My Philosophy Of Teaching And Learning - 1603 Words

When asked to write my philosophy of education down on paper, I began thinking how difficult it is to tell someone my exact beliefs because I noticed such a variation in them. There are many things that factor into my philosophy, but throughout life, with new experiences come new beliefs. I have, however, compiled my beliefs about teaching and learning, students, knowledge, and what is worth knowing. These are the beliefs that have shaped me thus far as a student and through my experiences in working in an elementary school. I am sure my beliefs will continue to change and shape my values in my journey of becoming a teacher. There are several factors that affect my belief about teaching and learning. First of all, I believe a teacher†¦show more content†¦Each individual student learns and processes differently, and at different paces. Society wants a well-rounded student who can contribute to everyday life and the working world. A high school diploma meant that the graduate was proficient in basic academic subjects and ready for the workplace. As our population increases, the expectations for school also increase. As culture changes the family structure, society expects schools to teach students more than the basic reading, writing, and arithmetic. The role of school can greatly increase a student s outlook on life and ability to achieve. However, without participation from parents and society, the child is not going to have the ability to be truly well rounded. The teacher should also be a caring and nurturing person. For examples, teachers should let the students know that he or she believes in them. Children need to be encouraged to do their best. Also, different students have different needs. In order to be effective, teachers must be able to adapt to these needs and changes quickly and allow differentiation n o matter race or nationality. Even with the teacher serving as a caring initiator, the students should not run the classroom. Some type of management strategies must be in place to maintain order in the classroom. The teacher should be the head of the classroom with consistent rules. He or she should be an authority

Annotated Bibliography On Data Encryption Standard

1.1 Data Encryption Standard Data Encryption standard was one of the predetermined symmetric algorithms for the encryption of data. DES was developed in early 1970s at IBM and based on an earlier design by Horst Feistel. DES is one of the most and significant modern symmetric encryption algorithm, for many years DES was known as â€Å"secret code making†. The algorithm was developed in early 1970s, but due to some controversies the algorithm was published in January 1977 as an algorithm to be used for the unclassified data. The data encryption standard, as specified is a block cipher operating on the 64 bit data block. DES also uses a key to customize the transformation, so that decryption can be only be performed by those who know the†¦show more content†¦Key mixing: the expansion word is XORed with a round key constructed by selecting 48 bits from the 56 bits secret key, a different selection is used in each round. Substitution: the 48 bits result is split into eight bit words which are substituted in eight parallel 6 * 4 bit S-boxes. All the S-boxes, are different but have the same special structure. Permutation (P): the resulting 32 bits are reordered according to a fixed permutation before being sent as the output. 1.3 ALGORITHM [1] In the first step, the 64 bit plain text block is handed over to initial permutation (IP) function. [2] The initial permutation is performed on the input plain text. [3] The initial permutation results in two halves of permuted block: LBlock and RBlock. [4] Each of LBlock and RBlock goes through 16 rounds of the encryption process, each with its own key. [5] From the 56 bit key, a different 48 bit sub key is generated using the transformation. [6] The 48 bit is XORed with the 48 bit RBlock and the resulting output is given in the next step. [7] Using the S-box substitution procedure the 32-bit from 48-bit input. [8] These 32 bit are permuted using P-box permutation. [9] The P-box output 32 bits are XORed with the LBlock 32 bits. [10] The result of the XORed 32 bits is become the RBlock and the old RBlock becomes the LBlock. This process is called swapping. [11] The RBlock

Arthur and Gerald alone Essay Example For Students

Arthur and Gerald alone Essay Introduction: for this coursework assignment I will be looking at the role of my chosen character, Arthur Birling. The classification of role to me is what a character brings to a play or book, how he or she affects the play or book, and a socially expected behaviour pattern determined by an individuals status in a particular society.  Arthur Birling plays a significant role in the play An inspector calls. He does this by trying to be a confident and outspoken man. His arrogance is portrayed in every part of his personality. During his conversation with Gerald he clearly shows his feelings towards his future son-in-laws mother and proves what a pompous man Arthur Birling can be. Although clearly happy at his daughters engagement to Gerald, he states that he knows Lady Croft feels that Gerald might have done better socially, indicating that her son could have married into a better family. He then goes on to criticise openly about Lady Crofts background. This indicates his character as being brutally honest and up-front, showing an uncaring attitude towards people. Arthur Birlings pomposity and self-centred arrogance is again shown when he brags on about his up and coming knighthood and his connections with Royalty, expressing that he was Lord Mayor for the area he lived in and he and his family are well behaved which should get him this knighthood (which he feels he rightfully deserves!). Further into the play Birling again expresses his awareness with the area and with the people living in it. His conversation with the Inspector starts off with youre new, arent you? clearly indicating that Birling knows everyone in the police. Birlings starts to brag when he says I was an alderman for years and Lord Mayor two years ago and that he is still on the bench this lets the inspector know that he knows people in high places and he is a law abiding citizen. In the play, Arthur Birling is also portrayed as a character that seems to think he knows it all, especially when he is talking to the people that are younger than him, hence his sons, Eric and Gerald his future son-in-law. He pushes his age; his experiences and his opinion at every chance he gets which is evident again in Act one. His discussion on the up coming war prompted by Eric leads to Birlings stating Youve a lot to learn yet aimed specifically at his son and as a hard-headed, practical man of businessthat there isnt a chance of war showing that as a business man he is more in the know than any other person. Birling always praises himself, at every opportunity he can, for the work he did before he became successful, stressing to the youngsters (Eric and Gerald) how much experience he has. He also sees himself as a hard-headed, practical man of business and finds everything a business venture or opportunity Arthur Birlings portrays himself as living comfortably. Being a prosperous manufacturer he has sufficient wealth. In Act one, the scene suggests a cosy and comfortable atmosphere with a sense of excitement for the family, his daughters engagement to a wealthy, well-bred young man. The intimate family gathering is celebrated with champagne; Port served in a decanter (maybe crystal) and cigars for the men of the household kept in a cigar box. The setting is clearly shown when his wife and children leave Arthur and Gerald alone. The offering of a Cigar to Gerald who politely declines the offer, which leads Arthur to state you dont know what youre missing, indicates that a good cigar is smoked after a meal by a prosperous businessman. In turn, Arthurs character constantly pushes his experience into the faces of people younger than him. .ucb257800e9b02095f467143be5923e82 , .ucb257800e9b02095f467143be5923e82 .postImageUrl , .ucb257800e9b02095f467143be5923e82 .centered-text-area { min-height: 80px; position: relative; } .ucb257800e9b02095f467143be5923e82 , .ucb257800e9b02095f467143be5923e82:hover , .ucb257800e9b02095f467143be5923e82:visited , .ucb257800e9b02095f467143be5923e82:active { border:0!important; } .ucb257800e9b02095f467143be5923e82 .clearfix:after { content: ""; display: table; clear: both; } .ucb257800e9b02095f467143be5923e82 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucb257800e9b02095f467143be5923e82:active , .ucb257800e9b02095f467143be5923e82:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucb257800e9b02095f467143be5923e82 .centered-text-area { width: 100%; position: relative ; } .ucb257800e9b02095f467143be5923e82 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucb257800e9b02095f467143be5923e82 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucb257800e9b02095f467143be5923e82 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucb257800e9b02095f467143be5923e82:hover .ctaButton { background-color: #34495E!important; } .ucb257800e9b02095f467143be5923e82 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucb257800e9b02095f467143be5923e82 .ucb257800e9b02095f467143be5923e82-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucb257800e9b02095f467143be5923e82:after { content: ""; display: block; clear: both; } READ: The Great Gatsby Persuasive EssayThe character portrayed as Arthur Birling in the play is that of an extremely overbearing and somewhat bossy person. This is evident through his relationships with his wife, daughter and son and to some extent with Gerald and the Inspector. He sees himself as the provider; a man with far more experience than everyone else put together in the household and always patting himself on the back for being a hard-headed business man! During his discussion with Eric and Gerald on the issue about women and clothing, Arthur quickly brings the whole situation to himself. He states that you dont know what boys get up to these days aiming clearly at the two young men sitting beside him. They have more money to spend and time to spare than I had when I was Erics age.

Mayfield High School Maths Coursework Essay Example

Mayfield High School Maths Coursework Essay I have chosen this particular hypothesis because many students who tend to have a high IQ, have a high KS2 result too. I have also chosen this hypothesis because, many students at my school who have a high IQ tend to do well in their KS2 exams and get a high grade and therefore I would like to find this out for my-self. The data which I will be using to find out if my hypothesis is right or wrong will be from Mayfield High School. All the data that I will need will be provided for me at school on the computers. This data will include a range of different information on students from years 7-11. Sampling For my hypothesis I will be choosing a sampling size. I have chosen my sample size to be 50, as it will be more accurate. Also using the sample size of 50 will give me a wider range of data and therefore help me with my hypothesis more. There are various samples, which can be used. However, I am going to use random sampling and stratify sampling and this way it will avoid bias results. The random sampling will pick out my data in any order. The below formula is used to stratify my samples. We will write a custom essay sample on Mayfield High School Maths Coursework specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mayfield High School Maths Coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mayfield High School Maths Coursework specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The formula that I will use to work out my samples is:- Number of students used in sample= Total number of girls/boys in year X Sample Size Total number of students in the school Below is a table with the data which we were provided and also showing how I worked out my samples. All the samples are 0d.p Year Group Number of Boys Samples for Boys Number of Girls Samples for Girls Total 7 151 151/1183 x 50 = 6 131 131/1183 x 50 = 6 282 8 145 145/1183 x 50 =6 125 125/1183 x 50 = 5 270 9 118 118/1183 x 50 = 5 143 143/1183 x 50 = 6 261 10 106 106/1183 x 50 = 4 94 94/1183 x 50 = 4 200 11 84 84/1183 x 50 = 4 86 86/1183 x 50 = 4 170 The number in bold, tells me how much samples I will need from the girls and boys and it also tells me how much samples I will need from each year. Random Sampling After doing the stratified sample, I had to choose the students which I will use to prove my hypothesis. I will need to pick them out from the data which is provided on a spreadsheet. I will pick the samples out by using the random formula which is:- (RAND()*150+1) However, the number after the * changes depending on how much girl or boy students there are in that year. When I put the number in I had to minus one away and then add one back on. However, as I wanted a couple of samples for the same year and same gender, I kept on pressing F9 until I got the random amounts of students I needed. Below are all my samples which I have gathered by using the random formula:- Random Numbers For Year 7 Boys: 103, 119, 89, 6, 4, 78 For Year 7 girls: 73, 114, 30, 23, 34, 76 For Year 8 Boys: 134, 96, 29, 60, 63, 104 For Year 8 Girls:- 39, 69,112, 36, 10 For Year 9 Boys: 64, 11, 14, 48, 81 For Year 9 Girls: 6, 130, 54, 101, 28, 4 For Year 10 Boys: 66, 88, 57, 84 For Year 10 Girls: 60, 53, 66, 47 For Year 11 Boys: 37, 26, 8, 16 For Year 11 Girls: 65, 50, 43, 33 Relevant Data The table below shows the IQ and KS2 results of each student that was selected. This is all the necessary data that is needed. However I have not noted which students are from which years to make sure it is not biased in any way. IQ ENG MATHS SCIENCE 107 5 5 5 106 5 4 5 108 4 5 5 101 4 4 4 99 4 4 4 104 4 5 5 122 5 5 5 100 4 4 4 104 5 4 5 100 4 4 4 109 5 5 5 97 4 4 4 100 4 4 4 112 5 5 5 100 4 4 4 114 5 5 5 100 4 4 4 105 5 4 4 89 3 3 3 114 5 5 5 108 5 5 5 101 4 4 4 101 5 4 4 92 3 3 4 102 5 4 4 91 3 3 4 109 4 5 5 102 4 4 5 91 3 4 4 117 5 5 5 110 5 4 5 100 4 4 4 116 5 5 5 101 4 4 4 100 4 4 4 100 4 4 4 110 5 5 5 102 3 5 4 99 4 4 4 100 4 4 4 92 3 3 3 92 4 3 3 96 3 3 3 106 5 5 5 103 5 4 4 100 4 4 4 103 4 4 5 100 4 4 4 98 4 4 5 92 3 3 4 My Graph From my samples I am going to create a graph. I have decided to do a scatter graph because; it will make it easier for me to see if my hypothesis is correct. It will make it easier for me see this, as all my points will be plotted on the graph and therefore it will give me a better understanding of my results and also a clear view of my correlation line. Below is my graph:- From the graph you can see that my hypothesis is correct. This is because as the IQ results are going higher, so are the KS2 results going higher. I think this because, the clever you are, the more intelligent you are, as you know many things and you can gain more marks. However, from the graph you can see that there is a strong positive correlation. We can see this because, as the KS2 results are going higher, the IQ goes higher too. For example, a student who has a low KS2 result, such as, a level 3, they have a low IQ. However, if you look at the graph, a student who has got a level 5 for English, Maths and Science has got the highest IQ. Product Moment Correlation YR GROUP X Y XY X Y Yr 7 Boys 107 5 535 11449 25 106 5 530 11236 25 108 5 540 11664 25 101 4 404 10201 16 99 4 396 9801 16 104 5 520 10816 25 Yr 7 Girls 122 5 610 14884 25 100 4 400 10000 16 104 5 520 10816 25 100 4 400 10000 16 109 5 545 11881 25 97 4 388 9409 16 Yr 8 Boys 100 4 400 10000 16 112 5 560 12544 25 100 4 400 10000 16 114 5 570 12996 25 100 4 400 10000 16 105 4 420 11025 16 Yr 8 Girls 89 3 267 7921 9 114 5 570 12996 25 108 5 540 11664 25 101 4 404 10201 16 101 4 404 10201 16 Yr 9 Boys 92 3 276 8464 9 102 4 408 10404 16 91 3 273 8281 9 109 5 545 11881 25 102 4 408 10404 16 Yr 9 Girls 91 4 364 8281 16 117 5 585 13689 25 110 5 550 12100 25 100 4 400 10000 16 116 5 580 13456 25 101 4 404 10201 16 Yr 10 Boys 100 4 400 10000 16 100 4 400 10000 16 110 5 550 12100 25 102 4 408 10404 16 Yr 10 Girls 99 4 396 9801 16 100 4 400 10000 16 92 3 276 8464 9 92 3 276 8464 9 Yr 11 Boys 96 3 288 9216 9 106 5 530 11236 25 103 4 412 10609 16 100 4 400 10000 16 Yr 11 Girls 103 4 412 10609 16 100 4 400 10000 16 98 4 392 9604 16 92 3 276 8464 9 Total ?5125 ?98 ?21732 ?527837 ?904 Standard Deviation for X and Y Data Standard deviation for IQ Results SD = ? ? à ¯Ã‚ ¿Ã‚ ½ ? ? à ¯Ã‚ ¿Ã‚ ½ - - n n n = 50 (number of samples) ? ? = 5125 (whole sample added together) ? ? à ¯Ã‚ ¿Ã‚ ½ = 527837 (Square of each data point of the sample added together) SD = 527837 5125 à ¯Ã‚ ¿Ã‚ ½ 50 50 SD = 10556.74- (102.5)à ¯Ã‚ ¿Ã‚ ½ SD = 10556.74- 10506.25 SD = 50.49 SD = 7.105631569 SD = 7.1 (1 D.P) The average value for the X data is:- 5125 = 102.5 50 This therefore, shows that my data is not reliable, as my points would not be close together. I know this because the number that I got when working out my standard deviation, it was, 7.11 and when I worked out the average mean I got 102.5 and therefore, these two numbers are far apart. Standard deviation for the KS2 Results:- SD = ? y à ¯Ã‚ ¿Ã‚ ½ ? y à ¯Ã‚ ¿Ã‚ ½ - - n n n = 50 (Number of sample) ? y = 98 2 (Whole sample added together) ? yà ¯Ã‚ ¿Ã‚ ½ = 904 (Square of each data point of the sample added together) SD = 904 98 à ¯Ã‚ ¿Ã‚ ½ 50 50 SD = 18.08 (1.96) à ¯Ã‚ ¿Ã‚ ½ SD = 18.08 3.8416 SD = 14.2384 SD = 3.773380447 SD = 3.8 (1 D.P) The average value for Y data is:- 98 = 1.96 50 This show that my results for my Y data is reliable, as my standard deviation answer was, 3.77 and my average value answer was, 1.96. As the two numbers are close, this therefore proves that my data is reliable. Product Moment Correlation Coefficient I am now going to work out the Product Moment Correlation Coefficient this is normally written as, Yxy. I will work this out by using the table on the sixth page. I will work this out by using the following formula:- ?xy ?x ?y - - n n n ?xà ¯Ã‚ ¿Ã‚ ½ ?x à ¯Ã‚ ¿Ã‚ ½ ?yà ¯Ã‚ ¿Ã‚ ½ ?y à ¯Ã‚ ¿Ã‚ ½ - X n n n n ? SD = ? ? à ¯Ã‚ ¿Ã‚ ½ ? ? à ¯Ã‚ ¿Ã‚ ½ - - n n SD = ? y à ¯Ã‚ ¿Ã‚ ½ ? y à ¯Ã‚ ¿Ã‚ ½ - - n n Top of Yxy: 21732 5125 98 - - x = 434.64 (102.5 x 1.96) = 233.74 50 50 50 Bottom of Yxy: 527838 5125 à ¯Ã‚ ¿Ã‚ ½ = 7.105631569 50 50 10556.74 10506.25 = 50.49 904 98 à ¯Ã‚ ¿Ã‚ ½ - = 3.773380447 50 50 18.08 3.8416 = 14.2384 Yxy = 2.33.74 / (7.105631569 x 3.773380447) Yxy = 2.3374 / 26.81225123 Yxy = 0.086900573 Yxy = 0.1 (1 D.P) Conclusion Conclusion for my product moment correlation coefficient From working out the standard deviation, I have concluded that my regression line has no correlation. This is because my end result which I got after working out the standard deviation my regression line was 0.0869 This therefore, shows that my regression line has no correlation. However, I am able to tell that my regression line is a positive because it is not a negative number. This shows that my hypothesis was correct, but it was not strongly proved, as my regression line was not a perfect correlation. Overall, from the whole hypothesis I found that the higher the IQ results a student has and more likely they are going to have a higher KS2 result too. You are able to see this on my graph earlier in the work. This therefore proves my hypothesis to be correct.