Analysis Of Thalita's Field Diary

For your final paper, you must convince me that you learned in this class. How? Keep reading….

I'm Pearl. I'm a student from your EDP310 class. So earlier, I checked Canvas and I noticed that I only got 5 out of 10 on the Unit 2 Study Guide assignment. I checked Canvas for assignments daily; however, I have never been notified about this assignment before, and therefore I am quite surprise with the grade that I received today.

Although Emilie Davis ends her diary entries by saying “all is well that ends well” (Giesberg, 193), this critical moment in the United States’ history greatly affect both Emilie Davis and her family and friends. Through her diary entries, readers receive a unique perspective from Emilie, a free black woman in her mid-twenties, of events that occurred during the Civil War. Through her diary, Emilie records her journey with her social encounters and her progress with sewing; she uses her journals as handwriting practice for her schooling at the Institute for Colored Youth. Analyzing Emilie’s perspective, the Civil War impacts her and her loved ones through the active participation Emilie plays in war social events, the everyday danger Emilie and her

challenge me with this article. Andrew Braaksma's main goal is to remind the future students

Have you ever wanted to prove somebody or even yourself that you could do better? Have you ever wanted to prove that you were better than what you were or where you came from? That’s what two girls named Kewauna and Marita wanted to do. Kewauna wanted to better her life with the OneGoal program, she took full advantage of her education by getting to know her professors and making them remember her, and anything she struggled with she made sure to study and pay extra attention to. Marita also wanted to take advantage of her education instead of telling her mom that she couldn’t handle the KIPP Academy she toughed through it, even with a 10 hour school day she will go home

She begins recounting the notorious details, how innocent college students labeled prisoners and guards displayed psychological abuse after only six days of confinement, and makes reference to Stanley Milgram’s obedience study and Abu Ghraib, where similar maltreatment, perceived or real, was conducted on civilians by civilians. She addresses and refutes the accepted belief that the Stanford Prison Experiment proved that anyone could become a tyrant when given or instructed by a source of authority. Instead, she suggests that Zimbardo’s inquiry points toward but does not land on one exact conclusion. She explains the influence of the setting, the presentation of the roles, Zimbardo’s participation, and perhaps a sense of expectation felt, all of which can be reflected in the shocking behavior of a few guards. She argues that it should not have been so shocking. Konnikova discredits the neutrality of Zimbardo’s experiment by insisting that people who would respond to an ad for a psychological study of prison life were not “normal” people. However, with her diction and choice of evidence she displaces the study's culpability in a way that ultimately blurs and undermines her claim.

The course text is progressing on the right track and we are fast approaching the end.

First & Last Name Due Date Mr. Jacome Class. High Quality Work Reflection 1 I have been a student at Alma since the third grade, and during my time here, I have completed several essays, papers, and presentations.

Today was my first day with my coop since she was out sick last week, and meeting her students, I began my day observing. The current chapter that the students are starting is part of the SLOW program; therefore the students need to take a pre-test before they begin learning the chapter. This test will be graded but will not count toward the students' grade in the class. Once the students take the post-test, Mrs. Falchek will compare the pre-test grades and the post-test grades. This information will be use to help her evaluate her lesson and make the necessary modifications.

I remembered dreading my very own existence at that moment, as were other students in that class. Mrs. Ulliman was always a difficult grader. Sometimes, she would even go as far as to measure our papers with a ruler to check to see if our margins were exactly on point. Every time you made a mistake, she would glare at you with a disappointed eye and tell you, “Well, that’s not right, is it? Let’s not do that again.”

After reading the book The Martian Chronicles and The Martain it is clear that the two are similar.  Characters in both stories go through problems that closely related to each other.  The main way they are related is by the loneliness of the people on both planets.     Loneliness is a hard thing for people to handle, just having a person near you can be comforting.  

My teacher possessed a peculiar sense of humor and after she finished reading the chapter she said in a villainous tone, “It might be smart to review your worksheets for a surprise quiz tomorrow.” Accompanying her evil statement was an equally evil smile that traversed her face. The evil nature of her smile even gave me goosebumps. Taking her word that there was going to be a pop quiz tomorrow, I made sure that I attained my book and worksheets to study with that night.

This was by far the most challenging course that I have encountered while obtaining my Master’s Degree in Educational Technology from UCMO. That is not a negative comment as this course has actually impacted me professionally more than any other course I’ve taken to date. This course has taken more time to complete the assignments, more of my attention to detail, and more of my creativity. The last point was the best part about this course. I consider myself to be fairly creative and this course definitely allowed me to do that while bringing my somewhat odd personality to a professional forum. For this I am grateful. Let’s get to the good stuff, shall we?

The third observation occurred on friday, August 11, 2017. When I walked in, Arturo was writing his name of the role sheet (he was early to class). I thought that he would hand me the pencil and pen, but did not. This made me question why he did what he did. Was

“Reading Lolita In Tehran: A Memoir In Books” chronicles the life of Azar Nafisi, (a Professor of English), during her years in the Islamic Republic of Iran. The novel documents Nafisi’s experiences while teaching during the Iranian Revolution in the Islamic Republic of Iran, and her life there until abandoning her home for America in 1997. Much of the book focuses on Nafisi as a professor at the University of Tehran, and, (after her expulsion from there), the Allameh Tabatabai University. Nafisi begins telling her story by sharing with the reader a specific dream that finally came true for her in her last years of teaching in Iran: to hold a private literature workshop with a select group of dedicated female students.