The Artwork Brinco by Judi Werthein

Judi Werthein was born in 1967 in New York. She lives and works in a city called Brooklyn. Since she was a child, Werthien has been involved in art work and that is where she gets her inspiration. One of Werthein’s artwork is the Brinco. This is a type of a high-top tennis shoe found in Mexico and the United States of America.Advertising We will write a custom essay sample on The Artwork Brinco by Judi Werthein specifically for you for only $16.05 $11/page Learn More It was devised by Werthein and given out to a large number of Mexicans who were preparing to migrate (illegally) into the United States soil. Brinco was originally designed and equipped to help illegal immigrants to trek to the USA. The term Brinco refers to the act of crossing the border from Mexico to the United States. Werthein’s shoes had a compass and a flashlight to help the immigrants who crossed at night (The Balkans project 5). They also had painkillers to help immigra nts who might be injured along the way. They also had a pocket where the immigrants could hide money and a map to help them as they crossed over to the USA. The toe of the shoe was embroidered with an American Eagle which represented their dream land. Werthein’s shoes were sold in most parts of America especially at the border as a special and unique art object at the price of $200 per pair. The proceeds from the sale were used to provide necessities for the people living in Tijuana. The estimated number of shoes given to the Mexican immigrants was 1000 which were produced in China. This caused a lot of controversy in the United States since they wondered why they too could not be given the shoe freely (Regine 2). This made Werthein to be a frequent guest in talk shows and was a main feature in news. However, she received some bad mails from people who did not support her project. Werthein’s pair of shoes was simple and was produced using cheap labor which was availabl e in the global market. To reduce the tensions ignited by the mobility in the global market by factories that were also seeking for cheap labor, Werthein shoes were manufactured in China following strategies and models used by other factories operating outside the United States in disheartened economies. Werthein’s project arbitrates on the global flow of labor and goods and also concentrates on issues of trade across borders among others. It also addresses the inconsistencies between competition and fashion in factories and the theme behind the concepts of labor geography in the global market (Anon. â€Å"The Irresistible force† 7).Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More Werthein shoes were later sold in other parts of the world, for instance De Apple where Werthein set up a Brinco shop. The profit realized from the sale of the shoes was used to support the immigrants living in Tiju ana. Inspired by her new project, Werthein went to study in India, where she got a chance to observe the farmers who used to collect seeds of cereals, beans and rice, to breed them for better farming. Werthein was really moved by their creativity and wanted to transfer her experience to improve farming in Scandinavia. She started by planting some traditional potatoes (the staple food) which she found out that place and they could be used in a variety of ways. Using the potato, Werthein was able to understand the cultural aspects related to the consumption of potatoes, the regulation imposed on the production of agricultural products, and the problems associated with those regulations. Works Cited Anon. â€Å"The Irresistible force.† Romanian Cultural Institute, 2007. Web. Regine. â€Å"Trainers for border crossers.† Creative commons, 2010. Web. The Balkans project. â€Å"Words and art from the Balkans;† Balkans project, 2010. Web. This essay on The Artwork Brinco by Judi Werthein was written and submitted by user Ariana Guthrie to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Modern Communication and Transportation Essay Example

Modern Communication and Transportation Essay Example Modern Communication and Transportation Essay Modern Communication and Transportation Essay Inventions and improvements of existing transport and communication systems have resulted to various changes. The cultural and social structures of various communities have greatly been influenced by modern communication and transport technologies. Additionally, the cultural integration and social lifestyles of people will be altered. For instance, if people travel across the world for business and other economic purposes, there will be a social interaction among several people with different culture which results to intermarriages. This causes variation in both culture and lifestyle because of genetic differences between the people in the marriage. Additionally, when people travel across the world, they will copy the cultures and lifestyle of other people such as language, religion and custom and try to incorporate it in their tradition and this will result to human variation (Rodrigue, 2010). Modern communication and transportation will result to differences in climate and environment. There is likelihood that the development of infrastructure across the world will result to transport related air-pollution. The people will be exposed to certain toxins and this will call for both intelligent and adaptable behavior of human beings. The changes in the human behavior will result to human variations. Modern transportation and communication can continuously impact global climate change. Despite the fact that transportation and communication brings people and goods together leading to economic benefits, it has long-term and undesirable side effects. This is particularly in terms of air pollution in urban area and emissions of greenhouse gases. Each year, the health consequences of urban air and sound pollution are very high and this results to premature deaths. Additionally, the negative effect of modern communication and transport is high on local populations especially the poor in developing world cities. The pollution and congestion in the urban areas hinders local, national and regional economic growth. Reference Rodrigue, P. (2010). Transportation and Economic Development. Retrieved August 12, 2010 from http://people. hofstra. edu/geotrans/eng/ch7en/conc7en/ch7c1en. html

What did being an American mean to Douglass and what did he do to mold Essay

What did being an American mean to Douglass and what did he do to mold himself into an American - Essay Example For him America was a nation with great potentiality and it was hindered by slavery and racism. The black females were tortured and abused by white masters which were not an ideal characteristic of an American citizen according to Douglass. The American need not harm others to achieve any benefit. Being an American means giving justice to all and working towards goodness of others. According to Douglass, mutual co – operation and harmony were qualities an American need to possess. He thought being an American means to fight against slavery and suppression. Being an American means to have good education and knowledge. As per (Douglass) â€Å"Once you learn to read, you will be forever free.† Being American means having freedom to live learn and work. For Douglass, an American needs to see each other as a part of a family and care for each other. An American needs to struggle in order to progress. The moral and physical struggle should be an identity of a true American. According to ( Douglass) â€Å" If there is not struggle there is no progress† America being a Christian dominant country needs to work towards a peaceful and impartial society. He wants an American where there is no corruption, slavery, women – abusing, hypocrisy and impartiality. For him an American means one with justice, prosperity, knowledge and equality. For Douglass being an American means to fight for justice, liberty, truth and humanity. To be an American one need to reform the existing evils in the country. He wanted to be an American who could make political changes in the country and abolish slavery. An American would be one who advocates for the right of every man and woman. The first step taken by Douglass to mold to be an American was to get educated. Education made him knowledgeable and confident. To become a true American he resisted slavery and racism. He stood for himself and his race and fought for

The Effects of Economic Aid to Third World Nations Term Paper

The Effects of Economic Aid to Third World Nations - Term Paper Example This question has been repeatedly being asked and emphasized on by various scholars over a long period of period. In 1972, Papanek was the first one to develop a constructive relationship between growth and aid. In 1985, Singh also seconded Papanek that a cohesive relation exists between the economic growth and aid in Third World nations. In 1993, Synder also propagated the ideas of Papanek and Singh but taking into consideration the size of the country. In 1997, Dollar and Burnside acknowledged this positive relation on the premise that it works nicely if the country is meticulous in making policies and it also implements policies according to donor countries, policymakers in beneficiary’s countries and also considers multilateral support firms. In 1999, El-Kaissay and Fayissa profound into this thought and reap the same positive correlation. (Duc) Aids come in several forms; for instance food assistance, military aid, humanitarian emergency support, etc. The growth aid has a lways been recognized as important for helping poor nations of the world to bring them out of impoverishment. The affluent nations of the world decided to give aid of 0.7% of their Gross National Income to poor nations in 1970 as an official global development support each year. But this target has never been achieved. Regardless of the fact that countries have given billions of dollars in cash to poor countries each year they have never met the standard set by them. Some scholars believe that aid has a pessimistic affect on the development of developing countries. In 2000, Knack argued that excessive aid destroys the quality of government, exploits it, and augments the corruption in that region and thus growth is affected negatively. In 2003, Roodman, Levine, and Easterly examined a huge sample size to test the premise of Dollar and Burnside, and the result they found didn’t quite support the positive relation proposed by Dollar and Burnside. (Schoolland) Every rose has a th orn. And thus aid does not come for free. It bears an expensive price to the developing nations. Mostly, the top most condition for aid is that the recipient country must buy over expensive services and goods from the donor nations. Also, the amount of aid is planned and set by affluent countries that following their protectionist policies restrict poor nations to access the market. Most assistance does not really go to the poor nations who are in most need of it. Furthermore, huge projects or enormous striking strategies are deemed to failure to assist the susceptible as mostly, money is used the wrong way. On the contrary, it has also been observed that developing countries with strong economic policies and high-quality governmental institutions have augmented their growth with aid rather than without it. The Gross Domestic Product of countries receiving aid has increased by 2.7% per capita in contrast to countries not receiving aid, with 0.5% per capita. But, some countries who o nly received some aid have achieved a 2.2& per capita of growth. It all basically depends how the aid is utilized; a sound management and high-support by rich countries leads to 3.7% per capital Gross Domestic Product according to World Bank. (Bovard, 1996) Let’s look at the impact foreign aid has on some countries. The current experience of South Asian countries is exemplary. With foreign aid, Bangladesh has

Cost Accounting Proposal Essay Example | Topics and Well Written Essays - 500 words

Cost Accounting Proposal - Essay Example Such things as raw materials would not be included on the balance sheet because it is non-existent. Some intangibles might be included as well. Another area of consideration is the income statement, which would include such items as expenses, marketing, net income, purchases, and beginning and end inventory. Monitoring and measuring capacity utilization and productivity levels on a continuous basis will ensure streamlined operations, resulting in an increase of return of investment for the parent company. Efficient operational activities lessen the total costs that must be allocated to the final product, increasing overall profitability and growth potential for the newly formed online business unit. There are various cost allocation methods that one could use to allocate cost. Three methods commonly used are the direct method, the step method and the reciprocal method. The direct method focuses on charging cost of support service departments to internal customers. This method does not make allocations among support-service departments. A disadvantage of this method is it does not take into account that the services that one department may provide support to another and cause higher cost allocations to the production department.

Overview And Causes Of Pica Disorder Biology Essay

Overview And Causes Of Pica Disorder Biology Essay Pica Disorder is the affliction that causes people to have a sudden urge to consume non-food related items (1). This disorder has baffled scientist for decades, and research has yet to come up with a clear reason or cause (1). Pica disorder can be found in literature as early as Hippocrates, and has been classified by many ancient scholars during the middle ages and Renaissance times (1). Many explorers, missionaries, and colonist have also written accounts about pica disorder in their journeys (1). Many of these early descriptions placed pica disorder as an intense desire to consume non-food related items, and has been described as a cultural phenomenon with no physiological cause(1). The word pica comes from the Latin word Pica pica which is the name of the magpie, a bird that is described to have an erratic appetite (1). Other names include cachexia Africana (named by doctors who took care of the African slaves), citta, mal destomac, and malacia (1). Pica disorder is prevalent among pregnant women and young children because they are the most biological vulnerable, and can also be found in people that are undergoing renal dialysis, have celiac disease, and those who have a red blood cell defect such as sickle cell anemia (1). The disorder can cause many different affects on the body with both positive and negative results (1). Some negative effects include: metal poisoning, damage to internal organs, and some weight gain (1). Positive effects may include: providing important micronutrients that the body lacks (Fe, Ca, or Zn), possible relieving stress on the gestational tract, and preventing harmful pathogens and bacteria from entering the blood stream (1). Several explanations have been provided to explain what causes pica disorder such as: psychological stress, dyspepsia, general hunger, protection against toxins and pathogens, and a side affect of iron deficiency which can cause anemia (1). In medical literature the definition of pica is, the craving and purposive consumption of substances that the consumer does not define as food with symptoms lasting longer then one month. (1). This clarification indicates that pica cannot be classified as the accidental ingestion of dirt or other non-food items, and the individual must voluntary consume the substance (1).The urge for pica can be compared to the addiction of tobacco, drugs, or the consumption of alcoholic beverages (1). The list of pica substances is countless, but a few of the major items include the consumption of: dirt, raw starch (uncooked pasta), ice, paper, chalk, eggshells, coffee grounds, matches, and in extreme cases needles or other sharp pointed items (1). Body Major Forms of Pica Disorder The consumption of dirt, clay, and chalk for the nutritional value that they might contain is called geophagy (1). This practice is prevalent among pregnant women, and in some communities might reach up to 60% of the population (1). The soil can be prepared by baking or frying, and the amount of dirt ingested ranges from 20-40g, and can range from consuming pieces of pottery, or eating beans that have a high concentration of dirt found in them (1). Most of these items include some type of clay in them, which contains a compound called kaolin, which is ingredient found in some anti-diarrhea medications (1). Another alternative to eating soil or clay is found in the consumption of other non-nutritional foods such as raw starch which is known as amylophagy (1). Most of these starches come in the form of raw foods such as uncooked rice, pasta, and starchy rubbers (1). The consumption of these starches ranges from a couple of grams per day to 1kg (1). One other major form of pica disorder can be found in pagophagy which is the consumption of ice (1). Unlike the average person that might suck on an ice cube or two, someone who practices pagophagy consumes several glasses of ice a day (1). Several Hypotheses There are several hypotheses that explain the environmental factors that might cause the onset of pica. These hypotheses can be broken down into three sub-categories: hunger, micronutrient deficiency, and protection against toxin (8). Researchers, however, have found little to no information on the genetic basis or mechanism that is associated with pica disorder. This lack of data is associated with researchers not having acknowledged that pica disorder is prevalent among many populations of the world today, and the belief that pica is just a mental ailment (8). Conducted Research on Anemic properties and Pica Disorder The main hypothesis concerning pica disorder is the association between pica and anemia (1). Some researchers have hypothesized that pica is a symptom which is developed when one becomes anemic (1). In two different studies, pregnant women were tested for several different variables. In the first study, researchers took a group of 823 pregnant women from Turkey and analyzed their relationship between anemia and pica (5). The second study consisted of pregnant women found in Tanzania that were tested to see picas involvement with immunodeficiency diseases (HIV), iron deficiency, soil transmitted helminth infections such as malaria, and the potential danger of infection of parasites (7). The demand for iron in a pregnant woman is much greater then the average human because of the increasing amount of blood cells needed for the mother and the fetus (7). The lack of iron can result in iron-deficiency anemia, abortions, false labors, and multiparity (5). In a worldwide study it was found that 20% of all maternal deaths resulted from anemia, and can also lead to premature births, underdeveloped infants, increased infant fatality, and a decrease in fertility (5). In the study done in Turkey, researchers were able to find that out of the 823 pregnant women studied, 1 out of 10 exhibited pica behavior (5). Most of these women were illiterate and were in a lower social class that resulted in less consumption of animal protein, and the lack of funds to take iron supplements during their pregnancy which resulted in deficient amount of iron, folate, and vitamin B12 during their pregnancy (5). In the study done in Tanzania, researchers found that 82.6% of the women studied had anemia where about 29% ate soil on a regular bases (7). Those that consumed soil were 75% more likely to have severe anemia when compared to those that didnt (7). Women that showed signs of iron deficiency (such as a decrease number of hemoglobin) were also more likely to consume pica substances (7). T here was no correlation between HIV and geophagy, and women that had malaria did not consume soil which could be a result of soil containing traces of iron which makes the conditions of malaria worse (7). The amount of Ascaris lumbricoides (round worm) found in the pregnant women was much higher in those who practiced geophagy (7). Geophagy became more prevalent as the pregnancy progressed (7). This could be the bodys response of supplying more iron to form more hemoglobin (7). Another purposed hypothesis is that when an individual practices in consuming non-food related items this can result in anemia (1). This hypothesis states that the intake of non-nutritional elements does not result in a positive result or a decrease in this deficiency (1). The mechanism behind this phenomenon is found to be caused by tissue enzyme deficiency and this includes Fe and Zn deficiencies which play a role in appetite regulating brain enzymes (1). In one study, three subjects were tested that exhibited different types of pica (4). One subjected consumed at least two super-sized McDonald soda cups filled with ice a day which resulted in heavy bleeding during her menstrual cycle (4). Another subject would drink iced water three to four times a day which resulted in the formation of colonic polyps which caused bleeding (4). The third and final subject would chew on rubber bands with a specific color and diameter (4). All three of the individuals were mentally stable, and had no history of mental ailments (4). After treated with iron supplementation, one subject was able to stop their pica condition while the other two were still undergoing treatment (4). It has been suggested that the reason why individuals that have developed pica eat ice in an abnormal amount is because glossal pain on the tongue can develop because of iron deficiency, and the ice actually soothes the pain (4). It has also been suggested that stress that is formed in the upper gastrointestinal tract (such as heartburn or nausea) brings on the urge of consuming pica elements (1). This is because some pica elements contain high traces of alkaline which can act a suppressor and reduce the gastric pH in the gastrointestinal organs which would reduce the pain induced by heartburn or nausea (1). This however does not take into account for the individual that chewed on rubber bands (4). In another case report, a 22-year old African woman was diagnosed to have severe anemia (6). The woman had complained of immense fatigue, and it was found that she had been consuming a stone that was high in kaolinite and quartz for the past 15 years (5). After removing traces of the stone in her body and providing iron supplements, the woman was able to recover from her sever anemia, and a check up 3 months later showed a satisfactory blood count and stable iron levels (6). A possible reason to why this stone made the woman develop severe anemia is because of the high levels of kaolinite found in the stone (6). Kaolinite is a compound that is able to absorb concentrations of Fe2+ and Fe 3+ in the duodenum, which is where iron is absorbed by the body (6). This could have caused her to develop a deficiency in iron which could have led to her having severe anemia (6). In many cases of pica, iron deficiency or anemic properties are present in the individual (1). There have been positive results that show livestock that have developed iron deficiency and have engaged in pica activity have shown improvement in their iron deficiency (1). However, sodium is the only known nutrient that is craved in humans, and some data shows that most pica substances have little to no iron in them except for soil, which the iron content of is less known although some acid base tests have been taken which resulted in some pica substances containing nutritional elements such as Fe, Zn, Cu, and Ca (1). These tests however do not take into account the pH of the intestine, and the site of these nutritional elements such as Fe (1). Overall this hypothesis is an intriguing one, but does not have any current data that suggests that consuming pica elements actually help elevate iron deficiency or other nutritional deficiencies (1) Pica used as protection against pathogens and toxins A recent hypothesis that has come up in the scientific community is that pica substances are consumed to protect against harmful chemicals and pathogens (1). Clay is shown to exhibit toxin-binding properties, and kaolin (found in some clay) is an active ingredient found in some anti-diarrhea medications (3).These toxins can come from plants, which produce toxins as a protective measure against predators (1). These toxins can cause dizziness, muscle pains, and other unwanted side effects (1). Other chemicals can enter food via bacteria such as Escherichia coli and Staphylococcus aureus (1). Viruses and parasites can also enter the body and cause damage (1). In a study done with rats, the rats were injected with a chemotherapy agent (cisplatin), and then given doses of kaolin (3). The rats that were given kaolin showed less acute symptoms then the rats that were injected with cisplatin which exhibited a decrease in appetite, and weight loss (3). Kaolin could have played a role in decre asing the anxiety felt by the rats, and possibly sped up the recovery process (3). The mechanism on how clay and kaolin work on the body is still a mystery, and does not solidify the hypothesis that pica substances play a role in elevating pain from toxins or other chemicals (3). Conclusion Although pica disorder has been known since the time of Hippocrates, it is still a mystery to many researchers (1). The next step to further the knowledge about pica is to take a multidisciplinary approach, and to shift the idea of pica just being a mental ailment to pica also playing a physiological role in individuals (8). It is not fully understood to whether pica plays a role in the onset of anemic properties or if pica is a side effect of anemia (8). There is also the possibility that pica can contribute to the prevention or relief of toxins and pathogens from entering the blood stream (1). Although pica is not fully understood, it still must be taken seriously, as the effects are still not fully understood and could result in many complications that can lead to suffering for individuals that experience pica symptoms (1).

The Psychological and Emotional Impact of Domestic Violence Essay

Surprisingly enough, domestic violence affects more than just the immediate victim. Domestic violence is a growing, widespread social problem in America. In the majority of all cases, the victim is spousal or intimate. Children that live in a household where domestic violence is prevalent are also affected. Domestic violence not only has short-term effects on the victim, it also has long-term effects. The long-term effect of this violent abuse is usually physical, psychological, and economical. The immediate effects of physical violence are usually obvious, but the long-term effects seem to hide deep within the victim’s body. Many physical injuries sustained by women seem to cause long-term medical difficulties, particularly as they grow older. Many experience arthritis, hypertension, and heart disease because of broken bones, high stress levels, frequent medical deficiencies, and scar tissue from internal damage. The primary and immediate focus for most victims is the physical injury, while the emotional and psychological abuse inflicted has a larger impact overall. Depression, which sometimes leads to suicide, is the most traumatic effect of domestic violence and abuse. In addition, victims may also experience Post Traumatic Stress Disorder. This disorder’s characteristic symptoms are flashbacks, nightmares, anxiety, and insomnia. Children that live in the violent environment may also fall victim to behavioral or emotional deficiencies, including depression and anxiety. A...

Assessment for Learning Essay

The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach†¦ perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by Success@Bristol (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-What’s in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Adaptation Proposal The Death of Ivan Ilyich by Leo Tolstoy

Adaptation Proposal The Death of Ivan Ilyich by Leo Tolstoy The ‘death of Ivan Ilych’ is a novella that focuses on the impending death of Ivan Ilych. Ivan was a high court judge in Russia during the 19th century. Despite having a poor relationship with his wife, Ivan had a good life. Ivan fell and suffered minor injuries while he was decorating his new apartment.Advertising We will write a custom essay sample on Adaptation Proposal: â€Å"The Death of Ivan Ilyich† by Leo Tolstoy specifically for you for only $16.05 $11/page Learn More The injuries resulted in a terminal illness. The novella focuses on the imminent death of Ivan Illych. The adaptation of the novella would portray the life of Chan. Chan is a high school student in modern day China. Chan has a modest upbringing. His parents taught him the value of hard work. Consequently, Chan strives to excel in his studies. His hard work has paid off as he constantly has the highest grades in his class. One day, while Chan was playing basketball wi th his friends, he suffered minor injuries. Initially, he thought that the injuries were minor. However, the pains did not subside with time. This forced him to seek medical attention. In hospital, Chan was shocked when the doctor told him that he had a highly advanced cancer of the brain. The doctor told him that he had about 6 months to live. The devastating news threatened Chan’s dream of attaining a high school diploma. His final exams were five months after his initial diagnosis. However, Chan did not want to give up on his dream. He could not conceive the notion that three and half years of hard work would go to waste. Therefore, he immersed himself in his studies. This is despite the fact that he knew that he may die before sitting for his final exams. Chan died soon after finishing his exams. He attained a very good score. The teachers and students honored him post-humorously.  The adaptation will target people of all ages. The story in the adaption can relate to pe ople of all ages. It is the story of despair, hard work, and eventual triumph. People of all ages may face the problems that Chan faced. Among different people, the ‘cancer diagnosis’ may be bankruptcy, loss of a loved one, or loss of a job. The story shows that determination and hard work enables people to overcome their problems. This is despite the magnitude of the problems.  The adaptation will strive to show that people should not give up despite the problems that they may face. People should always chase their dreams at all costs. Chan was an academically gifted student. However, he did not lose hope due to the cancer diagnosis. He strived to attain his dream of graduating from high school.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Eventually, he triumphed. He attained a very good grade.  Adaptation of the movie will face several challenges. One of t he major challenges is the ability to determine the most appropriate length of a certain scene. The length of scenes portray the focus of a movie. In the novella, the author focuses on the death of Ivan Illych. Therefore, adaptation would focus on the imminent death of Chan. However, it would be difficult to determine the most appropriate length of various scenes. In addition, it is difficult to find characters who would be able relay the message in the movie effectively.  The characters of the movie would help in tackling the above problems. Therefore, it is vital to choose highly talented characters who would be able translate the aura of the book to the movie. The movie will show how determination and hard work lead to eventual triumph. This is the main idea in the novella. In both the novella and the adaptation, the characters triumph.  The movie will use a deep focus. Deep focus will enable the movie to provide a clear and sharp image of a wide area. This will enable the mo vie to capture Chan’s environment more effectively. In addition, it would help in portraying factors that affect people who are in Chan’s generation. To achieve this, the movie will use a large amount of light. The aperture of the camera will also help in achieving deep focus. The movie will use a camera with a small aperture. Chan’s death is the most important scene in the movie. The movie begins with Chan’s dying breaths. He will be in his bedroom surrounded by his grief-stricken family and friends. The scene shows the sense of relief in Chan’s eyes and the sorrow in his family’s eyes. The sense of relief in the face of imminent death helps in raising questions among the viewers. Viewers expect people who face imminent death to have horror in their eyes. The movie provides flashbacks that show how Chan got to his current predicament. The flashbacks also show Chan’s relationship with his family and friends. In addition, the flashback s help in explaining why Chan did not face death with horror in his eyes. Despite having a short life, he had attained his dream of graduating from high school. Therefore, this scene shows characters that are central to the movie.

Top 10 Most Stressful Jobs of 2016

Top 10 Most Stressful Jobs of 2016 All jobs have aspects or components that make them stressful- even the ones that don’t seem like very high-stakes occupations. Certain scenarios or times of the year come up and it’s a mad sprint- all hands on deck. Crunch time.  Then there are the jobs that just don’t seem to ever let up. Here are the top 10 most stressful jobs of this year- based on deadlines, public scrutiny, required travel, physical risk, physical demands, environmental conditions, hazards, public interaction, and risk of one’s life. Starting to look pretty good to go into Library Science? 1. Enlisted Military PersonnelMaking less than $30k per year, and constantly risking one’s life, this is one of the most stressful jobs out there.2. FirefighterYour job is starting to look pretty cushy, when you consider that for less than $50k a year, on average, some people have to run into burning buildings on the regular. And you thought that big project was really making you stressed!3 . Airline pilotWith a median income of just over $100k per year, airline pilots are well compensated for the stress of ferrying hundreds upon hundreds of souls around the globe. That responsibility alone is incredibly stressful.4. Police officerMaking just a bit more than a firefighter, based on median income, police officers are also under a great deal of stress and risk of life.5. Event coordinatorEvent coordinators may not risk their  lives or limbs, but they are still the people  left holding the bag when anything- major or minor- goes wrong. If the hors d’oeuvres come out five minutes late- or early- or if the band has the wrong cord to connect their amp, or if there is a typo in the invitations†¦ You name it, they  gets yelled at. These aren’t life threatening stakes, but the stress is almost always at a high.6. PR ExecPublic Relations executives are responsible for the reputations and the fame-level of their clients. They don’t just have to man age logistics, they have to manage perception and public opinion. And that takes a lot of nail biting. Especially when their clients do something that requires the putting out of fires (albeit, of course, not literal fires).7. Senior Corporate ExecIf you’ve made it to the top of your company tree, it’s not all big bonuses and stock options. With every rung up the ladder comes a great deal more pressure. And with pressure comes†¦ you guessed it, stress.8. BroadcasterFor a surprisingly low annual median salary of less than $30k per year, a broadcaster is required to clearly and calmly read the news from a teleprompter often riddled with typos. She must be poised and in control at all times, as all of this happens live. You think public speaking is hard? Try doing it every day on television.9. Newspaper reporterYou won’t make a lot of money, and you’ll have to run headlong into potentially dangerous or volatile situations to get a story. And once you ge t it, you have to race to get it published first. One mistake and you’ll have lost your reputation.10. Taxi driverThis gig is perhaps the least well-paid of the top 10. Taxi drivers have to deal with rude people, drunk people, and people in a rush. Not to mention other lunatic drivers, rush hour traffic, accidents, and weather. Plus they’re stuck in a car. Imagine trying to find a parking space in NYC every time you had to pee!The 10 Most Stressful Jobs In 2016

Research Project Reflection Paper Essay Example | Topics and Well Written Essays - 500 words

Research Project Reflection Paper - Essay Example If one was suspected of having been an associate of witchcraft, torments were started until the victim gave up and confessed of having participated in the witch-hunts. Secondly, we learn of the staged s of witchcraft decline: the accusatory and convictions decrease stage and the conclusion of the matter. The impact of political, intellectual, social and economic factors are also looked and expounded holistically, and the way they did contribute to witchcraft decline. Therefore, the witchcraft decline is looked like a process cultivated by many factors, all brought together and brewing up the declining heat (Bever, pg. 276). On conducting the research, I faced several research limitations, especially with reference to the availability of scholarly materials. Some of the materials that I grasped to conduct were sometimes not so reliable. Reliable resources were quite limited, and it did call for me to conduct a thorough search on the primary sources in the university databases. Additionally, very few scholars have conducted research on the same topic. It was quite hard to find a consistent and reliable relationship between the research I conducted and the one that conducted by previous researchers. The research did call for analyzing primary resources on works done around 15th to 17th century. Sometimes the different scholarly articles could communicate different information at a similar topic. The bias prevalence was hence was quite a concern. Another bias is the language used in the primary sources. Having been written around 15th to 17th century, the language used was quite hard and did call for one t o take quite a lot of time analyzing the content. Many interesting topics emerged during the process of my research conduction. I would like to conduct further research on them, should a chance erupt. First, I would conduct a thorough research on Matthew Hopkins, a witch hunter in England. His career did flourish in an environment

Qualitative Interface evaluation Assignment Example | Topics and Well Written Essays - 2500 words

Qualitative Interface evaluation - Assignment Example In this regard, some authors have provided guidelines and methods for developing and evaluating graphical user interfaces (GUI) and web designs. Some of the guidelines and methods for evaluating a website are given below: i. Heuristic Evaluation ii. Cognitive Walk-through iii. Pluralistic Walkthrough iv. Summative Evaluation v. Formative Evaluation Apple Web Design Guideline vi. IBM Web Design Guidelines vii. Library of Congress World Wide Web Style viii. Yale Web Style Guide Selection and Justification of Two Methods In this paper, I have evaluated a website having URL: http://www.thorpepark.com/, using two of the above usability methods for evaluating a website. The first method that I have chosen for evaluation of the website is Heuristic Evaluation, developed by Jakob Nielson, it is the most increasingly used method for evaluation and improvement of user interface designs. As per a study on comparison of four techniques of evaluation, the largest number of problems in a website ( more than 50 %) were found by the method of heuristic evaluation, this include most severe as well as least severe. Four to Five (4-5) user interface evaluators (experts) are required, in order to evaluate a website by this method, but as far as this assignment is individual, therefore, the website has only been evaluated by me. The second method that I have chosen in this paper in order to evaluate the said website is Cognitive Walkthrough, a method for identifying and fixing errors that transpire when browsing and searching for information on a website. This method helps defining and evaluating goals, assumptions and tasks in users’ perspective. The cognitive walkthrough focuses on the user’s tasks, user interface design, user’s experience and how fast the user can learn the functions/tasks. Furthermore, this method uses fewer resources in terms of human, equipment and time. I chose both of above methods, for not only the advantages given above but also they a re poles apart from each other and we are expecting to have diverse results. Furthermore, these methods are used to evaluate the accessibility, usability and adaptability of the website, interface evaluation, with both perspectives user’s as well as website and its behavior. The browser that I have used in this paper is the Internet explorer version 9. Furthermore, I have given below the URL of the pages that I have included in this paper for evaluation. Heuristic Evaluation Technique In order to evaluate the website through the heuristic evaluation technique, I have used set of criteria mentioned by Jakob Nielsen heuristic. Sundry aspects of the website were reviewed, violations identified, and severity ratings assigned to the evaluated issues. It is based on a permutation of occurrence, impact, and determination of usability problem. The ratings of the Nielson follow a 0 to 4 scale and map to the following information. 0 = I don’t agree that this is a usability probl em at all 1 = Cosmetic problem only: need not be fixed unless extra time is available on project 2 = Minor usability problem: fixing this should be given low priority 3 = Major usability problem: important to fix, so should be given high priority 4 = Usability catastrophe: imperative to fix this before product can be released Following are the ten (10) set