Weathering Essays and Research Papers

Instructions for Weathering College Essay Examples

Title: Geology

  • Total Pages: 5
  • Words: 2023
  • References:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Answer these questions with a minimum of 2 paragraphs (3 or more sentences per paragraph).

What would be some examples of rock that would undergo chemical weathering in the mid-latitudes? What effects of this type of weathering have you seen? Is there anything that can be done to reduce it that would mitigate its impact on human society?

What differences exist between rivers with deltas and those without? What potential impact does the existence of deltas have on the human population in the U.S.?

Give some examples of what is happening to sea ice and glacial ice. Why is this occurring? What are the possible human impacts and vice versa?

How has society responded to coastal changes initiated by sand transportation, and have these responses been wise environmentally and economically?

What is the major danger of hurricanes to coastal areas and how has the federal government historically responded? Explain.

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REFERENCES

Chemical Weathering. (2010). Think Quest. Retrieved from: http://library.thinkquest.org/

20035/chemical.htm

Coastal Change. (2011). U.S. Geological Society. Retrieved from: http://pubs.usgs.gov

/circ/c1075/change.html

Hurricanes. (2011). FEMA. Retrieved from: http://www.ready.gov/hurricanes

Ice, Snow and Glaciers: The Water Cycle. (2012). United States Geological Society. Retrieved from: http://ga.water.usgs.gov/edu/watercycleice.html

Mechanical and Chemical Weathering. (2006). retrieved from: http://www.ux1.eiu.edu/~cfjps/

1300/weathering.html

Shore Drift. (2010). Department of Ecology -- State of Washington. Retrieved from:

http://www.ecy.wa.gov/programs/sea/pugetsound/bluffs/drift.html

What is a River Delta?. (2009). Americaswetlandresources.com. Retrieved from:

http://www.americaswetlandresources.com/background_facts/detailedstory/RiverDelta.html

Brasch, Walter. (2005). 'Unacceptable': The Federal Government's Response To Hurricane Katrina. Booksurge Publications

Brown, P. (2007). Melting Ice Cap Triggering Earthquakes. The Guardian. Retrieved from:

http://www.guardian.co.uk/environment/2007/sep/08/climatechange

McLamb, E. (November 27, 2009). Human Impact: Tens of Millions Along World's River

Deltas. Ecology Global Network. Retrieved from: http://www.ecology.com / 2009/11/27/increasingly-vulnerable-flooding/

Reidy, Chris. (September 2, 2005). U.S. Economy to Feel Katrina's Force. Boston Globe.

Retrieved from: http://www.boston.com/business/articles/2005/09/02 / us_economy_to_feel_katrinas_force.

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Title: Geography Questions

  • Total Pages: 7
  • Words: 2371
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  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: I need a researcher who specializes in Geography to research and complete these review questions for me.

Referance:
http://www.physicalgeography.net/fundamentals/contents.html

Please include these questions with your responses.

LANDFORMS
1. Barrier island beaches generally develop where:
a The coast is composed of hard rock
b The nearby land has a rugged topography of hills and mountains
c The sea floor deepens rapidly offshore
d The sea floor remains shallow for a long distance offshore

2. During storms in winter:
a There is a higher percentage of fine-grained sand on beaches
b More erosion occurs in bays than on headlands
c Beaches are eroded
d Beaches are built up
e Offshore sand bars are destroyed

3. Along the Midocean ridge
a earthquakes occur
b sea floor spreading occurs
c volcanism occurs
d all the above occur

4. Where would you find examples of barrier island coasts?
a Oregon
b California
c British Columbia and Alaska
d Texas and the Gulf Coast
e Hawaii

5. Which of the following boundaries characterize the San Andreas Fault?
a Spreading
b Convergent
c Transform
d None of the above

6. Construction of dams upstream on rivers may lead to:
a Narrower beaches
b Wider beaches
c The filling in of bays
d The building of a barrier island

7. In the late 1920's until the present, the movement of plates is thought to be due to
a convection currents in the crust
b convection currents in the mantle
c convection currents in the core
d earthquakes along subduction zones

8. __________ are mudflows due to rapid melting of snow packs along the sides of snow covered mountains.
a Pyroclastic avalanche
b Pahoehoe
c AA
d Lahars

9.Question: Longshore currents are likely to travel along the coast from:
a North to South
b South to North
c West to East
d In a southwest direction
e In a westerly direction

10. Volcanism in Iceland is due to which of the following plate boundaries?
a Spreading
b Convergent
c Transform
d None of the above

11. Subduction zones are mostly likely found where
a ocean crust collides with ocean crust
b ocean crust collides with continental crust
c continental crust collides with continental crust
d where continental crust divergence takes place

12. The longest continuous chain of mountains formed by tectonic processes is found
a in North America
b in South America
c in Asia
d on the ocean floor

14. The "Ring of Fire" is due to
a ocean crust colliding with ocean crust
b ocean crust colliding with continental crust
c continental crust colliding with continental crust
d where continental crust divergence takes place

16. Volcanoes are found
a along the midocean ridge
b near subduction zones
c hot spots (mantle plumes)
d all of the above

Rivers
17. What is discharge?
a a stream's cross-sectional area multiplied by its velocity
b the volume of a stream divided by it's cross-sectional area
c the width of a stream times it's depth
d the amount of water flowing past a certain point in a given amount of time
e both a and d

18. Two different drainage basins or watersheds are separated from each other by an imaginary line called:
a a divide
b a trellis
c a floodplain
d a gully
e a terrace

19. Which of these factors contributes to stream velocity?
a stream channel size
b stream gradient
c stream channel shape
d all of the above
e only b and c

20. Which river has the largest discharge?
a Congo
b Mississippi
c Amazon
d Nile
e Brahmaputra

21. The volcanoes that comprise the Hawaiian Islands are
a shield volcanoes
b composite volcanoes
c cinder cones
d none of the above

22. When do floods occur?
a when a stream is diverted by the headward erosion of another stream
b when a stream channel is altered to speed the flow of water
c when a stream's discharge exceeds the capacity of its channel
d only during the spring
e when the artificial levees are overrun

23. The limiting level below which a stream cannot erode is known as the:
a Meander
b Base Level
c Gradient
d Discharge
e Velocity

24. A meander that has been completely separated from a river is called:
a an incised meander
b an oxbow lake
c a drainage basin
d a cutoff
e a cut bank.

25. Which one of the following is the key factor controlling stream erosion, transport, and deposition?
a Sediment Load
b Gradient
c Temperature
d Velocity

26. How does a stream change as its discharge increases?
a Stream velocity, channel width and depth, all increase
b Stream velocity increases, but channel width and depth decreases
c Stream velocity, channel width and depth, all decrease
d Stream channel depth and width increases, load decreases, and velocity decreases

27. An area which has NOT been glaciated may show???... ?
a Hanging valleys
b V shape valleys
c Corries
d Drumlins

28. Which part of a stream's load is actually held in solution?
a weathered load
b suspended load
c chemical load
d dissolved load
e bed load

29. Which one of the following statements is true about dams?
a They help build up beaches
b They lower the water table
c They cause deposition below the dam
d They cause erosion below the dam

30. Rejuvenation of a stream channel (renewed erosive activity) can be caused by:
a A higher sea level
b A lower sea level
c A decreased gradient
d Increased load

31. What is the sediment deposit that forms when a stream enters the sea or a lake?
a An Alluvial Fan
b A Natural Levee
c A Delta
d A Floodplain

33. Which one of the following supplies base flow (a constant supply of water) to a stream?
a Overland flow after precipitation
b Groundwater seeping into the stream channel
c Rainfall during thunderstorms
d Snowmelt

34. The volume of water that flows past a given point in a given time is the stream's:
a Capacity
b Gradient
c Discharge
d Load

35. The pebbles and boulders that are transported by a stream along the bottom of its channel are called:
a Bedload
b Suspended Load
c Dissolved Load
d Overload


BIOMES

38. Rain Forest wildlife of Asia include all of the following except
a Orangutan
b Gorilla
c Red Lory.
d Bengal Tiger
e King Cobra

39. Deserts are most likely to occur
a at 30 degrees above and below the equator.
b in the rain shadows of mountains.
c where cool, dry air descends.
d All of the above
e None of the above

41. The eastern side of the Rockies tends to receive much less rainfall than the western side. This phenomenon is attributed to
a convection currents.
b the rain shadow.
c human impact.
d All of the above
e None of the above

42. This biome is scattered across the planet and accounts for only 3% of water on Earth. Salinity (salt) levels in this area are generally less than 1%.
a freshwater biome
b estuary
c marine biome
d none of the above

45. You are in an area where the water fluctuates between very salty and not-so-salty. You look around you and see that the region is at the mouth of where a river and the ocean meet. You are most likely in a(n) _______________ biome.
a estuarine aquatic biome
b river aquatic biome
c tundra terrestrial biome
d inter tidal aquatic biome
e None of the above

GEOLOGY

47. Metamorphosed sandstone is called
a Marble
b Slate
c Gneiss
d Quartzite
e None of the above

49. The Ural Mountains were formed primarily by
a Volcanism
b Rifting
c continental collision
d intrusion of magma

50. Field capacity of a soil tends to increase with
a increasing clay content
b decreasing clay content
c increasing sand content
d decreasing sand content
e Field capacity is not associated with soil


53. The Red Sea lies in a
a rift zone
b subduction zone
c transform fault zone
d deep sea trench

CLIMATE AND WEATHER

55. The two most important elements in a climatic description are temperature and ____________.
a wind direction
b precipitation
c pressure
d wind speed
e altitude

58. Multi-layer clouds are heavy precipitation producers. Which of the following may be considered in this category?
a Nimbostratus
b Cirrostratus
c Cumulonimbus
d a and b
e a and c

66. What percent of the Earth?s water is fresh and accessible?
a 0.60%
b 5.20%
c 10.60%
d 17.30%
e 24.20%

68. Where is most accessible fresh water found?
a Groundwater
b Rivers
c Lakes
d Ocean

69. _________________ dams resist the force of the water entirely by their own weight.
a Arch
b Buttress
c Dike
d Gravity
e Embankment

HYDROLOGY

70. The evaporative loss of water from leaves is termed:
a Evaporation
b Evapotranspiration
c Transpiration
d Perspiration
e Saturation

HURRICANES

74. Spring tides are tides that ...
a have lows lower than normal and highs higher than normal
b have lows higher than normal and highs lower than normal
c are unpredictable
d occur in the spring of the year

CARTHOGRAPHY

83. One of the distinctive features of a topographic map is that it shows ...
a Roads
b Latitudes
c Elevations
d scale of distances
e Man-made structures

84. The cartographic technique by which points on the sphere of the Earth are transferred to points on the plane surface of a map is ...
a Trajection
b Projection
c Intersection
d Interpolation
e approximation

85. The Mercator projection is actually which type of projection?
a Conical
b Gnomonic
c Zenithal
d Conformal
e cylindrical

86. The reference lines on a globe which circle the Earth parallel to the equator are lines of ...
a Elevation
b Northings
c Latitude
d longitude

87. How many acres are in the E1/2 of the NW1/2 of the SW1/2 of a section?
a 40
b 20
c 80
d 60
e 10

BIOMES

90. What is the main cause of the dry conditions in the Atacam ?
a The rain clouds are all blocked by the Andes Mountains.
b A cold current off shore causes condensation of water vapor in the clouds before they reach land.
c It is too hot to rain.
d There is no source of water nearby.

91. Rain Forest wildlife of South America include all of the following except
a Pronghorn Antelope
b Peccary
c Capybara
d Toco Toucan
e Golden Lion Tamarin

92. Name one other coastal desert with a similar weather pattern to the Atacam.
a The Sahara Desert
b The Mongolian Desert
c The Namib Desert
d Death Valley

93. Hot and dry deserts are all of the following except (circle all that apply)
a Taklamakan desert
b Arabian desert
c Kalahari desert
d Mohave desert
e Great Basin desert

94. What kind of ecosystem has left the most stable and fertile soils for cultivation?
a tropical rain forest
b mixed deciduous forest
c prairie
d boreal forest

95. Tropical rainforest plants have adapted to the existing circumstances of the environment. These include all of the following except
a Large leaves
b Round tip leaves
c Some plants live high up in the canopy
d Smooth bark
e Buttress type base

96. The Steppe biome is a dry, cold, grassland that is found in all of the following continents except
a Australia
b North America
c Africa
d Asia
e South America

97. Rainfall in deserts is fairly low. However, the deserts in __________ have a substantial higher rainfall than all the other deserts.
a South America
b Australia
c Central Asia
d North America
e Africa

VOLCANOES
98. Which planet has the most volcanoes?
a Mercury
b Venus
c Earth
d Mars

99. Which continent has no active volcanoes?
a Asia
b Europe
c Australia
d Antarctica
e South America

100. How is magma different from lava?
a The two are the same
b Magma is unerupted lava
c Lava can have gas in it
d Magma is a large amount of lava
e All of the above

101. A Tombolo is
a A spit that connects the mainland to an offshore island
b Bowl shaped depression found at the head of glacial valleys
c Pyramidal peaks that form when several cirques chisel a mountain from three or more sides
d the narrow serrated ridges found in glaciated alpine areas
e A spectacular erosional landforms

LANDFORMS

102. The continental margin is actually made up of three structures. They include all of the following except
a Continental rise
b Continental slope
c Continental divide
d Continental shelf
e All of the above are structures within the continental margin

103.Features associated with glaciers include all of the following except
a Cirques
b Lahars
c ar?tes
d Moraines
e Horns

104. Types of Deltas include all of the following except
a Arcuate (fan-shaped) delta
b Bird-foot delta
c Talus delta
d Cuspate delta
e Estuarine delta

105. The landforms that are found on the surface of the Earth can be grouped into 4 main categories. They include all of the following except:
a Structural Landforms
b Weathering Landforms
c Glacial landforms
d Erosional Landforms
e Depositional Landforms

EROSION

106. Particles are normally grouped into a number of main classes:
a Bedrock, gravel and sand
b River rock, gravel, sand and clay
c sand, silt, and clay.
d Decomposed granite, sand, silt, and clay.
e Rocks, sand, silt, and clay.


107. In general a number of broad categories of mechanisms for weathering are distinguished. They include all of the following.
a chemical, physical and biological.
b Fluvial, physical and biological
c Fluvial, Glacial and biological
d chemical, glacial and biological
e Fluvial, Glacial and volcanic

BIOMES
109. Main Volcano Types include
a. Vulcanian, Hawaiian, Surtsayan
b. Scoria cone, Shield volcano, Stato vulcano
c. Cylindrical, Round, Cone
d. Vesuvian, Strombolian, Vulcanian
e. None of the above

110. Eruptions of Kilauea volcano, on Hawaii, are mainly of the _______ type.
a. Plinian
b. Vulcanian
c. Effusive
d. Surtseyan
e. Strombolian

112. Which of the following definitions is false?
a. SPATTER -- Impact of molten spatter fragments hitting the ground and flattening into roughly circular disks.
b. A CALDERA is a large, usually circular depression at the summit of a volcano formed when magma is withdrawn or erupted from a shallow underground magma reservoir
c. LAHAR - An Indonesian term for a volcanic lavaflow
d. PAHOEHOE - Hawaiian term for basaltic lava that has a smooth, hummocky, or ropy surface.
e. PUMICE -- Frothy felsic rock formed by vigorous vesiculation (bubbling) due to rapid gas escape.

113. Sedimentary rocks can be divided into a number of fundamental types based upon the origin of the rock.
a. Volcanic, Marine, Fluvial
b. Glacial, Volcanic, Fluvial
c. Clastic, Chemical, Organic
d. Volcanic, Fluvial, Glacial, and Marine

Note:
Clastic sediments are broken fragments of preexisting rocks that have been transported and redeposited.

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Title: Planning and reflection and your retionale for the future

  • Total Pages: 8
  • Words: 2663
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  • Document Type: Essay
Essay Instructions: Make a summarizing report of my experience during my student teaching. Describe and discuss the skills, practices and processes in my instructional planning and practice which I have implemented while keeping my journal.
1. Clarify why you think these changes to my practice were successful or less successful than I anticipated. The will involve critical self-reflection about the specifics which have helped me to improve.

2. Include specific examples of what I did and the outcomes achieved by the learners.

3. present a plan of what I intend to do in the future to continue to improve your practice.

The area that needed most improving for myself in teaching is my questioning, I am asking question that are open end and I have asked question to find out prior knowledge. I asked question that start off with ?who can tell me? or ? what are they doing now? and this leads to many responses that are not related to the subject at hand and by doing so take the students attention away from the issue that I wish to teach. I had one class where I was teaching water balance in plants on how it is used by the plant and I asked the students who can tell me what occurs when the sun comes up, asking such an open end question lead to where sand comes from?, flours?, can a plant drink soft drink?, and when a student answer with a more compacted answer, I did not react and link this answer into what I had already talked about and losing a very important opportunity to reinforce some of the information I had presented.

My questioning to each class steadily got better through out this practical; I started off just asking certain Questions. In the beginning of my pre-service teaching I would ask the entire open end question and this leads the class away from what I am trying to teach costing me more time than I usually have on a subject. By the end of this area of my teaching I was asking correct question because I would sit down the night before and think about what questions I should ask on a subject. My questions have now changed from a weak area of my teaching to an area that is incredibly strong

Other areas that have come from weakness to strength are introduction of a subject for a lesson and Transitions.


Innovative and this maintains the students interests. By using different teaching Items and using such things as computers and videos such as movies a teacher can relate a subject in this case a science or biology issue. Also by using different teaching mechanisms an educator can teach to his/her students in a Varity of teaching styles. This can be best explained by a problem I had teaching a junior science class where most of the student were not understanding the subject matter. I was given a subject by my mentor teacher to teach a year 10 science class, the issue was Tectonic plate (science). My first attempt had many students not understanding what I was teaching. My problem was to come up with a way to help clarify tectonic, so in my lunchtime patrol I asked what the students were interested in, and half the class was interested in travel and the other half movies. After giving this Idea a lot of thought I came up with a few concepts. I brought in a video (Earth Quake) and a couple of experiments such as pushing two pieces of paper together to show the sudden change when they release the students observe what occurs by doing this the students could see this the plates in action not just hear about it. This gave better results than I could have ever hope for , with every most students gaining and understanding and doing very well on the end of week formative test.


An excellent way of establishing and maintaining behaviour management is to have the student?s line up outside of the classroom, until students are quiet. The students should then be required to arrange themselves into two lines before being allowed into the classroom. By doing this, students are kept to a certain behaviour level from the start of the class time period. This is one of the simple techniques to maintain class behaviour and by doing so having more teaching time in each period. When a student begins to act out of turn, I simply stand out in the front of the class with out saying a word (using effective non-verbal communication). By doing this, the class easily comes under control and this works to calming the students much more quickly than if I approached behaviour management by standing in the front of the class and yelling at the class at the top of one?s voice. (Which achieves very little as observed with other educators)? By trying to keep every student attention on myself, I maintain control of the classroom using simple teaching techniques, such as asking every student in the class a question at random and using many different forms of asking these questions. By doing so, I am able to solicit many different opinions and ideas from students, and keep other students actively engaged. This simple technique brings out information through questioning and help?s the student to learn at an increased pace, while at the same time keeping the class within limits of behaviour.




plan of what I intend to do in the future to continue to improve your practice

1. Use at variety of teaching approach?s so to cater to all learning styles.
2. Break up each lesson into small segments so as not to lose the students full attention.
3. Use a variety of recourses to aid and back up what I am teaching (movies and experiments)
4. always write down a set of questions so not to ask open ended question
5. think of ways to keep class interested such as ( photo?s, stories of a subject).
6. get reviewed by another educator on teaching performance to find out what needs improving
7. use the black board to greater effect to aid in teaching.

Lorsbach, Anthony and Tobin, Kenneth. ?Teaching?
http://www.exploratorium.edu/IFI/resources/constructicism.html.

Queensland education (2002) ? overall learning?
http://www.teachers.ash.org.au/Bce/attributes%20espanded.doc

Greenaway, R, 2002, ? Your guide to the why and how of active reviewing? , Active reviewing tips for dynamic experimental learning? & ? Active reiewing guide : how to facilitate active learning, Stirling, < http://reviewing.co.uk> .

Malouff, J , 2002, fifty problem solving strategies explained, Armidale. http://www-personal.une.edu.au/~jmalouff/problem.htm

Ballantyne, R & Packer, J 1995, making connections: gold guide no 2, Hersda, Canberra, pp 4-14

Schon, DA 1983, ?From technical rationality to reflection-in-action?, the reflective practitioner: how professionals think in action, Basic Books, New York, pp. 49-69.

http://www.eddept,wa.edu.au/centoff/outcomes/policy/index.htm

www.mml.co.za/general/curriculum.asp

Spady, W. (1994). Outcomes-based education: Critical issues and answers: Arlington VA: American Association of schools Administrators.

www.teachers.ash.org.au/bec/obe.htm

What mentor teacher said in final report on my performance?

Areas of strength, which were identified and demonstrated.
1. Good use of resources
2. Variety of activities in lessons
3. Lessons thoroughly planned
4. Supervision of student?s activities in the class. Simon is able to keep them on task most of the time.
5. Appreciation of boys-specific learning styles.


Areas for improvement which were identified and where improvement was demonstrated.

1. Transition from one activity to another- stilted at first but now starting to flow.
2. Questioning- originally too vague, more thought to this area produced questions that were more specific, relevant and gave students less opportunity of deviate on unnecessary tangents.
3. Introductions to lessons were uninspirational this aspect has improved considerably


Summary of post observation analysis.

Teaching competent for this stage of training. Simon needs to learn to use board especially to engender a bit more spontaneity and deal with student?s relevant queries.
He?s keen to learn.
He could be a little more obervously enthusiastic about material presented but I feel this will come when he is less preoccupied with his presentation.


13/04/2005
Year 10 science Tectonic plates

Areas that need improvement


1. The lesson plan needed to be more in a direct order, in other words start at the beginning and work your way through to the end. Students became very confused by trying to focusing their attention on more than one issue at a time.

2. Introduction in this class was very poorly handled; instead of explaining what was to occur at the beginning of the class I went into to much information about tectonic plates leaving most of the students unsure what was occurring and the main idea of this lesson seemed to be lost. Personal note This is an area of real concern I need to improve this to get greater results both from the in class performance for myself and to capture the students attention and this will aid in their learning.

3. Transition from one activity to another was inadequate with nothing connecting the issues at hand and this lead to openings for student to lose their attention and so the behavior handling was very much harder both for me as well as the students. Personal note with better transitions it is easier to keep students on task

4. Questioning: My questions were to open ended with the students unsure as to what I was asking. Such as asking about how you measure earth quakes, and not asking how do you measure earth quakes using the Richter scale?




Areas of strength

1. Aid within class; the use of videos and OHT?S, maps and handout help the class in some way to understand the object of this lesson and promoted student participation.

2. Behavior management went very well, by me trying to be open but not to friendly with students relating to student as a teacher and not a friend.

3. Time management went very well for this lesson with most of the issues being handled with in the time frame allowed.

20/04/2005, sixth day of journal
Year 8 science
Pull of Gravity

Today?s class ran a little better with a couple of exceptions.

The first being my Introduction, although attempted it did not come out as hoped for in the middle of this passage became a little mixed by talking about areas of the issue before I had brought them into the students understanding. This lead to the class getting confused making in that much harder to getting the point across about the pull of gravity. Personal note by having a poor introduction you make it that much harder for both the students and your self. Make a card to remind yourself about which order you would like to discuss the introduction for tomorrow.


Questioning I am still to come to terms with better questioning, I am asking question such as how is gravitational pull affecting you every day?. I did this before I full had a chance to explain so many of the answers were leading the class in a completely different direction to would was desired. To make a better teaching tool think about when you should ask question and what type of questions. Personal note You mast remember that the students in this case are only year 8 so aim your questions at their level a little better.


The time went a lot more to task than classes of last week with this class finishing a couple of minutes ahead of the bell leaving time to give a enhanced review of the objects of the class


26/04/2005
Year 10 science
Weathering and the Earths changing face.


Again my Introduction was not up to standard with this introduction being very stop start, there has not been very much improvement in this area of my teaching from the start of this practical. I NEED TO WORK ON A WAY THAT WILL WORK FOR ME! In my next class I will try by starting with a story on plant hormones so to relate the subject to the students (I think something like why a gum trees so tall) and then be more to the point of what the class will cover in that lesson. Personal note today the students became harder to keep within behavioral limits because you did not begin well and left openings for the class to goof off.


Instructions before asking the students to work on a subject get them to take out their text books and note books first and copy something down or answer the question from their text books. Personal note this cuts down on the loss of time by explaining this two or three times and help in the behavior management of the class.


My movement around class this can be a good thing but today I moved around to much I was explaining issues about a subject and moved to the back of the classroom this had the effect of muffling the sound of my voice, leaving half the class unaware as to what was being taught. Moving around the front of the classroom is Ok when explaining a subject, but only move around the class if they working on a problem to check on their work.

27/04/2005
Year 12 B biology
Plant hormones.


The introduction went much better within this lesson, by starting with a hook to capture the student?s attention it gave the whole lesson a greater degree of momentum and maid the overall subject easier to teach and better for the students with their learning. To gain this hook I used a story about the Ponderosa Pine growing in Yosemite national park in California. How the pine had been around so long as to have excited when the dinosaurs
Were alive. This got the students attention and then I went into the hormones that regulate the plants characteristics.

Because I started of the lesson a little differently I did not stick to the lesson plan because the questioning from the students lead to most of the information that was to be taught. There was some small problems to this approach with the writing down of information being left until the end of class with some of the student?s have time troubles with the collection of the information needed. The second problem is that the class did not cover all of the material need for this subject, so because of the fact I needed to assign homework on a very busy week for the students with mid semester examination occurring next week.

My teaching did improve for this lesson in one other key area with my transitions for one piece of information to another being helped by short little stories it kept the boy?s interested and helped in the general follow of the lesson.

27/04/2005
Year 10 science
Teaching and experiment
Weathering and Earths changing face

This lesson did every thing I have been hoping for in my time as a pre-service teacher. The students were interested in what was being taught and especially in the experimental process. That is the main area of attention for myself most boys learn to a greater extent, when there is some type of experiment to back up the subject being taught then if there is only a normal lesson.

This class went very well with even the students with a small attention span participating and working through out this double lesson. Personal note If you work in one or two examples through your lesson (show or display). You can use this as a tool for learning as well as a simple way of transition from one subject to another. (Example your photo?s from the Grand Canyon to display weathering).

In this experimental lesson I tried to move around the classroom as much as possible to help any student having troubles and to keep a close eye on any students that may cause trouble. In this class today it was not need, but it was a good suggestion but Dr Browne.

My questioning still needs a lot of work, I observed that the only time through out the two periods that the students even came close to misbehavior was when I used two or three open ended question. To combat this problem I will write down the entire question that I can think of before the lesson and review then to see if this enhances this problem area of my teaching.

04/05/2005
Year 10 science
Sedimentary Rocks

This lesson went very well with a couple of new areas within my teaching to focus on. My introduction and questioning did improve again in this lesson, but I am concentrating on what question I am going to ask, and missing some golden opportunities for example today in class john answered a question that I asked, not giving the answer that I was looking for but could have been used to reinforce a point that I had raised five minutes earlier, by concentrating only on what I am teaching I am losing great opening?s for the students to gain a greater understanding of the subject at hand.

While teaching it is best if I stay towards the front of the class, as I did in to day?s lesson this way my voice caries to the whole class. Personal note don?t just stay in the middle of the move back and fourth so the individual students can be observed and helped if there is a problem with understanding.

A small problem that occurred today was when I started speaking before the students had finished writing down information from the OHP. I must remember not to do this as the student is paying attention to what they are writing down not to what I am saying!

I did not cater to different learning styles today I introduced a couple of new terms which the students had no understanding of, I explained then, but what I should have done was to explain the terms and write then up on the class board to cater to the different learning styles.

Lastly for today was often a couple of students finish exercises before their class mates, instead of leaving them where they may cause a class disruption get the student?s to learn the definition of some of the terms from that class. (sometimes ask these students a couple of question about these definitions).

04/05/2005
Year 9 science
Human Digestive system

This was only a half lesson as Dr Browne as covering what would occur in the examination. The half period had both good and bad points, my Introduction needed to be a quick outline and this worked very well. Today I had a small amount of trouble with some pronunciations in the future I will need to practice these terms.

For the first time today I didn?t understand Dr Browne?s behavior management methods, I had a student acting up within this class and because I did not want him to interfere with other students work I spent a great deal of time keeping him under control. All the other students worked well in their groups and performed the activity satisfactorily. After the class we were discussing my performance and we talk about this area. Later this day I went to another teacher and observed his teaching methods (Paul Reemiejer), and noted that all teachers have different behavior management Ideas, I will have to develop my own. I talked this over with Dr Browne and she agrees that I must develop my own behavior management style.

Again I did not use the black board to its potential in teaching new concepts in such things as the bolus from today?s class.

11/05/2005
Year 8 science
Fluid pressure

This class was cut short due to a bomb scare!

The year 8 year class had great difficulty understand the concept of measuring pressure so I used a small display for the class to gain an elementary understanding. I placed a milk carton with three wholes at the top, middle, and bottom of the carton after having the class observe the display once. After this occurred I re-explained the concept again a different way using the milk carton as an example. ( gaining a better result)

I used the black board to some effect but need to use it more in the coming lessons. Being dyslexic I am still a little shy about displaying my writing in public this is a fear that I must overcome.

The students were assigned the work sheets as home work.

17/05/2005
Year 8 science
Fluid pressure


The introduction explaining this procedure of this experiment went very well with all of the class understanding what was to be done and when told to begin the class acted and worked like they were expected to.

My movement around they class went very well, only a small amount of misbehavior but for this age group they did extremely well, after the experiment had taken place, my questioning of the subject improved keeping the class on track and interested, there was a swapping of Ideas among the class and more information came out through this way. (What?s more the class today was fun)


18/05/2005
Year 9 science
Toad?s digestive system


Today?s lesson was my best to date with the introduction to the experiment being delivered sharply and to the point, remembering all of the safety aspects of the experiment and use the black board to some effect, but still need more work on this.

Questioning today went very well with myself thinking of a couple of questions that I had not pre-written at this stage though I need to keep writing the questions down before each class just as a safety precaution.

The transitions are following very well and are not really an issue any more but I must keep these in mind before each lesson until it becomes second nature.

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Works Cited

Armidale. http://www-personal.une.edu.au/~jmalouff/problem.htm

Ballantyne, R & Packer, J 1995, making connections: gold guide no 2, Hersda, Canberra, pp 4-14

Department of Education and Training. Online at < http://www.eddept.wa.edu.au/>.

Lorsbach, Anthony and Tobin, Kenneth. "Teaching"

Malouff, J, 2001. "Fifty problem solving strategies explained." < http://www.une.edu.au/psychology/staff/malouff/problem.htm>.

'Outcomes-Based Education." (2001). Maskew Miller Longman. Online at < http://www.mml.co.za/Curriculum/OBE_manual.pdf>.

Queensland education (2002) "Overall learning" .

Schon, DA 1983, 'From technical rationality to reflection-in-action', the reflective practitioner: how professionals think in action, Basic Books, New York, pp. 49-69.

Spady, W. (1994). Outcomes-based education: Critical issues and answers: Arlington VA: American Association of schools Administrators.

'Teaching Styles." 2005. Indiana State University. Online at < http://www.indstate.edu/ctl/styles/tstyle.html>.

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Title: to analyze fiction sort story

  • Total Pages: 2
  • Words: 663
  • Sources:1
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: hi,
i want this essay to focuse in analyzing,the short story that i have attached in here(at the end of this page), in terms of its respective elements which are plot-conflict and the stting - the imagery of relative to the plot.i want those elements to be analyzed positively.in another words, i want you to take a positive position and support those two elements, and that position should be the thesis, and when you provide the elements i want some quotes and imagery from the story to support it.

paragraph outline:
p1-intoduction into strategy, author-title summary and thesis statement.
p2-background information(author bio,politics,society,history,culture)
p3-body#1-analysis of element with two quotes,examples and description.
p4-body#2-analysis of element with two quotes,examples and description.
p5-body3-description of anthor work by the author which i have attached below.
p6- conclusion -restate thesis differently , author-title statement,concl,strategy.

_____________________________________________________________

Story of an Hour
by Kate Chopin
(1851-1904)

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.

She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.

She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.

There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.

She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.

She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been.

When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.

She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial.

She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.

There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.

And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!

"Free! Body and soul free!" she kept whispering.

Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. "Louise, open the door! I beg, open the door--you will make yourself ill. What are you doing Louise? For heaven's sake open the door."

"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.

Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.

She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom.

Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife.

But Richards was too late.

When the doctors came they said she had died of heart disease--of joy that kills.

____________________________________________________________
another work by the same author:
The Storm
1898
by Kate Chopin
(1851-1904)


--------------------------------------------------------------------------------

I
The leaves were so still that even Bibi thought it was going to rain. Bobinôt, who was accustomed to converse on terms of perfect equality with his little son, called the child's attention to certain sombre clouds that were rolling with sinister intention from the west, accompanied by a sullen, threatening roar. They were at Friedheimer's store and decided to remain there till the storm had passed. They sat within the door on two empty kegs. Bibi was four years old and looked very wise.

"Mama'll be 'fraid, yes, he suggested with blinking eyes.

"She'll shut the house. Maybe she got Sylvie helpin' her this evenin'," Bobinôt responded reassuringly.

"No; she ent got Sylvie. Sylvie was helpin' her yistiday,' piped Bibi.

Bobinôt arose and going across to the counter purchased a can of shrimps, of which Calixta was very fond. Then he retumed to his perch on the keg and sat stolidly holding the can of shrimps while the storm burst. It shook the wooden store and seemed to be ripping great furrows in the distant field. Bibi laid his little hand on his father's knee and was not afraid.

II
Calixta, at home, felt no uneasiness for their safety. She sat at a side window sewing furiously on a sewing machine. She was greatly occupied and did not notice the approaching storm. But she felt very warm and often stopped to mop her face on which the perspiration gathered in beads. She unfastened her white sacque at the throat. It began to grow dark, and suddenly realizing the situation she got up hurriedly and went about closing windows and doors.

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Out on the small front gallery she had hung Bobinôt's Sunday clothes to dry and she hastened out to gather them before the rain fell. As she stepped outside, Alcée Laballière rode in at the gate. She had not seen him very often since her marriage, and never alone. She stood there with Bobinôt's coat in her hands, and the big rain drops began to fall. Alcée rode his horse under the shelter of a side projection where the chickens had huddled and there were plows and a harrow piled up in the corner.

"May I come and wait on your gallery till the storm is over, Calixta?" he asked.

Come 'long in, M'sieur Alcée."

His voice and her own startled her as if from a trance, and she seized Bobinôt's vest. Alcée, mounting to the porch, grabbed the trousers and snatched Bibi's braided jacket that was about to be carried away by a sudden gust of wind. He expressed an intention to remain outside, but it was soon apparent that he might as well have been out in the open: the water beat in upon the boards in driving sheets, and he went inside, closing the door after him. It was even necessary to put something beneath the door to keep the water out.

"My! what a rain! It's good two years sence it rain' like that," exclaimed Calixta as she rolled up a piece of bagging and Alcée helped her to thrust it beneath the crack.

She was a little fuller of figure than five years before when she married; but she had lost nothing of her vivacity. Her blue eyes still retained their melting quality; and her yellow hair, dishevelled by the wind and rain, kinked more stubbornly than ever about her ears and temples.

The rain beat upon the low, shingled roof with a force and clatter that threatened to break an entrance and deluge them there. They were in the dining room—the sitting room—the general utility room. Adjoining was her bed room, with Bibi's couch along side her own. The door stood open, and the room with its white, monumental bed, its closed shutters, looked dim and mysterious.

Alcée flung himself into a rocker and Calixta nervously began to gather up from the floor the lengths of a cotton sheet which she had been sewing.

lf this keeps up, Dieu sait if the levees goin' to stan it!" she exclaimed.

"What have you got to do with the levees?"

"I got enough to do! An' there's Bobinôt with Bibi out in that storm—if he only didn' left Friedheimer's!"

"Let us hope, Calixta, that Bobinôt's got sense enough to come in out of a cyclone."

She went and stood at the window with a greatly disturbed look on her face. She wiped the frame that was clouded with moisture. It was stiflingly hot. Alcée got up and joined her at the window, looking over her shoulder. The rain was coming down in sheets obscuring the view of far-off cabins and enveloping the distant wood in a gray mist. The playing of the lightning was incessant. A bolt struck a tall chinaberry tree at the edge of the field. It filled all visible space with a blinding glare and the crash seemed to invade the very boards they stood upon.

Calixta put her hands to her eyes, and with a cry, staggered backward. Alcée's arm encircled her, and for an instant he drew her close and spasmodically to him.

"Bonté!" she cried, releasing herself from his encircling arm and retreating from the window, the house'll go next! If I only knew w'ere Bibi was!" She would not compose herself; she would not be seated. Alcée clasped her shoulders and looked into her face. The contact of her warm, palpitating body when he had unthinkingly drawn her into his arms, had aroused all the old-time infatuation and desire for her flesh.

"Calixta," he said, "don't be frightened. Nothing can happen. The house is too low to be struck, with so many tall trees standing about. There! aren't you going to be quiet? say, aren't you?" He pushed her hair back from her face that was warm and steaming. Her lips were as red and moist as pomegranate seed. Her white neck and a glimpse of her full, firm bosom disturbed him powerfully. As she glanced up at him the fear in her liquid blue eyes had given place to a drowsy gleam that unconsciously betrayed a sensuous desire. He looked down into her eyes and there was nothing for him to do but to gather her lips in a kiss. It reminded him of Assumption.

"Do you remember—in Assumption, Calixta?" he asked in a low voice broken by passion. Oh! she remembered; for in Assumption he had kissed her and kissed and kissed her; until his senses would well nigh fail, and to save her he would resort to a desperate flight. If she was not an immaculate dove in those days, she was still inviolate; a passionate creature whose very defenselessness had made her defense, against which his honor forbade him to prevail. Now—well, now—her lips seemed in a manner free to be tasted, as well as her round, white throat and her whiter breasts.

They did not heed the crashing torrents, and the roar of the elements made her laugh as she lay in his arms. She was a revelation in that dim, mysterious chamber; as white as the couch she lay upon. Her firm, elastic flesh that was knowing for the first time its birthright, was like a creamy lily that the sun invites to contribute its breath and perfume to the undying life of the world.

The generous abundance of her passion, without guile or trickery, was like a white flame which penetrated and found response in depths of his own sensuous nature that had never yet been reached.

When he touched her breasts they gave themselves up in quivering ecstasy, inviting his lips. Her mouth was a fountain of delight. And when he possessed her, they seemed to swoon together at the very borderland of life's mystery.

He stayed cushioned upon her, breathless, dazed, enervated, with his heart beating like a hammer upon her. With one hand she clasped his head, her lips lightly touching his forehead. The other hand stroked with a soothing rhythm his muscular shoulders.

The growl of the thunder was distant and passing away. The rain beat softly upon the shingles, inviting them to drowsiness and sleep. But they dared not yield.

III
The rain was over; and the sun was turning the glistening green world into a palace of gems. Calixta, on the gallery, watched Alcée ride away. He turned and smiled at her with a beaming face; and she lifted her pretty chin in the air and laughed aloud.

Bobinôt and Bibi, trudging home, stopped without at the cistern to make themselves presentable.

"My! Bibi, w'at will yo' mama say! You ought to be ashame'. You oughta' put on those good pants. Look at 'em! An' that mud on yo' collar! How you got that mud on yo' collar, Bibi? I never saw such a boy!" Bibi was the picture of pathetic resignation. Bobinôt was the embodiment of serious solicitude as he strove to remove from his own person and his son's the signs of their tramp over heavy roads and through wet fields. He scraped the mud off Bibi's bare legs and feet with a stick and carefully removed all traces from his heavy brogans. Then, prepared for the worst—the meeting with an over-scrupulous housewife, they entered cautiously at the back door.

Calixta was preparing supper. She had set the table and was dripping coffee at the hearth. She sprang up as they came in.

"Oh, Bobinôt! You back! My! but I was uneasy. W'ere you been during the rain? An' Bibi? he ain't wet? he ain't hurt?" She had clasped Bibi and was kissing him effusively. Bobinôt's explanations and apologies which he had been composing all along the way, died on his lips as Calixta felt him to see if he were dry, and seemed to express nothing but satisfaction at their safe return.

"I brought you some shrimps, Calixta," offered Bobinôt, hauling the can from his ample side pocket and laying it on the table.

"Shrimps! Oh, Bobinôt! you too good fo' anything!" and she gave him a smacking kiss on the cheek that resounded, "J'vous réponds, we'll have a feas' to-night! umph-umph!"

Bobinôt and Bibi began to relax and enjoy themselves, and when the three seated themselves at table they laughed much and so loud that anyone might have heard them as far away as Laballière's.

IV
Alcée Laballière wrote to his wife, Clarisse, that night. It was a loving letter, full of tender solicitude. He told her not to hurry back, but if she and the babies liked it at Biloxi, to stay a month longer. He was getting on nicely; and though he missed them, he was willing to bear the separation a while longer—realizing that their health and pleasure were the first things to be considered.

V
As for Clarisse, she was charmed upon receiving her husband's letter. She and the babies were doing well. The society was agreeable; many of her old friends and acquaintances were at the bay. And the first free breath since her marriage seemed to restore the pleasant liberty of her maiden days. Devoted as she was to her husband, their intimate conjugal life was something which she was more than willing to forego for a while.

So the storm passed and every one was happy.



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Bibliography

Kate Chopin. "Story of an Hour."

Kate Chopin. "The Storm."

"Kate Chopin." Wikipedia. http://en.wikipedia.org/wiki/Kate_Chopin

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