Tuesday, December 31, 2019

Aid to Africa A Review of the Efficacy of International...

Despite the hundreds of billions of dollars that have been poured into Sub-Saharan Africa over the past century in an effort to propel development, Africa remains by far the poorest continent in the world. Failure has arisen from the problematic nature of the administration of the aid. Traditionally, aid has come in the form of military aid, and large international financial transactions. Although these forms of aid have overall failing track records, targeted developmental assistance has been historically successful. In order to pull Africa out of poverty, the international community should focus on targeted developmental assistance. Military Aid Recent military conflicts have broken out all across northern Africa and the sub-Saharan†¦show more content†¦The conflict in Mali originated from ethnic tensions between the Northern Tuareg rebels, and the Southern Malians who had long controlled the country’s politics. The Tuaregs in collaboration with several Islamist extremist factions e.g. Ansar Al-Dine, Ansar Al-Sharia, and AQIM, formed the National Movement for the Liberation of the Azawad (MNLA), and seized control of Northern Mali. Once Northern Mali had been compromised, some Islamist extremist factions began implementing harsh Muslim Sharia Law. In response to this, the Tuaregs joined forces with the Malian army and the international coalition to retake Northern Mali. â€Å"France deployed a powerful military force in Mali...that easily pounded the separatist rebels and Islamist extremists into hasty retreat....By the end of January 2013 the military objectives of Operation Serval had been achieved† (Francis 6). Though the conflict in Northern Mali is far from over, the French intervention in Mali was decisively successful, showing that targeted military aid to counter extremist pressure can be an essential first step to stabilizing the region to allow economic and political development. But not all military aid has been so successful. In many cases, military aid has exacerbated instability by inadvertently empowering antagonistic factions. The Malian conflict was a spillover from a 2011 conflict in Libya. â€Å"As the U.S.-backed war in LibyaShow MoreRelatedSocial Awareness : Understanding The Emotions Of Other People ( What Others Are Thinking And Feeling )1258 Words   |  6 Pagesin local government. Broader Arena--Women’s representation in regional and national government; strength as a voting bloc; representation of women’s interests in effective lobbies and interest groups Psychological Household--Self-esteem; self-efficacy; psychological well-being. Community-- Collective awareness of injustice, potential of mobilization. Broader Arena--Women’s sense of inclusion and entitlement; systemic acceptance of women’s entitlement and inclusion Mechanism to improve politicalRead MoreRoll Back Malaria Essay2439 Words   |  10 PagesMalaria is an important public health disease endemic in over a hundred countries globally. About 90% of malaria deaths occur in Africa with a child dying every forty five seconds. Malaria accounts for 16% of child deaths in the Africa (Remme, Binka Nabarro 2001) and 7% of deaths in children worldwide (WHO 2010). It is a disease of poverty, causing significant constraint to the economic growth of susceptible nations (WHO 2010; Sachs, Malaney 2002). Globally, numerous malaria control programmesRead MoreMicrocredit: The Solution to Global Poverty Essay1914 Words   |  8 PagesDambisa Moyo, an international economist from Zambia, comments on foreign aid, stating that â€Å"aid is easy money† (Collier). 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In the 1998 South African Demographic and Health Survey (SADHS), it was found that the total fertility rate has declined to an average of 2Read MoreRole of Media in Tourism9761 Words   |  40 PagesSustainable  Tourism  Industry  in  Africa               Author:  Wilson  Okaka  Ã‚   Lecturer  (Communications  and  Environment  Programmes)   Kyambogo  University  Kampala†(Uganda)   Telephones:  [Office:  256†414†3771775]  Ã¢â‚¬ Ã‚  [Mobile:  256†078†2588846]   Email:  nupap2000@yahoo.com                  Paper  Presented  at  the  4th  International  Institute  of  Peace  through   Tourism  (IIPT)  African  Conference  on  Peace  through  Tourism  at   Educators’  Forum,  Uganda  (Kampala).                        Organized  by  the  International  Institute  for  Peace  through  Tourism  Read MoreTuberculosis : An Infectious Disease3017 Words   |  13 Pagesdisease.6 Although TB is present in all parts of the world, some areas face a higher burden than others. 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Monday, December 23, 2019

The Police, Their Policies, And Responses Of Juvenile...

1. Discuss the police, their policies, and responses to juvenile delinquency. Early policing originated in an early English society. This focused on the pledge system and eventually grew later into the watch system model. These policies differed in contrast due to the size of the environments. As times grew the watch model allowed for larger urban areas to have protection. This eventually led to delegated roles such as the integration of the constable who was tasked with serious crimes. In 1829 Sir Robert Peel created the first police department during the Industrial Revolution. However this proved to be ineffective at solving crimes due being influenced by the wealthy for personal political gain. During the 1800’s in the western world police would come in contact with delinquency and at this time, the resources which we currently have today were not at their disposal and as a result children were charged as though they were an adult. Despite the way juvenile delinquency was handled the text mentioned that there was a belief which the justice system needed to be handled differently for children. This concept was accepted in the later 19th century due the spike of homelessness and unemployment the Wickersham Commission of 1931 was published which aided in police reform. This soon led to specialized police units known as delinquency control squads. 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Saturday, December 14, 2019

Literature Justification for Blended/Reverse Instruction Free Essays

string(73) " term used in this study to refer to active engagement with the content\." The concept of a reversed classroom is a logical next step from discovering the benefits of more time on task, direct instruction, reduced lecture time, and modifying homework tasks. If teachers are to find time to increase time on task and direct instruction; and greater comprehension is shown from shorter lectures over longer ones; and if homework is more beneficial when it is reduced into manageable portions; then the best division of labor is to assign the short lecture as homework to give teachers that time in class actively engaged in the application of the lesson(s. Rigorous literature on the reversed classroom is still in its infancy, but literature on its various beneficial parts is offered here along with it. We will write a custom essay sample on Literature Justification for Blended/Reverse Instruction or any similar topic only for you Order Now Key terms: Blended instruction – teaching pedagogy that uses both virtual and face-to- face instruction. Reverse instruction – a classroom method that appoints the time for lecture material to an at home assignment, while completing practice material during classroom time. Time on task – the amount of time actively engaged in assigned learning. Homework – coursework that is assigned to be completed outside classroom attendance, usually at home. Direct instruction – a teacher centered model of instruction that includes high levels of teacher support/scaffolding, ongoing evaluative monitoring with feedback, and strong student-teacher engagement of the material. (Stein 1998) Podcast/vodcast – audio or video/audio files that can be downloaded from the internet for personal use. Literature Justification for Blended/Reverse Instruction Introduction Jonathan Bergmann and Aaron Sams began a movement. They didn’t intend to; they simply responded to the needs of their own classrooms and collaborated on an idea that was initially intended for their absent students. Then it grew into a method that freed them up to be more actively involved with students during their class periods. It involved video recording their lectures for at home use, and practicing the material and assignments with direct instruction and guidance during class time, thus â€Å"flipping†, or reversing, their use of instruction time (Bergmann 2009. The results were so positive that many others are replicating the method across the nation and tech companies are filling the need with products, (see appendix), that go far beyond PowerPoint ® for formatting the lectures they deliver to their students. This concept has been called by a few names: reverse classroom, reverse instruction, flipped classroom, and/or blended instruction, however, the opportunity created by the â€Å"flip† to increase t eacher-student interaction during class time is what characterizes its success (Bergmann 2009). As the use of this concept increases parents, teachers, and administrators are asking for research testing its efficacy. Those who are trying flipped classrooms state that increased learning does not occur just by reversing homework and lecture time alone, but by seizing the opportunity to guide and interact with students more. The technology of vodcasting by itself is not a silver bullet for our educational woes; educators must teach with sound methodology and quality regardless of what medium, or time, they choose to lecture in (Roblyer 2009. ) With that in mind I propose the following research questions about a reverse classroom study: 1. Will more direct instruction increase measurable comprehension of subject matter as reflected in test scores? Studies so far have had promising results, (Stein, Carnine, Dixon 1998), and include mastery of material through formative evaluation before moving on in coursework, (Overmyer 2010), extra use of worked examples, (Carroll 1992), and more use of discussion, (Matthews 2008. ) 2. Will students have greater compliance in homework because is consists of lectures instead of practice? Benefits from homework are directly proportional to how much compliance demonstrated in completing it, (Keith 1982. Homework compliance at Clintondale High in Macomb County, MI increased because a short lecture is easier; applied practice has been less frustrating with support later in class, (Buffenbarger 2011). This model of education changes the character of homework from usually studying alone trying to remember and apply lecture material, to doing the work alongside other students with guidance. At home the student can be prepared to learn through the lecture without the pressure of application until und erstanding of the material is confirmed and supported. This echoes Ecclesiastes 4:9 â€Å"Two are better than one, because they have a good return for their work; if one falls down his friend can pick him up. But pity the man who has no one to help him up! † (New International Version) 3. Will more time on task, due to less lecture time, reduce behavior management issues in reversed classrooms? Clintondale High, again, has shown dramatic reduction in referrals to the office for discipline, (Higgins 2011), in the first year of reversed classrooms and school-wide emphasis on this use of time; â€Å"Students are less frustrated and disruptive in class because there is someone on hand to help one-on-one. (Buffenbarger 2011) Discussion of key terms Blended instruction is really a broad category under which the focus of my proposed study falls. It is not just any use of technology by the school for record keeping or parent communication, although those things support education. This â€Å"blend† is referring to how content is be ing delivered to the student for instruction. When a teacher has students read and respond to material online, they have blended their face to face instruction with computer instruction. When they have delivered an asynchronous lecture or lesson outside of class time, or assigned pre-recorded information by someone else for them to find and view or listen to it is also blended instruction. In extensive meta-analysis it has been found that a combination of both virtual and face to face instruction is likely to be more effective than either one alone, (US Dept. 2008. ) Reverse instruction is a category of blended instruction named according to when virtual content delivery occurs as opposed to when application and practice of the material happens. Rather than using classroom time for content delivery, the instructor uses that time for guiding application and practice, while assigning the lecture/lesson as homework, (Bergmann, 2009). Time on task, not to be confused with mere seatwork, (Siefert 1984), is a term used in this study to refer to active engagement with the content. You read "Literature Justification for Blended/Reverse Instruction" in category "Literature" This can be during collaborative work with fellow students, involvement in discussion, (Matthews 2008), with the instructor as a class, or individually. It can include time used for assessment, lab work, practice, or use of interactive software or textbooks, (Higgins 1992); but it is always referring to the students’ efficacious work with the class content. Homework is any assigned coursework meant to be completed outside of the classroom, usually at home. It is often a topic of study in education because of its impact on grades and tests. (Keith 1982) In recognition of the value of family life, time for friends and the pursuit of personal interests, studies are often focused on how much is needful vs. reating a balance of these things. To keep it minimal and balanced with personal life, other studies attempt to measure which types of homework are the most effective for the amount of time invested in them. (Murphy 1989) Direct instruction is a teacher centered model of instruction â€Å"that integrates effective teaching practices with sophisticated curriculum design, classroom organization and management. † (Stein 1998 ) This includes high levels of teacher support/scaffolding, ongoing evaluative monitoring with feedback, and strong student-teacher engagement of the material. It is the intention of this study to increase this type of instruction as replacement of the reversed lecture time, and in support of more time on task, (above. ) Podcast and vodcast are audio, and video with audio, files that can be downloaded from the internet. They are the most common form of lesson, or lecture time, assigned as homework in the reverse classroom model. (Schaffhauser 2009) These are available in many subjects through YouTube ®, supportive websites like Khan Academy, (see appendix), or can be custom made by each instructor for his or her class. Overmyer 2010) They are made readily available for students via CD, DVD, flash drives, or internet. (Bergmann 2008) Other forms of reverse classroom homework are interactive sites or software made available through the students’ school. Reduced lecture time and increased time on task The educational standard of a lecture-based classroom has received much criticism as our use of technology increases. Prior to the late 1800’s the lecture consisted of reading verbatim text with students taking notes to reproduce the same. As it evolved into personal interpretation of text and uthorship of original ideas, student requirements of recitation in classical education shifted to explaining a synthesis of ideas presented in lectures and textbooks (Freisen 2011). Modern students now grapple with an explosion of sources of information, and so the lecture from their teacher fades into the perspective of one person when there are so many ways to gain the required information of each class. In the information age, lecturing has been proven more effective in brevity (McFeeley Milner 2009) Matthews Farmer 2008). So, what then should the lecture become? Norm Friesen described it eloquently as a much needed bridge to merge information and â€Å"oral communication with writing and newer media technologies. † (2011. ) McFeeley Milner call for it to become kernels of information, â€Å"5 minutes or less,† with time in between to allow students to understand and apply the necessary tools of their subjects (2009. ) The times of understanding and application are what I have already described as time on task, which has been attributed with higher levels of learning and test scores, (Matthews Farmer 2008) (Stein et. al. 1998. ) Homework studies. The short lecture is an ideal assignment for homework. Easily accessed and portable, its length makes it an attainable goal to accomplish as homework. Practice and written assignments, however, vary in time commitment according to each student’s understanding of the material and their ability to complete it. Short lectures are certainly able to increase learning while still respecting the personal time of students and their families, both stated goals in assigning homework. Whether it is given in class or at home, decreasing time for lecture frees up more time for direct instruction from the teacher. Blended learning and the reverse classroom Whether or not to use technology no is longer the question. Technology is such a pervasive part of modern life that it has integrated itself into education. So, in that sense, all classrooms are more or less utilizing blended learning; it is only named â€Å"blended† when it has become intentional as a method for delivering or manipulating the constructs of the lessons. For instructors to fail to include and capitalize on this vast store of information and resources could result in failure to reach this generation of learners. The purpose of the type of reverse classroom that I am proposing is to gain more time for teachers to assist and coordinate learning from a variety of sources; to be more actively involved in each student’s comprehension and feedback. Just replacing ourselves as lecturers by podcast(s) gravely misses the point. Conclusion/Summary The reversed classroom is already happening in schools at increasing rates in both K – 12 and higher education classes. It is proving itself as a viable option for increasing direct instruction time and learning. Only when the at home lectures are too long, or when they are an attempted replacement for teaching without the beneficial increased engagement during class, is student dissatisfaction expressed, or test scores and learning level off or drop. Research would be well invested if it began to decipher which technologies are the most effective for students, and user friendly for instructors in material delivery. While surveys show that many teachers hesitate to utilize technology in their classes, starting out with it outside the classroom is a gentle step towards its use without fearing fumbling around with it in front of a student audience. In fact, teachers of distance education classes have stated that tech-based teaching has improved their overall ability and methods as instructors: â€Å"Findings from a study of teacher perceptions indicate that three quarters of teachers who teach in both virtual and traditional environments felt that virtual experiences improved their practice in face-to-face classrooms. † (Roblyer, et. al. 2009) New studies could help refine which kinds of teacher training will be the most valuable, determine best infrastructure and IT support for schools, and improve parent-teacher communication about tech-based homework. Education has always grown and shifted as culture and technology change. While lectures used to be about preserving the knowledge gains of mankind as â€Å"the task of educational institutions to preserve this vulnerable heritage from one generation to the next,† (Friesen 2011), it grew into a synthesis of information and instruction, and in twenty first century learning it is changing towards teaching skills for students to navigate and utilize the enormous body of information available in our age. The effective use of a reverse classroom model is a natural fit. How to cite Literature Justification for Blended/Reverse Instruction, Essays

Friday, December 6, 2019

Presidential Election Process Essay Example For Students

Presidential Election Process Essay The War on Terror has been a topic of debate since 2001. After the attack on the World Trade Centers, America embarked on a mission to protect our freedom and protect our Nation. There is more than just one side to this story, as is all stories. To America, the war is to ensure we are physically safe from terrorist attacks. To who we are fighting, it can be called a holy war. This is a quote from a speech given by George W. Bush addressing the war, ?Five years into this battle, there is an understandable debate over whether the war was worth fighting, whether the fight is worth winning, and whether we can win it. The answers are clear to me: Removing Saddam Hussein from power was the right decision and this is a fight America can and must win. The men and women who crossed into Iraq five years ago removed a tyrant, liberated a country, and rescued millions from unspeakable horrors. ? I picked this quote because it is what John McCain also believes in. John McCain went on the news show ?The O? Reilly Factor? and stated that we need to finish the war because we are winning and to stop now would be a waste. Senator Obama says he has a plan and McCain does not. I find this an incorrect statement because the plan may take long, but first we need to win in Iraq. I personally feel that making a timeline of the withdrawal of the troops is a bad idea because you are telling the terrorists when it?s safe to take over again and attack America. Also, Barrack Obama states in his piece platform that he will bring home the combat soldiers. The actual amount of combat soldiers is only 1/3 of the army.