Natural disaster Essay Example | Topics and Well Written Essays - 750 words

Natural disaster - Essay Example The disastrous effect of the earthquake in Haiti needs quick management and attention from the rest of the world and proper utilization of all the methods accessible for restoration of the country are important to save people in this part of the world. An article in the New York Times was published in January 2010 bearing the title â€Å"Thinking about a New Haiti†. This article provides an insight into the destruction that struck Haiti as a result of the earthquake. It explains the fact that many people lost their lives in this disaster and the infrastructure in the country became destroyed and people became stranded. It puts forward the fact that counties of the world including United States and Canada have started negotiating for aid and help to redevelop this country into a New Haiti. The author has also presented suggestions for quick recovery which include the utilization of the sources which the country has efficiently, spreading the people around the country to small towns and villages for the promotion of jobs and better living as well as the development of the roads and other structural requirements of the country. Foreign help and assistance from Haitians who are settled in different countries has also been put f orward in the article. â€Å"Thinking about a new Haiti† by the author is a subject that needs to be brought up and has been explained by the author perfectly. He has used language to create a proper connection between the Old Haiti and provided an insight into the development of the New Haiti. The author explains the poor condition of the people in a clear manner with these words, â€Å"In old Haiti there is still mostly horror. It is a nation of the homeless and maimed. Despite a stunning global surge of aid, many survivors still lack water, food and tents. â€Å"With this explanation he puts forward the importance of the aid that the Haitians require. The author coordinates his article in a manner to explain to

Peers paper on Health Care Provider and Faith Diversity Essay Example for Free

Peers paper on Health Care Provider and Faith Diversity Essay Please find attached Rimas paper. Here are the assignment instructions for the peer review: Your instructor will assign and send you a peers paper on Health Care Provider and Faith Diversity. Your job is to critically read the assignment and make corrections/comments using track changes and comments in Microsoft Word. Be sure to assess the paper using the following criteria: 1. Does the paper provide sufficient evidence for its hypothesis or claim? 2. Does the flow of the paper and sentence structure make sense? 3. Should it be organized in a different manner? 4. Are all the items listed in the assignment guidelines and rubric covered and in sufficient depth? This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Please submit your completed peer review assignment similar to your submission of previous essays, rather than replying here in the Individual Forum. â€Æ' The purpose of this paper is to identify and elaborate the characteristics of a healing environment, challenges and barriers associated in instituting the atmosphere for effective patient outcomes that will not only treat the patient illness but to help the patients to heal as a whole and biblical passage that support the concept of healing hospital from a nursing perspective. According to Florence Nightingale nurse’s role is to provide external environment and fosters internal environment necessary to heal the patients. We as nurses can manage the health and wellbeing of our patients and their families by providing them high quality, kindhearted care that will collaborate with care of the body, mind and spirit which in turn results in effective patient healing. Benefits  acquired from creating a healing environment has led many hospitals to integrate features that will help lessen stress associated with the illness and promote healing for patient and the family. Healing is not curing an illness by treating the symptoms, eradicating disease or following treatment plan as, a lot of time you are cured but not healed. An example that describe this concept is a person with a chronic illness such as cancer, is peaceful despite of her illness, loss of function rather than grieving for her illness and angry as she has healed from cancer. Healthy healing environment is meant to promote harmony of mind, body and spirit by providing a patient centered care that fulfills the spiritual, social and physical needs of patients. This idea of healing hospital will lower the cost of healthcare, by focusing on specific needs of the patients and create a better healing environment by reducing stressors in the hospitals which be later described in the paper. We as nurses play an important role in addressing the spiritual needs of our patients and incorporating this spiritual needs in plan of care will help facilitates the coping mechanism in our patients. Here in this Paper we are going to discuss about Mercy Gilbert Medical centre which is one of the famous healing hospital which has three key components that facilitates healing that is related to spirituality. Three key parts of this healing atmosphere are as follows: 1) A healing physical environment which includes implementing measures to keep the environment quiet to promote peaceful sleep that help in faster recovery by reducing the sources of noise such as eliminating over head paging or only in time of emergencies by carrying wireless for direct connection, soundproofing with sound absorbing ceiling, avoiding loud cleaning machines rolling down long hallways or replacing patient care areas with carpets and installing silencer to cleaning machine prevent noise created by it (Ebers t, 2008). Prevention of stressors such as noise, glare and poor air quality are shown to have increases patient blood pressure, heart rate and reduce oxygen levels due to environmental concerns. 2) The Integration of appropriate work design and technology plays an important part in enhancing the process of healing such as thoughtful layout that makes easier for frail patients to move around independently, Private patient rooms with larger space for storage of supplies, computer for charting, sink for hand washing, amenities that make it easier for family member to stay overnight. Also it  could reduce risk of infections, provides patient privacy and prevents any disturbances, promote peaceful sleep and caregivers can discuss private matters more freely without hesitating and maintains patient dignity which for some patients may be very stressful (Eberst, 2008). It allows portable equipments to easily move in and out from these rooms and patient does not needs to be transferred to any other room for x rays or procedures while maintaining privacy etc. use of colors, images and appropriate signs to help patient and family find their destination. Separate elevators were designed for patient transfers providing privacy and safety. Patients at this hospital were getting the benefits of most recent digital technology in specialty testing areas which help to get quick results rather than waiting for long hours and creating a stressful situation for patient and family. Primary care providers were able to access results from their personal device at any place which make it easier and convenient to make decision and planning treatment. Hospital designs and interior should be planned in the way that it allows natural light through large windows from where they can get more sunlight which can be helpful to lessen depression; fresh air by helping them to get engage with scenery can extensively reduce their tension, irritation and promote enjoyable thoughts. Skylight system provides in room entertainment such as comedy channel, healing music which promotes laughter therapy and healing. Patients were provided with education specific to their needs as well as patient satisfaction survey which helps staff to improve the patient care. Instituting advance technology with caring environment that delivers highly qualified, loving and patient centered compassionate care has helped this hospital to achieve effective patient healing (Eberst, 2008). 3) A culture of Radical Loving Care at Mercy Gilbert medical centre offers kindhearted care that enhance faster recovery of patients through a holistic approach that not only meets patients bodily needs but also their emotional and religious needs. They hire their employees not only on the basis of the skills but they look for those that consider the work as their passion, rather than just a profession, always willing to help people and go an extra mile for fulfilling their needs. They make sure that every encounter with the patients and families by the staff members is a sacred encounter. Touch Pads outside each patient room encourage the person entering patient rooms to reflect on their role that  can help patient in healing. All this efforts in providing compassionate care helped the patients, families, caregivers and the staff to make the stressful time into a peaceful situation (Eberst, 2008). Some of the barriers that prevent nurses or healthcare team to provide healing environment are as follows: As we all might be familiar with the fact that due to crisis in the health care field, many of the health care organization are working short staffed which means higher nurse patient ratio that results in burnouts and less attention and time spent with patients that they deserve to talk to their nurses regarding their health and concerns, physicians are encouraged to see more patients per day that can shorter interaction between physician and patient and it changes the way they were served (Dunn, 2010). Addressing the spiritual needs of the patient is very difficult especially when you are running out of time due to heavy workload and making sure that every patient is medicated and every task that needs to be fulfilled for the assigned patients is completed can be a barrier in creating a healthy and healing environment. Other possible barriers could be noisy environment due to loud intercoms, overhead pagers, disturbances from transferring patients from one place to another, cleaning machines can interrupt patient sleep which is important for early healing, Medical errors due to stress from all day noise and distractions, failing to address cultural, and spiritual needs due to language barriers can prevent from creating optimal healing environment (Dunn, 2010). The biblical passage that supports the concepts of healing hospital is â€Å"Behold, I will bring it health and cure, and I will cure them, and will reveal unto them the abundance of peace and truth† by Jeremiah 33:6 of King James Version which is describing the aim of a therapeutic hospital that is not only to cure the disease process or the symptoms but along with curing they are encouraging their staff members to address and fulfill the patients emotional and spiritual needs to heal them with compassionate, loving care, as we are aw are of the fact that a lot of times patients are cured but not healed due to lack of addressing their spiritual wellbeing. Healing hospital focuses on treating the patients physically, emotionally and spiritually to provide them peace, comfort and security. Positive experiences among all the members of health care team in providing holistic patient care will result in harmonious work environment, patient satisfaction, improved patient outcomes as well as help  caregivers in identifying the importance of their hard work and dedication towards saving peoples life and help them regain peace, comfort and happiness which is a necessary concept in creating healing environment. References: Dunn, L. (2010). CREATING HEALING ENVIRONMENTS: A CHALLENGE FOR NURSING. Online Journal Of Rural Nursing Health Care, 10(2), 3-4. Eberst, L. (2008). Arizona medical center shows how to be a healing hospital. Health Progress, 89(2), 77-79. Retrieved from http://search.proquest.com/docview/274635012?accountid=7374 40.0 %Comprehension of concepts of a Healing Hospital Reveals inaccurate comprehension of material and lacks the ability to apply information. Displays a lack of comprehension but attempts to apply information. Presentation of material does not meet minimal requirements of the assignment. Demonstrates no critical thinking aspects. Exhibits comprehension of the material and attempts to integrate it with outside material. Information represents basic thought and formulation of Healing Hospital concepts, values, and practices. Demonstrates integrative comprehension. Student exhibits thorough and thoughtful processing of material. Evidentiary support is creatively interwoven and presented in a  manner that supports the writer?s position and perspective on Healing Hospital concepts and patterns. Demonstrates integrative comprehension and thoughtful application of concepts surrounding the Healing Hospital and circumstances involving application in real world situations. Presentation of material and components include expanded and unique perspective relative to Healing Hospital patterns and value.48.00/48 30.0 %Coverage of subject matter. Subject matter is absent, inappropriate, and/or irrelevant. There is weak, marginal coverage of subject matter with large gaps in presentation. All subject matter is covered in minimal quantity and quality. Comprehensive coverage of subject matter is evident. Coverage extends beyond what is needed to support subject matter.30.60/36 20.0 % Organization and Effectiveness 7.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing thesis and/or main claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.7.14/8.4 8.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the thesis and/or main claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of thesis and/or main claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of thesis and/or main claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of thesis and/or main claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument presents a persuasive thesis and/or main claim in a distinctive and compelling manner. All sources are authoritative.8.16/9.6  5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of the meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.10/6 10.0 %Format 5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.5.10/6 5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.5.10/6 100 %Total Weightage 109.20/120

Strategies To Improve Student Achievement And Performance Education Essay

Strategies To Improve Student Achievement And Performance Education Essay In relation to teaching, assessment is the judgement made by a teacher of each individual pupils, with the inclusion of homework or independent learning. This is matched to educational criteria to assess how the pupils are progressing. According to Dymoke and Harrison (2008) one of the main functions within secondary school is to make these judgements in relation to grades, knowledge, skills and attitudes of each and every pupil, continually pushing each and everyone to perform their personal best. Assessment appears to saturate the educational world for this very reason, with the emphasis on identifying strengths and areas of weakness. Within science there is much to assess, areas include: homework, class work, practical skills as with Individual knowledge and understanding within the scientific domain. Literacy, numeracy, and ICT skills, all of which are required to do well in science, should be included in the assessment process. Behaviour and relationships with peers may also be judged, such as attitude to learning and attitude to behaviour. There are many reasons behind assessment, as expressed by Tanner and Jones (2006) assessment can form the accountability of schools and LEAs (local educational authorities) for the progress of pupils and possible selection for university and or placement in the work force. However assessment is primarily a government requirement in the sense of tests and GCSE examinations or equivalent. Assessment also offers the teacher the ability to monitor each child and their progress. The teacher must be accountable for the progress within their classroom, for this reason assessment can provide key information to be utilised in forward planning of subsequent lessons, so pupils can engage and gain access to learning that not only challenges their ability but provides room for improvement. As a trainee teacher, prior to placement, my view was in contrast to that of (Dymoke and Harrison (2008) whereby assessment was an area which was tacked on to the end of a unit or as part of formal assessment such as examinations, thus providing evidence of understanding and learning taking place in a given subject. However as Shilvock and Pope (2008) point out assessment has become an integral part of pedagogy. In practice it is a tool used throughout the lesson as an important role in being able to recognise both achievement and progression. Pupils are the centre of the learning process, being fully aware of their own abilities and targets to reach. This ultimately paves the way forward in their thinking and learning, through discussion, as assessment becomes part of the daily process. Assessment is not a new activity or requirement, but has more recently been the focus for teachers who are seeking to improve their teaching ability and the outcome of their pupils, thus helping to raise the standards of pedagogy and indeed the school. The introduction of APP (assessing pupils progress) has simply brought the area to the forefront. As ofsted (2003) point out assessment training in higher education is both informative and central to practice. However the importance of finding out what pupils already know, and utilising this information to influence the planning and implementation of each lesson has not always been the main emphasis during observation of already established teachers. The focus is, however, on learning objectives and outcomes, which are differentiated to suit pupil requirements. However, from observation these are rarely linked to individual pupils, but more so to the scheme of work that is being taught and the level descriptors associated, or so it wou ld seem. Summative assessment comes under the umbrella of assessment of learning, for example the summing up at the end of a unit in the format of a test. The result of which is fed back to the pupil and these results are used to make judgement on the pupils performance with regard to national standards. The results of which are invariably used to find out where pupils are in their learning. According to Fautley and Savage (2008) this type of assessment is instructive and generally follows a pattern of block teaching then testing. Fautley and Savage (2008) go on to explain that this is typical of summative assessment and has been utilised within the education system for a long time. At first glance this may look like what was being taught within a specific unit is being tested, however another glance may draw attention to the teaching of the unit itself that is being tested. Formative assessment comes under the umbrella of assessment for learning. This type of testing is not dissimilar to sum mative assessment but the results are used to plan the way forward. From here individual targets can be set based around pupil performance. This can be used as a guide in decisions made on where pupils are in their learning, along with the ability to get where they need to go to improve, as laid out by Tanner and Jones (2006) Assessment for learning helps to improve assessment of learning by being the centre of pedagogy which enables pupils to actively take part in their own learning and mapping of progression. Sue Hackman, chief advisor on school standards, states APP is all about knowing enough to make rational judgements about where to target resources and when to offer pupils assistance. With the implementation of APP both pupil and teacher can, ultimately work together to implement strategies for learning through scaffolding and target setting. According to Shivock and Pope (2008 p55) assessment, if implemented correctly, can help pupils to not only meet, but exceed expectations through setting high standards and motivational lessons that provide responsive teaching. As a trainee teacher development of assessment strategies has become a vital role in being able to track learning and progression, whilst getting to know individuals. APP can be seen as the linking of formative and summative assessment, to be used instead of rather than running in conjunction with each other. Throughout the placement experience it has become apparent that assessment strategies and criteria are fully connected to learning objectives and outcomes, as with the national curriculum and their generic objectives. The latter often requiring some adjustment to match the learning needs of individual pupils. Opportunity for assessment clearly needs to be pinpointed throughout sort term, medium and long term planning to encompass a range of achievements. Assessment strategies used have also included wall displays such as level ladders and laminated assessment criteria, which have been directly linked to blooms taxonomy promoting stems of lesson objectives in the form of being able to describe, analyse, explain and link ideas. This of course is only useful if used in conjunction with the lesson objective and attention is drawn to them in terms of what is expected to progress to a specific level. A copy of this can be seen in the appendix and is provided by Grevatt (2007) APP is just beginning to appear as a new structured approach to pupil assessment. As discussed previously, this is not just about assessment for learning but the whole package where evidence of pupils attainment is required both written and orally. Recorded evidence is reviewed, on a regular basis, and judgements made accordingly. Evidence will also be used to consider if performance is higher, lower or secure in meeting requirements. Where APP has begun to be integrated into the classroom, levels are cited in assessment frames which include: thinking scientifically; effects of society on science; communicating and collaborating in science; scientific investigations and finally evaluating scientific investigations. This creates a language which allows for a dialogue with pupils about their strengths and weaknesses. So far these have proved quite difficult to implement, primarily due to the quantity of information which needs to be absorbed, but more importantly the lack of individual training within this area. At present the criteria has been broken down and reformatted into pupil speak, being able to be accessed by both pupil and teacher accordingly. (Copies of these can be seen in the appendix) Problems encountered have mainly been a direct result of running both types of assessment together. Criteria is often varied or not connected and so presents a time consuming exercise. Once APP has been fully integrated to the whole school, teachers will be able to focus on one area for the purpose of recording evidence. This in turn will ensure the mapping of progression whereby pupils, and their teachers, know what they can do and what their next steps are. This is of course only useful if marking is also done regularly, with a set target for the assessment process to be educative. Consistent with Tanner and Jones (2006) I have found marking of pupils books a challenging area, primarily due to inconsistencies within the department on how and when books are marked. On many occasions it has been seen that books are quite often not marked for long periods of time thus proving difficult to track the progress of an individual. This has certainly been prevalent in reports for good assessment in secondary schools as provided by ofsted (2003). Ultimately this has an impact on school reports and parents evening where generic, insipid descriptions of pupil achievement have often been given. As a trainee this has had a strong effect on my own learning and understanding of how assessment is used in school, other than through testing at the end of a particular unit. I have seen little evidence of tracking other than baseline data from previous key stages and the use of CATs, (cognitive ability tests) or for the purpose of EAL, SEN and those that are gifted and talented. For this reason the implementation of full tracking, as in the tools of APP, would prove invaluable. This not only helps to build a picture of the whole person, but can instantly show the progress of each pupil, providing an insight into areas of strengths or weakness. Other areas for concern have shown that assessment can often hinder effective learning, due to the encouragement of learning by repetition or without depth. Black Wiliam (1998) suggest that continual assessment can have a negative impact or create a competitive environment which in turn can de-motivate some pupils. This in turn can have the effect of labelling certain pupils into categories or abilities that may differ outside the assessment field. This was prevalent during placement, whereby many pupils seemed only too interested in the level or grade they got for the test, not actually what they had learnt. Occasionally this was used as a means to decide who was top or bottom of the class. For this reason it is imperative that pupils understand that the levels given are not a reflection of how clever they are, more so the stage they are at, and the speed at which they are learning. Everyone learns at a different pace and therefore some subjects may need revisiting or looking at fr om a different angle or method to gain full understanding. It by no means has any reflection on a pupils ability to learn. Assessment should not just involve testing of a given topic or unit, but more so incorporate observation, written, oral and practical skills within science. Although this is not always obvious, as a trainee, when observing qualified teachers, it soon becomes an important and key role to gaining valuable information as to how teaching practice is progressing. Probing and questioning, especially target and rich questioning, has become topical, being beneficial for the learning process of an individual or the class as a whole. Using inverted or open ended questioning is more favourable, as through discussion can show a deeper understanding and reasoning rather than just recalling facts. Questioning in the format of pose, pause, pounce and bounce has provided an arena to learn from each other. Subsequently all pupils can be involved, whilst misconceptions can be corrected through the guidance of the teacher. This has also provided immediate feedback enabling pupils to feel confident to m ove forward in their thinking and ability, contributing to deeper learning and understanding taking place. Liversidge et al (2009) point out that above all, assessment needs to be valid. For example if a pupil has achieved a defined outcome, which has been linked to the learning objectives, this then forms the first part of assessment within the class. As a trainee teacher this has proved invaluable as the first step to observing learning taking place. For this to be effective, it is a requirement to link questions to the objectives to draw out deeper understanding. Constant referral to learning objectives has proven to be a key aspect of assessing the whole class. This has also shown to be of great use when linked with target questioning to fit the appropriate level of a particular pupil. Furthermore predetermined questions often lead onto additional open ended questioning to cover the basis of the objectives. An example of this, used in class, can be seen as power-point slides the appendix. This has been very successful, as pointed out by Petty (2009) in assessing knowledge on what you are doing at the time. Although competence in this type of questioning comes with plenty of practice, knowing your pupils, confidence in subject knowledge and keeping the pace of the lesson on track, enables this type of assessment to flow systematically. Alternatively there can be a danger of trying to fit too much into a lesson, resulting in the loss of objectives, meaning or relevance behind what was actually done. In accordance with Dymoke and Harrison (2008), whilst on placement, this has been an area which is repeatedly reviewed, continually taking into account the necessary three part lesson plan, with constant reflection of tasks set for a particular objective to be met. The use of peer and self assessment can encourage reflection and ownership of work, where necessary improvements can be seen with immediate effect. More importantly, Petty (2009) suggests that grades can often be remarkably improved when used in the right context. In theory Black and Wiliam (1998) agree with this concept, albeit their research advises that teachers do not always use these simple but powerful strategies. On the other hand repercussions can involve pupils not wanting to swap work with each other. Generally pupils are honest, although critical, when pointing out strengths and areas of weakness, as in two stars and a wish, of their peers and so tend to enjoy this type of feedback. Formative assessment can be fun and engaging, as in the use of mini whiteboards, without pupils even realising they are being assessed. Both can provide immediate feedback of the class as a rule and an indication of who understands and has met the learning objectives. A range of assessment for learning tools to enhance lessons can be seen in the appendix. Many of which can be used to inform the basic structure of the following lesson, for example: recapping areas of difficulty, thus bringing everyone up to speed and at the same stage in progress prior to moving forward to more difficult concepts. In conclusion targets need to be explicit, focusing on the positive and including areas for improvement. Judgments should be transparent so pupils are able to recognise quickly how to move forward. The implementation of SMART targets in conjunction with the objectives set, advising I think you are able to do this and to improve you must be able to. these are clear and concise. Whilst this sounds relatively simple it is clear through teacher training that assessment is a process of making judgements, through the aid of national criteria. Evidence of which is to be used by pupils and teachers to make decisions on where learners are, how to progress in their knowledge and learning, whilst giving the best option and advice on how to do this. It is also worth remembering none of this will make a difference if the evidence from assessment is not used in the correct manner. To make learning meaningful, assessment of any format needs to convey progress to pupils. In agreement with Dymoke and Harrison (2008) assessment is at the heart of pedagogy, and should be the focus of every lesson to enable future lessons to be relevant and learning to take place. Formative assessment should play an essential part in determining the nature and structure of activities which clearly support the lesson objectives. Summative assessment is more prevalent when considering performance of the school, class sets and individual pupil performance in terms of levels when completing official assessment periods as in end of term or unit testing. All teachers need to be involved in the in-service training on assessment as an everyday tool with the focus on formative assessment, how to implement it and what to do with the information. The only way for this to make an impact is to keep evidence and records of assessment on a constant and consistent basis. This information can be ass essed using national criteria which in turn can be used to show how pupils are progressing and what is a requirement for them to move forward. Without this record of individual pupil progress the core of the classroom tends to become invisible and therefore cannot improve within their ability level and the system will simply not work. DCSF (2009)

Free Essay - The Poser of Guilt in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Poser of Guilt in The Scarlet Letter The Scarlet Letter, by Nathaniel Hawthorne, is a book that goes far into the lives of the main characters. After establishing the main characters--Hester, Pearl, Dimmesdale, and Chillingworth--he shows how each decision they made affects all the others. Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth all felt guilty at one point in the novel. Hester had "dark and abundant hair, so glossy that it threw off the sunshine with a gleam, and a face which, besides being beautiful from regularity of feature and richness of complexion, had the impressiveness belonging to a marked brow and deep black eyes" (50). Hester, here described as a beautiful woman, had committed adultery. Because of her sin, her punishment was shame by the branding of the scarlet `A'. She simply accepted the punishment. The scarlet letter makes people look at Hester differently, but she doesn't seem to care. Hester created the `A' to be very elaborate to make people notice it. Having the sin out in the open let her relieve any guilt. The `A' was meant to punish Hester for eternity. She was to wear it till she died, and then it was going to be engraved on her tombstone. While in the forest, Hester made clothes for people in town. Because she had sinned, she was not allowed to make "the white veil which was to cover the pure blushes of a bride" (76). After a few years, Hester had changed the meaning of her scarlet letter, "they said that it meant Able; so strong was Hester Prynne, with a woman's strength" (141). Her "punishment" had become an honor. Although Hester tore off the letter and went to England with Pearl, she returned to Boston and put the scarlet letter back on. Hester was certainly not the only person affected in all of this. Roger Chillingworth had a "slight deformity of the figure" which later reflected the transformation his soul would make (56). In the first meeting of Hester and Chillingworth, Hester asks, "Hast thou enticed me into a bond that will prove the ruin of my soul?" and Chillingworth replies, "Not thy soul. No, not thine!" (70).

The Importance of Political Candidates Religion in American Politics Es

The Importance of Political Candidates Religion in American Politics Religion and Politics have played a loud and at some times discordant counterpoint in the United States for many years. There has always been a correlation between conservative politics and fundamentalist religion in American History. As American’s we’ve always had had the constitutional right to chose our religion. Yet our country’s leaders, that sit in the highest political seats have traditionally been evangelistic Protestants. Which have dominated religion in politics during the final decade or two in the twentieth century, and if the past is any indication, they will most likely continue to dominate the arenas, with some exceptions, at least through the early decades of the twenty-first century. Though voter seem to notice candidate’s religion less and less over the years. Past waves of religious activism have lasted for several decades at a stretch, and there is little reason to think the religious right will scatter more quickly. In looking at the broad picture of religion in politics across American history, one is beat by how religion stayed for the most part, within the boundaries layed out by the founders of the constitution. Except for a handful of border groups that have tried to influence voters, on both the right and left, religion in the United States is not associated with political violence. Nor does any major religious group seriously advocate that taxpayers fund ministers or enact a religious test for public office. Moreover, to be successful in American Politics and with American voters, religious groups have had to find a way to border their arguments in worldly-wise terms. The result of all of this is that the United States has been a... ...selection date the public seems to be accepting. The initial hype of Leiberman’s selection seems to have died down in to almost a near silent hush, only mentioned to emphasize him being the first Jewish Vice Presidential candidate. Which shows that twenty-first century American culture has far surpass expectation for religion in politics. Not to rule out fore mentioned statements, â€Å"America may be ready to see a Jewish vice presidential candidate, but they definitely aren’t ready to see a Jewish man run for president, at least not in this election.† As the current election roles along the country has seemed to (for the time being) forgotten Lieberman’s religion and looked to his views and credentials for his hope to be position as vice president. America has come very far from even the time of President Kennedy to accept a Jewish candidate without extreme criticism.

Flannery O’Connor: The Southern Catholic Essay -- Authors

To many critics, Flannery O’Connor was aâ€Å"very devout catholic, [of the] (thirteenth century, [O’Connor described] herself),† suggests Mark Bosco a Jesuit priest, professor of Theology and English studies at Loyola University Chicago (qtd in Bosco 41). Along with being a native Georgian, O’Connor experienced life, albeit short lived, during an era of racial conflict. Although, she considered herself from another century, she was acutely aware of her twentieth century southern world, and furthermore she expressed it through her short stories. As Robert Drake a writer and Prof. at the University of Texas explains â€Å"[she wrote of what she] knew [to be] at her own doorstep† (Drake, â€Å"Apocalyptic Perception† 32), meaning that her strong religious values, southern roots and the societal issues of her times influences her writing. The aspects of O’Connor’s life that are prevalently revealed as influences, are her strong rel igious values, southern roots and societal issues which are portrayed, in â€Å"Good Country People† and â€Å"Everything That Rises Must Converge,† through her characters. One aspect of O’Connor’s life that is revealed as an influence, in writing the characters, in both short stories, is her strong religious values. As Drake points out, â€Å"she was catholic in the oldest and truest sense of the word†¦ [And was] faithful† to her Christian principles, which was evident in the redemption of the protagonists (Drake 32). For example in â€Å"Good Country People,† the point of redemption comes for Joy when she realizes that instead of her seducing Manly, as she had planned, he has made her suffer by stealing her wood leg, mocking her intelligence, then leaving her helpless in a barn. Joy thought herself to be intellectually superior to Manly,... ...isiana State University Press.1980. xxvii. Print Drake, Robert. â€Å"Apocalyptic Perception.† Flannery O’Connor: A Memorial. Ed. J.J. Quinn, S.J. Scranton: University of Scranton Press, 1996. 29, 32-33. Print Hyman, Stanley. â€Å"Flannery O’Connor.† Seven American Women Writers of the Twentieth Century: An Introduction. Ed. Maureen Howard. Minneapolis: University of Minnesota Press, 1977. 323. Print Meyers, Sr. Bertrande. â€Å"Ways of Interpretation.† Flannery O’Connor: A Memorial. Ed. J.J. Quinn, S.J. Scranton: University of Scranton Press, 1996. 19. Print Paulson, Suzanne. â€Å"Racial Conflict.† Flannery O’Connor: A Study of the Short Story Fiction. North Dakota: Minot State University. 1988. 69. Print Shackelford, D. Dean. "Flannery O’Connor." Critical Survey of Short Fiction, Second Revised Edition (2001): 1-7. Literary Reference Center. Web. 28 Apr. 2012.

Measuring Macro Concepts

Inflation refers to a rise in the general level of prices of the goods and services we purchase for a period of time, so it is important to determine the inflation rate of our economy in a timely basis. This is to determine what courses of action we should take, including demands for higher wages, increased prices, and more. The current inflation rate of the U.S. for the month of January is about 4.28%, and is projected to go down little by little in the following months (Foldvary).The inflation rate need not be a worry for us, but we should be aware about it. As of now, we are in a time of stable prices, but these prices may change depending on various situations, which could affect the inflation rate. It is important to determine expected inflation since it is an important basis of the economy’s future inflation. This is because if there is no definite value given for the inflation and the public expects a higher inflation, then it would lead to workers demanding higher wage s. This would in turn affect employers, forcing them to raise the prices of their goods, thus resulting to the higher actual inflation.The current unemployment rate for the country is 4.9% in January of 2008, according to the Bureau of Labor Statistics. The unemployment rate doesn’t necessarily mean that it could lead to deflation. Rather, it’s the other way around. Deflation makes it possible that real wages are raised, making it difficult and costly for the management to lower. This would result to layoffs and the employers are reluctant to hire new workers, thus leaving many people unemployed.The current market structure that the country have can be classified as a natural rate of unemployment, wherein it falls under the lowest rate of unemployment that a stable economy is able to achieve, which ranges from 1% to 5%. This could be due to the non-accelerating inflation, wherein it stays at a certain level that is comparatively tolerable for the country. This structur e results to a non-moving or non-accelerating inflation, since it is relatively lower posing no real threat to the economy.The current Gross Domestic Product Growth Rate is 4.6%. This is after a .6% slump from last year’s 5.2%. This could be accounted to the decline of the US dollar, which didn’t help the exports situation. This is because of still higher prices of imports like oil, which offsets the higher exports in terms of dollars (Forecasts.org).According to Forecasts.org, the GDP will continue to slow down in the following months. It showed that both February and March of 2008 have 4.60% GDP growth rate. The months of April, May, and June have 4.50% GDP growth rate, while the month of July only has 4.20%. This continuous decline could be caused by unsettled economic problems and the continued weakening of the dollar (Forecasts.org).The distribution of wealth among each fifth of the families consistently show that the poorest group receive the least, while the ric hest fifth receive most of the total income, reaching more than 40% of the total. This has been the trend even before, wherein most of the rich people receive the greatest part of the income. The poorest receive the least, while those in between weren’t far from each other (Levy).This is not a fair type of distribution since the rich are getting richer and the poor are getting poorer. This has been the trend even before, the only difference is that there is an increase in each of the families’ income. This could be because of the increasing prices of commodities that they have to strive for better paying jobs.Works Cited:Foldvary, Fred E. â€Å"Inflation, Employment and Money†.   1997. February 24 2008.Forecasts.org. â€Å"U.S. Nominal Gdp Growth Forecast†.   2008. February 24 2008. .Levy, Frank. â€Å"Distribution of Income†.   1990. February 24 2008. .