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It's a Wonderful Life Movie Quiz
Quiz by Sara Richardson
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The Boy Who Cried Wolf Long ago a shepherd boy sat on a hilltop watching the village sheep. He was not fond of his job. He didn't like it one bit. He would have liked something wonderful to happen, but nothing remarkable ever did. The shepherd boy watched the clouds move softly by to stay busy. He saw horses, dogs, and dragons in the sky. He made up stories with these things as characters. Then one day he had a better idea! He took a deep breath and cried out, "Wolf! Wolf! The wolf is chasing the sheep!" The villagers ran up the hill to help the boy. When they got there, they saw no harmful wolf. The boy laughed. "Shepherd boy! Don't cry 'wolf!' unless there really is a wolf!" said the villagers. They went back down the hill. That afternoon the boy again cried out, "Wolf! Wolf! The wolf is chasing the sheep!" The villagers ran to help the boy again. They saw no wolf. The villagers were angry. "Don't cry 'wolf!' when there is NO WOLF!" they said. The shepherd boy just smiled. The villagers went quickly down the hill again. That afternoon the boy saw a REAL wolf. He did not want the wolf to grab any of the sheep! The boy thought the wolf would snatch one of them for a delicious, tasty meal. A sheep would be a big feast for a wolf. He quickly jumped to his feet and cried, "WOLF! WOLF!" The villagers thought he was tricking them again, so they did not come. That night the shepherd boy did not return with their sheep. The villagers found the boy weeping real tears. "There really was a wolf here!" he said. "The flock ran away! When I cried out, 'Wolf! Wolf!' no one came. Why didn't you come?" A kind man talked to the boy as they walked slowly back to the village. "In the morning, we'll help you look for the sheep," he said. "You have just learned one of life's important lessons. This is something you need to know. Nobody believes a person who tells lies. It is always better to tell the truth!"It's a Wonderful LifeThe Two Mice The country mouse was happy in his small house until his cousin, the town mouse, came to visit. “I live in the city,” the town mouse said. “I dine on tasty cheese and warm bread.” When the country mouse heard this, he thought for a while and said, "Cousin, I'll come to the city with you." So they went to the town mouse's house in the city. When they arrived, the town mouse said, "The people are in the parlor. Let's sneak into the kitchen for some bread and cheese." "Can we eat all these things?“ asked the country mouse. "Of course!" said the town mouse. "Let's have a feast. Oh, it's such a wonderful life!" the town mouse said. Suddenly, they heard footsteps. "Quickly! Hide!" whispered the town mouse. "The lady of the house is coming!" The mice hid under the table and waited for her to go. Then, they returned to enjoy their feast.Mark: Hi, Nam! Nam: Hi, Mark! Long time no see. How are you? Mark: I’m fine, thanks, but you look so fit and healthy! Have you started working out again? Nam: Yes, I have. I’ve also stopped eating fast food and given up bad habits, such as staying up late. Mark: I can’t believe it! I thought you can’t live without burgers and chips! Nam: I know. I ate a lot of fast food, but now I prefer fresh fruits and vegetables. Mark: So what happened? Nam: Well, it was my grandfather. I visited him during my last summer holiday and have learnt a lot of important life lessons from him. Mark: Really? Nam: Yes. He’s a wonderful person. He has just had his 90th birthday, but he’s still full of energy! Mark: Amazing! How does he stay so active? Nam: Well, he does exercise every morning, goes to bed early, and eats a lot of vegetables. We spent a lot of time together cooking, working in his garden, and walking in the parks. I’ve learnt from him that taking regular exercise and eating a balanced diet are the key to a long and healthy life.Astonishing Animals Our planet is full of weird and wonderful creatures. Meet three of them – animals with surprising bodies, habits and abilities. The animal that can’t be true When in 1798 zoologists in Britain first saw the skin of an Australian platypus and a drawing of the animal, they were sure it was a hoax. A creature like that could not exist. Why not? First, it has fur, like cats or dogs, but also a flat bill like a duck, and a big thick tail like a beaver. Secondly, it lays eggs and looks after them like a bird, but when the young come out of the eggs, the mother feeds them with her milk. On top of everything, the platypus has a poisonous sting – like a snake! It cannot kill a human, but it’s very painful. Champion Runner You probably know the cheetah is the fastest runner among animals. It can run up to 100 kilometres per hour. But after some 200 metres, it needs to lie down and rest. The pronghorn, which lives in the prairies of North America, can run a few kilometres at ninety kilometres per hour, and fifteen kilometres at sixty-five kilometres per hour. Its whole body – heart, lungs, legs – is a perfect machine for long-distance running. But why? It doesn’t need to run this fast now, but 18,000 years ago there were cheetahs in America. The pronghorn probably evolved to escape them. This beautiful animal is not well-known in Europe, but in America it is a symbol of the prairie life. You can see it in the emblem of the province of Alberta, Canada. Aliens in the ocean An octopus has no fixed shape or colour. In danger, it will change both. It can become like its surroundings and difficult to see. Or it can look like a dangerous animal, such as a sea snake, and scare an attacker away. Octopuses are also intelligent. Their brains are large in proportion to their body size. They can use tools and solve problems: for example, open bottles to get food, or use clever strategies to escape from an aquarium. It seems they are unhappy in a zoo or lab. But they are so different from humans that it is difficult for us to understand their intelligence. In fact, it is a bit like meeting intelligent aliens.balmy temperature wonderful nice temperature, приятная мягкая температура provide a tropical escape give somebody a way out to a hot place, обеспечивать кого-то побегом в тропики get away from it all go somewhere different to have a rest or holiday, сбежать ото всех natural scenenry wildlife, flora and fauna, естественная природа take-your-breath-away being extremely beautiful or exciting, захватывающий дух luscious jungle sweet, luxurious, ароматный, благоухающий, роскошный embrace one's wild side behave in one's strangest way, проявить свою дикую сторону hedonistic hideaway an escape for people who love life, укромное местечко для людей, любящих жизнь ring in celebrate, отмечать be blessed with be lucky to have something, быть благословенным чем-то venture go somewhere despite difficulties, risk doing smth, отважиться star gazing looking at the stars, смотрение на звезды be short of to have very little, не хватать let all of one's tensions melt away get rid of problems, have no more problems, избавиться от напряжения offer invaluable insight have strong ideas after trying smth, предложить неоценимое озарение be after smth be trying to get smth or buy it or find it, искать что-то abundance a very large quantity of something, разнообразие, множество available to try be at hand to test, в наличии попробовать be popular among/amongst ba famous, быть известным средм be more your scene be your choice, быть вашим выбором, по душе aptly appropriately; correctly, верно, соответствующим образом well-deserved rest relaxation one should and must have, заслуженный отдыхChapter 7 - Review Data and Decision Making *Glow bus due at midnight, name and student number: answer questions using content in class People have created wonderful things for centuries, and management Management can be traced as far back as 500 bc when the ancient Sumerians used written records to improve government and business activities Why is it important to lean from the past Not to repeat our mistakes Classical management approaches Scientific management Administrative Principles Bureaucratic organisation Behavioural Management Approaches Follett’s Organizations as communities The Hawthorne studies Maslow’s theory of human needs Mcgregor’s Theory x and Theory Y Argyris Personality and organisation Modern Management foundations Organises as systems Contingency thinking Quality management Quantitative and analysis and tools Evidence-based management Contributions Frederick Taylor - Father of Scientific management He noticed that workers often did their jobs with wasted motions and without a constant approach. His resulted in inefficiency and low performance He believed the problem could be fixed if workers were taught to do their jobs in the best ways and ten were helped and guided by supervisors Four guiding principles of scientific management Rules of motion, standardized work and proper working conditions Select workers with the right abilities Train workers and give them incentives Support workers by planning and smoothing the way as they do their work Frank and Lillian Gilbreth Pioneered use of motitono studies as a management tool In one famous case, the gilbreaths cut down the number of motions used by bricklayers adn tripled their productivity Contributions from scientific management Make results-based compensation a performance incentive Carefully design jobs with efficient work methods Carefully select workers with the ability to perform the job Trian workers to execute activities to the best of their abilities Train supervisors to support workers so they can perform jobs to the best of their abilities Classical Management Adiminstative principle (Henro Fayol) 1919, after a career in French industry, Henri F published “adminisration Industrielle et Generale” (General and industrial management) in which we out like his views on the management of organiztion and workers Rules and duties in management Foresight - to complete a plan of action for the future Organization - To provide and mobilize resources to implement the plan Common- to lead, select and evaluate workers to get the best work toward the plan Coordination- to fit diverse efforts together and ensure information is shared and problems solved Control- to make sure things happen according to plan and to take necessary corrective action Classical management Bureacratic organiztion (Max Weber) Max weber (Bureaucrativ organization) - late 19th century German political economist who had a major impact in the fields of management and sociology Bureaucratic Organization An ideal, intentionally rational adn very efficient form of organization Based on the principles of logic, order and legitimate authority Characteristics of BO Clear division of labour Clear hierarchy of authority Formal rules and procedure Impersonality Careers based on merit What are some disadvantages of bureaucracy Takes a long time for problems to become solved bec there are procedures and there is a chain of people in command Having the power Rules have to follow Excessive paperwork or “red tape” Slowness in handling problems Rigidity in the face of shifting needs Resistance to change Employee apathy Behavioural Management Approaches (focus on understanding the elements that affect human behaviour in organisations) Follett’s Organizations as communites Mary park follett contributed to the transition from classical thinking inot behavioural management Groups and human cooperation Groups allow individuales too combine their talents for a greater good Organizations are cooperating “communites” of managers adn workers Managers job is to help people copperate and achive an integration of goals and intrests Forward-looking managment insight: Making every emploee an owner creates a sense of collective responsibility Prescursor of employrr ownership, profit sharing and gain sharing Buniess problems invovle a varity of inter realted factors Prescursor of systems thinking Private profits realtive to public good Precursor of managerial ethics and social respinsibility Hawthorne studies Took place at western electric chicago plan, a tran led by Harvards Elton Mayo set out to learn how econmic incentives and workplace conditions affected workers output Maing objective Intial study examined how ecomoin incentives adn physical conditions affected worker output (productivity) No consistent relationship found During experientmetn they had 2 groups The expertiant groups (impoved wokring ocnditions ) The control group ( no changes to original working conidtions) No consitant relationship found, perfomance in both groups increased even after removing incentives Social setting and human relations Concluded New “social setting” led workers to do good job Good “Human relations” = higher productivity The contect - The Great Depression (1929-1940) Employee attitudes and groups processes Osme thinsf satisifed some workers but not others People resticited output to adhere to groups norms (Avoid layoffs) Lessons from he hawthrone stufirs Social and human concerns are keys to prductivity Hawthrone effect - People who are singled out for special attention perform as expected Maslow’s Theory of human needs Human needs The work of psychologist Abraham Maslow in the area if human “needs,” also has had a major impact in the behavioual apporach to management Maslow’s hierarchy of human needs Self actualization needs Higherst level: need foe self fulfillment to grow and use abilites to fullest and most creative extent Esteem needs Needs fro esteem in eyes of others need for respect, prestige, recognition; need for self esteem, personal sense of competence, mastery Social needs Need for love, affection, sense of belongingness in ones relationship either other people Safett needs Need for security, protection and stability in teh events of day to day life Physiological needs Most basic of all human needs: need for biological maintence; food, water and phydical well being Principles Defict principle: A satidifed need is not a motivator of behaviour Progress principles: A need becomes a motivator once the preceding lower-level need is satisfied Both principles cease to operate at self actulilzation level McGregor’s Theories Thepry x assumes that workers; Dislike work Lack ambition Are irresponsible Resist change Prefer to be led Theoyry y assumes that workers are Willing to work Willing to accept responsibility Capable of self control Capable of self direction Imaginative and creative According to McGregor, Managers create: Self fulfilling prophecies Implications of Theory x and y Theory x managers: Create situations where workers become dependent, passive and reluctant Theory y managers create situations where workers respond with initiative and high performance Central to notions of empowerment and self management Argyris’s theory of adult personality Classical management principles and practices inhibit worker maturation and are inconsistent with the mature adult personality Management practices should accommodate the mature personality: Increasing task responsibility Increasing task variety Using participative decision making Modern Management Foundation Quantitative analysis and Tools Analytics: the use of large data bases and mathematics to solve problems and make informed decision using systematic analysis Organization as systems System Collection of interrelated parts that function together to achieve a common purpose Subsystem A smaller component of a larger system Open systems Organisations that interact with their environment Contingency thinking Tires to maths managerial responses with problem (situation) No “one best way” to manage The “appropriate way to to manage depends on the situations Quality management Qality anc competitive advantafe are linked Total quality managment (TQM) Comprehensive approach to contiou impovment on teh entire organization ISO certification Gloval quality management standards Refine and upgrade quality to meet ISO requirments Evidednce Based Managment Making management decision on “hard facts” about what really works The advantage of direct method is that the teacher can control the class and fit in a lot of activity into a short class period. This leaves plenty of opportunities for the students to hone their skills, especially new ones. On the other hand, because the class is centered around the teacher, some students may not receive proper feedback, and creativity is limited. Also, the lesser talented athletes often tend to get lost in the shuffle while the great athletes shine. However, there are now a multitude of various teaching strategies that can be employed in addition to that method. Ex: Announcements, Module/Unit introductions, Descriptions/modeling of assignments and learning activities, Written or video lectures, Demonstration videos, Presentations, Discussions moderated by instructors, Interactive tutorials. Indirect Method The Indirect Teaching Style allows students to be involved in their own learning through experience and other peer’s knowledge. Students can use critical thinking to expand their learning capabilities by seeing what others may be doing correct and adjusting this to their own knowledge. The Indirect approach is the opposite of what the direct style suggests, but they are both strictly related, meaning you can’t have one without the other. Direct teaching: The instructor stands in front of the class or group and lectures or advises. Indirect teaching: The instructor assumes a more passive role and guides the student interactions. Movement exploration: Incorporates the use of equipment that involves movement. Movement Exploration The movement exploration class is founded on developing a strong, positive association to physical activity. Classes are aimed at developing movement skills and foundational strength through fun and engaging activities. The activities are age appropriate and include games, challenges, and exploration that positively challenge children’s competency while improving their physical capabilities. Skills such as the ability to climb, hold animal shapes, gymnastic style activities, and the introduction to athletic motor skill competencies are the foundations to youth training. This class provides the introduction to strength training to give children the opportunity to learn the skills required to safely and confidently engage in resistance training. Cooperative Skills Cooperative activities teach students to work together for their group's common good. By participating in these activities, students can learn the skills of listening, discussing, thinking as a group, group decision making, and sacrificing individual wants for the common good. There are two primary objectives guiding the teaching of cooperative activities. First, cooperative activities allow students to apply a variety of fundamental motor skills in a unique setting. Students are typically asked to perform motor skills in a specific way, such as “skip in general space” or “balance on one foot and one elbow.” Cooperative activities ask students to perform different activities such as skip with their hands on the shoulders of someone in front of them, walk with big steps while placing their feet on small spots, or walk across an area blindfolded while someone directs their moves. Due to the uniqueness of such experiences, students often find cooperative activities exciting and motivating. Second, cooperative activities are a wonderful medium for teaching social and emotional learning (SEL). SEL offers students an opportunity to understand and manage their emotions. In addition, such activities offer an opportunity to show empathy for others and develop positive relationships. Cooperative activities demand that all students play a role in completing the task or solving the movement problem. Every student, regardless of ability level, is important and contributes to group goals. 9 traits a PE teacher often needs Here are nine essential traits of an effective PE teacher: 1. Athletic ability Athletic ability is an essential trait for a PE teacher because they're often showing kids how to perform exercises. To demonstrate proper form and encourage the kids to continue their fitness education, it's important they can perform the exercises themselves. Having experience with fitness training can enhance a PE teacher's lesson planning because they're familiar with how each exercise affects a person's body. Athletic ability can also refer to an aptitude for sports and games. PE teachers can instruct students on how to play these games or lead after-school activities involving them, like soccer or basketball. An aptitude for sports and games can help a PE teacher encourage students to participate in the activities during class. If the PE teacher enjoys physical activity, they may make the lessons more enjoyable for the student. 2. Teaching ability A PE teacher is a member of a school faculty, so it's essential they have the teaching ability that allows them to communicate lessons to students. There are various skills involved in teaching, including the technical capabilities associated with each professional's particular field. Learning these skills can help PE teacher plan their lessons effectively and connect with their students, meaning they can encourage students to practice fitness skills in optimal ways for their health. Here are some important teaching skills for PE teachers: Having an engaging classroom presence Real-world learning Project building Lesson planning Technology 3. Interpersonal skills PE coaches are part of faculty teams, so working alongside other teachers is an essential part of their job. They often collaborate with a student's general education teacher to address any behavioral issues that arise. They can also team up with other classes to plan activities for students, like field days and special field trips. Communicating with peers can ensure these interactions remain productive and create opportunities for more fulfilling lessons. Teachers can also model emotional skills for their students by displaying positive social interactions. Interpersonal skills can also help PE teachers interact with students and their families. If a student can make a student feel comfortable expressing their needs and preferences, they can often perform physical exercises or play games to the best of their individual capacities. Understanding how to soothe nerves and support students' emotional needs are important examples of interpersonal skills. When interacting with family members, you may use some of these same techniques to communicate effectively and best uplift students. 4. Written and verbal communication Both verbal and written communication is important for PE teachers because they often communicate with students, families and various personnel on a day-to-day basis. For example, a PE teacher uses their communication skills in a lesson plan to describe any student assignments or expectations accurately. They may also write instructions in a document, then explain them in a classroom lecture. They also use communication skills to share their lesson plans with other PE teachers during conferences or classroom development exercises. Many teachers continue to learn their trade even after working as a teacher for many years. They may share tips with each other or special lessons they've developed if they feel another teacher may benefit from it. Creating a community can help PE teachers continue to expand their teaching methodology and receive feedback on their lessons. 5. Patience and adaptability Working with children can require patience and adaptability because they're encountering many new concepts at the same time and learning how to regulate their emotions. As a result, it's important to treat them with patience and care while they're in your class so they can feel comfortable and feel motivated to complete assignments. As children become teenagers, they may require patience and adaptability to account for their changing bodies and attention spans. Like any job where you perform tasks in real-time, certain circumstances may occur that require you to adapt lesson plans. For example, if the weather turns from sunshine to rain on a day you planned for students to run a mile outside, you may need to adapt the lesson plan so they can practice endurance sports inside a gymnasium instead. 6. Organization PE teachers can use organization skills to improve their lesson planning sessions. For example, they can keep their plans in one place, and determine which parts of a semester or quarter to introduce new concepts. Throughout the year, these objectives may change because of unforeseen setbacks, but organizational skills can help PE teachers control the trajectory of their class curriculum. PE teachers can also use organizational skills to maintain their classroom space. Physical education frequently requires balls, equipment and tools to play games that may be on a lesson plan. They also organize equipment and decide where to store it within their classroom or storage space. 7. Creativity Creativity can help a PE teacher develop fun ways to introduce new material to their students or reinforce previous lessons. They can teach new games or devise interesting ideas to change the rules of a game to help keep students engaged. To find inspiration for their lesson plans, they can turn to personal hobbies or media aspects they enjoy, like movie scenes, songs or dances. A varied lesson plan can foster more engagement among students who prefer action- based learning activities, rather than lectures. 8. Focus Focus is an essential trait of a PE teacher because students often require their full attention during class, especially if they're learning a complicated physical task. You can focus your lesson plans around specific elements of physical education you believe are essential for students of a certain age group or skill level. If students require mentorship, you can also focus on each student's needs to supply them with a steady support system. Focusing on your students can help guide your career purpose. It can give you a core value system that informs your lesson plans and mentorship activities. This passion for your student's well-being can also help you become an advocate for each student in your class. You can also help organize funding for different field trips or establish after-school activities to support their interests. 9. Enthusiasm for teaching sports and fitness Enthusiasm is essential for a PE teacher. Many physical education activities require high energy and may suit someone who enjoys teaching them to others. Being an effective PE teacher also requires an enthusiasm for working with kids and making a positive impact on their lives.