#comment 2

[myyoutubecomment]

What Are The Chances You ACTUALLY Have ADHD?

There is no such thing. It's simply a made up illness for pharmaceutical companies to drug you with. Attention isn't a tangible thing. Therefore you can't have a deficit of something that isn't material. A lot of you have horrible diets and all of those chemicals that the body isn't naturally intended to process cause all sorts of reactions in your body that make you emotionally unstable and unable to focus. Improve your diet, drink ample amounts of water, stop consuming sugar and watch things change damn near over night. 

Good luck.

[fantazzmagazzlers-blog-blog]

Scientists develop mesh that captures oil—but lets water through

The unassuming piece of stainless steel mesh in a lab at The Ohio State University doesn't look like a very big deal, but it could make a big difference for future environmental cleanups.

Comment 2

Personally, i think this is one of the best discoveries that science has made in recent years. The amount of damage we are causing to our ecosystem and environment is so large, and when oil spills occur, the damage is even worse. This technology will allow response teams to actually clean up spills efficiently, and this could be a game changer in many different fields. Due to the increase of fracking operations, and off shore drilling, the chances of spills are even greater, and having this as a backup is an amazing resource.

[burquitlam]

I love how Canadians queue for everything. I'm serious! We love a good queue.

[lucymvaughan-blog]

Education Foundations Comment #2 Topic #2 (Elle's Blog)

I also chose the Jane scenario and taking part in the group activity within our Education Foundations tute we analysed the scenario, the group looked at Jane’s background. The scenario highlights her privileged upbringing and education, considering this in regards to Jane’s teaching approach may be what is dampening her ability to engage her students. Jane may be approaching her classes and students from the wrong perspective, she may be relating the work to her own interests and not taking the time to engage the students in what they are interested in, ‘It is important to bear in mind that motivation is intimately linked with individual and/or situational interest within learning, curricula and family contexts (McInerney & Van Etten 2001). Building relationships with students through communication will allow them to engage and become dedicated individuals if you show an interest in them.

Jane is in her first year out of University and as Elle mentions Jane’s lack of teaching experience is probably a significant factor in why she is struggling to engage and control her students. Findings through my ELPC research on rural schools in Australia highlights the fact that remote communities find it hard to retain staff and in general most of the teachers within these schools are new graduates who are either out of their first or second year of university. Not having experienced staff is an obstruction for the students who are continuously experimented on to see what works and what doesn’t. This to me is significant in relation to why the parents are openly hostile towards the school, Elle mentions ‘poor family environment, lack of family education’ , along with this and in relation to town and community history, frustration from this continuous turnover of staff and the divide between town and farming kids may be another factor. The welfare of the community and cultural differences is a possible factor in this divide.

Looking at the behaviourist views of motivation and working with the rewards and/or punishment approach could be an approach Jane can incorporate within her classes. ‘Motivation plays a significant role in student interest and enjoyment, is subject to influence from peers, teachers, parents, subjects and schools, and is informed by ethnic and cultural backgrounds’ (MacCallum 2001; Martin 2007, 2008). Motivation is therefore influenced through personal, social, emotional, cultural and environmental factors, Jane needs to consider the environment she is teaching in and creating a foundation with the community and her students. 

[lucymvaughan-blog]

I think Elle makes some interesting points about Wayne’s situation, having to deal with two different groups the motivated and less motivated within the classroom is both challenging and concerning for Wayne.

I’ve had the exact same experience as Elle, having a passionate teacher who is deeply interested in their subject matter and resulted in myself being deeply engaged and motivated with that particular class.

Although I think that a teacher can be overly passionate about a subject and deter students from wanting to be engaged in the class. John Dewey argues that the teacher is a facilitator of knowledge, ‘the teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences’ (Dewey. J 1897).

Teachers are professionals in their particular subject and students are not, I guess it all comes down to different teaching methods and approaching students and teaching them to their individual needs. Examples of what I believe Wayne might need to look further in to would be the diagnostic teacher, immensely helped by diagnosing the student’s attitudes and particular focus towards their studies.

 Also Wayne may need to take on an interactive teacher role, dividing the two groups (motivated and less motivated) and make them engage more and help each other in the class, ability groupings. John Dewey explains his theory as, “the child is simply the immature being who is to be matured; he is the superficial being who is to be deepened” (Dewey. J 1902), in other words for Wayne to be effective with the entire class with the content he is trying to teach, Wayne needs to present the information in a way that allows the students to relate to prior knowledge, life experiences, interests, etc. this therefore creating effective learning.

 The interactive teacher looks at the underlying motives rather than the actual behaviour and talks directly to the students about issues to do with the subject. It is a difficult situation but I believe a happy medium of teacher enthusiasm and different approaches need to be applied to the wide variety of students within the classroom.