Magazine article on E-books Essay Example for Free

Magazine article on E-books Essay Cassettes-sidelined! DVDs –gathering dust! VHS-retired! Technology mutates and evolves leaving redundant platforms in its place. Much of the time technology is beneficial and change is good, however occasionally change is not so auspicious and we do not realise what we have lost until it’s truly gone. The book. The Bible, The odyssey and The Gruffalo (and that’s not even mentioning the poets). All books which have stood the test of time and are still being read as much today as the moment they were published; with these texts societies were bound and broken; lessons were learned and empires fell; all to the humble book. However the brazen veteran; the book; is endanger of being stripped of its crown by the young and brash E-book. In the words of Northrop Frye books are the only piece of technology which has not become socially defunct–Yet! They have stood firm whilst DVDs, tapes and vinyl like empires, rose and fell. However the frog like e-book with its dull boring features and its fabulously annoying Wifi connectivity could be the bane of books. E-books are vastly growing in nature, like a weed; multiplying on every train, beach and plane you see them they are growing in number and his suggested by 2016 there will be nearly 10 billion of these dastardly devices roaming the world. Even the mere existence of E-books has created a whole new type of piracy where people are ripping off hard working authors and publishers by getting counterfeit e-books online for free. This illegal practice was consummated by the emotionless e-book. These characterless devices rob the tangible nature you get from books. The feel of the paper the smell of the ink all contribute to the sensation we get from reading. E-books rob this from us and sadly soon children will not understand this interaction as they will be more familiar with the blistering headache the monotonous e-book provides.

The Beneficial Head Start Program Essay -- essays papers

The Head Start program is a beneficial one that helps youth overcome educational setbacks. In order for one to understand the benefits of the program one must know what its goals are, how its goals continue to be accomplished, what specific setbacks are remedied from it and how others feel about it. Head Start is a comprehensive child development program that has an overall goal to prepare children from low-income families for school (The Administration For Children And Families, 2002). To prepare a child for school the program has the goal of meeting educational, health, social service, and parental needs. â€Å"Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith, 2002).† The program has met a goal of impacting child development and day care services, and the increasing availability of services offered to low-income families and their children (US Department of Health and Human Services, 2002). There are many factors that play a part in the accomplishment of these goals. Head Start meets educational needs by ensuring that each child is exposed to different learning experiences that nurse intellectual, social, and emotional growth (U.S. Department of Health and Human Services, 2002). The children are in an atmosphere for gaining knowledge but at the same time are placed with peers whom they can build social skills and form relationships with. Health needs are met due to the program’s emphasis on early detection of medical problems. Each child in Head Start becomes involved in a health program. The health program covers immunizations, medical, dental, and mental services (U.S. Department of Health and Human Services, 2002). Immunizations are ... ...t in any benefits offered by the Head Start program.† This is the time when that statement is proven wrong. â€Å"In 1968, Head Start began funding a program that eventually became called Sesame Street. It is a Carnegie Corporation Preschool Television Show that is still aired to this day (The Administration for Children and Families, 2002).† Granted some people have not viewed the show , however, their children may have. If that is not the case plenty of people are still familiar with the name and concepts of the show Sesame Street. The Head Start program is extremely beneficial to communities across the United States of America. The program set goals, continues to accomplish them, remedies educational setbacks for low-income families and children and raises debates about the success of such programs which only pushes them to strive harder to reach their goals.

The Benefits Of Cooperative Learning For Students Education Essay

Why the Cooperative Learning is good for ELL pupils? The range of this research paper is to show the importance of using the concerted acquisition groups to assist ELL pupils to accomplish English linguistic communication proficiency. How does cooperative larning benefit English scholars? David Noyes answers this inquiry with a profusion of research-based facts as it follows: it is non â€Å" endangering † promoting a low affectional barrier, which facilitates a better comprehensive input, the information provided comes from at least two beginnings, the instructor and equals, with the consequence of an improved keeping, and is strategic and purposeful through staging and differentiated direction. In add-on to already advert Multisensory Approach noticed by Noyes, Hammerken suggests that practising with a equal, experimenting different survey attacks help pupils achieve better on appraisals ( 2000, p.88 ) . In add-on, the concerted acquisition activities encourage sharing and edifice background cognition. The cultural, emotional, and geographical scheme of each pupil is enhanced through brainstorming, group treatments, the usage of in writing organisers, reappraisal of text, reappraisal vocabulary in context . Furthermore, an of import supporting statement is that it â€Å" maximizes the acquisition of English. † Noyes cites Cummings naming the co-op larning an â€Å" empowerment teaching method. † Dr. Cummings in his article Putting Language Proficiency in Its Topographic point: Reacting to Critiques of the Conversational/Academic Language Distinction stress the importance for pedagogues to do the differentiation between basic accomplishments and academic proficiency accomplishments, â€Å" I have suggested that in order to turn to these issues ( Critiques of the Conversational/Academic Language Distinction ) we need to do a cardinal differentiation between colloquial and academic facets of linguistic communication proficiency ( originally labeled basic interpersonal communicative accomplishments [ BICS ] and cognitive academic linguistic communication proficiency [ CALP ] † ( Cummings,19797 ) . The linguistic communication development for bilingual pupils is recommended, â€Å" by supplying pupils with extended chances to transport out undertakings look intoing their ain and their community ‘s linguistic communication usage, patterns, and premises † ( Cumm ings, 1979 ) , which are the features of concerted larning groups activities. Furthermore, Dr. Krashen in his article What is Academic Language Proficiency? explains that understanding and doing the difference between basic interpersonal linguistic communication accomplishments and Academic Proficiency accomplishments is of import for pedagogues in their attempt to back up linguistic communication acquisition, going the â€Å" cardinal end of linguistic communication learning plans. † The article ‘s accent is on the schemes employed to ease the linguistic communication acquisition on accomplishing the academic proficiency versus learning schemes that kids of course develop anyhow and consider, rote memorisation. The efficient schemes recommended for developing cognition of academic linguistic communication and content as they represent â€Å" one of the grounds for the success of bilingual plans â€Å" are ; triping the background cognition, the usage of images, realia, group treatments, narrow reading, and scaffolding for job resolution. All th e schemes indicated can be found in concerted acquisition groups activities. Another ground the Cooperative Learning groups are recommended for ELL pupils is that of the consequence of take downing the affectional barrier followed by the addition of comprehensive input, â€Å" the effectual linguistic communication instructor is person who can supply input and assist do it comprehendible in a low anxiousness state of affairs † ( Krashen,2009, 163 ) . Entire Physical Response as defined by Dr. Krashen ( 2009, p. 140 ) represents the pupil ‘s apprehension and reaction to teacher ‘s directions/commands and shows the degree of motive and engagement during the instructional procedure. The Cooperative Learning Group activities guarantee the entire physical response of the participants by leting the ELL pupils to travel over the submergence â€Å" soundless † phase through a low affectional barrier and reply when they are ready ( Krashen, 2009 ) . In add-on to the pro statements for Cooperative Learning Groups usage is the sum and quality of conversation involved. Harmonizing to Dr. Krashsen conversation, as a method to get linguistic communication proficiency, gives good comprehensive input, is interesting/relevant, and with the presence of a native talker has a low affectional filter. â€Å" Conversation will give the acquirer a opportunity to pattern the tools he has learned and give him possibly the best chance to get new 1s † ( Krashen, 2009, p.163 ) . Rothstein and Turnbull accentuate on instructor outlooks for pupils to utilize a logical-scientific type of discourse, which is really the formal academic linguistic communication as opposed to societal narrative. They suggest â€Å" bridging between narratives and academic discourse † by utilizing schoolroom direction structures which â€Å" promote pupil ‘s battle in signifiers of discourse that they do non utilize at place † ( Rothstein & A ; T urnbull, 2008, p. 140 ) . As a portion of the Bridging Cultures classrooms the collaborative acquisition is considered supplying the necessary support by furthering positive mutuality, on undertaking behaviours, and advancing academic discourse. Dr. Jimenez explains that pupils are of course supposed to interact during concerted acquisition activities which make monitoring academic address a must. She suggests expressed instruction, charting, and monitored pattern in order to heighten academic address maps. Freeman and Freeman, the writers of English Language Learners ; The Essential Guide, are to the full cognizant of the importance of developing the academic linguistic communication for EEL pupils. Besides, the writers recognize that the ELL pupils have troubles utilizing the formal English linguistic communication every bit opposed to a so called proficiency utilizing the insouciant linguistic communication. In order to develop the CALP and supply more context-embedded direction the writers suggest the usage of in writing organisers, working in concerted groups, and prosecute in hands-on activities which are the forms of concerted acquisition groups ; â€Å" When learning occurs in Quadrant C ( context embedded and cognitively demanding ) pupils develop the academic linguistic communication † ( Freeman, 2000, p. 155 ) . Supporting the subject, Echevaria and writers explain the Sheltered Instruction Observation Protocol as being the instructional theoretical account designed to assist bilingual pupils to accomplish English linguistic communication proficiency ; â€Å" Effective sheltered categories are characterized by a assortment of grouping constructions, includingaˆÂ ¦cooperative acquisition groups ( 2004, p.105 ) . Furthermore, â€Å" competent linguistic communication scholars actively prosecute these cognitive accomplishments, and research workers know these scholars are effectual, in portion, because they have particular ways of treating the new information they are larning â€Å" ( Echevaria, 2004, p.82 ) . The acquisition schemes considered by the SIOP theoretical account are the Metacognitive, Cognitive, and Social/Affective Strategies. These schemes that are employed through explicit instruction, mold, and scaffolding are the features of direction needed for a instructor implement ing concerted acquisition groups. Making the content comprehensible is done by using attacks as the usage of mnemonics, SQP2RS, PENS, GIST, Rehearsal Strategies, Graphic Organizers, Comprehension Strategies ( Echevaria, 2004 ) . The Sheltered Instruction Protocol is based on research which points out clearly that the grouping constellations has to be diverse â€Å" advancing the development of multiple positions and promote coaction. † Besides, as Noyes suggests every bit good, avoid grouping the low-average acting pupils with ELL pupils. The of import thought is that the ELL pupils get excess support in being grouped harmonizing linguistic communication proficiency degree, but merely for specific activities when excess support is needed ( paraprofessional monitoring, practising a specific linguistic communication impression, etc ) . The concerted acquisition grouping gives every pupil the chance to entree every bit the course of study ( Echevaria, 2004 ) . The writers of Teaching Students with Mild and Moderate Disabilities ; Research Based Practices, Cohen and Spenciner, acknowledge the benefits of concerted acquisition for pupils â€Å" both with and without disablements † ( 2005, p.235 ) , because they work collaboratively to accomplish academic public presentation. As a common note the ELL pupils and pupils with larning disablements have troubles understanding and using their cognition to job resolution and higher order believing accomplishments ( Cohen & A ; Spenciner, 2005, p.194 ) .The grounds are different of class, but the instructor ‘s attack is to rectify and better pupil ‘s public presentation by learning metacognition accomplishments. Consequently, the ELL pupils will larn how to believe and how to larn from their equals during concerted larning group activities following instructor ‘s mold and cues. A immense importance in the acquisition procedure is made by addressing/applying Gardener ‘s Multiple Intelligences Theory. Hammerken suggests that pupils are experimenting in their attempt to happen the one which supports their learning manner, â€Å" the most effectual method is the method that will capitalise on pupil ‘s strengths † ( 200, p. 87 ) . Noyes considers that â€Å" the multiple intelligences are a accelerator for distinction of direction in category † ( 2010 ) . The Cooperative Learning groups activities address and congratulate all types of MI including the interpersonal ( single work ) , intrapersonal ( pair-share ) which are harder to make utilizing other direction theoretical accounts. In decision, scaffolding on David Noyes ‘ reply to the inquiry â€Å" How does cooperative larning benefit English scholars? † we have explained the important elements that makes concerted learning activities able and indicated for accomplishing the end of English linguistic communication proficiency. Concerted acquisition activities are designed as to diminish the affectional barrier while increasing the comprehensive input, the keeping degree is high, information coming from diverse beginnings with a high degree of hierarchal effectivity, monitored interaction /conversation and instructor ‘s illustrations utilizing formal/conversational linguistic communication easing academic linguistic communication acquisition, anterior cognition is activated and facilitates background edifice, multiple intelligences are approached through staging and differentiated direction.

Kants Humanity Formula - 1647 Words

Kant: The Humanity Formula Few formulas in philosophy have been so widely accepted and variously interpreted as Kants injunction to treat humanity as an end in itself(Hill, 38). Immanuel Kants views, as elucidated in his book, Groundwork of the Metaphysics of Morals, are based on the belief that people count by prohibiting actions which exploit other individuals in order for self-prosperity or altruistic ends. Ethics then, are confirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an†¦show more content†¦Treating people only in ways to which they could consent, in so far as they are rational, not merely as means but also as an end, is a moral requirement. Say a young child has fallen onto a subway track and does not see the subway coming. You have the opport unity to alert the child of the oncoming train by grabbing a briefcase out of the hands of a man standing next to you and throwing it towards the child as to grab his or her attention. Kants theory holds that this action is morally permissible, assuming the man could rationally consent. The only downside to this is that the man must accept the minor inconvenience of having to buy a new briefcase and replacing the papers that were inside of the damaged one. What does this lead us to? Well some might question whether the man was treated respectively. The answer Kant offers for this is that he indeed was, seeing as how he only forfeited something one can attach a monetary value to, and as a result, saved a childs life. This brings us to Kants dignity versus price argument. Rational agents have a certain dignity that is incomparable to something with a price value. Above all, we should respect the value of our rationale. That which has dignity cannot be traded off for that which has price, and invariably, that which has dignity cannot be exchanged for other dignity values. A prime example of the latter part of argument is suicide inShow MoreRelated Kants Humanity Formula Essay1646 Words   |  7 PagesKants Humanity Formula   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Few formulas in philosophy have been so widely accepted and variously interpreted as Kant’s injunction to treat humanity as an end in itself†(Hill, 38). Immanuel Kant’s views, as elucidated in his book, Groundwork of the Metaphysics of Morals, are based on the belief that â€Å"people count† by prohibiting actions which exploit other individuals in order for self-prosperity or altruistic ends. Ethics then, are confirmed by the dignity and worth of the rational agencyRead MoreKant And The Categorical Imperative1177 Words   |  5 Pagesidea he called categorical imperative, which are commands you must follow, regardless of your desires. In Kant’s view, the categorical imperative is the voice of our rational selves, it’s what we all truly believe when we’re thinking sensibly, it’s the rule of our own intelligence gives us. We will discuss two of Kant’s formulations; The Universalization Formulatio n and The Formula of Humanity and the problems attached to each. The first formulation known as The Universalization Formulation statesRead MoreThree Formulations of the Categorical Imperative Essay examples1516 Words   |  7 PagesIn Kant’s book, Groundwork of the Metaphysics of Morals, Kant talks about the three formulations of the categorical imperative. By these formulations, he describes his idea of organizing the moral principle for all rational beings. Kant also talks about the principles of humanity, rational ends, and the â€Å"realm of ends† which are constituted by the autonomous freedom of rational beings. The first formulation of the categorical imperative is â€Å"act only in a way the maxim of which can be consistentlyRead MoreKant s Categorical Imperative : The Formula Of Autonomy, And The Kingdom Of Ends1302 Words   |  6 Pages Kant’s Categorical Imperative changed the way many people view decision making and reasoning. Along with his theory, he also gave formulations in order to aid people in deciding whether a maxim leading to an action was moral. By applying these formulas, one has a better understanding of not only how decisions can affect moral law, but also an understanding of what sort of roles and powers humanity inherently possesses. There are four formulations: The Law of Nature, the Formula of Humanity, theRead MoreEssay on The Golden Rule in Kant and Mills Ethical Theories1320 Words   |  6 Pagesthat relate to human behaviour; with respect to their actions and purpose. The two most important philosophers that deal with ethics are Immanuel Kant and John S tuart Mill. Kant’s ethical theory is Kantianism or deontological ethics. Mill’s ethical theory is utilitarianism. Both philosophers’ theories have many differences; Kant’s theory deals with conduct, seeking reason for good action in duty. Mill’s theory deals with consequences and maximizing human happiness. However both Kant and Mill’s ethicsRead MoreThe Right to Lie by Christine Korsgaard1185 Words   |  5 Pagespermissible under one formulation of Kant’s categorical imperative yet not another. From this Korsgaard concludes that Kant’s formulations of Universal Law and of Humanity as an End in Itself are not equivalent, and that one is more strict than the other. In this paper I will present Korsgaards example and then use her interpretation of the Formulation of Universal Law to evaluate what it would prescribe as the correct responses to three additional cases. Under the Formula of Universal Law no maxim is permissibleRead MoreThe Trolley Problem Of The Monist1624 Words   |  7 Pagesinformed, intellectual application of his principles to The Trolley Problem and to determine the perspective Kant would most likely have. Shandon Guthrie interpreted Kant’s Categorical Imperative in The Examined Life On-Line Philosophy Journal. Guthrie begins with Kant’s concept of duty and good will in which Guthrie explains Kant’s thought of an unconditional obligation to do something for something else to occur, regardless of whether there will be credit awarded for the act or not (Guthrie 1)Read MoreJohn Stuart Mill s Utilitarianism And Immanuel Kant s Categorical Imperative1487 Words   |  6 Pagesasks questions of morality. There are a vast number of moral philosophies one can align themselves with, but two major categories of moral philosophy are the most popular and the most debated. These are John Stuart Mill’s Utilita rianism and Immanuel Kant’s Categorical Imperative. In looking at the three trolley cases, one can align themselves with either Mill, Kant or create their own perspective. Utilitarianism is defended by Mill in his writing entitled Utilitarianism. This method of decipheringRead MoreThe Universal Law Of Nature877 Words   |  4 PagesThe Formula of the Universal Law (of Nature) is the first formulation of the categorical imperative in Kant’s â€Å"Grounding for the Metaphysics of Morals,† in which he proposes to â€Å"act as if the maxim of your action were to become through your will a universal law of nature.† (Kant, 421) For example, telling the truth is considered a universal law. However, many skeptics argue that it is illogical because of human behavior, we as a society are put into dire situations in which lying is necessary toRead MoreSummary On Critique Of Practical Reason By Immanuel Kant1029 Words   |  5 Pagesmeans and ends, that humanity is a treated as an end in itself and never a means. This then transpires with the two types of imperatives: Hypothetical and Categorical. Hypothetical imperative is based on desi re, while categorical imperatives are based on just reason, regardless of the situation. Kant then gives us formulations to work out categorical imperatives. One being, the formula of Law and Nature, and the second being the formula of The Law of its End in itself. The formula of the Law of Nature