Jean Tirole Essay Example | Topics and Well Written Essays - 1000 words

Jean Tirole - Essay Example Most of the economists frequently regard fiercely competitive markets as the public interest. When the producers in the said markets fight to earn a profit or gains, they are guided, as if by an invisible hand, in delivering high quality at the lowest cost possible. But most the industries are not competitive, and due to the lack of competition, there is the need for intervention the public’s interest. Competition policies and theories of regulation are aimed at providing useful scientific guidance in such interventions. Stigler George was awarded a Prize in Economic Sciences in 1982 â€Å"for his seminal studies in functioning of markets, industrial structures, and the causes and effects of public regulations†; however the study did not cater for the rapidly developing, revolutionary, industrial organization (IO) field. Jean Tirole is the best among the contributors to the analytical revolution; he has enhanced the understanding of the IO in general, and particularly the optimal policy interventions. The theoretical advancements, by Tirole, are in line with great public-policy interest, for example, in the 1980s and 1990s most of the countries pursued pro-competitive liberalization and regulatory reforms. The European Union (EU) came up with a single market; new issues sprung and could not be fruitfully analyzed with the existing theories, Stigler George, and others; the EU analysis required synchronization of the oligopoly theory contract theory, the principal-agent, with combination of industrial economics combined with public economics. Jean Tirole’s expertise covered all the above fields, hence was ideally positioned at making a lasting contribution (Tirole & Lerner, 2013). Tirole created a synchronized framework used in regulation and IO theory, based on a thorough analysis of information and strategic behavior economics. He consistently extracted his results from the fundamental

Teaching, planning and learning Essay Example for Free

Teaching, planning and learning Essay The school first opened its doors in 1958 with only 10 teachers who looked after a total of 222 pupils at that time. The new school was created from  several all-age schools from around the area of the small agricultural village. In 1976, the school was extended and now has over 800 mixed gender pupils age 11-16, mostly from working class backgrounds. Please refer to Appendix 1 on page 14, for a table that shows the attainment of pupils between 2011 and 2012. The Head Teacher states that the school will continually seek opportunities to develop personal, social, moral codes and independent thinking and learning skills that the pupils can apply to any given situation. The Ofsted Inspection Report (October 2012), regards this as a good school and that the recently appointed Head Teacher has given a vision for the future and has implemented considerable change in a short time. This has resulted in rapid, all round improvement within the school. The teaching group in which I will be discussing and evaluating in this paper is Year 8 Set 3 at KS3 level, in this class there are 30 pupils and two teaching assistants as well as the teacher. There is a strong gender balance and behaviour is okay overall. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. In this class, there is one SEN pupil with hearing difficulties and two vulnerable pupils who require extra support from the special support staff. Rationale Over a sequence of four lessons teaching fractions, percentages and decimals, a wide range of methods were used in relation to the particular group of pupils and the learning objectives. The structure of the lessons was taught generally in three parts, which consisted of a through the door starter, a main teaching and learning section and a plenary. At the beginning of each lesson, I settle the pupils down by telling them a mathematical joke related to the topic I am about to teach or by doing a  maths magic trick, which might include mental maths or using a calculator. Please refer to Appendix 2, for an example of a joke/magic trick and why this can be useful. I would then explain how to complete the starter if they had not already started to do so or if it was not self-explanatory. After the starter, I implement a literacy element into the lesson by selecting a few pupils to read the learning objectives out loud then they also have to write it into their books underlined with the date and level. I also display to them how I expect them to progress throughout the lesson using good, better and excellent as targets but I do not get them to copy this into their books as that has proven be time consuming. Bellamy (1999) supports the idea of learning objectives to be appropriately differentiated. Teacher praise is one tool that can be a powerful motivator for pupils. Surprisingly, research suggests that praise is underused in both general and special-education classrooms (Brophy, 1981; Hawkins Heflin, 2011; Kern, 2007), therefore I try to use praise as often as I can to reinforce good behaviour and build strong relationships with the pupils. I use an interesting method for questioning pupils whereby I have a jar of different coloured lollypop sticks with the pupils’ names on, so when I wish to ask a question it appears to be fair, random and it keeps the pupils engaged because I sometimes place the lollypop sticks back in the jar so the same person may get asked a question more than once. Sometimes, I might ask an open-ended question and aim it at the whole of the class, then ask the pupils to think about it independently or discuss it with the person sitting next to them, these questions usually involve problem solving. As well as questioning, there are several other methods, which can be incorporated into the planning of progress throughout a lesson for example, the use of mini white boards and traffic light cards, also getting the pupils to write a response in their books about how they feel about a certain topic. During this sequence of four lessons, there would usually be around 10-15  minutes of me teaching and the pupils listening, whereby the pupils may take notes and copy examples then the pupils would work quietly and independently to illustrate understanding. For those pupils who require a little more explaining, this would be a chance for them to receive some individual teaching from a member of staff in the class. I communicate to the teaching assistants when I would like them to walk around the class or hand out worksheets. Tracking pupils’ progress over time to inform the planning of teaching and planning teaching that is matched to pupils needs is key. Please refer to Appendix 3, for further guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Whilst the pupils are working independently, I would walk around the class systematically checking for progress making sure the pupils are setting their work out correctly and achieving the correct answers and also checking what speed they are working at, as some pupils work a lot quicker than others in this class. Therefore, I always have an extension worksheet or an additional task available of a slightly more challenging level. Rooney (2008) supports the need to provide extension work for the more able that will engage and challenge them, whereas Kompany (2005) believes pupils should be accelerated to the appropriate level earlier. I have used self-assessment and peer-assessment in these lessons whereby the pupils mark their own work or they swap books with the person sat next to them. I believe paired work for tasks and games is beneficial as the pupils can learn from each other. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. BECTA (2004) suggests that, using interactive whiteboards to enrich the teaching of mathematics and assist in managing the learning environment can be achieved by; the display and review of learning objectives and key vocabulary, save screens and move between them, remind pupils of materials covered in previous lessons, set up group work and discussion tasks, use the ‘hide and reveal’ features of the IWB software to work through the steps of a solution, provide a ‘count down’ for timed activities. I make use of ICT regularly in my lessons, whether it is a basic PowerPoint; one slide with the learning objectives on to save time; and interactive games on the white board. I always try to include a real life example into every topic I teach and this particular topic definitely has a functionality element to it as fractions, percentages and decimals are used in every day life even at the age of 12, the topic also links to other subjects such as science, food technology and business studies. As a plenary, I have used several methods, which I have found to be successful with this class for example exit cards or a GCSE exam question from previous papers. I believe that they get a real sense of achievement when they manage to complete a GCSE exam question because they are only in Year 8 and they are able to answer an exam question that they might get asked to complete in Year 11. I follow the schools marking policy using; WWW – what went well, EBI – even better if and MRI – my response is. This gives the pupils an opportunity to respond to feedback. Please refer to Appendix 4, to view an example of my marking and feedback. Pupils’ are expected to respond in the MRI section demonstrating communication between the teacher and the pupil. Evaluation Lessons in this school have sixty-minute duration; therefore I believe the three-part lesson structure to be substantial. Because of the age of the pupils, I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils also creating a little bit of fun and something to look forward to within the lesson, which in turn lead to better behavior and attitudes towards mathematics as a subject. It is also useful for practicing mental maths for improving skills like using a calculator. This approach may not be as  successful with a Year 11 class. In my experience, I have found it to be more effective to have the starter readily available for the pupils, either on their desks or on the board so that they are engaged as soon as they walk through the door and they are not waiting for pupils that are late. Please refer to Appendix 5, for an example of a st arter that is related to the topic in question and I usually display on the smart-board. Of course, starters do not have to be related to the topic all the time but in this case I used my starters to recap what we had covered in the previous lesson. Getting the pupils to read, listen and write the learning objectives is important for improving literacy which is important across the whole curriculum (old and new) and I do this at the beginning of every lesson for consistency, the pupils know what to expect and they enjoy being aware of what level or sublevel they are working at. I have developed my praising strategy by rationalising how and when I use praise because using praise excessively can lead to negative reactions from pupils not receiving praise even when they had ‘done their best’. Effective teacher praise consists of two elements: a description of noteworthy student academic performance or general behaviour and a signal of teacher approval (Brophy, 1981; Burnett, 2001). I have found the different coloured lollipop sticks method of questioning to be very successful as the pupils think it is a fair system but it isn’t entirely random, as I have actually coded the different sublevels of the pupils to th e different colours. For example, if I wanted to ask a hard question I would select a red stick which indicates the pupil is strong and confident but if I wanted to give a weaker pupil a confidence boost then I would select a green stick and ask a relatively easy question. This demonstrates an element of differentiation. The National Council of Teachers of Mathematics (NCTM) believes effective questions are an integral part of a successful mathematics classroom. Some research suggests that as much as 50 percent of classroom time is spent asking questions and eliciting responses. Instruction that includes questions during lessons is more effective in producing achievement gains than instruction carried out without putting questions to students. Please refer to Appendix 6 on page 18, for some reasons as to why we ask questions particularly in mathematics. I have made use of mini white boards, traffic lights cards and pupil feedback within these lessons. I prefer the use of mini white boards  compared with the traffic light cards because the cards can be very vague and some pupils tend to follow the trend rather than being entirely truthful, whereas the mini white boards are excellent for AFL because the answers are independent and more detailed so its easier to identify errors and areas for improvement. The Guardian (2014) describes how teaching assistants are a vital source of support for teachers and knowing how to manage them can be tricky. I have found that giving the teaching assistants ownership within the classroom has made it easier to get them onboard with my ideas. It is important to communicate with them; show class interaction; share decision-making; building on the TAs strengths and share feedback with each other. I have found support staff to be very useful in lessons, as they can provide individual teaching for pupils’ that may be struggling, they support SEN and vulnerable pupils, they are also more than willing to assist in handing out worksheets or collecting homework. The Department for Education states that, all children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. They should also be supported to make a successful transition into adulthood, whether into employment, further or higher education or training. Please refer to Appendix 7, for further information of how I have deployed support staff within lessons. According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Please refer to Appendix 8, for a summary of how Ofsted outline formative and summative assessment. I have adopted a number of effective methods outlined by Black and William (1998), that have developed approaches to self and peer-assessment with the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; develop confidence and skills in judging their own performance and reflect on their work and that of others to learn how to improve it. I particularly like some of the additional uses of ICT that BECTA (2004) highlighted above and although I haven’t adopted some of the methods yet, I believe they would be very useful and I will be using them in future. But first, I will have to learn how to use these additional features of an interactive whiteboard and I will develop this during my next placement. Providing real life examples and relating functional skills to mathematics is important for supporting  the transfer of meaningful information at key transitional points and facilitating the setting of meaningful curricular targets that can be shared with pupils. The DfE state that functional skills aim to help people read, write, speak English and use mathematics at the level they need to function and progress both at school and elsewhere. Mathematics in everyday life refers to the way humans use math to complete certain tasks throughout the day, an example I used for this topic was: a person may use math when the y are out shopping and trying to calculate the total cost of the items they are buying after a 15% decrease in the January sale. I have found the use of exit cards or a GCSE exam question, as a plenary to be highly successful with this group due to their age. It appears to me that they actually enjoy writing on the little, colourful exit cards then handing them to me at the door as they leave. They are given a choice as to what they can write on the card, for example, they might write what they have learnt in the lesson or how they feel about the topic or they might write a question down for something they wish for me to address. This process allows me to assess for learning and plan how to progress in future lessons. As well as following the schools’ marking policy, I also provide additional oral feedback rather than relying almost exclusively on marking or written feedback in pupils’ books, and I help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback so that they can progress further. Overall, I have found most of my teaching methods to be effective and successful. The pupils’ have met their targets and achieved the learning objectives. I have adapted all the methods mentioned above and tried different approaches to establish this. In the future, I aim to satisfy the targets that I have set myself throughout the analysis to improve my teaching methods further. Review of Assessment Theory Ofsted (2013) outline, how effective assessment practice in mathematics is associated with systematic arrangements for actively promoting, monitoring  and recording pupils’ progress; also that it is used as a teaching tool for judging attainment. Teachers should review pupils’ progress closely as part of daily classroom practice, involving pupils in the assessment of their own strengths and weaknesses and provide feedback. According to Black and William (1998), effective formative assessment is a key factor in motivating learning and raising pupil standards of achievement. Formative assessment, is most effective when it: is embedded in the teaching and learning process; sharing learning objectives with pupils; it helps pupils to know and recognise the standards to aim for; it provides feedback for pupils to identify what they should do to improve; it involves teachers and pupils reviewing their performance and progress and it can involve pupils in self-assessment. For example, pupils’ marking and reviewing their own work. The provision of effective marking and feedback on work can raise pupil achievement; this use of assessment information is beginning to promote effective practice in mathematics. It is suggested that some teachers feel that they are spending a large amount of time marking but it seemed to have little impact on pupils’ subsequent work and that they would prefer to provide more oral feedback rather than relying on written feedback in pupils’ books. Teachers can overcome this challenge by helping pupils’ to develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback. (Ofsted reports, 2013) For pupils to learn effectively, they need to identify any gaps between their actual and optimal performance. Many approaches to self and peer-assessment have the aim of enabling pupils to: share the learning intentions so that they understand where they are heading; to develop confidence and skills in judging their own performance; and reflect on their work and that of others to learn how they can improve. (Hawkins Heflin, 2011) Kern, L. Clemens, N. H. (2007), highlight that due to recent changes to strategies, many good mathematics teachers make effective use of assessment data to set targets for individual pupils. This process is particularly effective when two targets are set with the higher one being more ambitious  than the prediction based on the data. The aim is for pupils to have an idea as to where they are in the process and where they are heading and what is possible if they are ambitious. In mathematics, Bellamy (1999) states that the most effective targets set for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors); discussed with pupils and expressed in a form that they can understand; relatively short-term and subject to regular revision and retained where they are accessible to pupils. To summarise, formative assessment is that undertaking the assessment constitutes a learning experience in its own right, for example; writing an essay or undertaking a class presentation, can be valuable formative activities as a means of enhancing knowledge as well as for developing research into mathematics, communication, intellectual and organisational skills. Formative assessment is not often included in the formal grading of work, and indeed many believe that it should not be. In contrast, summative assessment is not traditionally regarded as having any intrinsic learning value. It is usually undertaken at the end of a period of learning in order to generate a grade that reflects the student’s performance. The traditional unseen end of module examination is often presented as a typical form of summative assessment. But Black and William (1998) recommend: Frequent short tests are better than infrequent long ones. We have highlighted two important points from this differe ntiation. Firstly, there is no reason why only summative assessment should be included in any formal grading of pupil progress and performance, it is perfectly appropriate to have elements of formative assessment as part of the final grade as well. The second point is that the distinction between formative and summative assessment may be a false one. Whilst some elements of assessment may generate a greater formative learning experience than others, it can be argued that all forms of assessment have some formative element. For example, students undertaking a degree course where assessment consists of written assignments and end of module examinations will over the period of the course improve their examination technique, this is a formative learning experience. Perhaps  instead of becoming overly concerned with whether an assessment is formative or summative in nature it may be better to see various types of assessment as a continuum of the formative learning experience. In conclusion, research indicates that improving learning through assessment depends on five simple factors: the provision of effective feedback to students; the active involvement of students in their own learning; adjusting teaching to take into account res ults of assessment; a recognition of the profound influence assessment has on the motivation and self esteem of students; and lastly the need for students to be able to self assess themselves and understand how to improve. But at the same time, there are several other inhibiting factors, these include: the tendency for teachers to assess quantity of work and presentation rather than quality of learning; giving greater attention to marking and grading (much of it tending to lower the self esteem of students rather than provide advice for improvement); some teachers feedback to students often serves social and managerial purposes rather than to help them learn more effectively; and teachers not knowing enough about their students’ learning needs. The characteristics of assessment that promote learning, are highlighted by Ofsted as follows: it is imbedded in a view of teaching and learning of which it is an essential part; it involves sharing learning goals with students; it helps students know and recognise the standards they are aiming for; it involves students in self-assessment; it provides feedback which helps students recognise their next steps and how to take them; it is underpinned by confidence that every student can improve; and it involves both the teachers and students reviewing and reflecting on assessment data. If a teacher can adopt all or most of these characteristics into their assessment techniques then they are sure to be outstanding. The ways in which a teacher can achieve this in the classroom, when assessment is being used to help learning is through observation – this includes listening to how students describe their work and their reasoning. Questioning – using open-ended questions, phrased to invite students to  explore their ideas and their reasoning. Setting tasks in a way that requires students to use certain skills and apply ideas. Asking students to communicate their learning through drawings, actions, role-play, brainstorming key concepts, as well as writing. Discussing words and how they are used. Please refer to Appendix 3, for guidance from LGfL – Learning Grid for Lancashire (2014) for Assessing Pupils Progress (APP) in Mathematics. Analysis of Summative Assessment Task According to Glickman et al (2009), summative assessment refers to the assessment of the learning and summarises the development of learners at a particular time. After a period of work, e.g. a unit for two weeks, the learner sits for a test and then the teacher marks the test and assigns a score. The test aims to summarise learning up to that point. The test may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment. Black and William (1998) agree that, frequent short tests are better than infrequent long ones. This is the approach I have adopted for this summative assessment task. The summative assessment task that I have designed is aimed to check for knowledge, understanding and learning of the topic mentioned in the rationale. The medium term plan I set myself for this topic was to teach fractions, percentages and decimals, over a sequence of four lessons. Year 8 – Set 3 have mathematics on their timetable twice per week, therefore I was able to cover the content in two weeks. I informed them at the end of the fourth lesson that was on a Thursday, that they would be getting tested on Tuesday so they were aware that they were having a test to cover the content from the last four lessons. Hence, giving them a chance to revise over the weekend rather than overwhelming them on Tuesday. The areas covered in the four lessons and also included in the test are: simple percentages that can be calculated mentally, using a calculator to  work out percentages (including percentage increase and decrease), and to be able to convert between fractions and decimals. Please refer to Appendix 9, for a copy of the Summative Assessment and Answers. The instructions given on the day of the task were: use a calculator where appropriate for example, to calculate fractions/percentages of quantities/measurements, calculate percentages and find the outcome of a given percentage increase or decrease and please work silently and independently. There are 30 pupils in this class including one SEN pupil with hearing difficulties and two pupils’ that have recently been moved up from Set 4. Pupils were previously ranging from level 5A to 5C and they were all expected to hit their target grades which tend to increase by 3 sublevels leaving them at a level 6A to 6C respectively by the end of the academic year. At the end of the task, I was able to mark the test and give them a grade at the end. Please refer to Appendix 10, for a copy of my anonymous class list with the grades awarded included. In these anonymous pupil records, we can see that the SEN pupil is highlighted in yellow because they were absent on the day of the test and the target level is below average; the gifted and talented pupils’ are highlighted in green and by analysing the target grades we can establish that they may not necessarily be gifted and talented in mathematics, but rather in other subjects like Art, Dance and Physical Education. Althoug h, a few of them have met their targets grades which are above average. The majority of the class met their target grades and a lot of them improved upon their target grade as I expected. All the questions in the test relate to real life and the only question that they all made errors on was finding 17.5% and then adding it back on because it was VAT, even though I’d given them a little clue by typing cost in capital letters. As well as marking and awarding a grade, I also make use of target stickers at the end of any assessment so that pupils’ know and recognise the standards they are aiming for and it provides feedback which helps students recognise their next steps and how to take them. Please refer to Appendix 11, for an example of a target sticker that I might use at KS3 level. I tend to provide oral feedback as well rather than relying exclusively on marking  and written feedback. I found it difficult to decide on the assessment criteria for the marking and feedback on this given piece of work (for example, whether or not presentation is to be judged). So I decided to use the target grades as a guide to developing a mark scheme, which related to the test and the results as a percentage e.g. if they achieved 70% in the test then they would be awarded a grade 6A. It was difficult to determine these boundaries because the test was quite short and partly biased because it was only testing one topic in mathematics and they had all weekend to revise. There was potential for them to score over 90% and this wouldn’t be the case in an end of term test where many topics are combined into a longer test. This is one point that could be amended to improve the quality of this assessment in the future. Ofsted outline the characteristics of assessment that promote learning, to be imbedded in a view of teaching and learning of which it is an essential part and involves sharing learning objectives and goals with pupils. I have found the task to be successful in helping me determine the level of the pupils’ attainment and progress in mathematics. I believe that frequent short tests will over a period of time improve their examination technique, which is a formative learning experience. Black and William (1998) agree that, constantly assessing demonstrates confidence that every pupil can improve; and it involves both the teachers and pupils’ reviewing and reflecting on the assessment data. Assessing Pupils Progress at Key Stage 3 is vital to tracking pupils progress over time to inform the planning of teaching matched to pupils needs and gathering diagnostic information about the strengths and areas of development of individual pupils’ and groups of pupils. Appendices APPENDIX 1 The school are determined to close the achievement gap by ensuring that any pupils at risk of underachieving are identified early and support and intervention is provided for these pupils. In particular those pupils that are on FSM or classified as LAC. The following table shows the attainment of all pupils in Year 11 including those who were ‘looked after’ or on free school meals. The brackets show the number or percentage of students on free school meals and or who are looked after. (FSM and or LAC)/ All Pupils 2011 2012 No. of pupils in Year 11 (GCSE) (7)/126 (4)/140 % gaining 5+ A*-C in both English and Maths (57)/67 (25)/68.5 % gaining 5+ A*-C English (57)/69 (50)/75 % gaining 5+ A*-C Maths (100)/83 (50)/76 APPENDIX 2 Mathematical jokes relating to the topic: Who invented fractions? Henry the 1/8th! I believe five out of four people have trouble with fractions. There are three kinds of mathematicians those who can count and those who cant. Math Magic / Number fun / Maths Tricks: Trick 1: 2s trick Step1: Think of a number. Step2: Multiply it by 3. Step3: Add 6 with the getting result. Step4: divide it by 3. Step5: Subtract it from the first number used. Answer: 2 Trick 2: Any Number Step1: Think of any number. Step2: Double the number. Step3: Add 9 with result. Step4: sub 3 with the result. Step5: Divide the result by 2. Step6: Subtract the number with the number with first number started with. Answer: 3 Trick 3: Any three digit Number Step1: Add 7 to it. Step2: Multiply the number with 2. Step3: Subtract 4 with the result. Step4: Divide the result by 2. Step5: Subtract it from the number started with. Answer: 5 I found the mathematical jokes and maths magic tricks highly effective in the sense that it settled the pupils down at the beginning of the lesson, it helped to build a good relationship with the pupils, it created a little bit of fun and something to look forward to within the lesson, which in turn lead to better behaviour and attitudes towards maths as a subject. It is also useful for practising mental maths or for improving skills like using a calculator. APPENDIX 3 Assessing Pupils Progress (APP) in Mathematics Assessing Pupils Progress is a structured approach to pupil assessment in Key Stage 3 to support teachers with: making judgements about their pupils attainment, keyed into national standards developing and refining their understanding of progression in science gathering diagnostic information about the strengths and areas of development of individual pupils and groups of pupils tracking pupils progress over time to inform the planning of teaching planning teaching that is matched to pupils needs supporting the transfer of meaningful information at key transitional points facilitating the setting of meaningful curricular targets that can be shared with pupils and parents APPENDIX 4 Marking example WWW:You understand and can write a percentage/fraction/decimal in either form in order to compare values. You can also calculate a percentage of a quantity and use this to increase or decrease a value. EBI:When calculating a percentage increase/decrease of a quantity you use the multiplier method. Your work is excellent/good/satisfactory. MRI: (response to feedback from the pupil) APPENDIX 5 Starter related to percentages Find 10% of the following: a)  £300b) $200 c) 50gd) 30p e) 45pf)  £64 g) $32h) 12g APPENDIX 6 Why Ask Questions? The following is a partial list of the questions that teacher Peggy Lynn asked during her two lessons on direct and inverse variation. As you read each question below, think about Peggys purpose in asking it. Ask yourself, Why did she ask that question? How did you come up with your estimation? When you say pattern, what kind of pattern are you referring to? And what does that + 1 on the end mean? Any questions so far? Why did you do 100 ï ¿ ½ 100? You seem pretty certain of that. Why do you think its not [a direct proportion]? So how many gallons would there be in 920,000 barrels? Could a direct variation have a negative slope? If you have zero drops, how much area should you have? What just happened there, when you doubled your volume? What about if you made the area of the base get smaller and smaller, your diameter got smaller and smaller. Whats going to happen to the height of your water? Questions in the math classroom serve a variety of purposes, from increasing student comprehension and clarifying student thinking, to aiding in social development. The following list gives many of the reasons teachers ask questions. To involve students in the lesson by letting them share ideas that provide clarification and a deeper analysis of problems Example: You seem pretty certain of that. Why do you think its not [a direct proportion]? To provide assessment of what students know to help guide  instruction Example: Why did you do 100   100? To enhance retention of important information and to provide increased understanding of the major mathematical skills and concepts. †¨Example: If you have zero drops, how much area should you have? To aid in classroom management by redirecting discussions, making sure that students comprehend directions, and checking for understanding. (Many questions in this category are not prepared in advance teachers ask them as the need arises .) †¨Example: Any questions so far? APPENDIX 7 Deploying support staff Communication Be clear and specific: dont assume that your TA knows what you want them to do. Think about how you would feel walking into a lesson and trying to decipher what to support the pupils with while listening to the teaching segment. Its hard to manage all of this at once, especially because you were on break duty and missed the first seven minutes. Not all teachers have dedicated time to share and discuss lessons with their TA. But its essential to discuss your lessons plans, expectations, focus children and so on; this will help you build a relationship with your TA and enable them to anticipate what you and the pupils will need throughout the year. Class interaction Empowering your TA to be active in lessons not only enables them to raise their profile in the classroom, but also allows you to develop an engaging environment. Involve them in lessons and build a rapport where you can bounce off each other during sessions. The teachers and teaching assistants roles are different but both are important and your TA might have more experience in the school or with children. Be sure to acknowledge this, always speak in a professional way and when there is conflict, clear the air  and address the issue. Decision-making Allowing your TA to make independent decisions that are in line with your classroom rules and behavioural strategies is very empowering. Facilitating this will help keep the class running smoothly and promotes a team approach to teaching. As well as the benefit of building a good working environment, in the event that you are out of class for NQT time, off sick or on a course, you know that your classroom systems are being sustained, giving your pupils consistency, which is particularly vital in a primary classroom. Build on your TAs strengths Ask your TA about their hobbies, experiences and what they would like to do in the classroom. This will give you a great insight into their strengths, skills and interests. Over time you will find that building on your TAs skills and strengths will enable you to get the best out of them, to the benefit of you and your pupils. Also be aware that an increasing number of TAs are graduates and have very valuable transferable skills. Feedback Everyone benefits from feedback and your TA is no different. Give them details about what works well, remain positive and give clear requests. Make sure the feedback is constructive and help your TA to see the bigger picture of what you are trying to achieve in your setting. If you would like to find out more, Maximising the impact of teaching assistants by Anthony Russell, Rob Webster and Peter Blatchford is well worth a read. Fundamentally, be conscious of planning for your support staff, it will empower them and allow you to have a greater impact on your pupils. APPENDIX 8 According to Ofsted, good assessment practice in mathematics includes: day-to-day assessment, marking and feedback, and the use of assessment to set targets. Formative assessment, or ‘assessment for learning’ is most effective when it: is embedded in the teaching and learning process   shares learning goals with pupils helps pupils to know and to recognise the standards to aim for provides feedback for pupils to identify what they should do to improve has a commitment that every pupil can improve  involves teachers and pupils reviewing pupils’ performance and progress involves pupils in self-assessment. Five key changes to marking and feedback:  decrease the use of extrinsic rewards (house credits) as a number of pupils reported negative reactions to not receiving rewards even when they had ‘done their best’ provide more oral feedback rather than relying almost exclusively on marking and/or written feedback in pupils’ books help pupils develop skills in marking and reviewing their own work and that of their peers in order to involve pupils more in marking and feedback decide on the assessment criteria for the marking and feedback on a given piece of work (for example, whether or not presentation is to be judged) be clear about whether to get pupils to correct their own work based on what purpose it will serve for a given piece of work. The most effective targets set by or for pupils are often curriculum-specific. These are: associated with a significant but manageable learning objective (e.g. simplify fractions by cancelling all common factors) discussed with p upils and expressed in a form that they can understand relatively short-term and subject to regular revision Bibliography Akin-Little, K. A., Eckert, T. L., Lovett, B. J., Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344-362. Sources: Black, P., Wiliam, D. Inside the black box: Raising standards through classroom assessment, www.kcl.zc.uk/depsta/education/publications/blackbox.html Black, P., William, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–74. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32. Burnett, P. C. (2001). Elementary students preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Daly, E. J., Martens, B. K., Barnett, D., Witt, J. C., Olson, S. C. (2007). Varying intervention delivery in response to intervention: Confronting and resolving challenges with measurement, instruction, and intensity. School Psychology Review, 36, 562-581. Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2009).Supervisi on and instructional leadership: a developmental approach Allyn and Bacon, Boston, MA. Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Charles E. Merrill Publishing Co. Hawkins, S. M., Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108. Kern, L. Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75. http://www.learner.org/workshops/algebra/workshop7/teaching.html#4

Advice For Losing Weight Diet And Exercise English Language Essay

Advice For Losing Weight Diet And Exercise English Language Essay Losing weight can be frustrating and demanding, at its worst. For the past few months, I have been keeping up with the pace of several weight loss tips to help you realize your dream of getting the body you want. Weight loss tips will change your life in great pace in full twist turn. However, before you enjoy the spotlight, you must run after it. Here are some tips to help you, may the journey to a great body be full of success: Be a water buddy. Water detoxifies the body and it will keep the system working in healthy and great pace. Water is non calorie fluid that you can take anytime and any amount you want. It will help your body to look and feel sexier and fitter. Water first. Before you take your slimming tea in the morning, drink a glass of water. Water will pass through your digestive system washing toxins and harmful agents away. Moreover, it is a nice remedy to solve your food intake water can kill your appetite. Drink another glass before mealtime. Water does not contain calories. You drink a glass before you eat it will make you feel full of cutting short your food intake. Drink water while eating your meal. Do not be overly focused in eating your meal chunks. Most people leave out the value of water while they are eating. The human body is mostly made of water; and it is very important to lead the body with enough water supply. Water will keep your stomach full without eating more food. Say no to sweetened food drinks. Soda drinking is not a good idea. Sodas, colas, and fizzy contain sugar one of the main sources of calories is sugar. If you want to lose weight faster, you need to stay away from food drinks and stick to the diet regimen you are following. Go for Water Substitute. If you dont like drinking much water, it is better to stick to watery foods. Lemons and tomatoes are water-based fruits that you can eat to supply your body with the necessary fluid for detoxification. Fruit Juice or Fresh Fruits. Bottled fruit juices are sweetened with sugar you need to stay away from these juices to cut short your sugar intake. Fresh fruits have natural sugar that is beneficial to the body. Go for Fresh Fruit Juice. If you cant stand not drinking fruit juices, it is advisable to stick to fresh fruit juices. Artificial or sweetened juices contain a high amount of sugar, and it will surely devastate your weight loss goals. Say no to processed fruits. You love eating pineapple cuts in cans? Well, it is time to say no to canned fruits. It is good to eat fresh fruits than processed ones avoid the toxins and win a great body. Be fibrous. There are several fruits and vegetables that contain fiber. Fiber helps in digesting foods and cleaning the digestive tract from toxins. Go vegan. Salad will do bets for your diet. There are several vegetables that will help you lose weight and stay healthy at the same time. You can get leafy vegetables as part of your daily food intake. Eat no-brainier. Eating is not just a physical movement. Before you take a chunk of beef, think if it will do good for you. Do not eat like a hungry mongrel. Consider what you eat and do not drive your bodys will. Choose it and chew. When faced with delicious food, choose what to bite. Leafy vegetables that serve as garnishments for the dish, are more nutritious and important than the real dish. Do not think about the price of the dish think about the nutrients you will get. Say no to sweets. Chocolates are really tasty and you would die to have a crunch. However, if you want to stay in the weight loss goal you have, it is very important to throw the next package you get. Do not indulge yourself to gluttony with chocolates and other sweets. Eat on time. Schedule your eating time. Be sure to feed your body with proper foods at a scheduled time. Any alterations to the mealtime will affect the food intake. Those who eat late will surely have tendency to eat more than what they should. Dont eat without the need. You have taken your dinner but you need to be in a party? Well, you can go to the party without eating another plate of pork. It is very important to control your food drive. Eat only if you are really hungry and do not make any excuse to stay away from the plan. Moreover, be sure to check if you are hungry or just thirsty do not interchange the feeling. Say no to snack in between. Most snacks settle on junk foods. If you need to eat a meal, then eat but do not take snacks in between. Junk foods are high in calories and other elements but a pack of junk foods will not make you full. Say no to snacks and weight loss faster. Have a vegan snack. You really need a bite of snacks? If you do, then try to control what you eat for snacks. Eating vegetables, instead of junk foods are a good idea. Vegetables like carrots will keep your stomach full. Plus, you are getting the most of the nutrients. There are other vegetables that you can take advantage if you want to have vegan snacks. Figure your coffee and tea. Coffee and tea may be good for the morning, but if you add a lot of sugar, you will surely go to fatso. Moreover, cream is just a great equivalent for chocolates. Before you pour another teaspoon of cream or sugar, think again. Say no to coffee, go for tea. Tea and coffee are a good combination for the cold morning. Tea contains antioxidants to keep your body in great consonance. On the other hand, caffeine in coffee may affect the metabolic processes of the body. Calculate. If you can calculate your money, then try to count the calories you eat. Whatever you eat, try to figure out the amount of calories you are adding to your body. It takes a little of calculation to figure out the problem. Use them up. If you cannot really stop taking in extra calories, then use them up. The problem is not in the intake of calories but on burning up the calories that are accumulated in the body. Do not let calories go unpunished. Dont be fried. Fried foods  make use of oil or fat. Oil and fat are exactly not good for your body. Stay away from fried foods because, even if oils are drained, internal oils will stay in the food; and you are taking them into your body system. Dont skip meals. If you think skipping a meal means a diet, you are in a perfectly messy thought. Be sure to eat your meals in proper time and proper counts. Three or four serve best. Eat them raw. Say no to canned vegetables they are as processed as the can packaging. Stay away from cooked foods. Preferably, go for raw vegetables. If you are cooking the vegetables, you are throwing half of the nutrients; and you are wasting the bucks. Egg means zero. If you love eating eggs, you are inviting cholesterol. Eggs are good if taken three or four times a week. Do not make them your everyday helpful meal. Keep the price. Some people dont eat chocolates because of the price. However, with the entry of various affordable chocolates, its so hard to resist. It is important to keep the price of chocolates; eat them only at times or on occasions. Scattering is always good. If you think you will be healthy by sticking to certain types of food, you are not in the middle of truth. It is very important to eat the right kind of foods from all food groups to keep your body in great health and to fully keep the stomach in great work. Say no to alcohol beverages; they will burn you down. Beers and beverages will make you fat. Alcohol in the body will cause disruption in the metabolism of the body and it will be very hard for you to handle the appetite swings after the alcohol subsided. Keep breakfast abreast. If you like jogging in the woods every morning, it is greatly advised to eat breakfast one after. It will supply the energy needs of the body and to replace what has been used during the jog. Weight Loss Tips for Eating: Go for carbs. Notions about carbohydrates are widespread in the web. Your body needs carbohydrates to maintain the energy supply of the body keep that at 50%. Proteins must go in the second. Proteins are responsible in the rebuilding and maintaining basic processes of the body. You must maintain a 25 30% intake of proteins to support repair of cells and other parts of the body. Fewer fats. You need some fats for energy but dont raise it more than 10-15%. Keep that percentage and maintain body weight. Have a vegan week. Vegetables can do wonder for your body. They contain lesser calories but lots of nutrients. It is a big thing that you keep up with the needs of the body by having a simple day for animal-based foods. But for the rest, go for vegetables as long as you can. Meat comes in white. Prefer to eat white meat from fish, tuna, and fowl. Avoid the red meat, like pork and beef, as they contain more than what your body needs. Go for fibrous grains. Instead of going for rice, you can find substitutes, like wheat. They contain higher protein and a great amount of fiber for body processes and digestion (respectively). Cut the pork. Pork is one of the culprits of fatness. If you can stay away from it, it will be very great. However, if you cannot stay away from pork, it is very important to cut the intake. If you will substitute another food for pork, it will be very great. Cut the sugar. Stop your intake for sugar-coated products. If you can get a sugar-free substitute, it would be very great to avoid fatness. Graze them piece by piece. Eating in a big amount at once will cause storage of unused foods. However, if you take in little meals, the body will be able to cope with with the digestion and all food energies will be used up. Cheat a little. Being in a diet is really hard. There are lot of food temptations that you need to avoid. However, if you cant stand seeing somebody eating sumptuously, you can cheat. Take a bite, but nothing more. Fat calculator. Before you eat, you try to find out the fat present. To calculate, each gram of fat is equal to 9 calories. You need to stick to the above plan, do not exceed fat intake. Salt no more. Salt is another silent culprit of fatness and overweight. You need to cut short of your salt intake to ensure weight loss. Turn from table butter to cholesterol-free butter. Table butter contains fats, oil, and a great deal of cholesterol. All these three will make your life a misery by adding pounds per pounds to your body. Substitute table butter with cholesterol-free butter, but still enjoy your meal. Bake them. Can the food be baked? If yes, then dont fry them. Bake the food as much as you can to avoid the oil associated with frying. Fry without oil. Non stick pans will help you to avoid using another quart of oil. You need to avoid oil as much as you can while you are cooking. Boil vegetables. Instead of cooking vegetables, you boil them. Cooking will take away the nutrients of the vegetables. Steaming vegetables will keep the nutrients of the leafy vegan. Most of the leafy vegans, like cabbage, are cooked this way to preserve vitamins. Chew parsley. Ever feeling the need to chew something? Try a parsley. It will do good to keep your teeth from cranking on another chunk of pork. Go low or no fats. Fats and cholesterol are good friends they eat up the health of your cardiovascular muscles. If you just buy wisely, you can get low fat substitutes or even cholesterol-free substitutes. Do not just pick the food and eat them at home because you saw the ad last night. It is important to read the labels. Dont worry with thousands of food manufacturers, you will have a wide range of choices for the low or zero fat substitutes you need. Dont have to crush over crash diets. Crash diet is a regimen that you want to take for a couple of days to lose weight. However, crash diets may really get you crushed. After the crash diet, the biggest tendency, you will surely go double your size. Most crash dieters experience many cravings for the food they miss for the couple of days. Just last week, diet is on the go; but for the current week, another dish party is happening. Teeth are for chewing, not for biting. You have teeth because foods must be chewed; and  not to  be  swallowed directly. It is very important to chew foods properly up to 8 or 12 times. Chewed foods will be digested faster than swallowed ones. It will help the digestive system to burn them, and it will help in reducing the risk of constipation, which will also add problem to weight loss management, Go dry for wines. Sweet wines, are tasty but with the taste, you also need to cope with with the problem of weight gains. Dry wines are fermented longer taking away the sweetness of grapes. It will be good to go for dry wines than sweet glasses. Lets do the exercise day by day, not one single day. Physical fitness does not happen after you lift weights. You need to work it out. Start slowly and increase the pace as you are accustomed to your regimen. Do not worry the body will work for its best. Just keep your pace, things will work best. It takes time; wait for it. Pre-weight management. Before you start any exercise or regimen, be sure to have a point of start. It will be the foundation of the changes. Keep track with the changes most changes in weight happen after two weeks. Just give it a break for two weeks, and you will see the big change. Reward; encourage; be humane. After a series of hardship with weights in the gym, it is time to take a break. For the meantime, you are winning. You motivate yourself by treating yourself to movies or for a book, or anything that will make you happy, except foods. Sometimes, everything pays after hardship and a reward will increase your drive. Weight Loss Tips for Exercise Rest a day, but not a week. The human has its own limitations. You need to take a rest after a series of weight lifting and other exercises. However, do not lay things off. You must be back the soonest possible time. Get out; do it outdoor. If you have time and the area permits, it is very great to exercise outside. Mainly, you will be able to breathe fresh air and enjoy the morning breeze. Secondly, an exercise outdoor will ease out your body from the frustrations and stresses of the day. Be informed. Exercise is not just a physical exercise. There are exercises that will work best for your body. You need to know the different of strength exercises to abdominal workouts. Buying a book or a guide will do good for you and for your way to lose weight. Have a buddy and be encouraged. Being alone is one of the hardest things to consider. Ask another friend who also suffers from the same weight problem. You help him or her; and he or she will motivate you to exercise more and more. Its all about taking a partner to stand with and encourage. A tap in the shoulder will keep you working out or a call, while your lazy in getting out from bed, to keep you in the regimen. Stop when the body says stop. Do not strain your muscles. There are things that you need to consider. Over-fatigue will do much harm to your body. It will not keep your body working for the right moves and intensity. Take a break. It is not a rush contest. Dont go for the rush; take it at a time. Increasing the length of the exercise is a great idea to keep up your muscles and body to lose weight. However, you must not do it in one single blow, otherwise, you will surely go to the hospital for muscle strains. Do the increase gradually and slowly. Just keep the routine and sooner you will be able to increase your time. Make your own exercise schedule and style. Exercise is a personal matter to deal with. It is very important to make your own schedule and style the one that will suit your lifestyle. Not all in the book will work for you you must find out the right set for you. Walk more; stand less. Standing will just keep your body in relaxation but straining position. Try to walk around the corner to keep your blood circulating. Stand more, sit less. Sitting will keep your metabolism low, but if you stand your energies will be used up. Sit more, lie less. Want to lie in bed? Stop it. Sit down and keep your body working. Hey, youre not a couch potato, stop acting like one. If you really love to sit down in a chair and watch television for hours without anything to work on, it is time to kill the television and throw the chair. Find a chair that will not give you the comfort that you need. You dont deserve that now. Dont think this is too cruel it is for your best. Stretch your flex. Your job requires you to sit down for half a day? Well, break the blood lake. It is good to stand up and stretch muscles from time to time. Tele-walk will do good. While taking calls, you can walk in the area. Do not lazily sit down. Be patient forget the elevator, there is none invented yet. Elevators are made to speed up your way. It is good to take the lift while going up the floor. However, if you are going down, and you have nothing to rush for it will be better to trudge the stairs. It is a fine exercise that will keep your lower muscles in great shape. Plus, it will surely burn those stored fats in your body. It is just all about patience. Dont worry, it will surely pay. Quit smoking. Smoking is not the main culprit but the effects of smoking. Smoking may hamper weight loss by altering your food intake. Those who smoke tend to eat a bigger amount of foods than  Ã‚  non-smokers. Run a bit; its not race. Run a day but do not strain your body. Dont worry you wont qualify for the marathon. Walk is better if you cant run. If your doctor advises you not to run, dont. Brisk walking can do the magic. Walk if situation permits. If you need something by the next block, dont ride. You can walk around and enjoy the exercise. Drink black coffee before any workout. Caffeine may increase food intake; but you drink it before work out, the body will be forced to use fats that are stored in your body. However, there is no known evidence to this, but you may try. A caution: Excess of coffee leads to obesity. If you want to drink black coffee, be sure to take it lightly. Take an effort; forget the remote. With everything in your house run by remotes, you will go lazy, and you dont have to take an effort. It is about time to do it manually. If you need to stop the air conditioning system, you stand up and do it. There are things in the house that can be done manually. Reliance on remotes will just keep you in one place; and it will cut short your metabolism. Do it, instead of letting others do it. Most adults tend to tell their kids to do things for them. Well, oldies must be given special care. However, it will also stop your body from moving and exercising. If you can do the job, it is better to do it like turning the television on and off or taking a glass of water. Some others train their dogs to do things for them. You must not let the dog be healthy, and you are obese. Think it. Are you thinking about taking the elevator? Well, think again. Elevators will let you gain weight, go lazy and stand there without anything to work on. Now, before you ride the lift, it is great to think. Alternatively, else take the stairs and enjoy the perspiration. Be wise while watching. Often while you are watching television and faced with commercial breaks, you would look at another channel. A bad idea. It is time to walk a bit outside while commercial breaks are going on. Do not worry breaks are not important. Do not glue yourself to the television set or to the chair. It takes a lot of discipline. Work the joints. While sitting in your office, try to wriggle your toes and fingers. It will greatly help to keep stress away and to let blood flow to the joints of the body. It is a big thing that you do it as often as you can. Dance often. You havent danced for a while? Well, you dont need to have a party to grab a dance. Prepare some music in the room and close the door. Let yourself freely groove. Dont worry, nobody sees you. Just let your hair fall; dance wild; jump more and perspire more. Throw and fetch. You carry a soft disc with you. It will help you cope with with stress. You can throw it when you are angry or whenever you are prompted to do so. It is a great stress reliever. Actually, you are having a great exercise while getting the disc. This is very simple, but you will soon find the best effects of fetching. Embark earlier and walk. If you dont have a schedule to rush for, some walk in the street will do more than riding right to the door. You get down from the cab a block away from your destination, you walk around. It will help you to have a nice exercise while enjoying the day. Pelvic gyrations will help; but dont show it much, its not the dancing pole. The midsection of the body is often left out during exercises. It will be very great to have a time to do stomach crunches and other abdominal exercises. However, for a start pelvic gyrations will be best. You take some gyrations while others are busy doing their own stuff. Tuck your tummy-tacks. Actually, it is not really good to show off those gaits. You look piggish. You wear a belt and bring your tummy into subjection. Be sure to pressure your stomach to keep muscles intact. It will help to tone down your abdomen without much effort. Breathing is as important as jogging. Simple inhales and exhales will keep your abdomen in pressure to keep the air pathways clear. You can do the breathing exercises as often as you can. It can be done anywhere. Yoga will control you. One of the best advantages of yoga is the way to control and discipline the muscles of the body. You will be able to keep your muscles from weight gain. It will surely grab a lot of time, but it will definitely pay. Massage will get partners working. It is very important for partners to stay in fit. There are simple exercises that pairs can do. Simultaneous back scratching will help partners to keep their muscles in pressure. However, it is very important to have another pair to be in hand to avoid partners doing more than expected. Punching pillows is a great past time. If you dont have punching bags at home, you may be tempted to make the face of your partner the bag. To keep you from doing that, it will be very great to punch pillows as much as you can. Whenever you dont anything do, rather than sleeping, you punch pillows. It will help you get an exercise, and it will relieve stress. Jump in stairs. Normal taking up the stairs will do great for you. However, if you have a great leg, it will be great to jump on the steps as you go down. A caution: be sure that your legs and feet are working well to avoid accidents. Dog and you for a run. Do you have a dog at home? Dont keep the dog bored at home. You take a dog for a run. You let the dog lead; keep the pace of the dog. It will surely burn your fats. Dance class enrollment. Dancing is one of the best ways to lose weight. You will be engaging in various activities that will pressure your muscles and will use your energies. There are fast ballroom dances that you can enjoy. Dont go for the slow one because it will just make things worst. Push against the wall. Whenever you can, lean against the wall and make push ups. It is great to keep the pressure on your lower part while making getting your muscles in the arms and upper torso in pressure. Swim. If there is a pool in your area, or a lake will do, it is great to take a swim every now and then. Swimming will surely get all those fats out of your body. It is very important to have the necessary training before you do it. Be athletic. Play team sports like basketball. Basketball will pressure your body to work on until the rest of the game. Table tennis and basketball require you to move from one point to another and the pace is quite fast enough. Sports have addictive effects, once you have played and enjoyed the time, you will surely look for a way to be back. Warm your body up. If you want to get the most out of your exercise, it is very important to keep the 10 minutes warm up. Exercises are good but if you are going to strain your muscles, it will give you the opposite effect. Readiness is a primary requirement to keep your exercises in great pace. Leave your phone and run for it. Taking your phone with you anywhere you go is not a great idea for you. It is great to leave your phone in a place where you can hear it. When someone calls, it will require you to run and reach it. It is a great thing to require movement of your muscles. Exercise in the elevator. If you just cant avoid taking the elevator, it is remarkably great to do some simple stretches. You flex your muscles and do simple wriggling of toes and fingers. These activities are very simple, but it will make your elevator ride worth the time. Check your body. You stand in front of the mirror and try to figure out whats wrong with your body. It is very important to evaluate how you appear. You need to check if tummy fats are still alive. You weigh yourself and evaluate how you have progressed from the day you first weighed yourself. You need to evaluate yourself and recommend to yourself some other things you havent done if there are things you dont like. Bike in the baluster. If your house has a baluster, think crazily. You ride the baluster and imagine yourself taking a bike ride. You pump your legs as if acting like taking a pedal. It will keep the muscles of your body in great shape, and it is a great substitute to real biking. Sit erect. One of the main things that you need to consider is sitting straight in the chair. Do not slouch. As you sit down, try to hide your fats away. You put them inside your body, and you push your chest out. Do it oftentimes to correct your bad posture. Heres the tummy secret. Well, most weight loss people want to get the worst of their tummies. The tummy is the main thing it has a big mind of its own for foods, and it shows off whenever you walk or stand. To eliminate this problem, lets take a drill. You stand erect; you inhale as deep as you can and take your tummy in as hard as you can. As you exhale, be sure not let your tummy out do the exhaling slowly. You do the drill for 60 times in 20 days, and you will see the result. It is very hard for your stomach muscles to be tucked in but sooner as you progress, it will just be as simple as inhale and exhale. WhiteSmoke Writing Index 9 out of 10   Good

Irony in The Lame Shall Enter First Essays -- Lame Shall Enter First E

Irony in The Lame Shall Enter First      Ã‚  Ã‚  Ã‚  "[W]hen thou doest alms, let not thy left hand know what thy right hand doeth" counsels the Bible, thus setting the precedent for all well-meaning members of western society concerning their charitable intentions (Matt. 6.3). Humanity's motivation to aid others, regardless of the outcome, is oft times spotted by the subtle struggle between selflessness and selfishness. Flannery O'Connor captures this classic conflict between good and evil in Southern Grotesque fashion through her characters, the protagonist Sheppard and his foil, Rufus Johnson, in [comment2] "The Lame Shall Enter First".[comment3] Challenging the literal paradigm of light and darkness, O'Connor weaves together well crafted characterization, cryptic dialogue, and both biblical and literary allusion in this paradoxical plot and, by way of Sheppard and the antithetical Rufus, blends the black and white of Christian dogma into an ironic grey.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The contrast of light and dark begins with the description and characterization of the apparently angelic [comment4] Sheppard, and continues with the introduction of the obscure and ominous Rufus Johnson. O'Connor is not pretentious in her description and development of either character. Sheppard's white hair and "halo" are obvious references to his protagonistic status as the story's do-gooder [comment5] (Norton 371). The narrator continues on by lauding his charitable contribution to the community as a counselor and weekend volunteer for "boys no one else cared about" (372). The reader's only initial clue toward Sheppard's self-righteous mania is his deliberate, guilt-implying sermon towards Norton, his disconcerted and doomed son. It is n... ...pherd", only the agony of total defeat. Sheppard's epiphany comes too late and the stark contrast that once distinguished him from the dark object of his alms turns into the faded realization that he is no better than the beleaguered beneficiary. Through O'Connor's strategic literary devices, deft character contrast, and parody of entrenched Christian values, the reader is left to digest and dissect the fact that maybe the entire flock [comment15] isn't worth one black sheep. Between the black and white islands of moral certainty, good and evil, there lies a sea of ironic grey.    Works Cited    The King James Version. Great Britain: Cambridge UP, 1996. O'Connor, Flannery. "The Lame Shall Enter First." The Norton Introduction to Literature. Eds.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jerome Beaty and J. Paul Hunter. 7th ed. New York: Norton, 1998. 371-414.   

Positive Thinking

Positive thinking leads a man to success. One who thinks that he can achieve the things, will put his best to achieve, will not fetter by the problems in the path of success and one day he will win positively. Self confidence, determination, perseverance, and hard work are the key factors of success. Every small or big, easy or complex problem have its solution. There is a way out of every labyrinth, there is an answer to every enigma. The only requirements are the confidence, hard work and determination and you get the answer. Where there is a will, there is a way. If you find any problem, a typical one, don’t lose heart, go ahead and devote yourself fully, analyze each aspect, and get the problem solved. Every invention taken place so far, were riddled with many unfound answers, but the inventor’s zeal and perseverance found the solution and a new invention took place. For a confident person, the word ‘impossible’ is no where in his dictionary. A determined and dedicated person finds way in all complexities undaunted by the initial problems and failures he keeps on finding solution to every teaser and one day he achieves his cherished goal. Dedication, devotion to the task and positive thinking with determination have been the important factors of success of every successful celebrity. Take the recent example Mrs. Sonia Gandhi, the widow of Prime Minister Rajeev Gandhi, participated and campaigned in the Lok Sabha election 2004, undaunted by the criticism, personal attacks and all kinds of perversities she went alone campaigning alone without having any other ‘Star’ campaigner, covered almost the whole of the country against the BJP and showed the world that congress got the majority. She has shown her unflinching determination, unfettered self confidence, dedication and devotion to the cause without worrying for the results and she is the winner. Every Tom and dick had questioned her nationality, her foreign origin, but she cared a fig for all criticism and showed her caliber. Life is a battle, one has to fight it fearlessly. Fight with confidence, positive attitude, right aptitude, with determined and concentrated efforts, leads to the surest path of success. Fortune is said to favor the brave. God also help those who help themselves. A coward, a pessimist dare not even to fight in the race, it is an optimist and determined soul, who dares to fight, has the chance of success. A winner never quits and a quitter never wins shows that one who constantly tries to achieve something, one who endeavors hard incessantly to achieve something, he is the winner, later or sooner, but a quitter could never be a winner. When Vallabhbhai Patel told that’ Swaraj is my birth right’ so many people find it mere a slogan, but the incessant struggle put by all the freedom fighters supported the claim of Patel and we could win the freedom. Organizing the efforts properly, in right direction, striking at the opportune time, are essential for achieving a target. Optimism, determination, undaunted will power makes every impossible task possible. Confidence is the most important key to success. It boosts the morale and creates determination to attain a goal. The loss of confidence makes a man pessimist, coward or a dead man. The importance of ‘right deeds’ is well emphasized in Bhagwat Geeta: Lord Krishna tells Arjun to follow the path of righteousness, the path of dedication, Do Karma, don’t think about the result, the God is Omnipresent, Omnipotent, the results as per your deeds will follow. It should also be remembered that the positive and constructive thoughts which aims for the betterment of mankind are met with success. It should not be riddled with self aggrandizement evil thoughts never bear good results. Your biggest assets are your enthusiasm that enriches with your positive thinking. Never lose hope, keep cheerful put the best possible efforts with your total involvement, have confidence in you and you are the winner. Through positive thinking one can overcome the mountains. One who always think positively even in adverse circumstances wins. Positive thinking always pays. Life belongs to the ambitions. Positive Thinking Positive thinking leads a man to success. One who thinks that he can achieve the things, will put his best to achieve, will not fetter by the problems in the path of success and one day he will win positively. Self confidence, determination, perseverance, and hard work are the key factors of success. Every small or big, easy or complex problem have its solution. There is a way out of every labyrinth, there is an answer to every enigma. The only requirements are the confidence, hard work and determination and you get the answer. Where there is a will, there is a way. If you find any problem, a typical one, don’t lose heart, go ahead and devote yourself fully, analyze each aspect, and get the problem solved. Every invention taken place so far, were riddled with many unfound answers, but the inventor’s zeal and perseverance found the solution and a new invention took place. For a confident person, the word ‘impossible’ is no where in his dictionary. A determined and dedicated person finds way in all complexities undaunted by the initial problems and failures he keeps on finding solution to every teaser and one day he achieves his cherished goal. Dedication, devotion to the task and positive thinking with determination have been the important factors of success of every successful celebrity. Take the recent example Mrs. Sonia Gandhi, the widow of Prime Minister Rajeev Gandhi, participated and campaigned in the Lok Sabha election 2004, undaunted by the criticism, personal attacks and all kinds of perversities she went alone campaigning alone without having any other ‘Star’ campaigner, covered almost the whole of the country against the BJP and showed the world that congress got the majority. She has shown her unflinching determination, unfettered self confidence, dedication and devotion to the cause without worrying for the results and she is the winner. Every Tom and dick had questioned her nationality, her foreign origin, but she cared a fig for all criticism and showed her caliber. Life is a battle, one has to fight it fearlessly. Fight with confidence, positive attitude, right aptitude, with determined and concentrated efforts, leads to the surest path of success. Fortune is said to favor the brave. God also help those who help themselves. A coward, a pessimist dare not even to fight in the race, it is an optimist and determined soul, who dares to fight, has the chance of success. A winner never quits and a quitter never wins shows that one who constantly tries to achieve something, one who endeavors hard incessantly to achieve something, he is the winner, later or sooner, but a quitter could never be a winner. When Vallabhbhai Patel told that’ Swaraj is my birth right’ so many people find it mere a slogan, but the incessant struggle put by all the freedom fighters supported the claim of Patel and we could win the freedom. Organizing the efforts properly, in right direction, striking at the opportune time, are essential for achieving a target. Optimism, determination, undaunted will power makes every impossible task possible. Confidence is the most important key to success. It boosts the morale and creates determination to attain a goal. The loss of confidence makes a man pessimist, coward or a dead man. The importance of ‘right deeds’ is well emphasized in Bhagwat Geeta: Lord Krishna tells Arjun to follow the path of righteousness, the path of dedication, Do Karma, don’t think about the result, the God is Omnipresent, Omnipotent, the results as per your deeds will follow. It should also be remembered that the positive and constructive thoughts which aims for the betterment of mankind are met with success. It should not be riddled with self aggrandizement evil thoughts never bear good results. Your biggest assets are your enthusiasm that enriches with your positive thinking. Never lose hope, keep cheerful put the best possible efforts with your total involvement, have confidence in you and you are the winner. Through positive thinking one can overcome the mountains. One who always think positively even in adverse circumstances wins. Positive thinking always pays. Life belongs to the ambitions.

Jacksonian Democracy essays

Jacksonian Democracy essays In the 1820's and 1830's Jacksonian Democrats showed that they were the guardians of the United Stated Constitution, political democracy, individual liberty, and equality of economic opportunity. Andrew Jackson's opposition to the nullification laws displayed his honor for the Constitution and his belief in a strong union. Jacksonians were the intense democrats of this time, his reforms and political views showed his commitment to the common man. Jacksonian democracy advocated liberty of the white male working class. They also showed a firm belief in equal economic opportunity. Andrew Jackson was in extreme opposition to the nullification laws. At the annual Democratic party banquet, John C. Calhoun's toast to individual liberty and states rights above preservation of the Union made Jackson oppose the laws even more. He fought nullification laws and even threatened to hang the first to secede. His veto of modifications to the bank charter stated that it would wield it incompatible with the U.S. Constitution; this shows that he was concerned with the constitutionality of it. In the first paragraph of the Constitution it is stated, We the people of the United States, in order to form a more perfect union,...' Andrew Jackson's top priority seemed to be to hold to these words and to maintain the Union. Any bill he thought might betray some part of the Union or create a breach in it's ties, he vetoed. He was often referred to as "King Andrew the I" because of the large number of bills he vetoed and the extreme power he exerted. Jackson and his followers were strong believers in democracy; Jackson made many democratic reforms of the government that he could control through appointments of his supporters to office and firings of his enemies. His wild party after his inauguration showed how he held the common man in respect and displayed his democratic views. The John Eaton scandal is ...