In addition to this paper, the DTD has also developed more detailed "focus" papers that share insights and best practices for various specific challenges such as mission command and cross-domain synergy, assessments, CCIR development and reporting, and lethal and nonlethal integration observed at joint headquarters. All of these papers are unclassified for broad accessibility.
Have a suggestion to improve this page? To leave a general comment about our Web site, please click here Share this page with your network. Ambiguity in Heart of Darkness byLudy P.
I flip through the book, pinch pages of the plus-page book between my thumb and index finger, and hold it up. Then the chorus of voices ensues: Um, I mean, are you lying to us? Then how come the book is so big? And they're hooked, as if anticipating initiation into some clandestine society for Heart of Darkness aficionados—but then they begin reading it, and their excitement fades and frustration takes its place.
That students find the text difficult to understand is an understatement.
Not only do they struggle with the syntax, they are perplexed, among other things, as to what is the "right" interpretation of Marlow's journey up the Congo or what Kurtz's character or the cannibals represent or what those "stupid black hens" symbolize.
As a result, they become reluctant readers of a piece of literature that critics continue to write about and debate today. Such reluctance on their part raises the question: Why teach Heart of Darkness?
Rationale Heart of Darkness is a text that my students, even the best ones, struggle with each year. It makes them doubt themselves, their intelligence, and for some, even their potential success in college.
Many of them are the best and the brightest at Overfelt and so fearless in many other ways, and yet this work makes them afraid to take chances, to explore possible meanings because they do not want to be wrong. Located in the heart of Silicon Valley and the third-largest city in California and the 10 th largest in the U.
The community faces tremendous poverty and high crime rates; in fact, the City of San Jose has identified Overfelt's attendance area as a "gang hot spot. Their scores, however, are not enough to erase the stigma of a low-performing school and nor lift it above the rising tide of emphasis placed on achievement tests to determine the quality of instruction in the classroom and teacher effectiveness.
Hoping to raise test scores, Overfelt recently adopted a small learning community model school-wide. I belong to Fiat Lux, 4 the "honors" academy. I am one of the lucky few at the school to have a resource period to co-lead a team of six teachers, including myself.
We are cognizant that due to the make-up of Overfelt's student body, school-wide resources have focused on improving the achievement of our middle- and lowest-achieving students. Fiat Lux agrees the school must do this, but we also know we cannot ignore the needs of our highest achieving students, often overlooked because "they will do well no matter what.
So, our goal is to develop curriculum that engages and challenges students, and to create community among our students who, unlike others, are placed in the academy mostly owing to their test scores and grades rather than their own choice.
We want to ensure they are not forgotten in the push to improve instruction among the less gifted students and close the achievement gap. But of course, these are not the only students who take Advanced Placement classes. In the hopes of shrinking that gap and to ensure no student who wants to take AP is denied access to its challenging curriculum, Overfelt has maintained an open-door policy in regards to AP classes.
That means that enrollment in the course is not predicated on any kind of prerequisite with the exception that students must have taken but need not have passed AP English Language in the 11 th grade.
Received an F in English 3 college-prep junior English? Go ahead and take AP. D's in freshman and sophomore English classes? Sign up for AP. Counselor strongly advised against AP? I am, however, by no means advocating that students who do not have the "proper credentials" be excluded from enrolling in AP.
There are too many factors accounting for why students do not do well in their classes before enrolling in AP English Literature.
So, while every parent or guardian I have met wants their child to do well in school, often something has to give in order that basic needs are met first; unfortunately, that something is often schoolwork. Another reason some students did not do well in English 3 is because they did not find the course engaging or challenging, and so they did not work for the grade they easily could have earned.
These students often thrive in the AP classroom. And then there are those students who know they have not acquired many of the skills students normally have in order to be successful in an AP classroom but are nevertheless willing to challenge themselves; these students are often my most diligent and hard working.Behavioral game theory, by contrast, can be understood as a refinement of game theory, though not necessarily of its solution concepts, in a different sense.
It restricts the theory's underlying axioms for application to a special class of agents, individual, psychologically typical humans. • a student work sample from any member of the class other than the two Focus Students (maximum of one page) Type your response in the textbox below.
Textbox Analyzing the Differentiated Instruction for Each of the Two Focus Students. Improving Your Test Questions. objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement; and (2) subjective or essay items which permit the student to organize and present an original answer.
() conducted forty-two. Where difficulties arise. Sometimes the difficulties students have with preparing effectively for exams stem from a need to develop fundamental skills such as time management, reading for comprehension, note-taking, and coping with anxiety.
Aug 16, · Another approach is to retell the same story in the conclusion with a different (usually better) ending. Examples: In an essay about cell phone use in cars, you could open with a scenario showing a person getting a call while driving and thinking about what to vetconnexx.coms: Grade 8 English Language Arts.
Practice Test. For further information, contact: Other grade 8 prompts may direct students to write a story or develop an explanation or description. Session 2: Reading and Responding (pages 10 through 27) asks students to read several passages complete the constructed-response items is the same.