Purpose Statement: The purpose of my study is to see if student’s interest in literature increases if they see more characters that look like them in the text. Research Question: Are children more prone to choose a book with someone who looks like them on the cover? Will students read more if a teacher’s classroom library has more books they can relate to? Theoretical Background: Due to so much diversity in the classroom‚ a lot of children cannot relate to the characters in the story books
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things that are of interest to me I am interested in a wide variety of things that are interesting. my brain tends towards the eclectic things much more easily than a single concentrated topic. although I tend to gravitate more towards computers and math‚ I will just as likely find an article on politics‚ religion‚ or even a historical topic just as interesting as an article on how astronauts keep their soda pop fizzy in space(which I’m STILL not sureabout). My interests are gauged by how much
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nature of public interest (Yartey‚ 2014) 32:References to the so-called public interest appear with great frequency in contemporary political discourse. The principa question here is who decides what is in the public’s interest and who defines the public’s interest? Whose standards and what principles are used to determine the so-called public interest? Whose interests are we referring to when we talk about the public interest‚ the rulin political party’s interests. Or the interests of the majority
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Joubert‚ M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 Exploring Children’s Attitudes towards Mathematics Ben Ashby University of Warwick This paper explores the behaviour‚ attitudes and beliefs of primary school pupils towards mathematics in the classroom and the impact that this may have on their mathematical ability. The study focused on year 3 pupils from a local school‚ some of whom took part in focus groups towards the end of
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Power Report Reward Power can be gained from a person’s capacity to reward compliance. When a person is rewarded or might receive a potential reward through recognition‚ a good job assignment‚ a pay rise‚ or additional resources to complete a job‚ an employee may respond by carrying through with orders‚ requests and directions. Coercive power is considered the opposite of reward power. Coercive power is considered the ability of the power holder to remove something from a person or to punish a
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POWER: A capacity that A has to influence the behaviour of B so that B acts in accordance with A’s wishes. DEPENDENCY: B’s relationship to A when A possesses something that B requires. BASES OF POWER: Formal Power: Is established by an individual’s position in an organisation; conveys the ability to coerce or reward‚ from formal authority‚ or from control of information 1. Coercive Power • A power base dependent on fear 2. Reward Power • Compliance achieved based on the ability to distribute
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One in three women are beaten or raped in their lifetime; that’s one billion women (United Nations). Some would say that is a pandemic. In Canada alone‚ more than 3000 women (along with 2500 children) are living in an emergency shelter to escape domestic violence. Each year‚ over 427‚000 women over the age of 15 reported they have been sexually assaulted. Since only about 10% of all sexual assaults are reported to the police‚ the actual number is much higher. You might be wondering what kind of people
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At this time‚ many people have been aware about advantages of nuclear power that can mitigate global warming impact but they don’t notice the disadvantages of nuclear power. The advantages of nuclear power are the emission of green house is relatively low‚ this technology is readily available‚ it can produce high amount of electrical energy. Whereas the disadvantage are the problem of radioactive waste‚ high risk‚ not renewable energy‚ not sustainable energy‚ etc. From the above explanation‚ nuclear
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References: Alptekin‚ C. (1996). Target-language Culture in EFL materials. In T. Hedge‚ & N. Whitney (Eds.)‚ Power‚ pedagogy and practice (pp. 53-61). Oxford: Oxford University Press Alptekin‚ C. (2002). Towards intercultural communicative competence. ELT Journal‚ 56(1)‚ 57-64 Bennett‚ M. J. (1993). How not to be a fluent fool: Understanding the cultural dimension
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The "Will to Power" Nietzsche believed the will to power to be the fundamental causal power in the world‚ the driving force of all natural phenomena and the dynamic to which all other causal powers could be reduced. I believe Nietzsche in part hoped the will to power could be a theory of everything‚ providing the ultimate foundations for explanations of everything from whole societies‚ to individual organisms‚ down to simple lumps of matter. The will to power cannot be known. It must be understood
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