INFORMATIVE SPEECH OUTLINE FORMAT Essays - Education,

INFORMATIVE SPEECH OUTLINE FORMAT Alejandro Iglesias January 6th Topic: Child Geniuses General Purpose: To inform Specific Purpose: To inform the audience about intellectually gifted children and their lives including correlation to unusually early benchmarks as compared to average children. Thesis: Intellectually gifted children seem to not only experience different things in their lives compared to average children, they progress faster in respect to their chronological mental but not emotional evolvement before until reaching adulthood compared to peers. I. Introduction A. Attention Getter: Imagine being surrounded by a classroom of peers. And now imagine that these "peers" are all about ten years older than you as you sit in a University classroom at 12 years of age. Examples of this: Early acceptance to often prestigious universities, ability to do complex mental tasks that are equivalent to someone much older, the apparent emotional manifestation of these individuals that seem as though they are precocious "little adults", etc Body (1) B. Reason to Listen: The development of child geniuses brain may show that higher intelligence is also linked to higher emotional maturation, which has implicit things to consider on behalf of educational institutions, Body (2) Personal Connection: I once knew a child who could be considered a "child genius". This child has a very poor childhood in my and many others opinions of those who knew him. I knew him all through growing up in elementary school I have extensively researched notable examples of child genius. I. Thesis: Children with higher intellectual abilities mature mentally at a faster rate in relation to their chronologically than their same aged peers of lower intelligence. Some notable varied examples of well-known gifted children with exceptional intellectual abilities and describe how their trajectory in life is all supporting evidence of my thesis. Body (3): How this has strong implications for how the educational system in the United States must take measures to adapt to these type of children even in varying degrees of intellectual advancement. How healthy development must include appropriate benchmarks not only in a mental sense for these children but rather in a emotional sense simultaneously. Because this is the healthy way for a child to develop in general, that is, with simultaneous emotional and mental benchmarks growing up, schools are fundamental in appropriating gifted students without divergence from other same aged peers and doing as little as possible to ostracize them while giving them appropriate challenging course load II. Restate thesis: Intellectually gifted children seem to not only experience different things in their lives compared to average children, they progress faster in respect to their chronological mental and emotional evolvement before until reaching adulthood compared to peers. Growing up in educational facilities, highly gifted children are often placed in higher grade classrooms with older peers. This can be proven using examples and also I will now add how this can be harmful for the emotional development and social development of the child who is not with his same aged peers. Time online magazine article. (support) (Various online sources) Transition: Children who are very intelligent grow up at faster rates mentally but not necessarily emotionally and for this reason we should not necessarily put them in educational surrounding s of older peers. Furthermore we will now look as to what we can do to better life for these gifted students. B. Statement of second main point. We should do as little as possible to ostracize gifted children in educational settings by placing them with older peers as this is of considerable concern for their emotional well-being. (*various historical and online sources possibly books*) C. Statement of third main point. We should put children in what experts (research this) recommend is appropriate course of action for educational policy concerning gifted children's education. Online sources Textbook sources III. Conclusion A. Review of Main Points: Children who are highly intelligent develop faster intellectually but not necessarily faster emotionally than same aged peers. How this relates to United States educational facilities. What can be done in order to the best welfare of these children within the public school setting. B. Restate Thesis: Exact same as above. C. Closure: As we adopt and develop new and more satisfying educational pedagogue, we can ensure the best fulfillment of the potential of our country's greatest minds. Alejandro Iglesias Sociology The Marriage and Family Experience January 7th How to NOT treat Child Geniuses In today's speech we are

The Differences between the Chesapeake and New England Area in Colonial Times Essays

The Differences between the Chesapeake and New England Area in Colonial Times Essays The Differences between the Chesapeake and New England Area in Colonial Times Essay The Differences between the Chesapeake and New England Area in Colonial Times Essay The Differences Between The Chesapeake and New England Area In Colonial Times Europeans began the colonization of America in the early 1600s. In the beginning they all came to escape from something in Europe, and while there were many various reasons for leaving, most were fleeing from religious persecution. The other main attraction was economic prosperity in a new world rich with resources, to either be sent back to Europe, or to simply use here and make a new life for themselves, better than that which they had back home. The English colonies of the Chesapeake nd New England were similar in terms of who founded them ( English settlers), but the similarities pretty much stopped there when it came to reasons for settling, and once they had established themselves how their economies and societies were set up. They differed greatly in economic structure, religious beliefs, societal structure, and also population make-up. The two regions were very close, but in the end became two completely different regions with unique identities. The New England area was originally settled by people seeking religious freedom in the new world. They were primarily Puritan Separatists. They decided to come to the new world after the Church of England separated from Catholicism in a decision made by King Henry VIII. Although the Church of England and Catholicism were no longer intertwined, they still felt they did not have the entire amount of religious freedom they desired. They decided that the best course of action would be to head to the new world so they could start a society in which they could practice their religious beliefs freely and without persecution. They were also Joined by some quakers and catholics who had not Joined the church of England, who also wanted reedom to practice their religious beliefs how they saw fit. Although they came to the new world to start a society based on living a religious life,having religious freedom, and being a tolerant society, in reality they ended up being very pompous in their beliefs as being holier than thou towards the other colonies. This is because their entire societal structure was based on religion, and living as virtuous a life as possible. The Chesapeake region could not possibly be any more opposite of the New England region when it comes to their religious beliefs and practices. The Chesapeake region was founded primarily for economic gain, and therefore religion was not the cornerstone on which it was founded, as was the case with the New England region. The primary church in the Chesapeake region was the Anglican church. Religious participation and emphasis was very low in the Chesapeake region. Due to this their society was not structured around religion as was the New England region, instead it was structured around economic prosperity. The New England regions societal structure was completely based on religion due their being founded on the basis of religious freedom. This meant that everyone in the region was very faith oriented, and conducted themselves as so. The population in the New England region was almost completely white Europeans. There was very little to no commercial agricultural operations in this region as they came with the intent of religious freedom and not economic enterprise. Due to this they relied primarily on subsistence farming to provide for their wants and needs. The only real commercial ventures in the area at the time were ship building and woodworking. This led to their being a large amount of urban development in the area at the time ue to the need to house all of the people who lived in the region. They could afford the land to house as many people as they wanted since they did not need the land to use for farming and other agricultural endeavors as they were not concerned with making a profit off of them. In a very stark contrast to the societal and economic makeup to the New England area, the Chesapeake area was once again a polar opposite in almost every aspect mentioned above. The Chesapeake area was not founded on pursuit of religious freedom, but instead in the pursuit of economic prosperity. As such there society was completely structured around economic ventures and financial gain, primarily through the agricultural industry. The main cash crop for the area during this time period was Tobacco. Since they were focused entirely on agricultural enterprises and making as much profit as possible, their population makeup was very different as well from the New England areas population. They Chesapeake region was absolutely chock full of slaves. All of these slaves were needed in the area to work the agricultural fields at a low cost, or simply the nitial cost of the slave. Implementing slaves into the equation meant that all of the owners of these agricultural enterprises were able to maximize their profit, and therefore become very wealthy, which was the original idea behind founding their region from the onset. Due to this practice the regions population was primarily made up of slaves. It required a lot of slaves to work the immense amount of agricultural areas that were found throughout the region, and so they brought as many slaves over from Africa as they could. As a result of the area being founded olely for the purpose of agricultural enterprising and economic profit, there was very little actual urban development. Although the regions eventually Joined in the formal formation of the American colonies, they were completely different regions from the onset, and during their time. The Chesapeake region being founded completely for economic gains, while the New England region was founded entirely for the pursuit of religious freedoms. The societal structure of the Chesapeake area was completely founded and based upon economics, while the societal structure of the New England Area was almost ompletely faith based. The population structure in the Chesapeake area was almost entirely land owners and their slaves, while the New England area was simply comprised of white Europeans. There was no real heavy economy in the New England area at the time aside from ship building and wood-working since they were entirely focused on their faith, and in contrast the Chesapeake was completely focused on and centered around their agricultural economy. In the end although they were different, they came together and formed the beginnings of what is now our nation as we know it today.

Influences of U.S. Infrastructure Assignment Example | Topics and Well Written Essays - 250 words

Influences of U.S. Infrastructure - Assignment Example These lines are research works pertaining to data infrastructure and parties with diverse histories of international categorization of illnesses for biological research (Hall, Reed, and Torralba, 2002). Second, infrastructure stabilizes the degree to which they can offer adaptable and domestic usage by all sorts of users. At the same time, infrastructure sustains adequate consistency to facilitate organization through local places and various communities. Third, infrastructure reveals faults or failures in the second line of research on previously distributed features of cognition. One negative effect of infrastructure is the failure of power that leads to disruption. Power failure means some gadgets become unfeasible, causing members of the navigation team to regroup their activities and cater to the demands of a fast-paced fix series. Another negative result is the rise in the risk of many infrastructural collapses that go past topographic and practical limits. The third negative effect is the inability to predict conveniently the long-term impact of new infrastructure and disruptive technology (Martin, 2007). In conclusion, infrastructure in the United States has more positives than negatives impacts on research and emergency management. The effect of infrastructure on the general level of emergency management and disruptive representation mostly relies on the existing level of productivity