A Glorious Defeat Essay Example for Free

A Glorious Defeat Essay In this book, Timothy J. Henderson examines the origins, outcomes, and modern-day consequences of the Mexican-American War (1846-1848). A Glorious Defeat is organized around two central questions: why did Mexico go to war with the United States in 1846 and why did the war go so badly for Mexico? Henderson does provide the answers to these questions, based on the reader having some knowledge of the expansionist history that the US partook in with its southern neighbors, but who are â€Å"far less certain why Mexico went to war with the United States† (xviii). Henderson provides this book to as a means to correct the current Anglo-centric literature that circulates America, in which blames Mexico for its own losses â€Å"because they were proud to the point of delusion, arrogantly overestimating their own strength† (xviii). He states that it is fair and adequate to state that neither side of the battle is to blame, when in fact stemmed from the weakness of the Mexican nation, not by the aggressive nature of the US. The fact is Mexico was not the thriving and well established US; it was a meek and frail nation. The US, after the annexation of Texas, saw Mexico with the government’s bonds to the northern states and own political standings, as a challenge that can be devoured by the victorious nation. There was also Mexico’s own acknowledgement of its nations weakness that drove the political leaders to engage in a war with an obvious superior nation, in attempts to gain power and defend its honor. War with the United States gave Mexican leaders the opportunity to â€Å"indulge in the illusion† that the nation was not rent by economic, ethnic, and geographic divisions, but was insteadâ€Å" resolute and united against a foreign foe† (191). Henderson attempts to â€Å"understand Mexico’s weakness and how that weakness helped land it in a war with the United States,† relying heavily on evidence of Mexico’s disadvantages in comparison to the vitality and abundance of the United States (xix). In order to demonstrate the historical, demographic, and geographic weaknesses that hindered the Mexican nation from the beginning, Henderson contrasts the Mexican and US colonial legacies, ethnic compositions, routes to independence, and geographic landscapes. This methodology allows Henderson to move through complex histories at a fast, easy clip, while staying faithful to his organizing principles of Mexico’s inherent weaknesses and the United States’ inescapable victory. His explanation on the geographic landscape demonstrates the complications that Mexico faced with chasms and volcanic mountains and lack of natural features, such as rivers, to provide an easy transit. He also brings the similarities of the colonial connections between Mexico and the US. Yet due to Spain’s â€Å"medieval† influence empowered a Mexican elite who â€Å"clung† to the traditional rights, inherited privileges, and material inequalities that they believed were established by God and the church (4-5). The US, in contrast, was formed and led by men steeped in the theories of the Enlightenment and who favored reason, progress, change, individualism, merit, equality, and a just social contract. While literacy in the US grew and advanced improved the nation and brought them together, Mexico fought the boundaries of both class and race. â€Å"In Mexico there is not, nor is there a possibility of developing, a national spirit, because there is no nation† (12). The Indians in the United States, however, were â€Å"too scattered, weak, and unorganized to put up successful resistance, leaving them vulnerable to ruthlessly efficient extermination or relocation at the hands of whites† (5). With the Mexican mind set being the most present figure within this book, Henderson makes a psychological impact by describing the founders of the US republic as being â€Å"enlightened,† â€Å"liberal,’ and vigorous† and their politics â€Å"assertive† and â€Å"robust† (5, 12) with respect to the expansionist ideals. Where as Mexico and Mexicans are described in another light with references to a holocaust and â€Å"violent and traumatic.† Spaniards were â€Å"brutal and callous,† and Spanish law a â€Å"chaotic jumble† (7, 10, 13). As Henderson weaves the imagery of a very defenseless nation and the precognition of defeat and lose for Mexico, the political spectrum is placed into sight as he examines the encounter with Hidalgo and states the indigenous people were â€Å"indulg[ing] themselves in an orgy of looting, pillaging, murder and mutilation,’ forcing he stance towards independent Creoles like Hidalgo to â€Å"gaze into the maw of barbarism† (20). The images placed forth are very descriptive to create a savage stance, one based on no type of foundation to rely on and lack of morals to guide in the past events. It is no surprise to know how the Mexican nation was to be viewed in response to the Texas Revolution and the US invasion, but then again if there is any type of conflict even within the US, there is always going to be an altercation and one side that is left to feel threated, provoked, and aggression towards that entity. Flowing through the history, with Santa Anna leading Mexican troops against the Texas disaffiliation, the battle was fought with â€Å"vagabonds, Indians and criminals† to turn the tide in favor of Mexico, and again against the US roughly a decade later could be categorized as â€Å"ragged† (93, 106). Where is the difference in these categorizations and the gorilla tactics that the US has employed, I think the only difference is the US was more eager for battle and defense, where the Mexican nation was still in its finest hour of rejoice in figuring out the new nations formation. Many have stated Santa Anna as being a â€Å"tyrant† who you could say founded the gorilla ideology by demonstrating â€Å"brutality† and â€Å"cruelty† as he â€Å"slaughtered prisoners at the Alamo and engaged in other â€Å"butcheries† in response to the Anglo-American soldiers and settlers (92, 96, 97, 99, 101). But on the contrary, General Scott was â€Å"gifted in both the military arts and those of diplomacy† and â€Å"carefully cultivated the good will of the people† (168). Is this choice in words to further the animosity towards the US historical figures? In reading Henderson’s A Glorious Defeat, the views are as apparent as the title. You know you are expecting to encounter a novel that is from the Mexican standpoint. To sum up the entire book, Henderson himself put it exceptionally well. â€Å"Certainly it’s not hard to find examples of Mexican bluster and bellicosity, but the great irony and tragedy of the war is the fact that nearly all Mexicans in a position to make decisions realized full well that entering a war with the United States was folly and that Mexico’s loss was a foregone conclusion† (188). Doubtless to say, any novel with respect to one perspective, is going to have that bias projected upon the audience. I will mention, among this analysis of his work, I enjoyed the novel, due to usually hearing the typical US version of encounters; however, I believe this novel would have been made superior to the norm, by inviting the opposing council and having a mixed novel, kind of bringing the view o f a slave and the slave owner within the same realm. This would invite the ultimate view between both sides.

Immediate Access Storage

Immediate Access Storage Primary storage is also known as Immediate Access Storage and is where data is stored on the main computer memory. An example of primary storage is RAM (Random Access Memory otherwise referred to as RWM (Read Write Memory). RAM is the memory chip stored within the computers motherboard, where data can be read, stored and edited. RAM is extremely fast and is where programs are usually installed, due to its ability to run programs quickly and more efficiently than Secondary storage facilities. Secondary storage is where software and some documents or spreadsheets are stored onto a hard drive or externally onto a device such as a disk, which is easily accessible when required, via any computer or laptop and easily transportable. This is a much slower form of storage but popularly used, as the computers CPU (Central Processing Unit) memory is limited in size and its storage capacity. The information is usually stored on CD ROM; external hard drives; flash memory or USB Pen drives. Secondary storage is permanent and only becomes obsolete in time (when it eventually wears out or is replaced by new and improved technology). Complex functions such as translators for high-level languages and operating systems are placed on ROM memory. (Comp Wisdom, 2006). The ROM memory chip is a viable permanent storage facility for manufacturers, as users are unable to overwrite the information stored on this device. Off-site data storage is non-volatile and is where information is stored at an other location away from the computer, which is accessible from a direct call or via the internet. Off-site data storage is beneficial as a backup if complications arise with the onsite computer system. (No-Moa Publishers, 2000) Table -Differences between Primary and Secondary Storage. (Integrated Publishing, 2010) Primary Secondary Volatile Temporary Non-Volatile Permanent Fast memory therefore expensive Slow memory therefore cheaper Smaller storage capacity (L2 Cache = 2MB) Larger storage capacity Closer to CPU or internal so faster Connects to the CPU so slower performance Examples PROM Programmable Read Only Memory, already programmed by the manufacturer, non-editable. Needs a device to burn to disk and if mistake made cannot be corrected. EPROM Electronically Programmable Read Only Memory. Holds data no power supply, electrically reprogrammed up to 100 times. Stores Calibration data in real time clocks. Other types: DRAM,SRAM, MRAM Other types: ROM cane be read but not overwritten Hard drive, CDs, DVDs, Flash Memory, Magnetic tapes, Offline storage, EEPROM. TE560_21 Figure Image of Primary and Secondary Storage. 2. Virtualization (or hypervisor) is similar to simulation where an identical copy of an operating system is made.Virtualization can be formed for various systems such as: Networks; Platforms; Applications; Desktops; servers and storage devices. This means that multiple virtual machines can be run on a single host (via virtualization),containing its own resources; operating systems and hardware, reducing the risk of software applications from causing complications with each other due to incompatibility errors or conflict. This functionality has also been developed for wireless technology including mobile phones. The benefit of mobile phones having this functionality is that the virtualized environmentà ¢Ã¢â€š ¬Ã‚ ¦would be open to developers or open to the user to add and install applications to customize the phone as they wantà ¢Ã¢â€š ¬Ã‚ ¦ without disrupting the carrier network.(Hazelton, Nov 2008) http://t1.gstatic.com/images?q=tbn:ANd9GcTFeUHVc-xcABcxrH8xDl7q3VWyYoBJL2cIMNNFsQtAB8ebnZIsFigure : Virtualization Image Blue Whale Web Inc, 2010 3. The Home Theater receiver, also referred to as an AV receiver or Surround Sound Receiver, is the heart of a home theater system and provides most, if not all, the inputs and outputs that you connect everything, including your television, into. An AV Receiver provides an easy and cost-effective way of centralizing your your home theater system. Part One discusses the audio factors to take into consideration.http://l.thumbs.canstockphoto.com/canstock4372770.jpg http://www.reevoo.com/decidewhattobuy/wp-content/uploads/2009/03/blu-ray-player.jpghttp://lh5.googleusercontent.com/public/EI_yegmdzg0GsCmGUSyDISl8zD_zZOtAolnYCF6vhX6-kF_MlIBrf8t7XoZLFT3ZJXnx5hIu2mGWXyKVUx1U7xmZEuEXKy2h3atdhqfASFF0xxwpiVuqc_tdn-OUstUeSy_y_MChmYzHM36-XmgODqD1-pTzfQaq8B08 http://lh3.googleusercontent.com/public/iz2Chel5cJXmTnGKs05sR57Qwpsu37fLsLQBaDB8ooEaPykOrG5Sa3k8luyBUldEEVxRdqIdM029Z9fmEfA157F7grt0H_Qlb5-EkHi2e8H8N18Dxm1BIF4NOPeKCeoK6K33CMeniNr9aTLn687u_qA http://t3.gstatic.com/images?q=tbn:ANd9GcTy3tuyNo0QIFkj8zWBJ17fRRIKkq2XWIy5sBlZJCucTuTGSMV1 http://t0.gstatic.com/images?q=tbn:ANd9GcQLIct0K0DjK9t8MWv_WXeB45gIxgH5nnUXuRI1LsDwVuvUugx53w http://t0.gstatic.com/images?q=tbn:ANd9GcT6ejzL49EUDy6dyejZ4aLeoV7YWompLO-MEJ-n7ahkXJoIoaFOewhttp://www.4homecontrol.com/clip_image034.jpg 4. The cloud in network systems is an abstraction of the real system and itscomplex infrastructure. It hides the actual processes and network connections to the user such as servers, routers hubs, switches, cabling and storage (the points of entry and exits) that enable data processing.(Wiley Publishing Incoporated, 1998)The cloud represents the communications network such as network cables, which connect to various devices in order to communicate over short distances or over a large geographical area, similar to that of a telephone infrastructure. 5a. PDF known as Portable Document Formatis a system by which files can be displayed on various applications which is independent of à ¢Ã¢â€š ¬Ã‚ ¦software, hardware and operating systems which they originated from and the computer or printer from which the output originated.(Adobe Systems Incorporated, 2006, p. 33). PDF files have a sophisticated imaging model derived from PostScript page description language (Adobe Systems Incorporated, 2006)which has been redefined to incorporate binary format.PDF files contain universally accepted format of arrays; syntaxes; graphics; imagery and text containing specified instructions objects that allows outputto be consistent across un-similar devices. b. The format for storing, page layout and managing objects is compressed in PDF files via means of fixed, two-dimensional PostScript document.The advantages of using PDF files rather than HTML are:- Files can be encrypted and cannot be tampered with; can have a digital signature which can be for legal issues; images and information can be used as evidence in court, whereas HTML has no security controls. PDF have a low risk of being contaminated by a virus. A PDF file can be password encrypted. PDF reader software which is free of charge whereas HTML requires a Browser window. Font is embedded in a PDF file ensuring that layout and appearance remains intact, whereas HTML font and appearance is defined by the creator which can appear differently depending on browser functionality used. PDF is designed to take appearance of documentation into consideration, whereas HTML concentrates on structure. PDF files hold large data compared to that of HTML.(Adobe Systems Incorporated, 2006) c. PDF has a font embedded system allowing font programsto travel with the document, which are interpreted at the destination by the data structure, which is built into the application or by means of an external font file. This transfers the information into a character which is a graphical shape known as a glyph. The file compresses information which preserves data and maintains the integrity of the original document including its fonts and graphics. (Chuck Geschke, 2004, p. 24) d. A PDF contains 5 object types in relation to graphics, which are embedded into the file and transported with the document these being:- Path Text Inline Shading These objects define the position, orientation, size of text, graphics and bitmap imagery that appear on the page by means of appropriate shading, structure, syntax, colour fill and line strokes. The cleverly designed graphical parameters allow conversion and compression files to make certain discreet changes to the graphics without changing the surrounding environment.The filedetermines the imagery and displays it in the exact layout and position. This is known as the Cartesian co-ordinate system. (Adobe Incorporated, 2006) A vector (object) image is handled similarly, as paths are made up of lines called Bezier curves. (Adobe Systems Incorporated, 2006)The path object transfers these into paths that can be stroked and filled. The output format is then transferred with the file to cater for the imagery. e. There are a number of limitations that a PDF has on the end user these being:- Graphic recognition is time consuming to process documents containing Vector graphics Documents holding certain layouts like magazines and newspapers cannot be deciphered correctly. The documents are un-editable which could affect documents pertaining to lawyers, that require proofreading and alterations by the client. Due to new versions being released on a regular basis with new functionality, causes incompatibilities with documents created by earlier versions. Converting a PDF file back into a formatted word document asPDF does not recognise paragraphs, formatting, headers, footers, indentations, and line breaks. (PDF Tools, 2005) 6. A computer network is divided physically as well as logically. A collision domain (Ethernet segment) is where two or more devices are attempting to transmit packets of data at the same time and are usually contained within a broadcast domain. Devices that are attached to a hub or a switch are within a collision domain. Collision domains are usually divided by a switch or bridgesand use a collision -sensing protocol called CSMA/CD. The basic strategy for this protocol is it detects imminent collisions by abnormalities in the voltage, which occurs in the computer rejecting the corrupted frame (runt). (CISCO, 2006) A broadcast domain (Ethernet LAN) is a logical part of the network that emits data to another device.(Symatech, 2010) DOMAINS Figure This diagram shows the 2Broadcast domains in Green and the 5collision domains in Red. Table This table shows the ISO-OSI layers and the domains. Layer ISO-OSI Layers Whats processed Domain Devices 7 Application Layer Ports, sockets Interaction 6 Presentation Layer Format, encoding Translation 5 Session Layer Messages, communication Controls Dialogue 4 Transport Layer TCP segment Data transfer 3 Network Layer IP Packet, IP Address Broadcast domains. Layer 3 devices stop the flow of broadcast domains IP address, Router, level 3 switch 2 Data Link Layer Frame, Interface cards, adapters Single separated Collision, one single broadcast domain also created. Layer two network devices can divide collision domains. Switches, Bridges 1 Physical Layer Bit Stream Single Broadcast and Collision HUB, Repeaters 7. Von Neumanns architecture comprises of the four main components,see diagram below. This is used in current computers lay the foundation to what is known as the Little Man Computer'(Englander, 2010)the essential criteria for this architecture is the memory which has a stored program concept (Englander, 2010) which allows the programs to be edited. It stores the address in a sequenced address order which has its own memory slot and traced by unique location number. Memory- consists of RAM to store programs and data Control unit is used to fetch information from memory and decodes it and performs operations to complete the task Arithmetic unit performs mathematical calculations Input/output is the interface with the human operator Figure diagram of Von Neumanns Computer Architecture http://computing.llnl.gov/tutorials/parallel_comp An example of entering and adding two numbers is as follows: Take first number and input (the number is now stored in the calculator) store the number (this is stored in memory slot and number is left on calculator) -Input second number (2nd number replace first in calculator) Add first number to second (fetch 1st number from stored address location and add to number in calculator) Display/output result 8. 32 bitswide or 4 Bytes can address 4Gigabytes of memory = 4 (232 = 4,294,967,296). AMD introduced the first 32 bit flash memory device on 5th August 2001 which would allow systems to run 8 x faster than those using standard flash memory. (Advanced Micro Devices Incorporated, 2010). 9. Volatile memory is a term derived from the Latin word volatilis which translated means to fly. This terminology is applied to something that is unpredictable; subject to change; unstable or hostile. The RAM (Random Access Memory) in a computer istemporary (volatile storage), as the information stored is obliterated when the power is either switched off or interrupted, as power is required to retain information stored on the machines memory. Non Volatile memory (NVRAM) is not deleted when the connection between the memory and the CPU (Central Processing Unit) is lost. Devices such as memory disksor hard disk drivesstore informationpermanently untilit is no longer required by the user. RAM, DRAM, SRAM are all forms of volatile memory and ROM and Flash memory are non-volatile forms of memory. Flash memory is widely used in the Automobile manufacturing industries, for car applications to work efficiently. Some cars contain MCUs chips (Microcontrollers), where program functionality are stored using non-volatile memory on the MCU, allowingcar functionality to work correctly such as Cruise control, air bag safety mechanism, engine controls and temperatures.(International Engineering Consortium, 2006)It could be crucial if this information plus vital safety checks were erased every time avehicle is switched off! 10. Figure Data Flow Diagram showing Mixed number in a base other than 10 converted to a Decimal. (Englander, Number Systems, 2010) Display Answer Display Integer and Decimal parts together Convert Fractional Part to base 10 Convert Integer part to decimal Split into Integer number and Fractional parts Start with Mixed number Mixed Number = whole number + fraction Another way to convert a mixed number into a decimal is as follows:- Answer = 2.88 Round answer to two decimal places 2.875 23/8 To get Decimal Divide numerator by denominator Rewrite improper fraction with numerator on top 8 x 2 x 7 Turn mixed number into improper fraction 2 7/8 Start with Mixed number Mixed Number = whole number + fraction

Assessment Aims in Science Lessons

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

Jean-Pierre Jeunets Film Amelie Essay -- Imagination Film Movie Ameli

Jean-Pierre Jeunet's Film Amelie Imagination is an intrinsic part of the human experience. It has the power to mold reality by defining the limits of possibility and affecting perception. Both Alan White and Irving Singer examine aspects of this power in their respective works The Language of Imagination and Feeling and Imagination. White delineates how imagination is a necessary precursor to possibility (White 179) while Singer primarily illustrates imagination's effect on human relationships, such as love (Singer 29-48). Despite their different focuses, White and Singer demonstrate the impact that imagination has on human perceptions of reality. Jean-Pierre Jeunet's film Amelie explores this facet of imagination: the film provides a poignant depiction of imagination's influence as the title character Amelie exacts changes in her life and in the lives of others with her boundless imagination. In the chapter entitled "The Imaginable and the Possible," Alan White argues that imagination is the key factor in testing the "acceptability of something as possible" (White 183). In seeking to answer the questions whether what is possible is imaginable and whether what is imaginable is possible, White examines a variety of seemingly impossible ideas, such as the three-dimensional triangle. From these examples, he concludes that the possible must be conceivable by the imagination but that the imagination's capacity to visualize extends beyond the mere possible (White 179-183). Amelie addresses this dichotomy between the limitations of the possible and the unfettered possibilities of the imagination in a less didactic manner. Instead of intangible ideas, the film illustrates the link between imagination and possibility throu... ...ng their imagination to bestow value to each other, much in the manner Singer describes. In terms of inherent worth, neither the relationship between Georgette and Joseph or Amelie and Nino seem to have any tangible basis. However, when revisiting these interactions with the idea of bestowal in mind, it is understandable why the characters are willing to "appraise" each other so highly. Thus, through the interaction of the characters, the film Amelie demonstrates how the imagination governs the daily existence of human beings with the power to either help or hinder an individual by defining the realm of possibility. Works Cited Singer, Irving. Feeling and Imagination: The Vibrant Flux of Our Existence. Lanham: Rowman and Littlerfield Publishers, Inc., 2001. 21-48. White, Alan R. The Language of Imagination. Cambridge: Basil Blackwell Inc. 1990. 173-183.

Aboriginal Customary Law VS European Law Essay -- essays research pape

Aboriginal customary law and European law have been at odds since the first years of the European invasion, but only recently has the clash come into the open. Stuart MacMillan of the Aboriginal Resource and Development Services in the Northern Territory says that remote Aboriginal communities there and in Western Australia, South Australia and Queensland see no reason why they should submit to "whitefella law". The governments of the Northern Territory and Western Australia are investigating how indigenous law can be incorporated into state law. Chris Sidoti of the Human Rights Council of Australia says: "Some people would say that human rights runs opposite to Aboriginal law, others that it provides a universal standard to which other legal traditions must adapt. Customary law can't remain immutable. The problem for those trying to bring the two systems into line is that human rights law derives from a western legal tradition which frequently contradicts Aboriginal law. Colin McDonald, a Darwin barrister and expert in customary law, says that on such issues Australia's legal system may simply have to bite the bullet and go against the norms of international human rights. Aboriginal women have often claimed that the law has been slanted to support the rights of indigenous men over women. Lowitja O'Donoghue, who formerly chaired the government's Aboriginal affairs body ATSIC, believes that Australian law should be more aggressive in such cases. Some aspects of Aboriginal law are falling out of practice. Chris Sidoti believes that whatever balance is struck will be as distinct from traditional European law as it is from traditional Aboriginal law. "For traditional people, being put in jail is more inhuman than spearing, and any unified law would have to recognise that. Aboriginal Customary Law The High Court did, however, conclude in that case (a conclusion confirmed in WA v Commonwealth, Wororra Peoples v WA and Teddy Biljabu and others v WA, High Court, March 16 1995) that some Aboriginal land law (that which attracted the status of 'native title') survived the colonisation process. What is far less certain is the fate of Aboriginal customary laws that were not concerned with title to land. Did traditional laws on subjects such as family relationships, title to goods, community justice mechanisms, inheritance and criminal law survive c... ...e necessary, and those laws which were to be applied could not be made applicable to all of the Aboriginal peoples but only to some. It would not be inconsistent with the principle of equality before the law that, where members of the Aboriginal race have special needs, those should be recognised by special rules laid down by the law. Further, the law is flexible enough to allow the courts to consider the special situation of an Aboriginal party where that is relevant. As the courts have recognised, the sentencing of Aboriginal offenders presents particular difficulties. Judges, in an attempt to do justice in discharging the difficult role of sentencing tribal and semi-tribal Aboriginal persons, have gone further. Clearly the ordinary criminal law is capable of facing these difficulties. It is neither necessary, nor desirable, to apply to the Aboriginal peoples the rules of their customary law rather than the general law. The attempt to uphold Aboriginal customary law is one aspect of the notion that the Aboriginal peoples will benefit if they continue to be treated as a class separate from the rest of the communi ty, which must necessarily be a dependent and disadvantaged class.

Anne Bradstreet vs Jonathan Edwards Essays and Term Papers

Anne Bradstreet and Jonathan Edwards Throughout the time, there has always been a debate regarding the hypothetical issue that deals with the existence of god and his role in mankind. Some believe that god has power to manipulate human fate, and consequences of their actions which mean if you do well, god will send you to heaven, if not to hell. Meanwhile, other opines that god does not decide the consequence of those actions. Whether you do well or bad, god will always be there with you.After reading and analyzing poems by Anne Bradstreet and Jonathan Edwards, although it is quite clear that they have many similar religious beliefs and similar base, Puritanism, it is obvious that there is a huge gap in belief between the two authors. Edward's writing takes Puritanism to its extremities whereas Bradstreet's works show a conventional view in the religion while still staying true to it. Born in Northhampton, England, in 1612, Anne Bradstreet grew up in a Puritan society, where women we re considered their husband’s property limited inside the household serving their husbands.Marriage was a significant role to women among Puritans. People believed that marriage was a gift by god. The Puritan religion and their society believed that the women’s place in society should be limited to a wife and a mother. Being a part of such society, Anna believed that God would be there for you, even during bad times. She had good faith in god. She never gave up her faith, even though times were not good. Although Anne did not ignore her Puritan role or duties, she did receive harsh criticism for her works.During this time, women were judged intellectually inferior to men, yet Anne had become one of the greatest, influential writers of her time. Similarly, talking about Jonathan Edward, he was born into a Puritan evangelical household on October 5, 1703, in East Windsor, Connecticut. He was America’s most important philosophical theologian and greatest intellectu als. He was a theologian best known for his role in the first great awakening. He spoke quietly and softly in most of his sermons, drawing his audiences to conclusion with his emotional appeals.His words painted a graphic picture that was very fear provoking and meant to awaken his audience. He believed that if you were bad, you went hell; if you were reborn you went hell. He believes that we have to do, what god wants us to do. He is the master and we are all substantially bad. He also believes god is the only thing keeping people from hell, and he is angry because people would not thank him for his miraculous works. Bradstreet was bothered by the gender bias that prevailed during her time; the belief was that a woman's place was in the home, attending to the family and fulfilling her husband's needs.Women were often considered intellectually inferiors, which made the critics believed that Bradstreet stole her ideas for her poems from men. Her writing was severely criticized becaus e it was that of a woman, receiving a different kind of criticism than that of her male counterparts. Similarly, public also showed harsh reaction to Bradstreet's role as a female writer. When her first publication of â€Å"The Tenth Muse Lately Sprung Up in America† was released, the idea that she was a virtuous women had to be stressed.Another theme in Bradstreet's works was her religious experiences. In her writing, Bradstreet gives an insight of Puritan views of salvation and redemption. She writes about how she feels that God has punished her through sicknesses and domestic problems. The Puritans believed that suffering was god's approach of preparing the human heart for accepting his grace. This idea inundated Bradstreet, and she wrote about how she struggled to do everything that she could to give into her will, in order to save her wandering soul.However, she thought that God was so hard on her because her soul was so much in love with the world. She doubted godâ€⠄¢s existence bothered by scriptures miracles. Anne’s faith came through her experience in life. She believes god gives you a chance at everything you have. She also wrote some poems, where she asked God to watch over her children and husband. â€Å"Sinners in the Hands of an Angry God† conveys a very extreme viewpoint of God, that of Jonathan Edwards. According to Edwards, humanity is naturally plagued with sin, despite our ongoing efforts to overcome it.Throughout his sermon, Edwards goes on endlessly about how God shows such mercy in not throwing all of humanity to the deepest depths of hell by the very earth itself. Edwards said in the sermon, â€Å"You hang by slender thread, with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it as under, and you have no interest in any mediator, nothing to keep off the flames of wrath, nothing to lay hold off to same yourself, nothing that you have done, nothing you can do, to induce god to spare you one moment. Edwards decided to present a highly devout system of worshipping god, whereas Bradstreet went with a conventional approach and simply restated the traditional beliefs of the puritan society and how it held up in her life. She does not reiterate in her poems that god will condemn humanity unless they show piousness. Bradstreet views God as â€Å"that mighty architect† and conveys him as a merciful creator. In direct contrast to that Edward’s view god shows him as the merciless ruler† and that god is poised to â€Å"destroy the sinner†.These contrasting points of view help distinguish each author’s religious beliefs. As a conclusion, by reading the works of Bradstreet and Edwards, we see the differences and similarities formed in their beliefs. Their difference is Edwards preaches the word in a harsh format that makes people come to Christ because Jonathan scares them into Religion. Bradstreet is in belief that god will bl ess you as long as your obedient in his words.If people disobey in god’s word, then god can take many of your wonderful blessings away. Edwards views God as hating us, being repulsed by us, and having all the desire and ability required to kill us. Anne Bradstreet views God much less harshly. Their similarities are their beliefs in Christ and how to be obedient in him. They were both American writers with a common characteristic in their writings. Both of these puritan writers have strong thoughts about religion and did not hold back those thoughts in their writings.

Beautiful!…. Great God! Essay

What do chapters 2, 3,4,5,9 and 10 reveal about Mary Shelley’s attitude to knowledge? Mary Shelley is a gothic writer, who (through this novel ‘Frankenstein’) has been able to create a hybrid form of gothic literature, a gothic/horror genre which allows Shelley to convey a more realistic terror, one that resides within the psyche instead of a form outside , an example would be Ghosts. Her knowledge on different subjects allows her to create a realistic world in the novel, possibly even criticising her own husband Percy Shelley, who searched for knowledge and in doing so became egotistical and self obsessed like a true romantic just like Frankenstein and other romantic characters like him. Shelley was always surrounded by intelligent people, which were mainly her father and his inner circle that also included her husband. These people encouraged Shelley to educate herself and develop her own opinions. Shelley found the gothic genre a perfect place in which she could air her thoughts, such as a critical view of certain powers in her society and imply things about the industrial revolution through subtle remarks in the novel. The novel itself was a product of Shelley taking up a challenge to write a ghost story, which was her chance to give a dire warning to society (through the didactic tone throughout the novel) that, embraces experimenting and questing for the unknown which so much part of her culture but at the same time playing on the fears of the middles classes’ lack of knowledge as at the same time graves were being dug up and bodies used which made this tomb quite fearful to its readers and intriguing as Shelley brings many ethical issues on the subject of science. Throughout the novel Shelley has much to say on the concept of knowledge as she includes many remarks like when Shelley’s warning us, readers of the danger of knowledge when it is used to obtain power. â€Å"What had been the study and desire of the wisest man since the creation of the world was now within my grasp†. The use of the word ‘grasp’ an ‘creation’ suggests that Frankenstein wants to become mnipotent and play god. Remarks such as that show Shelley’s critical views on her society, on issues such as science, how a man can become obsessed with something dangerous to either themselves or others , probably both , this also could be seen as another reference to her own husbands obsession with knowledge and this warning is actually to him. Frankenstein experience in university is very important in the text as that is where he forms his strong friendship with Henry clerval, guided and ridiculed by his professors and the actual place where he created the creature. Frankenstein’s first experience of university were feelings of isolation and melancholy which worsened through the ridicule of his work by his first professor ‘Kriempe’ who tells him not to waste his time on the ‘trash’ that he has read up until now. This maybe Shelley suggesting that ignorance isn’t a bad thing because once Frankenstein starts delving into new areas which allows him to create the creature which causes so many problems. Shelley shows us this ‘ignorance is bliss, it is folly to be wise’ in the paragraph in which Frankenstein realises that the creature he has created is not beautiful as he intended but a monster in his eyes â€Å"I had selected his features as beautiful, Beautiful!†¦. Great God! † This quote is Frankenstein in hindsight looking at his creature and realising his folly. The use of the words â€Å"Great God! † show that his wisdom was of no use. Even though his professors didn’t really guide Frankenstein in the right way, Frankenstein still follows there wisdom to folly, in the creation of the monster.