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Life, in the realists Perspective
Life, in the realists Perspective
Three photographs have been selected from the gallery to provide the basis for this discussion. The selected photographs display similarity in the representation of life. Life is not life without challenges, without pain or without fears such is life and it is beautiful.
In life, one is bound to encounter different experiences every day; some are sad, some scary and some disturbing though there will be better days still. The photograph selected for this discussion illustrates a public assassination. It evokes emotions of fear and confusion. Unexpectedly, everyone seems calm yet the woman is in desperation. Unaware of the fate that ahead of her, she is covered in blindfold about ten feet above the ground with sharp metal awaiting her landing. The people are calm, observant and waiting patiently to witness life put to an end. The thing that strikes me in the photo is that while the scene appears disturbing, the audience is less concerned. From their behavior, it is possible that they are used to such events. It may be a common practice in this society, and everyone is invited to witness. Fate is part of life, such is life, and some experiences are extreme.
Sometimes we have to let go of fear and to enjoy resources that nature has to offer. The photograph selected is that of people participating in sky-diving which is perceived to be a life-threatening activity: Together they set aside their fears and plunge into the deep waters. Dressed in diving gears, and their airbags stuck to their back, they appear to be flying. Several feet above the sea level they drive towards the ultimate fall into the waters. What strikes me in the photo is the sense of contentment, freedom, self-satisfaction and unity of the participants. They are determined and driven by the desire to conquer their fears and enjoy life. Indeed there is unity in purpose. The focus and uniformity of the participants is striking too. Despite the danger, they are fearless though well prepared. However, they have taken necessary precautions to ensure their safety by wearing the right garments, airbags among other equipment. Life can be fulfilling if only we can break away from the fear of the unknown.
Regardless of the status and the role play, always set aside some time to enjoy life. In the third photograph, the lion is passionately playing with the lioness. Despite being termed as the king and the queen of the jungle, the lion and the lioness still get time to play. The two of them alone somewhere in the jungle and away from the rest of the inhabitants decide to engage in a little game. The lion in a show of might while the lioness is pampering his ego and enjoys the moment. With the rising dust, the game may have been going on for a while. The striking aspect of this photo is that away from the jungle hunting and fighting, the carnivores still find time to play. It shows that there is another side to the king of the jungle away from conflicts. With the lioness confidently playing along shows that no matter how dangerous one may be, there will always be people who appreciate and are not threatened by potential. It is also striking to see that Kings and queens play too. This is a real reflection of life in that; besides the hustles of life, besides the status, there is a part of us that wants to enjoy peace and freedom regardless of one’s status.
Without challenges, without fears, without weird and beautiful experiences we may never appreciate life. Moan whenever the situation demands and celebrate when the moment calls for it. The three photographs discussed above display different life experiences both beautiful and the ugly. The first photograph illustrates an end to life with the victim awaiting public assassination, it is sad and disturbing. The second photograph presents a beautiful though scary scenario but portrays a feeling of freedom and contentment with the characters having fun by engaging in skydiving; a life-threatening activity, what is life without taking risks? In the third photograph, we see that regardless of status, there is a part that wants to have fun away from the world. With all its challenges, with all its pain, Life is still is beautiful.
See below photographs discussed in the essay.
Photograph #4
Photograph #10
Photograph #8
Comparative-Advantag1
Comparative AdvantageECOM/GM 561University of PhoenixComparative AdvantageIntroduction
International trade takes place as nations seek to improve their economic well-being by applying the principle of comparative advantage in production. A country may develop an area of specialization naturally, but frequently, choices must be made to determine what to produce or exchange or trade in this hyper-competitive global economy. It is not profitable to engage in trade, if items produced are insufficient to give the producer a decent profit margin. The purpose of this paper is to explain the concept of comparative advantage and its recommendation for specialization for Sierra Leone, a small country on the West Coast of Africa. The paper will further identify factors of production or technology that are in relative abundance in this country and make recommendations as to which industries Sierra Leone should specialize in (UOPM, 2012).
Concept of comparative advantage
Comparative advantage is one of the most powerful and direct economic concept. Although this concept is important and simple, it rarely seems to inform public deliberations of international trade. Comparative advantage is the ability to produce a good or service at a lower opportunity cost than other producers face (Gerber, 2008). Michael Porter identified two basic types of competitive advantage, the Cost advantage and Differentiation advantage. We can only have a clear concept after all the components of comparative advantage are downright understood to help countries like Sierra Leone compete in today’s market. The concept of comparative advantage is based on the idea that nations maximize their material well-being when they use their resources where they have their highest value (Gerber, 2008).
Factors of production
With the Massive stretches of fertile lands and plenty of mineral resources, Sierra Leone can boost of a natural comparative advantage for agricultural and technological improvement. Enriched with various mineral resources such as bauxite, diamonds, rutile and diamonds can increase it export earnings. Agricultural products such as ginger, coffee, rice and cocoa are in abundant supply in the country. As we can see the country has a comparative advantage over it export resources and potential, but by themselves, they cannot stimulate economic growth. Like most third world countries, Sierra Leone lacks the requirements to sustain a reformed trading system that will encourage trade and expand exports. In order to know the highest valued usage for any resource, Sierra Leone must compare alternative uses with other nations. Sierra Leone must use the product cycle model of trade; this will help explain exports of sophisticated manufactured goods since the country have shortages of skilled labor and capital.
Recommendation
The country was engaged in a brutal civil war that lasted for 9 years (1990-1999) destroying most of the agricultural sector of the country, the extent of war caused the country’s economy to shrink by nearly 43 percent (IMF). My recommendation is that the country specializes in its agriculture and fisheries sectors. With its fertile land and vast fishery resources, the country can quickly develop an export led economy. An assessment done reported legal and direct exports of fish and shrimps to be valued at $443,800 in 2007, are well below their potential (Fisheries of Sierra Leone, third edition 2008).One way to improve in the fishery sector is to put adequate security in place, because there is untiring pirating operation by foreign fishing vessels navigating Sierra Leone coastal waters. Estimates done by the Department for International Development of the United Kingdom shows that the annual commercial catch is about half of it potential. Developing the Marine sector will create an absolute advantage, thus create potential to begin exporting fish at regional level.
Rural areas where most of the farming was concentrated were destroyed; this eventually leads to mass migration of farmers to urban areas leaving a huge vacuum in that sector. Agriculture is the biggest contributor to the country’s GDP at 51.5% (CIA Fact book), developing this sector will reduce poverty and enhance food security. The creation of an agriculture Export markets in Sierra Leone will enable firms to expand production and to realize their scale economies.
Industries under protection
One sector that holds a key element towards development prospects for Sierra Leone is it mining sector. This sector received the biggest boost by the government to develop the investment climate. Sierra Leone’s vast mineral resources and reserves remain among the key elements in its development prospects. The country chief export commodity and foreign-exchange earner is diamonds; it is making up of about 90% of total exports.
To protect this industry, the government of Sierra Leone implemented a mandatory certificate-of-origin requirement in 2000, to reduce the smuggling of diamonds out of the country. The Mines and Minerals Act, was passed in 2009 by the president and members of parliament, the Act main objective is to support local and foreign investment in the mining sector by implementing new and improved provisions for exploration, mine development and marketing of minerals and mineral secondary processing for the benefit of the people of Sierra Leone.
Economic policies
Since the end of the war, the country has shifted its economic policy from post-conflict stabilization to poverty-reduction efforts. The country’s economy will see growth if economic policies are implemented to create investment opportunities for medium and small businesses and also raising the standards for various product development. To manage it debts, Sierra Leone must create stiff measure to properly manage its fiscal and monetary policy. To reduce corruption, the government must give not interfere with the Anti-corruption commission established to monitor government institutions that are embezzling national funds.
Conclusion
Having a comparative advantage is essential for developing country like Sierra Leone, it create avenues for poverty reductions. Having a better understanding about the balance of payments would help the country analyze the policies that might be used to tame the current account deficit -7% of GDP (2011 est.). The Government should remove restriction on trade to allow investors to Invest in commercial agriculture to help forester growth in the agricultural sector. Even With all the vast resources mentioned above, Sierra Leone continues to struggle and depend heavily on foreign assistance, principally from multilateral donors. Good governance and accountability will help reduce the country’s dependent on foreign aid and help restructure its economic policies.
References:
http://www.3adi.org/tl_files/music_academy/campus/Nigeria/3adi/SIL_Natl_Export_Strategy.pdf
Gerber, J. (2008). International economics (4th ed.). Boston: Pearson.
http://www.afdb.org/fileadmin/uploads/afdb/Documents/Project-and-Operations/SL-2004-174-EN-ADF-BD-WP-SIERRA-LEONE-AR-ASREP.PDF
https://www.cia.gov/library/publications/the-world-factbook/fields/2111.html
http://www.sliepa.org/marine-resources#availability
http://www.africaneconomicoutlook.org/en/countries/west-africa/sierra-leone/
http://www.sierra-leone.org/Laws/2009-12.pdf
Kindergarten Sight Words Guided Reading Lesson Plan
Kindergarten: Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Dieana Hollie
Grade Level:
Kindergarten
Date:
July 7, 2022
Unit/Subject:
ELA
Instructional Plan Title: Dr. Seuss
Lesson Summary and Focus: Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping: There are 18 students in my kindergarten class. I have 2 IEP students in the class, one with Dyslexia and the other student with a learning disorder. There are 4 504 students planned in the class, 2 students for speech, 2 students with ADHD, and I gifted students. I would put my students in different groups the gifted students will work together. For my student’s Dyslexia, I will have my aid assistance.
National/State Learning Standards: RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives: Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language Key vocabulary:
Word Family – The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment: Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Technology: For my students, I would have them use apps like Sight words ninja, word bingo, and sight words. These apps will help them learn their sight words and become better readers.
Section 2: Instructional Planning
Anticipatory Set
This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
Students will be excited to sing and rhyme identifying –at family words. Time Needed
10 mins
Multiple Means of Representation
Small Group:
Focus: High Frequency Word Fluency
Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
Next, we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
Have you ever had a really silly friend?
Have you ever made a big mess in your house?
What are some rules you should follow when you visit someone’s house?
Do a book walk and identify the H sound in hat//has. Also, look for –at sounds like in cat and hat.
Children will then read independently with teacher listening in a round robin format.
After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
Writing task for second half of guided reading group (This may occur on the next day.) If you could do anything you wanted, what would you do?
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort.
Students with special needs: Repetition. Allow student(s) to begin with familiar objects to make connections such as cat and hat to develop the –at sound. Model vocabulary for students. Praise effort.
Students with gifted abilities: Have students individually or pair read a sight book looking for the it, am, and at sounds.
Early finishers (those students who finish early and may need additional resources/support): This is a small group activity with differentiation. Once students finish the rotation and have teacher approval, they will move to the engagement activity. Time Needed
15 mins
3 rotations
Multiple Means of Engagement
Students use the story to build the words they found that have the –at sound and then put their finger under it and read it. Students use dry erase markers to do “Show Up” activity to write the words quickly and “show” their boards when the teacher prompts.
We looked at the -at family. Examples may include at, cat, bat, mat, and sat.
Students raise hands offering answers and participating.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL): Repetition of words and letter sounds. Allow for pointing of familiar objects while reading the story. Teacher points to word that corresponds with the picture to help make connections. Praise effort.
Students with special needs: Based on needs, allow for extended time when hearing the word and pointing to it in the book and copying words onto their dry erase board. Allow students to work with a partner to increase confidence. Allow student to use letter cards to build words on the table prior to writing.
Students with gifted abilities: Have students look for multi-syllable objects with the review sound, – it in a selection on short reading books such as: kitchen, kitten, mitten, and rabbit.
Early finishers (those students who finish early and may need additional resources/support): This is a small group activity. Once students finish the rotation and have teacher approval, they will move to the engagement activity. Time Needed
15 mins Working with a parent volunteer or the co teacher
Multiple Means of Expression
Informal observations will be made while students are reading and writing both at small group and throughout the corner activities. As needed, teacher will ask students to join a small group activity to assess their comprehension of the practiced site words for the day.
Students will independently complete a cut and paste worksheet matching site words with pictures.
Explain if you will differentiate assessments for each of the following groups:
English language learners (ELL): Allow students extended time as needed. Have student begin by circling the –at in each word then repeating the word three times. Assist student in matching the word to the picture. Praise effort.
Students with special needs: Allow students extended time as needed. Have student circle the –at in each word and sound out the word with a peer. If students need assistance with cutting and pasting due to fine motor development, have student cut and paste half of the pictures and have student draw lines to connect the other half if student becomes frustrated or task becomes too lengthy. Students can also use letter cards to build the word next to the picture and repeat the sounds for some of the words. Praise effort.
Students with gifted abilities: Challenge students to write three words of their own using the –at sound and draw the coordinating picture on the back of their worksheet. Praise effort. Praise effort.
Early finishers (those students who finish early and may need additional resources/support): After teacher has reviewed worksheet and determined that student does not need additional support, have students make nonsense words using the –at sound. Writing them on the back of their worksheet to share later during floor time. If student needs additional support, teacher will work one on one or in a small group to guide students with correcting the worksheet. Praise effort.
Time Needed
15 mins
Dyslexia Instructional Strategy and Justification
Strategy: Incorporate some sensory acttivity like building words with magnets and letter art for my student with Dyslexia.Give students magnets have a list of sight words on sheet of paper. I would have the students copy the words on magnet board with the assistance from myself or my aid.
Justification: Using the magnets will give students hands on work. In my students with dyslexia would be able to follow the class too.
Differentiation Strategies and Justification
Strategy 1: I would have three different groups and each group will be doing a different lesson. In one group we will be doing sight words with the magnets. In the 2nd grade, we will be learning sight words on an app. In the third group, we will be reading a book the book will have the same sight words that students will be learning.
Justification: all the different learning styles that my students may have, it is very important to have them work in different learning groups stations to learn their sight words by reading, seeing, and writing. Having these stations will help all my students learn with their classmate
Strategy 2: Using the reading books, I can ask students to point out the sight words they see.
Justification: Having students point out sight words will help them learn how to read.
Strategy 3: Using an app to learn sight words
Justification: Using these apps will help the students repetition of the words
Assessment Differentiation
Differentiating for Dyslexia: Extending the time for reading, and spelling
Justification: By extending the time this will help my students with Dyslexia improve reading skills.
Strategy 2: Reading a book together will help students learn the different sight words.
Justification: Reading a book outloud will help us discover the students that are having problems with some of the sight words. This will help us as educators get them help they need.
Extension Activity and/or Homework
Students are to share three words with their families that they learned today using the –at sound. They are to find three new words not discussed during class that include either the am, it, and/or at sound and bring in a picture/book of one to share with the class during floor time. Time Needed
10 mins
Rationale/Reflection
Small group instruction with teacher using Word Wall: Teacher worked in three small group rotations after anticipatory set to introduce the –at sound (example words on word wall) with students in groups of comparable levels of understanding so that the instruction could be differentiated based on current levels.
Show Up and Targeted Feedback: Engagement strategy of using white boards for students to show their answers. This is more kinesthetic and engaging for students and a quick check for the teacher to determine what students still need some reinforcing of the concept.
Independent work: Students complete a cut and paste activity that has a dual purpose of developing fine and gross motor skills as well as assessing individual student understanding of the site word sounds.
Reflection: In 250 words, discuss how the lesson plan could be adjusted when co-teaching and collaborating with another teacher.
Collaboration with co-teaching and teachers is very important because you can address a variety of things the school curriculum, behavior plans, professional development, and management concerns. I think it is very important for co-teaching in special education, special education teachers, and general education teachers to work together to share ideas for lesson planning, etc. Co-teaching and one-teaching this is very useful when observing. Teachers can put students into two different groups each teacher can teach the same lesson or a different lesson. One teacher can work with the students that need a little more help the other teacher work with the other students. Both the teacher will share their lesson plan in agreeing on teaching these lessons. Having a co-teacher is also having an extra set of eyes this can help the regular teacher because he/she may overlook a student that has been struggling. In general, teachers step up to help special education teachers so they can gain knowledge from each other. Parents also would like to see this collaboration this will help parents out a lot. Parents want to see their children succeed in by having the teachers work together as a team and not against each other the students will succeed.