Experiments :: essays research papers

&61553 newspaper &61553 measuring cups &61553 1 cup of dry cornstarch &61553 large bowl or pan &61553 food colour in (if you want) &61553 1/2 cup of pissPut newspaper down on your counter or tabletop. Put the cornstarch into the bowl. Add a put or two of food coloring. (Use whatever colors you like.) Add water slowly, mixing the cornstarch and water with your fingers until all the powder is wet. Keep adding water until the guck whole tones like a liquid when youre mixing it slowly. accordingly try tapping on the surface with your finger or a spoon. When Ooze is just right, it wont splash--it pass on feel solid. If you Ooze is too powdery, add a little more water. If its too wet, add more cornstarch. Play around with your Ooze Pick up a handful and squeeze it. Stop squeezing and it will drip through your fingers. Rest your fingers on the surface of the Ooze. Let them sink down to the bottom of the bowl. Then try to pull them out fast. What happens? Take a blob and roll it betw een your hands to make a ball. Then stop rolling. The Ooze will trickle away between your fingers. Put a small plastic toy on the surface. Does it stay there or does it sink? Ketchup, like Ooze, is a non-Newtonian fluid. Physicists say that the best way to get catsup to flow is to turn the bottle over and be patient. Smacking the bottom of the bottle actually slows the ketchup downWhy does my Ooze act like that?Your Ooze is made up of tiny, solid particles of cornstarch suspended in water. Chemists call this type of garland a colloid. As you found out when you experimented with your Ooze, this colloid behaves strangely. When you bang on it with a spoon or quickly squeeze a handful of Ooze, it freezes in place, acting like a solid. The harder you push, the thicker the Ooze becomes. But when you open your hand and let your Ooze ooze, it drips like a liquid. Try to stir the Ooze quickly with a finger, and it will resist your movement. Stir it slowly, and it will flow around your fing er easily. Most liquids dont act like that. If you stir a cup of water with your finger, the water moves out of the way easily--and it doesnt matter whether you stir it quickly or slowly.

New Roots for Agricultural Technology Essay -- Agriculture Farm Farmin

New Roots for Agricultural Technology There was once a townsfolk in the heart of America where all life seemed to live in harmony with its surroundings. So begins the excerpt in Pojman from Rachel Carsons Silent Spring. Carson asks us to envision the man ecological harmony that whitethorn be the ultimate fantasy of most environmentalists. This allows us to refresh our vision and streng then our inspiration to fight for this ideal, as she then describes the possibilities of destruction which may await this community. Her imagery reminds us why our struggle for a split up life is important, ethical and justified. The writers of the articles that follow dismiss this envisioning as lyrical hysteria (Ray and Guzzo) and try to persuade us that our well-reasoned goals are emotional, unfounded preferences. They distract us with the uncertainty of statistical studies, without taking a deep smelling at the roots of the misdirected technologies that are modern agriculture. Carson, on the ot her hand, handle Japanese ex-microbiologist and farmer Masanobu Fukuoka, seeks more sophisticated analyses of the present need for technology like pesticides, and a truly better alternative. Fukuoka has well shown that natural farming is better than modern farming, not because it measures up in scientific tests of productivity (which it does), but because its theme is ethical, non-violent, and desirable for humans and our environment.Why are we faced with the painful tradeoffs between the harmful and useful effects of pesticides, rather than the question of why we depend on them so much in the first place? We need to question the culture that directs the science we use to develop our technology. Both Carson and Pimentel describe how scientific farming, that is... ...sion may be trying to prevent us from exploring the peoples underlying motivation for action, as Fumento tries when he ridicules those besiegers who challenge modern science.In combating these simplified dialogues tha t silence innovation, I withdraw our discussion of ethics is on the right track. We must approach the development and use of agricultural production technology with our well-reasoned decisions why working with nature is better than dominating it. There is more to ethical decisions than proving that Alar does not poison children. We must find a way to incorporate into the sciences that create our technologies the ethical intentions that make parents to fight against agricultural chemicals. Work CitedBoserup, Ester. 1966. The conditions of agricultural growth economics of agrarian change under population pressure. Chicago, Aldine Pub. Co.

Words Expose the Soul :: Writing Education Language Essays

Words Expose the SoulWhen I was a appetizer at Bemidji State I lived in the dorms. My roommates name was Chad. He had a girlfriend who attend Moorhead State. Her name was Jodi. I didnt get a chance to tolerate Jodi until very late in the year, around February. But up until that time, I had gotten to know her very well. The thing was that since they lived so far apart they didnt call severally other until late at night. Most of the time, when she called, Chad wasnt there. It was actually quite ironic, Jodis roommate was a girl that I graduated with. This led to many conversations, many that all over a half an hour. I had seen pictures of her so I knew what she looked like, but I was starting to get a picture of what she was like as a person. I did this through observation of her t one(a) of voice in certain situation, word usage, and overall temperament. By temperament I mean was she happy, sad, or confused in general. All of this gave me a pretty good idea as to what kind of pers on she was. One day in February I had the opportunity to find push through exactly what she like. She came to visit Chad, and stay the night. This gave us a chance to talk face to face. It was very funny, because she was exactly like I thought she would be. I couldnt deliberate that I had gotten all of this information about her just by listening to the way that she talked. Some might say that a situation like this and one in where you read something are totally different, but I believe that they are very similar. Reading a piece of writing by a person that you do not personally know is the same as having a conversation with a person over the telephone that you have never met before. In both cases you try to get to know the person better by the words that they use. The means of communication makes no dispute. One of the main difference between the reading and listening, though, is that when you listen to a person you can detect inflections and tones that a person uses while talki ng. When you read you have to rely on the antecedent to provide you with the voice of the characters or maybe even himself.

Analysis of The Best Little Girl in the World :: Best Little Girl in the World Essays

Analysis of The scoop up Little Girl in the valet de chambre The author of my book is Steven Levenkron. Warner Books published this book in September of 1978 in New York, NY. The genre of my book is fiction with suspense. The Best Little Girl in the World could be based on a true story, but it is not completely true to life. It would fall under the suspense category because the commentator does not know if Kessa will live or die. The all-important purposes of this book are to inform and to narrate. The author does a nice job of achieving his purpose. I am now aware of the many dangers of the deadly disease being described. Steven Levenkron has many qualifications. He is a practicing psychotherapist with a specialty in eating disorders (The Best Little Girl in the World page 2). He has been a clinical consultant at Montefiore Hospital and Medical Center as wellspring as the Center for the study of Anorexia and Bulimia in New York City (page 2). He is also a current member of A NAD of Highland Park, Illinois (page 2). This book does have got a few weaknesses but more strengths. A weakness would have to be the ending. It is not eventful. I was hoping for a surprise of some sort, and it never came. However, I noted many strengths. The descriptive details seem great. Although the details appear rather gross at points, I think that is a good thing. That elan a reader discovers the harsh reality of the disease. The thinner is the winner (The Best Little Girl in the World Steven Levenkron page 25). This is a powerful abduce because thinness is what the whole story is based upon. Kessa thinks that the thinner she is the better. She is most definitely proved wrong in the end. I noted three main settings utilize in this book. The Best Little Girl in the World takes place in the year of 1979. The first one is the Dietrichs home. Their apartment is located in New York City. The second location is at Francescas dancing studio downtown. The third location where th e action takes place is in the hospital. Kessa is in the hospital for close to three months, and then she is released to live at home. Four main characters are present in this book. They happen to be Kessa, Lila, Grace and Harold.

Hidden Terror Essay -- Literary Analysis

Ghosts and unseen forces cause nervous glances over the shoulder, the heartbeat to quicken, and provoke one to hide under a blanket, solely what if the unseen forces were not the cause of the terror, can the mind create so much fear that we see issues and create demons that truly dismay? The Yellow cover by Charlotte Perkins Gilman puts this scenario on disp flummox for her audience as the cover haunts the unnamed narrator. As her mind slowly plays tricks on her, she starts to see things, impossible things within the paper. throe from an unknown ailment, possibly postpartum depression, the disease and the time she spends alone contribute to her descent into insanity. When she and her husband move into a rental home, she reveals an instant aversion to the wallpaper in her bedroom, and throughout the story her loathing of the wallpaper slowly becomes an obsession. Im getting really fond of the room in spite of the wall-paper. perchance BECAUSE of the wall-paper. It dwells in my m ind so (Gilman) Trapped in her own home and mind, she is haunted by something other than ghosts and demons, and that, is more terrifying than could even be imagined. watching the narrator lose her sanity can be more terrifying for the readers than simply looking for an otherworldly being or a logical explanation. In The Yellow Wallpaper she is aware of her revulsion to the wallpaper, and yet, is unaware of the haunting consequence it has on her mind. He thought I was asleep first, but I wasnt, and lay there for hours trying to decide whether that front pattern and the back pattern really did move together or separately (Gilman). Most stories try to terrify in a predictable, more traditional manner, The Red Room by H.G. Wells is terrifying i... ...nternal struggle, is supremely unaware of the total effects the wallpaper has on her. Fear is the first ingredient in any horror story, but when mixed in with a demented mind, as was the narrators, terror truly takes on an entirely new me aning. The paranormal, ghosts, spirits and demons are intangible to anyone but the narrator, but as she dives headfirst into her own reality she takes the reader deeper into the world she resides, where she is allowed to creep, and the only thing left to do is to watch the terror unfold.Works CitedPerkins Gilman, Charlotte. The Yellow Wallpaper Nov 1, 1999. Gutenberg.org, ebook.Rao, K. V. Rama. The Yellow Wallpaper -- A Dynamic Symbol A Study Of Charlotte Perkins Gilmans Story. Poetcrit 19.1 (2006) 38-44. literary Reference Center Plus. Web.Wells, H.G. The Red Room. Oct 27, 2007. Gutenberg.org, ebook.

Hidden Terror Essay -- Literary Analysis

Ghosts and un limitn forces cause nervous glances over the shoulder, the heartbeat to quicken, and rear one to hide under a blanket, but what if the unseen forces were not the cause of the terror, can the mind create so much fear that we see things and create demons that truly terrify? The Yellow Wallpaper by Charlotte Perkins Gilman puts this scenario on display for her audience as the wallpaper haunts the unnamed narrator. As her mind behind plays tricks on her, she starts to see things, impossible things within the paper. Suffering from an unkn experience ailment, possibly postpartum depression, the disease and the time she spends alone contribute to her descent into insanity. When she and her husband movement into a rental home, she reveals an instant aversion to the wallpaper in her bedroom, and throughout the story her loathing of the wallpaper slowly becomes an obsession. Im getting truly fond of the room in spite of the wall-paper. Perhaps BECAUSE of the wall-paper. It dw ells in my mind so (Gilman) Trapped in her own home and mind, she is haunted by something another(prenominal) than ghosts and demons, and that, is more terrifying than could even be imagined. Watching the narrator lose her sanity can be more terrifying for the readers than simply looking for an uncanny being or a logical explanation. In The Yellow Wallpaper she is aware of her revulsion to the wallpaper, and yet, is unaware of the haunting consequence it has on her mind. He plan I was asleep first, but I wasnt, and lay there for hours trying to decide whether that front pattern and the back pattern really did move unitedly or separately (Gilman). Most stories try to terrify in a predictable, more traditional manner, The Red Room by H.G. Wells is terrifying i... ...nternal struggle, is supremely unaware of the total effects the wallpaper has on her. Fear is the first ingredient in any horror story, but when mixed in with a demented mind, as was the narrators, terror truly takes on an entirely new meaning. The paranormal, ghosts, spirits and demons are intangible to anyone but the narrator, but as she dives headfirst into her own reality she takes the reader deeper into the world she resides, where she is allowed to creep, and the only thing left to do is to watch the terror unfold.Works CitedPerkins Gilman, Charlotte. The Yellow Wallpaper Nov 1, 1999. Gutenberg.org, ebook.Rao, K. V. Rama. The Yellow Wallpaper -- A Dynamic Symbol A Study Of Charlotte Perkins Gilmans Story. Poetcrit 19.1 (2006) 38-44. Literary Reference Center Plus. Web.Wells, H.G. The Red Room. Oct 27, 2007. Gutenberg.org, ebook.

Financial Management Challenges Essay

Find at least two articles from the ProQuest database that highlight and discuss two of the biggest scraps facing fiscal conductors today. One of the articles should be about the challenge of maintaining ethical financial integrity and the other article should be on any other challenge that a financial director whitethorn acquaint (e.g., competition, foreign markets, government intervention, etc.).Financial managers face countless challenges ethical and financial similarly. These challenges muckle be known to affect the reputation of the firm, and the ethical approach interpreted can set a positive or negative moral standing for the firm. The challenges alone would be a tough job for any radiation pattern individual, but financial managers also must deal with the rising demands that have been placed on the institution that span over a much wider stadium and deal with a countless different activities. The first portion will be ethically concentrated and touch on integrity and market reporting. there are a lot of mediocre leaders out there I know, theyve been my bosses. However, when it comes to financial managers, mediocre just wont do the job. further whats the difference between a good leader and a mediocre one? Doing a job just to get paid and utilize the smallest amount of effort to do so is typically the mindset of a bad or mediocre leader. Knowing your job includes many tasks, one of which and or so importantly is to lead others with good examples of ethical and financial responsibilities is an example of a great leader. The lack of leadership in every level of the organization can affect the whole ethical integrity of the financial manager. This leads to the offering of bribes, inaccurate timesheetsreporting or the provision of misleading information, (Hennessey, 2007). The ethical standing of the financial manager affects the overall provision of the quality skills in the analysis of the documentation. The financial manager not being proficie nt enough to trace the individuals, who are responsible for the financial records, could recollect the loss of the management, (Hickman and Byrd , 2011). Understandably, false reporting would be unethical and il licit actions for a financial manager to partake in. This will ruin the firms reputation and trust.Financial record reporting requires the overall upkeep of precise and complete records and can be a huge challenge. The lack of evident or documented policies and actions in the maintenance of the financial records affects the overall ethical integrity of the financial manager, ( Hickman and Byrd, 2011). The financial manager must make evaluate each blank space and be able to formulate policies that will help in the growth of the firm to a successful point and beyond. The ill will of a financial manager not reporting the truth or the overall analysis of the firm makes his conduct un-ethical, ( Chan, 2005). These unethical practices will eventually lead to the problems dealing with legal liabilities that happen due to the design of the financial systems. Each of which is backed by a set checks and balances that occur in the process of maintaining the financial documents. The absence of residency to this unique design affects the overall running of the companys activities. Faulty reporting will damage the companys trust publicly and internally. Shareholders, employees and stakeholders alike would all be affected by unethical practices within a firm.Foreign markets, apart from financial integrity are another challenge. The time terminus and ban on the entry of the foreign market affects the financial managers valuation or process of reporting, (Hickman and Byrd, 2011). The inconsistent regulations and strong rule of legality in the foreign markets should be reported to the stakeholders, (Chan, 2005). Financial managers are expected to report ethical issues that affect a firms market. The challenge of ethnic misunderstanding of the firm and the investme nt that the financial manager has presented to the market could lead to the abrupt decline of sales or ban of the institution. This ban will mean the loss ofall the funds that will have been invested, (Hennessey, 2007). A poor estimation of the human resource funds and the business operational cost may lead to a decline in the profit of the firm. Once profit begins to decline, shareholders are more likely to push to replace a financial manager due to the performance of the firms management.In conclusion, financial integrity and foreign markets scenarios affect the overall activities of the financial managers. Unethical practices of financial managers affect almost every aspect of the firm. The lack of formation of a relationship with the players and customers in the foreign market will lead to the overall decline of the firms market share. The financial managers should look at the provision of morally approved approaches in the activities of the firm, (Chan, 2005).ReferenceChan, R. (2005) Does the Natural-Resource-Based View of Emerging Economy? Survey ofForeign Enterprises in China Journal of Management Studies, 42(3), 625-672 Hennessey, J. (2007). Communicating the Value of Energy Efficiency Projects to FinancialDecision Makers In Not-for-profit Markets. Strategic Planning For Energy & theEnvironment, 26(4), 55-66, Retrieved from Pro-QuestHickman, K. and Byrd, J. (2013) Essentials of finance San Diego, CA Bridge point EducationInc. Retrieved from Pro-QuestNorton, E. (1991). Factors affecting capital structure decisions. The Financial Review, 26(3),431-431 Retrieved from Pro-Quest

Joseph Conrad †Heart of Darkness The Real World Essay

In Heart of Darkness, Joseph Conrad relies heavily on the differences between appearances and ingenuousness to develop conflict in the story. From the appearance of the ivory trade and the continent of Africa, to the image of Kurtz himself, Conrad clearly shows us that appearances can be deceiving. As Marlow relates his story, the reader is haggard into a world of contradictions. These contradictions challenged the widely accepted European views of that time.When Marlow begins his quest to sail his ship up the Nile river to partake in the adventure and excitement that is the ivory trade, he describes the enterprise as a noble cause (pg 6). Marlows aunt called him an emissary of light, something like a lower sort of apostle whose purpose was to wean those ignorant millions from their usurious ways (pg 10). Yet through Conrads use of diction, our first image of the ivory trade is an image of darkness, death, and despair pieces of decaying machinery (pg 12) shadows of disease and st arvation picture of a walloping or a pestilence (pg 14). This may have been a harsh criticism of the British colonialism in Africa, and revealed the hypocrisy of those in the ivory trade who claimed to be civilizing the faunas It was as unreal as everything else-as the philanthropic pretense of the whole concern The only real feeling was a desire to earn percentages (pg 21).Throughout the story, the African jungle is presented as a dark and alien landscape with the lurking death, the hidden evil, and the profound darkness of its heart (pg 28) of an unknown planet (pg 32). To Marlow, while he was in the heart of the African jungle, the earth seemed unearthly (pg 32). Yet, as he ventured deep into this jungle and comes into contacts with its savage natives, he feels a remote kinship (pg 32) with them. He understands that this is his production line in the far off past, and views Africa as an accursed inheritance (pg 32). This furthers the conflict of Marlows fear and loathing o f this primitive land, and his feeling of belonging and appreciation of this savage lifestyle.Finally, perhaps the closely interesting contradictions of appearance and reality are those in Kurtz himself. When Marlow first encounters Kurtz, hecomments that his name means short in German unless that he looked at least seven feet long (pg 54). He goes on to generalize this contradiction to his entire life the name was as true as everything else in his life-and death (pg 54). He appeared to be weak and feeble as an animated image of death (pg 55), yet throughout the story we find that he is beefed-up and powerful, frequently being compared to Jupiter he came to them with thunder and lightning (pg 51).In his great work for the Suppression of Savage Customs he appealed to every altruistic sentiment. Yet, at the end in a footnote, scribbled the words Exterminate all the brutes (pg 46). Perhaps this biggest irony of Kurtz is how all the world viewed him as a creature of light with his pr omise, his greatness, his overgenerous mind, and his noble heart (pg 70), yet, in the end, his noble heart was the Heart of Darkness.In the end, the contrasts between the appearance and reality of the ivory trade, of Africa, and of Kurtz, provide a backdrop of disarray in which Marlow struggles with nature and truth, and, in the end finds himself superior for it. Joseph Conrad challenges the views of his nineteenth century civilized and sheltered readers. Yet, this message still bears meaning for us today. We, who rely upon the media and intelligence operation for all of our information have little idea of the reality of life in far off places like Africa, Afghanistan, and Peru. The savage jungle still exists, and most of us are still blissfully unaware of how our perceptions of such places, of such people, holds up to the reality of life there.

Band of Brothers by Stephen Ambrose

This book report is written in fulfill ment of the requirements for (class melodic theme e. g. Hist. 108) under Professor (professors name). quite a little of Brothers is a novel based on the emergences of World War II, emphasizing more than on the lives of the soldiers, particularly the paratroopers of easily go with, 506 regiment of the hundred-and-first mobile Division of the join States Army. Paratroopers are trained soldiers launched into involution by parachute into areas inaccessible by aerial bombing.Written by Stephen Ambrose and create by Simon and Schuster in 2001, Band of Brothers, has been an any time best seller which was made into a mini series by HBO in association with Dreamworks, edit by Billy Fox and directed by Phil Alden Robinson. Life in the military has always been a fascination of umteen young men. All the amazing weapons and gears that they use in battle, the handsome uniforms, not to mention the recognition and accolade that one can receive soun ds akin a promising career. A invaluable honor which brings pride that lasts beyond your livingtime.If one decides to pursue a career in the armed forces, one must be ready to make all the ad sightlyments and face the challenges, not only that of a rigorous reading, but a life in the battle field. A soldiers life, activity and relationships literally changes the moment dressing commences. The armed forces is a stratified society full of rigidity. A soldier has to understand the hierarchy and chain of command and must larn to obey first before complaining (not that one is allowed to complain). The in cleverness to perform a particular duty, overdue to whatever reason, is inexcusable, in that locationfore punishable. A soldiers life is full of misconceptions.Civilians mostly view them as fortunate individuals who enjoy a potbelly of privileges both from the government and the private sector. Stephen Ambrose used a lot of characters to portray the lives of soldiers in easy co mpany. Captain Herbert M. Sobel was the commanding officer of Easy company in the 2nd battalion 506th parachute infantry regiment of the 101st airborne division. He was very strict and usually rude, squeezing the energy of his soldiers during educational activity. He doesnt tolerate anything that he feels wish well not tolerating to the point of just simply finding errors on his soldiers just for the heck of it.Although disliked by most of his soldiers, his attitude towards training and his ways of implementing training schedule and activities helped in the honing of his soldiers skills and intelligence. In the mini series, David Schwimmer played the role of Captain Sobel. Lt. Richard D. Winters, played by actor Damian Lewis, was the second in command of Captain Sobel. Lt. Winters outdo Captain Sobel in the field. Although a Jew, he was respected and well-liked by the soldiers. Scott Grimes played the role of technical sergeant Donald Malarkey who was refused admission to the Mari nes due to dental issues.He also tried Army Air Corps, but due to math requirements, still he was not admitted. He only became a member of E company (Easy company) when he volunteered to be a part of the paratroops of the United States Army. He was awarded the Bronze star medal for his participation on D-Days Brecourt Manor Assault in Normandy. Captain Ronald Speirs was initially company Ds (Dog company) platoon leader. During the end of the affair of the Bulge in Bastogne, Captain Speirs was reassigned to command Easy company. 2nd Lt. Clifford Carwood Lipton a. k. a Lip, joined E company in 1942.From Private he was promoted to company first sergeant, then to second lieutenant. Band of Brothers is a historical documentary novel telling the story of the lives and experiences of airborne soldiers during World War II. 1942 label the year when the United States Army Airborne Division formed the second battalion of the 506th parachute infantry regiment in Toccoa, Georgia (Ambrose 2001) . The story began in Toccoa, Georgia when the U. S. army is preparing for battle against the Germans. Under the command and rigid training of Captain Herbert M.Sobel, the soldiers of E company endured rigorous and severe training. Their company was known to be the best in the regiment and Captain Sobel prided himself on that and because of their reputation, they were always given the toughest assignments. E company trained for ninety days which included lectures, physical exercises, hindrance courses and field simulations after which, they were deployed to England on board a ship in preparation for the invasion of Hitlers Third Reich. Their task is to penetrate enemy lines and suppress German Artillery.On June 6, 1944 in Normandy, the soldiers had their first jump which did not go as planned. Due to heavy firing on the ground, planes carrying the paratroopers flew at high speeds with only a short distance from the ground (Ambrose 2001). One of the planes got hit, went on fire and crash to the ground. Nevertheless, the troop was able to arrive at Carentan, gained control of the area then they flew binding to Aldbourne. On September 17, 1944, the troops made their second jump in Holland which was executed perfectly. After completing their mission in the area, they also fought in the Battle of the Bulge.The paratroopers arrived in Germany on the second day of April, 1945 where the enemies finally surrendered. They celebrated their victory in Austria where they drank alcohol and took a lot of things from the Germans like jewelry and lugers. When the war was over, they separate ways and took different paths. As often as possible, a reunion is made in New Orleans where they all could catch up piece remembering the years they spent at war. My impression on the book is positive. Stephen Ambrose was able to make World War II a more relatable event to ordinary people.He was able to show two perspectives of the story officers point of view and the soldiers point of view. The story was able to show that an army officer is not perfect. He might be very good at one thing, but he still has his flaws, like Captain Sobel who was very good at training men but performs poorly on the field. Soldiers are also human beings who feel fear, stress, anxiety and bleeds inside out but the important thing is ones ability to endure whatever hardships that one has to face in carrying out his duty to the country and the people. They are always together and yet, they feel alone in the battle field.War means death, and these men had to psyche themselves up to be ready in all aspects physically, emotionally, spiritually and mentally. Focusing on one particular battalion like Easy company, the author was able to pre displace the lives of soldiers in the battlefield. Their humanness were more felt and their bond as brothers in their cause was strongly established. However, Ambroses word-painting of their humanness can be a downside as this could lead to debates and i ssues regarding the deployment of soldiers to war in support of allied nations under fire. exactly then again, the personal approach occupied by Ambrose in writing the story made the events of World War II more relevant in the lives of people. Band of Brothers enabled us to understand, at a deeper level, the struggles and hardships that soldiers face. True, recognitions and accolades are given, but such can only be enjoyed by them if they are lucky to be alive. Bibliography Stephen Ambrose (2008). Band of Brothers. 123 Helpme. com. 04 January 2006. 05 January 2008. . Stephen E. Ambrose (2001). Band of Brothers. Simon and Schuters. ISBN 0743216385Band of Brothers by Stephen AmbroseAirborne Division of the United States Army was formed in Toccoa, Georgia. They were trained under Capt. Sorbel.. Members of the battalion voluntered for the job for the money, thrill, honor and to be the best among the ordinary infantry men. Because the Band of Brothers was narrated from the points of v iew of the soldiers of Company E or the Easy Company, the story is unique for the narration was so vivid that a reader would feel that he is there fighting with the band of brothers. Because of the physical requirements during the training only few made it to their graduation day.Here the story is significant for a soldier because the story is about the occasional life of a soldier in the boot camp and in the fieldnot a story about generals and admirals usually made by most movie companies. It tells a soldier that even how much he has suffered while training it doesnt guarantee that he would survive in war. From Toccoa the company was sent to Fort Benning for their jumping course. Their earlier training at the boot camp hardened them physically that they even outlasted the physical fitness trainers at the fort.This is the ingenuousness about soldiery. There are soldiers who are better than the trainers themselves. After only five jumps, ironically they were made as parachutists, a nd after nine months of training were sent to England on board a transport ship to prepare themselves for the invasion against the Third Reich of Hitler. The writer narrates the daily regimen of the company while in training in England. The narration was from the points of view from both the officers and men of the Easy Company.Both the movie and the book depict the confusion, heroism and struggle during the time the company jumped into the countryside where they were separated from each other. Many landed on buildings, trees, farm houses, fences, carts, houses, rafters and in the middle of enemies since they jumped behind enemy lines at dawn. There was chaos all around but many maintain their composure as hardened soldiers of Easy Company. Their job was to silence the German artillery and neutralize the enemy soldiers guarding the guns. They effectively put their hard training into practice.The highlight of the Band of Brothers is how Lt. Richard Winters achieved the mission. The b ook narrates By this time, about 0700, E company consisted of two light machine guns, one bazooka (no ammunition), one 60 mm. But with less than 100 men from the original 139 jumpers, Lt. Winterss men were able to accomplish the mission. The mission was done without heroic deeds of a few. They fought as a team and with the right maneuvers attacked the German platoon guarding the battery emplacement. This is also about the best aspect on soldiery.As a soldier, you have also to protect not your life but also your brothers in arms. In this kind of situation, a soldier usually has to consider that everyone in his group as his brother. Why? Because they shed bank line and tears together or suffer pain together. They are blood brothers, so to speak. The book quotes one of the men We fought as a teamwe were like machineWe knocked it out or made it withdraw by maneuver and teamworkWe were smartwe had learned that heroics was the way to get killed without getting the job done. Easy Compa ny continued to fight in Normandy until it was pulled out and deployed to Utah beach. They were about 139 when they exited from the planes door. And ended the battle with only 79 remaining men. In the movie, you can feel the struggle of private Albert Blithe. He has to overcome fear, as every soldier has experienced fear. Winters, on his part, has suffered anguish after he pellet a German teenage soldier. The company jumped into Holland under Operation Market Garden and fought until November 1944.The company also heroically defended Bastogne almost to the last man. . In the movie, the German Army sent couriers to relay offer the message of the German commander of Bastogne for them to surrender or perish. Winters made a succinct reply Nuts. They held their trenches until reinforcements arrived. Then the men of Company E fought in the famous Battle of the Bulge, which marked the defeat of the German Panzer division. Winters men continued fighting and were the first to occupy Hitlers potty retreat known as the Eagles Nest.From Austria the battalion was redeployed to a town near Paris and on November 30, 1945, the 101st Airborne Battalion was deactivated. Whats the significance of the story to a plain infantry man? I can say that the Band of Brothers is one of the few stories written from the testimonies of actual combatants without flourish or garnishment for use in movies. The book tells the story of leadership amid blood, guts and tears and about overcoming fear by soldiers and officers alike. It tells the credo of an American general who says The more you sweat in peace and less you bleed in war. But many die in war.

Personal experience

The light shone finished the curtains emitting a soft peaceful glow from the designs on its fabric, with my head aching and my eyes barg totally open I pee chromatic through a carving on the curtain and squinted my eyes to see if the weather had changed from its usual continuous downpour, my expectations were drowned and revived for it was dry except frost had added its touch to the scenery. undermentioned the same routine each week, I threw on some old but very warm clothes and found my sort financial aidlessly downstairs, thither was a reason for me to be contented today, but I was not fully awake yet to remember wherefore.I passed through the kitchen avoiding the cupboard that I always seemed to knock into in the morning, sunlight shone through the window reflecting the brilliance of the kitchens woodwork, glasses lay shimmering in the light on the drying board beside the sink, I change up the kettle to make myself a cup of java and watched as the steam implanted marks on the beige wallpaper.Looking through the patio while drinking my c strikeee I had a more broad view of todays weather, Frost had embedded itself on all solid objects in view. Trees, plants thus far the gravel of the driveway shone in brilliance with this white sheet of frozen dew.As I opened the patio door and hastily put on my slippers a soft, cool breeze blew across my body s terminationing a shiver down my spine and causing the hairs on my arms to stand.I inhaled the cool, icy air which was waking me better than my coffee, I walked alongside the garden admiring the view and took special interest in the way that the grass s greennessled as I sweep past which reminded me of jewellery such as diamonds or emeralds.As I went back inside I put down my cold mug of coffee and headed upstairs where I found a bundle of towels, half-wet, half-dry lying on the grunge, this was the place they were thrown the last time they were used.Twenty minutes later aft(prenominal) a warm refreshing shower I realised I was ready for breakfast, by this time I had realised that the reason for me to be happy today was due to the fact that I did not have to go into work and that later on two friends of mine Stephen and Scott were to come to my house.I threw myself on the couch and relaxed as the enormous cushions sank beneath my fish, I lay there reviewing the weeks happenings in my mind and wondering what I should do today, time passed as I lay in this trance and was buddy-buddyly frightened when I was aroused by the sound of knocking on the front door.I sat respectable and headed for the door, on the way grabbing my wallet, keys and mini-disc player.I opened the door which gave a loud creak and slammed it shut with force while trying to fit my keys into the keyhole, I glanced soon at Stephen and Scott, while saying hi I stroked the cat as I walked past the box from which it was emerging stretching its legs, no doubtedly I had woken it up while closing the door.After we had co nspired the decision was made that we would go to Currys first as I needed a new pair of headphones for my mini-disc player.After a careful selection process for a pair that were of a good quality standard and cheap in price we headed outside to the car park so I could attach the newly bought product.After I had discarded of the plastic case in which the headphones were contained, I inserted the headphones into the player and wrapped the wire rough the player itself,I put it in Scotts bag, as I did this however, I noticed that coming down the hill was a group of six stubborn looking ruffians aged from around 17 to 19.I made it clear to Steve and Scott that we should go as the youths were pointing in our direction, as we were about to make off, to our misfortune, a honey oil black jeep with only two seats which were occupied by two passengers pulled by us.It held two women who were looking for directions, by straight the gang who we had uneven had walked past us which came as a great relief to me.After we had helped the two women and they had figured out where their destination was they departed, and we ourselves thought we ought to do the same.With a bustling turn I noticed that through the buildings see-through shutters that we were not alone, it turned out that the gang had waited there and started to follow us as we left.Steve and Scott started to quicken their mea reliable quite fast leaving me cigaret them as they broke into a run and were followed by five shouting there he is, get him they were a good distance away from me so I thought of going back to currys for help when suddenly I felt a great weight pound on the back of my neck, it struck shock into me as it had surprised me more than anything.One of the gang had stayed behind and strayed a little to clumsy behind me since I was the biggest of the three, unlike him, he was a tall, dark, rough looking character wearing what looked like a hand me down baseball bonnet and protruding from the ca p was his thick black greasy hair which was curled from the tips upward.His muscular build summed up his attitude so I thought it best to run, and I did, but it wasnt long before I was halt again.The greasy haired thug sprinted after me in a fit of rage and tripped me up, those few seconds of falling before tint with the ground made me think of the horror which may yet come to be.With a quick glance after a hard collision with the ground I noticed three other thugs were surrounding me, they had given up on the chase for Stephen and Scott and thought that it would be fun to take a hot flash at me, and they did they kicked me over and over again.They booted me in the back of the head laughing like schoolchildren with a new toy, I was surrounded with no way out, they had formed a circle where each person was able to get a kick in, I waved my arms in the air hoping to block blows that came to my face, I squirmed around trying frantically to escape this vicious circle of attacks while continually receiving kicks in every part of my body.I seek to scramble to my feet, tried to get away but was stopped my another fierce kick to the stomach which had winded me, at this point I hadnt realized that it didnt actually hurt, sure my arms were drenched with blood and my legs werent functioning properly but with each and every kick I only examined, not felt, like sound vibrations off a pair of speakers each kick was like ripple of sound of a dance beat, maybe the shock of all this had suppressed the pain, or the adrenaline in the heat of the moment.With the attacks coming yet still to the stomach and arms I screamed out as best as I could why, why are you doing this, Ive done nothing yet from saying this must have induced a renewed attack from members of the group who were seeming to ease off, laughter was the only reply from which I heard.Even immediately clearly, I am haunted by the look, from which I was greeted by one of the group, his eyes were filled with malice , hatred, malevolence, but why?Who was he?I didnt know him, what have I done.I screamed as loud as I was fit to, with my voice quivering during the end of the outburst still I relentlessly waved my arm in the air noticing that what was once a blue piece of clothing had turned to dark red with rips all over, at this they scattered, they ran why?I picked myself off the ground, I collapsed under my own weight, I tried again and yet I failed at this attempt, I crawled, squirming my body left and right trying not to put pressure on my arms.I got to the nearest wall and propped myself up against it, I inspected my injuries and only now realizing the pain I was in, when I looked around I caught sight of Stephen and Scott, apparently they had stopped someone on the road for help and were coming towards me, they helped me into the car which they had stopped and surprisingly it turned out to be a friend of my fathers.As he drove me home the increasing pain seemed overwhelming, I drifted away into deep thought as I sank into the seats of the car.Weeks have passed and a formal complaint has been made about the thugs but I have yet to hear from the police, it had turned out that the thugs were after Stephen and Scott because of their religion, they both were protestant. The thugs themselves were catholic and lived in a local estate area which is notorious for crime and supposedly uncontrollable to the law, they had mistake me for a protestant and I had received the full beating intended for all of us.As I look back on this experience now it makes me wonder what these youths have gone through in their lives to make them capable of committing such an act and thinking in the way they do on the differences in religion, I am continually haunted by that piercing look I received on the day, that look, the look I got was from something not human, it was something else. These people care nothing about what they have done to me and to support their reasons the only response was the fact that they thought I was of another religion, their bias is so thin, so pointless.

Inequalities in our society: gender and sex Essay

Inequalities between men and women had been in struggle I believe as older than I am, as older than my ancestors. E trulyday I see simple proofs that although we be in the 21st century, although we be living on the flying lane, we are still shackled with the shadows of the past. According to Gallup Surveys, in 1946 Americans felt by a borderline of 54%-19% that women live more difficult lives than men. More than one-half century later that margin had increased to 57%-7% with more or less of that change swing to increasing agreement among men (from a 47% to 27% margin in 1946 to 52%-19% in 1997.In the 1930s, 26 of 48 states had Laws prohibiting the employment of married women. (It was the midst of the Great Depression and there were not enough jobs to financial support the men out of political mischief, so married women had to go. ) As human beings it is only natural for a caged man to seek freedom. Freedom from injustices and realize their rights. ane great example will be the foundation of Living the Legacy The Womens Rights Movement in 1848.In her Declaration of Sen sentencents Stantons version read, the storey of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To present this, let facts be holdted to a candid world. Then she went into the specifics. Married women were legally dead in the eyes of the law Women were not allowed to vote Women had to submit to the laws when they had no voice in their formation Married women had no property rights. Husbands had legal power over and responsibility for their wives to the extent that they could imprison or impulse them with impunity Divorce and child custody laws favored men, giving no rights to women Women had to pay property taxes although they had no representation in the levying of these taxes Most occupations were closed to women and when women did work they were compensable o nly a fraction of what men earned Women were not allowed to enter professions such as medicine or law Women had no rigorouss to soak up an education since no college or university would accept women students. With only a few exceptions, women were not allowed to participate in the affairs of the church Women were robbed of their self-confidence and self-respect, and were made whole dependent on men Strong words Large grievances And remember This was just seventy years after the Revolutionary War. Doesnt it seem affect to you that this unfair accomplishment of women was the norm in this new, very idealistic democracy? But this Declaration of Sentiments spelled out what was the status quo for European-American women in 1848 America, while it was even worsened for enslaved Black women.Elizabeth Cady Stantons draft continued Now, in view of this entire disenfranchisement of one-half the people of this country, their social and religious degradation, in view of the unjust laws s upra mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they energise immediate admission to all the rights and privileges which belong to them as citizens of these United States. here(predicate) some additional aspects that the organization dealt with help-wanted ads in newspapers were segregated into Help wanted women and Help wanted- men. Pages and pages of jobs were announced for which women could not even apply. The Equal Employment Opportunity fit out ruled this illegal in 1968, but since the EEOC had little enforcement power, most newspapers ignored the requirement for years. The National Organization for Women (NOW), had to argue the issue all the flair to the self-governing Court to make it possible for a woman today to hold any job for which she is qualified. And so now we see women in literally thousands of occupations which would have been almost unthinkable just one generatio n ago dentist, bus driver, veterinarian, airline pilot, and phone installer, just to name a few.To site another example, an expression was written about a woman prayer leader, an Islamic scholar at Virginia Commonwealth University, Amina Wadud. The organizers who invited her claimed that she is the first woman to have presided over a abstruse gender prayer service in public since Islams earliest days. The event was held in cavernous hall in the grounds of New York metropoliss cathedral church of St. John the Divine because no major mosque would play host to it. There are still men who believe women are not allowed to be leaders. Theyre bullies, says organizer Asra Nomani, an author.Furthermore she said that it was time that women take their rightful place alongside men. Last fall, at Chicagos Muslim Community Center, a 6-feet partition that had long divided the genders during prayer was was reduced to 3-feet after several women protested. That enabled the women to see the imam in front, and center hot seat Mohammed Kaiseruddin says the change has helped women feel like part of the congregation. Another woman whose a Muslim, Nomanis , according to her fight began on her return to Morgantown, W.Va.from a pilgrimage to Mecca, I experient full and unfettered access to the holy mosque in Mecca, Back in Morgantown, she decided to defy a ban that forbade women to use the from entrance and pray in the man hall with the men. Mosque leaders are considering banishing her for such disruptive behavior, but she feels shes making progress. She prays in the main hall now and say, they just build Im not there. For a more grave evident in the issue of inequality between men and women, it has been noted that violence against women has been called the most pervasive yet least recognized human right abuse in the world. The Vienna Human Rights Conference and the Fourth World Conference on Women were organizations that gave priority to this issue, which jeopardizes womens liv es, bodies, psychological integrity and freedom. Violence may have profound effects- direct and indirect on a womans reproductive health including Unwanted pregnancies and restricted access to family planning information and contraceptives Unsafe abortion or injuries sustained during a legal abortion after an abdicable pregnancy Complications from frequent, high-risk pregnancies and lack of follow-up care. Sexually transmitted infections, including HIV/AIDS Persistent gynaecological problems Psychological problems The noted violence intentionally or unintentionally perpetuates antheral power and control. Despite the evidences a culture of silence exists and denial of the seriousness of the health consequences of abuse. Most domestic violence involves male yellow bile directed against their women partners. This gender difference appears to be rooted in the way boys and men are socialized biological factors do not seem to answer for for the dramatic differences in behaviour in this regard between men and women.Pregnant women are particularly vulnerable to gender-based violence. Some husbands become more ruby during the wifes pregnancy, even kicking or hitting their wives in the belly. These women run twice the risk of miscarriage and four times the risk of having a low birth-weight baby. Cross- heathenish studies of wife abuse have found that nearly a fifth of peasant and small-scale societies are essentially free of family violence. The founding of such cultures proves that male violence against women is not the inevitable result of male biology or familiarity, but more a matter of how society views masculinity.Studies of very young boys and girls show only that, although boys may have a lower tolerance for frustration, and a tendency towards rough-and-tumble play, these tendencies are dwarfed by the importance of male socialization and peer pressure into gender roles. The prevalence of domestic violence in a given society, therefore, is the resul t of tacit acceptance by that society. The way men view themselves as men, and the way they view women, will determine whether they use violence or coercion against women.UNFPA recognizes that ending gender-based violence will mean changing cultural concepts about masculinity, and that process must actively engage men, whether they be policy makers, parents, spouses or young boys. The majority of sexual assault victims are young. Women in positions of abject dependence on male authorities are also particularly subject to unwanted sexual coercion. Rape in time of war is still common. It has been extensively documented in recent civil conflicts, and has been used systematically as an instrument of torture or ethnic domination.Resulting from the inequalities chance between men and women, Sandra Lipsitz Bem decided to create a book discussing the matter in psychological perception. Her book was entitled The Lenses of Gender Transforming the debate on sexual inequality. According to San dra there were three lenses that were evident androcentrism, gender polarization, and biological essentialism. Androcentrism, defined as male-centeredness, moreover, these are definitions of male and male experience as a neutral standard or norm, and females and female experience as a sex-specific deviation from that norm.it is thus, not that man is treated as superior and woman as inferior but that man is treated as human and woman as other. Gender polarization is the more subtle and insidious use of the sensed difference as an organizing principle for the social life of the culture. This male-female difference is super imposed in so many aspects of the social world that a cultural connection is thereby forged between sex and virtually every other aspect of human experience, including modes of dress and social roles and even ways of expressing emotion and experiencing sexual desire.The last lens is Biological essentialism, which rationalizes and legitimizes both other lenses by treating them as the natural and inevitable consequences of the intrinsic biological natures of women and men. According to Sandra, the lenses systematically multiply male power in two ways. First, the discourses and social institutions in which they are embedded automatically channel female and males into different and unequal life situations. Second, during enculturation, the soul gradually internalizes the cultural lenses and thereby becomes motivated to construct identity that is consistent with them.In line with my research, I concluded that our society have still a lot of work to be done to deal with the issue of inequality among men and women. Even in a famous novel like The Da Vinci Code by Dan Brown the plot of the story was about the conspiracy of having a woman be seated at the right hand of saviour of Nazareth. Abuses of women were told. Fiction as it may seem the whole story had a very astounding effect to anyone who read it challenging their faith intentionally or u nintentionally.That was why there had been some instances where the movie of Da Vinci Code were tried to be banned on showing in other countries where Catholicism trust is dominating. I just want to reiterate from my comparison that authors usually based their pieces according to what they see, imagine or deal with everyday life. From my point of view, the author force have not said it literally but I know that he wanted to imply that we need look at how we look and treat women per se. We can never change the world overnight but we it can be done one step at a time, I intrust that the first step would be mine.Works CitedStanton, Elizabeth Cady. Living the Legacy The Womens Rights Movement. 1848-1998 Eisenberg, Bonnie. Ruthsdotten, Mary. The National Womens History Project. 1998 Gender Equality An End in Itself and a Cornerstone of Development. http//www. unfpa. org/gender/index. htm Heise, L. Violence Against Women the Hidden Health Burden.World Bank Discussion Paper. Washington D. C. The World Bank. 1994 Bem, Sandra Lipsitz. The Lenses of Gender Transforming the Debate on Sexual Inequality. Yale University Press. 1993 http//www. trinity. edu/rmkearl/gender. hypertext markup language Chu, Jeff. Mustafa, Nadia. Her Turn To Pray. Time Magazine. March 21,2005.

Envirofit Company Essay

1. It is appropriate to consider Envirofit to be a well-disposed enterprise because their main focus is innovation, risk taking, and large-scale transformation to solve companionable problems. Envirofit is doing so by bringing sustainable clean energy solution to solve health and energy challenges on a global level at the lowest possible cost. They atomic number 18 combining resources while exploring and exploiting opportunities to create social measure out by stimulating social change or meeting social demand. They are meeting the needs of the present without compromising the ability of future generations to meet that need. In this case the need is clean cinch. Envirofits approach to share value is to fabricate a difference by focusing on energy and pollution reduction, and health and economic improvement. They wanted to create and economical value and also create value for society by addressing its needs and challenges. Envirofit hoped to reduce pollution by developing comm ercializing a retrofit kit that dramatically trim emissions in dirty two-stroke carbureted motorcycle engines. Their approach was to transform their business thinking, recognizing societal weaknesses and create a way of solving both. The social problem Envirofit is attempting to solve is air pollution while increasing the income of the drivers through increased fuel mileage. Envirofit offer its investors a good reputation and a triple arse plication by giving them the chance to go beyond the traditional measures of profit but also include environmental and social dimensions. They would be more rivet on profits, people, and the planet instead of just profits.2. The Envirofits two stroke motorcycle engine conversion kit described as being targeted at the base of the pyramid because the taxi drivers are considered micro-entrepreneurs using the small amount of money they earn to support their families. They typically earn $3-$5 per day later on all their expenses. These drivers ar e in the largest and poorest socioeconomic group. The impact this has on Envirofits business model is that it would be challenging to find ways so that the drivers gutter purchase the kit at a reasonable price. It would be challenging to come up with a business model that would meet their triple bottom line objectives, allow for scalability, and provide the ability to raise start-up capital. The factors that they need to take into consideration include the market, the customer, and the competition.3. One of the biggest obstacles to be overcome would bedeveloping a business model that would enable them to sell to customers in base of the pyramid markets and meet their triple bottom line objectives. Finding a way that motorcycle drivers could afford the projected price of the kit ($220), which is a significant money to the drivers because they make less than five dollars a day, little money saved, and little rile to commercial credit. They would also need to learn the market, manufa cturing, finance, regulatory, and cultural issues that the venture would face. Another obstacle is to provide a kit that would be commercially available, durable, and reliable. It also needs to have less power draw on the motorcycle and easy and inexpensive to install.4. If I was offered the opportunity to join the venture as one of its lynchpin members, I would evaluate the long term impact of the venture. If its something that has the potential to make significant changes in the environment especially in third-world countries, I would emphatically accept the offer. From what I read, it all sounds like a great plan but it needs lots of work and effort and I would definitely make the sacrifice because I think it would pay off in the long run.5. I would look for start-up capital among the members of the ventures before looking anywhere else. It is very in-chief(postnominal) for the members to invest first that way they can show potential investors that they are serious about their venture. I would also turn to nonprofit organizations and large corporations that are interested in making profits as well as helping the environment.

Ottoman Architecture: A Travel Through Time Essay

The comforts are among the great builders in history. Their decoratorure is basically foc mapd on the building of mosques which were not only meant for religious purposes besides besides to under form social functions. Among the architects who built a name in the drag pudding stone is Sinan, the imperial architect. As the head architect of the pansy empire during grand Turk Suleymans reign, he throwed mosques that exemplified beauty and grace. He derived his inspiration from the tough Empires Hagia Sophia.The paper contains a discussion of the development of Ottoman computer architecture. It traces the roots of the Ottoman craft from Iznik tiles and moves on to the classical period or the golden age Ottoman architecture, the period of Western influence, the revival of 14th and fifteenth degree centigrade designs and the trends that affected 19th century Ottoman architecture. It also elaborates on the prevalent designs during these periods and how they were achieved. At th e end of the paper, there is a short discussion of the Byzantine cistern, the Yerebatan Sarnici or the sinking palace.Ottoman Architecture A Travel Through Time The Ottoman Empire is considered as one of the greatest and most mesomorphic civilizations that thrived in the modern period, encompassing the early fourteenth century lasting into the twentieth century. The empires moment of glory in the sixteenth century represents one of the heights of human optimism, trickistry and creativity. They built the largest and most influential Muslim empires of the modern world,influencing the Muslim world as intimately and europium in their military expansions (Hooker, 1996).There are two sources of Ottoman architecture the development of new(a) architectural forms in Anatolia, particularly Manisa, Iznik, Bursa and Seeuk during the 14th and 15th centuries and Christian art (Telerama, n. d. ). The early Ottoman period which started in the 14th century was the peak of Turkish architecture. During this period Ottoman art was in search for new ideas to form a certain panache it can call its own. In this quest for its own identity, single-domed, tiered and sublime-angled mosques were given birth (Sansal, 2008).Many arts were also developed during this period such as the production of Iznik tiles, used in decorating mosques and other buildings. Artists from Tabriz introduced to the Ottoman empire the technique of creating the tiles. According to Goodwin (cited in Telerama, n. d. ), the floral motifs of Iznik tiles were apply to symbolize a common motif of Islamic artparadise garden. From Iznik tiles, Ottoman architecture gradually developed to give way to the classical architectural style or the of the era of the domes.This period started when the Ottoman empire captured Constantinople, the seat of eastern Christendom and making it its capital. It is here where they introduced various innovations in the arts and architecture. The Ottoman rein in in Constantinople led to the transformation of the great Byzantine church, the Hagia Sophia, to an imperial mosque. This architectural became the source of inspiration of the Ottoman architects (Yalman, n. d. ). The Great Mosque or the Ulu Cami which was built in Bursa is the frontmost Seljuk mosque that was converted into a dome.During this period, the building of Christian churches and the renovation of those in disrepair was prohibited by the Ottomans. The Ottoman rulers only tolerated the building of mosques for their Muslim faith. During this period, the plans of the mosques included intimate and outward courtyards. The inner courtyard is inseparable from the mosque. More than just a place of worship, mosques during the Ottoman period were looked upon by society as an interconnection of urban middle planning and communal life.As evident in the pictures of structures during this period, beside the mosque were soup kitchens, hospitals, theological schools, Turkish baths and tombs (Sansal, 2008). T he architectural style during the late 14th and 15th centuries illustrate mosques with a large dome on a drum over a prayer hall that has a rectangular shape. Others include mosques with two domes in a single line. Steirlin said that the two main domes, set one behind the other, are the distinguishing feature of a form of mosque that prevailed in the Ottoman world (cited in Telerama, n. d. ).Mehmed II, sixth successor to the Ottoman throne, ascended the Ottoman throne in 1444, ending his reign in 1481. During his rule, he introduced an ambitious rebuilding program for the empire. He tasked his architects to take palaces and mosques, where the people could hold spiritual and social activities. Among the notable structures built during this period were the Old palace, the Topkapi palace and Fatih complex (Yalman, n. d. ). The Topkapi palace, built in 1478, serve upd as the home of the sultans and the center of the Ottoman government for four hundred years.Being the seat of power for a long time, the original design of the palace changed through time. The architects during this period force inspiration from Byzantine, Turkic and Perso-Islamic artistic repertoires. deflection from these art forms, the Ottoman architects were also swayed by Renaissance art. Mehmed II was fascinated with the development of art in westward Europe as well as Iranian art. As a result thereof, European and Iranian artists infiltrated the Ottoman court and affected the kind of art and structures that were built during this period (Yalman, n. d. ).However, Mehmed IIs building programs only indicated the start of the flourishing of art and architecture in the Ottoman society. The Ottoman empire reached its zenith of sizeableness and power during the reign of Sultan Suleyman I, also known as The Magnificent. Being an avid fan of the arts and architecture, Ottoman architecture also began to take shape during his rule. Sinan, his architect, dominated Ottoman art. He patterned the struct ures that he built after Byzantine customss and derived great influence from Hagia Sophia (MSN Encarta Online Encyclopedia, 2008).Mosques and religious complexes were built by Sinan and hundreds of semipublic buildings were erected throughout the Ottoman empire. These buildings contri thated to the dissemination and flourishing of Ottoman culture to the world (Yalman, n. d. ). Sinan built more(prenominal) than 300 structures in the Ottoman empire. He constructed at least(prenominal) 120 buildings in Constantinople and another 200 widely scattered across the empire. As the imperial architect, he took Ottoman architecture to new heights of style and grace (Whiting, 2000).Among the famous structures that he built were the following the Sehzade kulliye (1548), and the Suleyman kulliye (after 1550) and his masterpiece, the Selim mosque at Edrine, Tur (1569-1575). These buildings reflect clarity and logic in plan and elevation. Every part was intended for a purpose and contributes to the whole structure, no unnecessary element was added. The cardinal feature of architecture during the reign of Sinan is the dome everything that was added to the building should complement and subordinate it.A rain shower of descending half domes buttresses and vaults as well as open spaces were the prevalent designs during this period. The masterpieces which Sinan created was the final perfection of two great traditions a stylistic and aesthetic tradition that had been indigenous to Istanbul since the construction of the Byzantine church of Hagia Sophia in the 6th century and the other Islamic tradition of domical construction dating to the 10th century (The Ottomans, 2002). The undecomposable yet aesthetic touch that Ottoman architects exhibited in their craft is due to their military training.Sinan and other Ottoman architects were initially trained to be military engineers (The Ottomans, 2002). Sinan was the captain architect of the Ottoman empire. He drew his inspiration f rom the Hagia Sophia, a 1000 year old Christian Basilica of the Byzantine empire. In creating his masterpiece, the Suleymaniye Mosque (1550-57) in Istanbul, he achieved the effect of light through the use of 138 arched windows. He also used a rich marble sheathing and stalactite decorations. Sinan also adopted the design of Hagia Sophia, adding a little twist.Instead of a central-domed square with two flanking half domes, he created a complete square and surmounted it with a big central dome which he set on a high drum and ringed it with smaller domes with minarets on the corners of the small domes (MSN Encarta online encyclopedia, 2008). The mosque which Sinan built was more than just a mosqueit was a complex of buildings housing baths, soup kitchens, schools and shops. The innovation that he introduced to the design of the Hagia Sophia eliminated the use of columns thus, there are no obstructions to view, light and air (Roberson, 1998).Windows, domes and arches dominated the sixte enth and 17th century Ottoman architecture. The Sinan style architecture emphasizes unity and coordination. No matter how small a part is, it is not neglected hence the architect sees to it that its design compliments with the whole. During this period, Ottoman architecture played a greater role than just building structures. The proliferation of building mosques and other edifice defined Ottoman power. The imperial architects followed a centralized design and implemented this throughout the empire.They also followed a standardized architecture to Ottomanize the formerly Mamluk territories. However, the architectural designs that were prevalent in the provinces did not exactly copy the architectural designs of structures in the capital of the empire. The designs in the rural areas had to conform with the available materials and skilled labor. The structures which were patronized by the provinces were the fountains, avanserais and building complexes which transformed the functions of the cities. roughly of the mosques also exhibited hemisphirical domes and pencil-shaped minarets (Zeitlian, 2004).According to Baer (1989, p. 687), the highly articulated exteriors of Ottoman architecture reversed the standard Islamic preference in mosques which is to stress the interior at the outgo of the exterior. However, the greatness of Ottoman architectures Golden Age waned in the eighteenth century, when architects deviated from classical architectural principles and adopted European styles. Baroque, Ampir and Rococo styles as well as excessive Western decorations influenced the architecture of the period. Fountains also proliferated the structures that were then built (Sansal, 2008).Sinans influence to Ottoman architecture almost disappeared in the 19th century. During this period, Abdul Aziz and Sultan Abdulhamit II and other architects began to search for an international identity of Ottoman architecture. In their quest for this identity, the architects did not look ba ck to the classic Ottoman architecture of Sinan but to earlier architectural stylesthe 14th and 15th century style in Turkey, 12th to 14th century styles in Andalusia particularly Seville and Granada in Spain and the 17th and 18th century styles in Moghul India.The innovations that 19th century architects introduced were more evident in the interior rather than the exteriors, which remained to be influenced by the West. They maintained an outward borrowing of western traditions and culture but kept the core and the heart of their craft to Islamic traditions. The prevalence of this kind of art exemplifies not just a simplistic act of change, but an indication of the empires visions. The Ottoman rulers in the second half of the 19th century stressed their leadership of the Sunni Muslims worldwide, thus the conduct to adopt foreign architectural styles and infusing it with Islamic traditions.The style that prevailed during this period is known as the new Ottoman Caliphal Islamic sty le. This style employed carved and multi-colored woods with Kufi calligraphy, onion domes, horseshoe arches, towers and finials, use of flat areas of low relief and an exterior style of tile work (Duggan, 2002). According to Kuban (2001), the 19th century Ottoman architecture was not only limited to the erection of mosques. This period also gave way for the building of churches however, literature delving on this century of Ottoman architecture infract to touch this topic.Ottoman architecture remained to be Muslim from the capture of Constantinople until the 18th century. During this period, the renovation and building of Christian churches was prohibited. Thus, no development on church architecture emerged. However, this rule changed by the end of the 18th century when legal and social rights were given to non-Muslims. By the 19th century, churches were built, some of them even adopting the styles that were employed in mosques such as the archs which were evident on the churchs i nterior.However, before growth of Ottoman architecture in Constantinople, the city already housed great architectural works. Aside from the famous Hagia Sophia, a beautiful architectural piece by itself, the Basilica cistern was built. It is located about south-west of the famous Hagia Sophia and served as one of the historic structures of Istanbul. This cistern contained a great number of marble columns that arose out of the water, thus the name sinking palace. The cistern was built during the rule of Emperor Justinianus. It is believed that vii thousand slaves worked on the cistern.The water that placed on such cistern came from the Egrikap? Water Distribution Centre in Belgrade Forest. The plan for the cistern was created by a group of German divers. Within the cistern are 336 columns which reflect the corinth and dor types, are nine meters high and are arranged in 12 rows. The weather for the ceiling are cross shaped vaults and round arches. Since its foundation, the cistern h as undergone numerous reparations and restorations. The cistern which can hold up to 100,000 tons of water, provided the water utilized in the palace of the Byzantine empire.During the conquest of the Ottomans, the cistern supplied water to the Topkapi palace. However, after the Ottomans have established their own water facilities, they ceased using the cistern as they preferred to use running water rather than still water. The cistern remained to be a secret from the west until the discovery by Dutch traveler who was studying the rest of the Byzantine empire. The cistern was transformed into a museum after undergoing reparations and restorations from 1985 to 1987.The cistern again went through deep cleaning in 1994 (Yerebatan Sarnici, n. d. ). Despite the numerous years that passed, the influences of Ottoman architecture still remain to be a source of awe and inspiration in the erection of buildings. The functional designs of Sinan, the employment of numerous windows to allow more air and light to circulate and the elimination of the use of too much columns in a structure to give more emphasis to the center serve as great contribution to modern day architecture.

Educational Psychology and Learning

instructorThe role of the instructor is to consider and calibrate the go along of from all(prenominal) one educatee which they ar responsible for. The instructor plans the lesson and schemes of work as thoroughly as directs the enlighten. A Teacher carries out judicial decisions and evaluations and follows the theme curriculum. They argon account open and responsible for each and any give instruction-age child under their jurisdiction. It is their role to collect and summarise in defecateation to pick up each pupils passment. The instructor identifies the accomplishment fill and reports to the class when it should be accomplished.A teacher impart comply with oddity of limit/year reports and be able to communicate with staff, other professionals and p bents regarding each disciples progress and ability. A dedicated teacher would be acquainted with a pupils affaires and their training styles. Be intent and committed and the ability to work with a diversity of regards. A teacher has to be flexible, highly make fork out excellent organisational skills and be a good motivator. Importantly a teacher should demonstrate worldness a good role model, maintain discipline and p put together their pupils.Learning Support PractitionerThe role of the teacher suspensor is to promote a pupils learn and weakenment by bread and butter the pupils, teacher, school and national curriculum. The key role is to support and guide the pupil to ease compass the culture physical object. Their job is to support the pupils under the direction and guidance of the teacher. A education assist should have a good association of the subject of which they are supporting in beau monde to deliver it sumively. They should be able to deliver feedback to the teacher on pupils progress and monitor it, as swell as liaise with the teacher on the introductory learnedness objective and reflect on it.A article of faith assistant have to assert and comply d ifferent formats of observations. fork out clerical support and monitor and maintain resources. A T.A. likewise has to be a good role model, maintain discipline, be flexible and respect pupils favorable and cultural background. Good organisational skills and the ability to praise pupils are essential.Ultimately the twain roles desire the pupils to reach their full learnedness potential. Both should complement each other, work alongside each other as a team up in order to achieve the outstrip outcome for each student .JAYNE WEBB may 2012-05-041.2SUMMARISE THE DIFFERENCE surrounded by FORMATIVE AND SUMMATIVE evaluatement.Summative appraisal or Assessment of LearningSummative Assessment is conducted to identify the progress which pupils have make at the end of boundary, end of course or scheme of work. This is a summary of the overall encyclopaedism of a pupils achievement which involves pupils undertaking standardised tests or external examinations. This form of summatio nal learnedness is to judge the progress made at the end of a period of study. Summative Assessment is concludedd forSATS results Class teacher estimations Reviews of pupils with SEN Pupils annual school reports External examinations GSCEs & AS & A LevelsFormative Assessment or Assessment for learnednessFormative Assessment is the ongoing monitoring and opinion of pupils work with accompanying feedback to help them improve their performance. Formative assessment makes judgements slightlywhat the pupils progress that is currently organism carried out with an intention of informing teachers and pupils roughly how their work may be modified, improved or changed. This form of assessment for encyclopaedism engages not nevertheless the teacher but the pupil and rear be apply to check the acquirement in any lesson.Teacher using open ended points that leave behind embolden the pupil to think for themselves How do you think that could have been done better?Listen to pupils e xplanations and description of method actings on how they study.A Teacher/Teaching Assistant collecting questions to pupils to check their understanding.Observing pupils is a most informative method of gaining agniseledge on a pupils progress. There are different types of observation depending on the learners needs.A education objective should al vogues be identified at the start of the schooling operation, so a pupil go forth understand what they are teaching and at the end have they achieved the tuition objective. This method program line will engage a pupil in follow-uping their testify progress. JAYNE WEBB MAY 2012-05-051.3EXPLAIN THE CHARACTERISTICS OF opinion FOR information.Assessment for eruditeness is the key term of using assessment as part of teaching and teaching in ways which will raise learners achievements.Assessment for learning is highly effective in improving the quality of learning, which is why it has been introduced and proved to be succeederful. The description of assessment for learning it is the process of seeking evidence, interpreting for use by learners and teachers to decide where the learners are up to in their learning and where they need to go and how high hat to get there.The key characteristic of assessment for learning is that it shares the learning objective and its aim with the pupil. In doing so it identifies to the learners exactly how they have to perform to achieve a higher grade, consequently recognise the standards they are aiming for. Questioning the learners about their work modifys them to see more than understandably what they need todo near.This engages the learner and involves them in mate assessment and self assessment, so that they are finally able to reflect on and recognise their deliver achievements. This enables pupils to build up on their skills before pitiful on to the next step. This process involves providing meaningful feedback to the learner on their progress so they know spec ifically where they are going and how to get there. An important aspect of assessment for learning is that the teacher/teaching assistant continually actuates and promotes potency with the learner. This full process is ongoing doneout every learning objective, for twain the teacher and the learner in reviewing and reflecting on assessment information.JAYNE WEBB MAY 2012-05-051.4EXPLAIN THE IMPORTANCE AND BENEFITS OF ASSESSMENT FOR learning. look for proves that assessment for learning has a big impact on teaching as it improves the quality of learning for the learner. The learner is not disjunct from their learning but is actively involved. This empowers the learner to reflect on their progress and improve on their performance. The effect of the learner world more in control of their learning thus increases confidence self-esteem and motivation. The way one feels about them self crowd out have a huge impact on their learning. Research has recognised that assessment for learn ing has a profound influence on engaging pupils and feteing them arouse.Pupils with do not feel part of the learning process may develop low self-esteem, become disengaged and have interest. By self-assessment pupils understand where to improve their studies and how. Effective feedback is important so both able and less able pupils are fully monitored and supported in order for them to reach their full potential. It enables a pupil learning to be adjusted to their take particular needs. Assessment for learning is a device that makes contingent for a pupil to understand the aim of what they are doing, what they need to do to reach that aim and where they are in relation to it.JAYNE WEBB MAY 2012-05-05 1.5EXPLAIN HOW ASSESSMENT FOR LEARNING CAN CONTRIBUTE TO PLANNING FOR FUTURE LEARNING CARRIED forth BY A)THE instructor B)THE LEARNERS C)THE LEARNING offer PRACTITONERTeacherAssessment for learning greatly contributes to the coming(prenominal) lesson planning of the teacher. It informs them of where the pupil is at with their learning and helps dictate the next step of the learning process. It accepts place day to day in the schoolroom and trammels the teacher up to date with each pupils progress. This practices helps the teacher make decisions regarding planning of coming(prenominal) learning as well as share targets with the learner. Effective assessment for learners allows teachers to pass on the responsibility of managing their testify learning to the pupil.LearnersThis process informs learners to know and recognise the standards for which they should aim. It identifies where they are in relation to this aim and how to achieve it. It helps immensely with an nearly(a)bodys learning and the increased self sensitiveness of how to learn will develop their confidence and motivation. By self assessment and feeling at assessment criteria, pupils are able to ask for support in areas of which they are struggling and distinguish when to ask for it.Lea rning Support PractitionerThis process informs the actions of a learning support practitioner on what is the best step to consume, as well as alter their actions. The whole process enables teachers and learners to review and reflect on personalize learning / thinking skills PLTS. This procedure will inform a learning practitioner on how to approach pupil questioning based on what they have discovered about how a pupil learns. Therefore, this increases confidence and promotes effect learning. They may have to alter the ill-use of the learning to suit every learner so all are addicted an fortune to revisit parts of indecision. ruminative LogAt the Alt Valley Community College initially the students are set symptomatic skill tests which indicate their competencies and weaknesses consequently,identify exactly where they need more help and practice. This informs the Tutor and T.A. to plan for future learning with this student as well as helps the student recognise aims for their wi tness personalised learning programme. For example please see page 7 & 8. JAYNE WEBB MAY 2012-05-05 2.1OBTAIN THE INFORMATION REQUIRED TO SUPPORT ASSESSMENT FOR LEARNING.The learning objectives for the activities The personalised learning/ thinking skills PLTS goals for individual learners The success criteria of the learning activity The assessment opportunities and strategiesAt the graduation of each learning activity the teacher should identify the learning objective, stating exactly what the learners should know at the end of the lesson. A good method of identifying the aim several teachers preserve W.A.L.T. (what are we learning today) on the board, or W.I.L.F. (what Im looking for.) This way the learners quite a little keep relating to the aim throughout the learning activity, and keep on task. The teacher moldinessiness notify the learners about how they are going to be assessed, and how it will choose place, in addition to how it will be measured.This procedure helps th e learner to acknowledge more responsibility for their consume learning, a proven effective technique. A pupil needs to think about their own personalised learning whilst functionals towards a learning objective. Personalised learning is the process of tailoring and matching teaching and learning around way different learners learn in order to meet individual needs, interest and aptitudes to enable every pupil to reach their most advantageous potential.This helps to promote their own personal maturation through self-realisation, self-development and self-enhancement to become active, responsible, self-motivated learners. The Teacher/Teaching Assistant and learner always need to look at the success criteria of the learning activity. The standard and success criteria should be shared with the learner. For exampleWhat pupil is learning to import in paragraphs Success criteria pupil able to carry through in paragraphsWhy they are learning it learner is merely able to achieve a grade D inEnglish if they are unable to write in paragraphs, to achieve a higher grade they must learn to write in paragraphs. How assessment will take place teacher and teaching assistant will check pupils work to ensure they are consistently writing in paragraphs. A proven method is providing examples to the pupil which helps to meet the success criteria. As learners are supported assessment opportunities and strategies have to be used to motivate pupils to think about their work and progress. This is the process of utilising the best approach and techniques for the ongoing assessment during the learning activity.JAYNE WEBB MAY 2012-05-072.2 USE CLEAR LANGUAGE AND EXAMPLES TO DISCUSS AND CLARIFY PERSONALISED LEARNING GOALS AND CRITERIA FOR ASSESSING improvement WITH LEARNERS.Usually secondary school pupils have personalised learning goals for each subject which are berthd on their interim reports, which are updated as the term progresses. The personalised learning goals refle ct the learning objective of activities and take account of the away achievements and current learning needs of individual learners. The subject teacher usually collates pupils with the same ability and personalised learning goal so they stop work together and their needs tailored as a group.Individual or personalised learning plans are in place for pupils with additional needs and their personal targets documented. This will have been agreed and signed with the pupil, parents/carers and teachers.Reflective LogAt the Alt Valley Training Centre I did an assessment of learning on a pupils diagnostic skills numeracy examination. I bill of fared the pupil completely failed the percentages part of the paper. This pupil was due to undertake an apprenticeship in joinery. I spoke to the pupil and brought these findings to his tending and emphasised the importance of percentages in joinery, and the success criteria in achieving it, in order to complete his apprenticeship. I downloaded re sources regarding this thing and I am at present in the process of working with him for the ongoing assessment of the learning activity.JAYNE WEBB MAY 2012-05-072.3 USE ASSESSMENT OPPORTUNITIES AND STRATEGIES TO GAIN INFORMATION AND MAKE JUDGEMENTS ABOUT HOW WELL LEARNERS ARE alive(p) IN ACTIVITIES AND THE PROGRESS THEY ARE MAKING. Ensure pupils understand the learning objective or any individual learning targets so they can assess their own progress as they proceedExplain to pupils on how to reach the learning objectiveListen to pupils describe their work and their reasoningCheck pupils understanding through questioning and using open-ended questionsObserve pupils noticing the kinds of strategies they are using and what they are finding exhaustingEngage pupils in reviewing their own progress throughout the learning activityInform pupils on how they will be assessedIf possible provide examples of work generated by other learnersContinually provide support and oral feedback as pu pils are working as well as assessment and praise establish opportunities for self or peer assessmentIf possible allocate while for pupils to discuss work before handing it inProvide written feedback Reflective LogI worked with the students whom failed the percentage paper. I demonstrate the method of percentages and and then asked him a few questions to check whether he silent. He then attempted some himself and was struggling.I continued to sit and pursue him and asked him why he was doing the sum via that method. I continued to encourage him and rationalise the necessity of this qualification. I repeated my strategy to him and we continued through the work booklet. On completion I praised him for his diligence and informed him I would coif it later on. JAYNE WEBB MAY 2012-05-072.4 PROVIDE CONSTRUCTIVE FEEDBACK TO LEARNERS TO HELP THEM UNDERSTAND WHAT THEY lose DONE WELL AND WHAT THEY NEED TO DEVELOP.For assessment for learning to be effective every learners needs shapin g feedback. This developmental pointer is crucial if progress is to be made. It can affirm the pupils strengths and identifies the weaknesses. Pupils need feedback during and following each learning activity. The information should be habituated which centres on their performance and be conveyed positively. Pupils should be notified that the feedback is based on facts and should not be taken personally. There are different types of feedbackAffirmative Feedback which if possible should be inclined during the learning activity to encourage and motivate Developmental feedback which gives suggestions on how to do better next age Both types of feedback can be given orally or written but really need to be given as soon as possible so the pupil can take it on board and action it.This also applies to teachers marking, if feedback is given too long after an activity children forget and find it harder to apply. Research has found that marking within the childs presence is more encouragin g to each individual. A technique teachers use for writing on a good learning rehearse is two stars and a wish or for improvement guidance E.B.I. ( correct better if) and suggestions provided. Best practice checklist for providing feedback abide non-judgemental Focus on strengths Work through one thing as a meter Give constructive feedback where needed and guidance on how a child can improve Link feedback forthwith to what has been observed or written End the session positivelyReflective logRegarding the percentage students I sat with him to mark his paper, we worked through it step by step and I praised him on his competent working out calculations, as we were then able to identify at which point his method went incorrectly. I got him to look at some questions logically and in every day terms so he could then maybe fancy the answer and recognise the difference in his answers. On completion he felt confident about the activity whereas at the beginning he told me he would never to be able to do it. I conveyed to him how pleased I was with his progress.JAYNE WEBB MAY 2012-05-16 2.5 PROVIDE OPPORTUNITIES AMD emboldenMENT FOR LEARNERS TO IMPROVE UPON THEIR WORK.Each pupil is an individual and this fact must be recognised and considered when doing assessment for learning. Their own personal standards of achievements must be measured against their old interpret and not compared to other learners. The next stage of learning must be based on their previous understanding and so on. It is unachievable to continue with the learning plan when a pupil has not unsounded the previous stage. Learning needs to be built up in a step by step formula, whereas one stage of procedure supports the other to gain an overall concept of the task in hand.Pupils should always be encouraged to discuss any difficulties they entail throughout the learning activity and previous learning experiences. This effective method helps to consolidate their knowledge and reinforce their unders tanding before moving on with the next topic. This helps motivate them and to promote confidence and self-esteem. These three factors have a huge impact on learners and every effort should be made to uphold and support them. Pupils with low self-esteem should be allocated more time and patience and learning objectives clarified regularly. On occasion support staff has to modify or adapt the learning objective in order for them to achieve it.To encourage each pupil to take responsibility for their own learning it has to be discussed with them and the onus placed upon them in relation to How they think they can improve on their previous practiceWhat do they think went wrong? Did they rush the learning activity?Opportunities provided so they can improve Do they want to redo the learning activity? Do they wish to plosive in at break time? Would they prefer to take it home and do it as readiness? Or have they got any other suggestions. JAYNE WEBB MAY 2012-05-123.1 USE INFORMATION GAINE D FROM MONITORING LEARNERS PARTICIPATION AND PROGRESS TO HELP LEARNERS TO REVIEW THEIR LEARNING STRATEGIES, ACHIEVEMENTS AND FUTURE LEARNING NEEDS.Assessment for learning is ongoing throughout the learning activity. The review of pupils work if possible should be processed during the learning session. This is not always achievable during certain teaching presentations but if feasible time should be allocated for review. This enables students consider their work at each stage. This encourages the pupil to take responsibility for their own learning and for the teaching assistant to support and translate the teaching.Techniques to help learners review their learning strategies Using open-ended questions- Where are you up to in your learning? Where do you need to go? And how best to get there. This helps them measure their progress against previous learning activities. Class discussion/in groups/ with a fellow/ by yourself. Helps them to think about how they acted the learning activity and think how they could do it differently in the future. Provide sheet with learning objective for learners to refer to and explain objectives Provide oral feedbackUse examples of work in class discussions to highlight the ways that work can be improved Provide positive and constructive feedbackMatch learning objective to needs in order to provide challenges and set appropriate targets Praise success throughout the learning activity Reflective LogAs part of the Joinery Apprenticeship Diploma the students have to complete and pass a Construction Skills Certificate Scheme CSCS. In order to beallowed on site. They each individually complete this test online, which is out of 40 questions and the pass mark is 36. The summary identifies the right and wrong answers. I speak to the students during the activity and ask what the reasoning behind them choosing a particular answer was. At times they are placed in pairs so they can work together and accumulate each other knowledge to increase t heir mark. They are continually told of their last mark and their target each time is just to increase it by 1 mark. We celebrate success and the students gain atonement on their own progress and increase confidence that they can do it. JAYNE WEBB MAY 2012-05-123.2 LISTEN guardedly TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNING.All teaching staff has to listen to all learners in order to identify their own particular strengths and weaknesses in each learning objective. They have to be given the opportunity to discuss so that they know and recognise the standard for which they should aim. Via feedback from the learner informs teachers on how to be pro-active to their needs. Consequently, learners discover what they should do next in order to improve. Their own particular learning style has to be considered, for example intrapersonal learners do not thrive doing collaborative group work. By communicating their own personal prefere nces and ideas helps individuals to own and drive their own attainment. Learners should be encouraged to adopt their own personalised learning approach, which involves taking a highly merged and responsive approach to each learner, in order that they everybody is able to progress achieve and put down.This allows them to explore their own particular interests and reflect on their individual aspirations and learning habits. Research has shown that young people will produce better quality work when dealing with content they have an interest in. Positive encouragement can greatly enhance a learner it promotes confidence and can give them the boost they needs when they are struggling with a particular task. A constructive comment can help achieve the objective and gain success criteria. This helps the learner to remain engaged and on task in addition to them gaining satisfaction regarding their own progress.Schools have strategies to check on pupils learning Traffic light system- Pupil s like to fit in with the class and do not like to be seen asking for help or lackconfidence in requesting it, a pupil has a picture at the top of the page and can colouring material 1 of 3 lights which indicates on how their coping with the learning activity, red=help, amber just about on task, green no problems, therefore teachers can identify if help is required. Foggy bits- pupils are given the opportunity to write down or articulate the parts of the session or activity that have not been clear, Write a sentence- pupils are able to put in a sentence the key points of the learning at the end of a unit of work or learning activity.Talk partner review- pupils are given the opportunity to talk to their partner about what they found difficult and what they enjoyed in the learning activity. This can also be done at the beginning of a session to see what the already know. Post it notes/ colour boards- pupils can easily write down what they have learnt, found easy or hard. JAYNE WEBB M AY 2012-05-153.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS.When pupils are involved in assessing their own performance, they can often provide teachers and teaching assistants with insights into their own learning. Research has indicated that pupil involvement is likely to encourage pupils to become more focused upon the teachers intended learning outcomes, helps them to become more aware of personal areas in which they have strengths and weaknesses and in some instances assist in the management of behaviour.Assessment information is only of value when it is used to improve teaching or learning. Pupils need to know how they are progressing and appreciate being involved in discussions about their own learning. Even on a informal basis teaching staff should find opportunities to engage pupils in discussions about how they feel they are getting on with their work. musical accompaniment pupils with self-assessment techniquesCla rify the purpose of the task This is so pupils understand why they are doing it Keep assessment criteria unreserved Be very clear on what pupils are being assessed against. If there are more than two criteria make them very specific. Encourage pupils to periodically check learning against the criteria This will keep them focused on what they have to do. Ask pupils to tell you what they think they are doing and why This enables the teacher to check that children have understood the task and how their learning will be measured. An ideal technique for pupils to build up their assessment skills is through working with adults and their peers.This method enables them to look more objectively at their own achievements. Collaboration in peer assessment allows each pupil to look at one anothers work and notice how it relates to the assessment criteria. They are then able to discuss what they have been asked to do and how their work reflects this, as well as bring to their attention to w hat teachers are looking for when measuring achievement. chum assessment should not be used to compare pupils grades and achievements. That is why it is important to make it clear to pupils on what they will be assessed against. Peer assessment can also assist in peer learning whereas one pupil can obtain hints and tips from another.JAYNE WEBB MAY 2012-05-153.4 SUPPORT LEARNERS TO A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE do C) IDENTIFY THEIR EMERGING LEARNING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESSES OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. A) Reflect on their learningPupils need to be encouraged to reflect on their learning during the process, and not just when it is completed. This is in order to snitch what is the best approach as well as if they are taking the best way towards achieving success criteria.This helps them to understand their own personalised learning and develop thinking skills for improvement. Techniques are to ques tion the pupil to check he understands the purpose of the task, ask what they are doing and why, notify them on what they are being assessed on and be very specific and encourage them to check periodically against the learning criteria, to ensure they are keeping focused. B) Identify the progress they have madeTeachers need to check that pupils are able to assess their own progress that they have made when working. This can be done through self or peer assessment. Throughout the learning session teachers/teaching assistant should maintain continuous dialogue about the progress they have made. This can be identified by asking questions for example, tell me what you have learnt during this session, and if a question is asked see if another pupil can answer it, or by asking pupils to write down what areas of the topic they found difficult. C) Identify their emerging needsAs a pupil looks at their learning they will begin to know what they need to improve on. They should be told which l evel they have this instant attainted and what they need to do to achieve the next level. For a pupil who is performing beneath their capability a discussion may provide formative points which indicate how they could improve. D) Identify the strengths and weaknesses of their learning strategies and plan how to improve on them The strengths and weaknesses of pupils learning has to be brought to their attention.Assessment materials/resources can be useful and re-assuring to identify to pupils their weaknesses. Or recognize their misconception and use it as a basis to work upon, as this can lead to a more positive to learning from their mistakes. Notify the pupil the area they need more practice on and encourage them to be bouncy in their studies. For the pupil who is doing well, a discussion of an assessed piece of work may help them to improve even further by developing those strengths which have been identified to them. Another way of supporting learners is to allow them to keep a journal, in which they can keep a note of their learning and own personalised targets. vanity should always be promoted.4.1 PROVIDE FEEDBACK TO THE TEACHER ON A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNING ACTIVITIES B) LEARNERS fighting IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNERS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR profess LEARNING.A) Learners alliance and progress in the learning activities When doing assessment for learning techniques the teacher assistant must work nigh with the teacher to plan how they are going to fit it into the learning activity. Discussion before the lesson will enable the best opportunities to be sort that then can be included into the activity. The teaching assistant must then provide feedback to the teacher on how the learner contributed to the lesson and how much improvement they have made.This isin order to find the best strategies to use in the future. Different techniques need to be considered depending on the learner , as some students find some more thought provoking than others. B) Learners engagement in and response to assessment for learning A Teaching Assistant must consider the different aspect s of assessment for learning when giving feedback to the teacher. The teaching assistant must attempt to connect the learners with their own learning and provide feedback to the teacher on how successful it was. This can be done by completing an observation sheet or orally. Another good method is jotting down comments from the learners during the activity.The teacher may find it useful to know whether the pupil was more responsive and eager to participate if they were told that they doing assessment for learning. Alternatively feedback can be given through group feedback, in which the learners discuss the results of peer assessment with adults. In this way the teacher can find about their learning and feed back is given direct at the same time. C) Learners progress in taking responsibility for their own learning Learners have to be encouraged to take responsibility for their own learning. Teaching assistant must notify the teacher on how the learner is managing to deal with it. During assessment for learning learners should be asked where they are up to in their learning, where they are going and how to get there. By this method pupils will come to understand that they are the drive behind the force as well as the teaching staff. Usually a successful learning activity identifies that the students have taken responsibility for their own learning. Attempts should be made to empower the learner, for example tell children when working out maths problems include your working out which also creates marks.JAYNE WEBB 2012-05-16 4.2 USE THE OUTCOME OF ASSESSMENT FOR LEARNING TO REFLECT ON AND IMPROVE OWN CONTRIBUTION TO SUPPORT LEARNING.Following learning activities the teacher and teacher assistant need to discuss and reflect on its outcome. This identifies whether or not the learning activity has been successful. A Teaching Assistant must look at their own approach to the learning activity and judge whether their ownapproach could be improved when supporting pupils learning. It should be considered whether different strategies could have worked better with pupils. What can be done to challenge the pupils more and did I question them correctly. There is always room for improvement and materialisation on activities gives the opportunity for it to be corrected. Regarding reflection one should think aboutHow they questioned and encouraged the pupils to look closely at the assessment criteria. How they gave feedback to pupils. How they supported both peer and self assessment. Did they remain non judgemental. Did they focus on strengths? Work through one thing as a time. Give constructive advice where needed and guidance on how a child could improve. Link feedback in a flash to what has been observed or written. Did the session end positively?Reflective logI assis ted a student working through a maths booklet. I found the students was not co-operating in the activity and was distracted with other happenings in the classroom. I continued with the activity, asking questions, explaining methods etc. Till completed. On reflection it appeared to me that I had done too much of the practicalities and not supported the learner. I should have abandoned the learning activity as it was not vital to the days learning and include the student with the rest of the classes learning activity. That approach would have worked better as the student would have been more engaged.JAYNE WEBB MAY 2012-05-16 3.2 LISTEN CAREFULLY TO LEARNERS AND POSITIVELY ENCOURAGE THEM TO COMMUNICATE THEIR NEEDS AND IDEAS FOR FUTURE LEARNINGReflective Log Whilst checking the students diploma booklet I notice two students were struggling with spelling, punctuation and grammar and the aims of each question. I spoke to them each separately and explained would they like meto help them a s that was my purpose being here. They both divulged that they were finding the theory difficult. I worked with each student looking through their booklet and asked them to identify their problems in order for me to help them.I discovered that the key words on each question, for example, compare, contrast, analyse, justify etc the students did not comprehend. Afterwards I diligently assessed the booklet making a note of key words and wrote a summary of them together with a dictionary definition, which I stapled to the work booklet. This I showed to the learners assuring them they would find it helpful. I reiterated to them any further problems would they please speak to me and confirmed I would observe them closely in the classroom.3.3 SUPPORT LEARNERS IN USING PEER ASSESSMENT AND SELF-ASSESSMENT TO EVALUATE THEIR LEARNING ACHIEVEMENTS Reflective LogRegarding the above students I spoke to the tutor and identified their needs and suggested if he and the students agreed could I coach them with their English whenever possible. Presently, we sit together and work through communication and spelling books and I reveal little tips for example, necessary remember a shirt has 1 collar and 2 sleeves etc. The students do not cope well with self-assessment they have not got a long concentration span and curt resilience.But I do continually positively encourage it. I have found that peer assessment has worked well as there is a competitive spirit involved with both of the learners. They have commented on their surprise at their own progress. I confirm to them the importance of English not only to achieve their joinery diploma but an essential life skill.JAYNE WEBB MAY 2012-05-263.4 SUPPORT LEARNERS TO A) REFLECT ON THEIR LEARNING B) IDENTIFY THE PROGRESS THEY HAVE MADE C) IDENTIFY THE LEARNERS EMERGING NEEDS D) IDENTIFY THE STRENGTHS AND WEAKNESS OF THEIR LEARNING STRATEGIES AND PLAN HOW TO IMPROVE THEM. Reflective LogI was assisting students in a functional skills maths class, the learning objective was to teach the students area, volume and perimeter. The students were not very motivated and I explained the importance of these topics to achieve their hair tonic diploma as well as in everyday life. I observed each student and commented on their correct formula and suggested they look at parts again.Peer assessment worked quite well in the session as they liaised with each other and gained tips to further their learning. At the end of the session we asked what they found difficult and identified topics to revisit. I liaised with the Tutor and we decided to redo the learning activity at a later date but decided the best approach was to visit each topic- area, formula and perimeter on a separate day as we felt that the students were overloaded with all the different formulas.4.1 PROVIDE FEEDBACK TO THE TEACHER ON A) LEARNERS PARTICIPATION AND PROGRESS IN THE LEARNING ACTIVITY B) LEARNERS ENGAGEMENT IN AND RESPONSE TO ASSESSMENT FOR LEARNING C) LEARNE RS PROGRESS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING. Reflective LogI was asked by the Tutor to observe a student who was completing a ratio booklet and report to her verbally on her progress. This particular student is deemed as lazy and sluggish and has no work ethic. She was reluctant to participate and wanted too much help, in the hope that I would do it for her. As I was key out up to her approach I engaged her as much as I dared, by explaining then asking questions to check if she understood. I made clear the importance of ratio in hairdressing and her aim to achieve it. She had to begin taking responsibility for her own learning.Surprisingly, she was quite competent with the learning objective. I praised her success and reiterated she had to start working with the tutors and commented, Where are you up to in your vocation at the moment? Not interested in maths, you know where you going- hairdressing, How are you going to get there- by working with the tutors and takin g notice in the maths class. I spoke to the Tutor and she agreed that was the best approach and we would continue to use these tactics.