Beowulf Essay Topics and Questions - Things You Need to Know

Beowulf Essay Topics and Questions - Things You Need to KnowBeowulf essay topics and questions are not hard to come by. I actually don't think that you will have much trouble with them, especially if you know what you are doing. With a little homework though, you should be able to turn your writing into a great piece of literary art that people will want to read.The first thing you need to do is decide on the story you want to write about in your Beowulf essay. There are two ways you can go about this. First, you can choose a topic that you really love and find interesting. This will be a great way to use your hobbies and interests in your essay, as well as make you seem more real to the reader.You can also choose a topic that you think the reader would find interesting as well. This is good too, because you will be able to gain a bit of insight into what the person wants to know about. If they are looking for information about something that they can relate to, you can provide that to them in your essay. This is a great way to get the best out of your essay and make it more personal.For Beowulf essay topics, you should look at the historical period you are writing about. This will help you decide on your essay topics and allow you to create an essay that relates to a specific time in history. You may even find that the Beowulf topics you find are better than the ones you thought you were going to use.The next thing you need to do is begin writing a great essay. This can be hard, especially if you are new to writing essays, but it is definitely possible. In fact, I would say that it is actually easier than writing a college paper or any type of literature.As you start reading, write down every word that you read. Not only does this allow you to come up with a better essay, but it will help you remember exactly what the author of the work was trying to convey. It is also a good idea to go over the essay once again and make sure that all of the sentences are in o rder.The next thing you will need to do to have a great essay is to turn it into a collage. This is a picture-like piece of artwork that you put together using several different pictures. It is a great way to express yourself and to give your readers something to look at as well.When it comes to Beowulf essay topics and questions, you will need to have a little bit of skill when it comes to coming up with topics and questions that you can ask. The reason why you will be able to use these things so effectively is because you will be able to talk about things that other people would be interested in. This will make it more personal and interesting to read.

The Advantages of Human Embryonic Stem Cell Research Essay Example

The Advantages of Human Embryonic Stem Cell Research Paper One of the most controversial debates in recent history has been the human embryonic stem cell debate. Millions and millions of embryos are not used each year when they could very well lead to a cure for fatal diseases such as leukemia and cancer. As well as become a cure for neurological diseases like Alzheimer’s disease and Parkinson’s disease. Human embryonic stem cell research has enormous potential to cure many diseases and change the face of modern medicine. However, there is much debate against the use of embryos because many people believe that an embryo should be treated as a human being because they have the potential to become human beings. Background information on the research of embryonic stem cells is important to know before developing an opinion. â€Å"All cells come from cells† (Holland et al. 4). There are three different types of stem cells: totipotent, pluripotent, and specific stem cells. All of them have the capacity to grow, reproduce and produce specific body cells or tissues. Totipotent stem cells are totally potent and are capable of forming any kind of body cell. An individual totipotent cell has the potential to become a human being. All cells are totipotent during the early stages of an embryo (Peters). Pluripotent or multipotent stem cells are not totally potent therefore they cannot develop into a human being. Pluripotent stem cells can develop into the three major tissue types: endoderm, mesoderm, and ectoderm (Pinon 501). Tissue specific cells are what they are, specific stem cells. They develop into specific cells. We will write a custom essay sample on The Advantages of Human Embryonic Stem Cell Research specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Advantages of Human Embryonic Stem Cell Research specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Advantages of Human Embryonic Stem Cell Research specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For example, skin stem cells produce only skin cells, blood stem cells produce only blood cells and so on (Holland et al. 5). Embryonic stem cells (ESCs) come from an early stage embryo. Fetal stem cells are cells within the fetus that cultivate into various organs (Stem Cell 13) and adult stem cells are within a specific tissue such as the brain or bone marrow. Adult stem cells have the potential to replicate themselves and become specialized to other types of tissue (Stem Cell 13). Of all the stem cell and embryo research that has been conducted, the most important discoveries about stem cells have been discovered in recent years. In 1999, the journal â€Å"Science† declared stem cell research to be the breakthrough of the year, largely in part to the research performed by Dr. James Thomson and Dr. John Gearhart (â€Å"Breakthroughs† 1999 2-3). In 1998, Dr. James Thomson, an associate veterinarian in the University of Wisconsin Regional Primate Research Center, led a research team that was the first to isolate human embryonic stem cells. Thomson and his team started with a fertilized ova, embryos from in vitro fertilization, not placed in a uterus and cultured them for about four to six days. In doing this, they created a line of embryonic stem cells. Another important discovery also came in 1998, from John Hopkins University School of Medicine where Dr. John Gearhart, a professor of gynecology and obstetrics, led a research team that successfully drew human embryonic germ cells from fetal tissue. These cells are exactly like pluripotent (not totally potent and cannot develop into a human being) stem cells. Cloning has strong ties to stem cell research because both involve the use embryos. In 1997, Ian Wilmut cloned a sheep named Dolly. Wilmut has never tried to clone a human and he is still against the idea. Dolly was actually not the first animal cloned. During the 1960s, frogs were reported to be successfully cloned. But this did not attract the interest of politicians or the public. The Roslin Institute in Edinburgh, Scotland, the same institute that cloned Dolly, had actually cloned sheep before. In 1995, two lambs, Megan and Morag were cloned. However, these 1995 clonings also did not attract much interest. The main reason that Dolly was so popular is that Dolly was cloned from an adult sheep that was already dead (Pinon 499). During cloning, nuclear transfer procedure takes place (Pinon 499). An egg is received from a donor female by simulating ovulation. The egg’s nucleus is removed and a nucleus from the organism to be cloned is placed in the egg. Finally, the new egg is placed in the uterus of the mother. The result does not come from sexual reproduction, however cloning does still need an egg and a uterus. Cloning of humans should never take place because of moral and ethical implications. However, using human embryos for stem cells will help millions of people worldwide who suffer from devastating diseases and disorders. Over 100 million Americans suffer from diseases that can be treated by stem cell therapy. Some of these diseases include: heart disease, Alzheimer’s, Parkinson’s and diabetes. Many of them are fatal. Many of these diseases have little or no treatment; therefore millions of Americans are desperately looking for cures. Stem cells could revolutionize modern medicine because of its advantages. Patients that have had a stroke or damage to their spine could receive stem cell therapy that would restore their central nervous system. Congestive heart failure affects almost five million people in the United States with 400,000 more diagnosed each year. About 1. 5 million people are affected by myocardial infarction, which is the number one cause of heart muscle damage, and nearly one-third die (Holland et al. 8). Research has shown that while traditional drug therapy is effective for some patients, stem cell therapy could dramatically reduce the number of deaths contributed to heart disease each year (Holland et al. 8). Alzheimer’s disease (AD) is the most common form of dementia that affects memory and everyday thinking functions usually among older people. It affects the brain areas that control thought, memory and language and is caused by a loss of nerve cells within the brain (A. D. E. A. R). Parkinson’s disease is a motor system disorder that is caused by the loss of dopamine producing cells within the brain. Dopamine, a chemical messenger, transmits signals throughout the brain. Without dopamine, nerve cells in the brain degenerate leaving patients with less control of their movements than normal. Severe trembling of hands, arms, legs, jaw, and face are the most significant symptoms of Parkinson’s disease (Parkinson’s Information). People with Parkinson’s disease have difficulty talking, walking, and even completing simple everyday activities (Parkinson’s Information). Alzheimer’s affects over four million people and Parkinson’s affects one million. Each year, 500,000 Americans will suffer a stroke. (Holland et al. 8). Using neural cells (nervous system cells) produced from stem cells can treat spinal cord injuries, stroke, and even Alzheimer’s disease and drastically reduce the suffering of these millions of Americans. Stem cells also shows promising results for people with hearing loss. Inner ear hair cells have been created from mouse embryonic stem cells at Harvard Medical School. Inner ear hair cells are microscopic hairs that stimulate hearing. Nearly 80 percent of all hearing losses are caused by damage to these inner ear hair cells. This research could lead to a cure for hearing loss (Quick 1A). Heart tissue or organs such as the liver could be grown in a laboratory. These organs could be used for transplants. It is important to remember that not all stem cells can come from a human embryo. There are some alternatives to embryonic stem cells. The most significant alternative n recent years has been the discovery of stem cells in a child’s umbilical cord. Usually, the umbilical cords have been discarded but now there are many organizations that will freeze the blood within the cord. Within umbilical cord blood are stem cells that could be used later in life to cure diseases such as dementia and leukemia. However, umbilical cord stem cell research is stil l a work in progress. Juan Sanchez-Ramos, University of South Florida, believes that only one umbilical cord blood stem cell out of a million will be able to regenerate nerve-like cells. The use of embryonic stem cells is a very controversial topic mostly because of ethic, moral and religious arguments. On the day that the cloning of Dolly was announced, President Clinton requested that the National Bioethics Advisory Commission â€Å"undertake a thorough review of the legal and ethical issues associated with the use of this technology† (Pinon 507). Many questions arise from research with embryos like stem cells and cloning. Can we play God? Is it ethical? Is it fair to let a person suffer when stem cells can present cure? Is it morally correct to deprive an embryo of its potential for life? These questions bring about much controversy and debate regarding human embryonic stem cells. The most common protest to embryonic stem cell research is that embryos will not fulfill their potential of becoming a human being. This brings about the question of: at what point does life start? Many people believe that human life begins at conception and that we have a moral obligation to preserve human life beginning at conception. There are many religious views on this issue. According to Jewish tradition, it is not until after 40 days of implantation that an embryo has moral status. A child is considered to be a part of its mother’s body until it is born. Only once the child is born is it then considered to be living its own life (Stem Cell 44). For centuries, the Roman Catholic Church deemed that life began 40 days after conception, a view adopted by Augustine of Hippo and Thomas Aquinas (Stem Cell 44). Today, the Catholic Church views life to begin at conception, the earliest possible time, and that human life must be protected starting at that point. Protestants accept embryonic stem cell research, however they oppose all other research using embryos. In 1999, the National Bioethics Advisory Commission regard the research of human embryonic stem cells as acceptable as long as it is â€Å"conducted reasonably and ethically† (Stem Cell 44). It is critical that scientists, government officials, and ethicists all agree on the appropriate definition of reasonably and ethically and establish common ground before the promising research of embryonic stem cells is actually used on humans. Government funding for embryonic stem cell research has also been a hot topic. On August 9, 2001, President George W. Bush gave permission for federal funds to be used only for research using about 60 stem cell lines. These 60 stem cell lines were approved by the National Institutes of Health. There currently are no laws prohibiting the private sector to produce stem cells, however there is some legislation in the works (Stem Cell 46). The President’s decision to limit federal funding to stem cell research draws controversy from both religious leaders and scientists. Scientists say the limited funds will setback research whereas religious leaders complained that the President broke a campaign promise (â€Å"Stemming Research† 6A). Embryonic stem cells present a very realistic cure for numerous diseases and can reduce the suffering of millions of people. Stem cell research should continue because of its promising potential to rid the world of horrific diseases like cancer. Scientists and ethicists should all agree on the correct vocabulary defining what is ethical and at what point does life really begin before human beings are included in stem cell research. Cloning, whereas is similar to stem cells because it involves the use of embryos should not be used because of moral obligations to preserve human life. The medical breakthrough of stem cells should be used to our advantage.

Cause and Effects of World War 2 essays

Cause and Effects of World War 2 essays September 1, 1939, a day that would change the world forever. It was the start of World War 2. Germany had invaded Poland and introduced its self to the world as a powerful war machine. The war lasted 6 years, it killed more people, destroyed more property than any other war in history. World War 2 not only involved Germany but most of central and Western Europe, the Soviet Union, United Kingdom, Japan, China, and eventually the United States. The war brought about the downfall of Western Europe as center of world power and led to the rise of the Soviet Union. Battle grounds of World War 2 spread to nearly every part of the world. There are many things that cause World War 2 such as economic problems, nationalism, and the rise of dictatorships in certain countries. Some believe that many of the causes were due to problems left unsolved by World War 1. World War 1 damaged the economies of European countries. All the countries that came out of the war were deeply in debt. They had trouble repaying loans. After the war many soldiers had trouble finding jobs. Germany suffered from inflation; it destroyed the value of money and wiped out savings of millions of people. Unfortunately many of Europes countries in the late 1920s were taking loans from the United States, and in 1929 the united states had a worldwide business slump knows as the great depression, this stopped progress on Europes economic recovery. Through this weak state, two movements gained strength, communism and fascism. These two forces gained most support from countries from countries with economic problems; communism and fascism were opposing forces. Nationalism also caused a lot of tension between many countries. Nationalism was an extreme form of patriotism that swept across Europe during the 1800s. Nationalists viewed foreigners and minorities as inferior. Nationalism grew stronger after World War 1, for e ...

A Case Study on Loctite Corporation Essay Example | Topics and Well Written Essays - 750 words

A Case Study on Loctite Corporation - Essay Example There were two types of sales. Industrial and Permatix; out of two industrial subgroups one group sold directly to OEM and other one to MRO through distributors. OEM sales were for long duration however MRO sales were immediate. Permatix supplies were sold through chain of wholesalers and retailers through direct contact. In 1991, company was among best ones in terms of its market share and earning per share growth. The sales decreased in 1992 due to geographical territories. Within Mexican city limits sales were easily handled but for sales outside territories there was a major problem in fact loss in form of efforts such as time and money of sales people. Thus company experienced not only decrease in sales but also a major increase in turnover rate. As already mentioned that company suffered loss in 1992 due to decrease in sales and employee retention rate. So here it is understood that its actual output is not according to required standards. Hence the need is to implement effective control system to address discrepancies. Thus looking at the demands of industry and Mexican environment following are some of the important and unique suggestions for Jose Monteiro to regain market share and resolve other problems by implementing an effective control system. LOCTITE’S EFFECTIVENESS The initial activity which Jose Monteiro can follow is to observe how much effective the ‘Loctite’ is. For this purpose he needs to check that whether goals are attained or not. At present goals are not attained due to the reasons stated above. So Loctite is not effectively performing. To enhance its effectiveness in order to fill performance gap for goals achievement each and every aspect need to be considered to increase performanc e. Some most common aspects that need attention are mentioned below; 1. Jose can focus on effective planning thus stating goals appropriately and chalking out plans to achieve them. As according to research based on US organizations those firms were successful in adopting technology who focused on efficient planning techniques (Small and Yasin, 1997). Not the emphasis should be on extensive planning but also implementation of those plans must be prioritized. Most importantly, continuous improvement procedures can be implemented to control each and every step so that final outcome can be error free. 2. Mexicans never compromise their status they are very much conscious about it. As it is mentioned that the employees or sales people were earning attractive commissions but 75 percent of them have not earned any commission during the first half of the year 1992. Many of them also compromised their commissions for outside territory sales. As rewards and compensation is the major factor t hat organizations need to consider to satisfy their workforce. So Loctite authorities should design compensation policies in such a manner that even if there are no sales due to some poor and tough conditions the sales people should be paid up to certain percentage. This is because company is facing turnover problem. For it there is need to attract workforce which can be only possible if pay scales and job incentives are attractive. 3. Mexican organizations always adopt changes as they are serious in terms of business matters. If Loctite will be adaptive to changes it will able to overcome the loss

The Geographical Origins of Ashfords Population in 1851 Essay

The Geographical Origins of Ashfords Population in 1851 - Essay Example The military men setup their schools, shops and churches .In the second half of 19th century Ashford cattle market was one of the greatest markets in south of England. Wool fleeces were collected and auctioned and hops were grown on large scale .After the introduction of railways, more than 2000 traders used to visit Ashford every harvest time (lambert).The Ashford then got divided into east and west union districts. Further, the east union district was split into 25 parishes, divided into three sub districts, whereas, the west union district comprised of 13 parishes divided into two sub districts (Pearman, 2012).The town of Ashford was established in 1849.before that it was a part of The Town of Auburn .This town has its roots in the 9th century. There are various manors that surround the town including Repton, Licktop, Esture and Wall is the prominent ones. (Pearman, 2012).Famous families continued their ownership in these manors and estates and later in 18th century declared Ashfo rd as a cheerful and neat town. Ashford continued to be an agriculture town and with the introduction of railways started becoming an attraction for migratory The railway company set up a society near the railway station .A factory for the repair of locomotive engines, residence for their workers and storage area for the railway carriages were constructed.   (Knight, 1850) There has been a parish workhouse erected with workshops, storehouses, a large yard, with every necessary implement (Pearman, 2012).

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teachers role as a learning coach versus the teachers role of judging the extent of a students achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a students prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.

Germany: Economic Powerhouse of the EU Essay -- Germany Economy

The country of Germany is one of the strongest economies in Europe as a whole. A brief history and overall status of this country is going to be explained giving examples and demographics. Along with my understanding of the information, I will try to help you understand the importance of this country’s overall macroeconomic stance that contributes to today’s wealth of the European Union. The barbaric Celts are believed to have been the first settlers of the Germanic lands before the tribes of the second century before Christ. The German barbaric attacks against the declining roman infrastructure added in the destruction of the Roman Empire in the 400’s and 500’s A.D. The Holy Roman Emperor, Charlemagne, was crowned after he attained the supremacy of Western Europe in 800 A.D. Charlemagne derived from one of the tribes known as the Franks, native to present day Germany. For many of the years following the rule of Otto the Great many of the leaders of Germany had high positions of leadership in the Holy Roman Empire, this lasted for several centuries. (Education) The Holy Roman Empire was to loosely spread around the 14th Century. The long line of Hapsburgs ruled the Holy Roman Empire until its down fall in 1806. A dispute brought an internal war for Germany in 1618 and lasted for 30 years until 1648. This war left Germany torn apart, spread into hundreds of principalities that independently survived with out the Emperor. In a short time after, Prussia developed into impressive strength. Frederick the Great, organized the Prussian military and defeated the Austrians. The struggle for power between the Austrians and Prussians continued and ended in the defeat of Austria in 1866. (Education) Following the Defeat, Pru... ...and resilient one full of economic prosperity. The geography, demographics, and politics have shaped this country into what it is today. From a Macroeconomic stance, Germany has out done all of its neighbors. Many other countries should enact what polices Germany has in play. Germany also has some of the top business schools in the world that I believe is responsible for the majority of the outcomes of the GDP being where it is today. Works Cited Education, Pearson. Germany. 2005. 01 December 2013 http://www.infoplease.com/country/germany.html. Foundation, The Heritage. "Germany." 2013. 2013 Index of Economic Freedom. 01 December 2013 http://www.heritage.org/index/country/germany. Gurtler, Detlef. Wirtshcftstlas Deutschland. Berlin, 2010. X-Rates. 01 December 2013. 01 December 2013 http://www.x-rates.com/table/?from=USD&amount=1.00.