Essay about History Notes for EXAM 1

Essay about History Notes for EXAM 1 Essay about History Notes for EXAM 1 Tuesday 2/9 1865-1877 What is it to be the legal, constitutional and political position of an ex-slave? SOCIAL -property -labor (replaced with Jim Crow) -race relations 3 amendments: Thirteenth Fourteenth Fifteenth- vote w/o agitating for it for a long time Woman (1848- 1919) agitated for the right to vote. Group: Irish Blacks WASP- white Angelo saxton protestant (if you’re not all of them, you’re not white) Fear of the â€Å"battle of the cradle† – fear in rise of the population of blacks There was a promise of equality; without the reality Equality of races dates back to the mid-20th century. Up until then, people ranked races. 1. Equality before opportunity 2. Equality before law 3. Equality before God Thursday 2/12 Blacks in the late 19th century During the time of reconstruction, four civil rights acts were passed The last union was withdrawn from the south after 1877 (this was the end of the reconstruction era) Slaves fled their plantations throughout the south; this was called self-separation Blacks voted (republic) – in congress until 1901 Whited voted democratic Sandwiching- outvoted minority; pre-ordaining what the vote will be Paternalism: the idea that ex-slaves were to be taken care of and controlled by upper class whites; class is the most important factor They were surprised by the smoothness between relations of black and whites (whites being northerners) 1890’s- things fall apart (blacks in the south) Upper class of whites lost political power Rise of the lower class whites: late 19th century. They got tired of being in the position they were in Originally whites and blacks union Upper class used scare tactics to separate the poor whites and blacks by using racism. Segregation laws started to be made after the 1890’s Northern whites were no longer interesting 1895- more white people in the south were being lynched than blacks in the south (shortly that changed as a form of social control) 1893- bad depression from unemployment rates took place in south, which, in turn, created

Teaching for Exceptionalities Essay Example

Teaching for Exceptionalities Essay Example Teaching for Exceptionalities Essay Teaching for Exceptionalities Essay Teaching for Exceptionalities First Heading Education is one of the top concerns of millions in the country for all children of all ages and any complications or barriers they may have. At one point children were not only divided by age and level of knowledge but also by their disabilities. Teachers who taught special education to children with disabilities had to be certified to be allocated to teaching children with all types of disabilities. With each passing year, as the number of children being educated increases, teachers who may have never had the pleasure of teaching children with disabilities are now being tasked with educating them and understand how to incorporate lesson plans that is successful not only for themselves but as well as their regular students and those with disabilities (Ogletree, Billy T. 2000). Physical disabilities are typically the easiest disability that are visible to others and can be noticed immediately (Landers Courtade Ryndak 2012). During the practicum hours and interaction with students of the summer program at Kyrene de la Esperanza Kids Klub, the author was able observe how the children with physical disabilities were able to interact with other children and not allow their disability to impact their performance as much as possible. Considering the observation was completed during summer vacation there wasn’t much curricular or academic lessons taught on a daily basis but the summer camp incorporated some teaching ideas as much as they possibly could to allow the students to still learn while having fun. One of the activities that were played was a physical/math exercise called Place Value Math which the children loved. To play the game there were cones labeled with numbers 0-9. The children were then paired up and one would decide to be the â€Å"tens† and the other child would be the â€Å"ones†. The object was to have the teacher yell out math problems and together the students would come up with the answers and divide up to go to the cone that identified their â€Å"tens† numbers or â€Å"ones† number. For example, the teacher would yell out â€Å"7+8† since the answer is 15 the child who was designated to the â€Å"tens† would run over to the cone marked â€Å"1† while the other student who was designated as the â€Å"ones† would run over to the cone marked â€Å"5†. The author was able to observe the children participating in Place Value Math exercise during two separate observations days and noticed that not all children were up to speed or on the same level as other children. The game was played with children between the second and fifth grade, so the math skills of some students weren’t as advanced as others but not to any fault of their own or disabilities. The author figured that it would be beneficial to either divide the game between grade levels and keep the math questions consistent for all of the children’s level, or only include math questions of the youngest child so they wouldn’t become discouraged and quit. Another accommodation that was noticed by the author was that some children couldn’t hear as well as others and needed the teacher to shout the math problem slightly louder or even repeat the problem several times before allowing the children to run to the designated comes. Finally the last accommodation was for the children who were physically disabled, one student had a disability with his leg (one leg was visibly shorter than the other leg and he had gone through several surgeries as a child) that didn’t allow him to move as fluently as the other children and another student only had the use of one of her arms (one had been amputated when she was four years old from a car accident). The accommodation to the children with physical disabilities was to eliminate any competition for racing to the cones, simply getting the answer correct as a team would result in points given out. After making the accommodations the teachers were able to see an immediate change and increase of students participating because they felt like they actually had a chance of understanding the game rules and being successful while playing. Going forward the teachers and the author both agreed that the changes were extremely successful and the activity should be continued with the new changes because all students of all ages could be involved and join in on the fun. The most interesting aspect of the observation and making changes to the activity was that they author realized that over time all lesson plans and activities would need to be modified at some point to keep up with the all the different students and their levels of knowledge. Teachers of all subjects and specialties including special education teachers should always be looking for ways to prefect their lesson plans and activities once they see a need to make changes so that each student walks away feeling as if they have a clearer understanding of material and their knowledge increases to the level it needs to. Being able to interact with students that have disabilities provides a different level of understanding on how to deliver lesson plans regardless if they are math related, writing related or physical education related. Teachers want to ensure that their lesson plans are able to adequately instruct each of their students throughout their entire career of being a teacher, and when that doesn’t happen teachers definitely need to make immediate changes. Teachers should try to implement lesson plans that are prepared to teach any student they may encounter through several semesters with very little, to no modifications required on their behalf. Having lesson plans that could be taught to children with or without disabilities and be successful is the goal of millions of teachers and teachers of the future. References Dorries, Bruce Haller, Beth (2001). The News of Inclusive Education: A Narrative Analysis. Disability and Society, Vol. 16 (Issue 6), pg 871-89,1 21 pages. Retrieved on August 3, 2012 from http://ehis. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=13de37cc-368c-4eff-a438-a4cfb85bfdb6%40sessionmgr13vid=4hid=102 Ogletree, Billy T. (2000). Educating Children with Multiple Disabilities. Education Treatment of Children Vol. 23 Issue 1, pg. 96-98 2 pages. Retrieved on August 3, 2012 from http://ehis. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=13de37cc-368c-4eff-a438-a4cfb85bfdb6%40sessionmgr13vid=4hid=22 Harp, Beverly Harrison, Elizabeth Jones, Melissa Kleinert, Harold Sheppard-Jones, Kathleen (2012). Students with Intellectual Disabilities going to College? Absolutely! Teaching Exceptional Children Vol. 44 Issue 5, p26-35 10 pages. Retrieved on July 12, 2012 from http://ehis. ebscohost. com. library. gcu. du:2048/ehost/pdfviewer/pdfviewer? sid=59cdfe93-7131-436b-835d-3d9b4cdf3479%40sessionmgr110vid=4hid=101 Landers, Eric Courtade, Ginevra Ryndak, Diane (2012). Including Students With Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports: Perceptions of State Coordinators, Research Practice for Persons with Severe Disabilities Vol. 37 Issue 1 p1-8 8 pages. Retrieved on July 20, 2012 from http://ehis. ebsco host. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=451e3ffd-0f17-4955-b45a-be4e2c4226e2%40sessionmgr15vid=8hid=3

International relations in theory and practice Essay

International relations in theory and practice - Essay Example Its attributes, the population, the territory ("the very foundation of principality and sovereignty" (Foucault, 1991, p93) and the authority of the government exercised upon its subjects, demanded that a dominant role be played by the nation state. Social and economic development were key factors for two seemingly antagonistic phenomena: on the one hand, there was the strengthening of the state power, and on the other hand, once World War I came to an end, the international system was faced with new actors exercising power of decision-making; the globalisation of political, economic, social and cultural relations gave rise to international actors, multinational companies, international organizations (the League of Nations, and then, the United Nations), integrating organisation (process which automatically implies a delegation of sovereignty to a higher level); among non-state actors, especially after 9/11 one can also mention terrorist organisations and "the new form of trans-national terrorism which is far more complex and difficult to monitor, analyse, and combat ()some claim that this 'new' terrorism is displacing the older forms of terrorism and has now become the major threat" (Wilkinson, 2001). This multiplication is regarded, by some analysts as being a shift in orientation from the "nation state" as the dominant actor on the international scene towards other types of actors; the motivation for such claims resides in the apparent loss of substance which the state has suffered, especially from the perspective of the integrationist process; furthermore, the arguments consider that this diminution in sovereignty is transferred to the other actors, in such a way as to legitimize their position on the international scene. Thus, the position of the state as a principal actor represents one of the most controversial aspects of IR theory. On order to present the debates surrounding the issue, the arguments and its opponents, it is important to first analyse the realist perspective on the concept of "state" and the arguments supporting its central role in the international structure of the XXI century. Seen from the perspective of the international relations, the political realism considers that if the behaviour of the states, as it had been shown up until then, cannot be reformed, it can at least be controlled. The realist tradition can be traced back to Thucydides and Hobbes, although it rose to great heights as the dominant paradigm in American policymaking during the Cold War (Roggeveen, 2001).Even so, the first valuable theory writings belong to XX st century. The classic realist theorists start their argumentation from the clear premises stated by Morgenthau who acknowledges "the nation state as the ultimate point of reference of contemporary foreign policy" (Morgenthau, 1978); moreover, as one of the leading theoreticians of realism, Morgenthau pointed out a second principle that defined the goals of politics "The main signpost that helps political realism to find its way through the landscape of international politics is the concept of interest defined in terms of power". When correlating the two ideas, the conclusion is that the nation state regards the practice of foreign policy as a means to