Aspects of Differentiation within Subject Specialisms Essays

Aspects of Differentiation within Subject Specialisms Essays Aspects of Differentiation within Subject Specialisms Essay Aspects of Differentiation within Subject Specialisms Essay The aim of this essay is to analyse the main strategies of differentiation employed within secondary science to aid effective pupil learning and to reflect upon its ability to achieve intended learning outcomes. The main focus of this study will be to evaluate the mode of differentiation by grouping and its interplay with various other forms of separation due to differences. Secondary data will be used to gain an overall perspective of methods of grouping and its implementation, attitudes towards the variety of grouping strategies and outcomes of the various approaches. Primary data will give an insight into various strategies in action and will aim to take an in depth look at aspects of differentiation within the science department of a mixed comprehensive school (school X). Research for this study includes primary data obtained during placement at school X, and secondary data from a variety of reference sources. We can define differentiation as any process which divides pupils into subgroups which are then exposed to different educational experiences. Differentiation then covers a great range of phenomena from the allocation of pupils to different classes, subjects, sets, streams, bands or tracks within the same school, to the different treatment of pupils in the same classroom. (Smith 1981). Differentiation by ability grouping has had a long history as a key practice within UK schools. The definition above points to a number of methods which have been employed in education over more than half a century. Streaming was the favoured practice of the 1950s, and continued to dominate into the 1960s spreading beyond the realms of the secondary school into junior schools. Equality in education became the dominating policy of the 1970s and 1980s and thus a surge in the adoption of a mixed-ability grouping strategy was seen at this time. Ability grouping reappeared in the 1990s with government policy stating setting as a preferable approach (Boaler et al 2000). Unless a school can demonstrate that it is getting better than expected results through a different approach, we do make the presumption that setting should be the norm in secondary schools. (DfEE 1997) Streaming involves placing pupils in a class within their year group with regard to ability. It encompasses all subjects, thus those deemed to be most able are placed in the top stream and will remain in this grouping for all subject areas and the opposite is true for those considered to be least able they will be placed in bottom streams for all subjects. Mixed-ability grouping is a complete contradiction to streaming, as the name suggests it is the formation of classes containing pupils of a varied mixture of aptitudes. Setting like streaming is also a form of ability grouping but involves allocation to the most appropriate class with regard to ability within a particular subject specialism. The 1990s evolution of grouping from mixed-ability to sets may have occurred for a number of reasons, suggestions include; schools perception of the 1988 Education Reform Act as constraining, teachers views that mixed-ability teaching became incompatible with the tightening grip of the national curriculum, the assertion that setting is a popular ideology with middle class parents and the DfEE consensus that mixed-ability grouping was failing to address the needs of every child (Boaler et al 2000). Regardless of the origins of the change ability grouping is now widespread within secondary education in accordance with the White Paper Excellence in Schools (DfEE 1997) which stated that by 2002 we will have all schools setting pupils by ability. In practice it was noted by the Key Stage 3 National Strategy (2002) that, setting in Key Stage 3 science varies across schools although they did indicate that, most organise Year 9 pupils in ability sets and also that, more than half of all secondary schools organise Year 8 into ability sets. The science department at school X appears to follow the approach of the majority of schools its grouping policy is one of ability setting at the Year 8 level (Appendix 1). Even though setting is now customary practice within mainstream secondary schools it must be pointed out that the process by which it occurs is of great diversity (Ireson et al 2002). Ireson et al point to a number of practices associated with pupil placement with the most common being the use of internal school tests and examinations. In addition to these sources of information teacher judgement, pupil behaviour, motivation and social relationships were also influential factors. Observations and discussions with staff at school X reveal that it uses similar practices to those pointed out in the study by Ireson et al. Internal school tests are carried out at the end of each module and this in association with classwork, homework and teacher judgement form the predominant basis for grouping. Appendix 2 a-c gives an indication of assessed work within a mixed-ability Year 7 group before setting. The sample shows the degree of variation in ability within a class before placement, pupil A who obtained the highest mark on the internal test attained a place in the top set, pupil B with a mid range mark was placed in a middle set and pupil C who obtained a low mark was placed in a low set. The setting procedure at school X is constantly under review, assessments are commonplace after each module and continued evaluation allows for regular re-examination of the attribution of pupils to particular sets. Appendix 2 also highlights one of the major difficulties of mixed-ability grouping and advantages of setting. The degree of variation in ability observed within the provided sample gives an indication as to the difficulty faced by a teacher attempting to teach pupils at either end of the ability spectrum within the same class. A recent study of teachers opinions towards ability grouping indicated that there was an overwhelming consensus that teaching and classroom management were aided by setting (Hallam et al 2003). The DfEE stated in 1997 that, mixed-ability grouping has not proved capable of playing to the strengths of every child. (DfEE 1997). Setting at that time was seen as the answer to raising levels of achievement (Capel et al 1995). Although more recently with the setting policy very much in place it has been found that, There is no clear statistical link between the extent of setting in schools and the attainment of pupils (OfSTED 2001). Research is drawing attention to the possibility that setting not unlike mixed-ability grouping is besieged by its own concoction of intricate problems. There is a question mark over the ability of schools to accurately place pupils in the correct set, it has been indicated that factors other than ability and attainment may be influencing the procedure and creating room for error. These additional levering factors have also been indicated as contributory to the formation of unbalanced groups with regard to social class, ethnicity and gender (Ireson et al 2002). Tomlinson (1987:106) reports that, Factors related to class, gender, ethnicity and behaviour can be shown to affect the placement of pupils at option time, even those of similar ability. Compounding the concern that pupils are being placed in the wrong sets is the worry that once attributed to a particular set there is little scope for movement. It has been asserted that there can be practical difficulties accompanying group movement, constraints such as group size and curriculum organisation may factor. Also a lack of general in school assessment may contribute. The lack of scope for movement is thought to be of major concern when considering pupil motivation, the opportunity to advance to a higher set is thought to be a considerable motivational factor to those within the lower sets (Ireson et al 2002). In addition to the effect on motivation concerns have been raised as to the effect setting may have on self-esteem and general school self concept. Much research has focused on the inequities of ability grouping especially for the students within the low sets increasing awareness of the inadequacies of the system and its perpetuation of low self esteem and poor general school self concept for these pupils. This has for a long time been seen as an unfortunate symptom of the ability grouping process and has generally been brushed aside for the more favourable view that setting is advantageous and enhances the experiences of top set pupils. Recent research however has begun to bring to light what has been described as the top set effect; this has been accredited to negative effects of pressure causing anxiety and unhappiness for some pupils placed in high groups (Boaler 1997). Teachers opinions were found to be in agreement with the view of low self-esteem developing in those of low attainment they also believed that these pupils were in danger of being alienated and this situation cultivating difficult behaviour. They were nevertheless in disagreement as to the affects on high achieving pupils they retained the view that grouping was beneficial for these pupils and maximised their attainment also shielding them from negative peer pressure (Hallam et al 2003). There appears to be the risk of considerable problems with both mixed-ability grouping and setting. The DfEEs concerns that mixed-ability grouping was failing to address the needs of every child (Boaler et al 2000) would not be misplaced if also attributed to setting. Certain areas in both methods of grouping need addressing to ensure optimum success. The Key Stage 3 National Strategy 2002 highlights factors which may encourage greater success for setting they include, close teamwork, cooperative planning and careful monitoring by science staff to make sure that pupils can move from set to set as their progress demands and that expectations for all pupils are suitably high (www. tandards. dfes. gov. uk). It may be pointed out that to address the needs of every child a more individualistic approach may be required whatever the adopted grouping strategy (Postlethwaite 1993). Ireson et al 2002 also points to this fact and stresses that, Teachers may need to be reminded that sets are not homogenous. Thus in addition to differentiation by grouping other forms of differentiation with a more in depth regard for the individual must take place. If it is to be taken into account that even in a setting environment groups are not homogenous (Ireson et al 2002) then consideration as to whether or not a pupil may need to be given a separate task or if a different outcome needs to be expected should be taken into account. This problem was highlighted by OFSTED, secondary schools need to give attention to matching work more effectively to the knowledge and skills of pupils of different abilities (OFSTED 1993). Differentiation by task involves students within the same classroom either receiving different tasks or using different routes to complete the same task (Hall 1997). This strategy was observed in practice at school X, separate worksheets were used to provide the same learning outcome for all pupils and were mainly used as an aid to pupils of lower ability, those with literacy problems or those who were struggling to keep up with the pace of work of the rest of the class. This form of differentiation by task was employed both within a class and between sets. The use of such worksheets was observed in a year 8 middle ability set (Appendix 3a,b,c and d). It was a single period lesson and was an addition to the national curriculum scheme of work: unit 8L: Light, the lesson involved learning the parts of the eye and how light travels through the eye. The lesson began with closed questions regarding the work that had been carried out in the previous lesson, all pupils responded well and were keen to answer questions. A model of the eye was then used to demonstrate the appearance of the inner eye and to indicate the names of the different parts. The model was also utilised in explaining the path light takes through the eye, how and where an image is focused and how the information passes to the brain. Worksheets were then handed to the class by the teacher, appendices 3a and b were handed to the majority of the class with the exception of two pupils who had difficulties with literacy and were given appendices 3c and d. From looking at the worksheets the differences are obvious, 3a provides detailed descriptions of the different parts of the eye this sheet is coupled with 3b where detailed labels are expected on the diagram. Alternatively 3c has a much more basic layout with word cues already in place, the crossword that follows has descriptions in a simpler form using basic language. The same learning outcome is intended regardless of the worksheet received. When closed questions were used as a plenary successful learning outcomes appeared to have been achieved for all pupils. Differentiation by task appeared to be successful in the situation described at school X although there is a lack of provision with regard to worksheets for pupils at the more able end of the ability spectrum. After several weeks observations at school X the opportunity arose to teach the aforementioned year 8 group a similar lesson to the one described above. It was a single period lesson from the national curriculum scheme of work: Unit 8L: Sound and Hearing (Appendix 4), the lesson involved learning the parts of the ear and how sound is conveyed through the ear and transferred to the brain (Appendix 5). A starter of closed questions was used to review the work of the previous lesson on how sound travels through different substances. This was followed by a description of the anatomy of the ear using a model and this was built on using a PowerPoint slide to describe how sound vibrations pass through the ear and transmit to the brain. Worksheets were then distributed using the same protocol as the observed teacher; designated worksheets with more basic language were given to the pupils with literacy difficulties. In addition to these sheets extension question sheets were prepared for the more able pupils in the group who were working at a faster pace (Appendix 6). As in the observed lesson questions were used as a plenary exercise to review the work covered, all pupils were willing to impart answers to these questions and it was therefore concluded that objectives had been met (Appendix 7). Differentiation by task appears to work as a successful strategy at school X no problems were encountered in either the observed or taught lessons. A greater use of extension sheets for more able students may need to be addressed if their needs are to be fully catered for. This positive outcome however is in contradiction to a number of research studies, such as Hall (1997) that found this method of differentiation caused, students to become demotivated and even damaged as they appeared to perceive themselves as different from their peers. The perception of being different and being labelled within the class as being of lower ability was seen to not only demotivate but have a strong effect on self-esteem, this was proposed as a possible cause of declining behavioural standards (Hall 1997). The same study also made suggestions that differentiation by task should where possible be replaced by a mode of peer collaboration to alleviate problems encountered. This suggestion was also made by Turner and DiMarco (1998), the focus of much science work on group activity allows some pupils who are weak in certain skills to be supported by their friends. Differentiation is not simply about providing an extension worksheet for the faster pupils and a different worksheet for the slower pupils (Turner and DiMarco 1998). Neither is it solely a matter of grouping pupils with regard to ability, as stated by Postlethwaite (1993), children differ from one another in a great variety of ways, many of which are relevant to their work as pupils in school. The 1988 Education Reform Act highlighted the need for use of various teaching approaches to encompass the variety of learning styles. Differentiation of pupils by learning styles is a popular conception with educationalists and is strongly linked with the modality theory of learning styles and Gardners theory of multiple intelligences (Klein 2003). The modality theory suggests that there are differences in the perceptual channels through which pupils learn and that different groups learn through different channels and this needs to be accommodated for to maximise learning. Gardners theory is broader than this and suggests there are eight cognitive modules or eight different intelligences an individual is thought to possess a unique profile of intelligence with differing strengths and weakness in the different modules (Klein 2003). The eight intelligences laid down by Gardner are: logical-mathematical, linguistic, musical, spatial, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. His theory was not originally developed to become an educational framework but has nonetheless become an influential educational tool (Hopper and Hurry 2000). Gardner himself stated in the Times Educational Supplement (March 1995) that, the best possibility is when teachers use MI theory as a way of looking at kids more carefully. Im interested in whether it helps people notice differences they havent seen before. In utilising multiple intelligence theory to realise the individual and the individuals needs emphasis must then be placed on encompassing the variety of learning styles within set teaching strategies. This is emphasised by Bourdillon and Storey (2002) who suggest that Gardners theory, reminds us that a one size fits all method of teaching and learning is unlikely to produce uniformly high learning gains in classrooms. Although a one size fits all method may not be a successful strategy in practical terms devising a lesson to envelop eight different intelligence modalities is stretching the realms of even the most inventive teacher. This limitation was taken on board by Keogh and Naylor (2002), although teachers may not be able to plan to meet individual preferences, offering a broad range of learning styles will be helpful to all pupils. A survey carried out among year 8 pupils at school X gave an indication of learning styles through choice of activity (Appendix 8). A choice of activities covering a range of multiple intelligence modalities were included on the survey and pupils were asked to put activities in order of preference. Pupils within set 1 gave a high priority to practical and computer work, those in set 3 also favoured practicals but also placed poster creation as a preferable activity, set 5 had slightly different preferences moving away from practical work to select posters, videos and computer work (Appendix 9a-c). The results indicate a high priority for kinaesthetic and visual tasks rather than linguistic activities. However the survey is but a brief snapshot to give an indication of the variety of learning styles which can be found within any one year group. The investigation has taken into consideration a number of methods of differentiation namely grouping, task setting and learning styles. With regard to grouping, extensive discussion and evaluation of the research available fails to appropriate a clear preferable technique of group organisation. The general consensus from the point of view of teachers is that setting provides a preferable environment to achieve learning goals (Hallam et al 2003). This is however purely based upon what is perceived as a more congenial teaching situation and fails to take into account other issues raised such as the creation of low self-esteem for low ability pupils and anxiety for high achieving students (Boaler 1997). Differentiation by task setting appeared successful within the confines of limited practical research secondary studies viewed this method with a greater air of caution gathering worrying findings as to the effects on low ability pupils (Hall 1997). Focusing on individual differences with regard to learning style appears to attract considerable praise and seems to be a method that can only enhance the quality of education within the classroom although it may have its limitations within the stringent framework of the national curriculum. In overview differentiation is summed eloquently by Turner and DiMarco (1998:110), Adopting a differentiated approach to teaching is a matter of being on the lookout for opportunities to guide, encourage and support your pupils in as many ways as possible, using whatever resources, processes and tactics seem appropriate.

The Definition of a Bar Graph

The Definition of a Bar Graph A bar graph or a bar chart is used to represent data visually using bars of different heights or lengths. Data is graphed either horizontally or vertically, allowing viewers to compare different values and draw conclusions quickly and easily. A typical bar graph will have a label, axis, scales, and bars, which represent measurable values such as amounts or percentages. Bar graphs are used to display all kinds of data, from quarterly sales and job growth to seasonal rainfall and crop yields. The bars on a bar graph  may be the same color, though different colors are sometimes used to distinguish between groups or categories to make the data easier to read and interpret. Bar graphs have a labeled x-axis (horizontal axis) and y-axis (vertical axis). When experimental data is graphed, the independent variable is graphed on the x-axis, while the dependent variable is graphed on the y-axis. Types of Bar Graphs Bar graphs take different forms depending on the type and complexity of the data they represent. They can be as simple, in some cases, as two bars, such as a graph representing the vote totals of two competing political candidates. As the information becomes more complex, so will the graph, which may even take the form of a grouped or clustered bar graph or a stacked bar graph. Single: Single bar graphs are used to convey the discrete value of the item for each category shown on the opposing axis. An example would be a representation of the number of males in grades 4-6 for each of the years 1995 to 2010. The actual number (discrete value) could be represented by a bar sized to scale, with the scale appearing on the X-axis. The Y-axis would display the corresponding years. The longest bar on the graph would represent the year from 1995 to 2010 in which the number of males in grades 4-6 reached its greatest value. The shortest bar would represent the year in which the number of males in grades 4-6 reached its lowest value. Grouped: A grouped or clustered bar graph is used to represent discrete values for more than one item that share the same category. In the single bar graph example above, only one item (the number of males in grades 4-6) is represented. But one could very easily modify the graph by adding a second value that includes the number of females in grades 4-6. The bars representing each gender by year would be grouped together and color-coded to make it clear which bars represent the male and female values. This grouped bar graph would then allow readers to easily compare the number of students enrolled in grades 4-6 both by year and by gender. Stacked: Some bar graphs have each bar divided into subparts that represent the discrete values for items that constitute a portion of the whole group. For instance, in the examples above, students in grades 4-6 are grouped together and represented by a single bar. This bar could be broken into subsections to represent the proportion of students in each grade. Again, color coding would be needed to make the graph readable. Bar Graph vs. Histogram A histogram is a type of chart that often resembles a bar graph. However, unlike a bar graph, which represents the relationship between two different variables, a histogram represents only a single, continuous variable. In a histogram, the range of values is divided into a series of intervals, known as bins or buckets, which are labeled on the charts x-axis. The y-axis, when the bins are evenly spaced, measures the frequency of the given values. Histograms can be used to produce models of probability and to estimate the likelihood of certain outcomes. How to Make a Bar Graph The easiest way to create a bar graph is to use the Charts tool in Microsoft Excel. This tool allows you to transform spreadsheet data into a simple chart, which you can then customize by adding a title and labels and by changing the chart style and column colors. Once you have completed the bar graph, you can make updates and adjustments by changing the values in the spreadsheet. You can also create simple bar graphs using free online tools such as Meta Chart and Canva.

Operation Management Case Study Example | Topics and Well Written Essays - 1500 words

Operation Management - Case Study Example In broad-spectrum, Operations Management endeavors to enhance the substance of value-infused ventures in a particular process. Essentially, the value-infusing resourceful ventures ought to be combined with market prospect for the best possible business performance. Traveling is in the contemporary world a major element or part of an institute's management. Based on this, major airlines constitute a vital importance in the achievements of enterprises or institutions around the globe. Enterprises are capable of widening their markets by journeying to various regions by means of airlines. The significance of airlines informs this essays' appraisal of British Airways public limited company in the present fiscal environment. It guides us to appraise their overall business plans and strategies in a bid to improve their management. This essay aspires to discuss the operations management of the British Airline and evaluates its efficiency in the Airline industry. British Airways is the biggest airline company in the United Kingdom. It has comparatively many flights across the Atlantic Ocean than any other airline and makes in excess of 550 trips to 130 or more countries internationally. British Airways is in p... British Airways has large and modern fleets in operation comprising Boeing 747-400, Boeing 777-200, Boeing 767-300, Boeing 757-200, Boeing 737-400 and the Airbus A391/ A320/ A321. It as well has CityFlyer fleet (RJ100) and OpenSkies Boeing 757-200. The British Airways offers various flight classes for the passengers. It offers the First class service, the Business class (club world and club Europe), The Premium economy class (World Traveler Plus) and the Economy class (World Traveler, Euro Traveler and UK Domestic). The airline operates assorted kinds of lounges for travelers using premium cabins and clients with class. The Concorde Room in The JFK New York Terminal 7 was revamped to similar standards as the one at Heathrow's Terminal 5A. The Galleries First lounges replaced the previous First Lounges. The Galleries Club lounges as well replaced the Terraces and Executive Club lounges. At the airports that British Airways does not run departure lounges, the airway provides "third party" lounges for first-class travelers. British Airways runs the British Airways World Cargo. The Subsidiary cargo handling facility has worldwide freight prospects that avails the British Airways World Cargo the opening to provide service to shipment destinations not accessible in the normal passenger routes. The Airline also offers flier programs for its customers, the Executive Club being its major programme. Affiliate passengers get full access to lounges and reservation lines. The other programme is the Premier programme that offers relatively more benefits to subscribed members, and the British Airways board signs up the members of this scheme. Problems British Airways is experiencing considerable fiscal meltdown. Its revenue nose-dived by a gigantic 20 percent. The high

Economic Downturn and Crime Essay Example | Topics and Well Written Essays - 2000 words

Economic Downturn and Crime - Essay Example According to the findings, it can, therefore, be said that the Economic downturn is a period characterized by declines in the economic activities in an economy, an economic downturn may last from months to years and is normally visible within employment, real income, production, and other indicators. As per the past research conducted by Finklea, for example in the United States, the economic downturn does fuel crimes. Figures show an increase in the crime level that resulted from opposition parties, members of different parties fighting each other. In England and Wales, the figures of crime have changed as a result of the economic downturn; records show that the domestic burglaries raised by four percent, forgery and fraud rose by 16% while the burglaries within the businesses rose by 3%. The annual crime statistics for 2014 also show that the crime rate increased in terms of â€Å"fatal stabbings†, the records show an increase of 16% in the number of knife robberies. As per the journal by Finklea the assumptions made by the security officials in 2014 also show that the number of property crimes increased which in most cases accounts for 70% of all the recorded crimes. The estimates are that with the increase in the economic crisis then the crime rate will keep increasing. The public even with the increasing crime rates is still very hopeful in that the crime rates will reduce.

Organizational Behavior Unit 2 Discussion Essay Example for Free

Organizational Behavior Unit 2 Discussion Essay Attitudes and Behavior interrelates with each other. Important attitudes such as â€Å"self-interest† (Robbins, S. P., Judge, T. A.2007) or that identifies with a group that is valued shows a strong relationship to behavior. Job involvement, job satisfaction and organizational commitment are moderating factors that can improve the statistical relationship between employee behavior and attitudes. An employee’s job involvement relates to how strongly they can identify with the work they care about in which they consider â€Å"their perceived work performance level important to self-worth† (Robbins, S. P., Judge, T. A.2007). This basically means that employees who are deeply involved in their job are mostly satisfied and maintains a high performance in productivity than the employees who are dissatisfied. When an employee is satisfied with their job they are more confident and perform more positively with their productivity and maintains efficiency. Organizational commitment is a job attitude in which an employee identifies with an organization and its goals. Affective commitment (emotional attachment). Continuance commitment (someone remaining with the organization because of the salary and benefits) Normative commitment (when an employee hesitates to leave the organization because they â€Å"don’t want to leave the employer in a lurch†) (Robbins, S. P., Judge, T. A.2007). Employee attitudes and behavior are important to an organization due to the negative impact that will cause a downfall in revenue and inefficient work flows in the organization. When an employee shows negative attitudes and behaviors towards their work ethics can at times negate the other employees’ behavior and attitudes, especially in a union environment.

Louis Braille Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Louis Braille Louis Braille was born in the Coupvray, France on January 4, 1809. His mother and father were Monique and Simon Renà © Braille. Louis was the youngest of four other children. Their names were Louis-Simon, Catherine-Josephine, and Marie-Celine.   Ã‚  Ã‚  Ã‚  Ã‚  Louis’ father, Simon Renà ©, was a saddler. He made saddles and harnesses for horses. His father had also been a saddler. Louis family led a simple, ordinary life. They owned their farmhouse and seven and a half acres of land. Louis dad’s workshop was also on this land. The Braille’s didn’t have that much money, but there was always plenty of food on the table. The family lived on a road called Chemin des Buttes. It would later be renamed to Rue Louis Braille.   Ã‚  Ã‚  Ã‚  Ã‚  Louis would often visit his dad in the workshop. To Louis the shop was an exiting adventure every time he would walk in there. The workshop smelt of leather, and bridles, reins, and straps hung everywhere. In the middle of the workshop stood a bench with many sharp tool. Not a very safe place for a three year old.   Ã‚  Ã‚  Ã‚  Ã‚  The tragedy is not known in perfect detail. Nor is the exact date known. But it happened sometime in the year 1812. The investigating three-year-old boy climbed onto the workbench in the workshop when his father was not looking. Louis reached for an awl or knife. Soon after, people nearby heard yelling coming from the workshop. Louis was crying, and blood gushed down his face. His hands had slipped off the sharp tool, and the awl had cut into his eye. Louis mom and dad did every thing they could for the helpless child. They cleaned the bleeding eye and covered it up with bandages. When the bleeding stopped, they took Louis to the doctor. In those days doctors didn’t know a lot about helping infections. Powerless the doctor and the Braille family looked on as Louis’ infection spread to the other eye. Every thing became blurry for Louis. He began to bump into things; he would drop things, and began to stumble constantly. His family took him to an eye doctor in a adjacent town, but the doctor couldn’t help the poor child. Louis’ sight got even worse each day. Eventually, he lost all sight in both eyes.   Ã‚   ... ... of teaching for two years before he was able to come back to work. Only about a week after he was teaching he began to bleed. So the doctor sent him home once again.   Ã‚  Ã‚  Ã‚  Ã‚  Many years past before he go back to school. When he was able to get back on his feet there was a new school in place. Many famous people visited the school. The new buildings were ready in 1843. The students moved to the new school with all their belongings. The new building was clean and airy.   Ã‚  Ã‚  Ã‚  Ã‚  By 1850, Louis was feeling very sick again. The school director let Louis stay at the school and teach a few piano lessons. By December 1851, Braille knew he was dying, so Louis put his will in order. He left many of his belongings to his friend Coltat, who gave them to the students who loved Braille. Louis gave the rest of his stuff to his mother.   Ã‚  Ã‚  Ã‚  Ã‚  Louis Braille died on January 6, 1852. He had just turned forty-three. Louis was buried at Coupvray. His final ride home was the same road he had traveled to Paris with his father. In 1854, France adopted the Braille system as its official system for blind people.

The Bible References in Brothers Grimm Fairy Tales

The very first reference to a religious aspect is that they are twelve as the apostles of the Bible, and one of them, the youngest had the name of one bible character – Benjamin- who was too the 21st son of Jacob also, who had a daughter too.The next reference is the Golden Star on the girl's forehead, which is a compost symbol with two pieces, the first is gold, and it evokes what is illuminated, sacred and durable. The second is Star, it symbolize â€Å"the presence of divinity' (Cooper, 156). Like the brothers on this fairy tale, Jacob once had to flee from the wrath of his brother Seas. When the princess took off the flowers from earth she deflowered her brother she committed an incestuous act.The brothers turned into Ravens, which are in the Bible god singers and prophets, as a punishment to the Incestuous act and she was not punished too because of being a divinity and sacred being. The seven years of silence that she had to obey can be a reference to Mary of Sorrows, w hich symbol Is a heart pierced by seven swords, each sword meaning one of the sorrows that she had to face. The latter reference is the step-mother who persuades the King to send his beloved wife to the fire, acting like the Devil stacking his claim of the sinner princess.

Jubilee Essay

â€Å"Jubilee† is a narrative written by Margaret Walker and was first published in 1966. The writer, instructor as well as intellectual was born in 1915 and is best recognized for her civil war narrative Jubilee as well as for her influential anthology of poems concerning ethnic assertion. Walker’s narrative is one of the initial tales to present the African-American’s nineteenth century experience within the South from a feminine as well as a black’s perspective. The narrative won the Houghton Mifflin’s Literary Fellowship Award, and is a fictionalized explanation of the life of Margaret Duggans Ware Brown, Walker’s great-grandmother who was born in Dawson in Terrell state as a slave and lived during reconstruction inside South West Georgia. The narrative is based on tales Walker’s maternal grandmother narrated to her. (Walker. M, 1999) The seriously celebrated historical narrative/long fiction centers on the story of Vyry, a bi-racial slave in the Civil War in America and deals with a number of subjects like racism, freedom, slaves or slavery, Civil war, women, christianity, reconstruction, African- Americans among other major themes. The narrative is set in Georgia and afterward in diverse sections of Alabama during the mid-1800s prior to, during, as well as following the civil war. The following is an explanation of the setting in place and time, the manner in which the author takes the reader there, the major characters, the history studied from the narrative, what the reader can study concerning civil war, slavery and reconstruction, whether the author views slavery as paternalistic or autocratic as well as what the narrative states concerning why reconstruction was not successful.

The Adulthood of Children

The Adulthood of Children The adulthood of children‚“Kevin, your shoe‚s untied.‚”His sister, Jane, sits on the doorstep, grinning. An old Japanese Maple stands beside her, its bare arms outstretched towards the empty sky as if pleading for better times. Above, magpies silently circle overhead, framed by a blanket of blue. He limps forward towards the door, a muffled crackling emanating from his feet as a mass of red and brown foliage is pounded underfoot.‚“I‚m not kidding, Kevin, your laces are undone. You‚re going to trip‚”, Jane insists, her 7-year-old voice causing him to wince in annoyance. Her attempted jests irritate him; he is too old for this nonsense.As he attempts to move past the doorstep, his right foot unexpectedly clings to the pavement, as if on wet concrete. Surprised, he staggers, yet manages to jerk his foot upwards and moves as if to continue walking.‚“You‚d better look down,‚” Jane taunts in her singsong voice, her unnatural g rin fixed at maximum width across her face.Species: Acer palmatum Family: Aceraceae Image No....

How to Research German Ancestors

How to Research German Ancestors Germany, as we know it today, is a much different country than it was during the time of our distant ancestors. Germanys life as a unified nation didnt even begin until 1871, making it a much younger country than most of its European neighbors. This can make locating German ancestors a bit more challenging than many think. What Is Germany? Prior to its unification in 1871, Germany consisted of a loose association of kingdoms (Bavaria, Prussia, Saxony, Wurttemberg...), duchies (Baden...), free cities (Hamburg, Bremen, Lubeck...), and even personal estates - each with its own laws and record keeping systems. After a brief period as a unified nation (1871-1945), Germany was again divided following World War II, with parts of it given to Czechoslovakia, Poland,  and the USSR. What was left was then divided into East Germany and West Germany, a division that lasted until 1990. Even during the unified period, some sections of Germany were given to Belgium, Denmark,  and France in 1919. What this means for people researching German roots, is that the records of their ancestors may or may not be found in Germany. Some may be found among the records of the six countries which have received portions of former Germany territory (Belgium, Czechoslovakia, Denmark, France, Poland, and the USSR). Once you take your research prior to 1871, you may also be dealing with records from some of the original German states. What and Where Was Prussia? Many people assume that Prussian ancestors were German, but this isnt necessarily the case. Prussia was actually the name of a geographical region, which originated in the area between Lithuania and Poland, and later grew to encompass the southern Baltic coast and northern Germany. Prussia existed as an independent state from the 17th century until 1871, when it became the largest territory of the new German empire. Prussia as a state was officially abolished in 1947, and now the term only exists in reference to the former province. While an extremely brief overview of Germanys path through history, hopefully, this helps you understand some of the obstacles that German genealogists face. Now that you understand these difficulties, its time to go back to the basics. Begin With Yourself No matter where your family ended up, you cant research your German roots until you have learned more about your more recent ancestors. As with all genealogy projects, you need to begin with yourself, talk to your family members, and follow the other basic steps of starting a family tree. Locate the Birthplace of Your Immigrant Ancestor Once youve used a variety of genealogy records to trace your family back to the original German ancestor, the next step is to find the name of the specific town, village or city in Germany where your immigrant ancestor lived. Since most German records are not centralized, it is nearly impossible to trace your ancestors in Germany without this step. If your German ancestor immigrated to America after 1892, you can probably find this information on the passenger arrival record for the ship on which they sailed to America. The Germans to America series should be consulted if your German ancestor arrived between 1850 and 1897. Alternatively, if you know from which port in Germany they departed, you may be able to locate their hometown on the German passenger departure lists. Other common sources for locating an immigrants hometown include vital records of birth, marriage,  and death; census records; naturalization records and church records. Learn more tips for finding the birthplace o f your immigrant ancestor. Locate the German Town After youve determined the immigrants hometown in Germany, you should next locate it on a map to determine whether it still exists, and in which German state. Online German gazetteers can help locate the state in Germany in which a town, village or city can now be found. If the place appears to no longer exist, turn to historic German maps and finding aids to learn where the place used to be, and in which country, region or state the records may now exist. Birth, Marriage Death Records in Germany Even though Germany didnt exist as a unified nation until 1871, many German states developed their own systems of civil registration prior to that time, some as early as 1792. Since Germany has no central repository for civil records of birth, marriage,  and death, these records may be found in various locations including the local civil registrars office, government archives, and on microfilm through the Family History Library.   Census Records in Germany Regular  censuses  have been conducted in Germany on a countrywide basis since 1871. These national censuses were actually conducted by each state or province, and the original returns can be obtained from the municipal archives (Stadtarchiv) or the Civil Register Office (Standesamt) in each district. The biggest exception to this is East Germany (1945-1990), which destroyed all of its original census returns. Some census returns were also destroyed by bombing during World War II. Some counties and cities of Germany have also conducted separate censuses at irregular intervals over the years. Many of these have not survived, but some are available in the relevant municipal archives or on microfilm through the Family History Library. The information available from German census records varies greatly by time period and area. Earlier census returns may be basic head  counts  or include only the name of the head of household. Later census records provide more detail. German Parish Registers While most German civil records only go back to around the 1870s, parish registers go back as far as the 15th century. Parish registers are books maintained by church or parish offices to record baptisms, confirmations, marriages, burials and other church events and activities, and are a major source of family history information in Germany. Some even include family registers (Seelenregister or Familienregister) where information about an individual family group is recorded together  on  a single place. Parish registers are generally kept by the local parish office. In some  cases, however, the older parish registers may have been forwarded to a central parish register office or ecclesiastical archives, a state or municipal archive, or a local vital registration office. If the parish is no longer in existence, the parish registers may be found in the office of the parish which took over for that area. In addition to the original parish registers, parishes in most areas of Germany required a verbatim copy of the register to be made and forwarded annually to the district court - until the time when vital registration took effect (from about 1780-1876). These second writings are sometimes available when the original records are not, or are a good source for double-checking hard-to-decipher handwriting in the original register. It is important to keep in mind, however, that these second writings are copies of the original and, as such, are one step removed from the original source, introducing a greater chance of errors. Many Germany parish registers have been microfilmed by the LDS church and are available through the Family History Library or your local  family history center. Other sources of Germany family history information include school records, military records, emigration records, ship passenger lists and city directories. Cemetery records may also be helpful but, as in much of Europe, cemetery lots are leased for a specific number of years. If the lease isnt renewed, the burial plot becomes open for someone else to be buried there. Where Are They Now? The town,  kindom, principality or  duchie  where your ancestor lived in Germany may be hard to find on a map of modern Germany. To help you find your way around German records, this list outlines the states (  bundeslnder) of modern Germany, along with the historical territories that they now contain. Germanys three city-states - Berlin, Hamburg,  and  Bremen - predate these states created in 1945. Baden-Wà ¼rttembergBaden, Hohenzollern, Wà ¼rttemberg BavariaBavaria (excluding Rheinpfalz), Sachsen-Coburg BrandenburgThe western portion of the Prussian Province of Brandenburg. HesseFree  City of Frankfurt am Main, Grand Duchy of Hessen-Darmstadt (less the province of Rheinhessen), part of Landgraviate Hessen-Homburg, Electorate of Hessen-Kassel, Duchy of Nassau, District of Wetzlar (part of the former Prussian Rheinprovinz), Principality of Waldeck. Lower SaxonyDuchy of Braunschweig, Kingdom/Prussian, Province of Hannover, Grand Duchy of Oldenburg, Principality of Schaumburg-Lippe. Mecklenburg-VorpommernGrand Duchy of Mecklenburg-Schwerin, Grand Duchy of Mecklenburg-Strelitz (less the principality of Ratzeburg),  western  portion of the Prussian province of Pomerania. North Rhine-WestphaliaPrussian province of Westfalen, northern portion of Prussian Rheinprovinz, Principality of Lippe-Detmold. Rheinland-PfalzPart of the Principality of Birkenfeld, Province of Rheinhessen, part of the Landgraviate of Hessen-Homburg, most of the Bavarian Rheinpfalz, part of the Prussian Rheinprovinz. SaarlandPart of the Bavarian Rheinpfalz, part of the Prussian Rheinprovinz, part of the principality of Birkenfeld. Sachsen-AnhaltFormer Duchy of Anhalt, Prussian province of Sachsen. SaxonyKingdom  of Sachsen, part of the Prussian province of Silesia. Schleswig-HolsteinFormer Prussian province of Schleswig-Holstein,  Free  City of Là ¼beck, Principality of Ratzeburg. ThuringiaDuchies and Principalities of Thà ¼ringen, part of  Prussian  province of Sachsen. Some areas are no longer part of modern Germany. Most of East Prussia (Ostpreussen) and Silesia (Schlesien) and part of Pomerania (Pommern) are now in Poland.  Similarly,​  Alsace (Elsass) and Lorraine (Lothringen) are in France, and in each  case,  you must take your research to those countries.

Current resources and support available to SME's in the UK to support Essay

Current resources and support available to SME's in the UK to support them overcome linguistic and cultural barriers - Essay Example SMEs have currently recognised language skills and cultural awareness as critically important for achieving success in the international trade. Furthermore, it has been reported that language prevents SMEs from developing exporting market. It has been widely proclaimed that absence as well as acquisition of language skills has tremendous commercial and financial impacts. It has been further observed the SMEs in the UK have generally low language skills (House of Lords, 2013; Senik & et. al., 2010; Hornby & et. al., 2002). In this backdrop, the essay intends to present a critical report on the current resources and support available to SMEs in the UK to support them overcome linguistic and cultural barriers. In addition, the essay also intends to outline key recommendations pertaining to language management strategy (LMS) towards a one stop shop solution. It has been argued that exporting is similar to conducting business in domestic trade in terms of challenges faced by the business for gaining substantial profit from the operations. In this regard, success of exporting largely relies on identifying the potential barriers to businesses that are likely to be faced by SMEs. Notably, SMEs dealing with exporting are often faced with certain imperative challenges associated with complexity and fear of unknown related to foreign market. These challenges associated with SMEs dealing with exporting are ascertained to be a combination of various complexities which include language and cultural differences, political turmoil, poorly established legal and regulatory institutions and ordinary infrastructure (Parcelforce Worldwide, 2014). However, among this combination of challenges, it has been ascertained that a lack of language skills and cultural awareness has resulted in considerable amount of loss of business across Europe. SMEs were repo rted to lose their

Criminal Justice System Essay Example | Topics and Well Written Essays - 1000 words - 3

Criminal Justice System - Essay Example I can describe criminal justice, generally as a collapse and disappointment from what we expect of it. In areas of a majority of white ethnic groups, their black ethnic counterparts are faced with high levels of discrimination as far as criminal justice is concerned; which leaves them helpless and fearful. Individuals from black ethnic groups are often regarded suspects in crimes they haven’t committed. With the increase in civil rights protection, there has been hardly any feel of it among the black ethnic group. For instance, an individual from the black ethnic group is most likely to face a prison sentence as compared to one from the white ethnic group; when both are found guilty of using illegal drugs. There also are cases of lower police protection in black ethnic group neighborhoods as compared to their counterparts; which, therefore, is a clear indication of how much the criminal justice has failed. Despite the mentioned mistreatment of the black ethnic groups by some p olice, there are a number of policemen who make this career feel satisfying and worth pursuing. Being put in charge of people’s lives to offer protection and serve the nation is something to take pride in. Some special agents and others in the field of criminal justice are also responsible for the rehabilitation, protection of wildlife, the environment; which is a good feeling as they know that they are helping others.