What Led to the Civil War Essay Example for Free

What Led to the Civil War Essay During the 1800’s, slavery in America became a bigger and bigger issue and discussion. The North opposed slavery and thought everything about it was wrong. Whereas the South felt slavery was an essential part of their lives, and that without it they would not survive. In April of 1861, during the first month of the Civil War Alfred M. Green delivered a speech to his fellow African Americans to join the Union forces of the North. Green uses allusions in his speech to help persuade his fellow African Americans to join the Union forces. Green felt that if anyone should be fighting in a war for freedom from slavery, it should be African Americans. He states, â€Å"My country, right or wrong, I love thee still!† Meaning regardless how wrong the South’s actions were or could be at times, Green and his people would still love them and fight for what was right. African Americans needed the extra boost of confidence, and Green was just that. He says, â€Å"Let us, take up the sword, trusting in God, who will defend the right†¦Ã¢â‚¬  By bringing in this statement of faith this made the tone more comfortable and reassuring, as if God was on his side, and would do the right thing in the end. The passion and drive of Green would overall have a great impact on African Americans. Green says, â€Å"Remember, too, that your very presence among the troops of the North would inspire your oppressed brethren of the South†¦living God the God of truth, justice and equality to all men.† This created a new confidence for the North and slaves that wanted to make a difference in how they were being treated. Given these points, Green uses personal experiences and emotion to help

Long-term Effects of an Expanded Cardiac Rehabilitation Program after M

Introduction An acute coronary syndrome is defined as a â€Å"sudden onset of myocardial ischemia which results in myocardial death, that is, a myocardial infarction.† (Citation) A myocardial infarction occurs when the blood flow is reduced in a coronary artery, usually due to excessive plaque, which results in a complete occlusion of the artery. Cardiac rehabilitation is an important aspect of continuity of care after a patient who has recently experienced a myocardial infarction is free of symptoms. A major goal of cardiac rehabilitation is to improve and extend quality of life. Problem Statement The purpose of this study was â€Å"to evaluate whether an expanded cardiac rehabilitation program, intended to alter patient’s lifestyle, could decrease cardiac events as compared to standard cardiac rehabilitation during a five-year period† (Plà ¼ss, et al., 2011). The purpose statement indirectly expressed a relationship between two independent variables and one dependent variable. The two independent variables in this study were an extended cardiac rehabilitation program and a standard cardiac rehabilitation program. The dependent variable was a decrease in cardiovascular events. Review of the Literature Throughout the years, there have been many studies outlining the importance of cardiac rehabilitation and its role in reducing risk factors that predispose individuals to cardiovascular complications. However, these studies and the guidelines previously proposed are mainly based on small studies which included young men with a low risk of experiencing a myocardial infarction. Furthermore, there have been few randomized, controlled studies conducted to evaluate the effects of cardiac rehabilitation on cardiovascular morbidity. According... ...farctions and the risk reduction expressed as HR 0.51 (95% CI 0.31-0.86)† (Plà ¼ss, et al., 2011). The Danrehab study reported similar reduction in the length of stay for patients with heart disease and at high risk for ischemic heart disease. Transferring these findings into nursing practice will provide great benefits. There will be a great reduction in healthcare cost and consumption. Along with, fewer deaths related to cardiovascular events. Patients will be able to live longer, healthier lives. Works Cited Plà ¼ss, C., Billing, E., Held, C., Henriksson, P., Kiessling, A., Karlsson, M., & Wallen, H. (2011). Long-term effects of an expanded cardiac rehabilitation programme after myocardial infarction or coronary artery bypass surgery: a five-year follow-up of a randomized controlled study. Clinical Rehabilitation, 25(1), 79-87. doi:10.1177/0269215510376006

Motivation in complex and multilevel learning environments

The development of human behaviour and acquisition is expected to be self-dependent and alone to the person. However, it is become impossible to disassociate this single acquisition procedure from the effects of the societal context, in which this acquisition takes topographic point or decimate the consequence of the instructor as the chief facilitator of this cognition building procedure. That the scholar will be successful in his modulating his enterprise is assumed and dependent on these immediate factors being able to stay changeless and supportive. Deci & A ; Ryan, while suggesting the theory of internalisation, argue that the more internally valued and regulated a behaviour is, the more it is expected as independent ( as cited, in Stefanou, Perencevich, DiCintio & A ; Turner, 2004 ) . The three human demands of competency, relatedness and liberty are identified as the critical facets of motive and hence optimum acquisition. This is echoed by Connell & A ; Wellborn and Skinner & A ; Belmont in showing their motive theoretical account as the degree of battle and a by-product of the above homo needs ( as cited in Veermans, 2010 ) . This battle is highly of import and its absence may be equated to miss of the largest individual ingredient to acquisition. This essay will give a reappraisal of some of the facets of regulation and prolonging acquisition and motive in larning environments. Learning procedure is a critical portion of human development and it is an activity to commence at quite an early age. The cognition acquired is indispensable and indispensable for pilotage through the societal environment. This cognition besides acts a footing for farther hereafter larning. Research has shown that, the kid ‘s head is non ‘tabula rasa ‘ and it is able to develop and heighten cognitive procedures that encompass linguistic communication, figure, facial acknowledgment and the immediate environment in which the kid finds itself ( Veermans, 2010 ) . The human memory plants in apparently simple, yet complex manner. The short term and long term memory exhibit how the human being understands stimuli and is able to enter them for future mention. The both finite and infinite functions of memory have a critical map and consequence at all phases of human development and acquisition. ( Veermans, 2010 ) Learning is a procedure that spans several degrees: what the instructor knows, the direction methods, the scholar reading and the scholars ‘ cognition scheme ( Veermans, 2010 ) . The effectual transportation of cognition from one degree to another is dependent on the systematic organisation of the content, the context and the care of good degree of involvement particularly on the portion of the scholars. The degree of larning results is dependent on the assorted degrees competencies of the portion of scholars. In consequence, similar stimulations can ensue in a multiplicity of reading and significance. The facet of liberty, as manifested in organisational, procedural and cognitive has serious deductions to the manner scholars of all degrees have partake in the acquisition procedure. This is chiefly because, larning is an independent procedure and scholars have to be self-determined, and possess the psychological demands of liberty, competency and relationship fulfilled in societal contexts ( Stefanou et al, 2004 ) The environment in which our scholars find themselves in at nowadays is characterized by a figure of challenges, many of which these scholars have no direct control over. Presence of motive, or its deficiency thereof, is an issue that scholars at all degrees have to cope with. Second, the larning context and environment is an of import factor in the success or failure in the success of the accomplishment of the acquisition aims. The environment can either support scholars in their pursuit of geting cognition, or it has a possibility of decimating their thrust to larn. Third, the instructors, the learning methodological analysis and pick of content are another set of factors that would necessitate to be addressed in order to advance a successful deep acquisition on the portion of the scholars.MotivationThe challenge for the current acquisition environments and the instructors is how to be receptive of their scholars ‘ varied motive degrees. Learners come into the schoolroom cont exts with different degrees of involvements and personal features. It is upon the instructors to hold a good apprehension of the single scholar and assist him/her to set to the schoolroom context and come to footings with the larning group. Since the acquisition group is non homogeneous in footings of their motive degrees, there is a possibility that some scholars will hold small or no involvement. On the other side of the continuum, there will be the group of scholars who will be excessively eager to larn. As a instructor, how do I promote more involvement to larn in these low motivated scholars? The presentation of the teaching-learning aims should be so merely clarified to them, so that the scholars find a relationship to the content at manus. In other words, there should be seen a relationship between the current learning stuff and the scholars ‘ stock of cognition ( entry behaviour ) and the future terminal calling ends. The current acquisition will be seen as a nexus and stepping-stone to the greater highs. Once the scholars set up a connexion, it becomes easier to use their problem-solving accomplishments to undertake the learning stuff. Equally, for those scholars who have adequate motive, the instructor has to assist make an environment that helps to modulate and prolong this motive till the terminal of the acquisition procedure. This is because, even great, extraordinary motive can be vulnerable to disappointment and disillusionment one time scholars fail to see the connexion between their yesteryear, nowadays and the hereafter larning enterprises.The Learning environmentThe acquisition environment is the basic substructure in which the whole acquisition procedure plays itself out. Therefore, this environment should be tailored to suit, support and sustain worthwhile relevant acquisition Sessionss. How can be tailored? Who is responsible for this structuring? It is fact larning starts off at an early age. In add-on, larning takes in many societal contexts, be it at school, place and other societal spheres. Lepola, Salonen, Varaus & A ; Poskiparta ( 2004 ) point out that grownups, parents and instructors have a alone duty of supplying an emotionally and intellectually stimulating context for kids, in fiting the scaffolding to learner ‘s competences and maximising the kids ‘s development. Apart from the place and society as a whole, the schoolroom remains the primary context in which larning through motive takes topographic point, with the purpose of geting and warranting thoughts, building significance and intentionally making independent critical thought ( Stefanou et al. , 2004 ) . It will be of import that this learning environment provides the right tools ( stuffs, undertakings, schemes ) and the conducive ambiance for the scholar to experience free to experiment and seek out assorted picks and possibilities. In add-on, the larning context should besides supply a distinct connexion between pupil motive, instructional patterns and larning results ( Stefanou et al. , 2004 ) . The proviso of such an environment is exciting to a well-motivated acquisition head and freedom to seek out fresh and originative options greatly helps in the acquisition procedure. Well-tailored, the environment is able to prolong higher acquisition and resolution of complex undertaking becomes such an tickle pinking experience to these motivated and good provided scholars thereof. Here, a inquiry arises. How does the scholars adapt, from differentiated socio-economic backgrounds, to an intellectually balanced schoolroom context?The Teaching Style and Communication StructuresThe instruction manner and the communicating constructions are critical to making this balance and advancing a fulfilling, worthwhile, womb-to-tomb acquisition. As cardinal participants in a acquisition procedure, there should be a strong communicating channel between the instructors and the scholars. Teachers should take the taking function in orchestrating this duologue, by understanding the scholars ‘ demands, respond to scholars ‘ inquiries and supply their ain position and feedback to the scholars. Perry & A ; VandeKamp ( 2000 ) stress the importance of feedback. This basically gives scholars an chance and willingness to rectify their errors and be able to place effectual acquisition schemes for covering with larning troubles and bring forthing meaningful results. On the other manus, a free and democratic leading manner has a strong consequence in rising scholars ‘ motive, engagement and completion of the acquisition undertakings ( Stefanou et al. , 2004 ) . Learners should be made to experience that they are in control of their acquisition experiences, and they are free to show their feelings, thoughts and inquiries. This freedom of pick will widen to the solutions that the scholars will research. Once these scholars feel they are recognized, and are free to take part, contribute and explore, this creates a good relationship to the nucleus of the acquisition procedure and are more motivated to larn. Therefore, the instructors will hold to use a myriad of instructional schemes in order to prolong the scholars ‘ response and heighten the scholars ‘ continual engagement in the acquisition procedure. From the above, we can reason that the schoolrooms contexts can either facilitate or thwart the scholars ‘ drift in the cognition acquisition procedure. Authoritarian leading, coupled with menaces, rigorous deadlines and other signifiers of rating and surveillance restrict and impede the scholars ‘ engagement and cognitive development. ( Stefanou et al. , 2004 ) . Teachers has multifaceted function of learning, rating and implementing the direction of the schoolroom. In many cases, instructors have the function of implementing assorted signifiers of liberties. Stefanou et Al. ( 2004 ) place the three signifiers of liberty that these teachers are expected to set into topographic point. These are organisational, procedural and cognitive. From the research, Stefanou et Al. ( 2004 ) individual out cognitive liberty as the most of import signifier of liberty that should be emphasized in order to maximise the larning potency of the scholars. In consequence, the learning methods should reflect a batch of cognitive liberty, whereby instructors are deputing more infinite and chance for scholars to research their possible to undertake, and work out acquisition challenges with small direct aid from the instructors. It is through this manner that focal point on the ends of the undertaking will be maintained, by the scholars ‘ themselves. Stefanou et Al. ( 2004 ) give a word of cautiousness that the overemphasis on organisational or procedural liberty may take to cognitive overload and consequence in less critical thought. The overloading is seen in the inclusion of excessively many not-so-necessary processs and regulations, and there is a danger of these regulations assisting to deflect the end of larning. Since the primary function of acquisition is cognitive development, so the instructors should avail the scholar with more chances for critical thought through the justification of their acquisition picks and autonomous, independent formation of relevant significance. There is demand for larning environments that provide a distinct connexion between pupil motive, instructional patterns and larning results.Inequalities in EducationMany times, the inequalities in educational contexts are an outgrowth of the societal, cultural and economic inequalities that are apparent within the larger society. Therefore, societal cognitive constructions are constructed in interaction and human behaviour is greatly influenced by the context in which the person is situated ( Mehan, 1998 ) . Cases of teaching-learning patterns cabaling with society to propagate the differences, as seen in some trials, experiments and larning schemes, proceed to curtail, and repress the guiltless larning single into the same stereotyping and want of liberty to take cognitive chances. There is great demand of doing schoolroom contexts socio-culturally impersonal and compatible to all single scholars who pass through them. It is up to the learning organic structure to accommodate their learning methodological analysis in accomplishing a larning context that serves the involvements of all its scholars and that minimizes the effects of the entry behaviour differences of its scholars. The general and specific larning ends can be good achieved when there is a better apprehension of the relationship between societal construction, civilization and interaction and assisting to minimise the struggles that might originate thereof ( Mehan, 1998 ) . Going from the individualised acquisition and encompassing collaborative nature of acquisition, among the scholars and instructors, is one of the ways cognitive development can maximise. In this emerging scenario, critical thought, rational debate and the consensual procedure between experts ( instructors ) and novitiates ( scholars ) should be promoted ( Mehan, 1998 ) . In resonance with this position is ‘scaffolding ‘ , which stands out an indispensable manner of regulation and back uping acquisition and motive. The zone of proximal development involves the expert-teacher utilizing his/her regulatory accomplishments in identifying and finding the novice-learners ‘ demands and efficaciously seting the support to fit the scholars ‘ competences ( Lepola, Salonen, Varaus & A ; Poskiparta, 2004 ) .

The Comparison Of Hunger Of Memory By Richard Rodriguez...

The comparison of Hunger of Memory by Richard Rodriguez and Graduation by Maya Angelou are the two characters that went through a similar education while growing up from elementary to high school. Rodriguez and his family moved in a neighborhood where they were only near the Caucasians. All of their neighbors were Caucasian including, Rodriguez and his siblings went to a Catholic School. While he was learning in school Rodriguez loved to read and wanted to become a writer when he grew up. After graduating from high school he attended the University of Stanford. In contrast, Angelou had viewed the African Americans and Caucasian going to different schools. Some were mixed with both ethnicities in school, however, the students that went by a religious school that Angelou did. In the same way, Rodriguez and Angelou have similarities due to the observations in their education established with their school district on learning the ways of religion, leadership, and friendship. According to Rodriguez he states, â€Å"Following the dramatic Americanization of their children, even my parents grew more publicly confident† (23). Rodriguez is discusses his family members at home had to learn to speak English in order to be an American. Rodriguez’s family to blend in America and speak English. Rodriguez went to go school and learned how to speak English, but he had a hard time because he did not have the courage to stand up and read in front of the classroom. As a result, his leadership was