Comprehending As Well As Critiquing and Valuing Evidence Article

Appreciating As Well As Critiquing and Valuing Evidence - Article Example For appropriate making of advanced stories, Choi shows a few rules that ought to be followed. These incorporates considering the reason for utilizing computerized narrating, breaking down the understanding substance, making a storyboard, and finding the best picture to give visual foundation data (Choi, 2012). Key issues of advanced narrating incorporates absence of surveying the PCs, absence of specialized aptitude for educators and understudies, and long time spent in making stories. Choi reasons that ESL/EFL instructors who need to join computerized narrating in study halls ought to be able to create suitable and setting advanced stories. One of the positive parts of this article is that Dongseok Choi plainly depicts the significance of utilizing the most recent innovation in narrating. The creator utilizes writing from different sources, for example, Jessica, Beatham, and Roney among other to show examination. In any case, the examination among the significant supporters should be possible in a superior manner by utilization of diagrams which needs the article. This article gives away from of how educators ought to be PC proficient for them to be beneficial particularly when managing understudies. With the end goal for instructors to set up their ESL/EFL understudies to suitably impart, it is fundamental to be arranged similarly as the manner in which the educators require the plan of work for some other exercise. The article Web 2.0-Assisted Language Learning: Using Technology to Enhance Reading Comprehension, by Fatemeh Behjat, Mohammad Sadegh Bagheri, Mortaza Yamini was written in Islamic Azad University. The article that included 113 male and female members studying English in Islamic Azad University, demonstrates the degree to which web 2.0 is valuable to improve EFL students’ understanding cognizance (Fatemeh, Mohammad and Mortaza, 2012). The article explore question was which of the web2.0 devices, weblogs or wikis

city history :: essays research papers

The Roman Empire had begun at Anatolia. Byzantine Empire had lived somewhere in the range of 330 and 1453. The Seljuk Empire had begun with having the majority of Anatolia in the early piece of eleventh century. The Roman Empire, Byzantine and The Seljuk Empire, every one of them have an uncommon spot ever. Likewise there are a few similitudes and contrasts among them as far as their political and authoritative structures, financial association, day by day life and provincial chain of importance. A-) Roman Empire comprised of lords, judges, and legislators. The ruler had a major force. He could acknowledge, dismiss, or overrule senatotors’ decions since he was sen as a God of the earth. In Roman urban communities, chambers changed city states to focal government officals. So urban councils’ capacities were seperated two sections. These were respectful and military specialists on account of centralization. Estimation of political force and circumstance of city councilmen lessened with the change of power. The delegates were not by any means the only rulers in Roma. Likewise Roman Empire offered significance to armed force. They had sorted out armed force, military and rancher fighters. The rancher officers were given grain and they made it, for example, porridge and wheat. As a result of centralization urban chambers in urban areas of Roman Empire. Focal government needed to separated to seperate common and military position. The Roman Empire, political association w as higly concentrated and organization structure of The Roman Empire had a minister property with the goal that the ruler was acknowledged as the delegate of God. The congregation had a cozy relationship with the ruler of The Roman Empire in view of this conviction. Likewise christianity became state religion in the first place time of The Roman Empire. For instace, one of the criterias to be resident of Roman Empire was having a place with the christian church.  â â â â The Roman Empire had proceeded with the Byzantine so major of qualities of the two realms were comparable. The Byzantine Empire had city-satates as a legacy from The Roman Empire. The primary changes between The Roman Empire and The Byzantine Empire were foundation of the political focus and propensity to developing cetralization and reletive conservativeness of Byzantines’ fringes that stood out from the essential example of The Roman Empire. In The Byzantine Empire, church had a major significance at the political instution of senate, the court, and bureacracy. Additionally political association was brought together and the major vital powers of the centrality was the ruler, thebureacracy, the military and the congregation in Byzantine.

In Translation January Fiction and Poetry

In Translation January Fiction and Poetry 2017 is off to a great start, at least in terms of poetry and fiction in translation! Out this month are a collection of poems from India, the latest book from an award-winning Korean novelist, poet Czeslaw Miloszs unfinished work of science fiction, and a masterpiece from Japan. What are you reading in translation this month? Things That Happen: and Other Poems by Bhaskar Chakrabarti, translated by Arunava Sinha (Seagull Books, 136 pages, January 15) In this first comprehensive translation of Chakrabartis work, we get a glimpse of Calcutta in the 1960s and 70s, which saw the flourishing of modern Bengali poetry. Chakrabartis poems reflect and express the urban angst that developed against the backdrop of militant leftism, poverty, the war in Bangladesh, a massive influx of refugees, and the dictatorial reign of Indira Gandhi. And while Chakrabarti died in 2005, his work lives on. Human Acts by Han Kang, translated by Deborah Smith (Hogarth, 224 pages, January 17) Winner of the Man Booker International Prize and many others, Han Kang in Human Acts explores the ripple effect of political violence and how the death of a young boy during a violent student uprising reveals the suppression, denial, and torment that remain long after the incident. A powerful and important story. The Mountains of Parnassus by Czeslaw Milosz, translated by Stanley Bill (Yale University Press, 184 pages, January 10) Translated into English for the first time, this unfinished work of science fiction by the poet and Nobel laureate Czeslaw Milosz is set in a dystopian future in which hierarchy, patriarchy, and religion do not exist. Through four characters (a rebel, an astronaut, a cardinal, and a prophet), Milosz examines the implications of such a world, and does it in an experimental, postmodern style. The Book of the Dead by Orikuchi Shinobu, translated by Jeffrey Angles (University of Minnesota Press, 352 pages, January 16) The Book of the Dead (first published in 1939) is at once a literary masterpiece, a story based on the Egyptian tale of Isis and Osiris, and a historical romance in which a noblewoman and a ghost fall in love in 8th-century Japan. Included in this edition are a comprehensive introduction by the translator and further contextualizing essays by the Japanese intellectual historian Ango Reiji.

Essay on Diversity and Multicultural Education in the...

Introduction There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then†¦show more content†¦Reflection on Individual and Cultural Differences The way in which a student is able to advance through the process of learning can be complicated by several aspects which characterize each student. Individual differences s uch as gender, motivation, socioeconomic status, personal beliefs, and disabilities all determine the ways in which a student will move through each stage of learning or how long it will take to master a skill. Furthermore, each student’s cognitive ability and performance can determine at which rate he or she will excel from the developmental stage of learning. Manning and Baruth (2009) suggest rather than assume that learners can succeed by trying hard or doing more homework; educators should understand that development and readiness, not effort alone, affect what students can learn. Teachers who are able to analyze the characteristics of diverse learners, individually, have an understanding of the motivation, behavior factors, and various learning styles that play a role in the learning process. Furthermore, teachers should have knowledge of different cultural heritage, and understand that cultural perspective plays an important role in motivating a student. With these cons iderations, the educator is able to incorporate instruction styles and strategies that will focus on the specific learning needs and different cultural backgrounds of each individual student. Instructional Approaches toShow MoreRelatedMulticultural Education Is A Method For Instruction That Values Diversity Within The Classroom1227 Words   |  5 PagesIn the United States diversity will become progressively more reflected in our schools. In our school, students are becoming increasingly diverse, by assisting pupils to attaining knowledge, attitudes they need in order to become active citizens within our society. Teaching a group of diverse students from different backgrounds, ethnic, and other cultural groups in a school environment that supports diversity within a classroom setting incorporate teaching. More importantly, it is important thatRead MoreStudents Are Not Entering The Classroom With The Knowledge And Understanding Of Multicultural Education762 Words   |  4 PagesTeachers are not entering the classroom with the knowledge and understanding of the importance of multicultural literature. The students are suffering due to the lack of diverse reading literatur e incorporated into units of reading study. There is a need for staff developments and in-services to help educate teachers on ways to provide multicultural literacy awareness in primary schools. Objectives †¢ To heightening the awareness of the importance of multicultural literature in early grades. †¢Read MoreImplementing Multicultural Education Essay1113 Words   |  5 Pagesis any form of change in education that is discussed, there are always those who disagree with that change. These critics deem that they are problems that exist with the concept of multicultural education. One argument against multicultural education is the fear that the lack of a clear definition will essentially confuse teachers which will affect the classroom. Professor Ryan, a professor of education at Lasalle University states that â€Å"the term multicultural education is a slogan. It means differentRead MoreThe History of Multicultural Education Essay1333 Words   |  6 Pagesthe emergence of the Civil Rights Movement. Although the term â€Å"multicultural education† had not come into play yet, the idea that the U.S needed to reexamine their efforts of educating diverse groups was emerging. During this time inequality especially among minority groups in comparison to the white dominan t culture became a social issue (Banks 1999). Before the arrival of this reform multicultural education was displayed in the classroom as having minorities adapt to the predominant culture. TeachersRead MoreThe Classroom Environment Should Look And Feel Welcoming For All Children949 Words   |  4 Pages Diversity is what makes each person in a classroom different from each other, even though you could be the same color of the person sitting next you, does not mean you are the same. The classroom environment should look and feel welcoming for all children. So it can show the diversity of the world in which we live in. Children should be provided with essential information about who they are and what is important, making an effort for this to happen creates a setting that is rich in possibilitiesRead MoreIssues in Multicultural Education900 Words   |  4 PagesIssues in Multicultural Education Effective instructors must understand the issues that impact multicultural education in the United States. The significance of providing an eminence instruction in an unbiased approach to all of their students is essential. The tide of demographic changes in the United States has affected most classrooms in our schools. As a result, some classroom teachers realize they must quickly acquire a comprehensive understanding of ethnic, cultural, and social-class diversityRead MorePromoting Cross Cultural Competence For Pre Service Teachers Through Multicultural Education Experiences Essay1390 Words   |  6 PagesPre-service Teachers Through Multicultural Education Experiences†, author Dr. Jared Keengwe discusses the growing conflict of diversity in American classrooms. Dr. Keengwe argues that 21st century educators are not properly prepared to teach, or communicate effectively with students of diverse backgrounds. In many examples provided throughout the article, Dr. Keengwe presen ts the negative attributes associated with such educators who lack experience in multicultural educational environments. WithRead MoreEssay about Improving Education through Cultural Diversity1087 Words   |  5 Pagestoday’s society, cultural diversity is important as it was many centuries ago. According to dictionary, cultural diversity is the coexistence of different culture, ethnic, race, gender in one specific unit. In order, for America to be successful, our world must be a multicultural world. This existence starts within our learning facilities where our students and children are educated. This thesis is â€Å"changing the way America, sees education through cultural diversity, has been co existing in manyRead MoreMulticultural Education int the United States1665 Words   |  7 Pagescultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom sett ings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the school setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in theRead MoreThe Diversity Of Student Populations907 Words   |  4 PagesThe diversity of student populations in American schools is continuously growing. The article by Brant (2013) discusses the importance of the ways teachers and teacher educators act towards multicultural education. The study discussed pre service social studies teachers’ understanding of multicultural education. The study was based on of the ten themes of standards by the National Curriculum for Social Studies. Sixty-nine pre service teachers from a university completed a survey to rate how they

Essay on Social Reform In Charles Dicke - 899 Words

Social Reform in Dickens nbsp;nbsp;nbsp;nbsp;nbsp;In Oliver Twist and Great Expectations by Charles Dickens, both main characters refuse to except the poor hand the world has dealt them. Pip and Oliver reach a great epiphany in regards to social injustice, and in turn rebel against the system that oppresses them. They are tired of being mistreated and neglected, and thusly decide to make a stand. Charles Dickens exhibits to us through Oliver and Pip that the revolt of the weak against the strong results from the oppression of the rich caste. As a result of their revolt against the system, Pip and Oliver are ostracized for their non-conformist ideals. Thus change in an oppressing and conformist society can only be achieved through†¦show more content†¦Joe Gargery. On one occasion I soon found myself getting heavily bumped from behind in the nape of the neck and the small of the back, and having my face ignominiously shoved against the wall, because I did not answer those questions at sufficient lengt h; (12, ch. 2). This anguish inflicted by the hands of his sister resulted in Pip distancing himself from any ties with his family. Thus his independence grew as a direct result of the abuse he had faced. nbsp;nbsp;nbsp;nbsp;nbsp;In both novels the main characters have to escape from harsh living conditions and evil surroundings which in turn forces them to grow as individuals, and become independent from a conformist society. Oliver finds himself residing in an orphanage that is dark and sordid. As well he finds himself in Londons lowest slums, such as the pickpockets hideout, the surrounding streets, and the bars, which are all described as dark, gloomy, and bland. The city is described as a maze which involves a mystery of darkness, anonymity, and peril;(56, ch. 7). These horrific conditions do not keep Oliver down, but foster a need for growth inside him. Pip also is forced to live in conditions that are unattractive and unappealing. Miss Havishams house is often made to sound depressing, old, and lonely. Many of the objects within the house had not been touched or moved in many years. Cobwebs were clearly visible, as well as an abundance of dust, and even the weddingShow MoreRela tedSocial Reform in Charles Dicke906 Words   |  4 PagesSocial Reform in Dickens In Oliver Twist and Great Expectations by Charles Dickens, both main characters refuse to except the poor hand the world has dealt them. Pip and Oliver reach a great epiphany in regards to social injustice, and in turn rebel against the system that oppresses them. They are tired of being mistreated and neglected, and thusly decide to make a stand. Charles Dickens exhibits to us through Oliver and Pip that the revolt of the weak against the strong results from the

Why Was There a Revolution in Russia in 1905 Free Essays

Why was there a revolution in Russia in 1905? The 1905 revolution happened for many reasons and so a combination of factors will best explain this question. However the most important reason was the tsar and his ignorant beliefs and attitudes towards Russia. The Russo-Japanese war was a major factor in starting the revolution in 1905, the whole purpose of the war was to try and stop the thoughts of rebellion by getting the Russian people to rally for their country, however when Russia lost the Russian people lost faith in their country and their tsar because he embarrassed their country and put them in a huge national crisis. We will write a custom essay sample on Why Was There a Revolution in Russia in 1905 or any similar topic only for you Order Now Russia’s defeat displayed the government’s incompetence which excited the social unrest that the war was supposed to stop. It also showed people incompetence of the Tsar who’s most important and essential job was to show his command of his army. Enthusiasm was the first reaction to this war, giving the country something to take its mind off, stop the rioting and focus on the winning. However, as soon as it became clear that Russia was losing for the first time to an Asian power, the people declared unrest and resumed, stronger than ever the strikes and demand for reform. Russia’s ignorance on world issues was showed and clearly laid for the people of Russia to see. The loss of the war, representing the only hope allowed the revolution of 1905 to take place, forming a large number of strikes, constant pressure on the government and the demand for reform. Russia in the 19th  and 20th  century faced economic collapses along with inflation which would test the nation’s and the people’s patience towards coming sufferings. The increasing population of Russia outlined a new milestone for the empire. A population increase demanded more from the economy and required a higher order of thought to please the entire nation. However, Russia and the Tsar were not ready for such expansion in population and backward views on society only provided another reason to further damage the rising dissatisfaction. Village population had grown from 61 to 78 million between 1877 and 1905 but the land owned by peasants only grew 24. 2 percent. Clearly, there was a shortage of land, and a shortage of determination to improve the land and shortened patience to hope for better times. The emancipation of the Serfs by Alexander II in 1861 did little to solve the discontent and agitation of the working people. The view of the freed serfs was the final ownership of land in return for powering the nation’s economy and later the empire. However, the disappointment appeared when the Tsar approved freedom for the peasants, yet taxed them for living on land which they had believed to rightfully own from years of slavery. The view on autocracy was being undermined, even though there was trust in the Tsar and his connection with god. The Tsar’s ignorance on issues such as the poor living conditions for the peasants in the country outlined a path of public dismay and questioning. While the peasants resisted questioning due to their simplicity, influence from other parts of Europe and the slow industrialisation saw them thinking about the nature of their misfortune and famine. Whilst ‘freeing the Serfs’ and granting them their ironic independence, rising  prices  along with tremendous taxes influenced the peasants to revolt, playing a part in the Russian revolution. Illegal political parties were uprising to share their discontent with Russia and their Tsar and create an outline for ideas of revolution, demands and strikes. The social revolutionaries and democrats had existed from 1901, yet public support was achieved in 1905 when living was hard, and the belief of god and the Tsar had been slowly lost. These parties were illegal, yet the Tsar could not satisfy the people in order to prove these parties unnecessary. All these political opponents were a figure of showing the attention needed to Russia, how strong actions needed to be taken and the hunger of the people needed to be satisfied at any scale possible. The participation of these parties resulted in strikes and a build-up of the Russia changing general strike. Decisively, the build of political parties and the failure to stop their need allowed the citizens of Russia to demand and express themselves more, therefore leading to the activity of revolution and strength. Bloody Sunday’ intensified the revolutionary movement and finally ended the people’s view of the Tsar as their protector and carer. On 9thJanuary 1905, concerned workers came peacefully to address a petition, and expected the Tsar to ease their problems. However, the peaceful workers were shot at by the tsar’s soldiers before they could even reach the tsar. After ‘Bloody Sunday’, the tip of revolution was over and certainly now it stood in e very person’s right to take political concern and begin strikes that would swell to form a halt in the nation. By September there were massive strikes by factory workers and railway men. Soon the country was virtually stopped by a general strike, which stopped everything Russia relied on. Overall the revolution in 1905 was started by many factors however the Tsar’s beliefs and attitudes were one of the main factors because he was so naive and ignorant. He could have stopped bloody Sunday, which was the breaking point for revolution, but instead he let his soldiers shoot his people losing any trust the Russian people had in him. He also involved the country in a pointless war to try and rally Russia together only to embarrassingly lose and display his incompetence. How to cite Why Was There a Revolution in Russia in 1905, Essay examples

Intubation and Mechanical Ventilation of the Asthmatic Patient in Respiratory

Table of Contents Abstract Introduction Methods Results Discussion Conclusion References Abstract The title of the article gives a clear idea of the research question to be investigated. It is clearly and meaningfully worded to give readers a clear picture of the study. The first author works in the Emergency Department of Case Western Reserve School of Medicine, Cleveland, Ohio.Advertising We will write a custom critical writing sample on Intubation and Mechanical Ventilation of the Asthmatic Patient in Respiratory specifically for you for only $16.05 $11/page Learn More The second author works in the Division of Pulmonary and Critical Care. Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois. The last author works in the Department of Emergency Medicine, American University of Beirut, Beirut, Lebanon. The authors have expertise in emergency cases involving pulmonary and respiratory conditions. The study reviewed randomi sed controlled trial articles that were obtained via online searches (Brenner, Corbridge Kazzi, 2009). A total of 5 randomised controlled trials were reviewed on intubation, but no trial was considered on mechanical ventilation. Introduction The authors of his article did not state any study hypothesis or question. They mentioned the intensity of the problem in their introductory paragraphs. However, they did not address the significance of studying or reviewing the data for intubation and mechanical ventilation of acute asthmatic patients. The investigators did not give any predictions before doing the reviews. Evidence-based study reviews need to have the significance of the studies, and clear predictions of the outcome. This was a big shortcoming on the part of the authors. Several studies have been carried out to investigate and report clinical relevant data on intubation and mechanical ventilation of acute asthmatic patients (McFadden Jr, 2003). A study noted that there are ab out 2 million emergency visits by patients with acute asthma annually. Other studies have recognised the importance of intubation and mechanical ventilation in patients with acute asthma. Intubation and mechanical ventilation have been shown to reduce mortality cases in patients with acute asthma attacksAdvertising Looking for critical writing on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Most of the research sources used by the authors were recent (5-10 years). They gave the authors of the past research credit by citing them appropriately. While there is no condemnation of past research findings, this area of research has had controversies. The controversies have led to more studies being done to ascertain the clinical truth (Shapiro, 2001). Methods The study review did term searches online. The terms were intubation and mechanical ventilation. The intubation search yielded 41 randomised controlled trials and 6 meta-an alyses. Only 5 randomised controlled trials were used for reviews in the study. The mechanical ventilation search yielded 5 randomised controlled trials and 4 meta-analyses. All the randomised controlled trials and meta-analyses were not considered for review. The authors reviewed literature from the five randomised controlled trials for intubation. Results The authors made sense of the research findings by interpreting them appropriately. From the literature review of the 5 randomised controlled trials, the authors chose seven (7) key areas to be addressed. Their choices were based on their clinical experience. The key areas addressed were: prevention of intubation, criteria for intubation, intubation techniques, appropriate ventilator settings, post intubation management, management of ventilated patient and prevention and treatment of complications. Discussion The authors’ discussion encompassed comparison to other research studies on the subject. The authors recognised th e effort by other researchers in finding ways to prevent intubation, and finding the criteria for intubation. They also addressed the needs of ventilation in a patient with acute asthma. The authors discussed the issues on post intubation management, an issue that has been studied by past researches extensively. Their last area to discuss was prevention and treatment of complications arising from mechanical ventilation and intubation.Advertising We will write a custom critical writing sample on Intubation and Mechanical Ventilation of the Asthmatic Patient in Respiratory specifically for you for only $16.05 $11/page Learn More Research has demonstrated that complications arise in patients who have undergone intubation and mechanical ventilation. Research recommends appropriate procedures for dealing with such complications. Appropriate management of complications helps to save lives of patients (Lougheed, Fisher O’Donnell, 2006). The authors hav e failed to mention the limitations and biases, thus they have failed in giving their verdict on the degree of clinical relevance of the studies. The authors only used 5 randomised controlled trials from intubation searches. They rejected the other trials that were found and all the meta-analyses articles. In addition, the authors did not review randomised controlled trial and meta-analyses articles found on mechanical ventilation. They did not give the criterion for selecting the articles. The number of articles used for the review was too few to give good conclusion on the subject. In addition, the absence of reviews of articles on mechanical ventilation made the review weak. Conclusion The article is quite relevant to respiratory professional care. The article discusses seven key points that are of significance to respiratory professional care. The authors have detailed the processes of intubation and mechanical ventilation in patients with acute asthma. The authors have also det ailed the appropriate actions to be taken when complications arise from intubation and mechanical ventilation procedures. The article gives crucial information relevant to professionals in respiratory care. References Brenner, B., Corbridge, T., Kazzi, A. (2009). Intubation and mechanical ventilation of the asthmatic patient in respiratory failure. Proceedings of the American Thoracic  Society, 6(4), 371-379. Lougheed, M. D., Fisher, T., O’Donnell, D. E. (2006). Dynamic Hyperinflation During Bronchoconstriction in Asthma Implications for Symptom Perception. Chest  Journal, 130(4), 1072-1081.Advertising Looking for critical writing on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More McFadden Jr, E. R. (2003). Acute severe asthma. American journal of respiratory and  critical care medicine, 168(7), 740-759. Shapiro, J. M. (2001). Intensive care management of status asthmaticus. Chest  Ã‚  Journal, 120(5), 1439-1441. This critical writing on Intubation and Mechanical Ventilation of the Asthmatic Patient in Respiratory was written and submitted by user Lance Morales to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Amazing Grace Social Work Essay Example

Amazing Grace Social Work Essay Example Amazing Grace Social Work Essay Amazing Grace Social Work Essay Amazing Grace In the documentary-style book Amazing Grace, Jonathan Kozol writes about the realities of living in Mott Haven, one of the South Bronx poorest neighborhoods. His goal is to inform readers of the realities of children living in a slum and the unfairness of it all. The population of 600,000 live in the South Bronx of New York City and 43,000 make up Washington Heights and Harlem which is separated by a narrow river, make up one of the most racially segregated concentrations of poor people in our Nation. The question why should their childhood be different from thers across the country? often arose and should be examined by all. The facts in Amazing Grace written in 1995 startled me. There are literally hundreds of thousands of people living in broken, crowded, and rundown apartment buildings, That, says Kozol, most people would not even kennel their dogs in. The first fact that Jumped out at me was in 1991 the median income for the area was $7,600 for a family of three or four. The neighborhood is full of rat infested buildings where faulty electrical wiring, bad elevator doors, and broken staircases are a norm. The bsurdity of it all is that if we were to kennel our pets in conditions like that , we would have all kinds of rights activists protesting for being inhumane, yet we house people there to little fan fair or protests. The local hospitals are not much better. Kozol writes of several instances where the elderly have to wait in the halls to be seen. Another health statistic that causes me great alarm is with the percentage of people that have asthma. Individuals suffering from severe cases asthma have reached epidemic proportions. Hospital Admissions have reached six or more for ne thousand people in the South Bronx neighborhood and only 1. 8 per thousand for the rest in statewide New York. In the six chapters and epilogue of Amazing Grace we come to know and care about chaos and ruin. One of the most shocking contradictions is that the neighborhood of Mott Haven is adjacent to the richest congressional district in the nation. Using their own words, Kozol follows people like David Washington, who cares for his AIDS carrying mother and numerous of other Mott Haven Residence whose stories of drug addiction, prostitution, poverty, AIDS, Drug addicted born babys that need to be etoxed before they leave the hospital, one case of a man that was born in prison and now finds out that he will die in prison. While reading this book I kept thinking back to the Jim Crow Laws of the south with racial segregation. One teacher stated that she has taught at a local Mott Haven school for 20 years and has never taught a Caucasian student. Kozol points out that there is such disproportionate spending between the schools of the South Bronx which are mainly Hispanic or African American to an adjacent congressional district that is the most influential in the Nation and are mainly Caucasian.

The Adventure of Tom Sawyer Quotes

'The Adventure of Tom Sawyer' Quotes The Adventure of Tom Sawyer is a novel by Mark Twain (Samuel Clemens). The book is a Bildungsroman, following the development of a young boy, as he experiences one adventure after another. Mark Twains work is told in the third person, looking back with a sense of nostalgia. Here are a few quotes from The Adventure of Tom Sawyer. I aint doing my duty by that boy, and thats the Lords truth, goodness knows. Spare the rod and spile the child, as the Good Book says. Im a-laying up sin and suffering for us both, I know. Hes full of the Old Scratch, but laws-a-me! hes my own dead sisters boy, poor thing, and I aint got the heart to lash him, somehow. Every time I let him off, my conscience does hurt me so, and every time I hit him my old heart most breaks.- Mark Twain, The Adventure of Tom Sawyer, Ch 1He was not the Model Boy of the village. He knew the model boy very well thoughand loathed him.- Mark Twain,  The Adventures of Tom Sawyer, Ch 1Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He surveyed the fence, and all gladness left him and a deep melancholy settled down upon his spirit. Thirty yards of board fence nine feet high. Life to him seemed hollow, and existence but a burden.- Mark Twain,  The Adventures of Tom Sawyer, Ch 2He had discovered a great law of human action , without knowing it - namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to obtain.- Mark Twain,  The Adventures of Tom Sawyer, Ch 2 Work consists of whatever a body is obliged to do, and. Play consists of whatever a body is not obliged to do.- Mark Twain,  The Adventures of Tom Sawyer, Ch 2Tom was a glittering hero once more-the pet of the old, the envy of the young. His name even went into immortal print, for the village paper magnified him. There were some that believed he would be President, yet, if he escaped hanging.- Mark Twain, The Adventure of Tom Sawyer, Ch 2Often, the less there is to justify a traditional custom, the harder it is to get rid of it.- Mark Twain,  The Adventure of Tom Sawyer, Ch 5The minister gave out his text and droned along monotonously through an argument that was so prosy that many a head by and by began to nod - and yet it was an argument that dealt in limitless fire and brimstone and thinned the predestined elect down to a company so small as to be hardly worth the saving.- Mark Twain,  The Adventure of Tom Sawyer, Ch 5Huckleberry was cordially hated and dreaded by all the m others of the town because he was idle, and lawless, and vulgar, and bad - and because all their children admired him so, and delighted in his forbidden society, and wished they dared to be like him.- Mark Twain,  The Adventure of Tom Sawyer, Ch 6   You only just tell a boy you wont ever have anybody but him, ever ever ever, and then you kiss and thats all. Anybody can do it.- Mark Twain,  The Adventure of Tom Sawyer, Ch 7The elastic heart of youth cannot be compressed into one constrained shape long at a time.- Mark Twain,  The Adventure of Tom Sawyer, Ch 8They said they would rather be outlaws a year in Sherwood Forest than President of the United States forever.- Mark Twain,  The Adventure of Tom Sawyer, Ch 8Five years ago you drove me away from your fathers kitchen one night, when I come to ask for something to eat, and you said I warnt there for any good; and when I swore Id get even with you if it took a hundred years, your father had me jailed for a vagrant. Did you think Id forget? The Injun blood aint in me for nothing. And now Ive got you, and you got to settle, you know!- Mark Twain,  The Adventure of Tom Sawyer, Ch 9Oh, they just have a bully time - take ships, and burn them, and get the money and bury it in awful places in their island where theres ghosts and things to watch, it, and kill everybody in the ships - make em walk a plank. they dont kill the women - theyre too noble. And the womens always beautiful, too.- Mark Twain,  The Adventure of Tom Sawyer, Ch 13 There was no getting around the stubborn fact that taking sweetmeats was only hooking, while taking bacon and hams and such valuables was plain simple stealing - and there was a command against that in the Bible. So they inwardly resolved that so long as they remained in the business, their piracies should not again be sullied with the crime of stealing.- Mark Twain,  The Adventure of Tom Sawyer, Ch 13Here was a gorgeous triumph; they were missed; they were mourned; hearts were breaking on their account; tears were being shed; accusing memories of unkindnesses to these poor lost lads were rising up, and unavailing regrets and remorse were being indulged: and best of all, the departed were the talk of the whole town, and the envy of all the boys, as far as this dazzling notoriety was concerned. This was fine. It was worth being a pirate, after all.- Mark Twain,  The Adventure of Tom Sawyer, Ch 14As the service proceeded, the clergyman drew such pictures of the graces, the winning ways, and the rare promise of the lost lads, that every soul there, thinking he recognized these pictures, felt a pang in remembering that he had persistently blinded himself to them always before, and had as persistently seen only faults and flaws in the poor boys.- Mark Twain,  The Adventure of Tom Sawyer, Ch 17 What a hero Tom was become now! He did not go skipping and prancing, but moved with a dignified swagger, as became a pirate who felt that the public eye was on him. And indeed it was; he tried not to seem to see the looks or hear the remarks as he passed along, but they were food and drink to him.- Mark Twain,  The Adventure of Tom Sawyer, Ch 18I could forgive the boy, now, if hed committed a million sins!- Mark Twain,  The Adventure of Tom Sawyer, Ch 19Huck Finns wealth and the fact that he was now under the Widow Douglass protection introduced him into society-no, dragged him into it, hurled him into it-and his sufferings were almost more than he could bear. The widows servants kept him clean and neat, combed and brushed... He had to eat with knife and fork; he had to use napkin, cup, and plate; he had to learn his book, he had to go to church; he had to talk so properly that speech was become insipid in his mouth; whithersoever he turned, the bars and shackles of civilization shut him in and bound him hand and foot.- Mark Twain, The Adventure of Tom Sawyer, Ch 35 Study Guide The Adventure of Tom Sawyer Review

Banking and Finance Law Essay Example | Topics and Well Written Essays - 1250 words

Banking and Finance Law - Essay Example In the case at bar, the role of Bank A is an arranger as it is representing the borrower and not the participating banks, therefore, its obligations centered upon the borrower. Generally, the functions of the arranger starts upon its acceptance of the offer to arrange from the borrow and shall subsist until the time that the facility shall have been executed or in case of syndicated loan, its duties and obligations shall be deemed fulfilled at syndication when the participant banks are brought into direct contractual relations with the borrower2. Part of the duties of the arranger is to assist the borrower in drafting the Information Memorandum (IM), which will be circulated to prospective lenders/investors or in the case of syndication, to participating banks. Note that the IM is an instrument, which will be relied upon by the participating bank in assessing the nature of the investment and risk involved thereon. By this token, English law so for measures that will ensure that the p articipating bank will not be misled by unfounded claims set in the IM. The obligations of the arranger towards the participating banks in the case of syndication arise particularly during the negotiation stage and before the signing of the instruments of documents ratifying the facility. Breach of obligation to disclose the full state of the borrower or the misrepresentation of facts in the IM whether it is fraudulent or negligent in nature would give rise to both statutory breach and violation of established case laws. Fraudulent misrepresentation is the act of giving information knowing fully that it is not true. Fraud can also be deemed present where the arranger recklessly gives information without ascertaining its veracity and rending the facts disclosed as misleading. The key in this situation is that there is deceit in the act of the arranger as opposed to an innocent misrepresentation where the arranger believed in good faith in the truthfulness of the data disclosed.

Ip3 managing organizational change Research Paper

Ip3 managing organizational change - Research Paper Example be through team work in brainstorming and initiating new strategies and developing a plan that transforms the organization from current to preferred situation. Change agents i.e. firms executives should support the change process by offering transformative leadership, goal oriented approach to change, visionary leadership, interpersonal skills and good communication skills. According to Egan, he suggests that planning be at the forefront of any change so as to gain value and desired results thus the need for goal oriented planning. Organization executive may in the short term to build up the intended change, develop various mechanism to promote the change process among employees, such include creating short term wins to show change progress, communication of vision and mission statement and team building by creating cohesive, committed and productive work groups. Long term strategies involve process strategies such as quality circles, surveys and career training and structural strategies such as firm restructuring, management by objectives and job redesign. Organization change process is also determined by the resource mobilization capability of an organization; this can range from human resources, financial resources and physical resources. An organization should motivate the employees to derive the best output from their efforts; this can be through offering financial benefits and fringe benefits. Tools of performance are vital instruments to ensure progressive change process is within the firm. Executive should be at hand to ensure that all change components are committed to the change endeavor in order to realize maximum output from the

Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. (2006) Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, 28, 8, 827-842. Tymms,P. (2004) Are Standards Rising in English Primary Schools? British Educational Research Journal. 30, 4 ,477-494. Von Secker, C. (2004) Science achievements in social contexts: Analysis from National assessment of educational progress. Journal of Educational Research, 98, 2, 67-78. Ziman, J. (2000) Real Science: What it is and What it Means. Cambridge: Cambridge University Press.

Causes of Civil War Essay

You hear the word civil in such terms as civil rights, civilian, civilization and civil liberty. All are related to the concept of a common citizen and a member of society. So, a civil war is a war between citizens representing different groups or sections of the same country. That is how the Civil War in the United States between 1850-1860 started. The distinction of ideas about slavery between the South and the North was pretty much the main cause of the war. However if we look at the details carefully, the economic forces in the South combined with the cotton plantations and the reactions to abolitionism in the South were the main factors that caused the Civil War. Economics was an important cause of the Civil War. Economic reasons affected and still affect almost everyone around the world. The economy, simply money gives people a lot of power, which causes a lot of problems between people, and makes everything more complicated. That’s pretty much why it was a big deal with the starting of the Civil War. It started around early 1800s with the harvesting of cotton in the South (Holland, â€Å"The North-South Divide†). Harvesting of cotton required the labor of many people with the invention of cotton gin. So, the way of making a lot of money out of cotton was to find enough laborers to work with. That’s how slavery became essential for the South’s economic future because it was a great source of laborers. In this way slave and cotton plantation owners were making a lot of money and expanding their plantations and of course the number of slaves they owned, which made slavery expand in the South pretty quickly. Also, people who owned slaves and the cotton plantations were mostly the men of social and political power, and of course they didn’t want to lose their power. They were getting richer and richer every day with the expanding plantations with the invention of the cotton gin. For example, Jefferson Davis and Robert E. Lee were some of the most powerful slave owners of that time. Davis had a great political career, and Lee was an important commander and general in the army. They and the other slave owners got their power from slavery and didn’t want to lose that power. While slavery kept expanding in the South, the North didn’t like that. The North was against the expansion of slavery, an opposition captured by Free Soil Ideology. Their main purpose was opposing the expansion of slavery into the western territories, because they saw it as a corrupt economic system. This made the South see the Free Soil movement as a threat of making slavery totally disappear. The South was threatened because they thought this ideology in the North would keep expanding and finally free all the slaves they owned, and ruining the Southern economy (Brinkley). While this happened in the South, the idea of abolitionism kept spreading through the North. Another cause of divisions between the North and the South was the abolitionist movement. The South saw this movement as a threat from the North, and becoming suspicious of them. John Brown was clearly the most significant radical abolitionist at that time. He fought slavery for years but his most significant action took place at Harper Ferry, Virginia. Brown seized federal arsenal, and he hoped the slaves would come to Harpers Ferry and march through the South, fighting slavery. This way he scared the South, because a slave rebellion had always been the region’s main fear, and therefore the South formed militias. Most Southerners were convinced Brown had done what a lot of Northerners wanted to do, which threatened them (â€Å"John Brown Farm, North Elba, New York – New York History Net†). In other wards, Brown’s raid at Harpers Ferry 1859 fed fear of slave uprising. Southerners basically thought the Republican Party supported John Brown’s Raid and what he had done (Holland, â€Å"Abolitionism†). This was a big issue for them, because the sixteenth president of the United States, Abraham Lincoln, was elected the next year and he was a member of the Republican Party. The South thought that being a member of the Republican Party meant being an abolitionist. This worried them, because abolitionists wanted to make slavery disappear, and they thought that’s exactly what the new president of the whole country, Lincoln wanted to do. So, the South saw the election of Abraham Lincoln as a threat. On the other hand, Abraham Lincoln was not an abolitionist, and he didn’t think what John Brown did was good and ethical. He didn’t want to make the South be against him. He was just supporting the Free Soil Ideology. So Lincoln just didn’t want slavery to expand. However the South didn’t see this distinction. Even before Lincoln was inaugurated, Southern states began to secede from the Union (â€Å"Abraham Lincoln†). So that was pretty much how the conflict first started, and caused the Civil War to begin. The Civil War ended in 1865 and slavery was finally abolished. Slavery had been the main reason for its start, because of the economic divisions it sparked along with abolitionism. The harvesting of cotton was a big source of money at that time, especially after the invention of the cotton gin and needed a great source of slaves as laborers. The abolitionist movement added more to this conflict with the misunderstandings about Lincoln’s political views in the South. At the end, the price for the war was pretty high. Lincoln, a visionary president, was assassinated, and it was the bloodiest and the saddest war in American history. It has a valuable part in American history and worth remembering a clear example of what’s right and what’s wrong.

Romantic Conception of Authorship - 2116 Words

This paper will first discuss about biographical criticism, then followed by defining intention and how it plays a role in the Romantic conception of authorship. Lastly, this paper will analyse the challenges faced by biographical criticism from new criticism, where new criticism suggests that the intention and the personal background of the author will not influence or contribute in reading a literary work. Biographical criticism is a way of analyzing the literary work by focusing into the relationship between the author’s personal life and their literary work (Benson, 1989, p.108). As Benson (1989) articulates, biography of an author provides a vital hint in helping readers to understand the philosophy behind an author’s work (p.108). In order for the reader to understand the philosophy behind an author’s work, readers are required to have a certain understanding of the author’s intention, cultural background as well as the personal life of the author. This is because of the assumption that when an author writes, he or she has a more complete understanding of the text itself. Therefore, the author is the key to understand his or her literary work in biographical criticism. Biographical criticism uses Romantic’s author as a center to study literary work as they provided a useful context for studies. The poetic movement of Romanticism occurred during the late 18th century of Western Europe (Stevens, 2004, p.76). Romanticism emphasis on â€Å"emotion, imagination,Show MoreRelatedIn What Ways Does Frankenstein Complicate the Romanticist Conceptions of Creativity and Individualism? Make Reference to Frankenstein and at Least One Other Romanticist Text.1884 Words   |  8 PagesIn what ways does Frankenstein complicate the Romanticist conceptions of creativity and individualism? Make reference to Frankenstein and at least one other Romanticist text. 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Prayer in the Public School System Essay - 4041 Words

Prayer in the Public School System Over the past thirty years or so the issue of prayer or â€Å"religious expression† in the public school system has brought on heated controversy, but the question is still open for debate---Should students be allowed to have prayer or to express their religious ideals openly in the public schools across America? Many people have attempted to come up with an answer to that question, but, so far no compromise has been agreed upon. This is due to the fact that many people hold strong opinions when it comes to religion and education. As with any argument or debate there are basically two sides, but this conflict has three sides: those people who think that are â€Å"pro-prayer† and believe that there†¦show more content†¦The applicable part of that amendment (freedom of religion) has been broken down into two major clauses which are the Establishment Clause and the Free Exercise Clause. The Establishment Clause has been translated as to say the Congress shall make no law respecting an establishment of religion (Concerned Women for America 1). The second clause deals with exactly what the title implies---the free exercise of religion. It basically states that Congress can make no law prohibiting anyone’s right to freely exercise their religious beliefs (CWA 1). Therefore, students have the same right to engage in individual or group prayer and religious discussion during the school day as they do to engage in other comparable activities (U.S. Dept. Of Education 1). Individual students are free to pray, express, religious viewpoints, read the Bible, and carry on any other form of religious expression as long as they are not being disruptive or disrespectful to the rights of other students. Students are also allowed to participate in religious clubs or groups at school. According the Equal Access Act, if a secondary school permits other extracurricular activities time to meet during non-instructional periods, then religiously affiliated groups must be given equal treatment (American Bar Association 1). Suc h meetings are protected by the Equal Access Act and may include a prayer service, Bible reading, or other worship exercises (U.S. Dept. ofShow MoreRelatedPrayer On Public Schools : The Public School System1032 Words   |  5 PagesAllow Prayer in Public Schools The public school system should allow students, all across the United States of America, to express themselves freely whenever they would like. Most Americans support the idea of allowing students to pray during school. In the year 2001, 66% of Americans voted that they favor the idea of prayer during school; however, 34% opposed the idea of praying during school. In the year 2014, 61% of Americans voted that they support the idea of praying during school; howeverRead MoreEssay on Prayer Should Be Allowed in Public Schools1727 Words   |  7 PagesPrayer Should Be Allowed in Public Schools School prayer is a very controversial issue in today’s society. The issue of school prayer is about whether the public school systems should let the students pray, at the start of the school day, as a class. The issue of school prayer began in the late sixteenth century when people in England did not approve of the way one religion was forced upon them, so the Puritans, known as the Pilgrims decided to come to the colonies. Even in the colonies theRead MoreThe Constitutionality of Prayer in Public Schools Essay698 Words   |  3 PagesMany people agree against prayer in public schools, while others think that people should be able to express their religion in their own ways. In public schools, they are not allowed to hold prayers at all during the school day due to the mixed religion students that are attending the school. Over the past few years, this has become an extremely controversial issue in our nation. Many people find it proper to pray in school but many people also agree that it is extremely wrong and that if thereRead MoreEssay on Prayer Should Not be Allowed in Public Schools1051 Words   |  5 PagesPrayer Should Not be Allowed in Public Schools School prayer is a very controversial issue in today’s society. This issue has been a problem since America was first founded, in that the country was founded on religious beliefs. The Pilgrims wanted to be able to express their beliefs freely, but in England this freedom was not found, so they decided to come to the Americas, where their beliefs could be expressed freely. As time passed they realized that having this kind of freedomRead MoreDownfall of Education System was No School Prayer649 Words   |  3 Pagesâ€Å"Since prayer was removed from public school classrooms in 1962, we have had a 6-fold increase in violent crime, our divorce rate has tripled,births to single mothers have increased 5-fold, the teenage suicide rate has tripled, and SAT scores have dropped 10%.(Creation Today). Reasons that represent why prayer and moments of silence should be allowed in the public school system will be expressed. This essay will represent the affirmative stance when regarding this topic of school wide prayer and momentsRead MorePublic Schools Should Not Be The Place For Religious Practices1601 Words   |  7 Pagesto religious freedom. Almost immediately conflicts arose between religions, and their belief systems. No problems seem to arise with teaching religion to children in school until the 1900 s. That is when the courts decided religious instructions in public schools would be deemed unconstitutional. Court cases started around the country with people fighting against religious instruction in public schools, many accusing teachers of putting their beliefs in their teachings. The young, and impressionableRead More Supporting Prayer in Public Schools Essay1078 Words   |  5 Pagesâ€Å"Our Father†¦Ã¢â‚¬  Denied For centuries, the debate has existed whether or not to allow prayer in public schools. Many Americans feel it is not right of the schools to teach religion. With all the diversity associated with the United States, public schools cannot select one standard religion to practice, due to the cultural and religious differences in the country. Not only are schools the storm center of controversy involving religious differences, they are the principal institution charged with transmittingRead MoreWhere Liberty Meets Justice Essay1054 Words   |  5 Pagesinfringement on others’ rightful liberties. The fight for organized prayer in public schools is a small, but significant, element of this greater violation. Christians claim to be fighting for their religious rights, and attempt to validate their position by saying optional prayer is not offensive. However, this assertion does not take into account the position it creates for students opposed to prayer. Government-sanctioned prayer denies the fundamental right to freedom that its supporters claimRead MoreRuling Out School Prayer1276 Words   |  6 PagesMany people argue that school prayer is needed in schools, but I think that it is not necessary. I believe that it is not necessary to have prayer during school to please people of one religion. If a person can pray to him/herself, then there is no need for a public prayer. It has already been established in the constitution that school prayer has been banned and it should remain that way. In my opinion it should remain unconstitutional because it interferes with other student’s religion, the intentionRead MorePrayer in School Essay example1375 Words   |  6 Pagesthough public schools today are without school prayer, most schools have replaced prayer, with a Silent moment of reflection. Also, the assumption if there is a God or not is a big question as well. I think prayer should be re-instated into schools, because children should be able to express religion freely. I also feel that lack of discipline; youth pregnancy, dropouts, and violence in schools are other issues that can be more controllable if there were religious classes and school prayer. Public