Story on Grant Ensminger Essay Example | Topics and Well Written Essays - 250 words

Story on Grant Ensminger - Essay Example Whether it is traditional painting, frescoes, children’s story books or fashion T-shirts, Ensminger takes the genre and stamps his own individual style onto it. The colors are exuberant, and there is plenty of postmodern irony and quotation from famous twentieth century artists. He mixes pop art Marilyn with Picasso-esque heads in profile, and sets them alongside frescos that look like upmarket graffiti. This is an artist who claims no formal art school education, and seeks out his own role models as he carves out his own quirky journey of artistic discovery. A fascination with sharks when he started out, some three years ago, has given way to a link-up with local indie band Rey Fresco. Ensinger exhibits regularly in the area, and his work is certainly worth a look. If you turn up to see it there is every chance that you will meet the man himself and make contact with the epitome of Ventura

Supply Chain Management Essay Example | Topics and Well Written Essays - 2000 words

Supply Chain Management - Essay Example As per the franchise agreement, the Corporation owns most properties where McDonald's is located. The UK business model is different, in that fewer than 30% of restaurants are franchised, with the majority under the ownership of the company. McDonald's trains its franchisees and others at Hamburger University in Oak Brook, Illinois. Nearly one in eight workers in the US has worked with McDonald's at one point in their lives. [1] Eric Schlosser's. McDonald's is also the largest private operator of playgrounds in the country, apart from being the single biggest purchaser of pork, beef, potatoes, and apples. The meats that the company deploys vary with the culture of the country. McDonald's is unique in several ways to its competitors as regards the way it runs its business. It has not always been smooth sailing though, for the most famous fast food joint in the world. McDonald's has been targeted by criticism for allegations of manipulation of entry-level workers, , ecological damage generated by industrial processing of its products, selling far from healthy food, producing packaging waste, exploitative and controversial advertising and partaking in the suffering of livestock. McDonald's' tendency towards promoting high-calorie foods like French fries has not helped either. Also, several McDonald's restaurants are alleged to have used substitute meats, like wildebeest and horse. While these allegations are serious, some argue that it is simply paying the price for being famous. McDonald's Food supply chain McDonald's puts food safety at the very top of their agenda. This is not surprising for a company that does billions of sales revenue annually. This kind of ethics promotes good business as well. At the heart of the McDonald's operation is a quality assurance and supplier food safety programs and is seen as top corporate priority. Suppliers and franchisees have to follow meticulous quality and safety guidelines if they want to sustain their association with McDonald's. It is a high-profile business whose success is founded on good customer experience. Thus, setting clear food safety and quality expectations is the best way to make the business work. [2] Sarah Fister Gale "Food safety is a never-ending process for McDonald's, from raw materials, through the facilities and distribution centers, and all the way to the restaurants. It's a top priority at McDonald's. It's a fundamental standard of our business and our heritage, and will never be compromised." - Lamont Rumbers, director of quality systems for McDonald's USA. [2] For sandwich buns alone McDonald's has tie-ups with more than 20 bakeries all

satire 1984 Essay Example for Free

satire 1984 Essay In Nineteen Eighty-four, George Orwell introduces Communism regime through the community of Oceania. Communism is a socioeconomic structure and political ideology that promotes the establishment of an egalitarian, classless, stateless society, and single party control (Wikipedia). Most of party members are proles, working class. They are uneducated and unaware of what is happening; thus they are completely under the Partys control. Therefore, the party then can remove any possibilities of rebellion. Through the novel, Orwell uses satire to warn us about surveillance, physical and psychological intimidation, and isolation. Satire, a mode of writing that exposes the failings of individuals, institutions, or societies to ridicule and scorn. Satire is often an incidental element in literary works that may not be wholly satirical, especially in comedy (answers). Orwell, through the characters, predicts what our future will be like if the totalitarian regime remained in power. SURVEILLANCE: Winston Smith, the main character in the novel, is somehow different than other characters, even though he is a Party member. Since Winston is an intellectual man, he is able to discern the truth from the falsehood; thus he stands against the Party. He resists the party, resists the stifling in his life of being controlled. George Orwell satirizes the surveillance through these facts.   He dreams about a girl ripping off her clothes. It represents the idea of throwing away the shackles that are imposed by the Party and Big Brother.   He writes down with Big Brother in his diary. Now he commits thoughtcrime that he will be captured by the thought police sooner or later.   Telescreens and portraits of Big Brother are everywhere; therefore, it is impossible to not being heard and seen. Party can check on citizens whenever and wherever, since each individual is coded: Smith! screamed the shrewish voice from the telescreen. 6079 Smith W! Yes, you! Bend lower please! You can do better than that (1,3,39) . No one is able to betray the Party. BIG BROTHER IS WATCHING YOU There is no freedom of speech in community of Oceania. An example to this fact is Winston. He is incapable of expressing his personal ideas about the Party. Moreover, Winston is unable to quit his job when he does not like it, and he is not allowed to keep any personal documents. George Orwell is clearly worried about our lack of privacy. Orwell predicts that our future will be governed by one ruler and that one ruler will watch every move we make. He worries about the future where we do not have freedoms. For example is freedom of speech which is impossible in some communism country. Physical, psychological intimidation and manipulation Through the main characters in the novel, George Orwell satirizes the physical, psychological intimidation, and manipulation of nazi regime and the Russian revolution. In the society of Oceania love, sex, joy, happiness, personal documents, thoughts, etc, are completely forbidden. The Morning exercise is a good example for physical manipulation. Winston lives in the world in which legitimate optimism is impossible because he is always being controlled by the thought police.   Moreover, anyone who betrays the Party will be vaporized and their files will be rewritten, that is Winstons job to rewrite historical documents. They never existed and will never exist. In nineteen eighty-four, there should be no religion but the idea of Sacred Leader. Since, Winston writes down God is power( he is tortured again. On the other hand, Big Brother represents god; everyone worships him. In the beginning of the novel, the two minutes hate is introduced to the reader, which is somehow a public worship of Big Brother.   George Orwell also explores the use of language to control peoples mind and thoughts. Dont you see that the whole aim of Newspeak is to narrow the range of thoughts? In the end it will make thoughtcrime impossible, because there will be no words in which to express (1,5,55) 2+2=5 is a symbol of manipulation of science. The Party has the power to control everything even science. The truth is wrong when the Party says it wrong   Sexual life is totally forbidden under the Partys control. Winstons wife considers sex as a duty for a Party. She does not get any pleasure out of it.   Julia, a young apathetic and rebellious girl, grows up under the Party regime. The society that she lives in is based on suspicion, spying, fear, hatred and intimidation. Julia obeys the Party but she does not believe in it, but she is way different from her lover Winston. Julia is somewhat selfish. She is interested in rebelling only for the pressures to be gained. Whereas Winston is fatalistic concerned about large-scale social issues, Julia is pragmatic and content live in the moment that makes the best for her life. Junior Spy is a symbol of educational manipulation in which very young children are brainwashed to embrace the Partys ideas. There are a lot of similarities between the Hitler Youth and Oceanias youth. The kids are taught to ferret out disloyal members and denounce anyone who criticizes the Party or Big Brother even their own parents. In the beginning of the novel, when Winston meets the Parsons Kids; they are dressed in the uniform of the Spies with a tough looking. Suddenly they leap around him shouting traitor. Later on, Mr. Parsons, Winstons comrade, gets caught because his little daughter listens at the keyhole and hears he sleeptalks Down with Big Brother. The two Parsons Kids beg their parents for take them to see the hanging. Activities for boys include War game which intends to toughen them up. In a few years they will hold real weapons not riffle toys.   In the beginning of the novel, OBrien appears as a rebellious man who Winston suspects of him secretly opposing the Party. In fact, he is a powerful member of inner Party, and he tricks Winston into believing that he is a member of a revolution group called Brotherhood. Later, OBrien appears in Winstons jail cell as a party member to abuse and brainwash disloyal Winston. He admits that he pretended to be connected to the Brotherhood merely to trap Winston. In the end, OBrien successfully changes Winstons feeling toward Big Brother from hate to love. Orwell is again scared of physical and mind manipulation. He is worried that people will be control physically by propaganda, for example Junior Spy in the novel or the Physical Jerk. Moreover, Orwell predicts about how people are brainwashed by the Party, and his predictions come true. Nowadays, in some communism countries, for example Vietnam, every Party member are not allowed have religion, and then they will love the party most. ISOLATION: Through the character Winston and Goldstein, Orwell satires the isolation in human nature and totalitarianism society.   Isolation appears often in the novel. Winston lives alone at his house with no companionship except the surveillance cameras and the telescreens. He has a world of his own only in his head. He cant have a social life because the party forbids any means of social communication. He writes in his diary because that is his only way of expressing his feelings and thoughts even though its considered thoughtcrime. Every person in the novel is isolated from the community; they can not have any open conversation with themselves. Goldstein represents Trotsky in real life. He stands against the party thus he is expelled from the party and sent out of the country. After Goldstein becomes a scapegoat of the Party, and he is brought up in Two Minutes Hate. George Orwell brings up the idea of isolation in the novel. He is afraid that the next generation will have the isolated life if the totalitarianism regime remains. Bibliography http://en. wikipedia. org/wiki/Communist , 11 January 2009 http://www. answers. com/satire , 11 January 2009 Spender, Stephen. Evil In Nineteen Eighty-Four. Harold Bloom, editor. George Orwells Nineteen Eighty-Four. USA: Chelsea House Publisher, 1996 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

How Can Teachers Help Pupils To Learn Education Essay

How Can Teachers Help Pupils To Learn Education Essay This assignment will consider some of the main techniques and elements that can help creating a good teaching and learning practice. Successful teachers normally employ an array of techniques and strategies in order to ensure high levels of pupil interest and motivation, allowing them to achieve their full potential. However, before analysing how teachers can help the process of understanding and assimilating knowledge during their lessons, I will briefly look at few theories that are relevant to teaching and that teachers should consider when planning their lessons. These theories focus on the important role that pupils emotions, their different kinds of intelligences and their brains activities have on the development of their minds. Pupils emotions Emotions can be defined as feelings andà ¢Ã¢â€š ¬Ã‚ ¦.their distinctive thoughts, psychological and biological states, and range of propensities (Goleman:1996:289). According to Golemans definition of Emotional Intelligence, there are several primary emotions anger, sadness, fear and enjoyment and these all affect our learning in different ways. In extreme cases, emotions and feelings can block the learning process. The learner is a creative and active agent and the recognition of its emotions is the way to become a whole person. Maslow demonstrates this with his hierarchy of needs: physiological, safety, love and self-esteem moving on to self-actualisation. The pupils that have difficulties in fulfilling one or more of these basic needs encounter problems in their learning process. Therefore, pupils must have self-acceptance and be completely aware of their feelings to be able to build up their self-esteem. In general, learning is the process by which skills, attitudes, knowledge and concepts are acquired, understood, applied and extended. However, there is another level of learning that teachers should consider, pupils learn about their feelings towards themselves, towards each other and towards learning itself. Learning is therefore partly a cognitive process and partly social and affective. Successful learning may result in confidence, pleasure and a sense of achievement. Failure may result in low self-esteem, apathy, avoidance and aggression. (Pollard:1997) How pupils brains work The multiple intelligence theory was developed by Howard Gardner. He suggested that not just one type of intelligence exists, such as the intelligence that can be measured by an IQ test, but several. He described a number of intelligences, each of which was related to a different part of the brain. He discovered that there were nine intelligences and that all humans possess these intelligences in varying amounts. The education system must cater for all these intelligences because pupils do not learn at the same pace, same time or in the same way. By doing this, pupils are more likely to engage with the work, teachers should highlight that it is not relevant to be the quickest to find a solution it is important to be able to understand how we can get to the same solutions starting from a different point or using a different process. This theory was very useful in my understanding of the role of a teacher, teaching is not just about giving a worksheet to fill but it is about using different techniques in order to engage with the pupils and their different intelligences. So looking at this theory it seems that teachers when planning their lessons must ensure to cater for most and if possible all types of intelligences in order to engage the whole class. Another theory that focuses on how the brain works is Skinners theory of Operant Conditioning. All pupils want to receive praise in any form and therefore praise is a method to keep pupils motivated and keen to learn. This theory was based on the idea that learning is a change in any learner behaviour. Skinners believed that individuals respond to changes (stimulii) in the environment and these external inputs change their behaviour. If a response is rewarded the pupil is conditioned to respond as suggested by it (Kearsley, G.:2005). However, I agree with the opinion of Cohen. L et al (2004, p.177-178) that praise can lead to a rather superficial, mechanistic and repetitive type of learning. Learning just for the reward does not make the pupils focus on understanding or on the pleasure of learning. Ideally then, teachers should consider their pupils emotions, needs, intelligences to be able to engage and motivate them with a satisfying lesson. Tools for teaching and learning A huge variety of tools and techniques can be chosen by teachers to create stimulating lessons. The following selection includes the most commonly used by teachers in lessons I observed recently: Stimulating classroom environment Good lesson planning Good control of the class Constructive feedback and praise Formative questioning Questioning is a particular technique that require practice and well-thought preparation, planning and delivery, therefore I will focus my attention particularly on this tool on the second part of this essay. Stimulating classroom environment The classroom environment can play a vital role in pupils interest and motivation towards learning. Julie Briant (1997) commented It is important to plan an effective learning environment where there is a positive ethos for learning, a common sense of purpose, where children feel safe and secure and are confident enough to take risks. The atmosphere that a teacher can create in a classroom is the first and probably the most important influencing element for a good or bad learning experience (Gipps, McCallum, Hargreaves, (2000:144). In order for any learning to take place children must feel secure and valued Hyland, (2003:105). Therefore, if we as teachers can create this kind of environment, (Hyland 2003:104), where children feel they are actively engaged, understand what they have to do and the purpose of an activity, and believe it matters that they do their best, then the pupils will be engaged and motivated to learn. As part of a stimulating environment computers and interactive whiteboards are crucial tools that teachers should master in their classrooms. National Curriculum (1999, p.96) ICT prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. Although the use of ICT can stimulate pupil learning, it is essential that teachers give plenty of thought during the planning stage and only use ICT in an appropriate way, and not merely because it is available. These tools do not improve the interaction unless the teachers are able to do so. In most of the maths lessons I observed, teachers used the interactive whiteboard effectively for geometry topics, showing the common characteristics of quadrilateral for example, or to demonstrate the Pythagorean theorem. However, the richness and effectiveness of the whiteboard is still linked to the ability of the teacher. The whiteboard can be good presentations tools but they are really interactive only when the teacher is able to use other teacher skills together with technology. This has been also suggested by a research conducted by the British Society for Research into Learning Mathematics. In this research they concluded that during most of the lessons using interactive whiteboards ma de little difference in teachers interaction with the class, most of the teachers where still spending most of the time explaining what to do and asking closed questions to assess the understanding of the class. On the other hand, due to their versatility, interactive white boards can have many applications within an educational context. For instance, they can enhance the learning experience for students with different learning styles. Interactive white boards can be used to support, as (Bennett, 2005:68) suggests the visual, audio, kinaesthetic (VAK) model of preferred learning styles. Visual learners like to see information; auditory learners enjoy hearing and learn by listening to information and kinaesthetic learners learn by doing; they like to physically engage with information. Using interactive white boards can cater for all of these different types of learning style, at the same time, within the whole class context. Good lesson planning The teaching process cannot be perceived as suggested by Oldham, (2002:23) as the space in which teachers recount their knowledge to pupils who, merely by listening, simply absorb the information. Learning and teaching should be, as stated by Gipps et al (2000:10) an active process, so the learner must be encouraged to think about what they are learning, to make sense of it, and to link it with other concepts, constructs or pieces of information. Planning is a major factor in allowing the teacher to be effective, and help the pupils to make sense of their learning. Lessons need to be well planned and structured in order to allow the children to learn. They must also allow pupils with different abilities to achieve their targets. As Ausubel, (1968:vi) states the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. During one of my observations of mathematics lessons, the teacher of a year 9 bottom set was explaining algebra: the substitution of letters with negative numbers. She knew that this class had already had a lesson on substitution with positive numbers the week before, but her mistake was that she did not check before starting the lesson the level of knowledge of negative numbers. She started teaching but half-way through her lesson she realized those pupils did not remember the rules of how to add, subtract, multiply and divide negative number s. So she tried to go two steps backwards explaining those rules to be able to go one step forward. The class at that point was confused and lost focus on the lesson. She finished the explanation in a noisy class, nobody was listening anymore and she had problems in making the pupils work on their worksheets. This was the proof that a mistake on planning a lesson properly can completely spoil the teaching and the learning experience. Control of the class Another element of a good teaching and learning environment lies in a good control of the class and of the teachers themselves. Kyriacou, (1998:79) suggests that Discipline is the order which is necessary in the classroom for pupil learning to occur effectively. One of the most effective ways of maintaining discipline within the classroom environment is to develop conventions and routines for behaviour. Kyriacou, (1998:80). Children must understand what is expected from them. There are many strategies available to teachers to assist them in maintaining good behaviour and allow effective learning, for example: (Hyland, 2003:119), teachers and pupils should know the behaviour policy of the school and consequences for their bad behaviour, teachers should be consistent and fair when they apply the rules, and they should organise the days in their classrooms with a routine. However, thinking about my own experience, for new teachers having the control of the class is one of the most diffi cult skills to acquire. Good feedback and praise Humphreys, (1995: 105) states that when parents, teachers and others react positively to successful performance and punishingly to failure, the child will begin to doubt his or her ability. Feedback can improve the learning process only if pupils are helped to act upon it. In one of the schools I observed lessons, some of the teachers feedbacks were you must try harder without any more suggestions. Comments such this one can destroy the self-esteem and motivation of the pupils, the teachers should apply a more constructive approach. It is crucial to use more helpful and informative comments. Feedback and praise can have an impact upon pupils interest, motivation and achievement. When giving feedback to pupils it is useful to set achievable targets and goals. If targets are given as a result of feedback, then the targets set need to be SMART. Craig (1997, p.41) highlights this point: Specific What exactly do I need to do; Measurable Ill know when Ive done it; Achievable I believe I can do it; Realistic It makes sense to me; Timed Im going to be successful in this by à ¢Ã¢â€š ¬Ã‚ ¦ Questioning Questioning is one of the most common strategies for enriching the teaching and learning of a classroom and has been examined by many researchers. Effective teaching is based on teachers skills in being able to ask questions which create many kinds of effective learning (Morgan and Saxton, 1994). Therefore, questioning is a helpful and powerful strategy for teaching, learning and assessing in the classroom. Drawing from the above definitions, classroom questioning affects both teachers and students. Specifically, asking questions is helpful for teachers to understand students thinking as well as for students to improve and develop their learning, understanding and thinking. Hence, questioning is one of the most important key strategies of assessment for learning. In this respect, Bruner highlights that judicious questioning is nearly half the learning (Bruner, 1986 cited in lecture notes, 2006). An important work that it can be mentioned according to classroom questioning is Vygotsky s work (Kerry, 1998). According to Vygotskys theory of proximal developmentà ¢Ã¢â€š ¬Ã‚ ¦.what the child can do alone is extended and transformed by the intercession of the teacher. Moreover, Vygotsky mentioned that talk is an essential factor for pupils development and higher cognitive processes since it helps the communication between the pupils and people in their environment (Kerry, 1998). As a result, this theory has implications on the role of the teacher as the main person who knows more knowledge and can develop a good communication with the pupils by asking questions in the classroom. Furthermore, during the 1970s Turney et al. (1973, cited in Wragg and Brown, 2001) listed some possible reasons for which the teachers ask questions. For example, teachers use questions: to create curiosity and interest on a specific topic; to engage with the students and to motivate them; to assess the students and find out their weaknesses and to give them the chance of spending more time o n thinking not just finding right answers (Wragg and Brown, 2001). Additionally, questioning is considered as an educational art and requires good communication and interaction between teachers and students (Moore, 1995). This point serves to emphasise that good questions should be of the appropriate type and worded properly. Subsequently, it is important to examine the recommended types of questions that teachers ask in classroom and how useful and helpful are these types to teachers and students. Types of Questions Firstly, there are two basic groups when categorising the types of questions: the closed and open questions. Closed questions require short and correct answers. Even more importantly, these questions test students knowledge and recall, acquire information from students as well as promote lower order thinking (Brooks, 2002). Particularly, closed questions give the teacher the opportunity to increase the pace of the lesson because they can be answered with short statements (Morgan and Saxton, 1994). Generally, closed questions are useful to students learning and teachers summative assessment. Specifically, closed questions test students prior-knowledge before the teacher starts a new topic or review students understanding of the topic at the end of the lesson. On the other hand, open questions give the students the opportunity to answer extensively with many possible answers (Morgan and Saxton, 1994). Furthermore, these questions encourage analysis, problem-solving and reflection (Brooks, 2002). Open questions are part of a formative assessment as defined by Black and William when the evidence is actually used to adapt the teaching work to meet the needs of the students (inside the black box, black and william). In addition, open questions promote a more thoughtful and slower pace of a lesson and therefor e, enhance discussion and dialogue between teacher and students during the lesson. Moreover, Gipps (1994 cited in Brooks, 2002, p.54) notes that open questions are fundamental tools for formative assessment purposes because one of the most potent forms of learning is receiving and giving elaborated explanations. Developing Gipps suggestion further, it can be demonstrated that open questions help teachers to gain deeper information regarding students learning and understanding. Taking therefore into account open questions in the classroom, teachers should bear in mind that they need to listen carefully to students replies regarding to these questions, in order to use the information diagnostically (Brooks, 2002, p.54). Subsequently, discussions based on open questions can diagnose and identify the extent to which students are thinking and learning. Even though open questions promote deep learning, from my observations of mathematics lessons I have seen that teachers ask more closed than open questions. Probably due to the lack of time during a lesson, teachers I observed tended to promote a faster pace of their lessons. During one of the mathematics lessons I observed in a year 7 top set, after few exercises on finding the area and perimeter of a rectangle, the teacher asked the following open question: what if the perimeter and area are identical? Using this question instead of what is the area of the xyz rectangle this teacher made the students think about what they knew of rectangles and apply their knowledge to find a meaningful answer exploring all the possible options. We can identify two more kinds of questions: recall and thought questions. Specifically, recall questions are used at the beginning of the lesson, where the teacher assesses students knowledge and thinking before moving on the major step of the lesson. As a result, the teacher assesses students understanding and prior-knowledge. Besides, recall questions are used for refreshing students previous knowledge and to create new ideas to students (Wragg and Brown, 2001). According to Wragg and Brown (2001, p.21) teachers should bear in mind that recall questions might puzzle students if they are easy and simple to answer them and therefore, students may be bored and start to behave disruptively if the questions are not interesting for them. On the contrary, thought questions can yield a large number of responses from students, particularly when these questions are broad (Wragg and Brown, 2001, p.22). Thought questions may help teachers to gain a broad and rich insight into students underst anding and students to evaluate teaching more positively. In most of the class I observed the starter of every lesson is very often used as a question time on the topic learned the previous lesson. It is developed as a quick assessment of students understanding before going on with a new topic. Additionally, Black and Wiliam (1998, cited in Brooks, 2002) divide the different types of questions into information-seeking and response-seeking. To explain further, closed questions belong to the response-seeking questions since students have to answer in a precise way. Usually, students when answering these questions seem more to seek for their teachers approval rather than express their own thoughts. Recall questions fall into response-seeking instead. Response-seeking questions do not give to teachers everything they want and need to know about their students learning (Black and Wiliams, 1998 cited in Brooks, 2002). When teacher use response-seeking questions they are looking for short answers and with this kind of questions students focus on giving answers which gain teachers approval rather than answering based on their understanding. Moreover, students can answer to these questions without understanding the meaning of their reply (Brooks..). Accordingly, these questions faci litate students to guess answers and they regurgitate faithfully what has been transmitted to them (Brooks, 2002, p.54). On the other hand, open and thought questions fall into information-seeking. Developing this further, Brooks (2002, p.55) states that when stress is given to information-seeking questions, wrong answers are as useful as correct ones because they provide diagnostic clues to pupils thinking processes. Similarly, Simpson (1990, cited in Brooks, 2002) highlights that when students give an answer to a question, teachers should take into account their try to answer and discover what they really mean by giving the particular answer rather than to consider if they find the target of the question. In order to encourage complex thinking, teachers should ensure that questions are open-ended, instead of closed questions which require a simple yes or no. For example, during a mathematics lesson I observed the teacher instead of asking Are all squares rectangles? that could have led to a yes or no answer, stated that All squares are rectangles!, What do you think? enabling pupils to think deeply, trying to reach a conclusion. Whilst observing a year 4 lesson on decimals and fractions I was able to see how pupils can become motivated and interested by their contributions to questions and sharing ideas. It was the end of the topic and the teacher asked the pupils to write few things about what they thought they had learnt over the previous few weeks. Pupils rose to the challenge with extreme interest. They were proud to be asked to contribute with their ideas. This helped them to contemplate the work that they had undertaken. The answers from the children enabled the teacher to ass ess what the children knew, what they thought they knew and what they needed to do the following time in order to broaden or deepen their understanding. Blooms Taxonomy; A Hierarchy of Thinking Skills Morgan and Saxton (1994) explain that Blooms Taxonomy is the process where somebody should take into account the following statements in order to be able to judge and estimate something know the facts, understand the facts, can apply the facts, can take the facts apart and put the facts together in such a way the new perspectives are revealed (Bloom and Krathwohl, 1965 cited in Morgan and Saxton, 1994, p.10). Morgan and Saxton (1994) assume that teachers, in order to formulate questions during the lesson should bear in mind the kind of thinking that a question generates to students as well as the opportunities that this question gives to students to think the same thing in different ways. In this respect, questions should be formulated regarding what the concept of lesson is as well as what teachers and students require (Morgan and Saxton, 1994). As far as the Blooms taxonomy is concerned, questions can be categorised into six levels; knowledge, comprehension, application, analysis, synthesis and evaluation (Moore, 1995). In addition, these six levels of questions belong to two major categories regarding to the hierarchy of thinking skills; higher order and lower order questions. Specifically, questions which require knowledge, comprehension and application belong to lower order questions. On the other hand, questions which promote evaluation, synthesis and analysis are considered as high er order questions. It can be mentioned that higher order questions promote students extended thinking and lower order questions require the recall of facts and situations (Wragg and Brown, 2001). Even more importantly, Wragg and Brown (2001, p.16) suggest to teachers: à ¢Ã¢â€š ¬Ã‚ ¦you have to choose what kinds of learning you want to promote, and then choose the appropriate types of questions. Drawing from the above argument, teachers during the lesson should take into consideration what they really want to teach and then consider their students thinking. In this way, questions should be designed to help teachers to reflect on students engagement with the material of the question (Morgan and Saxton, 1994). Nevertheless, ambiguous feedback may lead students to confusing conclusions. According to Ofsted (1998, cited in Brooks, 2002, p.56) teachers tendency to be over-sensitive to students opinions and accept only partial or irrelevant answers does not make students to go further and reflect in order to find the correct answer. Additionally, Brooks (2002) adds that students are encouraged from negative or corrective feedback. To this direction negative or corrective feedback may confuse students regarding their understanding of the question. Wait time after questions Taking into consideration the time that teacher needs to wait for students answer, it is important to mention a research regarding to questions and wait time. Particularly, Moore (1995, p. 268) explains that a research (Rowe, 1974) found that most of the teachers wait about only one second for students to answer questions. As noted by Black and Harrison (2001), the fact that the average wait time is one second constrains students in answering difficult questions. Developing this further, the research (Rowe, 1974, cited in Black and Harrison, 2001) has shown that if a teacher becomes accustomed to increase the time for the answer to at least three seconds or more, then the following effects will happen: students present more answers in an analytical and creative way, the possibility of students response to fail decreases, less competent students answer more questions, students ask more questions and students self-confidence as well as theoretical thinking increases (Moore, 1995). Simi larly, Gardner (2006) adds that teachers can make students be actively involved in classroom dialogues and discussions by increasing the wait time after asking question. Black et al. (2003) based on their project, concluded that increasing the wait time can make students more involved in discussions and dialogues in the classroom as well as more prone to answer. Additionally, teachers advantage from increasing the waiting time is that they learn about their students pre-knowledge, understanding and difficulties and can improve their teaching during the next lessons. questioning becomes a vital component of effective teaching, à ¢Ã¢â€š ¬Ã‚ ¦, questioning is basic to good communication and lies at the heart of good, interactive teaching. (Moore, 1995, p. 254) Questioning is a fundamental strategy with the potential to play an important role in learning, teaching and assessment. Furthermore, it is a natural process for teachers and students in the classroom and this reality leads teachers and students to an efficient communication in the classroom. Questioning generates the kind of talk and communication which can lead to learning; questioning reveals to the teachers the readiness of students to control; and questioning (by both students and teachers) establishes the cultural nature of the classroom. And it is the nature of the discourse which dictates the quality of the learning (Morgan and Saxton, 1994, p.98). Conclusion It has now become clear that Without doubt, the case has been proven for.. A clear link has therefore emerged with Frankensteins monster and the Industrial revolution Bibliography Ausubel, D. (1968) Educational Psychology A Cognitive View USA, Holt Rinehart and Winston. Gibran, K. (1991) The Prophet London, Pan Macmillan. Gipps, C. McCallum, B. Hargreaves, E (2000) What makes a good Primary School Teacher Expert Classroom Strategies Abingdon, RoutledgeFarmer. Hayes, D. (2004) Foundations of Primary Teaching (3rd Ed) London, David Fulton. Humphreys, T. (1995) A Different Kind of Teacher London, Cassell. Jacques, K. Hyland, R. (eds) (2003) Professional Studies Primary Phase Exeter, Learning Matters. Kyriacou, C. (1998) Essential Teaching Skills (2nd Ed) Cheltenham, Nelson Thornes. Oldham, J. (2002) Concerning Learning in Cole, M. (ed) Professional Values Practice for Teachers and Student Teachers London, David Fulton. Becta. (2003) What the research says about interactive whiteboards. http://www.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf Accessed 18 Nov 2005 Bell, M.A. (2002) Why use an interactive whiteboard? A bakers dozen reasons! Teachers.Net Gazette, 3 (1), January 2002. http://teachers.net/gazette/JAN02/mabell.html Accessed 16 Nov 2005 Bennett, R. McBurnie, W. (2005) ICT and Music- Embedding ICT when teaching music and promoting creativity in Wheeler, S. (ed) Transforming Primary ICT Exeter, Learning Matters pp 60-79. Goodison, T.A.M. (2002) Learning with ICT at primary level: pupils perceptions in Journal of Computer Assisted Learning 18. pp 282-295. Kennewell, S. (2001) Interactive whiteboards-yet another solution looking for a problem to solve? in Information Technology in Teacher Education 39, Autumn 2001, pp 3-6. Levy, P. (2002) Interactive whiteboards in two Sheffield schools: a developmental study. Sheffield: Department of Information Studies, University of Sheffield, Smith, H (2001) Smartboard evaluation: final report. Kent, NGfL. http:// www.kented.org.uk/ngfl/ict/IWB/whiteboards/report.html Accessed 16 Nov 2005 Wheeler, S. Winter, A. (2005) ICT- Winning Hearts and Minds in Wheeler, S. (ed) Transforming Primary ICT, Exeter, Learning Matters pp 7-25. www.edcompass.com/ec/en-US/Learning+Resources/Software+Resources/Free Accessed 16 Nov 2005 www.childlearning.com www.playtime.com Claxon, G. Hare Brain, Tortoise Mind. Ekman, P Davidson, RJ. The Nature of Emotion. New York : Oxford University Press. 1994 Lupton, D. The Emotional Self. London : Sage Publications. 1998 Rubenstein, D. Education Equality Middlesex : Penguin. 1979 Wood, D. How Children Think Learn. 2nd ed. Oxford : Blackwell. 2001-12-16 13.12.01 http://unr.edu/homepage/luvisi/instru~2.html Teresa S Thomas Unconscious Learning 02.01.02 http://trochim.human.cornell.edu/gallery/young/emotion.htm Emotional Intelligence 02.01.02 http://www.equ.org/ Steve Heins Emotional Intelligence site Psychoanalysis Microsoft  ® Encarta  ® 97 Encyclopaedia  © 1993 1996 Microsoft Corporation REFERENCES Black, P. and Harrison, C. (2001) Feedback in questioning and Marking: the science teachers role in formative assessment. The School Science Review, Vol.82, No.301, pp.55-61. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2002) Working inside the black box: Assessment for learning in the classroom. London: Department of Education and Professional Studies, Kings College, London. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning: Putting it into practice. Maidenhead: Open University Press. Brooks. V, (2002) Assessment in Secondary Schools: The new teachers guide to monitoring, assessment, recording, reporting and accountability. Buckingham: Open University Press. Brooks

Choosing a Vegan Lifestyle Essay -- Argumentative Animal Rights Vegan

Choosing a Vegan Lifestyle Erica is going out on a date tonight with a boy from her Biology class. She takes a long shower and washes herself with hard animal fat. Next, she neatly spreads grease derived from wool onto her lips. To finish herself off, she spreads liquid from a shark liver onto her face and sprays some oils and liquids derived from the anal sex gland of the beaver and whale excretion. Now she is ready to go as she is sure that she will impress her date with her dolled up appearance. Little does she know that the soap, lipstick, makeup and perfume have all been created from the slaughter of innocent animals. Animal production for agricultural purposes is harmful to humans, the environment, and of course, the animals which are subjected to testing, mistreatment, and distressing conditions. Veganism is an alternate healthy lifestyle in which people choose not to consume or purchase products which harm animals, their personal health, and the environment as a result of animal production. Becoming a vegan may take some initial adjusting, but after acknowledging all the problems that the meat industry creates, it will hopefully seem like the only choice to make. For the sake of animals, personal nutrition and the environment, choosing a vegan lifestyle reflects a beneficial outcome for all. Animals are the unfortunate, innocent test subjects used when creating new products. Every year, except in UK where it is banned, millions of animals are subjected to painful experiments simply so that people can have a new brand of shampoo or a new scent of perfume. There are three main tests which animals are subjected to. First is an eye irritancy test in which a substance is applied to the eye of a rabbit to see if there... ...ome to millions of species, which can become endangered when they lose their habitats. Trees also absorb carbon dioxide, so fewer trees mean more global warming. And it is not just the land that suffers. Every year farmers in the UK spread about 80 million tons of animal manures and other organic farm wastes on to the land as fertilizer. Much of this runs off into nearby rivers or streams. This run-off endangers the health of fish and other animals in the area. This shows how meat and dairy production is an unproductive use of land, food and water. Choosing a vegan lifestyle is beneficial to humans, animals, and the environment. Supporting veganism can make a big difference in the world. Whether it is for animals, personal nutritional reasons, the environment, or all three, there is no reason why anyone should not at least consider or support becoming a vegan.

Sex in Woman on the Edge of Time Essay -- Woman on the Edge of Time Es

Sex in Woman on the Edge of Time  Ã‚   In Marge Piercy's book, Woman on the Edge of Time, sex plays a major role in both the utopia and the dystopia. The portrayal of sex in the novel comes from a feminist point of view. The main character, Connie, is caught between a utopian world and a dystopian world where the takes on sex are on different levels. By using a feminist approach, the two worlds of sex can be examined and contrasted. In the dystopia that is Connie's present life, sex is a painful and often a violent experience. Rape, prostitution, and other sexual abuse are a dominant part of the characters lives. In the opening scene of the book, the reader is immediately introduced to this issue. Connie has to open her door to her only close relative, Dolly, only to see that she has been beaten by her fiancà © who is also her pimp. Connie has had to live her entire life with the thought that sex is violent rather than an act of love. Piercy uses the feminist ideals that men are the cause of the pain for women in a very explicit manner. For example, Geraldo, Dolly's fiancà ©, sho...

Community Services Essay

1.Five items that I would include in the agenda list are; the name of the person who is coordinating the meeting, attendees (people who will be attending e.g., stakeholders), the start time of the meeting, the scheduled end time of the meeting and the matters for discussion such as feedbacks or housing. 2.Information that I may need to gather when preparing for Danny’s case management are Danny’s background history in regards to support services that he may have been using in the past whether he has been successful or not and if Danny is eligible for any other services and the criteria that falls into. 3.The purpose of the case management meeting is to establish a relationship with the client so that the client can feel confident being represented at the meeting and the concerns that would be reflected in the agenda for example alcohol is Danny’s concern. As a case manager I should be aware of the client’s objectives in the meeting and allowing the client the opportunity to indicate an agreement with the objectives such as in Danny’s case it is a life skill course. 4.My rights, roles and responsibility as Danny’s case manager would be to work with Danny to achieve the goals that he has identified, providing him with information about different services that are available to him and informing him the actions of his outcomes. I will also enable Danny to make decisions about his own life even if I won’t agree to it. Danny’s rights, roles and responsibilities would be to actively participate in his case plan, to be involved in identifying his own needs and to be attending all of his appointments with his case manager. 5.Two statutory requirements I must observe when obtaining information from other stakeholders are Freedom of Information Act 1982 and Privacy Act 1988. 6.Three key factors that would be important to ensure that Danny’s case is operating within the appropriate legislative requirements is respecting Danny’s confidentiality and also protecting his personal information from unauthorised disclosure. Informing Danny about the nature of all the services being provided to him and obtaining consent from Danny if he chooses to continue to withdraw from the services and lastly responding to Danny’s requests of information about the way that I, my organisation, or the stakeholders are working on. 7.I will record the outcomes of the meeting by taking effective case notes during the meeting and making a summary of what has happened in the meeting. All of the records has to be clearly labelled, dated and stored away somewhere safety locked in a filing cabinet. 8.Three boundaries that I need to discuss with Danny are about my relationship with him meaning that it should be professional e.g. not to have a dual relationship, explaining to Danny on the first meeting that my work is set to focus on the work that I will be doing for him and also explaining my limits and availability to him as his case worker. 9.The two decision making process would be to keep Danny involved and informed and also deciding further support services that Danny may require for his wellbeing. 10.Two strategies that I would put in place would be to maintain professional boundaries with Danny and reminding Danny that the relationship is professional and only informing Danny when I would feel that it may be getting blurred for him e.g. when Danny might expect me to act as his friend. I would also avoid any conflict of interest and as his case manager I will have to familiarise myself with the agencies code of conduct in order to use it as a guide line to establish a relationship with Danny. I will have to be mindful of my behaviour such as the use of my language and taking the right actions to contact Danny outside of work hours. 11.Two key concerns that I need to consider is the location of the programs or services and if it is located in Danny’s community and if the stakeholders are suited for Danny’s needs and if Danny is motivated enough to do it. 12.As Danny’s case worker I will inform Danny with information about the grievance process so that Danny knows what he can do if he is unhappy with the services or his case management process. Danny will also be informed about the complaint procedures and policies and if he is required to fill any kinds of paper work, and notifying Danny of how the complaints will be documented, the actions that will be taken, who will be responsible or what community will determine the outcomes and Danny’s right to appeal.