Catherine and Rodolpho Essay Example

Catherine and Rodolpho Essay Another great problem about Eddie was that he was judgmental. As soon as he saw Rodolpho he didnt like him. Eddies character is of a stereotypical man- works hard for a living, cares about his family and goes to the pub with his mates for a drink. Rodolphos character was the total opposite. He was quite feminine. The things that showed his femininity was that he was Italian and had blonde hair, he sang on ships, and can mend cloths such as dresses. Eddie didnt give Rodolpho a chance to get to know him. You could say that Eddie thought that Rodolpho wasnt man enough for him or Catherine. An example of this is when Eddie is teaching Rodolpho how to box, by doing this he is teaching him a mans sport. Eddie asks Rodolpho to hit him in front of Catherine and Beatrice, Eddie knows that Rodolpho wont hit him however he asks him only to prove to Catherine that hes not a man. Rodolpho doesnt want to hit Eddie. Dont pity me you cant hurt me. Eddie says this to Rodolpho he intimidates him. This shows the differences between Eddie and Rodolpho. Eddie became jealous very easily. He was jealous of Rodolpho, and how his little girl, Catherine chose Rodolpho over him. We will write a custom essay sample on Catherine and Rodolpho specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Catherine and Rodolpho specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Catherine and Rodolpho specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Another point to mention was that Eddie turned his back on his family by calling immigration and snitching on Rodolpho and Marco. In the beginning of the play Eddie tells Catherine and Beatrice not to snitch. They got stool pigeons all over this neighbourhood-it could be your best friend. Ironically that is exactly what Eddie does in the end, he betrayed his family and friends. Eddie makes two visits to Alfieri for advice. The first time he goes to see if there is any law against Catherine marrying an immigrant who aint right. I mean he aint right. Hes a blond guy Alfieri could not give Eddie any help. Alfieri says to Eddie she cant marry you can she? He says this as if Eddie has strong feelings for Catherine but not as a daughter, however Eddie denies it. Eddies second visit to Alfieri, he is desperate and tells Alfieri that Catherine and Rodolpho are getting married. Eddie is hoping for Alfieri to say phone immigration, however he says if you phone the law a river will drown you and you will have no friends. Eddie ignored Alfieris advice. This shows that Eddie was very stubborn; once he had something in his mind no one can tell him otherwise, just like how he didnt like Rodolpho but never gave him a chance. Eddies unacceptable behaviour to Rodolpho and Catherine was what eventually killed him. A good example of this was when he came home drunk to find Rodolpho and Catherine in the bedroom. He started a big argument in which he kissed Rodolpho and Catherine. He kissed Rodolpho to show Catherine that hes not a man and not right for her. He then kissed Catherine on the lips to say to Rodolpho, shes not yours shes mine, and she needs a man like me to be with. I think that Eddie succeeds in humiliating Catherine and Rodolpho, however I think that this turns Catherine even more away from Eddie and the love for Rodolpho increases. After Eddie doing what he had done and Rodolpho and Catherine were still together and still getting married, the only option left was to go behind his families back and call the immigration office. This shows that Eddie was a very stubborn, selfish, scheming, jealous man. Another example of Eddies unacceptable behaviour which lead to his death was when he pulled a knife out on Marco, in an attempt to stab him, Marco manage to reverse the knife into Eddies chest and kill him. Eddies behaviour was totally stupid and uncalled for. In Alfieris final speech he says that even though Eddie was wrong he admired him in how he fought for his family. I will love him more than all my sensible clients. I agree with Alfieri in the way that Eddie was a honest man, just protecting his family, however the manner in which he went about protecting his family was unacceptable. He betrayed his family; he never gave Rodolpho a chance and tried to kill Marco.

Biography of Subrahmanyan Chandrasekhar

Biography of Subrahmanyan Chandrasekhar Subrahmanyan Chandrasekhar (1910-1995) was one of the giants of modern astronomy and astrophysics in the 20th Century. His work connected the study of physics to the structure and evolution of stars and helped astronomers understand how stars live and die. Without his forward-thinking research, astronomers might have labored far longer to comprehend the basic nature of stellar processes that govern how all stars radiate heat to space, age, and how the most massive ones ultimately die. Chandra, as he was known, was awarded the 1983 Nobel Prize in physics for his work on the theories that explain the structure and evolution of stars. The orbiting Chandra X-Ray Observatory is also named in his honor. Early Life Chandra was born in Lahore, India on October 19th, 1910. At the time, India was still part of the British Empire. His father was a government service officer and his mother raised the family and spent much time translating literature into the Tamil language. Chandra was the third oldest of ten children and was educated at home until the age of twelve. After attending high school in Madras (where the family moved), he attended Presidency College, where he received his bachelors degree in physics. His honors standing afforded him a scholarship for graduate school to Cambridge in England, where he studied under such luminaries as P.A.M. Dirac. He also studied physics in Copenhagen during his graduate career. Chandrasekhar was awarded a Ph.D. from Cambridge in 1933 and was elected to a fellowship at Trinity College, working under astronomers Sir Arthur Eddington and E.A. Milne.   Development of Stellar Theory Chandra developed much of his early idea about stellar theory while he was on his way to begin graduate school. He was fascinated with mathematics as well as physics, and immediately saw a way to model some important stellar characteristics using math. At the age of 19, onboard a sailing ship from India to England, he began thinking about what would happen if ​Einsteins theory of relativity could be applied to explain the processes at work inside stars and how they affect their evolution. He worked out calculations that showed how a star much more massive than the Sun would not simply burn up its fuel and cool, as astronomers of the time assumed. Instead, he used to physics to show that a very massive stellar object would actually collapse to a tiny dense point- the singularity of a black hole. In addition, he worked out whats called the Chandrasekhar Limit, which says that a star with a mass 1.4 times that of the Sun will almost certainly end its life in a supernova explosion . Stars many times this mass will collapse at the ends of their lives to form black holes. Anything less than that limit will stay a white dwarf forever. An Unexpected Rejection Chandras work was the first mathematical demonstration that such objects as black holes could form and exist and the first to explain how mass limits affected stellar structures. By all accounts, this was an amazing piece of mathematical and scientific detective work. However, when Chandra arrived at Cambridge, his ideas were soundly rejected by Eddington and others. Some have suggested that endemic racism played a role in the way Chandra was treated by the better-known and apparently egotistical older man, who had somewhat contradictory ideas about the structure of stars. It took many years before Chandras theoretical work was accepted, and he actually had to leave England for the more accepting intellectual climate of the United States. Several times after that, he mentioned the overt racism he faced as a motivation for moving forward in a new country where his research could be accepted regardless of his skin color. Eventually, Eddington and Chandra parted cordially, despite the o lder mans previous disdainful treatment. Chandras Life in America Subrahmanyan Chandrasekhar arrived in the U.S. at the invitation of the University of Chicago and took up a research and teaching post there that he held for the rest of his life. He plunged into studies of a subject called radiative transfer, which explains how radiation moves through matter such as the layers of a star such as the Sun). He then worked on extending his work on massive stars. Nearly forty years after he first proposed his ideas about white dwarfs (the massive remains of collapsed stars) black holes and the Chandrasekhar Limit, his work was finally widely accepted by astronomers. He went on to win the Dannie Heineman prize for his work in 1974, followed by the Nobel Prize in 1983. Chandras Contributions to Astronomy Upon his arrival in the United States in 1937, Chandra worked at the nearby Yerkes Observatory in Wisconsin. He eventually joined NASAs Laboratory for Astrophysics and Space Research (LASR) at the University, where he mentored a number of graduate students. He also pursued his research into such varied areas as stellar evolution, followed by a deep dive into stellar dynamics, ideas about Brownian motion (the random motion of particles in a fluid), radiative transfer (the transfer of energy in the form of electromagnetic radiation), quantum theory, all the way to studies of black holes and gravitational waves late in his career. During World War II, Chandra worked for the Ballistic Research Laboratory in Maryland, where he was also invited to join the Manhattan Project by Robert Oppenheimer. His security clearance took too long to process, and he was never involved with that work. Later in his career, Chandra edited one of the most prestigious journals in astronomy, the Astrophysical Journal. He never worked at another university, preferring to stay at the University of Chicago, where he was Morton D. Hull Distinguished Professor in astronomy and astrophysics. He retained emeritus status in 1985 after his retirement. He also created a translation of Sir Isaac Newtons book Principia that he hoped would appeal to regular readers. The work, Newtons Principia for the Common Reader,  was published just before his death.   Personal Life Subrahmanyan Chandrasekhar was married to Lalitha Doraiswamy in 1936. The couple met during their undergraduate years in Madras. He was the nephew of the great Indian physicist C.V. Raman (who developed the theories of light scattering in a medium that carry his name). After emigrating to the United States, Chandra and his wife became citizens in 1953. Chandra wasnt just a world leader in astronomy and astrophysics; he was also devoted to literature and the arts. In particular, he was an ardent student of western classical music. He often lectured on the relationship between the arts and the sciences and in 1987, compiled his lectures into a book called Truth and Beauty: the Aesthetics and Motivations in Science,  focused on the confluence of the two topics. Chandra died in 1995 in Chicago after suffering a heart attack. Upon his death, he was saluted by astronomers around the world, all of whom have used his work to further their understanding of the mechanics and evolution of stars in the universe. Accolades Over the course of his career, Subrahmanyan Chandrasekhar won many awards for his advancements in astronomy. In addition to those mentioned, he was elected a fellow of the Royal Society in 1944, was given the Bruce Medal in 1952, the Gold Medal of the Royal Astronomical Society, the Henry Draper Medal of the U.S. National Academy of Sciences, and the Humboldt Prize. His Nobel Prize winnings were donated by his late widow to the University of Chicago to create a fellowship in his name.

Strategic bussiness Essay Example | Topics and Well Written Essays - 5000 words

Strategic bussiness - Essay Example The critical attributes of specifying task objectives are determined by various factors. In the first place, an organisation embarks on undertaking a specific project or task as a result of the need to fulfill certain objectives anticipated from the successful completion of the desired task. Indeed, there is need to keep in mind the main reason why an organisation has decided to undertake that task. During the contemporary period, organisations are in existence for various reasons and they seek to fulfill different objectives. As a result of the fact that organisations operate in a dynamic environment, they often find themselves confronted by situations which require them to change their usual way of conducting business. Against this background, the attributes of specifying the organisation’s attributes are mainly influenced by its core business and core competences. It follows from the argument that an organisation can only embark on initiating change when there are possible or foreseen benefits that can be enjoyed after the successful completion of the project. It is therefore very important for the organisation to consider its core competencies and the likely benefits which can be brought by the envisaged change. Another attribute includes the need to determine if the task is attainable. In some cases organisations may decide to embark on specific tasks as a way of trying to waiver negative impacts that may affect their operations but this may be suicidal if the set goals are difficult to attain. Whilst it may sound easy to embark on a particular project, it is also very important to ensure that the organisation has the requisite resources to achieve the objectives set. Broadly speaking, the resources range from human resources, financial resources as well as time. Failure to take this into consideration may negatively impact on the envisaged task. Resource management is primarily concerned with mapping out the allocation of the resources, identifying

The Power of the U.S. Supreme Court WK6 Essay Example | Topics and Well Written Essays - 750 words

The Power of the U.S. Supreme Court WK6 - Essay Example Consequently, the U.S. courts interpret the United States Congress inspired laws. The court’s decision includes preventing the police officers from forcibly and illegally conducting illegal search evidences and forcing self-incriminating confessions. The federal courts should accept the concept that the United States Congress’ constitution ensures the police officers should not abuse the citizen’s rights against illegal searches and illegally obtained evidences and confessions. The Miranda law continues to be one of the significant victories for the rights of suspects, a stunning win of the U.S. Supreme Court over Congress. The Courts’ interpretation and implementation of the constitution includes making decisions on the 2000 United States presidential elections, abortion, affirmation action, as well as elimination of school segregation policies. Furthermore, the Supreme Court’s Dickerson decision has implications for the federal exclusion rule. The Dickerson case affirmed the constitutionality or legality of the Miranda Doctrine1, enforcing the fourth Amendment. Dickerson filed a complaint stating a police officer DiFilippo attached a GPRS tracking device under his car, without permission, to track the travels of the suspected drug dealer, Dickerson. The rule states that all evidence taken without a search warrant, including the Dickerson drug evidences, illegally violated the suspect’s Miranda rights to self-incrimination (http://w.info.com/) In addition to the above discussion, The United States Congress can modify the laws that do not conflict with constitutional provisions2. The Circuit court incorporates Professor Cassell’s insistence that Miranda Rights reduces conviction of voluntary confessors by stating the United States Congress’ Act 3501 expressly overrides the Miranda Doctrine by focusing on the overall situation, not the Miranda Doctrine (https://wsws.org/). In short, the victim’s voluntary confession,

DQ1 Case Lenovo Study Example | Topics and Well Written Essays - 250 words

DQ1 Lenovo - Case Study Example Lenovo differentiated its products in the marketplace by providing a greater value proposition than the competition. Other important values of the company include customer focus, innovation, and trustworthiness. Customers often rely on subjective factors to determine whether to trust a company (Philosophe). Investing money in marketing can increase the customer awareness and level of trust towards a company. The company should advertise the ThinkPad product in a manner in which the customer knows that Lenovo is now responsible for the manufacturing of the product. This will give the customers confidence that other products developed by Lenovo are of high quality. The design, functionality, and features of the ThinkPad should stay the same to maintain consistency in the customer’s minds. Lenovo should position itself as a global corporation. The firm can no longer think domestically only since the Chinese market is limited in comparison with the global market. It is better to have a small market share of a big pie, than a big market share of a small pie. In 2011 there were 352.2 million computers sold worldwide (Plunkett Research,

Strategies To Improve Student Achievement And Performance Education Essay

Strategies To Improve Student Achievement And Performance Education Essay In relation to teaching, assessment is the judgement made by a teacher of each individual pupils, with the inclusion of homework or independent learning. This is matched to educational criteria to assess how the pupils are progressing. According to Dymoke and Harrison (2008) one of the main functions within secondary school is to make these judgements in relation to grades, knowledge, skills and attitudes of each and every pupil, continually pushing each and everyone to perform their personal best. Assessment appears to saturate the educational world for this very reason, with the emphasis on identifying strengths and areas of weakness. Within science there is much to assess, areas include: homework, class work, practical skills as with Individual knowledge and understanding within the scientific domain. Literacy, numeracy, and ICT skills, all of which are required to do well in science, should be included in the assessment process. Behaviour and relationships with peers may also be judged, such as attitude to learning and attitude to behaviour. There are many reasons behind assessment, as expressed by Tanner and Jones (2006) assessment can form the accountability of schools and LEAs (local educational authorities) for the progress of pupils and possible selection for university and or placement in the work force. However assessment is primarily a government requirement in the sense of tests and GCSE examinations or equivalent. Assessment also offers the teacher the ability to monitor each child and their progress. The teacher must be accountable for the progress within their classroom, for this reason assessment can provide key information to be utilised in forward planning of subsequent lessons, so pupils can engage and gain access to learning that not only challenges their ability but provides room for improvement. As a trainee teacher, prior to placement, my view was in contrast to that of (Dymoke and Harrison (2008) whereby assessment was an area which was tacked on to the end of a unit or as part of formal assessment such as examinations, thus providing evidence of understanding and learning taking place in a given subject. However as Shilvock and Pope (2008) point out assessment has become an integral part of pedagogy. In practice it is a tool used throughout the lesson as an important role in being able to recognise both achievement and progression. Pupils are the centre of the learning process, being fully aware of their own abilities and targets to reach. This ultimately paves the way forward in their thinking and learning, through discussion, as assessment becomes part of the daily process. Assessment is not a new activity or requirement, but has more recently been the focus for teachers who are seeking to improve their teaching ability and the outcome of their pupils, thus helping to raise the standards of pedagogy and indeed the school. The introduction of APP (assessing pupils progress) has simply brought the area to the forefront. As ofsted (2003) point out assessment training in higher education is both informative and central to practice. However the importance of finding out what pupils already know, and utilising this information to influence the planning and implementation of each lesson has not always been the main emphasis during observation of already established teachers. The focus is, however, on learning objectives and outcomes, which are differentiated to suit pupil requirements. However, from observation these are rarely linked to individual pupils, but more so to the scheme of work that is being taught and the level descriptors associated, or so it wou ld seem. Summative assessment comes under the umbrella of assessment of learning, for example the summing up at the end of a unit in the format of a test. The result of which is fed back to the pupil and these results are used to make judgement on the pupils performance with regard to national standards. The results of which are invariably used to find out where pupils are in their learning. According to Fautley and Savage (2008) this type of assessment is instructive and generally follows a pattern of block teaching then testing. Fautley and Savage (2008) go on to explain that this is typical of summative assessment and has been utilised within the education system for a long time. At first glance this may look like what was being taught within a specific unit is being tested, however another glance may draw attention to the teaching of the unit itself that is being tested. Formative assessment comes under the umbrella of assessment for learning. This type of testing is not dissimilar to sum mative assessment but the results are used to plan the way forward. From here individual targets can be set based around pupil performance. This can be used as a guide in decisions made on where pupils are in their learning, along with the ability to get where they need to go to improve, as laid out by Tanner and Jones (2006) Assessment for learning helps to improve assessment of learning by being the centre of pedagogy which enables pupils to actively take part in their own learning and mapping of progression. Sue Hackman, chief advisor on school standards, states APP is all about knowing enough to make rational judgements about where to target resources and when to offer pupils assistance. With the implementation of APP both pupil and teacher can, ultimately work together to implement strategies for learning through scaffolding and target setting. According to Shivock and Pope (2008 p55) assessment, if implemented correctly, can help pupils to not only meet, but exceed expectations through setting high standards and motivational lessons that provide responsive teaching. As a trainee teacher development of assessment strategies has become a vital role in being able to track learning and progression, whilst getting to know individuals. APP can be seen as the linking of formative and summative assessment, to be used instead of rather than running in conjunction with each other. Throughout the placement experience it has become apparent that assessment strategies and criteria are fully connected to learning objectives and outcomes, as with the national curriculum and their generic objectives. The latter often requiring some adjustment to match the learning needs of individual pupils. Opportunity for assessment clearly needs to be pinpointed throughout sort term, medium and long term planning to encompass a range of achievements. Assessment strategies used have also included wall displays such as level ladders and laminated assessment criteria, which have been directly linked to blooms taxonomy promoting stems of lesson objectives in the form of being able to describe, analyse, explain and link ideas. This of course is only useful if used in conjunction with the lesson objective and attention is drawn to them in terms of what is expected to progress to a specific level. A copy of this can be seen in the appendix and is provided by Grevatt (2007) APP is just beginning to appear as a new structured approach to pupil assessment. As discussed previously, this is not just about assessment for learning but the whole package where evidence of pupils attainment is required both written and orally. Recorded evidence is reviewed, on a regular basis, and judgements made accordingly. Evidence will also be used to consider if performance is higher, lower or secure in meeting requirements. Where APP has begun to be integrated into the classroom, levels are cited in assessment frames which include: thinking scientifically; effects of society on science; communicating and collaborating in science; scientific investigations and finally evaluating scientific investigations. This creates a language which allows for a dialogue with pupils about their strengths and weaknesses. So far these have proved quite difficult to implement, primarily due to the quantity of information which needs to be absorbed, but more importantly the lack of individual training within this area. At present the criteria has been broken down and reformatted into pupil speak, being able to be accessed by both pupil and teacher accordingly. (Copies of these can be seen in the appendix) Problems encountered have mainly been a direct result of running both types of assessment together. Criteria is often varied or not connected and so presents a time consuming exercise. Once APP has been fully integrated to the whole school, teachers will be able to focus on one area for the purpose of recording evidence. This in turn will ensure the mapping of progression whereby pupils, and their teachers, know what they can do and what their next steps are. This is of course only useful if marking is also done regularly, with a set target for the assessment process to be educative. Consistent with Tanner and Jones (2006) I have found marking of pupils books a challenging area, primarily due to inconsistencies within the department on how and when books are marked. On many occasions it has been seen that books are quite often not marked for long periods of time thus proving difficult to track the progress of an individual. This has certainly been prevalent in reports for good assessment in secondary schools as provided by ofsted (2003). Ultimately this has an impact on school reports and parents evening where generic, insipid descriptions of pupil achievement have often been given. As a trainee this has had a strong effect on my own learning and understanding of how assessment is used in school, other than through testing at the end of a particular unit. I have seen little evidence of tracking other than baseline data from previous key stages and the use of CATs, (cognitive ability tests) or for the purpose of EAL, SEN and those that are gifted and talented. For this reason the implementation of full tracking, as in the tools of APP, would prove invaluable. This not only helps to build a picture of the whole person, but can instantly show the progress of each pupil, providing an insight into areas of strengths or weakness. Other areas for concern have shown that assessment can often hinder effective learning, due to the encouragement of learning by repetition or without depth. Black Wiliam (1998) suggest that continual assessment can have a negative impact or create a competitive environment which in turn can de-motivate some pupils. This in turn can have the effect of labelling certain pupils into categories or abilities that may differ outside the assessment field. This was prevalent during placement, whereby many pupils seemed only too interested in the level or grade they got for the test, not actually what they had learnt. Occasionally this was used as a means to decide who was top or bottom of the class. For this reason it is imperative that pupils understand that the levels given are not a reflection of how clever they are, more so the stage they are at, and the speed at which they are learning. Everyone learns at a different pace and therefore some subjects may need revisiting or looking at fr om a different angle or method to gain full understanding. It by no means has any reflection on a pupils ability to learn. Assessment should not just involve testing of a given topic or unit, but more so incorporate observation, written, oral and practical skills within science. Although this is not always obvious, as a trainee, when observing qualified teachers, it soon becomes an important and key role to gaining valuable information as to how teaching practice is progressing. Probing and questioning, especially target and rich questioning, has become topical, being beneficial for the learning process of an individual or the class as a whole. Using inverted or open ended questioning is more favourable, as through discussion can show a deeper understanding and reasoning rather than just recalling facts. Questioning in the format of pose, pause, pounce and bounce has provided an arena to learn from each other. Subsequently all pupils can be involved, whilst misconceptions can be corrected through the guidance of the teacher. This has also provided immediate feedback enabling pupils to feel confident to m ove forward in their thinking and ability, contributing to deeper learning and understanding taking place. Liversidge et al (2009) point out that above all, assessment needs to be valid. For example if a pupil has achieved a defined outcome, which has been linked to the learning objectives, this then forms the first part of assessment within the class. As a trainee teacher this has proved invaluable as the first step to observing learning taking place. For this to be effective, it is a requirement to link questions to the objectives to draw out deeper understanding. Constant referral to learning objectives has proven to be a key aspect of assessing the whole class. This has also shown to be of great use when linked with target questioning to fit the appropriate level of a particular pupil. Furthermore predetermined questions often lead onto additional open ended questioning to cover the basis of the objectives. An example of this, used in class, can be seen as power-point slides the appendix. This has been very successful, as pointed out by Petty (2009) in assessing knowledge on what you are doing at the time. Although competence in this type of questioning comes with plenty of practice, knowing your pupils, confidence in subject knowledge and keeping the pace of the lesson on track, enables this type of assessment to flow systematically. Alternatively there can be a danger of trying to fit too much into a lesson, resulting in the loss of objectives, meaning or relevance behind what was actually done. In accordance with Dymoke and Harrison (2008), whilst on placement, this has been an area which is repeatedly reviewed, continually taking into account the necessary three part lesson plan, with constant reflection of tasks set for a particular objective to be met. The use of peer and self assessment can encourage reflection and ownership of work, where necessary improvements can be seen with immediate effect. More importantly, Petty (2009) suggests that grades can often be remarkably improved when used in the right context. In theory Black and Wiliam (1998) agree with this concept, albeit their research advises that teachers do not always use these simple but powerful strategies. On the other hand repercussions can involve pupils not wanting to swap work with each other. Generally pupils are honest, although critical, when pointing out strengths and areas of weakness, as in two stars and a wish, of their peers and so tend to enjoy this type of feedback. Formative assessment can be fun and engaging, as in the use of mini whiteboards, without pupils even realising they are being assessed. Both can provide immediate feedback of the class as a rule and an indication of who understands and has met the learning objectives. A range of assessment for learning tools to enhance lessons can be seen in the appendix. Many of which can be used to inform the basic structure of the following lesson, for example: recapping areas of difficulty, thus bringing everyone up to speed and at the same stage in progress prior to moving forward to more difficult concepts. In conclusion targets need to be explicit, focusing on the positive and including areas for improvement. Judgments should be transparent so pupils are able to recognise quickly how to move forward. The implementation of SMART targets in conjunction with the objectives set, advising I think you are able to do this and to improve you must be able to. these are clear and concise. Whilst this sounds relatively simple it is clear through teacher training that assessment is a process of making judgements, through the aid of national criteria. Evidence of which is to be used by pupils and teachers to make decisions on where learners are, how to progress in their knowledge and learning, whilst giving the best option and advice on how to do this. It is also worth remembering none of this will make a difference if the evidence from assessment is not used in the correct manner. To make learning meaningful, assessment of any format needs to convey progress to pupils. In agreement with Dymoke and Harrison (2008) assessment is at the heart of pedagogy, and should be the focus of every lesson to enable future lessons to be relevant and learning to take place. Formative assessment should play an essential part in determining the nature and structure of activities which clearly support the lesson objectives. Summative assessment is more prevalent when considering performance of the school, class sets and individual pupil performance in terms of levels when completing official assessment periods as in end of term or unit testing. All teachers need to be involved in the in-service training on assessment as an everyday tool with the focus on formative assessment, how to implement it and what to do with the information. The only way for this to make an impact is to keep evidence and records of assessment on a constant and consistent basis. This information can be ass essed using national criteria which in turn can be used to show how pupils are progressing and what is a requirement for them to move forward. Without this record of individual pupil progress the core of the classroom tends to become invisible and therefore cannot improve within their ability level and the system will simply not work. DCSF (2009)

Hills Like White Elephants :: Hills Like White Elephants Essays

Herodotus and ‘Rhampsinitus and the Thief’ BY: Layla Brown Herodotus, the first Greek historian, has been called by some "the father of history" and by others "the father of lies." Born in 485 B.C to a wealthy family at Halicarnassus, in Asia Minor, he was exiled to Samos soon after his birth because of his family’s opposition to the Persian domination of Ionia. During his youth, he traveled widely, studying the manners, customs, and religions of the people he encountered. His histories are made up of tales told to him by people from Egypt, Syria, Babylon, Colchis, Paeonian and Macedonia. He was criticized by several ancient writers for creating stories and passing them off as the truth. Herodotus is most famous for the nine books he wrote on the rise of the Persian Empire, the Persian invasion of Greece in 490 BC and 480 BC, and the final Greek victory. Although it received quite a lot of praise and is still considered a masterpiece, itâ€℠¢s trustworthiness has been questioned both in ancient and modern times. The story that I’m covering is of Rhampsinitus and the Thief (pg. 277). This is a tale that Herodotus learned in Egypt and many believe that this anecdote was told to him by Egyptian priests, claiming it a true story. Herodotus, himself, didn’t actually believe this particular story but he felt it was his duty to report what he was told. Now, for those of you who didn’t read it, I’ll quickly give a brief synopsis of the story. A dying father tells his two sons how to break into the king’s vault, which he, himself, built. The father then dies, leaving the family with no way to support themselves. So the two sons begin their thieving. They manage to escape with the treasure three times before the king sets up a trap, in which one of the brothers gets caught. At his captured brother’s urging, the other brother cuts his sibling’s head off, taking it with his, so the family’s identity would not be known. The next day, the king was bewildered at the sight of a headless thief. He then ordered his sentries to hang the body on the outer wall and arrest anybody seen mourning the headless corpse. The two thieves’ mother, so absolutely distraught over the death of her son, threatens her surviving son, saying that if he didn’t collect the his brother’s body, she would turn him in herself.

Practices prevent the abuse of school funds Essay

The education of students and the welfare situation of the staff are paramount issues in addressing school finance. The nature of the education cadre in high schools is an important part of the formal education of the young child who has in between the childhood and adolescent stages of human development. It is therefore important for he head teacher who is saddled with the responsibility of promoting education within the school to commit the available resources to the right channels to achieve the intended results of infrastructure development and provision of facilities to ensure continuity of education in the school. Some of the Infrastructure development- that needs be upheld include library, art and technical studios, computer rooms, music room; environmental sanitation, provision of teaching and learning aids, game centre and kits, award ceremony for staff and students In this age and time, it is needful to realize that education is a social and economic good; this implies that it is an avenue to build viable human capital which would contribute to , national economic wealth and health alongside the effective utilization of material, capital and natural resources within the environment. This economic good also contributes to individual health by establishing an individual as a positive force within the community where he resides. Although education does not preclude evil but its positive impact apparently outweighs its negatives. This issue is important because it informs the decision of the principal of head teacher of the high school about the judicial use of the funds available to him from various sources. What are these sources of funds to the high school? These include the federal allocation to public schools, the state allocation to schools within the jurisdiction. These two forms the socio-political source of funds, while there is the local source from payments by the attending students. Besides, there could also be internally generated funds from projects, programs and economic activities approved for and/or by the school. Realizing the economic good in education and the source of funding of schools are important tools that can contribute to stemming abuse of funds in schools especially high schools. While it is illegal to misuse funds for personal goals, aspirations like acquisition of political power or savings towards retirement, it is necessary for head teachers to realize the role of education in the growth and development of the adolescent child that attend high schools. If they realize the import this can have on the morals and social development of these kids, the propensity to embezzle schools funds would diminish in our schools. One of the practices that prevent abuse of funds includes fiscal accountability. Realizing that for every allocation by the government or payment by the attending students would be accounted for contribute to stopping the abuse of funds. This fiscal accountability is achieved by tracking fund though the means of revenue and expenditure track, monitoring of accounting transactions and auditing. As part of this measure, auditing is an inevitable tool; it includes internal and external audit. While the former uses local staff, the latter adopts using the appropriate institutions within the society which can rarely be influenced the caprices of a local head of high school. In any situation there is inconsistency in the tracking of the funds, which shows that there is need for more scrutiny of such heads. If this auditing can be effectively carried out at all levels of education especially at high schools, it would drastically change the shape of funding and spending within schools by their principals. Another equally important tool is Budgeting: this includes organizing financial transactions, balancing them through stipulated revenue and expenditure plan with a view to meeting staff needs, fund student activities and attain social and local goals. Organizations can incremental, use of school site, outcome-focused or tailored towards program planning. Balancing includes planning revenue and expenditure in such a way as to achieve a balance, deficit or surplus. The aim of budgeting is basically to draw a financial plan to meet specific needs. This gives rooms for identifying challenges and tackling them within the limit of available resources. A comprehensive budget would meet staffing needs which covers recruitment and selection, compensation, and continuous training and retraining on advancements in technological and teaching practices. It would also make provisions for student’s activities and embark of appropriate programs that can meet school and district missions. There would also be allocations for infrastructure development to cover construction works, architectural lay-out and provision of necessary education facilities. Such a budget would encompass all areas that need improvement within the school; when these goals are outlined and there is institutional will to meet them, it would be difficult to abuse funds. Usually available funds may not even be sufficient to meet needs driving fund-raising and capital programs for increased revenue generation. When purpose is not known, abuse is inevitable. This is the essence of the budget. Realizing the importance of good governance with respect to financial prudence on the morals of staff and students makes a leader a judicious custodian of available financial resources. Fiscal accountability through auditing by internal and external outfits dampens the propensity to divert school funds towards personal goals. Since knowledge does not preclude this evil, strict disciplinary measure meted to offenders who are convicted of this white collar crime is another practice that militates against abuse of school funds. These are measures that prevent misuse of school funds. REFERENCES Safeguarding School Funds by Henry Linn. 4th edition. †¢ Review of Educational Research, Vol. 3, No. 5, 399-408 (1933) 1933 American Educational Research Association Chapter VI: School Finance †¢ Does money matter? GT Burtless – Policy Studies Journal, 1997 †¢ Pritchett, Lant & Filmer, Deon, 1999. What education production functions really show: a positive theory of education expenditures. Economics of education review. Elsevier, vol. 18(2), pages 223-239, April. †¢ Goldhaber, Dan D. , 1996. Public and private high schools: Is school choice an answer to productivity problem. Economics of education review. Elsevier, vol. 15(2), pages 93-109, April.

Free Essays on Diabilities And America

Millions of Americans deal with different disabilities throughout their life. Some disabilities are mental, while others are physical disabilities. There are some disabilities that are still being discussed about whether they are disabilities or not. Despite this, Americans are still able to cope with disabilities. There are many laws, interest groups, court rulings, and future rulings and laws that will shape American’s perspective of the disabled. There are several laws that have been passed to help both the physically and mentally disabled. The ADA (Americans with Disabilities Act), IDEA (Individuals with Disabilities Education Act), and the Fair Housing Act, all help people with disabilities. The ADA is the most known disability act. The act covers both physical and mental disabilities. The law is intended to stop stigma and discrimination in the status quo. It provides guidelines that show how to accommodate for people with disabilities. The act is divided into five sections that covers all American life. Each part covers a specific area such as education and employment. The act basically insures equal treatments to people that are physically or mentally disabled. The act has been debated, because critics believe that the act is unconstitutional. Critics charge that the law does exactly what is meant to do. They claim that the law actually increases stigma and discrimination. They say, that by labeling a person as disabled, it actually increases discrimination in the current system. Another argument is that the employers that are actually taken to court almost always win. Several cases have been to Supreme Court concerning the constitutionality of the act. Another act t hat is quite important is the IDEA. The IDEA insures that all disabled children receive a good education designed specifically to meet their needs. The opponents of the act say that it is impossible to enact the law in such a way that every disabled child will... Free Essays on Diabilities And America Free Essays on Diabilities And America Millions of Americans deal with different disabilities throughout their life. Some disabilities are mental, while others are physical disabilities. There are some disabilities that are still being discussed about whether they are disabilities or not. Despite this, Americans are still able to cope with disabilities. There are many laws, interest groups, court rulings, and future rulings and laws that will shape American’s perspective of the disabled. There are several laws that have been passed to help both the physically and mentally disabled. The ADA (Americans with Disabilities Act), IDEA (Individuals with Disabilities Education Act), and the Fair Housing Act, all help people with disabilities. The ADA is the most known disability act. The act covers both physical and mental disabilities. The law is intended to stop stigma and discrimination in the status quo. It provides guidelines that show how to accommodate for people with disabilities. The act is divided into five sections that covers all American life. Each part covers a specific area such as education and employment. The act basically insures equal treatments to people that are physically or mentally disabled. The act has been debated, because critics believe that the act is unconstitutional. Critics charge that the law does exactly what is meant to do. They claim that the law actually increases stigma and discrimination. They say, that by labeling a person as disabled, it actually increases discrimination in the current system. Another argument is that the employers that are actually taken to court almost always win. Several cases have been to Supreme Court concerning the constitutionality of the act. Another act t hat is quite important is the IDEA. The IDEA insures that all disabled children receive a good education designed specifically to meet their needs. The opponents of the act say that it is impossible to enact the law in such a way that every disabled child will...

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Process Essay - How To Enjoy Summer Essays - Fun, Recreation, Kids Process Essay - How To Enjoy Summer How To Enjoy Summer How can I enjoy summer? Do you know? I have some ideas for the end of June when school ends.For us students our days will be free. What I thinkpeople should do first, is enjoy the first week by resting. The next thing to do is plan some funactivities, such as playing sports and hanging outwith friends. At the beginning of vacation sleeping late in themorning seems like a privilege after completing ahard year of school. After a week of rest and relaxation its time to get involed with more fun activities. Playing sports is more fun after a restful week.Kids could join a team or just play for fun withfriends. Until the fun of summer sports, comes to anend and its time to move on to other fun activities that we can do in the rest of the summer. Hanging out with friends in the summer is an experience compared to no other. We learn moreabout ourselves and our friends. We can hang out by going to the movies, going out for pizza and go shopping with your friends. All in all there are many more ways to enjoysummer than I put here, but those reasons I statedare what I would do in the summer. Everyone has many different ways of enjoying summer these aremine. To finish the point it doesnt matter how one enjoys summer or where one goes. What matters most is to relax and have fun because, we need to rewardourselves for hard work weve done and plan to donext year.

Case Study 6 Example | Topics and Well Written Essays - 250 words

6 - Case Study Example First, the major attracting aspect in the television industry is content, contrary to common knowledge to many that a majority are attracted by money. It would therefore, most appropriate that the content aired is made that which attracts to both the new potential employees and the clients. This would ideally attract a substantive number of highly qualified individuals into the industry. Second ideal and very important idea on how to become more attractive to highly qualified personnel for a television industry in the current global market is to establish a media school in television broadcasting. Such a school would enhance the interest among individuals who complete their studies in the school to get attracted into the industry. The third idea on how to enhance attractiveness of the television industry for qualified personnel is through increased advertising. Advertising enables the outside world to know more about an industry and an organization, thereby becoming more attractive to the potential and highly qualified personnel. Indeed advertising is considered one of the most effective ways to enhance

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Why were coffee houses so popular in the late seventeeth century and early eighteenth century in london - Essay Example Coffee first became popular in the Ottoman Empire during the sixteenth century, and in one report, we find the well-known Ottoman chronicler  Ibrahim Pecevi  chronicling the opening of the first coffeehouses in the Ottoman Empire (in Istanbul) in the sixteenth century. Here he states, â€Å"Until the year 962 [1555], in the High, God-Guarded city of Constantinople, as well as in Ottoman lands generally, coffee and coffee-houses did not exist. About that year, a fellow called Hakam from Aleppo and a wag called Shams from Damascus came to the city; they each opened a large shop in the district called Tahtakale, and began to purvey coffee† (cited in Bernard, 1989, 132). It was in the 17th century that coffee  spread to  Europe  from the  Ottoman Empire (via Hungary), and soon coffeehouses became a part of the popular western culture (Wild, 2005). English coffeehouses first came into existence during the mid-seventeenth century when in  Oxford  in 1652 in a buildin g that is now better known as "The Grand Cafe" (ibid). Pasqua Rosee, who was a  servant in the service of a merchant named Daniel Edwards, opened the first coffeehouse in  London  in 1652, in St Michael's Alley in Cornhill, and soon they became extremely popular as social meeting places, and by 1675 England had more than 3,000 coffeehouses (Weinberg, and Bealer, 2002, 152). Discussion English coffee houses: The  English  coffeehouses,  during the early modernism of the 17th and 18th centuries, are often referred to as public social houses where the people from different social walks of life, would gather for drinking the new beverage while socially interacting. These coffeehouses also served chocolate and tea along with coffee, and these places soon acquired a very distinct character that distinguished it from another popular establishment of the era, the taverns. The taverns were legally obliged to keep provisions for drinks, food, and lodging for the passing traveller; and formed centres of hard drinking and gambling. Coffeehouses, served non-alcoholic drinks allow any form of gambling and alcohol consumption, and were known as ‘genteel’ places for sober social interactions, unlike other public social houses of that time (Hewitt, 1872). Cowan in his book describes a typical 17th-18th century English coffeehouse as "places where people gathered to drink coffee, learn the news of the day, and perhaps to meet with other local residents and discuss matters of mutual concern† (Cowan, 2005, 79). Right from the time of initiation, the English coffeehouses formed a dominion for intellectual gatherings, while political groups also frequented the various English coffeehouses for conducting meetings (ibid). There a diverse range of patrons that were seen in the English coffeehouses, and represented a wide range of the divergent English social classes, and there was a sense of equality amongst these customers where one could freely take pa rt in any ongoing conversation irrespective of one’s social rank or political beliefs. Topics deliberated on in these coffeehouses were mainly related to philosophical debates, politics, society gossip, current events,  and natural sciences. It is often for this reason that the 17th and 18th century English coffeehouses were referred by the historians to be the epicentres of the Enlightenment era that brought in cultural and intellectual reawakening, widely seen at this time (Cowan, 2005). English coffeehous