A Plan for Positive Influence

A Plan for Positive Influence Motivation is defined as the processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal (Robbins Judge, 2007). Motivation is intense and shows how hard a person tries in order to achieve goals, it has direction that shows that the persons efforts are put in the right direction to achieve goals and it also takes into account persistence which means how long a person can make efforts in order to achieve goals. Job satisfaction refers to how content a person is with his job. It shows the persons willingness to do a job and how happy he feels doing the job. Some of the factors that typically influence job satisfaction would be the nature of the work, promotions, money, supervision, relationships and coworkers. Performance is the activity that goes on in an organization. Motivation, job satisfaction and performance variables are all directly related to each other.The Hungry Hustlerz: Starvation Is MotivationThe greater the motivatio n among employees, the higher will be their job satisfaction and eventually their performance will be the best and vice versa. The plan outlined below will aim at improving motivation of the team members primarily, which would effect job satisfaction among the team members and thus improve performance of the team to make the project a success.Team AssessmentsThere are many attributes that need to be looked at when it comes to working on a big project where there may be the possibility of many individuals who are assigned to the project. There's ones personality, effort, involvement, and style when it comes to working as a group. Obviously, no one person works or thinks alike. Each team member would contribute in some form or the other, keeping in mind the positive qualities that each hold. Based on the assessment that was taken by my...

The Definition, History, and Impact of Redlining

The Definition, History, and Impact of Redlining Redlining, a process by which banks and other institutions refuse to offer mortgages or offer worse rates to customers in certain neighborhoods based on their racial and ethnic composition, is one of the clearest examples of institutionalized racism in the history of the United States. Although the practice was formally outlawed in 1968 with the passage of the Fair Housing Act, it continues in various forms to this day. History of Housing Discrimination Fifty years after the abolition of slavery, local governments continued to legally enforce housing segregation through exclusionary zoning laws, city ordinances which prohibited the sale of property to Black people. In 1917, when the Supreme Court ruled these zoning laws unconstitutional, homeowners swiftly replaced them with racially restrictive covenants, agreements between property owners which banned the sale of homes in a neighborhood to certain racial groups. By the time the Supreme Court found racially restrictive covenants themselves unconstitutional in 1947, the practice was so widespread that these agreements were difficult to invalidate and almost impossible to reverse. According to a magazine article, 80% of neighborhoods in Chicago and Los Angeles carried racially restrictive covenants by 1940. The Federal Government Begins Redlining The federal government was not involved in housing until 1934 when the Federal Housing Administration (FHA) was created as part of the New Deal. The FHA sought to restore the housing market after the Great Depression by incentivizing homeownership and introducing the mortgage lending system we still use today. Instead of creating policies to make housing more equitable, the FHA did the opposite. It took advantage of racially restrictive covenants and insisted that the properties they insured use them. Along with the Home Owner’s Loan Coalition (HOLC), a federally-funded program created to help homeowners refinance their mortgages, the FHA introduced redlining policies in over 200 American cities. Beginning in 1934, the HOLC included in the FHA Underwriting Handbook â€Å"residential security maps† used to help the government decide which neighborhoods would make secure investments and which should be off-limits for issuing mortgages. The maps were color-coded according to these guidelines: Green (â€Å"Best†): Green areas represented in-demand, up-and-coming neighborhoods where â€Å"professional men† lived. These neighborhoods were explicitly homogenous, lacking â€Å"a single foreigner or Negro.†Blue (â€Å"Still Desirable†): These neighborhoods had â€Å"reached their peak† but were thought to be stable due to their low risk of â€Å"infiltration† by non-white groups.Yellow (â€Å"Definitely Declining†): Most yellow areas bordered black neighborhoods. They were considered risky due to the â€Å"threat of infiltration of foreign-born, negro, or lower grade populations.†Red (â€Å"Hazardous†): Red areas were neighborhoods where â€Å"infiltration† had already occurred. These neighborhoods, almost all of them populated by Black residents, were described by the HOLC as having an â€Å"undesirable population† and were ineligible for FHA backing. These maps would help the government decide which properties were eligible for FHA backing. Green and blue neighborhoods, which usually had majority-white populations, were considered good investments. It was easy to get a loan in these areas. Yellow neighborhoods were considered â€Å"risky† and red areas (those with the highest percentage of Black residents) were ineligible for FHA backing. The End of Redlining The Fair Housing Act of 1968, which explicitly prohibited racial discrimination, put an end to legally-sanctioned redlining policies like those used by the FHA. However, like racially restrictive covenants, redlining policies were difficult to stamp out and have continued even in recent years. A 2008 paper, for example, found denial rates for loans to Black people in Mississippi to be disproportionate compared to any racial discrepancy in credit score history. In 2010, an investigation by the United States Justice Department found that the financial institution Wells Fargo had used similar policies to restrict loans to certain racial groups. The investigation began after a New York Times article exposed the company’s own racially-biased lending practices. The Times reported that loan officers had referred to their Black customers as â€Å"mud people† and to the subprime loans they pushed on them â€Å"ghetto loans.† Redlining policies are not limited to mortgage lending, however. Other industries also use race as a factor in their decision-making policies, usually in ways that ultimately hurt minorities. Some grocery stores, for example, have been shown to raise prices of certain products in stores located in primarily Black and Latino neighborhoods. Impact The impact of redlining goes beyond the individual families who were denied loans based on the racial composition of their neighborhoods. Many neighborhoods that were labeled â€Å"Yellow† or â€Å"Red† by the HOLC back in the 1930s are still underdeveloped and underserved compared to nearby â€Å"Green† and â€Å"Blue† neighborhoods with largely white populations. Blocks in these neighborhoods tend to be empty or lined with vacant buildings. They often lack basic services, like banking or healthcare, and have fewer job opportunities and transportation options. The government may have put an end to the redlining policies that it created in the 1930s, but as of 2018, it has yet to offer adequate resources to help neighborhoods recover from the damage that these policies inflicted. Sources Coates, Ta-Nehisi. â€Å"The Case for Reparations.†Ã‚  The Atlantic, Atlantic Media Company, 17 Aug. 2017, www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/.â€Å"1934: Federal Housing Administration Created.†Ã‚  Fair Housing Center of Greater Boston, www.bostonfairhousing.org/timeline/1934-FHA.htmlâ€Å"The Legacy of Redlining in Rust Belt Cities.†Ã‚  Belt Magazine, beltmag.com/the-legacy-of-redlining-in-rust-belt-cities/.Redlining (1937- ) | The Black Past: Remembered and Reclaimed, www.blackpast.org/aah/redlining-1937.â€Å"Understanding Fair Housing,† U.S. Commission on Civil Rights Clearinghouse Publication 42, February 1973. Electronically accessed,  law.umaryland.edu/marshall/usccr/documents/cr11042.pdfLab, Digital Scholarship. â€Å"Mapping Inequality.†Ã‚  Digital Scholarship Lab, dsl.richmond.edu/panorama/redlining/.

Evidence relating to family issue Essay Example | Topics and Well Written Essays - 1250 words

Evidence relating to family issue - Essay Example The understanding of major concerns impinging upon these families: interactions or relationships with healthcare providers and social support are improved when they are defined as family weaknesses, resources, and evaluation within the perspective of the family systems theory. Of these models, family evaluation emphasises the essence of observing the family from the point of view of the family itself (Bengston, Acock, Allen, Dilworth-Anderson, & Klein, 2004). This approach will be used in the assessment of the single-mother and her family as well as the potential stress she may experience due to the demands of motherhood, work life and care giving. This particular assessment will be used in identifying the best strategies for coping and managing time that she and her family can apply. Involvement in the treatment procedure could be difficult for healthcare providers and families for various causes. Nurses supporting adults with dementia showed dissatisfaction working with elderly caregivers and sensed that these caregivers were more doubtful than others they assisted (Smith, Coleman & Bradshaw, 2002). Furthermore, nurses observed parents were opposed to adjustments when it was, in the belief of the nurse, are for the benefit of the client (Hanson, 2001). The single-mother, being in her early forties and being the primary caregiver of her father, may have problems dealing with support service providers. Furthermore, being a single-parent to three children she may resist proposed family adjustment strategies from the nurse/s. She will more likely refuse to change her coping strategies and time management because these adjustments mean adjustments in the entire family systems and processes. In addition to that, her mother refuses to acquire healthcare support for her father for the reason that her mother believes that it is her responsibility to take care of her

Global operations management Essay Example | Topics and Well Written Essays - 2000 words

Global operations management - Essay Example To increase its influence and reach more customers in various parts of the world, Huawei has also entered into partnerships with numerous companies. Theories of Internalisation The term internationalisation is descriptive of the methods that are used by business organisations to adapt their numerous operations, in regards to company policies, resources and organisational structure, to suit foreign environments (Dunning 2006). Before embarking on the process of internationalisation, business organisations have to take into account factors such as the geographic distance of the overseas market being considered, the different company associated operations that the company will engage in the foreign branch, and the level to which the company would like to integrate corporate activities (Mitgwe 2006). There are different theories that seek to explain the ways through which internationalisation may occur. ... Dunning’s Theory in the Internationalisation of Huawei According to Dunning’s OLI model, foreign subsidiaries usually demonstrate higher productivity rates than their local counterparts due to the existence of ownership competitive advantages (Dunning 2006). Dunning’s eclectic (OLI) model stipulates that there are three critical elements that are evident in any firm that invests in a foreign branch or subsidiary. The three factors are location advantages, ownership advantages, and internalisation advantages (Dunning 2009). Ownership advantages have to do with the existing conditions that accompany of foreign direct investment (Contractor 2007). For example, to be successful in foreign investment, a firm has to have comparative advantages over other foreign corporations before it determines that a branch will be set up in a foreign nation. Location advantages have to do with the extent to which foreign business-related conditions are favourable to the company in q uestion (Sethi, Guisinger, Phelan, and Berg 2003). Internalisation factors, on the other hand, have to do with how well the multinational corporation can internalise ownership advantages in order to prevent the escalation of transaction costs which are naturally incurred in the course of international production. The Huawei Technological Corporation is a firm that was launched long after other telecommunications corporations had already been launched in the Western nations (Dunning 2009). Huawei therefore focused more on meeting particular objectives in order to realise its internationalisation. Huawei has traditionally used low cost as a technique to enter markets in both developing and developed nations. Huawei also invests in developed nations mainly to realise the adoption of new technologies.

Thought and Reflection Grading Criteria Essay Example for Free

Thought and Reflection Grading Criteria Essay The assignment will be graded according to the following criteria: 1) Clarity: The intent of the writer is clear. 2) Logic: The answer makes sense. 3) Answers question: The questions are addressed fully. 4) Mechanics: Answers contain proper punctuation and grammar. How do individuals acquire and develop language? How do you personally communicate your thoughts and how did you learn to do that? Individuals acquire and develop language through our brain function. Oral and auditory helps communicate verbal signals whether it be grunting and crying from a baby when their hungry. The auditory part of this allows us to speak and listen. We also develop language through physical and verbal using facial expressions, eye contact along with various other forms to communicate through language. I communicate my thoughts through speaking, facial gestures and listening. I learned this mostly from home environment, school, media, and peers. Based on your own experiences, what are some symbols (e.g., letters of the alphabet) people use to communicate? Based on my own experience I have learned that lol meaning â€Å"laughing out loud†. I learned this from my god-daughter just over the summer. OMG is short term for† Oh MY Gosh†. This is a term I learned on Facebook. I learned bff means â€Å"best friends forever† all the new reality shows use this to let the media know friendship status among Hollywood stars. The different terms and meanings really show me how media and communication has changed along with technology. Explain how you think these symbols are related to critical thinking? These symbols are related to critical thinking in a lot of ways because you have to think before using. Example: Timing- when using the symbols above you cannot use them anywhere any time. When being interviewed and the question asked is how did you find our company? The information came from your best  friend you cannot answers my bff. If responding to your previous professor in an email you would not use any of the mentioned abbreviations to answer further questions. When using these terms you have to consider when, how, tone of using.

Sin and Suffering Essay -- essays research papers

Sin and Suffering Is there a reason for sin and suffering? It is obvious the two are directly related in the Bible. In the Old Testament we see Saul/Paul feeling the wrath of God when he killed innocent people, as a king. Adam and Eve were expelled from the garden of Eden when they took fruit from a tree which God told them not to do. Today though, the relationship between sin and suffering is not so clear. We see poor, starving people in Africa. They suffer terribly, but there is no evidence that they haved sinned to the extent of being starved to death. Sin and suffering have been interpreted in different ways by different aspects of Christianity. Conservative Christians believe the Adam and Eve story to be literal history, and suffering is a direct consequence of their breaking of the covenant that Adam had with God. The Old Testament gives us an overall understanding of sin. Some beliefs include turning away from God and putting yourself before him. Not fufilling God's will or goals or rebellion or disobedience towards God. A classic view of sin is highlighted in Jeremiah (17.9) : 'Sin is that which sets up in place of God. It is an inner attitude of going against what is right, with it's basis in the heart.'; Is sin free will? Or is it something we are born with; something we have inherited from Adam? The Westminister Larger Catectism summarises the Biblical teaching of sin itself. It takes Paul's argument : 'The wages of sin is death'; in Romans.(6.23) Like this ve...

Electoral Systems Essay

Critically evaluate the argument that electoral systems can produce effective (decisive) government, or representative government, but not both. New Zealand’s current electoral system is MMP or Mixed Member Proportional; this is the system which will be used to evaluate the question. A comparison of MMP and FPP or the First Past the Post system will also be included, since it is being debated as to which is better for New Zealand. MMP is an appropriately representative government which also creates a rather effective government at the same time. On the other hand FPP causes a seemingly effective government but is far less representative. Some electoral systems can create effective and representative government while others may not. This will be shown by; firstly detailing how these systems of governance compare under effectiveness and representativeness, followed by an explanation as to why electoral systems can be both effective and representative and why they cannot. For a government to be classified effective it must sufficiently achieve its objectives as a governing body. It also must create a strong impression on the community (dictionary. om, 2011). MMP tends to have a less efficient form of law making than FPP. Under MMP the major parties must form coalition governments with the smaller parties to form a fifty per cent majority over the house. These coalitions may cause a time delay in passing legislation, as the major supporter of the bill tries to convince their support parties to agree with the legislation. MMP may take time to make decision but this doesn’t mean that the government is less decisive although; Many people argue that proportional forms of government lead to a less decisive and durable government. Their argument is based on the fact that the decisions must gain the support of coalition parties which cause a lower quantity of bills passing. However it is not the quantity of laws which cause an effective government it is the quality. MMP due to its more timely approach to law making allows time for scrutiny within a bill meaning any flaws which lie dormant in a bill may be fixed before the legislation is passed. A contrast to this is FPP with its single party majority which works very efficiently to pass laws rapidly. This is because there is no need for a compromise with its support parties since none are required. The effect of this rapid law making ability gives the community a view of effectiveness however the validity of the laws has been compromised. The laws passed may be riddled with flaws which really show the government is un-effective as the laws have no real impression on the community. Effective government is based around three criteria government durability, decisional efficacy and responsiveness (Boston, Church & Bale, 2003). From these three different terms of effective government we can see how different opinions on the idea of effective government can differ. For a government to be classified representative it must consist of many individuals who represent a variety of different constituencies (dictionary. com, 2011). Also there must be some form of diversity among the constituencies such as race or gender differentiation. (Royal Commission, 1986) MMP is a highly representative form of governance as it uses a two votes system; this allows minor party representatives to gain a seat in the house if they gain a majority vote among their constituents. The fact an MP has to win their constituency causes a close link to the electorate as they will more likely than not represent the major view of the region. This single MP vote allows the house to represent the community from a broader aspect while still having the majority party in power with the 2nd vote, the party vote. This causes a greater diversity among the house. When MMP was adopted â€Å"Maori representation increased from 5-7% to 16%† and â€Å"the number of women of women doubled to 34%† (Haddon, 2011). This increasing diversity has continued as the royal commission predicted. New Zealand’s house of parliament has become more representative and diverse as shown by the 39 women, 21 Maori, 4 Pacific Islanders, and 2 Asian MPs out of the 121 in the house (Elections Commission, 2006). Also under MMP campaign promises of minor parties tend to not get placed on the new government agenda. The minor parties must rely on negotiation with party leaders in order to get their main policies on the agenda or must wait for the bill to be drawn from the ballot box in parliament, which may never come. This causes a slight decrease in the diversification of the legislation passed. This lack of diversification can decrease the representativeness of the majority. However this does not decrease the overall representativeness of the government. The diversity of MMP is contrasted by FPPs system where there are only electorate votes so people tend to vote solely for the major parties that are likely to get into parliament. The winning party in a FPP election will get a proportionally larger share of the seats that its share of the votes this has the opposite effect for minority parties whom gain a lesser proportion of the seats that their votes. This lack of proportionality is a major flaw in representation as there is very little diversity among the house. Electoral systems can be both effective and representative, â€Å"The best voting system for any country will not be one which meets any of the criteria completely but will be one which provides the most satisfactory overall balance between them† (Royal Commission, 1986). Although systems cannot be highly representative and highly effective they still can be both. MMP shows this, it may not be highly efficient at creating effective legislation but it creates quality legislation which is effective governing. Also MMP shows its representativeness by having a largely diverse house of representatives but due to the need for coalitions loses some of the broader views of the minor parties. â€Å"A proliferation of minor parties actually increases stability and effectiveness† (â€Å"NRT on MMP threshold,† 2011). This shows how a representative government actually helps to form an effective government. The increase in the number of coalition majorities available will help to reduce the ability for any party to have strong bargaining power over another. This was shown in our most recent parliamentary election by ACT and the Maori party not having a large bargaining power with National as they both had possible coalitions with National. They were acting as a check on the other so neither gained an arbitrary power over Nationals decision. This allowed for national to make what they saw as the best decision. This shows that MMP is representative as well as being effective even if it is not top in each discipline. Many critics of MMP have agreed that MMP does lead to a government reflecting the views of New Zealander’s and supporters of MMP conceded to agreeing that it leads to a more unstable government which can infer that it may be not highly effective (Palmer & Palmer, 2004). While FPP contrasts MMP it shows the opposite idea. It shows that there is a tension between effective and representative government. This tension causes a highly representative government to have a very low effectiveness and vice versa. The tension has large effect on how the government operates and this can put a strain on which system will be best. FPP shows how a system cannot be both effective and representative whereas MMP seems to have the balance between being both an effective form of governance while still being rather highly representative. My research has shown that MMP is both an effective form of government and a representative form of government. However it is neither the most representative nor the most effective. The research has identified that an electoral system can be both as I have explained above. This is not to say all electoral systems are. There are always going to be strengths and weaknesses to an electoral system and a compromise between effective and representative will always be required, FPP for example is much more effective than it is representative. The tension between these two disciplines will always have an effect on how the system operates and which system is best suited to the situation. FPP is clearly a system which cannot be both while MMP is the perfect example of a system of governance which is both representative and effective.

Teaching of an aspect of mathematics and english education essay

Appraisal for larning ( AfL ) has become slightly of a cant and has been an involvement in instruction for over 20 old ages. Harmonizing to Braodfoot and Black ( 1994 ) appraisal sits at the nucleus of acquisition and serves as a communicative device between the universe of instruction and that of wider society. Since the Education Reform Act ( 1988 ) and coinciding debut of the National Curriculum ( NC ) , the Government has put important accent on appraisal. The NC in England and Wales was created to standardize acquisition, so that the quality of end product in schools could be measured ( Murray, 2003 ) . Therefore the impression of appraisal in order to mensurate criterions was cardinal to its development. In this essay I will critically analyze the beginnings and intent of AfL and so travel on to research how I, as a trainee instructor, implement AfL into my ain instruction. There are a figure of AfL devices that can be used within the schoolroom, from larning aims, ego and peer appraisal, formative usage of summational trials and feedback. Given the restraints with word count I will measure one specific country of AfL that I used during a sequence of three literacy lessons based around Instructions ; oppugning. Subsequent to the debut of the NC, the Task Group for Assessment and Testing ( TGAT ) was developed in order to construct on the NC, planing a system of national testing and instructor appraisal ( DES/WO,1988 ) . The undertaking group study distinguished between summational and formative appraisal: â€Å" Formative, so that the positive accomplishments of a student may be recognised and discussed and the appropriate following stairss may be planned. Summative, for the recording of the overall accomplishment of a student in a systematic manner † ( DES/WO 1988: parity. 23 ) The TGAT argued that formative appraisal was rule in raising criterions ( DES/WO, 1988 ) . However, as Black ( 2000 ) notes, their statement was considered ‘weak ‘ and was mostly ignored in pattern. The usage of summational appraisal prevailed due to the demand for schools to show high criterions of instruction ( Black, 2000 ) . Wiliam ( 2001 ) adds that as a consequence, appraisal became divorced from larning and the immense part that appraisal could do to acquisition was mostly lost. Under the new Labour Government the NC was revised and the Qualifications and Curriculum Authority ( QCA ) determined that students would be assessed and a study would be written at the terminal of each Key Stage. Although there is still a demand for summational appraisal, the comprehensiveness of survey offered by the NC suggests that formative appraisal has an increasing function in back uping acquisition ( NC 2008 ) . More late formative appraisal has been labelled as ‘Assessment f or Learning ‘ ( AfL ) . It was non until Black and Wiliam ( 1998 ) published conclusive grounds that AfL significantly improved students larning that there was a considerable push for execution in schools and hence became an indispensable constituent of schoolroom work ( Black and Wiliam, 1998 ) . As Black et al province few enterprises in instruction have had such a strong organic structure of grounds to back up a claim to raise criterions ( 2004: 9 ) . In its simplest signifier, AfL is described as: â€Å" The procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place † . ( Assessment Reform Group, 2002 ) The Qualifications and Curriculum Authority ( QCA ) enhance this thought of construing grounds by presenting the impression that AfL enables students to be responsible for their ain acquisition. They add that students will better most if they understand the purpose of their acquisition, where they are in relation to this purpose and how they can accomplish the purpose ( or shut the spread in their cognition ) ( QCA, 2008 ) . Therefore one could reason that AfL encourages independent larning which increases self efficiency beliefs and the capableness to execute ( Pintrich and De Groot, 1990 ) . This relationship is supported by Deci and Ryan ‘s ( 1985 ) Self-government Theory ( SDT ) which purports that if a individual ‘s demand for liberty is satisfied so the motive to better will be intrinsic instead than extrinsic ( Vansteenkiste et al, 2006 ; Deci and Ryan, 2002 ) . Furthermore this correlates with the societal constructivist theory of acquisition and the humanistic do ctrine of larning. Inspired by such theoreticians as Abraham Maslow ( 1954 ) and Carl Rogers ( 1951 ) AfL encourages pupils to hold the ‘freedom to larn ‘ , understand and be cognizant of one ‘s strengths and failings with an built-in belief to win. Maslow ( 1954 ) and Rogers ( 1951 ) argue that intrinsic motive is a more healthy signifier. Reinboth and Duada ( 2004 ) agree, saying that intrinsic motive and desire is associated with increased ego regard, enjoyment, continuity ( Deci and Ryan, 1985 ) and more effectual acquisition ( Gottfried, 1990 ) . The supposed benefits of AfL run throughout instruction, with deductions that kids from a primary age benefit from holding self awareness around their ain acquisition through to those in higher instruction, at College and University. Indeed the Dearing Report ( 1997 ) provinces: â€Å" The universe of work is in continual alteration: persons will progressively necessitate to develop new capablenesss and to pull off their ain development and acquisition throughout life † . ( Dearing, 1997: 12 ) However as Swaffield ( 2008 ) notes assessment is multifaceted and complicated, it comes in a assortment of pretenses, takes many signifiers and fulfils many intents ( 2008: 11 ) . It would look that through the procedure of AfL there is an outlook that scholar ‘s become more confident, independent and independent ( Taras, 2002 ) and therefore the duty for the pupils ‘ acquisition is shared ( Black et al, 2004 ) . Whilst it may look an wholly positive intercession and one that lends itself to a ego reflective, dynamic and empowered larning experience I do question how genuinely realistic AfL is in the schoolroom? Indeed AfL may be desirable, but as Webb and Jones ( 2009 ) inquiry how easy is it for instructors to accomplish? Successful execution of AfL certainly depends on the acquisition attack and instructors ‘ cognition, accomplishments and schemes that they use to transport out complex pedagogical procedures ( 2009: 167 ) . Furthermore is our instruction system is set up for an environment to the full centred on the demands of the person? As Taras ( 2002 ) provinces, do our current patterns maintain gait with our ideals of pupil centred acquisition? ( 2002: 508 ) . Taras raises a valid statement. Is it possible to to the full encompass AfL when our instruction system is designed to fix kids for summational testing at the terminal of each stage of schooling? Given that our instruction system is based upon summational trial scores one could reason that there are assorted messages ; empower scholars so that they understand the roots of their acquisition and take duty for this acquisition yet guarantee that all scholars pass trials on a national degree. On the one manus by promoting AfL it would look that we are accepting and so encompassing the fact that all scholars are different ; larn in different ways and at different velocities. Yet on the other manus, we continue to prove all scholars on a mainstream, national degree and systematically generate degrees and numerical marks for every student. Black and William ( 1998 ) promote the formative usage of summational testing, so instead than seeing proving as a agency of mensurating, ‘it can be used to supply an indicant of students ‘ strengths and development demands, particularly at of import phases of their academic calling ‘ ( Smith, 2010: 4 ) . However one might hold with Taras ( 2002 ) ; our current patterns within instruction certainly do non suit with the ideals upon which AfL are based. Hargreaves ( 2008 ) concurs ; saying that the Government has put in topographic point a ‘debased version of the Black and Wiliam theoretical account of AfL ‘ due to our constricting theoretical account of instruction ( 2008: 1 ) . Although the execution of AfL may be criticised the intent and possible acquisition results are widely accepted. Feedback is important to successful acquisition ( Swaffield, 2008 ; Black and Wiliam, 1998 ) and is arguably one of the most effectual signifiers of educational intercession ( Hattie, 2007 ; Wiliam, 2007 ) . Oral feedback, through inquiring, is less developed than written feedback but can be a powerful manner of giving instant formative feedback to pupils. Furthermore oppugning can work both ways and besides provide instant feedback from the pupil to the instructor. Effective inquiring goes beyond inquiring simple ‘open ‘ inquiries ( as opposed to closed ‘yes ‘ or ‘no ‘ inquiries ) and can be a hard tool to seamlessly implement into the schoolroom. However despite any troubles the DfES ( 2007 ) province a overplus of grounds as to why oppugning offers the chance for a extremely effectual schoolroom where AfL is obviously active. The most outstanding ground cited is that of oppugning holding the ability to enable students to gain what they know and, more significantly, what they partially know and guide them to farther develop their apprehension ( 2007: 2 ) . Black et Al ( 2004 ) agree, adding that oppugning can go portion of the synergistic atmospher of the schoolroom and can supply an priceless chance to widen pupils ‘ thought through immediate feedback on their work ( 2004:12 ) . Crowe and Stanford ( 2010 ) further add that the effectual usage of oppugning creates a ‘dynamic and synergistic duologue ‘ and so utilizing higher degree oppugning and believing ‘predicates the use of information and thoughts which, in bend, provide an chance to develop new thoughts and apprehensions ‘ ( 2010: 36 ) . Mentioning to the lesson sequence overview at appendix 1 ( page 2 ) it is apparent that I intended to utilize oppugning as an imperative appraisal tool as I felt that it would give me an instan t overview and apprehension of the kids ‘s acquisition and how they may be able to come on farther. In add-on I decided to do usage of the single whiteboards ( see appendix 2a and 2b ) when utilizing oppugning as this would let me to measure the category as a whole, instead than merely an single kid that answers a directed inquiry. The usage of oppugning is perceived to hold many advantages. As the Northern Eastern Education and Library Board ( NEELB ) ( 2008 ) and Trinkle ( 2009 ) note set uping the correct schoolroom clime is important to effectual inquiring. Black et Al ( 2004 ) concur ; adding that in order for oppugning to be an effectual AfL device the instructor needs to accommodate a ‘risk taking civilization ‘ and a ‘community of question ‘ ( 2004: 11 ) . Through my ain pattern I strived to make this inclusive community, guaranting that I included all kids and made them experience valued and comfy to portion their ain ideas and thoughts. I was happy for kids to give a ‘wrong ‘ reply and by researching why the reply may non be right, as opposed to merely stating ‘no ‘ , I felt that this contributed to a supportive and encouraging schoolroom environment. Rae and Nelson ( 2010 ) agree, emphasizing the importance of making a collaborative acquisition environm ent otherwise the fright of acquiring a inquiry incorrect and looking like a failure in forepart of their equals will deter scholars from seting their manus up or replying a inquiry if selected. As shown on my programs in appendix 2a, 2b and 2c I pre-empted inquiries that I felt would be relevant to the kids and would foreground whether or non the kids had listened, understood and interpreted the information given about instructions. I thought approximately unfastened inquiries yet was really cognizant of the age of my category and was hence witting non to inquire inquiries that may confound them. Looking at the inquiries I had planned at appendix 2a, Rogers and Abell ( 2008 ) would knock me for non incorporating multi degree oppugning. On the most basic degree inquiries such as ‘what are instructions? ‘ , ‘how are they used? ‘ and ‘what happens if the instructions are non in the right order ‘ are all unfastened inquiries and do so necessitate the scholar to believe about an reply which goes beyond merely ‘yes or ‘no ‘ . However they are all comprehension inquiries. Whilst comprehensive inquiries demonstrate that the kids show apprehension of information callback and can set this information in their ain words ( Crowe and Stanford, 2010 ) on a more holistic degree I have non utilised the different types and degrees of inquiries ( cognition, comprehension. application, analysis, rating, and synthesis ) to back up my systematic development of oppugning schemes ( Hill and Flynn, 2008 ) . As Anderson and Krathwohl ( 2000 ) province I have fallen in to a common trap ; teacher ‘s frequently do non gain the types or qualities of inquiries that they use. To better upon this in the hereafter, Costa ( 2000 ) suggests that developing a broad scope of oppugning schemes that include a diverseness of inquiry types will heighten the acquisition environment and let for distinction within the learning procedure. There are a figure of ways in which this may be achieved. Clarke ( 2005 ) proposes utilizing Edward De Bono ‘s Six Thinking Hats, with each chapeau being linked to a different thought scheme and therefore a different manner of oppugning. For illustration White Hat believing involves informations and information presented neutrally, so inquiries would include ‘what information is losing? ‘ Black Hat believing involves being defensive and cautious, so inquiries would include ‘why would this non work? ‘ I could besides hold thought about Blooms Taxonomy ( 1956 ) to develop a broader scope of oppugning types. The foundation work of Bloom ‘s taxonomy divides educational aims into three separate spheres, cognitive, affectional and psycho-motor and hence encourages a focal point towards a more holistic position of instruction. Using Bloom as a stimulation would promote one to believe about the different spheres and how to integrate these into the types of oppugning used. As Black et Al ( 2004 ) recognise, utilizing a assortment of inquiry types allows scholars to go more active participants and come to gain that acquisition may depend less on their capacity to descry the right reply and more on their preparedness to show and discourse their ain apprehension ( 2004: 13 ) . Upon farther contemplation of my ain usage of oppugning I noticed that I tended to inquire a inquiry and so merely wait for a few seconds before either inquiring another kid or, on occasion, replying the inquiry myself if that kid had non responded. Rowe and Hill ( 1996 ) note that this is a common happening in the usage of inquiring, and in fact their survey on oppugning concluded that on norm instructor ‘s waited less than a 2nd before they intervened. Black et Al ( 2004 ) argue that the effect of such short ‘wait clip ‘ is that the lone inquiries that ‘work ‘ are those that can be answered rapidly, without idea ; that is, inquiries naming for memorised facts. As a consequence the duologue is at a superficial degree ( 2004: 11 ) . Harmonizing to the NEELB ( 2008 ) there are a figure of schemes that I could set in topographic point which would supply scholars with critical thought clip and therefore they would be better placed to react. Immediately, one scheme would be to increase the wait clip ( Black et al, 2003 ; Taras, 2009 ; Crowe and Stanford, 2010 ) . Swaffield ( 2008 ) explains that this would let scholars the critical clip they need to reply the inquiry, would ensue in fewer ‘I do n't cognize ‘ , would bring forth more thoughtful and originative replies and would profit all scholars, no affair their ability. Black et Al ( 2004 ) note that many instructors find it difficult to make this, for it requires them to interrupt their established wonts. However once they change, the outlooks of their pupils are challenged ( 2004: 11 ) . Other schemes, supported by Trincani and Crozier ( 2007 ) and the NEELB ( 2008 ) , include affecting the whole category instead than merely one person, walking around the room whilst inquiring inquiries ( this takes the force per unit area off an person ) , utilizing a ‘no hands up ‘ attack ( this would promote all scholars to remain engaged for longer ) and eventually utili zing the ‘think, brace, portion ‘ scheme to affect the whole category and give those scholars who are somewhat shyer the chance to take part. As Taras ( 2009 ) states incorporating these schemes create a displacement in the inquiring model. Learning moves from a behavioristic theory where factual callback was prioritised, to a societal constructivist position taken from cognitive psychological science, where a complex model of factors within a given context permits scholars to research their ain apprehension ( 2009: 64 ) . Atkins et Al ( 1993 ) agree, observing that this would besides look to match to ‘deep ‘ larning as opposed to ‘surface ‘ acquisition ( 1993: 50 ) . To reason AfL plays a polar function in the schoolroom, and so literature emphasises the importance of AfL as a procedure to increase students ‘ duty for their ain acquisition ( DfES 2007 ) . This essay has critically explored the intent of AfL, foregrounding the disagreements between the Government push for AfL to be used throughout instruction yet within a system which still relies to a great extent on summational testing. I have analysed my ain usage of one component of AfL ; oppugning, and can reason that it is a powerful device that has several benefits for the instructor. Questioning has the ability to arouse kids ‘s ‘ understanding, make an environment that encourages hazard pickings, contributes to classroom interaction and promotes larning and enthusiasm. However in order to to the full accomplish these benefits one must carefully see and reflect upon the nature of inquiries used and actively program to implement the usage of multi flat inquiries as portion of their lesson planning ( Anderson & A ; Krathwohl, 2000 ; Hill & A ; Flynn, 2008 ) . As I progress as a instructor I will now take more clip to see the usage of oppugning so that I guarantee that I am maximizing its full potency.

DREDD SCOTT essays

DREDD SCOTT essays America in 1857 was a nation on the brink. Relationship between the North and South had been strained for decades and was only getting worse. All tension had to do with the issues of slavery. In 1848 the U.S. had acquired new lands in the Mexican cession, and the debate was on. The question was whether or not the South should be allowed to spread slavery into the new states. This debate turned violent many times. The South threatened to secede from the Union if a candidate from the Republican party, who was antislavery, won. Amidst all of the tension would emerge a slave named Dredd Scott. Dredd Scott was a slave to Dr. John Emerson in St.Louis, Missouri a slave state. Scott spent most of his time in Illinois, a free state, because his owner Dr. Emerson was an Army doctor and he stayed in Fort Armstrong in Illinois. Living in a free state had constituted freedom for previous slaves so Scott felt that he too deserved his freedom and he brought his first case to court on April 6, 1846, at this time he had moved back to Missouri and was the property of Dr. Emersons wife. Scott filed a declaration on April 6, 1846,which stated that Mrs. Emerson had beat, bruised and ill treated him before imprisoning him for twelve hours. He declared that he was to be free on the basis that he had lived of Fort Armstrong and Fort Snelling which were both located in free states. Scott felt that he had a strong case as the Supreme Court of Missouri had freed slaves previous to him who had also traveled with their masters to free states. Scott lost the first case and brought the case up again in 1850 to the Supreme Court of Missouri, the same court which had freed slaves previous on the same terms. The difference now was that two of the three justices serving on the court were pro-slavery whereas in cases prior to Scott vs. Emerson the Justices had a more apathetic view of slavery and saw it as a...

Definition of Appendix in a Book or Written Work

Definition of Appendix in a Book or Written Work An appendix is a collection of supplementary materials, usually appearing at the end of a report, academic paper,  proposal  (such as a bid or a grant), or book. The word appendix comes from the Latin appendere, meaning hang upon. An appendix typically includes data and supporting documents used by a writer to develop the written work. Though such information should be of potential use to the reader (not  treated as an opportunity for padding), it would disrupt the flow of the argument if  it were included in the main body of the text. Examples of Supporting Materials Not every report, proposal, or  book needs an  appendix. However, including one allows you to point to  additional information that is relevant  but would be out of place in the main body of the text. It can  give the reader more depth to the topic, supply resources for further reading or contact lists, or provide documentation to make your case for your grant or bid proposal. Appendix information may include tables, figures, charts, letters, memos,  detailed technical specs, maps, drawings, diagrams, photos, or other materials. In the case of research papers, supporting materials may include surveys, questionnaires, or schematics and the like that were  used to produce the results included in the paper. Because of its supplementary nature, it is important that material in an appendix not be left to speak for itself, according to Eamon Fulcher in A Guide to Coursework in Psychology. This means that you must not put vital information only in an appendix without any indication in the main text that it is there, Fulcher says. An appendix is an ideal place to include information and other data that are simply too long or detailed to incorporate into the main body text. If these materials were used in the works development, readers may want to reference them to double-check or locate additional information. Including the materials in an appendix is often the most organized way to make them available. Should You Include an Appendix? Whether you include an appendix depends on your topic and what will benefit the reader. If you answer yes to one or more of these questions, create an appendix. Will supplemental materials aid the readers understanding of your topic? Will they provide resources for further reading or exploration? Will they supply additional depth to the data presented in your report, article, book, or proposal? Will the materials provide additional backup for your thesis or message? Do you have items  that would be unwieldy to present in a footnote? The appendix material should be streamlined, relevant to your topic or thesis, and useful to the reader- but its not a place to put all of your research materials. The citations in the references, bibliography, works cited, or endnotes will take care of citing your sources. An appendix is a place for items that help the readers understanding of your work and research and the topic at hand.  If the material is not important enough to refer to in your text, then dont include it in an appendix. Appendix vs. Addendum An addendum is new  material added to a book or other written work after its first edition has been produced. It may be updated research or additional sources that came to light or further explanation about the book from the author, for example. In a contract, an addendum can change the terms of the contract, such as canceling sections or updating terms or pricing in sections without the whole contract becoming null and void and needing everyone to sign it anew. The parties to the contract just need to sign the addendum with the noted changes. Formatting an Appendix The way in which you format your appendix depends on the style guide you have chosen to follow for your work. In general, each item referred to in your text (table, figure, chart, or other information) should be included as its own appendix- though if there are many data sets under one grouping, keep them together in their appendix and label each piece appropriately. If you have more than one appendix, label the appendices Appendix A, Appendix B, etc. so that you can easily cite them in the body of the  report, and start each on a separate page. Put them in the order that you refer to them in the paper, for ease of use for the reader, and dont forget to note them in the table of contents, if your work has one. Research papers, including academic and medical studies, usually follow APA style guidelines for the formatting of appendices. They can also follow the Chicago Manual of Style. For each of these styles, format the appendix as follows: APA: Center the title, and use upper and lowercase letters. The text of the appendix should be flush left, and you should indent your paragraphs. Chicago: The Chicago style manual also allows for numbered appendices (1, 2, 3, not just A, B, C). As far as location, they appear before any endnotes sections so that any information in the appendices that needs a note can refer to the notes section. If there are many tables in the appendices, though, it might be best to keep the notes with the tables.

Digital and Visual Literacy Article Example | Topics and Well Written Essays - 1750 words

Digital and Visual Literacy - Article Example The secondary purpose is to indicate the lack of usage of the same to support the teaching part in the education system with digital literacy. The question that the authors are addressing is that what is it that defines literacy correctly in today's scenario, in a world where children are highly technology savvy. The question also addressed by the authors very precisely and lucidly is that what is the tool or manner which helps us have an ability to recognize whatever we witness, and infer correctly from what we experience. Yes the answer is digital as well as visual literacy. Unlike earlier times when overhead projector, handmade slides and chalk boards were used, these days, new media literacy technical skills are used in education like real time audio video interface, use of internet links for direct access, power point presentations, streaming videos etc. The authors have assumed their description of usage of digital tools in educational information to promote visual and digital literacy. This can be very well questioned as today educational institutions have are far more advanced than the view presented in the article. The reasoning of the authors supports the digital as well as visual literacy and its usage in today's competitive world and the reasoning is well supported by proofs which make a stronger case for better implications. 7. b. If we fail to take this line of reasoning seriously, the implications are: 30 If the authors' reasoning is not taken seriously, people would still