The Attic

My task had been set and so with trepidation, I gingerly climbed the ladder that led to the attic. I balanced on the top rung of the ladder and flung open the trap door. The door crashed against the diirt blackened floorboards loudly. The musty smell hit me, as a flurry of the dust cascaded onto my head. I carefully levered myself up onto the floor above me. I looked around the peculiar room to see beckoning shadows on the walls, as daylight tried to filter through a worn curtain, which graced the solitary window in the room. I stumbled forwards in the half-light, my outstretched hands grabbing a low beam to steady myself. The wood felt gritty and cold beneath my fingers and I looked at my hands, which were now blanketed in grime. I walked carefully to the end of the large attic room, and drew back the faded red velvet curtain, which stretched across the tiny window. The light violated the darkness, and dispelled the gloom. The room was now really quite entrancing, the task of cleaning the room, which I had initially perceived to be a horrible chore, had now turned into a beautiful privilege. I gazed at the room that was cluttered with memorabilia of a bygone era. Under the window stood an oval, walnut coffee table. On its dusty and worn surface stood several ornaments. I bent down and carefully picked up a grey figurine. I blew on it and the dust flew away. It was a white porcelain statuette that I now held; it was a delicate figurine of a ballet dancer. The ballerina was with her slender raised arms stood on points and her beauty contrasted with her shabby surroundings. I gently and with reluctance placed her back on the table I looked over the walls. They were painted yellow once, but now they were a dull cream. I walked over to the wall and ran my hand over the rough surface a thick layer of dust lay on my hand. Disgusted, I wiped my hand against my thighs of as I had worn my old jeans. The wall now had a small track of where I had removed the dust, a light yellow contrasted against the tedious cream. I looked up to see the spiders crawl over the beams, they were now the current tenants of this once beautiful place. The webs spread across from one corner of the room to the other. I lowered my eyes and my gaze met a picture that hung askew on the shabby wall. It was a painting of a horse, with a glossy deep brown coat that stared back at me. I looked at the surroundings in the picture, with its familiar red bricks and rose bushes, and I recognised it, as my back garden. I approached the painting to get a better look and screwed into the wooden frame was a brass plaque engraved with ‘High Princess- 1843'. I smiled and diverted my attention the double pushchair that seemed so out of place, as antiques surrounded it. I recalled the days of when I was once sat in the double pushchair with William, my brother. Memories flew back to me, memories of sitting there with ice cream trickling down my chin, as Will and I happily watching the world go by. Now it stood there, the navy blue material paler and worn, the once polished metal now rusted but the memories are as vivid as yesterday. I stood to exit, and the floorboards creaked beneath my feet, footprints left from where I had been inspecting the ornaments that lay in the room. I headed towards the trapdoor to go and inform my parents on what I had found in our now amazing attic. But something caught my eye, a small jewelry box. I was drawn to it; I walked towards it and picked it up. It was an ornately carved rosewood box from India. I opened the box carefully to reveal a green velvet lined interior. Inside laid unusual pieces of jewelry. I held an emerald necklace, the heavy strange jewel amazed me by its rich deep colour. I placed it carefully back down on its velvet cushioning to pick up another piece of jewelry. A ring. A ruby lay in its centre; I love rubies, as they are my birthstone and had to remind myself to ask Dad if I could have it. Once again, I replaced it. I looked out of the small window that lay behind me and saw that the sun was beginning to get low. I had to leave this room, which had intrigued me for hours. I knew I would return and I knew that at my next visit there would be even more revelations awaiting me.

Ethnicity and Racism Essay

Introduction Ethnic identity in varied urban society is maintained against force to assimilate, in part, by an opposing process of pejorative and odious distinction. Name-calling serves to expound and to restate demarcations against which one positively mirrors oneself and one’s group. Schermerhorn, cited in Sollors (1996), illustrates an ethnic group as follows: A collectivity within a larger society having actual or reputed common ancestry, memories of a common historical past, and a cultural focus on one of more figurative elements defined as the epitome of their people hood. Instances of such symbolic element are: relationship patterns, physical contiguity (as in localism or sectionalism), religious affiliation, language or vernacular forms, tribal association, nationality, phenotypal features, or any combination of these. An essential accompaniment is some consciousness of kind amongst members of the group. (Sollors, 1996, p. xii) Jones ( 1997) characterized ethnic group as â€Å"any group of people who set themselves apart and/or are set apart by others with whom they interrelate or co-exist on the base of their perceptions of cultural delineation and/or common descent† (p. 1). According to Jones, ethnicity contains all of those social and psychological phenomenon linked with a culturally defined group identity. Ethnicity centers on the ways in which social and cultural practices intersect with one another in the recognition of, and relations between ethnic groups (p. 1). The development and expansion of ethnic identity that takes place when an individual recognizes and affiliates with a particular ethnic group is multifarious. This significant personal and group identification has decisive emotional, behavioral, and cognitive implication that affects all aspects of development. Ethnic Groups Perception Phinney (1989, 1990) and others illustrated ethnic identity through components consciousness, self-labeling, attitudes, behaviors that consequence in the individual’s recognition with a particular group and with the attainment of group patterns through membership. Similarly, Bernal and Knight (1993) viewed ethnic identity as a psychological build that includes â€Å"a set of thoughts about one’s own ethnic group membership† (p. 7). These definitions deal with the evocative content and apparent distinctiveness of ethnic identity. Of significance to note is that these components operate at two levels individual and group (Branch, 1994) and within two areas self-given and other credited. Though components are a decisive part of the definition, components in and of themselves do not have expounding capabilities: why and how identity forms and develops. As ethnic groups in the United States are professed as occupying sociopolitical, cultural positions within a hierarchical system, the implementation, demonstration, or privatization of ethnic practices are inclined by factors such as physical, cultural and ethnic markers, antagonism, emulation, social facsimile, power, situational events, and scales of inclusion and contribution ( Hollins, 1996; Jones, 1997). These factors influence the scale to which ethnic identity attribution, or self-labeling, is internally driven, outwardly imposed, or both. Some scholars think that evenness in self-labeling and the acknowledgment and performance of established modes of behavior in social areas in which ethnic identity is reconfirmed and authenticated begins around 8 years old (Aboud, 1984, 1987). However, Spencer ( 1985) pointed out that identity is a developmental process in stable transformation. Developmentally, the traditions young children accept, display, and integrate ethnic identity content into their personal and group identity diverges from the ways they are demonstrated and given significance at other life ages. We know that young children (birth to three and four years old obtain ethnic values, customs, language styles, and behavioral codes long before they are competent to label and know them as ethnic ( Sheets, 1997; Spencer, 1985). Intellectuals who study ethnic identity development in young children from a socialization viewpoint believe that the ethnic identity progression for children of color begins at birth, at the initial interactions between the child, family, and community (Sheets, 1997; Spencer, 1985). Sheets (1997) sustained that the continual existence of personal and societal markers such as skin color, language, food choices, values, and association in a dominant or non-dominant group instills in children ethnic roles and behaviors that practice them for eventual self-labeling. Likewise, Alba (1990) referring to White ethnics, continued that this early home-life frame of satisfactory alternatives creates a exceptional identity. He argued that this personality, conversant by ethnicity, exists at deep levels, present even while individuals reject their ethnicity. This agrees with identity theory in social psychology, which conjectures that the multi-identities within an individual function at diverse levels of importance. Stryker (1968) recognized this degree of confession and commitment as salience. This constituent of choice in identity labeling for White ethnics seems to be less challenging for White ethnics than for ethnics phenotypically or ethnically marked. However, for a developing ethnic identity, feelings of shared aims with a particular ethnic group implies explicit movement toward a conscious acknowledgment of and assurance with the group (Alba, 1990), resulting in self-identification with diverse degrees of salience. Thus, deliberately or unconsciously, cognitively or behaviorally, individuals use ethnic identities to classify themselves and others for the rationale of social interactions in varied settings. The Consequences of Stereotyping There is an immense and admired literature on the effects of stereotyping, The overt rationale of an ethnic epithet is to slur and to injure. But calling names is also an endeavor, whether quite deliberately realized or not, to control the behavior of the ridiculed group. This attempt at social control by disparaging labeling is an effort to influence reality by the mysterious identity of the spoken symbol with the nonverbal fact. The belief is that if one can name or add a label to an object, in this case, an ethnic individual or group, then one can use power over it by just calling its name. If the name is abusive, condescending, scolding, or ridiculing, it is expected that this description will elicit an proper response, such as causing the wounded to cower, to be degraded, to be scolded and thus to feel blameworthy, or to act out the prediction of ridiculousness. Usually this prediction is fulfilled in the eye of the beholder by selectively perceiving or misperceiving the genuine behavior of the group over which he seeks control. Yet the resultant social process of labeling and stereotyping at times also leads to redefinitions of the relations between groups and sometimes eventually has the portended effect upon the behavior and self-concept of the victim, a consequence that has been called â€Å"in authentication.† The social psychosomatic process of being proscribed entails losing one’s legitimacy by acquiring a fake image of one. The stereotypes expressed by nicknames are one device by which several minority group persons are deindividualized or depersonalized. Minority group members recognize numerous of the values of the society in which they live, including at times the conventional images of themselves. Blacks, for instance, in the past had many nicknames for other ethnic blacks that were a system of color-caste coding and gestured an recognition of one decisive factor of white racism. This and other examples prove to one of the disastrous implications of name-calling-eventual self-derogation of a group. Not simply do groups sometimes understand the stereotyped image of themselves, but at times they emphasize it by conforming to its behavioral expectations. They have then avowed the other’s image and are thus proscribed. Conversely, minorities, particularly blacks, have opposed stereotypes in creative ways. Derogatory labels, together with names such as nigger, through inversion, have been given optimistic meanings within the group. Broader stereotypes, such as robbery, sexual abandon, juvenile behavior, and laziness, through conversion, are acted out as techniques of hostility and mockery against whites. For these and other reasons, the issue of ethnic slurs is typically regarded, analytically, as a predicament in social psychology and, normatively, as a social problem. Situational and Environmental Context The context and circumstances (e.g., locations, sociopolitical radicalized ramifications, economic circumstances, and time) in which ethnic identity opens out is another element of ethnic identity (Branch, 1994). This is an area in require of research. Family socialization outlines that inspire values and social and behavioral codes in their progeny vary within similar groups and are reliant in part on particular circumstances such as socioeconomic status, generational influences, and geographic location (Hollins, 1996; McAdoo, 1993). If home-rearing performs finds out how people use their cultural resources to settle in to new and discrete environments ( Mintz & Price, 1992), this signifies that the mechanism of ethnic identity not only activate differently at diverse developmental ages, but also might be expressed another way in different contextual settings. For instance, attainment of values and behavioral and social prototypes are mechanism in the ethnic identity improvement of young children that can herald self-labeling and appreciation. Also, self-labeling informed by framework is not as easy as suggested. It may or may not designate recognition, commitment, and salience; the capability to self-label does not mean that contextually the same decisive factor is used to determine the labeling of others. Sheets (1998) found that five year old children from African, Mexican, Minh, Loatian American, and Black/White racially mixed groups were capable to categorize themselves ethnically. These children willingly provided distinctive physical markers (eye shape, skin tone, and hair texture) and cultural fundamentals (native language, food preferences, and ways of eating) as proof to discriminate themselves from others. though, they used trustworthy or communally accepted reasons to categorize others. For instance, they say an individual is â€Å"Loas† because â€Å"My daddy said so† or someone is â€Å"Mexican† because â€Å"He was born in the hospital.† The self-labeling at this age was also detach from attitudes of relationship, obligation, and salience, but not from exclusive cultural behaviors linked with group patterns. Research that scrutinizes how environmental framework affects children’s ethnic identity development–and its effect on present and successive development–or what types of sociopsychological events influence change in the development of individual and group ethnic membership were not accessible. The mechanism and progression of ethnic identity appear to be extremely receptive to changing contextual social, political, and economic conditions. Ethnic identity cannot be sufficiently examined as secluded elements, rather it must be examined as suggested by Mintz and Price ( 1992), as systems or patterns in their societal context. Jones (1997) argued that ethnic identity is â€Å"based on uneven, situational, subjective identification of self and others, which are entrenched in continuing daily practices and chronological experience† (p. 13). Future Prospect The diverse reactions are due to a numeral of factors, which are not essentially mutually exclusive: an enthusiasm for the immediate surcease of bigotry; an intolerance with the slowness of progress thus far; an indecision about the permanency of newly gained perfection; a premonition, anxiety, or resentment about enduring injustices; and, most lately, a belief that being renowned as a disadvantaged minority will take group preferences and remedies or that being denied such appreciation will dispossess them of just treatment. Obscured in history are the colonial exclusions, whippings, tongue borings, and hangings of heretics, rebels, and witches; the mob attacks on Mormons, Asians, Mexican Americans, Filipinos, and Italians; the blazing down of Catholic churches; and the lynching and shootings of Blacks and Indians. Neither amongst American Indians nor between Whites and Indians, Whites and Blacks, French and English, Dutch and Swedes, Russians and Americans, Catholics and Protestants, and Protestants and Protestants are there the defensive and regal wars that once raged on American soil; nor have American ethnic groups pretended the wide-ranging violence that existed or exists in numerous parts of Europe and Asia, such as between Russians and Poles, Greeks and Turks, Jews and Arabs, Spaniards and Basques, Irish and English, Japanese and Chinese, and Tibetans and Chinese. Gone are the Anglophobes, Francophobes, Spanophobes, and Germanophobes, who alleged that Britain, France, Spain, and Germany correspondingly were plotting to destroy our government. Also gone are the once popular beliefs that Masons, Illuminati, the pope, communists, and international Jewry had permeated government and courts or that America was jeopardized by Chinese and Japanese invasions. On a local level, the Florida parliament in 1995 awarded compensation to nine Black survivors of White mob attacks seven decades earlier. In that similar year, Mississippi finally ratified the Thirteenth Amendment eliminating slavery. Some hundred years after 31 Chinese gold miners in Oregon were cruelly killed in 1887 were the files on what had happened first made public. On a state level, four decades passed before Congress chosen compensation for the unfair internment of American Japanese and Aleuts during World War II, and not until 1993 did Congress pass a declaration making an apology for the overthrow a hundred years earlier of the Hawaiian monarchy. Religionists, too, have more and more recognized past wrongs. On almost a hundred diverse occasions Pope John Paul II apologized for Catholic wrongs against Jews, Africans, Indians, Protestants, women, and even the astronomer Galileo. In 1995, on the 150th anniversary of its beginning, the Southern Baptist Convention overwhelmingly voted to request forgiveness of â€Å"all African-Americans† for past support of slavery. Two years later, Lutheran, Anglican, Catholic, and United Methodist leaders in South Carolina issued a statement owning up their sins of racism. Last has been a development of minority community and political action groups, which as never before look for civic and political acknowledgment and power. No longer are hyphenated groups viewed as unpatriotic, and no longer are they reliant on the altruism of others to resolve their problems, or, in the case of immigrants, to rely on motherland governments to speak on their behalf. Rather, much in the way of Blacks, they hold marches, pageants, demonstrations, and political forums, often with the support of second- and third-generation local or federal politicians of their own group. Both the Democratic and Republican parties have outreach programs to all main minority groups, together with the solicitation of funds. On both local and national levels, political officeholders are sure to have famous minority representatives as advisers or staff. Assistance all of the above were the press, radio, and television, which no longer disregarded prejudice, discrimination, or violence against minorities, but depicted such behavior as communally unacceptable and ethically wrong and called upon political and public officials to take corrective action. In brief, today’s minority groups have more fortifications, opportunities, and freedoms than their parents or grandparents had or dreamed of perhaps having and they are challenging and taking advantage of them as never before. Increasingly, changes for the better have taken place. Admitting such does not mean that there still is not victims and troubles, but rather proves that vary is possible and that cynicism and suspicion are unwarranted. A subsequent principle is comparing intergroup relations in America to those in other countries. Here, too, America detachable very well, as is obvious by what is and has been going on in other countries, as well as by the needs of so many foreigners to leave their homelands. We merely do not have the wars, ethnic conflicts, and calls for secession, self-determination, or ethnic sanitization that take place in Eastern Europe, Yugoslavia, Spain, England, Northern Ireland, India, Indonesia, Rwanda–or in our border neighbors, Canada and Mexico. Few Native Americans, Hawaiians, and Alaskans want secession, and few Puerto Ricans want whole independence from America. Still fewer are the figure of Americans who relinquish their citizenship and leave to live in another country. Third, intergroup relations can be evaluated to the nationally appreciated values of equal rights and opportunities for life, autonomy, and the detection of happiness, where individuals are moderator in spite of their race, religion, ethnicity, age, and sex. By this decisive factor, it is very understandable particularly to minorities that problems still exist, that racism, anti-Catholicism, anti-Asianism, anti-Hispanicism, anti-Native Americanism, anti-Semitism, homophobia, and sexism have not moved out. The fourth criterion entailed comparing a group’s progress or need of it to other groups. The consequences, certainly, depend on the groups being compared. while the situation of American Blacks is evaluated to that of American Indians or Haitians, Blacks are doing very well, but when contrasted to that of Irish Catholics or Jews, they are far behind. If being murdered and robbed of one’s home are the most terrible that can happen a group, then Indians were the leading victims, followed by Blacks, who were the only group brought here against their will as slaves, alienated from their families, and not permitted to enable their customs, languages, and even names. Mexicans all through the Southwest were made strangers in their own land, as were national Hawaiians, both of whose lands were taken by fraud and conquest. Alaskan natives were not asked whether they required their land sold by Russia to America. Asians were the most redundant groups, and Catholics the most hated religious group. Frequently derelict in group comparisons are the momentous numbers of minorities who, despite discrimination, achieved, such as Arabs, Armenians, Asians, Cubans, Greeks, Huguenots, Jews, Latvians, Mormons, Quakers, and West Indians. Also derelicted are the ethnic and socioeconomic subdivisions within a explicit victimized group as with late-nineteenth and early twentieth-century comparatively well-off northern Italians and poor southern ones, as well as with moderately poor eastern and well-off western European Jews. These days, too, perceptible differences in accomplishment exist between such Hispanic groups as Cubans, Mexicans, and Puerto Ricans–with Cubans usually having a much higher mean income and educational attainment than the two other groups and than Whites usually. Briefly, the picture that appears from group-to-group comparisons is a mixed one, depending on which groups are being evaluated. A fifth principle is that of Utopia. All too perceptibly, America is not a Garden of Eden, Elysian Field, Happy Isle, Golden Land, or heaven on earth. Yes, we have approach a far way from the discrimination and favoritism of early America or of Europe, Africa, and Asia, but we have a long way to go before it can be realistically said that Americans live by the Golden Rule. The last and politically latest criteria (at least in America) are those of assortment and relative representation. originally, the terms usually implied that if a group did not have a percentage of jobs, school admissions, positions, elections, and so on, equal to its percentage of the local or state population, or to its percentage of the workforce, it was a sign of being discriminated against. For instance, since African Americans are some   twelve percent of the population, or women some fifty percent, it was argued, they should have that percentage of jobs, college admissions, political appointments, and the like. Consequently of the enduring nonrepresentational or exclusion of minorities, and the growing public and court refusal of race-conscious solutions, calls began being made for ascertaining multiculturalism and diversity. Schools, workplaces, political offices, media, and much else, were reproved to form workforces that replicate the makeup of America, thereby reassuring a greater minority inclusion than by just calling for equal opportunity for all minorities. By this decisive factor, with the omission of the armed forces, sports, and civil service jobs, few arenas of society are free of discrimination. It mean First, bad as prejudice was, it has been waning for all minority groups, though differentially so. Second, how much of a reject has there been, how fast or slow has it occurred, what has caused either, and how best to spiral the speed of reform are justifiable topics of concern and debate. Third, the dearth of usually agreed upon criteria for measuring progress distorts the realism of the progress made and not made. Worse yet, in numerous cases, the absence has aggravated intergroup relations, wherein one group’s self-interests conflict with those of other groups. Instead of figuring coalitions to resolve problems of common concern, numerous groups believe in centering on their own priorities. Without a coalitional conformity on what needs to be done, the speed of further development will be delayed, but not stopped. Too much goodwill subsists in America, and too numerous reforms have taken place, at too high a cost in lives and energy, to be stopped. The recognizable glass is neither empty nor full, but being filled and the earlier the better. References: Aboud F. E. ( 1984). â€Å"Social and cognitive bases of ethnic identity constancy.† Journal of Genetic Psychology, 145, 227 – 229. Aboud F. E. ( 1987). â€Å"The development of ethnic self-identification and attitudes.† In J. S. Phinney & M. J. Rotheram (Eds.), Children’s ethnic socialization: Pluralism and development (pp. 32 – 55 ). Newbury Park, CA: Sage. Alba R. D. ( 1990). Ethnic identity: The transformation of White America. New Haven, CT: Yale University Press. Branch C. W. ( 1994). â€Å"Ethnic identity as a variable in the learning equation.† In E. R. Hollins , J. E. King, & W. G. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 207 – 224 ). Albany: State University of New York Press. Hollins E. R. ( 1996). Culture in school learning; Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum Associates. Jones S. ( 1997). The archaeology of ethnicity: Constructing identities in the past and present. Boston: Routledge & Kegan Paul. McAdoo H. P. (Ed.). ( 1993). Family ethnicity: Strength in diversity. Newbury Park, CA: Sage. Mintz S. W., & Price R. ( 1992). The birth of African-American culture: An anthropological perspective. Boston: Beacon Press. Sheets R. H. ( 1997). â€Å"Reflection 1: Racial and ethnic awareness.† In J. Carnes & R. H. Sheets (Eds.), Starting small: Teaching tolerance in preschool and the early grades (pp. 16 – 21 ). Montgomery, AL: Southern Poverty Law Center. Sheets R. H. ( 1998). Ethnic identity behavioral displays in an urban Kindergarten classroom: Implications for practice. Unpublished manuscript. Sodowsky G. R., Kwan K. K., & Pannu R. ( 1995). â€Å"Ethnic identity of Asians in the United States.† In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 123 – 154 ). Thousand Oaks, CA: Sage. Sollors W. (Ed.). ( 1996). Theories of ethnicity: A classical reader. New York: New York University Press. Spencer M. B. ( 1985). â€Å"Cultural cognition and social cognition as identity factors in Black children’s personal growth.† In M. Spencer, G. Brookins, & W. Allen (Eds.), Beginnings: The social and affective development of Black children (pp. 215 – 230 ). Hillsdale, NJ: Lawrence Erlbaum Associates

Nurses Notes Essay

Writing stays with you throughout your entire life, though you may not believe so. Hidden in your thoughts about your future career is the idea that writing will be part of your profession. After doing extensive research, I now realize how much writing will be involved with my chosen profession, a registered nurse. Writing in nursing can range from short, concise works to long, detailed, complex works. Writing as a nurse contains nurse’s notes, documentation, written reports, health records, flowcharts, care-plans, narratives, and if desired, professional journals for publication. The position within in the field also plays a role with the amount of writing needed to be done. The head of a department takes part in a lot more writing than a nurse. A head of a department holds a variety of duties when it comes to writing such as: staff proposals, budget proposals, department operations, policies and procedures, and protocols. A nurse must be able to follow the basic writing standards: writing clear, concise, and grammatically correct sentences, use proper punctuation, and demonstrate critical thought. Nurses are also expected to learn how to present information succinctly with their work being accessible to anyone who may read it. Nurses aim to write work that can be used in both clinical aspects of discipline and research. The field of nursing requires a nurse to be able to write swiftly and accurately. Nurses must also always be prepared to define their recorded information and writing. Records must be clear, concise, complete and accurate. The clichà © that is universally known, the job is not complete until the paperwork is completed is more true in health care than in any other profession, referring to the fact that a lot of writing is done in this workforce. Types of Writing: Nursing as a profession contains many different types of writing. Nurse’s notes are records that nurses who directly care for the patient, continuously record information. This includes the patient’s symptoms, medications given, and scheduled procedures or activities. Documentation reflects the care the care the nurse has or has not provided to the patient. Documentation is the nurse’s only form of legal proof that they did or did not do something for the patient. Nurse’s look at documentation as important as the actual care they are providing for their patient. Hands-on care and documentation carries equal importance in the eyes of a registered nurse. Documentation then becomes art of the patient’s medical record after the patient is either discharged or no longer living. Written reports are needed when the care of a patient is given over to another nurse. I interviewed Sharon Doll, a registered nurse at Glendive Medical Center who states that these written reports are very rare. â€Å"It is highly unlikely that you as a registered nurse will have to give the care of your patient over to another nurse.† (Personal interview, November 23, 2012) Health records, or medical records, consist of the accumulation of nurse’s notes. The records are held on file at the hospital and are referred to when needed. Health records consist of prescriptions prescribed to the patient, x-ray results, test results, reports, blood type, allergies and other important information about the patient that the care providers may need to be aware of. Recently, health records have transferred to being electronic, taking away from the writing perspective. Assessment check-boxes go hand-in-hand with health records as well, which are the summary of the symptoms of the patient. Flowcharts simply show the process that has been taken while caring for patients. They show the sequence in which the patient has followed. This is a concise review of the patient’s history and the care that was provided. Care-plans outline the nursing care that is to be provided to the patient. It is a set of actions that the nurse will take to provide the necessary care for the patient in hopes of full recovery. A care-plan consists of three parts: definition of the problem, intervention and/or solutions, and the evaluation of success or intervention and/or solution. Many times, care-plans are set out by the doctor because the doctor is not as available as the nurse. Care-plans are usually completed day-by-day and sort of run on a schedule. Narratives are important in nursing communication and important in the aspect of capturing the patient’s history and also the treatment they received. Narratives use standard abbreviations, are not written in first person, instead they refer to themselves as â€Å"the nurse†, and finally, rely on the communication with others. Professional journals for publication are optional for nurses but are quite popular. Journals are a compiled of the nurse’s experience, clinical practices, and their theoretical approaches and/or opinions. Nurses write journals to inform their audience, primarily formed of nursing students. Nurse’s journals give other people a first-hand look at their point of view and their job. If a nurse rises to the head of a department, he/she will face more writing than that of a registered nurse. Staff proposals and budget proposals are simply directed within the department. A staff proposal consists of the duties of the staff and the expectations they are held to. Budget proposals consist of the budget throughout the department and how it will be distributed. Department operations are the operations the department can fulfill. These include the day-to-day functioning of the department. Policies and procedures review the policies by which the employees must follow and the procedures they take before handling care for a patient. Finally, protocols refer to the steps of the procedures and experiments that are conducted by the department. Reflection: Montana State University prepares students to be successful in their chosen field. MSU offers Writing 101 and also University Seminar that covers the writing aspect. I think the preparation of MSU for nursing students and writing is sufficient due to the fact that the majority of the junior year in the pre-nursing major simply consists of all nursing classes. These classes will also review all aspects of nursing, including the writing that a registered nurse will complete within the profession. Conclusion: Overall, I was unaware of all the writing that was needed in the profession of a registered nurse. I did not think that I would do more than simply taking nurse’s notes. With these findings, I am very grateful for the writing courses offered at Montana State University.

Issues in Small Business Management Essay Example | Topics and Well Written Essays - 1750 words

Issues in Small Business Management - Essay Example Some of the initiatives taken by Australian government for small business growth include market study and identification of business opportunities in Australian markets for small entrepreneurs. This report emphasizes the importance of home based businesses in Australia that take up almost 67 percent of total small businesses in the country (Commonwealth of Australia, 2004). Many potential opportunities to start home based businesses in Australia have been provided to small business entrepreneurs in this document. Annual Review of Small Business series is another effort to provide comprehensive review of small business sector in Australia and develop a future outlook based on current performance. This report is published annually by the Department of Industry, Trade and Resources to facilitate small business development and growth. It provides case studies of small business organisations and also contains results of surveys conducted for small businesses across Australia. Other important contributions to small business sector include publications highlighting factors that should be taken into account while establishing small businesses; the areas where government support can be sought; best practices and guidance for small business managers to develop business plans; taxation structure; and other similar information that are usually required by all small business owners before starting on a new business and then to maintain a steady business growth. In short, the website provides a load of information targeted towards resolving all queries of small business sector companies. Another website where a variety of information is available is http://www.business.gov.au. References Commonwealth of Australia. (2004). Home Based Business - Local Opportunities [Online]. Available from: [Accessed August 20, 2007]. Department of Industry, Tourism and Resources. (2007). Office of Small Business - What we Do [Online]. Available from: [Accessed August 20, 2007]. Question 2. The Federal Privacy Act of 1988 was enacted to protect personal information of an individual from public disclosure without his/her approval. Effective from 21st December 2002, some small businesses including non-profit and unincorporated associations are required to comply with the Privacy Act (Federal Privacy Commissioner, n.d.). As per the information provided by the Office of Federal Privacy Commissioner, "any small business that: 1. trades in personal information; or 2. is related to a larger business; or 3. provides health service and holds health records; or 4. is a contractor that provides services under a Commonwealth contract" has to comply with Privacy Act of 1988. The Act requires small businesses to do the following key activities in order to ensure privacy of information: To inform people as and when their personal information is to be collected and its intended purpose. To ensure that the personal information is used only for the stated purpose it was collected for; or the consent from relative person has been obtained to use it for other purposes as well. To "pass on personal information only for the reason you collected it, or in ways people would think reasonable, unless you have consent or the

German and Arabian Stereotypes Essay Example | Topics and Well Written Essays - 250 words

German and Arabian Stereotypes - Essay Example Nazi Germany has a stigma that has cursed the country for six long decades. In relation, many foreigners believe Arabs to be terrorists because of what the extremists in the Middle East do and the amplifications of foreign media. The truth is Arabs are warm and well-cultured people. Both countries must deal with the ignorance of others and they need to work on erasing the stigma. A stereotype of Germany that opposes one of our stereotypes is that Germans are seen as being structured, cold, and serious while we are seen as dirty, narrow-minded, and angry. Though it is true that Saudi has people living without advanced technology, it does not make them less than anybody else. Arabs just have a lifestyle that is not popular amongst most modern civilizations. As for Germans, they are seen in high regard. They show up to appointments on-time, something that we do not do so much, and they are seen as very straightforward when on the job. Saudi Arabians are homely people and we like to inte ract with one another. We take our family life very seriously, unlike most western civilizations. We put our families in front of everything. Another stereotype is physical features. Many people believe that Germans are all blue-eyed and blonde, and at the same time, they see Arabian men with long, uncombed beards and women with a cloth covering their faces.

Commercial Transactions (Contracts) Essay Example | Topics and Well Written Essays - 500 words

Commercial Transactions (Contracts) - Essay Example Secondly there was no agreement in this case. PepsiCo only gave a humorous advert. John did not get into the advert to proof whether it was true or not. Further, according to this theory, the third party (Jury.) will only determine where the contract arises. In John's case the contract does not arise, as all valid essentials to constitute a contract were not taken into consideration. The court held that there was no valid contract simply because this case was a mere advert which did not consist the requisites of a valid contract like offer and acceptance. There is also no agreement as well as an object to contract for. Advertisements are generally not considered as advertisements. This is because for an offer it must made to a specific person and not public. Therefore advertisements, which are made to the public, in general cannot be an offer. In a reward situation, the offer is made to only one person who performs that task. The task to be performed in reward situation is to be done by one person. For instance if 'A' offers a reward to anyone who will recover his lost property, no one is bound to recover the lost property but 'A' is bound to give the promised reward to any one who mighty recover the property. Thus in Leonard's case, the company was not bound to reward anybody on completion or on fulfilling their requirement.

COSTS OF PRODUCTION Essay Example | Topics and Well Written Essays - 750 words

COSTS OF PRODUCTION - Essay Example To understand the concept indivisibility of some factor inputs, we can look at some examples from the Tropical Smoothie cafà ©. Some of the indivisible inputs include the business idea, entrepreneurial skills, and the skills of individual workers among others. In this  case, it is  clear that not all inputs all divisible. Therefore, the indivisible inputs should be utilized efficiently to avoid wastage. There exist several characteristics or features of a competitive market structure. For instance, there are no barriers to entry in the market. In this regard, firms are free to penetrate or exit the market on their own pleasure. As a result, there are many small firms that serve the entire market such that no firm has sufficient power to control the market (Dwivedi, 2006). Therefore, the price of commodities in such a market are determined by the forces of demand and supply. In essence, the firms have to set prices that are in line with the existing market price. Generally, it can be argued  that the firms in such a market are price takers. Van & Camesasca (2001) state that a perfectively competitive firm offers identical products to that of competitors. In this regard, the consumers can switch from one firm to the other since all products are close substitutes. Actually, the products serve the same customers’ needs and wants and, therefore, firms are forced to devise unique means of surviving the competition. In essence, the homogeneity of products in perfectively competitive markets creates a cut-throat contest among the firms in the competition. Perfectly competitive firms operate with resources that are easily transferable from one industry to another. In essence, the firms are flexible to changes and, therefore, can fit in more than one industry. Studies have shown that most perfectly competitive firms do not operate in one industry for their entire life of

Cv Essay Example | Topics and Well Written Essays - 1000 words

Cv - Essay Example I am proactive and have a strong determination to succeed. I am competent, reliable, enthusiastic and energetic. I have good convincing ability that was aquired through my prior job experiences which required me to handle various individuals. I possess good analytical and conceptual skills. I believe these attributes can prove to be extremely beneficial for the organizations I work for. I am a motivated and confident individual with a willingness to learn. I am adaptable and flexible and am adept at handling changes. Relevant Skills I possess extremely good communication skills which were acquired through my academic experience during which I had to make presentations. I have good convincing ability and during my job as an assistant in ‘The Nido Student’, I was able to improve my persuasive and negotiation skills. I am a team player and have the ability to work in cooperation and coordination with my team members to achieve the team’s goals. I could improve on thi s particular skill through my experience of working in teams during my university education. I am a self starter and make sure that tasks are accomplished with perfection. I was entrusted with the responsibility of planning and organizing various tasks and allocating the tasks to the various team members. I strictly adhered to deadlines and accomplished the assigned tasks within the stipulated time period. During my previous jobs, I have worked as a team member as well as a team manager. I have successfully fulfilled my responsibilities demanded by the various roles that I had to undertake in the teams. I had worked as the Student Ambassador and Student Representative in the London Metropolitan University. Computer Skills I am computer literate and have working knowledge of computers. I have an in depth knowledge of various word processing packages and Microsoft Office. Language Proficiency I am proficient in English and Arabic and possess slight knowledge of Italian. However, I am a quick learner and have the ability and the interest to learn new languages. Key Strengths I possess extremely good interpersonal skills and I am good at presentations. In my prior jobs, these skills have helped me to perform well since I have had direct interaction with customers and it requires good communication skills. I am a quick learner and can quickly adapt to changes. I am proactive and always take the initiative to accomplish tasks to perfection. I am capable of performing well in teams as well as individually. Mobility I am free to travel anywhere as demanded by my job. Academic Qualification Duration Year Degree Course College/University 2010- 2011 Third year Undergraduate Degree Business management London Metropolitan University 2009-2010 Second Year Undergraduate Degree Business management London Metropolitan University 2008-2009 First Year Undergraduate Degree Business management London Metropolitan University 2007-2008 Business Foundation Programme London Metropolit an University 2007-2008 Student Representative London Metropolitan University 2006-2007 Certificate of Advanced level of English EC London College, London 2001-2005 Intermediate Diploma in Accounting Libyan College Training Undergone I have received training in customer services, leadership and entrepreneurship from London Metropolitan University. I had also undertaken a security course for the position of a door supervisor

Organize and discuss the elements and procedure for conducting a Essay

Organize and discuss the elements and procedure for conducting a research project - Essay Example From the conclusions, recommendations are made and a course of action is taken (Denscombe, 316). With matters dealing with criminal justice, the method is not much different. First, the issue has to be stated, then it is discussed, and conclusions are drawn. Where steps look like they may have been skipped, the research objectives are within the job description of solving crime, and methodology and data collection is done during the discussion of the issue if it has not been done already. The matter at hand for this discussion is that of charging children as adults for the crimes they commit. When children are charged as adults for crimes, it can leave a permanent mark on their record that they will never be able to outlive. It is believed by some that this method of criminal justice will serve as a warning to those who would otherwise do harm to others, saving untold numbers of people from harm and homicide. Others believe that the children who are sentenced to these kinds of charge s are from states of disenfranchisement, with matters only made worse by the fact that where they once did not believe they would overcome their situations, they are now supported in their own conclusions, guaranteeing them a life of less opportunity than those who may commit the same crimes, but do not suffer the same consequences as a result of the advocacy they receive from their community. In conducting researching for issues in the criminal justice system, the two most common methods are quantitative and qualitative (Maxfield; Babbie, 23). Quantitative analysis is that which deals with concrete facts, or quantities. The number of traffic citations a police officer gives would be quantitative as would his or her hours. Qualitative analysis is less concrete as it deals with areas that cannot be measured. Satisfaction from those who receive tickets with the demeanor of the ticketing officer would be qualitative. This, however, is not easy to determine as dissatisfied citizens are more likely to call in about an officer than those who had a pleasant experience. Countering this, though, is the common practice of placing cameras on vehicles, allowing supervisors to review their subordinates to ensure that proper procedure is followed. Another resource for qualitative analysis about an officer would be hours of community service, and recognition received as a result by way of certificates of appreciation or good press. When dealing with research of the topic at hand, quantitative analysis would pertain to the crime rate patterns of people within a certain age range. For instance, if gun crimes are on the rise for children ages 8-12 over the past five years in the state of Texas, then various courses of action will need to be considered after other quantitative research is conducted. For example, are the gun crimes related to gang violence? Are the children American citizens, or are they from South or Central America? If they are from Mexico, should they be prose cuted or deported? If they are deported, what is the likelihood of them returning and committing similar acts later? Qualitative research would look into other areas that include profiling to accompany the quantitative data that is gathered. Multi-cultural conflict models as well as psychological and personality studies may be formed in order to assist with the data collection (Pogrebin, 113). Quantitative resear

Cyber activism and hacktivism Essay Example | Topics and Well Written Essays - 1000 words

Cyber activism and hacktivism - Essay Example Activism involves a range of activities from online search for information, creating and feeding data to new or already existing websites, conducting communication via internet publications or emailing of letters, forming online forums to discuss various issues or coordinating certain activities. Hacktivism activities involve virtual blockades, email bombing, hacking web sites or breaking into computers systems, planting computer worms and viruses. The activities of activism are keen on developing the internet as a useful tool for social progress and policymaking. However, hackvists activities stem from anger and seek to destroy what is created by activism. The internet offers a vast body of information that would take one a lot of time and energy to search manually. Business corporations, organizations, governments and teaching institutions avail information on the internet that is easily accessible by the target audience or any other person interested in the data. The offered information extends beyond geographical demarcation. One can access the information necessary to facilitate his mission. Researchers use this collection of information to argue or prove their theses. While an activist will use this information to improve himself or the society, a hacktivist will seek to destroy this collection of information (Denning, 1999). Various humanity groups such as non-governmental organizations, civil boards and self-help groups publish information in the internet for the public to see. Some businesses such as luxury brand companies employ this technique to promote their products to the vast body of potential customers using the internet. Depending on the organization involved, some will post or publish information on public web sites or may develop their own site where they publish information on regular basis (Denning, 1999). Private websites provoke the anger or interest of hackers who hack to phish information

Transportation Paper Essay Example for Free

Transportation Paper Essay Every time I go to watch a television I always heard a lot of news about traffic congestion or traffic accidents. Especially when I go to watch foreign channels, most of the time the news was about traffic incidents or super heavy traffic. But there’s a lot of difference about the transportation in the US to other countries. For example in the Philippines, it is common on their everyday lives to have the situation like this as they go out on their house they are expecting for a heavy traffic on their way. But in the US it is not common. I mean not all the time traffic is present in the US. There is only traffic if there’s a special event or sometimes because of the unpredictable accident happened in the road. Some places in the Philippines have always traffic not because of special events or unpredictable accident but because of the road itself. For example some roads in the Philippines were not well constructed and so it causes heavy traffic sometimes a great accident. While in the US road is not a problem, actually all roads are well-constructed, full cement and straight roads. So it can’t cause any harm to the travelers or to any cars as well. But still even though the roads in the US were like these, it seems accident still present and problem to Americans. It’s not only about the traffic congestion in the countries; there are still a lot of problems. Some of these were the form of transportation itself. One of the biggest factors of transportation is the number of cars in a given place. Another great factors are the following way, street or any kind of thoroughfares. A certain hi-way can accommodate a certain number of cars. For example there’s a hi-way that can accommodate only 300,000-400,000 cars a day. But every time there’s a special event people were full blast, for example if they want to have a vacation, an outing or any private family activities they prefer. And so with these matter roads can’t accommodate that number of cars and so traffic congestion occurs. In the US there’s no big problem compare to the Philippines. It is because roads in US were so big and wide that can accommodate a large number of cars there or maybe I can say almost half the numbers of cars there. Compare to the Philippines, roads can accommodate only a very limited number of cars a day and so traffic congestion occurs regularly. Another big factor in the transportation is the discipline of the cars drivers or owner. Those drivers and owner of a car in the US were as discipline as they could. You can see it on news or maybe in some newspapers. And we can observe this also on our everyday lives. You can see that if there’s problem or traffic congestion in US, you can observe that cars were on their proper line. They do obey roads and traffic rules or something like that. While in the Philippines if we will go to observe the process of their transportation, especially with this kind of problem. You will see that most of the drivers don’t have a discipline. If there’s traffic accident or traffic congestion, cars are not on their proper position or lines. Some are going this way some on that way. One thing is important for all the drivers and for some aspiring drivers in US or in the Philippines. Discipline is what I’m talking about. Discipline is the most important thing to have for all the drivers. After this is the skill you have in driving. Of course it’s still important. Discipline in driving won’t work without the ability to drive. Followed by of course honesty in following rules and regulations in the roads. Some road rules or traffic rules or something like that. Whatever it is, drivers need to obey this. Without all these solution we still can’t prevent traffic congestion or something like these.   Another thing for all the drivers in the Philippines don’t forget to be careful in your driving. One day I heard news about this problem about driving after being drunk. It causes a lot of problem on that given place. Not only for the driver himself but more to others. And so accident is more prone to that kind of place because drivers don’t took any care on their driving. In the same matter I don’t hear a lot of things or problem like this in the US. Well maybe I think maybe it’s because many people in the US were so busy and no time for some parties or something like this. But even with this situation in the US still be aware Americans not to happen this in the US. Well for your own sake and for others as well. Well to summarize all on this essay maybe we can now prevent traffic congestions on our own country. US, Philippines or what country are you. Of course first we need to be discipline. Also we need to be skillful in this kind of Profession-driving. We need to obey rules and regulations in the road. And of course we need to be honest in that matter. And lastly we need to be very careful in our driving. and in addition to this we need to be responsible in our action. Works Cited â€Å"Traffic Congestion.† National Service Training Program.1st ed. 2003

Characteristics of Good Test Questions Essay Example for Free

Characteristics of Good Test Questions Essay Here is the list of characteristics that you should follow when either writing or selecting interpretive exercise questions for use in Stage 2 of any curriculum planning. Examples of these characteristics and why they are important will be discussed in class. Interpretive exercise questions consist of a series of selective response items based on a common set of introductory material. The introductory material may be in the form of written materials, tables, charts, graphs, maps or pictures. These questions are the hardest to write, because you have to find novel introductory material related to your unit of instruction that works and is important. The reason for including this type of question in a unit test is that it gives students practice answering this type of question which is often used on standardized tests in science. Advantages: 1. Measure the ability to interpret the introductory material encountered in everyday situations. 2. Measure more complex learning outcomes than is possible with other forms of selected response items. 3. Minimizes the influence of a students’ lack of needed factual information on measurement of complex learning outcomes. 4. Greater structure than essay test. 5. A question type used in standardized tests. Students need to be familiar with this question type. Limitations: 1. Hard to construct: find materials that are new (novel) but relevant. Usually needs some editing. 2. Heavier demand on students’ reading skill. Keep reading level low, passage brief. In primary grades use more pictorial materials. 3. Cannot measure students’ overall approach to problem solving (doesn’t show work steps). 4. Only test problem-solving ability at the recognition level. Interpretive Exercise Guidelines: 1. Select introductory material that is in harmony with course outcomes. 2. Select introductory material that is appropriate to the curricular experience and reading level of the student. 3. Select introductory material that is new (novel) to the student. 4. Use introductory material that is brief, but meaningful. 5. Revise introductory material for clarity and conciseness for greater value. 6. Construct test items that require analysis and interpretation of the introductory material. 7. Make the number of test items roughly proportional to the length of the introductory material. 8. When constructing the test items use the guidelines given in the writing of selective response items.

Compositional Analysis of Images

Compositional Analysis of Images DRAWING ON KRESS AND VAN LEEUWENS CONCEPTS OF THE GIVEN AND THE NEW IN READING IMAGES: THE GRAMMAR OF VISUAL DESIGN (1996), PERFORM A COMPO ­SITIONAL ANALYSIS OF ANY TWO OF THE GIVEN IMAGES. An Image is a tangible or visual representation of a person, a place or a thing. All images carry a meaning which can be understood differently by different people in different situations. Composition is the way in which something is put together or arranged or the combination of parts or elements that make up something. Malcolm Barnard in Approaches to Understanding Visual Culture (2001) suggests that we concentrate on the looking and analysis of images by focusing on elements of visual culture that are said to be intrinsic or internal to the work; elements such as shape, line, colour, texture, and layout or composition. (Barnard, 2001, p.168). An image can be analysed through its composition and drawing on Kress and Van Leeuwens concepts of the Given and the New a compositional analysis of two images will be performed in this essay. Kress and Leeuwen argue that the left of an image is assumed to be The Given and the right to be The New meaning that the left is something which is already known and the right is the key information which is not yet known or agreed upon and thus creating the salience. Speaking of salience, before we analyse the images it is important to know the three principles of composition. INFORMATION VALUE: The value of an element depends on its placement as different zones of an image have different values attached to it. SALIENCE: The most eye catching element of the image can be realized by factors as placement, size, contrast, colour, sharpness, etc. FRAMING: The dividing lines created by elements or actual frame lines disconnect or connect elements of the image representing if they belong or not to one another. (Kress and Leeuwen, 1996, p.177). They argue that this theory can also be applied to magazines, newspapers, advertisements and diagrams. Magazines and newspapers tend to have pictures and articles on a left/right axis. The structure of sentences also work with the theory. Other theorists like Ron Needham and Freud had diverse views of the Left and Right of an image with left being bad and right being good and left being sinful and right being righteous respectively. When analysing the below image of   The Creation of Eve by Lorenzo Maitani we see that God is placed on the left who was there already and is thus considered as Given while the woman Eve the new creation is on the right regarded as the New. The placement of Eve in the image is not exactly in the right one can argue as majority of her body is placed in the centre of the image. Michelangelo, on the other hand, in his famous painting The Creation of Adam on the ceiling of the Sistine Chapel, placed God on the right. (Kress and Leeuwen, 1996, p.181). The theory did not hold much weight as now it was man who was the Given and God as the New. Furthermore, considering the diverse views God being on the left makes him bad and sinful with man being good and righteous The above image by Lester Beall Rural Electric Programme 1937 can also be analysed as the Given and the New by understanding that the house on the left is Given and the bulb on the right is New. The image is targeted at the rural or countryside location where light was not common at that period of time making the bulb which has the words LIGHT printed on it something new which has never been there before, thus implying that the house can now have light, if you see the sentence structure (the house can now have light) Kress and Leeuwens theory seem to be working. But if one reversed the sides then the bulb will be the Given which is available to the house making the house New. The house will be regarded as new because it has got the light in it. The theory of Kress and Leeuwen did not live up to the expectations once more. Every person looking at an image would have a different interpretation of the image depending on the time, culture, situation and environment, the concept cannot be taken as wrong or right as every viewer has his own ability of thinking and can portray any meaning of a given image according to his choice. Analysing images through a theory means analysing images through the same lens which will certainly take away the true meaning of the image. Kress and Leeuwen admitted that their theory does not work for every image which has been proved by analysing the above two images. Before concluding this essay your attention would be needed on the point that when making am image the maker has a message that he wants the people to know or draw attention to and if the viewer interprets it differently the viewer would not know if has got the right message which was intended unless and until he asks the maker or studies what the exact message was. Theories cannot be depended upon while interpreti ng images as every viewer has his own way of encoding messages, I would like to close with a quote (Stuart Hall, 1997, p.9): It is worth emphasising that there is no single or correct  answer to the question, What does this image mean? or  What is this ad saying? Since there is no law which can  guarantee that things will have one, true meaning, or that  meanings wont change over time, work in this area is bound  to be interpretative a debate between, not who is right  and who is wrong, but between equally plausible, though  sometimes competing and contesting, meanings and  interpretations.!   Bibliography Kress, G Leeuwen, V (1996) Reading Images: The Grammar of Visual Design, Routledge. Barnard, M (2001) Approaches to Understanding Visual Culture, Palgrave Macmillan. Hall, S (1997) Representation: Cultural Representations and Signifying Practices, SAGE.

The Eye of the World :: essays research papers

The Eye of the World is the first book of the â€Å"The Wheel of Time† series which is already on its tenth book. Robert Jordan has followed the footsteps of J.R.R. Tolkien. Here he dominated the magical world that Tolkien had revealed in his â€Å"Lord of the Rings†.   Ã‚  Ã‚  Ã‚  Ã‚  For us to understand this book clearly, an introduction is needed. It says that the so-called wheel of time is a wheel that rotates as time passes. Because of this wheel, ages come and go, leaving memories that become legend. Sometimes legends fades into myth which is long forgotten when the age that left it returns again. But the Aes Sedai remember what men forget. The Aes Sedai are those chosen individuals that can channel to the True Source. This True Source is the source of power. The male Sedai channel to the Saidin form of the source while the women channel to the Saidir form of the source. But due to a war very long ago, Saidin was tainted by the dark forces resulting for the men to go crazy or die if they channel. This is why only female Sedai are in the book. A champion of the war, Lews Therin Telamon ( the Dragon), trapped the Forsaken (Aes Sedai who went to the dark side) and Shaitan (Drak One) but became crazy. After his death, it was prophesized that a Dragon Reborn would be born and lead the forces of light. The first book narrates the adventure of three boys, namely Rand Al’Thor, Matrim Cauthon, and Perrin Aybara. Strangers have come to the Two Rivers during the Bel Tine holiday, and the three boys are all happy to live in peace with their families. With the mysterious travelers come strange stories of war and of a man named Logain, who claims to be the Dragon Reborn, the one prophesized to save the world, and also to destroy it in his madness. On the night before Bel Tine, Trollocs come and ransack the village where the young men live. Together with the mysterious Moiraine, an Aes Sedai, and Lan, a warder, the young men escape with a few other companions into the night and make their way toward Tar Valon, the city of the Aes Sedai. Dangers, such as Darkfriends, appear from many corners. Because of this, it becomes difficult to know who to trust. The boys can't escape the Dark One easily, for not only do his minions relentlessly pursue them, the Dark One even invades their dreams .

Vonneguts Cats Cradle :: Vonnegut Cats Cradle Essays

Vonnegut's Cat's Cradle Vonnegut deals a lot with fantasy in his book, Cat's Cradle. From the beginning, he talks about the religion that he follows: Bokonism. This is not a real religion, however he has rules, songs, scriptures, and opinions of a person that practices this fantasy religion. Within his description of this religion however is black humor as well. I think that by him making up this whole religion and an entire island of people who follow it, is in a way mocking today's religion and the way that people are dedicated to their beliefs. This Bokonism is basically telling the religious believer that everything that they read or hear is a lie, and that they need to think for themselves. I think one of the greatest parts that shows black humor is on page 77, where Bokonon (like Adam) arrives on land, completely naked, and has a revelation. "A fish pitched up By the angry sea, I gasped on land, And I became me." Also I found it very interesting how it was illegal to practice Bokonism, yet everyone on the island, including Papa practices it. It's almost as if Vonnegut is trying to tell us how other religions are. . . and if any religion is a true and honest religion. I think that Vonnegut also deals a lot with surrealism. I just really thought it was funny how everything in his life sort of just fit together, like it was meant to happen. Like the Bokonon worshipers, they believed that everyone fit in a karass and all followed a similar life plan, rotated in, out, and around each other. For example, I thought that it was so interesting how everyone fit together. Jonah went on a plan to find Frank Hoenikker, and who does he sit next to, but the senator, who is reading a book, written by the man who owns the hotel where Jonah stays, was in love with the woman who Jonah is in love with, who is marrying Frank.

Haydn Middletons The Lie of the Land :: Literature Christianity Religion Essays

Making a Movie on Haydn Middleton's The Lie of the Land To make a movie from any source takes a lot of people in the process. It's not just one or two people sitting down saying "let's make a movie." There are things to be considered, things to be done and people to contact. In this essay, I plan to make a movie of Haydn Middleton's novel The Lie of the Land, just to give a glimpse of the complications involved with making a movie. The first step in any movie would have to be a script. No script, no movie. It's just that simple. A small group (or one individual) would have to sit down and write a script from this novel. Of course he (they) would have to decide what to focus on from the book, or what they (he) wants to dramatize, and if there is something that they (he) can put in the script himself that wasn't really there to begin with. For example, if the screenwriter(s) wanted to make this a romance story between the characters David and Quinn, then they would emphasize that dramatically. They might add some sexuality into said relationship, and even go so far as to have Quinn come back to David at the end of the movie. The key words that you would see on the screen would be "adapted from," meaning that the movie was based on this novel, but the screenwriter(s) wrote the movie from their interpretation. Of course, some things have to be in the script, such as David's story, but how focused it is depends, lik e I stated, on the screenwriter(s). Now that we have a script, and we'll cut out the process of submitting it to movie studios, the next step would be pre-production. For this purpose, we'll use a fictional studio and call it L 0 L studios. This studio, after accepting the script, would hire a producer. Let's use a name here, like Richard Donner. His job is to hire a director, audition a cast, find a location to film, or decide if it can be done on a sound stage (possibly both), and try to keep it all under budget. Our director would be James Cameron, because with his success recently, his name alone would bring people to see this movie, which is the whole goal of the project. Casting is difficult, because certain factors have to be looked at, such as looks, (do they look the part?

Sports In Schools

Sports in schools Ellen Reardon 5th hour Blessing May 6, 2014 About 6 million high school boys and girls participate in team sports on the courts, in the pools, on the fields, and in the gyms. The amount of stress caused by sports often is insignificant compared to other sources such as family problems, peer conflicts, school pressures, etc. Sports also helps students learn out to manage with stress.The topic of whether or not schools should keep sports programs has been discussed among many school presentiments over the past few years. Students need sports in school for many reasons. Sports can help with stress, focus, grades, and over all motivation. Keeping sports in schools can help students with a lot more than just getting exercise. Sports are a huge stress reliever for some students. They can distract students from the stress of school and stress from home.By doing this it can clear a student's mind for some time giving them the time to relax ND have fun competing. Sports also can help students build some sort of a reliable and hardworking attitude. Sports teach students to be respectful of their coaches while also teaching a team how to rely on each other. Students learn how to respect not only themselves but other people around them. On the other hand sports do cost a lot of money that the schools could spend on other things like new textbook, computers, or lab equipment.There are also ate night games or meets the may make students get home late and not have the energy to complete assignments. Sports may cost a lot of time and money but they are still important. Those 6 million high school athletes would agree that sports are important in school. There are many reason why sports help student, physically and mentally. They help as a stress reliever, as a distraction from the hard work of school, and they help in building good moral character.

Producing a compact disc called ‘Music 2 revise by’

I have decided to produce a compact disc called ‘Music 2 revise by', a poster and leaflet promoting the product for my media studies practical production. I will be working solo on this product. I am going to produce a CD, which will contain music that hopefully helps people revise. I have decided to do this because of personal preference to revise whilst listening to music, a large majority of people have also told me they revise better whilst listening to music and because of a current gap in the market for my CD. A lot of considerations need to be taken into account including the following: layout and design (both of the CD itself and the adverts) use of language as this is major when marketing and promoting the product to a specific audience and media technologies. I will also need to look at media audiences, representation and the values and ideology. These will make it clear who the product is going to be aimed at and how the values of the product imply the representations offered. I will think of various ideas for the CD and adverts and finally construct one finished idea for the CD and two separate ideas for the posters that will be aimed at varied target audiences. It is vital to obtain the correct target audience, as the audience should see clearly that the CD is aimed at them. To obtain a clear idea of the target audience I will carry out research. The research will include a survey of: whether people like listening to music whilst revising, what music people would like to revise to and the age of the interviewed. I will also try to carry the research out on other similar CD's and of varied people. The CD will obviously be aimed at people who revise. I'm going to find the specific target audience from my research I'll carry out, collect and analyse. Once I have found the target audience I can plan where to advertise it. The target gender does not matter as both male and female revise. The realistic possible age of the audience will be school pupils or college students. Therefore magazines such as more and bliss will be perfect for female school students and for female college student's magazines such as vogue and. The male college students are likely to read FHM and Front. These are fashion and lifestyle genre magazines and possibly even football magazines such as 442. The male school student targeted magazines will be very difficult to distinguish. This is because there does not seem to be any specific magazines for the age group of fourteen to sixteen at first look. I will carry out more research into what male school students that age read and include it as a question in my survey. The CD and adverts will need to be top quality to gain maximum exposure and will be advertised in many contrasting formats as possible although remaining realistic by placing it in appropriate media texts viewed by people who are likely to be interested in the CD. The initial design for CD will be a very colourful and flowing looking CD. It may even have connotations with a lava lamp, which is thought to be in fashion and used for calming and relaxation. This is because most people find revising tedious and boring so the colourful design and flowing looking CD may unconsciously denote to the audience that revising will flow along and actually be more enjoyable. The music will be in a certain genre that consists of relaxed and chilled out music in order to calm and relax the listener. The equipment I will be using is a PC equipped with ‘Adobe Photoshop' to design and produce my products. The Posters and CD will be printed out on a laser printer and very good paper that is most appropriate for the task. This will be important as the consumer always expects and wants good quality. The potential problems I may face are time restrictions, availability of equipment, collecting and analysing the research and also carrying it out over a varied age groups and the music chosen, is what consumers assume to be popular at this moment in time, might soon not be. To overcome these potential problems I will take action to make sure they do not affect my work. I will carefully plan what I will do stage-by-stage to overcome any possibility of the product not being finished in time. I will also make sure the equipment is readily available in abundance so the action plan I will make will not be disrupted. The research that is going to be carried out will be taken precisely and analysed carefully to be sure there are no data anomalies.

Assessment in mathematics teaching in regards to the National Curriculum

â€Å" The subject of detecting what goes on in a schoolroom and reflecting on whether it is every bit good as it can be, improves the quality of a instructor ‘s ain instruction and their ability to portion it with others. † ( Mason, in Lee, 2006, p10 ) There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.