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Art Critique: La femme au Perroquet by Gustave Courbet Essay Sample. Thesis Center Camden St Dublin! Spurred by the success of helper Cabanel#8217;s erotic paintings that is shrouded by historical underpinnings (e.g. Birth of thesis center st dublin Venus), Jean Desire Gustave Courbet embarked on challenging the Salon of 1866, which earlier rejected his first nude paintings on grounds of vulgarity and indecency, with his own nude painting that is notable more acceptable to its jury. The “Woman with a Parrot#8221; was the painting accepted and exhibited in the Salon of center 1866. However, the painting did not receive an overwhelming approval and admiration among the Salon’s critics. Courbet was in fact carped for essays on thomas hobbes his utter “lack of taste” as well as his model’s awkward pose and tousled hair. In spite of these denigrations, the painting found its following among contemporary artists like Cezanne and Manet.
The latter even made his own version of center camden a woman with a parrot. (Bal, 1996 p109). Moreover, the extent and scale of remarks and comments notwithstanding the gcse, negativity, only center camden revealed that Courbet’s painting was provocative and intriguing. The woman’s awkward pose and tousled hair as described by Salon critics in from the bridge, the painting reflected Courbet’s rebellion from the traditional schools of painting. His different approach to center camden st dublin, art in terms of content and style was intentionally meant not to conform to the standards set by the French Academie des Beaux-Arts. Such non conformity does not arise from his incapacity to abide by the rules. Instead it springs from the belief that standards and rules, which make art too formal and papers, cliched objectionable, served as obstacles to artistic creativity and inspiration. Freedom is Courbet’s overriding philosophy when it comes to art as a form of artistic expression. In his own words, “when I am dead let this be said of me: #8216;He belonged to no school, to no church, to thesis camden, no institution, to no academy, least of all to any regime except the regime of liberty”. (Faunce 1993, p40) The defiant image of Courbet reflected in his paintings made many of his critics focus on the artist#8217;s personality as a subject of evaluation rather than his actual works. This trait including his resentment to the Academie made him substantially influential in the development of modern and contemporary art marked by essays branding. Branding is a marketing strategy which is center st dublin used to create a unique identity of a product and make it distinct from competition through name, symbol, slogan and other means. Branding in art provides an artist#8217;s a distinct repute and high status.
In fact, you are nobody until somebody brands you (Thompson, 2008, pp 84- 86) Courbet’s radical and defiant personality is the brand that made his works revolutionary, although ordinary viewers like myself world actually find his works average if not mediocre compared to his contemporary French artists like Alexandre Cabanel and Edgar Degas. Moreover, Courbet’s defiance from academic rules engendered a cult of following among new generation of painters who had turned away from the traditional schools and create the next big wave of artistic movement, impressionism, a subgenre of realism which aimed to create a more realistic depiction of imitated objects by emphasizing the natural play of three theory of sexuality by sigmund freud light in the colors of objects. While the woman’s gauche pose, useless clothing and unkempt hair in the painting were the subjects of major attacks among Courbet’s critics, Jules-Antoine Castagnary commended the artist’s faithful depiction of a #8220;woman of thesis center camden our time.#8221; (Metropolitan Museum , Galitz Tinterow, 2007 p58). Today, Courbet is actually considered as one of the forerunners of Realism into the modern world. Realism is an art movement, which aimed on the honest and accurate depiction of life or reality.
Nudity. In contrast to notable essays, his early nude paintings that were regarded as offensive by the Salon Jury, the “Woman with a Parrot” glorified the naked female body of dramatic affection, sensuality and respect. While feminism in France may have been initiated by the French Revolution in 1789–1799, the movements for the emancipation and equality for women however, has not started to fruitfully take its toll during the thesis st dublin, 1860s. Clothing symbolizes authority. Essays Hobbes! Hence, the woman’s nudity can represent powerlessness. Thesis Camden St Dublin! The woman in on, the painting may represent peace, tranquility and harmony with nature. However, it also depicts docility, meekness and thesis, submissiveness. While the image projected a body that is relaxed, blithe and carefree, it nevertheless reduced women as a contemporary standard of beauty and home helper, her body as an object romance and love. Position.
The woman in the lying position is day dreaming. Her opened eyes that are looking upwards towards the sky signify that she is wishing or longing for something. While her nudity as a symbol of freedom represented the economic, political and spiritual sovereignty enjoyed by the people in thesis center camden st dublin, general, her gaze in the sky indicate that she is still dreaming for her own freedom. While her body does not project a desolate and researche on, forlorn condition, her solitary scene in a nude suggests her confinement. Her nude and solitary condition indicates a scene that she is out of touch in the social world.
And she is currently fantasizing of becoming a bird like the parrot, which is thesis center free to move around, go to different places and essays 2009, do whatever it wants to do. The Parrot. The woman with a parrot theme has a long tradition in camden, European portraiture. In the 2009, 17th and 18th centuries, charming and exquisite birds were exclusive luxuries among the upper class members of society. The inclusion of birds in paintings was therefore a conceited symbol of one’s wealth, position, and power.
Under these premises, Courbet’s woman in the painting therefore represented an thesis center st dublin aristocratic woman. This explains her white, smooth and soft body which suggests that the woman have not done any hard labor. Perhaps, she had done nothing at on thomas, all but stay at home. Moreover, birds or keeping pet birds symbolized a woman’s refined breeding and manner as shown in her capacity to nurture tender and delicate things such as birds. The parrot was widely revered as a common bird pet. St Dublin! Thus, the parrot in essays, the woman’s hands shows her gentility to take care of frail and fragile birds. (Joan Perkin, p95) This reflected the ideal Victorian woman – a meek and mild woman that is submissive to men. The woman with a Parrot is a perfect portrayal of the woman during the 1860s. That woman was timid, reflective, sensitive, meek and mild and was always at home.
With the prevalence of Patriarchy or chauvinism in thesis st dublin, the mid 1800s, the painting represented the typical woman who was a victim of male dominance in society. She was made to be silent and gentle. And the parrot symbolized the freedom that she longed for. Hobbes! In this sense, Courbet’s painting can be interpreted as revolutionary as it captured the subordination of thesis camden woman in a view gcse, society and their deprivation of thesis center freedom and equality. Intentionally or unconsciously, it helped draw attention to the cause for essays women’s emancipation and freedom. Bal, Mieke, Double exposures: the subject of cultural analysis . Faunce, Sarah. Gustave Courbet. Masters of art . Metropolitan Museum of Art , Galitz, Kathryn Calley and Tinterow, Gary. Masterpieces of European painting, 1800-1920.
New York: Metropolitan Museum of Art, 2007. Perkin, Joan, Victorian women . New York: New York University Press, 1995. Thesis St Dublin! Thompson, Don, The $12 Million Stuffed Shark: The Curious Economics of Contemporary Art , Palgrave Macmillan, 2008. Essays On Thomas! Is this the perfect essay for thesis camden st dublin you? Save time and order Art Critique: La femme au Perroquet by Gustave Courbet. essay editing for only $13.9 per page. Hobbes! Top grades and quality guaranteed! Relevant essay suggestions for Art Critique: La femme au Perroquet by Gustave Courbet. Thesis Camden St Dublin! Gustave Callebotte was the first impressionist that painted realistic, photo paintings.
Callebotte was born in 1848, he was a French painter that was really influenced by impressionism. Mostly all of#8230; Art History: Industrial Age From Art Theory For Beginners. Why did the Agricultural and Industrialit began with the huge changes in society Revolution begin?brought about by developments made in Agriculture, technology and industry. Where did the Agricultural and Industrialit#8230; Art Critique: Starry Night by Vincent Van Gogh. A full and in on the theory of sexuality, depth appreciation of center st dublin Vincent Van Gogh’s Aesthetics entails a comprehensive insight of the principles behind art and philosophical foundations that emanates in the paintings that he#8230; Paris street, Rainy day Gustave Caillebotte. In this Oil on canvas painting Gustave Caillebotte is revealing the amazing talent he got to turn a real life picture into essay, a painting. In this painting _Paris Street, Rainy#8230; Happiest Moments in Life. Le dejeuner sur L’herbe Le dejeuner sur l’herbe, also called The Luncheon on the grass, an oil on canvas painting, 208cm x 265.5 cm (81.9 in st dublin, x 104.5 in), created#8230; Critique on #8216;A Lion Attacking a Horse#8217; by helper George Stubbs By Emily Bridget. The topic being studied at the moment is Other Living Things.
Although some themes in art are not exotic, this doesn#8217;t mean they don#8217;t have the power to inspire. Objects#8230;
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Homework assignments to enhance student engagement in secondary education. Secondary school teachers often complain that their students show a disengaged attitude in class. Students do not prepare for lessons, they show a passive attitude towards classroom activities and they have a limited awareness of st dublin, their own learning process. Based on a pilot study, four homework assignments were designed, implemented, and researche evaluated to stimulate students to prepare for history lessons and subsequently show a more engaged attitude and thesis involvement in classroom activities. Two groups of, in total 50, 11th grade students of pre-university education participated in one group pre- post-test design. Data on student engagement in class is gathered by class observation: time on task, their level of activity, and amount and variety of questions students asked.
Students’ motivation and perceived learning outcomes are measured by means of a self-report: Three of the four homework assignments (jigsaw, preparing analytical skills, and the fragmented assessment) showed increase in student engagement compared to the baseline of the first two classes. Implications for three on the of sexuality freud practice are discussed. Studies have characterized high school students, in particular, as bored, staring out classroom windows, counting the seconds for the bell to ring, and thesis camden pervasively disengaged from the learning process (Goodlad 1984 ; Larson and Richards 1991 ). Work? Many teachers think that their students are disengaged in class and show little awareness of their own learning process. Center? The mostly heard complaint is that students do not prepare for class as they make only little use of instructional materials, extracurricular activities and assignments, and feedback of teachers to learn outside school. This lack of engagement outside school also leads to a passive attitude in class: Students complete the minimum of exercises that is needed for their exam (Battin-Pearson et al. 2000 ; Jonassen and Blondal 2005 ; Allen et al. 2007 ) However, certain educational designs might promote excitement and work engagement. In this study, we see students’ class preparation outside school as a necessary condition for their engagement in class. The problem of this study therefore is how students can be encouraged to prepare class, not with the primary objective of gaining knowledge, but with the aim to become more engaged and active during the lesson. Student learning, engagement, and thesis center camden homework. Recent thinking on home work helper teaching and learning has been influenced by several theories of learning, including behavioral learning theory, cognitive learning theory, and social learning theory, rooted in the works of Dewey, Piaget, and Vygotsky.
Jonassen et al. ( 1999 ), in their constructivist approach to thesis, learning with technology, described instructional principles or characteristics of learning environments which are based on a synthesis of several theories of on wall-e, learning. They argue that meaningful learning only occurs when learners are engaged in knowledge construction, conversation, articulation, collaboration, authentic context, and reflection. Barak ( 2006 ) derived four similar instructional principles from thesis center, multiple learning theories. Papers On? The first principle, learning is contextual , is based on theories of situated cognition (e.g., Brown et al. 1989 ) contending that knowledge is inseparable from the contexts and activities within which it is acquired. Center Camden St Dublin? Learning occurs only when students process new information in a meaningful way that makes sense within their own frames of reference. The second principle is essays hobbes, learning is an active process . As most people, students learn better through their own experiences, than through passive acceptance of information provided by others or through technical means. Students actively construct knowledge by integrating new information and experiences into st dublin what they have previously come to understand, revising, and the bridge reinterpreting old knowledge in order to reconcile it with the new. Consequently, educators should see teaching as means of knowledge construction and discovery, rather than of knowledge transfer of its passive acceptance (Johnson and Aragon 2003 ; Salomon 1998 ). Center? The third principle, learning is a social process , is based on the work of Vygotsky ( 1978 ). This principle means that student learning is associated with the process of discourse between the student and other people—peers, teachers, experts, parents, and casual acquaintances.
Lave and Wenger ( 2002 ) combine the first and third principle as they claim social learning to be a function of the activity, context, and 2009 culture in which it occurs (i.e., it is situated). Social interaction is a critical component of situated learning—learners become involved in thesis st dublin, a community of essays on thomas hobbes, practice which embodies certain beliefs and behaviors to be acquired. The fourth principle of learning means that reflective practice plays a central role in learning . In his landmark work on reflection, Schon described the concept of reflection-in-action as consisting of thesis st dublin, “on-the-spot surfacing, criticizing, restructuring and testing of intuitive understanding of papers on, experienced phenomena which often takes the form of a reflective conversation with the situation” (Schon 1983 , pp. 241–242). However, all these ideas on st dublin meaningful student learning—whether it should be active, creative, reflective, contextual, or social—infer that students are engaged with school and learning. Student effort, or the extent to home, which students perform activities in school, is thesis, a major indicator of the engagement with school learning (Astin 1984 ; Pascarella 1985 ). Three Essays On The Theory Of Sexuality Freud? Kuh et al. showed that student engagement leads to thesis camden st dublin, higher achievements and analytical essay has a positive effect on long-term learning outcomes as well as the thesis center st dublin personal development of the student (Carini et al. 2006 ; Kuh 2009 ). Essay On Wall-e? Stoeber et al. ( 2011 ) found another indicator of student engagement with learning and school. In their study, they showed that a controlled (not obsessive) passion to study led to higher student engagement.
Not only is the thesis relationship between student activity and learning outcomes important; students themselves prefer active and participatory education, more than traditional education (Harris and Haydn 2008 ). Students find activating work methods fun, it motivates them and they have the feeling that they learn. Essays On Thomas Hobbes? Many of the activating work methods that have been developed in thesis center st dublin, recent years focus on the activity of students within one or two lessons. The extent to which activating work methods in a view gcse essays, class actually lead to activities of thesis center camden st dublin, students is often impeded by a lack of class preparation of the students. Students who show limited activity in a view from gcse, the class will eventually experience less fun in learning activities and become bored and frustrated (Skinner et al. Thesis Center Camden St Dublin? 2008 ).
So, one of the ways to stimulate student activity and student motivation is the work they do on researche papers homework. Homework can be defined as any task assigned by schoolteachers intended for camden st dublin students to carry out during nonschool hours (cf., Cooper 1989 ). Generally, a positive relationship is essays on thomas hobbes, found between doing homework and school results. Thesis Camden? In their review of research on effects of homework, Cooper et al. ( 2006 ) demonstrated a positive relationship between homework of students and their school results in terms of both class grades and standardized test scores. This positive relationship was found for multiple subjects, but for three essays on the theory of sexuality secondary school students only. With respect to the time students spend on their homework, the authors concluded that the optimum benefits of homework for secondary school students lie between 1.5 and 2.5 h. Based on multilevel analyses, Trautwein ( 2007 ) also concluded that completing homework has a positive effect on thesis center camden students’ achievements. The author only found a positive effect of the frequency of working on homework assignments, not of the average amount of time students spent on their homework.
However, Epstein and Van Voorhis ( 2001 ) concluded that students performed better in analytical essay on wall-e, school when they spent more time in general on their homework. These authors argued that the teacher also contributed by checking the homework assignments. Finally, Paschal et al. Thesis St Dublin? ( 2003 ) showed that setting homework had the best effect if the completed homework assignments were credited or provided with feedback. So, student homework can have an influence on students’ performance in class. Despite the growing knowledge based on the relationships between homework and achievements, four problems came up with drawing conclusions about the researche papers value of homework assignments in secondary education (cf., Cooper et al. 2006 ; Corno 1996 ). First, many of the references to the value of homework for achievements provide ambiguous outcomes due to the fact the purposes of homework assignments in these studies vary and include both instructional and thesis center st dublin non-instructional objectives.
Second, these references provide little or no information about the specific characteristics that are (assumed to be) responsible for a view gcse essays the impact of homework assignments. Third, as Cooper et al. Thesis Center? ( 2006 ) concluded in their review, most of the effects of homework on outcomes other than achievement have never been put to empirical test. Fourth, homework with the purpose of enhancing class instruction is underrepresented. Most research is home work, about homework with the purpose to practice or review material that has already been presented in class. Mulhenbruck et al. ( 1999 ) found that homework serves different purposes at different grade levels. Elementary school teachers used homework more often to center, review material already covered in class. A View From Gcse? Secondary school teachers were more likely to use homework to prepare students for work yet to come and to thesis camden st dublin, enrich classroom activities.
These findings are consistent with the notion that teachers believe young students do not yet have the skills to benefit greatly from unstructured home study. Homework assignments that vary, differentiate, offer students a choice, and have a limited content seem to trigger student engagement (Ames 1992 ). What are the effects of the various homework assignments on students’ time on task and their level of participation in researche on, class? Are these effects different for boys and center st dublin girls? What are the effects of the various homework assignments on three essays on the theory by sigmund the type of student questions in class? What are the thesis st dublin effects of the various homework assignments on students’ class motivation and hobbes their perceived learning outcomes? To what extent do various teaching formats differ in students’ time on task and the level of participation in class? The research design. O1 and O2 pre-test (baseline); O3 , O4 , O5 , and O6 post-test; O7 delayed post-test; X1 , X2 , X3 , and center camden X4 four different homework assignments; L1 – L7 lessons 1–7 (one lesson per a view from the bridge week) Students benefit from the possibility to center, choose their assignments.
If students get autonomy over their own learning process, they will be more inclined to learn. Students should be aware of the aim of each homework assignment. These aims should be unambiguously formulated in terms students understand. Homework assignments should be straightforward. Teachers need to be able to apply the instructional activity easily and students should be able to complete the on thomas assignments in time. Homework should be preparatory for the lesson. The acquisition of in-depth knowledge and complex skills should be part of the lesson with teacher supervision. Homework assignment 1: preparing analytical skills ( lesson 3 ) This homework assignment 1 promoted knowledge acquisition at home in order to camden st dublin, prepare them to practice analytical skills in class. Helper? The strategy included four phases, two at home and two in thesis center camden st dublin, class. The first two phases (at home) asked students to look carefully at a propaganda poster and to identify all elements.
This means answering questions as; ‘what is happening in the poster’, ‘who are the people in het poster’, and three of sexuality ‘do you recognize any symbols used’. Camden? The last two phases (in class) asked students to examine the goal and the technique of the poster in order to answer explanatory and analytical questions. In this way, students learned to analyze propaganda posters and they hopefully experienced that class preparation—i.e., going through all phases—resulted in a more profound analysis. Homework assignment 2: the fragmented assessment (spread over six lessons) This homework assignment meant that each lesson students completed a part of a test, spread over six lessons. For each lesson, students learned only one sixth of the home materials, and they had the possibility to practice a test question. In class, they had the opportunity to ask questions before completing the part of the thesis center camden test about the materials they studied at notable 2009, home. Homework assignment 3: jigsaw assignment ( lesson 4 ) With the jigsaw assignment, students prepared at home different materials on a complex concept. Center Camden? For example, the concept of National Socialism is spread over essays hobbes four questions (What is an ideology, and what are the center camden st dublin characteristics of essays, fascism, racial doctrine and Lebensraum).
In class, they discussed each part in order to get an overview of the whole concept. Then, students had to center st dublin, apply their acquired knowledge in another assignment in class which contained source materials and questions. Each student prepared one source and then they had to discuss the home work helper additional information and their analysis with each other. Homework assignment 4: student choice ( lesson 5 ) This homework assignment meant that students were allowed to center st dublin, choose their own assignment. Home? All assignments were grouped on topic and difficulty. Students started at thesis camden st dublin, home and completed the assignments in class. Students could choose for example, to analyze propaganda posters or to analyze a part of film ‘The great dictator’.
So, students could choose an freud, assignment at their own ability level and center matching the learning style they preferred. In this study, two groups of 50 grade 11 students in on the, total (group 1, 22 students; group 2, 29 students) participated. These students attended pre-university education in one school in a small town in the southeast of the Netherlands. The students were 16 or 17 years old and 35 of center camden, them were female. Data was gathered by means of class observations and a self-report questionnaire.
Each lesson was recorded by two video cameras with a different perspective on essay the students in class. With the observational data, four variables were measured: students’ time on center task in work, class, their level of student participation, the thesis st dublin questions students asked in essays, class and thesis st dublin the teaching formats applied in class. On Thomas? For homework assignment 2 (fragmented assessment) only students’ questions were collected as no variance was expected for the other three variables. A delayed post-test was administered in lesson 7 for group 1 only. Students’ class motivation and camden their perceived learning outcomes were measured by essays means of a questionnaire. The coding units were 3 ? 6 units of 30 s of thesis st dublin, each lesson.
This means that there were eighteen 30-s coding units per lesson. The three periods of 3 min were spread over the lesson, based on different teaching formats used. Students’ time on task was measured on a five-point Likert-type scale, with 1 = completely off-task and 5 = completely on task . Students were on-task when they made notes, participated in the discussion, asked questions, or were listening. Students were off-task when they did not pay any attention to hobbes, the tasks or the teacher. Thesis St Dublin? The time on task was registered for each individual student in class. Interobserver agreement was established between two researchers based on 48 coding units, the correlation between both scores was satisfactory ( r = 0.74).
For the level of student participation in class, we used the same coding units as with time on task. Student participation in class was measured using a five-point Likert scale, with 1 = very passive and 5 = very active . Students were active when they took notes, asked questions, and discussed; and they were passive when they were listening, kept quiet, or were reading. Essays By Sigmund Freud? The interobserver agreement, based on thesis center camden st dublin 48 coding units and two researchers, was r = 0.72. For each lesson, all student questions were coded with the question as coding unit. Two main categories of student questions were distinguished: questions that focus on home work helper the content and questions aimed at learning a (historical) skill (e.g., How can I see the propaganda technique ‘prestige’ from the source?). For the main category content, student questions were clustered into five subcategories (based on the typology of Bloom 1956 ): knowledge questions (When did Hitler come into power?), comprehension questions (How did Hitler come into power?), application questions (How did Hitler make use of the political context?), analysis questions (Can you compare society in Germany in the 1930s with the one in Italy?), and thesis center st dublin evaluation questions (Could the political coup by Hitler have been prevented?). Motivation and perceived learning outcomes. Students’ motivation and their perceived learning outcomes with respect to the four homework assignments were measured in analytical on wall-e, both groups by means of a questionnaire in lessons 7 and 11, respectively (i.e. the first lesson after the final implementation of the homework assignment).
The questionnaire was piloted with grade 10 students. Motivation with respect to camden st dublin, their homework in a view, the four interventions was measured by three items. First, students had to report the extent to which they completed their homework (on a five-point Likert-type scale with 1 = in total and 5 = not at all ). Second, two statements were provided: one that homework was nice to do and center one that home work was challenging. Papers? These items used a five-point Likert-type scale, with 1 = totally disagree and camden st dublin 5 = totally agree . Perceived learning outcomes were measured by four statements (on a five-point Likert-type scale, with 1 = totally disagree and 5 = totally agree), for each of the four interventions (By doing my homework it improved my understanding of the lesson, doing homework was a meaningful activity, I learned a lot of doing my homework, and it would be good to repeat this homework next time). Based on an inspection of the on thomas observation data, five teaching formats were distinguished: (1) self-regulated individual work, (2) self-regulated group work, (3) teacher-task instructions, (4) teacher-led classroom discussion, and (5) teacher explanation of the subject matter. Each time on task/level of participation unit received a teaching format code (W1, W2, W3, W4, or W5) As the two groups did not differ significantly in time on task and level of participation, we merged the data from both classes. And as the two pre-tests did not significantly differ in thesis center, time on task and papers on the level of participation, we used their average scores as pre-test. Paired t tests were used between the pre-test, on the one hand, and each of the post-tests and the delayed post-test, on the other hand, to answer research question 1 (with time-on task and thesis center camden st dublin level of class participation as dependent variables) and research question 4 (with student motivation and home work perceived learning outcomes as dependent variables).
Independent sample t tests were used to answer research question 2 with gender as independent variable and the difference scores (between pre-test and post-tests) on time on task and the level of class participation as dependent variables. As we performed a series of camden, t test in on the theory by sigmund freud, these cases, we adapted the original significance level of 5 % based on center the Bonferroni correction method (5 % divided by the number of analyses). Information about student questions was analyzed at the level of each lesson. Descriptive statistics were used to provide information about the frequencies of student questions. Essays? Univariate analysis of variance with Scheffe post hoc analyses were used to answer the research question about differences between teaching formats (question 5). Teaching format was the thesis center st dublin independent variable and time on task and on wall-e level of thesis, class participation were the dependent variables.
Time on task and level of class participation. Means and researche papers standard deviations (between brackets) for time on task and level of class participation. Preparing analytical skills. Means and standard deviations (between brackets) for time on task and level of class participation. After all the homework assignments were completed, a post-test and a delayed post-test was carried out. The students differed significantly in thesis camden st dublin, time on task and class participation between the pre-test and both post-tests. Students were more time-on task in lessons 6 and 7 ( t (36) = ?7.35, p 0.001, d = 2.22 and t (26) = ?7.95, p 0.001, d = 2.4), compared to the pre-test. Similar results with respect to class participation which showed that students participated more in 2009, lesson 6 ( t (36) = ?6.01, p 0.001, d = 1.81) and in lesson 7 ( t (1.26) = ?7.48, p 0.001, d = 2.26) compared with the pre-test. This describes the effect of the total amount of homework assignments. Differences between boys and girls in time on task and the class participation.
There were no significant differences between boys and girls in increase in time on task and in class participation between the pre-test and all post-tests. So, the effects of the homework assignments as mentioned above were not different for boys and thesis girls. In all lessons girls scored higher than boys on both time on task and class participation. Number of questions asked (in pretest, interventions, and both posttests) Preparing analytical skills.
The fragmented assessment. Pretest is an average of the two pre-tests. The delayed post-test was only carried out in work helper, one group. In all classes taken together, knowledge-oriented questions were asked most frequently (45 times). Questions in which students analyzed the subject were asked especially in the preparatory assignment (five times) and the fragmented test (10 times), with a total of camden st dublin, 22 questions. Three out of four evaluative questions were asked during the fragmented test. Student motivation and perceived learning outcomes. Student motivation and perceived learning outcomes.
Preparation analytical task. I have done the a view from homework for center st dublin this assignment. I found the assignment useful. I could understand the teacher better. I could participate better in class. I have learned a lot from this assignment. I liked the assignment. I found the assignment challenging. I find the assignment repeatable. Perceived learning outcomes were measured by four indicators: usefulness, improving teacher understanding, improving class understanding, and perceived learning. The scores on the fragmented test were significantly higher for usefulness (compared with jigsaw, t (39) = 4.99, p 0.001 and student choice, t (38) = 3.32, p = 0.002), for understanding the teacher (compared with the jigsaw assignment, t (36) = 3.40, p = 0.002), and for perceived learning (compared with the jigsaw assignment, t (38) = 5.07, p 0.001).
For perceived learning, we also found significant differences between the on thomas hobbes jigsaw assignment, on the one hand, and preparing analytical tasks ( t (38) = 3.07, p = 0.004) and student choice ( t (35) = ?3.04, p = 0.004), both with lower scores for the jigsaw assignment. No significant differences were found between the four homework assignments with respect to the extent to which students understood what was told in class. Finally, we asked students whether they would like it when the homework assignments were repeated. In two cases, we found a significant difference. Camden? The jigsaw assignment again generally scored lower than preparing analytical tasks ( t (37) = 4.71, p 0. 001) and student choice ( t (36) = ?3.52, p = 0.001). Teaching formats and notable essays 2009 time on center camden st dublin task and activity. We found a relationship between teaching formats applied in a lesson, on the one hand, and home work students’ time on task ( F (4, 637) = 16.72, p 0.001) and center camden class participation ( F (4, 637) = 45.43, p 0.001), on the other hand. Post hoc analyses (Scheffe) showed that teacher’s task instructions led to less time on task of students (all differences with p 0.029) and lower class participation of students (all differences with p 0.01). Furthermore, students participated significantly more in class during self-regulated work (whether this was individual or group work) compared to the other teaching formats (all differences with p 0.001). In general, the homework assignments developed to enhance students’ homework activities, did have an effect on students’ time on task in class as well as their class participation. Three Theory? Although students were the least motivated, the jigsaw assignment led to the largest increase in thesis camden st dublin, both students’ time on freud task and class participation, compared to center st dublin, the other homework assignments.
The strategy of preparing analytical tasks also increased students’ time on papers task and thesis center camden their class participation, compared to the baseline as indicated in the pre-test. Students were more motivated for this strategy than the jigsaw assignment. Although students were more motivated by the strategy student choice compared with the jigsaw assignment, we did not find a significant increase in the level of class participation, compared to the pre-test, and even a significant decrease in students’ time on task. Subsequently, students reported to be mostly motivated by the fragmented test: they experienced the strategy as meaningful and challenging, and essays on thomas hobbes they perceived the largest learning outcomes. However, as the teaching format of thesis center camden, working on a test is notable 2009, quite one-sided, no information about students’ time on task and class participation was collected. Finally, both the thesis center camden st dublin immediate and the delayed post-tests showed that students attained a higher level of gcse essays, time on task and of class participation. This might indicate that there was a long-term effect of the combination of thesis st dublin, homework assignments on students’ activity in class.
The highest activity level was obtained when students were self-regulating their learning process, individually or in groups, more than during the teacher-led instruction formats. Student choice resulted in the lowest time on task and class participation of students. Unlike the jigsaw and the preparation of analytical tasks, this assignment was performed completely individually. The other two assignments had a shared goal, in from the bridge essays, small groups or in class. The jigsaw with a high degree of camden, interdependence yielded the from gcse highest scores on time on task and class participation. Some critical reflections are justified here. Thesis? First, these interventions were designed and implemented by the first author. A View From The Bridge? However, the center camden st dublin homework assignments were verbalized in the digital learning environment before the start of the study in the bridge gcse essays, order to carry out the center camden interventions as they were designed. Second, students were aware that they participated in a research study, which might have caused them to behave in a socially desirable manner. However, our pilot study showed that being part of a research study did not change behavior of grade 11 students at all. From The Bridge Essays? To accustom students to thesis center, the video cameras, we used these cameras in previous lessons as well.
Thirdly, our study was limited to only one level (pre-university education) and grade (11). This means that the conclusions about the effects of homework assignments can probably only be generalized to this specific group of students. The way this kind of homework assignments might work out with younger students and/or students in lower educational levels should be part of further research. In teaching, there are many possibilities to increase knowledge, deepen insights, and widen horizons. All these initiatives require some kind of activity from both teachers and students. Teachers have a duty to inspire and activate their students to attend their classes. Papers On? For students, class participation is crucial for their own learning process.
Students should already be active before the lesson begins, they should finish their homework so they know what class will be about. This helps them to understand the materials better, ask meaningful questions, and get interested in the subject matter. The current study revealed some characteristics of thesis center, homework assignments used to prepare class which go beyond the amount of essays, time students spend on their homework. It appeared that the social context in which the assignment was completed and the perceived meaningfulness of the center camden homework assignment helped to trigger student participation in class. Both aspects were addressed by Corno ( 1996 ) who discussed the complicated nature of homework. One of the misconceptions about homework she described is that homework supports what students learn in school. But she argued that “homework only supports school learning when it’s explicitly used with that purpose in mind. That is, teachers have to give assignments that both reinforce what they are teaching in school and essays prompt students to reorganize and extend their learning into new and thesis richer areas” (Corno 1996 , p. 28).
But reality is different. The lack of class participation is detrimental to on the by sigmund, students’ learning process. Students tend to be passive in class and center teachers get frustrated experiencing that students ‘never do anything’ which in turn results in a lack of motivation to get students involved. This can turn into a vicious circle from which students and teachers hardly escape. Analytical On Wall-e? Teacher work with homework assignments that promote both homework and class participation might break this vicious circle. In this study, some of center st dublin, these instruments were examined of essays hobbes, which the jigsaw assignment and the preparation of analytical tasks were found to be effective.
But we do need more research on how to use homework to enhance class instruction by engaging students in the process of learning and teaching. This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and thesis st dublin reproduction in any medium, provided the notable original author(s) and the source are credited. Maartje Buijs . University of Amsterdam, Hermelijnstraat 57, 6531 JW Nijmegen, the Netherlands. E-mail: firstname.lastname@example.org. Current themes of thesis st dublin, research:
Student engagement in secondary education. Wilfried Admiraal . ICLON Leiden University Graduate School of Teaching, Wassenaarseweg 62A, 2333 AL Leiden, The Netherlands. Notable Essays 2009? E-mail: email@example.com. Current themes of research: Social-psychological aspects of education. Most relevant publications in the field of Psychology of Education: Admiraal, W., Huizenga, J., Akkerman, S., Dam, G. ten. (2011).
The concept of flow in thesis camden, game-based learning. Computers in Human Behavior , 27 , 1185–1194. Akkerman, S., Admiraal, W., Brekelmans, M., Oost, H. (2008). Auditing quality of social scientific research. Quality Quantity , 42 , 257–274. Admiraal, W., Wubbels, T. (2005). Multiple voices, multiple realities, what truth? Student teachers’ learning to reflect in different paradigms. Teachers and Teaching , 11 , 315–329. Admiraal, W. F., Korthagen, F. A. J., Wubbels, T. (2000). Effects of student teachers’ coping behaviour.
British Journal of Educational Psychology , 70 , 33–52. Admiraal, W. F., Wubbels, T., Korthagen, F. A. J. (1996). On The Freud? Student teacher behaviour in response to daily hassles in the classroom. Thesis Center St Dublin? Social Psychology of Education , 1 , 25–46. jtj/greinar/Back%20on%20track%20JTJ%20og%20Stella%202005.pdf . Accessed 4 Sept 2008. Maartje Buijs 1 Email author Wilfried Admiraal 2 1. University of Amsterdam Nijmegen the Netherlands 2. Analytical On Wall-e? Leiden University Leiden The Netherlands. .RIS Papers Reference Manager RefWorks Zotero.
.BIB BibTeX JabRef Mendeley. .RIS Papers Reference Manager RefWorks Zotero. .BIB BibTeX JabRef Mendeley. Over 10 million scientific documents at your fingertips. 2017 Springer International Publishing AG.
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Your E-Resume’s File Format Aligns with its Delivery Method. by Katharine Hansen, Ph.D. E-resume, or electronic resume, is a broadly used term that covers several types of resumes. Thesis St Dublin! Online resume submission, however, has become so pervasive that “resume” is nearly synonymous with “electronic resume.” The way a resume is on thomas, intended to be delivered to its recipient determines the technological approach you should take to thesis camden the resume’s preparation. This article describes the most common types of home, e-resumes and offers some general guidelines on how to create them. Formatted, “print” resume , also known as a word-processed resume or traditional paper resume, is camden st dublin, created in a word-processing application.
Microsoft Word is the most widely used and is advisable to use for that reason. If you are sending your formatted, print resume as an attachment to an e-mail message, it is inadvisable to home work use a program other than Word. File extensions for formatted, print resumes include .doc and .docx. Even though most Word users can now open .docx files, it may be best to save your Word resume with a .doc extension for the remaining users who cannot open .docx. Common delivery methods for thesis camden, the formatted, print resume include regular postal mail, faxing, hand-delivery (such as in a networking or interview situation, or at a career fair), and e-mail attachment. A few words about Rich Text (.rtf): Once a popular format for resume submissions, .rtf is almost never requested by employers anymore. and should not be used unless you are using a word-processing application that does not enable you to convert a file to essays 2009 .doc format. Looking at thesis, a resume file in .rtf also gives you a glimpse into what many employers initially see since some applicant-tracking software converts resumes to .rtf to perform searches on it, says Dawn D. Analytical Essay! Boyer, M.Ad.Ed., of DBoyer Consulting. The formatted, print resume is known for its attractive visual presentation of the job-seeker. For that reason, it is especially useful outside the thesis center st dublin sphere of electronic delivery — in networking situations, at career fairs, in job interviews, and on the rare occasion when an employer requests a resume via postal mail or when you want to get extra attention by submitting your resume both electronically and by postal mail. Home Helper! When sent as an thesis center e-mail attachment, however, its formatting may appear inconsistently from computer to computer, and a view the bridge gcse essays it is vulnerable to thesis center viruses.
Worse, the formatting probably won’t translate well to the employer’s Applicant Tracking System (ATS) software. “Lines, graphics, fancy bullets, text boxes, tables, and graphics (logos) … are the hobbes issues the ATS programs encounter when uploading a resume into a company’s resume database,” Boyer notes. Don’t send a formatted, print resume as an attachment unless (a) you’re sure it’s the employer’s preference, (b) you also provide another alternative, preferably your text-based resume pasted into thesis camden the body of an e-mail message, or (c) you’ve stripped the resume of all but the most basic formatting. Text resume , also known as a text-based resume, plain-text resume, or ASCII text resume, is the from gcse preferred format for submitting resumes electronically. A text resume, which carries the .txt file extension, is stripped of thesis, virtually all its formatting and is not especially visually appealing, which is researche, OK since its main purpose is to be placed into one of the thesis center keyword-searchable databases that the vast majority of today’s large employers now use. The text resume is not vulnerable to work viruses and is compatible across computer programs and platforms. It is highly versatile and can be used for: Posting in its entirety on many job boards. Pasting piece-by-piece into thesis st dublin the profile forms of notable 2009, job boards, such as Monster.com. Thesis Center! Pasting into the body of an e-mail and sending to employers. Converting to from the bridge a Web-based HTML resume. Sending as an camden st dublin attachment to essays theory of sexuality by sigmund employers, although you’ll probably also want to camden st dublin send your formatted version.
Numerous resources are available to guide you through creating a text resume or converting your existing formatted resume to text, including Susan Ireland’s How to home Upload or Email a Resume. You can see what a typical text resume looks like in this sample text chronological resume. Portable Document Format (PDF) resume offers the center st dublin advantages of being completely invulnerable to viruses and totally compatible across computer systems (requires Adobe Acrobat Reader software, a free download, to be opened and helper read). Have you ever noticed that when you send a resume (or any document) as an attachment from your computer to someone else’s computer, it sometimes doesn’t look the same on center, the other person’s computer as it did on from the bridge essays, yours? Maybe it has more pages on the other computer, or maybe Page 2 starts at the bottom of Page 1, or maybe the fonts are different.
A resume converted to PDF, which carries a .pdf file extension, looks virtually identical to the original document from thesis center st dublin, which it was created, thus preserving the researche papers resume’s visual appeal, and it also appears consistently from computer to computer. Many employers specifically request PDF resume files. For the thesis center camden most up-to-date word on theory of sexuality freud, PDF resumes, see our article, Pros and Cons of PDF Resumes in Job-Search. For examples of PDF resumes, you can view any of the samples in our sample section. Web resume , also known as an HTML, Web-based, or Web-ready resume, is advantageous in a number of ways: Employers can access your resume 24/7. If you’re talking on the phone with an employer in another city who wants to see a copy of your resume, you can simply refer the employer to the Web address where your resume resides.
Resumes published on the Web, which often carry the file extension .html or .htm, enable passive job-seeking because employers sometimes find your resume on the Web using various search mechanisms. A resume published on thesis camden st dublin, the Web can be expanded into a Web portfolio that includes links to work samples (written work, graphic design, other Web pages you’ve designed, photographs, reports, etc.) that can demonstrate your skills to employers. If Web design is essays on the theory by sigmund freud, a career you are pursuing, a Web-based resume can show off your design skills. The only catch to having a Web-ready resume is that you need to have a place to thesis host it and a means to publish it. On Wall-e! The most likely candidates for Web-based resumes are those who already have their own Web pages or access to thesis center camden Web space. For example, many universities provide Web space for their students.
But even if you don’t have your own space, you can still use a Web-ready resume. Some Web sites offer free Web-space hosting. Check also with your Internet service provider to see if Web hosting is papers, included in thesis center camden, available services. Learn everything you need to know about creating a Web resume or converting an work helper existing resume to a Web resume in our article, A Web-Ready Resume Can Be a Major Advantage in center st dublin, Your Job Search. Do not confuse a Web-ready resume with one that can be posted on job boards, such as Monster.com. Most job boards explicitly prohibit HTML resumes. Scannable resumes , which were all the rage just a few years ago, are very rarely requested by employers today. Why? Because a scannable resume is basically a print resume that the home employer turns into an electronic resume by using Optical Character Recognition (OCR) software and then placing it into a keyword-searchable database. With the thesis center growth of e-mail as a mode of communication, employers soon asked themselves, “Why are we going through the extra step of scanning hard-copy when we could have resumes e-mailed to us and place them directly into hobbes databases without having to thesis center scan them first?” A former student of mine who had entered the human-resources field once told me that resumes e-mailed to his company could enter the database in a matter of days, while a resume that had to be scanned could take up to three weeks to be placed in the database because of the extra labor involved. You still may occasionally encounter employers, however, who request scannable resumes.
The rules for scannable resumes are virtually the same as for text resumes except that scannable resumes are generally printed out and sent by fax or postal mail. They can also be sent as e-mail attachments. For the lowdown on preparing a scannable resume, see our article, How to home Write Text Resumes. Final Thoughts on E-Resume Formats. Boyer summarizes well why applicants need a good understanding of these resume formats: “Job-seekers must understand — recruiters may be dealing with as many as 200-400 resumes for a single job; they are NOT going to thesis center bother with any resume that doesn’t easily convert over into notable 2009 their system,” she notes. Thesis! “Text formatting and the MS Word Document (.doc) allows easier search capabilities within the ATS — so should be a standard for any/all job-seekers for resumes.” PDF resumes, print resumes, and essays 2009 Web-based resumes, while problematic for st dublin, online submission, have their uses, as well. Questions about some of the terminology used in this article? Get more information (definitions and links) on key college, career, and work job-search terms by going to our Job-Seeker’s Glossary of Job-Hunting Terms.
Katharine Hansen, Ph.D., creative director and camden st dublin associate publisher of researche papers on, Quintessential Careers, is an thesis center st dublin educator, author, and blogger who provides content for Quintessential Careers, edits QuintZine , an electronic newsletter for analytical, jobseekers, and blogs about storytelling in the job search at A Storied Career . Katharine, who earned her PhD in thesis st dublin, organizational behavior from Union Institute University, Cincinnati, OH, is author of three on the theory of sexuality by sigmund freud, Dynamic Cover Letters for New Graduates and A Foot in the Door: Networking Your Way into st dublin the Hidden Job Market (both published by Ten Speed Press), as well as Top Notch Executive Resumes (Career Press); and with Randall S. Hansen, Ph.D., Dynamic Cover Letters , Write Your Way to a Higher GPA (Ten Speed), and The Complete Idiot’s Guide to Study Skills (Alpha). Visit her personal Website or reach her by e-mail at kathy(at)quintcareers.com. Check out theory freud, Dr. Hansen on GooglePlus. And take advantage of all of our free resume resources, including articles, tutorials, quizzes, and much more! Maximize your career and job-search knowledge and skills! Take advantage of The Quintessential Careers Content Index, which enables site visitors to locate articles, tutorials, quizzes, and worksheets in 35 career, college, job-search topic areas. Building Tools That Build Better Work Lives. Since 2005, LiveCareer’s team of center st dublin, career coaches, certified resume writers, and savvy technologists have been developing career tools that have helped over 10 million users build stronger resumes, write more persuasive cover letters, and develop better interview skills. Use our free samples, templates, and writing guides and our easy-to-use resume builder software to help land the essays of sexuality freud job you want.
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Communication Arts 100 : Introduction to Speech Composition. Comm Arts 100 may be one of the most useful courses a student will take during his or her undergraduate career. Not only does it focus on center camden the skills involved in selecting, researching, organizing and writing persuasive messages, it teaches students the skills they need to present their ideas effectively in public. Notable 2009. In a small, supportive classroom environment, students learn to communicate their ideas effectively using verbal, written, and visual techniques. Center. They also learn important listening skills, and peer evaluations of on thomas, student speeches are an important component of the course. Students also undertake self-evaluations, by viewing videotapes of their own speeches and analyzing their performance. CA100 teachers are specially trained to be supportive and effective. Here's what CA100 students have to say about their experience: “A powerful, amazing class which teaches students a new way to think and speak.”
“This course has not only thesis center, allowed me to become more confident as a speaker, but it has also made me like public speaking.” “Of all my classes, I think my speech course is the on wall-e, most interesting and useful. . . . Besides improving my speaking skills, I've also learned to write and listen better. . . . The thing I like most about this class is the personal attention each person received due to its small size.” “It's a great confidence booster.” “It is st dublin especially helpful to get feedback on papers and speeches. Home. . . . I think it is outstanding that as a student I receive so much personal attention. It helps improvement immensely.” “Very worthwhile class that helped me grow as a speaker and thesis center st dublin, as a writer – something I didn't expect – and it was quite fun.” “I learned far more than just speech communication; I learned about myself and the world.”
Why students will benefit from trying CA100 to satisfy their Comm A requirement: small classes, individualized attention (only 13 students per section) develops valuable public speaking skills, as well as writing and three essays theory freud, critical thinking overcomes fear of public speaking in supportive, helpful environment students are evaluated on writing, speaking, and by performance on multiple choice tests (not on writing or speaking alone) CA100 instructors go through weekly training sessions, supervised by thesis camden internationally recognized speech expert Professor Stephen E. Lucas, author of The Art of Public Speaking (now in essays its 9th edition, the center, most widely used textbook in university public speaking classes) Communication Arts 100 is an introductory course in speech composition. Its purpose is to improve your skills of writing and presenting effective public speeches, with special emphasis on informative (expository) and persuasive (argumentative) discourse. It fulfills Level A of the University’s communication/composition requirement as well as other requirements.
The principles you learn in this class should benefit you not only in subsequent courses in the University, but also in your career and in analytical your life as a citizen in a democratic society. To improve your ability to write effective public speeches. This will engage you in the full process of speech composition, including the following: Selecting, narrowing, and focusing topics Generating researching materials Adapting the topic and research materials to center camden st dublin the specific audience being addressed Supporting ideas with evidence and reasoning Organizing the message for effective communication Preparing and revising drafts of the speech Expressing yourself accurately, clearly, vividly, and appropriately Using correct grammar, punctuation, spelling, etc. To improve your ability to researche papers deliver effective public speeches. This will engage you in activities such as the following: Understanding the nature of speech anxiety and how to deal with it Learning the vocal principles of effective speech delivery Learning the nonverbal principles of effective speech delivery Generating speaking notes from thesis camden a full speech manuscript Rehearsing the speech prior to three on the final presentation Using visual aids to reinforce and clarify the center camden, verbal message To improve your ability to think critically and to apply the skills of critical thinking to essays of sexuality by sigmund the analysis of written and oral texts.
This will engage you in activities such as the following: Distinguishing main points from minor points in written and st dublin, oral discourse Gauging the credibility of three of sexuality freud, sources and the reliability of claims in supporting materials Judging the thesis center, soundness of evidence in public discourse Assessing the researche papers on, validity of reasoning in public discourse To improve your ability to st dublin listen effectively to notable essays public speeches. This will engage you in activities such as the center, following: Distinguishing among the introduction, body, and conclusion of a public speech Focusing on a speaker's ideas rather than being diverted by his or her delivery Listening for on wall-e, the main points and supporting materials of a speaker's message Developing note-taking skills Preparing written analyses of classroom speeches To improve your ability to utilize research skills and strategies. This will engage you in activities such as the following: Developing skills of information acquisition, including interviewing, writing away for information, conducting library research, creating a research bibliography, and taking research notes efficiently Thinking critically and creatively about materials acquired from print and electronic sources. Stephen E. Lucas, The Art of Public Speaking , 12th ed. (New York: McGraw-Hill, 2014). Stephen E. Lucas and Sarah Jedd, Speech Composition Resources: Communication Arts 100 Course Book , 15th ed. Thesis Center Camden St Dublin. (New York: McGraw-Hill, 2014). Rebecca Howard, Writing Matters . (New York: McGraw-Hill, 2010). A two- to three-minute speech introducing yourself or a classmate. Your instructor will give you the specific details for this assignment. But be sure to theory of sexuality by sigmund construct a speech that explains some aspect of your (or your classmate's) personality, background, beliefs, or aspirations. This speech is to be written in thesis manuscript form and is designed to fulfill two purposes.
The first is to give you a brief, initial exposure to speaking before an audience. Home Work. The second is to provide a piece of thesis center camden, original prose that can be used to help diagnose your strengths and weaknesses as a writer. Analytical Essay On Wall-e. Do your best to express yourself clearly and concisely. Make sure your ideas are clearly organized and that you proofread the manuscript carefully to eliminate errors in spelling, grammar, punctuation, etc. When you are writing your speech, it is center st dublin important to keep focused on from the bridge introducing yourself (or your classmate) to the rest of the thesis center, class. If you are directed to begin with an article or an object, use it only researche papers, as a starting point to explain something of consequence about center st dublin you (or your classmate). The more creative your speech, the more successful it is likely to be.
A typed manuscript of the speech (two copies) is due on the assigned day. When you type your manuscript—and all assignments for this course—double space and on, use 11- to 12-point type, with one-inch margins on all sides. A seven-minute speech informing the audience about an object, concept, process, or event. Camden St Dublin. The speech should follow the guidelines for effective informative discourse presented in Chapter 15 of The Art of Public Speaking . Use of a visual aid is required. A typed full-sentence preparation outline of the speech, including bibliography, is due both on a view from gcse essays paper and as email attachment approximately one week before the thesis center st dublin, speech is presented in analytical on wall-e class. Thesis Camden St Dublin. A final, revised outline is due on the day the speech is delivered.
Again, students are required to turn in a paper copy and to a view from the bridge gcse upload the thesis center, final outline. Analytical. The speech is to be delivered extemporaneously from a speaking outline. A nine-minute speech designed to persuade the audience for or against a question of policy. In the speech, you may seek either passive agreement or immediate action from the audience. In either case, you should be sure to deal with all three basic issues of policy speeches—need, plan and practicality—and to employ the methods of persuasion discussed in Chapter 17 of The Art of Public Speaking . St Dublin. This speech will require considerable research and skillful use of supporting materials. Special emphasis should be given to evidence and reasoning in constructing persuasive arguments. A typed full-sentence preparation outline of the speech, including bibliography, is due approximately one week before the speech is presented in class.
A final, revised outline is due on the day the speech is delivered. As with all speech assignments, students should turn in an electronic version as well as a paper copy. The speech is to be delivered extemporaneously from essays of sexuality a speaking outline. In addition, as part of the persuasive speech assignment, you are required to construct an audience-analysis questionnaire in which you seek to gauge the knowledge, interest, and attitudes of thesis center camden, your classmates with regard to your speech topic. As explained in researche on Chapter 6 of The Art of Public Speaking , these questionnaires should use a blend of fixed-alternative, scale, and open-ended questions. After you have tabulated the thesis center, results of your questionnaire, you should use those results to gcse help adapt your speech to the knowledge, interests, and attitudes of your audience. This does not mean you should compromise your beliefs to get a favorable response. Nor does it mean you should use devious, unethical tactics to persuade your listeners.
You can remain true to yourself and to camden st dublin the principles of ethical speechmaking while simultaneously seeking to a view the bridge gcse essays make your ideas as clear, appropriate, and convincing as possible. A four- to five-minute speech paying tribute to a person, a group of people, an institution, or an idea. Camden St Dublin. The subject may be historical or contemporary, famous or obscure. In writing this speech, you should seek to use language creatively and imaginatively so as to invest the topic with dignity, meaning, and honest emotion. This speech will be delivered from manuscript rather than from a speaking outline. Note: Students must complete all four major speech assignments in order to pass the course. Throughout the semester, there will be periodic written homework assignments in which you work with the principles of speech composition presented in the textbooks. These assignments are due in class on the assigned day and will constitute a portion of your semester grade. Late homework assignments will not be accepted. Peer Speech Assessments. As the semester progresses, you will be assigned to write a two-page typed assessment of a speech by one of your classmates during the informative and persuasive units.
These assessments are due in class on the assigned day and will constitute a portion of your semester grade. As with other assignments, speech assessments are expected to essays be carefully written and to be free of thesis center st dublin, errors in spelling, punctuation, grammar, etc. As with other assignments, assessment papers should be submitted as email attachment as well as in analytical essay paper form. One of the most effective ways to camden become a better public speaker is to essays hobbes view your speeches on thesis center camden videotape and to engage in serious, objective self-assessment of those speeches. After the from, speech, you will view your recording on Learn@UW and prepare a two-page typed self-assessment evaluating your performance on camden that speech and explaining the major items you want to work especially hard on in your next speech. As with other written assignments, self-assessments should be thoughtfully composed, clearly expressed, and carefully proofread. Self-assessments are due in class (and as a Learn@UW upload) as assigned by your instructor and will constitute a portion of your semester grade. Communication Arts 100 will have two midterms and a final examination. The midterms will be primarily objective (multiple-choice and short-answer) and will test your command of the principles, concepts, and skills presented in the textbooks and hobbes, discussed in thesis center class. The final exam will require you to analyze a speech and to answer a series of essay questions about it.
Please note : Your instructor will notify you of the scheduled time for the final exam. The exam will be given at this time only . In keeping with University policy, there will be no early or late exams. A View From. If you have travel (or other) plans that conflict with the scheduled examination date, you need to thesis center camden st dublin change your plans or to take the course a different semester. Final grades will be calculated according to the following scale: At the end of the essay, course, each student in Communication Arts 100 will submit a digital portfolio of her or his work across the entire semester.
The following items are to be included in thesis center st dublin the portfolio: Introductory Speech (initial version and revised manuscript) Informative Speech (preparation outline and final outline) Persuasive Speech (preparation outline and final outline) Commemorative Speech (initial version and final manuscript) Peer Speech Assessments and Self-Assessments. Failure to turn in analytical a complete portfolio will result in a penalty on your final grade. Because participation is a central aspect of Communication Arts 100, regular and punctual attendance is vital. Therefore, for each absence beyond three (two for thesis center, classes that meet twice a week) you will incur a significant penalty on your final grade. Essays. You are expected to attend class without exception on those days when assignments are due. Center Camden St Dublin. If you fail to show up on a day when you are assigned to speak, you will receive an “F” on that assignment. You are responsible for notable essays, all assignments given or due on a day you are absent. If you miss class, contact your instructor or a classmate as soon as possible to find out what you have missed. Any absences that are excused by the University (for example, religious holidays or varsity sports events) must be reported to your instructor in writing during the first two weeks of class in order to be recognized as excused.
Your instructor may provide additional information about attendance requirements. Academic Misconduct and Plagiarism. Plagiarism is a grave offense with serious consequences. Webster's New Collegiate Dictionary defines “plagiarize” as to thesis camden st dublin steal and pass off as one's own the theory of sexuality freud, ideas or words of another or to present as new and original an idea or product derived from an existing source. The following are some of the scenarios in which a student might be charged with academic misconduct in Communication Arts 100: Delivering all or a portion of thesis camden, another student's speech as if it were your own. Analytical Essay On Wall-e. Failing to thesis cite sources of ideas, paraphrases, or quotations on your speech outline or during your oral presentation. Working with someone else in the course to produce one speech that is delivered by both you and that other person in different sections. Providing another student with a copy of home, a speech to deliver. Students found guilty of academic misconduct will receive an “F” on the assignment and a letter concerning the affair will be forwarded to the Dean of Students for placement in the student's University file.
More than one episode of academic misconduct during a student’s career can result in center expulsion from the hobbes, University. If academic misconduct in Communication Arts 100 is discovered after a student has completed the course, the penalties may be levied retroactively, in which case the reason for thesis center st dublin, the penalty will become part of the student’s permanent transcript.