Journal entry Essay Example | Topics and Well Written Essays - 250 words - 1

Journal entry - Essay Example The characteristics of learning materials were concurrently expounded providing discussions on language, culture and viewpoints of learners, as necessary. Various techniques were likewise presented regarding soliciting information regarding materials and getting the most from them. One would definitely benefit from the contents of the article in terms of recognizing the role that instructional materials play in learning English as a second language. In the process, the techniques that were discussed are tools that would provide direction and guidelines in determining which materials are most effective and what particular information could be used to maximize learning. If one would be required to work on a particular project within the course module, the materials would provide the theoretical framework within which various applications could be generated. Therefore, through recognizing and awareness of instructional materials’ relevance to the course, one is made more sensitive and discerning in selecting and using the most effective materials to ensure that learning objectives are appropriately met. Kitao, K., & Kitao, S. K. (1997, April). Selecting and Developing Teaching/Learning Materials. Retrieved February 6, 2012, from The Internet TESL Journal :

Function Of Network Topology Communications Essay

Function Of Network Topology Communications Essay A network topology describes the arrangement of computer network. It defines how the workstation, or nodes, within the network are arranged and connected to each other. It is the physical interconnections of the links or nodes of a computer network. It has five ordinary topologies. There will be reliable for the in-house network (LAN). There are: Bus topology Star topology Ring topology Tree topology Mesh topology There are also three main categories of topologies: physical topologies signal topologies logical topologies The signal topologies and the logical topologies are often used interchangeable. The physical topology of network is the actual geometric arrangement of workstations. It is the design of wiring, cables, the locations of nodes, and the interconnections between the nodes and the cabling or wiring system. Bus Topology In the bus topology, each node is connected to a central bus that runs along the whole network. Each node is directly connected to the rest of the node in the network. All information transmitted across the bus, so can be received by any nodes in the network. Star Topology In the star topology, one central node or server workstation to which each of the other nodes on a network are directly connected. All information transmitted across the central nodes. Ring Topology In the ring topology, each node is directly connected to other two nodes on a network and other pair of nodes is indirectly also connected. It can be imaged as a circular arrangement. The data are passing through one or more intermediate nodes. Tree Topology In the tree topology, one node of star topology network is directly connected to node of another network. The tree topology is also combination of the bus topology and the star topology. Unlike the star topology in the tree, some nodes may indirectly connect to the central node. Mesh Topology The mesh topology has two designs called full mesh and partial mesh. In the full mesh topology, each node directly connected to rest nodes in a network. In the partial mesh, some nodes directly connected to rest nodes in a network and some nodes directly connected to some nodes in a network. Network Media Physical network medium is the type of cabling, that is used in a network. There are many types of cables used in networks today. Copper wire, Radio transmission lines and fibre optic cable are three main mediums of computer network communication. Wireless LAN has two types of architecture; there are Ad-Hoc Network and Infra Mode Network. Ad-Hoc Network is used in network which has a few nodes and there must be closely located. It architecture require only one wireless NIC for each nodes. Infra Mode Network is also called infrastructure mode. That network architecture is used in large wireless LAN. It may include at last one wireless router and many nodes. Wireless connection has many advantages; it used a smaller amount of space, no cabling needed between nodes, easy to expend, nodes can be mobile and not fix in one location on a network, wide bandwidth and multichannel transmissions. The length of wireless connectivity area is larger than wire connection. Wireless LAN devices are expensive. And so many kind of interrupt wave may disrupt to wireless connection than other media networks when the data transmission. Its easy to accept and big weakness point is less security. But it can be backup way to connect with a few devices when fail the main connection. Fibre optic cable is popular for high speed network. It can support many channels at tremendous speed. But it is very expensive and almost never used in LAN. Copper wire involves many type of wire. But twisted pair and coaxial cable are popular. Coaxial cable, also know as coax is designed with two conductors; thick coax and thin coax. Thick coax is stiff and heavy cable that is used as a network backbone for the bus network. Thick coax is difficult to work with and it is quit expensive. Thin coax is common type of Coaxial. Thin coax is quite flexible and has low impedance. It is capable of faster transmission than twisted-pair cable. It is supporting several networks on the same cable. But it supports only a single channel. It is high attenuation rate makes it expensive when long distance. Now a day these two coax cables are not useful, because of these tow coax cables are more reliable with Bus topology. The common and standard type of network media is twisted pair cable. It consists of two insulated wires twisted around each other and may include one pair to 4200 pair in a cable. In unshielded twisted pair (UTP), each wire is insulated with plastic wrap, but the pair is encased in an outer covering. Category 5 UTP cable is standard type of most Networks. Category 5 cable includes 4 pair and jack is RJ-45. Every electronic device has little or more weakness. So, twisted pair has little weakness points; exist a little crosstalk, susceptibility to interference and noise, attenuation problem is repeaters, routers needed every 2km or 3km, relatively low bandwidth (3000Hz), capable of slower transmission than coaxial, require direct peer to peer connections. (p2p connection require cross cable of UTP) But it has so many advantages. It is a thin, flexible and light weight cable that is easy to string between walls. Easy to work with and install. It does not quickly fill up wiring ducts, costs less per meter/foot than any other type of LAN cable. It is inexpensive but readily available. Maximum data rate is 1000Mbps in 1000BaseTX cable. If cable length is 100m (328 ft), we will get high transmission rate and high security in a network. Recommendation for Topology and Media The topology of highly recommend for the Townsville police department is the Star topology. The topology offers simplicity of operation. It also achieves an isolation of each device in the network. Many benefits will get using the star topology. Easy to replace, install or remove nodes or other devices. Each device needs only one link and one ports to connect it to any number of nodes; one device per connection. The star topology is no difficulty to make configurations, ease of service. It has a number of concentration points. These provide easy access for service or reconfiguration of the network. Good performance and reliable. Robust as failure of one link does not affect the whole system. The remaining of system will be active. It has simple access protocols. Any given connection in a star network involves only the central node. Thus in a star network, access protocols are very simple. Recommend for network media is Unshielded Twisted Pair (UTP) cable. Because of it is common standard of computer networking and reliable to install. It is really cheap and really easy to work with. So highly recommend network media for large and secure network is UTP cable.

The Failure of Amanda in The Glass Menagerie Essay example -- The Glas

The Failure of Amanda in The Glass Menagerie In Tennessee Williams’, â€Å"The Glass Menagerie† Amanda was a woman who liked to reminisce about the past in order to escape from reality. Amanda was not wicked but intensely flawed. Her failures were centrally responsible for the adversity and exaggerated style of her character. Certainly, she had the endurance and heroism that she was able to support her children when her husband was gone. In her old life, she was once a Southern Belle with a genteel manner who lived on Blue Mountain. This was a place where Amanda’s version of the good old days back when she was young and popular. Amanda was full of charm in conversation that she managed to have seventeen gentlemen caller in a single day. Amanda liked to talk to her children having seventeen gentlemen callers but ended up marrying a charming Irishman who worked for the telephone company. He traveled and left the family and the only reminder of him was his smiling photograph. Amanda turned the tragedy of her h usband’s abandonment as a joke, â€Å"a telephone man who fell in love with long distances† (643). Amanda’s relationship with her children was illustrated by her failure in life and the exaggerated style of her character. Amanda always put up a defensive front for others to view that hid the reality of her life. She painted a colorful picture for others to perceive. Amanda worked hard to make the apartment ready for her daughter’s gentleman caller. She talked of polishing the wedding silver, taking out the monogrammed table linen to be laundered, cleaning the windows and putting up fresh curtains. Amanda even went so far as to enhance Laura’s bosom with two powder puffs. She called it â€Å"gay deceiver†(662). Amanda was affectionate and loving but demanding beyond reason. She was not in anyway cruel, in fact, very loving but her desires for her family became so unpleasant for her children. Amanda’s relationship with Tom was difficult with and often unreasonable. Although he was a grown man whose wages supported their family, she still would intervene with the affairs of his life. Amanda would instruct Tom how to chew his food by telling that â€Å"animals have secretions in their stomach which enable them to digest food without mastication, but human beings are supposed to chew their food before they swallow it down†(644). Tom goes to the movies as an escape from his ... ...r Laura to have a gentleman caller was another failure. Jim was engaged and is to be married soon. Amanda was furious because the plan did not work out. She accused him of playing a practical joke on them, by intentionally bringing another woman’s fiancà ©Ã¢â‚¬â„¢ to disgrace them. Amanda was obviously surprised, the evening had been expensive for the Wingfields, and her dreams for her daughter have been shattered. Amanda was a woman who typically refuses to face reality that resulted in a lot of disappointments and frustrations. Looking back to the past with regrets only prevented her from moving on. She could have used her past experiences and learned from it. Although she is caring and loving, she should not have sacrificed the happiness of her children for her own selfish desires. Her fears had made her life and the lives of her children miserable. Had she learned to be patient, strong and accepting of what life has brought, she and her family could have had a more fulfilling life. Work Cited Williams, Tennessee. â€Å"The Glass Menagerie.† Literature and the Writing Process. Ed. Elizabeth McMahan, Susan X. Day, and Robert Funk. 7th ed. Upper Saddle River; Prentice, 2003 641-681

Verbal and Nonverbal Coding Worksheet

University of Phoenix Material Verbal and Nonverbal Coding Worksheet Part A: Nonverbal Instructions: Respond to each question below in complete sentences with at least 150 words. Include at least one example from the reading materials that supports your position in your response. 1. Is a smile a universal nonverbal form of communication? Why or why not? Provide specific examples in your answer. I would say yes, that the smile is a nonverbal form of communication all over the world.The reason I believe this to be true is because a smile is letting people know how you are feeling and they way you feel about them. I smile at others because I am happy or I am happy to see them, and I believe the same thing is true with everyone else who smiles. When I went to Germany a few years ago, I felt extremely out of place mostly because I did not know the language. It was even more difficult to conduct business there when you approach someone and they are not wearing a smile; it made me feel even more out of place.When someone was smiling I felt some much better about trying to have a conversation with them. People are much more approachable when they look happy and friendly. 2. What are some of the ways that you, as an American or an international student, have been taught, or unconsciously learned, to synchronize your nonverbal behaviors? Some of the ways that I have learned to synchronize my nonverbal behaviors is to do things similar to what others are doing. If I am walking down the street and I see a friend of mine I will wave at them and smile because that is what I like doing and it comes natural.Although when someone sees me before I see them I will usually responded the same way they greeted me. If they greet me with a rise of the head I will do the same thing, then after ask myself why I did the same when it is not the normal way I would have greeted someone. It would be the same way if I were sitting talking to someone and they folded their arms, I would most li kely do the same thing to match them, and not even realize that I am coping them in anyway. Part B: VerbalInstructions: There are five interrelated sets of rules that combine to create a verbal code or language. In the middle column, define the five verbal rules that create the verbal code in a minimum of two sentences for each rule. In the last column, provide an example from both American culture and an international culture for each of the five rules of verbal codes. Then answer the questions on the following page. Rule setDefinition (2 or more sentences)Examples (1 American culture example and 1 international culture example) 1) Phonology (rules for word sounds) (2) Morphology (units of meaning in a word) (3) Semantics (distinct meaning of words) (4) Syntax (relationship of words to each other) (5) Pragmatics (effect on human perception) 1. What is one possible drawback of phonology if a nonnative speaker has poor accuracy? What might be done to master a new phonology? Some of t he drawbacks that deal with sound and speeches if a non-native speaker has poor accuracy is they may be saying the right words but they are not coming out correctly.An example is someone from India trying to speak English; since they have such a strong accent they come out wrong. My son is in speech therapy and they give him a mirror to practice saying the sounds that he has a hard time with. I think that this would work for mastering a new phonology as well. Practice helps learn any language, and watching yourself saying the write words with the correct style may help learn more. 2. What happens in the course of conversation when semantics causes confusion between you and the receiver? Provide a recent example. 3.Based on the examples in your text, what do you think Ludwig Wittgenstein meant when he said that â€Å"the limits of my language are the limits of my world†? When Ludwig Wittgenstein said â€Å"the limits of my language are the limits of my world† I believe he meant that he wants to learn more languages so he doesn’t limit his education on the world and the people that he meets. We should always be learning new languages and ways to communicate with each other, so we can meet people from all over the world and learn more about them. The more languages you learn the better your understanding of the world you will have.

Critical Analysis on Clinical Supervision in Schools

The purpose of this study is to present the definition of clinical supervision and some basic concepts that are currently being used in the clinical supervision of public schools today. By having a clearer understanding of these definitions and concepts, prospective supervisors in public education will be better equipped to do their jobs. A situation has occurred due to the ever-increasing demand for supervisors in public education today in which those entering supervisory positions may not be properly equipped to supervise. This is primarily due to the fact that they may not understand all that is expected of them. To use economic terminology, the â€Å"demand is exceeding the supply†. As a result, supervisors may be placed into supervisory positions without a clear understanding of some definitions and concepts which have come into the realm of education fairly recently. Supervisors cannot do their jobs effectively if they are not properly educated in the roles and responsibilities of the clinical supervisor. The following study may serve as a review of some current definitions and concepts. The earliest supervisors in America's schools were often nothing more than overly critical â€Å"snoops† whose main job was to find what a teacher was doing wrong and report it to the teacher's superiors. Today we refer to this type of supervisor as a â€Å"snoopervisor†. It was more likely that a teacher would receive a reprimand or dismissal as a result of those supervisory visits. The role of the school supervisor has changed drastically from the humble beginnings of America's schools. Our public school system has gone through many different stages of development. Likewise, our educational supervisors have evolved as well. Since our public school system has gone through so many changes, (and continues to do so), a clear understanding of the responsibilities of clinical supervision is needed in order to properly prepare those wishing to serve in that capacity. Today's supervisors must know what is expected of them and some of the more current methods and concepts being used in clinical supervision. The research information in this study is limited to the study of school supervisors in the public school system. This study focused on supervisors who oversee the grade levels of Kindergarten through the 12th grade of high school. This study does focus on supervisors of colleges or other secondary educational institutions although much of this information may apply in those areas as well. It is, therefore, the primary goal of this study to collect, compile, and organize information that will help to prepare those wishing to serve as school supervisors so that they may better understand some of the terminology and concepts in clinical supervision. One of the more common roles of today's school supervisor is that of providing teachers with the support they need to become better teachers. Today's supervisor must be a coach or mentor, a â€Å"teacher's teacher†, so to speak. Where supervisors once tore down teachers and criticized them, today they build up teachers and edify them. The first use of the term â€Å"clinical supervision† was in 1961 when Morris Cogan used it in a proposal entitled Case Studies and Research in Clinical Supervision at Harvard University. Cogan defined clinical supervision in the following way: â€Å"Clinical supervision may therefore be defined as the rationale and practice designed to improve the teacher's classroom performance. It takes its principal data from the events of the classroom. The analysis of these data and the relationship between teacher and supervisor form the basis of the program, procedures, and strategies designed to improve the student's learning by improving the teacher's classroom behavior.† From Cogan's definition of clinical supervision we can see that the emphasis is on improvement of the teacher's performance. This makes the role of today's supervisor more of a supportive role. With that definition in mind, how can supervisors help teachers to become better teachers? What can supervisors do to improve the educational system in which they work? In the following study are a few examples of contemporary practices and concepts being utilized today to answer those questions. First of all, supervisors are concerned with the quality of teachers they have in their school and school system. It is the job of supervisors to make sure that the teachers working in their school system are the best teachers possible, and that they are working to the best of their ability. Once teachers have been selected and hired, they must know that the supervisor is there to support them and help them to improve their teaching skills. In an article in Educational Digest, Thomas Harvey and Larry Frase put it this way: â€Å"Coaching is not an option for school leaders but a basic function, along with counseling, mentoring, tutoring, confronting, and supporting. All of these will increase the commitment to quality and productivity.† This simply means that supervisors must engage the teachers (as well as themselves) in a never-ending process of improvement. That means keeping up with current changes in teaching styles and curriculum. Supervisors must be willing to set an example for teachers by showing that they are also willing to make changes in the way that they do things. Now that we are in a new millenium in education we see the education system in a state of constant change. Everything we do changes regularly. Teaching styles, the equipment that we use in schools, and even the schools themselves continuously go through new stages of development. It is no longer acceptable to simply achieve and maintain a status quo. Supervisors must recognize this and always be ready to lead their teachers into the future and new ways of educating students. The first way supervisors must lead their teachers is to make sure that they are aware of the legal aspects of education. In a recent article in Education magazine the authors said, â€Å"First on the list of all things a beginning teacher must do is to learn the policies of the school system and local school. A teacher who is legally challenged by a parent will receive support from the board of education when the teacher's actions follow policy†. For this reason, supervisors should tell their beginning teachers that board policies and the school handbook are required reading. Once this has been concluded, supervisors can move on to the matter of teacher evaluation. One method being used by many supervisors to evaluate and support new teachers is the peer support method. This concept has been touted as a promising way to build a teacher's sense of professionalism. Margaret Johnson and Lucy Brown described one study in which teachers in a large elementary school with about 42 teachers were organized into collegial support teams (CSTs) to ,†Ã¢â‚¬ ¦supervise their teaching performance and promote their professional growth.†. Many of the teachers involved in the study said that it created,†Ã¢â‚¬ ¦a â€Å"safe zone† in which they could admit shortcomings and work to improve their practice.†. This method follows the philosophy that the best people to evaluate the performance of teachers in a particular school system are other teachers in the same school system. This method is becoming very popular. Sometimes the path into the future of a school system may not be clear and narrow. There may be many different directions the supervisor may have to choose from. While discussing teachers who pursue positions in administration, Roberta Bernstein writes: â€Å"The position of curriculum developer requires working in teams and reporting to the central office. While following the directions of your superiors, you will also want to provide teachers with a curriculum that excites them. It's a balancing act.† Indeed, supervisors must often let their own preferences fall by the wayside in order to reach the compromise that is the best, overall solution for a situation. One driving motivator behind the decision-making process should always be â€Å"What is the best thing for the students?† The same thing holds true when evaluating teachers. Unfortunately, sometimes supervisors realize that a teacher just isn't performing at the minimal level necessary to remain in the system. Even after working very hard to help a teacher come up to the required standard of teaching to remain in their position, the supervisor asks â€Å"What is the best thing for the students?† and realizes that a replacement may be what is needed. There are many different reasons for teachers becoming marginal. In an article in Education Digest Don L. Fuhr identifies three categories of teachers who become â€Å"marginal†: â€Å"First is the helpless marginal teacher who doesn't grasp the basic techniques of effective teaching. It may be because of poor training or of good training never absorbed. Second is the teacher with a pressing personal problem, the more common ones being serious illness of a loved one, marital problems, or financial difficulties. The third and most difficult type is the hardheaded marginal teacher who has developed ‘an attitude'. † Regardless of the reason for a teacher becoming marginal, encouragement is the key to trying to help them improve. Supervisors must be willing to advise and help them. First, the teacher must be made aware of the specific problem. Then, a strategy can be developed for dealing with the problem. Sometimes, the best time for strategies to be developed is after a classroom observation. According to C.H. Van der Linde, â€Å"The follow-up discussion sometimes provides the most important situation for the collection of further data, because the teachers are now in a situation where they are able to explain their behavior.† Van der Linde goes on to say, â€Å"The teacher should be encouraged to give attention to both strong points and deficiencies. Remedies that are realistic should be discussed and steps to promote continuing professional growth should be outlined.† Some people, such as Francis Duffy, feel that we in education are going about staff development all wrong. Ms. Duffy says, † Even though we understand that school districts function essentially as systems, we persists in trying to improve schools one teacher at a time.† According to Ms. Duffy's Knowledge Work Supervision model, teaching would be improved by focusing on the performance of the entire school system rather than just individual teachers. One thing is certain, no matter what model of evaluation or development a supervisor uses, it is still inevitable to occasionally come across marginal teachers which fail to meet minimal standards no matter what the supervisor does to try to help them improve. One possible contributing factor to this situation is stress. Education, and particularly educational administration, are very high-stress professions. Clinical supervisors should encourage personal responsibility for stress management. Articulation of the expectation that individuals are to take the responsibility for control of their own stress levels also validates personal inclinations to do the same.