Teaching Techniques for Different Learning Styles Essay example -- Ess

Teaching Techniques for Different Learning Styles As teachers we will be faced with many difficult tasks one of which will be finding creative ways to motivate the children in our classes to learn. There are so many teaching techniques it may be overwhelming for new teachers. With the emphasis on test scores and the â€Å"No Child Left Behind† Act many teachers may fear being creative in the classroom. This paper will attempt to explore some creative teaching techniques. Recently there has been much discussion about different learning styles. As teachers it is important that we try to teach to all the styles in order for the children in our classes to be motivated to learn. Flexibility and creativity can aid teaching different learning styles. According to an article in â€Å"Helping Children Succeed† there are 3 main types of learning styles, visual, auditory, and kinesthetic. Visual learners learn by watching, calling up images from the past when trying to remember, and picturing the way things look in their heads. Auditory learners learn by listening. Kinesthetic learns learn best through movement and manipulation. (Learning Styles, n.d.) Forty percent of the population is visual learners. Some tips for teaching visual learners include: - Written instruction for all assignments and tests - Use visual aids: handouts, outlines, charts, graphs, etc. - Make flashcards - Use lots of pictures - Provide examples In elementary classrooms teachers can have posters and charts that are relevant to the curriculum. Labeling items in the classroom is good for pre- and early readers. For older children watching age appropriate movies is helpful in history and social studies. Graphs and charts are helpful in math and sc... ...sed Teaching and Learning. Intervention in School & Clinic, 37 (4), 237-242. Kozminsky, E. & Kozminsky, L. (2002). The Dialogue Page: Teacher and Student Dialogues to Improve Learning Motivation. Intervention in School & Clinic, 38 (2), 88-96. Lenz, K., Graner, P., & Adams, G. (2003). Learning Express-Ways: Building Academic Relationships to Improve Learning. Teaching Exceptional Children, 35 (3), 68-71. Wilms, W. (2003). Altering the Structure and Culture of American Public Schools. Phi Delta Kappan, 84 (8), 606-616. Steele, M. (2001). Ambush or Seduction? Some Creative Approaches Towards Motivating Learners. Innovations in Education and Teaching International, 38 (2), 112-118. Rejskind, G. (2000). TAG Teachers: Only the Creative Need Apply. Roeper Review, 22 (3), 153-158. For the Classroom. (1994). Interventions in School & Clinic, 29 (5), 310-312.

Jack The Ripper Essay -- Papers

Jack The Ripper 1. From looking at the newspaper article on source A, I can determine the following information regarding the murder of Polly Nichols. Firstly, I can ascertain that it was the second of the Whitechapel murders. I can draw this conclusion from the first few words 'the two murders which have so startled London'. The second point we can learn from this article is that the killer had no apparent motive for the killings, supposedly because money wasn't missing from his victims; 'no adequate motive in the shape of plunder can be traced'. Also, the article tells us that the victims have been 'the poorest of the poor' Even though these pieces of information are product of the media, they appear to be true, as there would be no need for the newspaper to sensationalise such facts. The source also suggests the killer is a 'demented being', due to the 'extraordinary violence' exhibited in each of his murders. Finally, the source makes reference to the 'excess of effort' used by the killer 2. The report of Dr. Frederick Blackwell on the body of Elizabeth Stride supports the coroner's report on source B when it states that 'in the neck, there was a long incision which commenced on the left side, two and a half inches below the jaw, cutting the windpipe completely in two'. This account supports source B which states; 'there are no meaningless cuts' and that 'the injuries have been made by someone with considerable anatomical skill' obviously because the killer knew where to reach the windpipe. The extract also supports source A where it talks about the 'extraordinary violence'. However, source C contradicts source A when ... ... that a disgruntled customer of one of the local Jewish craftsmen's shops may have just written this graffiti to express his anger. The only thing linking this graffiti to the Eddowes murder was a tiny piece of Eddowes's apron found nearby. Source A mentions the victims being 'the poorest of the poor'. This is important, as maybe the police weren't worried as much about the poor people. Also this suggests that the killings may have been in hard to reach places for the police. Source B mentions the 'anatomical skill and knowledge' required to carry out such murders. Maybe such a man could also have enough knowledge to be able to out wit the police. Source F, the leaflet is another reminder of the police effort to stop the Ripper getting away, but it could also have let the Ripper know of the police involvement too much. Jack The Ripper Essay -- Papers Jack The Ripper 1. From looking at the newspaper article on source A, I can determine the following information regarding the murder of Polly Nichols. Firstly, I can ascertain that it was the second of the Whitechapel murders. I can draw this conclusion from the first few words 'the two murders which have so startled London'. The second point we can learn from this article is that the killer had no apparent motive for the killings, supposedly because money wasn't missing from his victims; 'no adequate motive in the shape of plunder can be traced'. Also, the article tells us that the victims have been 'the poorest of the poor' Even though these pieces of information are product of the media, they appear to be true, as there would be no need for the newspaper to sensationalise such facts. The source also suggests the killer is a 'demented being', due to the 'extraordinary violence' exhibited in each of his murders. Finally, the source makes reference to the 'excess of effort' used by the killer 2. The report of Dr. Frederick Blackwell on the body of Elizabeth Stride supports the coroner's report on source B when it states that 'in the neck, there was a long incision which commenced on the left side, two and a half inches below the jaw, cutting the windpipe completely in two'. This account supports source B which states; 'there are no meaningless cuts' and that 'the injuries have been made by someone with considerable anatomical skill' obviously because the killer knew where to reach the windpipe. The extract also supports source A where it talks about the 'extraordinary violence'. However, source C contradicts source A when ... ... that a disgruntled customer of one of the local Jewish craftsmen's shops may have just written this graffiti to express his anger. The only thing linking this graffiti to the Eddowes murder was a tiny piece of Eddowes's apron found nearby. Source A mentions the victims being 'the poorest of the poor'. This is important, as maybe the police weren't worried as much about the poor people. Also this suggests that the killings may have been in hard to reach places for the police. Source B mentions the 'anatomical skill and knowledge' required to carry out such murders. Maybe such a man could also have enough knowledge to be able to out wit the police. Source F, the leaflet is another reminder of the police effort to stop the Ripper getting away, but it could also have let the Ripper know of the police involvement too much.

Calorimetry Essay

The purpose of this experiment was to find the specific heat formation of magnesium oxide by combining the two heat reactants using Hess’s Law. The purpose was also to measure the delta T which was the final temperature minus the initial temperature of the solution. The claim made was, based on the expected heat formation value found in magnesium metal and hydrochloric acid, the experimental enthalpy was much closer to the expected value in comparison the magnesium oxide and hydrochloric acid. The equations used in this experiment were 1. MG(s)+2HCl(aq)= MgCl2(aq)+ H2(g) 2. MgO(s)+2HCl(aq)=MgCl(aq)+H2O(l) 3. H2(g) +1/2O2(g)=H2O(l). We combined the listed equations we cancelled certain values using Hess’s Law to form magnesium oxide, Mg(s)+1/2O2(aq)=MgO(s). The experimental heat formation of magnesium oxide is -467.684 kJ/mol. Based on the results found, using the correlation coefficient (R2) and the maximum value of temperature final (which was found to be 70.934) we found the correlation between the trend lines (expected) to the experimental. Based on the data found this information supported our claim. There may have been several errors in the experiment one error may have been the lack of recording on time, meaning the stop watch was started later in the reaction. Another reason for error was the lack of taking the first trials measurement forcing us to estimate a mass which through off the results of the experiment in a whole. The final reason for error was not all of the magnesium oxide that was measured was experimented. These error sources listed above, may cause numerous problems for example the estimated mass for the first trial cause the results to skew, giving us a large error percentage of -21% if this trial was taken out the error percentage would be much lower. The stop watch did not start at the same time of the experiment which may cause an increase in the error percentage as well; due to this fault the temperature final would be much higher. The last error was the loss of product (magnesium oxide); this interfered with the experiment for the reason that based on what was expected (-601.24 kJ/mol) and what was experimented -141.990 kJ/mol was a much lower value.

Causes of World War One Essay

On Sunday 28th June, 1914 Franz Ferdinand, and his wife, were assassinated part of a Serbian Terrorist Group, called the Black Hand. This event and the tension between Europe was a trigger that set off declarations of war and resulted in the â€Å"Great War†. Tensions had been building up in Europe for decades through Nationalism, Imperialism, Militarism, and Alliances, and these tensions had reach such a point that an event was needed to break these tensions. This was the assassination of the Archduke. Therefore the assassination and alliances were causes of World War One. Australia was involved in the war because of the fact that it was part of the British Empire therefore having duties towards Britain, and also growing patriotic support for the mother country. This patriotism was a main factor in deciding Australia’s fate in World War One. In 1914, when Britain declared war, it also declared war on behalf of the British Empire. Being a part of the British Empire, it was Australia’s duty to assist Britain in the war, and to assist Britain’s Allies. Due to the large loyalty existing in Australia towards the mother country, the decision, by the current time Prime Minister Joseph Cook, to send Australia against war with Germany and Austria, was met with spontaneous outpouring of patriotism. Thousands of mean came to enlist in the army, men and boys were eager to fight in the war, and tackle the great adventure of war. Few communities were against Australia joining the war. It was an opportunity for Australia to could demonstrate its loyalty, believing Australia would turn into a nation, and prove its strength as a nation. It was also a chance to develop Australia’s rank in the world and to be a part of the high-power nations. The assassination was the trigger, for what were causes of tensions brooding in Europe. Once the trigger occurred; Imperialism, Nationalism, Militarism and Alliances all played there part in shaping one of the world most devastating Wars. The assassination triggered countries to go to war, and then allies to go to war, and then colonies to go to war, such as the British Empire sending Australia to war and then result in jealousies between countries through imperialism and nationalism, Germany feeling that Russia and Britain had colonized to many countries and that it had a upper ight hand, with people from various countries feeling that their country is the best and therefore should there power through such things as their military power, therefore bringing in militarism. As you can see all these notions are intertwined and they together form the cause of why such a war like World War One occurred and why it was so devastating, and also why Australia joined the War.

Acceptance Is Freedom Essay

Freedom is a word that we use so often, but what does it truly mean? Everyone has a different definition of what freedom is. Some believe that freedom is saying whatever you want without consequences or doing what you want without consequences, while others believe that freedom is about equality. However, author Ambrose Flack presents a new and refreshing viewpoint. In his short story, The Strangers That Came to Town, Ambrose Flack is showing that true freedom is about being accepted. Through various situations within the short story, Flack shows how the Duvitch family, a new immigrant family who move to the town, have limits on their freedom because they are not accepted by their new community. When you are not accepted, life can be pretty miserable. You are feeling lonely, judged, and slightly offended, wondering what you did wrong. In the Strangers That Came to Town, this is the case of Mr. Duvitch. Mr. Duvitch is revealed to be a kind, humble, and generous man, but the town does not accept him for a variety of reasons. Syringa Street, the area in which the story is set, is described as a prosperous town, where most hold good jobs. However, in order to make money for his family, Mr. Duvitch works a less than desirable job, and is looked down upon by his peers for his occupation. He is â€Å"classified as an untouchable† (Flack) socially, because he is viewed as lesser and not worthy of the town’s attentions. This isolates him from the town. Additionally, he faces ridicule on the way to work, as â€Å"the Syringa Street young, meeting him on the street, sometimes stopped their noses as they passed him by† (Flack). In all these instances, Mr. Duvitch is deprived of acceptance, and because he is not accepted, he is not free. He cannot be free to have social interactions because he is socially untouchable, and he is not free to live without judgement. The effect of acceptance and freedom can be shown again in this passage of the story: â€Å"Overjoyed to have neighbors in his house, he was so full of himself that I was conscious of an invisible stature in him which made him seem quite as tall as Father.† Because Mr. Duvitch felt accepted in that situation, he was free to be himself and live without judgement. His real personality shines through, and he is truly free in the moment. Mr. Duvitch is impacted  strongly by acceptance and freedom throughout Flack’s short story, and his children and wife are impacted by this theme as well. Within The Strangers That Came to Town, the remainder of the Duvitch family experience situations in which they are not accepted or free. Because Mrs. Duvitch rarely leaves the house, the other women of the neighbourhood immediately judge her, going as far to start rumours that she has a skin disease. Mrs. Duvitch is judged before anyone has so much as said a word to her, and is not accepted. She is impacted by this lack of acceptance because she is not free to feel comfortable living in her town without people spreading false rumours about her personal life. Her children are also judged by other children in school, making them feel unaccepted and isolated. The story says that â€Å"some of their classmates scoffed at the leaf, lard and black bread sandwiches they ate for lunch, huddled in one corner of the recreation room, dressed in their boiled-out ragpickers’ clothes. After school they headed straight for home, never lingering on the playground† (Flack). It is important for children to be able to socialize and express themselves, and the Duvitch children are not free to do so without being ridiculed by the very same children who ridicule their father. They do not feel comfortable enough to play with the others, as any other child is free to feel. Because they are not accepted, they are not free to be themselves and make friends with other children, as other youth do. However, when the Duvitch children are accepted by Tom and Andy’s family, they express themselves openly. They feel free to showcase their talents, which are received greatly by their new guests. When they are accepted, they are free, and thanks to Andy’s father, the whole town now embraces this theme of acceptance and freedom. Andy’s father is a vital character to the theme of acceptance and freedom, because his character is instrumental to all the turning points in the freedom of the Duvitches. In the beginning of the story, he and his family are cordial with the Duvitches, but they do not greet the family or seek their company. At this point in the story, the Duvitches are being judged and ridiculed, and while Andy’s father does not participate in the offending activities, he does not help the Duvitches through this time, leaving them  unaccepted. At the pond, he greets Mr. Duvitch, who is happy to just be acknowledged. He shows acceptance for the Duvitches when he engages in conversation, moving the theme along. He furthers this acceptance when he harshly punishes his own children for wronging the immigrant family. In the end of the short story, Andy’s father helps the rest of the town accept the Duvitch family, and the theme of freedom and acceptance is shown when the Duvitches share their quirks and talents with the town. Because Andy’s father is a respected man, the town accepts the Duvitches because he does. By accepting the Duvitches, he has helped them become free, as shown when the story says that â€Å"People began to turn to the Duvitches in all kinds of trouble† (Flack). The Duvitches become truly free, and their journey to freedom is shown by the steps of Andy’s father’s acceptance. In conclusion, the theme of freedom and acceptance is shown through the characters of Mr. Duvitch, Mrs. Duvitch and the children and Andy’s father. They demonstrate that true freedom is about being accepted, through the scenarios that Ambrose Flack has written for them to endure. In The Strangers That Came to Town, the Duvitches become truly free at the finale of the story. In our own lives, we must ask: what can we do to help others become truly free? SOURCES: Flack, Ambrose. The Strangers That Came to Town. Web.

Social Studies Sba on Poverty

Name:Nicholas Benjamin School:Ferncourt High school Candidate #: Centre #: 100035 Territory:Jamaica Teacher:Ms. M. Reid Title:Unemployment within the community of Browns Town Table of Contents Chapter one (1)Acknowledgement Introduction Statement of the problem Reasons for selecting area of research Method of investigation Chapter two (2)Instruments used in data collection Procedures for data collection Chapter three (3)Presentation of data Chapter four (4)Analysis and interpretations of data Chapter five (5)Statement of findingsRecommendations and implementation strategy Bibliography Introduction Browns Town is a small community located in St Ann Jamaica. The Researcher has been a resident of the community for the past 16 years and has observed that there is a very high level of unemployment within the community over the years. The Researcher has decided to conduct a research to find the major causes, and effects of unemployment, and also to find the solutions to the problem. Acknow ledgement The Researcher would like to thank following persons for their help in the completion of this research. Related article: Social Studies SBA on Drug AbuseThe respondents for their valuable time spent answering the questionnaires. My teacher, Miss Reid for her guidance. The researcher would also like to thank his mother and fellow classmates, for their kind support and encouragement. Statement of the Problem What factors account for the high rate of unemployment within the community of Brown’s Town and how is the community affected? Reasons for selecting area of research The Researcher has observed that there is a high level of unemployment in the community of Brown’s Town and would like to further examine the causes and effects to find a solution for the problem.Method of investigation The researcher has decided to use printed questionnaire as a means of collecting data. According to the oxford dictionary, a questionnaire is a set of printed questions for completing a survey. The advantages of using the questionnaires are as follows: * It requires little time to be complet ed. * It can be completed at the convenience of the respondents. * It guarantees confidentiality since the respondents are not required to attach their names. * Distribution and collection of questionnaires are not time consuming. QuestionnaireTopic:What factors account for the high rate of unemployment within the community of Brown’s Town and how the community is affected? Instruction:This is not a test; answer all questions as truthfully as possible. Place a tick at the appropriate answer or fill out where necessary. 1) What gender do you belong to? Male Female 2) What age group do you belong? 18-25 years 25-33 years 34-40 years 41- over years 3) How long have you been living in the community of Brown’s Town? 1 year 1-2 years 3-4 years 5 years and over 4) Do you think unemployment is a major problem in the community of Brown’s Town?YES NO 5) Which gender do you believe most unemployed people belong? Male Female 6) What is the major cause of unemployment? a) No t fully qualified b) Lack of employment opportunities c) High transportation cost d) Other __________________________________ 7) How do you believe unemployment affect the individual? __________________________________________________________________ ____________________________________________________________________ 8) How does unemployment affect families in the community of Brown’s Town? a) Poverty ) Absenteeism(one parent leaving to find employment in another area) c) Prostitution d) High stress level in families 9) How do you believe unemployment affect the community? a) Increase crime and violence b) Increase in poverty c) Migration of skilled and qualified persons d) More Juvenile delinquents 10) How does unemployment affect the children in families? a) Absents from school b) Lack of Proper health care c) Lack proper nutrition d) Children becoming delinquents 11) Do you believe being enough is done to lessen unemployment? Yes No 12) Give reasons for your answer in 11 above. _______________________________________________________________ ______________________________________________________________ 13) Which of the following do you think is responsible for the high level of unemployment in the community of Brown’s Town? a) The individual b) The government c) The Business community d) Other ___________________________ 14) Do you believe the problem of unemployment can be alleviated in the community of Brown’s Town? Yes No 15) What can the community do to reduce the high level of unemployment? a) Provide skills training centers b) Provide employment opportunities ) Help individuals to get fully qualified d) Encourage Entrepreneurship Procedures for collecting data The research was conducted in the community of Brown’s Town. A total of ten questionnaires were given to randomly selected respondents. Of these ten (10) respondents, four (4) were males and six (6) were females. The respondents lived in the area one (1) to ten (10) years. Some of the questionnaires were immediately completed and returned while others were collected the following day. All (10) questionnaires were completed and returned. Figure 1:A pie chart showing the responses question # 4.Do you think unemployment is a major problem in the community of Brown’s Town? In the pie chart above nine (9) or ninety percent (90%) of the respondents agreed that unemployment is a major problem in the community of Brown’s Town. One (1) or ten percent (10%) said no. Figure 2:Bar graph showing the responses to question # 6. What is the major cause of unemployment in Browns Town? In the bar graph above two or twenty percent (20%) of the respondents agree that high transportation cost is the major cause of unemployment in Brown’s Town. Three(3)or thirty percent(30%) believe not fully qualified.The remaining five (5) or fifty percent (50%) said lack of employment opportunities. Figure 3: A Bar Graph showing the responses to question # 8. How does unemployment affect families in the community of Brown’s town? In the Bar Graph above four (4) or forty percent (40%) believe unemployment increase high stress level in families, two (2) or twenty percent (20%) it increases Prostitution, one (1) or ten percent (10%) believe there is an absenteeism (One parent leaving to find employment in another area). The remaining three (3) or thirty percent (30%) believe unemployment affects the amilies in the community of Brown’s Town by means of poverty. Figure 5:A pie chart showing the responses question #11. Do you believe enough is being done to lessen unemployment? The pie chart above states three (3) or thirty percent (30%) of the respondents agreed that enough is being done to lessen unemployment in the community of Brown’s Town. seven (7) or seventy percent (70%) disagreed. Figure 4:A table showing the responses to Question #9. How do you believe unemployment affect the community? Responses| # of Responden ts| % of Respondents| Increase Crime and Violence| 5| 50%|Increase in poverty| 3| 30%| Migration of skilled and qualified workers| 1| 10%| More juvenile delinquents| 1| 10%| total| 10| 100%| In the Table above five (5) or fifty percent (50%) of the respondents believe there is an increase in crime and violence. Three (3) or thirty percent (30%) think there’s an increase in poverty. One (1) or ten percent (10%) believe that skilled and qualified workers have migrated . The remaining one (1) or ten percent(10%) believe there are other ways to reduce the high level of unemployment. Figure 6: A Bar Graph showing the responses to question #13.Which of the following do you think is responsible for the high level of unemployment in the community of Brown’s Town? In the bar graph above four(4) or forty percent (40%) of the respondents agree that the individual is responsible for the cause of unemployment in Brown’s Town. Another four (4) or forty percent (40%) believe t he government. One (1) or ten (10%) of the respondents thinks it is the business community and the remaining one (1) or ten percent (10%) said others are responsible for the high level of unemployment in the community of Brown’s Town. Figure 7:A Table showing the responses to Question # 15.What can the community do to reduce the high level of unemployment? Responses| # of Respondents| % of Respondents| Provide skills training centers| 3| 30%| Provide employment opportunities| 4| 40%| Help individuals to get fully qualified| 2| 20%| Encourage Entrepreneurship| 1| 10%| Total| 10| 100%| In the Table above three (3) or thirty percent (30%) of the respondents believe the community should provide skills training centers to reduce the high level of unemployment . Four (4) or forty percent(40%) think the community should provide employment opportunities.Two (2) or twenty percent(20%) believe the community should help individual to get fully qualified . The remaining one (1) or ten pe rcent(10%) believe there are other ways to reduce the high level of unemployment. Analysis and interpretation of Data According to google. com/dictionary unemployment is a situation in which people are without jobs either because they are unwilling to accept available jobs or because there are no jobs available. Based on the research conducted, unemployment is a major problem in the community of Brown’s Town.This is illustrated in figure 1, a pie chart showing 90% of the respondents saying yes unemployment is a major problem in the community while the remaining 10% said no. The research has also revealed that unemployment has many causes. Based on the responses of the respondents, where 10% percent believed that high transportation cost is a major cause of unemployment, 40% believed lack of qualification is the cause and another 30% said lack of employment opportunities while the remaining 20 % said there are other major causes of unemployment in the community of Brownâ€℠¢s Town. Unemployment affects families in the community in many ways.The research states in figure 3, that 40% of the respondents believe this causes high stress level in families. 20% believe it causes female members of the family to become prostitutes. And 10% believe that it causes absenteeism of one parent trying to get employment opportunity in another area. The remaining 30% thinks it causes poverty in the family because they are not earning so they become poor. Unemployment affects the community in many ways also. According to the research, one major way is an increase in crime and violence as illustrated in figure 4 where 50% of the respondents believed this. 0% of the respondents believed it increases poverty, 10% believed that there is a migration of skilled and qualified persons. The remaining 10% believed there are more juveniles delinquents. According to figure 5, it is shown that 70% of the respondent believe that enough is not being done to lessen the high level of un employment in the community of Brown’s Town and the remaining 30% percent state that enough is being done. The responses state that 40% of the respondents believe that the individual is responsible for the high level of unemployment in the community of Brown’s Town. Another 40% believe the government is responsible. 0% of the respondent states it is the business community while the remaining 10% states other persons are responsible. Based on the responses of the respondents, there are many things that the community can do to reduce the high level of unemployment. As illustrated in figure 7 which show the responses to question number 15. What can the community do to reduce the high level of unemployment? 40% of the respondents believed that the community should provide employment opportunities, 20% believed the community should help individuals get fully qualified and 30% believe they could provide skills training centers.The remaining 10% believed the community should encourage entrepreneurship as it would provide employment. The Researcher agrees that unemployment is a major problem in the community of Brown’s Town. This problem is having a negative effect on the community and should not be allowed to increase, based on the other social issues to which it contributes. The researcher believes the following steps should be taken to solve the problem The government should ensure that all students leaving secondary schools get the opportunity to go to college or get a skill by having a special fund for this purpose.The government can also invite other Caribbean nations to set up businesses in the country to create employment for persons. Statement of Findings Based on the research conducted the researcher made the following findings. 1. Unemployment is a major problem in the community of Brown’s Town. 2. The major causes of unemployment are lack of employment opportunities, high transportation costs, and persons not being fully qualifi ed. 3. Unemployment affects the community in the following ways. Increase in crime and violence, increase poverty and the migration of skilled and qualified persons. . Unemployment affects the families by increasing their state of poverty, causing one parent to leave to find employment in another area and high stress levels on the home. 5. unemployment affect the children in families by preventing them from attending school, the lack of proper health care, lack of proper nutrition and children becoming delinquents. 6. Unemployment can be alleviated in the community of Brown’s Town. 7. The community can do the following to reduce unemployment. Provide skills training centers provide employment opportunities and help individuals to get fully qualified.Recommendations and implementation strategy The Researcher would like to make the following recommendation as a solution for the high rate of unemployment within the community of Brown’s Town. There is a great need for pers ons to become fully qualified. If the various social groups such as the church and the community clubs would sponsor persons from the community who are unable to pay their tuition fees for tertiary education, that would help a great deal. These persons upon completion of their education should in turn help others in the community achieve a higher level of education and skills.Club groups should try to get the governments help to open a skills training center within the community where persons can learn a skill. Later these individuals should open businesses to provide employment for themselves and others in the community. Bibliography Ramsawak, Rampersad, Umraw, Ralph R. Modules in Social Studies (3rd Edition) Caribbean educational Publishers 2002-2003 Unemployment retrieved from http://www. www. wordiq. com September 18, 2012 http://www. images. search. yahoo. com

Carol Sheriff’s The Artificial River Essay

APUS, Section 4 Mr. Gordinier January 8th, 2013 All situations and topics have multiple views and perspectives to them. A paradox exhibits contradictory aspects in which there is not either a single good or a bad, positive or negative. In The Artificial River The Erie Canal and the Paradox of Progress, 1817-1862, written by Carol Sheriff, there are many different examples of paradoxes. Towns initially saw the Canal having a negative impact on them, but realized it could help. The Canal provided for faster transportation, but in the case of a crash would take a long time to recover from. Also businessmen benefitted from the Canal, but other lost a lot of money because of it. The Canal provided dramatic change to the upstate New York area. In some cases this change resulted in prosperity and in others it resulted in failure and loss. At the time prior to building the Canal many negative impacts were the only things being considered. In 1826, a Canal Board was set up to deal with many of these complaints and problems. Most of the agreements and compromises were expressed through contracts made between the Canal Board and the people of the towns. Individuals questioned the right to take land to build the canal, water resources being used, and also commercial structures being built along the Canal. The thought of how much these commercial structures could drastically benefit these towns were not contemplated. When the Canal was built towns all along the route from Buffalo to Albany prospered from the revenue and the attraction the Canal brought with it. Whether the Canal was being used for business people, immigrants, settlers of the region, or tourists, the border-towns all had some appeal to these persons. After some time the state was continually asked to expand the Canal from the original route to include connecting canal routes. However, the same towns along the route from Buffalo to Albany had already been established along the lines of the original canal. These towns would need to be relocated in order to obey these new requests. This presented a major problem because the people in these towns had formed a life around the Canal and many of them made their income based of the Canal. The inhabitants of the towns changed their mentality from not wanting the Canal to invade on their lives, to it being an essential part of their lives they depended upon. The Erie Canal provided an extremely fast source of transportation compared to other ones of that time. A lot of the land that the Canal went through was uninhabited and therefore people weren’t able to move through these areas. Once the Canal was built it served as that pathway through these areas. The Canal also was a much cheaper source of transportation that was used by residents, tourists, emigrants, and workers during this time. Evangelical preachers used the artificial river to seek salvation among these people. Also the Canal helped to serve as an underground railroad, transporting slaves from Syracuse to Buffalo, near the Canadian border (Sheriff 53). The Canal not only sped up transportation, but also cost much less for goods to be delivered. Before the Canal goods from Albany to Buffalo would increase to five or six times their actual value just because of transportation. This helped business prosper and served as a positive aspect for the Canal. Although transportation was faster if a boat along the Canal crashed it would hold things up for a long time. A boat crashing had a chain effect on other boats because they then would be slowed down as well. People would not get where they needed to be on time was well as goods. A lot of the times if a boat did crash the goods were not able to be salvaged and hurt the business that owned them. There was also the issue of passing under bridges and how low they were. In a play of William Dunlap the brother of Amelia describes the inconvenience this was saying â€Å"In constant dread of lifting your head above your knees for fear of having it knock’d off your shoulders by a bridge† (Sheriff 55). Inconveniences such as these eventually encouraged travelers to find a different source of transportation; the railroad. The railroad had advantage over the Canal in the fact that it could run all year round. Individuals took advantage of the Canal and used it to help themselves gain profit. Businessmen and entrepreneurs saw the Canal as an opportunity to make money. Some bought their own boats and turned them into their business place. Boats were transformed to stores and markets in which people would buy off of them. Business was not only done on the Canal, but other men would use all the people, especially tourists, and try to sell consumer goods to them. A lot of times these vendors would scam people buying from them. They would sell fake remedies with false claims. Many times they would also trade counterfeit bills for items of actual value. The Canal helped solo merchants in a way that had never been done before. On the other hand the Canal was also very detrimental to many people as well. The people it affected were those whose land and water supply it had taken. When the Canal was built it ruined early settlers property such as the Archbalds. Frequently properties were cut in half. Once water was let into the Canal it caused a number of problems. Majorly because of poor workmanship and laziness water would stream out of the Canal and into farmers’ land. Fields and basements would be flooded, livestock would be injured, and gardens would be damaged. Also the workers feet would trample over fields, showing no regard or carefulness of their surroundings. One farmer claimed that workers torn down his fence simply for their own amusement. Without a healthy stock of crops the farmers would not make as much money and financially were negatively affected by the Canal. The Erie Canal had widely varying results on the people it impacted. Businessmen and entrepreneurs received financial success through the Canal while farmers and people already established along the lines of the Canal seemed to be negatively affected by it. There is no question transportation was faster and cheaper than any other source around that time. Communities and towns both benefitted from the Canal being around them. Initially there was a great amount of hype surrounding the Canal and all this hype brought people. Businesses thrived off these tourists and newcomers. Positives and negatives came from the opening of the artificial river that would change history forever.