After january essays

After january essays The novel, After January, deals with some of the important issues for young adults in Australia in ways to which they can easily relate. Some issues that are raised include social acceptance, broken families, choices about the future and independence. The novel talks about the main character, Alex, and how he is waiting for his school results to see if he is going to get into university. It gets a bit more complicated when he meets a girl called Fortuna and they end up in a relationship that sees Alex postponing his trip back home to the city. Two of the issues that the novel deals with that can be linked are the pressure of social acceptance and also self-respect. On one hand we see Fortuna, who seems very confident, wears what she wants and doesnt worry what others think of her, yet she still comes across as attractive to Alex. On the other hand theres Alex, who sees himself as less than perfect and is always worrying that people see him as a bit of a loser. Alex is a pessimist who always sees the worst in a situation even when it comes to Fortuna when they first meet. The text seems to deal with the high number of Australians who are just like that and are always striving to be better than they are and never get there. It also shows the how wide of the mark people are in this idea, as Fortuna seems to believe that Alex is fine just as he is and in the end she helps him to gain that self-respect he needs. A second issue that is raised deals with families that are broken up through divorce and other factors. The text seems to speak to the thousands of other adolescents who have had to grow up in a house with only one parent and it shows to the reader the effect that it has had on Alex and how he sees his parents divorce. It also shows the contrast between Alexs family and Fortunas family, who are very close with both parents still together and happy. ...

Phases of Preclinical Trials in Drug Development

Phases of Preclinical Trials in Drug Development Introduction The developments of drugs often undergo various processes before being introduced into the market. One of the processes is the preclinical trials. Preclinical trials are conducted to ascertain the effectiveness of the drug on the treatment of the targeted disease (Mulay, 2001). According to the procedures and regulations governing drug development, preclinical trials are conducted in various stages ranging from the first stage to the third stage of phase.Advertising We will write a custom research paper sample on Phases of Preclinical Trials in Drug Development specifically for you for only $16.05 $11/page Learn More Each phase has distinct characteristics, activities and requirements as defined by the regulatory bodies. Apart from determining the effectiveness of the drug, pre-clinical trials are conducted to establish any side effects of the new drugs that may cause harm to individuals (Mulay, 2001). In other words, pre-clinical trials are con ducted to ascertain the effectiveness, mode of application as well as other clinical aspects of the drug before its administration. Preclinical trial phases in drug development In most countries, pre-clinical trials are conducted in three stages or phases. In the first phase, clinical trials are conducted in order to observe the behavior of the new drug in a small sample. In essence, the experiments are conducted using a small population to prove various assertions as well as to establish some aspects of clinical practices during the administration of the drug (Hackshaw, 2011). In addition, the findings in the first phase inform the procedures as well as activities in the subsequent phases. In other words, some aspects in phase two and three are based on the findings of the first phase. In the second phase, further trials are conducted to provide more data particularly on the safety of the new drug and the way it work to treat the target disease (Mulay, 2001). The second phase estab lishes the pharmacological processes as well as the side effects of the drug. In the final phase, the pre-clinical trials are conducted in a larger sample and compare the effects of the drug on the experiment and the standard effect or treatment. The procedure and activities in the third phase is almost a repetition of the first phase. However, the population used for the trials in the third phase is large. In fact, the researchers and medical practitioners conduct the pre-clinical trials through elaborate experimental processes designed to examine the effect of the drug on the subjects as well as the changes in the behavior due to the effects of the new drug (Hackshaw, 2011). Every phase in the preclinical trials is intended to give diverse data concerning the treatment process of the new drug. The information required includes, safety, working processes as well as the doses (Spilker, 2000). In essence, preclinical trials are intended to provide more information on the laboratory p roof of the underlying hypothesis concerning the application of new drug and treatment processes.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, before the preclinical trials, the new drug is subjected to the laboratory tests to prove the underlying hypothesis. The laboratory experiments involve testing of theoretical hypothesis on the drug formulation (Mulay, 2001). The laboratory process is always an elaborate process and takes several years to turn theoretical concept into practical treatment. The laboratory experimentations confirm the effectiveness of the new drug. The pre-clinical trials are based on the results from the laboratory experimentations. Similarities and differences in the first and the third phases in the preclinical trials As indicated, the first and the third phase are similar in many cases. However, the differences also exist in many fronts. T he main aim in the first phase of preclinical trial involves establishing the safety of consumption of new drug (Spilker, 2000). The first phase follows the laboratory experimentation process. Therefore, the first phase in the preclinical trials is conducted on individuals. The procedures in establishing the effectiveness of the drug in the first phase are similar to the procedures in the third phase. In proving such drugs or treatment, the doctors carry out activities ranging from amassing statistics on the dose, timing as well as the wellbeing of the treatment. The involvements of people in the first phase of preclinical trials enable first-hand treatment or the amalgamation of various therapies (Spilker, 2000). The activities involved in the first phase of preclinical trials involve the steady amplification of the prescribed amount of drug under study. The gradual increase in the dosage known as dose escalation enables the dosage that produces optimal results without causing hars h side effects. In the process, the patients are initially administered with smaller amounts of the drug dosage (Hackshaw, 2011). In most cases, side effects are not observed in the first administration of the drug to a patient. The drug has to be applied to several patients in order to establish the side effects. Also included in the first phase of preclinical trials is the method of administering the drug. Investigators establish if the drug is administered orally or injected into the bloodstream. In addition, the fisrt phase establishes the reactions of the drug in the body including the way the drug spread into the body. The prescribed procedures are similar to the third phase and the only difference is the population of the patients being used. The performances of the first phase of preclinical trials are estimated to last for about a year. In addition, the first phase of preclinical trials often encompasses a minimal number of participants ranging from ten to twenty a distinct ive difference with other phases. Further, the first phase offer treatment to individuals’ diseases working against the preceding therapies (Mulay, 2001). In contrast, the third phase of preclinical trials aims are to undertake comparison measures between the latest therapies portraying potential outcomes when administered to a small number of patients exhibiting a particular ailment and the contemporary care standards of the explicit malady (Hackshaw, 2011).Advertising We will write a custom research paper sample on Phases of Preclinical Trials in Drug Development specifically for you for only $16.05 $11/page Learn More In addition, the third phase involves gathering of data from a large figure of patients. As a result, the doctors are capable of establishing the effectiveness of the new drug as well as the extent of its side effects on the patients compared to the current standards. Another important aspect of the third phase of preclinical trials is that the experiments are often carried out as random trials. In essence, investigations on the standard application of the drug are conducted unevenly. Further, the third phase of clinical trials not only focus on the patients with a specific malady, but also encompass patients of diverse ages, ethnicities and both sexes thereby producing results applicable for a large population sample (Hackshaw, 2011). Given the long timeline in the third phase of clinical trials, large sample or population is required to complete the investigation. In most cases, the sample range between seven hundred to two thousand participants. Moreover, the success of the drug in the third phase preclinical trial leads to the application to the approval of the drug by the authorized bodies such as Food and Drug Administration (FDA). The approval of the drug due the successes in the preclinical trials shows that the drug can be administered for a precise use. Investigator brochure The IB (Investigatorâ€⠄¢s Brochure) is an all-inclusive document in drug development. Actually, during the drug preclinical trials, the manuscript sums up the body of info acquired in the study. Once the IB is obtained, it is modernized with fresh information. Throughout the entire procedure of drug development, the document (IB) is critically significant (Hackshaw, 2011). The human areas under discussion gathered in preclinical and clinical trials in study of drugs gets Investigator’s Brochure relevant when compiling data. All through the clinical trials, the investigators obtain essential insights from the IB for the administration of study subjects and study conducts (Hackshaw, 2011). The clinical trial protocol with protection measures and key aspects are set up by the investigator’s brochure. The key aspects may encompass, safety-monitoring procedures, techniques of administration, frequency and dosing intervals, as well as study of drugs. On the other hand, an IB helps the investigato r to clearly comprehend the safety measures, observations, specified examination, adverse reactions, and any possible risks accruing during the clinical trials (Mulay, 2001). In brief, the brochure is a guide and an abstract for the segment of the investigator.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The background knowledge in pharmaceuticals is critical in the investigation process during the third phase of preclinical trials. Moreover, based on the pharmacology and previous human experience of the investigational products, a clinical investigator should be in custody of the guidance (Mulay, 2001). The guide should consider treatment and identification of undesirable drug reaction and probable overdose. The information on the IB must be kept updated through a responsible sponsor. Contents of the investigator brochure in stage one of the product developments The investigator brochure explains all the activities taking place in the first phase of the product development. The brochure explains in details the required insights for the management and conduct of the investigators at the preclinical trials (Spilker, 2000). In addition, the brochure explains the study subjects as well as the effects of the drug throughout the first phase of the preclinical process. The information inc ludes the name of the drug, the development process, the way it works as well as the formula (Spilker, 2000). The specified data regarding the drug are obtained from the results of the laboratory tests. In essence, the investigator brochure in phase one will contain more information about the product. Further, the investigator brochure provides the investigator a summary of the information that guides the trials as well as possible risks and uncertainties that may be encountered during the study (Mulay, 2001). In fact, the brochure will provide the dose development procedure and the characteristics of the subjects that were used in the first phase of preclinical trial. In addition, the brochure will have detailed information regarding the potential risks or the adverse effects of the drug (Spilker, 2000). Moreover, the information concerning the use of the drug, whether in combination or applied singly will also be contained in the first phase investigator brochure. In the dose data , the brochure will provide more information on dose escalations and the observed side effects. Since the first phase is critical in the product development, the investigator brochure will contain more information that provides insights in the application of the drug (Hackshaw, 2011). Moreover, information concerning the drug administration will also be contained on the brochure. In addition, the investigator brochure also indicates how the side effects should be treated. In other words, the investigator brochure contains details on the possible side effects and the manner in which such adverse effects should be countered (Hackshaw, 2011). All the information in the brochure is based on the procedure provided and the results obtained from the trials. In the first phase of the product development, the investigator brochure provides direction on the identification and management on the negative effects of the drug. Conclusion The development of new drug undergoes various stages before being authorized to be used. The phase includes preclinical trials, which are conducted to ascertain the effectiveness of the drug. The preclinical trials are in phases. The first phase of preclinical trials tests the effectiveness and behavior differences of the subjects due to the administration of the new drug in a small sample. Similar aims and procedures are conducted in phase three. However, the third phase requires a large population. The major difference between phase one and phase three is the sample population where the third phase applies the larger sample population. The investigator brochure is critical in the provision of information during the preclinical trials. Specific to first phase of the preclinical trial, the investigator brochure provide the information concerning the new drug. Besides the product information and the investigation procedures, the first phase investigator brochure contains the information concerning the doses, timings as well as the safety of the product. References Hackshaw, A. (2011). A concise guide to clinical trials. Malden, MA: John Wiley Sons. Mulay, M. (2001). A step-by-step guide to clinical trials. Burlington, MA: Jones Bartlett Learning. Spilker, B. (2000). Guide to clinical trials. Philadelphia: Raven Press.

People of the middle east Essay Example | Topics and Well Written Essays - 1750 words

People of the middle east - Essay Example The first word that was revealed to Mohammad (P.B.U.H) in the Koran was â€Å"IQRA† which means to read, recite and seek knowledge. The Koran repeats several words in order to embed key concepts in the mind of the listeners. The word Elm (Knowledge) has been used 750 times which has got the third position after the words ‘Allah’ and ‘Rab’. So Allah emphasized the importance of education and knowledge in the first word of his revelation and even throughout the Koran. Islam is a precious gift for the Muslims to attain salvation and success in this world. For this they need to follow the Koran and seek knowledge from it. Education is an ultimate criterion in recognizing a true Muslim and every true Muslim need to seek and spread knowledge as taught by prophet Mohammad (P.B.U.H). The following hadith (Sayings of Prophet Mohammad (P.B.U.H)) demonstrates the importance of education in Islam. Prophet Mohammad (P.B.U.H) said that if anyone travels on the road with the intention of seeking knowledge then Allah will cause him to travel on the roads of Paradise. The inhabitants of heavens, earth and the fish living in the deep water will ask for forgiveness for the knowledgeable man. The superiority of the learned man over a devout is like of a moon, over a full night, on the other stars in the sky. The learned people are the heirs of prophet who do not leave dirham (money or currency of Arabia) but only leave knowledge and whoever takes it take in generous amounts. History shows that Muslims have rose to the zenith of civilization and it was just because they adhered to the Islamic law and the teachings of the Holy Koran. The Islamic Empire was once the most advanced and civilized nation of the world. Muslims were responsible for setting the fundamental concepts of different fields. The teaching of the Koran drove them to accomplishments in various disciplines of science. By the end of the tenth century

Essay 4 Example | Topics and Well Written Essays - 1000 words - 1

4 - Essay Example Aptitudes that apply to numerous various types of parts are known as transferable or delicate abilities. Ponder a few errands which happen on an ordinary working day. You may have exhibited your exploration in a Graduate class, which serves to sharpen your relational abilities. You may take a shot at a provision for a travel gift, providing for you some knowledge of securing and financing for your examination experience. On the other hand perhaps you persuaded your administrator to set aside a few minutes to peruse a paper you wish to submit for distribution, therefore utilizing arranging aptitudes (Webcache.googleusercontent.com, 2014) (BusinessDictionary.com, 2014) Transferable aptitudes can likewise be produced outside of a scholarly setting. Consider a portion of the exercises you get included within your extra time. Contemplate the sorts of obligations that individuals in more senior positions have – both in a scholastic environment and non-scholarly parts – assignments, for example, overseeing staff, getting financing or plan approbation, creating associations with outside contacts, etc. These all oblige certain levels of supposed transferable aptitudes like correspondence, association, arrangement, and so forth. When you want to make your next profession move, not just will you need to persuade potential superintendents that you have these transferable aptitudes, you will likewise need to utilize these abilities consistently with a specific end goal to succeed in your picked career. For a few professions, particularly in the event that you are considering moving out of the scholastic environment where your work is less incli ned to be well-known, transferable abilities can get much more critical to the accomplishment of your requisition. Superintendents anticipate that you will have to show a number of accompanying groups living up to expectations, energy and drive, interpersonal and relational abilities and

Protection Individual's Freedom From the Excessive Power of Government Essay

Protection Individual's Freedom From the Excessive Power of Government - Essay Example This research will begin with the statement that the concept of democracy is fundamentally described as a strong mechanism, which can be directly exercised by the people through electing their preferred agents. It is indeed a strong set of principles and ideas, which tends to protect the freedom of individuals belonging to any particular society. With regards to the brief understanding of academic history, terms democracy and freedom were often interchangeably used. However, these two terms have distinctive approaches in the context of their respective practices and procedures associated with a particular society, state or a nation as well. Although democracy demonstrates a clear and wide concept concerning individual freedom and liberty, it also entails a set of distinctive processes and practices that have been shaped by a long and convoluted political history. Emphasising diverse concepts and ideas of democracy as represented in different kinds of literature, the essay critically demonstrates the extent of democracy in protecting individual freedom from the excessive power of government. According to various observations, democracy is further defined as a set of specific government institutions possessing a well-structured group of values, practices, and attitudes that may include dissimilar sorts of expressions amidst the societies and the cultures prevailing across the world. With regards to demonstrating the purposes and functions of democracy, the term democracy may entail a number of strong values along with principles and practices.

The Purpose Of Study English Language Essay

The Purpose Of Study English Language Essay Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanmgs. He states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. Halliday (1994) adds Functional Grammar lean towards text, which is a semantic unit, rather that sentence. So, Functional Grammar which was developed based on meanings uses text as the unit of analysis. Functional Grammar has been adopted to become one of the subj ects in the English Department of UNJ since 2002. Statements related to Functional Grammar as subjects can be quoted as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggnis secara benar dan baik. (Pedoman Akadeniik 2004/2005:100) Functional Grammar 1 aims at developing the explicit knowledge of the theory of language based on the thnction (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation). Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. (Pedoman Akademik 2004/2005:100) 1 Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both ritten and spoken well and correctly. (Own translation) In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. As a matter of fact, a number of students complain about the subjects. They have difficulties about the subjects. No study was conducted relevant to the condition. Realizing the need of improvement, the researcher is interested to conduct a study about English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. B. Focus of Study The research is initiated by the fact that some students have problems in understanding Functional Grammar concepts. Learning the condition, the researcher is interested to conduct a study related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. C. Research Questions Based on the background above, the research questions that are identified in this study are: What is English Department students perception towards their knowledge of Functional Grammar concepts. 1 2 What is English Department students perception towards their comprehension of Functional Grammar concepts. What is English Department students perception towards their ability to apply Functional Grammar concepts in analyzing text. What is English Department students perception towards their ability to apply Functional Grammar concepts in writing. I). Purpose of Study The purpose of the study is to identifi English Department students perception towards their ability to apply Functional Grammar in analyzing text and writing. Using Blooms Taxonomy of Educational goals, students knowledge and comprehension of Functional Grammar are included in this research. E. Benefit of Study The result of this study is expected to give input related to English Department students perception towards their knowledge, comprehension and ability to apply Functional Grammar in analyzing text and writing. 3 CHAPTER II LiTERATURE REVIEW To provide the basic theory of the research related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, this chapter discusses Traditional Grammar, Functional Grammar, Functional Grammar as a subject in the English Department, Ability to apply, Writing, and Perception. 1. Traditional Granmiar A number of experts such as Harmer (2001), Thombury (1999), and Gerot and Wignell (1994) have defined traditional grammar as a set of rules of a language. Harmer (2001) describes the grammar of a language as the description of the ways in which words can change their forms and can be combined into sentences in that language. Thombury (1999) explains grammar as a description of the rules for forming sentences. While Gerot and Wignell (1994) point out Traditional Grammar is focused on the rules for producing coffect sentences. They add sentence becomes the unit of analysis. So, based on the discussion, Traditional Grammar is focused on rules and sentence becomes the unit of analysis. Further, Gerot and Wignell (1994) explain that Traditional Grammar labels elements of the clause in terms of the word class that are nouns, verbs, prepositions, adverbs, and adjectives. Criticizing towards the weaknesses of Traditional Grammar, Thombury (2002) argues that there is 4 no one-to-one correspondence between grammatical form and communication function such as making a request, offering something, etc. 2. Functional Grammar Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanings. Halliday (1994) believes that when one communicates, he exchanges the meanings with other people. He further states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. To be different from Traditional Grammar that is focused on rules and sentence as the unit of analysis, Functional Grammar is focused on meanings and text as a whole becomes the object of analysis. Further, Halliday (1994) explains that Functional Grammar discusses the notion of a clause as a unit in which meanings of three different kinds are combined. The three aspects of meaning of the clause are clause as representation, clause as exchange, and clause as message. 1). Clause as Representation The first aspect of the meaning of the clause is Clause as Representation. Based on Hallidays assumption, Gerot and Wignell (1994) note it concerns with human beings experiences. Clause as representation is related to human beings experiences. As human 5 beings experiences vary, it is possible to identify the types of those experiences. Halliday (1994) describes the most powerful impression of experience is that it consists of goings-onhappening, doing, sensing, meaning, being, and becoming. Halliday (1994) then proposes there are three semantic categories that are processes, participants, and circumstances. à ¢Ã¢â€š ¬Ã‚ ¢ Processes Based on Hallidays assumption, Gerot and Wignell (1994) notice processes are realized by verbs. à ¢Ã¢â€š ¬Ã‚ ¢ Participants Halliday (1994) writes participants are realized by nouns. à ¢Ã¢â€š ¬Ã‚ ¢ Circumstances Halliday (1994) describes circumstance is realized by adverbial group or prepositional phrase. Based on Hallidays assumption, Gerot and Wignell (1994) note circumstances answer such questions as when, where, why, how, many, and as what. Halliday (1994) further explains the different types of processes that are built into the granmiar of English are material process, mental process, relational process, behavioral process, verbal process, and existential process. A. Material Process: processes of doing Based on Halliday, Gerot and Wignell (1994) state material processes are processes of material doing. Halliday (1994) notes they express the notion that entity does something which may be 6 done to other entity. This process consists of these particular participants-an obligatory actor, and optionally also a goal. Based on Halliday, Gerot and Wignell (1994) explain the entity who or which does something is the Actor. The entity which may be done to is the Goal. B. Mental Process: processes of sensing Halliday (1994) explains mental processes are processes of feeling, thinking, and seeing. The two participants in mental process are senser and phenomenon. The senser is conscious being that is feeling, thinking, or seeing. The phenomenon is that which is sensed, felt, thought, or seen. C. Relational Process: processes of being There are two different modes that are attributive and identifying. a. Intensive processes: attributive Based on Halliday, Gerot and Wignell (1994) refer attributive processes as processes which assign a quality. Halliday (1994) notes the quality is labeled the attribute, an entity to which it is ascribed is the carrier. b.Intensive processes: identifying Based on Halliday, Gerot and Wignell (1994) refer identifying processes as processes which establish an identity. Halliday (1994) adds the process has an identity assigned to it. The terms are given the x-element and the a-element, that which is to be 7 identified, as identified, and the a-element, to which serves as identity, as identifier. D. Behavioral processes Halliday (1994) explains these are processes of physiological and psychological behavior like breathing, coughing, smiling, dreaming, and staring. The participant who is behaving is labeled behaver. E. Verbal processes Halliday (1994) refers to these are processes of saying. The term sayercan be interpreted as a subject (it may be someone or something) that says something. There are three participant functions that are the receiver, verbiage, and target. a. The receiver is the one to whom the saying is directed at. b. The verbiage is the function that corresponds to what is said. c. The target is the entity that is targeted by the process of saying. F. Existential processes Halliday (1994) notes these represent that something exists or happens. That object or event which is being said to exist is labeled, simply, existent. 2). Clause as exchange The second aspect of the meaning of the clause is clause as exchange. Halliday (1994) explains clause as exchange has two components that are Mood and Residue. 8 a. Mood Element Halliday (1994) proposes it consist of two parts: (1) the subject, which is a nominal group, and (2) the finite operator, which is a part of verbal group. Based on Halliday, Gerot and Wignell (1994) add the finite element is one of the small numbers of verbal operators expressing primary tense, modality and polarity. Halliday (1994) explains primary tense means past, present, or future at the moment of speaking. Finite verbal operators Temporal Past present future Did, was does, is will, shall Had, used to has would, should Modal: Low median high Can, may will, would must, ought to Could, might is to, was to need (dare) has to, had to (Halliday 1994:74) Halliday (1994) refers to modality as the speakers judgement of the probabilities, or the obligations, involved in what he is saying such as may, will, can etc. He adds polarity is the choice between positive and negative, as in is/isnt, do/dont. 9 b. Residue Halliday (1994) explains the Residue consists of functional elements of three kinds, that are, predicator, complement, and adjunct. a Predicator. It is realized by a verbal group minus the temporal or modal operator. b. Complement. A complement is an element within the Residue that has the potential of being subject but is not. It is typically realized by a nominal group. c. Adjunct. An adjunct is an element that has not got the potential of being subject. It is typically realized by an adverbial group or prepositional phrase. 3). Clause as message The third aspect of the meaning of the clause is clause as message. Halliday (1994) states a message consists of a Theme combined with a Rheme. As general guide, the theme can be identified as that element which comes in first position in the structure. The analysis of the Theme of the clause is rather complex. Halliday (1994) explains in this case, complex clause is called a multiple Theme. In a multiple theme, there are certain complements which have their orders. Halliday (1994) points out the typical ordering is textuaYinterpersonaVexperiential. The textual theme is any combination of continuative, a structural theme, and a conjunctive theme. 10 (i) Continuative is one of small set of discourse signalers, yes, no, well, oh, now. (ii) A structural Theme is any of the obligatory thematic elements such as conjunctions and W-H relative. (iii)A conjunctive Theme is one of the conjunctive adjuncts. He refers conjunctive adjuncts are those which relate the clause to the preceding text such as also, meanwhile, soon, finally, etc. Halliday (1994) further describes the interpersonal theme that is any combination of (i) A vocative is any item, typically (but not necessarily) a personal name, used to address; it may come more or less anywhere in the clause and is thematic if preceding the topical Theme. (ii) A modal theme is any of the modal adjuncts. He describes that modal adjuncts are those which express the speakers judgment regarding the relevance of the message such as maybe, usually, occasionally, surely, honestly, etc. (iii) A mood marking theme is a Finite verbal operator, if preceding the topical Theme; or a WHinterrogative (or imperative lets) when not preceded by another experiential element (i.e. when functioning simultaneously as topical Theme). The last order is experiential. Halliday (1994) explains the experiential element is referred as topical theme. This means that the Theme of a clause ends with the first constituent that is either participant, circumstance, or process. 11 3. Functional Grammar as a subject in the English Department, State University of Jakarta Functional Grammar has been adopted as a subject in the English Department since 2002. The subject must be taken by the students when they are in the fourth semester for Functional Grammar 1 and in the fifth semester for Functional Grammar 2. Both Functional Grammar 1 and 2 consist of three semester credit units. Referring to Academic Guidelines 2004/2005 of Faculty of Languages and Arts, it is stated that the three semester credits unit have 24 meetings. Each meeting takes 100 minutes. It has two kinds of tests that are mid semester test and final semester test. As stated in the Academic Guidelines 2004/2005 of Faculty of Languages and Arts, Functional Grammar as a subject is described as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) imtuk menunj ang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara benar dan baik. Functional Grammar I aims at developing the explicit knowledge of the theory of language based on the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation) Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fiingsinya ( tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own Translation) 12 In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. 4. Ability to Apply In discussion about ability to Apply, Longman Dictionary of Contemporary English (2001) describes ability is something that one is able to do, because one has particular mental or physical skill. Longman Dictionary of English Language and Culture (1998) notes ability is the fact of having the skill, power, or other quality that are needed in order to do something. Websters New World Dictionary of American English (1998) adds ability is skills, expertness, or talent.. Bloom (1956), cited in Elliot et a!. (2000) proposes classification of educational goals. There are six major classes in the cognitive taxonomy of educational objectives: 1. Knowledge is the recalling specific facts. 2. Comprehension is understanding what is communicated. 3. Application is generalizing and using abstract information in concrete situation. 4. Analysis is breaking a problem into subparts and detecting relationship among the parts. 5. Synthesis is putting together parts to form a whole. 6. Evaluation is using criteria to make judgments. 13 In accordance with the development, the three classes of educational goals that were analysis, synthesis, and evaluation were then revised to become analyze, evaluate, and create. Arend (2004) describes six classification of the cognitive process dimension: 1. Remember is retrieving relevant knowledge from long-term memory. 2. Understand is constructing meaning from instructional messages, including oral, written, and graphic communication. 3. Apply is carrying out or using a procedure in a given situation. 4. Analyze is breaking material into constituent parts and determining how parts relate to one another and to overall structure or purpose. 5. Evaluate is making judgments based on criteria and standards. 6. Create is reorganizing elements into a new pattern or structure. In keeping with Blooms theory and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, ability to apply should be developed after the steps of knowing and understanding. Referring to the explanation above, ability to apply Functional Grammar is to be developed through the steps of knowing and understanding. The questionnaire will also include identifying not only the knowledge and understanding but also ability to apply Functional Grammar in analyzing text and writing. 14 5. Writing Writing as described by Leki (1998) is communicating. Meyers (2003) notes writing is a process of discovering and assembling ideas, putting them on paper, reshaping, and revising them. To be acceptable, Windshuttle and Windshuttle (1998) state good writing should have correct grammar and precise and clear content. Diyanni (2001) adds good writing is coherent. Readers can follow and understand it easily. Hughes (2001) describes underlying writing ability is a number of sub abilities such as control of punctuation. Considering the important points above, it can be concluded that good writing covers the aspects of grammar and coherence. 6. Perception Perception is defined by Elliot, et all (2000) as the giving of meaning to the discrete, meaningless stimuli that initially arouse awareness. Barkhuizen (1998) notes perception refers to feelings and views of the students. Students perception is important in language learning as Barkhuizen (1998) claims that it is important for teachers to discover their learners feelings and beliefs about their language learning process. He believes it can give input and consequently review and possibly change their teaching process. 15 Referring to the purpose of this study that is to identify students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, questionnaire will be used to identify students views and feelings of their levels of cognitive domaim lb CHAPTER ifi METHODOLOGY This chapter discusses the methods used to conduct the study which is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The first part discusses the issue of the study which is then followed by Study Design and continued by the Implementation of the study. A. Issue of Study This study is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The researcher is interested to conduct this study because of the fact that some students express their difficulties while attending Functional Grammar classes. It is expected that findings of this study can be used as input concerning with students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. B. Study Design This study was designed to employ survey The instruments employed were questionnaire and interview. The questionnaire was used to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, whereas the interview was used to gather more detail data. This was to anticipate the possible weaknesses of questionnaire. This study employed stratified sampling as the 17 selection of respondents planned was based on their academic entrance. The data then were analyzed by clustering educational goals from Bloom (1956) and the aspects of Functional Grammar from Halliday (1994). It was designed that the respondents of questionnaire were 100 students and the respondents of the interview were 10 students. 1. Method of Study It was planned that survey was chosen to conduct this study. Brown and Rodgers (2002) state surveys are any procedures used to gather and describe the characteristics, attitudes, views, and opinion. The purpose of a survey as described by Nunan (1992) is generally to obtain snapshot of conditions, attitudes, and / or events at a single point in time. Based on the discussion above and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, survey can be seen as the appropriate method. 2. Respondents it was planned that the respondents of this study were 100 students. They were English Department students of State University of Jakarta. The students were both from Educational and Non- Educational Programs who had completed Functional Grammar 1 and 2. The sampling procedure that was planned to be used in this study was stratified sampling. Bums (2000) describes stratified sampling is sampling in which groups or strata within the population are each sampled randomly. He adds that a population can be divided on the basis of social class membership, sex, level of intelligence or level of anxiety. The researcher planned to conduct this technique of sampling as Burns (2000) notes that sampling error is reduced by stratification for the sample can not differ from the population with respect to the stratifying factors. The respondents of this study were planned to be divided based on the Academic Entrance that is 2002,2003, and 2004. 3. Site and time This study was planned to be conducted in the English Department of State University of Jakarta in the second semester of Academic Year of 2005/2006. It was between 6 March 2006 and 13 March 2006. Referring to the purpose of study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, the researcher chose English Department of UNJ as the site of the study. It was designed that this study was conducted in between 6 March 2006 and 13 March 2006. This choice was made by considering the availability of time that the researcher had. It was also the time in which students were effective in the process of attending teaching-learning activities. 19 4. Instruments As mentioned in the previous section, this study was designed to employ survey. Questionnaire and interview were chosen to become the instruments of collecting data. In keeping with Blooms Taxonomy, both instruments were designed to include knowledge, comprehension, and ability to apply Functional Grammar. Detail description about the instruments is given in the following section. a. Questionnaire Questionnaire was chosen as one of the means to collect data used in this study. Questionnaire as discussed by Nunan (1992), is relatively popular means of collecting data. The questionnaire used for this study was designed to gather information and to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The total number of questionnaires is 36 items which represent students perception towards their knowledge, comprehension, and ability to apply. Each number of questionnaires consists of five different choices of answers that represent the scale of excellent, good, average, poor, and very poor. The questionnaire was designed to use Bahasa Indonesia in order to avoid misunderstanding of the respondents to answer each statement. To answer the questionnaire, the respondents were asked to choose only one answer of each number that represents knowledge, comprehension, and ability to apply Functional Grammar. 20 There were 7 questions prepared before conducting the interview. The questions covered the identifying students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. The interview is to anticipate the possible weaknesses of questionnaire as described by Burns (2000) who proposes there is no opportunity to acquire supplementary observational data. Also, the respondents motivation for answering the questionnaire is unknown. C. Implementation of Study The research was uutiated by the fact that some students express their difficulties while attending Functional Grammar classes. Following such problems, the researcher was interested to conduct the study. It covered questionnaire and interview. This study was implemented by following the steps of the research procedures. 1. Data Collection Process Questionnaire and interview were used as means to collect the data. The data collection process lasted for 1 week that was between 4 May and 12 May 2006. The implementation of data collection was not as it was planned. This was because the process of making the questionnaire took longer time. At the same time, the researcher had to follow PPL program In addition, as the result of data of interview did not clearly present the specific area of writing that can be developed by applying Functional Grammar, the additional interview was again conducted that was between 14 July 2006 and 16 July 2006. 22 a. Collecting Data by Means of Questionnaire The set of questionnaire was given to 54 students who had completed Functional Grammar 1 and Functional Grammar 2. Before conducting the study, the researcher introduced herself to the respondents. The researcher also gave information about the purpose of the study to respondents. The distribution of questionnaire was done after classes that were on 4 May and 12 May 2006. The completion of the questionnaire took between 3 and 4 minutes. The questionnaire consists of 36 items which represent students perception towards their knowledge, comprehension, ability to apply Functional Grammar in analyzing text and writing ability. Items number I until 6 represent knowledge of clause as representation. Items number 7 until 12 represent comprehension of clause as representation. Items number 13 until 24 represent applicability of clause as representation. Items number 25 until 26 represent knowledge of clause as exchange. Items number 27 until 28 represent comprehension of clause as exchange. Items number 29 until 32 represent applicability of clause as exchange. Item number 33 represents knowledge of clause as message. Item number 34 represents comprehension of clause as message. Items number 34 until 36 represent applicability of Functional Grammar. To rank their abil ity, this study employed Likert scale. There were 5 scales used in this questionnaire namely excellent, good, average, poor, and very poor. The respondents were asked to choose one scale of each item. 23 I b. Collecting Data by Means of Interview The interview was held between 11 May and 12 May 2006. Since some students felt reluctant to express ideas of such problems and due to considering the limitation of time, the researcher decided to interview 6 students. The additional interview was conducted between 14 July 2006 and 16 July 2006. The researcher conducted the additional interview because the result of the previous interview did not cover the specific aspects of writing such as language and/or content aspects that can be improved by applying the concepts of Functional Grammar. There were three additional respondents interviewed. The previous and additional interview was conducted face-to-face discussion individually. The respondents for this interview were selected based on their various scores of Functional Grammar I and Functional Grammar 2. Respondent 4 and 7 who had completed Functional Grammar 1 and respondent 5 and 8 who had completed Functional 2 got A. Respondent 1, 2, 3, 5, and 8 who had completed Functional Grammar I and respondent 2, 3, 4, 7, and 8 who had completed Functional Grammar 2 got B. Respondent 6 and 9 who had completed Functional Grammar 1 and respondent 1 and 9 who had completed Functional Grammar 2 got C. The interview used Bahasa Indonesia. The reason was to avoid the possibility of different perception in understanding the questions. The use of Bahasa Indonesia for the interview was also to make the respondents understand and answer the questions easily. The questions of interview were related to identifying English Department students perception towards their knowledge, comprehensi on, and ability to apply Functional Grammar in analyzing text and writing. The specific areas of writing ability that could be improved by 24

Three Lives :: Women Feminism Facism Essays

Three Lives Maria drew dark lines underneath her lashes and on the tops of her lids. She began to smooth her skirt and her hair when Marco banged on the door of the bathroom and yelled that her turn was up. Between the family of ten, there was only one bathroom and three bedrooms. Maria’s older brothers had to share the living room, and the baby was in a crib next to her parents’ bed. She walked into the kitchen and her mother rolled her eyes at Maria when she saw the way she was done up, and Maria gave a piercing stare in return. She knew that looks were important, and that hers would win her a successful husband someday. Her hope was that she would not have to bear one child after the other the way her mother did in an effort to get the large family award. Maria had no interest in school, or reading, for she knew that these would get her nowhere. Her mother had been educated and had worked in a post office until recently, when a new law was passed. Maria thought that it was irresponsible of her mother to have a job, anyway. She should be tending to the family, not worrying about her career. Women were restricted from so many jobs, the most reliable (and natural) plan was that of becoming a housewife. Maria had never considered doing otherwise. Woman, made to ripen a child within her body for three-quarters of the year, made to nourish this child, with a secretion of her organism, for longer than a year, endowed with qualities that make her able to raise and educate the child at least through adolescence, nevertheless receives, in our civilization, the same education as if her functions were equal to man’s (Ferdinando Loffredo, Pickering-Iazzi, 30). Maria was sitting up straight at her desk in the classroom. Her teacher was boasting of his position in the Party. He called on Marco to have him speak of his loyalty to Il Duce. Marco said the same phrases that he heard spoken by his father every day in favor of Il Duce. Maria looked out the window. She was not listening to her brother, but daydreaming. She pictured herself the wife of an accomplice of Mussolini, and knew that nothing would make her more proud. A successful future in the party would therefore be inevitable for her children. Three Lives :: Women Feminism Facism Essays Three Lives Maria drew dark lines underneath her lashes and on the tops of her lids. She began to smooth her skirt and her hair when Marco banged on the door of the bathroom and yelled that her turn was up. Between the family of ten, there was only one bathroom and three bedrooms. Maria’s older brothers had to share the living room, and the baby was in a crib next to her parents’ bed. She walked into the kitchen and her mother rolled her eyes at Maria when she saw the way she was done up, and Maria gave a piercing stare in return. She knew that looks were important, and that hers would win her a successful husband someday. Her hope was that she would not have to bear one child after the other the way her mother did in an effort to get the large family award. Maria had no interest in school, or reading, for she knew that these would get her nowhere. Her mother had been educated and had worked in a post office until recently, when a new law was passed. Maria thought that it was irresponsible of her mother to have a job, anyway. She should be tending to the family, not worrying about her career. Women were restricted from so many jobs, the most reliable (and natural) plan was that of becoming a housewife. Maria had never considered doing otherwise. Woman, made to ripen a child within her body for three-quarters of the year, made to nourish this child, with a secretion of her organism, for longer than a year, endowed with qualities that make her able to raise and educate the child at least through adolescence, nevertheless receives, in our civilization, the same education as if her functions were equal to man’s (Ferdinando Loffredo, Pickering-Iazzi, 30). Maria was sitting up straight at her desk in the classroom. Her teacher was boasting of his position in the Party. He called on Marco to have him speak of his loyalty to Il Duce. Marco said the same phrases that he heard spoken by his father every day in favor of Il Duce. Maria looked out the window. She was not listening to her brother, but daydreaming. She pictured herself the wife of an accomplice of Mussolini, and knew that nothing would make her more proud. A successful future in the party would therefore be inevitable for her children.

Assessment for Learning Essay

The results of the personal survey of assessment literacy showed that general considerations scored 87/90, prior to test design scored 53/55, writing the test scored 28/30, during test administration scored 15/15, and after testing reflected 25/25. Our school is a small private school with small classroom sizes. As a result, most of our students receive specialized one on one attention and strong supervision for their academic success. Teachers believe every student can and will succeed. It is not an option to do otherwise. â€Å"Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards† (Stiggins, 2005, pg. 326). How we test students need to take into consideration the impact of the learner (Stiggins, 2008). Stiggins (2008) informed teachers to utilize assessments for students by looking at the classroom level of use, the program level of use, and the institutional accountability and policy level of use. Looking at the school survey of assessment literacy will take into account these three types of assessment uses and their importance in generating an accountability system for our school to develop a system that fosters learning for all students. My greatest area of strength in regard to assessment literacy can be found in during test administration (15/15) and after testing (25/25). These were perfect scores and illustrated that student’s needs were met when considering the testing environment as conducive to maximize student performance and monitoring the students as they take ASSESSMENT FOR LEARNING 3 the test. Directions are always clear and questions are rarely asked. Tests are accurately scored because they are reviewed twice. Assessment data is gathered for what questions students answered incorrectly and notes are made for improvement of material taught the following year. It is reviewed again after the results of the test are completed to ensure mastery before moving on to the next chapter. The main goal is always on student achievement and mastery of the material. The data adjusts instruction to improve student performance. Any students who do poorly are given the opportunity to retest for 92% of the grade for improvement and mastery. Parents are notified of any student receiving below an 86%. This is our school policy. Retests are given within a week of the original test. Tests are graded the same day and given back the next day. This enables students to observe what they got wrong and assess ways to improve for the retest or master the material. Assessments are not always tests. Projects, reports, computer uses, etc. are vital ways to assess student learning through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, logical/mathematical, musical, and existential. Educators should recognize that diversity needs an on-going presence, availability, and active participation in the classroom teaching process (Spasovski, 2010). â€Å"If society wants all students to meet standards, then all students must believe they can meet those standards; they all must be confident enough to be willing to take the risk of trying† (Stiggins, 2008, p. 8). My greatest limitation in regard to assessment literacy is working with colleagues to design common assessments. Since we are a small private school, teachers are left ASSESSMENT FOR LEARNING 4 with the task of compiling their own assessments. Our principal will supply the assessments created by the publisher in book form or cd rom or teachers can compile their own. None of us work with colleagues to create assessments. We have team meetings that cross teach certain areas that are being studied to enhance learning across disciplines of teaching. However, assessments are each teacher’s responsibility. The Stanford test scores analyze our teaching productivity. Data is analyzed for the incorrect answer. The results address the weakest area of student learning. Teachers are to find solutions to fix them through data and research of proven strategies that work within successful classrooms. According to Creighton (2001), collecting data without purpose is meaningless. Data driven decision making and instructional leadership support one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to assist students to become avid learners. Part 2: Analyzing the Survey Results The survey results of the criteria for the school survey of assessment literacy scored 84/90. Assessment, curriculum, and instruction are balanced in our school. Assessments are aligned to benchmarks, standards, and scaffolding of material over time to foster students’ learning. To promote student achievement, assessments are varied and reliable. Communication is accomplished with parents about performance through emails, assessments sent home requiring signatures, progress reports, report cards, and Stanford test scores. Since our students score in the 79-99% ranking of Stanford test scores as a class average, teachers seek solutions through data to ASSESSMENT FOR LEARNING 5 improve class average test scores. If any student did poorly, teachers seek ways that will improve student learning. Principals and teachers can learn to maneuver through the statistical data to help create goals and strategies for change and improvement (Creighton, 2001). The school’s greatest area of strength in regard to assessment literacy was that data-based decisions about student mastery of standards are made collaboratively by administrators and teachers. By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain insightful information into how they may best serve their diverse students’ needs and administrators can find solutions to helping these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement. By understanding our diverse students’ needs, teachers and administrators can see the big picture and find viable solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an ESE teacher. Curriculums are modified to accommodate student’s needs based on any language or learning barriers. The dominant culture of the nation-state should incorporate aspects of their experiences, cultures, and languages, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004). Teachers have professional development sessions and team meetings to assess proven methodologies and research to help students learn. â€Å"When teachers support students by treating them with respect and caring about their futures, and encourage students by helping them to succeed, students are more likely ASSESSMENT FOR LEARNING 6 to respect and get along with one another; when taught how to be more tolerant of others, students exhibit greater tolerance† (Gollnick & Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the education at our school. This is imperative if we want our students to compete in a global economy and to ensure learning and equity for all students. The school’s greatest limitation in regard to assessment literacy is that not all teachers recognize students’ emotional connection to assessment and its results. Also, the formative assessments are not used regularly to tell members precisely where to focus their improvement efforts and how to do it in a timely manner. My students complain that some teachers take a month to grade papers. Parents complain to me that other teachers do not understand their child’s special needs. For instance, I have a student with dysgraphia, dyslexia, and ADHD. For spelling tests, I have found it beneficial to call him up after tests and have him spell the word to me verbally that he got wrong in writing and he often gets it correct. He has transformed from a failing student to an â€Å"A† student. I grade his paper immediately after he turns it in and I ask him to spell the words he got wrong to me verbally. When students are failing, teachers need to find viable solutions to increase student learning. No single assessment is capable of answering all these questions to aid a student’s learning capabilities. A productive, multi-level assessment system is needed to ensure accuracy of all instructional decisions (Stiggins, 2008). Relying heavily on Stanford test scores impedes a student’s emotional connection to assessment and its results. Instead a wide arrangement of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 success rate of a student. â€Å"If all students are to succeed, they must have continuous access to credible evidence of their own academic success at mastering prescribed achievement standards† (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, student’s weaknesses, and how to do better next time. This will enable students to build self-efficacy when teachers help students to see what success looks like through assessment analysis to improve test taking the next time (Stiggins, 2008). This is the reason our school offers a retest at 92% of the grade. This is what Stiggins refers to as replacing the intimidation of accountability as the primary motivator through tests with the promise of academic success for all learners. This type of assessment promotes hope for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the complete interplay of several components: 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers collaborate on all aspects of instruction and assessment. 3. Staff, department, and grade meetings are regular features of the school week. 4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks. 5. Continual development of new courses and units of study to better engage students in their learning and meet their academic needs. When these key components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students’ needs. When we look at the classroom level of use, the program level of use, and the ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the foundation would comprise of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins, 2004). ASSESSMENT FOR LEARNING 9 References Creighton, T. (2001). Data analysis and the principalship. Principal Leadership, 1(9), 52. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society. New Jersey: Pearson Education. Gutmann, A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions. In J. A. Banks (Ed. ), Diversity and citizenship education: Global perspectives (pp. 77-96). San Francisco: Jossey-Bass. Spasovski, Ognen. (2010). Principles of the inclusive education and the role of teachers and in-school professional staff. The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). Changing the national conversation on assessment. Phi Delta Kappan, 91(6), 55-59. Stiggins, R. (2004). Classroom assessment for student learning: Doing it right – Using it well. Portland, OR: Assessment Training Institute. Stiggins, R. (2005, Dec. ). From formative assessment to assessment FOR learning: A path to success in standards-based school. Phi Delta Kappan, 87(4), 324-328. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Training Institute.

Importance of Health and Safety in Early Childhood

Importance of Health and safety in early childhood When opening a centre one of the most important things is Health and Safety. Making sure that the children, families and teachers are in a safe and healthy environment is paramount. The centre should ensure that all teachers and management have the same expectations regarding health and safety, that’s why it is important that everyone reads the Licensing Criteria for Early Childhood and Care Centres 2008 which clearly states the high standard that everyone has to abide by.Three really important practices from the Licensing Criteria are â€Å"Providing a Safe Environment†, â€Å"Identifying and responding to childhood illness† and â€Å"Nutrition across the Early Years†. As per the regulations of the licensing criteria premises and facilities standard it is up to the management and teachers to insure the premises that are being used provide sufficient and suitable space for a range of activities, eating, sl eeping, toileting and food preparation to cater for a number and age range of children.With this in mind teachers need to be mindful when setting up the environment to make sure that they are putting out equipment that is safe and will support the child’s development. The environment needs to be set out in a way that is appealing to children and offers a range of activities, a space for quiet activities, room for physical play and spaces for a range of group and individual learning experiences that are age and ability appropriate for all children’s learning, also making sure that the environment does not impact on the supervision of the children.It is up to the teachers to be responsible in keeping the environment safe by doing regular safety checks and noting down any equipment that needs fixing. Being able to Identify and respond to childhood illness is an important part of the teacher’s role. Teachers should be knowledgeable in all illnesses, especially conta gious and infectious illness. When working at a centre all teachers should be familiar with the centres policy on illness and how to deal with it accordingly, also when new families start at the centre the parents should be shown or given a copy of the policy so they are also familiar with the centres policy on illness.It is up to the teachers to unsure that if a child becomes unwell while attending the centre they are kept either in a separate room or a safe distance from other children so as to minimise the spread of the infection. Making sure all linen used by children is hygienically cleaned is one way to stop the spread of infection. In accordance with the licensing criteria teachers must keep a written record of all serious illnesses that occur at the centre.Concentrating on the Healthy side of health and safety it is up to the teachers to promote the importance of healthy and good nutrition to the children. Some fun and interesting ways teachers can teach children about healt hy eating and good nutrition is getting the children involved in setting up and growing a vegetable garden, allowing the children to help with the preparation of meals giving the teacher the opportunity to talk about the different foods and which ones are healthy choices to eat.As teachers we are constantly being observed by the children so therefore we should be role modelling healthy eating by eating fruit with the children and making sure to only drink water around the children, no sugary drinks. By doing this we are also keeping in accordance with the licensing criteria by supervising children while eating and offering water regularly. Children often learn more by observing others then by what they are told so as teachers we need to embrace their way of learning and lead by example.To be successful in implementing the health and safety practices discussed above all teachers and management need to be are aware of the policies regarding all aspects of health and safety, then they will be knowledgeable in implementing it into the centre and will feel comfortable talking to parents about the relevant policies regarding their child’s well-being. With the help and guidance of the Licensing Criteria for Early Childhood Education and Care Centres 2008 there is no reason why a centre cannot set up a healthy and safe environment for children of all ages and abilities to further the child’s mental and physical development.Reference List Marotz, L. R. , Cross, M. Z. , & Rush, J. M. (2005). Health, safety, and nutrition for the young child (6th ed. ). Clifton Park, NY: Delmar Learning. Ministry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa/ Early childhood curriculum. Wellington: Learning Media. Ministry of Education. (2008). Licensing Criteria for Early Childhood Education and Care Centres 2008 And Early Childhood Education Curriculum Framework. Wellington: New Zealand Government. Retrieved 20 March, 2013, from http:/ /www. lead. ece. govt. nz/ServiceTypes/CentreBasedECEServices. aspx.

Night Mare essays

Night Mare essays This book is called Night Mare. It is written by Piers Anthony. In this book, the nextwave of barbarian warriors invade a place called Xanth ravaging and destroying as they advanced. But a Mare named Imbrium has her own problems. She has started to mishandle her job of delivering bad dreams. Now the Night Stallion dismissed her, Piers Anthony is the pen name of Piers Anthony Dillingham Jacob. He was born on August 6th, 1934 in Oxford England. He has written over 100 novels in the genres of science fiction, fantasy, horror, and martial arts. Some of his other books include, Split In Xanth, deserving people receive nightmares. They are delivered by Night Mares from the gourd. The gourd resembles a Mundane squash with a hole on the surface. If one peeps into the hole, they become entranced into the gourd. Their body stays outside, but their soul goes into the land of the gourd. The only way to be released, is if someone blocks the victims view of the peephole. Inside the gourd there are several sections, the graveyard, the city of Brassies and all kinds of spooky stuff. When you go into the gourd and then leave, when you look at the peephole again it takes you right back to the place you left. Inside the gourd is where nightmares are made. Nightmares are each constructed for each individual who is to receive it. People must have nightmares. If they didnt, they wouldnt have any consciences. Nightmares make you a better person. The Night Stallion is in charge of the gourd. He assigns the nightmares to the Night Mares who deliver the bad dreams all over Xanth and sometimes Mundania. Night Mares are solid black and are immortal. They phase out in the darkness and travel all night delivering nightmares. You ...

Information Technology Application in Marketing Homework Essay

Information Technology Application in Marketing Homework - Essay Example There are several reasons that underpin Facebook Popularity, and a possible continued lead in the social media platform. Some of them discussed below. First, the product creator understands the value of customers and the need to be at par with their changing needs and preference. Although Facebook is a unique product that may not need much attention, it requires persistent value addition to make it lively and relevant to the existing and new users. This continually led to invention and creativity of the highest degree to keep consumers at the edge, yearning for more each day. Facebook, continue to redesign their user interface to bring a whole and fresh experience to various users who desire for a more fulfilling service even with their phones, which might lack high specification. The user interface is unrivalled. The support department, working around the clock, and takes subscribers suggestion seriously creates a true sense of belonging that any product creator will need with his customers. Evident in this light of the argument is the recent change in the Facebook user interface after many subscribers demanded for a change. Such trends also happed in the past, which have conceived the present face of the network. According to Luten (146), customer value is the epic of marketing, and a key determinant of market position and leadership. Security issues serve a major boost to Facebook compared to MySpace. Looking at individual user profiles, most people give true data and more information that is sensitive. Aware of this possible loophole that might explain the increase plummeting of MySpace popularity among users, Facebook majors on connecting people who at least know each other. People feel safe connecting with people they know as opposed to strangers. In 2008, the reality found its way down to many users who viewed the need to be secure online. This was a period of escalating cybercrimes, and users demanded a safe and

Motivation Essay Example | Topics and Well Written Essays - 2000 words - 1

Motivation - Essay Example This piece of research work addresses motivation as an important tool that managers take in to account to get things done successfully through others. Based on Bratton’s (2012, p. 191) view that motivation highlights the nature of employment relationship, this paper explains different ways that managers use to motivate their employees. Motivation and Management Motivation is an important management strategy with which managers can accomplish their goals and lead the organization to a high performing and out-performing organization. Robbins and Judge (2011) defined motivation as a â€Å"process that accounts for an individual’s intensity, direction and persistence of efforts toward attaining a goal† (p. 204). They identified basic three elements in motivation- intensity, direction and persistence. With intensity, they meant the way people try to work hard. High or low intensity may not always lead to favourable outcome unless people’s effort is channeled th rough direction. They also argued that motivation has persistence dimension because it is important to see how long a person can maintain effort. Motivation is something that influences people’s behavior and attitude towards pursuing a specific outcome. As Lussier, Achua and Lussier (2009, p. 79) noted, motivation is a quest for a personal gain and therefore managers have to consider it as an opportunity to be seized to help the organization achieve its goals such as increased productivity, competitive advantage and long term profitability. Daft and Lane (2008, p. 226) argued that motivation is a force, either internal or external to people, that stimulates enthusiasm and persistence to pursue a specific action that managers or leaders want them to do. Both Robbins and Judge (2011) and Daft and Lane (2008) have considered persistence as a very important element in motivation. Managers and leaders are required to use motivation as strategic link between people and their ways t o achieve organizational goals. In making motivation such as link, it should in turn direct people’s skills, talent, knowledge and experiences towards the accomplishment of organization’s goal and managers’ vision. Management creates a specific environment internal to the organization in which individuals work in groups with a view to perform efficiently and effectively towards attainment of a group or common goal. As management is a process of creating, developing and affecting organizational objectives and available resources to realize organizational aspirations, managers’ central task is managing people and motivation is at its heart. Management is simply getting things done through others and therefore managers need to understand people in the organization and their varying requirements in order to influence them by helping them meet their needs and requirements (Msoroka, 2012, p. 2). Newstrom and Davis (2004, p. 30) found that the result of an effec tive organizational behavior is motivation and therefore when motivation is combined with employee skills and abilities, it results in the achievement of performance goals and individual satisfaction as well. Motivation thus builds two-way relationship. The two-way relationship created by motivation is mutually supportive because manager and employee are jointly influencing each other as well as jointly benefiting. It highlights the view