The Medici Influence and the Italian Renaissance Essay

Post-Middle Age Italy was afflicted by medieval wars and the bubonic plague. It needed a change to restore the vision of what Italy could become. This change revealed itself within the Medici family, who helped return glory and influence to Florence. The Medici family saw the value in contributing to the advancement of the greatest minds of the period. This was evident in their patronage of leading artists such as Michelangelo and of renowned teachers such as Galileo. The sphere of influence the Medicis enjoyed also extended to the political arena, which happened to be heavily influenced by the Catholic Church at the time. The Medicis capitalized on the power of the Church. Through this influence and the use of â€Å"amici degli amici,† or†¦show more content†¦With Giovanni’s death in 1429, some saw an oppurtunity to capitalize on the event by attempting to displace the Medici family from its high place in the social and political landscape of the time. One su ch opportunity was taken by a wealthy rival, the Albizzi family, who put in motion a plot to have Giovanni’s son, Cosimo de Medici, arrested on accusations of treason and banished to Venice (Kent 177). This did not happen without consequences. With Cosimo’s exile he took with him a large source of Florentine capital, the Medici Bank. The Pope intervened and restored the Medicis to power (Birth). Thus began Cosimo’s restoration of Florentine pride and his support of great artists that many still admire today. An example of the effects of the Medicis’ support of artists involves the Dome of Santa Maria del Fiore. The dome of this chapel was built so large that that no architect knew how to complete the rooftop structure which made it a humiliating point in Florentine history. A contest to see who could complete the dome was won when a Florentine engineer named Brunelleschi, felt he had developed the solution. With the successful completion of the chapel, s upport from Cosimo de Medici, and the holy consecration performed by the Pope, a great structure that had been a source of humiliation was now a source of pride to the Florentines and the Medicis.Show MoreRelatedThe Medici Influence and the Italian Renaissance Essay1188 Words   |  5 Pagesglory and influence to Florence. The Medici’s saw the value in contributing to the advancement of the greatest minds of the period. This was evident in their patronage of leading Artists such as Michelangelo and of renowned Teachers such as Galileo. The sphere of influence the Medici’s enjoyed also extended to the political arena, which happened to be heavily influenced by the Catholic Church at the time. The Medici’s were able to capitalize on the power of the Church and through this influence and theRead MoreFlorence Was The Birthplace Of The Italian Renaissance898 Words   |  4 PagesThe Italian Renaissance was a period in history unlike most others; this was an era of ingenuity, expansion, and enlightenment that would revolutionize both society as the people of the Renaissance knew it to be, and as the future generations of individuals across the globe understand it today. Florence held itself out to be the birthplace of the Italian Renaissance, yet the people of this renaissance era never lost sight of the Greek and Roman heritage. The following essay will discuss the varyingRead MoreInfluence Of The Renaissance On Modern Western Society Essay1712 Words   |  7 PagesThe renaissance was a time of great and immeasurable change within all aspects of European life; so much so that it could be seen as beginnings of our modern western society. Leading this revitalization in culture and society in Europe’s historical development were to the two of the most dominant states of renaissance Italy, Florence and Venice. These small city-states were the powerhouses of the time and assisted speeding up the renaissance and helped spur revolutionary de velopments along the wayRead MoreThe Medici s Influence On The Renaissance1662 Words   |  7 Pagesthe population. Even into the Renaissance, this prevalent societal structure still existed with the elitists in control. However, there are several factors that contributed to the demise of feudalism. One of these factors ironically being a powerful family of bankers. Arguably the most prosperous family leading up to and throughout the renaissance, the Medici’s widespread influence changed countless aspects of life that we still benefit from today. Even though the Medici family were wealthy bankersRead MoreArt Of The Renaissance : Questions And Vocabulary1283 Words   |  6 PagesAssignment 12.5 (Art in the Renaissance) Assignment- Questions and Vocabulary Terms: Giotto, Masaccio, Botticelli, Perspective, Guild, Artisan, Apprentice, Patron, High Renaissance, Pope Julius II, Michelangelo, Northern Renaissance, madrigal. 1) Giotti di Bondone (1266-1337) was an Italian artist and architect from Florence in the very late Middle Ages. He is considered to be one of the most important artists in Italy because he contributed greatly to the Renaissance style of painting and art inRead MoreThe Late And Post Renaissance1386 Words   |  6 PagesThe late and post-renaissance was a time dominated by the Medici family, but many other Italian families had their time in power. As the late renaissance ended and the post-renaissance era started, the Corsini family gained power and influence under the Medici. With banks in England, offices around Europe, and palazzos in Italy, the family made fast and large steps toward gaining influence and relevance in Italy. While they earned respect on the financial side, they also progressed on the religiousRead More Patrons and Artisans of the Renaissance Period992 Words   |  4 PagesThe Renaissance period (1400 to 1700) covered art, literature, philosophy and government. R enaissance culture spread outwards from Florence, to other Italian cities and then, over the following centuries, to the rest of Europe. It is widely understood that it was a unique combination of several different influences that led to the Renaissance, with the social and political conditions of the era, combined with great wealth and the large number of talented artists and artisans in Florence; influencingRead MoreThe Medici; Heroes of the Rennaissance988 Words   |  4 PagesThe Medici; Heroes of the Renaissance In the year 2004, PBS broadcasted the series, â€Å"Medici; Godfathers of the Renaissance†. This four-part documentary, in attempt to gain viewer interest, compared the Medici to the mobsters found in Francis Ford’s â€Å"The Godfather†. The relation of the Medici to Italian mobsters in the PBS Medici series is in no way accurate, for they were not villains of the renaissance, but heroes. The Medici were very connected with the church, and used their extensiveRead MoreDefining The Terms Renaissance And Humanism854 Words   |  4 Pages1. Define the terms Renaissance and humanism. The New World Encyclopedia article â€Å"Renaissance† states the Renaissance featured scientific and artistic discoveries and transformations that propelled a cultural shift in Europe after the Middle Ages (2015). The New World Encyclopedia article â€Å"Humanism† indicates that Humanism primarily focuses on human being s place, potential, beauty, and so forth (2014). 2. Who were the Medici’s? The Medici family, comprised of former bankers and commerce men, becameRead MoreRecovery And Rebirth : The Age Of The Renaissance1414 Words   |  6 PagesOutline Recovery and Rebirth: The Age of the Renaissance Meaning and Characteristics of the Renaissance **Italian Renaissance primarily of the wealthy upper class of elite rather than mass movement** Urban Society Renaissance Italy a result of its commercial preeminence and political evolution, northern Italy (mid-14th century) was mostly a land of independent cities that dominated the country districts surrounding. the city-states were the centers of Italian political, economic, and social life. a

What Role Should Religion Play in Government Policies Free Essays

string(38) " on them for observing their beliefs\." Political Science 1020E Professor Nigmendra Narain Term 1 Essay: What role should religion play in government policies? By Nivedita Sen Student Number: 250589199 Section – LEC 575 In today’s world, religion plays a profound part in many people’s lives and they find it important to firmly follow the guiding principles of a religion. Religion has been around for many years and although different people have their own definition of what it may be, religion is essentially a personal belief system. An individual’s belief system is the set of principles by which the individual lives his/her daily life and which direct his/her thoughts and actions. We will write a custom essay sample on What Role Should Religion Play in Government Policies? or any similar topic only for you Order Now One question that arises in today’s society is: What role should religion play in government policies? This essay argues that religion should play no role in government policies because it would affect democracy of the state, influence laws on the basis of religious grounds and cause oppression of minority religions. In this essay, I first put forward 3 arguments on why religion should play no part in government policies and support these arguments with a range of scholarly articles. Next, I present two counter arguments followed by a rebuttal for each. This is followed by my conclusion, which re-states why religion should play no role in government policies. Religion is a significant factor in determining the quality of a democratic system (Braithewaite 2). Freedom of religion, or generally freedom of ethics, means that one does not need to agree with or acknowledge a religion or belief if it is against his or her wish. Furthermore, one should not be penalized if he or she wishes to follow one religion over the other or no religion at all. In a democratic system, a person’s religious faith is an extremely personal subject. Everybody should have the right to follow any religion they desire as long as their religious beliefs are not imposed on others. The social impact of a religion greatly depends on whether it is supported by the majority or the minority of the population. A religion supported by the majority has a significant effect on government and on societal principles. This majority religion dominates and impacts the government considerably by either controlling the government. In order for a democracy to function, there needs to be complete separation of religion from government. Addressing the connection between religion and democracy John Adams questioned, â€Å"Can a free government possibly exist with religion† (qtd. in Braithewaite 2). Similarly, James Madison asked, â€Å"What influence in fact have ecclesiastical establishments had on civil society? In some instances they have been seen to erect a spiritual tyranny on the ruins of civil society†¦in no instances have they been seen the guardians of the liberties of the people† (qtd. in Braithewaite 2). If religion plays a part in influencing government policies, there will one majority religion achieving control over the government. This will result in religiously inspired policies dominating the social dimension and citizen equality being affected. According to Braithwaite, this happens because the size of the majority religious group can influence the society and create individual preferences (Braithewaite 4). This causes the establishment of particular norms and rules about conduct of behaviour on the basis of the preferences of the majority religious group. These norms discriminate against people who do not agree with the beliefs of the majority group (Braithwaite 4). As a result, the democratic system is affected with the minority groups losing trust in the government as they see the majority group’s religious beliefs improperly influencing the state. Morals are norms of behaviour that the society acknowledges. Religion sets rules and customs for its followers. These religious rules influence the legislative system. If religion plays a role in government policies, it would also influence laws. For example, religious beliefs and morals influence abortion laws in many parts of the world. It is still looked upon as morally wrong on the basis of religious ideas to undergo an abortion procedure. Phillip Montague points that â€Å"legal and political debate and decision making should be governed by standard criteria for assessing reasons and reasoning, and when religious considerations fail to satisfy such criteria, they should not be allowed to influence matters of law and public policy† (Montague 17). He further states that these matters consist of abortion, capital punishment, and euthanasia along with numerous subjects of social justice such as welfare policies. Montague claims that in comparison with secular reasons, â€Å"religious reasons fail by a wide margin to deal adequately with the complexity of such issues† (Montague 17). For instance, a person who argues that homosexuality is morally wrong for the reason that it opposes the divine law would be referring to religious grounds to support his argument and not secular. Individuals should not be arguing for restrictive laws or policies if they do not have secular grounds to support them. They should only put across views that are based on secular reasons (Rosenblum 23). The results from Braithewaite and Bramsen’s study which examined the effects of SRAS on democracy showed that when the laws in a state are extremely sectarian and not secular in nature, the state is likely to be less democratic (Braithewaite and Bramsen 244). When religion is mixed with state, the outcome is societal norms created on the basis of religious beliefs of the majority religion and laws that are in some way influenced by it. As Nancy N. Rosenblum points, partisan faith may forbid certain practices such as consumption of alcohol, abortion, setting up some foreign policy goals et cetera on the basis of religious reasons. (Rosenblum 21). These norms of behaviour and religiously influenced laws are also imposed upon citizens who do not adhere to the majority religion and take away their freedom of faith. Some minority groups have experienced disadvantages inflicted by the state when they were not exempted from laws that called for conduct which did not agree with their beliefs, or which inflicted additional costs on them for observing their beliefs. You read "What Role Should Religion Play in Government Policies?" in category "Papers" They argue that enforcing such laws causes them to be penalized on the basis of their religion and prohibit them from fair membership in the society (Smithey 89). Therefore religion should be kept separate from the state or government. Another issue arising from the interference of religion in government policies is that religious minority groups may face oppression from the religious majority groups, resulting in tension between the two groups. As stated in the Canadian Charter, â€Å"policies that privilege the religious beliefs of some and not those of others pose equality problems ecause of the potential for creating in-groups and out-groups on the basis of religion† (Smithey 88). This may lead to things such rebellion by minority groups, conflicts and violence. Arabs form a minority group in Israel and one cause for Israel banning Kach (religious party in Israel), whose policy was forcing the â€Å"transfer† of Arabs from Israel, was creating social violence. Arabs were described by Meier Kahane as â€Å"cancer in the midst of us†¦ Let me become defense minister for two months and you will not have a single cockroach around here! I promise you a clean Eretz Yisrael† (Rosenblum 39). A study conducted by Jonathan Fox describes separation of religion and state (SRAS) as no government support for religion and no government intervention in the religious observations of the religions in a state, whether they be a minority religion or a majority religion (Fox 3). The results from Braithewaite and Bramsen’s study which examined the effects of SRAS on democracy showed that a state that gives preference a particular religion is likely to be less democratic (Braithewaite and Bramsen 244). It also indicated that creating a state religion and putting constraints on religious minorities also decreases democracy in a state (Braithewaite and Bramsen 244). If the level of democracy in a state is less, it would automatically lead to conflicts between religious groups, with the minority getting oppressed by the majority because of their large population. Religious tyranny may result in the minority groups expressing their frustration by rebelling and means of violence. Therefore, religion should not play any part in government policies. Many people may argue that religion should play a part in government policies and church and state should not be separated because any organised religion is comprised of a code of conduct or a set of acceptable principles to live by forms the moral foundation of a society and helps to guide people. However, every religion has a different code of conduct. What may be acceptable by one religion might not be acceptable by another religion. If the state decides to follow the principles and morals of the majority religion, the minorities will not accept it. This will cause clashes of beliefs and conflicts among religions, leading to a decrease in the level of democracy in the state. Also, there might be people who believe that they should follow their own set of morals and not be over shadowed by an organised religion. According to Ates Altinordu’s study of Turkish Islam in the post 1970 time period, Turkey’s leading social and political groups recognized Islamic activities as a threat to their identities and happiness (Altinordu 521). Olivier Roy firmly states that under such situations, Muslim activists possibly might face circumstances similar to that faced by a religious minority in spite of living in a society where the majority religion was Islam (qtd. In Altinordu 521) People might also argue that if religion plays a part in government policies, it will bring about unification of all the people in the state under one religion. However, this will again bring about inequality among the different religions within the state as the majority religion will dominate other religions. The minority will not have a say as they will be overshadowed by the majority. Government cannot mandate a religion over its citizens. For example, a Turkish woman’s application against banning of the Islamic headscarf was rejected by the European Court of Human Rights (Somer 13). A person has should have the freedom to practice his/her religion and wear a headscarf. Therefore, religion should be kept away from politics and should playa absolutely no role whatsoever in government policies. This essay addressed the question: What role should religion play in government policies? It argued that religion should play no role in government policies. It proved this by showing that if religion played a part in government policies, it would affect the democracy of the state, influence laws on the basis of religious grounds and cause oppression of minority religions. It is evident from this essay that mixing religion with government policies only causes conflicts. A person’s religion should strictly be a personal matter and should not be inflict or forced upon other people. More research should be done and surveys should be conducted throughout different counties with different cultural backgrounds to see how interference of religion in government policies adversely affects the democracy of the country and its citizens. Ideally, all countries would be secular. Although complete secularism is difficult to achieve, the separation of church and state will bring about some form of secularism. This situation would be beneficial to all the citizens and no one will face injustice. Works Cited Alt? nordu, Ates. â€Å"The Politicization of Religion: Political Catholicism and Political Islam in Comparative Perspective. † Politics ; Society 38. 4 (2010): 517-51. Web. Brathwaite, R. , and A. Bramsen. â€Å"Reconceptualizing Church and State: A Theoretical and Empirical Analysis of the Impact of Separation of Religion and State on Democracy. † Politics and Religion 1. 1 (2011): 1-35. Web. Brathwaite, Robert. Measuring Church and State: Religion, Culture, and the Impact on Democracy. † SSRN eLibrary (2010)Web. Fox, Jonathan. â€Å"World Separation of Religion and State into the 21st Century. † Comparative Political Studies 39. 5 (2006): 537-69. Web. Montague, Phillip. â€Å"Religious Reasons and Political Debate. † Social Theory and Practice 30. 3 (2004; 2004): 327-349. Web. Rosenblum, Nancy L. â€Å"Banning Parties: Religious and Ethnic Partisans hip in Multicultural Democracies. † Law Ethics of Human Rights 1. 1 (2007): 3-61. Web. Rosenblum, Nancy L. Religious Parties, Religious Political Identity, and the Cold Shoulder of Liberal Democratic Thought. † Ethical Theory and Moral Practice 6. 1 (2003): 23-53. Web. Smithey, Shannon Ishiyama. â€Å"Religious Freedom and Equality Concerns Under the Canadian Charter of Rights and Freedoms. † Canadian Journal of Political Science/Revue Canadienne de Science Politique 34. 1 (2001): 85-107. Web. Somer, Murat. â€Å"Moderate Islam and Secularist Opposition in Turkey: Implications for the World,Muslims and Secular Democracy. † Third World Quarterly 28. 7 (2007): pp. 1271-1289. Web. How to cite What Role Should Religion Play in Government Policies?, Papers

The Importance of Morphemic Analysis in English Learning Essay Example

The Importance of Morphemic Analysis in English Learning Paper Morpheme From Wikipedia, the free encyclopedia Jump to: navigation, search In linguistics, a morpheme is the smallest component of a word, or other linguistic unit, that has semantic meaning. The term is used as part of the branch of linguistics known as morphology (linguistics). A morpheme is composed by phoneme(s) (the smallest linguistically distinctive units of sound) in spoken language, and by grapheme(s) (the smallest units of written language) in written language. The concept of word and morpheme are different: a morpheme may or may not stand alone. One or several morphemes compose a word. A morpheme is free if it can stand alone (ex: lie, cake), or bound if it is used exclusively alongside a free morpheme (ex: im in impossible). Its actual phonetic representation is the morph, with the different morphs (in-, im-) representing the same morpheme being grouped as its allomorphs. English example: The word unbreakable has three morphemes: un-, a bound morpheme; break, a free morpheme; and -able, a bound morpheme. un- is also a prefix, -able is a suffix. Both un- and -able are affixes. The morpheme plural-s has the morph -s, /s/, in cats (/k? ts/), but -es, /? z/, in dishes (/d z/), and even the voiced -s, /z/, in dogs (/d z/). -s. These are allomorphs. Whether or not a word is divided on all available morphemes is debatable. Some morphologists decompose the words completely as it was formed etymologically while others only decompose what there is evidence to decompose in the modern use of the word. We will write a custom essay sample on The Importance of Morphemic Analysis in English Learning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Importance of Morphemic Analysis in English Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Importance of Morphemic Analysis in English Learning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The word governmental has either three morphemes: govern, a free morpheme: ment, a bound morpheme; and -al, a bound morpheme. Or, depending on the syntactic framework, it has two morphemes: government and -al. The word predict has either two morphemes: pre- a bound morpheme, and dict a bound morpheme, or one morpheme: predict a free morpheme. |Contents | |[hide] | |1 Types of morphemes | |1. Other variants | |2 Morphological analysis | |3 Changing definitions of Morpheme | |4 See also | |5 References | |6 External links | Types of morphemes †¢ Free morphemes, like town and dog, can appear with other lexemes (as in town hall or dog house) or they can stand alone, i. . , free. †¢ Bound morphemes like un- appear only together with other morphemes to form a lexeme. Bound morphemes in general tend to be prefixes and suffixes. Unproductive, non-affix morphemes that exist only in bound form are known as cranberry morphemes, from the cran in that very word. †¢ Derivational morphemes can be added to a word to create (derive) another word: the addition of -ness to happy, for example, to give happiness. They carry semantic information. Inflectional morphemes modify a words tense, number, aspect, and so on, without deriving a new word or a word in a new grammatical category (as in the dog morpheme if written with the plural marker morpheme -s becomes dogs). They carry grammatical information. †¢ Allomorphs are variants of a morpheme, e. g. , the plural marker in English is sometimes realized as /-z/, /-s/ or /-? z/ Other variants †¢ Null morpheme †¢ Root morpheme †¢ Word stem Morphological analysis In natural language processing for Japanese, Chinese and other languages, morphological analysis is a process of segmenting a given sentence into a row of morphemes. It is closely related to Part-of-speech tagging, but word segmentation is required for these languages because word boundaries are not indicated by blank spaces. Famous Japanese morphological analysers include Juman, ChaSen and Mecab. Changing definitions of Morpheme In gennerative grammar the definition of a morpheme depends heavily on whether syntactic trees have morphemes as leafs or features as leafs. †¢ Direct surface to syntax mapping LFG – leafs are words †¢ Direct syntax to semantics mapping Leafs in syntactic trees spell out morphemes: Distributed morphology – leafs are morphemes o Branches in syntactic trees spell out morphemes:Radical Minimalism and Nanosyntax -leafs are nano morpho-syntactic features Given the definition of morpheme as the smallest meaningful unit Nanosyntax aims to account for idioms where it is often an entire syntactic tree which contributes the smallest meaningful unit. An example idiom is Dont let the cat out of the bag where the idiom is composed of let the cat out of the bag and that might be considered a semantic morpheme, which is composed of many syntactic morphemes. Other cases where the smallest meaningfull unit is larger than a word include some collocations such as in view of and business intelligence where the words together have a specific meaning. The definition of morphemes also play a significant role in the interfaces of generative grammar in the following theoretical constructs; †¢ Event semantics The idea that each productive morpheme must have a compositional semantic meaning (a denotation), and if the meaning is there, there must be a morpheme (null or overt). Spell-out The interface where syntactic/semantic structures are spelled-out using words or morphemes with phonological content. This can also be thought of as lexical insertion into the syntactics See also |[pic] |Look up morpheme in Wiktionary, the free dictionary. | Linguistics †¢ International Phonetic Alphabet †¢ Hybrid word †¢ Alternation (linguistics) †¢ Theoretical linguistics †¢ Marker (linguistics) †¢ Morphological parsing Lexicology †¢ Greek morphemes †¢ Lexeme †¢ Morphophonology †¢ Chereme †¢ Grapheme †¢ Phoneme †¢ Sememe †¢ Floating tone References †¢ Spencer, Andrew (1992). Morphological Theory. Oxford: Blackwell. External links Glossary of Reading Terms †¢ Comprehensive and searchable morpheme reference †¢ Linguistics 001 — Lecture 7 — Morphology by Prof. Mark Lieberman †¢ Morphemes — A New Threat to Society: A humorous look at morphemes. Accurate, but purposely confuses morphemes with narcotics (i. e. , morphine). †¢ Morpheme Study Aid †¢ Pronunciation of the word morpheme Retrieved from http://en. wikipedia. org/wiki/Morpheme Categories: Units of linguistic morphology | Greek loanwords Personal tools †¢ Log in / create account Namespaces †¢ Article †¢ Discussion Variants Views †¢ Read †¢ View source †¢ View history Actions Search [pic] [pic][pic] Navigation †¢ Main page †¢ Contents †¢ Featured content †¢ Current events †¢ Random article †¢ Donate to Wikipedia Interaction †¢ Help †¢ About Wikipedia †¢ Community portal †¢ Recent changes †¢ Contact Wikipedia Toolbox †¢ What links here †¢ Related changes †¢ Upload file †¢ Special pages †¢ Permanent link †¢ Cite this page Print/export †¢ Create a book †¢ Download as PDF †¢ Printable version Languages †¢ Afrikaans †¢ †¢ Brezhoneg †¢ †¢ Catala †¢ †¢ Cesky †¢ Cymraeg †¢ Dansk †¢ Deutsch †¢ Eesti †¢ †¢ Espanol †¢ Esperanto †¢ †¢ Francais †¢ Frysk †¢ Gaeilge †¢ Galego †¢ †¢ †¢ Hornjoserbsce †¢ Hrvatski †¢ Ido †¢ Bahasa Indonesia Interlingua †¢ Islenska †¢ Italiano †¢ †¢ †¢ Kiswahili †¢ Kurdi †¢ Limburgs †¢ Magyar â € ¢ Nederlands †¢ †¢ ? Norsk (bokmal)? †¢ ? Norsk (nynorsk)? †¢ Novial †¢ Plattduutsch †¢ Polski †¢ Portugues †¢ Romana †¢ Runa Simi †¢ †¢ Scots †¢ Simple English †¢ Slovencina †¢ / †¢ Slovenscina †¢ Suomi †¢ Svenska †¢ Tagalog †¢ Turkce †¢ †¢ Veneto †¢ Walon †¢ †¢ This page was last modified on 31 May 2011 at 04:45. †¢ Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of Use for details. Wikipedia ® is a registered trademark of the Wikimedia Foundation, Inc. a non-profit organization. †¢ Contact us †¢ Privacy policy †¢ About Wikipedia †¢ Disclaimers †¢ [pic] †¢ [pic] |We empower you to use this information in making sound instructional decisions to improve reading outcomes. | | | †¢ Essentials for Reading Success [pic] |Components of Reading | |Readi ng research over the last 20 years has identified the critical skills that students must acquire very early in reading | |development to ensure that they can read at grade level by third grade. These skills are in the areas of phonemic awareness,| |phonics, fluency in reading text, vocabulary, and reading comprehension. The development of these skills is critical to | |getting off to a good start in reading, and we can begin to assess them as early as kindergarten. Students who lag behind in| |the development of these skills in early elementary school are in danger of not being able to read at grade level by third | |grade. |Types of Assessment | |Assessment is the process of collecting data for the purposes of specifying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. |Layers of Instruction | |Assessment is the process of collecting data for the purposes of speci fying and verifying problems, and making instructional| |decisions about students. Assessment may be formal or informal and is conducted through a variety of methods: record | |reviews, interviews, observations, and testing. There are three types of assessments that are typically used to inform | |instruction: screening, progress monitoring, and diagnostic measures. | Elements of Effective Instruction [pic] High quality reading instruction incorporates the five components of reading delivered through a coherent instructional design. Research has repeatedly demonstrated the importance of initial instruction that includes the five critical components of reading: Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. To be most effective, the five critical components need to be taught explicitly within classrooms that are strongly positive and engaging, use writing activities to support literacy, and provide students with many opportunities to read interesting text and complete authentic reading and writing assignments. Teachers typically follow a core reading curriculum to guide instruction in whole and small group settings. Small group instruction should be individualized to reflect the instructional needs of the students. Individual student needs are determined by formal screening and progress monitoring assessments, classroom assessments, and teacher observations. The goal is to use information from multiple sources to group students in a way that makes instruction in critical reading skills most efficient. For more information on the content and sequence for delivery of these please see Components of Reading. How to Differentiate Instruction [pic] What is Differentiated Instruction? Differentiated Instruction is matching instruction to meet the needs of individual learners. The teacher forms small, flexible teacher–led instructional groups based on student data and observations. The teacher groups students with similar instructional needs, limiting the size of the group based on the intensity of instruction needed. The focus and format of reading skills instruction varies with the skill level of the students. How often and how long the teacher meets with each small group varies depending on student needs. Students who are more at risk will need to meet more frequently and for longer periods. This small group targeted skill instruction supplements and reinforces high quality and consistent initial reading instruction. When is Differentiated Instruction Implemented? Differentiated Instruction is implemented during the 90+ minute reading block. Whole group instruction is provided using the core reading curriculum as a guide, and is usually followed by small group reading centers to develop reading skills both cooperatively and independently. During the reading center time, the classroom teacher meets with small groups to provide systematic and explicit instruction in identified reading skill areas. How is Differentiated Instruction Implemented in the Classroom? Differentiated Instruction is implemented in the teacher-led group. The teacher forms small, flexible groups based on student data and observations. Students and classes vary from one another in many important ways. For that reason, there is no one correct way to place students into small groups for instruction. The suggested number of students per group is 1-4 for struggling readers (intensive and strategic) and 5-8 for those students on grade level for reading. The smaller group size is needed for struggling readers because it allows the teacher more opportunity to individualize reading instruction. The classroom is then organized based on how frequently the teacher needs to meet with each group per week (e. g. , group meets daily, group meets 3 times per week) and the number of minutes per day (e. g. , 10 minutes, 20 minutes, 30 minutes).

Cooperative Learning Sample Lesson

Cooperative Learning Sample Lesson Cooperative learning is a great technique to implement into your curriculum. As you begin to think about and design this strategy to fit into your teaching, consider using the following tips. Present the material first, cooperative learning comes after students are taught.Choose your strategy and explain how it works to the students. For this sample lesson, students will be using the jigsaw strategy.Assess students individually. Although students will work together as a team they will also be working individually to complete a specific task. Here is a cooperative learning sample lesson using the the Jigsaw method. Choosing Groups First, you must choose your cooperative learning groups. An informal group will take about one class period or the equivalent to one lesson plan period. A formal group can last from several days to several weeks. Presenting the Content Students will be asked to read a chapter in their social studies books about the first nations of North America. Afterward, read the childrens book The Very First Americans by Cara Ashrose. This is a story about how the first Americans lived. It shows the students beautiful pictures of art, clothing, and other Native American artifacts. Then, show students a brief video about Native Americans. Teamwork Now its time to divide students into groups and use the jigsaw cooperative learning technique to research the First Americans. Divide students into groups, the number depends on how many subtopics you want the students to research. For this lesson divide students into groups of five students. Each member of the group is given a different assignment. For example, one member will be responsible for researching the First American customs; while another member will be in charge of learning about the culture; another member is responsible for understanding the geography of where they lived; another must research the economics (laws, values); and   the last member is responsible for studying the climate and how the first American got food, etc. Once students have their assignment they can go off on their own to research it by any means necessary. Each member of the jigsaw group will meet with another member from another group that is researching their exact topic.For example, students that researching the First Americans culture would meet regularly to discuss information, and share information on their topic. They are essentially the expert on their particular topic. Once students have completed their research on their topic they return to their original jigsaw cooperative learning group. Then each expert will now teach the rest of their group everything that they learned. For example, the customs expert would teach members about the customs, the geography expert would teach members about the geography, and so on. Each member listens carefully and takes notes on what each expert in their groups discusses. Presentation: Groups can then give a brief presentation to the class on the key features that they learned on their particular topic. Assessment Upon completion, students are given a test on their subtopic as well as on the key features of the other topics that they learned in their jigsaw groups. Students will be tested on the First Americans culture, customs, geography, economics, and climate/food. Looking for more information about cooperative learning? Here is the official definition, group management tips and techniques, and effective learning strategies on how to monitor, assign and manage expectations.

10 requisitos para visa E2 de inversionistas para USA

10 requisitos para visa E2 de inversionistas para USA La visa E-2 permite a los empresarios extranjeros que invierten en Estados Unidos  y a sus familias vivir y trabajar legalmente en el paà ­s. El emprendedor o emprendedora y su cà ³nyuge podrn permanecer en Estados Unidos indefinidamente mientras se cumplan todos los requisitos de la visa. Los hijos del emprendedor podrn permanecer en los Estados Unidos con una visa derivada del estatus de inversionista de su padre o madre mientras permanezcan solteros y tengan menos de 21 aà ±os cumplidos. Los titulares de una visa E-2 podrà ­an incluso solicitar una  visa B-1 para los  empleados domà ©sticos que ya tienen en el paà ­s de origen y que quieren que les acompaà ±en a Estados Unidos, como por ejemplo nià ±eras de los hijos. Caracterà ­sticas y requisitos de la visa E2 para inversionista en Estados Unidos Si est  interesado en vivir en Estados Unidos y tiene dinero para invertir una cantidad moderada y habilidades para gestionar un negocio, la E2 puede ser la visa adecuada. Antes de comenzar el proceso conviene saber las caracterà ­sticas bsicas y requisitos de la visa: 1. Es una visa no inmigrante. Esto quiere decir que debe ser renovada perià ³dicamente y que no es una tarjeta de residencia  (tambià ©n conocida como greencard). La visa E2 tampoco ofrece un camino directo hacia la residencia legal permanente ni la ciudadanà ­a americana. 2. Se trata de convertirse en propietario de un negocio. El negocio se puede crear partiendo de cero o tambià ©n es posible comprar un negocio ya existente. Incluso es posible utilizar estas visas para enviar a trabajar a empleados de una empresa a una subsidiaria de la misma en Estados Unidos. Lo que no se permite es aplicar por la E-2 para gestionar un negocio que se ha heredado en Estados Unidos. El negocio sà ­ puede ser una franquicia. Estas son las consideras como las 10 mejores franquicias en el paà ­s. 3. El negocio debe ser real y activo. Debe producir un bien o un servicio. Adems, debe contar con todos los permisos y licencias necesarios para operar. No puede tratarse de una organizacià ³n sin fines de lucro. Estos son 21 ejemplos de negocios reales  creados por inversionistas con visa E-2. Y para darle forma jurà ­dica, estos son los 10 tipos de empresas que existen en Estados Unidos. En este punto es muy importante entender que una inversià ³n inmobiliaria por sà ­ misma no es suficiente para poder solicitar u obtener la visa E-2. Es necesario que se trate de un negocio inmobiliario. 4. Tamaà ±o del negocio. La ley guarda silencio en este punto y no exige un tamaà ±o mà ­nimo. Sin embargo, sà ­ es estrictamente necesario que genere beneficios que van ms all de meramente cubrir los gastos y necesidades del inversor y su familia. Es ms, se pide que se produzca lo que se denomina una contribucià ³n importante a la economà ­a. Este requisito se suele considerar como cumplido cuando el negocio genera empleo contratando a ciudadanos americanos. En la presentacià ³n de la documentacià ³n para solicitar la visa habr que presentar un plan de negocio a cinco aà ±os en el que se contemple el nà ºmero de puestos de trabajo que se van a crear. Por lo tanto, es muy importante que la empresa sea exitosa. Por ello conviene conocer cules son los estados en los que es ms fcil hacer negocios  y cules son los ms dificultosos. 5. Cantidad a invertir. La ley no establece una cantidad mà ­nima pero habla de que tiene que ser substancial, que puede variar segà ºn el tipo de negocio. Infà ³rmese sobre el significado de este requisito de cantidad. 6. Paà ­ses de los que debe ser nacional el inversor. Estos son los paà ­ses de habla hispana cuyos nacionales pueden aplicar a esta visa: Argentina, Bolivia, Chile, Colombia, Costa Rica, Ecuador, Espaà ±a, Honduras, Mà ©xico, Panam y Paraguay. Puede tambià ©n  verificar el listado de todos los paà ­ses, cà ³mo afecta la doble nacionalidad y obtener ms informacià ³n sobre el monto de la inversià ³n. 7.  Origen del dinero de la inversià ³n. Obviamente, debe ser legal. Adems, debe pertenecer al inversionista (ahorros, herencias, inversiones) o incluso pueden llegar a admitirse prà ©stamos. 8. Familia del inversionista. El esposo, la esposa y los hijos menores de 21 aà ±os de los inversionistas pueden contar con una visa derivada para vivir en Estados Unidos. El cà ³nyuge podr solicitar, una vez en Estados Unidos, un permiso de trabajo que le permitir trabajar para otra empresa, para la de su pareja o incluso crear su propio negocio. Los hijos solo podrn gozar de esta visa hasta los 21 aà ±os, a partir de esa edad tendrn que salir del paà ­s o contar con otro visado que les permita permanecer en Estados Unidos. Por su edad probablemente estn en edad escolar. Es muy importante familiarizarse con el sistema educativo cuanto antes. 9. Es una visa posible pero complicada. Es altamente recomendable contactar con un bufete de abogados especialistas en este tipo de casos antes de hacer cualquier inversià ³n en Estados Unidos con intencià ³n de conseguir esta visa. El abogado debe, como mà ­nimo, ofrecer servicio de anlisis del negocio y si puede calificar para obtener la aprobacià ³n de las autoridades de inmigracià ³n. Tambià ©n debe completar toda la documentacià ³n, colaborar en la preparacià ³n de la entrevista que se va a llevar a cabo en el consulado correspondiente, y resolver todas las dudas del potencial inversor referentes a inmigracià ³n. El abogado debe ser el punto de contacto con las oficinas del gobierno para resolver los problemas que puedan surgir durante el proceso. Si es posible, el interesado debe contactar a ms de un profesional y comparar servicios y reputacià ³n en esta clase de casos, que son muy especà ­ficos. 10. Diferencias con la visa EB-5.  Ambas son visas para inversionistas, pero la E-2 es de no inmigrante mientras que la EB-5 da derecho a obtener una tarjeta de residencia. Adems, hay una gran diferencia en los requisitos de la cantidad de inversià ³n entre una y otra. A tener en cuenta: otras opciones de visa y de paà ­ses Una visa similar pero diferente es la E-1 para comerciantes bajo tratado. Est pensada para los negocios de importacià ³n/exportacià ³n. En los casos en los que ni la E-1 ni la E-2 son una opcià ³n, usted puede considerar estos  8 posibles caminos para obtener una visa y crear una empresa en Estados Unidos. Adems, si est dispuesto a emigrar a un paà ­s que no sea Estados Unidos, tambià ©n  conviene que se familiarice con los programas de estos 20 paà ­ses en los que es posible obtener la ciudadanà ­a (pasaporte) o  la residencia por inversià ³n. Si finalmente la decisià ³n es Estados Unidos, es importante que se familiarice cuando antes con aspectos legales, migratorios y econà ³micos del paà ­s. El  conocimiento a tiempo har la vida ms fcil y fluida. Si el inversor se decide a solicitar la visa, una vez que llenar la peticià ³n puede verificar por su estatus por internet. Este es un artà ­culo informativo. No es asesorà ­a legal.

Creatively and play with in early year curriculm Essay

Creatively and play with in early year curriculm - Essay Example Since children are naturally creative, there are also many ways to integrate creativity development in such key learning area. This paper will analyze how creativity can be harnessed in communication, language and literacy activities in the foundation stage. Defining Creativity According to the Reggio Emilia approach, Thornton (2005), states that creativity is essential to successful learning as it enables children to make connections between the different areas of learning which in turn extends their understanding (Rinaldi, 2006). Hood (2008) states that Creativity is a state of mind in which all of our intelligences are working together, he goes on to predict that it involves the basic senses within a human whereby seeing, thinking and generating ideas can be incorporated into any subject at school or in any aspect of life (Hood 2008). Therefore it is essential that children are regularly asked questions and given the opportunity to ask questions in order to further stimulate their creative learning thus increasing their self – esteem and confidence (Hood, 2008). Creativity is a quality which can have many advantages as it can be used within many aspects in the child’s later life (Cullingford, 2007). ... This implies that children need to have a variety of experiences to draw from when they develop ideas or when they try to associate one thought with another to come up with a new viewpoint. Developing Creativity in the Key Learning Area of Communication, Language and Literacy Loris Malaguzzi (1998) believes that â€Å"Creativity should not be considered a separate mental faculty but a characteristic of our way of thinking, knowing and making choices† (Malaguzzi, 1998, p.75). Children naturally express such creativity in their natural communication. Their communications may be expressed in various forms or â€Å"languages†Ã¢â‚¬â€œ in words, drawing, artwork, three-dimensional constructions, music and movement. Young children do not express their ideas in just one form but move naturally and easily between â€Å"languages†. They may vacillate from drawing, speaking, singing and moving (Fawcett & Hay, 2004). This is consistent with the key learning area of Communica tion, Language and Literacy development in the Early Years Foundation Stage. Children’s stories are valuable because they present so many benefits to a child’s development. Among the benefits is engaging them in creative imagination as they picture the story unfold in their minds. In practice, storytelling activities are made exciting for children that pupils look forward to story time. It is a time when they imagine wonderful things and then do something fun and creative after, to help them remember the story. Otto (2010) discusses that effective storybook reading techniques involve three parts namely pre-reading, reading and post-reading. These stages are equally important in the appreciation of a story. Before

Hidden Job Market Research Paper Example | Topics and Well Written Essays - 750 words

Hidden Job Market - Research Paper Example The strategies I have come up effective given that it is consistent with the â€Å"push†, â€Å"pull† and â€Å"maintain†. Push is a strategy that is job seekers use to reach out socially to other people who can help them acquire new skills that will ultimately give them employment opportunities (Levinson & Perry, 2011). With this strategy in mind, I intend to take part in voluntary activities that will give me an opportunity to acquire new skills and information. Employees look for skills and other attributes in graduates. Through volunteering in my areas of specialization, I am confident that I will acquire new skills through hands on approach. Another advantage of volunteering is equipping me with the necessary knowledge of my field through my interaction with other workers during the volunteering period. When others are seeking jobs when they lack the necessary skills, I am hopeful that volunteering will help me bridge my knowledge gap. Pull is another strategy that I intend to use in enabling myself to be visible before employers. In a scenario, where many people are competing for the attention of employers, developing an interest in employers is crucial (Bruce, 1993). With pull strategy, individuals make themselves visible by employing different strategies that make them attract employment. With more employers preferring to use social networks to look for employers, I believe that signing up with social websites like LinkedIn is paramount. Upon signing up with LinkedIn, I will create a profile that will list all my skills and qualification. I hope that this will enable employers view my details when they are searching for employees using keywords such as profession or experience. With more employers preferring to use sites as LinkedIn, I am confident that I will be able to catch the eyes of some employers looking for qualified graduates. Maintaining a network of friends and professionals is one of the best strategies that one can use