, a child is provided with a number of pictures of favorite toys or foods. If the child requires any of these things, he simply gives the picture of the specific item to a therapist, teacher or even caregiver (Charlop-Christy, et al. 2002). The person receiving this picture in return hands the toy or food to the child. Through this exchange, communication is then strengthened. Similarly PECS can as well be applied to make suggestions regarding things viewed or heard within the surrounding. For instance, a student might view a car passing by and give a picture of a car to his teacher. The objective of this method is that, when a child starts to acknowledge the importance of communication, the child will start using natural speech instead of pictures. How this assistive technology works A student with autism can be taught how to use this technology by his teacher, caregiver or a therapist, who understands the way this technology works. Normally, an applied behavior analysis (ABA) method is applied. Through this method, prompts are offered to control the picture exchange. More so, in the initial stages of PECS training, the student selects a picture he wants and gets what is on the picture, for instance food. Receiving food is meant to give a positive reinforcement to the student for his use of the picture in communicating. Normally PECS training entails six stages: Stage I: the teacher lists down a list of the students favorite items normally starting with foods. A single item from the list is chosen for the opening training lesson, and items picture is drawn. The item can be put in a place visible to the student, to allow the student to view the item but not to pick it. When the child seems interested in the item, the teacher gives such a student a picture card of the item. The teacher guides the students hand to pick the picture and give it to the teacher. The moment the teacher receives the card from the student, he communicates loudly the want the student wants, for instance, he say so you want the cake and give the cake to the child. Stage II: the teacher moves a little distance in order for the student to move towards him to give the picture card to the teacher. Stage III: the student is provided with several picture cards so that he can choose the one representing what he wants. The selected picture card is given to the teacher, at this moment; the student may use a binder or a communication board where the cards will be held. Stage IV: at this point, the student is provided with a card written on I want____. The student has to use this card together with the picture card illustrating what is wanted. The concept is that the student will learn the way to communicate through complete sentences. Those students who can not read the words can be in a position to recognize the words written as symbols on the card. Stage V: prior to this stage, the student has never been directly what he wants, at this stage, the teacher asks the student directly what he wants, and then waits for the student to select a picture representing what the students wants. This lesson builds the basis for future communication between the student and the teacher when the teacher wants to find out what the student wants. Stage VI: the moment the student is able to fluently use PECS, and has managed to generalize the system to use it to communicate with other people apart from the teacher; the student is taught the way make suggestions on something that he has observed. The teacher picks up something interesting and asks the student to say what the item is. At that stage the teacher also picks a card with I see _____. The student is to match the card with what he is seeing. In this manner, the child is able to learn how to communicate what he observes together with his experiences to other people (Charlop-Christy, et al. 2002). Theory behind this technology The express reinforcement coming from immediately receiving what a student with autism is the main principle of PECS. A student is able to show his inner wishes without speaking any words, and be rewarded. Such tangible rewards greatly reinforce such a child compared to social rewards, particularly during the initial stage of communication. PECS could as well improve the social relations of an autism child. This is because the child is able to learn to initiate communication; more so, at this point the child is not expected to speak, so the child is less intimidated. How effective is the technology A number of studies carried out have indicated that PECS is useful tool in helping children with autism. For example, a study carried out by Schwartz, et al. (1998) on eighteen preschool students suffering from autism and with speech difficulties established that those children were able to communicate through PECS in their school days. However, after a training of one year, nearly 50 percent of these children stopped to use PECS and instead began to natural communicate (Schwartz, et al. 1998). More studies supporting this observation were found by (Charlop-Christy, et al. 2002). generally, evidence from a number of studies have established that PECS assistive tool is an effective technique in developing natural speech in children suffering from autism, particularly if they are taught how to use this tool when is below six years of age (Bondy, 2001). Side issues This technology has no known side effectives to children with autism. Though a number of parents showed concerns that their children could end up depending on PECS as their communication tool, and fail to develop their natural speech, this concern lacks any credible support from studies. On the contra, there is credible evidence showing that children suffering from autism are able to learn through PECS to develop their speech quicker compared to those who have not used PECS (Bondy, 2001). Conclusion Children suffering from autism conditions have impairments in public communication; included in this core impairment is an intricacy with the social emotional reciprocity in addition to nonverbal communication such as gestures, facial expression and eye contact. Such children need special assistance when at school to improve on their communication special speech. Teachers and caregivers have a number of assistive technologies that they can use to assist these children. As discussed above one of the very effective and easy to use assistive technology is Picture Exchange Communication Systems (PECS), though it involves only six stages, they offer the child with the required speech mechanism and enable a student with autism to al least be able to form words and communicate his feelings. Nevertheless, as noted by Charlop-Christy, et al. (2002) this technology can be used together with other technologies for better results.

The Most Important Event in My Life Essay -- essays research papers

The Most Important Event in my Life   Ã‚  Ã‚  Ã‚  Ã‚  The most important event in my life, didn’t even happen to myself, but happened to my older sister, Becky. The reason I am writing about her is because the things that have happened to her and the things she has done in the past have affected me tremendously as well as my family. Her life used to be filled with nothing else but drugs, stealing, and lying. My family has never been the same since then.   Ã‚  Ã‚  Ã‚  Ã‚  It all started out when my very shy, self-conscious sister didn’t really fit in well. She was 16, chubby and had very few friends. One day Becky’s best friend Debbie introduced her to 19 year old guy name John. Becky and John hit it off very well and started dating by the next week. They spent all their time together; he came to our family events but was very quiet and didn’t really talk to anyone besides my sister. Over the next couple of months, my family and I saw a change in Becky. She was losing lots of weight and we questioned her and she just claimed she was on a diet, so we thought nothing else of it. We also noticed another change in Becky, she not only lost about 30 pounds in a couple of months, but every time we talked to her she had this look on her face that she was about to fall asleep, or at least pass out. She then proceeded to claim that she was tired, so again there was nothing we could do.   Ã‚  Ã‚  Ã‚  Ã‚  As a couple of years went by she was gaining ...

Asian American issue

Asian American's have engaged on the issue of sexuality. It started with the same sex marriage ordeal in Hawaii in the 1990's. Same sex marriage has been a regular ongoing debate and Asian American became involved since the 1998 ballot in Hawaii. In Hawaii there was huge debate between many groups. First off, The Japanese American Citizens League in 1994 decided to affirm its commitment to support the basic human right of marriage which included the right to marry for same-sex couples.In Helen Zia's book Asian American Dreams, JACL were concerned about protecting civil and constitutional rights, whereas the general populace of Hawaii was not. This was the first national civil rights membership organization to publicly and actively adopt this position, and has continue to be the forefront for advocating same sex marriage. The JACL tried to frame this as a political issue rather than a moral issue. Discrimination was the big factor of this.They linked the idea of same-sex arriage to in ternment camps and the redress movement (Barney Frank). The moral issue of this was that people says that same sex marriage is against religious belief but the US Amendment says that religion and state are separate so that this should not be a factor. This lead to the ballet initiative 2 in 1998 in Hawaii. â€Å"Amendment to ban same sex marriage. † The yes vote was â€Å"no to gay marriage† and the no vote was â€Å"yes to gay marriage. † (Which made it a little confusing). A bunch of interest group played a big role in this.The movement to legalize same sex marriage failed in Hawaii because of how much the impacts of special interest groups. First off, JACL interest group voted no based on discrimination. The Japanese in Hawaii voted no as a block. Native Americans voted Yes on this ballet because they believed it would affect tourism and threaten sovereignty. The Gay/Lesbian voted no obviously base on their self interest discrimination. The Religious group vo ted yes on this because marriage in their religion is said to be a man and a women.And last, the land developers voted yes for their own self interest for real estate reason. The outcome of this was Yes 70% and No 30%. The gap in this was huge because of many reasons. The lobbing money of the Yes group helped. The moral vs the political debate played a huge role and the moral framing won because of the same sex was looked at as â€Å"inappropriate†. Morally, those groups Just believed man-women was what marriage is even though they do not seem themselves Just discriminating in another way.

Discussing Friendship Lesson for English Learners

Discussing Friendship Lesson for English Learners Friendship is central to everyones life. Ive found over the years that students are always happy to speak about their friends. An added bonus is that speaking about friends requires students to speak in the third person - always useful practice for the dreaded s in the present simple. Discussing work or conversations about love can be fruitful, but if there are problems at work or at home, students might not want to discuss these popular topics. Friendship, on the other hand, always provides good stories. Use these quotes about friendship to help students explore their notions, preconceived ideas, expectations, etc. about their own friendships, as well as discuss what true friendship really means. As quotations generally provide insight into the topic, ask students to use the questions to help guide them through a discussion of each quotation. Aim: Improving conversational skills related to friendshipActivity: Exploration of the meaning of quotes related to friendshipLevel: Intermediate to advanced Outline Take a quick classroom survey rating their workplace asking students for a definition of friendship.Compare and contrast traditional views of friendship with the current trend of liking and friending on social networks.Read one of the quotes on work. Discuss as a class using the questions provided in the handout.Have students get into small groups of three to four students.Ask students to use the questions to discuss the quotes and how they relate to their own friendships.As a class, ask students if there were any comments/views that surprised them and why.As a class, clarify the characteristics of a good friend. Write a list on the board separating acquaintance and friend. What are the differences between the two?As a follow-up exercise, ask each student to write a short cause and effect essay based on their favorite quote about friendship. Students should include the reasons why they believe the quote is true and what effects following the advice should have. Questions Evaluate each quote below using these questions. Does the quote define friendship? How?Does the quote seem to suggest the differences between a true friend and someone who is not?Does the quote provide a key to success in friendships? If yes, what seems to be the key?Does the quote caution you about something concerning friendship?Is the quote humorous? If yes, whats the point of the joke?Which quote seems the closest to your own definition of friendship?Which quote do you disagree with? Why? Quotes â€Å"Dont walk behind me; I may not lead. Dont walk in front of me; I may not follow. Just walk beside me and be my friend.† ― Albert Camusâ€Å"Its the friends you can call up at 4 a.m. that matter.†Ã‚  Ã¢â‚¬â€¢ Marlene Dietrichâ€Å"The capacity for friendship is Gods way of apologizing for our families.†Ã‚  Ã¢â‚¬â€¢ Jay McInerney, The Last of the Savagesâ€Å"The worst part of success is trying to find someone who is happy for you.†Ã‚  Ã¢â‚¬â€¢ Bette Midlerâ€Å"Anybody can sympathize with the sufferings of a friend, but it requires a very fine nature to sympathize with a friends success.†Ã‚  Ã¢â‚¬â€¢ Oscar Wildeâ€Å"Wishing to be friends is quick work, but friendship is a slow ripening fruit.†Ã‚  Ã¢â‚¬â€¢ Aristotleâ€Å"A friend may be waiting behind a strangers face.†Ã‚  Ã¢â‚¬â€¢ Maya Angelou, Letter to My Daughterâ€Å"Friendship is delicate as a glass, once broken it can be fixed but there will always be cracks†Ã ‚  Ã¢â‚¬â€¢ Waqar Ahmedâ€Å"Friendship is always a sweet responsibility, never an opportunity.†Ã‚  Ã¢â‚¬â€¢ Kahlil Gibran, The Collected Worksâ€Å"The antidote for fifty enemies is one friend.†Ã‚  Ã¢â‚¬â€¢ Aristotle