Joy Prior
March 30, 2011
Otterstorm, Samuel M
Geography 120H
Section 005
#11: OPEN
Select an article dealing with any problem or challenge in the world you choose to study and discuss it using the geographic tools you have gained over the course of the semester such as site/situation, relative location, tyranny of geography, accidents or history, etc. In looking at this particular problem, can you make any comparisons between MDCs (More Developed Countries) and LDCs (Less Developed Countries)? What kind of attention is being given to this particular problem on a world scale and why?
Area: North America
Canada, the invisible, likeable beaver. The Globe and Mail: Editorials. 14 March 2011. Web. March 2011.
This article discussed the influence of globalization on geography has greatly impacted the meaning of borders, neighbors, and investments. It focused on the border between Canada and the United States, because it is the longest physical boarder in the world. The two countries share a continent, history, cultural similarities, language; they have similar geographical formations such as the Rocky Mountains, fertile mid-section, east and west coasts, and neither is landlocked.
International development is affected by the close state boarders. Although most Americans view Canada as a friendly neighbor according to a recent pool only about 39 percent of Americans consider what happens in Canada to be of “vital importance”, most respondents gave China, India, and Mexico higher scores. Two of those countries are on the other side of the world. It might shock most Americans but Canadians’ view Australia, Britain, and Germany more favorably than the United States. All of these countries are on a separate continent.
If all of the “neighboring” countries that the US and Canada have are really not “neighbors” at all what advantages can a physical boarder have on a country? I began to think how the boarders are almost a natural byproduct of geography. If the United States was like the pacific islands and a fragmented state or if the country had an elongated state similar to Chile that connected to multiple countries not only would the physical geography be different but the movement and political connections would also be different.
Canada and the United States share a special relationship along their border. Their exchange of knowledge and ideas though could be increased. A quote from the article stated that, “Canada cannot articulate its defining traits and ensure its relevance to its larger and more powerful neighbor.” It was difficult for me to imagine the United State and Canada in a war, and I realized that if the U.S. was constantly worried about attacks from the Canadian border there would be less time, resource, or money to develop innovative ideas.
Tuesday, March 15, 2011
STAT friday homework
A. Test of Significance
State: At the alpha .05 level, is there sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories?
Plan: the appropriate test is one sample t test of significance for the means.
Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Null hypotheses: Mu=110 calories
Alternative hypotheses: Mu> 110 calories
State level of significance: alpha equals .05
Solve
plot data: with a stem leaf plot graph
stem leaf
10 0, 0
11 0
12 0, 5, 5
13 5
14 0, 5
15 0, 0, 5
16 0, 0
17
18 5
Shape: the five number min: 100; max: 185; x bar: 137.3333; 1Q:115 ;3Q: 155.625
It is approximately normal
List and check conditions of inference: the two conditions are randomization, and normality of the population both of these conditions are not meant. The randomization is not false because the sample was a srs, and we learned that from the provided story problem information. The normality of the population is not true because from the plotted data it can be seen that the population is relatively normal.
Calculate the value(s) of the sample statistic(s): used Stat crunch
N=15
Ho Mu=110
Ha Mu does not equal 110
X bar=137.3333
Std. Err. = 6.22718
T-Stat= 4.3893595
Std. Dev. = 24.117767
P-value =.0006
[(X bar=137.3333)- (110)]/[(s)/(3.872983)]=t=4.38935
100+125+150+160+185+125+155+145+160+100+150+140+135+120+110=2,060
2,060/15= 137.3333= x bar
Conclude:
The set alpha was equal to .05 and the p-value of .0006 was lower than the set alpha, because the p-value was significantly lower than the set alpha I chose to reject the Ho. There is sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories.
Confidence Interval Estimation
State: compute a 95% confidence interval to estimate the mean amount of calories for all 1-ounce chocolate chip cookies of this brand.
Plan:
State the name of the appropriate estimation procedure: this is a one sample t test of 95% confidence to of the means.
Describe the parameter: Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
State Confidence Level: the confidence level= 95% (given in problem)
Solve:
Already plotted data in part 1
Mean: 137.3333
Min: 100
Max: 185
Q1:120
Q3:155
Std. Dev. = 24.117767
Std. Err. = 6.2271
Confidence intervals: (123.977356, 150.6893)
Conclude: we believe at a confidence is 95% the true mu of a particular brand of 1-ounce chocolate chip cookies that claims a 110 calories per cookie has a confidence interval at (123.9777, 150.6893 ).
State: At the alpha .05 level, is there sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories?
Plan: the appropriate test is one sample t test of significance for the means.
Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Null hypotheses: Mu=110 calories
Alternative hypotheses: Mu> 110 calories
State level of significance: alpha equals .05
Solve
plot data: with a stem leaf plot graph
stem leaf
10 0, 0
11 0
12 0, 5, 5
13 5
14 0, 5
15 0, 0, 5
16 0, 0
17
18 5
Shape: the five number min: 100; max: 185; x bar: 137.3333; 1Q:115 ;3Q: 155.625
It is approximately normal
List and check conditions of inference: the two conditions are randomization, and normality of the population both of these conditions are not meant. The randomization is not false because the sample was a srs, and we learned that from the provided story problem information. The normality of the population is not true because from the plotted data it can be seen that the population is relatively normal.
Calculate the value(s) of the sample statistic(s): used Stat crunch
N=15
Ho Mu=110
Ha Mu does not equal 110
X bar=137.3333
Std. Err. = 6.22718
T-Stat= 4.3893595
Std. Dev. = 24.117767
P-value =.0006
[(X bar=137.3333)- (110)]/[(s)/(3.872983)]=t=4.38935
100+125+150+160+185+125+155+145+160+100+150+140+135+120+110=2,060
2,060/15= 137.3333= x bar
Conclude:
The set alpha was equal to .05 and the p-value of .0006 was lower than the set alpha, because the p-value was significantly lower than the set alpha I chose to reject the Ho. There is sufficient evidence to conclude that the average calories content of 1-ounce chocolate chip cookies produced by this brand is greater than 110 calories.
Confidence Interval Estimation
State: compute a 95% confidence interval to estimate the mean amount of calories for all 1-ounce chocolate chip cookies of this brand.
Plan:
State the name of the appropriate estimation procedure: this is a one sample t test of 95% confidence to of the means.
Describe the parameter: Parameter: mean calories for 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
Population of interest in the context of the problem: all 1-ounce chocolate chip cookies of a certain brand of 1-ounce chocolate chip cookies that claims that the cookies contain 110 calories.
State Confidence Level: the confidence level= 95% (given in problem)
Solve:
Already plotted data in part 1
Mean: 137.3333
Min: 100
Max: 185
Q1:120
Q3:155
Std. Dev. = 24.117767
Std. Err. = 6.2271
Confidence intervals: (123.977356, 150.6893)
Conclude: we believe at a confidence is 95% the true mu of a particular brand of 1-ounce chocolate chip cookies that claims a 110 calories per cookie has a confidence interval at (123.9777, 150.6893 ).
GEOG #10 one more left!!
Joy Prior
Geography 120H
Section 05
#10: RESOURCES
Many conflicts in the world are based on fighting over the earth’s finite resources such as
water, oil, or minerals, etc. Select an article dealing with an area of conflict concerning
such a resource and discuss it in terms of the importance of the particular resource to the
countries involved. What aspects of site/situation play into the conflict? Do both countries
have an equal claim to the land and/or resource for which they lay claim? How does the
conflict affect the region in which it is found? How does it affect the world at large?
Location: North America
OP-ED. Like Oil and Water in the Gulf. Los Angeles Times; Opinion. Web. March 2011. < http://www.latimes.com/news/opinion/commentary/la-oe-stephens-cuba-oil-20110314,0,7697622.story>
The Gulf of Mexico is an ideal location for off shore drilling, but there is some debate as to who owns the oil. Currently Cuba has entered the debate. This year Cuba and its foreign partners will begin to explore for oil and start drilling as close to 50 miles from Florida. The expected site will be deeper than BP’s Macondo well (a major American oil drill).
During the Cold War there was a U.S. embargo against Cuba that affects the political associations. This article touches the subject of perestroika in Cuba as the economy changes and falls further from communism. It also denies Cuba access to environmental protection and nearby equipment. The real issue does not seem to be the political restrictions but the economical restrictions. Because of the embargo against Cuba U.S. firms are prohibited from joining Cuba in any offshore oil drilling efforts, and this gives the advantage to foreign firms. According to the U.S. Geological Survey there are 5 billion barrels of oil and 10 trillion cubic feet of natural gas beneath the gulf in land belonging to Cuba. Cuba’s potential commercial oil would be invested in by foreign countries (particularly China) and the island would be introduced to commercial market with investors in the United States not getting any piece of the pie. It reminds me of colonization, because it is a debate between powerful countires and their control over less developed countries natural resources.
The article spent a great deal of time discussing how offshore oil does have an effect on the environment, and that the foreign oil firms will disregard the United States strict offshore oil policies and pollute the entire Gulf Coast. Currently the United States denies foreign firms the right to drill in U.S. waters in an effort to impose environmentally friendly restrictions and rights. After the oil spill last year scientists were sent to survey the entire coast. The new drills in Cuba affect the shared gulf between Cuba and Florida. The issue of a shared environment and desire for natural resources raises the question of environmental responsibility for both countries. Although these arguments seemed valid I believe that motivation for having the United States recognize Cuban relations is not motivated by ecological consideration, but economical investments.
Geography 120H
Section 05
#10: RESOURCES
Many conflicts in the world are based on fighting over the earth’s finite resources such as
water, oil, or minerals, etc. Select an article dealing with an area of conflict concerning
such a resource and discuss it in terms of the importance of the particular resource to the
countries involved. What aspects of site/situation play into the conflict? Do both countries
have an equal claim to the land and/or resource for which they lay claim? How does the
conflict affect the region in which it is found? How does it affect the world at large?
Location: North America
OP-ED. Like Oil and Water in the Gulf. Los Angeles Times; Opinion. Web. March 2011. < http://www.latimes.com/news/opinion/commentary/la-oe-stephens-cuba-oil-20110314,0,7697622.story>
The Gulf of Mexico is an ideal location for off shore drilling, but there is some debate as to who owns the oil. Currently Cuba has entered the debate. This year Cuba and its foreign partners will begin to explore for oil and start drilling as close to 50 miles from Florida. The expected site will be deeper than BP’s Macondo well (a major American oil drill).
During the Cold War there was a U.S. embargo against Cuba that affects the political associations. This article touches the subject of perestroika in Cuba as the economy changes and falls further from communism. It also denies Cuba access to environmental protection and nearby equipment. The real issue does not seem to be the political restrictions but the economical restrictions. Because of the embargo against Cuba U.S. firms are prohibited from joining Cuba in any offshore oil drilling efforts, and this gives the advantage to foreign firms. According to the U.S. Geological Survey there are 5 billion barrels of oil and 10 trillion cubic feet of natural gas beneath the gulf in land belonging to Cuba. Cuba’s potential commercial oil would be invested in by foreign countries (particularly China) and the island would be introduced to commercial market with investors in the United States not getting any piece of the pie. It reminds me of colonization, because it is a debate between powerful countires and their control over less developed countries natural resources.
The article spent a great deal of time discussing how offshore oil does have an effect on the environment, and that the foreign oil firms will disregard the United States strict offshore oil policies and pollute the entire Gulf Coast. Currently the United States denies foreign firms the right to drill in U.S. waters in an effort to impose environmentally friendly restrictions and rights. After the oil spill last year scientists were sent to survey the entire coast. The new drills in Cuba affect the shared gulf between Cuba and Florida. The issue of a shared environment and desire for natural resources raises the question of environmental responsibility for both countries. Although these arguments seemed valid I believe that motivation for having the United States recognize Cuban relations is not motivated by ecological consideration, but economical investments.
Geography mystery
Mystery #8
How accurate are movies’ depictions of places?
This mystery will take about two hours to complete. Pick out a good, clean, wholesome movie to watch with a friend or relative.
• Watch it as a geographer would, intensively looking for patterns and processes and place. Answer the following:
• Name of Movie: How to Train Your Dragon
• Place(s) Shown: Island, Ocean, Woodlands, Mountains, Fjords, rocky shore side, fog, rock jutting out of the coast
• Does the movie make you believe that they were really there? Well for starters the movie was a cartoon. I picked this movie to watch because I was interested in how a cartoon would portray geography. The movie is about a group of Vikings, and I wanted to see if the cartoon geography would parallel with the actual geography of Scandinavia. This movie did make be believe that I was in the frozen Scandinavia land. Why or why not? In the introduction of the film the character talks about how cold the island is most of the year, and you see a shot of a sheep. I looked up sheep herd locations and there are a few thousand herds along the coast of Norway. I also googled coast lines in Scandinavia, and there were some breathtaking shots of Fjord coast. Just as in the movie the coast was not beach coasts, but sharp rock walls. Much of the movie takes place in the forest near the village throughout the movie there were was a lot of fog particular on the ocean. When the town reaches the dragon next it is an island surrounded by rock formations, and the actual island nest does not have any vegetation on it. This was the most unbelievable location, because of the almost overly dramatic rock formations, and the lack of vegetation. There is one scene were the main character dives into the water to save his dragon, and I thought about how cold the water would be if the movie really was in Norway. I looked up the current temperature in Norway and it was below freezing. That scene was probably a little unrealistic and I imagine the main character would have frozen to death before reaching his dragon friend.
• How much of the film is actually outside where you can see what is going on? The majority of the film was outside. There are a few sections that were filmed inside the houses, but this too could have been considered place geography. The houses had a lot “Viking” cultural images including design, food, and clothing. Because the movie is about dragons there are several scenes in the sky. Even in one of the scenes in the sky the movie brought in geography, because you can see the aurora borealis.
• Did they make any geographic mistakes? This was a movie about dragons, the plot, characters, and I would even say the geography was the least to say a little exaggerated.
• Is the place “nowhere”, meaning that it is set in an imaginary or fictitious place? Yes, but it was based on the geography of Scandinavia because the characters were all Vikings. If so, were you convinced? I found a few reviews for the book that the movie is based on. In there I discovered a map. The Isle of Berk is the setting for most of the film, and one of the smallest inhabited islands in the Barbaric Sea. The Barbaric Archipelago includes the Meathead Island, North Island and Cannibal Island. I wanted to see if any of these islands were real places, or if they were based on actual world locations. After searching for a while I discovered a few islands that could be possible locations Birka near Stockholm, Sweden. Whenever I typed Barbaric Sea in the search engine all that came up information about Vikings and the movie, but not an actual location. I found one reference that claimed the Baltic Sea could also be called the Barbaric Sea, but some of this information was hard to shift through, because another site labeled the east coast of Africa as the Barbaric Sea due to the slave trade. The Baltic Sea on the other hand is a real location between Sweden and Finland. It is bounded by the Scandinavian Peninsula, and was the home for many Vikings. The only idea with this is that as I looked through images on Google I realized that the Baltic Sea coast line is more sloped and pebbled than the coast line in the movies. While the giant fjords and looming rock formations featured in the film are characteristics of the western coast of Norway. Although I saw many fjords in the Baltic Sea pictures the coast line appeared more subtle than that in the movie. I think that although the geography was exaggerated in the film there are locations in the world that are closely similar to the islands and oceans in the movie How to Train Your Dragon.
•
• Map of the Barbaric Sea taken from the Book Review
Toothless99. How To Train Your Dragon: Isle of Berk. Wikia. Web. March 2011.
Aurora Borealis- The Northern Lights Norway- Tromso. The Top Ten Site.come Reviews you Can Trust. Web. March 2011.
Viking. Wikipedia; The Free Encyclopedia. Web. March 2011. < http://en.wikipedia.org/wiki/Viking>
When to Go. Frommer’s. Web. March 2011.
Scandinavia. Wikipedia; The Free Encyclopedia. Web. March 2011.
Birka. Wikipedia; The Free Encyclopedia. Web. March 2011.
Lewis, Martin. Dividing the Ocean Sea. The Geographical Reivew. 1999. Web. March 2011. Questia; Trusted Online Research.
How accurate are movies’ depictions of places?
This mystery will take about two hours to complete. Pick out a good, clean, wholesome movie to watch with a friend or relative.
• Watch it as a geographer would, intensively looking for patterns and processes and place. Answer the following:
• Name of Movie: How to Train Your Dragon
• Place(s) Shown: Island, Ocean, Woodlands, Mountains, Fjords, rocky shore side, fog, rock jutting out of the coast
• Does the movie make you believe that they were really there? Well for starters the movie was a cartoon. I picked this movie to watch because I was interested in how a cartoon would portray geography. The movie is about a group of Vikings, and I wanted to see if the cartoon geography would parallel with the actual geography of Scandinavia. This movie did make be believe that I was in the frozen Scandinavia land. Why or why not? In the introduction of the film the character talks about how cold the island is most of the year, and you see a shot of a sheep. I looked up sheep herd locations and there are a few thousand herds along the coast of Norway. I also googled coast lines in Scandinavia, and there were some breathtaking shots of Fjord coast. Just as in the movie the coast was not beach coasts, but sharp rock walls. Much of the movie takes place in the forest near the village throughout the movie there were was a lot of fog particular on the ocean. When the town reaches the dragon next it is an island surrounded by rock formations, and the actual island nest does not have any vegetation on it. This was the most unbelievable location, because of the almost overly dramatic rock formations, and the lack of vegetation. There is one scene were the main character dives into the water to save his dragon, and I thought about how cold the water would be if the movie really was in Norway. I looked up the current temperature in Norway and it was below freezing. That scene was probably a little unrealistic and I imagine the main character would have frozen to death before reaching his dragon friend.
• How much of the film is actually outside where you can see what is going on? The majority of the film was outside. There are a few sections that were filmed inside the houses, but this too could have been considered place geography. The houses had a lot “Viking” cultural images including design, food, and clothing. Because the movie is about dragons there are several scenes in the sky. Even in one of the scenes in the sky the movie brought in geography, because you can see the aurora borealis.
• Did they make any geographic mistakes? This was a movie about dragons, the plot, characters, and I would even say the geography was the least to say a little exaggerated.
• Is the place “nowhere”, meaning that it is set in an imaginary or fictitious place? Yes, but it was based on the geography of Scandinavia because the characters were all Vikings. If so, were you convinced? I found a few reviews for the book that the movie is based on. In there I discovered a map. The Isle of Berk is the setting for most of the film, and one of the smallest inhabited islands in the Barbaric Sea. The Barbaric Archipelago includes the Meathead Island, North Island and Cannibal Island. I wanted to see if any of these islands were real places, or if they were based on actual world locations. After searching for a while I discovered a few islands that could be possible locations Birka near Stockholm, Sweden. Whenever I typed Barbaric Sea in the search engine all that came up information about Vikings and the movie, but not an actual location. I found one reference that claimed the Baltic Sea could also be called the Barbaric Sea, but some of this information was hard to shift through, because another site labeled the east coast of Africa as the Barbaric Sea due to the slave trade. The Baltic Sea on the other hand is a real location between Sweden and Finland. It is bounded by the Scandinavian Peninsula, and was the home for many Vikings. The only idea with this is that as I looked through images on Google I realized that the Baltic Sea coast line is more sloped and pebbled than the coast line in the movies. While the giant fjords and looming rock formations featured in the film are characteristics of the western coast of Norway. Although I saw many fjords in the Baltic Sea pictures the coast line appeared more subtle than that in the movie. I think that although the geography was exaggerated in the film there are locations in the world that are closely similar to the islands and oceans in the movie How to Train Your Dragon.
•
• Map of the Barbaric Sea taken from the Book Review
Toothless99. How To Train Your Dragon: Isle of Berk. Wikia. Web. March 2011.
Aurora Borealis- The Northern Lights Norway- Tromso. The Top Ten Site.come Reviews you Can Trust. Web. March 2011.
Viking. Wikipedia; The Free Encyclopedia. Web. March 2011. < http://en.wikipedia.org/wiki/Viking>
When to Go. Frommer’s. Web. March 2011.
Scandinavia. Wikipedia; The Free Encyclopedia. Web. March 2011.
Birka. Wikipedia; The Free Encyclopedia. Web. March 2011.
Lewis, Martin. Dividing the Ocean Sea. The Geographical Reivew. 1999. Web. March 2011. Questia; Trusted Online Research.
Friday, March 11, 2011
Wednesday, March 9, 2011
SFL DAP #7
DAP #7
Read pages 257-326 in the DAP manual
In concluding part of the DAP manual, the authors describe children’s development and corresponding developmentally appropriate practices for 6- through 8-year olds. Children this age attend the primary grades and have particular needs that teachers must be aware of to teach them successfully. As you read through this section, you may want to reflect upon the experiences you had in the early grades. What teachers do you remember and what do you remember about them? What do you remember about learning to read? What kinds of activities did you especially enjoy in the primary grades? Understanding children this age can provide a new perspective on how you can best meet their needs as a parent or an educator.
PART 1: Identify one characteristic of particular interest to you in each of the sections (1 point each, 16 points total)
Physical Development:
Overall growth and physical maturation: muscle mass also increase in both boys and girls, but they are by no means physically mature in terms of skeletal and ligament development, there is a growth spurt of the brain (261)
Health and fitness: on the other hand, primary grade children generally experience better health- fewer infections and illnesses such as colds, stomachaches, and ear infections- than preschoolers and kindergartners (261)
Gross motor development: boys tend to throw farther than girls, but research shows that this difference is dependent on opportunities to practice (262)
Fin motor development: it is not abnormal for a child to be unable to draw, say, a recognizable diamond shape until about age 8 (262)
Promoting physical development in the primary grades: because of children’s growing inclination to compare themselves with others, adults need to avoid pushing hypercompetitive activities for children in this age range (263)
Social and Emotional Development:
a. Social development: where teachers were observed to be respectful of children, p positive, and sensitive and where feedback engaged the children and expanded learning, children displayed significantly better social competence than children in other classrooms. (265)
b. Emotional development: an evolving sense of conscience, but they tend to be rigid in terms of interpreting and applying rules- for both themselves and others. They may expect visitors to follow the rules of the home or classroom as strictly as they do. (269)
c. Promoting social and emotional development in the primary grades: support for cooperative small group projects in which children work together, they help to promote children’s comfort level with one another and, potentially, their likelihood of becoming friends (271)
Cognitive Development:
a. Concept acquisition and reasoning: children typically master serration and sequencing (272)
b. Executive functioning: children must be able to focus their attention, remember thing on purpose, an be able to compare the process and findings of their own learning with teacher expectation (273)
c. Moral development: children of 6 or 7 typically treat every little mistake as a major crime, deserving of terrible punishment or dire consequences. Adults can help children assess mistakes realistically and find ways to correct them. (277)
d. Promoting cognitive development in the primary grades: no matter what the subject area, teachers should keep learning concrete, relevant to children’s everyday lives, and connected to previously learned material. (278)
Language and Literacy Development:
a. Vocabulary knowledge and communication skills: children learn new words at a far more rapid rate than before- almost 20 words per day when they are in an environment where they continually hear new words, listen to and read books (281)
b. Reading and Writing: also important is being able to retrieve word meaning readily- as opposed to having to struggle to remember what a word means, which jeopardizes comprehension (282)
c. English language learners: young children have a great capacity to acquire bilingual and even multilingual competence (283)
d. Promoting language and literacy development in the primary grades: it is important to keep everyone engaged in whole-group sessions by, for example, having children vote on an answer to show of hands, answer in unison, or practice a task briefly with another child (286)
PART 2: Now, choose one section under each of the 4 headings and discuss what impact the information will have on your teaching (2 points each, 8 points total).
Health and fitness: children at this age living in poverty continue to be at higher risk for a number of health problems-from environmental factors such as exposure to lead-based paints; poor-quality medical care; or inadequate shelter, hygiene, or nutrition. (261)
This will influence my teaching because it made me realize how much poverty does not simply limit children’s development because they have fewer opportunities but that children living in poverty suffer physically. These physically setbacks will influence their ability to function in my classroom. If a child went without breakfast that morning they will be thinking about how hungry they are, and not about what I am trying to teach them. I have not thought of a specific solution to this horrible problem, besides the basic keep in contact with the family and know what is going on. I think that it would be a good idea to become aware of the different financial aid, or wick programs in the area so that I can pass this information off to all of the parents in my classroom.
Social and emotional development:
The structure of peer groups is flexible; children tend to enter and leave social circles easily at this age, such that groups are fluid and permeable in most cases (265)
This surprised me, and made me realize that as a teacher I should promote friendships with my students. I don’t only need to encourage a community of learners, but I need to encourage individual friendships among my students. I think that small group activities would help to do this, and always talking positively about students will help them to want to be friends with each other. I don’t know but maybe I can even mention at parent teacher conferences who their child gets along with and encourage play dates.
Cognitive
By the primary grades, children are expected to and are ready to start learning on demand, according to Vygotsky and his followers (273)
This surprised me a little, but then I thought about it and realized that I need to continue to scaffold my students. When I am teaching I want to set the expectation high for my students so that they feel confident that they can accomplish great things. One way to do this would be to keep an open curriculum, one that allows a student to reach their greatest potential. I also realized that it is not just important to keep records of preschool children, but that all children need to set goals and have continual checkups on their progress. When I know each of my students individually I can help them to work collectively to reach high expectations. I should expect my students to be able to learn on demand and pay attention but that still means that the classroom is student lead and that I provided opportunities that are engaging to.
Language and literacy development
They read increasingly longer books independently, with a goal of about 20 minutes a day outside of school. (283)
I need to have chapter books in the classroom, and encourage my students to visit the library in search of novels that they enjoy. Instead of just picture books or short stories I need to have engaging chapter books. I think that I want to have a library filled with books that I am familiar with. If I am familiar with the books that I have in my student library I can recommend books to students based on their interest and reading level. Then I can promote reading by talking about books in the classroom. This would even be a good age to introduce small reading clubs or teams that would read for 10 to fifteen minutes in class or for homework and then each group would discuss the novel for another 10 to fifteen minutes.
PART 3:
In the “Examples to Consider” section (pages 289 - 326), each age break down is addressed with accompanying “developmentally appropriate” and “in contrast” examples of how children develop and learn.
Indicate here if you completed the reading (or how much you completed) to receive your points for this question. Completed the entire reading (5 points)
Read pages 257-326 in the DAP manual
In concluding part of the DAP manual, the authors describe children’s development and corresponding developmentally appropriate practices for 6- through 8-year olds. Children this age attend the primary grades and have particular needs that teachers must be aware of to teach them successfully. As you read through this section, you may want to reflect upon the experiences you had in the early grades. What teachers do you remember and what do you remember about them? What do you remember about learning to read? What kinds of activities did you especially enjoy in the primary grades? Understanding children this age can provide a new perspective on how you can best meet their needs as a parent or an educator.
PART 1: Identify one characteristic of particular interest to you in each of the sections (1 point each, 16 points total)
Physical Development:
Overall growth and physical maturation: muscle mass also increase in both boys and girls, but they are by no means physically mature in terms of skeletal and ligament development, there is a growth spurt of the brain (261)
Health and fitness: on the other hand, primary grade children generally experience better health- fewer infections and illnesses such as colds, stomachaches, and ear infections- than preschoolers and kindergartners (261)
Gross motor development: boys tend to throw farther than girls, but research shows that this difference is dependent on opportunities to practice (262)
Fin motor development: it is not abnormal for a child to be unable to draw, say, a recognizable diamond shape until about age 8 (262)
Promoting physical development in the primary grades: because of children’s growing inclination to compare themselves with others, adults need to avoid pushing hypercompetitive activities for children in this age range (263)
Social and Emotional Development:
a. Social development: where teachers were observed to be respectful of children, p positive, and sensitive and where feedback engaged the children and expanded learning, children displayed significantly better social competence than children in other classrooms. (265)
b. Emotional development: an evolving sense of conscience, but they tend to be rigid in terms of interpreting and applying rules- for both themselves and others. They may expect visitors to follow the rules of the home or classroom as strictly as they do. (269)
c. Promoting social and emotional development in the primary grades: support for cooperative small group projects in which children work together, they help to promote children’s comfort level with one another and, potentially, their likelihood of becoming friends (271)
Cognitive Development:
a. Concept acquisition and reasoning: children typically master serration and sequencing (272)
b. Executive functioning: children must be able to focus their attention, remember thing on purpose, an be able to compare the process and findings of their own learning with teacher expectation (273)
c. Moral development: children of 6 or 7 typically treat every little mistake as a major crime, deserving of terrible punishment or dire consequences. Adults can help children assess mistakes realistically and find ways to correct them. (277)
d. Promoting cognitive development in the primary grades: no matter what the subject area, teachers should keep learning concrete, relevant to children’s everyday lives, and connected to previously learned material. (278)
Language and Literacy Development:
a. Vocabulary knowledge and communication skills: children learn new words at a far more rapid rate than before- almost 20 words per day when they are in an environment where they continually hear new words, listen to and read books (281)
b. Reading and Writing: also important is being able to retrieve word meaning readily- as opposed to having to struggle to remember what a word means, which jeopardizes comprehension (282)
c. English language learners: young children have a great capacity to acquire bilingual and even multilingual competence (283)
d. Promoting language and literacy development in the primary grades: it is important to keep everyone engaged in whole-group sessions by, for example, having children vote on an answer to show of hands, answer in unison, or practice a task briefly with another child (286)
PART 2: Now, choose one section under each of the 4 headings and discuss what impact the information will have on your teaching (2 points each, 8 points total).
Health and fitness: children at this age living in poverty continue to be at higher risk for a number of health problems-from environmental factors such as exposure to lead-based paints; poor-quality medical care; or inadequate shelter, hygiene, or nutrition. (261)
This will influence my teaching because it made me realize how much poverty does not simply limit children’s development because they have fewer opportunities but that children living in poverty suffer physically. These physically setbacks will influence their ability to function in my classroom. If a child went without breakfast that morning they will be thinking about how hungry they are, and not about what I am trying to teach them. I have not thought of a specific solution to this horrible problem, besides the basic keep in contact with the family and know what is going on. I think that it would be a good idea to become aware of the different financial aid, or wick programs in the area so that I can pass this information off to all of the parents in my classroom.
Social and emotional development:
The structure of peer groups is flexible; children tend to enter and leave social circles easily at this age, such that groups are fluid and permeable in most cases (265)
This surprised me, and made me realize that as a teacher I should promote friendships with my students. I don’t only need to encourage a community of learners, but I need to encourage individual friendships among my students. I think that small group activities would help to do this, and always talking positively about students will help them to want to be friends with each other. I don’t know but maybe I can even mention at parent teacher conferences who their child gets along with and encourage play dates.
Cognitive
By the primary grades, children are expected to and are ready to start learning on demand, according to Vygotsky and his followers (273)
This surprised me a little, but then I thought about it and realized that I need to continue to scaffold my students. When I am teaching I want to set the expectation high for my students so that they feel confident that they can accomplish great things. One way to do this would be to keep an open curriculum, one that allows a student to reach their greatest potential. I also realized that it is not just important to keep records of preschool children, but that all children need to set goals and have continual checkups on their progress. When I know each of my students individually I can help them to work collectively to reach high expectations. I should expect my students to be able to learn on demand and pay attention but that still means that the classroom is student lead and that I provided opportunities that are engaging to.
Language and literacy development
They read increasingly longer books independently, with a goal of about 20 minutes a day outside of school. (283)
I need to have chapter books in the classroom, and encourage my students to visit the library in search of novels that they enjoy. Instead of just picture books or short stories I need to have engaging chapter books. I think that I want to have a library filled with books that I am familiar with. If I am familiar with the books that I have in my student library I can recommend books to students based on their interest and reading level. Then I can promote reading by talking about books in the classroom. This would even be a good age to introduce small reading clubs or teams that would read for 10 to fifteen minutes in class or for homework and then each group would discuss the novel for another 10 to fifteen minutes.
PART 3:
In the “Examples to Consider” section (pages 289 - 326), each age break down is addressed with accompanying “developmentally appropriate” and “in contrast” examples of how children develop and learn.
Indicate here if you completed the reading (or how much you completed) to receive your points for this question. Completed the entire reading (5 points)
Monday, March 7, 2011
GEOG #8
Joy Prior
Geography 120
Sec 001
Otterstrom, Samuel M
#8: INDEPENDENCE MOVEMENTS
Independence movements are occurring all over the world. Choose one news article dealing
with an independence movement taking place in the world and discuss it in terms of the
geographic factors (particularly location, population, ethnicity) that have contributed to the
movement. (Use your atlas.) What factors discourage the country in which the area lies
from allowing it independence? What do you think will be the outcome of this movement?
Ingram, Sommer. Texas Nationalist Group Rallies for Secession.Associated Press. Chron Huston &
Texas News. March 6, 2011. Web March 2011.
http://www.chron.com/disp/story.mpl/metropolitan/7458701.html
North America: Texas
This article summarized a small but enthusiastic group of Texans who want to succeed from the United States Government. A group of citizens gathered at the foot of the Capitol. Some demanded to debate Governor Rick Perry directly. Many were members of the Constitution Party of Texas. Someone was a host to a political show. The group was all convinced of one idea though, and that is that in order to avoid national debt, taxation, and embracement the state of Texas should abandoned the United States Government and start an independent nation. It is a cry for Irredentism; conservative Texans do not want to be associated with the rest of the United States.
I looked at how large Texas is as a state and studied the physical geography. It is on the east edge of the Rocky Mountains, and the west side of Mississippi. This puzzled me, because I could not see how with all of the national travel and even international communication that the physical geography would influence a state to desire independence. Then I began to think about how historically the physical geography influenced the place aspect of Texas. The Rocky Mountains were a large barrier to cross, and so unlike other states such as California Texas was able to trade quickly with eastern states. It is also along the Gulf of Mexico and relatively near the Great Mississippi River which would allow for all types of international trade.
This convenient geographical location helped Texas to develop into an influential location. Unlike other Midwestern states Texas has many large cities, and a lot of political influence in the federal government already. Also the geographical aspect of human environmental interaction influenced Texas wanting to succeed from the United States because it is unique. Texas used much of the continental oil to obtain economic power, and unlike other states (Utah for example) in the United States that have restricted oil drilling Texas has even encouraged off oil drilling in the Gulf Coast. This makes it unique.
On that note, while I was looking at a map of Texas I realized that the state it’s self has great diversity. There are huge cities and great spaces of agricultural land. It is right along the border of Mexico and on the same block live immigrants, and boarder control. Some of the state is along the Gulf Coast, but other parts of the state are near the Rocky Mountains. Possibly this article represents the Balkanization of America into smaller more specific groups that agree about what should be politically such as the: conservative Texans.
Geography 120
Sec 001
Otterstrom, Samuel M
#8: INDEPENDENCE MOVEMENTS
Independence movements are occurring all over the world. Choose one news article dealing
with an independence movement taking place in the world and discuss it in terms of the
geographic factors (particularly location, population, ethnicity) that have contributed to the
movement. (Use your atlas.) What factors discourage the country in which the area lies
from allowing it independence? What do you think will be the outcome of this movement?
Ingram, Sommer. Texas Nationalist Group Rallies for Secession.Associated Press. Chron Huston &
Texas News. March 6, 2011. Web March 2011.
http://www.chron.com/disp/story.mpl/metropolitan/7458701.html
North America: Texas
This article summarized a small but enthusiastic group of Texans who want to succeed from the United States Government. A group of citizens gathered at the foot of the Capitol. Some demanded to debate Governor Rick Perry directly. Many were members of the Constitution Party of Texas. Someone was a host to a political show. The group was all convinced of one idea though, and that is that in order to avoid national debt, taxation, and embracement the state of Texas should abandoned the United States Government and start an independent nation. It is a cry for Irredentism; conservative Texans do not want to be associated with the rest of the United States.
I looked at how large Texas is as a state and studied the physical geography. It is on the east edge of the Rocky Mountains, and the west side of Mississippi. This puzzled me, because I could not see how with all of the national travel and even international communication that the physical geography would influence a state to desire independence. Then I began to think about how historically the physical geography influenced the place aspect of Texas. The Rocky Mountains were a large barrier to cross, and so unlike other states such as California Texas was able to trade quickly with eastern states. It is also along the Gulf of Mexico and relatively near the Great Mississippi River which would allow for all types of international trade.
This convenient geographical location helped Texas to develop into an influential location. Unlike other Midwestern states Texas has many large cities, and a lot of political influence in the federal government already. Also the geographical aspect of human environmental interaction influenced Texas wanting to succeed from the United States because it is unique. Texas used much of the continental oil to obtain economic power, and unlike other states (Utah for example) in the United States that have restricted oil drilling Texas has even encouraged off oil drilling in the Gulf Coast. This makes it unique.
On that note, while I was looking at a map of Texas I realized that the state it’s self has great diversity. There are huge cities and great spaces of agricultural land. It is right along the border of Mexico and on the same block live immigrants, and boarder control. Some of the state is along the Gulf Coast, but other parts of the state are near the Rocky Mountains. Possibly this article represents the Balkanization of America into smaller more specific groups that agree about what should be politically such as the: conservative Texans.
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