U.s. History 1920-1940 Essay -- essays research papers

U.S. HISTORY   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1920 – 1940   Ã‚  Ã‚  Ã‚  Ã‚  During this time period of American history, the country could not have been more contrasting than from 1920 through 1940. The twenties were a period of fun, partying, and economic security hence the term â€Å"roaring twenties†. While the nineteen thirties were known as the time of the â€Å"Great Depression.† From 1920 to 1940 our country saw five presidents, the first flight around the world, the completion of the worlds largest dam, a depression, prohibition, women given the right to vote, and new musical expressions. The 1920’s began shortly after World War I when the Americans and the Allies defeated the Germans in 1918. It was a dawn of new politics in America when congress finally passed the women’s suffrage bill and the 19th Amendment became law, giving women the right to vote. Some twenty five million women had won the right to vote. This would play a major role in the up coming election. Many Americans were fed up with Woodrow Wilson, the 28th president from 1913 to 1921. The first election of the twenties saw Warren G. Harding win and become our nations 29th president. Unfortunately, Harding died before finishing his term and vice president Calvin Coolidge took over to become our 30th president. At the end of this term Coolidge was reelected in 1924. The United States had one of the greatest periods of prosperity ever during his presidency from 1923 to 1929. Great technological advances were also made in the 1920’s. Our nation witnessed the first flights around the wor ld. Inventions such as cars and radios improved the standard of living for the common man. These inventions as well as the conservative economic pollicies added to a huge economic boom. â€Å"The economy experienced growth of seven to ten percent in six years of the twenties† (Vanguard, facts on funds). Later, many of the economic procedures in the decade would lead to danger especially in the stock market. â€Å"The nations total income rose from 74.3 billion in 1923 to 89 billion in 1929.†(Vanguard facts) In the 1920’s, pop culture thrived. Radio became a large form of entertainment. Jazz developed as a new form of music. Louis Armstrong, a trumpeter from New Orleans among others, led the emergence of jazz. During th... ...ames over Lakehurst, New Jersey. After having made ten successful round-trips across the Atlantic Ocean, the Hindenburg exploded in flames as it came in to dock at the Naval Air Station in Lakehurst, N.J., on May 6. The craft was destroyed in just one minute, with 35 of the 97 people aboard perishing in the flames. The cause of the disaster was never identified, though there was speculation that a spark from the zeppelin's engines or atmospheric static electricity ignited highly inflammable hydrogen gas leaking from the craft, causing the explosion. The possibility of sabotage against Nazi Germany was widely rumored but never proven. In conclusion, the 1920’s were one of the most prosperous periods in American history because it reflected in every aspect how to enjoy life. The prosperity of the people influenced society, culture, and politics. The thirties were a complete 180 degrees from the twenties. During the 1930’s prosperity crashed with the stock market and the nation fell into an economic slump that took years to climb out of. I don’t know if our country will see such contrasting decades ever again, but one thing will definitely hold true â€Å"learn from your mistakes.†

Questioning Techniques Essay

A number of researches conducted recently within the local setting on teaching skills of teachers show that there is a decline of the quality of classroom teaching of many teachers. The prime reason for this decline, as concluded by many researchers, lies in the problems of the training they receive at pre-service training institutions. For example; Lim, Cock, Lock et.al. (2009) state that though there is a practical element of pre-service teacher training, it does not provide enough knowledge and skills for the teachers to handle the challenges they encounter in the classroom brought by globalization and the development of modern technology. Because it is the National Colleges of Education that produce the pre-training to majority of teachers their syllabi were analyzed to understand that heavy theoretical knowledge given through the syllabi deprives the prospective teachers of opportunity of having enough practical teaching experience during their on campus training. On the other h and, no specific attention is paid on developing important teaching skills even though some practical teaching opportunities are given to them. Karaseva (2013) also highlights the importance of giving teachers assistance in getting their problems solved in relation to particular teaching skills of which they show weaknesses in. Among those important teaching skills, questioning techniques are one of the skills to which less attention is paid during pre- service teacher education. Cotton (1989) says that virtually no attention is paid on developing questioning techniques of teachers during their pre-service training period. Further, Aggarwal (2013) highlights the importance of questioning techniques because psychologically and philosophically asked questions help teachers achieving lesson objectives to expected level. Therefore, this research broadly aims at developing the questioning techniques of prospective teachers using a widely recognized technique and evaluating the efficacy of the used technique in developing teaching skills  of prospective teachers. Objectives of the Study; To review the theoretical background of questioning techniques in teaching. To investigate the development of questioning techniques of prospective teachers through the current programme of instruction. To find out innovative techniques that can be used in improving questioning techniques. Methodology/Design; Theoretical background of questioning techniques was reviewed through literature and a check list was used to determine the current states of questioning techniques employed by prospective teachers in their lessons. It was further expected to use the checklist to determine how far the existing methodology of instruction is capable of developing questioning techniques. The check list focused broadly on general aspects of questioning such as tone and accuracy of questions and specific skills such as eliciting, probing and Socratic questions. Lessons were videotaped for further analysis and at the same time descriptive field notes were kept by the researcher for recording and analyzing the questioning techniques employed by prospective teachers. Peer group members too observed the lessons and used an observation schedule to record and comment on the questioning techniques used by their colleagues. An available convenience sample of 30 prospective teachers of English was selected for the research and two lessons of each member were observed using the check list. From the 30 teachers observed, 12 were selected to conduct lessons in the classroom for the peer group. Half the peer group acted as students while the rest was observing the lesson using the observation schedule. Therefore, the data gathering instruments of the research include a checklist, field notes, an observation schedule, videotaping and lesson plans prepared by prospective teachers. Results/Findings; When the theories related to questioning techniques were analyzed it was understood that Bloom’s Taxonomy provides proper guidance for teachers in selecting, grading and using questions to develop the cognitive domain of students(Bloom et.al. cited in Huitt, 2011). Doff, (1988); Alexis,( 2009); and Hyman, (1982) add the importance of wait time to classification of  questions according to Bloom’s Taxonomy. They prove that longer wait time encourages critical thinking. When literature is further analyzed it was understood that probing questions are very important for the subject taught by prospective teachers, i.e. English language as probing questions demand authentic language production (Stepien, 2012). With the light of the theories related to questioning techniques, results of check lists were analyzed with comparisons to the field notes of observed lessons. The results of check list show that prospective teachers use tone appropriately in asking questions which is further verified by the field notes. Though high marks were noticed for the accuracy of questions in the checklist field notes and observation schedules record inaccurate questions especially in complex structures such as, â€Å"Can you tell me what is this colour?† There were five sections of the check list out of which probing questions recorded the least marks for a greater majority of the prospective teachers. This was further noticed in field notes and observation schedules because only a few such questions had been recorded. Teachers seemed to be happy with the received questions or directly corrected the inappropriate answers without attempting to probe into the answer. When research conducted to develop teaching skills were studied it was found out that â€Å"Micro Teaching† has provided effective results in international setting in developing skills such as class control and classroom management Conclusions; Prospective teachers should be encouraged to preplan their questions whenever possible to increase the accuracy of them because inaccurate questions lead to misconceptualization. New strategies must be employed to give more training to prospective teachers to develop aspects such as wait time, using probing questions because the existing method has not been able to develop those aspects of questioning. â€Å"Micro Teaching† is suggested to be used in developing questioning techniques since it has been successful in many other situations in developing several other teaching skills such as class control and classroom management. Reference; 1. Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations in Teaching – Learning. Dlhi, Vikas Publishing house Pvt. Ltd. 2. Alexis, 2009. A Questioning Strategy, Power of Wait Time/Think Time. Retrieved from http://schoolvisitexperts.com/?p=563 on 10.02.2014. 3. Asking Questions to Improve Listening. The Teaching Center. Washington University.(2009)Retrieved fromhttp://teachingcenter.wustl.edu/strategies/Pages/asking-questions.aspx on 12.02.2014 4. Beare, K. (N.D.) Speaking Skills – Asking Questions. About.com English as 2nd Language. (Retrieved on 13.02.2014) 5. Cotton, K. 1989. Classroom Questioning. School Improvement Research Series. NorthwestRegionalEducationalLaboratory.http://www.nwrel.org/scpd/sirs/3/cu5. html. 6. Doff,A. 1988. Teach English: A Training Course for Teachers. Trainer’s Hand Book. Cambridge, Cambridge University Press. 7. Fries-Geither, J. 2008; Why Ask Questions? The Ohio State University. Ohio 8. Hyman, 1982. Teaching Methods. Questioning in the Classroom. How to Ask Questions. Retrieved from,http:/ /www.teaching.iub.edu/finder/wrapper.php%3Finc_id%3Ds2_1_lect_04_quest.shtml on 14.02.2014 9. Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific 10. Marzano, R. Pickering, D. and Pollock, J. 2001. Classroom Instruction That Works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. 11. Professional Development among Academic Staff at Selected Malaysian Public Universities: Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, International Journal of Business and Social Science 2(3) 2011.p.125 12. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University. 13. Rowe, M.B. (n.d.) Wait Time: Slowing Down May Be A Way of Speeding Up. Journal of T eacher Education. 1986; 37; 43 Retrieved from, http://jte.sagepub.com/cgi/content/abstract/37/1/43 on 13.02.2014 14. Shomoossi, N(2004),.The effect of teacher’s questioning behavior on EFL classroom interaction: A classroom research study, The Reading Matrix, 4 pp. 96–104 15. Yang, C.C.R. (2010)Teacher questions in second language classrooms: An investigation of three case studies, Asian EFL Journal, 12 (1) (2010), pp. 181–201 Declaration Form for Corresponding Author Title of the abstract: Asking Questions the Right way; an analysis of the questioning techniques employed by prospective teachers. (Current state of an ongoing action research to develop the questioning techniques of prospective teachers) Name of authors: R.M.D. Rohan Address of institution where the work was carried out: Pasdunrata National College of Education Kalutara Name of the supervisor: Prof. Manjula Vithanapathirana I declare that the above abstract reports the results of original research work and that the work reported in the abstract has not been published or presented elsewhere. Name & Signature of the Corresponding Author: R.M.D. Rohan Address: Pasdunrata National College of Education – Kalutara Date: Supervisor’s signature:

Hip Injury And Ulnar Collateral Ligament Essay - 909 Words

Introduction Hip injury and ulnar collateral ligament (UCL) injuries among baseball players has become a high area in study (Cheatham, S. W., Kumagai Shimamura, K., Kolber, M. J., 2016). Athletes in the field of baseball may be at high risk for injury due to the high volume of repetitive motion in throwing and pitching because of comprehensive training schedules and games in the season. It is commonly believed that the presence of limited hip mobility, throwing biomechanics are changed and may lead to both hip and shoulder alteration. With both hip and shoulder mobility affected can result compromising throwing form in biomechanics and may force the core muscles (abdominals, shoulders, and upper extremities) to compromising and work even harder. More importantly, the range of motion (ROM) maybe conceding excessively which results increasing potential risk of future injuries. The individual’s biomechanics in pitching or throwing must be monitor for muscular-endurance, strength, or power fo r speed and numbers of repetition when contributing towards velocity. Studying a player’s mechanics especially their genetics of length and size plays a major role on the changes in their body and correlates the throwing velocity in fine coordination. Every pitch thrown is one of the most important factors in a baseball or softball game because the velocity can change the outcome of the game. Statement of the Problem Various exercise modes are used for baseball players throughout theShow MoreRelatedWhat Are Athletic Training?1401 Words   |  6 Pages02 10 15 Athletic Training Injuries will occur, no matter the sport. The type of injury to occur depends on the gender of the player. Often, when players become injured, they are in denial about the repercussions of their injury and usually have a loss in confidence. Repercussions can tragically be career ending, long term or luckily short term. Understanding the injury and it’s impact on a player is important, however, knowing how to prevent the injury is more important. Because of theirRead MoreTommy John Surgery771 Words   |  4 Pages 31 October 2012 Ms. ......... ENC 1101 Tommy John Surgery Snap, crackle, and pop. Those arent the sound of rice crispies in milk; it’s the sound a pitcher hears after tearing his ulnar collateral ligament. This injury used to be career ending but is now almost standard. This has saved countless dreams for many baseball players of not just playing baseball but to have complete function of their right arm. Today, sports fans and athletes hear theRead MoreTommy John Surgery : An Epidemic Of Professional Baseball Pitchers1427 Words   |  6 Pagessurgery, as well as recovery from the surgery to allow a player to return or even eclipse their abilities prior to their injury. Current/ongoing research on Tommy John surgery is focusing on the success of different surgical methods, rehabilitation techniques, and prevention/protection of Ulnar Collateral Ligament Injury. Tommy John surgery is also known as UCL (Ulnar Collateral Ligament) reconstruction. During the acceleration phase of an overhead throw while the forearm lags behind the upper arm theRead MoreStride or No Stride? the Biomechanics of Pitching. Essay1310 Words   |  6 Pagesfocus in order to have an accurate pitch. The cocking portion of the delivery is when the front foot lands and the throwing hand and glove hand separates. The hands and arms are elevated to 90 degrees at the shoulder. Once the front foot lands, the hips and torso rotate which starts the arm to begin in its throwing motion. Cocking transfers energy from the legs up to the arm and the throwing process is beginning. The acceleration is from when the shoulder begins to rotate and it ends when the ballRead MoreHuman Anatomy P hysiology4151 Words   |  17 Pagesrole of ligaments at synovial joints is to help direct movement and restrict undesirable movement. Answer: TRUE Diff: 2 Page Ref: 253 7) The only movement allowed between the first two cervical vertebrae is flexion. Answer: FALSE Diff: 2 Page Ref: 256 4 Copyright  © 2010 Pearson Education, Inc. 8) Movement at the hip joint does not have as wide a range of motion as at the shoulder joint. Answer: TRUE Diff: 1 Page Ref: 266 9) A person who has been diagnosed with a sprained ankle has an injury to the