The Obesity Epidemic - 2270 Words

Introduction The World Health Organization defines being overweight or obese as abnormal or excessive fat accumulation that may impair an individual’s state of health. One asks themselves, how being overweight or obese can be measured? Measuring or classifying an individual of being overweight or obese can be done by measuring an individual’s body mass index or BMI. BMI is an index that classifies individuals to determine if they are either underweight, normal weight, overweight or obesity. BMI can be easily calculated by an individual’s weight in kilograms divided by the square of individual’s height in meters (kg / m^2). According to the World Health Organization, an individual is classified by BMI, in the following order: underweight = 18.5, normal weight = 18.5-24.9, overweight = 25-29.9, obesity = 30. BMI is useful to measure population because it is standardized in both sexes and all ages in adults. According to the WHO, overweight and obesity is th e fifth leading risk global deaths. Being overweight or obese can lead to diabetes, osteoarthritis, cardiovascular diseases (heart disease, stroke) and certain cancers (endometrial, breast and colon). Epidemiologists and others in respect fields have figured out the causes that lead to being overweight or obese. The main cause s an energy imbalance between calories consumed and calories expended. The Centers for Disease Control and Prevention and the WHO have seen that globally an increased intake of energy-dense foodsShow MoreRelatedThe Epidemic Of The Obesity Epidemic Essay1488 Words   |  6 PagesIntroduction The World Health Organization (WHO) defines obesity as the excessive accumulation of fat that puts the person’s health at risk (Lenzi et al., 2015). The prevalence of obesity has increased worldwide over the past three decades. According to Holtz (2016), obese people have outnumbered the undernourished, with the World Health Organization estimating that 1.9 billion adults are overweight, out of which about 600 million are obese. Given the recent trends, it is estimated that 1.12 billionRead MoreObesity : The Obesity Epidemic1509 Words   |  7 PagesThe Obesity Epidemic What is obesity? According to the Health Reference Center Academic, â€Å"Obesity is a clinical condition characterized by an excess of body fat†. Obesity causes serious and life-threatening diseases. Obesity can be calculated using the BMI or Body mass index. The higher the BMI the more obese a person is considered. More than 1 third of the population in the US is obese. Medical costs for treating obesity were estimated at $147 billion in 2008. Non-Hispanic black and Mexican AmericanRead MoreThe Obesity Epidemic Of Obesity1133 Words   |  5 PagesObesity has always been a topic that many have had due to the increase attention it has received. Across America, there has been a lot of attention on the obesity epidemic. In America and the inner cities, more people are eating meals away from home in addition to consuming larger portions from fast food restaurants. At this rate, gaining weight is the likely outcome. High energy dense food has become convenient and affordable. Fas t food is almost everywhere in America and, contributes to the growingRead MoreThe Obesity Epidemic Of Obesity967 Words   |  4 Pagesthe issue. There has been substantial encouragement, which has pressured governments and politicians to implement restrictions on the publicising of unhealthy foods, particularly those targeting children. (Jolly, R. 2011) Researchers of the epidemic of obesity are inclined to emphasise environmental aspects, including the convenience of high-calorie appetising junk foods in conjunction with the influence of television programming, video games, computers and tablets that discourage exercise. TheoreticallyRead MoreThe Epidemic Of Obesity And Obesity1319 Words   |  6 Pages There’s an appalling epidemic in today’s society sweeping across not only the United States, but all across the globe. This horrible epidemic isn’t the bird flu, or any type of sickness, rather obesity. Today, obesity rates are at an all time high in America. This disease, obesity, is being passed down the family both genetically, and by the terrible eating habits developing in the US. Kids growing up in this generation are facing frightening issues such as increased risk of heart disease, diabetesRead MoreThe Obesity Epidemic Of Obesity2517 Words   |  11 Pagesof obesity in children is on the rise in America. One in three children in America is obese (Kelly). Anyone can recognize there is a problem with the growing numbers of children overweight, however, no one has come up with a way to stop the obesity epidemic. This epidemic in children has been caused by numerous factors now numerous solutions can stop this if they are put in use. Children are weighing more than they ever have. The Centers for Disease Control and Prevention says, â€Å"Obesity hasRead MoreObesity : The Obesity Epidemic2984 Words   |  12 PagesThe Obesity Epidemic What is obesity? A condition characterized by the excessive accumulation and storage of fat in the body; obesity is when someone is so overweight that it is a threat to their health (â€Å"What is Obesity?†). Obesity is an increasing global health problem. Corpulence is an important matter because of the astounding magnitudes that this disease has reached in the past 30 years (â€Å"Health and Aging†). Obesity is the reason for nearly 10 percent of the national medical budget, whichRead MoreObesity : The Obesity Epidemic Essay1321 Words   |  6 Pagesevidence that Americans are among the most overweight across the globe, this issue is constantly ignored. We hear about obesity being one of the most prevalent issues in America yet through the years this issue seems to worsen. Although Obesity may not be taken seriously by many, it is one of the leading health issues in America today. Many don’t understand the causes of this obesity epidemic, but being educated on this topic is the best way to prevent and control this issue. A recent study from the NationRead MoreThe Obesity Epidemic : Obesity Essay1696 Words   |  7 PagesThe obesity epidemic proves to be an issue in America and continues to grow with time. In simple terms, obesity is a disorder where the subject has increasing amounts of fat, leading to health problems in the future. This epidemic has steadily increased in American bodies for decades and researchers have tried to find the root causes of this problem. Though there is controversy as to what is the primary cause of this rising epidemic, it is clear that there are many factors that contribute to theRead MoreThe Obesity Epidemic Of Obesity1540 Words   |  7 PagesThe Obesity Epidemic is a topic widely studied and mentioned in several contexts’ both medical and social. Obesity is described by Boero (2012) to have exploded in meaning Post- World War II to be more than a â€Å"physical flaw.† Weight concern became an idea that debuted in magazines mainly targeting women and emphasizing â€Å"natural thinness.† The disappearance of the normally worn â€Å"corset† and popularization of the typical 1920’s â€Å"boy catching† flapper, increased the production of diet products and the

The Concept of God in The Iliad by Homer Essay - 1214 Words

The Concept of God in The Iliad by Homer The American Heritage Dictionary defines a god as 1. A being conceived as the perfect, omnipotent, omniscient ruler and originator of the universe, the principal object of faith and worship in monotheist religions. 2. A being of supernatural powers, believed in and worshiped by a people.(360) I believe the first definition reflects Modern Americas connotation of the word god. The latter definition recalls the Ancient Greco-Sumerian ideal of a being greater than man. While both definitions are equally valid in literature, many perceive the word only in the first view. However, the Iliad, the Odyssey, and the Epic of Gilgamesh portray an obvious theme with gods possessing limits and†¦show more content†¦In the Epic of Gilgamesh, they put down another goddess whims. Ishtar, goddess of war and love becomes attracted to the mighty but mortal Gilgamesh. But rather than giving into the goddes, Gilgamesh thought it out and refused. After the offer of her marriage, Gilgamesh repli es, --that I will not. How would it go with me? Your lovers have found you like a brazier which smoulders in the cold, a backdoor which keeps out neither squall of wind nor storm, a castle which crushes the garrison, pitch that blackens the bearer....And if you and I should be lovers, should not I be served in the same fashion as all these others whom you loved once? (Mack 27). Thus, a second hero also refuses a god. Sometimes, the gods only wanted honest opinions from the humans. In the events leading up to the Iliad, Hera, Athena, and Aphrodità ª all contend to be the fairest of the goddesses, but out of prudence, no god will endorse them with the distinction. When Zeus refers them to the mortal shepherd, Paris, the three instantly ceases to expect an honest opinion. The question loses importance and the goddesses begin a persuasion match in which each goddess offers the shepherd great things. In the end, Paris chooses Aphrodites gift, and her and Athena become bitter and sp iteful because of the judgment. If theShow MoreRelatedThe Iliad : Greeks And Their Love For War1568 Words   |  7 PagesAffourtit Affourtit.2 February 10th, 2017 CLAS1101 The Iliad: Greeks and Their Love for ‘War’ It has long been a popular scholarly opinion that the Greeks in the Iliad were lovers of war and violence. The Greeks were most definitely primal beasts, and blood shedders, a fact made abundantly clear in the Iliad. However, I think that the Greeks were not lovers of war, furthermore I think this interpretation is shortsighted. The amount of violence in the Iliad seems to be evidence for their love of war, butRead MoreThe Iliad : An Ancient Work1131 Words   |  5 PagesMaddie Hughey 1128 The Iliad is an ancient work, written near 750 BCE, and yet, almost 3, 000 years later, we still study it. It still resonates with modern readers because war is not just an old concept. We still have war; we still have soldiers. We might not fight these wars with spears and chariots but the Iliad speaks to something more than just victory or defeat. The Iliad exposes the grief and loss that comes along with war and ultimately speaks against it through negative descriptionsRead MoreExamples Of Glory And Glory In The Iliad1054 Words   |  5 PagesHaley Vinson English 271 December 4, 2017 Glory and Honor in Homer’s Iliad Thesis: Great honor comes with great responsibility. Glory should come with wisdom. Homer presents this idea in various ways. This theme is woven through The Iliad showing the foundation of dignified heroes and self-glorification. Introduction: I. Honor and glory A. Heroic actions B. God-like glory II. Social Status A. Greek Society B. Recognition and influences III. Mortality and immortality A. Glory afterRead MoreIliad - Self image1193 Words   |  5 Pagesï » ¿The Iliad Essay Prompt 1. Complete one take home essay. Provide textual evidence, specific lines and incidents from The Iliad that proves your thesis. You may also draw from The Odyssey. Use in text parenthetical documentation according to MLA standards. The style guide that many colleges use is DianaHacker.com. We will use this style guide for both MLA format and grammar and mechanics. If you have any questions about MLA format, refer to DianaHacker.com. This paper needs to read asRead MoreHomer s Epic Poems, The Iliad And The Odyssey1254 Words   |  6 Pagesknown about the Greek Poet Homer. Actually, there are many who believe that no such ‘Homer’ ever even existed in Ancient Greece. Nonetheless, it is agreed that Homer is one of the first writers that have shaped our culture immensely. Homer gives us a look into what morals the Greeks followed and what their beliefs were. Homer shows us how the Greeks put these beliefs into action by presenting multiple struggles that our characters must go through. Homer’s epic poems, The Iliad and The Odyssey, are thousandsRead MoreThe Iliad And The Odyssey1498 Words   |  6 PagesAn Influential Poem The Iliad is a poem that provides important stories with insight into early human society. It was an ancient story written centuries ago about two civilizations that battled against each other. â€Å"The Iliad tells the story of the clash of two great civilizations, and the effects of war on both the winners and losers† (Homer 222). In addition to its influence on Greek poetry, the Iliad is a great Homeric epic that has long helped shape critical schools of thought. It is notRead MoreThe Odyssey And The Iliad1060 Words   |  5 PagesHomer was one of the first great authors in Western culture. He was known for creating the two Greek epics The Odyssey and The Iliad, which. The Odyssey tells of the ten-year journey by Odysseus to Ithica from Troy to be reunited with his beloved wife. The Odyssey was written in a with illustrative language. The Iliad was written in a. It depicted the end of the Trojan War and the siege of Troy. This event occurred centuries before Homer was assumed to have been born. Although both epics were writtenRead More God and Man in Homer’s Iliad, Virgil’s Aeneid, and Dante’s Inferno1228 Words   |  5 PagesGod and Man in Homer’s Iliad, Virgil’s Aeneid, and Dante’s Inferno The truest of man’s goals is to create art. Art is a by-product of the gift of man over the animals, creativity. Truly, creativity is a replication of God in man and a very possible interpretation of the Genesis 1:27 phrase â€Å"in his own image,† along with others—the possession of an immortal soul or the ability to speak. And creativity’s ultimate end product is art. And art more often than not in the history of man has led manRead MoreAn Essay on the Illiad868 Words   |  4 Pagesa ‘student of his culture’ and thus both The Iliad and The Odyssey are directed sources of their own period. Select any one episode or scene from either of the poems as one that you feel is most memorable. What does it tell about Homeric culture? A writer is a reflection of his age. A work of art is considered a mirror of the customs, culture, and concepts of the age to which it belongs. Homer’s writings are a true representation of this. His Iliad and Odyssey both reflect the old Greek cultureRead MoreThe Iliad Herioc Code1444 Words   |  6 PagesKenneth Ballard CLA 202: Classical Epic: Gods and Heroes Paper #1 The heroic code in the Iliad is expressed by many characters throughout the book, whether it be through their actions, intentions, or teachings. The heroic code stems from the belief that honor is, above all, the most important virtue in life and all men must honor themselves, their families, and their fellow comrades through specific character traits and actions. This concept is the primary goal in a Homeric hero’s life

Cognitivism and Constructivism Theory †Free Samples to Students

Question: Discuss about the Cognitivism and Constructivism Theory. Answer: Introduction: The cognitivism and constructivism both are important behavioral theories Management and effective methods of learning that helps in providing better learning outcome. The cognitivism theory states the interaction and self-cognition are most important for acquiring the knowledge and thus help in the development of learner knowledge. The concern about the learner knowledge and the process of using the information and processing the information in the more effective way of learning. In this matter, David Ausubels Assimilation theory is effective in defining the cognitivism theory. The assimilation theory of Ausubel provides adequate emphasis on the meaningful learning (Barmby, 2009). This is a procedure where the latest information is linked with a prevailing and relevant feature of an individual's knowledge structure. This specific component of this theory appropriate with the conception of the short as well as long-term memory in the rational information processing. The assimilation theory of Ausubel incorporates the cognitive, affective, along with the psychomotor theory. The cognitivism is a psychology theory and according to psychology, cognitivism is a conceptual model, which help in understanding the mind. The key focus of cognitivism is on mental procedures inclusive of how people see, observe, think, recall, learn, problem solving process, along with direct their responsiveness to one inducement rather than another. This theory recognizes two aspects of the learning: rote learning as well as meaningful learning. The teachers and students usually, experience these two aspects of learning. The rote learning is learning; however, it is a low level of learning as well as has the consequence of recalling and transferability. The meaningful learning uses to be non-arbitrary, non-verbatim and it provides substantive incorporation of latest knowledge. In the other hand, rote learning uses to be arbitrary, verbatim and it provides a combination of the latest knowledge. The meaningful learning puts deliberate effort to connect the latest knowledge with other superior order ideas (Huang, 2016). Alternatively, the rote learning does not put any effort to relate new knowledge with other superior order ideas. The meaningful learning is learning connected to experiences. The rote learning is not related to the experiences. The assimilation learning theory support in understanding the cognitive theory of learning. The meaningful learning is an affective commitment to linking latest knowledge to the prior learning. Whereas the rote learning is a non-affective commitment to linking the fresh idea with the prior learning. The knowledge gained from the meaningful learning sustained for longer. Usually, in the rote lear ning knowledge cannot be remembered after few hours or days (KORTENKAMP, 2016). The cognitive theory is supported by the Ausubel assimilation theory, and as per the Ausubel assimilation theory, the meaningful learning includes capability for the subsequent learning of connected materials. Alternatively, the rote learning does not require any added capacity, in fact, it may impede the learning for the next learning of linked materials. The meaningful learning can be used in a range of novel problems or backgrounds, whereas the transferability to, the novel issues or contexts is limited. In order to gain meaningful learning, the learners need three important things: the past knowledge Management of the learners which is relevant to the undertaken subject, the teacher developing meaningful material in order to teach, as well as the learner selecting to apply meaningful learning. It helps in acquiring sufficient knowledge to the learners. According to the assimilation theory, the cognitive theory of learning is much more effective than the constructivism theory or the social development theory. Especially, for learning mathematics, the assimilation theory is more effective. Ausubel's assimilation theory has another major idea that depicts Advance Organizer. The Advance Organizer is mainly a model applied by a learner for organizing as well as targeting fresh idea or knowledge to be learned before learning this types of information. Ausubel had proposed this approach of Advance Organizer. According to Ausubel the most vital factor that has the significant influence on t he learning is the prior knowledge of the learner about the particular subject matter (Lugosi and Simon, 2006). There is a significant connection which is made when the two concepts of the learner meat at any level. The Vygotskys social development theory use to provide the different arguments in comparison to the Ausubels assimilation theory. According to the social development theory, the social interaction heads the development of the knowledge, besides the consciousness as well as cognition are the final product of the socialization along with social behavior. The main idea of Vygotskys social development theory is the idea of the constructivism. It claims that there are three important themes in respect of the social interaction, the more experienced and knowledgeable others as well as the zone of the proximal growth. The social interaction has a substantial contribution in the process of the cognitive growth of the learner. It plays a vital role in the procedure of the reasoning development of the learner. Vygotsky had felt that the social learning leads development (Orton, 2004). He said that every single functioning in the child's cultural growth perceives twice: primarily on the social level as well as after that on the personal level. Firstly, between the people that provide inter-psychological and then inside the child intra-psychological. Vygotsky's social development theory encourages learning backgrounds in which the pupils use to play an active role in contrast with the Ausubel's assimilation theory, which supports cognitivism a nd as per the theory the teachers are important and they paly important role in learning of the student. According to Vygotskys social development theory, the roles of the students and the teacher must be changed for this reason (Ausubel and Ausubel, 1966). The teacher ought to collaborate with the students in order to help the students' constructive growth. In this way, the learning becomes a reciprocal experience for both the teacher and students. Whereas Ausubels assimilation theory provides great emphasis on the meaningful learning where the teacher plays an important role, and the meaningful material constructed by the teacher helps in learning. On the other hand, according to Vygotsky's social development theory, the cognitive growth is incomplete and partial to a definite range at any given age. Besides this, it claims that the complete cognitive growth needs social interaction. The Vygotsky's social development theory was an endeavor to provide the explanation of the consciousness as the finished product of the socialization. As for example, in the learning language, initial child utterances with the peers or the adults are for communicating, however, once they become master internalize and permit emotional speech (Robinson and Schraw, 2008). In this way, the important theme of the Vygotsky's social development theory and its theoretical model Management states that social interaction plays a vital role in the growth of the cognition. Compare and contrast the two learning theories The learning theories assimilation learning theory (Ausubel) and social development theory (Vygotsky) are vital for the learning process. The social constructivism which directly focuses on the key collaborative nature of the learning process and the significance of the cultural and social context is the key to the learning process related to the constructivism. On the other hand, all cognitive functions are primarily focused and believed to initiate which help to provide the key explanation as for the product of the social interaction. Learning is considered to be more important and way more requirement than the assimilation of the new knowledge by the learner it is considered to be key process by which the learner was integrated into knowledge community (Afamasaga-Fuata'i, 2009). It is considered to be believed that the overall constructivist, for example, Vygotsky focused on the key social nature of the language and consequently failed to provide a brief understanding of the learn ing is considered to be a collaborative method. Social constructivism according to the Vygotsky is that every activity in the children regarding cultural development happen to be twice, first on the social ground and then on the individual ground. Firstly, between the people who are termed as interpsychological and then the internally which is termed as intrapsychologial. This is primarily applied in both the situation and have equal impact on the voluntary attention and logical memory which help in the formation for the key concept. Both the concept has their two respective comparisons and contrast which help to provide a clear and precise idea about the two key concepts regarding learning process. In cognitivism, it is considered that how and why individual grasp the key attributing of the overall methods to cognitive function (Angus, 2013). The theory is considered to be following the key behaviorist school of thought. Ausubels assimilation theory supports cognitivism and as per the theory the interaction and self-cognition and key development which help to acquire overall knowledge regarding learner knowhow and also throw light on how to use the overall efficiency way to processing key information. On the other hand, Vygotsky supports the constructivism that emphasis on the philosophy of learning which is established in the key premises which help to throw light on the overall experience and thus help to construct the key understand the place where we live in (Blunden, 2010). Each of the theory helps to provide key rules and mental figures which help to make the key sense about the overall experience gained through the overall process of minimizing and adjusting the mental facts and figure to synchronize new experiences. Basically, it is focused and states as the learning method which permits the student about the experience of the environment in first hand and thus helps to provide the student accuracy and reliability and overall trust factor which is ess ential during the learning procedure. The student needs to focus and act as per the key environment which is related to acquiring and thus help to test the new knowledge (Denhere, Chinyoka and Mambeu, 2013). The cognitivism is focused on teacher-centered learning whereas the social constructivism is related and focused on the student-centered learning. Cognitivism has two major elements which are methodological and theoretical whereas the role of instructor plays a major role which is termed as facilitators and the overall nature of learning process is important (Stein, 2009). The constructivism has contributed in the cognitive psychology and also introduced a new revision of learning concept. People are places before the learning equipped with new concept and ideas in constructivism. The minds of the students have the conceptual structures that believe in the existence of the personal theories related to their cognitive abilities and life experience, depending on their age and state. The constructivist model put emphasis on the individual and their personal experiences to perform mental constructions (Blackstone, Cooley and Andrews, 2010). Its theory Vygotsky and Ausubel explained what is the attitude, conception and attitude of students towards learning. The model states that the construction takes place when the interaction should be done with others and importance for the subject. Ausubel determines the quality and quantity of propositional structures and relevant concepts. The concepts are available to guide the students and summarized the core concep tion of the teaching-learning process. The theory focuses on the significance of knowing in advance about what the student wants before teaching them (Scott, 2013). The significance of the constructivism provides preliminary ideas and concepts that have produced a great deal of teaching and educational research on the subjects. On the other hand, Vygotsky puts emphasize on the issues related to the teaching. He stated that the cognitive potential of the subject depends on the quality of the social interaction and proximal development zone of the subject. Ausubel's assimilation theory and Vygotsky's social development theory both are important theories for defining the human behavior, especially the learning behavior of the students is immensely influenced by these two theories. The cognitivism theory depicts the process and the reason for the people's learning by attributing the procedures to the cognitive activity. This concept follows the behaviorist school of views. On the other hand, the constructivism theory depicts that the learning founded on the premise by reflecting on the learners own experience (Downing, 2010). The requirement for connecting between the basic learning study as well as educational practice has been discussed for long. In order ensure the strong relation between these two pivotal areas several academicians and research scholars try to link these two areas. The cognitive theories especially the theory founded by Ausubel's put great emphasis on the acquisition of the knowledge along with the mental structure. The assimilation theory of Ausubel stresses on the conceptualization of the learning procedures of the students as well as it tries to address the problems of how the information is got, organized, stored as well as retrieved by the learners' mind (Scott, 2013). The cognitive theories put great emphasis on making meaningful knowledge as well as helping learners organize as well as relate the latest information to present knowledge in the memory. On the other hand, the constructivism is not a comprehensive novel approach of learning. Similar to other learning theories and concepts constructivism has also multiple roots in the psychological as well as philosophical point of view. The constructivism is a theory or concept that equates learning with the creating meaning of experience (Shawe-Taylor and Singer, 2004). The constructivism is deemed to be a branch of the cognitivism theory it separates itself from the traditional cognitive theories in numerous ways. Constructivism crosses the both categories by putting emphasis on the interaction between the two important variables. The constructivism does not share with the cognitivism as well as behavior the belief that knowledge in mind-independent as well as can be mapped onto the people who want to learn. Description of the two theories, evaluate and critics the two theories help in assessing the key differences between the two theories. However, the focus on performance and instruction has proven effective in providing lesson the basic skill which is required is structured knowledge areas (Steffe et al., 2013). Moreover, much of these requires being learned associates with advanced knowledge in badly structured areas. In a straight way cognitivism, constructivism continuum the emphasis of the instruction changes from teaching to learning from the passive transfer of the facts as well as routines to active application of the concept and theories to the issue. The critical question in this field that which theory is the best the cognitivism theory or the constructivism theory in order to explain the learner behavior (Sullivan, Clarke and Clarke, 2013). It is the concern of the academicians that which theory among the two is the most effective in fostering mastery of particular tasks by the particular learner. The theory of cognitivism, as well as the theory of constructivism, are both contrasts with each other. Where the cognitivism is a teacher-centric learning theory, the constructivism is student-centric learning theory. Both the theory Ausubels assimilation theory that advocates cognitivism style of teaching or Vygotskys social development theory that advocates constructivism approach are important to explain the learning behavior and pattern of the learner. However, both the theories are effective in portraying the learning behavior, most of the academician support the Vygotskys social development theory as it supports the primary learning of the child (Nielsen, 2008). The social development theory is an exclusive theory in learning behavior that encompasses all the conception within this one theory. The social interaction supports the overall growth and development Management of a child that help the children in learning. The mathematics learning requires a nalytical skills that improve with the help of this social development theory and it is very much effective. Vygotskys social development theory in this matter effective that back the constructivism theory. Hence, Vygotskys social development theory, which is types of constructivism theory is better for the primary mathematics learning (Novak, 2012). Practice and application of the two learning theories in primary mathematics education As per the cognitivism of the assimilation learning theory (Ausubel), the relationship between the teacher and the student can be differentiated by the form of showing the development of the learning. The development of the learning is depicted to be reflecting the environment, and the evaluation of the interacting differences is appropriately constructed by the form of the depicting the ways by which the learner is capable to related itself. Therefore, the conclusion can be drawn from this theory is that the performance of the experiment on the teachers and the student. Though cognitivism focuses on the direct observations, the viewpoints can be easily varied as per the viewer is considered (Essen, 2013). The direct observation seems to be reflecting the development which is represented by the Piagets theory and it describes the appropriate structure by showing the appropriate intellectual differences. Therefore, the cognitive difference can be easily depicted by showing the appropr iate differentiation of the knowledge and thereby the enhancement of the research can be easily progressed by showing the developments that appeared in the case of the childs development. The enhancement of the study can be easily depicted by showing the construction of the work and also the knowledge can be easily depicted by showing the differentiation of the teachers ways of teaching and the learners ways of learning (Irby, 2013). As per the social development theory (Vygotsky) in primary mathematics education, traditional enhancement of the model can be represented in the form of the transformation of the information and the receiving of the information (Zaretskii, 2009). The enhancement of the work can be easily represented by showing the appropriate formation of the work which is being represented by showing the formation of the structure which is being represented in the form of showing the appropriate structure of the learning processes. The explanation in this theory can be seen in the form of the active roles which are played by the student and also the enhancement of the study can be represented in the form of showing the appropriate process of showing the learning processes (Newby, 2012). The construction of the work can be easily structured by showing the encouragement of the work and thereby the learning experiences can be easily gained by showing the experiences in the learning made in the classroo ms. It clearly describes the motive of the student which is being made by showing the way by which the student learns the techniques from the teachers. It also represents the ability of the student which is being made by showing the enhancement of the structure. This social development theory simply focuses on the enhancement of the study which enables in explaining the appropriate structure of the relationship and also the enhancement of the structure can be made by showing the enhancement of the study. Therefore, the differentiation is being made in an appropriate way which is being explained in a suitable way (Novak, 2012). The roles of peers and contexts The role of the peers and the contexts can be easily shown in the form of the focus on the memory, and the process that is related to the assimilation learning theory (Ausubel) and also the enhancement of the process can be easily made in a semantic way (Wink, 2004). The declarative and the procedural structure can be easily made by showing the enhancement of the structure and also the strengthening of the structure is appropriately depicted by showing the enhancement of the structure of the work. The structure of the work is being depicted in the form of the declarative memory, and the broader range of the structure is being depicted by showing the enhancement of the study (Pound, 2012). The appropriate type of the knowledge can be easily represented by showing the enhancement of the structure which is represented by showing the production of the knowledge and thereby the ACT support can be easily fundamental generalization which is being illustrated by showing the enhancement of th e programming language. Therefore, the illustration of the structure which is being illustrated by showing the enhancement of the structure and also the study can be depicted to be showing the conversion of the structure. The identification of the conversion of the proposition is being shown by showing the enhancement of the structure for the differentiation of the roles and the peers (Psaltis and Zapiti, 2016). The goal and the achievement of the structure and also the construction of the work can be made by showing the enhancement of the study. As per the social development theory (Vygotsky) in primary mathematics education, the structure of the concept can be made by showing the development of the cultures that seems to be appearing the enhancement of the structure and also the enhancement of the study can be easily depicted by showing the respect for the particular task or the concept. The study can be easily shown by showing the enhancement of the structure which is being shown by depicting the appropriate enhancement of the structure (Shabani, Khatib and Ebadi, 2010). The coaching must be made in the form of the MKO process that enables the learner to gain the appropriate knowledge and the enhancement of the practices that is related to the younger development of the interpsychological structures and also the development can be easily depicted by showing the enhancement in the connection of the people. The process of the tools used in this case shows the appropriate description of the structure and also the enhancement of the study can be easily made by showing the construction of the image which is requisite for structuring the acts of the human tools and the development of the culture (Weiner, 2012). It also clearly shows the formation of the social developments by the provision of the speech and the writing techniques in the initial part of the structure that indicates the development of the children at the primary mathematics education. The study can be easily conducted by showing the proper structure of the work and also the appropriate practices can be easily shown in the form of the enhancement of the connections which are required for showing the interactions with the people. Therefore, the study is depicted to be showing the enhancement of the work which is being included in this case as undertaken for the study (Wertsch, 2012). The pedagogies and practice Teaching mathematics in the proximal development zone of a child is viewed as one of the most effective ways to improve the performance in mathematics. Planning for effective learning and teaching involves designing the flexible sequence of the learning activities and clear about the concepts that the student should develop in each of the activity. The instructor should understand the thinking, attitude, and skill of the student and use different techniques and strategies to guide them. Mathematics plays a significant role in shaping how an individual can deal with a different sphere of social, civil and private life (Sutherland, 2007). However, many students face difficulties while solving mathematics problems. Thus, it is very much important for the teachers to provide effective teaching to the students. Effective pedagogies approaches can help to develop the mathematical disposition and capability within the effective learning community. The effective mathematic pedagogy must not be taken in the isolation and complex factors that affect the student learning. The teachers incorporate the elements of the practices which is related to the classroom community. The main objective is to enhance the thinking of the student and the role of the teachers (Tanner and Tanner, 2007). The principles are based on the recognition that the classroom teaching is considered as a complex activity. The classroom learning communities is either the static nor linear. In the collective knowledge, individual and theoretical frameworks evolve and emerge with the dynamics of people shares and within the which they participate. The pedagogy focuses on the classroom as the community of the practice. The teachers play a significant role in increasing the positive attitude among the students and understating the ideas of effective curriculum (Smith and Stowell, 2011). An effective mathematic pedagogy states that all the students can create mathematical identities and can become a mathemat ical learner, it is based on the interpersonal sensitivity and respect and responsive to a multiplicity of the thinking process, realities and cultural heritages found in the classrooms. The students would be able to understand the theories and formulas of mathematics (Twomey, 2006). The teachers should use effective learning techniques and strategies to provide appropriate guidance to the students. Effective teachers and teachers can facilitate the learning process and engaging students in the learning activities. The teachers work to develop interpersonal relationships that helps to create spaces for the students in order to develop their cultural and mathematical identities (Stein, 2009). They have the expectations about developing the capacity of the students to think, communicate, reason, critique and reflect their own practice and providing opportunities to the students. The relationships develop in the classroom and developing mathematical identities and competencies. The stu dents should learn the importance togetherness environment (Young and Astarita, 2013). Teachers can make the students feel included by valuing and respecting the cultures and mathematics that the students bring to the classroom. The students should feel safe and allow the students to get involved. An effective teacher can develop classroom relationship and allow the students to think, ask questions and determine the solutions. References Afamasaga-Fuata'i, K. (2009).Concept mapping in mathematics. New York: Springer. Angus, M. (2013).Educational theories of herbart and froebel. [Place of publication not identified]: Hardpress Ltd. Ausubel, D. and Ausubel, P. (1966). Chapter I: Cognitive Development in Adolescence.Review of Educational Research, 36(4), pp.403-413. Barmby, P. (2009).Primary mathematics. Maidenhead: Open University Press. Blackstone, W., Cooley, T. and Andrews, J. (2010).Commentaries on the laws of England. [Whitefish, Mont.]: Kessinger. Blunden, A. (2010).An interdisciplinary theory of activity. Leiden: Brill. Denhere, C., Chinyoka, K. and Mambeu, J. (2013). Vygotskys Zone of Proximal Development Theory: What are its Implications for Mathematical Teaching?.Greener Journal of Social Sciences, 3(7), pp.371-377. Downing, A. (2010).An Investigation of the Advance Organizer Theory as an Effective Teaching Model. 1st ed. Essen, M. (2013). Making efficient public good decisions using an augmented Ausubel auction.Economic Theory Bulletin, 1(1), pp.57-68. Huang, C. (2016). Coordination and social learning.Economic Theory. Irby, B. (2013).The handbook of educational theories. Charlotte, N.C.: Information Age Pub. KORTENKAMP, U. (2016).EARLY MATHEMATICS LEARNING. [Place of publication not identified]: SPRINGER-VERLAG NEW YORK. Lugosi, G. and Simon, H. (2006).Learning theory. Berlin [u.a.]: Springer. Newby, P. (2012).Research methods for education. Nielsen, L. (2008).Comparative Evaluation of the Cognitive Theories of Piaget and Ausubel. 1st ed. Novak, J. (2012).Learning, creating, and using knowledge. New York: Routlege. Orton, A. (2004).Learning Mathematic. London: Continuum International Pub. Group. Pound, L. (2012).How Children Learn. Luton: Andrews UK. Psaltis, C. and Zapiti, A. (2016).Interaction, communication and development. London: Routledge. Robinson, D. and Schraw, G. (2008).Recent innovations in educational technology that facilitate student learning. Charlotte, NC: Information Age Pub. Scott, D. (2013).Theories of learning. Thousand Oaks, Calif.: SAGE. Shabani, K., Khatib, M. and Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development.English Language Teaching, 3(4). Shawe-Taylor, J. and Singer, Y. (2004).Learning theory. Berlin [etc.]: SpringerLink [host]. Smith, M. and Stowell, M. (2011).Learning About Learning: The Contributions of Ausubel's Assimilation Theory to a Teacher Education Program at the University of Vermont. 1st ed. Steffe, L., Nesher, P., Cobb, P., Sriraman, B. and Greer, B. (2013).Theories of Mathematical Learning. Hoboken: Taylor and Francis. Stein, F. (2009).Relating What is to Be Learned to What is Known: Subsumptive Sequencing, Co-Ordination and Cognitive Skills Activation. 1st ed. Sullivan, P., Clarke, D. and Clarke, B. (2013).Teaching with Tasks for Effective Mathematics Learning. New York, NY: Springer. Sutherland, R. (2007).Teaching for learning mathematics. Maidenhead, England: Open University Press. Tanner, D. and Tanner, L. (2007).Curriculum development. Upper Saddle River, N.J.: Pearson Merrill/Prentice Hall. Twomey, E. (2006). Linking learning theories and learning difficulties.Australian Journal of Learning Disabilities, 11(2), pp.93-98. Weber, B. and Depew, D. (2003).Evolution and learning. Cambridge, Mass.: MIT Press. Weiner, E. (2012).The theater of educational possibility. New York, N.Y.: Peter Lang Pub. Wertsch, J. (2012).Vygotsky and the social formation of mind. Cambridge, Mass.: Harvard University Press. Wink, J. (2004).A vision of Vygotsky. Boston [u.a.]: Allyn and Bacon. Young, R. and Astarita, A. (2013). Practice Theory in Language Learning.Language Learning, 63, pp.171-189. Zaretskii, V. (2009). The Zone of Proximal Development.Journal of Russian and East European Psychology, 47(6), pp.70-93.

Thevenins Theorem La Report, free essay sample

Calculator RTH as follows RTH = VTH/ ISC Method 2: (By measuring the equivalent resistance) Remove all sources from the circuit, i. e. replace all voltage sources with a short-circuit and current sources with an open-circuit. Then with the help of a multimeter find the resistance between the points ‘a’ and ‘b’, denoted by Req. RTH = Req Method 3: (By applying known voltage and measuring source current). We can also find RTH by applying a known voltage to the circuit between points ‘a’ and ‘b’, then measuring the current from the voltage source. Suppose 1 Vdc is applied as the test voltage then, RTH = Vtest / I 4. Method 4: (By inserting two different resistors and measuring current) There is another method to find the value of RTH, by inserting two different loads between points ‘a’ and ‘b’ i. e. insert resistors R1 and then R2 one by one and write expression for the current through that particular resistor as given below, Current through the resistor R1 :- I1 = VTH / (RTH + R1) Current through the resistor R1 :- I2 = VTH / (RTH + R2) Simultaneously solving these equations will give the value of RTH. We will write a custom essay sample on Thevenins Theorem La Report, or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Procedure: We connected the circuit on breadboard as shown in the fig below. Our aim was to determine the current through and the voltage across the 1k? resistance R1 connected between the two nodes A and B. We followed the following procedure to validate the Thevenin’s theorem. Finding VTH: 1. We removed the resistor R1 from the circuit on breadboard. 2. We then determined the open-circuit voltage (voltage between points A and B i. e. VAB) using a voltmeter. This is the required Thevenin voltage VTH. We recorded this value in Table. Finding RTH: 1. We determined RTH by method A. Further connected an ammeter between load points A and B to measure the short-circuit current ISC. Found the value by RTH = VTH / ISC 2. We then determined RTH by method B. Replaced the voltage sources with short-circuits. Then using an ohmmeter, we found the equivalent resistance between load points A and B. This is RTH. 3. We also determine RTH by method C by Applying a known DC voltage (1 V) between points A and B. Then using an ammeter, we found the current through the test voltage source. We found RTH by: RTH = Vtest / I 4.