Roosevelt was bold Essay Example

Roosevelt was bold Essay Example Roosevelt was bold Essay Roosevelt was bold Essay We will review this statement and in conclusion we will agree or disagree with it. Using the sources to support and justify our argument. Roosevelt succeeded Hoover as President, on his assassination in 1901. Roosevelt became very popular and became famous for tackling business monopolies, and initiating the conservation of natural resources to cut down on unemployment. He also won the Nobel Peace Prize. He was born to a wealthy, upper class merchant and was well educated and attended Harvard where he developed political interests. There is no doubt and we can immediately agree with the first three points of the title because Roosevelt was certainly a bold man however the last, but he was not bold enough, is thoroughly disputable and can be argued with the use of the sources. When we look at source A we can not extract much useful information in relevance to the title. The letter is an extremely small example of the 5000 to 8000 letters that Roosevelt received every day. The letter is from a citizen euphorically thanking the president for stopping the reposition of their house. This shows that Roosevelt had support and was interested in the community. Also it shows that the Roosevelt US is a good place but it does not show anything about how bold FDR was. The source is a reliable primary source and so is reliable but does not show us anywhere near the whole picture. The source is also not useful because it bears no resemblance to the title but does show some aspects of Roosevelt and his popularity. Source B is photographic and so is totally reliable although is subtly limited by its medium. The picture is also probably a propaganda piece showing the caring president taken the effort to spend time with the poor, working class. It was taken at a time when unemployment was at an all time high and it shows the people the good effect of the new deal employment schemes. It shows that he was bold appearing in public with the working class and mixing classes as he was from an upper class family. Everyone is smiling in the photo, which projects a good image of the president. The photo shows that FDR was bold but shows no limits to this boldness. The graph in source B is the first good example of Roosevelts boldness. The unemployment levels peak in 1933 at the time of the Wall Street crash and also around the time that FDR came to power. Roosevelt is bold enough to spend very much state money on employment schemes in his new deal and this works because the levels of unemployment fall, not dramatically but slowly. He keeps up this government spending until 1937 and at this point he cuts the funds and the unemployment figures rise sharply. This completely agrees with the title. It shows that he was bold to spend the money on these schemes and he told everyone what he was doing, but as soon as the situation had improved he was not bold enough to keep up the funding on the employment schemes. This source is reliable because it is totally compiled of facts. It is also useful because it shows each aspect of the title and agrees with it. The next source, D is an example of the opposition to Roosevelt in the form of unemployment and benefit figures. The company would have published this document to raise an opposition against FDR. The problem that this American company clearly has with the presidency is the fact that acts were passed to disenable companies to employ any form of cheap labour in the form of child labour or pensioners. They are also getting at the fact and are making out that Roosevelt is a lazy public school boy who would prefer to be fishing than running the country. This shows that Roosevelt was bold to bring in these acts to prevent cheap labour but does not show that he was not bold enough. This source is not reliable because it uses fictional figures. It does however have the use of showing us the mood of employers in and around 1936 but this bears little relevance to the question. Next we can see that source E is clearly reliable and factual clearly from the fact that it is taken from a textbook. Although an American text book there is no market for a non-factual, bias textbook. In this source it speaks of care and confidence, which are both, characterised in boldness. It supports the second phrase in the title by speaking of his fireside chats press conferences and endless mail. We can see communication and boldness in this source there appears to be no lack of boldness. This source is extremely useful and because it is so reliable it can almost singularly back up my argument. It is certain and made even clearer with the use of these few sources that Roosevelt was definitely a bold man. We can also now say though in conclusion that there is no evidence in these sources that there was any limitation to Roosevelts boldness and courage. We can safely say therefore that; Roosevelt was bold. He told people what he was going to do. And he did it.

STAR Early Literacy

STAR Early Literacy STAR Early Literacy is an online adaptive assessment program developed by Renaissance Learning for students typically in grades PK-3. The program uses a series of questions to assess a student’s early literacy and early numeracy skills through a simple process. The program is designed to support teachers with individual student data quickly and accurately. It typically takes a student 10-15 minutes to complete an assessment and reports are available immediately upon completion. There are four parts to the assessment. The first part is a short demonstrative tutorial that teaches the student how to use the system. The second part is a short practice component designed to ensure that the students understand how to manipulate the mouse or use the keyboard correctly to answer each question. The third part consists of a short set of practice questions to prepare the student for the actual assessment. The final part is the actual assessment. It consists of twenty-nine early literacy and early numeracy questions. Students have one and a half minutes to answer each question before the program automatically moves them to the next question. Easy to Set up and Use STAR Early Literacy is a Renaissance Learning program. This is important because if you have Accelerated Reader, Accelerated Math, or any of the other STAR assessments, you only have to do the set up one time. Adding students and building classes is quick and easy. You can add a class of about twenty students and have them ready to be assessed in about 15 minutes. Designed Well for Students to Use The interface is straightforward. Each question is read by a narrator. While the narrator is reading the question, the mouse pointer turns into an ear directing the student to listen. After the question is read, a â€Å"ding† tone indicates that the student may then select their response. The student has two choices in the way that they select their response. They can use their mouse and click on the correct choice or they can you the 1, 2, or 3 keys that correlate to the correct answer. Students are locked into their answer if they use their mouse, but they are not locked into their answer if they use the 1, 2, 3 select methods until they hit enter. This can be a problem for younger students that have not been exposed to manipulating a computer mouse or using a keyboard. In the top right-hand corner of the screen, there is a box that the student can click to have the narrator repeat the question at any time. In addition, the question is repeated every fifteen seconds of inactivity until time runs out. Each question is given  on a one and a half minute timer. When a student has fifteen seconds remaining a small clock will begin to flash at the top of the screen letting them know that time is about to expire for that question. A Good Tool for Teachers STAR Early Literacy assesses forty-one skill sets in ten essential literacy and numeracy domains. The ten domains include alphabetic principle, the concept of word, visual discrimination, phonemic awareness, phonics, structural analysis, vocabulary, sentence level comprehension, paragraph level comprehension, and early numeracy. The program also allows teachers to set goals and monitor a student’s progress as they move throughout the year. It allows them to create an individualized instructional path to building on skills they are proficient in and improve upon their individual skills in which they need intervention. Teachers are also able to use STAR Early Literacy throughout the year quickly and accurately to decide whether they need to change their approach with a particular student or continue doing what they are doing. STAR Early Literacy has an extensive assessment bank that allows students to be assessed multiple times without seeing the same question. Reports STAR Early Literacy is designed to provide teachers with useful information that will drive their instructional practices. STAR Early Literacy provides teachers with several useful reports designed to assist in targeting which students need intervention and what areas they need assistance in. Here are six key reports available through STAR Early Literacy and a brief explanation of each: Diagnostic - Student: The student diagnostic report provides the most information about an individual student. It offers information such as the student’s scaled score, literacy classification, sub-domain scores, and individual skill set scores on a scale of 0-100.Diagnostic – Class: The class diagnostic report provides information related to the class as a whole. It shows how the class as a whole performed in each of the forty-one assessed skills. Teachers can use this report to drive whole class instruction to cover concepts in which the majority of the class shows they need intervention.Growth: This report shows the growth of a group of students over a specific period of time. This period of time is customizable from a few weeks to months, to even growth over the course of several years.Instructional Planning - Class: This report provides teachers with a list of recommended skills to drive the whole class or small group instruction. This report also allows you to gro up students into four ability groups and provides suggestions for meeting each group’s specific learning needs. Instructional Planning - Student: This report provides teachers with a list of recommended skills and suggestions to drive individualized instruction.Parent Report: This report provides teachers with an informational report to give to parents. This letter provides details about each student’s progress. It also provides instructional suggestions that parents can do at home with their child to improve their scores. Relevant Terminology Scaled Score (SS): The scaled score is figured based on the difficulty of the questions as well of the number of questions that were correct. STAR Early Literacy uses a scale range of 0-900. This score can be used to compare students to each other, as well as themselves, over time.Early Emergent Reader: Scaled score of 300-487. Student has a beginning understanding that printed text has meaning. They have a rudimentary understanding that reading involves letters, words, and sentences. They also are beginning to identify numbers, letters, shapes, and colors.Late Emergent Reader: Scaled score of 488-674. Student knows most letters and letter sounds. They are expanding their vocabulary, listening skills, and knowledge of print. They are starting to read picture books and familiar words.Transitional Reader: Scaled score of 675-774. Student has mastered alphabet and letter sound skills. Can identify beginning and ending sounds as well vowel sounds. They likely have the ability to blend so unds and read basic words. They can use context clues such as pictures to figure out words. Probable Reader: Scaled score of 775-900. Student is becoming skilled at recognizing words at a faster rate. They also are beginning to understand what they are reading. They blend sounds and word parts to read words and sentences. The Bottom Line STAR Early Literacy is a respectable early literacy and early numeracy assessment program. Its best features are that it is quick and easy to use, and reports can be generated in seconds. A key issue with this program is that for younger students who lack mouse skills or computer skills, the scores may be negatively skewed. However, this is an issue with virtually any computer-based program at this age. Overall, we give this program 4 out of 5 stars because the program provides teachers with a solid tool to identify early literacy and early numeracy skills that require intervention.

Sports Psychology Essay Example | Topics and Well Written Essays - 1500 words - 1

Sports Psychology - Essay Example The inches we need are everywhere around us. They are in every break of the game, every minute, every second. On this team, we fight for that inch. On this team, we tear ourselves, and everyone around us to pieces for that inch. We CLAW with our finger nails for that inch. Cause we know when we add up all those inches thats going to make the fucking difference between WINNING and LOSING between LIVING and DYING,† the character of Al Pacino in Any Given Sunday. Motivational speeches are necessary as any sports psychologist will tell you. Mental preparation allows athletes tap that extra strength that usually comes out when at the height of enthusiasm. That’s why you hear about people lifting cars to save someone or jumping at heights not even Michael Jordan could have one for a game winning shot. Sport psychology professionals use all devices to help an athlete get motivated such as imagery and, like Al Pacino, deliver a speech as if humanity’s existence depends on it. Psychologists Robert M. Yerkes and John D. Dodson developed a hypothetical law that relates arousal with performance in 1908, based on biopsychology and neuroscience research. This is called the Inverted-U hypothesis. The theory says that as the arousal of an athlete increases, so does the performance. It will continue to increase until it reaches its peak. After that, if the arousal continues, the performance deteriorates. This hypothesis explains how the person’s arousal can affect its performance. It tells that a person’s performance can be maximized on a certain level of arousal. But the relationship between the level of performance and the level of arousal comes with the condition; both too low and too high level of arousal can produce low level or poor performance, while a moderate level of arousal can produce a high positive level of performance. This theory is illustrated on a diagram with two lines representing the arousal and the performance