Learning Skill Essay Example for Free

Learning Skill Essay ?The attributes of the learners and how they can help the learners to be successful in an online learning environment Education of children is compulsory, formal and standardized. Adult learning is voluntary and intentional. The purpose of adult education is the independent self-directed learner. Adults tend to resist a learning process which is incongruent with their self-concept as autonomous individuals and does not correspond to their needs and interests. Adults focus on direct application. Given their daily duty in job, profession, family and community, they learn to cope with the pressures and problems of life they are facing. For that reason, the adult educator’s concern is primarily focused on the needs and interests of the learners. Andragogy (adult education) calls for program builders and teachers who are person-centered, who don’t teach subject matter but rather help persons learn (Knowles). Hence, the interests of adults are their real needs. Or the solutions learners have in mind do not solve their problems. The adult educator often has to register into a needs negotiation (Bhola) with learners when teaching new needs about boiled water or a balanced diet, about clean surroundings, preventive health practices or small families. In the dialectical process of needs negotiation the needs as felt by the learners and the needs as seen by the adult educators must be showed together to reach a consensus on the real needs. These real needs must agree to the experience of adult learners. If an adult gets the impression that his experience is not being valued he feels turned down as a person. New learnings take on meaning as adults are able to relate them to their life experience. Experienced adult educators, so, build into the design of their learning experiences provision for the learners to plan and rehearse how they are going to apply their learnings in their day-to-day lives or duties and combine training with transfer and application. A workshop then really can become a workplace where educational materials are produced or evaluation studies are designed. According to Knox’s proficiency theory the learning needs for an adult move upward from life situations and interpersonal communication. Social expectation motivates and empowers an adult to search for more knowledge, better expertness and more suitable performance. Adult learning is based on experience, on the learners’ own experience and on the experience of others. Learning settings of adults usually have a participatory and collaborative basic part. Adults prefer to meet as equals in small groups to explore outcome and concerns and then to take common action as a result of dialogue and inter-learning by discourse. The group becomes the learning co-operative. The group provides the opportunity for inter-learning. Within the group the teacher as well as the other group members plays the task of facilitators. All group members become co-agents (Bhola) in learning. The absence of formal accreditation or certification facilitates collaboration not only on a specific product or outcome but even in structuring and restructuring the learning process according to the needs and interests of the group. The learning process becomes as important as the learning outcome, and a balance between both is often not easy to maintain. How much freedom can actually be given to the adult learner in choice of content and way? Adult learning is life-centered. It is learning by doing, by application and experience, and if need be by trial and error. Adults do not simply to get knowledge created by outsiders, but should examine their own reality themselves and make a positive declaration about it. Praxis is the focus of effective adult learning and praxis means analysis and examination of reality in order to transform it. Adult learning is without interval process of investigation and exploration followed by proccess of doing something grounded in this exploration, followed by reflection on this action, leading to further investigation and so on. The principle is testing not banking (P. Freire) of knowledge. Exploration of new opinion, skills and knowledge take place in the context of the learners’ experience. In settings where skills are being learned, learners become acquainted with skills, apply these in real life settings, redefine hoe these skills may be altered by context, re-apply these in other settings and so on. Adults explained the meaning of ideas, skills and knowledge through the medium of their life-experience and test them in real life settings. To make the learner self-directed is the intention of adult education. But the self-directed learner is neither the one who can retrieve information or locate resources nor the one who appears in group dynamics. The inner-directed, self-operating learner (R. Kidd) is the one who reflects critically on his own assumptions and is keen to find alternative and better solutions. The learning process contributes largely to the success of learning. But learning is more than just the learning process. A participative learning process which fails to assist the learners in  acquiring knowledge and competence is a failure. A participative learning process may take more time because it means active involvement of everybody, discussing all the pro’s and con’s, despite that it must lead to concrete results combining commitment with competence. Education is, as Brookfield points out a â€Å"transactional encounters. That means that the sole responsibility for determining curricula or for selecting appropriate methods does not rest either with the educator or with the learner. If the first acquires, then we have an authoritarian style and a one-way transmission of knowledge and skills. If curricula, methods and evaluative criteria become predetermined solely by what learners say they want, then the cafeteria approach governs the educational process. Accepting the felt needs logical basis without any further inquiry and needs negotiation means that the facilitator has to give up responsibility for the learning process and the accomplishment of learning aims and objectives. Successful learning especially in workshop settings means to keep the balance between the learning process and the learning outcome so that the results justify the efforts and if they are not excellent they should be at least and always â€Å"good enough. Successful distance learners are self-motivated, self-reliant and self disciplined. Distance learning students are the architects of their own learning surrounding, have the ability to manage their study time and schedule. Students can often customize their learning projects to fit their personal interests and there is great chance for personal growth and individual academic success. This requires both internal personal motivation and discipline, and also requires the establishment of a supportive personal learning environment and may require elimination of certain activities to make room for online learning in daily life. Distance learners should be self sufficient, self-directed individuals. The online environment enables students to learn at their own pace, relieving some of the pressure of traditional seated learning and making learning more enjoyable but requires that the student is able to identify learning goals and objectives and focus their attention accordingly. Distance learners become independent problem solvers, doing their own research and expanding their lifelong learning skills. This process helps them to grow critical thinking skills and the ability to interpret and synthesize reading materials, articles and research papers with differing points of view and in the process develop their own positions and beliefs about the subject matter. Some computer and Information literacy is necessary for a distance learner. Distance learners should possess a working knowledge of email, the Internet, and basic keyboard skills. Instructional material within the learning management system will provide all the other skills needed to access and begin the online or distance lesson. Distance learners may be required to develop skills for researching and locating information from several sources and differentiate and assess them for inclusion in distance learning assignments and research projects. Distance learners should be energetic and disciplined managers of their own time. Students must be able to organize and plan their own best study schedule. While individual learners may prefer a different time of day or times in the week to give up to their distance learning study and projects, it is important to devote time each week to course work and it is vital that the distance learner understand that the same amount of time is involved in distance education courses, and traditional seated courses. The distance learner should assess his or her best time of day for study, either it is early morning or evening, every person has a best time of day for learning and thinking. A intentional effort must be made to carve out time in the student’s daily schedule for an optimal study time. Study time should not be the time that is left at the end of the day, unless that is the time when the student is most lively and attentive. All learners and especially distance learners need effective communication skills. The particular nature of distance education requires that communication be done in a written format, whether it is email, written assignments or discussion forums, the written word is vital in distance education. The ability to write clearly and communicate ideas becomes more important since it is the primary means of communication in distance learning. The successful distance learner has a strong sense of responsibility and personal commitment to academic success. Online learning, like many things in life, reaps rewards equal to the energy put into the changes. The independent nature of distance education to insist upon the presence of motivation, and discipline but commitment and follow-through are also vital.

Oranges are Not the Only Fruit and the two letters in The Color Purple

Oranges are Not the Only Fruit and the two letters in The Color Purple The Chapter 'Joshua' in Oranges are Not the Only Fruit and the two letters in The Color Purple, where Sofia returns and later gets brutally punished for her confrontation, both explore fundamental issues that characterize a lot of the essence of both novels as a whole. At the heart of both of these two sections is the idea of fighting for the truth and facing the consequences. Although Oranges are not the Only Fruit is written in a retrospective light and The Color Purple in epistolary and consecutively in chronological order, there are similarities within the two styles, they use similar techniques in getting across certain issues. The novels use the people around Jeanette and Celie to convey oppression and hope. Janet's church people and mother have found out about her "unnatural passions" for Melanie. To them their opinion at its wrongs and sinfulness is not opinion but fact. Thus for Janet's "own benefit" they lock her up with no food or light, inflicting an exorcism on her. They believe she is demon possessed and want to rid her of the evil. In this period of confinement, Jeanette questions her sexuality and its wrongs. She states: "Can love really belong to the demon." She realizes that her feelings are not from external influences, but rather from herself. - "If they want to get at my demon they'll have to get me." She is controlled with the idea of the church, and at the same time the naturalness she feels with the feelings: "Demons are evil, aren't they?" She then goes on to say: "But in the Bible you keep getting driven out." - "Don't believe all you read." This in itself is addressing the idea of oppression from the chu... ...d this gives way to the proceedings in the novel as a whole. In The Color Purple, we are left with Celie caring for Sofia who has been so brutally to the ground. Sofia was imprisoned and left to face the circumstances for standing up for what is right. She is thus a heroine in her own right and is an example for Celie. Jeanette was imprisoned (exorcism) and came out of it knowing that she was going to put up a fight for her own truth and to face the circumstances. In Oranges are Not the Only Fruit as a whole, the "Joshua" section stands for truth and Jeanette decides to fight and this indicates the future progression of the novel. In The Color Purple, Celie sees truth being fought for and the result of this fight. These gives her determination and if can fight like that, she can at least fight against male patriarchal Oppression and her love for Slug.

Call of the Wild Theme Project

October 1st Period E1 Call of the Wild Theme Project â€Å"†¦he may be seen running at the head of the pack through the pale moonlight or glimmering borealis, leaping gigantic above his fellows, his great throat a-bellow as he sings a song of the younger world, which is the song of the pack. † How did Buck, an ordinary domestic dog living in the sun-kissed Santa Clara valley in California, go from being the favored of a wealthy judge, to the head of the wolf pack in eastern Alaska? Buck makes many enemies along the way, but he also makes friend that will always have an impact on him.Learns lessons he would need to know to survive this treacherous land. Even finds out what it’s like to live in the foot-steps of his ancestors, and Buck loves every minute of it. He loves the feel of being an un-domestic wolf in the wild. All he has to do; is heed the Call of the Wild. Buck matures greatly in chapter one. He learned that humans were to be trusted, but also respected. T hat is the law of club that the man in the red sweater taught Buck before selling him to Perrault and Francois. It’s a very important lesson in this chapter.Buck’s life changes gradually here; Manuel, the gambling grounds keeper, sells Buck to men who are traveling up North for the Arctic gold rush, Buck is starved for days before meeting the man in the red sweater, who beats Buck with a club to show that man must be obeyed and respected, then gives Buck food and water to show him that man can also be trusted. This is the law of club that Buck will live by during his life in Alaska. Chapter two, The Law of Club and Fang, is precisely what the name states.Buck learns about the law of club and fang. But he also learns of his bitter hatred towards fellow sled dog, Spitz, when he laughs at the death of another dog, Curly, who was maimed by other huskies. Life is fairly tough in the Northland for Buck. He is expected to learn the rules of sledding fast, and he takes up to t hat is record time. Once a mistake is made, he knows how to keep it from happening again. All the laws of the North are hurling themselves at Buck, expecting nothing less than excellence. The law of club nd fang has deeply embedded itself into Bucks brain, taunting him with nightmares of experience; â€Å"If you fall, you die. † It has taken these words and paired them with Curly’s death as a reminder to Buck of what must be done. What must be done to survive. In this chapter it becomes apparent that Spitz shares in his hatred towards Buck, so, after a good while of trying to avoid it, Buck gives Spitz just what he wants; a fight. Bucks personality is gradually changing, also. He is growing out of the domestic dog that he once was and has become more like the wolf.During this chapter, Buck’s character change is apparent when he starts challenging Spitz’s authority, and gets the other sled dogs to do so as well. Soon, a ruckus arises over the camp when Buc k and Spitz have at each other. Just when Buck looks to be defeated, he cunningly tricks Spitz and takes his position as dominant primordial beast. Here, is where a lot of the lessons pile on Buck. While being lead dog, Buck learns how to gain everyone’s respect as the head dog. Then, when he is again sold to another owner, he gains the exact same respect from the fifty other dogs there.He matures greatly as leader and enjoys what he does, but he can’t help but want something more. Something else. While working as a mail dog, Dave, one of the dogs from Bucks previous job whom is very proud of his work, gets internal injuries and can no longer pull a sled. He is devastated when they try to cut him out of the traces so they let him work for as long as he can bear it. Then they let him go, putting an end to his misery. From Dave, Buck learns that everything, everyone, has a limit, that nothing can ever really last forever.In this chapter, Buck is introduced to yet another set of owners. Charles, Hal, and Mercedes aren’t what would cut for working people. Actually, they would be the complete opposite. They are foolish, daft, lazy, and a very important part of Bucks growth in this book. From them Buck learns that discipline was never given upon him in the past because of cruelty, it was because past owners never would have tolerated such disorder as these three. They were cruel to the dogs to allow little rest and hoarding their food.The group comes up to the camp of John Thornton soon and they are but a memory to Buck; after the abuse that Hal commits to Buck when he refuses to move from his resting place. Thornton steps in and saves Buck from Hal’s cruel whip and club. Hal stubbornly pulls his sister and brother-in-law along the path, against Thornton’s advice. They disappear under the ice as soon as they set foot on the frozen river, leaving Buck in the care of John Thornton. This chapter is incredibly important to Bucks maturi ty. This chapter is where Buck expresses his love for John is many ways.Buck realizes, what with all the different owners he has had, he has never felt love to anyone. None until John Thornton. When Buck loves John, he means to even jump off a cliff for him, his love is so strong. His trust in the man so sure. In fact, Buck saved John from a raging river at the risk of his own life. His love for John goes completely the length of his heart, is the only way to describe it. In this chapter, Buck is compelled more than ever to answer to the call of the wild, but does not want to break ties to the owner whom he loves so dearly.He cannot leave John, even if he wanted to. His love is to deeply embedded into the both of them. That is until, while Buck is stalking a moose, John and his team of few dogs and comrades are killed by the Yee-hats, a native to Alaska. Buck continues to hunt, unknowing of what awaits him at camp. When he does make it back to camp, he finds the remains of the Yee-h ats good work done. He also finds lingering members of the tribes and manages to kill score of them. After that, Buck can’t help to feel pride in the mixture of devastation over loosing John.He had killed man! The top hunter, the ultimate prey! This brings Buck to stand where he belongs; at the top of the pack. The lead in the group of wolves. The legend carried from generation to generation. The wolf that never forgot where it belongs, or who got him there. The story of Buck never fails to warm the heart and entice you with life lessons told in a way you’d never forget. Buck learns that you need to do what you really want to do in life, to follow your instincts, and to be the best you can be.He knows how to life his life; the way he wants to live it. He learned that if you fall, you can just pick yourself right back up again. He learned that love is both valuable and dangerous. That is must not be misused because of consequences. But most of all; he learned to never g ive up. That if there is something out there that you want to do, don’t let anything get in the way of it. He followed his dream of being a wolf as soon as John died because there was nothing holding him back anymore. He knew that it was time for him to become what he was meant to be.

Barosaurus - Facts and Figures

Name: Barosaurus (Greek for heavy lizard); pronounced BAH-roe-SORE-us Habitat: Plains of North America Historical Period: Late Jurassic (155-145 million years ago) Size and Weight: About 80 feet long and 20 tons Diet: Plants Distinguishing Characteristics: Extremely long neck and tail; tiny head; relatively slender build About Barosaurus A close relative of Diplodocus, Barosaurus is virtually indistinguishable from its harder-to-pronounce cousin, save for its 30-foot-long neck (one of the longest of any dinosaur, with the exception of the eastern Asian Mamenchisaurus). Like the other sauropods of the late Jurassic period, Barosaurus wasnt the brainiest dinosaur that ever lived--its head was unusually small for its massive body, and easily detached from its skeleton after death--and it probably spent its entire life foraging the tops of trees, protected from predators by its sheer bulk. The sheer length of Barosaurus neck raises some interesting questions. If this sauropod reared up to its full height, it would have been as tall as a five-story building--which would have placed enormous demands on its heart and overall physiology. Evolutionary biologists have calculated that the ticker of a such a long-necked dinosaur would have had to weigh a whopping 1.5 tons, which has prompted speculation about alternate body plans (say, additional, subsidiary hearts lining Barosaurus neck, or a posture in which Barosaurus held its neck parallel to the ground, like the hose of a vacuum cleaner). One interesting, and little-known, fact about Barosaurus is that two women were involved in its discovery, at a time when American paleontology was in the grips of the testosterone-fueled Bone Wars. The type specimen of this sauropod was discovered by the postmistress of Pottsville, South Dakota, Ms. E.R. Ellerman (who subsequently alerted the Yale paleontologist Othniel C. Marsh), and a South Dakota landowner, Rachel Hatch, guarded the remainder of the skeleton until it was eventually excavated, years later, by one of Marshs assistants. One of the most famous reconstructions of Barosaurus resides in the American Museum of Natural History in New York, where an adult Barosaurus rears up on its hind legs to defend its young from an approaching Allosaurus (one of this sauropods natural antagonists during the late Jurassic period). The trouble is, this posture would almost certainly have been impossible for the 20-ton Barosaurus; the dinosaur would probably have toppled over backward, broken its neck, and nourished that Allosaurus and its packmates for an entire month!