Jackie Robinson Essay -- essays research papers

Jackie Robinson was born on January 31, 1919, in Cairo, Georgia, the grandson of a slave. Jackie was the youngest of five children. When he was six months old, his father deserted the family. His mother moved them to California where it was easier for blacks to live and get work. In those days, life was very hard for black people in the South. This upset young Jackie. He became very involved in sports. He played football, basketball, baseball and ran track. In college he was a top football player. He left college before graduating. Jackie worked for the National Youth Administration at a work camp but the camp was closed. In the fall of 1941, he joined the Honolulu Bears professional football team and then was drafted into the Army. While stationed in Kansas with the Army, he worked with Joe Louis, a famous boxer, to fight unfair treatment of black people in the military. After leaving the Army, Robinson joined the Kansas City Monarchs. They were a team in the Negro League. This team was made up of African American baseball players. He soon become one of the leagues top players but did like the low pay and constant traveling. He didn't want to make baseball his career. The Brooklyn Dodger president, Branch Rickey, had been looking for a black player to bring into the major leagues. Those leagues were closed to blacks at that time. In 1945, Robinson signed a contract to play for a Dodgers farm team, the Montreal Royals. Many owners and sportswriters were against this. They ...

Constructive feedback Essay

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken. Feedback can be formal, such as after marking an assignment or observing practice, or given informally during a lesson (Gravells, 2012.) It can also be written or verbal. Written feedback provides a record of achievement and enables students to revisit comments later and measure relative progress. However, unless clear, it may be misinterpreted or demotivating. If too lengthy, it can confuse. It takes time to provide written feedback too and, in the meantime, the learner may continue to make the same mistake and then wastes more time unlearning their response instead of learning new behaviours (Gravells, 2012). Petty (2009) recommends that written feedback is detailed and constructive, and that teachers also talk to students about their work as assignments are handed back to clarify points. Verbal feedback is more immediate, particularly when provided during a session. Positive body language, facial expression, tone of voice and a supportive approach can help to create â€Å"positive reinforcement†, which can enhance future learning (Petty, 2009). Tutors need to be skilled at providing verbal feedback though, as body language can just as easily lead to comments being misconstrued. Verbal feedback also needs to be given at the right time and place, as well as promptly to prevent errors being repeated (Rogers, 2004). Enough time needs to be given for students to understand the feedback and compose any questions. Avis, Fisher and Thompson (2010) say that verbal feedback should form part of a two-way dialogue, an approach that can be enhanced by allowing the student to assess their work first. This boosts morale by giving the student ownership of the solution. It also develops a student’s ability to carry out future self assessment and encourages reflection. Lastly, it allows the teacher to gauge how much the student has understood. This helps when setting future goals that are challenging but achievable – crucial to engagement. Focusing on only two or three key points during feedback means students are not overwhelmed by any critical comments, preventing them from becoming dispirited (Avis, Fisher and Thompson, 2010). There is also a limit to how much new information a learner can grasp at once. Praising what the student has done well, outlining areas that need further development and then ending on another positive note will motivate the student and help prevent them focusing on any aspect they may perceive as negative. Petty (2009) says this makes feedback sound more like advice and less like criticism. For oral feedback to be constructive, it must be clear, jargon free, factual and provide reasons for any success or failure so that students can act upon any areas that require improvement. This is supported by research conducted by Weeden, Winter and Broadfoot (2000 cited in Avis, Fisher and Thompson, 2010, p.172) involving 200 learners, aged from eight to 19. The study found that simple comments, ticks or evaluative comments such as â€Å"good work†, while welcomed by students as approval, did not help them reach future goals. If feedback focuses on what has been and what could be achieved, rather than criticising failure, learners are also far more likely to be motivated. Wallace (2006, p.84) refers to this as â€Å"celebrating success†. Rogers (2004, p.44) argues that the most crucial aspect of constructive feedback is to â€Å"criticise the performance, not the person† as subjective comments can be viewed as personal prejudices, demotivating and devaluing feedback in the eye of the learner. Huddleston and Unwin (2008) also point out that feedback should take place throughout the teaching cycle. This means that the teacher can review achievement and areas for development as a course of study continues, enabling the student’s development to be ongoing. Feedback can also be given directly to the individual, on a one-to-one basis, or indirectly as part of a group. An advantage to giving feedback to a group is that, providing the group is supportive and committed to high standards, peers can offer each other constructive feedback (Rogers, 2004). For some learners, this may be highly motivating and it also offers more diversity in how learners receive their evaluation. However, the learning environment must be non-competitive and inclusive to avoid alienating learners and ensure everyone is treated equally and with respect. To keep students motivated, feedback given to individuals during group discussions must be non-judgemental. Comparing students with their peers should be avoided (Avis, Fisher and Thompson, 2010). Petty (2009) recommends that during group questioning, questions are distributed as widely as possible so that everyone feels involved. It follows that, in a safe and inclusive learning environment, feedback should also be possible through group questioning or discussion. It is also vital that all students’ individual needs are considered. For instance, if a student is dyslexic, written feedback must be provided in a format that works for them, perhaps on coloured paper. Students who are blind may prefer verbal feedback or require feedback in Braille. Finally, feedback must be tailored. Brown and Knight (1994 cited in Gray et al., 2004, p.108) outline how students with different learning styles have different expectations of feedback. â€Å"Deep† learners will require detailed feedback to enable understanding; â€Å"surface† learners will expect general comments and will not appreciate the relevance of detailed feedback; â€Å"strategic† learners will not welcome detailed comments but need mark-related comments that indicate what they need to do to achieve a better mark; and â€Å"apathetic† learners need comments that encourage them to improve and build their confidence. This points to the need to make feedback diverse and customised to learners’ personalities and needs (Avis, Fisher and Thompson, 2010) at any given point in the teaching cycle, just as teaching methods must be diverse. This is crucial if feedback is to be understood by students and to maintain their self esteem.

The Association between Social Stigma and Homosexuality amongst Adolescents - Free Essay Example

Sample details Pages: 4 Words: 1147 Downloads: 7 Date added: 2019/08/08 Category Society Essay Level High school Tags: Homosexuality Essay Did you like this example? In the current world, sensitivity of homosexuality among the adolescent and partially among young adults, plays an imperative part in the downgrading and stigmatization of those involved in homosexuality. Social stigmatization consists of various aspects depending by the nature of the society. In respect to homosexuality amongst adolescent or teens, there is a dire need to understand how they get into it and the reason behind it. Don’t waste time! Our writers will create an original "The Association between Social Stigma and Homosexuality amongst Adolescents" essay for you Create order This article seeks to show the results that have been achieved from a study that has been carried out to determine whether adolescent with gay sexual orientation still face pressure from the society when they come out and tell the world who they are. In a society where Conservatism is dissipating, and people now are liberal, are the adolescents still dealing with prejudice and bigotry? The study will also reveal whether the support offered by the LGBT community can be accessed or is sufficient for adolescent homosexuals to help them be socially productive. In addition, the study will show the scale of how social the gay adolescents are compared with their fellows who are of a straight sexual orientation. The main aim of the research is to come up with a better understanding of the knowledge that will change the perception of people in the society towards those involved in homosexuality. Introduction Social stigma refers to as extreme disconnect with people or group on social characteristic on group that are perceived different from others. According to Kimmel (2013), in every society, people with distinctive characteristics, in this case, gay and lesbians are stigmatized by others to an extreme no one wants to relate with them. The research will aim to study how these individual stigmatized tend to live and how they survive with the rest in society. It is agreeable that most young people are involved in homosexuality throughout the globe and it’s our role as scholars to develop this knowledge to impact the people on how and when to judge others according to their deeds. Mostly the passage of knowledge to both affected and infected would go a long way in teaching those involved the important of change so that they can be accepted back by the society. This aspect will address the social problems such lack of understanding in the community today and find a solution to stigma tization pertinent among people. This research will provide the best understanding to people of the association of stigma and homosexuality amongst our youth. Homosexuality Social Stigma Homophobia Adolescent Sexuality Adolescence is the one phase of life that is characterized by tremendous change in one’s body and mind. Therefore, the research will incorporate knowledge and ideas from scholarly works that have been peer reviewed. According to Almeida et. Al., (2009), adolescence is a phase emotion that tends to control the character of the young men and women in that age bracket. More Coleman and Remafedi (2009) concluded in their research that such a moment is the time when sexual thoughts and attraction begin to present themselves. Dealing with change could be thorny especially since the problem is furthered by inexperience and early age. The major development in this stage is identity (Hetrick Martin, 2017). This stage is affected positively or negatively by social interactions which basically is one’s family and the friends one hangs out with. In his research, Malyon (2011) discovered that adolescents who come to realize that their sexual orientation is contra from the majority might withdraw and isolate themselves for fear of being judged. This isolation could bring adverse consequences to the victims since it is characterized with failure to express oneself which results to emotional draining. Adolescents homosexuals might be attacked, discriminated upon and face other forms of abuse. However, there are some gay adolescents who receive support from families and hence can lead a normal life. An article by Telljohann and Price (2013) describes how homosexuality as an identity develops with time. In the initial stages one realizes that they are different from their mates and this analogy comes with the confusion and uncertainty. In this stage, the victims are still trying to figure their stance regarding sexuality. Lastly, there comes the stage where they fully accept and come out and develop mechanisms of survival which is largely determined by how the society they live in perceive them. Method ( Change this around and add participants and change the procedure) The research will gather information for analysis from past research and then incorporate real time responses by conducting various interviews with professional counselors. The main aim of taking this quantitative approach is to understand the views behind the existent of social stigmatization of the cases exist. The respondents will give their opinion on how we could end stigmatization. The interviewees will be guided on the motive of the research and the interviewer will seek to understand the reason homosexuals have a different sexual orientation. Questionnaires with questions answering whether there is still discrimination of adolescent homosexual in this and age and the challenges facing them will be distributed to young people in the streets for filling. Conclusion One thing that could help ease the collision between different sexual orientation is the availability of knowledge and support to the affected people. Therefore, this research will bridge the knowledge gap that exists between these support groups and the findings will make people going through the same trauma have enough courage to stand tall in the society. It can be understood that support groups cater for two diverse groups; groups for the homosexuals themselves which help them adapt to the change happening to them and those for the families and friends of homosexual. An example would be that of parents of a homosexual youth who no longer know how to deal with him or her. In that case, the research will provide an obvious way on how to teach such families how to accept the situation and treat their gay family member. Implications From the study we learn that Homosexuality is in the present embraced however it is still a contentious issue. Studies have shown most cases of homosexuality are contributed by hormonal issues which has led to some bigots going easy on homosexuals, but this has not entirely changed everyone’s attitude. The society needs to learn more facts concerning homosexuality and make amends. It also implies that it is upon all people to realize that looking down upon the members of marginalized groups will not help solve any of the existing social problems but will only aggravate them. It is agreeable that most young people are involved in homosexuality throughout the globe and it’s our role as scholars to develop this knowledge to impact the people how and when to judge others according to their deeds. Mostly, it is upon the society to teach those involved the important of change so that they can be accepted back by the society.