Effect Of Excessive Poaching On African Elephants - Free Essay Example

Sample details Pages: 2 Words: 711 Downloads: 6 Date added: 2019/08/15 Category Society Essay Level High school Topics: Animal Poaching Essay Did you like this example? While elephants born without tusks are not unheard of, they normally make up just 2 to 6 percent of the herd population. However, that is not the case at Mozambique’s Gorongosa National Park, where 33 percent of female elephants born after the country’s civil war, were born tusk less. While that may appear to be just a coincidence, Joyce Poole, an elephant behavior expert and National Geographic Explorer, has a different theory. Don’t waste time! Our writers will create an original "Effect Of Excessive Poaching On African Elephants" essay for you Create order Poole thinks we may be witnessing an unnaturally created evolution of the species due to the incessant poaching of the mammals for their valuable tusks. Tusks unlike our permanent teeth continue to grow throughout the elephants life, they get longer and thicker with age and while humans continue to use the tusks for ornamental use they are actually essential for the survival of the mammals. While poachers usually first target older males due to their impressive tusks, females are not spared either. As a result, in areas where poaching goes unchecked for long periods of time, the population of tusk less females increases. This allows them to gain a biological advantage, resulting in a larger than average population of females with no tusks. This is not the first time researchers have observed a drastic change in the population of elephant herds who have suffered severe poaching losses. Thus far, the consequence of poaching has largely impacted female elephants. Poole explains, â€Å"Because males require tusks for certain tasks, however very few males are tusk less. For African elephants, tusk less males have a much harder time breeding and do not pass on their genes as often as tusked males.† However, if the slaughtering of males with the most impressive tusks continues at this pace, it could result in a generation of elephants with much smaller tusks. Poole says, however the recent ban on ivory in both the US and China should help to eliminate, or at the very least redu ce, the poaching of elephants. But, scientists are not sure how long it will take for the elephant herds with a higher rate of tusk less females, to reverse the trend. Excessive Poaching May Be Causing African Elephants To Evolve Without Tusks While elephants born without tusks are not unheard of, they normally make up just 2 to 6 percent of the herd population. However, that is not the case at Mozambique’s Gorongosa National Park, where 33 percent of female elephants born after the country’s civil war, were born tusk less. While that may appear to be just a coincidence, Joyce Poole, an elephant behavior expert and National Geographic Explorer, has a different theory. Poole thinks we may be witnessing an unnaturally created evolution of the species due to the incessant poaching of the mammals for their valuable tusks. Tusks unlike our permanent teeth continue to grow throughout the elephants life, they get longer and thicker with age and while humans continue to use the tusks for ornamental use they are actually essential for the survival of the mammals. While poachers usually first target older males due to their impressive tusks, females are not spared either. As a result, in areas where poaching goes unchecked for long periods of time, the population of tusk less females increases. This allows them to gain a biological advantage, resulting in a larger than average population of females with no tusks. This is not the first time researchers have observed a drastic change in the population of elephant herds who have suffered severe poaching losses. Thus far, the consequence of poaching has largely impacted female elephants. Poole explains, â€Å"Because males require tusks for certain tasks, however very few males are tusk less. For African elephants, tusk less males have a much harder time breeding and do not pass on their genes as often as tusked males.† However, if the slaughtering of males with the most impressive tusks continues at this pace, it could result in a generation of elephants with much smaller tusks. Poole says, however the recent ban on ivory in both the US and China should help to eliminate, or at the very least redu ce, the poaching of elephants. But, scientists are not sure how long it will take for the elephant herds with a higher rate of tusk less females, to reverse the trend.

Shawshank Film Critque - 1485 Words

The Shawshank Redemption Film Critique The Shawshank Redemption is a brilliant story set in the brutal life of Shawshank Penitentiary. The movie has a very well structured plot; there is a clear beginning, middle, and end—Act I, Act II, and Act III – which all come together as a whole to make a great film. In the movie, a young banker, Andy, is convicted of murdering his wife and her lover and is sentenced to Shawshank Penitentiary. In prison, Andy meets and forms a strong bond with another convicted killer, Red; the narrator of the story. Red plays an important role in the prison; he can deliver contraband of almost any type into the prison. This makes him a vital man within the prisons social structure and it is also the reason that he†¦show more content†¦The warden of Shawshank, Norton, also realizes that a man of Andys skills is useful. Norton is doing some sort of scam and asks Andy for his help there as well. One day, Andy hears from another prisoner, Tommy, whose former cellmate had bragged about killing a rich golfer and a lawyers wife, and framing the lawyer for the crime. Upon hearing Tommys tale, Andy realizes that if this evidence could be brought before a court, he could be given a new trial and a chance at freedom. Norton mocks at the story, however, and as soon as possible he makes sure Tommy pays for his actions. Andy is too constructive and helpful to the warden to be allowed to go free; furthermore, he knows every element about Nortons corrupt dealings. After losing his temper with the warden over the issue, and spending a couple of months in solitary as a result, Andy convince himself that he will never be set free legally. After many years in prison, Andy shares information with Red about a mystery secret hidden behind a rock wall, describing exactly how to find the place and how one day a false identity—Peter Stevens— will own a small seaside resort hotel in Mexico. Andy also tells Red that he could use a man who knows how to get things. Red , confused about why Andy has confided this information in him, reflects on Andys continued ability to surprise. So much of the details are important in the

Child Protection Board

Question: Discuss about theChild Protection Board. Answer: Introduction Child Protect Board is a not for profit organization that is set up in Australia and has its headquarters in Sydney. There are two other branches of the organization in Australia that are located in Brisbane and Melbourne. With the change in the technology, there are new and improved services that the organization has decided to implement in the areas of data file exchange and payroll operations. These services will be implemented on the cloud platform and the report covers the cloud delivery model, cloud deployment model, advantages to the staff, cloud vendors for the services and security aspects as well. Infrastructure as a Service (IaaS) Cloud Delivery Model Child Protection Board is an organization that does not specialize in the development, hosting and implementation of software services and solutions. The most applicable delivery model in this case is Infrastructure as a Service (IaaS). IaaS is a delivery model that would provide the organization with the hardware and software required for the services. It will also take care of the data centre and would act as a third party host for the services that are required to be implemented by the Child Protection Board (Elmasry, 2016). There are a number of advantages that will be offered by IaaS. The infrastructure cost will not be involved with the involvement of IaaS as the delivery model and it will also offer a great degree of scalability and flexibility. IaaS will also the organization to easily scale up and scale down the services as per the changes in the requirements and technology. Availability and reliability of the services will also be offered by this delivery model (Kavitha, 2014). Hybrid Cloud - Deployment Model The deployment model that has been recommended for Child Protection Board and its services is the hybrid cloud. This model is the combination of the public and private cloud and will bring forward the best of both the models. The components of the services that would make use of public data and would include low on severity operations will be implemented on the public framework of the hybrid cloud and the rest of them would be implemented with the private cloud. There are a number of advantages that will be offered by the hybrid cloud which are as listed below. This model will provide enhanced security to the organization by keeping the data and information safe and secure (Rao, Naveena, David, 2015). The overall costs that will be associated with the deployment will also be less as compared to the private cloud and public cloud. The model will also be completely fit for purpose for both of the services required to be implemented by the organization. Benefits to the Staff There are a number of benefits that will be offered by the cloud based services to the staff members of the Child Protection Board. The first and the foremost benefit will be in terms of the ease of working that will come along with this approach. The staff members will experience a flexible style of working and will be able to work remotely and will also be able to maintain a higher balance between their work and personal life. The cloud based services will also provide the staff members with the opportunity to share the resources which in turn will increase the team collaboration and cooperation (Baciu, 2015). The staff members will also benefit in terms of the experience and hands on with the latest technology and framework present in the market. The customers will be satisfied with the newly provided services and the same will reflect on the benefits to the staff members in terms of the profits, appraisals and alterations in other human resource policies. Cost and Billing Comparison for Cloud Vendors There are a number of cloud vendors that provide a number of services and are commercially available in the market. The two services that are being implemented by the organization can be covered by selecting any of the packages that are offered by the vendors that are as listed below. These vendors also score well in terms of the security and other functionalities as required by the Child Protection Board. Price Reckon Saasu Xero Basic $5 per month $15 per month $9 per month Premium or Advanced $14 to 20 per month Up to $180 per month $70 per month Payroll Services Cloud Vendors (AdvisoryHQ, 2015) Price Rackspace Telstra Optus Cost CPU per hour $0.015 is the starting $0.175 is the starting $0.0175 is the starting Cloud GB Storage Storage Allowance included with compute $0.3 is the starting $0.3 is the starting Data File Exchange Cloud Vendors (Hortovanyi, 2016) Cloud Service Information Security Features Security is one of the critical areas that are associated with any service and any host. The same is the case with the cloud computing and the services that are made available by the same. The delivery and deployment models that have been recommended for the project will offer enhanced security to the Child Protection Board. However, there are a number of risks and threats in terms of information security that will still be present and it would be essential for the organization to develop mechanisms to deal with the same. Cloud services will be exposed to a number of network attacks such as denial of service, server impersonation, message alteration and many others that may adversely impact the confidentiality, integrity and availability of the information. There will also be a number of malware threats to the services which may adversely impact the services and the organization will be required to come up with latest anti-malware and anti-adware to control the same (Cloudcouncil, 20 15). There will also be a number of information security risks that will be associated with the services in terms of the availability of the same. It would also be essential to apply and implement the encryption across all of the information exchanges. Failure of the same will make it easy for the attackers to misuse the acquired information. In case of stronger encryption methods applied across the data and information present with the organization, it will make it impossible for the attacker to make use of the information even if the attempt to get hold of the same is executed successfully. References AdvisoryHQ,. (2015). 5 Best Small Business Accounting Software in Australia. AdvisoryHQ. Retrieved 14 September 2016, from https://www.advisoryhq.com/articles/5-best-small-business-accounting-software-in-australia/ Baciu, I. (2015). Advantages and Disadvantages of Cloud Computing Services, from the Employee's Point of View. Papers.ssrn.com. Retrieved 14 September 2016, from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2787612 Cloudcouncil,. (2015). Security for Cloud Computing Ten Steps to Ensure Success Version 2.0. Retrieved 14 September 2016, from https://www.cloud-council.org/deliverables/CSCC-Security-for-Cloud-Computing-10-Steps-to-Ensure-Success.pdf Elmasry, H. (2016). Cloud computing: A study of infrastructure as a service (IAAS). Academia.edu. Retrieved 14 September 2016, from https://www.academia.edu/1181740/Cloud_computing_A_study_of_infrastructure_as_a_service_IAAS_ Hortovanyi, N. (2016). Australian clouds compared | ZDNet. ZDNet. Retrieved 14 September 2016, from https://www.zdnet.com/article/australian-clouds-compared/ Kavitha, K. (2014). Study on Cloud Computing Model and its Benefits, Challenges. Retrieved 14 September 2016, from https://www.ijircce.com/upload/2014/january/4_Study.pdf Rao, T., Naveena, K., David, R. (2015). A New Computing Envornment Using Hybrid Cloud. Journal Of Information Sciences And Computing Technologies, 3(1), 180-185. Retrieved from https://scitecresearch.com/journals/index.php/jisct/article/view/86

The Story Snail free essay sample

As a storyteller for children, I would like to share my latest favourite story for primary aged children. This comes from a book by Anne Rockwell. The Story Snail Lee’s version of a story by Anne Rockwell Once upon a time there was a boy named John. John was a nice boy, and a kind boy, but there was nothing that he was really good at doing. Nothing at all. Everyone laughed at him and teased him. So one day, he ran away. He ran away to the paddock and he hid in the long tall grass. He sat down on a log and heaved a big sigh (Sigh! ) Suddenly he heard something†¦.. â€Å"Pssssssstt! † said a little voice. John looked around him and couldn’t see anyone. Then he heard the sound again†¦. â€Å"Pssssssstt! † said a little voice. â€Å"Down here.. Look down. Here I am. † So John looked down. On the toe of his shoe there was a little golden snail that seemed to be looking up at him. We will write a custom essay sample on The Story Snail or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"Are you talking to me? † John asked the snail. To his surprise, the snail replied. â€Å"Yes I am,† it said. â€Å"I am a magic snail. I am the story snail. Pick me up and tell me, what’s wrong? Why are you looking so sad? † So John bent down and picked up the little snail. He told it how the children laughed at him and teased him because there was nothing that he was really good at doing. The snail looked at John and said, â€Å"You are not really good at anything, but you are a nice boy and you are kind, so I will give you a present. I will give you one hundred stories that no one has ever heard before. Whenever you tell a story, everyone will listen. ‘How good he is at telling stories’, everyone will say. † So the snail told John one hundred stories. Then it crawled away. John went home. He told the first story, just the way the snail had told it to him. â€Å"That is a great story! † everyone said. Someone cried out â€Å"Tell us another story†. So John told another story. Everyone loved that story too. Every day John told a story. He told stories until he had told every story that the snail had given him. â€Å"Tell the stories again! † the boys and girls said. So John told the stories again†¦ and again†¦. and again†¦. Until one day, a little girl said, â€Å"Oh tell us a new story. I’ve heard that story before† Sadly, John said that he didn’t know any more stories. Everyone laughed and said â€Å"John tells the same stories over and over and over again. They are boring. † Upset, John said to himself, â€Å"I must go and find that magic snail and ask it for a new story. † So he went back to the paddock. But the snail wasn’t there. John called out to the snail, but it didn’t answer. He didn’t know what to do. â€Å"Whoooooo, Wheeeeeeeee,† he heard suddenly. â€Å"I am the Wild West Wind. What are you doing? † â€Å"Excuse me,† said John. â€Å"I’m trying to find a little golden snail. It’s a special snail, a magic snail. Do you know where it is? † The Wild West Wind answered, â€Å"The snail you seek is far, far away. You will never find it. You had better go home and be safe. Whoooo, Wheeee! † And the wind blew John’s hat away. But John would not go home. He walked and he walked until he came to a dark forest. In the forest, John saw a green elf. â€Å"Excuse me,† said John. I’m trying to find a little golden snail. It’s a special snail, a magic snail. Do you know where it is? † â€Å"Once I saw that snail. † The elf said to John. â€Å"He told me a thousand stories. But I didn’t have anyone to tell my stories to, and look around, they have all turned into mushrooms. † John looked and he noticed that there were little red mushrooms growing all around them. â€Å"All the mushrooms growing in this dark forest are the stories that I did not tell. The snail has never come back again. I can’t tell you where he is, but I can give you a magic password. You never can tell. Maybe it might be handy sometime. He leaned over and whispered in John’s ear, â€Å"Fuzzbuzzoncetherewas. † John thanked him and continued on his way to find the snail. John walked on until he came to the blue sea. He saw a mermaid sitting on a rock by the shore, combing her long hair. â€Å"Excuse me,† said John. â€Å"I’m trying to find a little golden snail. It’s a special snail, a magic snail. Do you know where it is? † â€Å"No,† said the mermaid. â€Å"But I can tell you what the seahorse told me. He has seen the little golden snail. † â€Å"Tell me, tell me please,† said John. â€Å"You must do a kind thing, and a brave thing, and you must have a magic password. Then you will find the little golden snail. That is what the seahorse told me. † â€Å"I have a magic password,† said John. â€Å"The elf gave it to me. If you tell me what it is that I have to do, I will do it. † But the mermaid slid off the rock and it swam away without answering. John walked on again. The next day, he came to a garden. A little rabbit was sitting in the garden looking sad. â€Å"Excuse me,† said John. â€Å"I’m trying to find a little golden snail. It’s a special snail, a magic snail. Do you know where it is? † â€Å"How do I know where it is? I do not even know where I am. I am lost,† said the rabbit, and it began to cry. â€Å"Don’t cry,† said John. I will try to take you home. Where do you live? † The little rabbit said, â€Å"I live at the edge of a dark forest. It is where a green elf lives. A thousand mushrooms grow there. It is far away. † â€Å"Poor me,† thought John. â€Å"I have come so far, and now I must go backwards. I will never find the magic snail now. † But he picked up the lost rabbit and patted its soft fur. â€Å"I will take you home,† said John. â€Å"I have just come from that forest. I know where it is. † And he took the little rabbit home to its mother. â€Å"You have done a very kind thing,† said the mother rabbit, and she gave John a carrot. How can I repay your kindness? â€Å"Can you help me? † said John. â€Å"I’m trying to find a little golden snail. It’s a special snail, a magic snail. Do you know where it is? † â€Å"I have never seen it, but I have heard it from inside my rabbit hole,† said the mother rabbit. She pointed at a big rock and said, â€Å"Behind that rock there is a cave, and in that cave lives the little golden snail. † â€Å"So what have you heard? † John asked. â€Å"I have heard words, words, words,† said the mother rabbit. â€Å"Have some lettuce? † But John ran over to the rock. John pushed on the big rock until it r olled out of the way. Sure enough, there was a deep, dark cave behind the rock. Something was growling. Something big. Something that sounded scary. â€Å"That’s not the golden snail growling like that,† John said to himself. He was afraid. That thing sounded mean! He peeked around the entrance to the cave, and he saw a bright red fire. Then he saw a big green dragon. â€Å"Grrrrrrrr,† said the dragon. â€Å"Who are you? I might as well eat you up. † â€Å"Please don’t,† said John. â€Å"I am John. I’m trying to find a little golden snail. It’s a special snail, a magic snail. Do you know where it is? † â€Å"I know that snail,† said the dragon. â€Å"It lives in this cave with me, but it won’t tell me any stories. It says that I spit fire and growl and eat things up. I won’t let you find it. † And the dragon growled again. â€Å"Please,† said John. â€Å"If I tell you a story, will you let me see the snail? † â€Å"No! † said the dragon, and he growled again. â€Å"Two stories? † said John. â€Å"No! † said the dragon, and he spit fire out of his mouth. â€Å"Ten stories? † said John. â€Å"One hundred! † shouted the dragon. So John sat down and he told the dragon one story and another. The dragon didn’t spit fire or eat him up. It growled softly as it listened. John told the dragon story after story, until he had told him all of the stories that the magic snail had given him. The dragon looked down at John and he said â€Å"That was very brave of you to come in here and sit down to tell me stories. Everyone else is scared of me. For having such courage, I am going to tell you how to find the snail now. Walk forward three steps, then two hops to the side. Spin around once, then take a giant step backwards. Close your eyes and stamp your feet. When you open your eyes you will see a golden door. Knock once loudly, then twice softly. Then say the magic password. † â€Å"And what is that? † John asked. â€Å"I don’t know,† said the dragon. â€Å"The snail will not tell me. † But John knew. John walked forward three steps. He hopped two hops to the side. He spun around. Then he took a giant step backwards. He closed his eyes and stamped his feet. Sure enough, just like the dragon had said, there was a golden door in front of him. John knocked loudly once, then two soft knocks, and then he said â€Å"Fuzzbuzzoncetherewas†. The golden door opened, and John saw the little golden snail eating a green leaf. â€Å"Hello snail,† said John. â€Å"I have come to ask you for a new story. I have told all of the stories that you gave me. Even the dragon has heard them. No one wants to hear them again. † The snail stopped eating the leaf. It looked up at John and poked out its little horns. â€Å"I cannot give you a new story,† said the snail. â€Å"There are many new stories to tell, that is true. But now, you must find them for yourself. You have come so far though, so I will send you safely home. † Softly the snail whispered, â€Å"Fuzzbuzzoncetherewas† and John fell asleep at once. When John woke up, he was home again. â€Å"Have you found a new story John? † everyone asked. But John had no new story to tell. Then he heard a bee buzzing. Suddenly John smiled. He looked around at the boys and girls and he said. John was a nice boy, and a kind boy, but there was nothing that he was really good at doing. Nothing at all. Everyone laughed at him and teased him. So one day, he ran away. † And John told all about the little golden snail, the magic snail, the story snail. He told them about the Wild West Wind and about the green elf. He told about the mermaid and the lost rabbit. He told about the dragon in the deep, dark cave. He told the story that I have just told you. And after that, whenever he wanted, John told a new story. And everyone said, â€Å"John is good at telling stories. Really, really good! †

Using Sei Strategies in a Siop Lesson Plan free essay sample

This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing. These words should not just be stated and defined. The students should be discussing them with the teacher. The teacher should be asking them questions about the vocabulary like, â€Å"does anyone know what climate means? † Students also should be given the opportunity to interact with one another and listen to what is being said out-loud verbally. The vocabulary should be put into their vocabulary journals and should be reviewed when the lesson is over. The vocabulary words should be displayed for the students. The reason to display the vocabulary words is that this helps the students to remember the words as they develop greater proficiency in language. The vocabulary journal should not just be words and definitions. It should have the words and the definitions along with a pictorial drawing of the word. We will write a custom essay sample on Using Sei Strategies in a Siop Lesson Plan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students may not be able to write clearly in English what the definition of the word actually is, and they may not remember all of the English words for the definition. It is important to have them represent the word in a picture to help them remember what the definition is by looking at the picture. By having the student create the brochure about where they are from you are opening the door to a variety of different types of geographic locations for the class to discuss. Some students may be from different states, and some students may be from different countries. Also, giving them an assignment about where they are from utilizes one of the â€Å"best practices,† in instructing ELL’s in the classroom according to Chamot. Effective bilingual and ESL teachers utilize instructional practices that value and draw from students native language(s) and culture(s). † (Chamot, 1993). They can explain their culture to the class in a fun interactive way that allows them to be who they are and where they are from, and allows the class to better understand them. Another good practice for the lesson is modeling. Through modeling what the stude nt is supposed to do they are getting an example of how to complete the actual lesson. This helps them to be more successful at completing the project. Students need to have examples of what you want them to do. This helps them to have a greater understanding of the expectations the teacher has for them. Reading about geology in their history books will also help them gain knowledge about the geographical region throughout the world. They can build on their vocabulary to help them learn this content. By reading a travel brochure together as a class the student will have the experience of seeing an actual travel brochure, and they will know what they should or should not include in the brochure that they make for their home town. This gives them background experience in what a travel brochure is. This combined with the modeling is a form of scaffolding to help the student be able to perform the task independently. The assessment method that I chose was to define the vocabulary words. This is in my opinion the surest way to know they understand and can comprehend the meaning in what they are doing. However there will be students who do not understand the entire quiz possibly and they need to be accounted for. Students should be allowed to respond orally, and they can even respond pictorially if they are low enough that they speak hardly any English. This is of the utmost importance making sure that they grasp this content in way that is understandable to them. The most important part of comprehensible input is making sure student can complete the assignment, and understand what they are being taught as well as possible. They need to have time modification or be given the necessary means to finish and complete tasks. That means possibly providing them with material in their native language to help them be successful. They can look at these at home possibly. ESL 434 SIOP Lesson Plan Date: 10-1-12Grade/Class/Subject: 6th grade Unit/Theme: Social StudiesStandards: Strand 4 Concept 4 PO 2. Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. PO 5. Identify cultural norms that influence different social, political, and economic activities of men and women. ELL IV (Correlates to Grades 6-8) Standard: The student will express orally his or her own thinking and ideas. Level Early intermediate: PO 3 Contribute to classroom and academic discussions by giving suggestions, describing events, expressing PO 4 Issue multiple-step routine directions and instructions in a manner that the listener can follow PO 6 Prepare and deliver a short oral report in a content area that effectively conveys the information in Content Objective(s): Students will create a travel brochure about their home town, and be able to explain different geological feature about the place they are from, culturally, and environmentally. Language Objective(s): Student will verbally and visually represent their home in a travel brochure to the class. They will create a map of their local area in the brochure | Key Vocabulary |Supplementary Materials | | |Color pencils, glue sticks, crayons, scissors, ruler, construction | |Climate, Weather, Customs, Globe, Continent, travel, brochure, |paper, sample ravel brochure, travel magazines, sharpie, word cards, | |Geology, region, map, environment |pencil, vocabulary journal, overhead projector, social studies book | |SIOP Features | |Preparation |Scaffolding |Grouping Options | |__x_ Adaptation of content |__x_ Modeling |__x_ Whole class | |_x__ Links to background |___ Guided practice |___ Small groups | |__x_ Links to past learning |___x Independent practice |___ Partners | |___ Strategies incorporated |___x Comprehensible input |__x_ Independent | |Integration of Processes |Application |Assessment | |__x_ Reading |__x_ Hands-on |_x__ Individual | |__x_ Writing |__x_ Meani ngful |___ Group | |___x Speaking |__x_ Linked to objectives |__x_ Written | |__x_ Listening |___x Promotes engagement |__x_ Oral | |Lesson Sequence: | | | |The teacher will cover the vocabulary words with the students, and each word will go onto the board for the students to view throughout the | |week. The vocabulary will be discussed using a sixth grade social studies book. Students will be given an example of a travel brochure which | |they will all read as a class. After they have read the brochure they will add the vocabulary to the vocabulary journals. After students have | |completed this they will be given the assignment to create their own travel brochure throughout the week. The teacher will model this for the | |students, so they can have a clear understanding of what is expected of them. This will be done by creating a brochure under an overhead | |projector. The brochure should have details about the regions weather, climate, and customs. Students will listen to the teacher explain this. | |Students will use pictures from magazines, and they will be able to glue and paste thing into their brochure. They will have access to the | |materials necessary to perform this task. Student will work independently on the travel brochure about their home, and then after the week is | |done the following week the whole class will present their travel brochure to the class. After the class has presented their brochures the | |teacher will review the vocabulary and it will be placed on the word wall for students to see. Students will also take a vocabulary quiz | |matching the definitions to the vocabulary. | | | | | |Reflection: | |Students will work on this for 45 minutes each day for a week, and then have two 45 minute periods in the following week to complete their | |oral presentation. If they are unable to write complete sentences due to their level of English Language acquisition they may use more | |pictures to represent certain aspects of the brochure. The quiz may be taken orally to accommodate the students as well. |If the student needs more time to complete the assignment then they will have an extra day for completion of the assignment if necessary. | |Students may have travel brochures in their native language, to help them understand what a travel brochure is. | | | | | | | References Chamot, A. (1993). Effective Instructional Practices Enhance Student Achievement, Third National Research Symposium on Limited English Proficient Student Issues Retrieved October 21, 2012 from http://www . ncela. gwu. edu/files/rcd/BE024340/Forum_v16_n4_May_1993. pdf

poem essays

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Diffusion of Innovations Theory and Applications Essay

Diffusion of Innovations Theory and Applications - Essay Example The relationships have been built for a long period of time and therefore breaking them means beginning afresh which is costly in terms of time and efforts. Other people are just skeptical of change because of the fear of the unknown. They are afraid that the introduction of something new may affect their lives negatively and thus they are better off without it not knowing that such a new idea may change their lives for the better (French, Rayner, Rees, & Rumbles, 2011). On the other hand if people are subjected to the change they do not automatically pick up the new idea and begin using it, they go through a series of stages before they fully adopt the idea into their lives. Diffusion of Innovations theory Everett Rogers a professor in sociology developed this theory and popularized it in 1962 in a book titled Diffusion of Innovations. The theory essentially seeks to bring to attention how, why and which rate new ideas and technology are spread through cultures. The origins of this theory stem from many ideas and thus come from varied fields. This theory has been used in many disciplines since its introduction and gained popularity in the field of social change in spreading ideas through its established philosophies. The theory is still popular though it has been overtaken by other social change theories that scholars are using to advance innovations or new ideas to communities (Rogers, 2003). In its historical development the concept of diffusion was first studied and propagated by a French Scholar by the name Gabriel Tarde (1890) and two other scholars Friedrich Ratzel and Leo Frobenius. The concept was also influenced by the ideas of Earl Pembrton who described aspects of institutional diffusion as including postage stamps and the early compulsory school laws. Later on Everett Rogers carried out a study on over 500 diffuse studies and came up with the theory of the adoption of innovations among communities and organizations (Rogers, 2003). In his book he pr oposes four elements that are crucial and influence the spread of new ideas which include: The innovation, channels of communication, time and the context (social system). He first defines the concept of diffusion and sees it as a process by which an innovation is communicated through certain channels over time among the members of a social system. This brings up the four elements mentioned above (Kreuter, 2003). An innovation is described as an idea, practices, or objects that are perceived by individuals or a unit of adoption. This innovation may spread quickly or slowly depending on a number of factors. The innovation to spread and be adopted they must show the following characteristics: (1) relative advantage (2) Compatibility (3)Complexity (4) triability (5) observability to those people in a given context (Kreuter, 2003). Communication channels are the means by which the message is spread from one individual to the other. Mass media channels are described as more effective in the creation of knowledge of innovations and the interpersonal channels on the other hand are seen as effective in forming and transforming attitudes towards the innovation and thus play a significant role in influencing the decision to either adopt or reject the new idea. Research has shown that most individuals to do subject