Camera Cell Phone Technology Save Lives :: Exploratory Essays Research Papers

Camera Cell Phones Save Lives My first year of college was approaching rapidly, and I was still trying to get my supplies gathered together. Most of my items I had already stockpiled, such as bedding, a computer and a fridge. One item missing on my list was a cell phone. My parents had insisted that I purchased one when I got my driver's license, but I never seemed to find the time to get one. Being a teenage girl in this day of age, my parents thought I should always have a way to get help in emergency situations. I did not disagree with them or the majority of parents who had the same idea, but I had my own opinions about owning a cell phone. I was never the type of person to be responsible for my belongings, but I figured that since I was heading to college, a cell phone would be a good start towards my path to becoming a responsible adult. Owning a cell phone would force me to pay my own phone bill, which I dreaded, and keep track of my call minutes and phone. I figured it could not be too hard due to the fact that all my friends purchased their cell phones when they entered freshmen year of high school. I never imagined buying a cell phone would be such a hard task. When I entered the brightly colored PHONZ PLUS store, my eyes filled with the sight of an enormous variety of cell phones. I wanted to walk out of the store right then, but the stern look on my mother's face directed me toward the sales representatives. After going through all the cell phones and the call plans, I finally decided on the verizon camera phone. At first, I was a little unsure about buying such a high-tech phone, but it ended up being the cheapest option with the most benefits. I could take pictures, send pictures via email, have access to the internet, text message, and speed dial. This particular phone was recommended for a kid of my age because there was a special button that could automatically connect me to the police in case of an emergency. Whether it be text messaging, sending a picture, or calling the police; they were always at reach at the touch of a button. This made my mom be hooked right away. I was amazed that a two-inch by two-inch phone could complete so many tasks.

Four Teaching Strategies That Increase Curiosity in Math Essay

There are many strategies and techniques that could be used in the classroom to encourage curiosity in math, but the four I chose to discuss I thought would be the most beneficial. This is due to the way they support auditory, visual, and kinesthetic styles of learning. The four strategies teachers could use to encourage curiosity towards mathematics in a classroom include co-operative learning, guided or discovery learning, simulate real life experiences, and active student learning. These four learning strategies range from group learning to the use of manipulatives to real life experiences and group discussions where students can share their ideas and thinking processes. Therefore, students would be able to learn in a variety of formats like listening, seeing, taking notes, and by using their hands. The first teaching strategy mentioned is co-operative learning strategy. In which, students can use think-pair-share, peer-tutoring, or group assignments to work together to learn how to solve mathematical equations. The purpose of co-operative learning is that students can benefit from teaching each other, sharing ideas, and clarifying their own thinking processes while working together in groups of two or more. For instance, teachers can create worksheets or quizzes that are a bit more challenging than the student’s homework so the students will need to work as a group to solve all the problems. And, if they all get the same grade than they will be more to likely communicate together, share their work, and ideas with each other to attain the best grade possible. Additionally, since group assignments or activities are based on the need for students to compare their work and answers with one another, discuss the ways in which they solved an equation, and justify why their answer is right will help reinforce what they previously learned, thereby encouraging students to participate more in group activities and more inclined to enjoying math. The second teaching strategy involves creating or simulating real life experiences that will help teach a variety of math skills. The purpose of creating real life experiences is to make math more relatable to students. It will also demonstrate how math is used in the community and in their lives on a daily basis. This will create more interest in math, since students will have a tangible sense of why math is needed. A good example of this strategy includes role-playing or dramatic play. The goal is to create real life experiences in which students will need to use their math skills to solve every day problems. For instance, making play currency and having the students go to the market to buy produce is one experience that is a necessity in life. The teacher can have the students make a list, create a budget and have the students buy what they need within their budget. Then, they can pay a cashier and the cashier will then need to give back change. Given the age of the students, the teacher may not have a dramatic center, but can then have students work in pairs at their desks. For example, each student creates their shopping list and budget; buy their produce on paper, then take turns paying each other with different amounts of currency which the cashier will then need to give them change. The benefit about role playing is it can be all imaginary or done in the class with few a materials, means that with some creativity the teacher can recreate any type of real life experience the students may encounter. Some examples include buying a house, paying utilities, buying a car, going to the movies and paying for the tickets and snacks. The third teaching strategy to create curiosity and understanding toward mathematics in the classroom is to include guided discovery learning or hands on learning. Both types of strategies allows the students to use their hands in different ways, but one uses more guidance from the teacher while the other allows the students to discover the learning on their own. The purpose for both is that it allows the students to use hands on materials to discover something on their own thereby taking an abstract concept and turning it into a concrete and tangible concept. Something the students can physically see, touch, and manipulate. For instance, if students are learning about geometry and the different geometric shapes then the teacher can have the students create an art scene using only the shapes they will be learning about in geometry. A good example would be to have the students create a farm scene, in which the shapes represent objects found within our environment, like a rectangle for a tree, a square for barn, a triangle for the roof. If the teacher has the students label all their shapes and number of sides then it reinforces their learning of shapes. Plus, it will help them understand that geometric shapes are everywhere and used in many different ways in life. Another way a teacher can incorporate hands on learning is to have the students bake cookies, or mix the dough and have the kitchen staff bake the cookies, if possible. Baking is an excellent way to reinforce the concept of fractions, doubling or halving a recipe, which also helps students understand how fractions can be added or subtracted. The fourth teaching strategy that can increase curiosity in math in the classroom is by creating a student centered learning environment. The purpose of a student centered learning environment is that it allows the students to participate in class discussions, where they listen and share their ideas or their thinking process when solving math equations. This also allows the students to reflect on their own thinking or math skills learned, as well as, help clarify any misunderstanding or misconceptions about math. For instance, after the introduction of a new skill in math, the teacher can have the students go up to the front of the class and work the problem on the board. This gives students an opportunity to show the class how they solved the problem and what they were thinking when they solved it. Plus, this creates an opening for the class to discuss what the student did that was right or wrong, and allows other students to ask questions. In addition, a student centered learning environment gives students the ability to participate in a safe and comfortable environment in which they can express their views, thoughts, ideas, and misconceptions about math thereby maybe encouraging a more positive outlook towards math. The benefit of using the four teaching methods above is that each method will help support visual, auditory, and kinesthetic styles of learning. Thereby, creating and providing a learning atmosphere that will support both multicultural students and students with exceptionalities. For instance, working in co-operative groups allows students to verbally share their ideas with each other and listen to each other, in addition to taking notes. Role playing also allows verbal interaction while using a tangible manipulative, like play currency. A hands-on learning project like baking cookies requires students to read the recipe, listen to their partners, and use their hands to measure out ingredients; whereas, an active learning environment students can have discussions how architectures use math to build skyscrapers, or NASA scientists use it to build space ships. All of which have the ability to support all three learning styles. This is why I feel that these teaching strategies not only create a curiosity in math but support the learning of multicultural students and students with exceptionalities.

The Mexican War Of Mexico - 1466 Words

The Mexican War Starting in 1845 and concluding in 1850 with the Treaty of Guadalupe Hidalgo was the era where the Mexican war occurred. This war had triggers with disagreements on the ideal of Manifest Destiny and major actions by President Polk that led the United States into attempting to annex Texas. Texas at that time was independent and was not part of Mexico nor America. Mexico wanted Texas to stay neutral that they threatened a war to the United States if they tried anything to attempt anything. Unfortunately, the United States did not really care by going forward with the annexation and land conquering, sparking a war with Mexico. So the Mexican war began and nothing was ever the same. The annexation of Texas was the biggest reason as to what started the tension and the foreseen war between Mexico and the United States. When Texas gained its independence from Mexico, the United States considered it as open land where as Mexico thought of it as its own. It started with President Ty ler, who did not want Britain to gain Texas, therefore proposed an annexation. Not only would the gain of Texas add more land to the United States, but the south wanted it as well because it would be considered as another slave state. Mexico threatened war if Texas was annexed but once part of it was they did nothing about it, leaving tension between the United States and Mexico. Everyone has the right to negotiate, but coming up with an agreement between Mexico and the UnitedShow MoreRelatedMexican Drug War : Mexico1306 Words   |  6 PagesMrs. Blomme Honors 1 28 September 2014 Mexico Drug War According to the FBI, there are more than seventy five open cases of Americans that are kidnapped in Mexico. That is just one of the effects caused by what is called The Mexico Drug War. People are oblivious to what the outcome of drugs, in general, can do. 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