Using Gibbs Reflective Cycle In Coursework - 1639 Words

Using Gibbs’ Reflective Cycle Gibbs’ Reflective Cycle (or Gibbs’ Reflective Model) Gibbs’ reflective cycle is a theoretical model often used by students as a framework in coursework assignments that require reflective writing. The model was created by Professor Graham Gibbs and appeared in Learning by Doing (1988). It looks like this: Action plan If it arose again what would you do? Descripiton What happened? Conclusion What else could you have done? Feelings What were you thinking and feeling? Analysis What sense can you make of the situation? Evaluation What was good and bad about the experience? Gibbs’ reflective cycle has 6 stages. They are usually given the following headings: 1. 2. 3. 4. 5. 6. Description Feelings Evaluation†¦show more content†¦Reconsider the things that went badly and write what you think this lead to (consequences of action). Think about what could have been done to have avoided these negative consequences. Reconsider the things that went well and write why you think they went well (causes of action). Reconsider the things that went well and write what you think this lead to (consequences of action). Think about how this positive action could have been further improved. Think about your contribution to the experience and say how useful it was and why it was useful (did a previous experience help you? can you compare it to a previous experience?). If you were unable to contribute to the experience say why. Think about other people present during the experience and try to assess whether their reactions were similar or different to yours. Try to say why they were the same or different. this part is analytical, it does not describe, it tries to explain the causes and consequences of things that happened, it asks questions like why?, so what? and whatShow MoreRelatedReflection Paper On Nursing Practice2633 Words   |  11 PagesGibbs Reflective Model (1988) Reflection Relating to Care on Pressure Sore In Nursing Practice The purpose of this assignment is to reflect on the aspect of my Adult Nursing Practice placement, and study that was gained by me in my studies and the need of pressure sore care and management in nursing practice. To reflect on my learning action, I am going to apply Gibbs (1988) Reflective Cycle to highlight the need for nurses to provide holistic care. It will outline the basic aspects ofRead MoreReflective Writing : My Personal Employability Skills1784 Words   |  8 Pages1. INTRODUCTION Reflective writing is evidence of reflective thinking, which is a beneficial learning tool as it allows me to critically think about my personal employability skills. This self-reflection mode of writing allows me to recognise and identify my current skills, strengths, weaknesses, progress and achievements. 2. TIME MANAGEMENT Time-management is one of my core academic and employability skills I possess. This skill allows me to prioritise effectively, which includes planning workloadsRead MoreUnit 8: Promoting Health and Well Being Essay15634 Words   |  63 PagesEvaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.23 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..24 Reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.26 Unit 8: Promoting health and well being Introduction   The Aim of my coursework is to carry out and write a report of a scale health promotion Project relevant to one of the services user groups, the services user group that I have choose is Health (ill people) this group are people who are ill or who suffer from any diseases

Honor A Tragic Hero - 1399 Words

Evan Oblak Kochanski Honors English 10 19 January 2016 Honor Does Not Lead to Good Things The definition of a tragic hero is perceived as one who is neither wicked nor purely innocent, one who â€Å"is brave and noble but guilty of the tragic flaw of assuming that honorable ends justify dishonorable means†. In The Tragedy of Julius Caesar, Brutus takes the role of the tragic hero. Brutus’s honor, nobility, and self-righteousness makes him â€Å"a tragic figure, if not the hero† (Catherine C. Dominic). As the play opens, Brutus is known as a Roman nobleman and a member of one of the most illustrious families in Rome. He is first seen in Act I, scene ii, as one of Caesar’s â€Å"close friends† who is part of his entourage. But while alone with Cassius he is persuaded into taking a part in the assassination of Caesar. He is weary at first, and it seems as though it took Cassius some time to talk him into agreeing, yet Brutus looked at Caesar as some type of threat as well. As a â€Å"speculative man of high motives and refined sensibility†(Catherine C. Dominic) Brutus does have his confusion of motives. Act I, scene ii, is the first we see his weakness, â€Å"his concern with reputation and appearance, his subtle vanity and pride†(Gayle Green). Yet the main bases of Brutus’s bewilderment of motives takes place in Act II, scene I, with his famous soliloquy beginning with â€Å"It must be by his death†. This speech may be the turning point in which Brutus feels better about the assassination of his onceShow MoreRelated Essay on Hotspur as Tragic Hero of Henry IV1322 Words   |  6 PagesHotspur as Tragic Hero of Henry IV       In Shakespeares Henry IV Part One, the characters many different conceptions of honor govern how they respond to situations.   Each characters conception of honor has a great impact on the characters standing after the play.   For instance, Falstaff survived because he dishonorably faked his own death, and his untrue claim that he was the one who killed Hotspur may get him a title and land.   On the other hand, Hotspur lies dead after losing a duel forRead MoreWas Brutus A Tragic Hero772 Words   |  4 Pagesbackstabbing friend, or really a tragic hero? Marcus Brutus from William Shakespeare’s, Julius Caesar, was a tragic hero in my opinion. I am going to try and convince you that he was and why he was a tragic hero in this essay. Brutus meets all of the criteria of a tragic hero. He is arguably the protagonist of the play; he has a fatal flaw that leads to his downfall, which he cannot recover from. He had good qualities like patriotism, and he was honorable. His tragic flaw was also one of his good qualitiesRead MoreEssay On Tragic Hero In The Crucible815 Words   |  4 Pagescompassion, courage and hope. Not even tragic accident or disaster can destroy such treasures of the heart† (Daisaku Ikeda). In the play, â€Å"The Crucible† there are many characters that have an effect on each other. Two of the characters that could be called tragic heroes are John Proctor and Reverend Hale. The most tragic hero in my opinion was John Proctor. Although Reverend Hale may be considered a tragic hero to some people, John Proctor is the definition of a tragic hero because he risked his life, heRead MoreThe Crucible By Arthur Miller994 Words   |  4 Pagesfor a hero and n this story a tragic hero will arise. A tragic is a character who makes a judgment error that inevitably leads to his own demise. In The Crucible the character of John Procter being a tragic hero has been a big debate for many years. Based on the definition of a tragic he ro as well as information directly from The Crucible, it can be concluded that John Proctor is in fact a tragic hero. John Proctor plays a major role in the play and can easily be identified as a tragic hero. InRead More Brutus is the Tragic Hero of Julius Caesar Essay858 Words   |  4 PagesBrutus is the Tragic Hero of Julius Caesar      Ã‚  Ã‚   Shakespeares play Julius Caesar is a tragic play, where the renowned Julius Caesar is on the brink of achieving total control and power by becoming emperor of the Roman Empire. Ironically enough, when he thinks he is one step away from pulling it off, his friends (most from the senate) decide to overthrow him, with Caesars most trusted friend, Marcus Brutus, acting as leader of the conspirators. Though the fall of Caesar from the mostRead MoreSir Gawain and the Green Knight: the Exploration of a Tragic Hero1023 Words   |  5 PagesTragic and hero may not be words that easily reveal a relationship, but throughout literature the two have been linked to create an enthralling read. The emergence of the tragic hero seemed to take shape in ancient Greece where such works as Oedipus and Antigone were popular among all classes of people. Aristotle defined a tragedy as the imitation of an action that is serious and also, as having magnitude, complete in itself. It incorpo rates incidents arousing pity and fear, wherewith to accomplishRead More Shakespeares Macbeth and Hamlet as Tragic Heroes Essay893 Words   |  4 PagesHamlet as Tragic Heroes      Ã‚   William Shakespeare has written many literary works - from his sonnets to his plays, each has its own individual characteristics.   One popular characteristic that comes from his plays is the tragic hero.   The audience can always relate to the tragic hero and the many trials he faces.   Macbeth and Hamlet are just two of Shakespeares plays that involve the tragic hero.   Through their nobility, tragic flaws, and dignity Macbeth and Hamlet prove to be tragic heroes.Read More tragoed Oedipus as the Ideal Tragic Hero of Oedipus the King (Oedipus Rex)1217 Words   |  5 PagesOedipus as the Ideal Tragic Hero of Oedipus the King In the introduction to Sophocles Oedipus the King, Sophocles defines a tragic hero as one who [behaves] admirably as a man, [but who] is nevertheless tripped up by forces beyond his control and understanding... (Sophocles 76).   In Oedipus the King, Oedipus is the tragic hero. The force that trips up the hero is fate, or, moira. It is Oedipuss actions that set the events into motion,   but it is ultimately his fate, and his attemptedRead MoreEssay on Sophocles Antigone923 Words   |  4 Pagescharacterized as the tragic hero in the story. The argument that Antigone is the hero is deffinatly a strong one. There are many critics who believe that Creon, however, is the true protagonist of the play. In order to determine whether or not Creon is the tragic hero one must first examine what a tragic hero is. Aristotle states that a hero is neither purely innocent nor purely malevolent. A hero is usually born into high rank of society, and this person must possess a tragic flaw. T his flaw normallyRead MoreEt Tu Brute: The Man Who Lost It All1037 Words   |  5 Pagesrightful name of tragic hero. Brutus lives in the golden age of the Roman era. He is one of the most honored men that walks the street; but while supposedly trying to protect his beloved country from tyranny, he looses everything and helps raise chaos and the exile of patriots. Brutus is seduced into the idea of blood for freedom, thus killing his closest friend Caesar. Through his mistake he looses his name, home, and faces the demise of his wife and himself. Brutus truly is the tragic hero of Tragedy

Study of Adolescent Learner Practices

Question: Discuss about theStudy of Adolescent Learner Practices. Answer: Introduction There have been numerous attempts for explaining and addressing the learning practices of the middle year school students in Australia. Most of the students at this stage are seen to fight with their lack of engagement with studies. They do not seem like they are involved in the school curriculum. This stage is also important in the learning activity of children, as several students are seen to have different kinds of learning and communication difficulty at this stage. Therefore it is necessary to carefully observe their learning developments in the classroom so that their difficulties can be taken care of (Greenhow, Gleason Li, 2014). Numerous students are seen to become frustrated with their repeated failures and tend to give u what they are doing. Scholars have found out that due to the repeated failure the formation f the perception regarding their capability is greatly influenced (Wong et al., 2015). This is very much necessary for their later life as self perception regarding own capability is essential to accomplish anything. The sense of incapability may be static in later life and children tend to acquire a sense of helplessness. In this case study, I will observe a second grad student in the elementary school, Robert Smith. EmergingNarrative I was observing nineteen fifth grade students in the elementary schools while I was focusing on a specific student, Robert Smith as among them he was the only one who was having problem with the learning abilities and having communication issues. I chose him after observing him for few weeks and after talking to his teachers about her previous grades. He has a severe lack of motivation in studies. He also had the tendency of withdrawing himself from any kind of event as most of the time he expected failure as an outcome. His teachers observed the same. Therefore, it was considered that he is having the learned helplessness and he was having clear symptoms of that. I had created a profile which had included the family information of the child, schooling information and the other inputs about his previous teachers. I was interested more in gaining an insight about the learning techniques of the child and how he copes up with his schooling. Other than Robert, I also find other students who were losing engagement in the learning process. Ellis (2015) suggests that engagement in schooling should be considered as a concept being multifaceted. From this point of view the school engagement can be characterized in three different methods; emotionally, behaviorally and cognitively. Therefore any kind of attempts that increase the student engagement in their regular schooling can face different challenges from both the perspectives, the role of teachers promoting various outcomes and the scope for actions. There are a large number of teachers who spoke about their experiences facing disengaged behavior of students. Many commented that no matter how hard they try the students do not respond to anything and do not try to improve their present conditions. They observed that the learning abilities of Robert were responding to their try in a very slow motion. Roberts parents were also worried about his learning developments. His parents also expressed worry about his inability of interacting with other children. His parents indicated that he is reluctant to go to school and he is mostly in a bad mood before coming to school. I had checked last three grade reports of Robert and noted that he is mostly getting average marks in the language and reading part. However, his maths grades are worse. He was getting far low than the average grades. I had asked Robert to sit for a small assignment where he was supposed to answer questions such as what do you feel when the teaching is talking to the cl ass?, can you complete your homework within time?; do you like to read? All the students who sat for this study were writing different kinds of answers to the entire question paper, where I noticed that Robert was not at all attentive towards whatever he was asked to do and trying to copy from other students. Robert was also having problem at the lunch time where he could not gel up with his peers. They have repeatedly complained against him. Even some teachers had complained because of his behavioral problems. Seeing him having difficulties in communicating with his peers, I had doubts whether he is being treated in a bad way at home front or not. Most of the times children who are being yelled at home tend to grow such tendencies. I had talked to all of his teachers and observed his classroom practices. Therefore, his low level of coping up capabilities were seen to affect his natural communications as well, Connecting Practice and Theory Observing the overall profile of Robert has suggested that he is definitely a victim of learned helplessness. He was rigid at this point that he does not have any kind of social and intellectual characteristics; therefore his situation cannot be changed. He has a low perception about his own capabilities and also has a feeling that he has no control over the outcome of any situation. Scholars who found out that the children with learned helplessness has a sense of failure in their own ability than in the surroundings such as the difficulty of any job or the failure of the teacher. They can also detect whether any particular teacher is compassionate enough towards them. Therefore, I have seen that Robert recognizing that his science teacher is giving the positive judgments about his abilities. This analysis gives me a better understanding with the situation inside the classroom and the impact of the learning practices on the students with learning difficulties. Scholars have indicated the fact that in most of the cases the teachers are unable to identify the symptoms of the learning difficulty of the child. Therefore, I had developed an intervention that may alleviate his learned helplessness across the academic and physical domains. An effective policy may involve targeting a specific setting where the child can be motivated with the learning practices. The child needed to be motivated so that he can further take part in different events in schools. The interventions were: The children with learned helplessness are not positive about having improvements in their abilities. Wexler et al. (2015) suggest that they focus more on comparing their own performance to others therefore they tend not to identify their own improvements. Thus, most of the times Robert were also seen to overlook his improvements. However, in the proposed learning practices, I have tried to make him realize that he is improving as well. When the teacher is pointing towards his own achievements, it made him happy and he left the class with a big smile. Mikulincer (2013) indicated that the children with the learned helplessness stress on themselves way more than a child should do and they mostly expect a negative outcome from any situation. Robert is always scared that his classmates will make fun of him if he fails to do something. However, in the designed classroom, the students had the space to practice things on their own; therefore Robert was enthusiast to practice new things. As the children with learned helplessness think themselves to have a low ability, they avoid situations where they might be asked to perform (Brunson, 2015). They have a continuous fear of judgment. Therefore, they avoid such situations. However, in the designed curriculum, the students had lower peer pressure and were encouraged to be engaged in physical activities outside the classroom. This made him happy and energized. According to Maier Seligman (2016), these children also have problems in having control over situations in life. In the learning practices, they were encouraged to involve in tasks where they need to take care of something and be responsible. This enhances their ability of taking responsibility and expresses their feelings about a situation. Implications for Teachers and Teaching In this section, I will suggest few implications that the middle year teachers can make to encourage and involve the students more in the curriculums. In these years students spend more time in their schools and with their peers. Therefore, they should be careful just as the parents are. In most of the cases, it can be seen that when the teacher asks something in the class, few students raises their hands but some of them not if the teacher asks someone who had not raised his or hand for answering the question, tend to be quiet or say I do not know. However, most of the time the teachers also do not have time to focus on that particular student and in the need to cover the entire study materials, he or she misses a specific student (Hwang Kearney, 2013). The teacher should take care of some other things in the class other than the study materials too. Therefore, I am suggesting some of the implications that the teacher could follow to improve the situation: These children want to see themselves as successful ones and they tend to compare their own performances with others. Thus they tend to feel insecure. Therefore, the teachers are suggested to encourage them continuously and give them positive feedbacks. The teachers are also suggested to identify their little improvements. This will make them happy and they will not expect the negative outcome anymore. Some of the students may not be comfortable enough to share his or her feelings in front of the whole class. Therefore, the teacher should make sure that he or she is given personal time and space where they can share their views about their performance. This difficulty is more prevalent in the early years. Even these patterns are also established in this stage where the children learn their capabilities. Therefore the elementary teachers should identify the specific patterns so that they can be intervened with suitable reinforcements. Therefore, they are suggested to put more attention to the students. The teachers should praise and reinforce the innate ability of the child when they are successful in a particular task. If the students starts believing that they are good at something, they will let themselves more opportunities. The positive feedback from the teachers will make the students with learned helplessness difficulty more encouraged. This can act as a powerful tool in their improvement. () suggest that the teachers may set a specific goal from each of the student so that they can try to achieve something tangible. The accomplishment will give them more confidence as well. Conclusion This study shows that it is necessary for the students to be observed, so that the teachers could identify the specific issues with their developmental phases. In this study, we have seen the child with the learning difficulty was having severe issues in coping up with his surroundings. These children tend to be anxious most of the times as they tend to compare their performances continuously. They tend to be sad or in bad temper most of the times. They may also have issues with their communication skills with the peers. In this situation, the peer support is also necessary. If they realize they are not being judged all the time, they tend to be less anxious. The teachers may apply the I do, I do model by providing the students a guided practice or release their sense of responsibility gradually, so that they can move towards the independent practice. As mentioned by the scholars that having collaborative practices can enhance their skills and the teachers may monitor their individua l improvements during this time. With a careful observation, responsibility, planning and ensuring the implications, we can make sure that the students with the learned helplessness difficulty can cope up with this situation. The caring and thoughtful teachers who are willing to take care even if there are difficulties should be appointed so that they can help the students. Reference List and Bibliography Brunson, B. I. (2015). The Type A coronary-prone behavior pattern and reactions to uncontrollable events: An analysis of learned helplessness. Ellis, R. (2015).Understanding Second Language Acquisition 2nd Edition-Oxford Applied Linguistics. Oxford university press. Greenhow, C., Gleason, B., Li, J. (2014). Psychological, social, and educational dynamics of adolescents online social networking.Media Education: Studi, Ricerche, Buone Pratiche,5(2), 115-130. Hwang, Y. S., Kearney, P. (2013). A systematic review of mindfulness intervention for individuals with developmental disabilities: Long-term practice and long lasting effects.Research in developmental disabilities,34(1), 314-326. Maier, S. F., Seligman, M. E. (2016). Learned helplessness at fifty: Insights from neuroscience.Psychological review,123(4), 349. Manuel, J., Carter, D. (2015). Current and historical perspectives on Australian teenagers' reading practices and preferences.Australian Journal of Language and Literacy, The,38(2), 115. McPherson, G. E., Osborne, M. S., Barrett, M. S., Davidson, J. W., Faulkner, R. (2015). Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status.Research Studies in Music Education,37(2), 141-160. Mikulincer, M. (2013).Human learned helplessness: A coping perspective. Springer Science Business Media. Mirrione, M. M., Schulz, D., Lapidus, K., Zhang, S., Goodman, W., Henn, F. A. (2014). Increased metabolic activity in the septum and habenula during stress is linked to subsequent expression of learned helplessness behavior.Frontiers in human neuroscience,8, 29. Sedibe, H. M., Kahn, K., Edin, K., Gitau, T., Ivarsson, A., Norris, S. A. (2014). Qualitative study exploring healthy eating practices and physical activity among adolescent girls in rural South Africa.BMC pediatrics,14(1), 211. Taboada Barber, A., Buehl, M. M., Kidd, J. K., Sturtevant, E. G., Richey Nuland, L., Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds.Reading Psychology,36(1), 31-85. Ware, P., Kessler, G. (2016). Telecollaboration in the secondary language classroom: case study of adolescent interaction and pedagogical integration.Computer Assisted Language Learning,29(3), 427-450. Wexler, J., Reed, D. K., Pyle, N., Mitchell, M., Barton, E. E. (2015). A synthesis of peer-mediated academic interventions for secondary struggling learners.Journal of Learning Disa Fitton, V. A., Ahmedani, B. K., Harold, R. D., Shifflet, E. D. (2013). The role of technology on young adolescent development: Implications for policy, research and practice.Child and Adolescent Social Work Journal,30(5), 399-413.bilities,48(5), 451-470. Wilcox, K. C., Jeffery, J. V. (2015). Adolescent English language learners' stances toward disciplinary writing.English for Specific Purposes,38, 44-56. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review.Journal of Autism and Developmental Disorders,45(7), 1951-1966. Young, J. A., Symons, C. M., Pain, M. D., Harvey, J. T., Eime, R. M., Craike, M. J., Payne, W. R. (2015). Role models of Australian female adolescents: A longitudinal study to inform programmes designed to increase physical activity and sport participation.European Physical Education Review,21(4), 451-466.

Fahrenheit 451 (563 words) Essay Example For Students

Fahrenheit 451 (563 words) Essay Fahrenheit 451RayBradburys satire, Fahrenheit 451, is a novel full of symbols criticizing themodern world. Among those symbols appears The Hound. The Hounds actions andeven its shape are reflections of the society Bradbury has predicted to come. Montags world continues on without thought; without any real reason. There isno learning, no growth, and no purpose. The Mechanical Hound slept but didnot sleep, lived but did not live in its gently humming, gently vibrating,softly illuminated kennel back in the dark corner of the firehouse (24),wrote Bradbury to describe this hound. Like the hound, society was alive yetdead as well, drudging through life; mindless. The Hound was a programmed robotthat didnt thing on its own; that only acted as it was told. Captain Beattystates, It just ?functions. It has a trajectory we decide on for it. Itfollows through. It targets itself, homes itself, and cuts off. Its only copperwire, storage batteries, and electricity (20), and It doesnt thinkanything we dont want it to think (27). That society was programmed to notthink, wonder or ask why. They didnt do anything that they werent supposedto do. Today, everything is happening just as The Hound is controlled. Programming is happening in our very world. Take schools for example. ConsiderPavlovs experiment with ringing bells to provoke an automatic response indogs. He rang a bell; the dogs salivated expecting food. The school board ringsa bell, and students rise to show respect for the American flag because ?nowis the designated time to be patriotic, and you will or face consequences. The bell rings, students stand. The bell rings, the students sit, the studentwalks, the student is allowed to eat. Were robots in the programmed society. The perversion of Montags society was eminent in the appearance of theMechanical Hound. A ?hound with eight spidery legs, a metal body andelectrical eyes is far from just short of a normal dog. As it was with TheHound, society was far from normal. The society was strange, backward andtotally abnormal. There was no compassion for life as Mildred makes apparent bystating Its fun out in the country. You hit rabbits, sometimes you hitdogs. Go take the beetle (64). Here Mildred tells Montag to take the car outand hit animals to relieve stress and anxiety. Schools no longer teach coresubjects, only sports and ?fun things. Bradburys society hasnt thetime, nor the desire, to actually learn or better themselves. Society isperverted. Today, the computer games, television programs, and other suchentertainment possesses more attention than family members, creating a voidwhere once lay family value, and important family time. Therefore, more oftenthan not, that void is filled with harmful, unmora l behavior, much like thatbehavior demonstrated in Bradburys novel when some teenagers wereintentionally trying to run him over with their car. Is this normal?Unfortunately, it is becoming exactly that. In this society Bradbury created,you are pampered, entertained and kept completely happy with no worries; nothingto fear. However, the quest for happiness ultimately leads to the downfall. Allcommunication to the ?disturbing outside world was cut off as to protectthe citizens from having to worry. The people were oblivious to the war ragingoutside, and the bomb that eventually killed them. The society lived in blindhappiness. Paralleling this society is The Hound. When it attacks its victim, itinjects lethal doses of morphine, causing the person to experience drowsinessand fall into a deep relaxing sleep, unaware that they will never wake up.