Argument Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Argument Analysis - Essay Example In order to build an excellent and convincing argumentative essay it is necessary for the writer to take in account various aspects that are involved in the construction of a good essay. This includes the tone, style of writing, use of statistical data and the art of building an essay on the basis of the data collected, targeting and securing an audience for his essay etc. similarly the author of this article is also observed to be using such techniques as a result of which his essay provides the readers with a lot of a variety of aspects to be explored. The approach used in depicting this essay is explicit because the article deals with a critical topic that can have hazardous affects if remedies are not taken. This essay reflects the writers concern for his environment as well as the health of his fellow beings because he tries to convince the readers about the adverse effects of using fossil fuels in contrast to the benefits of nuclear power plant. ... Yet at the same time analogies and facts are used to compare and contrast the state of his country with other governments without confining the comparison to a particular country. As mentioned in the article, ‘other governments are enthusiastically embracing nuclear power as a way to lessen their greenhouse emissions and their dependence on imported oil. Hence the writer’s point of view depicted in this article is not only acceptable but also gives the readers food for thought and consequently results in convincing them. The article very tactfully states all the pros and cons of starting a new power plant. The essay strategically first talks about the importance and the benefits of nuclear power plants and gradually moves towards the amount of risk and finance involved in this essay. So this gradual descend from the glory to the risk is a good strategy on the writer’s part. As states, ‘†¦with advanced designs, new construction techniques and strong over sight should be even safer†¦ The tab for a new reactor can run as high as $7 billion to $8 billion, and overruns can add more. There is a long lead time before a plant starts selling power and paying returns. The target audience of the writer appears to be the investors of the private sector as well as the government officials who are responsible for providing assistance to the citizens of the country in beginning a new venture. The tone of the essay is formal since the target audience is also the group of investors and the government officials. The use of formal tone helps in enhancing the over all impact of this article on the readers since the purpose of this article is to attract the citizens of

Demonstrate how to show not tell the action Assignment

Demonstrate how to show not tell the action - Assignment Example The troops trudge towards the opposite end of the terminal. Their walk is characteristics of the surprise appreciation at this morning hour. Everyone is now afoot. A handshake offered, with an accompanying smile. The looks tell of pride and gratitude in this ecstatic moment of appreciation. As they walk down the momentary alley, feelings are kinetic. The memories of the previous onslaught thaws by the warmth of this moment. As majestic as they may seem, the chill is infectious. A heroic aura blended with a show of homecoming is all a troop can experience. The magnetic moment is impetuous and the child looks on, savoring the enigma of the moment. She cannot quite comprehend the unspoken elements held so closely by the moment. As the proceeding fades down the terminal, the lingering telltale of gratitude is characteristic of both parties. The general looks back at the unfamiliar faces made fleetingly clear by the momentary bond of appreciation. For a moment, the feeling of service to t he country stands worth the take. It is the Budweiser moment of

Elizabeth asks Proctor Essay Example for Free

Elizabeth asks Proctor Essay Proctor tells Danforth that Elizabeth knew that she was a harlot and kicked her out of their service. So Danforth decides to call Elizabeth to verify the accusation. Proctor and Abigail are told to turn around and not turn to face Elizabeth when she is brought in. They do as they are told. When Elizabeth enters she is told not to look at either of the other two, only at him. He begins by asking her why she dismissed Abigail from their service. Elizabeth tells them that Abigail dissatisfied her, and that also she thought that her husband was turning from her and began to like Abigail. Elizabeth: I came to think he fancied her. And so one night I lost my wits, I think, and put her out on the highroad. But she does not tell the judges that Proctor committed the crime of adultery. At this point Elizabeth doesnt know how much trouble she has got her husband into and this is dramatic irony because we know that Elizabeth must tell the truth of Proctor crimes in order to save his life but she doesnt know that. So, naturally, she tells the judges a lie, thinking she is actually saving his life. This is one of the biggest ironies of the play and affects the whole outcome of it. Danforth is now convinced that Proctor was lying. He is given a chance to confess to his crimes and free himself from the devil. Proctor, being a man of honour and truth, refuses to confess to something he didnt do. Proctor had a chance to save his life but didnt take it. Instead, in his rage and anger, he shouts out Proctor: I-I say god is dead! This tells us that Proctor cares more about his name than his life. Danforth then arrests Proctor for contempt of court and of being a witch. Many days pass since the fiasco at the court. On the morning of the day of Proctors hanging, Proctor is given a last and final chance to confess to his crimes. Elizabeth is brought out to try and convince her husband to confess. There seems to be some hope when Proctor half heartedly agrees to the terms. Proctor: I want my life. But then, Proctor is asked to sign his name on a paper to prove his confession. This is to be stuck all over the village, but his guilt and shame to confessing to false charges overwhelm him and he withdraws. He asks if he could just orally say his confession, but Danforth wants him to sign it as proof. Proctor does not want to sign away his name on a contract. Proctor (with a cry of his whole soul): Because it is my name! Because I cannot have another in my life. Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name! (Act 4, Page 115) Again, here he could have easily saved his life but Proctor is extremely cautious of what others think of him, and believes that if he did sign, people would begin to call him a traitor. Elizabeth fully understands his decision and says her final farewells. The parallels between Proctor and Miller, and the two periods in time, are evident in the last scene. Proctor refused to give names of people to Danforth just as Miller did when he was asked for the names of those who may be a threat to America. Also, all of the allegations made on the both of them were false. These times were of hysteria and suspicion. People were willing to believe in anything that promised peace and calm afterwards. So Danforth had the edge in his time, just as McCarthy did in his. Proctor had many chances to save his life in the play, but he never took the chance, and he paid for it dearly. There were many routes he could have taken in order to save his life or even get revenge on Abigail. The main one being that he could have signed the confession and get it over with. But as I said, he did not want to sign his name away, or be freed, only to be hated by his neighbours. He could have, and did in the end, taken the stand against the evil in the village and use himself as an example to others. Also he could have shown that the deaths in Salem only happened for the selfish desires of people like Danforth and the Putnams. Last of all, he could have got himself hanged to get revenge on Abigail. If she loved Proctor, then she would be in deep sorry if Proctor was killed. But this is one of the more strange reasons. Personally, I think that he could have saved his life by signing the paper and confessing. If he loved his family as much as he says he does, then he should have done it just so he could be with his family again. Then again, there are some disadvantages to this. Firstly his neighbours wont like him because he was once accused of being a witch. People will point the finger at him and his family for not saving their friends lives. But for them, that is not much of a problem seeing as their house is outside of Salem. All in all, Proctor could have saved his life but didnt only because of his pride and vanity. He never wanted to be thought unpleasantly of in the village, and for his own selfish reason, got himself hung, and I believe that he was wrong to do so. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Type 2 Diabetes And Effects Of Exercise Physical Education Essay

Type 2 Diabetes And Effects Of Exercise Physical Education Essay There are two types of diabetes that normally affects people. The first one is type 1 diabetes and is the most common especially among the young generation. This is caused by inability of the body to produce enough insulin. The second one is type 2 diabetes which is the main focus of this research paper, and is most prevalent among the older population. However in the recent past, more cases are being recorded for type 2 diabetes among the young -adolescents. It is characterized by not only lack of enough insulin production, but also insulin resistance. The risk of developing type 2 diabetes in the adolescents has been further increased by the changing lifestyles. In the recent years, there has been a significant rise in consumption of fast foods. This has led to prevalence of obesity and thus the body requires higher amounts of insulin in offsetting the body demands for complete use of food for energy. However, more complications have resulted due to decreased physical activities. In this era of Information technology, people have retreated to playing internet games and watching television as their means of spending time unlike in the past. Hence, the rapidly changing lifestyle to physical inactivity counts a lot. Mag (2000). states that insulin resistance may also be induced by natural phenomenon such as pregnancy. Mostly type 2 diabetic patients are not treated by exogenous administration of insulin as it is mostly caused by obesity and physical inactivity. Although the genetic factor of the family counts, it counts to a little percentage. NAME states that eight percent of type 2 diabetic patients are obese land the disease may prevail for a long time without being noticed. For instance, Mag (2000) notes that in a study conducted by Mokdad from 1991to 1998 in the U.S., reported cases of obesity had gradually increased regardless of gender, race, sex, level of education, age, and the smoking of individuals. It was further found out that the percentage rate of increase in the same period ranged from 12.0% to 17.9%. Type 2 diabetes and exercise Consequently, the hyperglycemic conditions of type 2 diabetes bring about micro- and macro- vascular complications especially to key organs of the body -kidneys, eyes and heart. Persons with type 2 diabetes are more predisposed in developing cardiovascular diseases than those without. They mostly posses quite number of cardiovascular diseases risk factors and such include, hypertension, and dyslipidaemia (-increased serum triglycerides and low contents of high density lipoprotein). However, a lot of regular exercises have been found to significantly reduce the risk for developing cardiovascular diseases through physiological and metabolic mechanisms (Mag, 2000).The health benefits accumulate proportionally to the intensity of the physical activity. NAME states that a remarkable dose-response relationship between the intensity of exercise and the improvements in the risk factors of cardiac diseases. Physical Exercises in the Prevention of Type 2 Diabetes to in persons at risk Appropriate life interventions -physical activity and weigh loss- can possibly prevent and / or delay development of type 2 diabetes. Mag (2000) documents that certain life intervention study which was carried out on type 2 diabetes risk group. The life intervention program consisted of a weekly physical activity of at least 150 minutes and 7% loss in body weight. At the end of the study, the incidence of developing diabetes was found to decrease by at least 58% regardless of gender, race and age group. Besides, the study group demonstrated a significant decrease in glycosalated hemoglobin and they also found that during the three year treat period, one in every seven persons was prevented from developing the disease and its complications. Physical exercises and Insulin Resistance Regular physical activities have been found to have long term effects on the insulin sensitivity of the in a diabetic person. They improves and brings to normal levels both the insulin response and sensitivity for normal glucose utility in the body. Physical exercises compel the body to use excess glucose for muscular activity. These results in reduced plasma glucose levels and the conditions may prevail for a certain period of time if the physical exercises are continual. It has been found that sufficient time as well as intensity of the physical activities leads to prevention and/ or correction of physiological and biochemical changes of the body that is mostly common in sedentary life. Physical activities deplete the body of its excess glycogen stores and thus increase insulin sensitivity. It does so by compensating the amounts of lost glycogen during the muscular activities. Therefore type 2 diabetic patients improve drastically the metabolic activity of their bodies (Ivy, 1997). According to Henriksen (2002) both acute and continual physical activities leads to improvement of insulin-initiated glucose metabolism especially in type 2 diabetic patients. Further studies by Segal et al. (1991) shows that constant exercise of can largely improve body metabolic activity in spite of weight reduction as earlier stated. Zierath and Henriksson H (1992) states that these recorded improvements in metabolic activity can be attributed to a decreased rate in peripheral insulin resistance and/or increased insulin sensitivity that accompany physical exercises. In addition to physical activity, it has been observed that persons who maintain lean muscle and fat mass, experiences an increase in insulin resistance. Regular physical activities, in terms of time and intensity, results in reduced basal and glucose initiated insulin concentration in the circulatory system. Further, 26 states that there are significant increases in insulin-stimulated glucose consumption rates upon physical training. Exercise and Dyslipidaemia Continual physical activities are normally associated with remarkable effects on glucose control, contents of blood lipids, and functions of the heart and lung. Zierath and Henriksson H (1992) in thair work found that the effects of physical exercises draw a parallel with age of a person, whereas levels of lipid in the blood are dependent upon the body weight. Thompson et al. (quoted by Mag, 2000) documented that following sufficient physical exercise, triglyceride levels reduces within 18-24 hours and this condition is steady to induction of changes in metabolic activity which may persist for up to three days. Besides, they also found physical exercises to drastically increase the High Density Lipoprotein cholesterol levels. Thus, this parallel increase in High Density Cholesterol versus a reduction in triglyceride levels can be interlinked to the same metabolic activity. Mag, 2000 states that Low Density Lipoprotein levels decreases by at least 5-8% in persons with high level chole sterol content after physical exercises. Physical Exercises and Endothelial Dysfunction Research study has found out that to significantly decrease cardiovascular risk factors especially in type 2 diabetic patients. 17 in his research study on type 1 and type 2 diabetic patients found out that physical exercises rectifies metabolism besides the endothelial dysfunction factors such as thrombomodulin, vWF and PAI-1. Therefore it is possible that improvements in endothelial dysfunction factors may be correlated to the protection accorded by physical exercises on the endothelium. Stewart (2002) writes that the coexistence of type 2 diabetes and high blood pressure is particularly damaging to the soundness of the vascular system. He states that most of the studies on the effects of physical exercises have been concentrated on reduction of regulation of glucose content and hypertension. Thus he further states that there is little known about the impact of physical exercises on cardiovascular consequences of type 2 diabetes 0on and hypertension. In the documented work of Stewart (2000), it is stated that, Type 2 diabetes and hypertension result in abnormalities in central and peripheral parameters of cardiovascular structure and function. Evidence for an exercise training benefit is strongest for improvements in endothelial vasodilator function and left ventricular diastolic function. The data for exercise trainings improvement of arterial stiffness and system inflammation and reduction of left ventricular mass are less robust. However, this assertion is based more on a lack of randomized controlled trials rather than data to the contrary. Exercise training also reduces total and abdominal fat. These changes in body composition mediate improvements in insulin sensitivity and blood pressure and may improve endothelial vasodilator function. The current evidence, albeit not fully confirmed in randomized trials, suggests that the benefits of exercise training go beyond the recognized benefits of glycemic control and blood pressure reduction. Therefore, with the current trend of type 2 diabetes, it is imperative to stress the need of physically active lifestyle although it is a big challenge with advancement of technology. Programs of physical activity can be successfully implemented in school programs and at home especially for children/adolescents (Carrier L Herbert L, 2004).

summer reading :: essays research papers

Summer reading is given to students every year. It is an assignment handed out which is to be completed by the time school starts next year. It is compiled of a list of books in which one must be chosen and read. The assignment also includes a project, usually one that requires time and effort that must be completed as well. Schools are out for the summer. There are no more teachers and no more books. Students are ready for two months of summer fun. Going to the beach and hanging out with friends is what summer is all about. Nowhere in that itinerary does it include reading a book and completing a project. With all the activities going on there is no time to read, let alone finish a project. I find myself procrastinating until the last possible second. By the time I even pick up the book summer is over and the project is due. Incentive is nearly impossible. For some students summer reading gives them something to do. For many, myself included, this assignment is not interesting. It is a complete waste of time. I have no drive to read a story and complete a project in which I express no enthusiasm in. I consider this assignment to be busy work English teachers give to students over the summer. The summer reading project is not only a waste of time for students, but a waste of time for teachers as well. Any student is able to receive information about the book from friends; even the internet contains information about the book. Not once having to open the book and actually read a student can complete the given assignment. A teacher already knows what the story is about. There is no desire to grade a project that someone has put forth half the effort due to the fact they took the easy way out. Any student can get an easy â€Å"A† on this project but that is not the point.

The P-51 Mustang: The Best Fighter Ever Essay -- plane, D model, aircra

The P-51 Mustang: The Best Fighter Ever The P-51 Mustang is regarded by many sources as the greatest fighter plane ever created. With the technological advancements this plane achieved, to it’s service record, to it’s importance in winning World War Two, the Mustang is truly one of the greats. The Mustang played a key role in long range bomber support and saved countless bomber crew’s lives, and pilots loved to fly it. The P-51 had the most aerial victories of any American fighter in World War Two and it was flown by some of America’s top aces. The P-51 was a beast of a fighter plane The most recognizable of the Mustangs was the D model. This is the model with the famous â€Å"bubble† canopy. It had a V12 Packard Merlin-built Rolls Royce model V-1650 engine that generated over 1,650 horsepower. The engine along with a sleek aerodynamic body, and laminar flow wings (which produce less drag than conventional wings because of their shape), gave the Mustang a top speed of about 440 miles per hour, making it one of the fastest fighter aircraft in World War Two. The laminar flow wing along with external fuel tanks gave it a range of over 1,000 miles making it the only fighter capable of escorting bombers for their entire mission. It was a very agile and maneuverable aircraft and could do moves most planes could only dream about. It had a wingspan of 37 ft., was 32 ft. 3 in. long, 13 ft. 8 in. tall, and fully loaded could weigh up to 12,100 lbs.It was armed with six Browning .50 caliber machine guns, and could carry six five inch rockets, or up to two thousand pounds of bombs on the underwing racks. The P-51 was also one of the first aircraft to have an electric gyro gun sight; its sight was designated the K14. The sight could calculate ... ...p against any other fighter out there. The P-51 Mustang truly is the greatest fighter aircraft in history. WORK CITED 1. Sherman, Stephen E. "Aces of the Eighth Air Force in World War Two." US 8th Air Force Aces, Mustang and Thunderbolt Fighter Pilots in WW2. Acepilots.com, June 1999. Web. 05 May 2014. "North American P-51D Mustang." Factsheets : North American P-51D Mustang. The Official Web Site of National Museum of the USAF, 2 Apr. 2011. Web. 05 May 2014. Jackson, David D. "Warbirds and Airshows- WWII US Aircraft Victories."Warbirds and Airshows- WWII US Aircraft Victories. N.p., n.d. Web. 05 May 2014. . Clarke, R. Wallace. British Aircraft Armament. Vol. 2. Sparkford: Stephens, 1994. Print.

Effective ways of teaching method Essay

The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at secondary level, i search about perceptions of best and effective teaching methods and the reason for that. I searched that most of the students rated lecture method as the best teaching method. Becuse of the teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes. The group discussion was the second best method of teaching because of more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students. To make an effective learning methods first Remember that your students are supposed to be the beneficiaries of your communication. Don’t make too many assumptions about your students. â€Å" This Research indicates also that students are the most qualified sources to report on the extent to which the learning experience was productive, informative, satisfying, or worthwhile. While opinions on these matters are not direct measures of teacher’s effectiveness, they are legitimate indicators of student satisfaction, and there is substantial research linking student satisfaction to effective teaching. This research aim to tell you some methods on how the student may learned through effective learning strategies that the teacher may use. Teaching strategies refer to methods used to help students learn the desired course contents and be able to develop achievable goals in the future. Teaching strategies identify the different available learning methods to enable them to develop the right strategy to deal with the target group identified. Assessment of the learning capabilities of students provides a key pillar in development of a successful teaching strategy. BIBLIOGRAPHY A. BOOKS Danielson, Charlotte – Path ways to teaching series Merrill/Pearson,2010 – Education Frey, Nancy phD – the effective teacher’s guide M. E. S. ELIZABETH – methods of teaching english English language – 2004 B. INTERNET Clas. web. nthu. edu. tw/esfiles Effective teaching methods I. INTRODUCTION II. BODY OF CONTENT A. Why is it important ? B. Teaching Methods b1. Lecture Methods b2. Discussion Methods b3. Role Play b4. Case Study b5. Brain Storming b6. Assignment Methods IV. RECOMENDATION V. BIBLIOGRAPHY EFFECTIVE WAYS OF TEACHING METHODS AT SECONDARY LEVEL. II. Why is it important ? Teaching is extraordinarily important, complex, and demanding work,and a teacher’s workday consists of making hundreds of decisions that promote high-level student learning. The work is and should be daunting. Grounded and concise, this first edition text provides readers with theory-based practices that will illuminate the art and craft of teaching. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. It is equally filled with suggestions of what not to do in the classroom. However, there is no rule book on which teaching methods match up best to which skills and/or content that is being taught. Students often have little expertise in knowing if the method selected by an individual instructor was the best teaching method or just â€Å"a method† or simply the method with which the teacher was most comfortable. There is much debate within the higher education community on how teaching or teaching effectiveness may be defined that is why this kind of research is important for them to have an idea how they will be able to conduct an effective teaching methods for their student. III. TEACHING METHODS LECTURE METHOD Lecture Method: A lecture is a talk or verbal presentation given by a lecturer,trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education. This method is economical, can be used for a large number of students, material can be covered in a structured manner and the teacher has a great control of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. Teaching Methods† stated strengths of lecture method that it presents factual material in direct, logical manner, contains experience which inspires, stimulates thinking to open discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best method because according to opinion of students it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students. Lecture gives the pupils training in listening and taking rapid notes. For Improving Lecture Methods. †¢ Lecture material should be stimulating and thought provoking. †¢ Information should be delivered dramatically by using example to make it memorable. †¢ The teacher needs to use questions throughout the lecture to involve students in the learning process and to check their comprehension. †¢ Reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. †¢ Teacher should take feedback of students to improve lecture meth †¢ DISCUSSION It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. discussion as, pools ideas and experiences from group, an allows everyone to participate in an active process. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that; it has more participation of students, the learning is more effective, the students don’t have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. For Improving Discussion Methods †¢ The teacher should spend sufficient time in preparing the process and steps of discussion. †¢ Different aspects of the topic and the parameters should be selected for the focused discussion. †¢ Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach a conclusion. †¢ The teacher in the beginning should introduce the topic, the purpose of discussion, and the students participating in discussion. †¢ Before the start of discussion, background information about the topic should be provided. †¢ There is a need to include questions to provide direction. †¢ Relaxed environment should be created to foster the process of discussion †¢ Teacher after opening the discussion should play the role of a facilitator involving every one and at the end should summarize the discussion. †¢ Encourage students listen other’s point of view and then evaluate their own. †¢ Teacher should give value to all students’ opinions and try not to allow his/her own difference of opinion, prevent communication and debate. †¢ROLE PLAY occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and beliefs; or loosely indicated by an outline of the function or task. These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels. It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. For Improving Role Play Method Before the role play, the teacher should brief participants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to behave naturally. †¢ Teacher should select ; brief observers about their roles. †¢ During the role play, the teacher must keep quiet, listen ; take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be prepared for some action if participants dry up and can intervene as a last resort. †¢ After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, †¢ The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings. †¢CASE STUDY Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically used to develop critical thinking and problem-solving skills, as well as to present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked, -to diagnose particular problem only. -to diagnose problem ; provide solution. -to give reasons ; implications of action after providing both problem ; solution. It is a time consuming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to, -read the case and determine the key problems faced by the decision maker, -determine the data required to analyze the problems and for a synthesis into solutions, -develop, analyze, and compare alternative solutions, and recommend a course of action. For Improving Case Study Methods †¢ Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. †¢ Students should work in group to prepare a written report and/or a formal presentation of the case. †¢BRAINSTORMING It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building. It develops listening skills. For Improving Brainstorming Method Ground rules for running brainstorming Methods: †¢ There should be no criticism and the wild ideas should be encouraged and recorded without evaluation. †¢ Emphasis should be placed on quantity of ideas and not the quality. †¢ There is a need of equal participation of members. †¢ It can be unfocused so teacher should know how to control discussion and facilitate issues. †¢ It works well in small group. †¢ASSIGNMENT METHOD Written assignments help in organization of knowledge, assimilation of facts and better preparation of examinations. It emphasizes on individual pupil work and the method that helps both teaching and learning processes, For Improving Assignment Method †¢ Teacher should describe the parameters of the topic of assignment. †¢ Fully explain assignments so that students know how to best prepare. When the inevitable question, â€Å"Will we be tested on this? † arises, make sure your answer includes not only a â€Å"yes† or â€Å"no,† but a â€Å"because . . . †¢ Davis (1993) suggests that â€Å"Give assignments and exams that recognize students’ diverse backgrounds and special interests. For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative healing belief systems. A faculty member in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. † IV. RECOMENDATION †¢PARENT To evaluate teaching effectiveness different methods can be used including peer review, self-evaluation, teaching portfolios, it can also be done in home in the youngest children , to prepare for schooling. †¢STUDENTS student achievement and students’ ratings of teaching methods used by their teachers. students provide anonymous feedback at the end of each course they complete, faculty and will be used to improve the teaching and learning in the course otherwise they are unlikely to take the rating process seriously †¢TEACHERS Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. Teachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students.