Epidemic Outbreaks in Africa Essay -- Health Medical Disease History E

Epidemic Outbreaks in Africa One of the most devastating and terrorization diseases to encroach on unsuspecting African communities is the deadly Ebola virus. This virus was believed to have first reared its ugly head in the mid 1970s with outbreaks in two the Sudan and Zaire. These epidemics resulted in more than 600 cases of people infected, and had alarming case fatality rates as high gear as 90 percent.1 Such profound numbers herd fear and panic into the hearts of the local population, with people confused and frightened about losing the entire members of their family. Yet, despite the severity of the 1970s outbreak, Ebola managed to remain fairly secretiveness for the next several eld until a group of outbreaks occurred in the mid 1990s in northeast Gabon as well as Zaire. Several years later conveying the same sense of palpable fear, Ebola once again, entered the stage, this time around in Uganda in the year 2000.2 As a student declare oneself working for a charitabl e health organization in Gulu, Uganda that summer, the reality of death and the effects of the disease consumed my thoughts as I pondered the risks I was taking each(prenominal) passing day by just being in the middle of an epidemic. Ten new suspected cases were diagnosed daily at the local hospital, and the medical provide were challenged by the overwhelming workload. Surgical supplies ran low as the need to constantly dispose of protective wear after each exposure occurred, due to the high contagious nature of the rapidly spreading virus. The smell of bleach and disinfectant pierced our nostrils, as our rubber boots and gear were sprayed down after any sense of touch with the infected. The scene conveyed a sense of despair and uncertainty, as people questioned what had they done to... ...5 Simpson, 11. 6 Ibid.7 Smyth. 8 Vidal, 5. 9 Ibid.10 Ibid., 6. 11 Ibid., 8. Works Cited Associated Press. Ebola Virus Outbreak Kills 37 The Guardian, 18 October 2000 B7+ McCarthy, Michael . Ebola Outbreak Continues in Uganda, The Lancet 356 (2000) Science & Medicine section. Recer, Paul. Sick Animals May be fountain of Ebola Associated Press Online, 15 January 2004 1+ Simpson, D.I.H. Marburg and Ebola Virus Infections A Guide for Their Diagnosis, partagement, and Control, WHO Offset Publication 36 (1997) 5-27 Smyth, Garry. Six days in Hell City Man Films Ebola Virus, St. Johns Telegram (Newfoundland), 14 November 2000 sec. news p.1. Front. Vidal, John. Life Mostly They Died, Ebola Devastates Whole Villages, But We Do Not Know Where it Comes From The Guardian (London), 17 June 2004 4-8.

New England Vs Chesapeake :: essays papers

New England Vs ChesapeakeEarly English colonies in America hardly resembled the marriage ceremony of men and women that would later fight against England and build a new country. In fact, until the mid-eighteenth century, most English colonists had very little, if anything to do with the settlers in neighboring colonies. They heard give-and-take of Indian wars and other noteworthy events, not from the colony itself, but from England. The colonies in the New World appeared completely different and the prospect of any unity betwixt them seemed impossible. The colonies in New England and the Chesapeake exemplify the many differences in the culture and lifestyles of the settlers, created mainly because of the fact that their founding fathers had held separate intentions when they came to the New World. The New England and Chesapeake colonies were both settled by immigrants from England, the New England colonies being founded by the English from East Anglia, an area in eastern England . Though this was an area thriving with small towns that they had generally liked, they decided to hightail it England due to religious persecution. Hundreds of families, men, women and their children, came in search of a New World where they could practice their beliefs freely. They founded colonies such as Connecticut, Massachusetts, New Hampshire, and Rhode Island as model Christian societies. Their cities upon the hills were guides, the lanterns, for those disordered in the darkness of humanity, as John Winthrop meant by his famous statement. They formed a society of strict religious participation, actually very much resembling their homeland. In the beginning, many called themselves Puritans, and kept things very simple and plain, concentrating on what was important to them. They used the community to achieve their goals, building new towns and enjoying the social aspect of their religion. At the alike time, they were committed to remain working hard to keep their community productive. They believed the idle hands were the devils workshops. An issue that really defined a flare up between the societies was the slavery conflict. The northerners in New England held true to their belief that every man shall be equal and no one should be enslaved, while the southerners in the Chesapeake area strongly believed in the use of slavery. At the same time the New Englanders worked to help end slavery by preaching to others about the injustices, they worked diligently to make education in their society strong.

Comparison of Dylan Thomas Fern Hill and Robert Frosts Birches Essay

Comparison of Dylan Thomas Fern Hill and Robert Frosts Birches Poets often use nature imagery to comment on the relationship between humans and the natural environment touch them. Traditionally, this relationship is portrayed in a positive manner as it places emphasis on the concept that nature is representative of steady consequently, embracing this theatrical performance will enlighten the human experience. The facets of that relationship are represented within Dylan Thomas Fern Hill and Robert Frosts Birches. Both poets invoke an image of nature that is picturesque, serene and innocent in order to convey a message that one can have a fulfilling life if they focus on the beauty that exists within the primary world. Conversely, Coleridges feces An Ode contains a different interpretation of what ones relationship with nature should involve. The speaker feels that a simple app reciation of beauty is insufficient one must identify with that beauty through the soul in order to be enlightened. Despite the fact that Fern Hill and Birches initially appear to express satisfaction ab break through the value of skin-deep human experiences, when analyzed in conjunction with Dejection An Ode, the meanings of these two poems are altered. Frosts Birches, Thomas Fern Hill and Coleridges Dejection An Ode all convey different levels of dejection upon initial interrogative sentence however, when contrasting the expressions of the speaker and the imagery patterns of the poem, these levels of dejection become increasingly ambiguous. The relationship between the... ...rly, all three poems contain elements of dejection at one transport however, the presence of that dejection is tested in Coleridges case, and increased within the Frost and Thomas poems. It is incredibly ironic that the one poem that was an ode to dejection turned out to be the most positive of the three. WORKS CITED Coleridge, Samuel Taylor. Dejection An Ode. The Broadview Anthology of Poetry. Eds. Herbert Rosengarten and Amanda Goldrick-Jones. Peterborough Broadview P, 1993. 183. Frost, Robert. Birches. The Broadview Anthology of Poetry. Eds. Herbert Rosengarten and Amanda Goldrick-Jones. Peterborough Broadview P, 1993. 410. Thomas, Dylan. Fern Hill. The Broadview Anthology of Poetry. Eds. Herbert Rosengarten and Amanda Goldrick-Jones. Peterborough Broadview P, 1993. 632.

Comparing Female Sexuality in Sylvia Plath’s The Bell Jar and Alice Mun

Comparing Female Sexuality in Sylvia Plaths The Bell brandish and Alice Munros Lives of Girls and Women In Sylvia Plaths The Bell Jar and Alice Munros Lives of Girls and Women, Esther and Del try to take control of their gender and their cozy lives. These two effeminate protagonists attempt to gain sexual confidence by quietly rejecting the societal images of women. They be able to seduce men and pilot their own sexual lives. These women are also able to ignore the popular beliefs about marriage and motherhood, thus freeing them from the traditional, restrictive female sexual roles. By rejecting the popular nonions of womanhood, sexuality, and marriage, Esther and Del become the mistresses of their sexuality and sexual lives.Female sexuality is often equated with physical beauty. In The Bell Jar, the protagonist Esther works for an intellectual fashion magazine The Ladies Day and receives bonuses such as clothing and attain-up kits. These false enhancers of female sexuality only make her feel very empty (Plath, 3). To fill the empty void in her sexual wellbeing, Esther stows away these beauty products and privately envies the stern muscular Russian girl with no make-up at the U.N. (78). As well, Esther admires Jay Cee, the editor who has brains so that her plug-ugly looks didnt seem to matter(6). Esther sees that once a woman is rid of her make-up, she may appear masculine, but her strength will shift towards useful talents such as simultaneous interpretation, which enhances her true feminine value. Indeed, Esther is insulted when she reads a magazine article which insists The boy thinks of the universe, its immensity and mystery the girl thinks, I must wash my hair(177). Esther does not belie... ...g her successful control over her sexuality. As Del remarks in Lives of Girls and Women, There is a change coming I think in the lives of girls and women. Yes. But it is up to us to make it come (Munro, 173). Del and Esther are women who answer this call to repossess their sexuality and reclaim their sexual lives. They take the initiative to stray from the mainstream definition of femininity, and they learn to make men dance to their tune in the game of sex. Uninterested in the traditional domestic roles of women, Del and Esther reject the institution of marriage and reshape their attitudes towards motherhood. The change is not merely coming it has already taken root in the psyches of these two women.WORKS CITEDMunro, Alice. Lives of Girls and Women. London Penguin Books, 1982.Plath, Sylvia. The Bell Jar. London Faber and Faber, 1966.

A Look Into: A Re-Vision of Teaching :: Free Essays Online

A Look Into A Re-Vision of Teaching Reflection is an important part of the writing process. By looking almost at the method that I used in order to arrive at my finished piece, A Re-Vision of Teaching, I am able to think or so the individual steps that I took and to evaluate the effectiveness of my process. My writing began in the first week of October when I received the essay 2 assignment, which posed some questions slightly art. In profit to describing a piece of art clobber, the assignment called for students to use personal experience, and it also asked for students to go beyond opinions to make arguments about a work of art that is interesting to others. Taking these requirements into consideration, I decided that I wanted to write about something that was significant to my life and relevant to what I am perusingteaching. Then, I narrowed this topic down by choosing one experience that would serve as my individual piece of art, the lesson I taught on Adri enne Rich. I did not know what assertion I wanted to make, so I decided to work with this writing assignment in a few different ways. First, I took action. To begin thinking about the assignment, I read through the sample essays on art. I subsequently brainstormed different ideas that I wanted to discuss in my piece. I created a list of some universal concepts that are involved in the creation of all pieces of art including commission, creativity/ inspiration, tools, and critiques. I also suasion about the way that art inspires more art. Not all of my initial ideas made it into the final paper, but this list-making technique was very helpful for me. In addition to making this master list, I also thought back to the actual lesson that I wanted to describe, the Adrienne Rich/ feminism lesson. I wrote down all observations that I remembered from the lesson itself, and critiques that Ive heard/ developed myself. My biggest critique was that I did not encourage student participation or discussion. As I continued to think about this paper and heard that two students had used Rich in their papers on education, I realized what I wanted my assertion to be.

A Look Into: A Re-Vision of Teaching :: Free Essays Online

A Look Into A Re-Vision of Teaching Reflection is an important p contrivance of the writing process. By looking closely at the method that I used in order to arrive at my finished piece, A Re-Vision of Teaching, I am able to think more or less the various(prenominal) steps that I took and to evaluate the effectiveness of my process. My writing began in the first week of October when I received the essay 2 assignment, which posed many questions about(predicate) art. In addition to describing a piece of artwork, the assignment called for students to use personal experience, and it also asked for students to go beyond opinions to make arguments about a work of art that is interesting to others. Taking these requirements into consideration, I decided that I wanted to write about something that was significant to my life and relevant to what I am studyingteaching. Then, I narrowed this topic down by choosing one experience that would serve as my individual piece of art , the lesson I taught on Adrienne Rich. I did not cognise what assertion I wanted to make, so I decided to work with this writing assignment in a few different ways. First, I took action. To pop out thinking about the assignment, I read through the sample essays on art. I subsequently brainstormed different ideas that I wanted to discuss in my piece. I created a list of some universal concepts that are involved in the creation of all pieces of art including commission, creativity/ inspiration, tools, and critiques. I also thought about the way that art inspires more art. Not all of my initial ideas made it into the final stem, but this list- fashioning technique was very helpful for me. In addition to making this master list, I also thought back to the actual lesson that I wanted to describe, the Adrienne Rich/ feminism lesson. I wrote down all observations that I remembered from the lesson itself, and critiques that Ive heard/ developed myself. My biggest criti que was that I did not encourage student participation or discussion. As I continued to think about this paper and heard that two students had used Rich in their papers on education, I realized what I wanted my assertion to be.

CANDLE MAKING IP

Mr.. Meekly Sibyl for lending the book related on the study and for teaching us how to garner our product. Mr.. And Mrs.. Romeo F. Aquinas and Mr.. And Mrs.. Ariel Peter M. Seeding for their lose to the researchers not only financially simply also morally. Their batches from Ill-Titanium. Especially, Sherry Barras, Anomie Lazars, and Jenny Pictorial. ABSTRACT A candle is a solid block of hop on with an infix wax light which is ignited to provide light, and sometimes heat, and historically was use as a method of keeping time. A candle manufacturer is traditionally cognise as a c hatfuller.Various devices ware been invented to hold candles, from simple-minded tabletop candle holders, to elaborate chandeliers. For a candle to burn, a heat source is used to light the candles wick, which melts and vaporizes a small amount of fuel, the wax. Once vaporized, the fuel combines with oxygen in the atmosphere to form a flame. This flame provides sufficient heat to keep the candle glowi ng via a self-sustaining chain of events the heat of the flame melts the top of the mass of solid fuel the liquefied fuel then moves upward through the wick via capillary action the liquefied fuel finally vaporizes to urn within the candles flame.Chapter I I. Introduction Candles were once used as a source of light and were simple and plain, without color or fragrance. They came in standard sizes and shapes. Now candle making is an art form and candles have be trace decorative works of art that come in an infinite variety of shapes, sizes, colors and fragrances. They are generally used to create a peaceful, romantic ambiance and are treasured for their relaxing effect. Candles have recently expire a big part of home decor and this has encouraged the development of new techniques and materials.The materials you use will watch out the quality of your candles but each candle will require a divergent combination of materials and techniques. Good note taking will allow you to determin e what works and what doesnt and when you finished your candle, you will be able to reproduce it. Whatever doesnt work, can be melted down again and re used. Candle scraps and pieces of shaved wax can all be kept and recycled so nothing goes to waste. Candles were meant to be burned so no matter how beautiful your candle comes out, remember it isnt through with(p) until it burns well so keep working t it until you get a good smokeless, even burning candle.Ill. Statement of the Problem This study aims to determine the compare commercial candles to a homemade candle. The objectives of this study are the following To know how long is the duration of the candle To know if the candle is smokeless IV. moment of the Study Candles represent a classic example of the process of combustion. When enough heat is applied, the wax of a candle starts to oxidize. The paraffin reacts with oxygen to produce ascorbic acid dioxide and water, and also heat and light. The flame is the visible part O f this exothermic reaction where the reaction is energetic enough to produce visible light.Here are some more than facts or so candles. V. Scope and Limitation of the Study Our study is about candles using the materials we will use. To know how to make candles and the duration of the candles. To know more about candles and to provoke our knowledge about candles. VI. Definition of Terms Fragrance- a pleasant, sweet smell. Duration- time during which something continues. Exothermic reaction- chemical reaction accompanied by the evolution of heat. Oxidize- combine or become combined chemically with oxygen. Combustion- the process of burning something.Ambiance- atmosphere of a place. Http//www. Overexploitation. Com/library/complaining. Asp CHAPTER II Review Of Related literary works I. Local Literature In the Philippines candles have come a long way since their initial use. Although no longer mans major source of light, they continue to grow in popularity and use. Today, candles comprise celebration, mark romance, soothe the senses, define ceremony, and accent home decors casting a warm and lovely glow for all to enjoy. II. Foreign Literature Candles were also prevalent throughout Europe.In England and France, Candle making had become a guild craft by the 1 13th century. These candle makers made candles from fats saved from the kitchen or sell their own candles from within their shops. During the middle Ages in Europe, The popularity of candles is shown by their use in Candles and in Saint Lucy festivities. Tallow, fat from cows or sheep, became the standard material used in candles in Europe. The Tallow Chandlers Company of London was formed in about 1300 in London, and in 1456 was granted a coat of arms. Dating from about 1330, the grow Chandlers Company acquired its charter in 1484.By 141 5, Tallow candles Were used in Street lighting. The trade of the chandler is also recorded by the more picturesque name of congresswomen, since they oversaw the manuf acture of sauces, vinegar, exclusive and cheese. The unpleasant smell of tallow candles is due to the glycerin they contain. For churches and royal events, Candles from beeswax were used, as the smell was usually less unpleasant. The smell of the manufacturing process was so unpleasant that it was banned by ordinance in several cities. The first candle mould comes from 15th century Paris.The first American colonists discovered that bayberries could be used to make candles, but the yield was very poor. Fifteen pounds of boiled bayberries would provide only one pound of wax. Http//en. Wisped. Org/wick/History_of_candle_making http//www. Candles. Org/about_history. HTML CHAPTER Ill l. Methods and Procedures Materials Paraffin Wax pallet Knife Wick Scent Spoon Double Boiler Crayons Water Scissors Methods Twisted Candles 1. Roll out the upper part of the candle until it is about mm (1/4 in) thick. Leave the bottom 2. CM (in) unrolled so that it can fit into a candle holder.If the candl e cracks whilst rolling, then it has become too hard. collapse it by dipping it for three seconds at 71 co (1 60 OF) and then waiting for thirty seconds. 2. Hold the candle upside-down, with the unrolled base in one hand and the flattened part nearest the base between the thumb and indicator of your other hand. 3. Pull the candle slowly upwards, sliding it between your thumb and forefinger and turning it steadily. 4. Repeat the process to give a more exaggerated twist. 5. Trim the base flat and allow the candle to cool for one hour. planless Rose Candles 1.Melt the wax, heat it to 71 co (OFF), and prime the wicks. 2. Switch off the heat, and add twelve drops of perfume to the wax. 3. Carefully pour out the wax on to the paper so that it forms layers about mm (h in) thick, and allow it to cool until it is rubbery. 4. Cut petal shapes with the pastry cutter or palette knife. You will need petals of different sizes. Curve them with your fingers. 5. Squeeze two small petals around a wick and build up a rose flower. Wax that has cooled too much and become brittle can be softened with a hair dryer. 6.

25th Hour Movie Analysis Essay

1. 25th Hour, directed by Spike Lee, presents men partially in a typical way. The typical imitation of men in Hollywood film defines them as cosmosness aggressive and springful. They are expected to bear ache silently, suppress their emotions easily, and dominate their women. Also, typical males usually dont pay any attention to their sicknesses and try to prove their masculinity to former(a)s. However, the movie includes a hegemonic dialog of emotional emergebursts oer the traditional image of masculinity.Therefore, the main character, Monty, is a famous and respected drug dealer who sp give the axes his shoemakers last day of freedom. He is presented as being powerful throughout the movie because he was alimentation the American dream, driving an expensive car, owning a fancy apartment, having a beautiful, exotic girlfriend and hanging out in luxurious companionships. Although he is independent, being a provider for Naturelle and living an expensive animateness, he depen ds on drugs to maintain his power. Montys apartment has hardwood floors and tall windows veneering the brownst unmatchables across the street.There are some black-and-white photographs, lining the walls, and the largest photo, hanging above the sofa, represents Brogans Bar the design of Montys apartment shows his power and wealth that came from drugs. Montys costuming and appearance illustrate his kinfolky ad hominemity. His black and shiny shoes, sober and dark clothes, stylish and well-groomed hair reflect his past glamorous and blotto life. Although Monty is going to prison in 24 hours, he suppresses all his emotions and sufferings. He walks slowly with Doyle, his dog, and reflects quietly on his life.The length of these shots is around fifteen seconds and shows his masculine insensitiveness for the last day of his freedom. When he goes to the Coventry Preparatory School, he looks at his team picture smiling at his past happy memories. Monty goes to talk to Jacob close to a change of plans as nothing has happened he is very calm and doesnt show any emotion. He even notices Mary saying that she looks cute. Monty tries to behave that everything is fine, being indifferent and not affected by his imprisonment. Also when Naturelle asks him to talk to her, he answers as if at that place is nothing to talk well-nigh.capital of Alabama tries to show that he is emotionally powerful to everyplacecome his fear of going to prison. Moreover, when Frank beats Monty, the latter ignores his pain and doesnt even want to go to the doctor. He is acquiring prepared mentally and suffers in silence, as he would have to decease prison pain without complaint. Additionally, the traditional male expects to control females, and Montgomery dominates Naturelle throughout the movie. For example, when Montgomery comes home and they walk on the stairs he walks first and Naturelle follows him.He is in a controlling position and the woman just follows and listens to his concerns. Throughout Naturelle and Montys conversation Monty is shown in low camera angles, which present his power and control over his girlfriend. On the other hand, Monty shows indifference to people that interior he is furious and terrified. The hegemonic negotiation of traditional masculinity is presented because Monty also shows some emotional breakdowns showing his weakness and powerlessness. This is a more modern representation of masculinity identical to 1950s American films.There are several film form elements that present men as being weak. Monty doesnt emulate his incur exactly he follows his masculine instinct. The music emphasizes the hidden emotions and feelings of Monty and of other characters affected by his imprisonment. The music provides a very powerful perception of anger, fury, regret, and sorrow. It is in perfect balance to Montys inner feelings. For example, from the opening scene the music played represents tension and sorrow and although the tempo changes cons tantly it is remedy in relation to Montys reactions and emotions of his last day of freedom.After the opening scene, Monty is sitting with his dog getting harassed by a drug addict the mise en scene of this scene illustrating Monty potty bars foreshadows his future as being lonely, sad and weak. The high camera angles of Monty show him as fragile, humble and vulnerable. The depressing, gloomy and dark weather accentuates his vulnerability. Also, although he is dominant over Naturelle he cares slightly her future and tells her to forget about him. His strong, exterior armor is cracked by his emotional outbreak during Montys washroom monologue.In a collage of over-exposed images of different stereotype people, Monty curses and blames every group, and race for his downfall and for his wealth greed. More importantly he curses himself saying No, fuck you Montgomery Brogan (25th Hour). He finally understands that it is not the society that is accountable for his actions but he is, and it is time for him to pay for the choices he made throughout his life. Therefore, this scene reveals his sensitivity and emotional pain. It presents how erotic love for life can flip into hate.The dark light and self- reflection of Monty resent his inner fury that is ready to explode, while the intense music highlights Montys personal rage. Therefore, theres a bright and brave strength to Monty, together with a charismatic and sympathetic side, but also a quiet discouragement and sorrow in Montys last hours of freedom. Montys friend, Jacob is presented as a simple teacher that has a crush on his rebellious teenager. He is inefficient to cope with his feelings. His character is a hegemonic negotiation of traditional masculinity because he is afraid of being judged for his feelings.He acts passively and seems weak in front of females. He is emotional and humble in front of Mary but he is white so he doesnt challenge the patriarchal dominance. High camera angles of Jacob show his i nferiority and humbleness over other characters. His poor costuming represents his simple personality because he feels guilt tripy for being born rich. When the bell rings and the class lecture is over, Jacob remains alone a close up of his face show his deep emotions. In the teachers lounge scene, Jacob is presented as being stressed and unable to take control over his life.His glasses represent intelligence and rationality, as the typical representation of male. Jacob is afraid of expressing his feelings, so he is craft his friend Frank about his feelings for Mary, saying that Terry a colleague professor likes her. He even tries to make a good upshot over Mary stating that he likes a young DJ. In the club Jacob cant resist Marys seductions and he kisses her. The red lights accentuate the riskiness Jacob is going through. He acts frantically and the mixed song but its alright highlights Jacobs feelings.He made the choice of kissing her, and his choice leave be reflected thro ughout his life. On the other hand, Frank represents the typical representation of men. He is rich, powerful and successful. He works as a Wall pass stockbroker and is ready to take risk in order to achieve success. His costuming and makeup present him as a male that cares about his appearance and tries to create an impression on people. The mise en scene of his work environment presents a very busy, stressing and hectic workplace but in order to succeed he has to endure the hardship.When he talks to Jacob about Montys imprisonment he is very hard on Monty but realistic. He says that the friendship with Montgomery will end after that night the music, the dark setting and visualization of the devastating Ground Zero depict the cruel macrocosm. Some close ups of Frank portray his emotions and guilt concerning Montgomerys prison years. Frank tries to make Naturelle feel guilty but doesnt take into account his mistakes of not helping Monty. As other typical male who throw the guilt to everyone else except himself.Therefore, throughout the movie males are represented in a typical Hollywood way but Spike Lee introduces a hegemonic negotiation where men appear more sensitive, emotional and vulnerable.2. In the film 25th Hour, females representation is stereotypical. Naturelle, Montys girlfriend, is presented as the beautiful, loyal and exotic girlfriend. Naturelle might be considered the femme fatale being smart and sexy. Her smartness is reflected in the scene where she is waiting for Monty to come home, she is reading a record so she is not as naive as people consider her.At the beginning, male characters think that she is the traitor, so she represents a brat for men. Monty has doubts and trust issues towards Naturelle because she knew where the drugs were. However, in the end Naturelle wasnt the traitor, wasnt the woman that destroyed the man that provided for her, instead it was Montys bodyguard. It turns out that Naturelles loyalty and love is genuine, as o ne of a housewife. When Montgomery comes home from his long walk, he finds out that Naturelle waited for him the whole day, which shows her concern for Montys life.She kisses him first and shows her care and affection throughout the movie. While Naturelle and Monty walk inside the apartment, Monty lies down on the couch whereas Naturelle goes first to kitchen, as a feminine instinct. Her fragility is shown when she tries to open the honey jar. Eating raw honey suggests that she is actually refreshful and tender. Close ups of Naturelle deepen her emotions and feelings about Montgomery and in the bathroom scene Naturelle expresses her love and happiness while being with Monty.Her Puerto Rican tattoo shows that although her boyfriend, who was providing for her didnt agree with the tattoo, she mute got it her action shows her sense of independence while being faithful to her man. Throughout the movie, fetishization of Naturelles body occurs. During the bathroom scene, her legs are bei ng fetishized while in the club close ups of her breasts accentuate her sexy curves. The men around her, such as Frank, always admire her and her costuming and makeup emphasize her sexy figure. She is dressed in short, sexy, red, bullion dresses that make her look powerful and sexy.During a flashback of Monty, when he remembers how he met Naturelle, she appears very sweet, innocent, young and with a provocative skirt. Monty admits that Naturelle is the only girl that he slept with and he keeps fantasizing about her. This demonstrates that she is a source of temptation and happiness for Monty. It is happiness because even in his illusionary ending Naturelle is the mother of his kids and he would have a happy life with her. On the other hand, Mary, the young student, is presented as a moist, innocent but tempting girl. She might also be presented as a femme fatale because she represents a threat for the professor.She is smart enough to argue for her marks. She uses her sexiness to ma ke Jacob weak. Her makeup, costuming and tattoo present her as a rebellious and independent woman. She is independent because she fights for her opinions for example she came to argue about the fairness of her mark. She is playful and tries to seduce her professor. Also, while she was reading a play in the class, Mary is shot in low angle while the professor in high angle this implies that Mary controls Jacob through her sexiness and Jacob appears as weak and unable to defend himself from Marys seductive allure.However, Mary is still innocent because when Jacob goes to kiss her she has her eyes closed waiting for him, this show her inexperience and fragility. Fetishization of her legs and waist appears and Jacob is tempted by it. Therefore, women appear as a source of temptation for the actors and, their representation is stereotypical Naturelles representation implies love and affection for her boyfriend whereas Marys representation presents a rebellious and provocative spirit.3. H ero or victim, theres no one to blame or honor for our actions than ourselves.Each person has to take responsibility and hopefully survive the hard life trials. In 25th Hour, the protagonist has to be accountable for his own actions and not blame others for his imprisonment. All the viewers could relate to Montgomerys situation because at one point we all have to pay for our mistakes even though it mentally destroys us but we have to be able to isolate the cruel reality from the beauty of living a dream. The film opens with a black sky and two beams of light, which come from where the twin towers used to be. World Trade Center is presented as Ground Zero, an empty, devastating and ghostly space.This empty space reflects the future of Montys life because even though he had everything he threw it away, therefore he is liable for neglecting what he owned. The music creates a more dramatic and mysterious effect. The viewers are expected to act sympathetically to Monty because although he did not perform heroic deeds, he expresses sincerely his feelings. The ending of the movie is as illusionary as Montgomerys social power it lasts till the reality takes over. Also, Montys father describes the happy and humble life Monty would have if he would not go to prison and run away.It is an illusionary representation of the typical Hollywood end living happily the American Dream. However, its just a dream and Montgomery takes responsibility for his actions because he cannot hide or blame others for what he did. Also, the director presents Monty in a smart way as being able to survive in prison, to become enlightened and who knows maybe after seven years to source an honest and simple life. The audience is given the choice of offering to the hero, a second chance, as he offered one to Doyle, his loving dog.The film ends with a road, which suggests that Montys life paths depend only on him. Although the weather creates a melancholic state, the presence of green trees symbol izes Montys rebirth. Therefore, there is still hope for Monty after he takes responsibility for his life choices. The ending of the movie makes us feel reflective because we start to contemplate over what is wrong or right in life, over what we should praise or value and that we are all heroes and victims, but is our individual choice that makes us distinctive.

Killer Joe and Gender Representations

Critical observations of unbalanced representations of gender In William Friedkins wholly twisted deep-fried Texas redneck trailer park murder story Killer Joe Freeman 1 British film idealogue Laura Mulvey has spent her go using psychoanalysis to uncover pre- pock molds and social expectations about gender and sexuality, to interpret classic Hollywood films. Mulvey has argued that there are three manners in which gender is represented within Hollywood cinema. First, she argues that women lack control and meaning, thus fueling their desire for the genus Phallus and provide of a man.She also states that women exist as a silent opposition to the dominant man (a child-bearing subject merely in relation to). Last, this essay volition argue that women are meant to carry no entailment of their own but acting as merely a threatening obstacle for the male to over seeded player or re-work (Visual Pleasure and Narrative Cinema, 1975). Laura Mulvey and her views on feminine representa tions and gender roles within Hollywood films still prevail with fundamental relevance in modern Hollywood cinema.This essay will underline the truths of Mulveys observations by using William Friedkins violently obscene farce Killer Joe (2011) to argue that Mulveys article, no matter how outdated, can still be used to forebode prominent and modern examples of unbalanced sexual representations within Hollywood cinema. On the sur type it may seem very obvious that the men have the power in this film due to how the women are represented and treated.But, as Killer Joe unfolds the question is whether it is the women with the power, or just an obvious desire for power fueled by their lack of meaning, control, and a phallus, as Mulvey has mentioned in previous years. The first man we see in the film is young and weak, wet, vulnerable, locked out of the trailer and getting violent. He is verbally demeaning towards his younger sister Dottie as if it were her fault that he is locked out, and her purpose to wake up and let him in.Dottie Smith is the first female we see, and becomes a central subject for the ruthless male she Freeman 2 lacks authority, lacks independence, and her fetal position is an obvious symbol for needing nurturing from a stronger being. Dottie is made to appear lonesome, without companionship or passion. As she lies there, Friedkin intends to focus on Dotties innocent aspects, such as her belongings dollhouses, stuffed animals, pink curtains, teen-pop heartthrobs taped to the walls, although the young woman in the bed appears to be too old for such childish decor.The second woman we see is placed directly in front of the camera by her unruly crotch. Her face appears after we become acquainted with her lower half, with makeup smeared down her cheekbones and her nipples exposed from under a thin sweat-stained shirt. The first two women in this film are polar opposites (one a fragile blonde virgin who sleeps with stuffed animals, and Sharla, an older brunette women a little too comfortable with her sexuality).This difference expresses to us that this story will focus hugely upon the different aspects of woman as a representation, and highlight that Laura Mulveys views on women are still incredibly relevant throughout Friedkins film. Mulvey also mentions that the act of looking is a source of pleasure for the male scotophil. The explicit placement of the camera exhibits these women and their features to the audience as sexual spectacles piece it solicits our attention, shapes our opinions about women to make titillating lookers out of us, and creates an unevenly distributed power to look (Mulvey, 1975).The young male, Chris Smith, is hardly phased by his step mothers exposed vagina in his face because it is insinuated that he has either seen it before, seen many others like it before, or that she is so disgusting to him that her crotch means nonhing to him sexually or even in regards as a human being. Chris is allowed to expo se himself composition urinating while Sharla yells for him to close the door. Chris penis is allowed to be exposed to women as a sign of power Freeman 3 and manipulation, while a womans exposed vagina is a sign of weakness, objectiveness, and sleaziness.After all of this, she grabs a beer from the fridge before putting any clothes on. She is an over sexualized woman, a sexual spectical, while also appearing to be very masculine in her actions, which is to assume that certain actions and characteristics of both(prenominal) male and female are set in stone to shape our expectations of gender in Hollywood cinema. The beer before pants, the over exposure of her body, and the way Sharla speaks to her step-son are all actions that a man ability follow through with, and she does this in a way that expresses her desire for authority, for a penis like the men she obviously idolizes.Sharla and Chris physically fight as if they were both men she desperately deficiencys to fit into their world, but she is cast away like an unusable piece of meat once her duty to grab them beers has been filled. At bakers dozen minutes we see Dottie practicing Kung-Fu to a Jet Li movie on the television, which is an example of her wishing she were stronger, wishing she had the ability and the balls to fight against evil when in man she is more like a play-thing for her Father, Ansel Smith, Chris and for Joe Cooper.Women lack control, yet they desire it, desire the power of the dominant male gender, and Killer Joe establishes the female characters in the same way that Laura Mulvey had expressed this view in 1975 as being an underlying representation of women throughout Hollywood cinema. Mulvey also argues that women exist as a mere accouchement relation to the male, as a silent opposition that is not a gender of its own, but a male-like figure lacking in its large source of superiority the phallus.Essentially, social constructions would argue that women are natural more naturally gentle and nurturing because of their ability to breed, while men are naturally born with more acceptable aggression, enabling them to Freeman 4 protect their gentle mate (Media and Society 5th ed. , 350-351). Thirty-four seconds into the film we have heard a zippo lighter, purposeful footsteps, and a shotgun cocked and blast before we are shown anything, visually. From those sounds alone, the film carries a grunge-country, plaid-wearing, sweaty-man undertone that neer ceases to leave the screen.An angry storm, angry pit-bull and a murky trailer park establish the setting of the film, forewarning us that this is a mans film, and is anything but clean. Ansel and Chris, father and son, are talking about Dotties virginity as if she has not lived out her purpose to society yet until she finally gives it up. The inheritance of Dotties mother Adele went to her scumbag boyfriend Rex before her daughter, (whom we find out she tired to kill as a baby). This expresses that women will alway s fall to the feet of the male superior, as Mulvey has mentioned.Ansel and Sharla talk about Dottie sleeping with cowboy-in- smuggled Joe Cooper for the first time as if satisfying him sexually will benefit the family. They force her to get a dress, look pretty, because If she dont know whats expected of her, she might disappoint him (Sharla, Killer Joe). Mulveys idea that women are merely objects for childbearing is hugely represented when Dottie finally stands up for herself at the end of Killer Joe, kills her family in an act that could single come from the confidence of carrying a child and a loaded phallus.Sharla loses all invisible phallic confidence that she once had, when Joe kicks the shit out of her. Sharla never wanted kids she was never a woman with the maternal instinct, therefore she carried no significance or necessary female attributes that satisfied the man. Sharla tries to overcome the obligations of her gender by cheating on her husband with a younger man, but the photo proof of their sex life backfires on her when Joe uses her bold promiscuity against her as if it were her duty as a woman to be gentle, easily Freeman 5 anipulated, and loyal only the men are allowed variety. Like this essay has stated, Friedkins Killer Joe is an obvious nerve of Laura Mulvey views on the male-authoritative being objective towards women and their abilities as human beings outside of their ability to reproduce. Which brings this essay to the third statement, which emphasizes that women are meant to carry no significance of their own as a lone-standing gender, but as Laura Mulvey indicates, act as a threatening obstacle for the male to overcome or re-work into something acceptable, and useable.Regine-Mihal Friedman, author of educational article ultraviolet Metamorphosis (2012), proves in her modern film analysis that the on-screen representation of sexual violence against women has always been a customary theme of cinematic narration, not only in Hollywo od as Mulvey mentions, but within international cinema as well. Ansel Smith of Killer Joe is constantly in the dog-house because of Sharla. She wears the pants, carries the symbolic penis in the relationship and she likes it that way. It is her relationship with Corvette Rex that makes her witness dominated, and she appreciates both aspects of her relationships.When Sharla is with Ansel she can have the power and the penis, and while she is with Rex she is able to figuratively and literally lay back and be taken and overcome by the penis. Chris comes to live with Ansel and Sharla because of his relationship with his mother, Adele, and her empowerment over him, causing the reoccurring question throughout the film did you hit her, again? (Ansel, Sharla, Killer Joe). For some reason, Chris and Ansel feel entitled to a cut of what Dottie is inherited, again, winning the power away from the phallus-longing female.Chris feels like he is getting back at his mother for everything she di d to him and his sister Dottie. Instead of taking the blame for his own mistakes, every one of Freeman 6 his problems falls on Adele, and she must die because of it active male, female problem solved. Dottie appears nude in a dream that Chris has about her where she slips her robe discharge to reveal her naked body, but instead of giving him sexual favors, she holds her fists up and stands in a battler position as if to say I am woman, hear me roar He wakes up terrified, either because of his incestuous dream, or because a supposedly passive female is attempting to overpower his role as the active male could be both. Again, this proves that a male audience needs to look voyeuristically to maintain power, anonymity, creating an erotic mystery to having seen without being seen (Mulvey, 1975). When Dottie officially becomes Joes retainer for the lack of payment by the Smith family, she is officially in Joes hands, any(prenominal) he says goes, whatever he needs and craves (includin g her virginity) he claims, and takes.Her body is his to construct, his to mold into something acceptable, something that fits into his life, and fits over his dominance, his penis, forever like a piece of clay. Dottie is easily pressured into sleeping with him and becomes comfortable in the black dress when Joe offers her flowers and a heartfelt story about his youth. She is no longer the feisty Jet Li wannabe that Joe once saw her as Dottie has allowed Joe to progress to her, to impregnate her, and to make her existence purposeful.Sharla, the overly confident manipulative whore who believes that she can do, say, get away with anything is put in her place when she makes Joe Cooper blurt out in his pants while sucking on a KFC chicken wing held to his crotch. To overpower the women you must make her bow down to you, suck you off (suggestively), while waving a piece of chicken (your dominance) in her face. The film concludes with Clarence Carters Strokin, a song that could tell you a lot about Laura Mulveys views on themesFreeman 7 of sexually dominated women throughout Hollywood cinema as a whole, and precisely, Freidkins Killer Joe. Killer Joe has taught us many things If the women want the penis so bad, we should give it to them, that a pregnant women is a powerful women but only if she is literally holding a big deadly penis in her hands (cocked and ready to blow bullets at you), and that if you take that penis away, she is nothing but an annoying piece of KFC being waved in your face, begging for significance. acquire theorist Laura Mulveys three views regarding a womans need for the male phallus, their obligation to reproduce, and that women are never exceptional creatures until the man makes them so, has been proven to appear in both classic and modern Hollywood cinema. William Friedkins obscene murder-story Killer Joe is an undeniable example of how Laura Mulveys ideas are still very apparent when observant unbalanced representations of gender through out Hollywood Cinema. Freeman 8 Works CitedKiller Joe. Dir. William Friedkin. Perf. Matthew McConaughey. Voltage Pictures, 2011. Film. Mulvey, Laura. Visual Pleasure and Narrative Cinema. Screen (Society for Education in Film and Television), 163 (Autumn 1975) 6-18. OShaughnessy, M. , & Stadler. (2012). Media and Society Fifth Edition. Melbourne Oxford University Press. (Original work published 1999) Friedman, R. -M. (2012). Invisible Metamorphoses, Studies in Documentary Film, 63, pp. 273290, doi 10. 1386/sdf. 6. 3. 273_1

Separation of Powers – Importance of Judicial Independence

The Jamaican makeup (hereinafter the Constitution) came into tack with the Jamaica Independence Act of 1962. The Act was tabled to make provision for and in connection with, the attainment by Jamaica of to the full responsible status at heart the Commonwealth. This document formed the framework for Jamaicas political independence and created the premise on which this fledgling nation could carve let on its own licit strategy based on its own moral, cultural and political experience.The Constitution though largely reflective of the previous colonial relationship, has within it an innate balance of power surrounded by the arms of governing that is theoretically and fundamentally positioned to support the countrys self-governance. This balance is so designed, to facilitate the censorious situations of government spell ensuring that no single body so fully controls the reins of power that its will can be imposed without the acquiescence of the early(a) parties, and the grea ter beau monde.This balance is grounded in the principle of the Separation of Powers, implied by the Constitution. With the complex interplay of relationships, and the significance of power within the Executive, the Legislature and the Judiciary, the latter emerges as the keepers of the gate in maintaining this equilibrium through its function as the arbiters of justice. The Doctrine of the Separation of Powers was first proposed by the Greek philosopher Aristotle (384-322BC), and made popular in the 17th century by French writer Charles Louis de Montesquieu.Montesquieu argued that for an independent judiciary to endure, the three arms of government must have separate and independent powers within their areas of responsibility, otherwise we run the bump of there universe no liberty, arbitrary control, violence and oppression. This principle may be applied to varying degrees in some(prenominal) legal system and may or may not be a legal restriction however it is a very effectiv e tool used to protect the rights and liberties of citizens from tyranny.The Constitution by virtue of theatrical role 34, establishes parliament (the Legislature) as the first arm of government and comprises the Queen (represented by the governor General) and two Houses the Senate and the House of Representatives. Under Sections 48 50, it is given power to make virtues for the peace, secernate and good governance of Jamaica, decide special rights, immunities and powers of the Senate, the House of Representatives and its members and the conditional power to alter the Constitution.By virtue of Section 68, the regulator General is given Executive power to be used on the Queens behalf either carry only or through officers beneath him. Section 69 establishes the Cabinet as the main body to direct policy. The Cabinet, consisting of the Prime Minister and other Ministers chosen by him, adult maleages the general administrative functions of the Government and is accountable to Parl iament. The Governor General together with the Cabinet comprises the Executive arm of Government, the second arm of government.The Judiciary is the third arm of Government. It comprises judges and magistrates from the network of apostrophizes that form the legal system. Sections 97 and 103 of the Constitution establish the Supreme Court and the Court of Appeal, respectively. The Chief Justice and the P house physician of the Court of Appeal are appointed by the Governor General on the advice of the Prime Minister in consultation with the Leader of the Opposition.The other Puisne Judges are appointed by the Governor General on the advice the legal Services Commission. It is important to note that there is some degree of inter-connectivity between the Executive and the Legislature, as members of the Cabinet are also members of Parliament. The sharing of personnel office between these two bodies compromises the strict application of the doctrine of the separation of powers. It is th erefore imperative that the Judiciary executes its functions in an independent manner.The Constitution supports the assertion that the Judiciary has not only the right, just the responsibility to review the af amusement parks and policies of the Executive and Legislature to view that their powers are being exercised within the limits of the Constitution. In exercising this duty, a court can declare a law un down the stairslying and therefore null and void as in the case of Adrian Nation, Kereen Wright v DPP and the Attorney General of Jamaica. In Moses Hinds v. The Queen it was underscored that the fair and effective dministration of justice constitutionally rests only within the powers of the Judiciary and in Independent Jamaica Council for Human Rights Ltd. and Others v. Marshall-Burnett and the Attorney General of Jamaica, the Privy Council overruled the view of the Jamaican Appellate Court in finding that the three Bills attempting to remove the Privy Council as the final a ppellate court were unconstitutional. This decision was based on their previous ruling in Hinds.As demonstrated in other Commonwealth jurisdictions, the Judiciary may indirectly place pressure on the Legislature to ensure that laws are drafted intra vires, in the first instance. In attempting to avoid ultra vires rulings, the Legislative often times tests its own legislation in the courts. This occurred in Suratt et al v Attorney General of Trinidad and Tobago wherein the Trinidad and Tobago Government defended an action on the grounds that a Bill seeking to promote equality was unconstitutional by virtue of its being discriminatory. This challenge to legislation is another example of the check and balance of the Separation of Powers. The Judiciary is thus required to rule on complex issues that have direct implications for the members and institutions within society, including the other arms of government with impartiality and in accordance with the Rule of Law. The rule of law as proposed by A. V. Dicey asserts that no man should be punished except for conduct in clear breach of the law. This assertion supports the fact that the legal system rests on the objectivity of the Judiciary.Where we are governed under a system which rests upon the impartial application of laws, and under which citizens rights and obligations are regulated by those laws, there must be an established and accepted system for devising law. The law must be publicly known. Interference with rights and obligations must be justified within the law as the perception of rights, freedoms and equality in society is fixd by the quality of Judicial rulings. In the spirit of Judicial Independence, the Judiciary must be impartial and may not be influenced by any source except the law.Within the Constitution, security of tenure and security of salary are entrenched provisions designed to insulate the Judiciary from pressure intended to influence their rulings. Judicial Impartiality is defined as t he freedom of each individual judge to reach a decision within the law without undue handicap or pressure from government, other judges, the media or any other source. While attempts to directly interfere with the fair and effective administration of justice may be limited, it can be argued that several factors undoubtedly affect the courts ability to properly execute its role.Particularly within the Jamaican context, financial constraints arising out of cost-cutting measures of Parliament and limitations in Ministerial budgets have severely affected the resources and physical infrastructure required for the efficient operations of the machinery of the Judiciary. In recent times, influential voices in the Jamaican legal fraternity have highlighted the need to address the issue of limited resources. The Director of Public Prosecutions, Paula Llewellyn have stated that the country is struggling with a little capacity court situation and that is affecting how the wheels of justice t urn.. ou should have been building more courtrooms and making sure you have more personnel, court reporters, prosecutors, resident magistrates. and that was not being done. The Judiciary also provides guidance to the citizens and other branches of government on matters relating to the Constitution, through statutory interpretation and application of general principles of law while settling disputes brought before them. Their ability to be fair and impartial is particularly challenged when called upon to interpret and rule on legal documents that are poorly drafted or ambiguous.Although the law lends itself to flexibility and expediency, the question arises in some instances whether the ruling accurately represents the will of the Legislative as some appeals have been advanced on the grounds of statutory misinterpretation as in the case of R v East Berkshire Help Authority ex parte Walsh. Judges may find themselves inadvertently presumptuous the role of creating legal rights when re quired to make plain issues not explicitly addressed by legislation.It has been debated that these so-called created laws are not in fact created but are legal principles which lay dormant until judges interpretations unearth them. This was the position taken by Brett, M. R, in Munster v Lamb. However, the perception is that this power does indeed exist as, in plural societies right and wrong are just as plural and judges must ensure that conclusions sufficiently represent a fair carriage of justice. If the Judiciary were acting solely as the mouth piece of the Legislature and the Executive with no independent thought or justice-driven compass, this arm of government would hardly be relevant.In Earl Pratt and Ivan Morgan v The Attorney General and The Superintendent of Prisons, Saint Catherine, the Privy Council interpreted inhumane treatment under section 17(1) of the Constitution of Jamaica to acknowledge delay between conviction and the carrying out of the death penalty though t he constitution was silent on this matter. This interpretation created a legal right which had the effect of automatically commuting death penalty convictions for convicts on death row in excess of five years to life imprisonment.The Judiciary also exercises its constitutional mandate through a process of Judicial Review which is the means by which Government departments, local authorities or others with law-making and administrative powers are restrict by the courts within powers granted by the Constitution. . Although Jamaica does not have a specific Judicial Review Act, provisions for judicial and constitutional claims fall under Administrative Law Claims in section 56 of the Supreme Court of Civil Procedure Rules, 2002. Judicial Review is an important tool of the Judicial Branch.It is considered a grave and ominous responsibility which the courts must not shirk from or attempt to shift to Parliament as this responsibility in and of itself is a system of checks and balances thus seen as the last bulwark of citizenry. The grounds for Judicial Review includes error of law, failure to observe the principles of equity, abdication of functions, improper delegation of authority, and unreasonableness of a decision. each are supporting grounds for the argument that the maintenance of fair justice is eally what is at the heart of the function of the Judiciary. Remedies for judicial review include Certiorari, for quashing unlawful acts, Prohibition, for prohibiting unlawful acts and Mandarmus, (now mandatory order), for requiring performance of a public duty, including a duty to make a decision or determination, or to hear and determine any case6. The fair administration of justice by Jamaicas courts is influenced by the fact that its final court of appeal rests outside its jurisdiction.According to the principle of stare decisis or Judicial Precedence, courts are bound follow the ruling of higher or equal courts. With the Privy Counsel being retained by the Cons titution as Jamaicas final appellate court, the discussion arises whether the rulings of that external body are sympathetic to the Caribbean experience and thus a fair and effective administration of Justice. According to Sharma JA of the Trinidadian Court of Appeal in Boodram v.AG and Another, even after our independence, our courts have continued to develop our law very much in accordance with English jurisprudence. The infixed danger and pitfall in this approach is that, since Independence our society has developed differently from the English and now requires a robust examination in order to render our Constitution and common law meaningful. The Jamaican Constitution was so designed to support and to be supported by the Doctrine of Separation of Powers between the Legislative, the Executive and the Judiciary.Though not free of limitations, the Doctrine effectively balances power among the three bodies, ensuring that encroachments that are not in the interest of justice are hel d somewhat in check. The sharing of personnel between the Executive and the Legislative bodies in the Jamaican Parliament, however, can lead to cynicism and has the potential for corruption. It is therefore imperative that the Judiciary be allowed to function independently and be protected from interference from those who would seek to influence its decisions.Despite the intent of the Constitutions authors, the justice system can only be primed(p) to be fair or faulty based on human factors, the judges. The Constitution is a function as well as a expression of the society it serves and as such our moral, cultural and economic experience will determine how our justice system evolves and whether the tenets on which it is founded are sufficiently strong and grow to support Jamaicas political and legal independence.

A.C Bradley’s Definition of Tragic Hero Essay

A famous Shakespearean scholar, Andrew Cecil Bradley, who was born in England, in 1851, wrote a book called The Shakespearean Tragedy (1904). This book is know as a classic Shakespearean criticism, which presents a psychological analysis of Shakespeares characters. The Article, The Shakespearean Tragic Hero (p.687-691) explains Bradleys definition of tragedy and sad whizz.According to Bradley, the tragic hero must be of a person of high degree or of public importance with exceptional nature, which raises person, in roughly respect much above the average level of humanity. This trait will acts as double-edged sword as it is his greatness but also his fatality. The fatal trait, joining with heros tragic flaw or flawed act, brings catastrophe that is, his downfall and ultimately his death. The tragic hero must be smashing or admirable, or at least recognized by persons high degree or greatness so we may be vividly conscious of the possibilities of human nature.Tragedy builds, as h ero endures calamity and faces fate. The heros fate is determined by the existence of moral order. Therefore, to sophisticate the mortal order in a tragic military personnel, one must go through struggle between good and diabolic. According to Bradley, the tragic hero with Shakespeare is generally good and therefore at once wins sympathy in his error but the heros imperfection or defects are considered evil and they contribute to the conflict and catastrophe. When the evil in him masters the good and has its way, it destroys other people and ultimately destroys him. The pity and fear, which are stirred by the tragic story, unites with overweight sense of sadness and mystery gives impression of waste, and this impression of waste makes us realize the worth of that is wasted.Thus, Bradley ends with the conclusion, that the inexplicable fact or appearance of a world travailing for perfection, which brings birth to glorious goods and evil that is only able to overcome only by self-t orture and self-waste is tragedy.Work CiteBradley, Andrew Cecil, et al. Viewpoints 12. Toronto, ON Prentice Hall, 2002, Print

Learning Outcome Essay

Be suitable to conduct and record judgements in accordance with k trailledgeable and external growthes and requirements 2.1 polish the appraisal requirements and related procedures of information programmes (AQA. 2012).appraisal is the process by which a assimilators skills and association be reviewed in order to evaluate what they provoke learnt or in the case of NVQs, how they be acting against the competencies they are necessary to demonstrate. I see schoolroom sagacity as having four main purposes. The first trinity include Diagnostic or ineluctably sound judgement purpose To determine what savants already know so teachers place make up singles mind the topics and approaches to use. Formative purpose for teacher To assess pupil knowledge or performance on some key topic or dimension to inform disciplineal plans. Summative purpose To judge or evaluate scholarly person performance (i.e., bust a grade).In addition, research is pull aheadively clear th at the quality of the feedback teachers give bookmans relative to how to improve is an absolutely critical aspect of classroom assessment.(Serve, 2006) This leads to the fourth purpose Formative purpose for students To attend students rear the skills to reflect critic onlyy on their sustain piece of work. By asking students to assess themselves, teachers encourage students to select in the typeface of higher-order thinking necessary for life today. The aim of assessment thitherfore is primarily to educate and improve student performance, not merely audited account it. sagacity provide ensure that learners are fairly, accurately and regularly assessed in a consistent manner, erect diagnostic information that assists both staff and learners/ medical prognosiss to provide, earmark obtain to enable motion of the learn outcomes (initial assessment), allow learners/ sufferdidates to monitor their own progress, enable nurtures to review and develop their acquisition programm es to achieve their intended reading outcomes, provide evidence of progress and achievement to enable accreditation and progression to take place, enable a dialogue between the learners/ cigarettedidates and tutor / assessors to ensure progression within the training (tracking) and provide a measure of the learners achievement on qualification base courses (grades). (Barnet College estimate Policy, Jan 11, 2010)FIG.1 Scheme of AssessmentIt is imperative that internal assessments are conducted by staff that look at the separate knowledge, understanding and skills, that assessment evidence provided by dejectiondidates has been produced and authenticated according to the requirements of the specification and to a fault that the consistency of the internal assessment is secured through internal standardisation as necessary. (www.llantarnamschool.net/). In recent years, assessment of student achievement has been receiving the attention of teachers, parents, researchers and educat ion systems. This attention has highlighted assessment as inviolate to the teaching and nurture process. Current assessment practices rent to reflect trades based on hot understandings of breeding theories, parvenue curricula that are existence developed, new knowledge and skills that are necessary for the 21st Century and the accountability requirements of systems and governments. In this adore assessment of student achievement is changing as todays students portray a world that demands new knowledge, skills and behaviours that take in not yet been defined (Segers et al 2003).Students, in this fast and ever changing context, take on not provided develop deep understandings of disciplines unless also develop the ability to analyse, synthesise and nettle inferences as substantially as think critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and become life-long learners requires changes in the assessment processes at th e school and classroom direct. Assessment whitethorn be initial, formative or summative. (Hampshire distinguishing Policy and Procedures for Assessment and innate Verification, Nov, 2012) As a history teacher I use distinguishable types of assessments to assess whether teaching has taken place in my littleons. When teachers classroom assessments become an constitutional part of the instructional process and a central tenet in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless.The purpose of these assessments is to ascertain the students levels of understanding and see if there is any room for improvement and whether there are any weaknesses so as to be able to rig them. My focus is to improve my assessments to make them motivating and to enhance student eruditeness. Assessment challenges that assimilate been identified are as follows Figuring out what really is gravefor students to know and be able to do in hi story. Teaching the skills of doing history in a world of testing that often seems to value only existent knowledge.Identifying and using assessments that provide teachers with better information than only multiple-choice exams. Getting students motivated to do a good job on essays and some other write work. Helping students learn to improve their own work and produce quality products. Holding students accountable for quality work, as opposed to them just turning in something. The assessments have to be conducted and recorded in accordance with internal and external processes and requirements. I use these assessments to evaluate my practice and to identify any opportunities for improvement.FIG. 2 Assessment objectivesGood assessments should follow these basic principles or the acronym AVRFI. Authenticity All assessment activity mustiness have in place processes to ensure that the achievement is the learners/ stackdidates own work. Learners/ candidates must sign a statement to t his effect. Awarding Bodies visiting cards have their own rules and regulations about authenticity and tutors/ assessors must make themselves familiar with them and abide by them. Validity The method of assessment and the evidence provided must be appropriate and capable of demonstrating the achievement of learning outcomes/ competencies and related assessment criteria of the provision at the appropriate level. Reliability and consistency The assessment results should be standardised across levels and provision. Moderation and standardisation must follow the College and Awarding Bodies board procedures. Fitness for purpose Assessment must be fit for the learners/ candidates and the learning.The assessment strategy must be all the mien appropriate for the target group of learners/ candidates in the correct context in which they are learning e.g. homework must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are being employ to judge th e work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter. Inclusiveness Assessment should be based on learners/ candidates inborns. It must allow all learners/ candidates to demonstrate their achievements regardless of unmarried circumstances.Students, in this fast and ever changing context, need not only develop deep understandings of disciplines moreover also develop the ability to analyse, synthesise and make inferences as well as think critically and problem solve. Assisting students to develop these knowledge, skills and behaviours and become life-long learners requires changes in the assessment processes at the school and classroom level. Current learning theories attempt to capture all the parameters of human learning and provide information on how people learn. Common threads through learning theories indicate directions that have impo rtant implications for the educative process. (www.barnetsouthgate.ac.uk/ ) My assessments are divided into three distinct classes, which are initial/diagnostic, formative and summative assessments. Initial/diagnostic Assessments This is a crucial part of the learning process that provides the information needed to decide a learners expounding point.These assessments take place prior to the course commencement and it helps teachers to know and recognize about learners needs or aspects. often it helps me to identify the learners prior knowledge, such as learner needs or difficulties for which I may plan an additional support for them (Reece, I. and Charlton, M. 2007). This can also help me to plosive consonant if they have any evidence based recognition of prior learning (RPL). Initial assessments can assist me check their literacy, numeracy and ICT levels and are considered to evaluate student skills, knowledge, strength and areas for developments. Formative Assessments These are on-going assessments that take place throughout the course process. Formative assessment is focused on improving student motivation and learning with the goal of producing higherquality work or thinking. There are two different earreachs for formative assessment. One audience is the teacher.That is galore(postnominal) teachers might check student understanding by asking questions or by observing students as they discuss a topic in menial groups. These teachers are conversationally collecting data that will help them determine what needs to happen next in instruction. So the teacher is therefore the data user. The second audience for formative assessment is the student. Students need to know what will move their essay answer on a particular question from a C to an A. They need to know what it means to read kernel deeply for understanding and how their strategies for studying content can be improved. investigate shows that providing students with effective feedback can increases tudent achievement significantly (Marzano, Pickering, & Pollock, 2001). Feedback is most effective when it is timely, occurring within one to two days of the work when it provides feedback specific to the students work and when it is relative to a criterion or standard.Formative assessment can therefore be said to assess learners performance and understanding levels during the course and learning session. In my classes I use different methods to assess my learners. They can be questions and answers (Why, When, How, What), multiple choice questions (A, B, C, D), Practical tests, Assignments, and the final project (Reece, I. and Charlton, M. 2007). These assessments can be set as an internal assessment, for example before I start my lesson, I can do a ten minutes quiz test on my pervious lesson in order to find out and monitor my students learning process (How much they understand), highlight any areas which need further development, and lastly to see if they are able and ready for th e last assessment on the course or whats so called summative assessments.Types of Formative AssessmentThere is a large-scale project of formative assessment methods available. This includes, Question and Answer in the LessonThis is perhaps the most commonly used method and is almost instinctive for teachers. It gives instant feedback, can be used to develop motivation but is largely ephemeral that is to say that it is momentary and difficult to record. Short Tests and QuizzesThese are either from textbooks or devised by the teacher. These are informal, can be fun and marks can be simply recorded. Used with care they can become part of everyday teaching and learning. cookery ExercisesThese vary in purpose, design and complexity. Purpose is the key word here. Students will make good use of homework if they feel it is useful, for example, preparation of material for a class discussion, seeing how a piece of writing ends, developing a skill, are all appealing tasks. Skills Assessmen t using Formal Assessment CriteriaThese may be the foundation for many skills-based courses. This methodrequires experience in on the hoof assessment and systematic recording. Observation of performanceThis is often used in the arts such as music and skill assessment such as team and leadership exercises. It needs expert and experienced assessors. AssignmentsThis term spans a vast range of tasks but an example might be individual research assignments say for a group project. A very useful and progressively used method, especially in conjunction with homework. May involve library and internet investigations, visits and interviews. However it is difficult to manage and assess.ProjectsIncreasingly used in ultramodern education as it is felt that developing your own learning material/methods gives you an ownership of your own learning experience. The assessment methods of the various project components need narrow design and clear communication to the students. Written Questions / Ex ercises with Short, Extended or Multiple-choice Answers Very widely used. Easy to design, mark and assess. Simulations, Business Games Almost guaranteed to produce jaunty learning sessions. Can teach a human activity of skills imaginatively and in effect. The better ones contain useful directions to possible methods of assessment. May well be time-consuming. Conferencing / Reviews / AuditThis involves sit down down with learners and reviewing their written work/homework/progress in general. A very useful and beneficial process for teachers and students. Can be used to asseverate care, involvement and motivation into the teacher-learner relationship. Three points to watch when operating it as a method. 1. It can be time consuming as you have to give all students a review session. (If you do not those who are omitted will feel rejected) 2. If you do it in class you must ensure that those not snarled have something useful to be getting on with. 3. Make notes on student performanc e immediately after the review, not during it. Summative Assessments Summative assessment looks at whether a student has achieved the desired learning goals or met standards. In the classroom, summative assessments usually occur at the end of instruction and document whatstudents have learned. Looking at the grades in a teachers grade book should give an idea of what the key instructional goals or outcomes were for a scaling period.These grades most likely re confront summative assessments (tests, quizzes, projects, reports, written assignments etc) that tell the teacher whether the student has mastered the skills or learned the content. A key aspect of summative assessment is determining which level students need to master the content or thinking. Tests that define mastering content at the level of memorizing events, names and facts are less likely to building students thinking skills than tests that ask students to write about big conflicts or themes that recur over time. Therefo re good summative assessments are useful. The assessment must provide you with useful information about student achievement in the course. The assessment must be secure to the learning goals you have and those learning goals must be important. If you assess unimportant or trivial concepts or just use chapter tests without really looking at the items critically in harm of whether they reflect your teaching, what have you learned about what your students know? Valid for your purposes, the assessment must measure what it is supposed to measure.For example, if you ask students to draw a map reflecting the change in U.S. borders from 1789-1820, you will need to ensure that the assessment is scored based on students understanding of the concepts not based on their ability to draw. Sometimes, the way the test is presented (e.g., small print with lots of complicated or confusing directions or too many items) can make it a less valid measure of the content being tested. It may be more a me asure of student persistence than a measure of their knowledge of the content. As a teacher, pickings a test yourself before giving it to your students will help ensure that the items reflect content you actually taught. It will also help you to decide if there are some aspects of the questions or layout that are content irrelevant, representing extraneous hurdles for students that could be simplified. Reliable, reliability has to do with the extent to which the score you give a student on a particular assessment is influenced by unsystematic factors.These factors are things that can fluctuate from one testing or grading situation to the next or from one student to the next in ways that are unrelated to students actual achievement level (e.g., luck in guessing the right answer, inadequacy of time to complete the assessment on aparticular day, teacher bias or inconsistency in scoring of essays across students or from one test to the next). Thinking about how to reduce these factors such that the scores given are likely to be the most accurate reflection of students true achievement levels on the task or test should be an on-going process for teachers. Fair. The assessment must give the same chance of success to all students.For example, a large project that is done at home can be biased against low-income students, favouring students whose parents have extra time to help them over those whose parents need to work. In this type of assessment I can come in in forming and marking final examinations, selection type questions (Explanations, Definition and Diagrams), nature type questions (Alternative, Multiple choice, or Compulsory), and lecture assessments (Reece, I. and Charlton, M. 2007). Whether learning can be called the process of human change and transformation or the acquisition of knowledge and expertise, it always entails participation in relationship and community of interests transformation both of the person and of the social world (Packer & Goicoec hea, 2000). Summative Assessment Methods currently in use includeUnseen Examination in controlled conditions (e.g. 3 questions in 3 hours) Seen exam paper in controlled conditions (as above, but you know the question(s) in advance)Open Book or Take-Away examMultiple preference Test in controlled conditions (paper-based)In-class testEssay or Report (e.g. on an individual or group project)PortfolioDissertationPresentation (may be peer-assessed and/or tutor-assessed)Performance (e.g. musical or dramatic)Oral examination (e.g. foreign language speaking skills)AttendanceParticipation in lectures and/or seminars/online discussion boards, or group work (may be peer-assessed and/or tutor-assessed) Creation of a web page information possibility emphasises learning with understanding. This means that teaching approaches should emphasise understanding rather than memorisation and teachers should assess for understanding rather than push through knowledgeand recall of facts. Current learning theory emphasises the importance of earning with understanding (Bransford et al, 2000). Bruner (1915-) supports this with his discovery learning theory. This is an inquiry- based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her past learning experience or and existing knowledge to discover facts and relationships and new truths to be learned.He states that children are better off discovering facts and relationships for themselves. This means that course of instruction and teaching approaches should emphasise understanding rather than memorisation, should provide opportunities for in-depth study to allow for plastered foundation of knowledge and conceptual development and should enhance student abilities to deal and use meaningful patterns of information. Assessment processes, then, demonstrate deep understanding of concepts rather than surface knowledge and recall of facts. cultivation Outcome 3Understand expect ations in relation to the minimum core in assessing learners in lifelong learning 3.1 Review ways in which minimum core elements can be demonstrated in assessing learners in lifelong learning. Key skills have become established as an implicit in(p) part of the vocational curriculum. They are also becoming an increasingly important part of many faculty member programmes. There has been a longstanding denote in this country with the standards of literacy and numeracy of the population. The 1992 DES discussion paper on Curriculum Organization and Classroom Practice in Primary Schools stated that to function effectively in the 21st Century, our children will need higher standards of literacy and numeracy than ever before (DES, 199211) and led to the introduction of the literacy hour in schools in 1998 and the establishment of the teaching abetter _or_ abettor role in an attempt to raise the standards of literacy and numeracy.Functional skills now form a core part of all four of the different qualification routes throw to young people such as GCSE/ A Level, Foundation, Diploma and Apprenticeship as well as being a stand-alone qualification in their own right at Entry Level, Level 1 and Level 2. The minimum core identifies two requirements placed on teachers functional within the sector. The first of these requires teachers to recognise the ways in which low levels ofliteracy, numeracy and ICT skills might constitute a barrier to the learning of their students. This means that within the teaching of their own particular subject specialism, teachers should be able to support learners in these areas, which then leads to the second requirement that they themselves should possess a minimum level of personal skills in these areas, currently set at level 2.FIG.3 Functional ElementsIn my practice, I formally and informally assess the learners literacy skill by demonstrating the ability to read, write clearly and improve on their style during the lesson with their se lf / peer / group work through talking with, listening to and observing them, and after the lesson through reading and marking learner work, then give a validating feedback as emphasized by Lewis and Wray (2001, P51). For example, during one of the history classes titled important dates with the LO To be able to read and write big numbers pool in words. Using Q & A, I listened to each learners as they try to call out the number (1910) written on the smart board, and observe their work as they try to write it down in words (one thousand, nine hundred and ten) in their individual notebooks. I checked their work for the spelling, correct placing the comma, before click in front of the sides of each correct work with a red pen to encourage and praise the learners efforts, and commenting positively with well done, good effort feedback (Ellis. 2011). Learners that make mistakes got a dot at the side of the error to help them visualize and adjust their work accordingly.FIG.5 STIRRING LE ARNING (2013)Diagnostic assessment for learners as required by the national curriculum can be used to identify and improve their minimum core skills, and knowledge through observation and questioning as they show competency and understanding towards the subject. The proposal for reform in the 14-19 sectors suggest that the teaching and learning of utilitarian skills can be achieved through a number of different approaches ranging from discrete lessons through to fully embedding them within subject delivery. The Excellent Gateway defines embedding as teaching and learning which combines the development of literacy, language and numeracy with vocational and otherskills and suggests that the skills acquired should provide the learners with the confidence, competence and motivation necessary for them to succeed in life, at work and in life. Embedding therefore seeks to integrate the teaching of subject matter and functional skills, taking advantage of naturally occurring circumstances in which the two come together.This type of approach is quiet resource intensive but it is expected that in the long term functional skills will remain the responsibility of specialists in this area but will be reinforced in the rest of the curriculum in all the other sessions.(DCSF 20096). The issue was felt to be so important that the LLUK suggested in 2007, that all initial teacher training courses must tog all the trainees so that they are able to teach their own learning programmes in ways that take account of the language, literacy, numeracy and ICT needs of their learners. They also added that all the teachers need to be confident in working with colleagues to ensure that the development and needs of language, literacy, numeracy and ICT of their learners are met. The three skills of communication, application of number and information technology are now normally an integral part of all GNVQ qualifications. Teachers have to demonstrate through assessment and verification how they are including these skills in their assignments for the course.The Dearing Review of 16-19 qualifications (Dearing, 1996) highlighted the importance of students developing these skills on each of the main routes into the National Qualifications exemplar. Accordingly QCA in conjunction with the main awarding bodies has developed key skills units from level one to level three which can be incorporated into different courses. Coverage of the minimum core is intended to provide a teacher with the minimum level of skills in language, literacy, numeracy and ICT (LLN & I) that are essential to teachers who work in the lifelong learning sector. City and Guilds (20083) Learners particular literacy, language, numeracy and ICT needs can be established through initial assessment, talking to learners, observing them completing activities or using simple self- assessment tests. Recognizing and using a variety of different teaching styles is particularly important to support literacy, lang uage and number skills development. Learners working towards literacy, language, and numeracy goals will benefit from teaching which work to their strengths.The teaching styles which you adopt will have an impact on the type of language skillsyour learners will need to acquire. A didactic approach for example, may require listening and note taking skills predominantly, whereas a more learner centred approach may require higher level reading skills as learners are asked to interpret information for them. Even when we are trying to adapt to individual learning styles, the variety of activity used will have an impact on the language skills required within a particular programme of study. The language demands placed on learners are a direct result of teacher led mediation of learning. Skills for Life Quality Initiative Training Materials Teachers of all areas of specialism in the lifelong learning sector increasingly work with learners whose literacy, language, numeracy and ICT skills are below Level 2 of the Qualifications and Credit Framework (QCF).Learners difficulties in these areas can be a barrier to achievement of their goals. Teachers and trainee teachers will have high levels of skill in their own area of specialism. They are not expected to be specialist teachers of literacy, language, numeracy or ICT. However, there will be many naturally occurring activities for developing these skills within all areas of learning. The minimum core provides a foundation upon which all teachers can develop their own skills as well as their ability to identify when it is appropriate to work with subject specialists. (Minimum Core of Teachers Knowledge, Understanding and Personal Skills Pg. 3, LLUK 2007, updated LSIS 2013). Therefore they also need the knowledge and skills to identify opportunities for their learners to develop the increasingly higher levels of skills in literacy, language, numeracy and ICT required when taking other qualifications and in the workplace.W ork done by teachers who specialise in teaching literacy, language, numeracy and ICT forms part of the solution, but there is also much that teachers of other areas of specialism can do to ensure the success of their learners. Functional skills are focused on the practical skills that allow individuals to read confidently, effectively and independently in life, further learning and work. The intended added value of functional skills was that they equip people to apply English, ICT and mathematics in practical situations, choosing appropriate skills and techniques to solve problems. So functional skills should be integrated into the curriculum and allow learners to apply these skills in real life. The knowledge within the subject has to be link with the practical skills, helping them to thinkcreatively. Wilson (2009) In the context of the Skills for Life strategy, embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other sk ills.The skills acquired provide learners with the confidence, competence and motivation necessary for them to progress, gain qualifications and to succeed in life and at work. mortals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. (National Numeracy, For Everyone for life, 2013) Literacy skills help build the confidence of an individual while reading, writing, speaking and listening. It helps effective communication where information can be passed clearly through either speaking or writing. It helps understand information and act appropriately. It helps to make presentations, write reports, take part in group discussions and analyse ideas and information. It helps present information in a logical sequence, in the correct format using correct grammar. I used the question and answer as well as the brainstorming method to assess the literacy skills of my learners.In groups learners also constructed sentences from jumbled up words, making sure that the sentences were grammatically correct. It is important that learners master literacy skills so they can converse and communicate adequately in a globalised community. I found that some people would struggle in their chosen work as they lack the requisite literacy skills to communicate and be understood. Numeracy skills help to understand various mathematical concepts, and also how to apply them. It helps increase analytical, problem solving and reasoning skills, identify errors and affirm results. It helps use numbers and calculations to process data, solve complex problems and helps with logical working, interpretation and comparison of results in various forms like tables, graphs, charts and diagrams. These skills are the cornerstone of an increasingly comput erised and scientific world and it is vital that learners are proficient in them.Although my lesson was history I used numeracy skills by asking different dates of major historical events like the start of the Second World War. Learners were able to state how long the conflict took by subtracting the start date from the end. ICT skills help an individual to confidently useICT systems for various purposes. Individuals can use ICT to interpret information and can also enhance their learning and improve the quality of their work. They can find information from a variety of sources. It also helps with digital or electronic communication, interpretation, storage and retrieval of information. Learners will also use ICT to look for more information regarding their work on the web, and gain ideas from different sources and also be able to compare, review or evaluate their results or conclusion with the results of the other various sources available, thereby improving their ICT skills. They can also be motivated to use spread sheets to draw tables and graphs, and use word processor to edit the literature.I used an interactive board and a web based presentation to illustrate the use of ICT in my lesson. Most educational research on literature and numeracy development is based on children. Key educational theories tied to child development provide a useful starting point for a description and contrast with some of the available models of adult learning that can be drawn on by vocational and academic tutors. ( Hickely, J. 2013 ) I am going to reflect on the strategies that can be used to support learners as they develop their literacy skills within an embedded setting. I am also going to use this opportunity to reflect upon the rationale for embedding functional literacy skills into vocational and academic settings.There are a number of theories relating to how language is acquired but in general terms it is accepted that language development is innate but must be develop ed through exposure to language. In effect this means that language is developed through nature and nurture. Behaviourist learning was made customary by Skinner, (1973) and is based on what can be seen and described. He suggested that children acquire language skills through imitation and reinforcement through positive reinforcement by those around them. The main basis for this belief is that children who do not hear language spoken do not speak and that children who are exposed to language acquire language skills gradually. In this instance it is therefore important for the learners to be totally immersed in language skills as they learn. This will help them master literacy skills as they learn other subjects.Learning Outcome 4Be able to evaluate own assessment practiceReview the effectiveness of own assessment practice, taking account of the views of learners As well as assessing the learners, self-evaluation is a mark of professionalism in teaching. Hounsell (200920) calls it an integral part of good professional practice. Self- assessment involves learners taking responsibility for monitoring and making judgements about their own learning. This is a process that does always not come easily to all learners as they do not always value or trust their own judgements, or have the necessary skills to make a judgement. As a result self-assessment often requires a strong structure in the initial stages until learners or teachers feel more comfortable with it as a process and have acquired the skills required to make it a worthwhile activity. Just as many of us, consciously or unconsciously, tend to use those teaching strategies we experienced as learners, so our own experience of being assessed plays a key role in the development of our repertoire as a teacher. (Armitage et al, 2003154) The nature and impact of assessment depends on the uses to which the results of that assessment are put.A system whose main priority is to generate information for internal use by teachers on the next steps in pupils learning may have different characteristics and effects from one where the drive is to produce a qualification which will provide a grade on which an employer or a university admissions tutor might rely in order to judge the suitability of a candidate for employment or further study. (Mansell et al 20095) Novice teachers often have intrinsic motives for evaluation. They want to know whether they are doing well or as expected. They might deal to discover their own strengths and weaknesses and compare their performance with that of experienced colleagues whom they respect Hounsell, (200923). However, once the novice has achieved a desired comfort level with the teaching role, continued self-evaluation guards against complacency and enables on-going improvement and freshness, helping to maintain job satisfaction.Assessment and instruction are often conceived as curiously separate in both time and purpose. The measurement approach to classroom asse ssment, exemplified by standardized tests and teacher-made emulations of those tests, presents a barrier to the implementation of more constructivist approaches to instruction. (educational Researcher, Vol. 29, No. 7, pp. 4) The central ideas of social efficiency and scientific management in the curriculum circle were closely linked, respectively, tohereditarianism theories of individual differences and to associationist and behaviorist learning theories. These psychological theories were, in turn, served by scientific measurement of ability and achievement. For John Franklin Bobbitt, a leader in the social efficiency movement, a prime goal of curriculum design was the elimination of waste (1912), and it was wasteful to teach people things they would never use. Bobbitts most telling principle was that each individual should be educated according to his capabilities. These views led to a highly differentiated curriculum and a largely utilitarian one that disdained academic subjects for any but college preparatory students. Alongside these curriculum theories, Edward Thomdikes (1922) associationism and the behaviourism of Hull (1943), Skinner (1938, 1954) and Gagne (1965) conceived of learning as the accumulation of stimulus-response associations. (Educational Researcher, Vol. 29, No. 7, pp. 5) Thorndike was both the originator of associationist learning theory and the father of scientific measurement.The cognitive revolution reintroduced the concept of mind. In contrast to past, mechanistic theories of knowledge acquisition, we now understand that learning is an active process of mental construction and sense making. From cognitive theory we have also learned that existing knowledge structures and beliefs work to enable or impede new learning, that intelligent thought involves self-monitoring and awareness about when and how to use skills, and that expertise develops in a field of study as a principled and coherent way of thinking and representing problems, n ot just as an accumulation of information. (Educational Researcher, Vol. 29, No. 7, pp. 5) In my experience I have found out that the data you collect for yourself can be formative and forward looking, whereas other available feedback data tends to be more summative and backward looking. Extrinsic motivations for evaluation cannot be ignored.There may be requirements connected with your formal status as to probation and tenure, monitoring by external bodies such as the Quality Assurance Agency, and you may wish to seek personal recognition of your teaching expertise through schemes such as that of the Higher Education Academy. In the context of my own teaching practice I would begin initial assessment within the classroom using an ice breaker. This not only allows the group to get to know each other, but also identifies participants existing knowledge or skills and gives furtherindications of preferred learning styles and tendencies. Based on the key questions within the CIF (The Co mmon Inspection Framework used by Ofsted and the Adult Learning Inspectorate (ALI) as the basis for inspecting post-16 education and training focuses on the learner and learning. is How well do learners learn, progress and ultimately achieve ?(Jones 200520) or else other forms of assessment such as questions and answers or a quiz could be used. This gives a good starting point for work on students Individual Learning Plan (ILP) which will constantly evolve with the use of feedback and communication between student and tutor giving a clear picture of progress a and revised goals. I would endeavour to use all of the above assessment activities particularly focusing on those that provide an active learning experience, where learning is more enjoyable, better understood and recalled more effectively, teaching by doing. All activities would be supported by hand outs given at the start of the session. Assessment makes teaching effective teaching.Mere presentation, without assessment of w hat the learners have made of what you have offered themis not teaching. So assessment is not a discrete process, but integral to every stage of teaching. So, that at the end, learning is believed, with evidence to have taken place (Jones 2005) In conclusion recording provides the platform from which teachers can base their describe to others and is a mechanism for evaluating learning and teaching. A succinct account of teaching and learning aims as in a scheme of work. This usually follows the curriculum and is a brief indication of the teaching methodsREFERENCES(1) Wilson 2009, Synthesising Affect and Cognition in Teaching and Learning, Social Psychology of Education an International Journal 12 (2) (2) Shepard, L.A, The Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, pp. 4-14 (3) Segers et al 2003, the role of scaffolding and motivation in CSCL, Computers & Education, November 2012 (4) Reece, I. Walker, S. 2007, Teaching, Training and Learning A Practical Guide, sixth Edition. Sunderland Business Education Publishers Ltd (5) National Numeracy, For Everyone for life, 2013(6) Edward-Gray, D, Griffin, C, Nasta, T. 2000, Training to Teach in Further and Adult Education, Nelson Thornes. (7) Burhuss Fredrick, Skinner, 1976, About Behaviorism, Vintage Books Edition (8) Julia Hickely, 2013, Literacy for QTLS Achieving the Minimum Core, Routledge (9) Bransford et al 2000, How People Learn Brain, Mind, Experience, and School Expanded Edition, Brain matter (10) Packer & Goicoechea, 2000, Sociocultural and Constructivist Theories of Learn.pdf (11) Hounsell, D. Enhancing Teaching & Learning in Higher Education, NU2010, Dialog for Lrande, University of Stockholm, 13-15 October 2010 (12) Barnet College, Assessment Policy, www.barnetsouthgate.ac.uk/ (13) Inclusive learning approaches for literacy, language, numeracy and ICT, Companion guide to the minimum core, November 2007 (14) Minimum core of teachers knowledge, understanding and person al skills, LLUK 2007, updated LSIS 2013 (15) Hampshire Learning Policy and Procedures for Assessment and Internal Verification, 2012 (16) Bruner, J.S. On Knowing Essays for the left hand. Cambridge, grass Havard University Press, 1967 (17) www.llantarnamschool.net/(18) Armitage, A. et al ,2003, Teaching and Training in Post-Compulsory Education, 2nd Edition, OUP (19) Gould, J and Roffe-Barentsen, J. 2014. Achieving your Diploma in Education and Training, SAGE (20) Mansell et al., 2009, Nfer, Evidence for Excellence in Education, and Assessment square away Group. Assessment in Schools Fit for Purpose? A Commentary by the Teaching and Learning Research syllabus. London Teaching and Learning Research Programme online. Available www.tlrp.org/pub/documents/assessment.pdf18 September 2014. (21) Jones C. A. (Dr) 2005 13-25), Assessment for learning, Published by the Learning and Skills Development Agency. www.LSDA.org.uk (22) AQA. 201223. GCSE Specification, Mathematics For exams June 2 014 onwards for certification June 2014 onwards, A (3 units, terminally assessed) 4 3 6 0 (23) Barnett. C. A 2012 How to create assessment opportunities that meet the need of learner H34. 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(1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia. 7) Shepherd, Lorrie, (2000) the Role of Assessment in a Learning Culture, Educational Researcher, Vol. 29, No. 7, (Oct., 2000), American Educational Research Association Educational Researcher, Vol. 29, No. 7 8) Tummons J, (2007) Becoming a Professional Tutor in the Lifelong Learning Sector Learning Matters, Exeter. 9) University of Hull, (2014), The UK Professional Standards Framework for teaching and supporting learning in higher education.pdfWEBSITES Assessment, Recording & Reporting for Learning http//www.charterhousesquareschoo l.co.uk/assessment-recording-reportingfor learning.html ASSESSMENT, RECORDING AND REPORTING POLICY (2012) http//www.qehbristol.co.uk/media/PDFs/Policies/assessment%20policy %20juniors%20-%20dec%202012.pdf Assessing learners in lifelong learning http//qualifications.vtct.org.uk/ unit pdf/UV40815.pdf Difference between Assessment and Evaluation? http//Uk.ask.com/ question/difference-between-assessment-and-evaluation Engage in assessment Different ways to assess your students http//www.reading.ac.uk/engageinassessment/different-ways-toassess/ Formative Teaching Methods http//geoffpetty.com/wp-content uploads/2012/12/FormativeTeachingMethods2.doc How to create assessmentopportunities that meet the need of learner H3 http//charlottepttls.blogspot.co.uk/2012/04/how-to-createassessment- opportunities. htmlScheme of Assessment http// filestore.aqa.org.uk/subjects/AQA-4365-W-SP-14.PDF The Data Protection Act 2003- httl.www.regulatorylaw.co.uk/data protection.html