EXP Syllabus

I will be grading it relatively harshly, but†¦ If you want to raise your grade, you can make the edits I have suggested, and turn the new paper in ALONG WITH the original, edited paper, and that will raise your grade quite a bit. Goal: the goal here is to work on 3 things: allowing you to investigate a memory related topic of your choice, increasing your military with research/scientific methodology, and working on your writing and editing skills. Due Date: there will be 3 times in this semester when papers will be handed in to me, but you only have to do ONE paper.I'm having you all not turn them all in at once because that would take me forever to grade, as I put in a lot of effort to helping you edit and learn to do scientific writing. First Batch of Papers, due: 2/10 Second Batch of Papers, due: 317 Third Batch of Papers, due: 3/31 You will sign up for which date you want to turn in your paper during class. I will pass around 3 sheets and it will be first come first serve. A s such, I'm guessing most people will sign in for the latest date, but if you do get stuck with the early ones, it will probably be a good thing.The semester always gets busier as you go, so I bet it will help to get this out of the way early so you can focus on other classes. Sons Studies. Simply sign-up and participate in 4 credits worth of Sons studies. If you do that, this portion of your grade will be the full 20%. These are GAME POINTS, so easy to get full credit here, so get them done early. Participation. We will have numerous in-class discussions, which should give you n opportunity for me to learn who you are. Definitely speak up and don't be shy; being active in your education is very important.Another opportunity for participation points will be in-class activities! I will have you do various things and put your name on it, if you do a good Job and take the activities seriously, that will count towards your participation grade. Extra Credit. I will randomly give out pop quizzes in class, but they will be worth extra credit only. They can't hurt your grade. There will also be extra credit available to the winning teams during our Jeopardy view days. Warning: on top of the usual topics, there will be an â€Å"random† category of question.If you'd like additional extra credit, you can sign-up to present your article in front of the class (see course calendar). The presentation will be about 10 minutes long. You will describe the topic/article you read about, discuss your critique of it, and discuss your idea for future studies. Email me EARLY to reserve a spot. Slots will be filled on a first come first serve basis. Course Policies: Attendance is NOT mandatory. There is no way to take attendance in a class like this. However, you will miss out on some opportunities if you don't show up.Participation is highly encouraged. I will be calling on people, some who raise their hands and some who do not raise their hands. If this makes you really anxio us, you may email Honesty: This course operates on the University's Code of Academic Integrity. This Code of Academic Integrity reflects the values articulated in the Student Code of Standards. All students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of Florida International University. No cheating, no popularizing.

Peckham Library: A Case Study

Peckham Library. Case Study. Introduction. Peckham Library is a library and community edifice situated in Peckham, southeast London. Peckham Library opened to the populace on 8 March 2000, with an official gap by Mr. Chris Smith, secretary of State for civilization, media and athletics. The library was designed by Mr. Will Alsop from Alsop & A ; Stormer Company and it received the 2000 Stirling Award for architectural invention. It besides won the Civic Trust Award ( April 2002 ) for excellence in public architecture, along with the London Eye and Tate Modern and the Copper Cladding Award for it’s vivid Cu outside. The edifice looks like an upside-down capital missive ‘L’ , with the upper portion supported by thin steel pillars set at random angles. The edifice includes meeting suites, children’s countries and the library. There is besides an Afro-Caribbean subdivision which attracts many visitants. Peckham Library is one of the busiest and most visited libraries, with about half a million visitants a twelvemonth and over 245,000 issued points. The library was designed to be dramatic, to do people funny about what lies indoors and to dispute the traditional position of libraries as staid and serious environments. The building of the library cost 5 million lbs, including 1,25 million signifier Single Regeneration Budget plan. This plan besides covered the creative activity of new low-rise lodging //9 a mixture of owner-occupied and societal lodging ) , Peckham Pulse Healthy Living Center, Peckham Square and Peckham Arch. Peckham Library is considered to be one of the best 5 l ibraries, along with libraries in Zurich, Chicago, Copenhagen and Amsterdam. Southwark council, ( Peckham country council ) , tries to agitate off the violent image of the country with usher to draw in tourers, that is why constructing like Peckham Library were built.In the 1890ss, Southwark was the ssecond most disadvantaged council country in England, and Peckham was one of its worst countries. Housing was hapless, unemployment high and the GCSE base on balls rate was a 3rd of the national norm. The country used to hit the headlines for it’s less wholesome reputes as a hot spot for offense, or cheapjack public lodging. Roger Young, caput of the reclamation squad stated: â€Å"We don’t pretend that the topographic point is perfect, but what we are stating is that there is a batch traveling on here that people should come and see. What people hear about the country comes from flooring headlines, but we have some first material here. Peckham has a electrifying mixture of civilizations, history and architecture† . The undertaking was finished by 1998 and it formed a new inner-city place in London southeast territory of Peckham. Other well-known undertakings of Alsop and Stormer are the North Greenwich station in London and a ferry terminus in Hamburg. The end of this, ( Peckham Library ) edifice was to excite, pull and pull people’s attending so they would get down interweaving with the Library. The library clears at 9am and closes 8pm and includes 70 grownup reading infinites, free cyberspace entree, word processing installations and handicapped entree lavatories. There are many events during the hebdomad which pull local people to the library, such as 1 ) vocalizing Sessionss for kids every Monday 2 ) babe and yearling Sessionss every Tuesday 3 ) book nine Sessionss every Wednesday 4 ) prep aid bead in for kids every Wednesday 5 ) over 50s nine every first Friday of every month Peckham Library has become a really popular topographic point and has reduced the hooliganism around the country. Mr Alsop said in a inquiry: â€Å"If you build a semi-decent edifice, it will non pull vandalism† . Air. Air is the unseeable gaseous substance environing the Earth, a mixture chiefly of O and N. ( Picture of composing of air ) Air travels from countries of high force per unit area to low force per unit area. ( image of how the air moves in a room ) Peckham Library has 22 Windowss which are most of the times shut. The edifice has no air-conditioning, therefore it is of course ventilated. There is shadowing in many different countries around the edifice ; therefore the Sun visible radiation can non easy go through through.This sort of airing is named inactive chilling The concrete frame of the edifice, which is exposed to the soffit, besides helps with the airing, because cross airing occurs and helps the concrete in footings of the air temperature, which prevents heat from come ining the inside ( heat addition bar ) . The window panels, which are laminated with four different movie beds with different coloring material movie, are really utile themselves, because during winter they help to maintain the cold air off and the warm air to stay inside the edifice. However the Windowss can be easy opened, because a library is a topographic point with many people and it needs a certain sum of air so it won’t acquire smothering. The edifice has a radiation system on the walls and the floor, so the room gets a certain sum of warm air during winter clip. ( Diagram of the conditions in the UK ) Pulling figure 1. ( In the floor ) . Pulling figure 2. ( in the wall ) . Light. The Windowss in the ceiling and the Windowss on the sides of the edifice let a large sum of visible radiation to come indoors, but unreal visible radiation is besides used because there is non adequate visible radiation during winter clip or in the early forenoons and late eventides. During my first visit I’ve noticed that the visible radiations in the library were switched on and some of the bulbs which are set in the high ceiling were consecutive illuming the country. The visible radiation made the infinite more pleasant for the visitants and easier to read. Some visible radiations were more inside the ceiling and surrounded by a mirroring consequence, which helps the visible radiation to distribute across the room. This shows that Mr. Aslop was non trusting on natural lighting, as the edifice has 300 visible radiation bulbs. If the visible radiations in the library of all time needed to be changed, it would take four yearss for the work to be done. The closing angered Southwark council leader Stephanie Elsy stated: â€Å"This is merely non acceptable and we ca n't let it to go on again† she said. â€Å"It ‘s quite unbelievable that it has to be closed to make everyday care work. I ca n't believe this is the lone approach† . ( Light around my edifice ) Pulling figure 3. ( speedy drawing of the visible radiations in the 4th floor of the edifice ) ( Pulling of the Windowss on the left side of the Peckham Library edifice ) ( Free manus drawing of how the visible radiation comes in the flat four of the edifice ) Land. Land is the solid surface of the Earth. Earth is made out of many things. Deep inside Earth, near its centre, lays Earth ‘s nucleus, which is largely made up of Ni and Fe. Above the nucleus is Earth ‘s mantle, which is made out of stone that contains Si, Fe, Mg, aluminum, O and other minerals. The bouldery surface bed of Earth, called the crust, is made out of O, Si, aluminum, Fe, Ca, Na, K and Mg. Earth ‘s surface is chiefly covered with liquid H2O and the ambiance is chiefly nitrogen and O, with smaller sums of C dioxide, H2O vapour and other gases. Land is really of import to the procedure of constructing a edifice. Before the planning of a edifice, designers and contrivers are being asked to mensurate out the site and to turn up the piping and electricity. It is besides known that if person wants to cognize about what type of land has an country, he has to look at the old houses at the peculiar country. In old old ages builders used stuffs that were easy found around the country they were construct the house. Peckham Library on the other manus, is modern and futuristic and at first glimpse, it doesn’t look to be the same as the edifices around it. It is made out of concrete, metal, Cu and glass, while the edifices around are made out of bricks. The designer used these specific stuffs both to do it outstand and suit into the country at the same clip. ( Picture of earth’s stuffs ) All the stuffs that are used to construct a edifice semen from Earth. Peckham library is made out of: 1 ) Copper cladding steel [ used on the bulk of the outside ( South, East, West and roof ) ] . ( Picture of Cu on its first signifier ) ( Copper at Peckham Library ) 2 ) Glass ( both field and fluorescent, used for Windowss and doors ) . ( Picture of glass at Peckham Library ) ( Pulling of the Indian Sandstone Paving outside Peckham Library, at the front side ) 3 ) Metallic element ( used for the shells and the back uping columns on the Plaza ) . ( Picture of the back uping columns ) A important part of the constructions exterior is covered in Cu steel. Traditionally copper steel is being used chiefly for pipes ; nevertheless the Cu supplied by TECU, a German fabrication company, is used in an unconventional mode in Peckham Library. Alsop’s design required a stuff that would be cheerful but challenging hence TECU ®-Patina supplied the green horizontal sheet cladding which has a really typical visual aspect. By utilizing sheet stuff, Alsop was able to hold the stuff cut in to linear signifiers which produce ‘seams’ . These ‘seams’ run down the frontage which draws attending to the slanted steel supports. The steel mesh which protects the glass is slightly unexpected because there is no demand for protection of the glass although criminalism in Peckham country is really high. The steel mesh is a Sambesi450 merchandise which is made from unstained wire overseas telegrams and rods which are an norm of 7mm midst and weigh approx. 11.2 kg/ m? . Steel is besides used in the slanted rods which support the overhang. Even though I believe that these stuffs where chosen to do the construction lively, playful and absorbing, chiefly because Mr Aslop wanted to pull and pull peoples’ attending so they would get down interweaving with the Library, I besides believe that the stuffs used were intended to stand the trial of clip and survive Acts of the Apostless of hooliganism and inauspicious conditions conditions in Peckham country. Water. Water is a colourless, transparent, odorless, tasteless liquid that forms the seas, lakes, rivers, and rain and is the footing of the fluids of life beings. Information about the H2O and the pipes in Peckham library edifice could non be found, as the people in the library stated that such information is confidential. Alternatively, I found the program of flat four of the edifice and searched for the lavatories. This is where the pipes are more likely to be. The H2O in Peckham Library is black H2O, which means that it is used merely in the sanitation system of the edifice, as the library does non supply other countries that H2O is needed. ( Plan of degree five that illustrates where the lavatories situated in the edifice ) Energy. Energy is the power derived from the use of physical or chemical resources, particularly to supply visible radiation and heat or to work machines. â€Å"Energy can non be created nor destroyed within a system† . Energy can be used for transit, or the industry, or for residential and commercial grounds. There are plentifulness of energy types: 1 ) Oil 2 ) Nuclear 3 ) Solar 4 ) Wind power 5 ) Geothermal 6 ) Hydropower 7 ) Fuelwood 8 ) Coal 9 ) Natural gas ( Picture of fuel ingestion ) Peckham Library has heat demand of 369. ( This information was received from DeMAP ) First the window facade of the edifice is made out of Vanceva Interlayer Colours Windowss. They are made out of different colored beds assembled between beds of clear glass. Therefore when the heat approaches the glass it is redirected back into its environment, which means it provides a good thermic insularity. Second the Cu, which the edifice is made from, is by and large considered to be a good sender of heat, this suggests that the edifice is good stray, nevertheless non all heat is kept in ; some of it is released back to the ambiance. The window frontage is made out of four beds, hence as the heat approaches the glass it is redirected back into its environment, that means it provides a good thermic insularity. Energy within the edifice is used in the signifier of electricity. It is used chiefly for illuming, but for the machines as good ( computing machines, lifts, warmers, run offing machine and automatic doors ) . The energy comes from a generator, which is situated at the back side of the edifice. ( Energy beginnings in a modern edifice ) Recycle. Recycling is a procedure to alter stuffs ( waste ) , into new merchandises to forestall waste of potentially utile stuffs, cut down the ingestion of fresh natural stuffs, cut down energy use, cut down air pollution ( from incineration ) and H2O pollution ( from landfilling ) by cut downing the demand for â€Å" conventional † waste disposal, and lower nursery gas emanations as compared to plastic production. In architecture, recycling chiefly means the reuse of energy, but it can besides intend the reuse stuffs, such as glass bottles can be used to do a wall, or coins can be used for doing floorings. Peckham Library has one recycle bin and one general waste bin on the 4th floor. It doesn’t seem to actuate people to recycle, even though the room has some postings about recycling. There are besides general waste bins and recycle bins at the plaza country. When I visited the library, the flood lamps were on, even during the twenty-four hours. Ironically Southwark Council has published suggestions for low cost ways to be green yet the big cantilever makes the infinite below devoid of sunshine, even on cheery yearss. Harmonizing to a web log reexamining sustainable edifices, the inundation visible radiations cost an estimated ?4,800 a twelvemonth in energy costs. ( Picture of bins on the left side of the library ) Synthesis. Synthesis is the combination of constituents or elements to organize a affiliated whole. The construction of the edifice is a synthesis of two rectangles. Mr Alsop wanted to do something that is attention-getting and really hard to lose. The most obvious structural characteristic of the edifice is the big overhang which is supported by thin, slanted metal columns. From the exterior it appears that the library floor is balanced 12m in the air by the poles and the remainder of the edifice is steadfastly grounded. ( Picture of the combination of the forms of the edifice ) The construction on the interior of the Library is instead interesting. It seems that there are three smaller edifice inside the edifice, in which you can acquire inside and read. ( Picture of programs and lift of the edifice ) The stairway at the dorsum of the edifice is really unusual ; it is made out of concrete, metal and glass. The glass is placed in the center of the stairss so it allows the visible radiation through the whole back portion of the edifice. ( Picture of the synthesis of the stepss ) What I would change/add. If I had a pick to alter something in the edifice I would add a little coffeehouse at one of the three cods or at the roof. I believe that it would be a good thought and that it would pull even more people than it does now. Peoples would hold the opportunity to loosen up and bask a cup of java or tea while they read or relax. Decision. Peckham Library is a public edifice that attracts many people and gives a opportunity to larn about different civilizations and civilizations. This undertaking managed to convey a positive promotion to the country and attract people to come and see it. That has a positive affect non merely at the economic state of affairs of the country, but at the cultural every bit good. Peoples exchange sentiments, learn from each other fitting new people and they broaden their skylines. Beginnings: Voyager Magazine, Archello, KME, The Guardian, Building.co.uk, Website: Southwark Council, Website Physics, User Peckham2 on tumblr, Wikipedia, Website: Recyclart, Website: Coevals of Energy-Efficient Patio Houses With GENE_ARCH, Peckham’s Library file about the library, DeMAP, pictures from Google,

Week 7 d2 Essay Example | Topics and Well Written Essays - 250 words

Week 7 d2 - Essay Example These ideas are highly useful in reducing the organization’s ownership costs. The management can also gain revenues based on additional opportunities associated with the network. Effective network management could as well increase work value, which in turn will assist in boosting revenues. Effectiveness of the organization’s network can be done by determining the productivity of the operator, the network management and its impact on revenues, the network reliability and availability, as well as its service (Hanemann, Liakopoulos, Molina, & Swany, 2014). In the course of measuring the metric of operator productivity, the number of devices that can be supported by operator ports. This is done by tracking down any troubles and how fast they are resolved. The network management impact on revenue is done by considering the number of customers lost within a specified time including the reasons for such losses (Hanemann, Liakopoulos, Molina, & Swany, 2014). There chat below shows the network management metric for assessing network management effectiveness within an organization. Aspects like network usability, requirements, and most relevant network operations are considered. All these aspects are explained in relation to factors like aggregation in time, aggregation in space, and concatenation in space (Hanemann, Liakopoulos, Molina, & Swany, 2014). Measurements need to be done with exactly the same packet type such as size and ToS among others. In the case of space aggregation, this aspect applies specifically to physical space aggregation. Local space aggregations are typically over packet properties. Hanemann, A., Liakopoulos, A., Molina, M., & Swany, D. M. (2014). A Study on Network Performance Metrics and their Composition. Retrieved from marco.uminho.pt:

Letter Essay Example | Topics and Well Written Essays - 250 words - 10

Letter - Essay Example It is because of the breach of this code that the decision has been made. As reported by your immediate supervisor, you also persistently abdicated your duties leading to inefficiencies and slowing the company’s process hence resulting to significant losses to the company (Tarafder 32). Moreover, your anti social behavior has made it difficult to work along with your team thereby making it impossible to execute your mandate. You shall not be expected to visit the company premises without official permission from the management. You shall also not be expected to contract on behalf of the company in any capacity. Since you have no formal contract with the company, you shall be vulnerable to the decision and you shall not have any right to appeal or protest any decision (Tarafder 35). Please submit any property of the company in your possession and demand any claims owed to you by the company to allow for official clearance. Our relevant departments will be available and willing to offer any assistance during this

The stock Case Study Example | Topics and Well Written Essays - 2250 words

The stock - Case Study Example Nigel has to establish that the shop owner cannot rely on the exemption clause in the standard terms of the contract. An exemption clause in a contract purports to exclude liability of one of the parties to the contract, under certain circumstances. The Statute sets out that no contract term can exclude or limit liability in any way for negligently causing death or injury1. Furthermore, if there is other loss or damage, liability for negligence cannot be excluded or restricted if the term of notice is unreasonable. Finally, if a contract term or notice makes efforts to exclude or restrict liability for negligence, agreement to or awareness of this is not of itself to be taken as indicative of the voluntary acceptance of any risk2. Nigel was misled by the shop owner in respect of the usage of the rowing machine, in as much as the shop owner asked him to ignore the back pain that had afflicted Nigel after using the rowing machine. Hence, this incident can be classified under misrepresentation of facts, which renders the shop keeper liable for the injuries caused by the defective and unsuitable rowing machine. It is of paramount importance to determine whether the purchaser is a consumer or not. 'Consumer means any natural person who, in contracts covered by these Regulations, is acting for purposes which are outside his trade, business or profession'3. This expressly limits the definition of a consumer to a natural person and not companies. Adhesion contracts or standard form contracts, which present little or no choice to the party who has not drawn up the document, can be used to impose an exclusion clause. As Downes has pointed out, "The imposition of such exemption clauses may be particularly harmful in consumer contracts, where the disequilibrium between the bargaining positions of the parties may be substantial."4 This constitutes the reason for the existence of statutory controls on exclusion clauses, like the Unfair Contract Terms Act 1977 (UCTA) and the Unfair Terms of the Consumer Contract Regulations 1999 (UTCCR). The UCTA applies to the contract for the purchase of the rowing machine by virtue of section 1(3) which states that the Act applies to business liability which is defined as "liability for breach of obligations or duties arising from things done or to be done in the course of a business". The contract entered by Nigel is included by virtue of section 3 which covers consumer contracts and section 12 which states that a person deals as a consumer if he neither makes the contract in the course of a business nor holds himself out as doing so and the shop owner makes the contract in the course of business. Since, Nigel had purchased the Rowing machine for personal use at his residence the shop owner can not exclude liability for the breach of implied terms5. Reasonableness in respect of contract terms is clarified in section 11, which states that this tests if the clause is fair and reasonable "having regard to the circumstances which were, or ought reasonably to have been, known to or in the contemplation of the parties when the

Effects of Discrimination and Reverse Discrimination in United States Research Paper

Effects of Discrimination and Reverse Discrimination in United States Politics - Research Paper Example During a recent address to Congress, a Republican Representative Joe Wilson (South Carolina) shouted â€Å"you lie!† at the President when he said that undocumented workers would not receive free healthcare as part of the Administration’s healthcare overhaul. This sort of behavior is unheard of during a Presidential address to Congress and the ramifications for this Representative should have been scathing. Oddly enough, they were not. CNN reports that within 24 hours, Joe Wilson had received more than $200,000 in political donations. Seeking to address the incredible amount of disrespect Barack Obama, the first African-American President of the United States, has to face now, as well as had to face while campaigning in the primaries, former President Jimmy Carter labeled the almost daily assault on President Obama as â€Å"racist†. Is racism alive and well in US politics? If so, what are the effects of discrimination and reverse discrimination on politics in thi s country? Seeking to address these questions and many more, the following will explore discrimination in politics in this country. We now turn to a thorough yet concise overview of what is meant by discrimination and reverse discrimination (CNN, 2009; BBC, 2009). Discrimination in politics is unfortunately much more prevalent than most people think. This form of discrimination means that certain groups of individuals face barriers, both hidden and overt, to their active participation and inclusion in the political theatre. Insidious yet pervasive, discrimination affects all types of people but is particularly harmful to certain group of individuals. Accordingly, people of color, women and people with disabilities face a variety of impediments to their full participation in society. With respect to employment discrimination, affirmative action has been implemented in the United States to

Alarm Systems Paper Essay Example | Topics and Well Written Essays - 750 words

Alarm Systems Paper - Essay Example 87) Fay, on the other hand, defines an alarm system as â€Å"tools that make security incident response possible†. (2007, p. 258) Due to its critical nature in safeguarding the resources of the organization, this paper is written with twofold objectives: (1) to present the mechanics on how the alarm system works and (2) to present the rationale for using different types of alarm systems. Alarms are either electrical or mechanical devices. In its simplest form, an alarm system is nothing but one or more sensors connected to some sort of siren. The very simplest alarm would have a switch on the door, window, vent, or skylights and it would be wired so that if someone opened the any of the areas specified, the siren would start wailing. You could implement this alarm with a switch, a couple of pieces of wire and a siren. However, this does not end here. An alarm system would only be effective with appropriate monitoring. Four methods of monitoring are noted by Morris (2007, p. 87), to wit: local monitoring, central station monitoring, direct fire or police monitoring and propriety monitoring. Depending on an organization’s resources and requirements, the appropriate method of monitoring is applied. Finally, an operator is required to interface with the alarm system. The operator sets, resets and responds immediately to the alarm system. Morris (2007) averred that â€Å"a basic alarm system is divided into three layers: perimeter protection, area protection, and spot protection. Perimeter protection is the first line of defense to detect a potential intruder. Alarm sensors on the perimeter are typically Area protection, on the other hand, is utilized to protect the interior premises of an organization. Accordingly, â€Å"these devices provide coverage whether or not the perimeter is penetrated and are especially useful in detecting the

Public Utilities Essay Example | Topics and Well Written Essays - 2250 words

Public Utilities - Essay Example Regulatory commissions must them establish the measure of value for each of these items; these value determinations are made, not found, rendering the overall value relatively unknown. In a competitive market, value is determined by normal market processes such as supply and demand. However, in the case of regulated industries, earnings are dependant upon the rates established by the regulatory commissions-if rates are set low, the value is consequently low, and the same results from rates that are set high. Time variant rates might occur when the public being served fluctuates in their demands of the public utility. For example, residents living in the northern states will go through periods within the year where they will need more heat, creating a demand for electricity and gas power and services. These times, referred to as "peak times," can cause temporary fluctuations in the rates to ensure proper distribution of the appropriate services. Similarly, phone and Internet companies can see the same fluctuating demands at various times in the day as changes in shifts occur at work or school for the public. As people are relieved from their jobs, they might see the need to begin using the phone to contact family members, set appointments, or call other places of business for problems or clarification of services and bills. These time variant rates can often lead to drastic increases or decreases in rates for a short period, and can also add to the public's opinion of how necessary the s ervices might be. For example, several phone companies across the United States offer a standing rate for service; however, the rates on Sundays for long distance service might decrease drastically to provide consumers with an opportunity to contact family members that live out of state. The development of cell phone technology has further dropped the rates for long distance phone service. However, to continually regulate the rates at which the public utility companies are charging the public, regulatory commissions at the public, state, and federal levels are necessary for several reasons. The first step to successfully regulating industries categorized as public utilities is making sure the public within the communities realize the economic advantages of holding regulated monopolies rather than competitive businesses. After the need for regulations have been expressed, the agencies provided these responsibilities must ensure that they are regulating the industries to the best of their abilities; doing so will not only provide necessary services to the public, but will also offer large economic growth to the community. (Phillips 9). To regulate effectively, state and federal regulation commissions must pay close attention to the methods with which they are regulating their respective areas of industry. They must carefully watch the overall expenditures of the industry to ensure that they are within acceptable limits. Performance evaluations should be used to ensure the overall effectiveness of employees working in the public utility industry. Regulating price control by maintaining knowledge over the current markets being served and the overall cost of

The theme of Steinbeck's The Chrysanthemums Essay

The theme of Steinbeck's The Chrysanthemums - Essay Example Steinback explores the feminist approach in this short story. Summary of ‘The Chrysanthemums’ Steinback weaves a tale of a passionate woman, Elisa who lives in a male-dominated society. Elisa Allen lives with her husband in her ranch and is his helping hand. Elisa is shown as women more intelligent than her husband but being a woman, she cannot hope to become her husband’s equal. Elisa’s intelligence is matched with her passion towards the ranch, especially towards the Chrysanthemums that she plants. But even with all her intelligence and passion, she cannot guide her husband to improve upon the ranch. Her husband generally ignores her passions and treats her more like a sibling or a friend. Another man enters Elisa’s world, the tinker. The tinker is a person who has travelled much and matches Elisa’s intelligence. He woos her by complimenting on her Chrysanthemums and Elisa becomes attracted towards him. His attention towards Elisa, even thou gh is proved false in the end, makes Elisa aware of her own sexuality as she watches her naked reflection in the mirror after the tinker leaves (Steinback, 1995). However, Elisa is brought back to the realities of the male-dominated world when she finds that the tinker threw away the Chrysanthemums, she offered as a gift, after leaving the ranch. Theme of ‘The Chrysanthemums’ Gender Inequality is the main theme of the book and other themes are secondary to this theme and help support the actual theme. The book is set in the 1930s when males were given the ruling hand just because they were male. Females, on the other hand, were expected to be subservient and their use in the home was to help the husband. Steinback, uses this novel to point out the prevailing gender inequality at that time. Even though Elisa was more passionate about the ranch and had the aptitude to growing beautiful Chrysanthemums, she was not able to guide her husband towards any improvement in the ra nch. Even if she provided any suggestions, they were merely ignored by her husband. This was either because he did not expect her to come up with good suggestions or because he was not interested in making any changes. It is not just Elisa’s husband who gets to lead his life his own way but also the tinker who visits the ranch. The tinker lives an adventurous life, a life that Elisa envies because he gets to see the whole world and the beautiful flowers within while Elisa is only confined to the ranch. She cannot leave the ranch because females at that time were not allowed to leave her homes on such adventurous journeys without their husband. In the case of Elisa, her husband would not have been interested. Thus, Elisa is forced to live her life according to the wishes of her husband, while it is obvious there is so much more that she could with her life. Another theme in the short story is the sexual fulfillment of females. The society during that time was constructed on id eals that were not ideal for the females. Sexual fulfillment was only considered the right of the males while females were just necessary partners in the activity. It is clear that the relationship between Elisa and her husband is more fraternal instead of a husband wife relationship. The arrival of the tinker in the ranch awakens sexual feelings within Elisa and Steinback here makes a point that women are as likely to have sexual feelings as men; and that sexual feelings are so powerful that they make people behave in foolish ways. The passionate and robust nature of Elisa hints at a sexual person

Building and sustaining strategy Essay Example | Topics and Well Written Essays - 3000 words

Building and sustaining strategy - Essay Example The mission statement is to be the best advertising company in the world 1.2 The Market Target market: The target market is small entrepreneurs in addition to large multinational companies experiencing difficulties in marketing. Marketing strategy: My plans are to capture the market through advertisement of the company that will be mainly done online. My other way of targeting the intended market is by providing good and quality services in addition to offering after sale services to the customers. The other way is by charging low prices in order to attract the customers by offering them discounts. 1.3 The Finances The first quarter of our business operation will mainly intended to break even. The second quarter is intended to start building provides. The annual intended target is $100 million dollars and this will be expected to keep increasing while the business keeps adapting to rapid changing economic demands. 2.0 Registration Details Business name: WRSX Group Trading name(s): WR SX Group Date registered: 18/12/2012 Location(s) registered: Business structure: company Licences & permits: council permits on safety, business operations, security 2.1 Business Premises Business location: The business centre will be located in Happyville. 3.0 The Business Vision Statement In the next 3 years, WRSX Group will become a recognized leader in the local and international advertisement firm in the world. Mission Statement Members will receive personalised programs to suit their individual needs at competitive market rates. Staff will have a client focus, and a thirst for continual development of knowledge and their craft. Clients will be motivated to continue to exercise through a variety of programs, with their individual characteristics taken into account. All decisions will be based upon integrity, honesty, efficiency, and a desire for high quality. Management & Ownership Names of owners: james milner, terry mclean, Diana rose, Jamie fox, ann robinson, john lesly, bri an pink. Details of management & ownership: As the owners we will run the business and share the profits and dividends according to the shares each member has contributed Key Personnel Recruitment options Selection and recruiting will be done professionally through the internet and oral interviews will be conducted after applications have been collected. The applicant will also undergo a practical interview on the gym training skills they have. Training programs Personal training of the staff will be provided in order to familiarize with the services offered and handling of the sophisticated machines and equipment Skill retention strategies Staff and employees must be licenced as professionals who can safely work in the centre. The staff must renew their licences every year to ensure professionalism is maintained. However, regular training and evaluations will be provided in order to keep the staff updated with the latest skills. Market position: The business is located strategicall y in the middle of the town Unique selling Our products are both necessity and luxurious and fulfilling customers’ needs and demands are our major motive. Growth potential: Growth is likely to increase due to the demand especially with the sudden changes in technology and innovation with regard to a lot of competition in the market 3.7 Insurance Payment types accepted: Payment of the services offered may be made via electronic money to an account on our website, in

The incoming UK government Essay Example for Free

The incoming UK government Essay In 1997, the incoming UK government provided The National Literacy Strategy, a steady and consistent1 means of raising standards of literacy, in English primary schools. The motive behind raising these standards was for the economy because if the levels of literacy were to low in a significant proportion of the population, then the economy could have shattering consequences. In a report on the impact of literacy, education and training on the UK Economy, the accountants Ernst and Young estimate that; 60% of all jobs now require reasonable reading skills2 and goes on to warn that UK productivity is relatively low compared with its major competitors Whilst in opposition, the government had set up a Literacy Task force, which set out a National Literacy Strategy designed to raise these standards in English primary schools across the UK. Targets were set and by 2002, 80% of year six children were expected to reach level four or above in the Key Stage 2 English tests. The Framework inside the National Literacy Strategy had been derived from means developed by the previous government in the National Literacy Project, also aimed to raise standards of literacy but only in a specified number of LEAs. This Framework sets out teaching objectives from reception through to year six to enable children to become fully literate and it provides a useful structure of class and time management for the daily Literacy hour. It is also expected that extra time may be needed for the allocation of reading to the class, pupils own independent reading for interest and pleasure and extended writing as well as Literacy being productively linked to other curriculum areas. The main objectives that the framework focuses on is three broad divisions of literacy, these include word level work, e.g. phonics, vocabulary, spelling, and handwriting, sentence level work, e.g. punctuation and grammar. And finally text level work, e.g. comprehension and composition. The National Literacy Strategy gives examples of what a literate primary pupil should be able to do, for example, read and write with confidence, fluency and understanding; be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes3 As far as childrens progress in reading is concerned the National Literacy Strategy states that from the outset children must understand that words are made up of letters and these letters correspond with spoken sounds. In Key Stage 1, they should be taught to check their reading for sense, using grammar and the meaning of the text. This should then help them identify errors and correct them, not only whilst in Key Stage 1 but Key Stage 2 and beyond. Methods of teaching reading suggested by the National Literacy Strategy include, shared reading, guided reading and individual reading, each playing an important part in the learning to read process. Shared reading involves the whole class using a text e.g. a big book, text extract or poster. Here the teacher leads the reading pointing as she goes, with the children joining in. This method was developed by teachers working with Don Holdaway (1979) in New Zealand and has advantages that can over ride some of the difficulties that teachers experience with regular books, for example the book can be shared by the whole class and every one can see the print, the teacher can direct the childrens reading by pointing to indicate where they start reading and can bring to attention certain words, punctuation, graphology quicker by indicating using a finger or pointing tool. Holdaways idea of shared reading and carpet time is to re-invent the bed-time story and create a homely routine that can be practised in the classroom, and allow all the children to have intimate access to the book. From my own experience of shared reading I find that the children enjoy this part of literacy hour because of the intimacy and informal set up of the classroom. I found that even years five and six enjoy carpet time because it brings the class closer together and the formal classroom atmosphere almost disappears. Research by Lloyd Eldredge, Ray Rentzel and Paul Hollingsworth at Brigham Young University proved that this method was more successful than previous methods i.e. round robin. After four months, the shared reading group had significantly higher scores on tests of reading fluency, vocabulary acquisition and comprehension. There was evidence that the supported reading experience of the shared reading group had the greatest impact on the word recognition abilities of the pupils who initially were the poorest readers 4 In this situation I found the children more likely to ask questions about the text or the vocabulary used and children who were not used to reading or seemed distanced when reading individual work were more alert and interactive and able to work from texts beyond their independent reading levels. From being in a classroom one of the difficulties I have noticed, especially in the reading progress, is coping with differentiated groups. This is where guided reading comes into action. As with shared reading, guided reading helps children to progress by developing a deeper and clearer understanding than might be achieved individually. Talking to the teacher and their peers whilst reading a text can develop skills such as critical perspectives, predicting plot developments and being able to extract key points in a text. As well as being developed for the childrens progress, guided reading was introduced to make more efficient use of the teachers time. A report by OFSTED (1996) found teachers spending too much time listening to each child read. Guided reading has been developed so the teacher is in a position to focus on points tat are relevant for the whole ability group rather than individuals. It has also been noted that boys respond more positively to active and interactive nature of such readings 5 This sounds all very well but drawing on my own experience I find it does not always work like that. When the teacher is working with one group, the other groups do not work to their standard, either because a discussion has turned into an argument, the children are having difficulties and there is no one to help or they have lost concentration. However, for what ever the reason the children are distracted, this part of the lesson seems to be a difficult section to maintain the standards and expectations as stated in the National Literacy Strategy. On my first placement I saw a different approach to guided reading, in the form of reading in pairs, a year six child and a year three child were reading partners. I believe that this reading partner technique should play a bigger part in the National Literacy Strategy than it already does. At present all it states in the document is; to enable other pupils to work independently individually, in pairs or in groups without recourse to the teacher 6 In the situation I witnessed where an older child choose a book for a younger peer and listened to him reading it, was a valuable experience for both children. The year three enjoyed the attention from the older child and seemed highly motivated in his reading. The year six however, gained experience in choosing books for other people, rather than reading a book he was thinking about suitable content, language and illustrations for the younger child to enjoy. This is an excellent way in which to offer a meaningful context for children to consider these different aspects of the reading process. For the year three child this partnership allowed for development within the zone of proximal development, this is Vygotskys description where; what a child can do with assistance today she will be able to do by her self tomorrow7 Also for the older child the routine is challenging as it enforces a different thinking. In the same twenty minute period as guided reading the National Literacy Strategy also expects some individual work to take place. The objectives for these are stated in the document and include; independent reading and writing proof reading and editing comprehension work8 The National Literacy Strategy also states that; pupils should be trained not to interrupt the teacher and there should be sufficient resources and alterative strategys for them to fall back on if they get stuck 9 Having taught a literacy lesson I find this last quote ironic. The whole point of having a teacher is to teach the children to read and here it says the children must be trained not to interrupt the teacher. I am speaking from my own experience when I say that no matter how many resources or alternative strategies you offer children, the child will always come to the teacher first. However, I do agree with the fact that children should be taught and learn, not train, to find information and solve difficulties using alternatives such as a CD-ROM or a dictionary. Other strategies that are discussed in the National Literacy Strategy that will forward their progression in reading include; Direction, this is to enable the pupils to know what they are doing, to draw attention to key points and to develop key strategies in reading and writing. Another example is modelling; pupils are to discuss features of written texts through the process of shared reading of books and extracts. From first hand experience I believe that the National Literacy Strategy, along with other documents i.e. National Numeracy Strategy, will benefit children and teachers and make primary pupils more literate. The structured routine is consistent and concise throughout Key Stage one and Key Stage two however, for a teacher to meet these standards and produce high quality work from the children as well as making lessons, discursive, interactive, well-paced, confident and ambitious (as stated in the National Literacy Strategy) is a demanding challenge. In 1992, Jaap Scheerens meta-analysed research from across the world and provided factors which affect schools and their performance. His research showed structured teaching was important and defined this as; making clear what has to be learnt, dividing material into manageable units, teaching in a well considered sequenceregular testing, immediate feedback10 His research also showed that whole class teaching is often more effective than individualised teaching and the time spent on subjects and how the children are inspired, challenged and praised all increase learning activity. The National Literacy Strategy incorporates most of Scheerens findings and because of the way it is set out as a uniform for the whole country to follow, I believe standards could be raised. However, I also believe that the way children are taught to read and understand texts by using extracts and part of texts could be damaging to the pupil. It makes reading seem un-enjoyable and this is exactly what the National Literacy Strategy is trying to avoid. Most of the children I have worked with have enjoyed the Literacy Hour more when they can work on a text they have read all the way through and they feel they have a better understanding and better liking of the text. Resource List * Eldredge, J.L., Reutzel, D.R., and Hollingsworth, P.M., 1996, Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin and the Shared Book Experience, Journal of Literacy Research. * Ernst Young, 1993, Literacy, Education and Training: Their impact on the UK economy * Graham, J., Kelly, A., Reading Under Control, Teaching Reading in the Primary School, 2000 * Literacy Task Force, 1997b The Implementation of the National Literacy Strategy, DFEE * National Literacy Strategy, Introduction, 1998,DFEE * Scheerens, J., 1992, Effective Schooling: Research, Theory and Practice * Vygotsky, L., 1962, Thought and Language 1 Literacy Task Force, 1997b The Implementation of the National Literacy Strategy, DFEE 2 Ernst Young, 1993, Literacy, Education and Training: Their impact on the UK economy 3 National Literacy Strategy, Introduction, 1998, DFEE 4 Eldredge, J.L., Reutzel, D.R., and Hollingsworth, P.M., 1996, Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin and the Shared Book Experience, Journal of Literacy Research. 5 Graham, J., Kelly, A., Reading Under Control, Teaching Reading in the Primary School, 2000 6 National Literacy Strategy, Introduction p 12, 1998, DFEE 7 Vygotsky, L., 1962, Thought and Language 8 National Literacy Strategy, Introduction p 13, 1998, DFEE 9 National Literacy Strategy, Introduction p 12, 1998, DFEE 10 Scheerens, J., 1992, Effective Schooling: Research, Theory and Practice

Symbolism in Lord of the Flies by William Golding Essay Example for Free

Symbolism in Lord of the Flies by William Golding Essay A book that makes a person think is always more interesting than a book that does not. Lord of the Flies by William Golding does just that! Golding, using symbolism, shows his readers ideas about human nature that are rarely thought about in society. In this allegorical piece of literature he uses objects and characters as symbols. Each important object in the book is closely related to a character in the book. For example, the conch and Ralph are closely connected, also Piggy and his glasses are directly associated. Lastly, the Lord of the Flies, which could be a character or an object, has a great affect on Simon and Jack. William Goldings symbolism creates tension that keeps his readers wondering what will happen as this group of once civilized boys turn to their instincts. One can easily see the symbolism in the conch, with Ralph representing all of the same things. Like the conch, Ralph symbolizes authority, order, respect and leadership. The conch can be seen as a simple object, but it is more fascinating to look at it as a tool used by Ralph. At the beginning of Lord of the Flies the great shell symbolizes power and authority. Ralph, the conchs first possessor, has the power to call an assembly. When Ralph blows the conch, all the boys come running to him. When the boys come to the first assembly, the conch is a symbol of order. The person who holds it is the only one that can speak. Without the conch everyone would be talking at once and there would be no organization. The conch commands respect. As the boys join the assembly they all show respect to Ralph, who is eventually voted chief because of the boys respect for him. The conch is a symbol of leadership. Ralph is the first possessor of the conch and he is the chief. The little bit of leadership given to the person with the conch is shown in that persons right to talk. Throughout the book, the conch represents the evolution of the boys on the island. It shows the change from a utopian society where everyones needs are met, to a dystopian society in which everything is disastrous and out of order. At the beginning of the book, the shell is almost perfect. The one imperfection is a small scratch, which is a foreshadowing of what will eventually happen to the boys society. The conch gets more and more scratched up, it loses its beautiful pink shade; and right before Piggys death the conch is shattered, symbolizing the complete loss of order in society. Ralph changes as the conch does. Ralph starts off believing that he is living in a perfect place where everything is wonderful. By the end he is running for his life. If he hadnt been rescued at that exact moment, then he probably would have been overcome by the evil instincts that unconsciously imprisoned the other boys. Like Ralph and the conch, Piggy and his glasses fundamentally are symbolic of the same thing. The glasses, when possessed by Piggy, represent the knowledge to see what is right, or what is best. In the Bible, in the story of Abraham, Abraham is constantly referred to as a seer, or the one who sees. Piggy is the prophet; he is the seer and visionary of this story. He is obviously the smartest of the boys; he always knows what needs to be done, he sees what is right. He and Ralph are the two that know the fire is the most important priority, because fire leads to rescue. Sometimes even Ralph forgets this very important priority. But Piggys knowledge of what is best is never lost, and is always shown through his glasses. As Piggys glasses slowly become destroyed, the boys slowly begin to lose the vision of what is right, and what needs to be done. The boys choose hunting and savagery over being rescued. The total loss to see what is right is shown when the glasses are broken and Piggy is killed. The most important symbol in the Lord of the Flies is obviously the Lord of the Flies, the Sows head on the end of a stick; it is the title of the book! The Lord of the Flies comes from death and killing, (of the sow) which shows its evil. It is the dark side of people; it is peoples evil nature. This unusual demon inhabits the souls of the young boys and corrupts them. As the boys are oblivious to everything, the demon turns the boys into savages with evil instincts that are uncontrollable. The evil spirit has the greatest effect on Jack, who already overflowing with emotion cannot handle his feelings and becomes a savage beast. The only character who is aware of the Lord of the Flies is Simon. Simon is connected with his true feelings. He sees a once perfect society being changed into hell. Simon finally meets the devil of this hellhole, and sees that his enemy is undefeatable, uncontrollable, and unbearable. It seems as if he almost commits suicide as he is slaughtered by the savage boys who are anxious for a kill. The Lord of the Flies is important because it shows that Golding believes in the evil nature that all human beings possess. Ralph has authority with his conch, Piggy can see with his glasses, and Simon has a revelation with a devil. These characters and their vital objects are symbols as well as important pieces of the story. Golding uses symbolism to add tension to a book already overflowing with thought and emotion that keeps his readers on the edge of their seats.

Theories of Learning for Classrooms

Theories of Learning for Classrooms Learning is the process that results in a relatively enduring change in a person or persons (Alexander et al, 2009: 186). Learning is a dynamic process whereby the students knowledge and skills are different before to after learning (Winn, 1990). Teaching is by definition the promotion of learning and ought therefore to be informed by the best of our knowledge about learning. Learning and teaching poses a synergistic relationship; that is teachers need to teach with an approach that reinforces how students naturally learn (Muijs brooks book). A number of educational researchers offer learning paradigms to explain how individuals learn. The way students learn can be used to foster effective teaching practices, and ultimately align teaching with positive learning and educational experiences. Understanding how knowledge is developed and comprehended can allow teachers to shape the methodological delivery of their subject content to match the theoretical frameworks, underpinning how knowledge is processed. Attending to the nature of student learning can allow teachers to improve their practice and in turn the quality of the learners experience (Macleod Golby, 2003). The extremes of this learning theory spectrum are represented by the Behaviourist and Constructivist theories of learning. Behaviouristic Theory of Learning Learning, according to behaviourists (Watson, Pavlov), is defined as acquisition of new behaviour. The focus of behaviourism is on the conditioning of observable human behaviour and is based on the principal conception that a reaction is made in response to a specific stimulus. This reaction leads to a consequence. If the consequence is pleasant and positive, the behaviour change becomes reinforced. With consistent reinforcement, the behaviour pattern becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behaviourist theories propose that learning is achieved through reinforcement of a particular neural pathway, which links the stimuli and response in the brain. This activation and reinforcement results in a faster, smoother implementation of certain reactions and responses. The connections between the stimuli and specific responses are built correctly and then reinforced over time through practise and repetition, which ultimately strengthens the neural pathways, resulting in a more efficient response to the stimuli. (Pritchard). Behaviourists term this form of learning conditioning, whereby with consistent reinforcement the behaviour pattern becomes conditioned. Classical conditioning involves the reinforcement of a natural reflex or behaviours which occur naturally as a response to a specific stimulus. In contrast, operant conditioning involves reinforcing a behaviour by praising it, or discouraging undesirable behaviour with punishment. The rewarding phases of this conditioning processing is known as reinforcement. However, this stimulus-response relationship discounts any mental processes which may be involved in learning. Researchers, including Vygotsky 1962 amongst others, began to criticise the behaviourist approach, as it was seen too teacher centred and directed, void of meaningful learning and the teacher process was focused too much on individual rather than collaborative group work. In addition, the constructivist perspective challenged the implied separation between mental processing and knowledge, which had to be bridged by the role of a teacher. Constructivist Theory The constructivist movement was formed on Piagets (1976) and Vygotsky (1986) work who view learning as the effect of mental construction, whereby learners combine their existing knowledge with new information, to construct meaning and formulate their understanding. The constructivist theory proposes that learning is an active process, a social activity, contextual, centred on constructing meaning and regards the learner as a responsible agent in their knowledge acquisition (Loyens 2007. In constructivist learning, individuals draw in their experience of the world around them and work to make sense of what they perceive in order to build an understanding of what is surrounding them (Harris, 1994). Since constructivism involves learners to interact with their immediate learning environment, learning has been considered to be situation-specific and context-bound activity (McInerney and McInerney, 2002. Constructivism is an umbrella term to encompass the wide range of constructivist perspectives, which can be separated into two branches; cognitive constructivism (Piaget, 1976) and social constructivism (Vygotsky, 1986). Both sub-types believe that knowledge is actively constructed by individuals Birenbaum 2003, however through the use of different mediums; either through a series of internal, intellectual stages (cognitive constructivism), or by social interaction including interactions with world based, external experiences (social constructivism). The numerous perspectives on constructivism within these two sub-types could be essentially grouped around a rooted assumption about learning. That is, knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998) Piagets developmental stages theory, which represents cognitive constructivism, presents four age-referenced development stages which provide a theory of gradual cognitive development up to the age of eleven years old. The stages refer to an explicit age range and characterise the cognitive abilities necessary at each stage to construct meaning of ones environment. Social constructivism emphasises the role of language in the process of intellectual development. Vygotsky considered dialogue, usually but not always with a more knowledgeable other, as a vehicle by which concepts are considered, shared and developed. The dialogue, which is based on learners pre existing and current knowledge (schemas), is then exploited to develop and construct new ideas and understanding. Vygotsky advocates that the process of learning involves moving into and across a zone of proximal development, which is aided by the intervention of another through support. The zone of proximal development is a theoretical space of understanding which is just above the level of an individuals current understanding. The process of giving support to learners at the appropriate time and level of sophistication to meet the individual needs is termed scaffolding. Scaffolding can allow the movement from one zone to another and assists in the passing through the zone of proximal devel opment. From reviewing the literature, educational researchers which employ these constructivist principles select aspects from both strands of this learning theory (Biggs, 1979, Cunningham, 1996), and use constructivist theories as a generalised term. However, as Mathews and Lui highlight, combining the plethora of constructivist variants is questionable, and generalisations made may have less significance and loss of meaning. Therefore, for the purpose of this assignment, the term constructivism will reflect a collaboration of both social and cognitive strands; however specific branches and the implications of these strands are highlighted where necessary. Critique of learning theories and associated implications upon classroom practice A review of the literature suggests that behaviouristic learning does not offer students the chance to develop deep meaning and understanding (Einworth and Collins), but instead has a tendency to promote superficial learning of skills (Fosnot, 1996). Making a correct response and remembering content does not necessarily imply understanding, and consequently the actual understanding achieved through behavioural approaches is challenged. Hounsell, Entwistle, 1997 conclude that the use of rote memorisation represents a learning approach to a surface level of understanding, whilst establishing connections with current knowledge reflects an approach for a deeper level of understanding. In contrast, from a constructivist perspective, the principle of learning using prior experience is beneficial in promoting a deeper and richer understanding (Pressley, Harris Marks, 1992). Demerici advises that information which is connected to a learners prior experiences is more likely to be retained, explaining higher retention rates when a constructivist approach is adopted. (Demirici). According to Fosnot, the focus of attention in constructivist perspective is concept development and deeper understanding. This research suggests that constructivist approaches lead to a great, richer and deeper understanding. It is therefore plausible to suggest that the quality and depth of understanding associated to a constructivist teaching approach is more likely to exceed that of the behaviourist approach. However, as Entwhistle and Smith (2002) identify, the association between memorisation and surface approach may be weak. Kember, 1996; Watkins Biggs, 1996 reported that memorisation can be used to learn unfamiliar terminology, as the first stage to establishing understanding. This concept, where memorisation is part of meaningful learning, is defined as memorising with understanding (Marton, Watkins,Tang, 1997; Meyer, 2000, and has been conducted by students as a successful revision tool (Entwistle Entwistle, 2001) In addition, (Smith, 2001, 2002a) affirms that rote learning can contribute to understanding. Therefore, it appears that behaviouristic learning approaches can be beneficial for certain tasks such as establishing classroom behaviour (Fulton). Teachers could consider deploying beahviorusitlic approaches to the learning of classroom behaviour, especially for pupils who display anxious tendencies and low motivation (Prittard; Fulton). Those of higher academic ability perceive simplistic drill and practice unsatisfying and dull (Prittard). In addition, some students demand understanding, yet adhering to behaviouristic learning approaches does not accommodate this craving. In other situations, the concepts of learning without understanding can fuel frustration, lead to misconceptions and generate a difficult learning environment (Prittard). Controversially, Fox (2001) suggests that the constructivist theory may imply that remembering is not important, and that learning is solely centred on understanding concepts. However, neither of these are true, and being able to remember knowledge is an important prerequisite of learning. In addition, Biggs, (1998) and Jin and Ortazzi, (1998) have reported that constructivist teaching approaches dont consistently guarantee teaching effectiveness. Instead, traditional, more behaviourist approaches to learning in large classes has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the role of memorisation and mechanical learning techniques Arguably, due to the varying nature of meaning which is uncontrollably constructed by students, in some cases, rote learning and memorisation may be more useful when teaching factual concepts and where clarity in understanding is required. Rote learning may be used to help students cope better with some aspects of work that they find difficult. However, teachers must consider that rote learning is not an approach to develop understanding and therefore where possible, should be followed by attempts to encourage understanding. Standard school and classroom routines and expectations for behaviour can be learnt through behaviouristic approaches. In the case of behaviour management, a strategy to quieten the class, such as raising of the hand, or counting down from three could be effectively used. In this case, the stimulus, such as the teacher raising their hand or calling out the number three, must be fully explained to the class. In addition, the stimuli must be fully visible and audible to the students, which is possible with a clearly risen hand or an assertive voice. The response desired, such as a student raising of the hand and silence, must be fully understood by students. It is important that the stimulus-response occurrence should be repeated by the teacher and used regularly. The same strategy should be employed every time the teacher wants to quieten the class, establishing consistency of stimuli and behavioural response. This repeated activation strengthens the pathways, affording for a smoother and faster implementation of the response. . Pupils should be made aware of the negative and positive consequences if they do not respond to the stimuli as desired and the consequences need to be kept consistent. Therefore, consistency of behaviour management strategies is crucial and classroom practice must adhere to the same strategise as the same stimuli is presented for a specific response. Behaviourism relies on reinforcement which is employed to condition the behaviour, and therefore is essentially the tool which brings about learning. Therefore rewards and punishments for behaviours must play a crucial role and actively administered within classroom practice. Behaviourism may therefore stimulate and encourage more use of positive reinforcement which has been a long standing effective classroom practice (Elliott and Busse, 1991 fulton book). However teachers must consider that rewarding children who are already highly motivated may not be as effective, and may actually lead to a loss of interest (Fulton) Rewards and praise have been shown to enhance motivation, and serve as an effective behaviour management tool, however, praising students may not come naturally to teachers. However, behaviourist approaches dont take account of mental cognitive processing involved in learning. In contrast, constructivism emphasises that the learners must develop their understanding for themselves and constructivist researchers advocate that mental activity is the lifeblood of learning and the extent of what is learnt (Howe 1999). Teachers cannot assume that the products of learning are solely the teachers effort and thought; instead learning requires effort on the part of the learner. Teachers need to offer scope of activities where the accustomed effort and activity falls on the learners responsibility. Such opportunities would afford learner engagement and optimise the possibility of effective lasting learning taking place (Prittard). A vast array of supportive literature endorses the success of constructive approaches. Research informs that learning through such constructive mediums, like discussion, participation, practice, are successful and associated with learning gains and knowledge retention. Demirci Yavuz (2009). Dericimi also reported a significant difference in post-test grades and retention learning tests grades, with the constructivist approach being more efficient than the conventional, behaviouristic approach. However, the constructivist theory may imply that all individual differences in learning come down to the consequences of each learners history of learning )Loyens, 2008. Furthermore, although we do learn by acquiring knowledge from our environments through interacting with the external world, Fox highlights that the environment also acts upon learners. That is, we act and react and learning can be achieved from both experiences. However, constructivism appears to fail to acknowledge adaptive instinctive responses as reactive forms of learning (Fox, 2001) and the role of talent in cognitive development. Furthermore, Fox (2001) and Bredo, (2000) argues that constructivism discounts the role of innate, motivational and genetic factors in knowledge construction, which have been proven to play a role in cognitive development and ealrning Carey Spelke, 1994). Another assumption refers to an epistemological assumption that students actively seek resources and experiences, which are anchored by their pre-existing knowledge. In addition, it is assumed that learners utilise the construed data to actively construct their knowledge (Renkl). Therefore, this approach to learning relies on students encountering experiences and applying these experiences to their pre-existing knowledge to develop their understanding. However, such experiences and world-based interactions may not be feasible or available to students due to their lifestyle circumstances. Consequently, teachers need to be aware that understanding and meaning is limited to the individual experiences of the students. In accordance with this assumption, the constructivist theory can explain why pupils conceptions and meaning do vary between each other (Taber, 2000). Given that learning is achieved through the constructing activity of the student, the individual can only understand or kno w what he or she has constructed (Dunn and Cunningham, 1996). Therefore, constructivism may be seen as subjective and relative (Duffy and Cunningham, 1996).. This may lead to marking criteria discrepancies, confusion and inconsistency, and student misconceptions, which do not match reality. In addition, Duffy and Cunningham propose that if the constructions and meanings are different amongst students, the little shared understanding may challenge the ease of communication between learners and the class. This may jeopardise the effectiveness of class discussions and social interactions as a tool to enhance learning. Similarly, as construction is activity on part of the learner (Bruner 1966, 1971), what is constructed cannot be controlled by the teacher. Instead the learner has autonomy and self-regulates what understanding is established. Therefore the students constructed understanding may not parallel with other students, with reality or with the teachers construction and understanding. Consequently, teachers must not assume that the construction and understanding of a concept is universal between all students. Instead teachers must actively access and consider the alternative perceptions and understanding of the learners hence why a transmission approach is fruitless. On the other hand, teachers come into the classroom with their own construction and conceptions of subject content, and according to Patrick 1988, are not neutral. Therefore, a teachers understanding can colour the students understanding, and together, Patrick, 1998 and Marton and Booth (1997) suggested that some teachers moulded the students construction of a concept to align with their concept interpretation. Ellisowths review concludes that the form of understanding impressed onto students is largely dependent on the teachers personal interpretation of the subject content. Therefore, although the constructivist theory assumes that the construction of understanding is the product of the learners interpretation exclusively, the constructivist theory does not account for the interplay between teachers and learners comprehension. Importantly, to help progressive learning and avoid developing misconceptions, teachers need to provide a clear focus and goals, with explicit learning objectives, which are rooted within pupils existing knowledge. The clear objectives allow students to construct their ideas using current knowledge and understand the overarching direction and progression oftheir learning. Activating prior knowledge is important to elicit pre-knowledge, allowing teachers to decipher the conceptual frameworks they are operating within. Teachers need to highlight the links between students existing knowledge and the new subject knowledge, to help the learner form bridges and facilitate their mental construction and cognitive processes (REF). By forming these links, students can activate and recall their pre-existing knowledge, and use this foundation to build and integrate new concepts. Teachers should encourage students to relate new knowledge to current knowledge and external experiences, allowing the new subject content to become embedded within the existing knowledge structures, contributing to or amending to the students schema. Since learning constructively is based on the addition of new content to current knowledge, the learner must have sufficient levels of understanding before new content can be used to construct more complex meaning and progress. Teachers and educators need to consider that new content cannot be built up until the foundations, such as current knowledge, is secured. To accommodate these pre-requisites of learning, the individuals knowledge needs to be continually assessed. As a regular classroom practice, formative assessment could be used as a regular approach to assess existing and new understanding, before moving to the next lesson. Formative assessment is a regular, informal mode of assessment, allowing teachers to monitor students progress, gain an appreciation of what has been learnt and adapt their teaching practices to optimise further learning (Black and Wiliam, 1998). Accordingly, given that learning is an active and evolving processes, formative assessment can be used by teachers to assess, monitor, challenge unclear perspectives and adapt classroom practices to accommodate the constructivist principles of learning. Therefore, it is reasonable to believe that constructivist approaches to learning favour the use of formative assessment and may prompt its use in the classrooms, which Lamon, 2001 reports as being more valuable. Since formative assessment alone is associated with learning gains, (Black and Wiliam 1998), learning is positively influenced indirectly via adopting teaching strategies which are aligned to learning constructively. Formative assessment may be undertaken through questioning, teacher and pupil discussion, peer assessment and interaction with peers. Formative assessment will also identify pupils individual learning needs, supporting teachers conduct in differentiation to assure pupils are moving forward, across their ZPD and optimise learning gains. Formative assessment can be achieved in the classroom, through discussion, questioning, peer assessment, self-assessment and feedback. However, with behaviourism, the opportunities for feedback are confined to only whether the response desired is correct or not. There is little scope for learning, or how to improve in order to meet the desired response. Therefore, under behaviourist approaches, feedback cannot be used for learning purposes, therefore opportunities for assessment for learning, which have shown to enhance learning, may not be fruitful. Consequently, limited feedback combined with the objective outcomes of behaviourist approaches mean that individual student needs are not necessarily part of the formulae when considering teaching strategies and subject content. The need to consider individual needs is undeniable, therefore such constraints of feedback extent presents a multitude of problems to the teaching and learning of students. When constructing new concepts and developing understanding, reviewing and reflecting on what has already been learnt also helps to establish and secure students previous knowledge. In addition, by asking what students understand before embarking on a new concept would help students form links between new and previous knowledge (Fulton). This reviewing could be done as a starter, but also plays a role at the end of the lesson, forming a plenary. Teachers should consider, incorporate and plan for well managed plenary to consolidate knowledge. Time to reflect upon what has been undertaken, the processes and the content gives the opportunity for internalisation and for a deeper level of understanding to be developed. Similarly, learning is most effective when learners become engaged, which means that teachers need to adopt an active approach to learning and involve engaging tasks to promote learning in the classroom. Learning using authentic tasks, which allow pupils to relate to their own experience inside and outside the classroom (Selinger, 2001) increases the probability of engagement with the task and supports findings that learning in a familiar context is most effective. Authentic tasks are likely to hold the attention and interest of children, and lead to a deeper level of engagement than with non-authentic or less authentic tasks (Fulton). Favourably, the constructivist principles match those fundamentals associated with effective learning. This active perspective of constructive learning (Phillips, 1995) is often contrasted with behaviourist stimulus-response relationship, which has been defined as a passive view in learning. However, reading and listening are included within this constructive approach to teaching, which could be argued to be more passive approaches. Whilst this suggests that all cognition is active, to talking and writing, listening and reading are relatively passive. Traditionalists do not deny the importance of dialogue, and this may be utilised in questioning and answering, it is more that behaviourists place greater emphasis on knowledge and on the teacher as being knowledgeable, rather than learners and their existing knowledge (Fox). A balance is needed between emphasis on the teachers and learners, since too much emphasis on either part can lead to prescriptions for teaching which may ignore the students needs or dismiss the teachers as a significant resource of knowledge. An active learning approach can be achieved by encouraging students to explore concepts and ideas, and to follow their instincts (Wray and Lewis, 1997). Given that exploration can promote sequential development of ideas, it is likely to assist in the construction of new knowledge; the roots to constructivism. Classroom practice could be based on a discovery-based approach Huitt, 2004;, where students can find answers out for themselves, answer their own questions through experimenting with new ideas and discuss their beliefs and thinking patterns with their peers. Importantly, engaging with each other reflects social interactions, which can be a vehicle to develop understanding using social interaction. Unlike behaviourist approaches where the teacher is the primary resources of knowledge and is influenced by their interests and perspective; knowledge construction offers the opportunity of learning to become dynamic and varied, opposed to being static and prescribed (Sudizna). The use of resources promotes more interactive learning and interest, which are both shown to positively influence learning. Behaviourist approaches have been criticised for not addressing this dynamic nature of learning as its theory assumes a static and standardised view of knowledge learning. Supported by Winn 1990, student knowledge is dynamic and changes, that is knowledge and skills are different before learning to after instruction, and behaviourism does not take this into account. In addition, behaviourism theory does not appreciate that students come into classrooms with prior knowledge. Conversely, the constructivist theory acknowledges that pre-existing knowledge is requisite of learning and that students enter classrooms with pre-conceptions, knowledge and beliefs which they deploy in constructing new understanding. (Jones, Carter, Rua, 1999) As already discussed, scaffolding is crucial for the learner to pass through their zone of proximal development, and can be undertaken by the teacher. Scaffolding can be practiced in the classroom in many ways, and teachers need to appreciate that this is fundamental to the educational progression of students and how this may be achieved. Support materials need to be widely available, such as a writing frame to support a particular style of prose, or a list of words to help in the process of completing an exercise, designed to assist understanding The provision of practical apparatus, especially in science, may help to explain the solution to a problem and is an engaging approach. Students can evidence reality and attach a sense of perspective and reality to their learning. Given the exploratory nature of constructivism, classroom practice needs to be supportive and generate an environment where the student feels safe to ask for help and comfortable in approaching the teacher. The teacher must be aware of the different supportive needs of the class, and meet these through differentiation and allowing time for class discussion, misconceptions and any lack of understanding. To help the teacher identify those who need more support than others, formative assessment can be incorporated to highlight the students individual needs that need to be addressed. Ultimately, this will allow tasks to be designed and geared towards the individuals learning ability. Unlike, behaviourism theories, constructivist theory accounts for the role of social learning and potential of interaction and recognises the importance of social interaction (Phillips, 1995). Incorporating social interaction opportunities, using language as a medium to construct ideas in groups of varying sizes, both with and without the teacher are encouraged and popular in classroom practice today (Jones and Brader-anjerie, 2002). Dialouge is proposed to constitue a crucial component of the constructivism paradigm ((Greeno et al. 1996; (Steffe and Gale 1995).Loyens, 2008. Discussion is fundamental and can be used through augmenting, debating, discussing concepts, teacher questioning and pupils presenting. Teachers should encourage students to work collaboratively, in pairs or small groups, and allow them to help each other and construct their own meaning in their own words of a concept. Dialogue with others allows additional and alternative perspectives to be taken into account when developing personal conclusions. Different knowledge, points of view and understanding can be given and considered before moving on. Teachers should listen to pupils, and use their words for explaining concepts and draw on other opinions of class members. Constructivist theory also takes into account that learning is contextual. Evidence suggests that learning occurs in real-life contexts and learning is actually linked to a context, as deduced by Macleod and Goldby 2003. Children working with new ideas in a familiar content are more likely to engage with the ideas, than if the same ideas were present in an alien context. Therefore teachers should strive to include more authentic tasks and set learning concepts which are aligned with students familiar contexts. If a learning activity falls beyond the cultural understanding of the learning, then learning is likely to be less successful than if it had been situated in a more familiar setting. .Meaningful contexts for learning are very important; however, what is meaningful for a teacher is not necessarily meaningful for the student. The association between the concept of learning being situated and the need for authentic learning tasks is evidence (McFarlane, 1997). However, the recommended approach to situation learning in meaningful contexts (e.g. Lave Wenger, 1991) has been argued against. Walkerdine, 1988, for example argued that if school learning became situated solely within the lived world of daily experiences, the opportunities for abstract reasoning and reflective activity, which are all constituents of constructivism, would become limited and sacrificed, whilst confining students to their local xxxxxxx? The exactness of the Piaget stage of development has been criticised, that is to say children may pass through the stage, but it is not clear that they will pass through the stages at specific ages, however, as a developmental trail, this theory is useful in teaching practices. Piagets stage developmental theory offers guidance covering the level of complexity that may be expected in a childs thought processes at approximate stages in their development. Whilst Piagets developmental stage theory influences principally primary school teaching practices, given the ages this theory is related to, the appreciation and awareness that c

The Effect one’s Gender and Personality has on their Ability to Identif

Discussion This investigation aimed to explore gender differences and personality differences in the ability to identify the emotion and gender of a face. The expected results were that the response times produced by females for facial emotion and gender identification would be faster than the response times produced my males. It was also expected that participants categorised as extroverts via the Necker cube would produce faster response times when identifying the emotion and gender of a face. Although the results from this experiment were not significant, they did resemble what was expected. Concerning the first hypothesis, overall females obtained faster response times than males when identifying the emotion of a face, which also supports the findings of Hoffman (2010). A possible explanation for why this difference occurred could be due to the different developmental changes in brain functioning that occurs in males and females, thus different neuronal systems may be used when processing f acial aspects (Everhaurt et al, 2001). That is; when an emotional face is viewed different neural structures are activated in males and females, resulting in different mediation of attention to the facial cues (McClure, 2004). The results from the current study therefore suggests that females may utilise systems that are more sensitive and more efficient at picking up cues where stimulus information is limited, than males (Hall & Matsmoto, 2004). Results obtained by males in the emotion identification task emphasises previously found results by Mantagne (2005) that males are less accurate at judging emotion in a face, especially sadness. On the other hand, Rahmen et al (2004) stated that although women were faster at identifying emotion, th... ...nder and/or personality can affect their ability to identify the gender or emotion of a face. The results obtained suggest that females and extroverts are able to identify facial aspects such as gender and emotion quicker than males and introverts. This may be because neurological and environmental factors influence their ability to efficiently access appropriate strategies to extract cues during processing of a face. The study produced findings that are consistent with previous research however to produce more confident conclusions for this investigation further experimentation with more sensitive measures are required. Future studies could explore physiological changes and neural mechanisms that occur during facial identification in order to provide a deeper insight into differences between categorical groups during facial emotion and gender processing.

The Hornets Nest Essay -- Expository Cause Effect Essays

The Hornet's Nest Without proper preparation, getting rid of a hornet's nest can cause more problems than it solves. Although I do not have first-hand experience, I can relay an incident explained to me by my mother regarding my father and the hornet's nest he came upon in their flowering crab tree. Suffering from the results of the incident, which can only be described as simultaneously hysterical and tragic, my father spent most of last week recovering from injuries that were both self and hornet-inflicted. His various comical and disastrous attempts to remove this nest from their property, and the resulting misery he endured, bring to mind a saying my high school English professor used frequently, "If you fail to plan, plan to fail." Under the guise of "heading out to do some yard work," my father took on the dubious and dangerous task of attempting to rid his treasured flowering crab tree of a hornet's nest, reported by my mother to be the size of a large, ripe watermelon. Armed with the starter for the barbeque, the garden hose and a rake, Dad approached the tree and offending nest with the determination of a front line soldier ordered to advance on the enemy line. His plan was to set the nest on fire (yes, while still attached to the tree) and then douse the ensuing inferno with the garden hose. Coming upon the nest, Dad stealthily lit the barbeque starter under the huge hornet hive and stepped back as it became engulfed in flames. With his trusty garden hose in hand, he immediately began his attempt to extinguish the flames before the tree, the house, the whole neighborhood caught on fire. Although the flames died down expediently, not all of the hornets perished in the blaze. A few survivors remained, and all... ... ice pack pressed to his neck. Three of the disenchanted beasts had pursued my father into the house and the crashing sounds were those of the ensuing chase and massacre in the living room. What were the results of this encounter? My father sustained bad stings to his neck, forearm and calf, a large bruise to his knee, and a stiff and sore back that threatened to halt his journey to work the following morning. It is apparent to me that the moral of this story is that proper preparation would have saved my father a great deal of pain and suffering. Had he taken a few simple precautions (wearing long sleeves and gloves, or perhaps making a quick call to an exterminator) perhaps the incident may never have occurred. According to the latest reports from my mother, the nest remains where it landed on the boulevard of their lawn and is still humming menacingly today.

Gwendolyn Brooks We Real Cool Essay -- Gwendolyn Brooks Real Cool Poe

Gwendolyn Brooks' "We Real Cool" The poem 'We Real Cool' by Gwendolyn Brooks is a stream of the thoughts of poor inner city African-Americans who have adopted a hoodlum lifestyle. Though many can have different interpretations of this poem, it is fair to look at the life and career or the works and influences of Gwendolyn Brooks. The life and art of the black American poet, Gwendolyn Brooks, began on June 7, 1917 when she was born in Topeka, Kansas. She was the first child of Keziah Corine Wims and David Anderson Brooks. When she was four, her family moved to their permanent residence on Champlin Avenue in Chicago. Her deep interest in poetry consumed much of her early life. For instance, Brooks began rhyming at the age of seven. When she was thirteen, she had her first poem, 'Eventide', published in American Childhood Magazine. Her first experience of high school came from the primary white high school in the city, Hyde Park High School. Thereafter, she transferred to an all-black high school and then to the integrated Englewood High School. By 1934, Brooks had become a member of the staff of the Chicago Defender and had published almost one hundred of her poems in a weekly poetry column. In 1936, she graduated from Wilson Junior College. Another part of her life came as she married Henry Blakely just two years after she graduated from college. At the age of twenty-three, Brooks had her first child, Henry, Jr., and by 1943, she had won the Midwestern Writers Conference Poetry Award. Her first book of poetry, published in 1945, altered a commonly held view about the production of black arts in America but also brought her instant critical acclaim. In addition, she has accompanied several other awards, which includes two Guggenheim awards, appointment as Poet Laureate of Illinois, and the National Endowment for the Arts Lifetime Achievement Award. Brooks was the first African-American writer both win the Pulitzer Prize and to be appointed to the American Academy of Arts and Letters. Brooks received more than fifty honorary doctorates from colleges and universities. Her first teaching job was at a poetry workshop at Columbia College in Chicago. In 1969, the Gwendolyn Brooks Cultural Center opened on the campus of Western Illinois University. She went on to teach creative writing at a number of institutions including Northeastern Illinois University... ...from the dullness of schoolwork to many possibilities. The next lines poke fun at the value of education and celebrate their street learning. ?Lurk late,? ?Strike straight,? ?Sing sin,? and ?Thin gin,? contradict any possibility for mental growth. Symbolism comes in the picture in the next line, ?We Jazz June,? which has many meanings. The word ?Jazz? signifies sexual intercourse. Then the word ?June? becomes a female. The tone of the poem dramatically changes when the reader learns the dropouts die soon. The group end in the last line, ?Die soon,? the final consequence of trying to be cool. Seemingly having fun in the beginning being cool, they are now completely powerless because they are dead. The poem really gives an obvious picture of what young African-American males are driven to do under the impression of trying to be cool. Since their minds are headed straight to corruption, they have no clue because they are having so much fun being cool. Leaving school, staying out lat e, singing sin, drinking alcohol, and having sex apparently are the only things that are important to them. With this mentality, more and more inner city males while continue hastening toward their death.

Moral Value Novel Back to the Dreamtime

NOVEL: BACK TO THE DREAMTIME Based on the story â€Å"Back to the dreamtime† the relationship of two main characters which I choose is Richard and his adoptive brothers, Tom. Richard father was an aboriginal descent, and he died when Richard was two year old. This proof from page 7, said Richard â€Å"my father was an aboriginal and he died when I was two year old.They very close relationship because they in same age and Tom are more elder then Richard, this can be proof on page 23 from the conversation between tom and Richard â€Å"that what older brothers are for† said by tom jokingly, yeah only just a bit older said Richard â€Å"two months to be exact† from this we know that, tom is older than Richard two month, but there are not brother with blood relation. Richard is adoptive children in Tom family and from Aboriginal family. Then, parent Tom is Joe and Sonya and have only one sister, Judy.This family is happiness family because parent Tom take care and lo ve Richard same with their children. Tom and Richard very close because always share sadness and happiness together. We can see in chapter 1, Tom ask Richard about problem Richard and plan Richard after study. They study in the same school. Every day they went to school together. Proof from page 6, â€Å"come on now, let go, or we will be late for school†. Richard, Tom and Judy also usually play together in weekend and they favorite sport is cricket .They always cooperation to become good teachers in cricket to their sister, Judy. They also together to clean up the attic together that ask from their father. They very respect their father and not protest when their ask father to clean up attic and that time, they in start to play cricket together with their sibling. In chapter 2, although they think cannot to finish their job that day because very mess that attic to clean up, the steady to clean up and accept opinion Judy. Tom also close with Richard friend, they always hang o ut together.They usually hang out at their favorite place that just down the road and sat near the edge of the cliff. This proof from page 14, tom and Bradley left the school grounds secretly to go to their favourite place just down the road, but still close enough for the school bell to be heard. They also enjoy with watching the surfers battling the waves and coming off second best. In chapter 3, they discuss about camp at Alice Spring at that place. In chapter 5 also, they have hang out at the railway tracks.They discuss about planning to go Alice Spring and Bradley planning to follow together and they agree with that because Bratley and his father usually go to explore. Tom also responsible brother, in chapter 5, Richard and their parent need go to Alice Spring to solve problem about carver, Tjurunga. That time, with feel responsible ,he ask Richard to follow go to Alice Spring together because he know Richard not go that place to holiday but have serious matter. He as brother f eel responsible to take care and help their brother.For example Tom wanted to come along with Richard to go to Alice Spring to help Richard find more information about his aboriginal life. Although Tom has no connection with Richard’s life but he is willing to sacrifice his break time and not going for holiday to come along with Richard. He know when together ,their parent and Richard will a lot better . He only give reason to go take great photos at that place. Tom also easy to suitable with Richard environment that from aboriginal. In chapter 6, they meet Mr. Aranda to ask about carver, Tjurunga and Mr.Aranda invite to go their house to rest and eat. Although first meet, they start to close with Mr. Aranda because he so nice and ready to help . In chapter 6, they go Hermannsburg Mission to meet Mr. Urandangi to solve their problem about carver, Tjurunga. That place over forty years ago not have guest from white people and Tom and Bradley is first after that. Although they c an suitable with that condition and have some time they see villagers always see they with strange sight. As conclusion, Tom and Richard so close and always take care together as like friend.Although Richard only adoptive children, their family still consider Richard like son and Tom still take care about Richard same he take care their sister Judy. In addition, Tom is a good friend for his brother Richard. For example, when Richard look so confused, Tom come to give Richard some advice such as Tom told Richard that not to give up. Then, Richard must face up to who you really are and he has to come to terms with his new world. Richard also must to be a strong person. So, this advice make Richard feel happy.