Alice Munro The Shinning Houses Character Essay

Alice Munro The Shinning Houses Character Essay The Shinning Houses Alice Munro presents a protagonist whose personality and values conflict with her neighbours. The protagonist Mary is an open-minded, fair, but somewhat powerless character.Mary is an open-minded individual who understands values from both Mrs. Fullerton and the new community. She is the only character in the "Shinning Houses"  willing to "[explore Mrs. Fullerton's] life as she had once explored the lives of grandmothers and aunts,"  and the only one who buys her fresh eggs. Mary "[smiles]"  openly to everyone while her new neighbours, whose "faces [are] applied,"  "smile in rather a special way"  that they only perceive Mary "as a conversational delight."  Even at the birthday party did Mary keep a smile and listen to the new neighbours talk among themselves, going about in "circles of complaint."  Mary's own personality and values conflict with her neighbours', but she remains open to any situation she faces.Shrine to Our Lady - Mary, The Mo ther of GodMary is a fair lady, who does what she believes is right. Her name suggests religious allegory with Mary, the Mother of God, and human creation. Mary exhibits her Mother-like qualities at the birthday party, defending Mrs. Fullerton, the neighbour who "never [changes],"  against the mothers who wear "nylons and skirts," ¦[their] hair fixed and faces applied."  She knows that Mrs. Fullerton deserves a chance to stay in her home, as Mary, the Mother of God knows that all creation deserves a chance to live. Mary's fair personality conflicts with her neighbours' values and beliefs: while she is fair to human rights, the neighbours are fair to their community of "shinning houses."  Although Mary is courageous in being the only person to defend Mrs. Fullerton, she is somewhat powerless with her arguments against her neighbours. Mary stands alone only listening to her neighbours speak with "self-assertion."  She remains...

Prometheus †The Fire-Bringer in Greek Mythology

Prometheus - The Fire-Bringer in Greek Mythology The term philanthropist is a perfect term for the great titan of Greek mythology, Prometheus. He loved us. He helped us. He defied the other gods and suffered for us. (No wonder he looks Christ-like in the painting.) Read what the stories from Greek mythology tell us about this benefactor of mankind. Prometheus is famous for a couple of seemingly unrelated stories: (1) the gift of fire to mankind and (2) being chained to a rock where every day an eagle came to eat his liver. There is a connection, however, and one that shows why Prometheus, the father of the Greek Noah, was called the benefactor of mankind. Gift of Fire to Mankind Zeus sent most of the Titans to Tartarus to punish them for fighting against him in the Titanomachy, but since second-generation Titan Prometheus had not sided with his aunts, uncles, and brother Atlas, Zeus spared him. Zeus then assigned Prometheus the task of forming man from water and earth, which Prometheus did, but in the process, became fonder of men than Zeus had anticipated. Zeus didnt share Prometheus feelings and wanted to prevent men from having power, especially over fire. Prometheus cared more for man than for the wrath of the increasingly powerful and autocratic king of the gods, so he stole fire from Zeus lightning, concealed it in a hollow stalk of fennel, and brought it to man. Prometheus also stole skills from Hephaestus and Athena to give to man. As an aside, Prometheus and Hermes, considered trickster gods, both have a claim to the gift of fire. Hermes is credited with discovering how to produce it. Prometheus and the Form of Ritual Sacrifice The next stage in Prometheus career as the benefactor of mankind came when Zeus and he were developing the ceremonial forms for animal sacrifice. The astute Prometheus devised a sure-fire way to help man. He divided the slaughtered animal parts into two packets. In one was the ox-meat and innards wrapped up in the stomach lining. In the other packet were the ox-bones wrapped up in its own rich fat. One would go to the gods and the other to the humans making the sacrifice. Prometheus presented Zeus with a choice between the two, and Zeus took the deceptively richer appearing: the fat-encased, but inedible bones. Next time someone says dont judge a book by its cover, you may find your mind wandering to this cautionary tale. As a result of Prometheus trick, forever after, whenever man sacrificed to the gods, he would be able to feast on the meat, so long as he burned the bones as an offering for the gods. Zeus Gets Back at Prometheus Zeus responded by hurting the ones Prometheus loved most, his brother and the humans. Prometheus Continues to Defy Zeus Prometheus was still not awed by the might of Zeus and continued to defy him, refusing to warn him of the dangers of the nymph Thetis (future mother of Achilles). Zeus had tried punishing Prometheus through his loved ones, but this time, he decided to punish him more directly. He bade Hephaestus (or Hermes) chain Prometheus to Mount Caucasus where an eagle/vulture ate his ever-regenerating liver each day. This is the topic of Aeschylus tragedy Prometheus Bound and many paintings. Eventually, Hercules rescued Prometheus, and Zeus and the Titan were reconciled. The Human Race and the Great Flood Meanwhile, Prometheus had sired the human man named Deucalion, one of the noble couple whom Zeus had spared when he caused the creatures of the earth to be destroyed by a flood. Deucalion was married to his cousin, the human woman Pyrrha, daughter of Epimetheus and Pandora. During the flood, Deucalion and Pyrrha stayed safely on a boat like Noahs ark. When all the other evil humans had been destroyed, Zeus caused the waters to recede so that Deucalion and Pyrrha could land on Mount Parnassus. While they had each other for company, and they could produce new children, they were lonely and sought help from the oracle of Themis. Following the oracles advice, they threw stones over their shoulders. From those thrown by Deucalion sprang men and from those thrown by Pyrrha came women. Then they had their own child, a boy whom they called Hellen and after whom the Greeks were named Hellenes.

Business Intelligence Analysis Assignment Example | Topics and Well Written Essays - 2000 words

Business Intelligence Analysis - Assignment Example WEKA is the preferred software tool for the classification. This is because the software can mine useful information from the data by providing an algorithm for coming up with accurate prediction models. The objective of the business intelligence analysis is to equip learners with business skills that will help them in relating services, applications, and the technologies so that they can manage and analyse data so that the data is transformed into useful information that is critical to sound decision making. The Business intelligence processes are used to evaluate business processes and to optimise them so that they are in line with the objectives of the business. The objectives can be operational that impact the business on daily basis, or even tactical that will have impacts on short term basis like marketing or even strategic goals that will have long term effect like improving the revenues. Business intelligence is therefore a critical element in the decision making process. This is because the process analyses data that is, orders, inventory and points of sales. From these data the Key Performance Indicators (KPI) are calculated that is, the measure of the strategic performanc e of the business. KPI is important in the monitoring of the organisation’s performance and for decision making. The main objective is to extract business intelligence that is crucial in shaping the organisation’s operations to the strategic and tactical objectives of the business. This is only possible when the transactional data is integrated in the data warehouse to be analysed by the BI performance managers. The course seeks to equip learners with the ability to convert the integrated, but raw warehouse data into useful information that can be used to determine accurately how the business performed in contrast to its objectives and predictions. This application generates business knowledge that is very important for

Why do cannibals eat their deceased family Essay

Why do cannibals eat their deceased family - Essay Example There were two types of cannibalism: exocannibalism (eating members of an enemy group), and endocannibalism (eating members of one's own group). Endocannibalism symbolized very different things: reverence for the dead, an incorporation of the spirit of the dead into living descendants, or a means of insuring the separation of the soul from the body. Endocannibalism is often associated with ritual burial ceremonies and has been controversially referred to on occasion as "compassionate cannibalism." Mortuary cannibalism has been considered to be the most widely practiced form of endocannibalism, often excluding murder and focusing on already deceased corpses (Arens 18-35). Cannibals would eat their deceased family members to acquire qualities, show respect and gain virtue of the deceased. There have been reports of such cases in Latin America, Australia, India, China, Papua New Guinea. Latin America. The Wari' (tribe on the territory of Brazil), prior to about 1960, ate as much of the corpse of a dead person as they could. If a corpse was too decayed to eat, most of it was cremated, which was believed to be superior to burial. For the Wari', allowing a loved one to be put in cold, wet ground was as horrifying a notion as cannibalism is to us. In various myths, Wari' are told that humans are eaten as a step in a cycle in which humans also eat animals. At the moment when a body is dismembered, it was believed that its spirit was reawakened by ancestral spirits in the underworld (Conklin 210-234). A Mayoruna man once expressed a wish to remain in his village and be eaten by his children after his death rather than be consumed by worms in the white man's cemetery. In recent times the Panoan, Yanomamo, and other lowland groups have consumed the ground-up bones and ashes of cremated kinsmen in an act of mourning. This still is classified as endocannibalism, although, strictly speaking, "flesh" is not eaten. The Yanomam mix the bones and ashes with plantain soup before consuming the mixture. The Cashibos eat their aged parents, but perhaps more from religious sentiment than from cruelty. Before their conversion, it was the practice of the Cocomas of the Hualaga to eat their dead relations, and to swallow the ground-up bones in fermented drinks, on the plea that it was better to be inside a warm friend than buried in the cold earth. Theories that a lack of protein in the South American tropical forest environment stimulated cannibalism have not received support from recent studies showing that tropical forest tribes have a more-than-adequate protein intake and are successful hunters despite environmental limitations (Metraux 383-409). Australia. In Australia, cannibalism was mostly practiced to gain the powers of the particular person who was being eaten. Some tribes ate their enemies only, some their own people, and some both. When tribes ate their enemies, they only ate certain body parts, such as the brain, heart, legs, or tongue. The brain was eaten for knowledge, the heart for courage and power, the legs were only eaten in the case of swift runners, for speed, and the sweat and tongue were consumed for bravery. When tribes ate their own people, family members would eat small portions of fat from their dead relative as a sign of respect. Only people of worth were eaten. People who died of disease or

Critical reception of William Hogarth in the nineteenth century Essay

Critical reception of William Hogarth in the nineteenth century - Essay Example According to Gray (140), his contemporaries compared Fedotov who is a Russian artist with Hogarth; for instance, Druzhinin describing Fedotov drawing of a woman leading her drunken husband through the streets claims that Hogarth would not refuse a subject rich in dramatic and satirical potential. Although the two artists use romantic themes of the misunderstood, impoverished artist and enforce pathos of the situation with abundant symbolic detail. Druzhinin later lamented the loss of a man who in his opinion believes could have been Russia’s Hogarth because Fedotov had the potential to go beyond the achievements of the famous English artist. Other commentators of Fedotov did not encourage him to emulate Hogarth; for instance, Bryullov advised him not to be attracted by complexities of Hogarth but encouraged Fedotov to follow nature (Gray 140). Until 18th century, continental Europe set the artistic agenda with the first artist using true English style and sensibility being William Hogarth who exposed vice and corruption in the 18th century London (Else 69). While Hogarth satirized the society other artists were busy showing the best light of the society in the 18th century. Through the nineteenth and twentieth century there were various views; however in the Victorian time, Hogarth emerged as a popular figure as well as honest and patriotic Englishman (Bindman and William 13). Hogarth issues regarding artistic origins as well as background emerged in early 1780s with publication of the fourth volume of Horace Walpole’s Anecdotes of painting in England that dealt with contemporaries including Hogarth. Considering the role of Hogarth’s widow following his death, there is an indication of moral conversion in the widow through suppression of indecent print and she engaged with Rev.Dr Trusler in producing a [popu lar volume known as Hogarth Moralized in 1768.

Introduction To Microbial Genetics

Introduction To Microbial Genetics In this experiment, handling bacteria was learned and phenotypes of bacteria in microbial genetics are investigated. For the phenotypes, E. coli and its mutants are used. The second part was done to observe plate assays to see whether or not the ÃŽ ²-galactosidase was produced or not. The last part was to assay plaque forming units in E. coli medium infected with a sample of B. subtilus phage SPO1. Auxotrophic mutants require specific nutrient or compound to grow and express its phenotypes (Madoka). Bacterial growth involves lac operon. Therefore, it is crucial to understand the functionality of lac operon. There are three genes of lac operon which needs for lactose metabolism: lac Z, lac Y, and lac A. lac Z encodes ÃŽ ²-galactosidase enzyme, lac Y encodes ÃŽ ²-galactosidase permease and lac A encodes lactose transacetylase. (2)(1) This experiment introduces a few ways to test lac phenotypes. One way is to use minimal lactose medium. In this medium, Lac- will not grow whereas Lac+ will grow. Second way is to use MacConkey medium. MacConkey medium is a pH sensitive medium which would show red in the acidic medium. In this medium, both Lac+ and Lac- will grow on the plate but Lac+ would be the only one that would turn red. The reason is because the fermentation of lactose by Lac+ produces acidic metabolite that lowers pH of the media. Third way is to use X-gal plate where the inducer is also introduced along with bacteria. X-gal cleaves the ÃŽ ²-galactosidase enzyme then it is shown as blue. (1)(2) There are four ways to test lac phenotype we perform in this experiment. One is to use minimal lactose medium, and Lac- will not grow on the plate while Lac+ will. Second is to use MacConkey medium. Both Lac+ and Lac- can grow on the plate but only Lac+ will be pink on the plate because the fermentation of lactose by Lac+ produces acidic metabolites which lower the pH of the media and the pH indicator turns the plate pink. Third is to use X-gal plate which has IPTG as an inducer in the plate. Both Lac+ and Lac- can grow on the plate but only Lac+ will be blue. The last method is to use ONPG which turns yellow with ÃŽ ²-galactosidase, and units of enzyme activities are calculated. (3)(1) Material and Methods: All procedures are performed according to the BIOL 368 lab manual (Concordia Biology Department 2013) except for the following modifications: After adding ONPG, forgot to verify the colors. Results Part A. Growth of E.coli Cultures of E. coli were grown in flask containing liquid medium and containing solid medium with agar. E. coli in the plate that contains liquid medium was yellowish. Those were circular in shape and flat. The surface was smooth and opaque. When the bacteria was introduced to liquid medium, bacterial lawn was observed. These were small and rough. Some were not opaque, more like flat. Part B. Phenotypes of WT and mutant strains I. Auxotrophic mutants To examine auxotrophic mutants, JF1754 was used. This strain requires methionine, histidine and leucine. Therefore, we predicted that it will not grow on the media where all three amino acids are not contained. As predicted, JF1754 only grew on the medium with all three M, H and L amino acids. Grown JF175 was seen as white. This is because auxotrophic mutant requires all of the required nutrients to carry out the biosynthetic pathway. On the other hand, CAG12033 requires only a minimal media to grow which means in the minimal media, it is able to carry out the biosynthetic pathway. II. Antibiotic resistance In this part, strain EC5827 was used. Along with CAG12033, it was introduced to LB medium and LB medium containing streptomycin. As a result, EC5827 grew in both of the plates whereas CAG12033 did not grew in the plate with streptomycin. This is due to the fact that the strain EC5827 is resistant to streptomycin whereas CAG12033 is not. CAG12033 does not have the resistance, and therefore, it eventually did not grow on plate with streptomycin. III. The many colours of lac In min+ lactose: Strain NK6042 growth was not observed. This is because the lac operon was deleted from the chromosome of strain NK6042 and therefore, it cannot metabolize the sugar which prevents it to grow. On the other hand the wild type grew eventually. MacConkey Lactose: Strain NK6042 and wild type grew on the plate because this medium contains complex carbon source. The wild type is able to metabolize lactose and peptone and NK6042 can metabolize peptone only. However, they differed in color. NK6042 was white and the wild type was pink. This is because MacConkey medium contains pH indicator that turns pink under acidic condition. In addition, Lac+ acidifies the medium by fermenting lactose and by excreting the mixture of organic acids whereas Lac- does not. The result makes sense because wild type contains lac operon to produce Lac+ cells and NK6042 does not have lac operon. X-gal plates: Strain NK6042 does not appear as blue, it is just transparent whereas the wild type is totally blue. This is due to what X-gal does. X-gal cleaves the ÃŽ ²-galactosidase enzyme. Then, it turns blue. Therefore, it indicates whether or not the ÃŽ ²-galactosidase enzyme is produced. NK6042 is not able to produce ÃŽ ²-galactosidase since it has its lac operon removed. However, the wild type is still able to produce ÃŽ ²-galactosidase in the minimal medium, and as a result, its color turns into blue. Part C. ÃŽ ²-galactosidase assay The objective of the lab was to practice handling bacteria and learn methods that investigate phenotypes of bacteria. Table 3 shows the anticipated activity and respective volume of culture and z-buffer. There are three strains involved, CAG12033, MH321 and ML 308. Each of the strains are examined with and without IPTG. IPTG is an inducer where it binds the repressor that prevents the transcription. Then, repressor is no more able to repress. Therefore, inducer stimulates the transcription, and allows the production of -galactosidase. Low activity is expected without IPTG and high activity is expected with IPTG. In addition, cAMP level is expected to be low in presence of glucose so the CAP protein would bind to the promoter minimally. ONPG is used for quantitative -galactosidase activity in the sense that it breaks it into o-nitrophenol and galactose. When it turns yellow, it comes from o-nitrophenol. Looking at table 2, MH321 always has no activity because, lac Z gene is mutated, s o it cannot produce ÃŽ ²-galactosidase no matter what medium. IPTG only binds repressor and prevents it from repressing, so the inducer has no effect. On the other hand, ML 308 has a mutation in repressor. Most probably, it is ID and it works constitutively. Also, IPTG will not be able to bind this repressor, but this repressor does not prevent the transcription. Therefore, high activity predicted in any cases. Table 5 shows that the prediction is eventually correct. We have highest value for the low activity with CAG12033 without IPTG: 20.38 min-1 ml-1 Au-1. This is considered as low activity compared to high activity values we have and any other low activity predicted values have lower values than this. However, we earned low activity for MH321 where we predicted none. This is due to experimental error and this value is low enough to be considered as none. Therefore, our prediction for the low activity was precise. For the high activity, the highest value was found with the CAG12033 strain: 1506.4 min-1 ml-1 Au-1. With ML308, we have 570.4 and 767.4 min-1 ml-1 Au-1. These values are much bigger than the ones we have as low activities. They are enough high to be considered as high activity. For MH321, we got low activity because of the following reasons: mutation and contamination. One of the reasons that the mutant strains still have detectable activity is that the silent mutation might be occurred. That is, the mutation of a base does not change the amino acid sequence. Also, MH321 is the strain that has a mutation in lac Z and there may be some that still has lac Z activity. The other reason is the contamination, which is the most common source of error. The container might not have been washed enough, or microorganisms in the air may penetrated in the solution containing MH321. Speaking of the expected range, we expected the activity range from 1000 to 3000. However, our values are smaller: ML308 had 570.4 and 767.4 min-1 ml-1 Au-1.This is due to the fact that we did not have enough time for it to turn yellow, so, the values of the absorbance or optical density was lower than it is supposed to be. For part D, we have various mediums and various strains are used to predict which unknown is which strain. To figure out which is which, we made a table predicting in which medium the strain will grow or not. Looking at unknown 2, it only grows on Min M. We have the same with MH142 where it only grows with methionine plate. Also, both gives in MacConkey, white. Therefore, unknown 2 is supposed to be MH142. Because MH142 requires methionine to grow as an auxotrophic strain, it only grows in Min M. For unknown 3, the growth pattern matches MH807 and therefore, it should be MH807. With MacConkey plates, MH142 are lac- due to the white color presence of the plates. With the same principle, we figured that the unknown 5 is CAG8209 and 6 is CAG 18475. CAG8209 is tetracycline resistant and requires leucine and CAG 18475 has tetracycline resistance and requires methionine to grow. However, unknown 4 and 1 cannot be determined. They both have same growth pattern and also, both gives red color in MacConkey plate. They should be CAG12204 or D10. We need further test to identify which unknown is which strain. CAG12204 has kanamycin resistance whereas D10 does not. Thus, we can introduce this unknown to kanamycin+ minimal medium. If it grows, it is CAG12204 and if not, it should be D10. Finally, the result of unknown 7 strain matches none of the theoretically predicted result. It is due to the experimental error. We may have introduced some other unknown or solution in the medium that leaded to this error. Fortunately, it is the last unknown, and the last strain left is BW6165. So, it should be BW6165. BW6165 is only expected to grown in tetracycline and min R since it has tetracycline resistance and requires arginine to grow. However, it did not grow in our plate, therefore, if may have put something other than BW6165 by mistake such as CAG8209. In part E, SPO1 phage was introduced to E. coli and different concentration of B. subtilis cells. When B. subtilis was 10-folded and 100-folded, bacterial lawn was observed, so there were a lot of small and adjacent colonies. When it was diluted to 10-3 and 10-4, isolated colonies were found, 174 and 16 colonies respectively. We had 1.74*106 pfu titer. The section average was 1.75*106 and therefore, our value is very close to the section average. They are almost identical, and we can say that we successfully diluted and obtained proper colonies. In addition, when there was no phage and when 10-folded E. coli was plated in each plate, there was not a single colony found. This is because E. coli does not have the specific receptors for infection to occur by SPO1 whereas B. Subtilis does.

This essay describes how I have worked towards and performed four :: Drama

This essay describes how I have worked towards and performed four pieces of practical work using all three art forms. (Drama, dance, music, and a final piece that is a mixture of all three arts Performance studies This essay describes how I have worked towards and performed four pieces of practical work using all three art forms. (Drama, dance, music, and a final piece that is a mixture of all three arts). Each piece must be three minutes long and we have around two months to improvise, rehearse and perform the four pieces. We were given five ‘key words’ to follow as a sort of guide line for our pieces. There was a different set of guide lines for each art form. These consist of†¦ Music – rhythm, melody, harmony, timbre, texture. Dance – motif, action, relationships, dynamics, space. Drama – dialogue,1 characterisation, physicality, proxemics, tension. These fifteen rules do interconnect between the arts which I will explain during this essay. We started our performance studies classes by learning about and experimenting with improvisation as well as learning about the five rules for each of the arts. We then began to look for the five rules in our dance / musical / drama pieces. We experimented with the five rules in our improvised pieces and all so broke down each of the rules to find out exactly what they can cover. Now we split ourselves in to groups and began to experiment using improvisation for the final performance.2 In dance we sat as a group and planned out linking moves that used all of our five rules, and then put them together by improvising links. In drama we used improvisation to create scenes and improvised the scenes endings, and the drama in them. We also improvised characters for these parts, and once we found something that we liked we would enhance it through rehearsal and write a script. In music we used improvisation to begin to create musical pieces. We created and re-created compositions until we could find a sound that would suit the mood we were aiming3 to achieve. In the mixed piece we had to firstly sit and discuss our options and we decided to base it around a theme. Our theme was on circles and squares, creating a piece about the trapped ness of a single person, using the shapes as representatives of the person’s feelings. We did hit some problems during the creations of these pieces. In dance we had a lot of people dropping out of the coarse so our group ended up as a double act. But still we managed to capture all the five

Individual learning goals Essay

1.1 Analyse the role of initial and diagnostic assessment in agreeing individual learning goal Gravells, (2012 p98), Initial assessment is a check on learners’ prior skill, knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal, and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements before the programme, gather information for course tutor, and individual background. In my practice, I carry out Individual Learning Plan (ILP) interviews to support the team and the Academy leader or to observe the new intakes as they complete their baseline work sheets which are part of requirements of the learning programme for individual or group of learners who have been admitted into the school on a long or short term contracts to set achievable targets, a realistic action plans and give teachers a starting point on each learner predicted grades. Also, I always carry out initial assessment at the start of each lesson to ascertain learner prior knowledge of the topic to be discussed using multiple choice questions, Oral Q&As, open and closed questions which motivates the learners and gets them engaged and to create an inclusive learning environment from the start of the lesson. In my practice, I facilitate the teaching and learning environment by planning for all individual leaners identified learning styles enhanced with appropriate resources like audio, video etc discovered by encouraging each learners to complete a self-evaluation questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), while each learner chooses and develops an understanding of his or her learning preferences and use that understanding to enhance his or her own learning experience. Gravells (2012 p98) explained that diagnostic assessment could be used to ascertain information regarding practical/basic skills and minimum core like literacy, numeracy, ICT skills identified using learning or training needs analysis by observation and questioning to conform current competence, and understanding. It is a formal workplace assessment requirement in lifelong learning that helps to identify learners’ individual, support needs, preferred learning style. Diagnostic  assessment is an essential device in a teacher’s â€Å"tool kit†. It can be used to diagnose strengths and areas of need in all students. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently, diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students. Fig1. Diagnostic assessment flowchart. Adapted from the ‘decision-making loop’, Saubern,R (2010 Learners are required to complete questionnaire like The VARK Questionnaire; http://www.vark-learn.com/english/page.asp?p=questionnaire to help analyse, identify and meet individual learners needs, preferred learning style and support to allow the learners attain their aim on the programme. 2.3: Reflect on how teaching methods meet the needs of all learners Bloom’s Taxonomy (1956) promotes higher forms of thinking in education activities or learning like analysing and evaluating, rather than just remembering facts (rote learning) which includes three domains cognitive: mental skills (Knowledge), affective: growth in feelings or emotional areas (Attitude or self) and psychomotor: manual or physical skills (Skills). For example, it is summarised as KSA (Knowledge, Skills, and Attitude), DTF (Do, Think, and Feel). In my practice, I mostly apply the cognitive domain teaching method approach which is appropriate to all the learners and the subject being taught because it promotes individual and collaborative learning, lectures, team-teaching, practical, research, case studies, discussion, peer teaching, role play, games etc which help me to meet the learners’ diverse needs. The learners get fully involved in the lesson and apply their mental knowledge to develop their intellectual skills (Bloom, 1956), by recalling or recognising specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills which start from the simplest behaviour to more complex ones As laid out in the citizenship scheme of work, I assess the learners to meet the assessment objective in  the content and skills set by the awarding body AQA using the (Bloom, 1956) approach which meets all the learners needs in terms of KSA (Knowledge, Skills, and Attitude). In my practice, the learners are informed of the topic to be discussed (Child Abuse), they think and try to recall data on the issue in the community, they discuss amongst themselves which promote LTT and interaction takes place. Figure 2 Abstract from AQA 2012 p32 They are able to explain in their own words what they understand by the topic being discussed, apply relevant laws that they researched using the website with past and recent events on child abuse, thereby meeting VAK (2009) Visual-Auditory-Kinesthetic learning styles model as they move around and look to get the recent information. They also discuss and shout out researched examples that they know, revise and brainstorm by trying to suggest possible ways to stop the abuse by reporting, joining and advocating for charity organisations like NSPCC and so on and also suggest what the government needs to do in terms of increased punishment to offenders which promotes an inclusive class and meet the needs of all learners one way or the other. A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behaviour.’ Figure 2. Kolb’s Experiential Learning Model Kolb believes â€Å"learning is the process where knowledge is created through the transformation of experience† (1984, p.38 cited in class Note 2014 pg. 5-7). The theory presents a cyclical model of learning, consisting of four stages shown above. One may begin at any stage, but must follow each other in the sequence: concrete experience (or â€Å"DO†), reflective observation (or â€Å"OBSERVE†), abstract conceptualisation (or â€Å"THINK†) and active experimentation (or â€Å"PLAN†). In my practice, I facilitate and lead the teaching and learning environment by planning for all individual learners’ identified learning styles, enhanced with appropriate resources like audio, video etc and discovered from learners’ completed self-evaluation  questionnaire called a Learning Style Inventory (LSI) designed by Kolb (1984), which promotes and encourages learner-centred and fun independent learning as each learner chooses and develops an un derstanding of his or her learning preferences and uses that understanding to enhance his or her own learning experience. In one of the lessons, the learners requested to seat in an informal manner like seating sideways or on the computer. After negotiating with them, they accepted to follow the seating arrangement in the physical classroom to accommodate their different learning styles, which is the traditional desk and chair, pair setting that allows them to perform and concentrate better and be engaged in the lesson as illustrated by Kolb’s Experiential Learning Model cited in the class note (2014).In agreement with Kolb, (1984), I plan and develop variety of learning activities that will accommodate the different learning styles of the learners (role plays, instructional games, reading, individual assignments, group discussions, brainstorming, online research, design a poster, etc.) which the most difficult, and time-consuming task. In conclusion, I believe that learning models facilitate the process of linking instructional activities to individual learning styles, thereby increasing the lea rner’s ability to acquire and retain knowledge after they’ve been armed with the knowledge of how they learn, they are able to select appropriate activities, allowing them to learn more quickly, and retain the new information, their study would be much more productive. 2.4: Identify ways in which session plans can be adapted to meet the individual need of the learners Schools awarding body, AQA, (2012 p20) explains in the GCSE specification handbook that diversity and inclusion are promoted by making arrangements for candidates with special needs to help them access the GCSE qualification and subject criteria assessments whether any of the skills or knowledge needed by the subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. In my practice, I plan to promote equality in the classroom to meet the needs of individual learners by differentiating my lesson. For example, in my starter activity, I set higher targets for the gifted & talented learners like level 4 learners to complete 5 questions & level 7 learners to complete 10 questions which keeps them  engaged and challenged to throughout the lesson. I always remember when planning to take a step back at some point of the lesson, by encouraging the G&T learners to record ideas, teach and model their writing or thinking on the smart board, as they demonstrate, explain answers/solution to a task to a neighbour or the class while the less able learners get engaged and consciously correct any error made. The Education Act (1996), Human Right Act (1998), The Special Educational Needs and Disability Act 2001 (SENDA), in agreement with The new Statutory Guidance on Inclusive Schooling from the Department for Education and Skills (DfES, 2001) gives clear and strong messages to LEAs, Schools and other bodies that the development of inclusion in schools is ‘principles of an inclusive ed ucation service’ which is cited in SCCD Note 2012 p20) 3.1: Review ways in which elements of the minimum core can be demonstrated in planning inclusive learning and teaching The minimum core includes literacy, numeracy, language & ICT. It is a current government requirement across the National Curriculum initiative (2002) which has now been implemented into each school and teachers need to enhance and provide opportunities for the learners to demonstrate appropriate knowledge in functional skills (Ellis, 2004 p92). For example, the Numeracy across the Curriculum initiative (2002) was adapted by each subject department especially maths by organizing, and designing a numeracy co-ordinate scheme of work to link using maths in the real world. It set out an agreed approach to the teaching of agreed numeracy skills, methods of calculations, and the use of calculators and ICT etc as explained in Ellis (2004 p94). In my practice, I created a starter in my lesson plan to identify learners’ prior knowledge and build upon the maths with whic h they have been exposed to and makes them feel confident. This allows me to identify learners who have particular difficulty with maths or with every other numeric issues as argued in Ellis, (2004 p97), allowing all the learners to interact positively and discuss as a group telling each other what they know and when they learnt it (mostly in their primary schools) which creates an inclusive learning and teaching atmosphere. In agreement with cross-curricular priorities (2002, cited in Ellis, (2004 p97), I ensured that I decided on SMART and differentiated learning objectives which focuses on and relates to accuracy, interpretation and  presentation and reasoning and problem solving which will normally involve consolidation of maths skills and application of the topic being taught. I recall use real life long multiplication problems to provide opportunities for the all the learners to interpret and apply just multiplying 2 or 3 digits numbers together to reasoning on how it is used on a daily basis without knowing which was fascinating to them. In my practice, I decide and plan several teaching and assessment strategies like questioning, worksheet, discussion, individual/group/ peer assessment etc which allows the learners to think and reflect on their knowledge of mathematics in order to decide by themselves what is expected of them. For example, in my last mathematics lesson, I handed out mental maths worksheet with 10 questions without explain to them what to do as a starter, they attempted all the questions and self-evaluate themselves. Also, the National Curriculum (DfEE/QCA 2000) and the Framework for Secondary English defined literacy as reading, writing and speaking and listening to maintain parity. Wray (2001), makes the point when discussing literacy in relation to teaching and learning that: â€Å"It is usual for secondary teachers to recognise that many of the processes involved in supporting literacy are also involved in developing learning† (Wray 2001, p50 cited in Ellis 2004, p83) In my practice, I plan to embed activities like literacy Skill activity to provide opportunities for the learners to demonstrate their reading, writing, listening etc skill in my lesson, in my literacy objectives (taken from the Strategy’s Framework), but I first of all identify, before I select the aspect of literacy that the learners needs to develop, which will blend in with the topic being taught, and decide the appropriate strategies that will help them to be able to meet the objectives in the lesson as mentioned by Ellis (2004, p83). As explained by Ellis (2004, p83), my school maths department, adapts the scheme of work from The Framework for Secondary English (2008) which includes literacy objective in combination with QCA’s scheme of work their publications Language for Learning (QCA 2000) and language at Work in lessons (QCA 2001) which demonstrate, through worked example, how literacy objectives can be employed effectively in planning the classroom practice. For example, I recall always asking the learners about their prior knowledge (Langer, 1981 cited in Ellis 2004, p83) at the start of each lesson on a topic to be discussed, which allows me to assess their knowledge as a basis for further  planning, allowing them to listen, speak and have a good interactive discussion amongst themselves which automatically creates an inclusive learning and teaching atmosphere. I also, plan to observe the learners as they read, write and compose, demonstrate, carry out individual/group activities etc as the main part of the lesson which is an idea derived from Vygotsky (1962). In plenary to reflect upon and take control of the learning which can develop their metacognitive intelligence, (one of seven different intelligences identified by Gardner, 1993 cited in Ellis, 2004 p85) ICT Across the Curriculum initiative (2004) was described as â€Å"the technical and cognitive proficiency to access, use, develop, create and communicate information appropri ately using ICT tools. Learners demonstrate this capability by applying technology purposefully to solve problems, analyse and exchange information develop ideas create models and control devices. They are discriminating in their use of information and ICT tools and systematic in reviewing and contribution that ICT can make to their work as it progresses† (DfES 2004, p.7 cited in Ellis 2004, p105). In line with write ups in Figure 10.1 cited in Ellis 2004, p105), and with the other cores, I firstly plan the activities like learning outcomes, assessment point, timing, and learners expectations in detail, I prepare support materials like interactive worksheets, displays, plan to assess and evaluate what I want the learners to achieve from the activity with the use of learning objectives, refer to the actual aspect of the activities that provided opportunities for the learner to demonstrate ICT, and discuss and get feedbacks from the learners in terms of access to the equipment and link, and students ca pabilities. In my practice, I plan to provide opportunities for the learners to demonstrate their ICT skills by introducing the topic and outlining the lesson objectives on the smart board, and instruct them to access the ICT and on the familiar world wide web links www.mathsisfun.com I plan for them to research the topic and study independently on it for few minutes before handing out the worksheet for them to check for their knowledge, have a group discussion and self/peer/ peer assessment. I plan for learners with ADHD to complete their work and access the maths game, which serves as a short break before returning to their work which always encourages all the learners to be engaged and complete their work and meet the set target for the lesson promoting  inclusive learning and teaching environment. REFERENCES 1. Anderson, L. W. et all (2013) Bloom’s Taxonomy of Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html 2. Chapman, A (2005-2012) free VAK learning styles test. â€Å"vak – visual, auditory, kinesthetic – learning styles model and free selftest† http://www.businessballs.com/vaklearningstylestest.htm (online) accessed 20/06/2014 @ 11.30 3. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Literacy across the curriculum (chapter 8) 4th Edn. Learning Matter 4. Ellis et all (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching Numeracy across the curriculum (chapter 9) 4th Edn. Learning Matter 5. Ellis et al (2004) â€Å"Learning and Teaching in the secondary school† Professional knowledge across the curriculum (Part 3) Teaching ICT across the curriculum (chapter 10) 4th Edn. Learning Matter 6. Fleming, N (2011) â€Å"VARK – A guide to learning style† The VARK Questionnaire-How Do I Learn Best? http://www.vark-learn.com/ english/page.asp?p=questionnaire accessed 19/05/2014 @ 12.00 7. Gravels, Ann. (2012) Passing PTLLS assessments 2nd Edn. Chapters10,11 12 sage publications, UK. 8. Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood, Cliffs, N.J. 9. SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 10.SCCD Hand Notes (2012).†Developing Differentiation and lesson planning skills† What makes a good lesson (pg. 17-20) 11. SCCD Hand Notes (2014 pg.5-7 ) Learning-approaches-principles-and-theories-2011-09-12.pdf Division of Learning &Teaching Services 2011 12. SCCD Note (2014) â€Å"Chapter 1: Know Yourself — Socrates Kolb’s Experiential Learning Model† Unit 3: Foundations for Success Lesson 7: Learning Models accessed 21/06/2014 @ 01:00 B

The eNotes Blog For Students eNotes Intern Spills on the Other Ways to Prepare forCollege

For Students Intern Spills on the Other Ways to Prepare forCollege Your teachers and counselors may have all of your academic college-prep under control (or if not, is here to help), but we at know that theres a lot more to the adjustment of going off to university than pure schooling. Most of you will be moving away from home, and aside from the stress of taking your first midterms or deciding your major, youll have to deal with the daunting, albeit exciting, life change of surviving on your own for the first time. The thing is, a young mind isnt going to be able to function on a diet of MSG or amongst that mounting pile of laundry you double up as a bean bag. With that in mind we asked our intern, fresh out of UCLA, for some sound advice on how to survive and thrive in your first year.  Whether youre spending your last summer before becoming an undergraduate or youre several years into the college system (its not too late!), youll probably want to follow these useful tips: Learn basic life skills If you haven’t learned how to perform basic tasks like laundry and cooking, do it now. You would be amazed at the sheer numbers of kids who come to college and end up with a load of pink underwear because no one told them not to wash reds and whites together. And then there are those who rely on Febreze alone to do the job, but I wont go there Dont become a social pariah in your pink pants or smelly shirtsdo your laundry people! Learning how to cook may not seem important if you’re moving into a dorm, but once you decide you’re sick of living in a closet and sharing a bathroom with fifty other people, it will be nice to not have to survive off ramen and Marie Callenders pot pies. Watch your mom or dad. Give yourself that edge so you know how to function as an adult while others flounder around you. Trust me, beans on toast is not date night material. Keep to a schedule An 8 AM class may seem like nothing when you sign up for it. You’ll think to yourself that you did it every day in high school, that it won’t be a problem to do it again in college. However, there are a few factors that change this radically. First, most college classes do not require attendance. It is much easier to justify skipping class when you’re tired from studying (or partying) the night before and you know your professor won’t notice whether you’re there or not. Secondly, your parents won’t be around to make sure you’re out of bed and getting ready. If you’re lucky and you have a considerate roommate, they might wake you up if they notice you’re oversleeping, but that is extremely unlikely, as they will have their own schedule, their own problems, and their own Harry Potter FanLit following to worry about. Keeping a schedule over the summer means that you won’t have to readjust to waking up before noon and doing something other than playing video games in your underwear all day. You can still relax, but at the same time, try to wake up early and go for a bike ride or read a book. You’ll benefit from it later on. Attend orientation If your college offers an orientation program, attend it, whether it is mandatory or not. It will help you prepare for classes, get you familiar with the campus, and introduce you to fellow freshmen. Even if you have friends attending the same college as you, it can’t hurt to make some new friends before you plunge into the deep end in the fall. It’s also nice to revisit the campus in full knowledge that you will be going there in a couple of short months. It’s a good feeling. Orientation helps because, when fall rolls around, you won’t be feeling quite so out of your depth. Take a tour of your campus and housing If possible, taking tours and seeing where you will be going to classes and where you will be living helps out a lot. It will also assuage some of your parents’ fears. Again, it’s all about familiarization; it’s hard enough to adjust to a completely new lifestyle. If you already have some idea of how to get around campus without getting lost you’ll feel a lot more comfortable. In addition, touring the dorms will let you know just how small a space you will be living in, and maybe it’s not such a good idea to bring your giant flatscreen or your entire collection of books. Participate in social media sites belonging to your school I just graduated from UCLA, and I can easily name, off the top of my head, at least five websites actively used by a large portion of the student population that bring us closer together as a community. Some are informative, some are entertaining, and others are bizarre. Look into what your college’s online community is like; reddit.com is host to many lively college boards and may be a good place to start seeing what the people on campus are like. You might even find a place where you can ask any questions you might have, and get more advice that is specific to the college you will be attending. Connect with the students themselves; knowing the inside information on which dining hall to avoid, which professor is most likely to offer extra credit, or the best places to study on campus, is invaluable. Exercise The Freshman Fifteen is not a myth! Dining halls are enticingly convenient and often all-you-can-eat. Sometimes, it’s just easier to grab a basket of fries rather than assembling a salad of questionable freshness. Establish good habits now, rather than suffering later on. Want a dining commons trick? Mine offered grilled chicken breast sandwiches at one station, complete with sugary  barbecue  sauce and onion rings. Nice for a cheat day, sure, but not for everyday. One trick I learned was to ask one of the cafeteria servers for the chicken breast only. This I chopped up and mixed in with a salad from the greens station. Its a fact of college life that youll sometimes have to get creative with your DC food if you want to eat well. Most universities also hold intramural sports leagues every quarter. These are designed to be fun and a little bit silly (popular ones include indoor soccer, extreme frisbee, inner-tube water polo, and yes, even quidditch) but will help you work up a sweat nonetheless. Theyre also one of the best ways I know to meet new people and bond with your fellow dorm mates.

Gender and the Decision to Run f essays

Gender and the Decision to Run f essays The article Entering the Arena explores the relationships of women entering the political arena of electoral office. Richard Fox and Jennifer Lawless explore why women choose to run for elective office and why there are more men in these elective offices than women. The authors argue that there are not enough surveys taken to fully understand why women choose to enter the electoral arena. Political scientists seem to focus on three phenomena that have come from surveys from past years. The incumbency advantage, candidate recruitment and the professions of the candidate play a role in why women do not run for electoral offices. Yet none of these explanations for womens under-representation considers the decision-making process by which women or men become candidates for public office (Entering 2). If the proper research is implemented in the next few years, I believe we will find the answers to these questions. The authors argue the experimental research on the initial decision to seek elective office is scarce and the experimental research on how people choose to run for office is difficult to implement. Their hypotheses are to study gender differences in political ambition through a survey of eligible women and men for electoral offices. Richard Fox and Jennifer Lawless used the Citizen Political Ambition Study, a national survey of possible men and women in the eligible pool for elective office, to explain why this under-representation of women exists (EtA 6). For the most part the prospective candidates backgrounds were made up of, law, business leaders, educators, and political activists. The political activists group was added for a diversity of occupations. The final results concurred that womens under-representation is prevalent in todays society. The gender-balanced eligibility pool ended up to be controlled by men. Regardless of the fact that women are just as...

What does it mean to say that the Jews are Gods chosen people Discuss Essay

What does it mean to say that the Jews are Gods chosen people Discuss with reference to the concept of covenant - Essay Example ir demographics and any other factor or variable, it is one of their religious beliefs that is more attention catching and debatable than anything else in the case of Jews. It is an observation that Jews have repeatedly emphasised on their superiority over all other creatures based on their religion. In specific, they call themselves as the covenants of God. According to the definition of the term ‘covenant’, it refers to any mutual agreement or understanding between two parties in the light of some terms and conditions enclosing some do’s and don’ts (Jospe, Madsen & Ward, pp. 52-59). Quite understandably, Jews hold the belief, based on religious historical events and their scriptures that they have an agreement with the God, which binds the God to prefer them on others. In return, Jews would have to follow the laws, rules, and regulations of the God through the prophets that He sent. In this regard, this paper is an attempt to analyse and examine the same belief of Jews as God’s chosen people based on scrutiny of the concept of covenants. In addition, this paper would not merely discuss the reasons for this belief but would also try to explore the alternative views and criticism on this idea. Like any other monotheistic religion of the world, quite understandably, Jewish people believe in one God. However, they, at the same time, also are of the view that there is some sort of special pact or agreement between them and God, and that Jews are obliged to abide by the laws of God than any other people. The major reason of such belief being that it would be the Jews, leading from the front when Messiah would come back to bring order in the world near the Day of Judgment (Solomon, pp. 256-260). Moreover, for all this activity, Israel would be the center and Jews would be the vehicle. According to Jewish traditions, Abraham was first one with whom God made a covenant. According to the chapter 12 of Book of Genesis, God told Abraham, â€Å"I will make you a

Age-related changes Essay Example | Topics and Well Written Essays - 1000 words

Age-related changes - Essay Example p53: may induce apoptosis by the induction of oxidative stress caused by an inappropriate up regulation of Mn superoxide dismutase and glutathione peroxidase; may play a role in apoptosis mediated muscle wasting; and, is increased in quail muscles after 7 or 14 days of unloading. p53 has been reported to be unaltered during atrophy induced by nerve injury as an example. Immobilisation at shortened length induces atrophy, while in a lengthened position it produces hypertrophy attributable to addition of sarcomeres in the longitudinal direction. In the shortened position it induces fast isoforms. These differences may be due to the elevated expression of Insulin-like Growth Factor-| (check symbol) | in stretched muscle which are not altered in shortened length. Atrophy and loss of strength are not prevented by regular unloaded contractions due to electrical stimulation but are attenuated or followed by hypertrophy by the application of intermittent weight bearing or strength training in human and animal studies. Neurotrophic factors are important determinants of the skeletal muscle contractile properties. During chronic electrical stimulation via the nerve the effect of the neurotrophic factors cannot be totally excluded. The disuse and denervation may not have the same effect on skeletal muscle. During CORP and C (cutoff in the document), muscle wasting is a serious complication and it contributes to exercise intolerance and reduced survivability in many cases. Atrophy is not always evident. The lower muscles seem to lose more strength than the upper muscles. This may be due to muscle disuse. Inactivity is not necessary the main account for the skeletal muscle alteration during CORP and CHF. It may be due to hypoxaemia. There is a strong predictor that the systematic inflammation is the primary cause of muscle wasting. This may be seen by elevated plasma levels of TNFa. It has been reported TNFa to reduce titanic force in single muscle fibres within an hour