Top 17 Exposures Needed to Learn New Words

Top 17 Exposures Needed to Learn New Words While technically not a muscle, a students brain benefits from regular daily exercise. Where there are health and fitness  experts who design routines and make recommendations for building specific body muscles using  repetition (reps) in sets, there are U.S. Department of Education experts who recommend the  learning of vocabulary through repetition (reps) or exposure to a word. So, just how many repetitions do these education experts say are necessary?  Research shows the optimum number of repetitions for vocabulary to go into the long-term memory of the brain is 17 repetitions. These 17 repetitions must come in a variety of methods over planned periods of time. The Brain Needs 17  Repetitions   Students process information during the school day into their neural network.  The brains neural networks form, store, and re-form information into long-term memory that can be recalled like files on a computer or tablet. In order for a new vocabulary word to make the journey into the brains long term memory, a student must be exposed to the word in timed intervals; 17  timed intervals to be exact. Teachers need to limit the amount of information presented per unit of time and repeat it cyclically throughout the day. That means students should never be given a long list of vocabulary words for one exposure and then be expected to retain the list for a quiz or test months later.  Instead, a small group of vocabulary words should be introduced or explicitly taught for several minutes at the beginning of a class (first exposure) and then revisited, 25-90 minutes later, at the end of class (second exposure). Homework might constitute the third exposure. In this way, over the course of six days, students can be exposed to a group of words for the optimum number of 17 times. The experts from the U.S. Department of Education  also strongly suggest that teachers  dedicate a portion of the regular classroom lesson to explicit vocabulary instruction. Teachers should also vary this explicit instruction by taking advantage of the way the brain learns, and include multiple instruction strategies that are auditory (hear the words) and visual (see the words). Build Vocabulary Muscles Just like a body workout, a brain workout for vocabulary should not be boring. Doing the same activity over and over will not help the brain develop the necessary new neural connections. Teachers should expose students to the same vocabulary words in a variety of ways: visual, audio, tactile, kinesthetic, graphically, and orally.  The list below of 17 different types of exposures follows the design of the  Six Steps for Effective Vocabulary Instruction, a set of recommendations by education researcher Robert Marzano.  These 17 repeated exposures begin with introductory activities and end with games. 1. Have students start with a sort by having them separate out the words in ways that make sense to them. (Ex: words I know vs. words I dont know or words that are nouns, verbs, or adjectives) 2. Provide students with a description, explanation, or example of the new term. (Note: Having students look up words in dictionaries is not useful for teaching vocabulary. If the vocabulary word list is not associated with or taken from a text, try and provide a context for the word or introduce direct experiences that can give students examples of the term.) 3. Tell a story or show a video that integrates the vocabulary word(s). Have students create their own videos using the word(s) to share with others.   4. Ask students to find or create pictures that explain the word(s). Have students create symbols, graphics or comic strips to represent the word(s).   5. Ask students to restate the description, explanation, or example in their own words. According to Marzano, this is an important repetition that must be included. 6. If applicable, use morphology and highlight the prefixes, suffixes, and root words (decoding) that will help students remember the meaning of the word. 7.  Have students create lists of synonyms and antonyms for the word. (Note: Students can combine #4, #5, #6, #7 into the Frayer model, a  four-square graphic organizer for building student vocabulary.) 8. Offer incomplete analogies for students to complete or allow students to write (or draw) their own analogies. (Ex: Medicine:illness as law:_________). 9. Have students engage in conversation using vocabulary words. Students can be in pairs to share and discuss their definitions  (Think-Pair-Share). This is particularly important for EL students who need to develop speaking and listening skills. 10. Have students create a concept map or  graphic organizer that has students draw an illustration representing vocabulary words to help them think about related concepts and examples. 11. Develop word walls that display vocabulary words in different ways.  Word walls are more effective when they are interactive, with words that can be easily added, removed or rearranged. Use pocket charts, or index cards with peel-and-stick Velcro, or peel-and-stick magnetic strips. 12. Have students use the activities on mobile vocabulary apps: Quizlet; IntelliVocab for SAT, etc. 13.  Cover a wall with paper and have students create  word posters or graffiti  the walls with vocabulary scribbles. 14. Create crossword puzzles or have student design their own crossword puzzles (free software programs available) using vocabulary words. 15. Have students interview a word by  teams as a class or small group activity. Give one team a word and list of interview questions. Have students â€Å"become† the word and write an answer to questions. Without revealing the word, someone acts as the interviewer and asks the questions to guess the word. 16. Organize the activity Kick Me:  Students find answers to blanks on a worksheet by looking at the words that the teacher has put on students’ backs using labels. This encourages movement in the lesson thus increasing student focus, engagement, and retention of information. 17. Have students play games that are adapted for vocabulary words and definitions: Pictionary, Memory, Jeopardy, Charades, $100,000 Pyramid, Bingo.  Games like these help teachers energize students and guide them in the review and use of vocabulary in collaborative and cooperative ways.

A Permanent Death †Capital Punishment

There are five basic reasons that society uses when imposing punishment that Ive been able to conclude from my readings. I will discuss these societal concepts and show that the death penalty does not serve to further them. As a result William Smith should not be subject to the death penalty and in fact the same should be abolished from our system of punishment. Plagiarism Detection >Deterrence Deterrence is basically defined as the punishment should fit the crime. Under this concept, the individual committing the crime and society are prevented from committing this action again. In the case of the death penalty, an individual kills another human and he is punished for it by death. Punishment is supposed to be a temporary penalization for a wrongful action. Death is far from temporary. One is to learn from ones mistakes. How can the person learn if they are paying for their mistake with their life? In Ernest van den Haags article, The Ultimate Punishment: A Defense he states, The dea th penalty is our harshest punishment. It is irrevocable: it ends the existence of those punished, instead of temporarily imprisoning them. (Haag, 251). By imposing the death penalty the individual does not learn from their mistakes and neither does society.Economy Under this concept, punishment should be economical. As Haag points out, the monetary cost of appealing a capital sentence is excessive. (Haag, 253). Further, actual monetary costs are trumped by the importance of doing justice. (Haag, 253). Additionally there are specific costs associated with keeping an inmate on death row, (i.e. the cost of the specially built prison blocks, the need for maximum security, etc.) and more. These costs clearly out weigh the regular costs incurred to house a regular inmate. Deterrence is clearly not served by imposing the death penalty and society aims for justice are thwarted.Restitution Society demands that the punishment should fix the harm it has done. By sentencing a person to death n o harm has been fixed. You can not bring the murdered person back by taking the prisoners life. Punishment-regardless of the motivation is not intended to revenge, offset, or compensate for the victims suffering or to be measured by it. (Haag, 253).Retribution The community demands that justice be served. Would justice not equally be served and in fact may be better served by life imprisonment? I believe it would be a worse punishment to endure a life sentence in prison. The individual is deprived of his liberty. He will then suffer and live the rest of his or her life within three lonely walls and a set of bars. It gives the individual time to think and wallow in his own guilt.Someone kills another. The State then proceeds to kill him for doing so. This is not punishment but revenge. Revenge is inconsistent with societys demands that justice be served because the punishment has to fit the crime. Justice Brennan has insisted that the death penalty is uncivilized, inhuman, inconsist ent with human dignity and with the dignity of life. (Haag, 254). Brennan speaks of moral imperatives. It is morally wrong for someone to kill someone. If so, then the state is committing a morally wrongful act. As they say, two wrongs dont make a right.Rehabilitation Society desires for its members to reintegrate themselves into society. Punishment includes preparing the person to reenter society and lead a productive life. Without doubt, if you impose the death penalty there is no opportunity for rehabilitation.Overview of the William Alvin Smith case William Alvin Smith robbed and killed the owner of a grocery store in Georgia when he was 20 years old. He turned himself to the police and signed a confession. The local jury condemned Smith to the electric chair but a federal judge ordered a new sentencing hearing for Smith on the grounds that he lacked the ability to understand the significance of waiving his rights to remain silent and to have an attorney present. Smith has the m ental capacity of a ten-year-old.Analysis of the William Alvin Smith Case in Relation to Societys Expectations of Punishment William Smith stands before you guilty but guilty of what? That is the question. I propose to you that the only thing we can condemn William Smith for is being guilty of being a child and acting the way a child would. Let us examine his actions. William Smith in whatever state of mind he was at the time he committed this act fully acknowledged that he did in fact do something wrong. I propose that he did that in exactly the manner that a child would go to a parent and admit their wrongdoing in order to obtain the parents forgiveness or perhaps their help.The State now stands in the role of parent in this case. Let us examine the position the State has taken when dealing with children that have committed violent crimes. I have but one question to ask: Do we kill our children? Let me give you a recent example the teenage girl in New Jersey who knowingly and pre meditatedly murdered her newborn baby at the prom and then went back to the prom dance. Another case comes to mind of the teenagers who conspired and did murder the girlfriends competition. An even better example would be the rash of murders committed in the nation by children in schools. In all these cases these children knowingly committed the heinous crime of murder.Once again I ask you: Do we kill our children? Has the State, exercising its discretion decided to impose the death penalty on any child? In every single case that I have just cited, these children have not been condemned to murder but their ability to comprehend the seriousness of their actions and other factors related to their youth have been taken into account. All have been sentenced to prison terms to be served in a youth facility.Another legal fact comes to mind in that some teenagers that have committed murders have petitioned the Court to treat the minor as an adult. The law allows a juvenile to be treated as an adult if it is determined that the juvenile in fact is a juvenile in age only yet has the mental capacity of an adult and should be treated like one. It stands to reason that there is room in the law for the inverse to apply. Plagiarism Detection >Why should this man die? He can not think, act or feel like a normal 20 year-old man. In this case, we have a situation of a person who has been adjudicated to have the mental capacity of a ten-year-old. How can we then shut our eyes to this basic fact of William Smiths mental capacity and just look at age as the overriding factor to consider when punishing him for his crime?Society demands that the punishment fit the crime. I have outlined above what society expects from punishment and the punishment that the State decides to give out to children in these matters. On both accounts it is clear that society is not served. Can you examine your conscience and decide to give a child, maybe your child, the death penalty? If so, go ahead and sentence William Smith to death and in doing so, thats exactly what you will be doing. You will be deciding lets kill our children.

RENEWABLE ENERGY SOURCES Essay Example | Topics and Well Written Essays - 1500 words

RENEWABLE ENERGY SOURCES - Essay Example Inflamed by environmental, security, economic and social concerns, regulations on energy have been in a flux. Majority of the changes are exhibiting impact on renewable energy. This cuts across from policies designed explicitly to promote energy sources that are renewable and some policies targeted to influence indirectly renewable energy barriers and incentives (Frass-Ehrfeld, 2009). Renewable energy is provided by the environment. Thus, practitioners should relocate from buildings closed environments to the exterior. This is not a big deal as our natural environment provides the fulfillment and the joy of renewable energy. The renewable energy sources are resupplied continuously by the solar or through tapping resources that are inexhaustible including geothermal power, wind and water among others (â€Å"NREL.U.S. Department of Energy†, 1997). The utilization of renewable energy modern technologies has contributed significantly to pollution reduction. Due to increased consumer demand, renewable energy technology has expanded significantly. For example, renewable energy is always scattered in the environment making it damn expensive and difficult to contain. According to Twidell and Weir (2006), renewable energy wide spread application would act in favor of communities that are dispersed in comparison to concentrated ones. In that case, powering of electricity grids will be based on embedded generation that is small-scaled. Therefore, power flows will move intermittently in divergent directions corresponding to local demand and local generation. As renewable energy is spreading at a faster speed, modern technology and science has a great influence on it. For instance, they have ensured that there is an improvement to the existing technologies. However, it is quite difficult to exactly predict the long-term impacts of the changes. As a matter of fact, renewable energy

The Coward or The Sane Essay Example | Topics and Well Written Essays - 750 words

The Coward or The Sane - Essay Example During his tenure as the spokesman of the party he encounters many people and situations that slowly force him to face the truth about racism and his own lack of individuality. With the continuation of racism tensions in Harlem, he gets caught up in a rebellion that drives him to a manhole, where in the darkness and solitude, he begins to understand himself - his invisibility, his existence, his purpose and his identity. In the same manhole he decides to write his story down and he vows to enter the world again when he is finished. In the prologue of the book the narrator introduces himself as the Invisible Man, presenting himself as both a character and as a theme, because others choose not to see him and he hates this treatment and fights this by retaliation. His invisibility is representative of the fact that the United States, controlled as it is in its economic and social racism, gives him no identity. He recounts past incident of his life where he had a ferocious fight with a w hite man just because that man had rudely knocked him down and finally stopped short of murdering that man realizing that the man had never seen him. The narrator refers such people like the white man who deliberately or un-deliberately ignore him as sleep walkers as they shoes to remain ignorant. The novel explains how the invisible man understands the power of invisibility and realized that he is not bound to follow the rules of visible people. He also mentioned the electricity he steals from the Monopolized Power Company to lighten the abandoned basement where he currently lives. He needs that light to feel alive, and recognize him as light according to him represents the truth of his being and one day people will also see him and he would no longer be invisible. The narrator explains his need for sound as well as the feeling of being under the influence of Marijuana and how he mentally returns from that influence. He resolves not to smoke any more marijuana, since it distorts hi s drive to take appropriate action. It is a story of his early incorruptibility, his ultimate disappointment, and his recent surprise about his own identity. When he figures out what to do, he does not want to be prevented from doing it. He further defines his current period of hibernation as a stage of preparation for the action he will soon be ready to take as he will make himself visible by writing the sound of his voice in notes on the pages of a book. He responds to those who would call him irresponsible by clearly pointing out the fact that there is no one to whom he can be responsible as recognition is necessary for the responsibilities and no one recognizes him. The scene in chapter 25 of the book is full of aggression, disorder, and disorder, but it is also the scene wherein the narrator is suddenly able to understand each and everything fully. Hambro has told him that some will be sacrificed for the good of the whole. The some being sacrificed are the black men, and the wh ole advantaged from this sacrifice are the white men. The Brotherhood has all along wanted to turn the black men against each another and to create dispute amongst them so that they can never unite, so that they can eliminate themselves. The rioting is a vital part of their plan. With sickening clearness, the narrator realizes that he has been totally duped. He thought he was tricking the Brotherhood,

Essay examples --

Distinguish between qualitative and quantitative data. First we will begin my defining just what qualitative and quantitative data is. Qualitative data is data that can be observed, but not measured. It also deals with descriptions of variables: color, appearance, taste, etc. It is characterized by no numerical values. Quantitative data is data that can be measured. It deals with numbers: length, weight, time, etc. â€Å"While the goals of some data collection may be exclusively qualitative or quantitative, in many cases both are desirable (O’Rourke & O’Rourke, 2000).† For qualitative observations, researchers watch and record whatever seems interesting to them. The people and animals that are observed in these research experiments are called participants and subjects. The locations of the observations are called study sites. Researchers tend to rely on gatekeepers, or informants, in their observations. There are six different types of qualitative observations: participant observations, ethnographic observations, case studies, archaeological data, focus groups, and naturalistic animal studies. â€Å"Qualitative research within development faces particular challenges as it is often conducted by researchers either not socialized in a discipline such as anthropology or sociology, which has clear guidelines for fieldwork and note taking, or so resource constrained as to be unable to follow them (Camfield & Palmer-Jones, 2013).† For quantitative direct observations, they exist in numbers and conditions so that they can be counted. The number may be an actual value, test score, or may reflect an arbitrary value. These observations are conducted by researchers counting the frequency of one or more variables and these observations ar... ...When this takes place, it again reduces the validity of the observation. Even though there are many advantages and disadvantages to self-reporting, no other method would collect the same detailed, in-depth information from participants. References: Camfield, Laura & Palmer-Jones, Richard. Improving the quality of development research: What could archiving qualitative data for reanalysis and revisiting research sites contribute? Progress in Developmental Studies. Oct2013, Vol. 13 Issue 4, p343-338. Ellis, L., Walsh, A., & Hartley, R. D. (2010). Research Methods in Criminal Justice and Criminology: An Interdisciplinary Approach. Lanham, MD: Rowman & Littlefield Publishers. O’Rourke, Thomas W. & O’Rourke, Diane P. Bridging the qualitative-quantitative data canyon. American Journal of Health Studies. 2000, Vol.16 Issue 1, p52-54.

Smartphone Sector Between Attack and Defense Strategies

Smartphone sector between attack and defense strategies The macro-environment of smartphone sector is very complex and dynamic, especially in the technological aspect like the recent tablet invention. The aggressive competition between companies pushed them to adopt many kinds of actions and strategies to protect their position in the market and to anticipate any unexpected changes in the future. In fact, like military, companies take the position of attacker or defender. One attack strategy which is called bypass technic is materialized by new ideas, concepts and a high hardware and software innovation.For example, with the sleek and beautiful design of Samsung and iPhone the longtime leader Nokia had been easily overtook. However, this basic strategy requires a huge investment in research and development and particularly in Android operating system including downloads, videos, photos, blogs, internet surfing, etc. Moreover, companies can also attack directly their competitors with reducing prices and improving quality to satisfied customers and to enhance the brand image. This strategy was used by iPhone in 2007, by reducing the price from $599 to $399 – a 33% rebate – after only 3 months from the initial product launch.Nonetheless, this decision has been judged as a mistake for the reason that Apple most faithful costumers have rightfully felt being betrayed and exploited. They could have waited 6 more months before reducing the price of the iPhone, or they could have delayed the iPhone launch for 3 months, or they could have decided to price the iPhone at $399 since the initial launch. and since July 2008, the iPhone 3G is sold at $199, 50% less than the September 2007 price, 66% less than the launch price of just one year earlier. Like those mistakes prove that direct attack strategies require a perfect policy prices.Flank strategies are quite used in this sector . we can mention for instance the decision of iPhone to prosecute Samsung for th e pretext that the company has imitated its design and concepts. That’s show that iPhone focus on Samsung weaknesses to influence the customer behavior. However, companies aren’t always in the position of attacker and often counterattack their competitors. For example, when apple introduced 5-megapixel camera, LED flash and Photo and video geotagging in its iPhone 4S, Samsung launched its Galaxy range to preserve its market share.In other side, the increasing rhythm of innovation pushed smartphone producers to avoid direct confrontation especially if there is a big gap between competitors. For instance, Nokia is now unable to recuperate its leadership in Mobil phone sector and try now to target specific customers, particularly lower middle classes. After those global analyses of the smartphone sector, we will identify below the leader’s strategies and what segmentation is using. Samsung outshines Apple in smartphone shipments, market shareTop Five Smartphone Ven dors, Shipments, and Market Share Q3 2011 (Units in Millions) Vendor| 3Q11 Unit Shipments| 3Q11 Market Share| 3Q10 Unit Shipments| 3Q10 Market Share| Year-over-year Change| Samsung| 23. 6| 20. 0%| 7. 3| 8. 8%| 223. 3%| Apple| 17. 1| 14. 5%| 14. 1| 17. 0%| 21. 3%| Nokia| 16. 8| 14. 2%| 26. 5| 32. 0%| -36. 6%| HTC| 12. 7| 10. 8%| 5. 9| 7. 1%| 115. 3%| Research In Motion| 11. 8| 10. 0%| 12. 4| 15. 0%| -4. 8%| Others| 36. 1| 30. 6%| 16. 6| 20. 0%| 117. 5%| Total| 118. 1| 100. 0%| 82. 8| 100. 0%| 42. 6%| http://news. cnet. com

Development Of Self Esteem, Self Concept And Identity...

Applied Assignment Option 3 Development of self-esteem, self-concept and identity through middle childhood and adolescence Anuja Rupesh Vora New York University The years between 6 and 18, middle childhood to adolescence is a time of important development that leads to the establishment of self-concept, self-esteem, and identity for children. Self-concept can be defined as an idea of the self that is created from the beliefs one holds about oneself and the way that others respond to the created self. On the other hand, self esteem can be defined as the confidence that one has in one’s own worth of abilities and self-respect. During these years, children take steps toward adulthood by becoming capable, self-governing, self-aware, and involved in the world beyond their families. Social relationships and roles change dramatically as children enter school, join programs, and become involved with peers and adults outside their families. The changes that characterize and lead to the development of self-concept and esteem as well as the formation of their identity, by looking at the examples of questions answered by an 11 year old and an 18 year old and previous research conducted in this area. In the early childhood years youngsters begins to organize the characteristics of the â€Å"Me-self† into sets of categories that display some consistency. Instead of specific behaviors, the subject emphasizes on capabilities. (Damon and Hart, 1988). For example, the childShow MoreRelatedDevelopment of Self Essay606 Words   |  3 PagesDevelopment of Self The development of self starts at a very young age. When a preschooler is asked how are they different from other children, they usually look at their self concept. Self concept is their identity, of their set of beliefs about what they are like as individuals. Most preschoolers give inaccurate statements about their self concept. 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