Slave Men Were Needed For Labour Wok Essay - 1911 Words

Slave men were needed for labour wok. Many slave women were required to keep the slave men, or slave owner men, company and as domestic and plantation workers, and were therefore not pitied or seen as being that weak. They also were seen as producers of the next generation of slaves, and was therefore mainly raped and abused by many masters. On average, a woman would have her first child at twenty years old. Salve women were also seen as not having high morals and as they were the property of the slave owner men then they could do what they like to them, and therefore it was not seen as rape. It was often also the case that white slave owner women would prostitute their women slaves to white men. Although men were more likely to flee, the lives enslave women led were mostly the reasons why they rebelled and attempted to escape from their lives; however, either would suffer worse consequences if or when they were captured as it was an offence to rebel against slavery. Slave women did all kinds of work, depending on their age or health, as did the slave children. The children under twelve years old cleaned the fields. Those over 12 years old were given light workloads to do, unless they were sick or the girls were pregnant or just had a child; some masters were malicious enough to make their pregnant slave women work even harder during pregnancy. Those that were sixteen years old and upwards did the heavy workload, while the elderly women supervised all the others. Slave womenShow MoreRelatedEmployee Motivation in the Organization: a Case Study of Nigerian Ports Authority13675 Words   |  55 PagesCHAPTER ONE INTRODUCTION 1.1 BACKGROUND TO THE STUDY AND SIGNIFICANCE OF THE STUDY Of all the factors of production, labour is the most important factor of production, which is supplied by the employees. The success or failure of any enterprise is therefore ultimately predicated on the willingness or otherwise of the people who supply the labour Force. A manager plays an important part in coordinating the efforts of individual workers to active organizational objectives. His work also include planning

Why Intelligence Is Measured By Standardized Test Scores...

In today’s American education system, the arts are typically referred to as â€Å"electives.† they are not mandatory and are seen as hobbies. STEM subjects (the sciences, technology, english, and mathematics) are viewed as necessary skills in today’s society. A student that has a talent for photography yet lacks considerable skill in mathematics is usually seen as unintelligent, or academically challenged. A different student, one who is gifted in mathematics, yet is below average when it comes to skills in their art class is not faulted for their loss of artistic talent. They are praised for their intelligence no matter their artistic prowess. Artistic students are constantly made to feel deficient, as if there is something wrong with them if the struggle with STEM subjects. This paper focuses on asking why students are made to feel that way. Why intelligence is measured in standardized test scores and letter grades. It will explore how lack of the arts and crea tivity is damaging to students, and how this disregard for creativity starts well before we are aware of it. It starts in elementary schools and primary education systems, and continues on into adulthood. One of the main concerns of this paper is how harmful this mindset can be to students. The modern idea of school curriculum is that every student should be tested for the same set of skills and in the same way, measuring every student up to the same standard. The problem with this is that the people who came up withShow MoreRelatedPersuasive Speech On Standardized Testing1513 Words   |  7 PagesStandardized Tests General Purpose: To Persuade Specific Purpose: To convince my audience that students should not be scrutinized under Standardized Testing Proposition: Scrutinizing students under Standardized Testing has not worked and does not work. Organizational Pattern: Problem-Cause-Solution Order Visual Aid: I may use a video on YouTube documenting experts’ knowledge on the subject INTRODUCTION I. Throughout the many years of the educational process, students are often met with differentRead MoreThe Rhetorical Analysis Of John Olivers Uses1000 Words   |  4 Pagesviews   on standardized tests are clear.   Ã‚  Ã¢â‚¬Å"Standardized test is the fastest way to terrify any child with five letters outside of just whispering the word clown†. Standardized tests are a way of testing a person’s intelligence. Teachers around the country prepare students all year just to fill in bubbles on multiple choice questions, evaluating whether or not they are capable of retaining information and passing the tests. However, a student should not be judged on how well he/she does on a test thatRead MoreSat and Its Disadvantages5228 Words   |  21 PagesThe SAT test was originally called the Scholastic Aptitude Test, then the Scholastic Assessment Test. The name was formally changed in 2004 to the SAT Reasoning Test, although it is still commonly known simply as the SAT. It is t he oldest and most widely used standardized admissions test in the United States. It measures reading, writing, and math abilities, as well as problem-solving skills. The SAT has undergone many revisions during its history, but it is currently composed of three main sections:Read MoreTeacher Motivation6898 Words   |  28 Pagesteacher motivation and its impact on student achievement. The purpose of this phenomenological study was to identify how mathematics teachers perceived the effects of teacher motivation on student achievement on the states Comprehensive Assessment Test (FCAT), job satisfaction influence on teacher motivation, and FCAT accountability influence on teacher motivation. The motivational theories of Herzberg, Vroom, and McClelland served as the conceptual framework.Ten mathematics teachers were interviewedRead MoreHigh School Student Essay20272 Words   |  82 Pageslearners? What are learning styles, and how should teachers respond to them? Who are learners with exceptionalities, and how can schools best meet their needs? Let’s see how learner diversity influences the lives of teachers. Shannon Wilson, a fifth-grade teacher in a large urban elementary school, walked around her classroom, helping student groups as they worked on their social studies projects.A number of hands were raised, and she felt relieved that she had Maria Arguelas, her special educationRead MoreCurrent Issues and Trends in Assessment in Early Childhood Education6428 Words   |  26 Pagesin Early Childhood Education The 1980s brought a new reform movement in education, accompanied by a new emphasis on testing. The effort to improve education at all levels included the use of standardized tests to provide accountability for what students are learning. Minimum competency tests, achievement tests, and screening instruments were used to ensure that students from preschool through college reached the desired educational goals and achieved the minimum standards of education that were establishedRead MoreMultiple Intelligences Seminar and Workshop14464 Words   |  58 PagesMultiple Intelligences Seminar/Workshop Content Outline: PART I – Explanation 1. What is the theory of multiple intelligences (M.I.)? 2. How does this theory differ from the traditional definition of intelligence? 3. What do multiple intelligences have to do with my classroom? 4. How has M.I. theory developed since it was introduced in 1983? 5. Who are the critics of this theory and what do they say? 6. What are some benefits of using the multiple intelligences approachRead MoreFactors Related to Students Performance in Nat13438 Words   |  54 PagesChapter I INTRODUCTION Background of the Study The National Achievement Test (NAT) is an examination given annually to assess the competency of both public and private school students. The students’ knowledge and skills are tested in the subjects of Mathematics, English, Science, Filipino, and HEKASI for grade school and Mathematics, English, Science, Filipino, and Araling Panlipunan for high school. The test is administered by the Department of Educations National Education Testing andRead MoreThe Effect of Peer Presure in Education17388 Words   |  70 PagesAppendix A : Questionnaire †¦ Appendix B : Reliability Analysis Appendix C: UCU students’ enrolment analysis 2006/2007 Appendix D: Pearson product moment correlation between former school background and academic performance †¦ †¦ †¦ 76 Appendix E: Letter of authorization from Dean, School of Education to carry out the research †¦ †¦ †¦ †¦ †¦ 77 7 LIST OF TABLES Table 1: Admission points and academic performance of some students who graduated in 2007 †¦ Table 2: Respondents by gender †¦ †¦ †¦ †¦ †¦Read MoreChallenges in Recruitment and Selection Practices4510 Words   |  19 Pagesrecruitment. Budhwar and Debrah (2004) also the falling educational standard in Nigeria has caused companies to be fine-tuning, and some times over hauling their recruitment and selection procedures, conducting a variety of aptitude and psychometric tests during the selection process. Budwar and Debrah (2004) in Nigeria, power and authority at the organizational level are significantly shaped by cultural respect for elderly persons as the elderly person is perceived more experienced than the younger

Lesson Plan for Student Centered Learning Strategies Free Essays

Learning Strategies Lesson Learning Strategies Lesson According to Dr. Deshler, most students begin to experience a performance gap in the fifth grade (Laureate Education, Inc. , 2012a). We will write a custom essay sample on Lesson Plan for Student Centered Learning Strategies or any similar topic only for you Order Now The bridge to close this gap is built by changing the pedagogy of the teacher and the learning strategies of the students. The learning strategies taught to the students enable them to develop into independent thinkers and learners (Friend Bursuck, 2009). Student-centered learning incorporates effective learning strategies with the mathematics curriculum and provides students with the means to meet their potential. Every sixth grade student learns to transition from multiplication with numbers to variables. This transition also includes a development from the distributive property of a monomial times a binomial to the product of two binomials. Finding the product of two binomials can be a daunting task, unless students are presented the material in connection with a learning strategy that they are able to master. The lesson, found in the appendix, is designed to facilitate the evolution of multiplication of monomials and binomials. It was taught to one struggling seventh grade student who is the product of social passing throughout her mathematical career. The mathematics was written to help the young lady succeed, despite other mathematical shortcoming that could stand in her way. The lesson was designed to begin with a review of mathematical vocabulary and the distributive property. Students learn better when new concepts are anchored to known or familiar ideas. The young lady has a solid understanding of the distributive property, but struggles with vocabulary. The warm-up program and Activity 1 provide the opportunity to align the vocabulary with the process that she has already mastered. This prior knowledge was then completed under a guided practice, with the student summarizing the process in her own words giving her ownership of the concept. The next step in the lesson was to connect the distributive property to multiplying binomials. Although this is an effective method for simplifying these products, it requires more writing and can be time consuming. With these hindrances in mind, the lesson moved into teaching the multiplication of binomials using the FOIL strategy. FOIL stands for the product of the First terms plus the product of the Outer terms plus the product of the Inner terms plus the product of the Last terms. The lesson connected these products to the corresponding letters of the word. Another method was taught during the FOIL process and this method was the quickest for her to acquire. It entailed drawing the lines to connect the First terms, the Outer terms, the Inner terms and the Last terms. When drawn above and below the binomials, the lemonhead face is formed. After numerous examples of these methods were practiced, the student completed some on her own. At the end of our time together, she went home with 10 problems assigned through our online mathematics program, Digits. Her score showed that she correctly worked 8 out of 10 problems correctly. Upon looking at her mistakes, both were errors in multiplying positive and negative numbers. According to Benson (2012), student-centered learning promotes authentic learning, helps students develop critical thinking skills and increases metacognitive awareness. By working through a well-developed lesson, teachers have the opportunity to teach, model and cue the use of various student-centered learning strategies (Laureate Education, Inc. , 2012 b). Students, with and without special needs, struggle to attain the skills learned throughout their educational careers. By becoming strategic learners, students are able to move past their difficulties through the incorporation of effective learning strategies. References Benson, S. (2012). The Relative Merits of PBL (Problem-Based Learning) in University Education. Online Submission. Retrieved April 2, 2013. Friend, M. , Bursuck, W. D. (2009). Including students with special needs: A practical guide for classroom teachers (5th Ed. ). Upper Saddle River, NJ: Merrill. Laureate Education, Inc. (Executive Producer). (2012a). Content Enhancements. [Webcast]. Baltimore: Author. Laureate Education, Inc. (Executive Producer). (2012b). Learning Strategies. [Webcast]. Baltimore: Author. Appendix Lesson Plan- Multiplication of binomials Standard: 6. EE. A. 3 Apply the properties of operations to generate equivalent expressions Warm-Up Problem (WUP) What do the following words mean? Product, sum, difference, binomial, increased by, decreased by Rewrite as 3(1+-2x) Rewrite as 3(1+-2x) Activity 1: Review the Distributive Property Directions: Multiply Ex. 1 4(5x + 7)Ex. 2 3(1 – 2x) 4(5x) + 4(7) 3(1) + 3(-2x) Rewrite as -8(-1+-9x) Rewrite as -8(-1+-9x) 20x + 28 3 + -6x = 3 – 6x Ex. 3 -2(6x + 11)Ex. 4 -8(-1 – 9x) -2(6x) + -2(11) -8(-1) + -8(-9x) -12x + -22 = -12x – 22 8 + 72x Activity 2: Try these on your own (OYO)! OYO 1 -5(x – 10)OYO 2 Write a brief summary of -5 (1x + -10)how to use the distributive property. 5(1x) + -5 (-10) -5x + 50 Activity 3: Multiply two binomials using the distributive property Ex. 5 (3x + 4)(x + 5)Ex. 6 (x + 3)(x – 12) 3x(x + 5) + 4(x + 5) x(x – 12) + 3(x – 12) 3Ãâ€"2 + 15x + 4x + 20 x2 – 12x + 3x -36 3Ãâ€"2 + 19x + 20 x2 – 9x – 36 (Continued on next page) Ex. 7 (3 – 2x)(2 – 3x)Ex. 8 (x + 2)(5x – 6) 3(2 + -3x) + -2x(2 + -3x) x(5x + – 6 ) + 2(5x + -6) 6 + -9x + -4x + 6Ãâ€"2 5Ãâ€"2 +-6x + 10x + -12 6Ãâ€"2 + -13x + 6 5 x2 + 4x – 12 Activity 4: Try these on your own (OYO)! OYO 3 (3x -1)(2x + 5)OYO 4 (x + 4)(x – 12) 3x(2x + 5) + -1(2x + 5) x(x + -12) + 4(x + -12) 6Ãâ€"2 + 15x + -2x + -5 x2 + -12x + 4x + -48 6Ãâ€"2 + 13x + -5 x2 + -8x + – 48 Activity 5: Multiply two binomials using FOIL (x + a)(x+b) F multiply the FIRST terms in the parentheses + O multiply the OUTSIDE terms in the parentheses + I multiply the INSIDE terms in the parentheses + L multiply the LAST terms in the parentheses Ex. 9 (3x + 4)(x + 5)Ex. 0 (x + 3)(x – 12) = (x + 3) (x + -12) F + O + I + LF + O + I + L (3x)(x) + (3x)(5) + (4)(x) + (4)(5) (x)(x) + (x)(-12) + (3)(x) + (3)(-12) 3Ãâ€"2 + 15x + 4x + 20 x2 + -12x + 3x + -36 3Ãâ€"2 + 19x + 20 x2 + -9x + -36 Ex. 11 (3 – 2x)(2 – 3x)Ex. 12 (x + 2)(5x – 6) (3 + -2x) (2 + -3x) (x+2)(5x+ -6) F + O + I + LF + O + I + L (3)(2) + (3)(-3x) + (-2x)(2) + (-2x)(-3x) x)(5x) + (x)(-6) + (2)(5x) + (2)(-6) 6 + -9x + -4x + 6Ãâ€"2 5Ãâ€"2 +-6x + 10x + -12 6Ãâ€"2 + -13x + 6 5 x2 + 4x + -12 Activity 6: Try these on your own (OYO)! OYO 5 (3x -1)(2x + 5)OYO 6 (x + 4)(x – 12) (3x + -1)(2x + 5) (x + 4) (x + -12) F + O + I + LF + O + I + L (3x)(2x) + (3x)(5) + (-1)(2x) + (-1)(5) (x)(x) + (x)(-12) + (4)(x) + (4)(-12) 6Ãâ€"2 + 15x + -2x + -5 x2 + -12x + 4x + -48 6Ãâ€"2 + 13x + -5 x2 + -8x + – 48 Activity 7: Applications Christina has a square garden. When she increases her garden’s width by 3 meters and decreases its length by 4 meters, the garden’s area is 60 m2. What are the dimensions of the garden before she changed everything? Step 1: Draw a picture and label X+3 X+3 X X X-4 X-4 X X Step 2: Write an equation A = L * W 60 = (x+3)(x-4) Step 3: Guess and Check (answer is 9 m) How to cite Lesson Plan for Student Centered Learning Strategies, Essays

Night by Elie Wiesel Persuasive Essay Example For Students

Night by Elie Wiesel Persuasive Essay Courtroom trial (prosecution) for Night by Elie Wiesel. NIGHT PROJECT (3/15/96) * Opening Statement:Ladies and gentleman of the jury, the prosecution team is representing the state of Israel against Mr. Idek. He was a kapo ( a Jew forced to be in charge of other Jews ). He was also in charge of the warehouse for electrical equipment. Mr. Idek has been charged with cruelty to the human race and the murder of a myriad Jews at the nazi concentration camp of Buna. We are here today to prove this man’s guilt in his heinous crimes against humanity beyond a shadow of a doubt. The prosecution will provide evidence of Mr. Idek beating the Jews he was in charge of just because he happened to be in a bad mood. We will also prove that Mr. Idek took advantage of and sexually harassed multiple women while in charge of the prisoners at the concentration camp. In conclusion the prosecution would ask the jury to listen to all facts and witness presented throughout this case and to come up with the only true verdict that humanity can deliver, guilty . * Questioning:(Pro The prosecution team)(Eliezer Elie Wiesel)(Mr. Wiesel Eliezer’s Father)(Idek Mr. Idek)(Juliek A violinist at the camp)(Judge His honorable Yitzach Herschel)EliezerPro Eliezer do you see the kapo that was in charge of you at the concentrat-ion camp?Eliezer yes there ( Eliezer points to Idek ). Pro Eliezer, when were you introduced to Idek?Eliezer When we reached Buna, the kapos randomly chose us. Pro What was your first â€Å"bad† impression of Idek?Eliezer When Juliek told us to stay away from him when he had his â€Å"bouts ofmadness†. Pro Did you ever see Idek beat or abuse any of the prisoners?Eliezer Yes many times, however, two of the most prominent occasions werewhen he beat my father and I. The first one he beat my father for not workingfast enough to suit him atthe time. The second one was when he beat me forsimply getting into his way. Pro Did you ever see Mr. Idek engage in any sexual or rape of any youngwomen at the camp while you were under his charge?Eliezer Yes, I once walked in on him and a young girl I assume was polish(since the camp had just gotten a trainload of polish Jews). Idek caught meand said, â€Å"You wait and see kid . . . . You’ll soon find out what leaving yourwork’s going to cost you . . . . You’re going to pay for this pretty soon . . . . and now, go back to your place.†Pro Did he ever carry out his threat?Eliezer Yes, Later during roll call Idek called out, â€Å"A-7713!† I steppedforward and he ordered me to lay down on a box he had brought out. I did as Iwas told and then Idek proceeded to whip me I counted 25 lashes of the whipbefore I lost conciseness. Pro Thank -you for your testimony Eliezer. Mr. WieselPro Mr. Wiesel do you see the kapo that was in charge of you at Buna?Mr. Wiesel Yes, he’s over there ( He points at Idek )Pro Were you treated any different because of your older age?Mr. Wiesel Yes, Idek seemed to take a specific dislike towards me because Iwas older than most of the men that were in his charge. Pro Thanks you for your testimony Mr. Wiesel. .uc4840db7947c3fd1aa0d07d76cac3c02 , .uc4840db7947c3fd1aa0d07d76cac3c02 .postImageUrl , .uc4840db7947c3fd1aa0d07d76cac3c02 .centered-text-area { min-height: 80px; position: relative; } .uc4840db7947c3fd1aa0d07d76cac3c02 , .uc4840db7947c3fd1aa0d07d76cac3c02:hover , .uc4840db7947c3fd1aa0d07d76cac3c02:visited , .uc4840db7947c3fd1aa0d07d76cac3c02:active { border:0!important; } .uc4840db7947c3fd1aa0d07d76cac3c02 .clearfix:after { content: ""; display: table; clear: both; } .uc4840db7947c3fd1aa0d07d76cac3c02 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc4840db7947c3fd1aa0d07d76cac3c02:active , .uc4840db7947c3fd1aa0d07d76cac3c02:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc4840db7947c3fd1aa0d07d76cac3c02 .centered-text-area { width: 100%; position: relative ; } .uc4840db7947c3fd1aa0d07d76cac3c02 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc4840db7947c3fd1aa0d07d76cac3c02 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc4840db7947c3fd1aa0d07d76cac3c02 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc4840db7947c3fd1aa0d07d76cac3c02:hover .ctaButton { background-color: #34495E!important; } .uc4840db7947c3fd1aa0d07d76cac3c02 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc4840db7947c3fd1aa0d07d76cac3c02 .uc4840db7947c3fd1aa0d07d76cac3c02-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc4840db7947c3fd1aa0d07d76cac3c02:after { content: ""; display: block; clear: both; } READ: The Diagnosis and Treatment of Obsessive-Compulsiv EssayJuliekPro Juliek do you see the kapo that was in charge of you at Buna?Juliek Yes, he’s over there ( He points at Idek )Pro Why were you in the orchestra block?Juliek I was there because I am a violinist. Pro Did you ever warn Eliezer and his father of Idek?Juliek YesPro Why?Juliek I warned them because Idek had a split personality, he could be in