The Trolley Car And Morality - 915 Words

Trolley-Cars and Morality Thanks for your participation yesterday in the trolley-car thought experiment. I know the experiment required you to suspend disbelief and imagine a set of conditions that would not likely apply in the â€Å"real† world, but the assumptions built into the thought experiment serve a purpose; they are designed to bring to the surface common moral intuitions that many of us have, and eliciting these moral intuitions helps shed light on Socrates’ method of argument. In the first scenario, an overwhelming majority of us felt that turning onto the sidetrack and killing the one person to spare the five was undoubtedly the right thing to do; however, when the circumstances changed, and we were faced with having to push someone off of the train bridge to abide by the same principle of action—it is better to save more lives than fewer—an overwhelming majority of us were in favor of choosing not to act (choosing inaction) and allowing the five persons working on the track to perish. Although both scenarios entailed choice—either to stay the course or turn onto the side track in scenario one and either to push the man off of the overpass or to refrain and allow the train to proceed—most of us felt like there was something fundamentally different about scenario two; it just did not seem right to push the gentleman off of the train bridge because we were directly involved in the act of pushing him off of the bridge and ending his life. Something seemedShow MoreRelatedThe Trolley Problem Of The Monist1624 Words   |  7 PagesJudith Jarvis Thomson presents an ethical dilemma entitled The Trolley Problem in The Monist. The problem describes a situation in which a trolley car is moving quickly and out of control on a train track towards five people who are tied to the tracks; you have the power to pull a lever, change the direction of the trolley car and save those five people – at the expense of the life of one person who is on the track the car was diverted to (Thomson 1397). The choice to be made is not just aboutRead MoreSelf Driving Cars : Is It All Over The World?886 Words   |  4 PagesSelf-driving cars contain groundbreaking components such as sensors for motion detection, interiors without brakes or pedals, electric batteries, a pre-programed database of how to respond to situations, along with many other features. When â€Å"human error, distracted driving, and so on are responsible for 90 percent or more of car accidents today, and 32,000 plus people die on U.S. roads every year,† (Lin, â€Å"The Robot Car of Tomorrow May Just Be Programmed to Hit You.†) and â€Å"the average American commuterRead MorePlato And Aristotle s Theories Of Utilitarianism And Kantian Ethics1408 Words   |  6 Pagesinstead† (Timmons, 106). Understanding the Utilitarian moral theory is best seen through the Trolley Car scenario. Between deciding if five men die or one man a Utilitarian would always choose the one man because the number of deaths would decrease. The goal of Utilitarianism is to maximize utility. Utility is the amount of happiness created after subtracting the suffering caused by an action. In the Trolley Car example, the action of killing one man is morally acceptable because five lives subtractedRead MoreComputer Technology : The Concepts Of Safety-Critical Software1748 Words   |  7 Pagesdefine the decision making process for robots and AI? As we send them out into the public world, it’s a generally concern that a robot will make the correction decision based on circumstances. 6. Learning activity is addressed to reflect on the morality of decision itself more than trying to explain how the machine should behave to act ethically.(Section 4, Page 42) Generally when a decision is made, we tend to look at why that specific decision was picked. It generally doesn’t matter how the vehicleRead MoreThe Death Of An Oncoming Train Essay1145 Words   |  5 Pages Stepping outside, you breathe in the brisk morning air and decide to take a walk. Your path takes you around the city and you soon find yourself in a trainyard and you make your way past the rails and unhooked train cars. You pause to catch your breath and in the silence, you hear a scream. Down on the tracks below, you see multiple figures struggling, fighting against the bonds to get themselves free. You take a step forward, intent on freeing the people only to pause again as you hear the hornRead MoreVirtual War : Kosovo And Beyond1907 Words   |  8 PagesMichael Ignatieff presents the audience with the potential moral implications of a riskless war, or rather a â€Å"virtual war.† In what follows, I will argue that Ignatieff’s idea of a virtual war is outdated in the sense that, in modern warfare, the morality of a virtual war is circumstantial. Although his argument is outdated, it is still relevant, and I will defend his premise that the ability to fight at a di stance does create a moral problem in modern warfare.    In the post-Vietnam era, the AmericanRead MoreMichael Sandel Video Summary and Analysis Essay2728 Words   |  11 Pagesgreatest good for the greatest number. Both episodes are broken into two parts. Episode 1 is broken into part one: the moral side of murder. He dives into the possibility of having to choose whether five workers should die by hitting them with a trolley car, whose brakes do not work, or steering and choosing to hit and kill one worker on the sidetrack. The second part is titled The Case for Cannibalism. In this part, Sandel explores the outcome of the trial case of the Queen vs Dudley and StephensRead MoreThe Ancient Greek Civilization1781 Words   |  8 Pagesduring the height of the Ancient Greek civilization, is often considered the birthplace of Western Philosophy. During this time period, one of the most famous Greek philosophers, Plato, engaged in debates with other philosophers about the nature of morality. His debates with the Sophists became heated on the matter of relativism and will be the focus of this paper. Relativism promotes the idea that each society or individual determines what is moral or â€Å"right† for that individual or society. To relativistsRead MoreThe Morality Behind Driving Essay Essay2032 Words   |  9 PagesThe Morality Behind Driving In the past several years, technology has become so ubiquitous that it can now be found in parts of our lives that we once believed it would, and could, never play a part in. While the growing presence of technology in our day to day lives suggests a high compatibility, in certain instances, our lives, specifically our ideologies and moral beliefs, seem to conflict with technology. The development of the autonomous car and the ethical and moral dilemmas that can ariseRead MoreProject Av Based On Ethical Issues1850 Words   |  8 PagesSay you’re in the market for a new car and are given the choice between a standard vehicle, or an autonomous vehicle (AV). The typical vehicle you operate and drive yourself, while the AV does that for you, thus allowing you the freedom to do other tasks while in the car. Which would you choose? Personally, a self-driving car sounds extremely time saving. However, before we get too comfortable with the idea of a vehicle that can operate itself, we must consider the ethical issues involved with such

Cool Essay Topics Guide

Cool Essay Topics Guide The Definitive Strategy to Cool Essay Topics The majority of people have written an essay. Writing about nuclear weapons is always a great idea. People today suffer from a deficiency of financial education. Students lead busy lives and frequently forget about a coming deadline. Many history essay topics are too big for a couple pages. Picking out the appropriate topics might take a while in case you don't have a list of sample topics facing you. Remember your final grade significantly is based on the topic. To get you started, we've prepared a comprehensive collection of 100 topics to have you thinking. Why Almost Everything You've Learned About Cool Essay Topics Is Wrong Your essay might incorporate the factors for teen pregnancy and talk about the present rates of teen pregnancy and potential solutions. Sure, with this kind of a substantial number of topics to select from, picking just one may be challenging. The option of compare and contrast essay topics isn't a simple task because you should clearly show your analytical skills. If you're confused with a number of interesting topics to research online, it's much better to determine what interests you the most. If you're interested in your topic, learning about it's going to be more pleasurable and you'll write with increased passion, so select your topic thoughtfully. It is often as large or as small as it is possible to consider! When it has to do with writing, you always have a chance to learn, and it is far better to learn from the very best of the very best. At any time you catch yourself feeling captivated by a person's essay or article, take a close look at it. Naturally, you won't always have a true situation to discuss for each and every topic sometimes you've got to borrow ideas from different people or only apply your imagination. Your very first idea is nearly always very likely to be too significant. Every one of the ideas above will provide you wi th a chance to reveal your creative side and capacity to talk about your opinion. Informative essays are somewhat more descriptive. If you want the subject of your history essay, you will delight in doing research for it. There are many possible compare and contrast essay topics, and a number of them are tough to perform. Select an intriguing essay topic, and you're going to start enjoying it. The Battle Over Cool Essay Topics and How to Win It Write about the strangest thing you've ever witnessed in your whole life! Daily writing prompts are among the absolute most helpful techniques to help kids learn to express themselves and that their ideas and ideas matter. Opt for a distinctive topic that others may not think of, and whatever you select, make sure that you know a lot about it! Discussing something which you are familiar isn't only more fun but also a great deal simpler. Cool Essay Topics Help! If you're thinking about how to compose a persuasive essay, you have to know that writing an essay is a complicated course of action. In case you were given a task to compose an essay, you should first understand what sort of essay you're expected to write. Colleges can tell whenever your essay is merely a form essay. You also need to constantly work to increase your writing style and produce your essay attractive to read and simple to navigate. The main purpose of topic choice for a proposal essay is to demonstrate the idea can be put into place in practice. You should think about a task to locate a theme not an issue but an opportunity and even a benefit. Regardless, it's always a better idea to work with a topic that is especially close to you and that you are in possession of a genuine interest in, rather than just picking a random topic. Naturally, picking the right topic isn't an easy job. Life After Cool Essay Topics You only need to order an excellent essay from experts with the greatest academic degrees in a number of fields. Very oft en it becomes tough to choose a single topic either due to the many ideas in the student's head, or due to their complete absence. For instance, you can opt for a topic for elementary, middle, or higher school. It's possible to go for an intriguing topic from any area of science. You always intuitively understand as soon as an intriguing essay idea is really the ideal idea for you. Therefore, the topic you select plays a very important function. Man isn't a thing but a creature that could only be understood in the lengthy procedure of development. It's natural that should you lack the essential knowledge on the chosen theme, you're unlikely to come up with a fantastic paper. The War Against Cool Essay Topics Argumentative writings is a particular kind of a paper. Thanks to the correct option of presentation style and a thorough understanding of the goals you wish to accomplish in your essay, there are many categories essay themes may be broken into. You've got to compose a n informative essay. An argumentative essay requires you to choose a topic and have a position on it. The Basic Facts of Cool Essay Topics If you don't understand how to begin your paper, take a look at our blog and you'll discover a lot of guides to give you a hand. If you've got an interest in gaming, you've got many options in regards to writing essays. There are hundreds and hundreds of sites out there offering essay writing help, and all them claim to be the very best. Remain realistic and pick a topic you are able to research. You may believe that interesting essay titles do all of the work, permitting you to add obvious examples and share ordinary ideas. You might find that lots of the topics can be adapted to suit almost any sort of writing assignment. Explaining how to spend less by employing open-source texts and internet textbook rental websites would result in an extremely informative essay. Somewhat similar to the desktop version, which means that you are going to have a couple challenges. A persuasive speech resembles a difficult challenge for many students. Students are accustomed to the simple fact which their professors give them with the assignment's topic. Occasionally it only appears simple, but lots of students forget about the kind of academic writing they need to stick with. Many students don't have any idea what it is even though it's an average undertaking. Researching any issue about government or laws may get overwhelming because of the intricacy of the issues and even due to the wording of some laws. To choose which subject you're likely to discuss, it's crucial to see the complete collection of good persuasive speech topics from the specific area of study. You should research your topic to select three claims. The student should investigate a topic, evaluate evidence, collect, generate, and set a standpoint on this issue in a powerful and concise method.

Case Study Research Report free essay sample

This child was chosen because he reads at least two to three levels above his grade, but on the Florida Comprehensive Assessment Test he scored below what he was expected to score. I noticed that he had the most trouble in the area of Reading Application. This area consists of main idea, identifying the author’s purpose, making inferences, cause and effect, and compare and contrast. Tutoring sessions will be used to work with each of the specific parts of reading application to see if the student can improve his test scores. This child seems to be exhibiting from some sort of problem in the area of reading, and being the successful educator, this research will help to find a solution to this problem. Literature Review First of all, we need to understand what Qualitative Reading Inventories are. A Qualitative Reading Inventory is a test that is used to test children’s ability to read aloud and retell what has been read. They can be used to identify a child’s instructional level. QRI’s are very helpful in that they show you where children need the most improvement. A teacher can find out the areas of reading that the child needs the most help in. Some teachers use qualitative reading inventories in the classroom every year. It is best to test the children at the beginning of the school year so that you can put them in the appropriate groups. When teaching reading instruction it is best to work with small groups for differentiated instruction. Children learn better when it is a smaller learning setting because more time is spent on that child who may be struggling in reading. Every county has their own educational intervention plans. At some schools, the teachers are required to use the reading intervention program called Voyager. In this program struggling readers are held back from Spanish to get extra help in reading. The program has books and activities that help the children improve phonemic awareness, phonics and also improve their fluency when reading. This program usually helps ninety percent of the students improve their reading skills. Another reason we use qualitative reading inventories is to indicate the conditions in which the child would perform successfully or unsuccessfully in reading. The key reason that the QRI was developed was to help educators see how they can help improve children’s reading abilities. For most of the struggling readers, it shows their strengths and need for evident help in reading. By giving them these assessments, strengths and needs are identified by providing more information about why the child is not reading well. Research shows that when materials are used to judge growth or change in a child’s reading level, the same genre should be used at pre-test and post-test. I researched an article dealing with how you should organize tutorial sessions for struggling readers being that I have to give tutorials over the next couple of weeks. The author, Patricia Edwards, states that â€Å"many of the problems struggling readers encounter while reading stem from distinct yet fundamental sources of difficulty related to the types of text read (print or outline), the tasks or activities readers engage in, and the socio-cultural contexts of reading. † She also says, â€Å"although these problems are as varied as the readers themselves, most struggling readers can be taught to read successfully when instruction is thoughtfully organized with their specific needs I mind. Many articles have been looked at dealing with assessments and how to help struggling learners, these skills and techniques will be applied to find out why this child is having problems in the area of reading. Many different reading inventories will be used to determine if there is a problem and intervention plans will also help the child achieve his goal. Methodology The student â€Å"Stanley Clark† will be used as the case study. Stanley is a ten year old fifth grader that attends North County Elementary School. He does well in Reading and reads at an eighth grade level. In the classroom he seems to be hyper active often. It is hard for him to keep quiet and still for a long time period. It is hard for him to focus on a topic if it does not interest him. Outside of the classroom the child is about the same. He has a three year old brother that he still runs around the house and plays with. His mom thinks that he has not matured to his age level yet. On the other hand, she claims that he is always quick to pick up a book and read it. He typically enjoys reading at home and while at school. He is a child that would rather read a book than go outside and play. He can read a two hundred page chapter book like Shiloh in about an hour and a half. He also enjoys reading books to his little brother. This child is an English speaking student. He comes from a very loving family. Most of his immediate family members are educators, including his mom, two aunts and grandparents. His father is a lawyer. His family spends time with him and his mother also works with him at home with his home learning assignments. His mother says that he reads everyday but the hard part is getting him to comprehend difficult texts and passages. The reason he was chosen was to figure out where his problem is stemming from being that he comes from a good home. Results of Pre-Test, Intervention (Action Plan), and Post-Test Pre-Test Results The first test that was given to Stanley was the spelling assessment. I administered the Elementary Spelling Inventory which consisted of 25 words. Out of 25 words he got a total of 14 words correct. Spelling seems to be one of his weak areas, so this will be one thing that we will work on during the tutoring sessions. The majority of the problems stem from double consonants plural endings and he was very confused with spelling silent letters. The next assessment was the word reading. Since Stanley is a fifth grader I started with level five. He read with 95% accuracy with level five. I moved up to level six and he read with 85% accuracy. Last I moved to the upper middle school level and he read with 65% accuracy so this is where I stopped. Since Stanley read at the high end of the instructional level at level six, I decided to assess his with level six reading passages. He read two stories orally and one story silently. His fluency was at the instructional level because he made few errors while reading. Some of the errors he made were omitted words and pronouncing words incorrectly. When asked to retell what happened in the stories he looked with a puzzled face. He could not recall any facts that he read before. I also noticed that when I was asking him the comprehension questions his mind was elsewhere. He was very distracted even though he was tested in isolation. I think this may have been a factor in why he was not answering the questions or did not remember them. He rarely had any prior knowledge of the topics that were given. He only knew that Abraham Lincoln was a president. His comprehension needs a lot of work because he was not able to recall what happened in the stories. When asked about the main idea he gave me a simple word or two about it. His reading level is independent but his comprehension level is between frustrational and instructional. Stanley shows signs of a child that needs some work in the area of comprehension. Action Plan Rationale The literacy intervention plan that I have created will definitely improve a childs reading abilities. All children have the ability to learn with lots of  practice, studying and hard work. I will show these  great results with improvements with the child by using  my intervention plan. Goal 1: The learner will identify variant correspondences in words by learning how to say and read different vowel patterns and sounds. This was chosen this because the student showed signs of spelling and phonics errors. He has problems with vowel combinations and sounds of certain letters. Goal 2: The learner will gain speed and accuracy by reading texts. This is to improve his reading speed and help to understand what he is reading. Goal 3: The learner be able to use knowledge of antonyms, synonyms, homophones, homographs and context clues to determine the meanings of unfamiliar words. This skill was chosen because if the child understands the meaning of a word then they may be able to better understand what a text means. Goal 4: The learner will use strategies to repair comprehension of grade-appropriate text by rereading, predicting, summarizing, questioning, clarifying and inferring. The child had multiple problems with comprehension. These strategies will help improve his comprehension skills, which was his weakest area in reading. |Monday |Tuesday |Wednesday |Thursday |Friday | |Week 1 |Phonics- diphthong board |Phonics- diphthong bingo |Phonics- sight and sound |Phonics- star |Phonics-vowel digraph | | |game |Fluency- quickly read |sort with diphthongs |search(r-controlled words)|baseball | | |Fluency- reading syllables|affixes |Fluency- practice quickly |Fluency- quickly read word|Fluency- sort and read | | |timed |Vocabulary- antonym |identifying root words ex:|parts |words with same rimes | | |Vocabulary- synonym bingo |dominoes |prefixes and suffixes |Vocabulary- synonym |timed | | |Comprehension- make |Comprehension- sequence |Vocabulary- antonym |antonym creations |Vocabulary- homograph | | |character connections |main events in a story |concentration |Comprehension- answer |hoorah | | | | |Comprehension- write plot |questions related to the |Comprehension- student | | | | |components |story and record |will restate a story | |Week 2 |Phonics-make words using |Phonics- syllable sort |Phonics- mapping syllables|Phonics- sorting silent |Phonics- make | | |different spelling |Fluency- practice reading |Fluency- read chunks timed|letters |R-caterpillars | | |patterns |multisyllabic words |Vocabulary- homophone |Fluency- read phrases |Fluency- practice reading | | |Fluency- quickly read high|Vocabulary- homophone |puzzle |timed |connected text | |frequency words |match |Comprehensio n- locate |Vocabulary- relate new |Vocabulary- dictionary | | |Vocabulary- homograph go |Comprehension- text |details in expository text|vocabulary to prior |cube | | |fish |feature find | |knowledge |Comprehension- cause and | | |Comprehension- write a | | |Comprehension- paraphrase |effect completion | | |summary by using prompts | | |text | | |Week 3 |Phonics- compound |Phonics- make new words by|Phonics- affix sort |Phonics- blending base |Phonics- base word find | | |construction |combining inflectional |Fluency- listen to fluency|words and affixes |Fluency- echo read with | | |Fluency- practice reading |endings |passage |Fluency- echo read with |child (The Rains) | | |with proper phrasing |Fluency- read with |Vocabulary- produce |child (A New Game) |Vocabulary- categorize | | |Vocabulary- defining |expression and intonation |multiple meaning words |Vocabulary- change the |related words | | |depictions- student |Vocabulary- record |Comprehension- fact or |overused words |Compre hension- inference | | |depicts words by drawing |information about words by|opinion game |Comprehension- identifying|innovations | | |pictures that relate to |creating vocabulary flap | |inferences | | | |the meaning |books | | | | | |Comprehension- text |Comprehension- fiction and| | | | | |structure sort |nonfiction find | | | | |Week 4 |Phonics- word-o-matic |Phonics- wild word dominos|Phonics- decoding |Phonics- read double |Phonics- hard and soft c | | |Fluency- read text from |Fluency- read short |unfamiliar words consonant words |and g sort | | |reader’s theater (Grizzly |passage with speed |Fluency- read short |Fluency- read short |Fluency- have child | | |Bear) |(Inspiration) |passage with speed |passage with speed (Peace |evaluate their reading | | |Vocabulary- compare words |Vocabulary- analogy soccer|(Backyard Monument) |and Quiet) |Vocabulary- find, discuss,| | |using 3 way Venn Diagram |Comprehension- use prior |Vocabulary- word |Vocabulary- determine |record, and define words | | |Comprehension- inquisitive|knowledge to comprehend a |substitution (replace |meaning by playing a |in a text | | |inquiries |text(relate a story to |words with one of its |context clues word game |Comprehension- evaluate | | | |students own experience) |synonyms) |Comprehension- read text |use of strategies by | | | | |Comprehension- make and |and stop to answer |having student self assess| | | | |write predictions |questions | | Reflection Week 1 During the first week of the tutoring sessions, I noticed that the child works better with the one on one attention. Stanley does have some areas that still concerned me for example, he gets very distracted easily. He needs to be in a silent area where he can concentrate on what needs to be done. Also, I decided to complete my tutoring sessions in the mid afternoon. This was the wrong thing to do. For the next few weeks of tutoring I will complete the sessions first thing in the morning therefore his brain will be mor e open to learning. For phonics we mainly worked with diphthongs. When explained the different sounds that they make, he was able to put the words together and read them quickly. Part of his problem was he didn’t understand how to break the words into syllables to read them. He did really well with the synonyms and antonyms, this does not seem to be that big of a complication for him. One assignment that we did for comprehension skills: he read the book â€Å"Ira Sleeps Over† and completed a sequence of events. This area took the longest to work through because I had to explain the different parts of the story. Next week I will plan to spend the most time working with comprehension because it seems this is where Stanley needs the most work. Overall I think that the tutoring sessions went well and I think that we both made accomplishments in the area of learning. Reflection Week 2 This was a great week for Stanley and I. I found it to better to work with him in the morning time. His attention span is a lot better during this time and he focuses more. For the Phonics lessons we focused mainly on syllables, r-controlled words and silent letter words. Stanley liked finding out how many syllables make up the different words. For vocabulary, we played with homographs and homophones. He did very well with matching the homophones, he even learned some new vocabulary terms in the process. When we reach the middle of the week he completed a homophone puzzle within five minutes with no problem. I saw that as a great improvement and it made me feel good knowing that I am helping someone. During our first and second fluency lessons, we practiced reading high frequency and multisyllabic words for speed. On an average he read 102 words per minute. When we came to practicing reading phrases and chunked texts he read about forty phrases per minute. I think that this is a big improvement from where he started. I also noticed that he is able to break the words down better to read them now that he knows what sounds the letter patterns make. The last topic comprehension is the most strenuous. On the first couple days we worked on how to determine the summary of a text. This went well for Stanley once I showed him little short cuts that he can take. Next, we worked with locating details in an expository text. This task was a little more challenging for Stanley, so I took the text down two levels and he explained the details a lot better. I noticed this also with paraphrasing a text. It seems difficult for him to explain what is going on in a text if it is boring to him. Next week I will use stories that interest him to better help him to understand it. The last day we worked with cause and effect. He was given a cause or an effect and had to give the opposite of what was given to him. For example, one effect that was given was â€Å"he was late for school. † In response Stanley said the cause could be â€Å"his bus broke down. † The cause and effect completions ran pretty smoothly. I think that a lot of work was accomplished this week in helping Stanley reach his goal. Reflection Week 3 This week during the tutoring sessions I could see a lot of improvement in Stanley. He seemed more eager to want to learn and was very exciting to know what we were going to be working with. For phonics we began with making compound words. At first he could not think of any until I named a couple, then he could not stop naming them. We also worked with prefixes and suffixes. He was amazed when he saw that one word can have a prefix and a suffix in it. For example the word disinfected has dis- as the prefix -ed as the suffix making infect the base word. He loved identifying the base words. With fluency we worked with reading with the proper phrasing and showing expression. This was a problem at first because he read with fluency but he showed no emotion. I modeled a couple of passages and he echo read with me. Once we practiced everyday he got the hang of it and was able to show more feeling when he read. Our vocabulary lessons this week were a breeze. Stanley made vocabulary flap books using words that confused him. Then he was able to change worn out words to give a better one. Instead of saying good he gave me awesome. The next day he categorized groups of words and told me what they had in common. Our last subject was working with improving his comprehension skills. He was knowledgeable about the different genres of literature. We browsed several books and he was able to recognize if it was a fiction or nonfiction book. Then we played a fact and opinion game. I could not fool Stanley he was able to tell all of the facts from the opinions. He told me that a fact has to be proven to be true and an opinion is what someone thinks. The last two days we worked on identifying inferences. He had a little trouble with this skill on the first day. It was difficult for him to tell what he thought about some of the ideas. For example, he was not sure of the job of a man who measures wood and uses a saw to cut it. But on the second day of working with inferences he did a much better job. This tells me that when someone practices they will eventually get the job done right. Both Stanley and I are looking forward to the last week of learning and to see how much of an improvement he has made. Refection Week 4 Once this week began, Stanley was very excited because he knew that it was the last week of the tutoring sessions. This week went kind of fast, I guess because Stanley was excited and also that he was catching on to the skills. In Phonics this week, we worked with recognizing words with double consonants and hard and soft c and g. We he understood the sounds that c and g made it helped him to read the words better. With fluency we read some short passages and a couple of reader’s theaters. He enjoyed reading the reader’s theaters because it gave him a chance to express his feelings and emotions. I allowed him to take the reader’s theater passages home with him. I noticed that he picked up on his reading speed and understanding what he read. Vocabulary did not take long at all he said that working with this subject was the best of all. He seems to enjoy decoding words and figuring out the meanings. He can give a better word for an overused word. The last subject was comprehension which I was worried about the most. We continued with working with inferences which he had a small problem with last week. He did a great job this week. He was able to make a inference within a minute about the topic. In the end he evaluated his comprehension skills by using the strategies that he learned over the weeks. He noticed that he can make better predictions, and identify the main idea of a selection. I think that Stanley has made a big accomplishment over the past four weeks and I will notice it on the post- test. Post-Test Results The Elementary Spelling Inventory that was re-administered to Stanley showed a great improvement. The first time it was administered he got a total of 14 words correct out of 25. When he took the test again he made an improvement by getting 17 words correct. For the most part there was improvement because with the words that were incorrect were simple spelling errors where letters were switched around. During the tutoring sessions he worked on silent letters and vowel pairs. This helped him understand why some words are spelled the way that they are. When he was given the word reading this time we went right to the sixth grade level since he was at 95% accuracy at the fifth grade level. This time he went up scoring 90% accuracy and at the independent reading level. We went up one level again to the middle school level and he read at 85% accuracy which was at the top of the instructional level. Next Stanley read the same two passages orally and one passage silently. He made a comment that he read those stories already and why does he have to read them again. This is what may have helped him because he was familiar with the stories. He made improvement reading the passages at the independent level making few errors. His comprehension improved also when answering the questions. He was able to recall many details that happened in the passages this time. He scored at the instructional level answering the questions. It was very noticeable that he did better answering the explicit than the implicit questions. This time he was making errors because he was trying to read too fast. Some of the errors he made were omitted words and pronouncing words incorrectly. When he was asked to retell a few of the stories he was able to with about 50% of the facts that happened in the passage. This was a great improvement because before the tutoring sessions began he was unable to recall any facts. This time he was given a listening comprehension assessment. The results showed that Stanley tuned out after the first paragraph. He could not remember anything that happened from the passage. This tells that he does better with comprehension when reading the story himself rather than listening to it.

Women In The State Essays - Feminist Theory,

Women In The State The purpose of this paper is to define the different types of feminism and describe whether there is still potential for a unified consensus among the different feminist groups. The four main types of feminism can be separated into the following categories: liberal, radical, socialist and identity. These types of feminism may be easily divided academically, but there are many aspects that people consider from all angles to form their own opinion. The following is a description and general understanding of the movements mentioned. First, the idea of liberal feminism sees all people as equal; therefore there should be equality for all. They see sexism as dysfunctional because it deprives society of one-half of its creative work force. Oppression exists because of our socialization process with education being the primary aspect. Liberalism emphasizes mans ability to be rational, setting them apart from other creatures and therefore deeming them worthy or rights. Liberal feminists recognize the importance or rights and seek a system of equal rights for men and women. A central idea of liberalism that has been includes a belief in the equal rights of all human beings and a faith in educated human reason. (MacIvor 40) Education, being a key to recognizing equality, is one of the prime aspects of liberal feminism. Its believed that women were equal to men in natural intelligence, and only appeared to be inferior because they were denied a proper education. (40) Overall women are as intelligent as men but are depriv ed of equal rights and opportunities because of education and reason. Now reason itself is a key concept within the school of liberal feminism. Reason is a higher quality, separate from and superior to the body. Reason is also an individual quality; hence the liberal focus on the individual person. (41) Liberal feminist strive to focus the mainstream of ideas towards the idea of accepting womens reason as much as man giving the ultimate view of individualism and freedom without bias towards sex. Some examples of liberal feminist ideas are campaigns for equal pay, employment equity and greater female representation in politics. The second type of feminist approach that is recognized in this paper is the radical feminist approach. In radical feminist theory, the oppression of women is seen as the root of all other power inequalities in society. There are many diverse actions and views that can be considered radical but one there are some common threads as well that hold together the radical view. First all radical feminists agree that distinction of gender, based on sex, structure virtually every aspect of our lives and are indeed are so all-pervasive that ordinarily they go quite unrecognized. (46) The goal of radical feminists is to ensure that women are aware of these distinctions of gender exist and that they injure women in all parts of their lives. It is important for them to know that men are the oppressors and men derive their concrete benefits from their oppression of women. Because of this, radical feminists must struggle to achieve liberation. Another distinction within the radical feminist views is the fact that the radicals believe that women have a unique sexual and reproductive power. In other words womens ability to give birth is a unique power that leads to enforced powerlessness at the hands of men. (47) On the other hand, radical feminists have argued that men weaken women and because the physical demand that men have towards childbirth. Men understand that pregnancy is formed ultimately by their power, and with this, the root of womens oppression is established. One downfall of this type of thought is that with the continual growth of evolution in the economic and public sphere, it seems that most of the women are middle class educated white women. Radical view has not dealt very well with the issues of race and class and cannot differentiate between the class types that our economy holds. It cannot tell us about the economic difference or exploitations of women in the state. Overall, radical feminism is bound and contained by the biological aspects of womens lives and fails to consider the social aspect of women oppression. Social feminism can be considered an almost