Requirements for a Geography Degree

Requirements for a Geography Degree Earning your college degree in geography shows prospective employers that you can solve problems, research solutions, utilize technology, and see the big picture. A typical geography degree involves a wide variety of coursework within the discipline to expose students to all aspects of this fascinating wide-ranging subject. Undergrad Geography Coursework A typical undergraduate geography degree consists of coursework in geography and other disciplines. In many cases, the college courses taken in other subjects fulfill a students general education (or GE) requirement. These courses can be in subjects such as English, chemistry, geology, math, sociology, political science, foreign language, history, physical education, and other sciences or social sciences. Every college or university has different general education or core required courses for all students earning a degree from that university. In addition, geography departments may impose additional interdisciplinary requirements on students. You will typically find that a college or university will offer either of Bachelor of Arts degree in geography or a Bachelor of Science degree in geography. Some colleges and universities offer both Bachelor of Arts degree (B.A. or A.B.) and the Bachelor of Science degree (B.S.) in geography. The B.S. degree will typically require more science and math than the B.A. degree but again, this varies; either way its a bachelors degree in geography. As a geography major you will be able to select from a plethora of interesting courses about all facets of geography as you work toward your geography degree. However, there are always core courses that every geography major must meet. Lower Division Course Requirements These initial courses are typically lower division courses, which means they are designed for freshmen and sophomores (students in their first and second years of college, respectively).  These courses are usually: An introduction to physical geography lecture (sometimes including a laboratory course in which you make maps, use Geographic Information Systems [GIS], work with compasses and topographic maps, etc.)An introduction to cultural or human geography lectureWorld regional geography lecture During the first two years of college, a student would likely take their lower division geography courses and maybe a handful of other lower division geography courses. However, freshman and sophomore years are usually the time to take your general education courses to get them out of the way. You will take most of your geography courses (and your schedule will mostly be geography courses) only during your junior and senior years (third and fourth years, respectively). Upper Division Course Requirements There are core upper division requirements that usually include: Geographic techniques and methods (learning about geography journals, the use of the library, research, using computers for cartography and GIS, using other software platforms, and learning how to think geographicallyCartography and/or Geographic Information Systems laboratory (4 to 8 hours a week learning how to make maps and making maps on computer)History of geographic thought (learning about the history and philosophy of geography as an academic discipline)Quantitative geography (statistics and analysis of geographic problems)One upper division course in physical geographyOne upper division course in cultural or human geographyOne regional geography course to learn about a specific region of the worldSenior project or capstone project or advanced seminarField work or internship Additional Geography Concentrations Then, in addition to the core upper division courses, a student working toward a geography degree might focus within a specific concentration of geography. Your choices for a concentration might be: Urban and/or economic geography and/or planningGeographic Information Systems and/or cartographyPhysical geography, environmental studies, climatology, or geomorphology (the study of landforms and the processes that shape them)Human or cultural geographyRegional geography A student would likely be required to take three or more upper division courses within at least one concentration. Sometimes more than one concentration is required. Upon completion of all coursework and university requirements for a geography degree, a student is able to graduate and show the world that he or she is capable of great things and is an asset to any employer!

Why You Should Avoid These Racial Terms

Why You Should Avoid These Racial Terms Ever wonder which term is the appropriate one to use when describing a member of an ethnic minority group? How do you know if you should refer to someone as â€Å"black,† â€Å"African American,† â€Å"Afro American† or something else entirely? Better yet, how should you proceed when members of the same ethnic group have different preferences for what they’d like to be called? Say you have three Mexican  American friends. One wants to be called â€Å"Latino,† the other wants to be called â€Å"Hispanic,† and another wants to be called â€Å"Chicano.† While some racial terms remain up for debate, others are considered outdated, derogatory or both. Find out which racial names to avoid when describing people from a variety of ethnic backgrounds. Why â€Å"Oriental† Is a No-No What’s the problem with using the term â€Å"Oriental† to describe individuals of Asian descent? Common complaints about the term include that it should be reserved for objects, such as rugs, and not people and that it’s antiquated- akin to using â€Å"Negro† to describe an African American. Howard University Law Professor Frank H. Wu made the comparison in a 2009 New York Times piece about the state of New York banning the use of â€Å"Oriental† on government forms and documents. Washington State passed a similar ban in 2002. â€Å"It’s associated with a time period when Asians had a subordinate status,† Professor Wu told the Times. He added that people link the term to old stereotypes of Asians and the era when the United States government passed exclusion acts to keep Asian people from entering the country. Given this, â€Å"For many Asian Americans, it’s not just this term: It’s about much more†¦It’s about your legitimacy to be here,† Wu said. In the same piece, historian Mae M. Ngai, author of Impossible Subjects: Illegal Aliens and the Making of Modern America, explained that, while the term â€Å"Oriental† isn’t a slur, it’s never been widely used by people of Asian descent to describe themselves. â€Å"I think it’s fallen into disfavor because it’s what other people call us. It’s only the East if you’re from somewhere else,† Ngai said, referring to â€Å"Oriental’s† meaning- â€Å"Eastern.† â€Å"It’s a Eurocentric name for us, which is why it’s wrong. You should call people by what (they) call themselves, not how they are situated in relation to yourself.† Due to the history of the term and the era it evokes, it’s best to follow the leads of New York State and Washington State and delete the word â€Å"Oriental† from your lexicon when describing people. When in doubt, use the term Asian or Asian American. However, if you are privy to someone’s specific ethnic background, refer to them as Korean, Japanese American, Chinese Canadian and so forth. â€Å"Indian† Is Confusing and Problematic While the term â€Å"Oriental† is almost universally frowned upon by Asians, the same isn’t true of the term â€Å"Indian† when used to describe Native Americans. Award-winning writer Sherman Alexie, who is of Spokane and Coeur d’Alene ancestry, has no objection to the term. â€Å"Just think of Native American as the formal version and Indian as the casual one,† he told a Sadie Magazine interviewer who asked the best term to use when referring to America’s indigenous peoples. Not only does Alexie approve of the term â€Å"Indian,† he also remarked that â€Å"the only person who’s going to judge you for saying ‘Indian’ is a non-Indian.† While many Native Americans do refer to each other as â€Å"Indians,† some object to the term because it is associated with explorer Christopher Columbus, who mistook the Caribbean islands for those of the Indian Ocean, which were known as the Indies. As a result of the error, people indigenous to the Americas overall were dubbed â€Å"Indians.† Also problematic is that many hold Columbus’ arrival into the New World responsible for initiating the subjugation and decimation of Native Americans, so they don’t want to be known by a term that he’s credited with popularizing. It’s worth noting, though, that the term â€Å"Indian† is far less controversial than the term â€Å"Oriental.† Not only haven’t states banned the term, there’s also a government agency known as the Bureau of Indian Affairs, not to mention the National Museum of the American Indian. On that note, the term â€Å"American Indian† is more acceptable than simply â€Å"Indian† because, in part, it is less confusing. When someone refers to â€Å"American Indians,† everyone knows the people in question don’t hail from Asia but from the Americas. If you’re concerned about the kind of reception you’ll receive by using the term â€Å"Indian,† consider saying â€Å"indigenous peoples,† â€Å"native peoples† or â€Å"First Nations† peoples instead. But the wisest thing to do is to refer to people by their specific ancestry. So, if you know a particular person is Choctaw, Navajo, Lumbee, etc., call him that rather than using umbrella terms such as â€Å"American Indian† or â€Å"Native American.† Spanish Is Not the Catch-All Term for Spanish-Speaking Peoples Ever heard a person referred to as â€Å"Spanish† who isn’t from Spain but simply speaks Spanish and has Latin American roots? In some parts of the country, particularly cities in the Midwest and on the  East Coast, it’s commonplace to refer to any such person as â€Å"Spanish.† Sure, the term doesn’t carry the baggage that terms such as â€Å"Oriental† or â€Å"Indian† do, but it’s factually inaccurate. Also,  like the other terms  covered, it lumps diverse groups of people together under an umbrella category. In actuality, the term â€Å"Spanish† is quite specific. It refers to people from Spain. But over the years, the term has been used interchangeably with the various peoples from  Latin America  that the Spanish colonized. Due to intermixing, many of the colonized peoples from Latin America do have Spanish ancestry, but that’s only a part of their racial makeup. Many also have indigenous ancestors and, due to the slave trade, African ancestry as well. To call people from Panama, Ecuador, El Salvador, Cuba and so on as â€Å"Spanish† is to erase large swathes of their racial backgrounds. The term essentially designates people who are multicultural as one thing- European. It makes about as much sense to refer to all Spanish-speakers as â€Å"Spanish† as it does  to refer to all English speakers as â€Å"English.† Colored Is Outdated but Continues to Pop up Today Think only octogenarians use terms such as â€Å"colored† to describe  African Americans? Think again. When  Barack Obama  was elected president in November 2008, actress  Lindsay Lohan  expressed her happiness about the event by  remarking  to â€Å"Access Hollywood,† â€Å"It’s an amazing feeling. It’s our first, you know, colored president.† And Lohan’s not the only young person in the public eye to use the term. Julie Stoffer, one of the houseguests featured on MTV’s â€Å"The Real World: New Orleans,† also raised eyebrows when she  referred  to African Americans as â€Å"colored.† More recently,  Jesse James  alleged mistress Michelle Bombshell McGee sought to defuse rumors that shes a white supremacist by  remarking, I make a horrible racist Nazi. I have too many colored friends. What’s to explain for these gaffes? For one thing, â€Å"colored† is a term that never completely exited American society. One of the most prominent advocacy groups for African Americans uses the term in its name- the National Association for the Advancement of Colored People. There’s also the popularity of the more modern (and appropriate) term â€Å"people of color.† Some people may think it’s okay to simply shorten that phrase to â€Å"colored,† but they’re mistaken. Like â€Å"Oriental,† â€Å"colored† harkens back to an era of exclusion, a time when  Jim Crow  was in full force, and blacks used water fountains marked â€Å"colored† and sat in the â€Å"colored† sections of buses, beaches, and restaurants. In short, the term stirs up painful memories. Today, the terms â€Å"African American† and â€Å"black† are the most acceptable to use when describing individuals of African descent. Still, some of these individuals may prefer â€Å"black† over â€Å"African American† and vice versa. â€Å"African American† is considered more formal than â€Å"black,† so if you’re in a professional setting, err on the side of caution and use the former. Of course, you can also ask the individuals in question which term they prefer. You may also encounter immigrants of African descent who wish to be recognized by their homelands. As a result, they prefer to be called Haitian-American, Jamaican-American, Belizean, Trinidadian, Ugandan or Ghanaian-American, rather than simply â€Å"black.† In fact, for the 2010 Census, there was a  movement  to have  black immigrants  write in their countries of origin rather than be known collectively as â€Å"African American.† Mulatto Is a Don’t Mulatto arguably has the ugliest roots of the antiquated terms on this list. Historically used to describe the child of a black person and a white person, the term reportedly originates from the Spanish word â€Å"mulato,† which, in turn, originates from the word â€Å"mula,† or mule- the offspring of a horse and a donkey. Clearly, this term is offensive, as it compares the union of human beings to that of animals. Although the word is outdated and offensive, people still use it from time to time. Some biracial people use the term to describe themselves and others, such as author Thomas Chatterton Williams, who used it to  describe  President Obama  and rap star Drake, both of whom, like Williams, have white mothers and  black fathers. While some biracial people don’t object to the term, others balk at its use. Due to the word’s troublesome origins, refrain from using this term in any situation, with one exception:  When discussing opposition to interracial unions in early America, academics and cultural critics often refer to the  Ã¢â‚¬Å"tragic mulatto myth.†Ã‚   This myth characterizes mixed-race people as destined to live unfulfilling lives in which they fit into neither black nor white society. When speaking about this myth, those who still buy into it or the period when the myth arose, people may use the term â€Å"tragic mulatto.† But the term â€Å"mulatto† should never be used in casual conversation to describe a  biracial person. Terms such as biracial, multiracial, multiethnic or mixed are usually deemed non-offensive, with â€Å"mixed† being the most colloquial word on the list. Sometimes people use the terms â€Å"half-black† or â€Å"half-white† to describe mixed-race individuals. But some biracial people take issue with this because they believe these terms suggest that their heritage can be literally split down the middle like a pie chart when they view their ancestry as completely fused. So, as always, ask people what they wish to be called or listen to what they call themselves.

Inequality in Brazil Essay Example | Topics and Well Written Essays - 1000 words

Inequality in Brazil - Essay Example The country has a very diverse social setting with the population consisting of white people who arrived during the era of migration and discovery, black people who arrived during the slavery period and various diverse indigenous communities. The black population has been the one mainly discriminated by the white dominating population. The country has the second most populous black population in the world after Nigeria. The inequality in the country date back to the slave period of which the country had been under Portuguese colonization for hundred of years making the injustices deep rooted and to be accepted as a norm. Unlike in the US or South Africa where inequalities had legal backing, inequality in Brazil takes a cultural twist with the white people exercising cultural domination. Black population together with other non-white indigenous population have come to accept some of the practices regarded as social injustices, as a norm and civilized way of behavior (Smith 76). The no n-white population has been discriminated in almost all sectors, especially in socio-economic and political spheres. With discrimination in education, all other areas are affected. Afro-Brazilians have been greatly sidelined in education system making the acquisition of jobs very hard. Public schools do not have the capacity of providing quality education with the well-established and advanced white schools only affordable by the white elites. Since these Afro-Brazilians cannot secure good schools, they are deprived off the chance of obtaining objective knowledge, many abandoning schooling altogether. The lack of schooling at young age dashes the hopes of ever acquiring higher education in colleges and universities. This institutionalized form of discrimination affects all other areas of the Afro- Brazilians, leading to poor living conditions. The system of education has thus become an institution structured and systematically regulated to make sure the Afro- Brazilians do not gain enough knowledge to enable them to earn decent wages. With no sustainable wages, the black population has very limited economic influence, the majority barely making the stipulated quarter of the minimum wages. In turn, the Afro-Brazilians are artificially put at a disadvantage and cannot escape absolute poverty no matter what they do. This economic subjugation leaves the Afro- Brazilians with no other option rather than to take up the roles domestic laborers as an occupation. Many have become homemakers and lowly servants of the elite oppressive society. This has been argued as total humiliation; as they are forced to work in the homes of their oppressors where they continue to be deprived further (Salardi 3). Brazil is among the countries of the world that inequality has continued to thrive unchecked. The majority of black women have no formal employment with about eighty percent working in the manual sector, which is very challenging to these women forcing them to sometimes negle cting their homes. They are specifically employed as domestic servants or domestic task and are among the lowest paid workers in the country and in the developing emerging economies of the world. With such low unreliable income, poverty becomes inherent, passed from one generation to the other, in the Afro- Brazilia

Listening guide Essay Example | Topics and Well Written Essays - 500 words

Listening guide - Essay Example In other words, Mozart applies instrumental alterations. The second theme is followed by a short cadence, which brings the listener back to the repetition of the entire exposition. At the very beginning, the first theme changes its key; the modulation growth into the contrapuntal treatment of the theme by the whole orchestra. In the following phrases, the modulation takes place as well and is accompanied but the breaking up of the main theme into small portions, or fragmentation. Fragmentation ends up the transition passage performed forte by the full orchestra; the retransition leads to the recapitulation. In the recapitulation part, the first theme is performed in G minor piano, as in exposition but with the differences in the orchestration as the party of the bassoon becomes more prominent. The second theme (originally performed in major key) is now played in the tonic key of the piece, which is G minor. It results in the change of the mood of the movement. In addition to this, recapitulation is more stable compared to exposition due to the fact both themes are played in the minor key as well as the bridge theme. The piece under analysis ends up with a short coda comprised imitative passage performed by the strings, piano and then followed by repeated cadences played forte. Like in all the parts of the movement, cadence theme is followed by an abrupt stop. This time, however, the stop is followed by three chords which end the

The Sensory Stimulation Theory Education Essay

The Sensory Stimulation Theory Education Essay Chapter 2 Literature Review Learning: Learning is a relatively permanent change in behavior with behavior including both observable activity and internal process such as thinking, attitudes and emotion(Burns, 1995) According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge(Thanasoulas). There are different theories about learning that is how people learn. It is very useful to consider their application and how student learn and how teachers teach in educational programmes(Dunn, 2002). It is also very important to know that every does not learn by the same way. This understanding helps teachers to devise effective strategies for teaching(Sirhan, 2007). Burns definition shows that learning might not manifest itself in observable behavior until some time after the educational programme has taken place. Sensory Stimulation Theory: According to sensory stimulation theory effective learning occurs when the senses are stimulated. According to Laird, research has proved that the majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses touch, smell and taste account for 12% of what we know (Laird, 1985). Reinforcement Theory: Reinforcement theory was presented by B.F. Skinner. Skinner viewed that behavior is a function of consequences. The learner will repeat the desired behavior if positive reinforcement (pleasant consequent consequence) follows the behavior. (Laird 1985, Burns 1995). Competency based Training is based on this theory and although it is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice, higher order of learning is not involved (Burns, 1995). Cognitive-Gestalt approaches This approach emphasizes on the importance of experience, meaning, problem-solving and the development of insights (Burns, 1995, p. 112) Burns notes that this theory has developed the concept that individuals have different needs and concerns at different times, and that they have subjective interpretations in different contexts. Holistic learning theory The basic premise of this theory rests on that for learning to be effective require activation of individual personality which consists of many elements specifically the intellect, emotions, the body impulse (or desire), intuition and imagination (Laird, 1985, p. 121). Facilitation theory (the humanist approach) Laird (1985) discussed this theory and ascertained that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors. He further characterized this theory by arguing that i) human beings have a natural eagerness to learn ii) there is some resistance to, and unpleasant consequences of, giving up what is currently held to be true and that the most significant learning involves changing ones concept of oneself. Experiential learning Kolb (in McGill Beaty, 1995) proposed an experiential learning model which is a four-stage learning process. In fact, the process can begin at any of the stages and is continuous in that there is no limit to the number of cycles you can make in a learning situation. This theory posits that without reflection one would simply continue to repeat our mistakes. Kolbs research found that people learn in four ways with the likelihood of developing one mode of learning more than another. As shown in the experiential learning cycle model above, learning is i) through concrete experience ii)through observation and reflection iii)through abstract conceptualization iv)through active experimentation. It is worth discussing Kolbs work further Constructivism Constructivism is a theory founded on observation and scientific study about how people learn. It is a method of teaching that encourages the thought process of the student and assumes that prior knowledge, attitude, motivation, and learning style affect the learning process (Spencer, 1999).It is the idea that the learners construct their own knowledge. Constructing of knowledge is a personal process where the student is involved in their own learning by seeking to find meaning to their present and past experiences (Boghassiam, 2006). Constructivism may become an alternative methodology to the traditional teaching method known. The traditional method for teaching science has its roots in what is called behaviorism, which is the belief that an idea can be transferred intact from the mind of the instructor to the mind of the student, or that telling is teaching (Spencer, 1999). Behaviorism views the student as an unreflective responder (Boghassiam, 2006).When implementing the behaviorism method; students are expected to respond to questions in class or on a test. If their answers are correct, they receive a good grade as a way to encourage their good behavior. If the student does not get the answer correct, they will receive a poor grade with the hope to send the message to the student that their behavior is bad and that they need to change it until they get the answer correct. There is no subjective element to learning-either in determining what to study or in how information is interpreted, used, or understood (Boghassiam, 2006). Behaviorism dominated the educational landscape 25 years ago, while the foremo st learning theory today is constructivism (Boghassiam, 2006). Table 1 lists some comparative features of behaviorism and constructivism. Table 1. Comparison of Behaviorism and Constructivism Constructivism Behaviorism Knowledge is constructed. Group work promotes the negotiation of and develops a mutually shared meaning of knowledge. Individual learner is important. The ability to answer with only one answer does not demonstrate student understanding. Truths are independent of the context in which they are observed. Learner observes the order inherent in the world. Aim is to transmit knowledge experts have acquired. Exam questions have one correct answer. (Spencer, 1999). New Directions in Teaching Chemistry: A philosophical and Pedagogical Basis. Journal of Chemical Education, 76(4), 566. Professor Jean Piaget lifes work was based on the study of the nature of knowledge and the childs psychology. Jean Piagets theory on the mental development of children included the concept of cognitive structures, which the child himself constructs in interaction with the environment in a continuous way from birth to adolescence (Schwebel Raph, 1973). Advocates of constructivism agree with Piaget claiming that constructivism is the individuals processing of stimuli from the environment and the resulting cognitive structures that produces adaptive behavior (Kathleen Bahr, 2008)(Brandon, 2010). These structures take the form of schemata, explanations, and experiences that a student uses to understand the world they experience around them (Todd, 2004, p. 12). The philosophy of constructivist education operates by four major assumptions. The first assumption is that previous constructs are the foundation of the learning process in each student. In other words, new information is transformed and interpreted based upon what a student previously learned. Second, assimilation and accommodation processes lead to new constructions. New information may not be able to assimilate with previous knowledge, so the student accommodates the new information resulting in new zones of cognitive development or higher learning. Third, learning is not mechanical, but a process of invention. This is the idea that students hypothesize, predict, manipulate, and construct knowledge, rather than simply memorize facts. Finally, constructivists assume that meaningful knowledge occurs through reflection and the linking of new information to the existing framework of knowledge.(Brandon, 2010) Piaget discusses constructivism by explaining it as intelligence, what it means, where it comes from, and how it is developed. From Jean Piagets point of view, intelligence is the ability to adapt to new situations. In order to adapt to a new situation, a person must comprehend the situation and come up with a solution through their understanding. In order to understand a new situation, one must assimilate it to knowledge that has already been built and brought to the situation. Piaget calls this knowledge that is brought to the new situation as structures. Knowledge is in some way organized or structured for all ages. Structures become more elaborate as a person grows older (Schwebel Raph, 1973, pp. 217-218). An example of this would be adult humor. A 4 year old and their parent can go to the movies and there will be concepts in the movie that the adult will comprehend, that the child will not. Another example of richer structures of knowledge amongst older people can be tested by asking what the first thing that comes to mind when a 4, 10, and 20 year old hear the word mommy. A 4 year old may say she loves me or I love her. A 10 year old may say she stays home and takes care of the house. A 20 year old may respond with motherhood. Piaget would explain that because knowledge is an organized structure, no meaningful concept can exist in isolation (Schwebel Raph, 1973). To the contrary, a behaviorist would expect for each person to have the same answer when thinking of the word mommy. The development of intelligence is a continuous process of constructions from birth to adolescence in a sequence that is the same for all children in all cultures (Schwebel Raph, 1973, p. 222). A behaviorist would state that knowledge is absorbed from the outside, while Piaget would see knowledge as a building of structures from inside. Piaget supports his difference to a behaviorist by explaining that children would not have similar sequences in development if information was simply absorbed. The only major difference in development amongst children has been the rate of development and not the sequence (Schwebel Raph, 1973, p. 222). The four factors of development are: biological factors, experiences with physical objects, social factors of inter-individual coordination and cultural and educational transmission, and factors of equilibration (Schwebel Raph, 1973, p. 223). It is the role of the teacher to teach in such a way that all the factors are at work (Schwebel Raph, 1973, p . 224). Constructivists have shown that the model that is the closest to how students learn is called the learning cycle. A learning cycle is illustrated in Figure. Inductive Deductive E I A Exploration Concept Invention Application à ¢Ã¢â€š ¬Ã‚ ¢What did you do? à ¢Ã¢â€š ¬Ã‚ ¢What did you find? à ¢Ã¢â€š ¬Ã‚ ¢Organizes Information à ¢Ã¢â€š ¬Ã‚ ¢Data Aquisition à ¢Ã¢â€š ¬Ã‚ ¢Is there any pattern to the data? à ¢Ã¢â€š ¬Ã‚ ¢Predict, form a hypothesis à ¢Ã¢â€š ¬Ã‚ ¢What does it mean? à ¢Ã¢â€š ¬Ã‚ ¢Test hypothesis à ¢Ã¢â€š ¬Ã‚ ¢Higher level of thinking Figure . The Learning Cycle (Spencer, 1999).New Directions in Teaching Chemistry: A philosophical and Pedagogical Basis. Journal of Chemical Education, 76(4), 566. The constructivist-learning-cycle approach is also called inquiry-based and has been shown to facilitate retention of information and the transfer of thinking skills and content (Spencer, 1999). It is through the constructivist-learning-cycle that students proceed from the concrete to the abstract.(Spencer, 1999). The constructive theory encourages learners to be active creators of their knowledge. The role of the student is to pick out and transform information, build ideas, and make decisions, while relying on cognitive structures. Rather than using the teachers knowledge and textbooks for solving problems, the students comes up with solutions and develops knowledge in the learning process. The student must feel connected to their teacher for constructivist learning to occur. If the student feels disconnected from their teacher, they will go back to the old ways of learning they feel most comfortable with such as rote memorization, algorithmic techniques, and cramming (Todd, 2004, pp. 12-18).The job of the teacher is to design a learning format that is aligned with the students current state of knowledge. The teacher becomes a facilitator of knowledge asking, What do students need to learn? rather than, What do I want to teach? Recognizing students preexisting conceptions, teachers guide act ivities to build students knowledge. As each new activity is taught, the student uses previous knowledge to develop more complex ideas and integrate new information (Brandon All, 2010). The guided inquiry curriculum begins with the assumption that knowledge is not directly transferred from the instructor to the student; that is the constructivist approach is implemented and follows the learning cycle (Spencer, 1999).A closer look at guided inquiry and its practical implication will be discussed in further detail in the next section. Application of Constructivism theory Guided Inquiry Guided-inquiry learning is a process by which students discover basic concepts through active investigation (Jin Bierma, 2011).Guided-inquiry, commonly known as POGIL (for Process Oriented Guided-Inquiry Learning), has been shown to significantly increase student comprehension of difficult-to-understand concepts (Jin Bierma, 2011). Guided-inquiry is an active learning technique that focuses on concept understanding. Recent developments in classroom research results suggest that students generally experience improved learning when they are actively engaged in the classroom and when they construct their own knowledge following a learning cycle paradigm (Farrel, S.Moog, Spence, 1999).Active learning techniques are used by educators who recognize that students learn better by doing rather than listening (Jin Bierma, 2011) Guided-inquiry is commonly used in chemistry labs. The student is guided through questions in their lab assignments until they discover the concepts where the mechanisms at work are too small to observe with the naked eye (Jin Bierma, 2011). The student looks for trends and patterns in the data they collect. At that point they would form a hypothesis and then test their hypothesis. The goal is to make connections between observations and principles. This approach is based on the learning cycle: data collection, concept invention, and application (Farrel, S.Moog, Spence, 1999). Throughout the entire lab the student would be asked guiding questions to require the student to think about the various steps rather than simply following instructions (Farrel, S.Moog, Spence, 1999) With the implication of guided-inquiry methods, students work in teams with specifically designed guided-inquiry materials. The materials will either provide information or guide students through experiments, so they can collect their own information. These materials can be in the form of worksheets that serve as a tutorial to the students. The worksheets can contain questions that help to construct understanding by having the student build on previous knowledge. These guiding questions would be asked for students to discover by their own conclusions (Jin Bierma, 2011).A large part of guided-inquiry is the questions asked of the students. These questions can be referred to as probing questions. Teachers who have incorporated guided-inquiry techniques into their classroom have found that their students grades have improved because of it (Jin Bierma, 2011);(Farrel, S.Moog, Spence, 1999).It is important when implementing guided-inquiry for the students to be given time when working on an answer to a probing question, the teacher should observe, but once they interject their opinion, the benefit of the inquiry-based learning is compromised. The more the students discuss amongst themselves, the more likely they will come to the correct answer and learn the concept in order to retain it. Probing questions need to be constructed in a way that students can come to their predictions before the class time is complete. The downside to guided-inquiry is that it takes more time to create the learning materials and not as much information can be covered in a class period (Jin Bierma, 2011). Because this type of curriculum takes a lot of time for the teacher to prepare, it is very impo rtant that when a teacher finds a lesson that works well, and the students are learning, they must share their lesson with other teachers. Teachers should not be spending time creating guided-inquiry curriculum that has already been created, they should be creating another lesson that has not been formatted into guided-inquiry curriculum (Jin Bierma, 2011) Importance of Mathematics Ibn Khaldun, a great historian, sociologist, philosopher who born in 1332AD, in Tunis,is the Strongest personalities of Arab-Muslim culture in the period of its decline. He stressed the role of mathematics in his book al-Muqaddima as Education should be started with mathematics. For it forms well designed brains that are able to reason right. It is even admitted that those who have studied mathematics during their childhood should be trusted, for they have acquired solid bases for arguing which become to them a sort of second nature. According to the Britannica Concise encyclopedia, mathematics is the science of structure, order and relation that has evolved from counting, measuring and describing the shapes of objects. It deals with logical reasoning and quantitative calculation. Since it involves quantitative calculations this makes it necessary to our everyday life as a day shall not pass without one doing some form of calculation really or abstractly in his or her brain. Imagine how it would be life if there was no mathematics; how were we going to count days, months and years, etc. Mathematics plays an important role in the complex world of science and technology. The scientific and technological development since 1940 emphasized for the first time that we live in scientific age and the disciplines which support this scientific and technologist civilization such as physics, chemistry, engineering, the management sciences, economic, the biological and medical sciences and the behavioral sciences all require Mathematics for their understanding and their further development. The place of mathematics in education must be determined by analysis of the society, the culture and the civilization, which the education is designed to serve. The dominant features of our civilization today are a series of major even revolutionary scientific developments, which have occurred in the twentieth century. Mathematics by virtue of its extensive, practical applications and the aesthetic appeal of its methods and results has long held a prominent place in education. Mathematics occupies a central position in curriculum. It is a compulsory subject from class I X. It is being taught as an integrated subject. It covers various areas like arithmetic, algebra, geometry, trigonometry and statistics etc. Mathematics has gained the status of a special and universal language, which enables man to express his ideas about shape, quantity and relationship. Therefore knowledge of Mathematics is essential for successful life. The traditional theories of mathematics have been changed with the advent of the computer. In the past, application of mathematics was limited in extent. It is to be conceived as an integrated study of the learners environment, which contains the element of mathematics. The development of mathematics concept in our children will be best achieved mathematics concepts from concrete situations needs perceptive teaching. Gall and Hicks (1964) described that mathematics has played a key role in science, technology, industry, business, and ag riculture. Its study has been associated with habits of effective thinking, intellectual independence, aesthetic appreciation and creative expression. (Arif, 2011) Mathematics and Science Education in Pakistan Pakistans Education system can be broadly divided into Basic Education (primary, elementary and secondary levels) and Higher Education (post secondary and graduate levels). Both are governed by separate ministries with distinct management and financial systems. Mainstream or government schools offer primary education from class I V (5 to 9) and then middle or elementary schooling, class VI-VIII (10-13) and finally secondary schooling, class IX X (14 15). In classes IX and X students take the secondary school matriculation examination which is conducted by the Boards of Secondary Education. The medium of instruction in primary schools is Urdu, but English is introduced as a second language in class VI. The medium of instruction in the public schools is mainly Urdu, however, most of the teachers use their regional language as the language of instruction. Schools in the Provinces also teach their regional languages as a subject. However, Sindh is an exception where government schools can opt for Sindhi as a medium of instruction. As noted in the white paper and subsequently elaborated in media briefs in line with the curriculum reform to be introduced in 2007, the Ministry of Education has taken a policy decision to change the language of instruction to English in Science and Mathematics classrooms from grade VI and above (HassanAly, 2006). Science is taught as a compulsory subject at primary and elementary level (I-VIII) in an integration of biology, chemistry, physics and earth science. In primary classes (I-V), students study science 12 % of the total school time. At middle school level (VI-VIII) students spend 13-15% of their school time in studying science. At the secondary school level (IX-X) science is optional and those who opt for it study 12-14 % on each science subject physics, chemistry and biology. The content of the teaching in the middle classes revolves around three broad areas: living things, matter and energy, and the earth and the universe.(Halai, Razvi, Rodrigues, 2007) Mathematics is also taught as a compulsory subject for classes I VIII. The curriculum content is organized mainly into five major strands, number and number operations, measurement, geometry, data handling and algebra. At the secondary level (classes IX X) students can opt to take science group or general group. The former includes among other subjects physics, chemistry, biology and advanced mathematics (with a greater focus on algebra, functions, and trigonometry). The latter includes humanities and a course in general mathematics (with greater emphasis on arithmetic and less emphasis on algebra, functions and trigonometry). However, in 1995-96 the policy has changed according to which both groups take the same course in mathematics at the secondary level. A consequence of this policy is that school examination at class VIII serves the role as gate keepers in terms of who gets the science group and who doesnt. Those who perform well in mathematics and science at class VIII level get the opportunity of taking the science group. This bifurcation at an early stage in the academic life has implications for subsequent employment opportunities and poverty reduction. In a historical account of science education in Pakistan, Iqbal Mahmood (2000) maintain that until 1950 science was not taught at primary and middle level. It was the Science Education Commission established in 1959 which recommended that science education be made compulsory for classes VI-VIII. In the early sixties science education was made compulsory for I VIII but its quality was very poor. Iqbal Mahmood (2000) have shown that various education policies (1972, 1979, 1998-2010) have increasingly shifted the emphasis from a general education to science and technology education with a concomitant emphasis on school curriculum reforms both at primary and secondary level, to trigger students curiosity in scientific inquiry and understanding of scientific concepts and processes(Halai, Razvi, Rodrigues, 2007). For example, a recommendation of 1979 policy was to set Science Education Project (SEP) a six years project initiated in 1984 for promotion of science education in Pakistan at elementary and secondary and higher secondary level (6- 12) in collaboration of Asian Development Bank (Hill Tanveer, 1990). Relationship between mathematics and chemistry. In all nations of the world science and mathematics are given first class attention due to numerous benefits derived from them. Chemistry which is believed to be the mother of science equips students with knowledge in areas such as drugs, diseases, pollution, food, chemicals etc which when applied to the society improves man standard of living.(udousoro, 2011) Mathematics has generally been accepted as the foundation of science and technology and it is a very important subject in the secondary school curriculum, therefore, every nation needs it for sustained scientific and technological development.(udousoro, 2011) Also, mathematics is considered as a service tool for the study of sciences especially chemistry. But despite its importance and usefulness, it is a subject that is most feared by students at primary, secondary, even in the tertiary levels of education. Hence student with poor mathematics knowledge cannot solve calculation problems in chemistry (Kramers-pals, Lambrechts, Wolff, 2000). A careful study of the senior secondary chemistry curriculum in Nigeria and West African Senior Certificate syllabus reveal that a proper understanding of the mathematical concepts on Isotopy, formula, equations, solubility, chemical kinetics, quantitative and molar ratio, radioactivity, pH and laws of chemical equilibra etc in chemistry needs a good knowledge of basic mathematics and generally involves a lot of computation which make mathematics an important aspect of it(udousoro, 2011). The potency of mathematics as an anchor that holds the desirable achievement in the physical and biological sciences has been widely acknowledged. For instance, in chemical education, substantial studies have examined the relationship between mathematics and chemistry and found that mathematics forms the basic ingredients to the understanding of chemistry and the establishment of new facts by many researcher like Abdullahi, 1982; Johnstone, 1984; Adesoji, 1985; Carter and Brickhouse, 1989; Bello, 1990; Schmidt, 1992; Kogut, 1993; Axalonu, 1995; Adeyeye, 1999; Olayiwola, 2001; Kehinde, 2005; Adesugba, 2006(Oluwatayo, 2011). Though earlier studies in this area conducted in Nigeria reported that many students find chemistry difficult because of its abstract nature and the mathematical skills required, the bulk of the blame has been placed on the teachers for failing to develop the needed mathematical skills in the students to tackle chemical problems with ease. It is intriguing that many chemistry teachers tactically skip some perceived difficult concepts in chemistry, especially the quantitative aspects of chemical reactions due to their inability to effectively teach them, the factor which has scared many students away from chemistry(Oluwatayo, 2011).

Social Media Use

Abstract The purpose of this study is to actually look at the use of the social media (i. e Facebook, Twitter, Whatsapp,) in RSUST and the academic performance of the students. In this research a qualitative research method is used. 3 researched questions were asked 1. How common is the use of social media (i. e Facebook, BBM[BlackBerry Messenger], Whatsapp, Twitter) among RSUST students. 2. How often do these students spend using the social media? 3. How has it affected the academic performance of those who use the social media and those who don't?Introduction There has been a debate about the use of social media (e. g. , Facebook,Twitter,) by high school and college students, and the possible effect of those tools on students’ academic performance (Connolly, 2011; Hargitai, & Hsieh, 2010; Karpinski, & Duberstein, 2009). The main issue of this debate is whether the growing use of social media by high school and/or university students actually improves or worsens a studentâ₠¬â„¢s academic performance.The continued growth in the usage of the social media by students as early as the elementary school level (Anderson, & Rainie, 2012; Lenhart, 2009), In fact, the average time spent with screen media among 8- to 18-year-olds is more than twice the average amount of time spent in school each year (Kaiser Family Foundation, 2010; National Center for Education Statistics, 2007–2008). This issue has brought about concerns particularly for the areas of education (e. g. the identification and use of compatible teaching methods and the design of non-classroom educational assignments); communications (e. g. , the identification of appropriate channels on how to exchange educational information among individuals) (Chen, & Bryer, 2012; Anderson, & Rainie, 2012). Over the past 10 years, the media environment that children grow up in has changed dramatically, and the amount of time they spend consuming media has exploded. Students have been engulfed with— and possibly transformed by— reality TV, smartphones, iPads, Facebook, Twitter, YouTube.

Maslow s Hierarchy Of Needs Essay - 954 Words

MASLOW S HIERARCHY OF NEEDS. Marslow’s hierarchy of needs is a widely accepted view on the priorities that individuals universally have. In Marslow’s hierarchy, individuals need to fulfill their physical needs, feel secure, belonging, self-esteem and self-actualization. Basic physical needs are things such as the need for food, water and other essential things for survival. Every individual needs to feel safe from threats such as physical threats, variability and unpredictability of the environment and emotional stress. People often feel the need for relationships such as love, friendship and other feelings associated with being accepted in a community. On top of that, individuals also need to respect others and be respected. Self-actualization represents the need for individuals to fulfill their potentials. For example, pushing the boundaries of their creative tendencies and to optimize personal growth. The result is to be the best that one can possibly be. Since unsatisfied needs motivate behavior, therefore lower-level needs have to be fulfilled before the upper-level needs can be met. For example, individuals should feel a reasonable level of safety in terms of their job security and monetary compensation to allow employees to care for themselves and their families. These needs should be met before employees will be driven to compete for higher job responsibilities, status, and increased workload. Hence Ms. Hogan must identify the needs of different individuals asShow MoreRelatedMaslow s Hierarchy Of Needs1741 Words   |  7 PagesMaslow’s hierarchy of needs and Herzberg’s. The Maslow’s hierarchy of needs include five levels, and at the certain extent, reflect the rule of human s activities on psychological and behavior. Herzberg’ describe the more details of worker agree or disagree about working. In this essay, more related knowledge details and effects will de described, then, analysis the two theories individual, choose a better one. II. Describe the two theories. 2.1Maslow’s hierarchy of needs The Maslow’s hierarchy of needsRead MoreMaslow s Hierarchy Of Needs1536 Words   |  7 Pagesunderstanding of how to motivate different personality types. In the research I am going to compare Maslow’s hierarchy of needs against Lawrence and Nohira’s 4 drive theory in an attempt to better understand their possible uses inside an organizational structure. Let’s first take a look a look at the two theories before discussing their potential benefit. Maslow’s Hierarchy of Needs. We need to keep in mind that Maslow’s field was phycology, so his research was done from a medical viewpoint more soRead MoreMaslow s Hierarchy Of Needs1524 Words   |  7 PagesSummary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realization and fulfillments and that behavior could be gratified while using multiple types of needs at the same time. Maslow wanted to find positive motivation as to why people react or engage in certain behaviors. He felt that basic survivalRead MoreMaslow s Hierarchy Of Needs1295 Words   |  6 PagesMaslow’s hierarchy of needs (p. 379 in EP)? Outline each level and discuss how it relates to motivation. Abraham Maslow was born in 1908 in Brooklyn, New York. He originally studied law because of the influence of my parents, but after marrying his first cousin, Bertha Goodman, and moving to Wisconsin, he became interested in psychology. After achieving his Masters in Psychology, Maslow moved back to Brooklyn and started teaching at a school there. â€Å"One of the many interesting things Maslow noticedRead MoreMaslow s Hierarchy Of Needs982 Words   |  4 PagesAbraham Maslow was one of the most influential and important educational psychologists and is recognized by many for his theory on mankind’s hierarchy of needs. Maslow’s theory which is known as â€Å"Maslow’s Hierarchy of Needs† is best explained as a pyramid of needs that we as humans must meet in order to progress to another stage of needs. There are five stages in the pyramid of needs and they go as follows: physiological, safety, love and belongingness, esteem, and finally self-actualization. MaslowRead MoreMaslow s The Hierarchy Of Needs1769 Words   |  8 Pages Summary of Maslow’s The Hierarchy of Needs Jennifer Thompson Arkansas Tech University Author Note This individual research paper is being submitted on October 13, 2014 for Loretta Cochran’s Management [BUAD 3123] course. â€Æ' Summary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realizationRead MoreMaslow s Hierarchy Of Needs1498 Words   |  6 Pagesjust want to survive in life they want to flourish. Maslow s hierarchy of needs explains to us a ranking of needs for most essential to the least. While the interactionist point of view explains how humans are social creatures and social interaction is just as important as all of the other needs listed on Maslow’s Model. Maslow s hierarchy of needs is a ranking of needs for most essential to the least. Corrections Today explains that Abraham Maslow was an American psychologist born in New York, heRead MoreMaslow s Hierarchy Of Needs1846 Words   |  8 PagesAbraham Maslow developed the Hierarchy of needs (HON) to try and explain human psychological developments and how these manifest themselves into a worker’s life. We will explore some issues brought up by the model and why it may lack a certain the degree of unification and how it could potentially work better if entwined with other views. Motivation is the â€Å"word derived from the word ’motive’ It’s the process of stimulating people to actions to accomplish the goals† (guide, 2017) Also, MaslowRead MoreMaslow s Hierarchy Of Needs Essay1527 Words   |  7 Pages This international technology company demands strong motivation, stupendous leadership and great understanding between workers. Leaders need to create willingness amongst the employees to operate at their highest potential; this willingness is referred to as motivation. This report is based on a content/needs theory of motivation (Maslow’s hierarchy of needs). It consists of two pieces of primary research on the theory. The first one summarises worker motivation on selected construction sites inRead MoreMaslow s Hierarchy Of Needs1388 Words   |  6 Pages Abraham Maslow was an American philosopher who was born in the early 1990 s in Brooklyn, New York. He was one of the leading theorists that promoted humanistic psychology during his era. Maslow sought to understand what motivates and inspires individuals. He theorized that individuals possess and hold a group of motivation and incentive systems not related to plunder or insensible desires. Maslow declared that people are motivated and provoked to attain certain needs. When one need is fulfilled