Representatives from the 13 colonies came together to make a letter to send to the British
Answer:
Dispute resolution at initial level injects a sense of security and belief in an individual and hence improves the relationship between the two
Explanation:
The internal conflicts between the people and institution if resolved at an earlier stage build confidence in people working in the institution. They also start respecting the institution and start believing that their voices are also heard irrespective of their post.
This also brings clarity in relation and expectations both at the institution and individual level. Once a strong bond develops through this exercise of dispute resolution at initial level, the relation between institution and people become co-ordial.
Answer:
Tuskegee.
Explanation:
As the exercise describes, one of the most shameful violations of research ethics to date, nearly 400 African American men from Tuskegee (later called the Tuskegee syphilis experiment) were not informed that they had been diagnosed with syphilis and were not provided with available, effective treatments for this illness. The aim of this study was to observe and analyze how syphilis proceded when untreated. So, this men were told they were being treated for free.
Proponents of literature-based instruction usually focus on the importance of using authentic literature, rather than the "canned" variety found in basal textbooks and other programs. Books that are written to teach children to read tend to be boring, contrived and less vibrant than authentic literature. Authentic literature can also open doors for students by introducing them to different cultures, social structures and story lines.
Advantage: Higher Level Thinking Skills
Many teachers choose literature-based instruction because they feel that it addresses higher level thinking skills than basal level instruction. Rather than forcing children to give pat answers to basic questions about a story, literature-based instruction encourages children to think deeply and share their thoughts about a story. Reading authentic literature can improve vocabulary, reading comprehension, reading ability and language growth. In addition, literature-based instruction is much more child-centered, with the teacher as the facilitator or coach, rather than "the sage on the stage."
Disadvantage: Teacher's Perspective
From the teacher's perspective, teaching using a literature-based approach can be more difficult than using other approaches. First-time teachers may find it especially challenging, since literature-based approaches inherently have less structure than many other approaches. Teachers also may struggle with effectively assessing a child's progress. Because literature-based instruction is less widely used than other forms of instruction, teachers often spend hours choosing literature selections, as well as developing activities and evaluations that reflect the content.
Disadvantage: Scope and Sequence
Finding appropriate literature selections that address the skills that students need to learn can be challenging, and finding selections that actually build from one year to the next is virtually impossible. This means that using literature-based instruction may prevent students from building their skills in a systematic fashion, and they may miss out on some skills entirely. Especially as students advance to the next grade, they will feel a lack of continuity, which can prevent them from growing as readers, writers and thinkers.
References
Fayetteville State University: Merits of a Literature-Based Instruction Vs. the Basal Approach
Family Education: Literature-Based Reading Programs
Lesson Sense: Literature-Based Instruction
About the Author
Keren (Carrie) Perles is a freelance writer with professional experience in publishing since 2004. Perles has written, edited and developed curriculum for educational publishers. She writes online articles about various topics, mostly about education or parenting, and has been a mother, teacher and tutor for various ages. Perles holds a Bachelor of Arts in English communications from the University of Maryland, Baltimore County.
