An Observation

An Observation

I observed a 4-year old program.
A. When I got there they were eating lunch and they all seemed to be very active there were 3 boys that were quite riled up and the teacher handled it by splitting them up and just talking in a quiet voice. They then lined up after eating and emptied their trays and milk cartons and walked to their lockers and put their lunch bags in them, by themselves. When we got to the classroom they had a bit of free play time and I observed quite a bit of sharing and cooperating for the most part. And they all cleaned up after themselves. When the teacher sang the clean up song. They then got out their carpets (pieces of carpet that had their names on the back) and put them on the floor and sat on them waiting for the teacher to start circle time. They did the calendar by having the leader come up and point to the numbers on it and they then told him what number came next. Next they said the days of the week and counted the children. After counting the children the teacher held up owls with a childs

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Elizabeth Cady Stanton

Elizabeth Cady Stanton

Elizabeth Cady Stanton

Elizabeth Cady Stanton was the first woman to start the women?s rights movement. It all started in London, when she and another fellow American, Lucretia Coffin Mott were attending an abolitionist meeting. Because they were women, they were forced to sit in the back so nobody would see them. When they went back to America, she organized the first women?s rights convention. She held it at her home at Seneca Falls. There, Stanton wrote the Declaration of Sentiments. She wrote it using the Declaration of Independence as her model. For an example, the Declaration of independence states that ?All men are created equal?, but Stanton wrote, All men AND women are created equal?.
During the Civil War, Stanton worked hard for abolishing slavery and women?s rights. When her abolition group favored voting rights for blacks but not for women, she left the group. Then, Stanton and Susan B. Anthony founded the National Woman Suffrage Association. She was the president up until 1890.

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Benjamin Franklins Autobiography

Benjamin Franklins Autobiography

A good writer should have the ability to be aware of his or her surroundings. This skill can be applied to writing and to everyday life. A writer must be able to analyze and evaluate all the aspects of his life. Storytelling is a precious talent.
These writing that I have composed are all stories of my ability to be aware or unaware of my surroundings. They are tales about interaction with other people and places. Through this process, I have been able to examine myself. I began to investigate how others might perceive me and how I perceive others.
I find myself typical, falling into common stereotypes. I am the typical girl who loves to shop. I paint my nails pink and carry designer bags while I am out on the town. I am the typical writer, constantly over analyzing things, asking myself questions like ?why does the world work this way?
I am also the typical college student who is broke with hardly any money. I am tired from working a late shift the night before. I also wish this day was over already

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Applying Psychology Attending a University

Applying Psychology: Attending a University

Applying Psychology: Choosing to Attend a University

The choices a person makes in life depend entirely on how they perceive the world and the people around them. When it comes to making a decision that could affect the rest of my life, I take much consideration into all the possible outcomes of my decision by observing those who have made each of the choices possible. When it came to choosing whether or not to attend a university, several psychological factors played an important role in helping me to reach a decision.
Towards the beginning of high school, the thought of studying, homework and class-work was rather unpleasant. I remember seeing 9th grade as such an unreasonable obligation. It wasn?t until my junior year that I suddenly realized that the work I did every day, even the smallest of assignments, actually mattered. Why did everything matter College! If I could study, complete all assignments, and get good grades, the end result would be my acceptance into a good university. Looking towards psychology to classify this revelation, I found the answer in a theory dealing with Operant Conditioning. In my case, the Premack Principle could describe accurately my reasoning for attending a university.

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El Ganador

El Ganador

The first World War was a horrible experience for all sides involved. No one was immune to the effects of this global conflict and each country was affected in various ways. However, one area of relative comparison can be noted in the experiences of the French and German soldiers. In gaining a better understanding of the French experience, Wilfred Owens Dulce et Decorum Est was particularly useful. Regarding the German soldiers experience, various selections from Erice Maria Remarques All Quiet on the Western Front proved to be a valuable source of insight. A analysis of the above mentioned sources, one can note various similarities between the German and French armies during World War I in the areas of trench warfare, ill-fated troops, and military technology. Trench warfare was totally unbiased. The trench did not discriminate between cultures. This “new warfare” was unlike anything the world had seen before, millions of people died during a war that was supposed to be over in time for the holidays. Each side entrenched themselves in makeshift bunkers that attempted to provide protection from the incoming shells and brave soldiers. After receiving an order to overtake the enemies bunker, soldiers trounced their way through the

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Walt Whitman

Walt Whitman

Walt Whitman is one of the most significant writers in literature not only in American but also for world literature. He had an interesting life. He was from Long Island, New York and was a New Yorker most of his life. He moved to Brookline with his family at age five, and this had an influence on him. He dropped out of school at age eleven and went to work for a printer. He eventually ends up as a writer for a paper in which he does editorials. He was also a teacher. Although in both professions he got in trouble, he was a good newspaper writer and teacher. He just didn?t like doing the work and he was fired from one newspaper for being lazy. Early in 1850, he had to move back home and live with his family. His family gets tired of him because he loafs around. He does do some carpentry work, but mostly just lies around and reads. Due to his extensive reading, he becomes an expert on Egypt and astronomy. During the Civil War, he works in a hospital in Washington DC area attending to wounded soldiers. He will become our foremost Civil War

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Adult Learning Theories

Adult Learning Theories

Adult Learning Theories Using Theorist Knowles & Dewey

John Dewey: The later works 1938?1939, Vol. 13 (pp. 1?62). Carbondale, IL: SIU Press.
Over half a century ago, Dewey (1938) expressed the belief that all genuine education comes through experience (Dewey 1938). Since then, many educators have struggled with the complex implications of that simply stated notion. Recognizing its complexity, Dewey advised using those cases in which we find there is a real development of desirable [experiences] and to find out how this development took place (p. 4) and using this new understanding to guide our efforts at teaching and learning.
The notion of inquiry appears in many places in Deweys work, though he began to refer to it using that term only in his later writings. In Experience and Education (1939/1991), Dewey wrote, “the immediate and direct concern of an educator is ? with the situations in which interaction takes place” (Dewey 1938)
Dewey writes of a ?new education,? wherein, rather than learning from ?texts and teachers,? students learn from experience and there is ?active participation by the students in the development of what is taught.? Dewey argues that this model breaks down the barrier between school and the rest

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Holocaust

Holocaust

The Holocaust is a term that is synonymous with genocide. In the Webster Merriam dictionary this term has two meanings; the first is a sacrifice consumed by fire. The second meaning is a thorough destruction involving extensive loss of life especially through fire. In regards to the historical event known as the Holocaust, the second definition is the most fitting. This definition is appropriate because that is exactly what the Holocaust was: a complete destruction of a sect of people, mainly Jews, through the use of fire (primarily ovens in which their bodies were burned in). When speaking of destruction, it is important to understand that not only were bodies and lives destroyed, but the spirit of the Jewish people was shattered.
There are many different questions concerning the Holocaust that have risen overtime. Whether or not the Holocaust ever existed has been debated for decades. To this day people have doubted the actual existence of the Holocaust, as well as the issue of how long the Holocaust was actually around for or when it even started. Not only when, but where it all happen, is also a pertinent part of understanding the

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Walden

Walden

In Henry David Thoreau?s ?Walden? it is quite evident that Thoreau seeks to control the world in which he lives. The book is about Thoreau taking control of his life by moving away from society so that he can live by himself. Thoreau?s going back to the primitive if you will.
Thoreau feels that society has strayed too far from the ?pursuit of excellence and purity?. He states that man has become too ambitious and too greedy. Man desires to own and gain too many things. People are not living simply anymore. To Thoreau the cost of something is not really its actual cost in dollars and cents. To him the cost of something is the amount of life one person must exchange for it. He claims a man is rich in proportion to the number of things he can let alone. Rather than accumulating things (possessions) Thoreau wanted to enjoy the richness of time. His trek to Walden Pond us his attempt to break away from the lives of desperation that he saw most people lead.
Thoreau borrows an axe and builds a cabin for himself on the shore of Walden

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Adult Learning

Adult Learning

Lifelong learning is already a reality for many adults. Some engage in learning to keep up with the rapid societal changes, others to improve their knowledge and skills. However, we know from work carried out in different places that a substantial number of adults do not participate in lifelong learning. Some face barriers to access that arise for a range of reasons, including financial constraints and changing human resource development practices in firms.
But for many adults, barriers to participation arise because the available learning opportunities are poorly adapted to their learning needs or the situations in which they find themselves. If lifelong learning is to be a reality for those adults that are now excluded, there is need for more than simply a policy commitment to serve all: we need more policy and program know-how.
In April 1998, the U.S. Department of Education, held an international conference on How Adults Learn. The purpose was to further the understanding of how programs and policies could be better adapted to the learning needs of adults who, so far, have been underrepresented in lifelong learning. In our search for sound answers we sought out the views and experience of researchers, practitioners, and policymakers from

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