Anishnabe homeland Personal Statement Example | Topics and Well Written Essays - 500 words

Anishnabe homeland - Personal Statement Example The Anishinabe is one of the dominant native tribes in North America that occupies the greatest geographical area. Indeed, the Anishinabe ancestral homeland entails five American States and three Canadian Provinces (Minnesota Historical Society 1). The Anishinabe still live in this ancestral homeland. However, this ancestral land has since reduced after the coming of the Europeans. Accordingly, this native tribe claimed that it originated from the northeast and settled by the great sea. Notably, wars, migrations, and trade influenced the Anishinabe homeland. The Anishinabe valued their expanse homeland and referred it as a reward from their ancestors. The ancestral homeland belonged to all Anishinabe people. The Anishinabe guarded the homeland with pride and resisted all attempts aimed at removing them from the land. Apparently, the initial ancestral homeland of the Anishinabe was huge since it stretched from the northern reaches of the plains to the southeastern shores of the Great Lakes (Minnesota Historical Society 2). Specifically, sub-Arctic tundra bounded the homeland from the north while the Mackenzie River bounded the homeland from the west (Minnesota Historical Society 2). The Mississippi River bounded the Anishinabe homeland from the south while the seaboard bounded the homeland from the east (Minnesota Historical Society 2). Anishinabe homeland extended from Central Saskatchewan to southern Ontario (Minnesota Historical Society 2). Moreover, the Anishinabe homeland entailed the northern Minnesota, northern Dakota corner, and dominated Michigan City (Minnesota Historical Society 2). Currently, most Anishinabe people are farmers and ranchers who live in reservation communities in northern Minnesota and Wisconsin (Minnesota Historical Society 2). The Anishinabe have subdivided into four groups according to their location. The plains Anishinabe reside in Saskatchewan, western Manitoba, North Dakota, and Montana while the northern Anishinabe reside

Sensation and Perception Essay Example for Free

Sensation and Perception Essay Memory – knowing the past Thinking – knowing the future Cognition = the influence of perception, memory, and thinking Aug 29th, 2012 Basic principles of perception 1.Stimulation -Many kinds of energy implode on the body Electromagnetic energy (light) Mechanical energy -Pressure waves in air Pressure on skin Body movement Thermal energy (heat) Chemical energy (molecules in air, food) -Energy changes detected by receptors 2.Information a.Our sensory systems evolved to pick up information (not just stimulation) b.In general, information is provided by change c.Change can occur over time, or over space 3.Transduction -The process of converting stimulus energy into nerve impulses -Generally, stimulus energy causes a change in a receptor cell’s electrical potential (voltage) -If change is enough, it will trigger â€Å"nerve impulses† 4.Transmission -For perception to occur, sensory organs (containing receptors) must transmit nerve impulses to the brain -Perception occurs in the brain, not in the sensory organs 5.Mediation -Our perception of the world is mediated by various processes between transduction and our conscious awareness -These processes alter the neural information -What we consciously perceive may not be an accurate reflection of the original stimulation 6.Interpretation -Sensory information is ambiguous (there are ALWAYS multiple possible interpretations) 7.Construction -Sensory information is â€Å"sketchy†; the brain â€Å"fills in† missing information 8.Modularity -Your brain consists of independent â€Å"modules†. These modules may construct different, possibly conflicting, interpretations of the world. -You â€Å"see† one interpretation of an ambiguous **Missed Class†¦locked out of room** Sept 5th, 2012 Signal Detection Theory (Slides and appendix in book) Sept 7th, 2012 The Eye Light -Light is electromagnetic radiation varying in: Wavelength Intensity Radiance – intensity of light as it leaves the light source Illuminance – intensity of light as it is absorbed by object (white objects higher in illuminance than black objects) Luminance – amount of light that is reflected by object 100 illuminance omits 40 luminants; albedo = 40/100= .4 Retinal Illuminance – light that reaches your eye Brightness – perception of radiance, illuminance, or luminance Lightness – perception of the reflectance (albedo) Brightness is a perception of the light; lightness is a perception of the object surface Myopia = nearsighted = focal length is shorter than distance  to retina Hyperopia = farsighted = focal length is longer than distance to retina Presbyopia = aged vision, lens can’t adjust because of age (reading glasses for old people) Sept 10th, 2012 The Retina Fovea is the part of eye where visual acuity is highest Vision involves â€Å"rods† and â€Å"cones† in the back of the retina Photopic = conesScotopic = rods Purkinje Shift – as illumination decreases, red objects lose brightness more quickly than green, blue; red goes to black whereas green and blue pass through shades of gray **2 Missed Classes – Canada** Sept 19th, 2012 Gestalt Psychology -Brief history of behaviorism, psychoanalysis -The laws of perceptual grouping October 1st, 2012 Distance Perception Why is depth perception important? -Effective action (e.g. grasping) requires correct perception of distance -Correct perception of size and shape requires correct perception of distance Size and shape consistency Just as an infinite number of object sizes and shapes can cast the exact same image on the retina, a single object can cast an infinite number of sizes and shapes of retinal image Size Consistency = we (usually) perceive the size of an object as constant, despite changes in the size of the retinal image Shape Consistency = we (usually) perceive The farther away something is from your eye, the less the retinal disparity will be Stereopsis -Retinal Disparity = the mismatch between the left and right eyes’ retinal  images -Stereopsis = the ability to use retinal disparity as a depth cue Motion parallax Interposition = idea that an object in front of another object will block that object out Aerial Perspective -Refers to effects of the air on distance perception Clarity = as light passes through more air, light is scattered and so the image gets blurrier oBlueness = as light passes through more air, long wavelengths are filtered out and so the image gets bluer Chapter 2 Transduction and receptive fields Signal Detection Theory -Always noise (random activity) Eye Movements EXAM 2 MATERIAL OCT 12TH 2012 Perceptual Ambiguity (Lecture 9) States of form perception 1.Feature extraction 2.Perceptual grouping 3.Figure-ground differentiation 4.Figural resolution 5.Pattern recognition Ambiguity – multiple possible interpretations – can occur at any level (2-5) Figure-ground differentiation -Some perceptual groups are treated as â€Å"figure†, other groups are treated as â€Å"ground† Yates Thesis -Yates. J (1985). The content of awareness is a model of the world. Psychological Review, 92, 249-284 -Visual images are inherently ambiguous (allow multiple interpretations) -Coherent action requires selection of one interpretation -We tend to represent in awareness the simplest interpretation of the most sensory data Figural Resolution -After â€Å"figure† has been differentiated from â€Å"ground†, it may still be  necessary to resolve the structure of the figure -Figural resolution influenced by†¦ Bottom up vs. top-down October 15th, 2012 Lecture 10 Pattern Recognition Pattern Recognition – knowing what figures in the visual field ARE. Requires interaction of sensation/perception with memory (pre-existing knowledge) Template Matching -Match of whole pattern to a stored pattern -Problems onfinite variation of problems No access to feature differences Can’t recognize†¦ Feature Analysis -Patterns are recognized by detection of particular â€Å"critical features† -Accounts for recognition of partially obscured patterns -Predicts that objects with more features in common are more confusable Problem: Not ALWAYS true Some confusions are predicted better by the whole shape New â€Å"configural properties† (or emergent features) arise from the combination of features †¢Impossible to define complex objects entirely by simple features Template Matching vs. Feature Analysis -Template matching emphasizes the whole, fails to account for importance of parts -Feature analysis emphasizes the parts, fails to account for importance of the whole -Possible solutions: Maybe more than one brain mechanism for pattern recognition oA â€Å"hybrid† approach that encompasses both the whole AND the parts Structural Theories of Pattern Recognition Objects are recognized by their â€Å"structural description†, how their parts are organized into the whole †¢DO NOT CONFUSE WITH STRUCTURALISM! (Structuralism assumed that the â€Å"structure† can be decomposed into elemental parts† Yates Thesis -We tend to represent in awareness the simplest explanation for the most sensory data Oct 17th, 2012 Three kinds of brain damage 1.Agnosia = â€Å"loss of knowledge† a.Prosopagnosia – loss of ability to recognize faces b.Object agnosia – loss of ability to recognize objects c.Word agnosia (alexia) – loss of ability to recognize written words 2.Object agnosia never occurs without either word agnosia or prosopagnosia Oct 24th, 2012 Light Light is electromagnetic radiation varying in: Wavelength Intensity Amplitude, if considered as a wave Number of photons, if considered as particulate Color is all in your head! â€Å"Hue† does not exist in the physical world – wavelength is a simple quantitative continuum, like intensity, or frequency of sound, or length, or weight †¢You brain CONSTRUCTS categories of perception, resulting in qualitative differences in the perception Dimensions of Color -HUE the perception of wavelength, or (in a mixture) dominant wavelength -SATURATION – the perception of purity (proportion of the dominant wavelength in a mixture) -BRIGHTNESS – perceived intensity Subtractive Color Mixture -A paint pigment absorbs certain wavelengths, reflects others -When two pigments are mixed, each subtracts out certain wavelengths -You see what’s left over Exam 2: Perceptual ambiguity Pattern recognition Color vision Sound Music The Ear Ear to Brain Visual Illusions Inner ear- cochlea, organ of corti, Moon Illusion – moon looks larger when at horizon than when it is over-head Perceived size = retinal image size x perceived distance EXAM 3 MATERIAL(FINAL EXAM)NOV 9TH, 2012 Final Exam Friday Dec 14th, 3:30-5:30 66 questions, appx. 2/3 material last 3rd of class Study 1st 2 exams for remaining 1/3 Don’t need to know every single experiment, just the general results Medial and lateral superior olives -Loudness in 2 ears and time of arrival in 2 ears

Canterbury Tales :: essays research papers

In the poem, The Canterbury Tales, there were two characters that were completely from each other. The two characters were two parts of a whole which is a dichotomy, for example there were a ying and a yang. The parson was the light side, which is the ying and the friar represents the yang. The parson is a good man who is poor, but he is rich in holy thoughts and works. He was satisfied with himself for knowing he had very little, and he was also very benign, and was also ready to give his poor parishioners anything that he could get. Chaucer does this to show the good side of The Church, and Chaucer does not do that real often in his tales. The friar is the exact opposite. He was the best friar around because no one knew as much dalliance and sweet talk as he did. He knew all the taverns, innkeepers and barmaids more than the lepers and beggars. He believed that being seen with paupers was not good for a man in his position and there was no profit to be made with them, unlike with the rich and the sellers of food which is profitable. He was also the best beggar in the area and no one else moved into his turf. In his tale he was a man that said he would pretend that he was holy. He also gives the best pardons to the people that give him the maximum amount of money. In the poem, Chaucer makes a statement that says he is the only person that practices his profession accurately. During the Middle Ages friars were supposed to attack sinners and evil away from the people, but they soon figured out that this was a profitable business. The most ironic thing about the friars was that they were supposed to drive evil away from people, but they committed evil deeds themselves.

Passion That Drives School Leadership

Passion That Drives School Leadership As I have read from the article about Passion that Drives School Leadership, the leaders will be effective if he or she is doing work with passion. This article Is Inspiring, informative and challenging to the one aspiring to become a leader. This is Emphasizing the important of passion In leadership. It says that it Is a powerful, Intense emotion or boundless enthusiasm.I can say that If there Is a passion It Is showing of dedication of the leaders doing his work and not all leaders of the efferent school are passionate but according to this article, not all school administrators who lack of passion are losers. Teachers and other school officials and even the superintendent can give best to perform their task with passion. This article Imparted the Indication of administrator who lack of passion. A leader who never prepared everything and never to expend so much time In his duties and responsibility. The one always waits for the free day until h e reaches his retirement.This is also mentioning some example of passionate leaders like the superintendent who decided to go back to a classroom teaching and the one who was an accident victim resulting to her disability but she never been hopeless by the obstacle to do her desire to continue teaching behind difficulties. One of the best in this article, it gave of example of intense passion among teachers and school administrators. Passionate leaders spread passion to others through their love of life, doing new hangs, taking risks, being motivated, having a sense of urgency, and reinventing self.It is a long list, but lye narrowed these descriptions of passion down to four, main leadership behaviors. Passionate people are optimistic, have a great story, involve people, and have a simple, recharge strategy. Passion is the power to simplify our work by providing focus and direction. It helps to inspires others and it has an ability to move leaders and their organization from good t o great and beyond. The teacher or administrator may retire; but the passion doesn't.

Diversity in the Classroom Essay

INTRODUCTION Teachers are faced with the challenge of students bringing with them, vastly different experiences, cultures, interests and abilities. These characteristics can have a great impact on how students learn. Teaching to such a diverse group requires teachers to be more flexible and place a greater emphasis on the individual. Through the aid of variety and choice, teachers can differentiate presentation to motivate interest in the individual, and hence aid the student to become an independent learner. (Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T. 2003) LEARNING STYLES While it is unfair to expect teachers to fully grasp the psychological & cognitive complexities that comprise learning, they should have a solid understanding that individual students have different preferences in the way they prefer to receive, perceive, interact and respond to information; known as their preferred â€Å"Learning style†. A widely used model of learning styles is based on Howard Gardner’s multiple intelligence theory, which suggests learners fall into seven distinct categories of learning intelligence. â€Å"Visual/Spatial† learners prefer pictures and images; â€Å"Aural† learners prefer sound and music; â€Å"Verbal/Linguistic† learners prefer words in writing and speech; â€Å"Physical/Kinesthetic† learners prefer the use of touch, movement & action, and â€Å"Logical† learners prefer reasoning and sequence. Aligned with these learning styles is also a preference by students toward â€Å"Social/Interpersonal† learning, in groups or â€Å"Solitary/Intrapersonal† learning where the student prefers to learn alone. (Howard Gardner, multiple intelligences and education. 2007) Most students have a preferred learning style, but are not solely dependent on one style. They can adapt to other styles and use them in combination with their preferred style. APPROACHES IN THE CLASSROOM Diversity in the classroom inevitably creates complexities for teachers in formulating learning and teaching models that suit their specific context, situation, and the students varying needs. (Rayner, S. 2007) Some researchers, agreeing that learning styles are important, suggest that teachers should match instruction to the content being taught rather than the preferred learning style of the student (Glenn, D. 2009). This seems plausible in light of research into brain plasticity, which suggests that the brain has the ability to transform, adapt and â€Å"increase its capacity to learn† (Walker, S. 2010). Other’s place greatest emphasis on â€Å"matching† instruction with the learning styles of the individual student, which the overwhelming literature suggests is the ideal approach for the benefit of the student. However, in practice, theory and expectation can often fall short of reality. CHALLENGES With class sizes often ranging from 20 to 25 students, trying to cater to every student’s individual learning preference can be very resource intensive. Very few teachers will have the knowledge and understanding of every form of diversity within their classroom. Teaching students with special needs is a prime example, often requiring assistance from specialist aids. This is all good and well in principle, however, additional assistance usually comes at a financial cost, where often schools are restricted by budgetary constraints. High stakes testing such as NAPLAN can also create conflicts between what is best for the students and what is best for the school. This may exacerbate the unwillingness of school hierarchy to deviate from traditional core curriculum/structures, as overall results can often be linked with a school’s reputation as well as government funding. (Tomlinson et al. 2003) LESSONS FROM JESUS Jesus was the epitome of what a teacher with a diverse student body needs to do. He taught in parables imbued with illustrations familiar to the daily lives of all the people in his audience, who had a diversity of experiences. By teaching through stories, of shepherds, fishermen, seasons of growth and harvest, rich men, servants, kings and slaves, he was able to impart the same message, to a diverse audience, so that all could relate to, and understand according to their own experiences. Teaching methods of old sought to adapt the student to the material being presented. Jesus’ methods aptly illustrate that today’s teachers need to be able to adapt to the learning capacity of the students. Jesus also differed in many ways to those around him but transformed the lives of others by the way he lived. By his example, he helped mold many into his own image (The Role of the Christian Teacher 2013). As teachers who are Christian, our aim should not be to directly preach about Christianity. This can be left to the local church priest or pastor, and the willingness of the individual to accept such a direct approach. In a diverse classroom there will be students with vastly different beliefs and experiences that contrast our own, and that impact on their learning capabilities. The goal would then be, like Jesus, to subtly portray our Christian understanding by our own actions, therefore becoming a role model to students. Jesus taught: â€Å"†¦everyone who is fully trained will be like his teacher† Luke 6:41 As role models, we should be aware that students may imitate and model their behaviour according to the way we as teachers act, speak and behave. Therefore, unless our behaviour is aligned with fundamental Christian principles, it can do more harm than good. It would be wise to follow the encouragement given by the apostle Paul: â€Å"Imitate me as I imitate Christ† 1 Corinthians 11:1 †¦by living out our faith, we show our students the essence of God through our own words and deeds. CONCLUSION In light of existing research and Christian philosophy, a meshing of theories is necessary which tends toward a balanced approach. Making sure all learning style preferences are addressed in some way; as students will need to garner at least some of the attributes of all learning styles, for future success. Also using experience and expertise in our own learning preferences, to bridge the divide between teacher and student and become that positive role model that developing student’s need. Employing a balanced approach is no easy task, but can be aided in a number of ways: Firstly, inclusive teaching, were students are not segregated or made to feel inferior due to differences in preferred learning styles or abilities. Aligned to this is the idea of flexible grouping where research shows that when students are put in small groups comprising varying learning preferences and abilities, weaker students attain better learning outcomes, without detriment to stronger students. (Tomlinson et al. 2003) Secondly, Scaffolding where teachers, peers or teaching aids; support, assist and guide the student, particularly those who have difficulty. This is a more personalized approach to the flexible grouping. Thirdly, Engagement with parents/carers and students enables the teacher to attain valuable information about the student, and engagement with colleagues can assist in gaining additional knowledge or formulating shared strategies. Finally, Methods of presentation is at the heart of catering to diverse array of learners. Using technology enables a teacher to present material in multiple styles at the same time. (Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements 2011) Ultimately, we as teachers need to nurture students, and expose them to a variety of learning styles, despite our own preferences, enabling them to become independent learners. Children are less flexible and cannot easily adapt to unfamiliar learning styles, so it is incumbent upon the teacher, to adapt and modify teaching methods, activities and environments in order to create interest, thereby stimulate and motivate a student’s desire to learn. REFERENCES Cook, P. F. (1998). Teacher Reflection in learner-centred education. Journal for Education Reform in Namibia, v.8, 8p. Discover your Learning Styles – Graphically! (2013.) (n.p.) Available Internet http://learning-styles-online.com/ Glenn, D. (2009) (n.p.), Matching Teaching Style to Learning Style May Not Help Students, The Chronical of Higher education, Available Internet http://chronicle.com/article/Matching-Teaching-Style-to-/49497/ Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements (2011), Directorate Inclusive Education, Department of Basic Education, preoria South Africa. 52p. Howard Gardner, multiple intelligences and education (2007) Regis University Available Internet http:// academic.regis.edu/ed205/gardner.pdf Humphrey, N., Bartolo, P., Ale, P., Calleja, C., Hofsaess, T., Janikova, Vera., Mol Lous, A., Vilkiene, V., and Westo, G. M. (2006). Enderstanding and responding to diversity in the primary classroom: an international sudy. European Journal of Teachr Education, 29(3), 305-318. Rayner, S (2007). A Teaching elixir, learning chimera or just fool’s gold? Do learning styles matter? Support for Learning, 22(1), 24-30. Teachers and their influence (2010) (n.p.) Covenant Christian School Sydney Available Internet http://www.whychristianschools.com.au/wcs/teachers-influence.html The Role of the Christian Teacher (2013) (n.p.) Transforming Lives. Available Internet http://m.transforminglives.org.uk/thinking-of-teaching/role-of-the-christian-teacher Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A. and Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest and Learning Profile in Academically Diverse Classroom: A review of Liteature. Journal for the Education of the Gifted, 27(2/3), 119-145. Walker, S. (2010) (n.p.), Lifelong Learning and the Plastic Brain, Scientific Learning Internet http://www.scilearn.com/blog/lifelong-learning-brain-plasticity.php