Domestic Violence: The Tracy Thurman Story :: Violence Against Women Essays

There is one particular case that stands out in my mind when I think of domestic violence. The Tracy Thurman Story. Tracy Thurman was a Connecticut housewife. She suffered a horrendous abuse at the hands of her husband. As the days got older so did the beatings and was more horrified each day.   Ã‚  Ã‚  Ã‚  Ã‚  When Buck and Tracy got involved she realized that he had a gambling problem. She had confronted him about him losing money while gambling in front of his friends. Buck became furious and punched the door working his way around Tracy. Buck then starts yelling and saying how his mother put a gun to his head and asked Tracy never to leave him. Seeing his vulnerable side, Tracy felt sorry for him. This showed Tracy that Buck had a shattered soul and a sense of humanity.   Ã‚  Ã‚  Ã‚  Ã‚  Not too long, after Tracy found out she was pregnant. After telling Buck the news, he beat her for the first time. Tracy then leaves from Florida to Connecticut, her hometown and stays with a close friend. Buck follows her to Connecticut and begs, pleads, and promises that it will never happen again. They then get married, stayed in Connecticut, and had a baby boy.   Ã‚  Ã‚  Ã‚  Ã‚  Buck is unable to find work and convinces Tracy to move back to Florida. After losing a game of cards, he goes to rage and beats Tracy again leaving her two black eyes. Tracy moves back to Connecticut, only to have Buck follow her and takes the baby away from Tracy.   Ã‚  Ã‚  Ã‚  Ã‚  At this point Tracy gets a restraining order against Buck. He is not allowed in the state of Connecticut, and Tracy’s home. She sees Buck standing in front of her home and calls the police. The police cannot find the court order against Buck. When the officer comes to the house and tells Tracy that her husband has a right to stand in the street and it would be easier if they weren’t married.   Ã‚  Ã‚  Ã‚  Ã‚  A couple days later, Buck is outraged. He goes to Tracy’s house again screaming for her to come out of the house. This time he doesn’t let up. Tracy then calls the police again and tells them that Buck is outside her house again and wants a patrol car to come by the house. The officer takes a detour back to the station. The officer takes forever to get to the house.

Coopertaive Learning

Cooperative learning is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that cooperative learning can be applied in the classroom. The use of cooperative learning centralizes on the goal of getting students to understand the material presented. Cooperative learning allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems. The importance of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, & Wilson, 2002). Multiple studies have been conducted on student-lead learning groups and the results are supportive of cooperative learning. â€Å"Research on cooperative learning is one of the greatest success stories in the history of educational research† (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). The enthusiasm for cooperative learning is widespread and this paper will explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a â€Å"climate of values† for the â€Å"adolescent society† in which he conducted his study. Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, some of the most published researchers in the field are as follows: Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements: group goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noted that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following: self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Spencer Kagan’s model of cooperative learning advocates for two basic principles. Dr. Kagan states, â€Å"The world is not just competitive and in some important respects is becoming less so; I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations† (Kagan, 1999). Dr. Kagan’s structures stress positive interpersonal peer relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students’ higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, â€Å"At an accelerating rate we move into a rapidly changing information-based, high -technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills† (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following: individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group processing (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, â€Å"†¦allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in working together (Johnson & Johnson, Making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of information presented, or to provide long-term support for academic proce ss (Slavin & Madden, 2001). Formal cooperative learning groups are created to achieve a specific purpose, have fixed members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson & Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members. Johnson and Johnson state that, â€Å"During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material being learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. † (Johnson & Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four members. Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, â€Å"Base groups give the support, encouragement, and assistance each member needs to make academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson & Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym â€Å"PIGS FACE†. If these elements are not incorporated then cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. Positive interdependence is the percept ion gains that of individuals or groups are linked, so that one cannot succeed unless everyone is successful (Kagan, 1999) (Johnson & Johnson, Making cooperative learning work, 1999). Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson & Johnson, Making cooperative learning work, 1999). Group processing exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson & Johnson, Making cooperative learning work, 1999). Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin & Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Face-to-face promotive interaction promotes each group member’s success through helping, assisting, supporting, and encouraging each member to be successful (Johnson & Johnson, Making cooperative learning work, 1999). Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, â€Å"This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students and teachers learn to listen while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, â€Å"Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the â€Å"experts† from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom. In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity. Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, & Wilson, 2002). Research has shown that cooperative learning can benefit student’s interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, & Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching. They stress that cooperative learning places the burden of being responsible for each other’s learning on group members (Ross, Seaborn, & Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, & Wilson, 2002). Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, â€Å"Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. † (Johnson, Johnson, & Stanne, Cooperative learning methods: A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work within the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society.

Students Face Risk Factors For The Academic Achievement

Academic Resilience is a process which refers to students who face risk factors and succeeds academically where the achievement gap claims they should fail. These students face risk factors such as racism, violence, and low socio-economic status and still manage to excel academically. Resilience Theory addresses that people demonstrate to rise and succeed as long as the risk factors are alleviated. The four factors associated with resilience theory are â€Å"risk factors, protective factors, vulnerability areas, and compensatory strategies.† (Page 5) The purpose of the study is to â€Å"know something is an essential step toward being able to replicate and spread it† and â€Å"the second reason is the ongoing goal of increasing general understanding of the experiences of the students, and giving them a voice.† (Page 6) Also the purpose of the study is to promote the academic achievement in America and give hope to those who belong to an ethnic minority group and low socio-economic status so they could succeed in terms of education. 2. What are the primary risk factors the students faced? The risk factors the students faced are they viewed themselves as â€Å"minorities† and â€Å"people of color† in which students have a disadvantage when it comes to competing academically.(Page 11) While describing their experiences they viewed their worlds different from white people since their race, ethnicity, and nationality is different. Another factor the students faced is that â€Å"half of the students spentShow MoreRelatedHow Does Low Socioeconomic Status Affect the Development and Academic Performance of Children?1654 Words   |  7 PagesAffect the Development and Academic Performance of Children? Introduction Throughout my classes at DePaul’s College of Education, I have wondered how and why socioeconomic factors have such a profound effect on childrens school readiness, development, and future of learning. 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This section will discuss the challenges and issues that educators face when serving English learners. Summary Thi Diem Hang Khong and Eisuke Saito examine types of challenges that educators will come across when teaching English learner students. They categorize these challenges into three groups: social, personal, institutional challenges. The social challenge identified by Khong and Saito is the growth in diversity of ELL students. Khong and Saito acknowledgeRead MoreA Study On The Mental Health Of Bilinguals1703 Words   |  7 Pagesand the Netherlands sought to understand whether there is a mental health advantage amongst 14-15-year-old immigrants from over 30 different countries of origin (Mood, Jonsson, and Là ¥ftman, 2016). The study administered questionnaires and tests to students from 480 schools and consisted of both immigrants and majority participants. The researchers found that immigrant youths have better mental health than the majority. 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Ashford 6 - Week 5 - Final Paper - 1927 Words

Final Paper 2 Final Paper It was the year 2007, and the potato chip industry in the Northwest was competitively structured and in long-run completive equilibrium. Firms were earning a normal rate of return and were competing in a monopolistically competitive market structure. In 2008, a couple of lawyers quietly purchased all the firms and began operations as a monopoly called â€Å"Wonks.† To operate efficiently, Wonk’s hired a management consulting firm, which estimated a different long run competitive equilibrium. The new company is now run as a monopoly, and this paper shall explain how this benefit’s the stakeholders involved, such as the government, businesses, and consumers. Furthermore, given the transition from a†¦show more content†¦Monopolistic competition requires specialized inputs because some product differentiation is compatible with perfect competition, (Carson, 2006). If we think of a good or service as a bundle of attributes, each different product could be a d ifferent combination of the same attributes. Perfect competition in the supply of each attribute could then result in perfect competition in the supply of products. Firms would be price takers, even though no two supply exactly the same good or service. It is when each firm imparts a unique attribute to its output one not exactly copied by any other supplier and therefore one which has no perfect substitute that we leave the world of perfect competition, both in attributes and in products. In order to supply an attribute that no competitor is able to provide, either a firm would have to be protected by a barrier that gives it a cost advantage in supplying this attribute, or else the advantage would have to come from possession of at least one indivisible input that is specialized to this attribute, and therefore to the firms product. Since there are no entry barriers under monopolistic competition, each seller must be the sole possessor of one or more specialized inputs. Without these product specialized inputs, it is hard to explain why monopolistic rather than perfect competition prevail. 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Does Moore Successfully Refute The Skeptic s Argument

Student Number: 2121206 Professor Kisolo-Ssonko Knowledge and Justification 22 October 2015 Does Moore Successfully Refute the Skeptic’s Argument? I. Introduction In his paper â€Å"Proof of an External World,† G. E. Moore discusses what exactly defines an external world, and how we can know that one exists. He addresses Kant, who laments the following: â€Å"It still remains a scandal to philosophy†¦that the existence of things outside of us†¦must be accepted merely on faith, and that, if anyone thinks good to doubt their existence, we are unable to counter his doubts by any satisfactory proof.† Kant does not actually seem to be a skeptic, but rather a philosopher wishing for factual proof of an external world. Moore presents, in his paper, exactly the evidence that Kant is searching for, in a clear and simple argument that seems to answer ‘the skeptic’s’ main concern as well. There are many variations of skeptical arguments against the existence of an external world, but we can more generally define ‘the skeptic’ as someone who does not believe that it is possible to have adequate justification for a knowledge claim—in this case, knowledge claims about an external world’s existence. In other words, they claim no one can know anything for certain, even about the existence of the world around us. Moore’s argument, however, makes skeptics’ concerns seem rather silly, compared to his sensible, much more obvious points. But since his publication, other philosophers skeptical of Moore’s

Electromagnetic Radiation and Infrared Waves Free Essays

Move in ellipses d. Move perpendicular to the direction of the travel 3. The higher the frequency of wave, a. We will write a custom essay sample on Electromagnetic Radiation and Infrared Waves or any similar topic only for you Order Now The lower its speed c. Greater Its amplitude b. The shorter its wavelength d. The longer its period 4. Energy from the sun reaches the earth through a. Ultraviolet waves c. Mechanical waves b. Infrared waves d. Electromagnetic waves 5. Which of the following objects will produce sound? a. Soft object b. Radio station c. Vibrating object d. object under pressure 6. Which of the following best describe a high frequency sound? a. Low pitch b. High pitch c. Low energy d. A and C 1 OF5 sounds of a. The same pitch . Lower pitch 8. A sound wave is a c. Higher pitch d. Lower then higher pitch a. Longitudinal wave c. Standing wave b. Transverse wave d. Shock wave 9. Which of the following would most likely transmit sound best? a. Steel in cabinet c. Air in your classroom b. Water in the ocean d. Water in swimming pool 10. Which of the following is NOT an electromagnetic wave? a. Infrared b. Radio c. Sound d. X-ray 1 1 . In terms of wavelength, which of the following best compare infrared waves from ultraviolet waves? a. Infrared waves have longer wavelength b. Infrared waves have shorter wavelength . IR waves have the same wavelength as the UV waves d. IR waves is not comparable in wavelength with the UV wave 12. Among all the electromagnetic waves, which has the highest frequency? a. Infrared radiation c. Ultraviolet b. Radio wave d. Gamma rays 13. ROYGBIV is the basic component of white light, which of the following has the highest frequency? a. Blue b. Green c. Orange d. Red 14. Which of the following is true about an object that travels 5 meters to the left, 2 meters up, then 5 meters to the right? . The displacement of the object is equal to 12 meters b. he total distance travelled by the object is equal to 12 meters c. The displacement of the object is equal to 12 meters down. d. The total distance travelled by the object is equal top meters down Waves that occur when the individual particles of a medium vibrate from side o side perpendicular to the direction in which the waves travel. 4. Waves that occur when the individual particles of a medium vibrate back and forth. 5. The disturbance that travel through a medium. 6. It refers to highness and lowness of sound. 7. It is how soft or how intense the sound is. 8. Vibrational frequencies beyond 20, 000 Hz. 9. Vibrations with extremely low frequency. 11 . It is the measurement of how fast an object is moving. direction. 12. Speed with 13. It refers to the length of the entire path that the object travelled. 4. It efers to the shortest distance between the object’s two position. 15. A device used to measure the speed of a vehicle. 16. It refers to the distance between any successive identical part of the wave. 17. Distance travelled by the wave per second. 18. Number of waves that pass a particular point every second. frequency. How to cite Electromagnetic Radiation and Infrared Waves, Papers

Rugby Football League Performance Indicator Management

Question: Describe about the Rugby Football League for Performance Indicator Management. Answer: Introduction Rugby football league is a contact sport played by two teams at the same time each time comprising of thirteen members in a rectangular field. Rugby league originated from England in 1895 as a split from rugby football union, the division of the rugby union was as result of payment to the players. According to research that was conducted in the United States of America, rugby league is considered as the toughest, demanding and most physical game in the entire sports world. In rugby, for one to make a score, one has to carry the ball and touch it to the ground on the opponents goal line (Collins, 1998). The opponents teams duty prevents the other team from scoring by tackling the player with the ball in order to get the ball and take back to the other goal. Every try that a team makes if followed by a conversion of which if it is converted successfully then the team gets additional more points. Rugby league like any other sport has got key performance indicators. A try in the national luge rugby is considered as a performance indicator for the whole team rather than a single player. For a try to be counted, the whole team usually pulls the resources together. It takes one pass from tone player to the other as the move from the side of their team to the other end of the opponents side till their touch the ball on the scoring line. Considering the fact that it takes the all the teams effort to move the ball from one side to the other, a try is considered as a performance indicator. If the try could be initiated without the involvement of other team players, then it wouldnt be considered as a performance indicator. The technical ability of a team is considered as a performance indicator in the rugby union. The ability of a team to retain passion of the ball from the opponents side acts a very clear distinction of the team winning as compared to the other team that only possess the ball for a short duration of time. The patterns of play by the players in the field serves as a technical indicator of the rugby union (Mike Hughes, 2011). The skills that are needed for each playing position in the rugby game are unique, and both add value to the overall team performance. Each player has to possess a given set of skills depending on the position that that player is playing in the field. If a player is allocated in a position which he/she does not possess the skill of that position, the whole game of the team could be ruined due to the fact of that one player not performing as per the expectation of that position. Individual behavior of a player acts as a performance indicator in the rugby game. Players who are flexible and have got speed are best suited for specific positions and roles of the team. Players who are well body built are also functional in different positions of the game. Exercise tests that are carried out by the coaches to the team members are also used as performance indicators of the individual team members. For one to be considered as fit to perform a given sport, there are exercised that are standard that he/she should be able to play in order to be selected. The exercise includes the number of sets that one performs, intensity and the reps (admin, 2014 ). The gain line success rate is a critical indicator of the performance of rugby. The number of times one team gets to cross the scoring line without being attacked clearly shows the ability of the team to win as compared to the other team that is constantly being attacked by the opponent. When a game is in motion, the team players have to coordinate in order to successful play the game and attain winning position (Mora, 2015). This combination creates team dynamics which is an essential component in indicating if a team will win, or the team will lose. A coach has to ensure that he/she has the best combination of players in the field who will reduce the number of team faults and work together through the strategies. The factors that are to be considered while facing team dynamics are the successful passes that the team makes, turnovers and overall ball possession. Conclusion For a team to be successful in registering wins all the time they go into a game, they have to factor in the items that will enable them to win which are the performance indicators. References admin. (2014 , October 29). Rugby League performance indicators how . Retrieved from Pro training programes: https://www.protrainingprograms.com/blog/rugby-league-performance-indicators-how-do-you-compare-to-the-pros Collins, T. (1998). Rugby's great split. United Kingdom: Psychology Press. Mike Hughes, M. D. (2011). Performance indicators in rugby union. JOURNAL OF HUMAN SPORT EXERCISE , 390-400. Mora, A. (2015, April 24). KPIs in sports: performance measurement at its peak. Retrieved from PERFORMANCE MAGAZINE: https://www.performancemagazine.org/kpis-in-sports-performance-measurement-at-its-peak/