Using Assessment and Feedback in Differentiated Instruction Essays

Using Assessment and Feedback in Differentiated Instruction Bridgette Wrice EDU 675 Dr. Steven Brownson August 22, 2010 Differentiated instruction is teaching with student difference in mind. It means starting where the kids are before accepting a consistent approach to teaching that seems to assume that all learners of a given age or grade are alike. A fuller definition of differentiated instruction is that a teacher proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express what they have learned in order to increase the likelihood that each student will learn as much as he or she can as efficiently as possible. (Tomlinson, 2003) Assessment Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessments can be classified in many different ways. The most important divisions are: (1) formative and summative; (2) objective and subjective; (3) criterion-referenced and norm-referenced; and (4) informal and formal. There are two main types of assessment. There is summative assessment which is carried out at the end of a course or projects. Summative assessments are usually used to assign students a course grade. The other assessment is called formative assessment. Formative assessment is carried out throughout a course or project. Formative assessment is used to assist learning and it might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Summative and formative assessments are referred to as assessment of learning and assessment for learning. Assessment for learning provides teachers with data to modify and improve instruction. Assessment of learning evaluates students' knowledge and skills in order to make accurate decisions about students' placements (Earl, 2006). The goals of student assessments is to learn about "students' knowledge, skills, and affective status" in order to inform the school, other teachers, parents, and students (Popham, 2006). Summative or formative assessment can be objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one answer. There are various kinds of objective and subjective questions. Objective question types include true/false, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objectiv e assessment is becoming more popular due to the increased use of online assessment. Assessment can be either formal or informal as well. Formal assessment is usually a written document, such as a test, quiz, or paper. Formal assessment is given a numerical score or grade based on student performance. Informal assessment does not add to a student's final grade. It usually occurs in a more casual manner, including observation, inventories, participation, peer and self evaluation, and discussion. Evaluation Evaluation is perhaps the most complex and least understood of the terms. When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a conclusion about given circumstances. Usually, any evaluation process requires information about the question at hand. They usually are objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will give up information concerning the value, correctness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. Teachers, in particular, are constantly evaluating students, and such evaluations are usually done as comparisons between what was intended and what was obtained. Grading We grade to provide feedback, document progress, and to guide instructional decisions. Teaching and learning can and do occur without grades. We do not give students grades in order to teach them. Grades are an indication of summative experiences only not formative experiences. Students can learn without grades, but they must have feedback. Grades are assumptions based upon a sample of student?s work. They are highly subjective and relative. The fact that a range of grades happens among teachers who grade the same product suggests that assessment can only be done against commonly accepted and clearly understood criteria. Grades are relative. Teachers have to be knowledgeable in their subject area in order to assess students properly. Grades are subjective and can vary from teacher to teacher. Grades are not always accurate indicators

The eNotes Blog Gatsby from MultiplePerspectives

Gatsby from MultiplePerspectives After teaching The Great Gatsby  for many, many years, I couldn’t help but get bored with the same old interpretation of the geography:   East Egg represents the old rich, West Egg represents the new rich, The Valley of the Ashes represents industrialization.   Blah, blah, blah.   That’s why I was excited to find a totally different (although controversial) interpretation right here on .     It all began with one of the answers in our Question and Answer section which, ironically, was on the synecdoche in The Great Gatsby.   Suddenly, my teacher-mind (numbed by years of teaching the exact same thing) became reenergized again and I posted a query to the discussion board.   What was most interesting was to hear the loud voices of dissenters!   (Was it truly surprising to me that, as teachers, we would desire to cling to our time-tested ways of looking at literary pieces?)   Desiring to research the new perspective myself, I came to a lesson on The Great Gatsby from Multiple Perspectives, began to peruse and be amazed. Suddenly, I was being presented with The Great Gatsby from a feminist, Marxist, and archetypal point of view!   Never before had I broached the subject of how Fitzgerald himself had â€Å"treated† women in his novel or whether the female characters were, in fact, â€Å"complete† or victims of â€Å"gender inequality.†Ã‚   It was totally new to me to discover a separation of the characters into the powerful and the powerless, as cars as the symbols of power, or of the impact of a specifically Midwestern, middle-class narrator.  Ã‚   I had never thought before to divide characters into types such as the hero, the scapegoat, the loner, and the temptress. Furthermore, as a teacher, it is just so exciting to inject novelty into a subject that becomes so very monotone year after year.   Now the trysts of Daisy and Gatsby, the bloody blotch on the yellow car, Nick’s quaint cottage in West Egg, and those ominous eyes of Eckleburg will never quite look the same ever again.

What Does It Take to Get into the University of Denver?

The University of Denver accepts 58% of applicants. What does it take to get in? Located in south Denver, the University of Denver boasts being situated in what’s becoming one of the trendiest cities in the U.S. Just a short drive to the iconic Rocky Mountains, the University of Denver takes advantage of both its urban resources and natural splendor to provide an enriching private education for its students. Beyond its advantageous setting, the University of Denver also offers a distinct women’s college that female students can opt into, where they’ll receive all the benefits of a single-sex college as well as the resources available to the co-ed school. Given its small size, students can expect to receive more individualized attention then they would at larger, nearby colleges such as UC Boulder. The University of Denver is the perfect school for any student who wants a small college feel with access to an urban social life and incredible outdoor activities. Keep reading to learn more about the tips that have helped ’s students get into the school that’s perfect for them. Apply to DU using either the institution-specific Pioneer Application or the Common Application . While you should choose the application format you’re most comfortable with, we generally recommend that you use the Common App, since you’ll be able to quickly and easily reuse parts of your application when applying to other schools. We’ve written an extensive guide, so be sure to check out The Common App: Everything You Need to Know . The University of Denver has several decision and deadline options: If you’re unsure about whether you should apply early, check out our post Early Action vs. Early Decision vs. Restricted Early Action . To apply, be sure to send in all of the following: For homeschool students: You will be required to submit a letter of recommendation from a non-family member. For international students: If English is not your first language, you’ll need to demonstrate your proficiency through TOEFL, IELTS, or CAE scores. You can also supplement your application with a video interview to confirm your English proficiency, and you will want to send test scores for any secondary high school programs such as IB. Last year, the University of Denver’s acceptance rate was 58% . DU received 19,904 applications last year and admitted 11,554 students. Of those, 1,504 students actually enrolled, making it similarly selective to schools like Illinois Institute of Technology and Texas A&M University . While there’s a good chance you’ll be admitted, you should still take the application process seriously and make sure that every part of your application is as strong as possible. One way to increase your chances is to get help from people who have been through the process before. Connecting with someone who has successfully gained admission to a school like DU can make the difference between rejection and acceptance. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. DU uses a holistic review process to choose students with potential and who will contribute to the DU community. Use your application to highlight your strengths in the following areas. Academics. DU places a greater emphasis on GPA than it does test scores, but the admissions counselors will consider both when evaluating your application. The average GPA for incoming freshman was a 3.7, with the middle 50% of applicants falling between 3.47 to 4.0. The average SAT score was 1265, with the middle 50% earning scores between 1170 and 1370. The average ACT score was 28, with the middle 50% earning scores between 26 and 31. Extracurriculars. DU doesn’t care what activities you were involved in throughout high school, but they do want to see that you pursued something you were interested in with passion and excellence. This could mean taking a leadership position at your school, starting a new organization or initiative, or being recognized for your talents through awards and recognition. Whatever you do, show why those activities were meaningful to you and how you went above and beyond in following them. Character. It’s important that you give the DU admissions officers insight into who you are and what your strengths are. Write a compelling essay that focuses on an accomplishment or strength that you are proud of, and choose recommenders who can highlight strengths beyond what you could cover in your essay alone. Contribution to Community. DU is explicitly looking for students who will engages with their community. Show how your strengths and experiences will enrich the student body and how you’ll engage with the campus and the surrounding community. You can highlight how you’ve contributed to communities in the past through service or leadership. Every application is different, but over the years we’ve seen these strategies give our clients applications that are three times more likely to gain favorable admissions results. Tell your story. The University of Denver explicitly say that they give a lot of weight to your essay, extracurriculars, and supplementary materials, and the admissions counselors are looking for bright, motivated students who will make the most of their education. Whatever you don’t include in your application, they won’t know about, so make sure you highlight your strengths, your values, and your passion throughout your application. Partner with recommenders. Most students choose a recommender and let the recommender do all the work, but you need to make sure that every piece of your application is strong. Choose recommenders who can complement your essay by highlighting a different aspect of your character, such as athletic coaches or work/volunteer supervisors. Give your recommenders all the help they need to make their letters flow with the rest of your application. Enhance the themes of your completed application. A seasoned admissions counselor will review your entire application in about nine minutes and evaluate it. If you want them to remember something positive about you, then you’ll need to mention it throughout your application, not just once and hope that they remember. Try this strategy—finish your application at least a week early and leave it alone for a few days. When you return to it, read the whole application in nine minutes. What stood out to you? What wasn’t clear or could be improved on? Then make those improvements. The University of Denver receives applications from more qualified applicants than they can accept, and they work hard to make sure the DU is affordable for the students they admit. If you find yourself facing a no-thank-you at the end of the admissions process, don’t be too hard on yourself. Bright, motivated, resourceful students will find success, or create it, anywhere they go. The University of Denver doesn’t appear to have a formalized decision appeals process. However, we do not recommend that you petition your decision, as across most schools, decisions are rarely reversed. You are eligible to apply for transfer for any of the academic quarters, and DU is very open to transfer students, adults returning to complete their degrees, and other types of nontraditional students. That said, you’ll still need to complete an application via the Pioneer App or Common App, include your college transcripts with at least a 3.0 college GPA, and, if you’ve completed less than a year of college, you’ll want to include your standardized test scores as well. You can reapply after taking a gap year, but this path is riskier than simply committing to another school and requesting to take a gap year there. To see if a gap year is right for you, visit our posts, What Are the Pros of Taking a Gap Year? and What You Need To Know When Applying to Colleges After a Gap Year . By far, we recommend looking at another great school and making the most of your time there. Consider applying for other Colorado schools such as the University of Colorado – Boulder or Colorado College. For advice on adjusting to a different college path, check out our post Envisioning a New Future: Preparing for Life at Your Second-Choice (or Third, or Fourth) School . The University of Denver is a great option for dedicated students. If you’d like more personalized advice on your admissions profile, offers College Applications help , where you’ll be paired with a successful mentor at a top school who helps you along every step of the application process.

English Literature Essay Example | Topics and Well Written Essays - 1250 words

English Literature - Essay Example of the creative element inherent in it, but also because of the manifestation of the imagination that could be found within it in the sense that we create what we see, beginning to recognize how the representation of social issues might help to bring about change in these same social issues. The world was full of symbols and signs that would portend future events and actions which were knowable through their relationship to the myths and legends of antiquity. Many of the concepts that emerged as a part of Romanticism were reactions to the social upheaval that was taking place at this time coupled with a shifting economic structure. During the ‘Romantic Period’, the poets took part in a movement against the Industrial Revolution and the Enlightenment, where they protested (with their poetry) the ideals of those Europeans who sought to bring reason and ‘Enlightenment’ to the world. The Romantics expressed their defiance of the so-called ‘reason’ that both the Industrial Revolution and the Enlightenment brought to society. Throughout this period, women’s appearances in literature are characterized as dependent upon men for any outward action. Most of the principle female characters are white and invariably subservient to men. While this is often understood as a male-dominated and defined society in which women had no voice at all, the degree of truth in this idea is largely dependent upon the au thor and his background. It has been said of Romantic literature that ‘The tendency to portray women as binary opposites suggests a misogynistic perception of the inadequacy of female character’. While this may be true of much Romantic literature, Lord Byron’s poetry, such as his most famous work ‘The Corsair’, illustrates a more even-handed approach. The three cantos of â€Å"The Corsair† tell the story of a pirate chief named Conrad. The poem opens with Conrad on his pirate island, described in terms that convey the sort of haunted, lonely

Criminal Justice Assignment Example | Topics and Well Written Essays - 500 words

Criminal Justice - Assignment Example This essay argues that while both conflict and consensus are existent in the United States, the country tends towards the conflict perspective. While both formulations of these perspectives are problematic, the consensus perspective has seemingly overly optimistic slant. In essence, it’s arguing that the law functions outside of undue influence, in a completely equitable means of agreed upon functions. It seems this view completely ignores things, such as the overwhelming privileged inherent in attending law school, or that becoming a judge requires significant political acumen. While it acknowledges that there are diverse and competing interests within a cultural framework, it assumes that the social structure exists outside of them, created through some metaphysical objectivity; this is logically inconsistent, as it fails to take into account that the very people who constructed the legal system were influenced by these same pernicious motivations. Even so, most citizens and scholars recognize some truth to the consensus model. While the Supreme Court structure in American society is understood to be highly reliant on the personal backgrounds of the individual justices, society has objectively accounted for this and openly negotiates how personal bias will be used towards equitable means. While this may be a highly reductionist take on the process of law, as a conflict argument would be that even the democratic voting process is indicative of oppressive power structures, in these instances there is at least the social movement towards equitable democratic consensus. Conversely, the conflict paradigm aligns the social structure as a means for powerful entities to continue their social domination, and it is this perspective that is most predominant in the United States. Whereas the consensus perspective seems somewhat idealized, the conflict perspective is in contains a healthy

Fire Safety Essay Example for Free

Fire Safety Essay On a cold summers night the fire department received a two-alarm house fire. When the first-in engine arrived on the scene they reported heavy smoke and flames visible from the exterior. Others units then arrived on the scene to help battle the blaze that destroyed the two-story house. Thankfully, no one was injured. Fire investigators determined the cause of the blaze was a candle that has been left burning unattended while the homeowners left the house. Accidents like this are the reason for fire safety awareness. Fire safety is an essential part of education for both the public and firefighters that has proven to decrease the risk of accidental fires and fire related deaths. The history of the fire service dates back to the early days of history. The service has evolved dramatically from the beginning. The first records of the fire service were recorded when a firefighting force emerged â€Å"during the rule of the roman empire† (Lincolnshire 1). The first try of using a fire brigade didn’t work as planned as nearly a quarter of Rome went up in smoke under rule of emperor Augustus. The first fire brigade used slaves to attempt to put out the raging fires. Later â€Å"Britain got its first organized fire brigade in 43 AD when the Romans invaded. After they left Britain’s first fire brigade disbanded† (Lincolnshire 1). At these early times in history people begin to realize the need for a fire department and the uses for spreading fire safety to protect civilians came about. The main reason for teaching fire safety evolved from these times. It is meant to protect and help save lives when fire is present in ones environment. Firefighting is one of the most honorable jobs in America. They play a major role in the communities in which they work. Firefighters don’t only work to put out fires that occur but also spend much of their time educating the public in an effort to help prevent fires before they start. Webster’s Dictionary defines fire safety as: public education and awareness to help reduce the risk of fires (â€Å"Fire Safety† 500). Fire safety is a simple and  inexpensive in educating the public and can be very helpful in preventing fires (Elken 641). Many fire departments get the community involved in programs to educate people of all ages. There are many types of programs and ways to make fire safety education realistic and interesting to learn about. One of the simplest and most inexpensive ways to share life-saving information is through the public service announcements (Elken 641). Some examples of this are methods such as radio and television commercials. Some fire departments have fire safety trailers. These trailers have often been remodeled to make the living areas of a house realistic but in a much smaller scale. They are fixed to make the sounds and a smoky environment that one might encounter if caught in an actual fire. It is stressed to stay low during a fire in a smoky environment. They also have stoves and fire suppression equipment such as fire extinguishers to educate in how to extinguish small fire such as one that may occur on the stove like a grease fire. Another great safety  program takes place in schools all across the nation. â€Å"Fire prevention and education programs are put in place to teach the dangers of fire and how to evacuate the building quickly and properly in case of an emergency in the learning atmosphere† (Elken 643). Fire drills are an example of procedures that take place in the school to inform students what to do in case of an emergency. These are a few examples of fire safety programs taught around the nation. The need for fire safety has never been higher. As more and more people move into the nation referred to as the â€Å"melting pot† more and more precautions need to be taken as the population increases. The US Fire Administration states â€Å"The US has one of the most highest death rates in the industrialized world (US Fire 1). â€Å"About 5,700 people are killed every year in fires and about 29,000 civilians are injured in fire related injuries† (US Fire 1). Furthermore, â€Å"Careless smoking is one of the most commons reason for fires in residential fires† but â€Å"arson is one of the major causes of death in commercial fire fatalities† (Elken 645). Fire safety is an essential part of public knowledge to help prevent these deaths and fire related injuries. There are many ways to help prevent fire deaths and injuries. Statistics show â€Å"A working smoke detector doubles a person’s chance of surviving a fire. Approximately 90 percent of US homes have at least one smoke detector. Nearly half the residential fires and three fifths of fatalities occur in home with no detectors† (US Fire 2). Smoke and fire detectors can be located throughout a  structure usually close to sleeping quarters. Battery or electricity or both operate them. All batteries should be changed when the time changes. Fire extinguishers should always be placed throughout the house in case of a fire. It is not only important to have this type of devise but it is essential to know how to fully operate it. All basic extinguishers are the same in that they have a handle, and pin to pull for activation by squeezing the handle, and a nozzle that can be pointed to the base of the fire. Another system that is becoming popular and required by fire code in some establishments is the installation of sprinkler systems. The Systems â€Å"have become more cost effective and can usually be installed for .75 to 1.50 dollars per square foot (US Fire 2). It is very important to have some type of devise in the home in the event of an emergency. It is obvious fire safety education is necessary to decrease the risk of fire fatalities. The NFPA says, â€Å"since 1980, fire calls have fallen 43%† (Top Ten 1). Firefighters hard work across the nation is paying off when it comes to public education. As the world strives to reach higher standards in technology I think there will be an even greater decrease in fires in both the residential and commercial environment. As long as the firefighters and communities continue to work together to teach people of all ages about the importance of preventing fire and how to react in the event that one may occur the rate of fire fatalities and injuries will continue to decrease. Saving lives and property is what fire safety is all about.

The Apprenticeship of duddy Kravitz :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In society, most people have an obsession to some extent, these may include such things as a hobby – collecting antiques; or even as simple as having to have things a certain way. For others though, obsession has a different meaning, they might become obsessed with one special object, or possibly attaining a certain goal. They might go about achieving this goal no matter what the consequences to others might be. Mordecai Richler’s book the Apprenticeship of Duddy Kravitz, illustrates one such case of obsession, the title character, Duddy Kravitz becomes obsessed with his grandfather’s saying, â€Å" ‘ A man without land, is nothing.’†, thus starting Duddy on his quest to attain a piece of land. Throughout his quest, Duddy has no regard for the feelings or the relationships he destroys in the process, weather it in his family relations, business relations, or even his personal relations to those that are closest to him.   Ã‚  Ã‚  Ã‚  Ã‚  Duddy was not born into money, his father, Max, was a taxi driver, and pulled in a low income. Max’s brother, Benjy had money and always played favourites with Duddy’s brother, Lennie by giving him money and opportunities. Duddy always had to struggle for his money, and in one his many struggles he borrows his father’s taxi cab, which is his only source of income, but does not return it for three days. He was delivering pin ball machines that he had sold. When he returns he finds his father is furious at him just taking off with the cab without permission. â€Å"They found Max at Eddy’s, and he was furious, ‘who do you think you are?,’ he said ‘that you can run off with my car for three days? Just like that.’† (Richler, 213). Duddy has a way of burning bridges with the people that he most needs, he only thinks of himself, and has no consideration for the feelings of others, even those who does not want t o hurt the most. Duddy’s grandfather, also known as the Zeyda, is Duddy’s mentor and the only person Duddy really looks up to, and the one he does not want to hurt, but ends up hurting him the worst. â€Å"‘Yvette came to see me.’†¦. ’she told me what you did,’ Simcha said, ‘And I don’t want a farm here.’ †¦. ‘I can see what you have planned for me, Duddel. You’ll be good to me. You’d give me everything I wanted. The Apprenticeship of duddy Kravitz :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  In society, most people have an obsession to some extent, these may include such things as a hobby – collecting antiques; or even as simple as having to have things a certain way. For others though, obsession has a different meaning, they might become obsessed with one special object, or possibly attaining a certain goal. They might go about achieving this goal no matter what the consequences to others might be. Mordecai Richler’s book the Apprenticeship of Duddy Kravitz, illustrates one such case of obsession, the title character, Duddy Kravitz becomes obsessed with his grandfather’s saying, â€Å" ‘ A man without land, is nothing.’†, thus starting Duddy on his quest to attain a piece of land. Throughout his quest, Duddy has no regard for the feelings or the relationships he destroys in the process, weather it in his family relations, business relations, or even his personal relations to those that are closest to him.   Ã‚  Ã‚  Ã‚  Ã‚  Duddy was not born into money, his father, Max, was a taxi driver, and pulled in a low income. Max’s brother, Benjy had money and always played favourites with Duddy’s brother, Lennie by giving him money and opportunities. Duddy always had to struggle for his money, and in one his many struggles he borrows his father’s taxi cab, which is his only source of income, but does not return it for three days. He was delivering pin ball machines that he had sold. When he returns he finds his father is furious at him just taking off with the cab without permission. â€Å"They found Max at Eddy’s, and he was furious, ‘who do you think you are?,’ he said ‘that you can run off with my car for three days? Just like that.’† (Richler, 213). Duddy has a way of burning bridges with the people that he most needs, he only thinks of himself, and has no consideration for the feelings of others, even those who does not want t o hurt the most. Duddy’s grandfather, also known as the Zeyda, is Duddy’s mentor and the only person Duddy really looks up to, and the one he does not want to hurt, but ends up hurting him the worst. â€Å"‘Yvette came to see me.’†¦. ’she told me what you did,’ Simcha said, ‘And I don’t want a farm here.’ †¦. ‘I can see what you have planned for me, Duddel. You’ll be good to me. You’d give me everything I wanted.

Looking for Alibrandi Essay

A good book leaves us thinking with things to say, and Looking for Libidinal Is a good example of one of those books. It captures the exact thoughts of a seventeen year old girl, stressed out from her upcoming HAS exams as well as the problems going on In her social life. Melinda Merchant engages us In the themes of multiculturalism, love, rites of passage and coping with death and encrypts these themes beautifully and expresses them with emotion and thought. One of the biggest themes of Looking for Libidinal is multiculturalism, as Josses trudges to find her personal and cultural identity.At the beginning of the book Josses resents having an Italian background, because at school there is the difficulty and prejudice of being a second generation Australian with an Italian background. She experiences a feeling of being different, as the majority of the students have Anglo- Saxon backgrounds, and have not learned to accept anyone other than â€Å"their kind†. The students tease and make racist comments at her, calling her a ‘new Australian', but Josses Is strong and fights back, but consequently this gets her Into a lot of trouble with the teachers.Although the students at her school are not the only ones, as there are other people who have preconceived ideas about the ‘ethnics', such as Jacob. It begins as Jacob talks about ‘going out with the ethnic girl' and as their argument continues, he goes to say you people should go back to your own country if you're so confused'. At home as well, there is gossip from the Italian society about Josses not being good enough, and her grandmother always telling her that it kills her inside when Josses fights about having her own rights as well, and that the rules and restrictions are stifling to her.Also, the rituals within the family, such as Tomato Day, is resented by Josses at first, but as she mature she begins to see that it is not taking up her free time, but Its an opportunity for her family t o share and tell their stories. Eventually, Josses comes to realize that, even though not everyone In Australia will ever understand a multicultural society, she knows what her place Is and that It matters. â€Å"If someone comes up to me and asks me what nationality I am, I'll look at them and say that I'm Australian with Italian blood rapidly flowing through my veins.I'll say that with pride, because it's pride that I feel. † Love is a major theme that is related to Looking for Libidinal, because it is in this year of Joke's life that she falls in love with Jacob Cote. This decision held an important meaning because this is what made Josses decide between whether she wanted to have an important status and to be considered in the wealthy class, or as Josses describes the beautiful people' (John Barton), or whether she wanted to be seen as the girl who would live her life in the middle-class, Just being normal.Because If she was to choose a relationship with John Barton, this would've left her with a better Image to be accepted for her dream Job as a barrister. Even so, Josses continued to date Jacob, and throughout the book, her feeling continuously become stronger for and Jacob isn't; repeatedly he begins to show strong emotions for his love for her, but Josses feels he is pushing he too hard. In the end, it is the occasion that Josses stands up for herself that they break off the relationship. It breaks her heart, but this teaches Josses to be strong and to stand for herself, and that the future is not going to always be how she wants it to turn out.But that isn't the only relation of love portrayed through the book – despite their disagreements and argues, Josses, Christina ND Katie all love each other. Even thought they shout and, at times, swear at each other, beneath it all they all hold a very close family relationship and know that they are a family. At the beginning of the book, Josses resents her grandmother and hates going to her plac e every afternoon. She argues with her and compels against her with every chance that she gets. Her grandmother, Katie, continues to tell Josses that she and Christina are not good enough and that everything they do breaks her heart.But as the story follows, Josses tries hard to listen, and begins to understand her grandmother. She listens to the stories she tells about her young life in Australia, and as time passes Josses finds out about things that not only change her life, but her relationship with her grandmother as well. The bond grows stronger and by the end of the book, Josses cherishes the relationships she holds with her mother and grandmother, and reflects back to how she once was, but knows now that what she holds with her family is one of the most treasured things in in her life.In looking for Libidinal, rites of passage is a key theme because of how Josses transitions from her immature self into a mature and more open-minded woman. At he beginning of the book, Josephin e is determined to not abide by the rules, yet as she places in more thought and begins to understand more, she realizes that she has only been questioning and opposing school, religion and family, but not thinking about her friend's ideas and moral values.When it came to her friends, she never really gave thought to what she was doing, and this allowed her to be influenced greatly, never standing up for what she thought was right. Once Josephine realized this, she began to have think for herself and started making her own decisions. This is what allowed Josses to stand up to Jacob about having sex with her. By the end of the novel, Josses has realized that there is more to being Just a rebel, as being a reasonable and stable person is not about going against someone rules, but it is about knowing one's self and being able to set your own boundaries.It is this that enables her to accept that a part of life is to know and go along with another's wish, as long as the balance between c onforming and independence is maintained. Death and grieving is another significant issue in Looking for Libidinal. Josses says that she would die if her mother dies, but Jacob, whose mother had died several years earlier, says you don't die. He talks about feeling angry and hurt, but then tells Josses that one day you find yourself remembering something and laughing instead of crying.To Josses, Jacobs description had been so honest and real, and it was then that she realized she had no experience of the death of someone close to her. At the end of the novel, when John Barton commits suicide, Josses is at first in disbelief and hysteria, and then is angry and says she hates John for his weakness. She cries and to accept that he is gone. Josses had reacted to John's death in a predictable way; owing through the emotions of anger, hate, pain, guilt, remembering and eventually acceptance, because to her, whatever had happened had already happened, and she had to move on.In Looking for Libidinal, there are two important comments about suicide. The first was when Joke's father said: â€Å"Living is the challenge, Josses. Not dying. Dying is so easy. Sometimes it only takes ten seconds to die. But living? That can take you eighty years and you do something in that time, whether its giving birth to a baby or being a housewife or a barrister or a soldier. To throw that away at such a young age, to have no hope, that is the biggest tragedy. And the other was by Ivy: â€Å"It wasn't our fault Josses. Not yours or mine. It was always John.But I feel like crying because people will always remember the way he died not the way he lived. † It was because of John's death that Josephine realized that each person has to make their own decisions about living or dying, and that feeling responsible for the lives of other people is only natural, but impossible in the end. In conclusion, Looking for Libidinal was indeed a book that left us with things to say. The way Merchan t conveyed the difficulty of the living standard [for legitimates] only 20 years ago have completely opened our minds and touched our hearts.She has left us to think of how different our Australian society is now, and how multiculturalism might be one of our strongest point to become one united country, and how we have completely accepted that. Not only that, but to describe to us that we must become independent and to stop being conformed to what we want to do, and to think of others but setting our own limits at the same time, to describe this all in one book, I believe that this definitely has to be a book that has influenced us greatly and left us with thoughts in our minds.

How useful and reliable are these sources in explaining how women’s lives were affected by World War One? Essay

World War One began in 1914 and ended in 1918. Women’s lives were majorly affected during the war. My role is to find out if the lives of women were greatly affected by the First World War. During the war since most of the men were off fighting, the women were needed to stay home and run things so that the economy would not completely fall apart. Women had to take over men’s work to ensure that the jobs were fulfilled this was a huge step for most women as before all that they knew was house work and how to look after the kids. The following source explains the wages and problems women had whilst working. Source A5, is useful to me because it tells me how much women earned in the munitions factories and whether or not they liked it. In domestic service women did not like the work, but when they started to work in such places like the munitions factory some changed their minds and actually enjoyed it. ‘I started on hand-cutting shell fuses, we worked twelve hours a day apart from the journey morning and night, as for wages; I was very well off earning  £5 a week’. Source A5 was written by the memories of women’s lives that were altered by the war the main write being Mrs H. Felstead. These memories are shown in the ‘Imperial War Museum’ for the public. This source is reliable because it states when it was written and who wrote it. However the source might not be completely reliable because the memories of the women may have changed since then; I think that source A5 could also be biased in some way or another. The purpose of this source is to show what it was like 1914-1918. Source A7 links in with source A5 because it is also talking about wages in the First World War. Source A7 is reliable to me because of what is written in the poem, it was about the munitions factory in 1917. The source might not be entirely reliable because there is a chance that somebody made it up for entertainment. The poem explains someone earning high wages; ‘She can buy all of the jewellery that she wants, she takes taxis and even has a sergeant to walk with’, basically she can afford anything that she wants. This tells me that her life was affected in a positive way during the war. Another interesting source that backs up A5 is A10, I think that source A10 is useful to me because it says when the war ended at an exact date, ‘11th November 1918’ and how the  government practically forced women to go back to their old jobs. ‘Many women were pressurised into handing in their notice, within months of the end of the war, hundreds were out of work.’ I think that this source is reliable because the book was written by a Historian name is Josh Brooman who would have spent many years researching this subject, years in College and University, read sources and facts and gathering enough evidence to provide this information, He was chosen to be the author for a school’s history textbooks for GCSE students so he would have been respected and valued for his job as a Historian. Also a key part that is useful in this source is at the beginning where he states the exact date that the war ended, this is not opinion; but fact. But, this source could not have been completely reliable because it was written in 1994 for students, The truth could have been shaded a little in the book ‘People in change’ Parts of the text may have been edited a little not because they are wrong but so that it was suitable for the students learning about this subject for example information about how dangerous it was. I think that the purpose of source A10 is to explain to future children when the ‘First World War’ ended and both what women did during and after the war. Source A6 is another interesting source that I choose; I think that this source is useful to me because it is about a man, who does not want things to change. To me it already sounds as if the source is biased, I also think that this source is reliable because it was written by a soldier from the first world war that could tell us everything that happened, His name is H.V Shawyer, he would have no reason to lie about his past and things he witnessed and would have told the truth people should respect this. It makes the source ALOT more reliable coming from a man who took part in the war because he has a first account of what really happened. ‘Many of the girls earned ten times my pay as a full corporal’ The source came from a book called ‘Voices and Images from the great War’. However, this so urce could not be entirely reliable because the book was written in 1990 and the soldiers memories of what happened me have been played out so many times in his mind that they change slightly psychologically and he may of tried to block out certain aspects of war meaning his opinion and past might not seem the same now as it did back then. I think that the purpose of this source is to explain what men and women did in their spare time during World War 1 and share a man’s account  of past events. During the war many women campaigned for women’s rights they were called campaigners. Suffragettes also were involved with these campaigners but they focused more on the privilege to be able to vote. This was a positive thing to happen because they began being able to voice their opinions of the world and how things worked without men’s input and opinions that were not fair. Source A8 explains some of this. The source was written in 1932 by Sylvia Pankhurst (An author and campaigner for women’s rights) Writing in a history book called ‘The Home Front: A mirror to life in England during the First World War’. In my opinion from hearing that Sylvia is a campaigner for women’s rights, this could be biased. I find that this source is useful to me because it explains what most women felt like when working in an aircraft factory. This source Is reliable to me because it states when it was written and who wrote it. ‘They were painting aircraft w ings with dope varnish at a wage of 15s a week, For which they had to work from 8am to 6:30pm. It was common they told me, for six or more of the 30 women to be laying ill outside the workshop’ This means that it was a dangerous job where workers earned little money for working long hours. This means that the government didn’t really care about the workers nor support them despite them having to take over men’s jobs and keep the quality of work up. I think that the purpose of this source is to explain to other men and women what it was like working in an aircraft place. In conclusion from all the information that I have gathered I have learnt that The war affected women in a number of ways. For one thing, women were told to begin working to help the economy. Some became nurses and many had to work in dangerous factories. A lot of women did not enjoy this line of work, it was tiring dangerous and underpaid. But, quite a few women were happier with their lives during the war. They fought to be heard, were allowed to vote were even seen to be more equal to men after the war. Many women lost men in their lives, their husbands, brothers, and fathers this would have been devastating. Before the war began, women were known to work in the kitchen, feed the kids, complete housework and look after their husbands. Many enjoyed the change of working to help everybody and were  proud that they could prove they were just as capable as men, this changed the way of everything. In my opinion, Women’s lives were affected greatly by World War One and it was a massive change in history. I have the evidence from sources to prove this.

Free Essays on International Law Articles

Australia’s Prime Minister to act against terrorist neighbors On December 1, 2002 Australia’s Prime Minister John Howard said that he is prepared to act against any terrorists in neighboring Asian countries and that the international law and the U.N. Charter should be changed to empower nations to strike in defense against terrorists who plan to attack them. Today Australia has one of the most powerful militaries in its region, which include a modified air force and phenomenal Special Forces. The main reason for Howard’s comments come as Australians wait nervously and watch how Southeast Asian countries to its north deal with Islamic militants in the wake of the October 12th bombings on Indonesia’s resort island of Bali. The devastating attack left almost 200 people dead and close to half of them Australian tourists. The people that have been blamed for the terrorist attacks are none other than the al Qaeda group led by Jemaah Islamiyah. Dozens of members of the al Qaeda group have been arrested and jailed but many more are still believed to be operational. Since the attacks the Australian government has increased security measures at their embassies overseas and have warned the people of Australia that the terrorists may even attack Australia. Prime Minister Howard was quoted by Channel Nine news on Monday about why he feels empowered nations should strike back against terrorists who plan to attack them â€Å"It stands to reason that if you believe that somebody was going to launch an attack on your country, either of a conventional kind or a terrorist kind, and you had a capacity to stop it and there was no alternative other that to use that capacity, then of course you would have to use it.†(CNN News pg2). Howard’s comments this week brought about an immediate reaction in Jakarta. Indonesian foreign ministry spokesman Marti Natalegawa said Australia did not have the right to launch military strikes in other... Free Essays on International Law Articles Free Essays on International Law Articles Australia’s Prime Minister to act against terrorist neighbors On December 1, 2002 Australia’s Prime Minister John Howard said that he is prepared to act against any terrorists in neighboring Asian countries and that the international law and the U.N. Charter should be changed to empower nations to strike in defense against terrorists who plan to attack them. Today Australia has one of the most powerful militaries in its region, which include a modified air force and phenomenal Special Forces. The main reason for Howard’s comments come as Australians wait nervously and watch how Southeast Asian countries to its north deal with Islamic militants in the wake of the October 12th bombings on Indonesia’s resort island of Bali. The devastating attack left almost 200 people dead and close to half of them Australian tourists. The people that have been blamed for the terrorist attacks are none other than the al Qaeda group led by Jemaah Islamiyah. Dozens of members of the al Qaeda group have been arrested and jailed but many more are still believed to be operational. Since the attacks the Australian government has increased security measures at their embassies overseas and have warned the people of Australia that the terrorists may even attack Australia. Prime Minister Howard was quoted by Channel Nine news on Monday about why he feels empowered nations should strike back against terrorists who plan to attack them â€Å"It stands to reason that if you believe that somebody was going to launch an attack on your country, either of a conventional kind or a terrorist kind, and you had a capacity to stop it and there was no alternative other that to use that capacity, then of course you would have to use it.†(CNN News pg2). Howard’s comments this week brought about an immediate reaction in Jakarta. Indonesian foreign ministry spokesman Marti Natalegawa said Australia did not have the right to launch military strikes in other...

BHS 328 B.S. Health Sciences Team Building (Mod 4 CSA) Essay

BHS 328 B.S. Health Sciences Team Building (Mod 4 CSA) - Essay Example Therefore, effective communication is the key to successful teambuilding (Howard, 1961). Virtual teams are the ones, most prone to become the victim of the barriers of communication, as they hardly communicate face to face which is usually considered the best to pass your message across. a) In virtual teams, there are hardly any meetings that take place and in this case, the correspondence solely took place through emails. They met twice a week; however, most of their communication occurred over the internet. Over the past months, the communication between the four members of the team has significantly depreciated. They has been confusion in the air, the members don't feel comfortable working around with the other members of the team. They don't trust each other anymore possibly because of certain events and lack of interest on the part of some members. However, this situation is worsening. They have started accusing each other over laziness and the tone has become increasingly intimidating and the environment unfriendly. There is evidence that suggests that the attitudes of the team members towards each other are not suitable for better communication between them anymore. There might be various reasons that have introduced this air of uncertainty, distrust and unfriendliness among the group members. One might be that they must not have been able to convince their ideas through writings on the email. Sometimes, expression is required verbally in order to get your idea across. Secondly, the mood in which the two people communicating is not clear because there is no proximity and visual exposure between the two. This can adversely affect the idea that is communicated across. The reason for this is that non-verbal cues are considered equally important to get the right idea across (Harry 2001). The distance might have also triggered expectations from the other members to work more. When you are not meeting regularly to accomplish a certain task, you tend to procrastinate and delay the work. This habit might have triggered the accusations of laziness on the part of the workers. Muddled messages can also be termed as a barrier to effective communication in this case. The people working together through emails might not be able to get their idea across in the right aspect. There is hardly any listening that is taking place in this kind of virtual team. They hardly meet to discuss their ideas together; therefore, a very important aspect of effective communication, degree of listening for understanding, is nullified here. b) According to Kepner and Trogue, Problem solving and decision making are two different developments that require different actions. Problem solving is basically rectifying an error or blunder that has occurred and therefore, is a very important process that the managers have to look into. Decision making is another kind of process that is an activity related to the actions that are expected to happen in the future. Problem solving is something that needs to follow a proper process. It is very important to diagnose the right kind of problem, because if you incorrectly diagnose the problem, it can lead to the birth of other major difficulties (Harry, 2001). Therefore, one needs to follow each and every step in the right spirit to effectively diagnose the problem. The first thing that is needed to be done in this case is to clearly define the

Assessing Popper's critique of Marx's historicism as well as limited Essay - 1

Assessing Popper's critique of Marx's historicism as well as limited defense of one or more of one or more of Marx's doctrines - Essay Example According to Popper, the main Marxist doctrines that contributed to the failure by the Australian social democrats to prevent the rise of fascism and the eventual collapse of parliamentary democracy is the Marxist historical doctrine of pseudo-scientific historical materialism. Popper was particularly traumatized by the failure of the democratic parties in Austria to prevent the takeover of Austrian politics by fascism between the 1920s and the 1930s. Popper argued that the communist economic system, which were manifested through fatal ambiguity, passivity and vanguardist politics, and social engineering contributed to the collapse of the parliamentary democracy. In addition, Popper attributed economic historicism and communism to the decline of the Austrian social democracy and the rise of fascism. For example, according to Popper, economic historicism based on Marxist doctrines encouraged the skeptism of the socialist on their ability to reverse historical trends and this significantly weakened their resolve to fight fascism (Hacohen 328). Finally Popper suggested that Marxism led to Austrian social democracy into a dead end by creating real problems that tended to displace another. The social democracy, which Marx promoted, failed to demonstrate feasible economic alternative that reflected market capitalism and totalitarian command economy according to Karl Popper (. The Marx’s ideologies that were inherent in the Austrian socialism committed the country into grave errors. For example, he suggested that Marxism not only failed to provide the Austrian and German socialists with guidelines of sharing political power with the non-socialists thereby resulting in disastrous consequences to their struggle against fascism (Hacohen 327). According to Popper, some of the defensible Marxist doctrines included Marxists critique of psychologism as well as Marx arguments of the autonomy of sociology and