The Impact Of Modern International Development Policy On A...

â€Å"Don’t be fooled by the generosity of the gardener, O flower! The water that you get is for the flowers that he wants.† – Persian proverb Introduction There is no set definition for development, but they mostly do agree that it revolves around improving a country’s living standards, economic growth, and human development. But the main definition of development used for this paper is given by Allen Thomas (2000, p29) who state that there are three senses of the word â€Å"development†, one of them being â€Å"as consisting of deliberate efforts aimed at improvement on the part of various agencies, including governments, all kinds of organisations and social movements†. Development will be discussed from the viewpoint of international development policy and not from the broader sense of the word. This paper argues that modern international development policy is a tool that is used by mainly rich countries to further their own interests. The paper first briefly gives background information on the start of modern international development. The main body then explains some of the ways that international developmen t policy is being used as a tool by rich donors e.g. as a ‘soft’ power to exert their influence, to promote national businesses, to slow the growth of developing countries, and to prevent the spread of other ideologies. The paper then counters three main criticisms of the argument, namely that rich countries are increasingly trying to provide less aid, that real gains inShow MoreRelatedImpacts of Globilisation a Case Study of Australia1346 Words   |  6 PagesGlobilisation has both positive and negative impacts on the worlds population: Globilisation defined as a process of interaction and integration of the people, companies and governments of different nations, a process driven by international trade and investment and aided by information technology. 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Underrepresented Students Benefit From A Multicultural...

underrepresented students benefit from a multicultural education but all students, even those who are benefactors of the privilege commiserate with membership in the dominant group† (Thorington 2). Affirmative action is a strategic method that provides both colleges and all students a benefit of learning and adapting to the real world. Despite affirmative action’s purpose of accessible educational equality and diversity, some universities have been sued by students over the reason that affirmative action gives colleges the authority to use racial preferences when selecting candidates for admittance. Cases such as the Fisher v. University of Texas at Austin and Bakke v. Regents of the University of California demonstrate how white applicants felt victimized by racial preferences and reverse discrimination; they argue that when colleges act under race-conscious admissions policies, it is a violation of their 14th amendment right and the Equal Protection Clause (Foley 187 ). 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Effective ways of teaching method free essay sample

The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at secondary level, i search about perceptions of best and effective teaching methods and the reason for that. I searched that most of the students rated lecture method as the best teaching method. Becuse of the teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes. The group discussion was the second best method of teaching because of more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students. To make an effective learning methods first Remember that your students are supposed to be the beneficiaries of your communication. Dont make too many assumptions about your students. â€Å" This Research indicates also that students are the most qualified sources to report on the extent to which the learning experience was productive, informative, satisfying, or worthwhile. We will write a custom essay sample on Effective ways of teaching method or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While opinions on these matters are not direct measures of teacher’s effectiveness, they are legitimate indicators of student satisfaction, and there is substantial research linking student satisfaction to effective teaching. This research aim to tell you some methods on how the student may learned through effective learning strategies that the teacher may use. Teaching strategies refer to methods used to help students learn the desired course contents and be able to develop achievable goals in the future. Teaching strategies identify the different available learning methods to enable them to develop the right strategy to deal with the target group identified. Assessment of the learning capabilities of students provides a key pillar in development of a successful teaching strategy. BIBLIOGRAPHY A. BOOKS Danielson, Charlotte – Path ways to teaching series Merrill/Pearson,2010 – Education Frey, Nancy phD – the effective teacher’s guide M. E. S. ELIZABETH – methods of teaching english English language – 2004 B. INTERNET Clas. web. nthu. edu. tw/esfiles Effective teaching methods I. INTRODUCTION II. BODY OF CONTENT A. Why is it important ? B. Teaching Methods b1. Lecture Methods b2. Discussion Methods b3. Role Play b4. Case Study b5. Brain Storming b6. Assignment Methods IV. RECOMENDATION V. BIBLIOGRAPHY EFFECTIVE WAYS OF TEACHING METHODS AT SECONDARY LEVEL. II. Why is it important ? Teaching is extraordinarily important, complex, and demanding work,and a teacher’s workday consists of making hundreds of decisions that promote high-level student learning. The work is and should be daunting. Grounded and concise, this first edition text provides readers with theory-based practices that will illuminate the art and craft of teaching. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. It is equally filled with suggestions of what not to do in the classroom. However, there is no rule book on which teaching methods match up best to which skills and/or content that is being taught. Students often have little expertise in knowing if the method selected by an individual instructor was the best teaching method or just â€Å"a method† or simply the method with which the teacher was most comfortable. There is much debate within the higher education community on how teaching or teaching effectiveness may be defined that is why this kind of research is important for them to have an idea how they will be able to conduct an effective teaching methods for their student. III. TEACHING METHODS LECTURE METHOD Lecture Method: A lecture is a talk or verbal presentation given by a lecturer,trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education. This method is economical, can be used for a large number of students, material can be covered in a structured manner and the teacher has a great control of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. Teaching Methods† stated strengths of lecture method that it presents factual material in direct, logical manner, contains experience which inspires, stimulates thinking to open discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best method because according to opinion of students it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students. Lecture gives the pupils training in listening and taking rapid notes. For Improving Lecture Methods. †¢ Lecture material should be stimulating and thought provoking. †¢ Information should be delivered dramatically by using example to make it memorable. †¢ The teacher needs to use questions throughout the lecture to involve students in the learning process and to check their comprehension. †¢ Reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. †¢ Teacher should take feedback of students to improve lecture meth †¢ DISCUSSION It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. discussion as, pools ideas and experiences from group, an allows everyone to participate in an active process. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that; it has more participation of students, the learning is more effective, the students don’t have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. For Improving Discussion Methods †¢ The teacher should spend sufficient time in preparing the process and steps of discussion. †¢ Different aspects of the topic and the parameters should be selected for the focused discussion. †¢ Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach a conclusion. †¢ The teacher in the beginning should introduce the topic, the purpose of discussion, and the students participating in discussion. †¢ Before the start of discussion, background information about the topic should be provided. †¢ There is a need to include questions to provide direction. †¢ Relaxed environment should be created to foster the process of discussion †¢ Teacher after opening the discussion should play the role of a facilitator involving every one and at the end should summarize the discussion. †¢ Encourage students listen other’s point of view and then evaluate their own. †¢ Teacher should give value to all students’ opinions and try not to allow his/her own difference of opinion, prevent communication and debate. †¢ROLE PLAY occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and beliefs; or loosely indicated by an outline of the function or task. These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels. It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. For Improving Role Play Method Before the role play, the teacher should brief participants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to behave naturally. †¢ Teacher should select brief observers about their roles. †¢ During the role play, the teacher must keep quiet, listen take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be prepared for some action if participants dry up and can intervene as a last resort. †¢ After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, †¢ The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings. †¢CASE STUDY Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically used to develop critical thinking and problem-solving skills, as well as to present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked, -to diagnose particular problem only. -to diagnose problem provide solution. -to give reasons implications of action after providing both problem solution. It is a time consuming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to, -read the case and determine the key problems faced by the decision maker, -determine the data required to analyze the problems and for a synthesis into solutions, -develop, analyze, and compare alternative solutions, and recommend a course of action. For Improving Case Study Methods †¢ Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. †¢ Students should work in group to prepare a written report and/or a formal presentation of the case. †¢BRAINSTORMING It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building. It develops listening skills. For Improving Brainstorming Method Ground rules for running brainstorming Methods: †¢ There should be no criticism and the wild ideas should be encouraged and recorded without evaluation. †¢ Emphasis should be placed on quantity of ideas and not the quality. †¢ There is a need of equal participation of members. †¢ It can be unfocused so teacher should know how to control discussion and facilitate issues. †¢ It works well in small group. †¢ASSIGNMENT METHOD Written assignments help in organization of knowledge, assimilation of facts and better preparation of examinations. It emphasizes on individual pupil work and the method that helps both teaching and learning processes, For Improving Assignment Method †¢ Teacher should describe the parameters of the topic of assignment. †¢ Fully explain assignments so that students know how to best prepare. When the inevitable question, Will we be tested on this? arises, make sure your answer includes not only a yes or no, but a because . . . †¢ Davis (1993) suggests that â€Å"Give assignments and exams that recognize students diverse backgrounds and special interests. For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative healing belief systems. A faculty member in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. † IV. RECOMENDATION †¢PARENT To evaluate teaching effectiveness different methods can be used including peer review, self-evaluation, teaching portfolios, it can also be done in home in the youngest children , to prepare for schooling. †¢STUDENTS student achievement and students’ ratings of teaching methods used by their teachers. students provide anonymous feedback at the end of each course they complete, faculty and will be used to improve the teaching and learning in the course otherwise they are unlikely to take the rating process seriously †¢TEACHERS Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. Teachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students.

Sample Essay for Summarizing, Paraphrasing, and Qu Essays

Sample Essay for Summarizing, Paraphrasing, and Quoting So That Nobody Has To Go To School If They Don't Want To by Roger Sipher A decline in standardized test scores is but the most recent indicator that American education is in trouble. One reason for the crisis is that present mandatory-attendance laws force many to attend school who have no wish to be there. Such children have little desire to learn and are so antagonistic to school that neither they nor more highly motivated students receive the quality education that is the birthright of every American. The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend. This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-attendance laws increased the number of children in school. They found, too, that school systems have never effectively enforced such laws, usually because of the expense involved. There is no contradiction between the assertion that compulsory attendance has had little effect on the number of children attending school and the argument that repeal would be a positive step toward improving education. Most parents want a high school education for their children. Unfortunately, compulsory attendance hampers the ability of public school officials to enforce legitimate educational and disciplinary policies and thereby make the education a good one. Private schools have no such problem. They can fail or dismiss students, knowing such students can attend public school. Without compulsory attendance, public schools would be freer to oust students whose academic or personal behavior undermines the educational mission of the institution. Has not the noble experiment of a formal education for everyone failed? While we pay homage to the homily, "You can lead a horse to water but you can't make him drink," we have pretended it is not true in education. Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these students do any homework. Quite the contrary, these students know they will be passed from grade to grade until they are old enough to quit or until, as is more likely, they receive a high school diploma. At the point when students could legally quit, most choose to remain since they know they are likely to be allowed to graduate whether they do acceptable work or not. Abolition of archaic attendance laws would produce enormous dividends. First, it would alert everyone that school is a serious place where one goes to learn. Schools are neither day-care centers nor indoor street corners. Young people who resist learning should stay away; indeed, an end to compulsory schooling would require them to stay away. Second, students opposed to learning would not be able to pollute the educational atmosphere for those who want to learn. Teachers could stop policing recalcitrant students and start educating. Third, grades would show what they are supposed to: how well a student is learning. Parents could again read report cards and know if their children were making progress. Fourth, public esteem for schools would increase. People would stop regarding them as way stations for adolescents and start thinking of them as institutions for educating America's youth. Fifth, elementary schools would change because students would find out early they had better learn something or risk flunking out later. Elementary teachers would no longer have to pass their failures on to junior high and high school. Sixth, the cost of enforcing compulsory education would be eliminated. Despite enforcement efforts, nearly 15 percent of the school-age children in our largest cities are almost permanently absent from school. Communities could use these savings to support institutions to deal with young people not in school. If, in the long run, these institutions prove more costly, at least we would not confuse their mission with that of schools. Schools should be for education. At present, they are only tangentially so. They have attempted to serve an all-encompassing social function, trying to be all things to all people. In the process they have failed miserably at what they were originally formed to accomplish. Example Summary, Paraphrase, and Quotation from the Essay: Example summary: Roger Sipher makes his case for getting rid of compulsory-attendance laws in