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Analysis of Design Choices
Analysis of Design Choices
Writing is fundamental in equipping students with communication and thinking skills, thus making the learning process visible and successful. According to Graham (2006), “students who do no write well cannot fully draw on its power to support and extend learning.” It means that writing skills are crucial skill in literacy learning. Writing also serves as a medium to express ideas, experiences, feelings, share information, tell stories, and connect with our loved ones and peers. Additionally, writing makes the students thinking ability visible and lasting. According to Wolcott (2008), “writing is thinking,” which helps students learn, thus improving their literacy learning. Therefore, writing skills is a critical skill in education. According to Winch et al. (2014) and Winch et al. (2020), writing is a fundamental part of students’ literacy learning process. They also argue that writing enhances students’ communication skills. Also, Bangert-Drowns et al. (2004) say that writing improves students’ learning. Writing reinforces students’ learning by the “functional complementarity between speech and writing” (Halliday & Matthiessen, 2013). It also improves students’ reading skills (Jenkins et al., 2004). According to Graham et al. (2013), writing help students to collect, preserve and disseminate information widely and effectively.
Additionally, literacy is important in healthy food and nutrition learning (Colatruglio et al., 2014; Doustmohammadian et al., 2020). According to the Australian National Health and Medical Research Council (2013), healthy food and nutrition are fundamental for healthy children’s healthy growth and development. The Australian Curriculum and Australian Dietary Guidelines provide types and amounts of foods, food groups, and dietary patterns to enhance health and well-being and reduce the risk of chronic diseases and diet-related conditions. Establishing healthy eating habits in childhood is essential as these behaviours track into adulthood (Neumark-Sztainer et al., 2011; Nicklaus & Remy, 2013). Therefore, providing education to pupils and students about healthy eating practices is vital. Schools offer an ideal setting for implementing health promotion and prevention initiatives because it gives continual, close contact with children (Lee, 2009). The school infrastructure, curricula, policies, physical environment, and teaching environment (teaching, learning, and teachers) influences child health. Teachers are the main agents in promoting healthy food and nutrition learning within schools (United Nations Educational, Scientific and Cultural Organization, 2013). Teachers help students to read, write and discuss food and nutrition to enhance their food literacy. Therefore, the unit work and three lesson plans aim to integrate writing in a series of measurement lessons to provide and assist students in improving their understanding and knowledge of healthy food and nutrition (ACPPS036) at the same improve their writing skills (ACELY1694).
Multiple activities and practices are designed to enhance students’ healthy food and nutrition literacy and writing skills in the three lesson plans. In lesson 1, students must recognize five food groups, address the role of food and their nutrition, collect information, create their healthy eating plate, and share with their peers. Also, they are required to collect new words and create their food and nutrition vocabulary. In lesson 2, students are required to discuss the importance of nutrition on the human body and how it can affect human health and extend their food and nutrition vocabulary. In lesson 3, students must identify characteristics of the information report, recognize and understand different food groups, and plan, draft and publish information on food and nutrition healthy eating topic. All these activities will develop students’ understanding and knowledge of healthy food and nutrition. Also, it will develop their reading, writing, thinking, and communication skills.
Moreover, those activities and practices in the three lesson plans meet the requirements of the Australian Curriculum English Year 4 achievements. It states that students experience learning in familiar contexts, interact with peers and teachers, and engage with various texts for enjoyment. Students also “create a range of imaginative, informative and persuasive types of texts include narratives, procedures, performances, reports, reviews, poetry and expositions” (Australian Curriculum (a), n.d.).
Furthermore, activities like recognizing five food groups in the Australian Guide to Healthy Eating and addressing the role of food in their nutrition are in line with the Australian Curriculum Connection curriculum guidelines: Food and well-being. It requires young Australians to understand and value the importance of good nutrition for health and well-being (Australian Curriculum (b), n.d.). Therefore, the scope of learning in food and well-being stated in the three lessons plans reflect relevant Australian Curriculum content. Moreover, according to the Australian Health and Physical Education Curriculum, by the end of year 4, students are required to recognize, interpret, and discuss the influence on healthy and safe choices (Australian Curriculum (c), n.d.). Australian students are required to learn food and nutrition in year 4 to support their health and well-being. Therefore, the lesson plan meets the curriculum achievement standards. Year 4 students are also required to communicate, clarify and present ideas using reports, simple flow diagrams, and modelling objects as stated in the Australian Curriculum Design and Technologies (Australian Curriculum (d), n.d.). In the lesson plan, students are required to plan, draft and publish information on food and nutrition – a health easting topic. Therefore, meeting the curriculum achievement standards. Therefore, the scope of the unit of work and three lesson plans reflects content from across the Australian Curriculum.
Designing the unit of work and the three lesson plans reflects the Teaching and Learning Cycle (TLC). Derewianka and Jone’s improved framework of the TLC is used to design a unit of work (Derewianka & Jones, 2016). The model emphasizes reading and oral language as a medium into writing through talking, reading, listening and writing in auxiliary context. The model is also used in planning and teaching students through critical conversation (Rossbridge & Rushton, 2014). Derewianka and Jone’s improved framework of the TLC has four stages:
Building knowledge of the field
Modelling the text/deconstruction
Guided practice/joint construction
Independent construction
The unit of work and three lesson plans draw on the four stages to facilitate students’ learning of healthy food and nutrition and writing.
In the first stage, students are required to develop knowledge of the topic through students’ shared understanding of the learning topic and develop a collective bank of knowledge through books, videos, and websites (Winch et al., 2020). Common tasks in this stage include guided discussions about the topic, experiments, excursions, mind mapping or brainstorming, note-taking, and vocabulary building (Victoria State Government, 2019). Therefore, activities in the lesson plan such as students watching a video about the five food groups and then talking to peers to share information gathered through the video and prior knowledge before the lesson about healthy food and nutrition aims to build students’ knowledge of the topic. In the activity whereby students are required to identify any vocabulary in AGHE poster, information report “Foods around the World” and “An Apple Day” and choose words to put on the Word Wall, students enhance knowledge and knowledge of the topic. It also reinforces their writing skills. Additionally, home reading tasks, note-taking, summarizing, and oral report preparation enhance the students’ reading and communication skills.
The second stage, modelling the text/deconstruction, focuses on the target genre’s language text. The stage includes explicit teaching stages of a text in defining technical terms in an explanation (Victoria State Government, 2019). During this stage, teachers teach students technical metalanguage. Using a mentor or model text, students can different stages of the text and their purpose, find and highlight keywords, ask questions that require close-reading, create flowcharts, and other tasks to build the field and linguistic knowledge. “An Apple Day” task is a selected text used to model the text structure to the students. Using this text, students can acquire information about healthy food and nutrition and find keywords, phrases or sentences which help them understand the text. Through a close reading of this text, students can extract the meaning from the text and carefully examine the use of language (grammar tense), thus improving their linguistic knowledge. Additionally, the students are required to follow instructions and prompt questions when reading AGHE texts. These activities meet the tasks required in the second stage.
The third stage, guided practice/joint construction, is the critical stage of the TLC because it collates the learning that occurred in the previous stages. The third stage focuses on the “composition of text through directed and informed dialogue where students are guided by an expert ‘other’, usually the teacher” (Victoria State Government, 2019). Students can generate ideas and suggest the composition of text, but the teacher should refine those suggestions, question, paraphrase or extend students’ ideas to demonstrate the written languages associated with the genre (Rossbridge & Rushton 2015; Winch et al., 2020). In the three lesson plans, the teacher introduces the topic of food and nutrition via video¸ teacher display and explain the AGHE poster, the teacher clarify any questions on Word Wall. The teacher model writing with the class on the board – topic “Fat.” Besides, the teacher explains the vocabulary and discuss new words to put on Word Wall. Moreover, the teacher support students in brainstorming for ideas creating a report about the topic- “Fat.” Through this joint construction can bring together learning that has occurred in other stages.
The last stage is the independent construction or independent composition. At this stage, students are ready to work on their texts based on the understanding of genre and language acquired through modelling and guided practice (Victoria State Government, 2019). The role of the teacher at this stage is to guide students in designing and composing texts independently. This stage, therefore, enhances critical thinking and creativity. In the lesson plan, the teacher supervises students’ independent writing. Students can choose healthy eating topics based on their collected data and information from different sources such as Word Wall. Therefore, building the understanding of the selected topic and writing skills of the students.
References
Australian Curriculum (a). (n.d.). English: Year 4. https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11578&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false.
Australian Curriculum (b). (n.d.). Curriculum connections: Food and wellbeing. https://www.australiancurriculum.edu.au/resources/curriculum-connections/portfolios/food-and-wellbeing/.
Australian Curriculum (c). (n.d.). Health and Physical Education: Years 3 and 4. https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?year=12995&strand=Personal%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false.
Australian Curriculum (e). (n.d.). Design and Technologies: Years 3 and 4. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/design-and-technologies/?year=12974&strand=Design+and+Technologies+Knowledge+and+Understanding&strand=Design+and+Technologies+Processes+and+Production+Skills&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false.
Australian Government National Health and Medical Research Council Department of Health and Ageing. (2013). Eat for health. Australian Dietary Guidelines. Providing the scientific evidence for healthier Australian diets.
Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of educational research, 74(1), 29-58.
Colatruglio, S., & Slater, J. (2014). Food literacy: bridging the gap between food, nutrition and well-being. Sustainable well-being: Concepts, issues, and educational practices, 37-55.
Doustmohammadian, A., Omidvar, N., & Shakibazadeh, E. (2020). School-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children: a systematic review protocol. Systematic reviews, 9, 1-7.
Graham, S. (2006). Writing. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (p. 457–478). Lawrence Erlbaum Associates Publishers.
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing, 26(1), 1-15.
Halliday, M. A. K., Matthiessen, C. M., Halliday, M., & Matthiessen, C. (2014). An introduction to functional grammar. Routledge.
Jenkins, J. R., Johnson, E., & Hileman, J. (2004). When is reading also writing: Sources of individual differences on the new reading performance assessments. Scientific Studies of Reading, 8(2), 125-151.
Lee, A. (2009). Health-promoting schools. Applied health economics and health policy, 7(1), 11-17.
Neumark-Sztainer, D., Wall, M., Larson, N. I., Eisenberg, M. E., & Loth, K. (2011). Dieting and disordered eating behaviors from adolescence to young adulthood: findings from a 10-year longitudinal study. Journal of the American Dietetic Association, 111(7), 1004-1011.
Nicklaus, S., & Remy, E. (2013). Early origins of overeating: tracking between early food habits and later eating patterns. Current Obesity Reports, 2(2), 179-184.
Rossbridge, J., & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA PAPER 196 (p-1-12).
Rossbridge, J., & Rushton, K. (2015). Put it in writing: Context, text and language. Primary English Teaching Association Australia.
United Nations Educational, Scientific and Cultural Organization. (2013). Making Education a Priority in the Post-2015 Development Agenda. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000223024.
Victoria State Government. (2019, December 17). Teaching-learning cycle: reading. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpraccycle.aspx.
Winch, G., Ross Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, Writing and Children’s Literature. (6th ed..). Oxford University Press Australia and New Zealand.Derewianka, B. & Jones, P. (2016). Teaching language in context (2nd ed.). South Melbourne, Vic: Oxford University Press.
Winch, Gordon. & Johnston, Rosemary Ross. & March, Paul. & Ljungdahl, Lesley Durrell. & Holiday, Marcelle. (2014). Literacy: reading, writing and children’s literature. South Melbourne, Victoria: Oxford University Press.
Wolcott, H. F. (2008). Writing up qualitative research. Sage Publications.
Heart of Atlanta Motel v United States
Student’s Name
Supervisor’s Name
Course Name
Due date
Heart of Atlanta Motel v United States
July 22, 1964. Moreton F. Rolleston, Jr., Atlanta, Ga., for plaintiff. Charles L.
United States vs. Heart of Atlanta Motel Heart of Atlanta filed an appeal with the Supreme Court of the United States. The Supreme Court of the United States agreed to hear the case. The US government claimed that African Americans’ ability to move between states was hampered by their inability to stay in public places. The Civil Rights Act of 1964 was passed by Congress. The Civil Rights Act of 1964, Title II, prohibits racial discrimination in public accommodations such as restaurants and hotels.
With the statute established, a very powerful legal instrument for enforcing equal treatment became accessible. There have been fewer and fewer cases of direct racial discrimination in public accommodations throughout the years. Despite US Supreme Court rulings declaring these practices unconstitutional, Congress established the Civil Rights Act of 1964 in reaction to persistent discrimination against African-Americans. Because the Eisenhower administration was unconcerned about African-American civil rights, many sections of the country (particularly the South) defied the Supreme Court and continued to operate under Jim Crow laws. Civil rights and constitutional protection became a higher priority for both the Kennedy and Johnson administrations, resulting in enforceable legislation such as the Civil Rights Act of 1964.
Moreton Rolleston, the owner, sued in federal court, claiming that the Act’s restrictions exceeded Congress’s authority over interstate trade under the Commerce Clause. Rolleston argued against Title II of the Civil Rights Act of 1964, which prohibits discrimination in places of public accommodation based on race, religion, or national origin. He went on to say that humans are not commerce; rather, people engage in commerce to justify the Act’s foundation in the Commerce Clause. As a result, because the profit derives from people rather than things, a hotel or motel does not have to engage in interstate commerce. Individual racial discrimination is not outlawed by the Fourteenth Amendment of the Constitution, according to Rolleston, who claims that discrimination is a private evil that individuals are free to commit. In response, the United States’ Solicitor General, Archibald Cox, argued that the restrictions requiring adequate accommodations for African Americans were inextricably linked to interstate travel and that Congress, under the Constitution’s Commerce Clause, had the authority to address the issue in law. Racial discrimination at hotels and restaurants, according to Cox, “constitute[s] a source of hardship or hindrance to interstate trade.”
It is because of the Civil Rights Act of 1964, which forbids public accommodations such as motels and hotels from discriminating against patrons based on race, sex, color, religion, or national origin, I agree with the Supreme Court. This resulted in inequality. The Civil Rights Act of 1964, which authorized Congress to regulate private enterprises if it harmed commerce, was affirmed in this case, and the result was the demolition of the Jim Crow system.
JANUS CAPITAL GROUP. V. FIRST DERIVATIVE TRADERS
Janus capital group filed the Securities and Exchange Commission (SEC) Rule 10b–5 prohibits “any person from making any misleading statement of a material fact” in connection with the acquisition or sale of securities. JCG and its wholly-owned subsidiary, petitioner Janus Capital Management LLC (JCM), allegedly made misleading representations in mutual fund prospectuses filed by Janus Investment Fund, according to the complaint (511 U. S. 164).
I agree with the finding, particularly the government’s argument that “made” which should be defined as “create,” allowing private litigants to sue a person who gives inaccurate or misleading information that another person incorporates into a statement.
References
C. Richard, J. Fliter, (2020). Civil Rights and Public Accommodations: The Heart of Atlanta Motel and McClung Cases Perspectives on Political Science – search.proquest.com
L. McClain – Md. L. Rev. (2020), Involuntary Servitude, Public Accommodations Laws, and the Legacy of Heart of Atlanta Motel. v. the United States. Hein Online.
Healthybods Program
Promotional Video: Healthybods Program
Our project focused on Healthybods and healthy eating. The primary method would be viral online videos that intend to foster a healthy lifestyle amongst target groups. Our primary intention is to show the need for healthy living. We begin by presenting statistics regarding people who live healthy lifestyles. Living a healthy lifestyle entails more than simply going to the doctor and taking prescribed medications. Members’ physical, mental, and emotional well-being are all influenced by elements of health and wellness, which are essential to their success.
My software of choice was the Premier Pro that allowed me to cut, paste, edit, add music, and render into different quality types. The total shooting time of the video material was about 17 minutes, and the target is a 3-minute promotional video. The rough cut first selects the shots that can be placed in the promotional film, some close-ups, large panoramas, and interesting and vivid pictures. The length of the rough cut is 4 minutes and 26 seconds.
Our video is themed on happiness as an attained scenario that uses dance to change lifestyle. The promotional video begins by celebrating healthy living. Now is the time to check out our most current wellness campaign, which recognizes actual individuals who are taking measures to enhance their emotional and mental health in their own life or in their connections with other people. The insurance firm has produced a series of documentaries addressing health themes such as working out with friends, the advantages of pets, and other such topics.
Then I pulled in the background music, trimmed the video again in alignment with the duration of the background music, and made sure that the specific duration of the clip corresponds to the screen. This process was very time consuming.
As shown in the third excerpt below, I then marked the rhythm points of the music, and then set some stepping points on the screen to match the screen. The green point is the point of hitting, it is the point where I pressed and held the m on the keyboard to mark the accent.
As shown below, I then added transitions to make transitions less blunt. I also added the overlays of the film frame, and set the fade of the picture between the two songs, so that the excessive was not so obtrusive.
We focused on presenting happy faces from the onset of the video. Our school setting makes it an ideal program for young people to adopt a culture of exercise. Many various dance styles are available, ranging from ballroom to barn dancing, disco to other forms of dancing, and everything in between. In human culture, rituals, and festivals, dance has always played a significant role, and it is likely to continue to do so in the future. The majority of dancing nowadays is done for enjoyment and self-expression, while it may also be done in a competitive setting in certain circumstances. Dancing is a fun and effective approach to increase physical activity while also maintaining a healthy weight.
In summary, I learnt that we can achieve anything we put our minds to. I found the editing process to be quite hectic and time consuming. While enjoyable, it was very tiring. I spent hours practicing and removing and adding segments from the raw footage. I learnt to be more patient, to be open to ideas, and to critique my own work. I also learnt to ask for help where I was stuck. I would say that this project was a learning experience for me. People can get a healthy body even if they don’t want to change their lifestyle. We came to this conclusion with the help of our promotional film. Music and dance have been important parts of the human experience for a long time. There are a lot of people who do these things for social and fun reasons. In spite of this, dancing may also be a good way to get fit, something that isn’t as well known or understood. Our promotional video intends to bring out the benefits of how a simple dance can change the way we live. Whether you’re dancing in a group, with a partner, or by yourself, there are many options. A number of settings, including dance schools, social events, community halls, and even the quiet of your own home, are available for you to practice your dancing. With the rise in popularity of fitness and health clubs offering dance classes as part of their group training programs, dancing has become an increasingly popular method to stay active and in shape. Dancing may be done for fun or for a sense of accomplishment via competition. Given its accessibility to people of all ages, it has the potential to be an excellent leisure and sports activity to participate in. It doesn’t matter whether it’s cold or pouring outside since most of the dancing takes place inside. The equipment you’ll need may vary depending on the kind of dance you wish to do. In order to practice tap dance, for example, you’ll need to acquire tap shoes, and in order to practice ballet, you’ll need to get ballet slippers and ballet clothes.