Principal Parts of Irregular Verbs in English (S-W)

Principal Parts of Irregular Verbs in English (S-W) In the table below, youll find the principal parts of the most common irregular verbs  in English (from S to W). To find the correct past or past participle form of a verb not included in the list, check your dictionary. If the dictionary gives only the present form of the verb, presume that the verb is regular and forms the past and past participle by adding -d or -ed. Principal Parts of Irregular Verbs S-W PRESENT PAST PAST PARTICIPLE sit sat sat sleep slept slept slide slid slid sling slung slung slit slit slit speak spoke spoken speed sped (or speeded) sped (or speeded) spin spun spun split split split spread spread spread spring sprang (or sprung) sprung stand stood stood steal stole stolen stick stuck stuck sting stung stung stink stank (or stunk) stunk strike struck struck (or stricken) string strung strung swear swore sworn sweep swept swept swell swelled swelled (or swollen) swim swam swum swing swung swung take took taken teach taught taught tear tore torn tell told told think thought thought throw threw thrown thrust thrust thrust wake woke (or waked) woke (or waked or woken) wear wore worn weave wove woven weep wept wept win won won wind wound wound write wrote written Continue with: Irregular Verbs:  Arise  to  GrowIrregular Verbs:  Hang  to  Sink

Battle of Westport in the American Civil War

Battle of Westport in the American Civil War Battle of Westport - Conflict Date: The Battle of Westport was fought October 23, 1864, during the American Civil War (1861-1865). Battle of Westport - Armies Commanders: Union Major General Samuel R. Curtis22,000 men Confederate Major General Sterling Price8,500 men Battle of Westport - Background: In the summer of 1864, Major General Sterling Price, who had been commanding Confederate forces in Arkansas began lobbying his superior, General Edmund Kirby Smith, for permission to attack into Missouri.  A Missouri native, Price hoped to reclaim the state for the Confederacy and damage President Abraham Lincolns re-election bid that fall.  Though he was granted permission for the operation, Smith stripped Price of his infantry.  As a result, the strike into Missouri would be limited to a large-scale cavalry raid.  Advancing north with 12,000 horsemen on August 28, Price crossed into Missouri and engaged Union troops at Pilot Knob a month later.  Pushing towards St. Louis, he soon turned west when he realized that the city was too heavily defended to assault with his limited forces. Responding to Prices raid, Major General William S. Rosecrans, commanding the Department of the Missouri, began concentrating men to deal with the threat.  Having been deterred from his initial objective, Price moved against the state capital at Jefferson City.  A string of skirmishes in the area soon led him to conclude that, like St. Louis, the citys fortifications were too strong.  Continuing west, Price sought to attack Fort Leavenworth.  As the Confederate cavalry moved through Missouri, Rosecrans dispatched a cavalry division under Major General Alfred Pleasonton as well as two infantry divisions led by Major General A.J. Smith in pursuit.  A veteran of the Army of the Potomac, Pleasonton had commanded Union forces at the Battle of Brandy Station the previous year before falling out of favor with Major General George G. Meade.   Battle of Westport - Curtis Responds: To the west, Major General Samuel R. Curtis, overseeing the Department of Kansas, worked to concentrate his forces to meet Prices advancing army.  Forming the Army of the Border, he created a cavalry division led by Major General James G. Blunt and an infantry division consisting of Kansas militia commanded by Major General George W. Deitzler.  Organizing the latter formation proved difficult as Kansas Governor Thomas Carney initially resisted Curtis request to call out the militia.  Further problems emerged regarding the command of Kansas militia cavalry regiments assigned to Blunts division.  There were ultimately resolved and Curtis ordered Blunt east to block Price.  Engaging the Confederates at Lexington on October 19 and Little Blue River two days later, Blunt was forced back both times.   Battle of Westport - Plans: Though victorious in these battles, they slowed Prices advance and allowed Pleasonton to gain ground.  Aware that the combined forces of Curtis and Pleasonton outnumbered his command, Price sought to defeat the Army of the Border before turning to deal with his pursuers.  Having retreated west, Blunt was directed by Curtis to establish a defensive line behind Brush Creek, just south of Westport (part of modern-day Kansas City, MO).  To attack this position, Price would be required to cross the Big Blue River then turn north and cross Brush Creek.  Implementing his plan to defeat Union forces in detail, he ordered Major General John S. Marmadukes division to cross the Big Blue at Byrams Ford on October 22 (Map). This force was to hold the ford against Pleasonton and guard the armys wagon train while the divisions of Major Generals Joseph O. Shelby and James F. Fagan rode north to attack Curtis and Blunt.  At Brush Creek, Blunt deployed the brigades of Colonels James H. Ford and Charles Jennison straddling Wornall Lane and facing south, while that of Colonel Thomas Moonlight extended the Union right south at a right angle.  From this position, Moonlight could support Jennison or attack the Confederate flank. Battle of Westport - Brush Creek: At dawn on October 23, Blunt advanced Jennison and Ford across Brush Creek and over a ridge.  Moving forward they quickly engaged Shelby and Fagans men.  Counterattacking, Shelby succeeded in turning the Union flank and forced Blunt to retreat back across the creek.  Unable to press the attack due to a shortage of ammunition, the Confederates were forced to pause allowing the Union troops to regroup.  Further bolstering Curtis and Blunts line was the arrival of Colonel Charles Blairs brigade as well as the sound of Pleasontons artillery to the south at Byrams Ford.  Reinforced, Union forces charged across the creek against the enemy but were repulsed.   Seeking an alternative approach, Curtis came across a local farmer, George Thoman, who was angry about Confederate forces stealing his horse.  Thoman agreed to aid the Union commander and showed Curtis a gully that ran past Shelbys left flank to a rise in the Confederate rear.  Taking advantage, Curtis directed the 11th Kansas Cavalry and the 9th Wisconsin Battery to move through the gully.  Attacking Shelbys flank, these units, combined by another frontal assault by Blunt, began to steadily push the Confederates south towards the Wornall House. Battle of Westport - Byrams Ford: Reaching Byrams Ford early that morning, Pleasonton pushed three brigades across the river around 8:00 AM.  Taking a position on a hill beyond the ford, Marmadukes men resisted the first Union assaults.  In the fighting, one of Pleasontons brigade commanders fell wounded and was replaced by Lieutenant Colonel Frederick Benteen who would later play a role in the 1876 Battle of the Little Bighorn.  Around 11:00 AM, Pleasonton succeeded in pushing Marmadukes men from their position.  To the north, Prices men fell back to a new line of defense along a road south of Forest Hill.   As Union forces brought thirty guns to bear on the Confederates, the 44th Arkansas Infantry (Mounted) charged forward in an attempt to seize the battery. This effort was repulsed and as Curtis learned of Pleasontons approach against the enemys rear and flank, he ordered a general advance.  In a precarious position, Shelby deployed a brigade to fight a delaying action while Price and the rest of the army escaped south and across the Big Blue.  Overwhelmed near the Wornall House, Shelbys men soon followed. Battle of Westport - Aftermath: One of the largest battles fought in the Trans-Mississippi Theater, the Battle of Westport saw both sides sustain around 1,500 casualties.  Dubbed the Gettysburg of the West, the engagement proved decisive in that it shattered Prices command as well as saw many Confederate partisans leave Missouri in the armys wake.  Pursued by Blunt and Pleasonton, the remnants of Prices army moved along the Kansas-Missouri border and fought engagements at  Marais des Cygnes, Mine Creek, Marmiton River, and Newtonia.  Continuing to retreat through southwest Missouri, Price then swung west into the Indian Territory before arriving in Confederate lines in Arkansas on December 2.  Reaching safety, his force had been reduced to around 6,000 men, approximately half of its original strength. Selected Sources Battle of WestportCWSAC Battle Summary: Battle of Westport

Primary and Secondary Sources Coursework Example | Topics and Well Written Essays - 500 words

Primary and Secondary Sources - Coursework Example It is the strongest source identified. The agreement represented the actual plans and activities of United States government and her allies on the World War II. It is a strong source written by an important agent in the war. Nevertheless, it just provides the final copy of the agreement. The author wrote several articles as the wars progressed. It stated the way the Prime Minister of Britain announced the war against Germany on September 3, at 11: 15 AM. The article is unedited and represents a very strong source. However, the copy obtained was not original and published on eyewitness online source. A very credible source written in 1943 as the war progressed. It covers the Japan plan to evacuate its soldiers from regions occupied. The US, army wrote the report and it may contain elements of bias. Albert wrote the letter to Franklin on the plan to use uranium in the war. The copy of the original letter obtained contained actual communication and it is not biased. Nonetheless, Albert wrote the letter three years before the actual use of the atomic bomb. New Yorker magazine first published the interview with Hallock. He described the use of B-17 planes in the war against Germany. It a very strong source because Hallocck took part in the bombing against Germany as a lieutenant. Nevertheless, the writings were not obtained in the original source. The book critically links the way the World War II generated from the results of World War I. It also covers all the activities carried out by all the continents in the World War II. The coverage of the events of World War II is more comprehensive. The book incorporates the elements of religion during and after the Second World War. It explores the structure of religion during the World War II. Wuthnow also shows the changes that occurred after the war. It incorporates a very important element in the

Investment project- Finance Essay Example | Topics and Well Written Essays - 1250 words

Investment project- Finance - Essay Example Making a portfolio always give something extra ordinary to the investor and investors always like to have making a portfolio, as it not only increase its return but it also decrease the risk association from the same. Passive Investment strategy would be taken into account for the same. Passive investment can also be stated as passive management. It is a financial approach which refers to get hold on active selling and purchase dealings in short term profitability scenarios while having an intension to make investment in secure long term profitability with a minimum usage of resources (John L. Maginn, 2010). The passive investment approach is hugely relied and believes on pre determined strategy where there is no span for any potential anticipation rather strongly belief by fund manager or any financier to invest in long-standing period will be highly cost-effective. The whole stance is to evaluate the investment to its minimum level and to keep away negative impacts in the case of m alfunction in order to appropriately forecasting. Passive management is extremely viable in stock market in which index tracker is used to assess the index for equity market (John L. Maginn, 2010). Now days, it is gaining popularity and also being exploited progressively in other types of investment portfolios include bonds, supplies and hedge funds. The passive investing strategy is comprised under the following points: Maintaining a low cost, and to avoid unnecessary transactions Keep considering all the markets and avoid excessive disclosure to a specific industry Investment in the view of long-standing perspective Average Return of the Stocks Five years of return has been taken into consideration for the same. Average means, mean return which has been analyzed from different angles in total. The average return of all of the five stocks are mentioned below, Â   ANZ Contact Hallenstein SKY CITY Port Of Tarunga NZX 50 MEAN RETURN 15.92% 1.46% 14.90% 4.88% 17.91% 1.23% The mean r eturn of ANZ and Port of Tarunga are two of the major stocks which yields high return in total. The mean return of ANZ is 15.92%, while the mean return of Port of Tarunga is 17.91%. Both of the returns are high in nature. Apart from these two stocks, Hallenstien is yet another stock which has a mean return of 14.90%, while SKY City, Contact and NZX 50 has a mean return of 4.88%, 1.46% and 1.23% respectively. If it is extremely important for Mr. Thompson to put their money in the stocks this yields high return. Leaping over the result right away is not at all a good sign as there are other provisions as well, which could be taken account in the same. If equally dividing the proportion of 2 million then 1/6 = 16.66% would be allocated to each stocks, let’s find the average return in this scenario, = 2,000,000/6 = $ 333,400 In this scenario a net return of 9.38% could be envisaged which increased the financial portfolio of the company to a level of $ 2.18 million. Let’s n ow examine the standard deviation of each stock and then its correlation. Standard Deviation and Correlation Standard Deviation, Sharpe Ratio and Beta are all the same things and it analyze the essence and involvement of risk in a stock. This particular thing would be quite skeptical and important from the standpoint of an investment and analysts always try to enhance their portfolio by analyzing the same thing in total. The computed S.D of all of the

The Imitation of Life, Sarah Jane Analysis

The Imitation of Life, Sarah Jane Analysis The Imitation of Life is one of the most powerful cinematic displays of racial passing in movie history. Passing, a commonly used term especially in the African American community, occurs when a member of one racial category assumes the ethnicity of another (Alkon, 2012). The movie was originally made in 1934 with a remake in 1959. The main character, Sarah Jane, wanted not just to pass within the dominant social group (white), but to truly belong to that group and forget her African American identity that comes loaded with much prejudice and hardship. Despite having the racial fluidity to pass, her mother and the people who were close to her knew her true ethnicity. Although this is a movie, passing is part of our socio-historical background. In this paper I will examine how Sarah Jane does facework in order to successfully pass as a white woman. There are various examples of facework that allow her to be in character. In Imitation of Life, Sarah Jane was the daughter of a black housekeeper, who wanted to pass as a white female. When attempting to cross ethnic barriers, there are gains for the person who decides to attempt to pass. The ultimate gain is acceptance into a dominant class in society and the ultimate cost is eventually losing touch with blood relatives. For example, there is a scene in the movie when Sarah Jane begged her mother to leave her and to never tell anyone they were related. In this scene, you could see Sarah Jane softening a little bit as her mother embraced her and promised her daughter that she would leave her alone because she was getting tired of being turned away from her daughter. This exchange was the last time they spoke to each other. In the process of passing as a means of survival, the dilemmas facing those who pass, is the degree to which they internalize the dominant values of the oppressor (Yee, 1998). Both of her parents were African American, yet her outward appearance fit all the physical attributes of a Caucasian person being of lighter skin. As a young child, Sarah was upset because she was given a black doll. She did not like this because she had internalized and embraced that she looked just like the other white children around her. According to Mead, all children in this society learn at an early age that, generally speaking, whiteness is privileged and darkness is not and thus their choices in this regard are usually not surprising (ISL, 2010). During this scene, she was in wrong face; she pouted and voiced her unhappiness about the doll and their living situation, and her mother quickly came in to help Sarah Jane regain face by apologizing, a popular corrective process. In the reading, My Grandmothers Passing, XXX we were introduced to the writers grandmother, Mary Douglass, who was also upset because her granddaughter saw herself as an Anglo American woman, became upset and distanced herself from her granddaughter after she called her Mexican (Lopez McAllister, 2011). In both stories the females involved were of da rker skin and experienced self-loathing because of social comparisons and internalized racism. Sarah Janes mother, Annie, was able to find employment as a live-in maid with a struggling actress; the relationship of the two women clearly defined the social structure in their relationship. Annie was a hard working woman but her master status was black. She used emotional labor on a daily basis and rarely had a backstage to run to when her day was over. In her job as a maid, she had to do a lot of surface acting because it was hard for her to find employment and keep her daughter with her. She used corrective processes to avoid aggressive interchanges with her employer and with her daughter. The strain of this emotional labor made her ill and this is what we are led to believe is the reason she dies. Throughout the movie, Karl Marxs conflict theory of the haves and the have nots is clear. The tension between the needing to be a mother and being able to build self-esteem and pride in her daughter was in contrast to her own need of employment as the maid and taking care of their fa mily was quite evident. She did not realize that her compliance in her situation made a social dilemma for her daughter. A social dilemma is an individually reasonable behavior that leads to a situation in which everyone is worse off (Newman, 2011). Sarah Jane grew up living in the shadow of a rich-white lifestyle longing to be a real white girl, something she was able to accomplish once she had part ways from her mother. According to Romero (1995), Sarah Jane had to learn when she must act like the employers child and when she must assume the appropriate behavior as the maids e daughter. She has to recognize all the social cues and interpret social settings correctlywhen to expect the same rights and privileged as the employers children and when to fulfill the expectations and obligations as the maids daughter (p. 89). The ways in which parents, family, community and society transmit various interpretations of race eventually determine how one identifies oneself. During the film, Sarah Jane was challenged because she lived in fear of being found out. Sarah Janes emotion work involved a lot of deep acting to maintain the role and achieve the master status of a Caucasian person that she was not ascribed. In society, race is usual ly visually confirmed. As Sarah Jane grew older she constantly denied her ethnicity which led to another challenge. For African Americans, understanding the past is essential in analyzing present day issues of the community. The topics of colorism and the relationship between light and dark skinned Blacks are especially important because history indicates that the subject is imbued with cryptic discomfort (Cunningham, 1997). Light skin is valued in some minorities especially African American. When Sarah Jane started to date she thought that if she married a white man, her children would come out white and no one would know the wiser. Contrary to her wishes, her boyfriend, who was white, found out that her mother was black. He asked her on a date and savagely beat her and threw her in the gutter. He felt that she tricked him because he would never date outside of his race. Having one drop of black blood was considered contaminating, and its presence made one totally and absolutely black. The one drop rule b ecame law during re-construction. In addition, many Whites feared an infiltration of black blood, and anti-miscegenation laws were born partly out of the fear that a White person might accidentally marry a black person (Cunningham, 1997). After this beating she felt more resentment towards her mother because she felt all the obstacles she was facing were her mothers fault. There are also breaks in facework in which emotions are not managed properly. Sarah Janes status is constantly changing in response to the wide range of social settings she encounters (Romero, 1995, p. 89). To avoid embarrassment because of the many awkward situations she faced because of her race she decided to run away in order to maintain face. She joined a chorus line in a low class night club and became comfortable living as a white woman. She successfully passed in her new identity. This allowed her sense of self to grow; she was able to distance herself from the social norms that were in place for African Americans. Facework allowed Sarah Jane to avoid stigmatized identity: After she ran away, in her new environment, there was no one to stigmatize her as a black woman. She made friends and found a job. Being a light skinned African American was often a barrier to find jobs because in the eyes of some whites, they were a picture of the outcome of a mixed relationship which was taboo at that time. The mere idea of people who were black being able to pass and live among whites caused an ongoing threat of racial obscurity for white so naturally passing as a white woman affected her looking glass self, by seeing herself as she thought others saw her (Alkon, 2012). Sarah Janes mother was getting older and she was getting very sick. She eventually cooperated with Sarah Jane in the process of facework by promising her that she would never acknowledge that she was her mother so that Sarah Jane could maintain her face and keep the persona of being a white woman. While Annie was dying she told her employer to tell her daughter that she was sorry and that she was being selfish as her mother but she loved her because she was the only thing she had. As I mentioned above, Annie used facework and corrective processes until she died. Unfortunately at the end of the movie Annie died. During the funeral, Sarah Jane ran down the crowded street and threw herself on the coffin, this time she was screaming and telling her mother that she was sorry. She was using a corrective process by apologizing and asking her mother for forgiveness. Unfortunately it was too late because her mother died of a broken heart. In conclusion, Sarah Jane used facework to successfully pass as a white woman, and allowed Sarah Jane to avoid a stigmatized identity. She was able to do this because visually you would not know she was African American. Passing as a white woman affected her identity because she used deep acting to internalize the white race that she infiltrated. Sarah Janes passing deeply affected her mother because her mother wanted her to live as a black woman and marry black man. Passing is a small piece of African-Americans socio-historical background and usually remains hidden like a long buried bone, ironically society is more tolerant and would not see it as a stigmatized behavior. Society has come a long way from the 30s and 50s and there is more opportunity out there to be successful regardless the color of your skin.

Obstacles Teachers May Face Essay

In any education setting, teachers will come across a wide variety of obstacles throughout their career. These obstacles will differ in each and every classroom, depending on students’ social, cultural and ethnic background. It is vitally important as a teacher to overcome these obstacles to ensure that the students within your class are able to gain the highest possible outcomes, a quality education and enjoyment from their schooling. Some of the many obstacles that a teacher may face in a classroom setting include development abilities both academically and socially, behaviour problems and unmotivated students. Students can differ from one another in several aspects, including age, mental ability, personal achievement, ethnic background, psychosocial development and cognitive development. These differences can affect how classroom learning happens (Snowman & Biheler, 2003). Children develop at different rates this is usually a result of different measures of intelligence, social interaction with peers and personal development. Whether it is physical, mental or emotional each student will differ, and this will also depend on their up bringing, prior knowledge, family circumstances and innate knowledge. Social and emotional development problems will result in the student finding it hard to create relationships and develop learning skills with his or her peers and educators. Intellectual development, communication and speech difficulties will affect student’s concentration, memory, communication and understandings of certain tasks (BTEC First Children’s care, n. d). As a result of children developing differentl, it is vitally important for educators to track and maintain an understanding of how each student is progressing through out the year, this will result in not only being of benefit for the student but also the teacher. According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others in group settings (Eggen & Kauchak, 2010). Therefore, by creating learning activities that are in learners’ zones of proximal development, and providing instructional scaffolding to support learning and development will accommodate the children by helping them gain a better understanding of the task at hand (Eggen & Kauchak, 2010). In saying this, this will ensure that the ducator is working to their full potential and ensuring that the students are getting the highest quality education. Positive reinforcement is the process of increasing the frequency or duration of a behaviour as the result of presenting a reinforcer. Therefore, offering positive reinforcement will increase and maintain the probability that a particular behaviour will be repeated. There are many different types of reinforcers that can be used to increase behaviours, but it is significant to note that the type of reinforcer used depends on the individual and the situation. While gold stars and tokens might be very effective reinforcement for a second-grader, they are not going to have the same effect with a high school or college student (Cherry, n. d). Also, if your students finish their work on time and have been successfully completing their work you may give them an early mark for lunch play, the students will eventually come to understand that finishing their work on time results in a rewards, therefore they will continue this behaviour. We all apply reinforcers everyday, most of the time without even realising we are doing it. You may tell your child â€Å"good job† after he or she cleans their room; all of these things increase the probability that the same response will be repeated. Students may find tasks hard to complete at school and want to give up, by giving them positive reinforcement twill encourage them to want to keep going. Students are more likely to be motivated to learn if they are positively reinforced for completing a project or task (Snowman & Biehler, 2003). Having a positive attitude as an educator and constant positive feedback also encourages students to feel secure in their learning environment. It can also be used to adjust behavioural issues, whilst punishment and negative reinforcement decreases unacceptable behaviour, it doesn’t teach desirable ones, in saying this; it means that positive reinforcement is more effective. However punishment is sometimes required in some circumstances, as when all forms of punishment is removed it can cause the class to become more disruptive. Research has found that some types of punishers are more affective these include; desists, timeout or detention (Eggen & Kauchak, 2010). Skinner believed that peoples innate needs, wants and desires can be avoided, as they alter their current behaviour according to what has happened to them due to the previous consequences of their past behaviour. He called this approach operant conditioning he identified three types of responses or operant that can follow behaviours, these include; Neutral operants, reinforcers and punishers (Eggen & Kauchak, 2010). Not sure of the reference? Having unmotivated students in the classroom can make it difficult due to the fact that other students may get distracted and lose focus. Unmotivated students have the ability to disrupt other students that can have a detrimental affect on the entire classroom and overpower teacher’s capabilities. There are many factors relating to the cause of unmotivated students in the classroom. These include behavioural issues and cognitive development. Students with learning difficulties may feel lost and confused by what is being taught and therefore give up on listening and trying. It is important to identify these students and put in place the appropriate means necessary to ensure that these students are understanding and motivated. Motivation is often classed in two different categories; extrinsic motivation and intrinsic motivation the difference being; extrinsic motivation is to engage in an activity as a means to and end. And intrinsic motivation is to be involved in an activity for its own sake. Eggen & Kauchak, 2010) Motivation is working towards maintaining and sustaining our efforts to reach a particular goal (Snowman & Biehler, 2003). In some classroom settings children display inappropriate or problem behaviours which can make it difficult for themselves and the students around them to learn, and also isolate the child from his or her peers (Child Study Centre, 2002). Therefore it is crucial as an educator to establish and maintain a classroom environment that will motivate students to learn. Having motivation to learn is essential for students to become successful in their learning. It is vital that students set both academic and social goals to work towards to ensure that both the student and the teachers are driving towards the same goal. According to Eggen and Kauchak (2010) motivated students have positive attitudes towards school, they describe school as satisfying, persist on difficult tasks and cause fewer behaviour management problems, process information in depth and excel in classroom learning experiences (Eggen & Kauchak, 2010). By creating a positive learning environment within the classroom, students will be encouraged to achieve and set learning goals to attain higher results. In a positive learning environment students feel secure and as a result are more willing to take risks with their learning. A classroom performance goal structure is characterised by the teacher emphasising student performance relative to normative standards rather than relative to the student’s prior performance. Features of this structure are the teacher’s provision of more public versus private performance feedback, and the valuation of correct answers over effort and learning (Hughes. , Wu & West, 2011). Through incorporating student’s interest into the lesson, relating lessons to real life and matching students abilities will help to motivate the students to strive for better results and develop a love of learning. Motivation within the classroom and a child’s need to succeed in their academic life is based on â€Å"Maslow’s hierarchy of human needs based on two groupings: deficiency needs and growth needs. Within the deficiency needs, each lower need must be met before moving to the next higher level. Once each of these needs has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency† (Huitt, 2007). In conclusion, obstacles that teachers will face throughout their career are respective to each individual child and their differences when it comes to developmental ability, motivation and behavioural issues. Ongoing professional development is a necessary component in ensuring that an educator is properly trained in all areas. This will ensure that educator’s feel confident when an obstacle arises and the skills to be able to deal and respond to any given situation.. Therefore, incorporating a safe and happy classroom environment, ongoing professional development, understanding each individual child’s needs and backgrounds and motivating students will help overcome some obstacles that a teacher may face.

Career Goals My Career - 1861 Words

Career Paper Phenix Patton In this paper, I will review my career choice, why I chose that career, why I believe I am fit for that career, and what I have to do to have the career I want. I will explore the advantages of my career, the disadvantages of my career, and how difficult leading a life with that career would be. I will also go over the results of several assessments I have taken in order to assess my best career interests, my aptitude for the career I choose, and a personality test. All of those tests are used to determine my skills and how I could best use them to benefit my career. I will go over why I chose my career, why I chose it, the projected career growth, some details on the career, the salaries the career provides,†¦show more content†¦I have taken several career assessments, and at the top of those lists have been careers such as Music Educators, Artists, Therapists, Postsecondary Educators, and Fine Arts Instructors. I have ranked highest in the fine a rts categories, and have scored higher in education than any other categories. The assessments have ranked me highest in artistic categories, and more specifically, music. I believe this is a sign that I should go into a fine arts based career such as music education or music performance. I also took assessments that told me what type of job I should go into, and an assessment that estimated what type of personality I have. It has said that I have a Feeler-Perceiver personality, which means that I communicate well on an interpersonal level, and I know how to see what people are feeling. The assessments have ranked me highest in artistic categories, and more specifically, music. I believe this makes me fit for my job because I will be working one on one with students, and I need an understanding of how they feel in order to properly teach them what it is they need to be taught about music. I believe that all of the career assessment and personality assessment tests I have taken have accurately assessed my skills and personalities. The top occupation I tested for was Music Educator. I tested equal in others as well, such as art, therapy, art, and music performance, and I chose Music Educator as a favourite. As a music educator, IShow MoreRelatedCareer Goals : My Career Essay1393 Words   |  6 Pagespsychology, my career assessments test showed me many options for my career goal path. For starters, my career interest profile results are broken into six main categories which are: social, artistic, investigative, enterprising, realistic, and conventional. According to my results, my career matches are as followed: preschool, primary, secondary, and special education teacher. I am 28% social, 22% artistic, 17% investigative, 11% enterprising, 10% realistic, and 9% realistic. 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I have experience working with the geriatric patients who are physically disabled and I hope to help them keep their independence. My goal is to help geriatric patients gain valuable skills in orderRead MoreMy Career Go als For A Career1142 Words   |  5 Pagesin your career you need to work within different business-related industries. Consequently, as a business manager working with multi-national companies for gaining more knowledge in the scale of economy with a profit advantage. It is believed that obtaining communication and international trading skills are necessary for self-entrepreneurship by experiencing from a related and specific environment such as working in large companies and learning skills. This report will be describing about my journeyRead MoreMy Goals For A Career1626 Words   |  7 PagesWe all have goals that push us forward in life. My overall goal when it comes to a career is to pursue something where I can be happy and enjoy what I do, while also making enough money to live comfortably. This career for me is either a psychologist or a lawyer. Nonetheless, one may assume they are quite different but in fact, psychology is in every aspect of life, and even if I do not nec essarily become a therapist, I know I will still be able to use aspects of it in whichever career I decide toRead MoreMy Career Goals2082 Words   |  9 PagesI have for my goals into one sentence this would describe it perfectly. Although it took me quite some time to realize what I was passionate about, I am very grateful to have found it when I did. Prior to discovering what gave me such a feeling of fervor, having goals and planning for the future did not mean nearly as much to me as it does now. Now that I have a new sense of purpose, it has led me to me setting goals I never thought could be possible. Achieving the perfect balance in my life, gettingRead MoreMy Goals For My Career Goals1199 Words   |  5 Pageswonders how his or her life is going to end up; however, I know how my life is going to unfold because I am aware of my goals, challenges, and strengths. I have many goals for my career and life that will help me find new paths and dreams to pursue, and I will be able to find my ideal job and lifestyle. Also, it will allow me to succeed in a topic or subject. Although I do have many personal challenges which could set me back, I am sure my individual strengths will help me overcome the setbacks and willRead MoreMy Goals : My Career Goals1375 Words   |  6 Pageshim forever. My personal goals are to be married and have a child or children by the age of 30. Secondarily and far less pressing is to drive a full sized truck, and to comfortably afford it. My academic goals are very unclear. They directly correlate with my career goals which have not been set. But for the sake of this paper my academic goal is to first get my AA. And if I still have no set career goal, to move onto UCF to either study physical training or business. My career goals that I have setRead MoreMy Goals For My Career Goals910 Words   |  4 Pagesâ€Å"A goal defines a plan of action, acts as a continuous progress report on how well you are doing as you move toward chosen goals, it identifies exactly what achievement or success is for each person, and it tells you when its time to reset goals† according to Dennis Congos. Goals play an important role, when you’re in college. I have many goals but my top three goals for my educational career at Colorado Christian University are, getting an average of a 3.9 GPA in every class, staying in school andRead MoreMy Career Goals : My Goals1184 Words   |  5 Pagesto yourself. No one can ever take your Knowledge away from you. With me earning my degree I am one step closer to my career field, which is the business side of the health field. Also, my family is my motivation, they are the reason I’m striving to do better in life. And that’s why I want to continue my academic success. My educational goal that I wish to achieve is obtaining my 4 year degree. Achieving this goal will make me feel like the best mother ever. I know it will be hard at times because