Friday, December 27, 2019

Operant Conditioning Is A Type Of Learning Essay - 1567 Words

The first way that behavior perspective, learning is incorporated in the classroom is through operant conditioning. Operant conditioning is a type of learning that encourages behavior by having reinforcements to follow that behavior. Through my observations I saw how student’s behaviors are more operant rather than respondents. For example, the students in my classroom have learned when there are in the whole group environment they must raise their hands quietly when there are ready to talk and teacher often responses with a positive reinforcement by calling on them to speak. If the students don’t raise their hands or are talking when isn’t their time to talk my cooperating teacher uses negative punishment  µ, by saying â€Å"I only call on students who raise their hands when they are ready to talk† or by not calling on that particular student until they stopping. Another way is when the students are working on math worksheets the students understand to raise their hands when they are complete with their assignment. When the student’s hands are raised either my cooperating teacher and I go correct their work by giving it a star signifying they move on to assignment or we circle particular problems the students need to further work on. If my teacher feels like the students have worked really hard on the assignments regardless if they all finished she often will remove the blue remember worksheets on Friday and let them play math games on the iPad. A cue or prompt that myShow MoreRelatedPavlov s Classical Conditioning Vs. Operant Conditioning1172 Words   |  5 PagesPavlov’s Classical Conditioning vs. B.F. Skinner’s Operant Conditioning Bhavika D. Patel Atlantic Community College Abstract Ivan Pavlov and B.F. Skinner both studied learning, in which they both did different experiments on different animals and with different conditioning. Classical conditioning is the process in which two stimuli become linked; once this association has been recognized, an originally neutral stimulus is conditioned to provoke an involuntary response. The dogs in Pavlov’s studiesRead MoreClassical Conditioning and Operant Conditioning1189 Words   |  5 Pagessimilarities between Classical conditioning and Operant conditioning? Many people believe that Classical and Operant are similar. Several people don’t know what the similarities and differences of Classical and Operant are, several people think it is the same learning method, which in this case I’m going to compare and contrast each behavior and give you information about each one, so you could have a better understanding of each method and what they do. Classical and Operant are very similar to each otherRead MorePavlov s Classical Conditioning And Skinner s Operant Conditioning1243 Words   |  5 PagesClassical Conditioning and Skinner’s Operant Conditioning Learning is a relatively permanent change in behavior due to experience. There are two types of learning, associative learning and cognitive learning. Associative learning occurs when a person or an animal forms a simple association among various stimuli, behaviors, or both. It requires little to no awareness or thought. Cognitive learning refers to understanding, knowing, and anticipating. Our subject today comes from associative learning. ThereRead MorePhobias1174 Words   |  5 Pagesdeveloped through operant conditioning and how addictions can be developed through operant conditioning. This essay also examines the distinctions between classical and operant condition and examines â€Å"extinction† as it relates to psychological theory and how extinction is achieved in classical and operant conditioning. Phobias and Addictions Numerous psychologists believe that behaviors are learned through conditioning. These conditionings are known as operant, which is based onRead MoreClassical and Operant Conditioning Essay1000 Words   |  4 Pagespeople may believe that learning is just a natural response that all animals are capable of, there is actually a more complex explanation on how we learn the things we do in order to survive in the world. Classical conditioning and operant conditioning are both basic forms of learning, they have the word conditioning in common. Conditioning is the acquisition of specific patterns of behavior in the presence of well-defined stimuli. Classical conditioning is a type of learning in which an organismRead MoreCompare and Constrast Classical and Operant Conditioning737 Words   |  3 Pagescontrast classical and operant conditioning, their theories, terminology, famous psychologists and applications of the theory for teaching. Classical and operant conditioning are two important concepts central to behavioral psychology. While both result in learning, the processes are quite different. In order to understand how each of these behavior modification techniques can be used, it is also essential to understand how classical conditioning and operant conditioning differ from one anotherRead MoreLearning Experience Paper1290 Words   |  6 PagesIn this paper I will discuss my learning experiences and analyze them with the perspective of learning theories. I will analyze my learning experiences with regards to classical conditioning, operant conditioning and cognitive- social learning theory. First of all, I would begin by describing my experience of learning to fear lizards with regards to classical conditioning. To give some context to the situation, I was raised in India where lizards, usually in large numbers, are often found on wallsRead MoreClassical Conditioning And Operant Conditioning1146 Words   |  5 Pagesthat is learning. â€Å"Learning is any relatively permanent change in behavior produced by an experience.† There are different kinds of ways that people and animals learn. People can adjust the way they learn to the different situations in which they are learning and what they have to learn. One form of learning is known as conditioning. Conditioning stresses the relationship between stimuli and responses. The two types of conditioning found are Classical conditioning and Operant conditioning. As statedRead MoreA Study on Operant and Classical Conditioning1477 Words   |  6 PagesOperant and Classical Conditioning Classical conditioning best explains reflective responding that is largely controlled by stimuli preceding the response, while operant conditioning is the kind of learning influenced by stimulus events that follow the responses. (Weiten). In operant conditioning, reinforcement is defined as after the fact. Reinforcement follows a response and increases tendency to make the response. In classical conditioning, the reinforcement comes before the response is madeRead MoreClassical Conditioning And Operant Conditioning1204 Words   |  5 Pages One major aspect of psychology is learning. Learning can be defined as the change of a being’s behavior or actions brought about by its experiences. Learning has multiple forms and facets. Two of the most important of these are what are known as classical conditioning and operant conditioning. These forms of learning are very practical and can be seen and used in everyday life. Classical and operant conditioning are different form s of learning which have importance in everyday life and can

Thursday, December 19, 2019

Essay on Managing Financial Resource - 2393 Words

There are financial implications for individuals accessing and using services in health care services, Evaluate the impact of these financial implication on service users. (AC 4.3) The pursuit of equity of access to health care is a central objective of many health care systems. Yet, financial incentives can influence patients because, although the UK system is essentially ‘free at the point of use’, there are charges for specific services including eye tests, dental check-ups, and dispensing of prescription medicines. Charges can act as a deterrent to patients and as a barrier to access. The impact of user charges affects different socio-economic groups in different ways. For some groups, access may not be compromised by a co-payment,†¦show more content†¦The shift in the balance of NHS and private dental care reflects the interests and preferences of dentists rather than of the public. It suggests, however, that a continued shift towards private practice is a trend that the public will not find acceptable, which might limit the extent of expansion of private practice. Hughes and McGuire (1995) estimated the impact of charges for drug prescriptions in the NHS and found evidence to suggest that user charges reduced the number of prescriptions cashed in the UK. However, the impact of user charges is likely to affect different socioeconomic groups differently. Lundberg et al. (1998) found that price sensitivity decreased with age, income, education and self-rated health status. Furthermore, they found that sensitivity to user charges for drugs varied greatly between different types of drugs; for example, they found that if user charges doubled 40% of antitussive users would reduce their consumption, whereas only 11% of users of drugs for menopausal problems would reduce their consumption. It should be recognised that in the UK user charges are means-tested; low-income families and people over 65 years are exempt, as are individuals with certain chronic conditions, such as diabetes. Some commentators suggested that user charges could (and should) beShow MoreRelatedManaging Financial Resources4675 Words   |  19 Pagesof Contents Choosing a Financial Source 1. Sources of Finance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3 2. Term Length of Funding†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 5 3. Venture Capital Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....Page 5 Decision Making 1. Team Building†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 6 2. Cost of Finance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 7 3. Flow of Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 8 4. Balance Sheet†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 9 Financial Performance 1. Financial Statements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreManaging Financial Resources5335 Words   |  22 PagesCollege [pic] Assignment Managing Financial Resources IBM HMC17 Author: Peter Neirynck Learning Team: Regional Group B – TIE team Date: October 29, 2007 Management Summary This paper analyses critically the financial performance management within IBM Software Group Belgium and IBM Southwest IOT. In order to understand how the financial reporting is an enabler for the execution of the corporate strategy, we analyse the published financial information, the budgeting cycleRead MoreManaging Financial Resources3012 Words   |  13 PagesManaging financial resources Table of Contents 1. Introduction 2. Past Financial Performance of Elim Limited A. Purpose of this Analysis B. The Importance of Standards C. Descriptions of Past Performance 3. Implications of Elim’s Past Performance 4. Information Needs amp; Its Importance D. List of Decisions E. Information Needs of Different Parties 5. Analysis of Different Strategies F. Cost Control G. New Product Development Read MoreManaging Financial Resources and Decision1445 Words   |  6 PagesManaging Financial Resources and Decisions-HND Assignment HND Assignment Managing Financial Resources and Decisions Scenario: Emaar Properties on Sunday announced to build a new hotel in Downtown area and that will be the second tallest property in the high-end area, according to chief executive officer for retail Arif Amiri. Amiri did not disclose value of the project and even declined to give the sale price. â€Å"We will announce the price at public launch on September 22,† he told reporters atRead Moremanaging financial resources Essay3020 Words   |  13 Pagesï » ¿ St. Patrick’s College London HND Health and Social Care Management MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE John Egharevba CONTENTS PAGE INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.p.3 LO1 Understand how systems are used to manage financial resources in health and social care 1.1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pp.3-4 1.2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..pp.4-5 1.3................................................................................Read MoreManaging Financial Resources and Decisions1091 Words   |  5 PagesUNIT 2: MANAGING FINANCIAL RESOURCES AND DECISIONS Unit 2: Unit code: QCF level: Credit value: Aim Managing Financial Resources and Decisions H/601/0548 4 15 credits The unit aim is to provide learners with an understanding of where and how to access sources of finance for a business, and the skills to use financial information for decision making. Unit abstract This unit is designed to give learners a broad understanding of the sources and availability of finance for a business organisationRead MoreManaging Financial Resources in Health 3192 Words   |  13 Pagesbased on the concept of financial management and the business resources in health care based company (Bryans, 2007). It is aimed to provide emphasis on the impression of costs and control that are available in the social health care settings. It is also required to provide deep examination of the system that are used in the health care industry to provide effective financial and resource management (Groppelli Angelico, 2000). This ensures that the organization resources are managed effectivelyRead MoreManaging Financial Resources and Decisions1280 Words   |  6 PagesAssessment Brief Unit 2 Managing Financial Resources and Decisions P.1. Identify short term, medium term and long term sources of finance available to Blue Orange Solutions. Long Term âÅ"“ Loans âÅ"“ Debentures âÅ"“ Bank loans (mortgage) âÅ"“ Merchant or Investment Banks Short / Medium Term âÅ"“ Bank loans âÅ"“ Overdraft facilities âÅ"“ Trade credit âÅ"“ Leasing 1. Business Angels Read MoreManaging Financial Resources And Decisions2502 Words   |  11 Pages Unit Number: 2 Unit Title: Managing Financial Resources and Decisions Unit 2: Managing Financial Resources and Decisions Assignment Cover Sheet Assignment No: 825789 I hereby confirm that this assignment is my own work. I have identified and acknowledged all sources used in this assignment and have referenced according to the Harvard referencing system. I have read and understood the Plagiarism and Collusion section provided with the assignment brief and understoodRead MoreManaging Financial Resources And Decisions1818 Words   |  8 PagesIDP 2: Managing Financial Resources and Decisions Assignment Introduction All businesses need finance because that refers to sources of money for business. The reason why firms need finance to: - Start-up a business – eg: pay for premises, new equipment and business strategies short-term or long-term. - Run the business – eg: having enough money to pay for rent, rate, bills, wages and suppliers on time. - Expand the business – e.g.: having funds to pay for new equipment, new office or a branch

Wednesday, December 11, 2019

1998 Ap Ushistory Dbq free essay sample

On the contrary, the Democratic-Republicans favored the protection of states’ rights and the strict containment of federal power. The Democratic-Republicans were strict constructionists and they believed only in the enumerated powers of the Constitution. Up until 1800, these descriptions of the two political parties were very accurate. However during the period of 1801-1817, the Jefferson and Madison’s presidencies reveal that these characterizations were accurate only to a certain extent. These characterizations became inaccurate when Jefferson, Madison, and Monroe stepped up in power as president and were forced to compromise their political views for the benefit of the country in the face of war, economic pressure, and threats to the Union. In the beginning of Jefferson ‘s first term as president, Jefferson made it clear that he would do anything to uphold the Republican principles he held dear in his heart. Jefferson believed that the preservation of the Constitution was essential if Americans wanted to live in a â€Å"harmonious and solid country† (Doc. A). He believed that part of the preservation of the Constitution included keeping the power within the states, making sure they were independent. This meant that the government had no business meddling with state issues such as religious institutions, doctrines, discipline or exercises (Doc. B). The one of the very few things the federal government was allowed to regulate in states was commerce with foreign nations and the power of taxation. However there was a very distinct line that was drawn between regulating commerce and completely cutting off commerce with foreign nations when Jefferson passed the Embargo Act of 1807 (Doc. C). This Act completely cut off commerce with foreign nations until the British and the French repealed their trading restrictions on neutral shippers. As a result the American export trade and its profits dried up. Many people deemed this Act unconstitutional; the constitution only grants congress the power to regulate commerce, it does not however state that they have the power to completely cut it off. This by itself contradicts everything Jefferson stood up for. Albert Gallatin, one of the best financial minds in the Republican Party, convinced Jefferson that the Bank of the U. S. was essential for financial stability. Although the creation of the Bank of the U. S. reduced the nation’s debt from 83 million in 1800 to 57 million by 1809 , the creation in its self shows a great deal of broad constructionism. Although the bank was a reasonable means of carrying out powers related to taxation and the borrowing of funds, nowhere in the constitution does it state that congress has the power to charter a bank. John Randolph, a Republican congressman from Virginia, claimed that â€Å"this government (Jeffersonian) created and gave power to congress to regulate commerce and equalize duties in the whole of the U. S, and not to lay a duty but with a steady eye to revenue†. What John Randolph was trying to say was that the Jeffersonian Republicans lost their view on strict constructionism, that they were interpreting the law in whichever way pleased them the most. Towards the end of Jefferson’s presidency and especially after, he and the Jeffersonian Republicans came to realize that although they were â€Å"not an advocate for frequent and untried changes in laws and constitutions† (Doc. G) there came a point when change is needed, a constitution that defined a nation many years ago cannot define a nation that has advanced in so many aspects, it would only hold the nation back. When Jefferson left office, James Madison was left with a divided party, a revived Federalism and an unresolved crisis in foreign affairs. For the most part, the Federalists during Madison’s time only used their view on broad constructionism when it was accommodating them. For example when the Hamilton institution tried to pass a conscription bill during America’s first great war, Daniel Webster, a federalist from New Hampshire claimed that it was unconstitutional and that nowhere in the constitution does it state that Congress had the right to enact a law enforcing a draft of men out of the militia and into the regular army (Doc. D). The constitution stated that men are entitled to aid the militia of the states. The aid of the militia were stated as the right – â€Å"to repel invasion, suppress insurrection, or execute the laws† however Federalists believed that Congress had the right to interpret the Constitution based on connotation; making Madison’s bill not unconstitutional, based on Federalist belief. When the Internal Improvement Bill was vetoed by Madison in 1817, everyone was in utter shock. Although he agreed with the bill’s objectives; he was convinced that the Constitution did not permit federal financing of primarily local projects. He also believed that â€Å"such a power is not expressly given by the Constitution† which shows that he also followed strict constructionist beliefs, when necessary. However, John Marshall, the chief justice of the court, also a Federalist used broad constructionism in almost all his cases. In one of the more famous trials, Marbury vs. Madison (1803), he declared that the first Congress, in 1789, had behaved unconstitutionally in attempting, in Section 13 of the First Judiciary Act, to enlarge the Supreme Court’s powers beyond constitutional limits by authorizing the Court, as a trial court, to entertain suits for mandamus against public officials. He used his broad constructionist view to be able to deem Marbury’s appointment as an officer of the court unconstitutional. During the period of 1801-1817, the Jefferson and Madison’s presidencies reveal that the Federalists and Jefferson Republicans could not be characterized by one belief. The Jefferson republicans were characterized as strict constructionists and the Federalists were considered to be broad constructionists, these characterizations only hold true to a certain extent because throughout history neither party stuck to their beliefs the whole way through.

Tuesday, December 3, 2019

Reading in the Content Areas an Example of the Topic Science and Technology Essays by

Reading in the Content Areas The Concept of Reading in the Content Areas In contrast to reading in its traditional context i.e. in the English subject, reading in the content areas simply means that school children are able to read and comprehend expository texts in content areas such as mathematics, history, science and social studies. The said texts are set apart from other type of texts by their characteristic nature that is based on facts. Further, such facts are usually presented in very technical terms utilizing multisyllabic words. Expository texts are also distinct in their structure, which vary from types like compare and contrast, cause and effect, sequencing, and many others that are logic-based (Literacy Matters.org, 2007). Need essay sample on "Reading in the Content Areas" topic? We will write a custom essay sample specifically for you Proceed Undergraduates Very Often Tell EssayLab professionals: I'm not in the mood to write my paper. Because I want to spend time with my boyfriend Essay writers propose: It Is Very Easy And Convenient To Buy Essays Online Academic Writing Services Cheap Reliable Essay Writing Service Top Rated Essay Writing Service Online Essay Writing Company The process by which students interact with texts in the content areas is another subject worth delving into. The said process is a three-part continuum that involves interaction before the text is read, during reading, and even after the text has been read. Interaction before the text is read involves drawing students stock knowledge that is related to the text, setting goals and anticipating questions. Techniques for identifying words such as syllabication and structural analysis, as well as the use of context clues to comprehend words that may be too technical, characterize the interaction with text during reading. This phase is what we call reading between the lines, upon which inferences could be drawn. However, reading in the content areas also emphasizes the importance of interaction with the text after the actual reading. This is where the process of reflective analysis, synthesis of information and ideas from various sources, and interpretation takes place (Literacy Matters. org, 2007). Having explained the three stages in which students interact with expository texts in content area reading, it is important to take note that the interaction of the students with the text also happens in three levels. Primary among these is the literal level where factual information are merely read and understood. Next would be the inferential level, where students process the information gained in the literal level by relating them to previous knowledge. The third would be the evaluation level, where students are already able to conclude and develop their own perspectives based on the ideas that were analyzed (Literacy Matters.org, 2007). The cold fact, however, is that not all students are able to read in all of the said levels (Literacy Matters.org, 2007). Herein lies the importance of being able to read in the content areas, meaning in all its three stages and levels. Too many years of studying students test scores and of analyzing the reason behind failures in such tests indicate that the areas they dont understand are usually the areas they couldnt read about (Peha, 2005). According to Guenther (2005), one cant separate learning to read from reading to learn. One reads to find out something, thus reading is formed by both the content of a text and the intent of a reader to learn it. Reading does not happen in a vacuum. And it is important that the issue of elementary students need to learn to read to learn is addressed, moreover before they reach fifth and sixth grade (Guenther, 2005). Peha (2005) affirms this in saying that small reading problems in elementary levels would loom bigger as children progress in school, meaning little reading problems in elementary could even impair reading, and thus learning, in secondary and tertiary school levels. With higher school levels comes more voluminous readings and harder tasks required from what was read, thus increasing the difficulty of reading. At around 12th or 11th grade, school becomes gravely hard for children who have reading difficulties in the content areas, and the all too often response to this is just to quit reading, and worse, schooling altogether. Even the teachers themselves also admit to having difficulty in teaching such children. The said problem, however, did not arise out of the blue. Generations that have passed saw to children struggling to read in the content areas. Yet todays curriculum standards and high stakes testing brought societys focus on the issue i.e. there is an increasing number of students who needs to be increasingly proficient in an increasing number of subjects, each of which has reading as its crucial factor (Peha, 2005). Efforts to address this issue have echoed throughout the country (Peha, 2005). Yet it is still not so broadly realized that content teachers themselves, meaning those who teach content area subjects, could help struggling readers to read. By claiming this, it should not be confused that teachers in the content areas are being asked to become reading instructors. This only imply that content teachers could structure the lessons they teach in such a way that would boost struggling readers to become competent in reading content-based text (Glencoe Online, 2006). Students who could not read in the content areas could not develop knowledge in those areas. If any, educator Max Fischer (2003) makes it plain that this only makes every teacher a teacher of reading. President Bushs No Child Left Behind Act has made this responsibility of teachers clear (Fischer, 2003). Potential Impact on School Curriculum and Student Learning In writing, Peha (2005) acknowledges the fact that teachers could not possibly teach reading, even though the intention behind it is good. Practically speaking, Peha (2005) says that the existing curriculum already has no room to accommodate further additions and most teachers in the content areas could be untrained, too busy, or uninterested to accommodate such changes. With this in mind, the No Child Left Behind Act might have problematic impacts. However, if content area teachers would be well-oriented that they are not being asked to give up teaching their original curriculum to teach reading instead or to employ radical changes in their teaching practices, but that they are just asked to support content area reading in the way they structure their teaching (Peha, 2005), then there would possibly be no problem. Moreover, the focus on reading in the content areas by utilizing reading strategies would enable content area teachers to aid their students in becoming effective content readers, and thus, content area learners. Empirical studies indicate that when teachers inject reading strategies in their lessons, their students learned significantly more than those who were taught in the traditional way (Literacy Matters.org, 2007). Thus, we could expect this kind of gain as an impact of employing reading in the content areas among schools. On the part of the school, this gainful impact would be very much welcome as it would enable a school to stay afloat. In previous years, students were required to take tests that would evaluate their learning in content areas. The outcome of those examinations would become the basis of the annual yearly progress (AYP)* of every school institution. What is daunting in the AYP is that it requires a school to achieve its goals for all four targeted subgroups of students before it could be given a satisfactory AYP (Fischer, 2003). Thus, even though the general student population scores well, if any of its subpopulations do not achieve the stated yearly goal, the school will fail its AYP. Thus, the school will have to face legal consequences. (Fischer, 2003). Since the problem of much of the said subpopulations rely much in their learning in the content areas, their success in reading in the content areas could also mean success for their school. For the students, the impact of such programs would be gainful as well since reading in the content areas would, as explained earlier in this text, endow them with learning in the content areas --- something which is indeed the core of student learning. For content teachers, programs regarding content area reading would enable them to boost student achievement with rigor, relevance and to employ literacy strategies that would endow their students academic success (Pappas, 2007). In terms of curriculum and teaching techniques, programs regarding reading in the content areas will have impacts in ways that would oppose the traditional read-and-answer-the-questions approach in content area subjects (Combs, 2004). Content teachers would be expected to support their subject area while building student literacy skills in mastering vocabulary, comprehension and analysis (Pappas, 2007). In recent years, the focus on reading in the content areas has yielded much development, but several areas still have to be mended. Focus still lacks in the aspects of reading comprehension and understanding, and this tends to lessen the gain from programs in content area reading (What is the importance of content area reading instruction in schools?, n.d.). This should thus be taken into account when employing such programs. Another thing to watch out for is that content teachers may understand the importance of teaching reading in the content areas and may desire to do so. However, content area teachers who are not well-versed in basic reading instruction may still find the task intimidating (Glencoe Online, 2006). And though nowadays, various content area reading strategies are widely available in books, journals, and on the Internet, content area teachers remain confused because they lack the necessary training in the teaching of reading. One specific area of confusion lies on when to employ specific strategies (Combs, 2004). All of the impacts that were discussed above, both positive and negative, should be taken into account when attempting to develop reading in the content areas in schools and among students. Reading in the content areas should be employed with the said gainful impacts in mind, and with the young generations well-being as the main purpose for employing such. In the same way, the discussed problematic impacts should also be planned for so that only the gainful impacts would remain and be magnified. These should be done so that in time, through constant and aggressive efforts on the part of everyone concerned, reading in the content areas will produce a generation of students who have learned well in the content areas and who could use such learning to deal with the important issues in life where such learning is called for. Bibliography Combs, D. (2004, November). A Framework for Scaffolding Content Area Reading Strategies. Middle School Journal, 36(2), 13-20. Retrieved June 19, 2007. Fischer, M.W. (2003). "No Child Left Behind" Places Premium on Reading Instruction in Content Areas. Education World. Retrieved June 19, 2007, from http://www.education-world.com/a_curr/profdev034.shtml Fowler, D. (1998). Balanced Reading Instruction in Practice. Educational Leadership, 55(6,) 11-12. Academic Search Premier. NC State University Library, Raleigh. Retrieved June 19, 2007. Glencoe Online. (2006, September). Reading in the Content Areas: Strategies for Success. Teaching Today. Education Up Close. Retrieved June 19, 2007. Guenther, J. (2005, April). Book Review: Content Area Literacy Instruction for the Elementary Grades. The Reading Matrix, 5(1). Retrieved June 19, 2007. Holloway, J. H. (2002). Integrating Literacy with Content. Educational Leadership 60(3),87-88. Academic Search Premier. NC State University Library, Raleigh. Retrieved June 19, 2007.