Training Strategies in Teacher Education Programs

Introduction Training teachers, as part of complete instructional delivery, is laden with series of benefits since it makes the education process more inclusive and learner oriented. By training teachers on the rights instruction delivery methodology, it is not only possible to create an inclusive education environment but also to equip the teachers with necessary resources and skills required in the dynamic instruction delivery field, irrespective of the grade or type of a classroom.Advertising We will write a custom research paper sample on Training Strategies in Teacher Education Programs specifically for you for only $16.05 $11/page Learn More Since time in sundry, different programs have been created to teach teachers as the education environment keeps on changing with the introduction of new technology, constant revision of the curriculum, and changes in standardized methods of teaching. For instance, the teaching of teachers (ToTs) program has bec ome ideal in equipping teachers with the right skills in the education environment. As a result, teaching teachers has become a necessity to ensure that the instruction deliverers remain relevant and acquire new skills to tackle any challenge that might arise in the course of instruction delivery. There are several reasons that guarantee the success of the ToTs program. The first issue is that it takes time for people to learn things, and often years for them to master it. This means that effective ToTs program is a blueprint for creating an inclusive learning environment that spans over a relatively long period to guarantee internalization of necessary education skills. For instance, a program on instruction delivery would create an-all-round instructor who is focused on creating of an ideal and sustainable learning environment. The second issue is that people learn differently. Therefore, a successful ToTs program may become flexible enough to support various learning styles at in structor and learner levels. Therefore, this treatise attempts to explicitly review three strategies that are useful for ToTs in relation to my learning experience through the pre-service and in-service teacher education programs. Literature Review A large body of literature indicates that individuals have different teaching, learning, and preference styles. The learning preferences tend to differ among learners (Darling-Hammond Sykes, 2009). The purpose of learning has in the recent years shifted from memorizing information (surface learning) to being able to find and utilize the information (deep learning).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Modern studies have indicated that learning process is constructive and not receptive (Brownell, Bishop, Sindelar, 2008). As a result, the learner is expected to construct and understand knowledge. The learner then creates new ideas and models from the information obtained (abstract hypotheses). Finally, the learner takes action-active testing (Darling-Hammond Sykes, 2009). Brownell, Bishop, and Sindelar (2009) highlighted the effectiveness of using ToTs programs. They asserted that, in addition to the career teacher training, instructors who are continuously trained have a high attrition rate. Although the ToTs program is successful in many states, it should have the required credentials that provide explanations or evidence of its success rates. For instance, the South Carolina’s model has been applied in different regions across the globe, including Saudi Arabia. To determine the effectiveness of the program, it is important to review its application and relevance. For example, Ertmer and Ottenbreit-Leftwich (2010) offered information concerning the relevance of ToTs program. The article examined how ToTs program has added to the overall improvement of the school’s level of accomplishment. Apparen tly, it has become critical for learning institutions to create programs aimed at training teachers. Crichton, Pegler, and White (2012) explained how to improve a teacher’s performance by describing and illustrating how a competency assessment instrument should be used. Such an instrument allows one to assess for criteria and various requirements needed in imparting knowledge in the dynamic education environment. This basic training involves the use of the problem-solving methodology, which defines the problem, gathers data, and formulates a solution to achieving an evaluation. This means that a teacher passed through the ToTs program will use the problem solving methodology in teaching (Crichton, Pegler, White, 2012). Teachers exploring new technologies may find that the school network is unable to support them due to inadequate wireless access, firewall restrictions, lack of bandwidth, or other issues. In a recent study of 559 Ohio teachers, participants reported that rest rictions on the school firewall filtered or blocked some Web 2.0 tools for the purpose of protecting students from unwanted or inappropriate materials (Ertmer Ottenbreit-Leftwich, 2010). However, this action not only prevented students from accessing Web 2.0 tools but also prevented and discouraged teachers from adopting these tools in their classrooms. Participants reported that acceptable use policies should be reviewed before integrating Web 2.0 tools into instructional practice (Brownell, Bishop, Sindelar, 2008).Advertising We will write a custom research paper sample on Training Strategies in Teacher Education Programs specifically for you for only $16.05 $11/page Learn More In an urban Canadian district piloting iPods and iPads, staff was not prepared for the difficulties in synchronizing, powering, maintaining, and managing the devices (Crichton, Pegler, White, 2012). Therefore, when provided with a well-maintained network, teachers can explor e technologies, thus, building their knowledge base to become 21st Century teachers. Three Training Strategies in Teacher Education Programs Learning teams (collaborative learning) The collaborative learning strategy is significant in addressing the knowledge age through construction of group dynamics that can be applied in real practice at the educator and learner levels. The collaborative learning functions on the aspects of invention, exploration of knowledge, solving problems, active participation, and proactive engagement of the parties involved as summarized in the figure below. Fig. 1: Collaborative learning channel (Source: Self generated) There are several benefits of collaborative learning as part of training teachers in the dynamic education environment. Through collaborative learning, the instructors undergoing training are in a position to understand the aspect of discourse in instruction delivery as ideal when spoken and written communication is simplified as per the level or grade of a learner. Since discourse connotes language, thought pattern, and knowledge application, those undergoing training are empowered to internalize the pattern of presenting written and spoken communication that guarantees complete and competent participation of the audience.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, collaborative learning enables the instructor to acquire skills that can support development and sustaining relationship between word and though in the sensitive instruction delivery, especially when the class composition is diverse. In the end, it will be easy for the instructor to track and generate group learning progress besides establishing a standardized way of recognizing different facts (Driscoll, 2005). Through collaborative learning, I was trained on how to apply the group concept in balancing the aspect of written and spoken communication as foreign English language instructor in Saudi Arabia during pre-service teacher education. Through creating a sustainable learning process, I was trained on how integrate the Zone of Proximal Development (ZPD) in teaching English as a second to language by instructing small groups of learners to assist each other through direct contact and discoursing (Driscoll, 2005). The pre-service teacher education was meant to equip m e with skills for ensuring that classroom learning process is transformed into an interesting and interacting activity that invokes the thought pattern of each learner into group activity that is collaborative in nature. As part of the in-service teacher education through the mandatory vocational training programs in Saudi Arabia, I underwent series of training on how to engage all the learners in imparting group discourse, experiences, skills, ideas, and knowledge, irrespective of the level of mastery of the English language or grade of the learners. Through collaborative learning training, I was taught how to simply lesson delivery by organizing learners into small groups as transforming the individual contribution of each learner into a group product that can be examined against set discourse standards. Technology-based learning Technology-base learning as part of the ToTs program involved imparting significant skills on educators to ensure that they are knowledgeable on how to a pply technology to support the learning process. Technology-based learning is characterized by the use of different technological tools such as computer, videos, audio-visual presentations, iPhones, and internet among others (Crichton, Pegler, White, 2012). While undergoing career training as a teacher, the instructor was categorical on the importance of acquiring skills in technology-based learning in lesson execution. For instance, chart and pictures as instruments o technology-based learning will make the learning experience interesting to the minds of any grade in the classroom. Besides, I was taught that the use of visual-audio presentation such as a simple class video would boost confidence of the learners since fear and low self esteem is a common occurrence especially when the minority or special needs learner has to cope with his/her normal counterparts. Therefore, integration of technology-based learning enables the educator to acquire practical skills that might boost cr eativity and confidence in the classroom environment. Apart from the career training, I have attended series of vocational ToTs programs designed to train teacher on the latest technology-based learning and how to integrate these support services in the lesson execution. As a foreign language teacher in Saudi Arabia, I was trained to depend on creation of a visual representational meaning called the space-based model for analysis centered on the placement of objects within the semiotic space of the learners in their classroom environment. For instance, in practical teaching training as part of the in-service teacher education, I was trained on the importance of creating short videos/slides and giving student the opportunity to practice communication of their ideas clearly and concisely to an audience of their peers in the context of a formal class presentation. Notably, I learnt that inclusion of the class video in the learning process is important in attracting attention of the lea rners as part of the pre-service teacher education. While undergoing the second year of pre-service teacher education, I was trained on the importance of integrating technology in teaching as critical in creating a creative and dynamic learning environment. As a result of this training, I am always in a position to quantify the level of understanding of the topic discussed by reflecting on the learner’s perception, distinctiveness, attentiveness, and understanding. I was also trained on how to catch attention of learners by simplifying the lesson delivery to accommodate the interests of the fast and slow learners. For instance, under the education psychology program as part of pre-service teacher training, I was trained on the significance of giving attention according to learning level, special needs, and grades score in the rubric. This skill ensures that learners understand different technological applications, which make instruction delivery interesting and easy to follow . From the technology-based training as part of the in-service teacher education, I was equipped with the necessary skills for balancing overdependence of technology in education by creating a lesson plan that properly fuses traditional and modern instruction delivery to encourage creativity among learners. Brainstorming strategy Brainstorming strategy as part of teacher education involves proactive engagement of the learners in a participatory approach to ensure that the instructor acquire skills for engaging active participation of all the students in a classroom. While undergoing pre-service teacher education, more than 40% of all the classes were delivered through the brainstorming strategy, which was characterized by the lecturer highlighting a topic after which each learner was expected to give his or her own opinion. The lessons were delivered in a progressive manner within the Practice, Production, and Presentation model. We seemed to enjoy the brainstorming strategy and wer e fully engaged from the beginning to the end since the style of lesson delivery was characterized by humor and use of very practical examples. While undergoing vocational training as part of the in-service learning programs designed for teachers, I underwent series of training on brainstorming strategies such as how to apply flashcards, cue-response drill, and brainstorm to teach vocabulary to the learners. For instance, I was trained to be constantly using different facial expressions when correcting the mistakes made by the learners in addition to oral presentation to ensure that the students internalize construction of different English words and phrases (Harmer, 2007). As an instructor of English as a foreign language in Saudi Arabia, I have applied the skills from pre-service and in-service teacher education training to designed series of brainstorming lessons that are systematically structured and delivered in a humorous way to maximize level of learner engagement. As the ins tructor, I have been empowered by the skills I acquired through different teacher education training to be clear, practical, and focused in delivering the lesson content through the STT format by not shying away from the interactive learning. Besides, I now understand the significance of using facial expressions and practical examples to ensure that the lesson in a success. For instance, in one of the pre-service training lessons, my lecturer used the example of describing an experience in the cinema hall through person reflection about immediate environment and occurrences during the event. This gave him the opportunity to introduce different descriptive words since the learners could relate to the topic (Harmer, 2007). From this lesson, I acquired knowledge on the importance of using simple and practical examples that learners can relate to as part of complete and holistic learning through past experiences. In addition, I was trained on the importance of adopting an inclusive inst ruction delivery and interactive lesson session as part of the basic tenets of promoting active learner participation. As a result of the pre-service and in-service training on how to apply brainstorming strategy in instruction delivery, I have been able to customize most of my English language lessons to suit the young Saudi learners. Conclusion From the above reflection, teacher education is a vital element in the teaching profession since it gives the necessary skills to instructor. For instance, pre-service teacher education exposes a potential instructor to the teaching environment in terms of the expectations of learners and ideal approach for effective instruction delivery. Since most of the pre-service teacher education is designed to help a potential teacher to understand the dynamics of the education environment, it is a crucial element of holistic teaching and review in any classroom setting. During such training, potential educators are empowered with practical skills fo r proactive learner assessment as a prerequisite for comprehensive instruction delivery. Apart from the pre-service teacher education, in-service teacher education, in the form of continuous vocational training of teachers, is important in updating the skills that instructors have to ensure that they are relevant. Since the field of instruction delivery in education is dynamic due to series of constant modifications in teaching methods and curriculum, continuous teacher training is necessary towards ensuring the outdated skills are replaced by modern and equality dynamic teaching methods. For instance, since the aspect of technology-based education is quickly replacing the traditional teaching approach, constant training of teachers of technology application in education can make a big difference in effective instruction delivery in the classroom environment. Teacher education has series of benefits such as understanding discourse in verbal and written communication to balance the t hought and mental perception of the learners. Lastly, these training programs empower the educators to understand the dynamics for motivating learners to actively participate in the learning process. References Brownell, M. T., Bishop, A., Sindelar, P. (2008). NCLB and the demand for highly qualified teachers: Challenges and solutions for rural schools. Rural Education Quarterly, 24, 9-15. Crichton, S., Pegler, K., White, D. (2012). Personal devices in public settings: Lessons learned from an iPod touch/iPad project. Electronic Journal of E-Learning, 10(1), 23-31. Darling-Hammond, L., Sykes, G. (2009). Wanted: A national teacher supply policy for education: The right way to meet the â€Å"highly qualified teacher† challenge. Education Policy Analysis Archive, 11(33), 1-55. Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). New York: Allyn Bacon. Ertmer, P. A., Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beli efs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow, UK: Pearsons Longman. This research paper on Training Strategies in Teacher Education Programs was written and submitted by user Beetle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Republic and Utopia essays

The Republic and Utopia essays The main features of Platos Republic and Thomas Mores Utopia can be outlined by examining their economic systems, laws and enforcement procedures, and their societal responsibilities. These three factors collectively considered as well as independently explored can bring light to their strength and weaknesses, characteristics and aspirations, and the overall desirability and pleasantness of life. Each single feature can only give a glimpse into these two Utopias, however, undivided these four topics put together can give an accurate representation to allow for comparison in both the lifestyle and functionality of both civilizations. When reading Utopia its not difficult to see where More picked up some of Platos writings. Both take a somewhat similar stance in their economic systems when it comes to the distribution of goods and the acquisition of wealth. In Mores Utopia, there is no currency except that which is controlled directly by the state and limited for the use in purposes such as war and the purchasing of iron. Platos Republic limits wealth with the bronze class and denies all material possessions from the Gold and Silver. Everything is publicly owned and shared communally in both Utopias. ...Where every man has a right to everything, they all know that if care is taken to keep the public stores full, no private man can want anything; for among them there is no unequal distribution, so that no man is poor, none in necessity; and though no man has anything, yet they are all rich; for what can make a man so rich as to lead a serene and cheerful life, free from anxieties. (More, Book II: Of the Religio ns of the Utopians) With the absence of money, the playing field would not only be level but completely equal in every sense. ...We must not let them be receivers of gifts or lovers of money, Plato wrote (Plato, Book 3). Both men agreed that money had the potential t...

Anglicism and Pseudo Anglicism in Germany

Anglicism and Pseudo Anglicism in Germany Anglicism, Pseudo-Anglicism, and Denglisch-lass Deutsch talken, dude! Just like in many other parts of the world, the Anglo-American impact on culture and daily life can also be witnessed in Germany. Movies, games, and music are mostly of American origin, but not only  are entertainment and media influenced by it but also the language. In Germany, this influence becomes obvious in many cases. Scientists of the University of Bamberg have found out that the use of Anglicisms in Germany has increased more and more over the last twenty years; talking about substantives, it has even doubled. Of course, this is not only the fault of Coca-Cola or The Warner Brothers but also an effect of the dominance of the English language as a way to communicate with the whole world. That is why many English words have made it into everyday use in Germany and within the German language. They are not all the same; some are just lent,  and others are completely made up. Its  time to take a closer look at Anglicism, pseudo-Anglicism, and Denglisch.   Lets first face the difference between Anglicisms and Denglisch. The  first one means just those words which were adopted from the English language, most of them meaning things, phenomena, or anything else without a German expression for it - or at least with no expression that is really used. Sometimes, this can be useful,  but sometimes, it is just excessive. For example, there are plenty of German words, but people just want to sound interesting by using English ones instead. That would be called Denglisch. Digital world Examples for Anglicisms in German can easily be found in the world of computers and electronics. Whereas in the 1980s, mostly German words were commonly  used to describe digital issues, today, most people use English equivalents. An example is the word Platine, meaning (circuit) board. Another one is the rather silly sounding expression Klammeraffe, a German word for the at  sign. Besides the digital world, you could also mention Rollbrett for skateboard. By the way, nationalists or even national socialists in Germany often refuse to use English words, even if they are really common. Instead, they use German equivalents nobody would ever use like Weltnetz instead of Internet or even Weltnetz-Seite (Website). Not only  does the digital world brings many new anglicisms to Germany, but also, business-related topics are more and more likely to be described in English than in German. Because of globalization, many companies think it makes them sound more international if they use E nglish expressions instead of German ones. It is rather common in many companies today to call the Boss  the CEO - an expression that was widely unknown twenty years ago. Many use titles like that for the whole staff. By the way, staff is also an example of an English word replacing a traditional German one - Belegschaft. English assimilation While substantives are rather easy to integrate into the German language, it gets a bit more difficult and also confusing when it comes to verbs. With the German language having rather complex grammar compared to English, it becomes necessary to conjugate them in everyday use. Thats where it becomes weird. Ich habe gechillt (I chilled) is just an everyday example of an Anglicism being used just like a German verb. Especially among young people, speech  patterns like this can often be heard. The language of the youth leads us to another similar phenomenon: translating English words or phrases word by word into German, making a calque. Many German words have English origins nobody would notice at first sight. Wolkenkratzer is just the German equivalent of skyscraper (though meaning cloud-scraper). Not only single words but also whole phrases have been translated and adopted, and they sometimes even replace the correct expression that also exists in German. Saying Das macht Sinn, mean ing That makes sense, is common, but it  just doesnt make sense at all. The right expression would be Das hat Sinn or Das ergibt Sinn. Nevertheless, the first one is silently replacing the others. However, sometimes, this phenomenon is even by intention. The verb gesichtspalmieren, mainly used by young Germans, doesnt really make sense to those who dont know the meaning of face palm - it is just a word-for-word translation into German. However, as a native  English speaker, the  German  language gets confusing when it comes to pseudo-anglicisms. Many  of  them  are  in use, and they all have one thing in common: They sound English, but they were made up by Germans, mostly because somebody wanted something to sound more international. Good examples are Handy, meaning cell phone, a beamer, meaning video projector, and Oldtimer, meaning classic car. Sometimes, this can also lead to embarrassing misunderstandings, for example, if some German tells you he or she is working as a Streetworker, meaning he  or  she is dealing with homeless  people or drug  addicts and doesnt know that it originally described a street prostitute. Sometimes, it can be useful to loan words from other languages, and  sometimes it just sounds silly. German is a beautiful language that can describe almost everything precisely and doesnt need to be replaced by another one - what do you think? Are anglicisms enriching  or unnecessary?

Make a claim on Hamlet play character Essay Example | Topics and Well Written Essays - 750 words

Make a claim on Hamlet play character - Essay Example get to the root cause and after the revelation provided by his father’s ghost is involved in scrutinizing the moral and immoral aftereffects of his revenging action towards Claudius. When Hamlet faces the death of his father, he was too much disturbed as he intensely loved his father and his loss became a sort of suffering for him but this suffering was made manifold when his mother soon after his father’s death married his uncle, Claudius. In his first soliloquy, Hamlet showed his disgust with life and stated that we are here to die and if suicide would not be prohibited in religion, he would have committed it. He said, According to Hamlet, our body is not immortal as we have to die one day and he would have preferred to commit suicide and hug death if it was not made prohibited by religion. He considers himself chained and helpless. For Hamlet, the world appeared as useless and as a young man, he lost interest in life that was not only possible that he faced his father’s death, there was much more on his side that he felt intensely due to which, he said, For him, everything of the world lost value and there was no more attraction left for him in the world. Hamlet saw no profit in being alive and to live in this world and the reason for all this was his mother’s hurried marriage with Claudius. He lost belief in any woman on this earth because as per his perceptions, if a mother is not trustworthy, then who else can be as he said, Hamlet regarded his mother’s hasty marriage as incest because for him, she must have an extramarital affair with Claudius when his father was alive as such a marriage can only take place when both the members are pre-committed with one another. According to Hamlet, the tears that his mother shed on the death of his father were false and untrue as she soon washed her eyes and become betrothed to Claudius. Her marriage was there within a month after her husband’s death and as per Hamlet’s statement, her action was faulty

Please read the cases and answer the questions by using the relevant Essay - 2

Please read the cases and answer the questions by using the relevant legal basis - Essay Example Further Article 4 prohibits any agreement between undertakings that will prevent, disrupt or restrict competition directly or indirectly in a given area of commodities. Reduction of prices will likely to make Ilovemoneyalot control the market and interfere with small shareholders in the market. Under Article 5 (b, c) allows Ilovemoneyalot to take such decisions provided they will not eliminate competition and that they are to benefit consumers of those products (Turkish Competition Authority 1). I would advise Arthur under the intellectual and Artist Works Law No.5846 of December 5, 1951 that protects the rights of the original author (Turkish Competition Authority 1). Selling Arthur’s song to the public is a violation of Art. 13. That protects the economic and moral interests of authors in their intellectual and artistic works. The court has mandated to determine the real author of music under clause (Addition: 7.6.1995 - 4110/6).Maria Wannebesinger has no right to alter the original work of Arthur without his consent. Arthur should sue Maria to demand compensation for exposing his work to the public behind his

History Of The Fertile Crescent History Essay

History Of The Fertile Crescent History Essay The Fertile Crescent has been called the Cradle of Civilization for many years. The Cradle of Civilization is the key to understanding when the human population began to thirve and create vilages, cities, and ultimantly states. With out the domestication and cultivation of the land there would have never been enough food to support such a dence population of people. Hunting and collecting entirely from the wild could not possibly support even a tiny fraction of the worlds current population (Bellwood, 1). There were seven core domesticates in the Fertile Crescent, they include sheep, goats, pigs, cattle, emmer wheat, einkorn wheat and barley. All of these species were domesticated and had an important role in the Fertile Crescent throughout the two millennia emergence of agrarian societies between 10000 and 8000 B.P. We can best understand the events of this period by first focusing on the developmental history of the individual species of plants and animals that were brought under d omestication, and then combining those individual histories into the more complex overall story in the emergence of the agriculture in the region (Smith, 51). The story of the Fertile Crescent starts much before the emergence of the hunter- gatherers were raviging the forests and grass lands. By 10000 B.P. the beginning of the 2000 year period that would witness the development of agriculture, human societies had taken advantage of the post-Pleistocene proliferation of plant and animal resources, and the fertile crescent was inhabited by a diverse array of hunter-gatherer societies (Smith, 51). The Pleistocene era had ended with a much warmer climate that also brought a much moister climate to the area. This climate change was one that favored the wild annual cereal grasses (Sagan, 249). Also it allowed the sparse movement of hunter-gatherer groups to move in to the area. It was there that they discovered that a more sedentary lifestyle produced more of a greater surplus of food and than that of foraging. The Fertile Crescents environmental zones are keys to understanding the development of the domestications of the plants and animals. There are three main environmental zones involved in the origin of cultivation in the Fertile Crescent. The eastern section of which comprises the foothills and margins of the Zagros Mountains (Maisels 133). The central or the north is mostly made up of the broad rolling grasslands. Lastly, the western section whose central axis is the important Levantine corridor and Jordan Valley (Smith, 51). While deliberate cultivation eventually became most intensely practiced on the alluvial plain of Mesopotamia, it did not start there because the climate was too dry, thus requiring irrigation. In the central section, habitual harvesting of wild grains did occur, and it is suggested that this abundance led to the first sedentary villages dependent on harvesting wild grains. Ali Kosh a village occupied around 9000 B.P.; herded goats, intensively collected various w ild plants, and harvested wild wheat. Deliberate cultivation most likely came in response to documented climatic changes, which led inhabitants on the fringe of the hilly flanks to artificially duplicate the dense stands of wheat and barley that grew in the hilly flanks (Sagan, 237). There were many changes that occurred due to the cultivation of a plant or animal. These changes were many times become genetic due to the consistent selection of the more adequately produced products. In wild grains, the axis or rachis is brittle, which allows the grain to reseed itself easily. Selection of the grains was at first an accidental by-product of harvesting, and later intentionally, the people selected grains in which the axis was tougher, allowing less grain to fall to the ground, thus raising yields (Sagan 247). They also selected plants that were more easily husked. The people used the same natural selection process when choosing livestock. They selected woolly animals from among wild sheep, who are not normally woolly, thus acquiring sheep better suited to lowland heat and from which to obtain wool. Fossil remains indicate that domestication of sheep and goats was accompanied by a decrease in the size of the animal. The animals domesticated in the Fertile Crescent were key to the development of the humans in the area. The readily available source of meat aided in the functions of the brain, which led to the ability to think more complexly and creatively. The brain is fueled by protein therefore with more protein in the diet the mind began to develop more completely. Thus the importance of the domestication of the animals to the human race, with out having to hunt for the meat they were getting a more readily available source of protein (Wilkinson 139). The Persian wild goat has been recognized as the ancestor to the first domesticated goat. The Persian wild goat tends to be found in the more rugged terrain. It is in the eastern section of the Fertile Crescent that we find the most evidence of goats being hunted for their meat. Specifically at the site of Ganj Dareh, which was excavated in 1970s, which found at the lowest level, which dates back to 9000 B.P. contained approximately 5000 identifiable goat bones (Old Goats). Brian Hesse of the University of Alabama at Birmingham studied these bones. Using new analytical techniques to try to piece together evidence of the domestication of goats. Hesse theorized that a domesticated herd should have two clear distinguishing characteristics: (1) a large percentage of animals slaughtered for meat late in their immaturity, when they had attained much of their adult size; (2) an adult breeding population in which females far outnumbered males(Smith, 60). Through complex measurements of the b ones discovered at Ganj Dareh, Hesse discovered that the males were being killed before they reached adult hood and the females overwhelmingly stood for most of the population. This stunning breakthrough specifies that an age and sex profile that closely agrees with that of a herd of domesticated goats managed to provide meat (Old Goats). Clear demographic evidence appears to indicate that goats were domesticated at Ganj Dareh as early as 9000 years ago. The increase of the proportions of goat bones among the animal remains is an indicator to the shift to goat herding. Wild Sheep were the second animal to be domesticated in the Fertile Crescent. The wild ancestor of domesticated sheep ranged throughout much of the Fertile Crescent. A large amount of evidence of wild sheep can be found in the central region (Sagon, 245). There is much data to indicate that the wild sheep was not an important prey in the areas of Levant. There is, however, evidence showing that the sheep were a prey in Jericho that date wild sheep back to 10000 to 9500 years ago (Wilkinson 149). The degree to which the hunter-gatherer societies in different parts of the Fertile Crescent relied on wild sheep for food parallels the animals abundance in their local environments 10000 to 8000 years ago. The wild sheep were most were most abundantly discovered in the central region. This is probably why around 8500 B.P. sheep were first domesticated in the central area of the Fertile Crescent. There, the land is better suited to the wild sheep thus they were a more common target for hunte rs in that area, leading to the domestication of the sheep. With the change from being wild to being domesticated, the sheep, according to the fossil record, got smaller due to the selection process of the humans tending to the animals. It is in the apex of the Fertile Crescent that sheep herding first became an important component of agricultural economies (Smith, 57). The pig was, as far as we know the third animal to be domesticated. Wild pigs were greatly hunted in the northern part of the central region. Facts have lead archeologist to date the bones of the wild pigs to 9000 B.P. The pigs continued to be a substantial part of the diet of the people in this northern area of the Fertile Crescent, even after the shift to the herding of sheep and goats (Sagan, 243). The site of Cayà ¶nà ¼ tends to be the marker for the earliest domesticated pig, in the vicinity of 8500 years ago. There have been some tentative theories that approximate the domestication of pigs to be closer to the date of 10000 B.P. (Smith, 67). It is Richard Redding who proposed this theory, that the bones of the pigs at Hallan Cemi, strongly represent the ages of bones of a possible herding community of pigs. However since we know nothing about the ages of the pigs that the hunters targeted we have no basis for making the claim that the pigs at Hallan Cemi were indeed domestica ted and herded. For now it remains unverified but the alluring prospect that pigs were domesticated much before the evidence now shows. Cattle were probably the last and least important of the four main animals that were domesticated in the Fertile Crescent. The ancestors of domesticate cattle were probably considered to be a dangerous pay due to the size of the animal. However, it was also a significantly large package of meat. The area in the Levant and Jordan Valley has dated wild cattle bones to approximately 9000 to 8000 years ago. Like the pigs the cattle had a exceptionally large geographical range and extended far beyond the Fertile Crescent. There have been clear documentation of a pattern that shows the reduction of size in the cattle between 8000 and 7000 B.P. While cattle may show to be of little importance to the region between 10000 and 8000 B.P. it later became the dominant species of the market (Smith, 56). Now that we have looked at the individual histories of the animals of the seven core domesticates of the Fertile Crescent we see many patterns are emerging. The four species share common lines of evidence that include; geographical range, increase in abundance, reduction in size and change in age/sex profiles (Smith, 67). This evidence has lead to the indication that these histories were distinct and still follows the same indication of domestication. The goats were domesticated in the earliest portion of the period, at around 9000 B.P. Then the sheep, pigs and cattle soon followed after approximately 300 years after the domestication of the goats. Now that we have explored the four animals that were domesticated in the Fertile Crescent we must now turn to vegetation that grew and was domesticated in the Cradle of Civilization around the same time the animals were being domesticated. With the more sedentary lifestyle that the people of this time were adapting to they must have turned to the land and noticed that the annual growing cycle of the plants could help them support them selves without having to harvest the wild plants. They realized that the plants could be grown to fit their needs. There were about eight species of plants that were domesticated during this time (Smith, 48). However, only three of those eight show enough evidence to be mentioned, those three are emmer wheat, einkorn wheat and barley. These three plants were developed in to crops that become overwhelmingly important to the societies that thrived during this time. The first domesticated plant was emmer wheat. Wild emmer wheat was confined in the Fertile Crescent and grew in the areas of Levant, where it was domesticated. As emmer was domesticated, the shape and size of the grain changed, as did the structure of the rachis, the miniature stem that attaches the grain to the plant (Smith, 68). The grains became heftier and the stems became and sturdier. With the grains being more fruitful and staying on the plant longer it aloud more of the grains to be harvested and less of them lost. The morphological changes indicate that the emmer was domesticated. One of the first sites to show the domesticated emmer was the site of Jericho. The grains were found to be from approximately 9800 to 9500 B.P. or perhaps earlier. The large grains of wheat with the nonbrittle rachises, the stem that connects the grain to the plant, appeared around the same time in the lower levels at the site of Aswad, near Damascus (Smith, 68). It didnt take long for the domestic ated Wheat to spread throughout the entire Fertile Crescent. By approximately 8000 B.P. the entire area was producing signs of domesticated emmer wheat. Wild einkorn wheat was the next to be plant to be domesticated. The einkorn wheat was actually harvested by the hunter-gatherers before it was domesticated and intentionally grown. The grain is practically absent from the sites in the Levant, however it occurred in grossly high amounts in the areas of the Mesopotamia and the Anatolia, however the most important sites for the domestication of this wheat were in the central part of the Crescent, at sites such as Mureybit and Abu Hureyra. It is Abu Hureyra that holds the most data for the domestication of einkorn (Smith, 68). When it was excavated in the early 1970s, Gordon Hillman and his colleagues at the Institute of Archaeology of University College, conducted a large scale flotation recovery program that provided them with an exceptionally large and diverse assemblage of charred plant remains. Painstakingly analyzing the all 712 samples recovered, each of which contained about 500 seeds representing 70 species of or genera, Hillman and his co-workers were able to reconstruct the plant food diet of both the farming community that existed at Abu Hureyra from about 9500 to 8000 B.P. and the earlier Hunter-gatherer group that lived there in a permanent year-round settlement from 11000 to 10000 years ago. Of the 157 seed-bearing species harvested by the hunter-gatherer wild einkorn was among those most frequently, its seeds showed up in almost all of the flotation samples from these early levels (Smith 69). At the nearby site of Mureybit even convincing evidence was produced clarifying the strong reliance on the grain in the hunter-gatherer tribes even before the einkorn wheat was brought under cultivation. Barley is the only plant that is present throughout the entire Fertile Crescent and through the same time period as the both the emmer wheat and the einkorn wheat. While the record of early-domesticated barley overlaps with the other two forms of wheat, it exhibits several interesting differences. There were two forms of the barley that were domesticated and have been recovered from the early farming settlements. One of the plant species had two verical rows of grains, with each grain protected by an outer hull (Smith, 71), the other species contained six rows of grains to each stalk of the plant. The two-rowed barley was domesticated about the same time as the emmer wheat, about 9800 to 9600 B.P. However the six-rowed barley produced more harvest then the two-rowed barley, therefore, it was quickly domesticated soon after that of the two-rowed stalks. By 9500 to 9000 B.P., the six-rowed barley is the only species that was domesticated along with the emmer and einkorn wheat (Sagan, 2 45). The absence of a clear pattern of crop combination is perhaps the most interesting observation that can be made regarding the early domestication of the three plants. However, the advances in storage technology, allowed the former hunter-gatherers to exploit the cereals by grinding their seeds into a mill. This mill was easily kept and this allowed for food production in the colder months when the plants did not grow (Wilkinson, 151). The use of trade had a considerable effect in the movement of the methods that of growing and cultivating the wheat and other resourceful goods. These resources gained in value through interregional trade, which in turn resulted in intensified exploitation of the resources. Another result was the movement of the grains outside their indigenous zone, where they were subjected to different selective pressures, resulting in different strains of wheat and barley (Sagon, 243). After the domestication and cultivation of the plants and animals the small villages began becoming states, they were becoming more and more like a modern day civilization. The early stages of food production in the Middle East were marked by gradual transition from foraging to producing economies. Many changes were caused by the production and cultivation of food. Such changes include population increase, which caused the resulting migration and forced other areas to respond and begin their own cultivation of their resources. Also, there had been a gradual population increase, this was based on the native richness of the environment, which helped spur the spread of food production (Maisels, 140). On the other hand, in the Tigris-Euphrates alluvial plain, cultivation required irrigation, which began around 7000 B.P. and changed the world of farming. Irrigation allowed farming to spread away from the normal areas that were close to the riverbanks, by bringing the water away from the r iverbanks the cultivation began to strive. By 6000 B.P., irrigation systems had become far larger and more complex, and were associated with a new political system. This new establishment was based on central government, extreme contrasts of wealth, and social classes, the beginnings of the state (Wilkinson, 141). The written and archaeological record indicates that the early Mesopotamian states were city states (Sumer and Elam), ruled by a literate theocracy that managed virtually all major aspects of the economy, which was overwhelmingly agrarian. The theocracy was replaced by 4,500 B.P., it was replaced by a secular, military monarchy, based upon an elaborate class system (Sagon, 300). Thus ended the revolution of modern humans in the world of cultivation we now knew how to farm and use the animals to our advantage. As time continues to slip by we find more and more ways to maximize the products we get from the cultivation of plants and domestication of animals (Sagan, 248). To sum everything up Southwest Asia was inhabited by small groups of hunter-gatherers. These groups, due to the climatic change, became more and more sedentary and begin to develop a source of food production. This production of food came from the domestication and cultivation of plants and animals. The herded animals provided a constant source of protein in their diet and allowed for the hunters to expend their energy in other areas of life. The cultivation of the plants allows for a reliable supply of grains in their diet. This made the people of this time able to support larger families, which turned into villages, cities, and ultimately states.

Nancy Mairs-Disability

A forty three year old woman has multiple sclerosis and she can barely walk with a brace and a cane. She saw another woman with MS in a show who wants to go to Kenya and live a happy life. She almost did it, made up to the taxi but no escape to Kenya for the cripple. The woman with sclerosis believes that crippled people should be considered same as the normal people. People acts differently to handicapped patients. Crippled patients want them to be considered a part of the world, not like being alienated by the normal beings.The meaning of the article is to make people understand how normal beings should consider the handicapped patients equal and not different. Media should portray disables as part of everyday life because otherwise they deny disability and leave TAP (Temporary Abled People) unprepared to cope if they become disabled. They should treat them the same way they treat everyone. The handicapped people are treated differently and are alienated, they want their freedom to o. The author is trying to say that human beings acts differently when they see handicapped people which are true.The woman here is trying to connect herself to this world. Nancy Mairs is narrating the whole essay which means she used narration style of writing. In this style the writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem. The whole essay is a story of a woman who has multiple sclerosis. She explained her point though this type of writing. She used first person as to narrate her story and explain why people act different to handicapped people.