Technology-based Instructional Practices Essay Example | Topics and Well Written Essays - 3250 words

Technology-based Instructional Practices - Essay Example Because of the growing dependency and the importance of technology in society, technology has become increasingly important in schools as problem-solving instructional tools. The breadth portion of this Knowledge Area Module (KAM) presents a working theory of constructivism based upon instructional practices adapted to meet the technology requirements of the twenty-first-century learner. There will be special emphasis on the work of Jean Piaget, Lev Vygotsky, and Seymour Papert. The Breadth paper emphasized the relationship between social and cognitive constructivism along with influences in education. The constructivists’ theories and concepts addressed learning styles and academic achievement. It concluded with the suggestion that to increase productivity from student achievement and productivity, an increase in feedback communication from all stakeholders in an educational system. Feedback communication increases can be contributions to the use of technology-infused instruction, data management, and intelligent classrooms communication. School districts cultivate reform practices to include the integration of technology in curriculum standards. Student technology standards are aligned with each grade level for students to master. Educational paradigm shifts bring new perspectives, new conceptualizations and new ways of thinking about a topic. The research studies explain the important role of technology Computers developed for the classroom, which were geared toward helping to teach the traditional curriculum and basic skills, were often operated as a means to deliver instruction, sometimes as a supplement to the teachers’ classroom instruction, and sometimes replacing classroom instruction altogether.  

Genres Of Literature Essay Example for Free

Genres Of Literature Essay Genres of literature are important to learn about. The two main categories separating the different genres of literature are fiction and nonfiction. There are several genres of literature that fall under the nonfiction category. Nonfiction sits in direct opposition to fiction. Examples from both the fiction and nonfiction genres of literature are explained in detail below. This detailed genres of literature list is a great resource to share with any scholars. Types of Nonfiction: Narrative Nonfiction is information based on fact that is presented in a format which tells a story. Essays are a short literary composition that reflects the author’s outlook or point. A short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative. A Biography is a written account of another person’s life. An Autobiography gives the history of a person’s life, written or told by that person. Often written in Narrative form of their person’s life. Speech is the faculty or power of speaking; oral communication; ability to express one’s thoughts and emotions by speech, sounds, and gesture. Read more:  How to write a reflection essay. Generally delivered in the form of an address or discourse. Finally there is the general genre of Nonfiction. This is Informational text dealing with an actual, real-life subject. This genre of literature offers opinions or conjectures on facts and reality. This includes biographies, history, essays, speech, and narrative nonfiction. Nonfiction opposes fiction and is distinguished from those fiction genres of literature like poetry and drama which is the next section we will discuss. Genres of Fiction: Drama is the genre of literature that’s subject for compositions is dramatic art in the way it is represented. This genre is stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action. Poetry is verse and rhythmic writing with imagery that evokes an emotional response from the reader. The art of poetry is rhythmical in composition, written or spoken. This genre of literature is for exciting pleasure by beautiful, imaginative, or elevated thoughts. Fantasy is the forming of mental images with strange or other worldly settings or characters; fiction which invites suspension of reality. Humor is the faculty of perceiving what is amusing or comical. Fiction full of fun, fancy, and excitement which meant to entertain. This genre of literature can actually be seen and contained within all genres. A Fable is a story about supernatural or extraordinary people Usually in the form of narration that demonstrates a useful truth. In Fables, animals often speak as humans that are legendary and supernatural tales. Fairy Tales or wonder tales are a kind of folktale or fable. Sometimes the stories are about fairies or other magical creatures, usually for children. Science Fiction is a story based on impact of potential science, either actual or  imagined. Science fiction is one of the genres of literature that is set in the future or on other planets. Short Story is fiction of such briefness that is not able to support any subplots. Realistic Fiction is a story that can actually happen and is true to real life. Folklore are songs, stories, myths, and proverbs of a person of â€Å"folk† that was handed down by word of mouth. Folklore is a genre of literature that is widely held, but false and based on unsubstantiated beliefs. Historical Fiction is a story with fictional characters and events in a historical setting. Horror is an overwhelming and painful feeling caused by literature that is frightfully shocking, terrifying, or revolting. Fiction in which events evoke a feeling of dread in both the characters and the reader. A Tall Tale is a humorous story with blatant exaggerations, swaggering heroes who do the impossible with an here of nonchalance. Legend is a story that sometimes of a national or folk hero. Legend is based on fact but also includes imaginative material. Mystery is a genre of fiction that deals with the solution of a crime or the unraveling of secrets. Anything that is kept secret or remains unexplained or unknown. Mythology is a type of legend or traditional narrative. This is often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods. A body of myths, as that of a particular people or that relating to a particular person. Fiction in Verse is full-length novels with plot, subplots, themes, with major and minor characters. Fiction of verse is one of the genres of literature in which the narrative is usually presented in blank verse form. The genre of Fiction can be defined as narrative literary works whose content is  produced by the imagination and is not necessarily based on fact. In fiction something is feigned, invented, or imagined; a made-up story. Basic Parts of Essay Introductory Paragraph The introductory paragraph accomplishes three purposes: it captures the reader’s interest, it suggests the importance of the essay’s topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read: A college essay has an introductory paragraph, several body paragraphs, and a concluding  paragraph. You are telling the reader what you think are the most important points which need to be addressed in your essay. For this reason, you need to relate the introduction directly to the question or topic. A strong thesis is essential to a good essay, as each paragraph of your essay should be related back to your thesis or else deleted. Thus, the thesis establishes the key foundation for your essay. A strong thesis not only states an idea, but also uses solid examples to back it up. A weak thesis might be: Wikipedia is a powerful resource in many ways. As an alternative, a strong thesis for the same topic would be: Wikipedia is a powerful resource because it allows users with knowledge in a specific area toshare their knowledge, because it allows users to quickly find information about a vast array of topics, and because studies have confirmed that it is as accurate as any other encyclopedia. Then, you could separate your body paragraphs into three sections: one explaining the open-source nature of the project, one explaining the variety and depth of information, and a final one using studies to confirm that Wikipedia is indeed as accurate as other encyclopedias. Tips  Often, writing an introductory paragraph is the most difficult part of writing an essay. Facing a blank page can be daunting. Here are some suggestions for getting started. First, determine the context in which you want to place your topic. In other words, identify an overarching category in which you would place your topic, and then introduce your topic as a case-in-point. For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph. A good thesis statement, for example, if you are writing about dogs being very good friends, you could put: A dog is an example of a very good friend because X, Y, and Z. Here, X, Y, and Z would be the topics explained in your body paragraphs. In the format of one such instance, X would be the topic of the second paragraph, Y would be the topic of the third paragraph, and Z would be the topic of the fourth paragraph, followed by a conclusion, in which you would summarize the thesis statement. Example As we travel through our lives, we will identify many people as friends. In truth, most of these individuals are simply acquaintances. They will enter and depart from our existences as matters of mutual convenience. True friends will be there for you always. There is no friend truer than a dog. Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends. This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends. Body Paragraphs Each body paragraph begins with a topic sentence. If the thesis contains multiple points or assertions, each body paragraph should support or justify them, preferably in the order the assertions originally stated in the thesis. Thus, the topic sentence for the first body paragraph will refer to the first point in the thesis sentence and the topic sentence for the second body paragraph will refer to the second point in the thesis sentence. Generally, if the thesis sentence contains three related points, there should be three body paragraphs, though you should base the number of paragraphs on the number of supporting points needed. If the core topic of the essay is the format of college essays, the thesis sentence might read: A college essay has an introductory paragraph, several body paragraphs, and a concluding paragraph. The topic sentence for the first body paragraph might read: The first paragraph of an essay is the introductory paragraph. Sequentially, the topic sentence for the second body paragraph might read: The introductory paragraph is followed by several body paragraphs. And the topic sentence for the third body paragraph might read: The college essay’s final paragraph is its concluding paragraph. Everybody paragraphs uses specific details, such as anecdotes, comparisons and contrasts, definitions, examples, expert opinions, explanations, facts, and statistics to support and develop the claim that its topic sentence makes. Tips When writing an essay for a class assignment, make sure to follow your teacher or professor’s suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask. Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, â€Å"There is no friend truer than a dog. † Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs. It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete. Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific  style of the essay, you may be able use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized. Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide basic background on a subject and, hopefully, to spark enough interest to induce further reading. Example A true friend will be there for you whenever you need them. Any dog owner will say that there is nobody that will stick with you through thick and thin as much as a dog. My own dog can barely contain her joy when I come home from a hard day. Regardless of my mood, and my attitude towards her, she is always happy when I am home, and that is usually enough to make me feel better about everything. True friends will help you when you are in need. Whether it is to protect their owner against some sort of threat or to help a blind person walk across the street, dogs are the most reliable companion a person could have. Few villains would attack a person walking a dog at night, and statistics show that homes with dogs are among the least likely to be broken into. The above example is a bit free-flowing and the writer intended it to be persuasive. The second paragraph combines various attributes of dogs including protection and companionship. Here is when doing a little research can also help. Imagine how much more effective the last statement would be if the writer cited some specific statistics and backed them up with a reliable reference. Concluding Paragraph The concluding paragraph usually restates the thesis and leaves the reader something about the topic to think about. If appropriate, it may also issue a call to act, inviting the reader to take a specific  course of action with regard to the points that the essay presented. Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy. Tips As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher’s position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher’s attention and make your essay interesting, funny, or compelling. Example It is no accident that many people consider their dogs as part of their family. Just like every other member, dogs contribute to the happiness and well-being of the home, making the burdens of caring for them well worth the effort. Dogs deserve love and respect every bit as much as they love and respect us. After all, what more can a friend be? In the above example, focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of â€Å"tell them what you are going to say, say it, and then tell them what you have said,† you may find it more interesting and persuasive to shift away from it as the writer did here, and then in the end, return to the core point of the essay. This gives additional effect to what an audience would otherwise  consider a very boring conclusion.

Quotes on Catcher in the Rye :: essays research papers

Which African nation, South Africa or Nigeria, will have greater difficulty overcoming problems that stem from its colonial legacy? Why?   Ã‚  Ã‚  Ã‚  Ã‚  South Africa will have a harder time overcoming its colonial legacy than Nigeria for a multitude of reasons. The first of many reasons, only three that I will touch on are as follows; the ways in which the settlers changed the beliefs of the African peoples, the second is how they cultivated the land the aboriginal people lived on and the third and final reason is the monetary value they used, and how they dispersed it to the Africans.   Ã‚  Ã‚  Ã‚  Ã‚  When the settlers settled on the South African continent they did not know much of anything the African people believed in. As a matter of fact they knew nothing at all. The aboriginal civilization had a belief in numerous gods, a polytheistic, religion. The settlers believed in one god, Jesus. This alone was a drastic change for the â€Å"savage† people to abide by. Those who did not follow the religion were punished and sought out by the new governing body that was England. These punishments were harsh and usually resulted in death or lashings. The Africans learned quickly not to openly pray to or speak of any other god than Jesus. Amounting with the beatings any type of pay or food that they may earn for working would be rationed or even taken away completely.   Ã‚  Ã‚  Ã‚  Ã‚  The second of the three reasons being touched on is that of the land. The English wanted to make money off of this continent of â€Å"ill cultured† people. So they put them to work and took spices and other valuables from them and sold them throughout the civilized nations. So in this adventure they built communities for their own armies and nobles to over see the construction and operations of business. They did not want to branch off and make South Africa a livable places for the nobles of England just a money spot to indulge on the less educated Africans. In doing so they disrupted the land and habitat that the Africans were used to and caused many diseases that they weren’t immune too.   Ã‚  Ã‚  Ã‚  Ã‚  Finally the money that was given to and taken from the Africans was out of proportion. The money made in that day and age from the Africans was monolithic. They were not of the impression that they were getting the raw end of the deal because the English, although showing signs of tyranny did serve and treat the Africans well at times.

In this portfolio I will take you on the journey which I myself have travelled on throughout my IB theatre programme Essay

In this portfolio I will take you on the journey which I myself have travelled on throughout my IB theatre programme. Within this portfolio I will portray the processes which we as a group went through in order to create our devised piece as well as how we applied our knowledge and understanding from our experiences into our performance design. The Stimuli Our production began with each member of the group producing a stimulus. Before presenting their ideas we decided that we should individually analyse the stimuli and see what we as individuals could come up with. We did this before the member of the group voiced their ideas on their chosen stimulus so that we had the opportunity to take the stimulus along different paths and elaborate different ideas and amalgamate them together. Belo is our stimulus’ and our ideas which we had on each. After having discussed the available options which included images, music and objects of sentimental value we decided to use my stimuli. My stimulus was of a newspaper article that had been widely distributed throughout the UK. We then discussed the direction we wished to take with our chosen stimuli. We again split into different areas of the room to individually assess our dilemma. Below is the mind map which I created at this time. After thorough discussion we agreed upon the concept of using a ‘current affairs dilemma’ in order to solve our own. Our group was fascinated by the political outrage that Iran had caused with America in regards to capital punishment on women. The Research and Development of the plot Thorough research shown how on the 20th September 2010 Iranian Government publicly accused the US of ‘Double Standards’ in a newspaper article published in ‘The Guardian’. Centred on a 43 year old Iranian, Sakineh Mohammadi Ashtiani and a 43 year old American Theresa Lewis. Ashtiani was issued with capital punishment in 2007 after it emerged that she had an illicit affair with a man after the death of her husband in 2006; this was later revoked and she was charged with adultery, manslaughter and the murder of her husband. After heavy media attention in 2010 and the international campaigns lead by her children, the US decided to interfere. It was at this point that the political and controversial debate first took form. Iran used the case of Theresa Lewis and the issues surrounding her low IQ of 72 in order label the US Government as a hypocrisy. As a group we decided to build upon the idea that this issue was now a well known moral dilemma in the eyes of the media and transfer this to our audience. Preparation of roles Due to a shortage in group members most people on role allocation ended up with multiple roles outside of casting. As a strong leader I was required to both direct and create our script. Other roles distributed included head of lighting, head of technology (computer, projections, music), Costume designer/set designer and also a physical movement leader. After having directed a scene in both our performances of ‘The Seagull’ Anton Chekhov and also our modernized performance of Shakespeare’s ‘Romeo and Juliet’ I had already gained experience on my course for this role. Previously I had directed a scene from ‘The Seagull’ based upon the German movement in the 20th Century, Expressionism. I had began reviewing work from Georg Kaiser, Oskar Kokoschka and Ernst Toller whom were all highly influential playwrights. As I had already worked hard to gain understanding of this tradition I really hoped I would be able to use this experience. Following on from this I began thinking that maybe I could find a tradition for each country involved in order to uniquely apply my imagination to our piece. After thorough research however it was evident that Iran had not really adapted a specific practice in order for us to carry out this desire. Whilst researching I stumbled across the book pictured below and I was struck with the words â€Å"most people do not speak of theater and Iran in the same breath† By Willem Floor Because of this we decided to change tact and opt to symbolise the juxtaposition instead through lighting and staging. The Script As well as directing, my role was also to produce the script. After having seen a production of Willy Russell’s ‘Blood Brothers’ I was fascinated by the narration used. ‘Blood Brothers’ based upon the separation of two twin brothers at birth uses, a narrator to guide the play. I took inspiration from this and used the rhyming couplet format in order to symbolise the two women. Before penning the script we produced a flow chart collectively annotating the main plot and adding aspects of theatre which we had learnt on our journey. Below is a copy of our chart. After having an outline of things to be included in the script I began by listing all of the main things we wished the narrator to introduce in the play. We had a vision that the narrator would guide the play throughout through facts and that he would create a connection between the audience and the cast. Because of this the narrator’s speech was conducted first in its entirety. From here it really felt as though my script had a strong ‘spine’ on which to build our piece. As our piece began with a police interview we wished to keep it at a very simplistic level of speech just like that of a real interview. We decided on stage direction so that the interviewer was not visible throughout; leaving the actress playing Ashtiani alone on stage to symbolise how she was alone and not supported when interrogated. It was at this point that we reflected upon our past workshops based upon speech and theatrical forms in which we can convey speech. A workshop came to mind from the previous term where we had built upon the idea of a ‘sound collage’. A sound collage is where there is a build up of speech from multiple participants aimed at a particular subject. We decided that this would be a way of communicating to the audience a sense of anger or revolt; because of this we attached it to the chart in relation to the campaign against Astiani’s sentence as we felt this would have a strong effect. Another was that symbolism was used through my script writing was through Ashtiani and Lewis’ monologues; again showing how they were both alone yet in the same situation. We began our course creating a ‘one-person’ show based upon a real life event or experience which we had within our lives. Within my ‘one-person’ show I had a vast majority of my speech presented as a monologue and I wished to transfer my craftsmanship of producing monologues into our script. In order to create the monologues I first had to visualise the characters whom would be performing them. Because they were both real women I was able to complete a lot more thorough research into them gaining a better portrayal as them as individuals. From this I concentrated on themes and emotions which I wished to get across to my audience through the monologues. I learnt that Ashtiani and Lewis alike were very religious thus concentrated their monologues from a very philosophical and religious point of view: however I still kept in mind that their two religions were very different and ensured that I kept the appropriate context throughout (e.g. Allah instead of God for Ashtiani). Whilst researching our topic we had found that there had been a lot of media attention on both cases and we wished to portray to the audience just how much the media had been involved: also we wanted to show them how much people are influenced by the media. For the section of our chart where we introduce Teresa Lewis an idea was formed so that she would be introduced through a television broadcast. I began this section of the script by visualising a news reporter sat at a desk within the audience speaking directly at them. This idea developed and led us to have another cast member as a journalist actually interviewing Lewis at her correction centre. The idea of another interview type dialogue was to portray the two women’s differences in the way they were being interviewed and questioned. Allocating Roles To begin with it was decided that it would be best to create a mindmap of suggested roles that would need to be filled in order to go ahead with the production. Below is a copy of our mind map However we issued a problem when it came to the casting of roles. As we only had two female members of our group we were automatically cast as the two women. This then left us with three males to cover a total of six casting roles; because of this we had to organise ourselves in a way that allowed each male to cater to two parts without them conflicting. We managed to do this by using a theatre practice wisely after an idea emerged that the narrator would be in the style of a ‘Bunraku puppet master’ the ‘omozukai’. We were first introduced to Bunraku puppetry by our elder Baccalaureate students who provided us with a workshop. We decided that everything in the production should be under the narrators control like puppets would be; in a way the narrator could be seen as the controlling governments holding the women for their crime. Introducing this style allowed for a lot of stylised movement pieces throughout our performance. Characterisation After having been allocated our roles we wanted each cast member to fully understand their character whether it be an officer of the law, a journalist or one of the women themselves. We provided each member of the group with an image relating to their character Below is the image I was provided with along with how I answered certain questions given to me by my peers in order to develop my characterisation. It was at this point we experimented using a technique called ‘hot seating’ in order to enhance characterisation. We each took it in turns to be questioned in character. Everybody found it highly difficult at first however after a few minutes everyone managed to get the hang of it. We also brought in aspects we had learnt from our workshop on Stanislavski in how to apply his theories. We continued building on our characterisation by looking for resources. I found a particularly good resource online [2] from amnesty international which was not only personal but also highly emotive. In particular this helped me with my monologue as I was able to feel connected to my character in order to portray the appropriate emotions. There was a great discussion between the group as to whether we should apply accents or not. It was decided that we should not apply accents but that we should be highly expressive and use the gift of sound/speech in other more appropriate ways such as our sound collages. Movement From a very early stage of production I had a very vivid image of where I would ideally see the piece going in terms of movement. I really enjoyed both Kabuki theatre as well as improvised dance. We tried to incorporate the two into the scene that the Iranian officials came to collect Ashtiani’s lover. We tried a lot of improvised movements however found that the final product was much disorganised and we really wanted this scene to be both memorable and pivotal so we decided to journey down another path. Further discussion led us onto tableaux however after a short workshop this idea was also disregarded on the ground that the scene should have a content of movement in order to emphasise the brutal separation of the lovers. From this we organised a lesson where we explored the idea of using creative movement on the basis of a fight. We choreographed a routine using levels to show who was in control and also pace to highlight certain features. In the end the product for this movement piece in my eyes was highly effective in the way it showed the lovers being torn apart by their government and law. Masks Whilst developing our first scene we had to identify the difference in authority to the audience. We also had to show the difference in characters through this method due to the males playing more than one character. After having workshops on masks previously we were aware that the purpose of masks in Greek theatre was to signify the unity of a chorus: because of this we used them for our two Iranian officials as they had no speech during their time on stage. The idea of the masks was to create exaggerated facial features portraying the anger and authority associated with that scene yet at the same time disguise the actors true selves. The mask allowed us to show the contrast between the different levels of hierarchy within the scene as well as symbolise the isolation that the couple were feeling being faced with ‘masked intruders’. Music When devising our piece it was decided that our piece required two pieces of music. There was one necessary at the time of the movement scene where the Iranian couple are separated. We found a piece of music by ‘Radio head’ entitled ‘Talk show host’. The tempo of the song was highly appropriate to the atmospheric desire as it showed confusion, regret and desire all at once. The lyrics in the song such as ‘You want me? Well come on and break the door down†¦You want me?'[3] we believed were perfectly fitting for the scene. We were able to synchronise our movement so that our choreography was carried out in time to both the music and in time with other cast members. There was also another piece of music entitled ‘We are the World’ by ‘Lionel Richie and Michael Jackson’ to be played at the very end of the performance. This particular piece of music I believe thoroughly puts the world into perspective emphasising the importance of life which at the end of the performance is taken from the women. Lighting Due to there being two separate stories going on at one time on the stage the lighting was crucial. We used 2 spotlights (1 for each female character) with colour faded reflective lighting upstage. The flood lights used were chosen appropriately especially in terms of colour. For example green was used to portray coldness whereas red was used to show anger. We tried a variety of colours for the movement scene however in the end after a lot of trial and error we finally agreed on red fading through to blue to show the anger from the officials resulting in the blue for the loneliness and sadness. I really enjoyed experimenting with the lighting as not only did I learn a lot but we were also able to show the juxtaposition. Staging For our staging we tried to show the contrast through black and white flooring, curtains and backdrop. Not only did the black and white create the impression of harsh and soft but it also symbolised the two races. Below is a sketch of how we designed the set. The idea was that neither side crossed the boundary set out in the middle. We placed 2 old fashioned chairs back to back for the two women in the centre of the stage for them to be seated on at the end. Other than the 2 chairs there were no other props on the stage. Because we tried to use a very simplistic set design we compensated for this with a projector carefully placed to project newspaper headlines onto the white cloth background. Also attached to the backdrop was metal shackles which Ashtiani’s wrists were placed into to set the scene of her cell as well as show the restraints that she had against her: Lewis however had nothing but the chair and was not restrained in any way to show the two sides of the world two political views on law enforcement. As a whole I really enjoyed making the set as well as designing it. Although we encountered a few problems setting up the projector and laying out the flooring I was very happy with the outcome. The finished product was highly symbolic which was totally what we were aiming for. Bibliography [1] http://orangehouse.tumblr.com/post/778392704/campaign-for-iranian-woman-facing-death-by-stoning [2] http://www.amnesty.org.uk/actions_details.asp?ActionID=706 [3] http://www.sing365.com/music/lyric.nsf/talk-show-host-lyrics-radiohead/193ae81bd7d8a3fb4825686600141d5f

Educational assessments

AbstractionEducational appraisals have come into examination for many old ages. In times of technological alteration, e-assessment has been a current issue in the universe of educational appraisal. The deductions of this alteration have gained considerable media coverage that range from significant support to considerable resistance. The media article â€Å"Exams are a critical lesson† by Hilary Douglas, will function as illustrations of assessment issue that are brought about by national newspapers. The paper highlights how Continuous appraisal has besides emerged as an attach toing issue to make with e-assessment. In this paper, one argues the necessity to understand the maps of appraisal in order to to the full understand why this alteration is being proposed and the ability to to the full encompass the new chances that modern engineering provides. In add-on, one outlines some of the issues that must be considered and the troubles that must be overcome before uninterrupted appraisal and e-assessment can go a complete world. In decision, it is apparent that the age of e-assessment has arrived but there are still many hurdlings to get the better of before the full potency and benefits of e-assessment are put into pattern.IntroductionIt is with no uncertainty that appraisal and proving have a strong consequence on lives and callings of immature people. Harmonizing to Black and Wiliam ( 2006:9 ) ‘Assessment in instruction must, foremost and first, function the intent of back uping larning ‘ . But what precisely is assessment? Assessment is defined by Linn and Miller ( 2006 ) as the procedure of assemblage and discoursing information from multiple and diverse beginnings in order to develop a deep apprehension of what pupils know, understand, and can make with their cognition as a consequence of their educational experiences ; the procedure culminates when assessment consequences are used to better subsequent acquisition. Assessment serves many maps and there are large educational additions associated with good appraisal as Black and Wiliam ( 1998:3 ) reappraisal in their survey: ‘All†¦ surveies show that†¦ strengthening†¦ formative appraisal produces important, and frequently significant, learning additions. These surveies range over ages ( from 5-year olds to university undergraduates ) , across several school topics, and over several states However, in many cases, appraisal due to patterned advance intents in life may be strictly seen as unreal hurdlings to traverse over in immature people quest for employment or farther instruction. This paper will foreground issues sing maps of appraisal that will assist to understand, how foremost and first, the intent is to back up acquisition. In the eyes of many educational professional, an extraordinary assortment of classroom-targeted enterprises have been unleashed on schools over the last decennary and more. All the enterprises with the same general purpose: the betterment of student acquisition. Appraisal by instructors, whether formative or summational, is one of these developments that are considered to offer important potency for bettering student ‘s acquisition ( Harlen, 1997 ) . This development is on traveling and cogent evidence of it is one of the latest media articles headlined â€Å"Exams are a critical lesson† ( July 19th, 2009 ) The article by Hilary Douglas identifies current tendencies and issues sing maps of appraisal and current and future appraisal patterns. In peculiar the article focuses on a statement by the caput of the Cambridge Assessment exam board saying â€Å"there will be a displacement from traditional high-stake summational appraisals to be replaced by computerised online testing.† The thought behind the strategy would be that pupils could take a trial whenever they are ready and resit these as many times as necessary to be able to acquire a good grade. Continuous appraisal would wholly replace the three-hour written test, instead than a mix of appraisal of coursework and traditional testing which is the norm. As Douglas ( 2009 ) indicates, nine old ages ago, Curriculum 2000 was introduced when students were allowed to recognition their classs as AS students at the terminal of their first twelvemonth. However, the debut of uninterrupted appraisal, as proposed in the article non in its signifier land breakage. Originally A-Levels were assessed through one set of tests at the terminal of a biennial class. They were besides allowed for the first clip to take tests as many times as they liked until they and their instructors felt they had achieved the optimal grade. Even though exam boards such as OCR have already tested e-assessment in environmental and land-based scientific discipline since 2007, and have 1,800 campaigners and 80 schools ( Douglas, 2009 ) utilizing it this summer turn outing to be popular for both pupils and instructors likewise, many educational experts warn that the move could be an unfastened door to the most dismaying cheating and that proving all students around the state in the same manner at the same clip and under the same fortunes is the lone true manner to be able to compare the consequences in a meaningful manner. In add-on, Alan Smithers ( cited in Douglas, 2009 ) professor of instruction at Buckinghamshire University, feels that the move must be stopped at all costs. â€Å"Making opinion about public presentations is n't easy, † he says. â€Å"The best manner of making it is cold-eyed appraisal of pupils undertaking the same undertakings under the same conditions.† It is apparent that a move from traditional summational appraisal to uninterrupted appraisal and e-assessment will convey both challenges and chances sing issues of appraisal and perchance contextualise the map of appraisal. This paper will get down with an scrutiny on the map of appraisal and pay peculiar attending to issues this alteration could convey to schools, colleges and more significantly, pupils. Current appraisal patterns in uninterrupted appraisal and e-assessment will all assistance in understanding the issues this alteration in assessment pattern may hold.Functions of Educational AssessmentHarmonizing to Newton ( 2007 ) when sing optimum design features for future assessment systems, it is necessary to bear in head the underlying intent of those systems. Overall it must be taken into history that a system which is tantrum for one intent will non needfully be fit for all intents and this is something uninterrupted appraisal and e-assessment proposals need to bare into co nsideration. The term ‘assessment intent ‘ may be interpreted in a assortment of different ways one will place the three degrees as mentioned by Newton ( 2007 ) 1. Judgemental Level ( concerns proficient purpose of an assessment event e.g. intent is to deduce standards-referenced opinion expressed as a class, use normally associated in official paperss ) 2. Decision Level ( concerns the usage of an assessment opinion, the determination, action, procedure it enables e.g. the intent is to back up a choice determination for entry into higher instruction ) 3. Impact Level ( concerns the intended impacts of running an appraisal system e.g. the intent are to guarantee that pupils remain motivated, and that all pupils learn a common nucleus for each topic ) ( Newton, 2007 ) It is of import to understand that where the distinct significances are non distinguished clearly, their distinguishable deduction for assessment design may go ill-defined. In this state of affairs, policy argument is likely to be unfocused and system design is likely to continue inefficaciously ( Newton, 2007 ) . So at what degree are the new proposals aimed at? The alteration proposed by the caput of Cambridge Assessment exam board brings a alteration to high-stakes summational appraisal. ‘High Stakes ‘ a term used to denote those state of affairss where involvement in appraisal goes beyond the immediate domain of educational measuring and beyond those persons who sit the trials ( Messick, 1999 ) . In add-on, as many authors have pointed out, the bets may be higher but the proficient jobs associated with appraisal remain the same in that all appraisal, whether high-stake or low-stakes, demands to be valid and dependable ( Linn, 2000:1 ) . American Educational Research Association ( 2000 ) noted that: If high-stakes testing plans are implemented in fortunes where educational resources are unequal or where test deficiency sufficient dependability and cogency for their intended intent, there is the possible for existent injury. Therefore if anything needs to predominate from these alterations in appraisal, are the demands for them to be valid and dependable. So what alterations are being proposed and what differences are at that place in signifiers of appraisal? This now leads one to the non covetous undertaking of briefly happening a differentiation between summational and formative appraisal. It is non 1s purpose to supply an extended literature research on formative and summational appraisal, but a on the job theory that has been taken into history throughout this paper. The position from Harlem and James ( 1997 ) and Harlem ( 2005 ) theory in summational and formative appraisal has been taken into history. Harlem and James ( 1997:372 ) attempted to separate formative from summational appraisal by naming contrasting features, for illustration, summational appraisal demands to prioritize dependability, while formative appraisal demands to prioritize cogency and utility ; formative appraisal dainties inconsistent grounds as enlightening, while summational appraisal dainties inconsistent values as mistakes. Harlen ( 2005 ) later developed this statement, and farther clarified the differentiation between formative and summational as follows: The two chief intents of appraisal discussed in this article are for assisting acquisition and for sum uping acquisition. It is sometimes hard to avoid mentioning to these as if they were different signifiers or types of appraisal. They are non. They are discussed individually merely because they have different intents ; so the same information, gathered in the same manner, would be called formative if it were used to assist acquisition and instruction, or summational if it were non so utilised but merely employed for entering and describing. While there is a individual clear usage if appraisal is to function a formative intent, in the instance of summational appraisal there are assorted ways in which the information about pupil accomplishment at a certain clip is used. ( Harlen, 2005, p. 208 ) Therefore, for intent of this paper it is utile to foreground the points that people frequently seem to believe that the differentiation turns on the nature of the assessment event i.e. , the usage to which assessment opinion will be put. One must take into consideration that whatever the nature of a opinion there would be nil formative occurrence unless the opinion was used in an effort to better acquisition. Therefore, even though one might measure via summational agencies, there is ever the handiness to supply formative feedback and manager pupils on where they have gone incorrect. This may be done through uninterrupted appraisal.Continuous AppraisalThe abolition of the traditional three hr test to uninterrupted assessment brings issues and chances within the educational constitutions. Continuous appraisal, harmonizing to Federal Ministry of Education, Science and Technology ( FMEST, 1985 ) , is defined as a mechanism whereby the concluding scaling of a pupil in cognitive, affecti onal and psychomotor spheres of behavior takes history, in a systematic manner, all his public presentations during a given period of schooling ; such an appraisal involves the usage of a great assortment of manners of rating for the intents of steering and bettering acquisition and public presentation of the pupil. This manner of appraisal is considered equal for appraisal of pupils ‘ acquisition because it is comprehensive, cumulative, systematic, counsel and diagnostic oriented. Having the ability to continuously measure will ease the instructor to understand where the pupil is holding trouble and act through formative appraisal. But what is the intent of this alteration and associating back to the old subdivision, what is the intent of this educational appraisal? In the instance of uninterrupted appraisal, its purpose tantrums on an impact degree, which concerns the intended impact is of running an appraisal system that attempts to guarantee pupils remain motivated, and that all pupils learn a common nucleus for each topic. It is here where even though the proposal is to convey in computerised online testing ( which shall be dealt with later on in e-assessment ) that will bring forth chiefly summational opinion may be used for formative appraisal. The ability for pupils to resit exams allows both the pupil and instructor to utilize a summational appraisal and if the pupil was unsuccessful in their first effort, utilise the consequence for formative intents. How? This allows the pupil and instructor to turn to where precisely they have gone incorrect leting assessment processs and patterns to develop to back up acquisition and underpin instead than undermine pupil assurance, accomplishment and advancement. James and Pedder ( 2006:110 ) provinces, ‘feedback focused on assisting pupils to better sharing standards of quality ‘ . This point can non be understated as the type and quality of feedback to the pupil via formative appraisal has been seen as important in other surveies ( Black and Wilia ms, 2008 ) . However, will this alteration make a difference to pupil ‘s perceptual experience of larning and more so of appraisal? Will these alterations bring large cultural differences to educational constitutions? Entwistle ( 1991 ) helps one to understand some of the issues with respects to uninterrupted appraisal and current patterns. The survey had findings that the pupil ‘s perceptual experience of the acquisition environment determines how they learn and non needfully the educational context in itself. It is apparent from the survey that formative appraisal and uninterrupted appraisal may hold a important consequence on what pupils learn and particularly how they learn. Gibbs ( 1999 ) has hence suggested that if pupils see assessment as the course of study, effectual instruction demands to utilize this cognition, in order to utilize the power of appraisal strategically to assist pupils larn. Biggs ( 2002 ) echoes the same fact when he says that pupils learn what they think will be assessed instead than what is in the course of study. The alterations from traditional appraisal to uninterrupted e-assessment will conversely, have an impact on the scholar ‘s experience of rating and appraisal finding the manner in which they approaches larning ( Struvyen et al, 2005 ) . Appraisal can therefore be looked upon logically and through empirical observation as one of the specifying characteristics of pupils ‘ attacks to larning ( Entwistle and Entwistle, 1991 ; Ramsden, 1997 ) . Within the proposed appraisal in the article, pupils are likely to take a strategic or accomplishing attack to acquisition, where Entwistle et Al ( 2001 ) believes the pupil ‘s purpose will be to accomplish the highest possible classs by utilizing good organised and painstaking survey methods and effectual clip direction, something that one along with perchance many other instructors see as a positive and encouraging alteration. Interestingly, Marton and Saljo ( 1997 ) survey serves as a good illustration in finding relation between attacks to larning and appraisal. A sum of 153 pupils from four topics in Engineering and Business degree watercourses participated in the survey from a University. Results showed that uninterrupted appraisals were preferred over a individual appraisal by a 78 % bulk. Some of the popular grounds for the penchant were easiness to analyze little subjects and hence being able to hit good Markss easy. The coursework Markss can be better because of the burdening given to each of the uninterrupted appraisal every bit good as the ability to construct a stronger foundation as one move from one subject to the other were remarks in favor of uninterrupted appraisals. It forces one to larn subjects decently earlier traveling to following subject. Each subject is given accent throughout the uninterrupted manner of appraisal ( Marton and Saljo ( 1997 ) . However, non all remarks are favorable. Remarks against this type of appraisals included ; excessively many appraisals robs one ‘s clip to larn other topics and frequent appraisal maintain you on alteration manner all of the clip, no relaxation ( Marton and Saljo cited in Jacob et Al, 2006 ) . What is apparent from research is that uninterrupted appraisal helps to look into on acquisition and that larning happens in stairss, non merely for the concluding test. Does this point to larning scheme adopted by the pupils? They seem to necessitate a cheque on their acquisition through trials, which they prefer in little units. But the logical thinking behind this was non to so much the avidity to get the hang the subject as such, but merely to do certain that their marking was helped. Associating to coursework classs, the survey concluded that those campaigners who follow a series of uninterrupted appraisals produce an enviable bulk of Higher Achievers. However, informations shows a negatively skewered distribution. This may hold deduction on the surveies dependability as the being of positively or negatively skewered distributions will be given to cut down the dependability of the trial. However, these consequences are typical for coursework classs particularly if they are designed to prove competence. In uninterrupted appraisal, with respects to assignments, pupils are supposed to seek for and synthesize information on the footing of its relevancy to the given assignment. If formative feedback from instructors is performed right, it should help in the acquisition of pupils. Overall, if the pupil completes and is able to finish the undertakings, they will obtain higher Markss. The survey besides deliberated that those pupils who did non execute in uninterrupted appraisal experienced poorer classs which were reasonably usually distributed. Is the power and influence of coursework evident here? Are some kids helped more than others? It is here where instruction constitution may run the hazard of pass oning to pupils that each unit/coursework etc as stepping rocks to enfranchisement instead than a life-long acquisition experience. Such perceptual experience of pupils encourage a strategic attack to their surveies, and allow them fall back to plagiarism, rip offing and utilizing ‘Rules of the game ‘ or ROGs as Norton et Al ( 2001 ) name. ROGs are an indicant that pupils perceive a hidden course of study where coachs say they want certain things in the appraisal undertaking. Here inquiries of cogency may stand for an issue. Taking into history Cook and Campell ( 1979 ) definition of cogency which is the â€Å"best available estimate to the truth or falseness of a given illation, proposition or conclusion† one has to measure whether pupils are accomplishing better classs because they are motivated, working harder, get bying with smaller units or is it to make with an over inclination for pupils to have coaching and specific information that helps them ‘push-up ‘ their classs. In add-on, Black et Al ( 2006 ) besides reiterates this by bespeaking that far from advancing an orientation towards pupil liberty, such patterns are interpreted as techniques to guarantee award accomplishment and likely aid pupils who are more dependent on their coachs and assessors instead than less dependent ( Torrence, 2007 ) . Modularization of A Levels is a perfect illustration where greater transparence of larning results and the standards by which they are judged have benefited scholars in footings of the increasing Numberss of scholars retained in formal instruction and preparation and the scope and Numberss of awards which they achieve ( Savory et al, 2003 ) . Clarity in assessment results, procedures and standards has underpinned the widespread usage of coaching, pattern and proviso of formative feedback to hike single and institutional accomplishment. In add-on, research grounds reported suggests that such transparence encourages instrumentalism ( Savory et al, 2003 ) . Transparency of aims together with extended coaching and pattern to assist scholars run into them is in danger of taking the challenges of acquisition and cut downing the quality and cogency of results achieved. This is mentioned by Torrance ( 2007:282 ) as a move from appraisal of acquisition, through the presently popular thought of appraisal for acquisition, to assessment as acquisition, where appraisal processs and patterns come wholly to rule the acquisition experience, and ‘criteria conformity ‘ comes to replace ‘learning ‘ and is something that needs to be to the full researched if execution of uninterrupted appraisal and unrestricted resit options are traveling to be made available for all curriculum topics. However, at this phase it is imperative to foreground the fact that the survey by ( Marton and Saljo, 1997 ) serves as a good i ndex of what may be experienced in educational scene. However, with a sample size of 153 from merely four topics in Engineering and Business grades from merely one University might demo perceptual experiences and consequences which are important to that particular survey, but might non needfully expose an association to other educational constitutions. This now leads one to measuring e-assessment and the map of its appraisal and current appraisal patterns.E-assessmentThe proposal of presenting e-assessment brings strengths, failings, chances and menaces to any educational constitution. But before we deal with these it is of import to understand precisely what e-assessment means. The term e-assessment covers the assortment of ways in which computing machines can be used to help the appraisal procedure. This might include utilizing computing machines to administrate an appraisal for formative or summational appraisal ( Attali and Burstein, 2006 ) . The proposal of presenting e-assessm ent is non a new one. Ken Boston ( Chief executive of the Qualification and Curriculum Authority in 2004 ) was bullish about the power of engineering to transform the educational experience of 1000000s of students, but that was back in 2004, and few experts would state that he has been proved right. In fact, five old ages on, none of the anticipations Boston made on that twenty-four hours has turned out to be right. For many in this field, the large inquiry has been why, given that technological alteration has happened rapidly in so many other countries of life, the gait of reform in this country means that, for most students taking tests still means scrabbling on paper. However, Multiple-choice inquiries ( MCQs ) are a perfect illustration on how educational constitutions have embraced the development of e-assessment. MCQ can be used as a agency of supplementing or even replacing appraisal patterns. The growing in this method of appraisal has been driven by wider alterations in the higher instruction environment such as the turning Numberss of pupils, modularisation and the increased handiness of computing machine webs. MCQ ‘s are seen as a manner of heightening chances for rapid feedback to pupils every bit good as a manner of salvaging staff clip in taging. However, there are recognized restrictions with this method. First, research workers discourage the usage of MCQ, reasoning they promote memorization and factual callback, and do non promote high-ranking cognitive procedures ( Scouller, 1998 ) . Some research workers, nevertheless, maintain that this depends on how the trials are constructed and that they can be used to measure acquisitio n at higher cognitive degrees ( Johnstone & A ; Arnbusaidi, 2000 ) . The advantage of MCQ with respects to assessment is its high degree of dependability that can be good as an alternate signifier of appraisal. However, the existent trouble for e-assessment has to make with the nature of analyzing. It is a high-stake activity as we have observed antecedently, which is closely scrutinised. Boyle ( 2009 ) deliberates that there is echt antipathy to put on the line in this country, within authorities, within suppliers of appraisal, amongst pupils, parents and staff. Because of this, things will be given to travel easy. Boyle ( 2009 ) adds that e-assessment nowadayss some serious practical challenges. Having an full twelvemonth group sit and take an test at the same clip, as happens with major conventional GCSEs now, would ask holding two sets of computing machines ; one for those taking the trials and another for other twelvemonth groups, which is expensive and frequently impractical. This therefore brings with it proficient troubles in implementing such initiatives.. Taking into consideration past experiences viz. the compulsory ICT test for 14 year-olds it is non difficult to see why the predicted roar of e-assessment has non occurred. In 2007, authorities had to draw the stopper on a compulsory ICT test for 14 year-olds, developed over five old ages at the cost of ?26 million ( Mansell, 2009 ) after it was found to bring forth consequences for students that were dramatically different from instructor ‘s ain appraisals of their charges ‘ work. It was due to go statutory last twelvemonth, but in the terminal, was offered merely voluntary to schools. Repercussions were highlighted by Andre Harland, head of the Examination Officers ‘ Association stated, â€Å"it did foreground some possible large hazards and jobs with e-assessment. The trial involved taking computing machines in a school out of operation at the same clip, and it merely did non turn out deliverable in the end.† An issue with dependability in summational appr aisal is a cardinal defect as Harlem and James ( 1997 ) reiterate, dependability in summational appraisal is important. In add-on, Boyle ( cited in Mansell, 2009 ) and functionaries from all five tests boards in England, Wales and Northern Ireland, sets out other jobs, including that it may be easier to rip off by looking over person ‘s shoulder at what is on screen, instead than on a desk, and guaranting that high-tech testing does non present some alteration in the criterion of the test. However, it is 1s belief that the proposal made by Lebus is one that focuses chiefly on the computerisation of the externally set and graded high bets summational scrutinies of educational attainment that lead to makings. Surprisingly, was an article by Polly Curtis in the Guardian rubrics â€Å"Computerised proving probably to replace traditional tests, says caput of board† released in the 12th July 2009, stated that Lebus said â€Å"that traditional-style test would still be available for those who preferred them, but the new system would profit pupils who are exam-phobic. There are some people evidently who get really frightened by tests or could n't for other grounds do them well.† One must pull importance to this statement. Merely a hebdomad after the article Hilary Douglas ( 2009 ) stated that uninterrupted appraisal would wholly replace traditional tests, non supplying all the information. This brings to light issues with dependability and cogency of information the media publishes covering with of import appraisal issues. This demonstrates the ballyhoo artist attack to a serious issues sing instruction, and foremost the use of information. In the instance of A-Levels we already implement uninterrupted appraisal and supply resit opportunities the computerisation of these would be a good starting point for high interest summational appraisal. But why computerise? Why computerize a conventional trial if the new trial is meant to measure precisely the same things? Possibly the most common grounds given are that computerised will delver ; I. Increased efficiency/lower costs II. Greater flexibleness sing disposal ( e.g. trial on demand V trials at fixed – and infrequent – times ) III. Instant scores/feedback IV. Fewer mistakes V. Positive promotion through being seen to be ‘up-to-date ‘ VI. The first measure that must be taken earlier more sophisticated computer-based appraisals can be introduced. ( Raikes and Harding, 2003 ) At present, most of the academic makings aimed at 16-18 year-olds in the UK are assessed through a mixture of coursework and summational pen and paper scrutinies. Written scrutinies are still handwritten on paper, and are frequently criticised for restraining instruction, suppressing schoolroom invention, smothering pupil ‘s creativeness and for being progressively divorced from an of all time more technological universe ( Heppel, 2003 ) . There is hence force per unit area to develop appraisals that make full usage it IT developments, non merely in low-stake appraisals but high-stakes likewise. In pattern this can be difficult to accomplish for two chief grounds, even if the advanced appraisals exist. First, schools and colleges will all differ in the quality and measure of their ICT substructure, in the ICT support and in the degree of ICT accomplishments possessed by instructors. In such fortunes it would be really hard for an scrutiny board to present a high bets, advanced computer-based trial that would be accessible to all schools and colleges, and furthermore, which would non disfavor pupils from schools and colleges with destitute ICT resources. In add-on, likely demands for equity in appraisal would necessitate a traditional paper-based test. Second, a really high value is placed in the UK on the care of ‘standards ‘ from twelvemonth to twelvemonth, and this would be hard to show clearly since written trials define past criterions. The contention stirred up in the UK in 2002 about the consequences of new A Level scrutinies was caused mostly by ‘the absence of a clear apprehension of the criterions or degrees of demand ‘ ( Tomlinson, 2002 ) and how they relate to the old A Level system ; this once more serves as another illustration as the dangers involved in presenting wholly new types of high bets appraisal. Both equity and the criterions troubles may be addressed by first computerizing bing trials. Equivalent pen and paper and computing machine versions of the same trial may so be analogue that will ease all stakeholder to so concentrate on the migration from pen and paper to computing machine ( Raikes and Harding, 2003 ) .When about everyone is taking the trials on computing machine, it becomes easier to present some invention. By holding a procedure that moves in gradual phases it is believed it will ease the move towards valid trials whilst cut downing the concern about criterions. However, there are already cases where e-assessment is being implemented and demoing mark of success. Literature from Linn and Miller ( 2005 ) that clip required is a major issue when it comes to assignment taging. Two chief factors are to be considered: clip spent on administrative undertakings and the clip really spent on prosecuting the pupils work and the proviso of quality feedback. E-tools are developing and conveying positive alterations to instructors. The country were e-tools can do a existent impact on efficiency in disposal: providing paperss, easy accessible to all involved, accepting assignments entries, covering with safe and unafraid storage, pull offing the distribution of assignments to markers and easing the communicating within the marker squad ; returning taging sheets etc some in add-on to advantages mentioned earlier. Detecting plagiarism was another issue that was mentioned as a major advantage of utilizing e-tools. Having the assignment in electronic signifier means it can be cross-checked against past twelvemonth ‘s assignments and current assignments, and an e-tool like Turnitin can besides test for citations from text books. ( Heinrich et al, 2009 ) Overall, if research documents encountered and the deficiency of cardinal scheme from the authorities is any indicant to travel by, one believes that the execution of e-assessment when it comes to uninterrupted summational appraisals still has a batch of development to do, particularly if past mistakes are to be rectified and assurance in it dependability and cogency starts to better. There are promoting developments and as Professor Peter Tymms, of Durham University says: â€Å"The test boards are all on it, they are all believing about it, and seeking difficult to make it. But they have non yet found their manner frontward yet.† It hence leads one to believe that it is merely a affair of clip before e-assessment replaces traditional signifier of appraisal.DecisionThe purpose of this paper was to critically near appraisal patterns, maps of appraisal and interrogate current appraisal patterns through a media history. Continuous appraisal, formative and summational appraisal an d e-assessment were the chief subjects developed by the media article. Within these sub groups there were common subjects covering with cogency and dependability that helped understand the possible impacts these development in appraisal may hold for pupils, instructors and the wider universe. Overall, it is apparent from the research that the map of appraisal is of great importance when planning to alter any assessment systems. The passage from traditional summational appraisal to uninterrupted appraisal by the caput of Cambridge Assessment exam board leads one to believe that the assessment way appraisal boards are heading is one of impact functional degree, which concerns running an appraisal system that attempts to guarantee pupils remain motivated, and that all pupils learn a common nucleus for each topic. Due attention and attending will be needed, in order non to put inordinate demand on a criterion-based appraisal. This will take pedagogues to measure what the scholar can make in relation to the undertaking required of them and put small involvement on placing what else the scholar can make. The handiness of limitless resits and importance of criterion-based appraisals may hold serious larning reverberations as a displacement in accent of doing certain that pupils hiting are helped instead than an avidity to get the hang the subject. There has been a move from ‘assessment of larning ‘ to assessment for larning ‘ and now assessment as larning ‘ ( Torrance, 2007 ) The proposal made with respects to execution of uninterrupted appraisal as a series of e-assessments is non intended to to the full replace the traditional schoolroom appraisal and that is something everyone in educational constitutions, One believes, needs to take into history. But it can efficaciously complement the latter particularly in the context of big categories. MCQs have demonstrated successful illustrations on how to include e-assessment into the schoolrooms. Increased efficiency, greater flexibleness in working and instant tonss are some of the advantages e-assessment has brought into schoolrooms and schools. However, at this minute in clip, and taking past experiences into consideration, implementing e-assessment in footings of high-stake appraisal options will be difficult to accomplish ; either due to quality and measure of substructure or equity and criterions. It is true that impulse is constructing and as Durham University Professor, Peter Tymms says â€Å"the test boards are all on to it, they are all believing about it, seeking difficult to make it. But they have non yet wholly found their manner frontward yet. There is no uncertainty that the age of e-assessment is upon us. However, there are still many hurdlings to get the better of before the full potency and benefits of e-assessment are gained.Reference ListAmerican Educational Research Association, American Psychological Association and National Council on Measurement in Education ( 1999 ) Standards for educational and psychological testing ( Washington, DC, American Educational Research Association ) . Bigg, J ( 2002 ) cited in Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. Black, P. J. ( 1998 ) Testing: friend or foe? The theory and pattern of appraisal and testing ( London, Falmer Press ) . Black, P. J. & A ; Wiliam, D. ( 2003 ) ‘In congratulations of educational research ‘ : formative appraisal, British Educational Research Journal, 29 ( 5 ) , 623-637. Black, P. , & A ; Wiliam, D. ( 1998b ) . Inside the black box: Elevation criterions through schoolroom appraisal. London: GL Assessment. Boston, K ( 2004 ) cited in Douglas, H. ( 2009 ) Exams are a critical lesson. July 19th 2009 in hypertext transfer protocol: //www.express.co.uk Curtis, P. ( 2009 ) Computerised proving probably to replace traditional tests, says caput of board. July 12th 2009 in hypertext transfer protocol: //www.guardian.co.uk Douglas, H. ( 2009 ) Exams are a critical lesson. July 19th 2009 in hypertext transfer protocol: //www.express.co.uk Entwistle, N. , J. ( 1991 ) Approaches to larn and perceptual experiences of the acquisition environment. Introduction to the particular issues. Higher Education, 22, pp 201-204. Entwistle, N. , J. and Walker, P. ( 2001 ) Stretegic watchfulness and expanded consciousness within sophisticated constructs of learning. Instructional Science, Vol 28, 335-361 Gibbs, G. ( 1999 ) Using assessment strategically to alter the manner pupils learn, In Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. Henrick, E. , Milne, J. , Ramsay, A. , Morrison, D. ( 2009 ) Recommendations for the usage of e-tools for betterments around assignment taging quality. Assessment and Evaluation in Higher Education, Vol 34 ( 4 ) pp 469-479.. Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. James, M. and Pedder, D. ( 2006 ) Beyond Method: Appraisal and Learning Practices and Values. The Curriculum Journal, 17 ( 2 ) , 109-138 Linn, R. L. , ( 2000 ) Assessment and Accountability, Educational Researcher, vol. 29 ( 2 ) , 4-14. Linn, R.L. , and M.D. Miller. 2005. Measurement and appraisal in learning. Columbus, OH: Pearson Merrill Prentice Hall. Mansell, W. ( 2009 ) Why has n't e-assessment arrived more rapidly? July 21st 2001 in hypertext transfer protocol: //www.guardian.co.uk Messick, S. , ( 1999 ) , Performance appraisal, in F. M. Ottobre ( Ed. ) , The function of measuring and rating in instruction policy. UNESCO Printing: Paris Marton, F. and Saljo, R. ( 1997 ) cited in Jacob, S. , M and Issac, B. ( 2006 ) Impact on pupils larning from traditional uninterrupted appraisal and an e-assessment proposal. The Tenth Pacific Asia Conference on Information Systems. Newton, P. E. ( 2007 ) Clarifying the intents of educational appraisal. Appraisal in Education: Principles, Policy and Practice. Vol 14 ( 2 ) 149-170 Raikes, N. , Harding, R. , The horseless passenger car phase: replacing conventional steps. Appraisal in Education, vol. 10, ( 3 ) , 267-277. Savory, C. , Hodgson, A. and Spours, K. ( 2003 ) A general or vocational making? The Advanced Vocational Certificate of Education ( AVCA ) ( 7 ) Smithers, A ( 2009 ) cited in Douglas, H. ( 2009 ) Exams are a critical lesson. July 19th 2009 in hypertext transfer protocol: //www.express.co.uk Struyven, K. , Dochy, P. & A ; Jansenns, S. ( 2005 ) Students perceptual experiences about rating and appraisal in higher instruction: a reappraisal. Assessment and Evaluation in Higher Education, Vol 30 ( 4 ) , 325-341 Tomlinson, M. ( 2002 ) Inquiry into A degree criterions, Final Report ( London, Department for Education and Skills, available from hypertext transfer protocol: //www.dfes.gov.uk/alevelsinquiry/ Torrance, H. ( 2007 ) Assessment as larning? How the usage of expressed larning aims, appraisal standards and feedback in post-secondary instruction and preparation can come to rule acquisition. Appraisal in Education: Principles Policy and Practice, Vol 14, ( 3 ) , 281-294

Chinese immigration 19th Cent essays

Chinese immigration 19th Cent essays The gold rush into California in the 1800s brought with it many social and political changes, including the introduction of Chinese immigration to American society. Most Chinese that came to the area were from regions that suffered from poverty, crime, and overpopulation. They came to America in hopes of new jobs and financial support for their families. The Calfornia Gold Rush created a demand for labor that supplied many Chinese an alternative to a meager ten or fifteen cents a day. Making the trip to America was the first task that a Chinese immigrant had to overcome. Many Chinese had to borrow money from debtors to pay for their transportation to the states. This debt, plus interest and taxes for entry papers, added up to more than ten years worth of wages for the Chinese men. So while the Chinese were not slaves, they were indebted for years of work to the American businessmen that hired them. Before 1852, the small amounts of Chinese that came to the U.S. usually ended up in the merchant trade, such as cooking or cleaning. These were the feminine jobs that needed to be done, but didnt pose any threat to American miners traveling sometimes thousands of miles in hopes of gold. In 1852, a massive influx of about twenty thousand Chinese men landed on Californian soil. These men were looking for gold, and the prospectives for American businessman were enticing. These wealthy entrepreneurs began to money into foreigners, something that angered many American mi ners who viewed California as a white-mans land. This unfair competition fueled the beginnings of anti-American sentiments. Another factor that stimulated anti-chinese sentiments were the ban on women and spousal privileges for Chinese laborers. In the late 1800s, the ratio of Chinese men to women was about thirty to one. The only Chinese women coming to the states were young prostitutes, who had been tricked or kidnapped into ...

An Introduction to Brownian Motion

An Introduction to Brownian Motion Brownian motion is the random movement of particles in a fluid due to their collisions with other atoms or molecules. Brownian motion is also known as pedesis, which comes from the Greek word for leaping. Even though a particle may be large compared to the size of atoms and molecules in the surrounding medium, it can be moved by the impact with many tiny, fast-moving masses. Brownian motion may be considered a macroscopic (visible) picture of a particle influenced by many microscopic random effects. Brownian motion takes its name from the Scottish botanist Robert Brown, who observed pollen grains moving randomly in water. He described the motion in 1827 but was unable to explain it. While pedesis takes its name from Brown, he was not the first person to describe it. The Roman poet Lucretius describes the motion of dust particles around the year 60 B.C., which he used as evidence of atoms. The transport phenomenon remained unexplained until 1905 when Albert Einstein published a paper that explained the pollen was being moved by the water molecules in the liquid. As with Lucretius, Einsteins  explanation served as indirect evidence of the existence of atoms and molecules. At the turn of the 20th century, the existence of such tiny units of matter was only a theory. In 1908, Jean Perrin experimentally verified Einsteins hypothesis, which earned Perrin the 1926 Nobel Prize in Physics for his work on the discontinuous structure of matter. The mathematical description of Brownian motion is a relatively simple probability calculation, of importance not just in physics and chemistry, but also to describe other statistical phenomena. The first person to propose a mathematical model for Brownian motion was Thorvald N. Thiele in a paper on the least squares method that was published in 1880. A modern model is the Wiener process, named in honor of Norbert Wiener, who described the function of a continuous-time stochastic process. Brownian motion is considered a Gaussian process and a Markov process with continuous path occurring over continuous time. What Is Brownian Motion? Because the movements of atoms and molecules in a liquid and gas is random, over time, larger particles will disperse evenly throughout the medium. If there are two adjacent regions of matter and region A contains twice as many particles as region B, the probability that a particle will leave region A to enter region B is twice as high as the probability a particle will leave region B to enter A. Diffusion, the movement of particles from a region of higher to lower concentration, can be considered a macroscopic example of Brownian motion. Any factor that affects the movement of particles in a fluid impacts the rate of Brownian motion. For example, increased temperature, increased number of particles, small particle size, and low viscosity increase the rate of motion. Brownian Motion Examples Most examples of Brownian motion are transport processes that are affected by larger currents, yet also exhibit pedesis. Examples include: The motion of pollen grains on still waterMovement of dust motes in a room (although largely affected by air currents)Diffusion of pollutants in the airDiffusion of calcium through bonesMovement of holes of electrical charge in semiconductors Importance of Brownian Motion The initial importance of defining and describing Brownian motion was that it supported the modern atomic theory. Today, the mathematical models that describe Brownian motion are used in math, economics, engineering, physics, biology, chemistry, and a host of other disciplines. Brownian Motion Versus Motility It can be difficult to distinguish between a movement due to Brownian motion and movement due to other effects. In biology, for example, an observer needs to be able to tell whether a specimen is moving because it is motile (capable of movement on its own, perhaps due to cilia or flagella) or because it is subject to Brownian motion. Usually, its possible to differentiate between the processes because Brownian motion appears jerky, random, or like a vibration. True motility appears often as a path, or else the motion is twisting or turning in a specific direction. In microbiology, motility can be confirmed if a sample inoculated in a semisolid medium migrates away from a stab line. Source Jean Baptiste Perrin - Facts. NobelPrize.org, Nobel Media AB 2019, July 6, 2019.