A Study of Sergei Eisenstein’s Montage Theory Essay Example for Free

A Study of Sergei Eisenstein’s Montage Theory Essay Cinema is a visual concept heavily marked by the objective of enterntainment, yet is also an ideology that is subject to a whole universe of theoretical frameworks. Many of it may trace their beginnings to a technique, as with the montage, which in French means â€Å"putting together†. This is the solid base of Russian cinema, more specifically in the montage theory subscribed to by Russian filmmakers. It is defined as a cinematic approach that depends mainly on editing, and the value of cuts in a film. In this revolutionary philosophy in cinema, probably the most recognized name is that of Sergei Eisenstein. Eisenstein was born to Jewish parents in Tsarist Russia in 1898, and was educated in Riga and St. Petersburg. He learned to speak a number of languages fluently, and was urged by his father to follow his path of becoming a civil engineer. Nonetheless, the young Eisenstein already had serious interests in theatre, and spent all of his free time watching films. The Bolshevik Revolution further reinforced his penchant for cinema, as he found himself educating workers, peasants, and troops in remote areas with camera in hand—and a gun in the other. Cinema was then perceived as a weapon by Eisenstein, a belief he would carry with him for the rest of his filmmaking career (Jonas, 1998). II, The Soviet Montage Soviet montage films were defined by its own set of values, not necessarily just techniques, but executed in a specific way. The socialist thinking was obviously present in this style, for individual characters in these films had no place as focal points. Social classes are the main issues, and the role of each character is to represent one. Various organized protests are also common elements of the film’s narrative, echoing the Russian revolution experience. Eisenstein formulated the system that resulted in a Synthesis, starting with a Thesis, followed by an Anti-Thesis—a foundation of the montage that traces its origins to Marxist themes of human history and experience being in perpetual conflict wherein a force clashes with a counterforce; the product of this encounter would be a new idea or concept, something absolutely greater than its origins (Karpenko, 2002). The montage style utilized editing and the resulting film cuts to generate reactions from the audience, usually in ways that defy convention. This contradicts traditional continuity editing, which shows scenes as they happen chronologically or at least in the same time realm; montage cutting produced overlapping or elliptical time relations between cuts. Most exemplary of this technique is Eisenstein’s Strike, where he juxtaposed scenes of two separate characters and time frames via jump cuts. In the series showing a police officer and a butcher, the editing serves a particular purpose—relate the connection between the acts being done by the officer and the butcher, in this case portray the idea that the workers were being slaughtered, just like animals. Eisenstein introduced his theory of intellectual montage, fully at work in this film by showing conflict in the juxtaposition of unrelated shots (Trischak, 1998). Eisenstein called montage a merge of opposites in art, through unity and conflict. He created this theory primarily to go against film tradition, negating the lack of character and stimulus in the logical editing of films. He listed several categories of montage, as well as the purpose of each: 1. Metric Montage. Shots are edited together according to their measured length, and are arranged according to a measure of music. Tension is invariably produced by the combination of short shots and the expected flow of melody or tone. 2. Rhythmic Montage. Compared to metric montage, action is given equal importance as the shot’s length, allowing for occasional conflicts between the montage’s rhythm and movement. An example would be the Odessa steps sequence in Battleship Potemkin, where the shot showing soldiers marching does not match the editing rhythm. This violates all metric requirements, effecting absolute tension and prepares the viewer for the iconic baby carriage scene. 3. Tonal Montage. Generally a level higher than metric montage, this style is created by the specific scene’s emotional tone. Vakulnichuk’s death in Potemkin, somber and sedate, appears in complete contrast to the steps sequence’s fast cuts. With each shot’s length at five seconds, this sequence serves as caesura, or a device to provide transition from the previous scene of violence to the citizens’ angry demonstrations. The similarities between rhythmic and tonal montage can be clearly seen as they both operate via the actions shown within each frame (HATII, 2008).

Green Roof Essays -- Environment, Plants, Structural Design

Green roofs, also known as living roofs, eco roofs, roof terraces or roof gardens, are a roof design of a building that is partly or entirely enclosed with vegetation and growing medium, therefore, the roof is planted over a waterproofing membrane and it has extra layers, for instance roof fence and drainage. He and Jim, (2010) states that green roof require the making of vegetated space on the top of artificial structures design. They can help to reduce the thermal properties of buildings to produce cooling energy conservation and increase social comforts. There are two main types of Green Roof-Intensive and Extensive. Castleton and Davison, (2010) explains that intensive green roofs have a shallow substrate layer that tolerate deeper rooting plants, so that the trees and shrubs can remain alive. They are usually accessible and need regular maintenance such as extensive irrigation and fertilising. This type of roofs is generally thicker and can support a wider selection of plants and generally they are heavier systems, but therefore it has the highest demand on building structures. Fioretti and Palla, (2010) suggest that Intensive roofs are considered to be expensive to maintain and to build. Nagase and Dunnett, (2010) debates that extensive roofs are not appropriate for plant growth, therefore it has inadequate water accessibility, extensive temperature variations, great exposure to wind and solar radiation that generates highly strained, and occasionally troubled environment. Due that reason, insignificant variety of plant types is generally used for extensive roofs. Sedum types are the most frequently used plant, Dunnett and Kingsbury, (2008) suggest that they are greatly adapted to dry environments. Extensive Green Roofs... ...was the hefty rainfall that happened in the earlier fortnight leaving the ground soaked without much of capacity to absorb additional rainfall. Biodiversity An important feature of green roofs is their potential to provide habitation for urban wildlife, therefore many animal species such as rats and ants would benefit from green roofs. Coffman and Waites, (2008) explains that the urban development practices recognised as roof greening offers habitat for wild species within the towns and it also helps rise the home-grown natural diversity. However, roof greening is not a method restoration ecology, but it is method of reconciliation ecology, where entirely new habitation is formed for non-human species. In addition Green roofs certainly delivers some form of habitat, it is also possible that the properties of the roof could harm the wildlife diversity.

Student Motivation

Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. Motivation is a dominant part of a students' educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students' motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students' interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students' and teachers' which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky's theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student's interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students' and teacher's perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom.Learning Theory AssociationThe social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students' strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one's capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students' self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment's influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students' behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein & Mitchell, 2014) The establishment of a positive social relationship fostered students' engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students' perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, & Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don't live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler & Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Research indicate that teachers' perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students' lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D'Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments.Gaps in the ResearchThe gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students' lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students' lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don't see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students' career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © & Sullivan, 2009).Biblical WorldviewApplying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students' lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged. Student Motivation Student motivation is an important aspect of education, students across all subjects in secondary education lack motivation. Students are intrinsically motivated to learn at an early age but as they get older they lose their intrinsic motivation. Teachers use extrinsic rewards in the classroom not to motivate but to regulate student behavior. Motivation is a dominant part of a students' educational experience from preschool onward but it has received limited attention amongst an education reform agenda engrossed mainly on accountability, standards, and tests, teacher excellence, and school administration. As students move through the school system from preschool to high school they become more disengaged this eventually leads to more high school dropouts. It is very important that we know how motivation is perceived by students as well as teachers. This will give some indication as to the types of professional development that will provide teachers with strategies to help improve student motivation and engagement. This will be necessary if we want our students to be successful and become a function part of our society. Keywords: academic achievement, intrinsic reward, extrinsic reward, strategies, professional development and student autonomy Today many of our students are slipping through the cracks because of their lack of motivation, these students come to school every day sit in our classrooms and walk out of them not learning or attempting to learn. They are not motivated or engaged in our classes even though we utilize strategies to challenge, motivate and engage. Students' motivation can influence what and how they learn. In turn, as students learn and perceive that they are becoming more skillful they are motivated to continue to learn. (Schunk, 2016). This is not the case for most of our students in the classrooms, it is up to the teacher to engage and be cognizant of how they learn. As children advance from preschool to elementary they demonstrate a great amount enthusiasm for learning, they are engaged and are eager for knowledge. Students during this timeframe are intrinsically motivated. However, students' interest in learning and the desire to perform fades as the years go by, their intrinsic motivation decreases. The lack of motivation is the main reason why many students drop out of high school, they feel unmotivated and unchallenged. The lack of motivation in education is a valid and persistent problem that needs to be addressed. Recent studies look at the perception of motivation by students' and teachers' which from the students prospective indicates that their motivation stems from their interactions with their teachers and their social environment. This is a concept seen in Vygotsky's theory of learning which dealt with the impact of the social environment and its influence on cognition. Vygotsky considered the social environment critical for learning and thought that social interactions transformed learning experienced. (Schunk 2016) Trending among these studies are student's interactions with teachers and peers, the classroom environment, building relationships with teachers, teacher feedback and student autonomy over their learning. The research question examined in this paper is: What are students' and teacher's perceptions of motivation and engagement in grades 9-12? In exploring the perceptions of students and teachers this paper will address the effect of the social environment on student motivation and engagement in the classroom.Learning Theory AssociationThe social cognitive learning theory is based on the concept that students learn by observing and modeling the behaviors of others. Students observe models, explain and demonstrate skills then practice them. (Schunk, 2016) It also discussed the importance teaching students' strategies that will help them to learn how to control their behavior and direct their own learning. Self-efficacy refers to the perception of one's capabilities to produce actions; outcome expectations involve beliefs about anticipated outcome of the actions. (Schunk, 2016) Students' self-efficacy will shape their motivation for learning and goal attainment. The social cognitive theory is also based on the concept that people learn from their environment. The environment's influence on behavior occurs when students look at a slide without much conscious deliberation (environment =behavior). Students' behavior often alters the instructional environment, if the teacher asks questions and students give the wrong answers, the teacher may reteach the same points rather than continue the lesson (behavior = environment). (Schunk, 2016) Motivation engages students in activities that facilitate learning. (Schunk, 2016) Students may become more motivated by watching similar others succeed than by those who they believe are superior in confidence. (Schunk, 2016) Research indicates that most of the students attributed their engagement and motivation to their teachers. They expressed that their teachers motivated them, building a social relationship with their teachers led to them being motivated. (Seigle, Rubenstein & Mitchell, 2014) The establishment of a positive social relationship fostered students' engagement and motivation. Students also pointed to the fact that they related to those teachers who were passionate about their work, knowledgeable in their field and the method of delivery was interesting and interactive. (Seigle, Rubenstein ; Mitchell, 2014) Another negative impact on student motivation is teacher burnout. The emotional exhaustion of teachers contributed to a reduction of student motivation because it leads to low autonomy-supportive teaching, the conclusion was teacher burnout weakened student motivation because teachers influence students through instructional styles, and the emotions they show. Students' perception of how their teachers feel about teaching can affect their motivation to learn. (Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015) Although motivation is boosted when students observe teacher giving praises and high grades others for hard work and good performances, motivation is sustained over time when students believe their own efforts are leading to better performances. (Schunk, 2016). A recent study indicated that students will exhibit encouraging social and academic motivation when their perception that their teachers and peers make available to them clear expectations, help and advice. The contribution of peers and teachers have a positive effect on student motivation. Providing classroom support, help, advice and instruction and the creation of a safe environment and emotional support all contribute to student academic and social motivation. (Wentzel, Battle, Russell, & Looney, 2010) Utilizing an electronic gradebook, and a point system student were the autonomy over their learning and behavior. This gave students the choice of how to perform this gives them the autonomy of making choices hopefully good choices that will benefit them in the end. Giving the students autonomy over their grades motivated them to want to be better students which led to student engagement. (Koth, 2016) Student autonomy over their grades would motivate them intrinsically, when students are intrinsically motivated, they engage in an activity for reasons intrinsic to the activity. The reward comes from working on the task: the task is both the means and the end. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016) In a perfect world all students would be intrinsically motivated but we don't live in a perfect world so we as educators must foster intrinsic motivation since research shows that as students advance in age this type of motivation deteriorates. To intrinsically engage students, we need to encourage students to take an active role in their learning. We also need build rapport with students, teachers can get to know their students on a more personal level this will encourage engagement. When planning for your students be clear in your expectations of them, what they should expect where content is concerned and when items will be due in advance so they know ahead of time. (Buskist, Busler & Kirby, 2018) Some teachers use extrinsic rewards to encourage academic achievement and appropriate behaviors, teachers gave tangible rewards to help motivate students to behave in a positive manner. However, it was most often used to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Research indicate that teachers' perception of student motivation research that teachers do not always know what motivates students in as much as they many claimed that students' lack of motivation was due to that fact that they did not find the subject relevant. Teachers are not using strategies that will motivate students. There is also the implication that teachers need to seek professional development to help them acquire strategies to help motivate student. Which many are not willing to do. (D'Elisa, 2015) Definitions of Key TermsAcademic achievement: this represents routine results that show the degree to which a person has mastered explicit goals that were the concentration of actions in instructional atmospheres, specifically in school, college, and university. For the purpose of this paper the end academic achievement will be graduating high school.Intrinsic reward: is an intangible award of acknowledgement, a sense of accomplishment, or a cognizant satisfaction. The reward for intrinsic motivation may be feelings of competence and control, self-satisfaction, task success, or pride in one's work. (Schunk, 2016)Extrinsic reward: is an award that is tangible or physically given to you for achieving something. This is most often used by teachers to manage student behavior not to motivate students to be academically successful. (Hoffman, Huff & Patterson, 2009) Strategies: A plan of action in the case of education to motivate students, a variety of ways used in the classroom to motivate and engage.Professional development: In education, the term professional development may be used in reference to a variety of focused training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness. Student autonomy: is when students take control and accountability for their learning, in terms of what they learn and how they learn it. The initial point being the idea that students are capable of self-direction and can progress to have independent, proactive approach to their academic accomplishments.Gaps in the ResearchThe gaps in the research points to that fact that most of the research done were done in urban cities rather than a mixture of urban and rural areas.There are also some limitations in what can be done in the schools because of the need for all parties to work collaboratively to use the research finding to improve motivation and engagement. Another gap in the research was that many of the studies done on student motivation were not done in the United States they were done in Asia, Canada and Australia. Students' lack of motivation leads to disengagement and dropout from school and educational pursuits, an inescapable issue, that is widespread among all our schools. Filling in the gap requires identifying and using effective motivational strategies, tested and proven in schools for students, by teachers and administrators. For the most part teachers who can identify the reason behind students' lack of motivation will try to use strategies the feel with help those students. For example, if teachers believe that students are unmotivated because they don't see the content as personally relevant, they tend to include examples of its relevance. Similarly, if teachers believe that school-based skills are disconnected from students' career goals and future aspirations, they tend to work at showing students how skills can fit for them. However, when teachers are confronted with diverse and contrastive needs, such a direct correspondence of strategies is more difficult and a sense of helplessness is common (Hardrà © & Sullivan, 2009).Biblical WorldviewApplying a Biblical worldview to different aspects of education allows for another way to look at education as well as educators.The worldview that is most closely related to the social cognitive learning theory is that of Naturalism. In this worldview we acquire knowledge through innate and autonomous human reason, including methods of science, we can know the universe the cosmos, including this world is understood to be in its normal state. (Sire, 2009) Naturalism denies that there is a God the creator and like the social cognitive theory a child is born with innate faculties which merely have to develop naturally. These faculties work on their own within the framework of the languages and cultures to which they are exposed. According to the social cognitive theory student learn through observation, student observes, models, explain and demonstrate skills then practice them (Schunk, 2016). In a Christian worldview God directs us to teach without holding back, in Romans 12:6-7 â€Å"We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach;† God has given us gifts, which we need to use to its fullest. If god gave you the gift of teaching then you should teach to the best of your ability, to meet the needs of all your students. Conclusion Students' lack of motivation is a huge problem across the United States, if we are to combat this problem we as educators need to know what is the main reason behind this lack of motivation. We need to focus on current research, collaborate with policymakers as well as school administrators if we want to help inspire motivation and engagement. If this means we must give up precious time to learn new strategies to promote student autonomy and self-directed learning it will be well worth it. To be able to see students staying in school graduating high school and moving on to higher education would be an astonishing vision. Students are most likely to display positive aspects of social and academic motivation when they perceive their teacher and peers are providing them with clear expectations for social and academic outcome. As educators we must continuously commit to equipping ourselves with the tools that will help our students to become motivated and engaged.

Why Are You Seeking A Doctoral Degree - 820 Words

Why are you seeking a doctoral degree in public policy from Chicago Harris? What are your research goals? What do you hope to contribute to Chicago Harris? During an economics lecture the professor said to my class â€Å" I do not know whether the increasing income inequality is an issue or not†. I was perplexed. I thought the goal of Economics, as a social science, was to achieve the maximum welfare of people while efficiently using resources. So how is income inequality that renders many people worse off, not an issue? By not stating his opinion, he wished to remain unbiased. However, if everyone were to keep their understanding of justice and inequality to themselves without meaningful dialogues, no societal issue would gain attention or action. I felt my theoretical background required training in practical applications to conceive working solutions to some of the most pressing problems of our time. Realizing I want to be equipped with the tools necessary to take appropriate measures when the welfare of individuals is compromised, I knew I should seek an education in Public Policy. With my interdisciplinary academic background, I aspire to contribute to the field of Public Policy by bringing a transnational-feminist perspective to the socio-economic policy discourse. Therefore, there is no better place for me to pursue my doctoral degree in Public Policy than at Chicago Harris School of Public Policy. My experiences in research and community service have molded my policyShow MoreRelatedThe Effects Of Income Inequality For Educated Women1691 Words   |  7 Pagesmany students. But what if perusing a degree in order to obtain these positions meant that you still earn less than your male counterpart? Although this situation may seem unreal to many, millions of educated women experience an unjustified wage gap in the United States. 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Without a higher education one may have some difficulties with being promoted within a company or being able to go forth in life as far as providing for their family. One may apply to college for various reasons, but the purpose of higher education is for a higher earning job, for self-improvement, and being a role model. Having a college degree one is likely able to obtain a high salary occupationRead MoreThe Characteristics of the Hallmarks of Scientific Research1427 Words   |  6 Pagesrigor, testability, replicability, precision and confidence, objectivity, generalizability and parsimony. Purposiveness is the manager has started the research with a definite aim or purpose. Rigor is connotes carefulness, scrupulousness, and the degree of exactitude in research investigation. Testability is a property that applies to the hypotheses of a study. Replicability is having more faith in the findings of a study if the findings are replicated in another study. 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Well, for starters, I would be able to design, build and possibly repair many various machines and other technologies that are complex. These technologies can range from being already in use on a global scale to new, futuristic designs that are highly technical. Also, this career includes beingRead MoreAnalysis : Falling Celestial Bodies : Asteroid Trajectory And Impact Duration 4 Weeks1480 Words   |  6 Pagesdata and references. The remainder of the task must be done individually. This task is to be done in both your time and class time. Use of ICT (Information Communication Technologies) e.g. internet based research is encouraged during class time. Seeking teacher guidance, expert advice and use of traditional (library) text based references is also recommended. Word length: 1000 – 1500 words. The word length for the ERT report/article/presentation includes discussion/evaluation /conclusions/recommendationsRead MoreWhat is Happiness?: In the Movie A Pursuit of Happiness576 Words   |  2 Pagesto obtain a job. His son never loses faith in him and always trusts him through this difficult period in their lives. The will to help not only yourself, but your loved ones to achieve happiness is very strong and, as long as you have that, most obstacles will fail to stop you. In today’s American culture one’s physical appearance is very pertinent to many people. In her memoir, Wasted, by Marya Hornbacher, the author says, â€Å"I was sitting there in the darkness laughing.† (Hornbacher 27) She is in darknessRead MoreUnemployment Questionnare2880 Words   |  12 PagesWere you engaged in any work or activities for pay or profit during the last week for at least one-hour? Yes (Go to Q.12) No Q.7 Why have you been unsuccessful in finding a job? (more than one option possible) There are not enough jobs There are jobs but you don t have enough information about available jobs You don t know the right people; employers hire through their friends and family You don t have the right skills You don t have enough education You don t have experience You don tRead MoreDevelopmental Disabilities : A Developmental Disability2080 Words   |  9 PagesDid you know that an estimated 4.6 million Americans have a developmental disability? That is almost five percent of the country’s population, not including the hundreds of people that go untreated, or who have never been diagnosed. The term â€Å"developmental disabilities† refers to a group of conditions that cause impairment in physical, learning, language, or behavioral development. Typically manifesting during the primary development period (between ages 2 and 17), these conditions usually last