Tuesday, January 28, 2020
Imperialism in the late 19th century Essay Example for Free
Imperialism in the late 19th century Essay In the late 19th century Americans fully embraced the concept of American exceptionalism, believing the â€Å"United States had a destiny unique among nations to foster democracy and civilization.†With this ideology, Social Darwinism, Anglo-Saxon, naval expansion, and the need for market promoted the rise to imperialism in the United States. When the Americans moved west and defeated the Native Americans they felt matchless because of all the technological and social developments they had over the Native Americans. Americans were able to trade and exchange guns, agriculture, and animals with Europe and Asia. The Americans thought God was making room for them but Social Darwinism is what vindicated the Whites ruling over weaker races. The wealthy used a scientific theory as a comparison to validate their greedy behavior and avoid paying taxes. There were 14 hour days for employees, no annuities, healthcare, or education. They believed the poor should work their way out of poverty. Darwinists assumed some races were inherently determined and that nature should be allowed to eliminate the unfortunate. Their way of thinking is what initiated the Holocaust. They believed that the assassinations of the Jews in World War ll meant they were cleaning out mediocre heredities. Darwinism, not to be addressed so much to Charles Darwin, but Herbert Spencer, came up with the expression â€Å"survival of the fittest.†Darwinism was a feuded rivalry between social groups creating a dog-eat-dog world. The Anglo-Saxon race felt different and that they were the superior and higher ones that were pre destined to rule the world. Josiah Strong, a Congregationalist minister, believed â€Å"The Essence of Christianity is Love.†In order to even consider yourself an Anglo-Saxon, you had to love civil liberty. You had to be a strong spiritual Christian and have a brain for colonizing. You also had to possess a great liveliness toward your own kind. Strong insisted that the Anglo-Saxons spread Christianity and share their material godsends throughout the world. The group was predestined by God. Strong believed that in order to spread out, there needed to be form of connection between the United States and the Philippines. The United States would bring the gospel of Jesus to the unfortunate races. To gain supremacy in the Pacific, they needed to build a canal across Central America. The Anglo-Saxons needed to obtain power over the Pacific to complete the works of God and the United States needed the islands because Russia’s effect on Korea was growing rapidly. In 1901, expansion became a certainty. Mahan believed the United States economy would be incapable of receiving the vast amounts of industrial and commercial goods being manufactured locally. He then guaranteed the United States an assured access to international markets. Securing access would cause for a stronger navy, a navy that could carry out American commodities across the great highway and high seas. They needed a battleship navy to extinguish opposing navies and a system of naval bases proficient enough to provide fuel and supplies for the expanded navy. Mahan suggested the idea that the countries with the largest navy would attain the world. He was very adamant about the importance of the navy and trying to overcome the world. This was believed to be even truer once Hawaii, Cuba, and the Philippines were acquired. William Seward then strived to endorse an agreement with the Colombian Government to allow the United States to build a waterway through the Panama territory. After the Spanish-American War, the United States attained power over territories that could function as coaling stations and naval bases. The foreign market for American redundant products caused economic expansion to those nations. America was manufacturing way more than they could use. The markets of oil, steel, and agriculture were in major favor of the American expansion. Most demands for expansion were met by large commercial farmers. Vast amounts of raw materials were needed to properly preserve a strong industrial economy. Machinery became a large industry and all kinds of machines were established. Businesses were able to maneuver over wide areas creating chain stores everywhere. The invention of the steamship cut the travel time for shipping goods. The faster shipments arrived, the faster they could take advantage of supplies and sell manufactured goods. Oil was discovered in western Pennsylvania and used as lubricants and kerosene for lamps. Steel mills flourished in places where coal and iron elements could be brought together to produce steel. The American labor movement began to create unions. The unions began negotiating with possessors for higher earnings and better working environments. The wi de-ranging knowledge of industrial development and scientific development helped enable perception for the creation of new businesses and technologies. Advanced technology strengthened the power and control of industrialized countries. The convenience of prosperity, progression by the unrestricted market of controllable canals, and coastal waterways, the large quantity of natural resources aided cheap withdrawal of goods. This strengthened the power and influence of industrial countries and allowed them higher advantage in war and economic growth. Contribution in the war overwhelmingly reformed the economy, governments, and society of the nation. This created a lucrative report creating work places for large immigrations. The United States had taken its place as the leading world supremacy. Works Cited Henretta, A. James, https://spider.georgetown.college.edu/htalent/border/bs1/berge.htm
Monday, January 20, 2020
What is Leadership? :: Management
Depending on who you ask, you will receive get replies as to what leadership is all about. Is a leader: †¢Ã‚     someone who gets the job done? †¢Ã‚     someone who get other people to follow them? †¢Ã‚     someone who has great management skills? †¢Ã‚     someone who inspires people? The list could be longer, and the responses, as we mentioned, even more diverse, depending on whom you ask. Someone once said: â€Å"If you want to know if you are a leader, look around and see if anyone is following you†. Whilst this may be a good test in one sense, it is probably a too simplistic answer to the question. It is more likely to cause problems than provide an answer or a solution. To stop and look around when you have been going in a particular direction is fine if there are people following you; the problem arises when you look around and see that no one is following you! Kouzes and Posner mention in their book that there are five practices of exemplary leadership: †¢Ã‚     Model the Way †¢Ã‚     Inspired a Shared Vision †¢Ã‚     Challenge the Process †¢Ã‚     Enable Others to Act †¢Ã‚     Encourage the Heart They have also conducted a survey across six continents to identify the characteristics of admired leaders, and it is interesting that the top four characteristics are: 1.     honest               88%          A93% 2.     forward-looking     71%          A83% 3.     competent          66%          A59% 4.     inspiring          65%          A73% In the area of honesty, integrity and character were often linked together in people’s minds. Forward-looking was to do with a sense of direction, awareness of the future.
Sunday, January 12, 2020
Polycystic Ovary Syndrome
Introduction: Polycystic ovary syndrome (PCOS) is a common endocrinology disorder affecting 15–20% of women in reproductive age worldwide (1).  PCOS characterized by hyperandrogenism and high level of insulin resistance which leads to the dysfunction of the hypothalamic-pituitary-ovary axis, resulting in anovulation and menstrual irregularity (2-6). PCOS is considered the most common cause of anovulatory infertility. Around 90%–95% of an-ovulatory women visiting infertility clinics have PCOS (7). The current first-line infertility treatment in women with polycystic ovary syndrome is Clomiphene Citrate. However, it has drawbacks, including its overall poor efficacy (only a 22% rate of live birth with up to six cycles of clomiphene (8)), ovulation rate of only 46% (9) and an undesirable side-effect profile, including mood changes and hot flushes. Failure either to ovulate (clomiphene resistance), or to conceive with ovulation (clomiphene failure) often leads to the use of more expensive treatment options for infertility that associated with higher multiple pregnancy rates and an increased risk of the ovarian hyperstimulation syndrome (10). Insulin-sensitizing agents, such as metformin, have been used successfully to treat women with PCOS (11). However, metformin also has multiple undesirable gastrointestinal side effects such as nausea (61%), vomiting (30%), and diarrhea (65%). (12,13) Furthermore, many women who have PCOS are not satisfied with pharmaceutical treatment. In a survey done on women with PCOS, 99% expressed their desire for effective treatment alternatives to fertility drugs, (14) and as many as 70% of women with PCOS use complementary medicines (15-16). Herbal Medicine is still widely used from world population for approximately 75-80%; this is because that herbal medicine is considered more culturally acceptable, less dangerous and more natural form of treatment (17). In Saudi Arabia, approximately 80% of the population use herbal medicine, and one of the main reasons is the ease of use of herbs that could be taken orally without painful procedure or invasive methods (18). Cinnamon, a commonly used spice, has become a natural product of interest because it has been considered to have health benefits, such as reducing blood glucose, total cholesterol, LDL cholesterol and decreasing insulin resistance (19). Cinnamon increases insulin sensitivity likely because of its effect on intermediate metabolites acting at the cellular level (20). Several studies stated that polyphenol polymers isolated from cinnamon could increase insulin-dependent glucose metabolism. (21-23) Cinnamon usually causes no serious side effects. The reported adverse events of cinnamon include headache, heartburn and menstrual cramps (24). In general, herbal medicines are better tolerated than pharmaceutical medications as shown in a systematic review for critical evaluation of clinical efficacy and adverse events of herbal remedies (25). Cinnamon extract may offer a low cost, readily available and relatively easily implemented means of reducing insulin resistance and thereby improving ovulation in women with PCOS.2. Literature Review: A randomized, double-blinded, controlled trial investigating the effect of cinnamon on menstrual cyclicity in women with PCOS, women receiving daily 1.5 g of cinnamon treatment showed significant improvements in menstrual cyclicity, whereas patients receiving placebo did not. Sampling from different patients in the study showed the luteal phase serum progesterone (progesterone level >3 ng/mL), sonographic visualization of corpora lutea, and pregnancy which all support that the bleeding has resulted from ovulatory cycles, rather than merely changes in menstrual flow (24). That suggests that cinnamon supplement may have an effect on ovulation induction in women with PCOS. Regarding the effect of cinnamon on insulin resistance, a study conducted in 2017 involving 66 women with PCOS in a randomized, double?blind placebo?controlled clinical trial. The women in the first group treated by cinnamon capsules 1.5 g/day for three months and the second group by placebo capsules. The homeostatic model assessment for insulin resistance (p = .014) reduced after the three months in the cinnamon group compared with the placebo (26). Another randomized control study concluded that oral administration of 1g of cinnamon extract daily for eight weeks was well tolerated and improved insulin sensitivity in nondiabetic women with PCOS (27). A double-blind randomized control study, comparing the effect of cinnamon and metformin on insulin resistance in 112 women with PCOS taking 1g of cinnamon versus 1g of metformin daily, shows that both significantly decreasing the insulin resistance (28). A study in non-PCOS patients with elevated serum glucose, 173 patients were enrolled and given 500mg of cinnamon daily for two months, showed a significant reduction on fasting insulin, glucose, total cholesterol, and LDL cholesterol and enhanced insulin sensitivity (29). There are many studies conducted on metformin as insulin-sensitizing agent on ovulation in PCOS women. In a systematic review, forty-four trials (3992 women) were included for analysis, 38 of them using metformin and involving 3495 women, clinical pregnancy rates were improved for metformin versus placebo (pooled OR 2.31, 95% CI 1.52 to 3.51, 8 trials, 707 women) and for metformin and clomiphene versus clomiphene alone (pooled OR 1.51, 95% CI 1.17 to 1.96, 11 trials, 1208 women) (30). Since the cinnamon have been suggested to improve the insulin resistance in previous studies and taking into account the side effects of metformin, a cinnamon supplement may offer a good and natural alternative to metformin as an insulin-sensitizing agent and thereby improve the ovulation in women with PCOS.3. Rational:The rarely and non-serious reported side effects of cinnamon along with the cost-effectiveness and availability lead to the need of exploring the effectiveness of cinnamon supplement as a complementary medicine for ovulation induction in women with PCOS.4.1 Aim:To determine the effectiveness of cinnamon supplement and clomiphene citrate (CC) combination on ovulation in women with PCOS.4.2 Objectives:Primary Objective:To compare the effectiveness of cinnamon supplement in combination with clomiphene citrate versus clomiphene citrate alone on ovulation in women with PCOS, in King Abdulaziz University Hospital in Jeddah 2018.Secondary Objectives:To measure the difference in insulin resistance after three months of cinnamon supplementation in women with PCOS in King Abdulaziz University Hospital in Jeddah 2018.To determine the effect of cinnamon and CC combination on menstrual cyclicity, approximated by menstrual frequency, during the study period, in women with PCOS in King Abdulaziz University Hospital in Jeddah 2018.To measure the pregnancy rate in women with PCOS in King Abdulaziz University Hospital in Jeddah 2018.To evaluate the quality of life in women with PCOS in King Abdulaziz University Hospital in Jeddah 2018.Materials and Methods Place of study:The study will be carried out in King Abdulaziz University Hospital, Obstetrics and gynecology clinics, in Jeddah 2018. Exclusion criteria:Current pregnancy or lactation.Current use of treatment of infertility.Established diagnosis of diabetes mellitus.Use of Insulin-sensitizing treatment within the past three monthsHormonal treatment involving estrogen or progesterone within the past three months.Known hypersensitivity to cinnamon.Use of statin medication.Any other supplements that contain cinnamon within the past month.BMI 35.Sample Size:To detect a clinically significant difference of 30% between the previously reported systematic review of ovulation rate (~46%) (9) with a one-sided 5% significance level and power of 80%, a sample size of 82 participants (41 per arm) is required. (Fleiss, Statistical Methods for Rates and Proportions, formulas 3.18 &3.19). Randomization:The participants will be randomized in 1:1 fashion using a computer program by trained assistance. Allocation concealment will be ensured using similar bottles labeled by letters A and B to receive either the combination of cinnamon supplement and clomiphene citrate or clomiphene citrate with placebo. The intervention allocation will be blind for both investigators and participants.5.6 Intervention:The Cinnamomum cassia (C. aromaticum) capsules will be purchase from Spring Valley company (distributed by Wal-Mart Stores, Inc. USA) by the investigator. Placebo capsules will be prepared by Batterjee Pharma Company and will contain 450 mg of starch and 50 mg of cinnamon powder (to improve blindness regarding taste and odor). Shape, size, and color of placebo capsules will be completely similar to the cinnamon capsules.Cinnamon and placebo capsules will be provided to both groups monthly for 12 weeks. Participants will be required to consume two capsules twice per day after meals (2g/day). The last packages of capsules will be checked at the end of the month, and the number of remaining capsules will be counted; after that, new packages will be delivered to patients. All capsules will be given simultaneously with the clomiphene citrate medication. Participants will be asked to keep their normal lifestyle including daily food and physical activity level.The 2g dose of cinnamon is chosen based on published clinical trials in patients with PCOS (8,15,16,17). All participants in both groups will be followed for three months or until pregnancy confirmed. The three month-period has chosen based on a systematic review that showed the effect of cinnamon could be as early as 4 weeks and up to 18 weeks (31).5.7 Adherence:Compliance with diet and medications and interval progress will be monitored with monthly visits with the investigator or his trained assistances along with SMS reminder or WhatsApp messages. Also, participants will be asked to return all study packs (including empty bottles) at every monthly visit.5.8 Patient safety:Patients will be monitored monthly during the study period, and any occurrence of adverse events will be recorded.5.9 Study Outcomes:Primary outcome: Progesterone level > 3ng/mL (ovulation confirmation) or pregnancy confirmed.Secondary outcomes: Changes in insulin resistance, menstrual cyclicity, pregnancy rate and fertility quality of life at the end of the study in comparison with the baseline values. Procedure:The study will be initiated after obtaining approval from the Unit of Biomedical Ethics in King Abdulaziz University and approval from Saudi Food and Drug Authority. All patients will be explained the procedure and risks involved in common, understandable languages and a written informed consent will be obtained. First visit: Patients meeting inclusion and exclusion criteria will be evaluated during the early follicular phase (day 3-7) after a spontaneous or induced menses (medroxyprogesterone acetate 10 mg twice?daily for 5 days) for: Baseline blood work:o (Hormone profile: FSH, LH and testosterone levels).o In day 21 (luteal phase) patients will be tested for progesterone level.o Insulin resistance using homeostasis model of insulin resistance [HOMA-IR] and Quantitative Insulin Sensitivity Check Index [QUICK-I].? QUICK= 1 / (log(fasting insulin  µU/mL) + log(fasting glucose mg/dl))? HOMA-IR= (FPI(mU/l) Ãâ€" FPG (mmol/l))/22.5 Height and weight will be measured and recorded for body mass index (BMI). Diagnosis of oligo-/anovulation will be based on a menstrual pattern of oligo/amenorrhoea (cycle >35 days) and/or a low mid-luteal serum progesterone concentration. Hyperandrogenaemia will be diagnosed either clinically (acne/hirsutism) or biochemically (testosterone ?2.5 nmol/l).Last Visit: At the end of three months, all subjects will be re-evaluated during the early follicular phase (day 3-7) after a spontaneous or induced menses for: Baseline blood work:(Hormone profile: FSH, LH, testosterone levels).o In day 21 patients will be tested for progesterone level.Insulin resistance using homeostasis model of insulin resistance [HOMA-IR] and Quantitative Insulin Sensitivity Check Index [QUICK-I].Height and weight for body mass index (BMI).Menstrual cyclicity, approximated by menstrual frequency, (number menses/number months observed).Pregnancy rate using positive urinary hCG and ultrasound detection of the gestational sac.Assessment of dietary intake: To assess participants' dietary intake, a 24-h food recall will be collected three times during the study (at baseline, middle and end of study). Patients will complete food descriptions including food and drinks (brand names), food preparation (ingredients) in detail as much as possible in the last day. Pictures of food commonly consumed in Saudi Arabia, together with a set of common household measurement tools (glass, cup, soup bowls, plates, teaspoon and tablespoon) will be provided to assist subjects in estimating the portion sizes of the food. Assessment of physical activity levels: IPAQ will be applied to assess the physical activity level of participants. The IPAQ form comprises walking, moderate- intensity and vigorous-intensity activity and will be expressed as metabolic equivalents per minute (MET-min) per week. The levels of physical activity will be categorized into low, moderate and high, based on the IPAQ criteria. Statistical Analysis:Statistical analysis will be performed using SPSS 25. Data will be expressed as mean  ± SD for continuous variables and percentage for non-continuous variables. Normality tests will be assessed through Shapiro-Wilk tests carried out on each parameter before analysis. Intention-to-treat (ITT) analysis will include all randomized subjects, regardless of whether or not they received the study treatments. Per protocol (PP) analysis will include all randomized subjects who received the study drug and were not lost to follow-up. Participants who lost to follow-up will be assumed neither to be pregnant nor to have ovulation in the ITT analysis.Relative risk, relative risk reduction, Number Needed to Treat and Number Needed to Harm will be calculated at 95% confidence interval. Study variables:VariableOperational definitioni.e., indicatorScale of measurementOvulationProgesterone level in capillary bloodContinuous:Progesterone level ;3ng/mLInsulin resistanceHOMA-IR and QUICK-IOrdinal:HOMA-IR Healthy Range: 1.0 (0.5–1.4)?Less than 1.0 means insulin-sensitive which is optimal.?Above 1.9 indicates early insulin resistance.?Above 2.9 indicates significant insulin resistance.QUICK-I range between 0.45 in healthy individuals and 0.30 in diabetics.Lower values reflect greater resistance with values below 0.339 indicating insulin resistance. Menstrual cyclicityMenstrual frequencyContinuous:(No. of menses/ No. of month)Pregnancy rateNo. of pregnancies including live births, induced abortions, and fetal deaths per 1,000Continuous:(Number of pregnancies including live births, induced abortions, and fetal deaths / Number of women aged 15 – 44 years) Ãâ€" 1,000Quality of lifeInfertility quality of life questionnaire Ordinal Ethical considerations:Approval from the Unit of Biomedical Ethics in King Abdulaziz University will be obtained before the start of the study.Informed consent of the participants will be considered an essential prerequisite for enrollment in the study.This study will be registered in Saudi Food and Drug Administration (SFDA) and at Clinicaltrial.gov website.Confidentiality of the response of the participants will be ensured by keeping the collected data secured and used only for the study purpose.Study duration:The recruitment period will be three months; each arm group will be followed for three months, the total study duration with data analysis and writing the thesis will be ten months.Table1: study time frame
Saturday, January 4, 2020
My Philosophy of a Constructivist Mathematics Education
At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering students’ mathematical experiences that fundamentally stems from a Piagetian genetic epistemological constructivist model that allow students to scaffold their learning through cognitive processes that are facilitated by teaching in a resource rich and collaborative environment (Thompson, 1994, p.69). The student Constructivist learning in mathematics should endeavour to encourage students to â€Å"construct their own mathematical knowledge through social interaction and meaningful activities†¦show more content†¦A skilled teacher will also construct an appropriate classroom environment where students openly discuss, reflect on and make sense of tasks set before them (Clements et al, 1990). Through pedagogical constructivism (Noddings, 1990, p.14) I believe that in order to teach well, â€Å"we need to know what our students are thinking, how they produce the chain of little marks we see on their papers, and what they can do (or want to do) with the material we present to them (Noddings, 1990, p.15).†Through pedagogical constructivism, teacher should warrant the use of more effective diagnostic tools, such as understanding ways of thinking, methodical errors and misconceptions (Noddings, 1990, p.15). This is achieved by using an array of effective teaching strategies. Justified Learning teaching strategies to develop understanding It is important to note that a student’s view of a subject is founded upon the experiences in which he/she is immersed in and this subsequently forms their expectations of mathematics (Knowles, 2009, p.29). The strategies that teachera employ should be both challenging but achievable and furthermore within Vygotsky’s zone of proximal development (ZPD). â€Å"Realting is the most powerful contextual teaching strategy and is at the heart of constructivism (Crawford et al, 1999, p. 34).†This is where students draw on their own life experiences and use their prior knowledge to address a problem or question at hand. It isShow MoreRelated My Philosophy of a Constructivist Mathematics Education Essay1285 Words  | 6 Pagesunderstanding (Van de Walle, 2007, p.27).†My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical? Does it symbolise a student that can remember a formula, write down symbols, see a pattern or solve a problem? I believe in enriching and empowering a student’s mathematical experience that fundamentally stems from a Piagetian genetic epistemological constructivist model. This allows the student to scaffoldRead MoreEssay Theoretical Stance on Learning and Teaching Mathematics1495 Words  | 6 Pagesthe Teaching of Mathematics – As a pre-service teacher, my philosophy of teaching Mathematics is based on a constructivist, student-centred approach. I have learned, through my practicum experiences, as well as Mathematics Education courses, which advocate this approach, that it is the most effective way to teach Mathematics. This essay will explicitly describe my philosophy, as well as explain and justify the specific teaching and learning strategies related to this philosophy, supported by theRead MoreExploring Inquiry Based Spatial Sense Activities1236 Words  | 5 Pagesteachers accountable for the education of America’s children. These initiatives are somewhat convoluted, but are in place to ensure that students who graduate our educational institutions are college and career ready. These reforms are reinforced by the General Assembly, who in 1995, passed legislation that requires students with disabilities be educated and held accountable to the standards of their non-disabled peers (US Governme nt, 2015). Prior to 1995, special education teachers had been affordedRead MoreQuestions On Teaching And Learning2111 Words  | 9 PagesThe area of curriculum in which I am interested is primary school mathematics in New Zealand. Learning and teaching mathematics is an important area of focus and challenge for teachers and researchers. Children difficulties with like and dislike for mathematics seem to increase as they progress to higher grades and, as testing become more significant in terms of its intermediate and lower term consequences. The NZC (MoE, 2007a) provides a distinct statement of the knowledge, competencies, and valuesRead MoreMy Beliefs As An Educator For Over Nineteen Years Essay1678 Words  | 7 PagesMy Beliefs As an educator for over nineteen years, I have witnessed many different styles and methods of teaching and learning. Reflecting on past years I see many different factors that have built my beliefs and philosophy on leadership, teaching and learning. While some beliefs have been established through formal education; most are a result of observation, trial-and-error, field-tested, real-time, relevant learning experiences. â€Å"Learning is how people make sense of their experience – learningRead MoreEssay on Special Education Reflection1336 Words  | 6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making fun of students with learning disabilities was wrong. However, I never felt that inclusion of special education studentsRead MoreSpecial Education Reflection1329 Words  | 6 PagesREFLECTION PAPER Reflection Paper En Tseh Wang Lehigh University Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making fun of students with learningRead MoreMy Teaching Ideas and Theory Applications2728 Words  | 11 PagesI believe every child can succeed in mathematics, and it is my role to unlock this potential. I aim to teach in ways that help children develop cooperation, assertion and responsibility, as well as a good understanding of subject matter. I believe this can be achieved by creating a culture in the classroom that is built gradually on trust, with a common language, through rules that we create together, and by practicing procedures until they become nearly automatic. I aim to use the resources, materialsRead MoreThe Effect Of Inquiry Based Learning On Pupils Understanding2214 Words  | 9 PagesINQUIRY – BASED LEARNING ON PUPILS’ UNDERSTANDING Two of the three aims of the national curriculum for mathematics in England states that pupils should be able to: †¢ reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language †¢ solve problems by applying their mathematics to a variety of routine and non - routine problems with increasing sophistication, including breaking downRead MoreEssay on My Philosophy of Education1613 Words  | 7 PagesWhen asked how one would define education many may say it is learning subjects such as Mathematics and English, being tested to see what one has absorbed and that the subsequent marks indicate the level of one’s success. Until recently, due to my experiences in education, I too agreed with this as well as believing that I was of a certain ability level. Only now, through having being introduced to various learning theories, experiences and influences during teacher training have I started to develop
Subscribe to:
Posts (Atom)