| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DIALOGUE CLASSROOM": |
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Dialogue in the Classroom., 2002.
A study on the importance of dialogue in the classroom.
1,400 words (approx. 5.6 pages), 6 sources, $ 53.95
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Abstract
An outline of the implication of dialogue teaching in a class room with reference to Paulo Freire's "The Banking concept of Education".
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Dramatic Dialogue Between Edison and Einstein, 2006.
A three part review of a dramatic dialogue between Edison and Einstein.
1,350 words (approx. 5.4 pages), 8 sources, $ 53.95
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Abstract
This natural science paper is comprised of three parts. The first part of the paper sets up the basic premise of a dramatic dialogue between Edison and Einstein. The second part is a dramatic dialogue between Edison and Einstein. The final part of the paper is an annotated bibliography.
From the Paper
"Thomas Edison (1847-1931) was one of the most prolific and important inventors in the United States during the late 19th and early 20th Century. As a scientist Edison was more interested in designing products that would be useful for the average person. This means that Edison is a believer in technology and does not put a lot of stock in theory. As an inventor Edison is also a business man. "
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Religious Dialogue--Christianity, Confucianism, Buddhism, 2006.
An interpretation of a dialogue between a Confucian and a Christian.
1,568 words (approx. 6.3 pages), 4 sources, MLA, $ 51.95
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Abstract
The paper interprets a dialogue between a Confucian and a Christian. It then goes on to discuss the differences between the religions of Confucianism, Christianity and Buddhism - their history and practice. The author ends with a personal comment about his relationship and feelings toward to the religions he discusses in his paper.
From the Paper
"Some Western scholars have delineated the fundamental difference between Christianity and Confucianism in that "Confucianism is very much a religion for the purposes of the Chinese," in other words located in the Chinese sense of social order. (Hoad, 2005) However, Christianity began as a nationalistic tradition, a splinter radical group that broke away from the Pharisees and Sadducees of Israel. Christ's reference to the commandments would make no sense to an audience unfamiliar with the religious tradition of Israel. Also, although Christianity may now exist as a theistic rather than a humanistic religion like Confucianism, that is a religion focused on the relationship between God and humans, rather than human interrelationships, Christ explicitly sets out a code of conduct for individuals to obey, and an ideal to uphold in terms of personal piety that is in relation to others as well as to the Father."
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?A Dialogue Between the Soul and Body?, 2006.
This paper examines the conflict between the 'outer' and 'inner' self as depicted in "A Dialogue Between the Soul and Body," written by English poet Andrew Marvell.
797 words (approx. 3.2 pages), 0 sources, $ 28.95
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Abstract
The writer of this paper contends and explains why the 'soul' is the inner part of us, while at the same time the 'body' is our outer part, as portrayed in Marvell's poem. The soul suffers from the effects of being influenced by external factors and the social and moral decline which Marvell identifies as the 'disease' that plagues the body. The body's lamentation is actually a series of complaints against the soul's obvious reference to the individual's conscience and morality. This paper discusses the manner in which Marvell addresses the issue of duality in people. This paper examines the main focus of the poem, which is about the social and moral disease, wherein blindness, deafness and torture of the inner self were the consequences brought about by the individual's exposure to the social and moral decline of human society.
From the Paper
"This passage provided an enlightening insight between the Body and Soul's relationship. By identifying the Soul as 'tyrannical,' Marvell laid bare the fact that morality and conscience, which the Soul represents, bring difficulty and complexity to the lives of humans. The Body's lamentation argued the fact that humanity would be better off without these restrictive standards of morality, which only bring about prejudice, discrimination, and conflict among people, in the same way that Body and Soul experienced conflict within the individual. What Marvell had presented in the poem was a 'glimpse' into the nature of the Body and Soul as he interpreted it from his experience."
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A Nurse's Dialogue, 2005.
This paper reports and examines a conversation between a nurse and a terminal patient.
1,350 words (approx. 5.4 pages), 5 sources, $ 53.95
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Abstract
This paper captures snippets of dialogue that transpired between a nurse and a terminal patient, relating to palliative care. Following the dialogue is a detailed critique based on communication issues and insights into care based on current nursing research and available literature. The paper also provides personal reflections on the conversation as are suggestions on how the situation(s) could have been improved upon.
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Dialogue and Character in Roddy Doyle's "The Dinner", 2006.
A review of the short story "The Dinner" by Roddy Doyle.
1,185 words (approx. 4.7 pages), 1 source, MLA, $ 40.95
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Abstract
This paper examines the primarily dialogue-driven style of writing that Irish novelist and dramatist, Roddy Doyle uses in the short story "The Dinner". The paper explains that Doyle chooses to create and develop his characters, contrasting some (like Larry and Ben) and assimilating others (like Stephanie and her sisters) primarily through dialogue rather than through narration, description, action, or conflict. The paper points out that by giving some of them distinct voices and giving others similar voices, Doyle effectively and humorously emphasizes and aggravates the primary conflict at hand, and clearly expresses his theme, or thesis, about racial prejudice in a way that is resonant and memorable.
From the Paper
"While Larry displays his ignorance through dialogue with questions such as "What d'yis eat over in Nigeria, Ben?" (308), Ben is given a way of speaking that shows him to be diplomatic: "I have become used to these insults" (308). Moreover, Larry's constant use of contractions and slang also gives him an air of unsophistication: "D'yeh have spuds like them in Nigeria?" (308). Larry is also prone to swearing: "Get up yeh gobshite" (308). Contrastingly, Doyle carefully avoids using contractions, vulgarity or any form of slang when crafting Ben's dialogue. Rather, he chooses to give him a very formal tone: "I will not listen to this profanity. I find it most offensive" (309)."
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The Buddhist-Christian Dialogue, 2002.
Examines the similarities of Buddhism and Christianity that resulted from over a century of interaction between the two religions.
3,400 words (approx. 13.6 pages), 10 sources, $ 124.95
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Abstract
The Buddhist-Christian dialogue can be regarded as a more than academic and institutional exercise, on account of more than a century of interaction between Buddhists and Christians throughout the once colonized world. Buddhism and Christianity have shared the tendency to make their founders more symbolic indicators of faith and practice. Moreover, as this paper also argues, the Buddhist-Christian dialogue has been aided by several points of convergence, including their shared feature of concentration upon a founder-mystic, in the language of the post-industrial world -- an 'icon' -- in the form of an historical person whose symbolism transcends many levels and inspirations. 14 pgs. 27 f/c. 10b.
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Judeo - Christian Dialogue After the Holocaust, 2002.
A discussion on Jewish-Christian relationships after the holocaust through a review of "After Auschwitz" by Richard Rubinstein and "Night" by Elie Wiesel.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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Abstract
This undergraduate level paper discusses the issue of whether or not it is possible to be a Judeo - Christian dialogue given the events that took place during the holocaust. Using selections from "After Auschwitz" by Richard Rubinstein, and "Night" by Elie Wiesel, the paper determines that though Christian complicity did not help the Jewish cause during the Nazi era, the events of the past cannot necessarily dictate the dialogues of the future.
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"The Buddha And The Christ: Explorations In Buddhist And Christian Dialogue", 2002.
Discusses Leo D. Lefebure's book.
1,125 words (approx. 4.5 pages), 1 source, $ 39.95
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Abstract
Discusses Leo D. Lefebure's book. The commonalities and differences that exist between Christianity and Buddhism. Author's use of basic stories of the lives of Buddha and Jesus. Miraculous type births; wilderness experience. Different paths of followers of each faith. The Four Noble Truths and the Eightfold Path for Buddha. The Sermon on the Mount of Jesus.
From the Paper
"Introduction
Living in a pluralistic society, surrounded by a diversity of peoples, cultures, and religions is a rich and vibrant experience. In the midst of all the diversity, however, sometimes the exchange between people who have different cultures or religions gets lost, forgotten, or neglected and the experience becomes less rich and vibrant. This is one the most important reasons that there needs be a dialogue between the different religions, so that an understanding is developed as to what religions may have in common, as well as knowing where they differ.
In The Buddha and the Christ: Explorations in Buddhist and Christian Dialogue, Leo D. Lefebure discusses the commonalities, as well as the differences, that exist between Christianity and ..."
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A Dialogue with Socrates, 2004.
This paper discusses Socrates as an absolutist, who says that truth is the measure of all things; there is but one truth.
1,160 words (approx. 4.6 pages), 1 source, MLA, $ 39.95
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Abstract
This paper explains that Plato sets the standard for what was to be considered as 'justice' in his representation of the way a government should be obeyed and the concept of virtue in the manner to which an individual reacts within the boundaries of justice; however, the circumstances by which Socrates makes his point seems counteractive to the premise of his arguments. The author points out that the paradox of truth, the inability to find truth when the truth is not known, allows Socrates to demonstrate in practical terms what epistemology means; the theory of recollection is his answer to the paradox of truth. The paper concludes that Socrates believes (and seeks to prove in ?The Meno?) that true virtue is a matter of rational principles, and these cannot be merely relative, any more than mathematics can be relative, but his argument is out of place and disjointed.
From the Paper
"While serving his time before the execution in solitude, Socrates tells of an incident where he was ordered to bring a man to his execution by the oligarchy of the Thirty, which was then in power. He chose, first, not to physically interfere with their wishes but also chose not to obey their orders as he considered them morally wrong (462). By his actions, he seems to be saying that a man must follow his conscience above the rule of the law."
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Smullyan's Incomplete Dialogue, 2002.
Examines the philosophical text of Smullyan and compares its ideas and style to Godel's Incompleteness Theorum.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
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Abstract
In this essay, I will examine Smullyan's work in the explicit context of Godel's Incompleteness Theorem and argue that not only does Smullyan show statements that are intimately linked to some of Godel's notions, but that the overall structure of his work is that of incompleteness thus mirroring Godel's model in a fundamental manner. In addition to this, the important notion of self-reference will be inserted into the argument.
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"Building Classroom Discipline" by C. M. Charles, 1991.
This paper reviews three of the eight models of discipline favored for elementary and secondary classrooms which were discussed in "Building Classroom Discipline", by C. M. Charles.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
"The textbook, "Building Classroom Discipline", by C. M. Charles, provides an overview and discussion of eight models of discipline most prominently favored for use in elementary and secondary classrooms today. This paper selects three of those models (Cantor, Jones, and Glasser) for a comparison and contrast of three aspects of discipline (rules, consequences, and positive reinforcement) and concludes with a summary of the positive and negative elements of these models with suggestions for selecting a personal classroom management plan.
The first aspect of effective discipline is rules. All the models put forth that rules are essential to an orderly classroom and that students of all ages must know what the rules are from the first day of the class meeting. Lee Cantor's method, also called assertive discipline, simply states that the teacher ... "
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Standards-Based Classroom, 2006.
A discussion regarding the advantages of a standards-based classroom versus a traditional classroom.
2,045 words (approx. 8.2 pages), 8 sources, MLA, $ 64.95
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Abstract
This paper outlines the key features of the standards-based classroom. The paper begins by defining the traditional versus standards-based classroom, highlighting the features of the standards-based classroom and then provides an overview of the key components of a standards-based classroom. The paper concludes that a standards-based classroom provides more individual learning opportunities for students in contemporary society.
Outline:
Abstract
Introduction
Standards-Based Classroom Defined
Benefits Standards-Based Classroom
Components of Standards-Based Classroom
Conclusions/Recommendations
From the Paper
"This includes grasping firm knowledge and understanding of the role technology plays not only in education, but also in every day living. Teachers are becoming increasingly aware of the implications technology has on student's achievement but also their teaching and curriculum development. More and more educational facilities are encouraging teachers to participate in elective and continuing education classes that highlight technology and promote emphasis on technological learning in the classroom. Teachers are more and more learning that technology can be an efficient tool for designing unique and individual curriculums that attend to the need of individual students but also enable more efficient monitoring, assessment and evaluation of student achievement in the classroom and outside the classroom (Ernst, Peterson & Taylor, 2005). "
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Classroom Management, 2005.
Examines the process involved in managing a classroom, especially within an urban setting.
2,065 words (approx. 8.3 pages), 15 sources, APA, $ 65.95
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Abstract
Classroom management in the current urban teaching environment must be balanced against external factors such as standardized testing and school accountability measures, as well as against factors studied in class such as social fragmentation and silencing. The classroom management process itself usually takes place in stages in which the student is taught and assessed in their ability to perform specific tasks or display their knowledge of specific subjects, so assessment is also a vital part of urban classroom management. The classroom management process is based on a combination of these external and internal factors. This paper examines the classroom management process in the way in which it progresses through various steps, based on standards that set the bar for student progress and development in urban schools. The essential steps that are a part of the classroom management process, from this perspective, are based on the urban school being either equal to or greater than the national average in producing curricula that are able to meet these standards in terms of
results. The paper examines this issue generally, as well as specifically in terms of certain expectations that are required in the disciplines for students at certain grade levels, which in turn directly affects the classroom management process in urban schools. In each of these steps, as this paper states, the role of the instructional leader is more and more about working with great facility and leadership skills on an effective team, respecting diversity and being able to implement new technologies into the urban classroom. This team develops communication patterns that integrate the curricular needs of all involved parties, including teachers, parents, students and administrators, and at each step of the process this communication is integral to developing a complete classroom management plan.
From the Paper
"The results of Alvine's study therefore focus on putting technology in the forefront of the consciousness of those individuals who will be
teachers. Alvine's students continued to support the presence of television and other media options in the classroom from the standpoint that these media would be controlled by student choices and also be the focus of discussion and communication rather than the sole classroom activity. "First, they cited the importance of maintaining schools as human communities, as places where human beings interact face to face. Second, they pointed to the value of offering students choices in what media they use to access and share information" (Alvine, 2000, p. 3). Alvine's subjects also reported that close attention would need to be paid to choice in the content of the material supplied through technology in the classroom."
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The Science and Mathematics Classroom of Today, 2005.
Shows the process of designing an effective science and math classroom for elementary students, from classroom set-up to resources.
3,650 words (approx. 14.6 pages), 11 sources, APA, $ 101.95
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Abstract
This paper summarizes the considerations and steps necessary to properly design a successful program for mathematics, science, and all content areas in the elementary classroom. It offers an overview of classroom arrangement to create a stimulating environment, evaluating materials for a content-based program, and offering a variety of assessments to evaluate student learning.
Paper Outline:
Abstract
Classroom Arrangement
Classroom Materials
Student Assessment
Conclusion
References
From the Paper
"Evertson, Emmer, and Worsham (2003) state that the logical place for a teacher to begin his or her classroom management procedures is in arranging the classroom as it occurs prior to the beginning of the school year. Reflective teachers will arrive at the school several days before their contract calls them to so that they can assess the space to plan for the best arrangement, begin to hang posters and other personal effects, and decorate bulletin boards (Eby, Herrel, & Hicks, 2002). They go on to say that the classroom appearance makes a statement to the students and others about how much the teacher cares for the environment in which the class will learn. Whether the room is tidy or neat, colorful or drab, or filled with extra items to make it livelier will set a tone."
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