Its a right handed world Essay Example For Students

Its a right handed world Essay IT’S A RIGHT HANDED WORLDIn virtually every society throughout history, there has been discrimination against left-handed people. Left-handers have always been considered evil, sinister, weaker, or inferior people, and many of them have faced violent efforts to convert them to being right-handed. Even through the middle of the twentieth century, most left-handers were still being forced to write with their right hand. While there is not nearly as much active persecution against left-handers today, there is still a great deal of bias against them. There is bias against left-handers in the design of tools and equipment they have to use, and in the instructions that they must learn from. We allow left-handers into our classrooms, into our workplaces, and on our playing fields, but we still make it difficult for them to fit in and to feel comfortable. The issues affecting left-handed people are much more serious than most people realize. There are many things that right-handed people take for granted that are more difficult for left-handers. This includes many basic skills taught in school, such as learning to write, learning to use scissors, and learning various crafts, hobbies, sports, and other activities. If we dont teach left-handed children just as well as we teach right-handers, they are more likely to lose interest in school and to lose confidence in themselves. It is not exactly clear how all left-handers fare in our society, but indications are that many are not doing well. Studies show a higher dropout rate for left-handers, and a higher percentage of them among the criminal element and among the underachievers of society. Some studies indicate that left-handers are more vulnerable to various accidents, addictions, and afflictions that can actually shorten their lives. These studies are not large enough to be conclusive , and there are still many conflicting theories and opinions, but their implications are alarming. Not all left-handers have a difficult time living in a right-handed world, and many of them are offended by implications that left-handers need any kind of help. Many people believe that being left-handed is a special privilege, and that the challenge of being a lefty has made them stronger. There are many happy, healthy, and successful left-handers, including some of our most famous artists, athletes, entertainers, and politicians. These are the most visible of all left-handed people, while the ones with the biggest problems are less likely to be noticed and less likely to be heard from. In between the extremes are the rest of the left-handers, and there are varying opinions about how much of an issue being left-handed has been for them. Almost every left-hander seems to have one particular thing that bothers him or her the most. Many older left-handers have bitter memories about the way their parents and teachers treated them. Younger left-handers have had an easier time of things, but they still have many complaints and frustrations. How would this world, or this school, be different if left-handed people were a majority? First of all, a right-handed person might be writing an article like this complaining about the injustices towards the right-handed. Binders would open from the left and handles of pencil sharpeners would be on the left side. Authors would write books on famous left-handed and not on right-handed people. Lastly, there would be left-handed scissors for all! These are a few of the many adjustments that can be made.

Chromatography Food Coloring and Food Dyes Essay Example

Chromatography: Food Coloring and Food Dyes Essay When working in a lab, scientists often need to identify different molecules that are present in a sample they are studying. There are many ways to identify unknown molecules/chemicals in a sample. The method you will be using today is called Paper Chromatography and consists of 2 steps. First, you will separate the unknown chemicals and then you will identify them. This process can also be applied to the food we eat everyday.When you eat food or drink liquids you are trying to get important chemicals to your cells. (chemicals that your cells might use for energy or maybe to build more cells. ) Look at the food label below, though, and you’ll see a list of several chemicals that your cells cannot use. These chemicals may be added to keep the food from spoiling, give the food a flavor or texture that makes it taste better, or add color to the food/drink to make it look more appetizing so you will buy it. Many of the foods and drinks you buy each day would be clear or white with out the addition of food dyes (artificial colorings).Knowing this, we can ask what food dyes are used to make Kool-Aid, for example, look appetizing? Without food dyes, ALL flavors would be clear. In order to identify the food dyes in Kool-Aid, you must first separate them, and you will do this using paper chromatography. II. Materials: †¢ 2 chromatography tubes †¢ 2 strips of chromatography paper †¢ Lemon-lime Kool-Aid solution †¢ 1 pencil †¢ 2 toothpicks †¢ Grape Kool-Aid solution †¢ Solvent (alcohol, salt, water) †¢ ruler III. Procedure: DAY I: Separation of Chemicals 1. Obtain all the supplies you need (at supply table). 2.Cut 2 strips of chromatography paper so that each is about an inch longer than the tubes. 3. Cut one end of each paper strip to form a point (see drawing 1). 4. Draw a straight line across each strip an inch above the bottom of the tip. 5. Label the top of one strip â€Å"GRAPE† the other â€Å"LEMON-LIME. â₠¬  6. Use a toothpick to place a dot of grape Kool-Aid on the center of the line you drew (see drawing 1). Do the same with the lemon-lime Kool-Aid. 7. Poke a toothpick through the opposite end of the strip (see drawing 2). 8. Add a small amount (about 1/2 inch) of solvent to the 2 tubes. 9.Lower each strip into a tube so that the tip of the paper touches the top of the solvent. DO NOT LET THE DOT OF KOOL-AID TOUCH THE SOLVENT DIRECTLY. (see drawing 2). The solvent will begin to move up the strip, dissolve the food dyes, and carry them upwards. 10. Leave the strips in the tubes for 30 minutes. 11. Remove the strips and immediately make a PENCIL mark on each to show where the level of solvent stopped rising. Place the strips on a tray so they can dry overnight. 12. CLEANUP: Pour the solvent back into the solvent beaker. Rinse the tubes out. Return all your supplies to the supply table. DAY II: Identify Unknown Food Dyes 1.There are only 7 different food dyes that have been approved for use in foods and drinks. Table 1 in the data section lists these 7 dyes and some important information that you will need in order to identify the dyes present in 2 flavors of Kool-Aid. 2. Look closely at your chromatography strips. The mixture of food dyes in your sample should now be separated. Because the food dyes have different chemical properties, each will dissolved in the solvent and move up the strip at different rates. How many different food dyes are present in each Kool-Aid flavor? (look closely: sometimes 2 dyes overlap and produce what may look like a 3rd dye).Record the number of dyes present in Table 2. 3. In order to identify the food dyes in each Kool-Aid flavor, you will need 2 pieces of information: the color and Rf value of each dye. First, record the color of each separated dye in Table 2. 4. Now, calculate the Rf value for each separated dye as follows: a. Using a pencil, lightly draw a circle around the darkest area of color for each food dye (ignore the lighter colorâ€Å"tails†). b. Measure the distance (in cm) from the starting point (in the center of the line you drew) to the center of the circle you just drew (see drawing). Record this distance in Table 2. . Measure the distance (in cm) that the solvent moved (from the original line to the mark you made yesterday indicating where the solvent stopped rising see drawing). Record this distance in Table 2. d. To calculate the Rf value, divide the distance the dye moved by the distance the solvent moved. Record this value in Table 2. 5. Using Table 1, identify specifically which dyes are present in grape and lemon-lime Kool-Aid. Record this in Table 2. 6. CLEANUP: Once you have collected all of your data, you may keep or throw away your chromatography strips. Return the rulers to the supply table. IV.Data Observations: Table 1: Colors and Rf values of 7 food dyes COLOR Rf FOOD DYE Blue 0. 8-1. 0 Blue #1 Blue 0. 45-0. 65 Blue #2 Bright pinkish-red 0. 5-0. 65 Red #3 Light red 0. 67-0. 85 Red #40 Yellow 0. 4-0. 7 Yellow #5 Orange 0. 8-0. 9 Yellow #6 Green 0. 65-0. 75 Green #3 Table 2: Food Dye Characteristics obtained from chromatography experiment Color of each Distance each Distance Rf of each Kool-Aid # of Dye Dye Moved Flavor Dyes Solvent Dye (cm) Moved (cm) Name of Dye Grape 1 2 3 1 2 3 LemonLime V. Analysis/Follow-Up Questions: 1. What food dyes were present in grape Kool-Aid? 2. What food dyes were present in lemon-lime Kool-Aid? . Scenario: You have a mixture of 2 food dyes (Red #3 and an unknown). You separate the two dyes using paper chromatography. The Rf value of the unknown dye is 0. 75. Would the unknown dye travel further than the Red #3 dye? Explain you answer. 4. Explain why it is important the mark the solvent level on the chromatography paper when you finished your experiment on Day 1. 5. Find 3 different food or drinks that contain artificial coloring. Read the nutrition label on each and complete Table 3 below. Table 3: Food Dyes Pre sent in Various Food and Drink Samples Name of Food/Drink Brand Name Color Food Dyes Present Chromatography Food Coloring and Food Dyes Essay Example Chromatography: Food Coloring and Food Dyes Essay When working in a lab, scientists often need to identify different molecules that are present in a sample they are studying. There are many ways to identify unknown molecules/chemicals in a sample. The method you will be using today is called Paper Chromatography and consists of 2 steps. First, you will separate the unknown chemicals and then you will identify them. This process can also be applied to the food we eat everyday.When you eat food or drink liquids you are trying to get important chemicals to your cells. (chemicals that your cells might use for energy or maybe to build more cells. ) Look at the food label below, though, and you’ll see a list of several chemicals that your cells cannot use. These chemicals may be added to keep the food from spoiling, give the food a flavor or texture that makes it taste better, or add color to the food/drink to make it look more appetizing so you will buy it. Many of the foods and drinks you buy each day would be clear or white with out the addition of food dyes (artificial colorings).Knowing this, we can ask what food dyes are used to make Kool-Aid, for example, look appetizing? Without food dyes, ALL flavors would be clear. In order to identify the food dyes in Kool-Aid, you must first separate them, and you will do this using paper chromatography. II. Materials: †¢ 2 chromatography tubes †¢ 2 strips of chromatography paper †¢ Lemon-lime Kool-Aid solution †¢ 1 pencil †¢ 2 toothpicks †¢ Grape Kool-Aid solution †¢ Solvent (alcohol, salt, water) †¢ ruler III. Procedure: DAY I: Separation of Chemicals 1. Obtain all the supplies you need (at supply table). 2.Cut 2 strips of chromatography paper so that each is about an inch longer than the tubes. 3. Cut one end of each paper strip to form a point (see drawing 1). 4. Draw a straight line across each strip an inch above the bottom of the tip. 5. Label the top of one strip â€Å"GRAPE† the other â€Å"LEMON-LIME. â₠¬  6. Use a toothpick to place a dot of grape Kool-Aid on the center of the line you drew (see drawing 1). Do the same with the lemon-lime Kool-Aid. 7. Poke a toothpick through the opposite end of the strip (see drawing 2). 8. Add a small amount (about 1/2 inch) of solvent to the 2 tubes. 9.Lower each strip into a tube so that the tip of the paper touches the top of the solvent. DO NOT LET THE DOT OF KOOL-AID TOUCH THE SOLVENT DIRECTLY. (see drawing 2). The solvent will begin to move up the strip, dissolve the food dyes, and carry them upwards. 10. Leave the strips in the tubes for 30 minutes. 11. Remove the strips and immediately make a PENCIL mark on each to show where the level of solvent stopped rising. Place the strips on a tray so they can dry overnight. 12. CLEANUP: Pour the solvent back into the solvent beaker. Rinse the tubes out. Return all your supplies to the supply table. DAY II: Identify Unknown Food Dyes 1.There are only 7 different food dyes that have been approved for use in foods and drinks. Table 1 in the data section lists these 7 dyes and some important information that you will need in order to identify the dyes present in 2 flavors of Kool-Aid. 2. Look closely at your chromatography strips. The mixture of food dyes in your sample should now be separated. Because the food dyes have different chemical properties, each will dissolved in the solvent and move up the strip at different rates. How many different food dyes are present in each Kool-Aid flavor? (look closely: sometimes 2 dyes overlap and produce what may look like a 3rd dye).Record the number of dyes present in Table 2. 3. In order to identify the food dyes in each Kool-Aid flavor, you will need 2 pieces of information: the color and Rf value of each dye. First, record the color of each separated dye in Table 2. 4. Now, calculate the Rf value for each separated dye as follows: a. Using a pencil, lightly draw a circle around the darkest area of color for each food dye (ignore the lighter colorâ€Å"tails†). b. Measure the distance (in cm) from the starting point (in the center of the line you drew) to the center of the circle you just drew (see drawing). Record this distance in Table 2. . Measure the distance (in cm) that the solvent moved (from the original line to the mark you made yesterday indicating where the solvent stopped rising see drawing). Record this distance in Table 2. d. To calculate the Rf value, divide the distance the dye moved by the distance the solvent moved. Record this value in Table 2. 5. Using Table 1, identify specifically which dyes are present in grape and lemon-lime Kool-Aid. Record this in Table 2. 6. CLEANUP: Once you have collected all of your data, you may keep or throw away your chromatography strips. Return the rulers to the supply table. IV.Data Observations: Table 1: Colors and Rf values of 7 food dyes COLOR Rf FOOD DYE Blue 0. 8-1. 0 Blue #1 Blue 0. 45-0. 65 Blue #2 Bright pinkish-red 0. 5-0. 65 Red #3 Light red 0. 67-0. 85 Red #40 Yellow 0. 4-0. 7 Yellow #5 Orange 0. 8-0. 9 Yellow #6 Green 0. 65-0. 75 Green #3 Table 2: Food Dye Characteristics obtained from chromatography experiment Color of each Distance each Distance Rf of each Kool-Aid # of Dye Dye Moved Flavor Dyes Solvent Dye (cm) Moved (cm) Name of Dye Grape 1 2 3 1 2 3 LemonLime V. Analysis/Follow-Up Questions: 1. What food dyes were present in grape Kool-Aid? 2. What food dyes were present in lemon-lime Kool-Aid? . Scenario: You have a mixture of 2 food dyes (Red #3 and an unknown). You separate the two dyes using paper chromatography. The Rf value of the unknown dye is 0. 75. Would the unknown dye travel further than the Red #3 dye? Explain you answer. 4. Explain why it is important the mark the solvent level on the chromatography paper when you finished your experiment on Day 1. 5. Find 3 different food or drinks that contain artificial coloring. Read the nutrition label on each and complete Table 3 below. Table 3: Food Dyes Pre sent in Various Food and Drink Samples Name of Food/Drink Brand Name Color Food Dyes Present

10 Useful Apps You’re Not Using That You Need to Download

10 Useful Apps You’re Not Using That You Need to Download You’re already tethered to your smartphone, why not start making the best of it? You might think you know everything there is to know about your phone, and possibly that it knows everything it needs to know about you, but there are still plenty of ways it can surprise you- and even help to make your work and play run that much more smoothly. Here are a few amazing apps you may have overlooked. Check out some of these hidden gems to unlock even more potential in your person-to-smartphone relationship.1. ClipsFree! Like the idea of Snapchat sometimes, but can’t commit? Apple’s Clips lets you shoot still and video shots with wacky filters. Add in Live Titles, which are subtitles you create simply by speaking, and you’re in business. It’s Snapchat for grown-ups and the terminally ironic.2. ProshotWant to improve your photography skills? No matter your skill level, this app can help you unlock advanced features in your device to help you take higher qual ity photos with better focus and light.3. GoodlookNever know what to wear? Keep up with the trends with daily looks and useful fashion and beauty tips. Figure out what to shop for and how to combine the clothing you already have to stay on trend.4. Remote MouseTurn your phone into a remote for your computer. Say your keyboard is low on battery, but you want to watch a movie or give a presentation? No problem!5. App DetoxWe all have that app- or those 10  apps- that eat up all of our time. Android users, you’re in luck. This app helps you distance yourself from your smart phone by blocking access to certain apps for a time period of your choosing. Very useful when you need to study or work and can’t be checking Twitter every five minutes.6. Moleskine TimepageLove having everything on your device, but miss the stylish days of your old Moleskine planner? Now you can have it all. A smart calendar/planner that is as stylish as it is functional and sexier than its counterp arts. Works with existing calendars like iCloud, Facebook, and Google.7. Just Press RecordNot impressed with Voice Memos anymore? Try this one-tap recording app that works across Apple products and even boasts built-in transcription for note taking- in multiple languages. You can even search your recordings for specific terms. You’re welcome.8. PatronusA personal security app named after a spell in Harry Potter? Yes please. With mobile 911 service (much more accurate than cell tower locations!) and location sharing, plus an â€Å"On My Way† feature that lets you share your location, destination, and progress with your contacts. It takes a village!9. SignalMove to fully encrypted communication in this scary world. WhatsApp is a bit behind the ball on this, so go straight to the source with Signal. It’s free all-in-one messaging with voice call functionality. You can even send media with the same protections. This one is very easy to use and is open source.10. Cla p! Phone FinderLose your phone a lot, only to find it by your toaster where you left it? This combines the find-your-phone technology with the old clap-on-clap-off satisfaction. Simply clap your hands to activate your phone to produce a customizable sound. Bonus? This app consumes very low amounts of battery power, so it won’t drain you while it runs.

Nursing Care Reflexive Practice Personal Statement

Nursing Care Reflexive Practice - Personal Statement Example Sometimes we just need somebody to talk to so that we can unload what has been bothering us. Once, I have gained her trust then she can tell me more personal things -- things that may have a direct or indirect relation to what caused or is causing her illness. It is an established fact that cases of abuse in the home, school or workplace has been discovered due to the incident reports, record keeping, and even private journals of nurses. The primary requisite to become a confidant is to win the patients trust. FHCHS has observed that "for a patient to disclose private or embarrassing details about their physical or mental condition, they need to first trust that their nurse will treat them with dignity and respect." Knowing my role and what I have to achieve, I had to act within the indeterminate time that I have been given. There is no certainty how long Ms. Smith will be staying in the hospital so I had to act immediately. The first task is to break the ice between us. This proved to be quite difficult because of her unresponsiveness. I tried to spend more time in her room to check on her, straighten her beddings, move the curtains to allow a patch of sunlight in the mornings, at times just to say "hi!" or to ask if she needed anything. I had even gotten into the habit of passing by the minute I started my rounds and even at the end of my shift. I had hoped that this would break the ice. But nothing happened. I tried to make a connection through the visitors that came. But even when she saw that her family and I were in good terms, she still remained unresponsive. Her family welcomed my sincerity and advice. They would even call or pass by during my break hours to just talk. For me, these talks gave me a deeper understanding of Jane. I felt relieved to find out from her relatives that she was just reserved because she was the cautious type and not because she was judgmental of other persons. I also found out that we shared certain commonalities that I know co uld be points of conversation that can make our friendship work if she just reaches out. She made the first move today. Today she smiled as I entered her room. I smiled back and instantly knew that things were going to be different. As I straightened the covers of her bed, she asked that I sit next to her. I cracked a joke to keep the happy atmosphere afloat. Perhaps she just wanted to say farewell since the Consultant has given approval for her to go home. I was surprised that she suddenly opened up. She had started to tell me of her situation at home. But as sudden as she started she also suddenly clammed up when the ward nurse asked for my assistance. I excused myself for I had to first see to the task at hand. I tried to finish fixing the beddings in the ward as fast as I could so that I can continue with my conversation with Jane. I was excited to go see her again hoping that I have finally gained her trust. But when I came into the room, she was again reserved. I tried to coax a conversation out of her by again starting a joke but she did not respond to that. It appears I have lost the momentum. I lost the opportunity to be a friend, to be a confidant and to help her emotionally. I felt so sad because I know that I could have helped her. My feeling

Smoking cigarettes is deadly Essay Example | Topics and Well Written Essays - 500 words

Smoking cigarettes is deadly - Essay Example Over half of all long-term smokers eventually die of a smoking-related disease. Smoking affects many parts of the body; both internally, e.g. increased risk of infertility, impotence and reduced sperm count, and externally, e.g. dry skin, smelly breath and stained teeth. In the short-term, smokers are prone to suffer from a shortness of breath as less oxygen gets transported to the lungs. Long-term, there is increased risk of respiratory problems, e.g. chronic bronchitis, emphysema and chronic asthma. Smokers also have lower level of antioxidants in the blood to repair damaged cells than non-smokers. This makes them less immune to viruses, which weaken their natural defences. The Surgeon General Report (2010) also highlights that thousands of non-smokers die each year from heart disease, lung cancer and respiratory infections due to breathing in second hand smoke. The scientific link between health risks and second hand smoke is now so strong that a number of countries including the UK have banned all forms of smoking in public places such as restaurants and cinemas. I now wish to turn my attention to 2 of the most well known harmful effects of smoking. Firstly, 85% of lung cancer cases are caused by smoking and Martin (2005) states that it’s the leading cause of cancer death amongst smokers.

Importance of Monitoring Assessment Record keeping and Reporting

Importance of Monitoring Assessment Record keeping and Reporting Over the course of the previous 30 years assessment has been a major focus of educational discussion and research. It is generally accepted that assessment is a vital part of a teachers role which needs to be carefully considered. According to Kellough and Kellough (1999, p. 417), Teaching and learning are reciprocal processes that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching. Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning. Although this is a fairly broad definition, it does allude to the wider importance of assessment. Assessment is used to measure teaching and learning and to inform future practice by individuals on various levels related to education: Pupils to identify current achievement, attainment and areas for progression. Parents / carers can identify and aid student progression; additionally understanding individual and school performance compared to national standards. Teachers to identify areas of strength and weakness in their pupils skills and knowledge, thus informing planning, providing work of an appropriate challenge, covering the national curriculum and ensuring progression. Senior Leaders / Governors to identify schools areas of strength and areas of development with regard to national standards and additionally to local issues and demographics thus informing the school development plan. Government can use a variety assessment data and statistical testing to measure school performance, identifying good / best practice or areas which may need closer monitoring and support. The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, assessment of learning (AOL) and assessment for learning (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (ONeill Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002). The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990). Clearly, assessing achievement encompasses ipsative assessment, assessing pupils progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tab les. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy. Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions as ked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by coached pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made. Coaching or teaching to the test is somewhat of a topical issue within keys stage 2 and 3 education; with many schools choosing not to entre students into Standard Assessment Tests (SATS) at the end of key stage 2 and 3 because of aforementioned issues. As mentioned coaching for a test can provide weakness in subject knowledge resulting in overinflated expectations of a pupils ability causing problems for teachers and senior leaders. Firstly teachers will have to retest or find true baseline information allowing for effective provision and challenge of work; later difficulties can be created due to students having over estimated predicted grades or potential. This is an obvious concern for senior leadership as school results may be affected by a child not achieving potential, a potential which may be unrealistic before intervention and provision. For senior leaders at key stage 2 and 4 the figures could produce a rather insignificant league table of results affecting reputation and i ntake. Such problems are trying to be resolved with alternative forms of testing. The Middle Years Information System (MidYis) test is now commonly used. Midyis tests are sat with no prior preparation and are designed to test ability and aptitude for learning rather than achievement (http://www.cemcentre.org/midyis). The tests are available for students at the end of key stage 2 and 3 and have good correlations with attainment. The test measures a whole host of skills including reading, writing, maths, perception and skills such as visualisation, block counting and spatial awareness. As no prior preparation is involved, teaching to the test is removed. Many schools now deploy assessment points throughout the year to monitor progression of pupils. There are many ways of collecting this data to monitor progression. Some schools may use the discretion of the teacher to produce a level based on their professional judgement; this can be done for academic ability / achievements and also personal qualities such as effort level. Additionally data can be produced from blanket assessments across faculties for particular year groups; or again with discretion of teachers to provide an assessment for their particular classes. Both rationales have merits and drawbacks to be considered before advancing with a particular methodology. Indeed at key stage 4, summative assessments are mainly produced by or with reference to qualifications being studied by pupils. Qualification boards provide the criteria to judge students objectively within cohorts studying the same qualification; however differences in qualification expectations are vast. There is great provision set aside for young people in an attempt to ensure every child can achieve, make a positive contribution and ultimately develop and become employed. Depending on demographics and catchment the provision made by the school will vary greatly. A more affluent catchment area consisting of employed families with a higher regard for education is more likely to encourage academic achievement and qualifications, such as triple award science and GCSE qualifications; providing a more academic qualification base instead of a more skills, practical base. From limited experience these differences have been apparent; with a more affluent lead school offering a wider ran ge of academic qualifications and GCSEs compared to a more deprived second school which provided a whole host of alternative qualifications such as BTEC, OCR National or applied GCSEs. Indeed this reflects engagement and choice from students but also shows the judgments which must be made by schools to match students to appropriate qualifications and assessments. Due to the nature of KS4 assessment teaching to the test is not an option. Skills based, practical qualifications often involve students producing evidence of meeting benchmark standards or gaining experience. The more academic qualifications ask questions in a variety of ways, including open questions, forcing students to understand their subjects. There is some discrepancy and controversy in data being produced at the end of key stage 4 due to GCSE equivalent qualifications. Schools currently use equivalents as a part of the data produced for Key stage 4 A-C grades; with many arguing that equivalents do not have the same rigour as GCSEs, an issue currently being reviewed at Government level by Professor Alison Wolf on behalf of the Department of Education. The data being produced at the end of key stage 4 via summative assessment plays a vital role in school performance. RAISEonline provides analysis of school and pupil performance data with aims of allowing school to better self evaluate, provide common data analysis for schools, LA, inspectors and school improvement partners and better support teaching and learning; it will enable schools to examine context, attainment and value added data explore hypotheses about pupil performance and moderate pupil targets (https://www.raiseonline.org/About.asp). The subjects mainly covered by RAISEonline are English, Maths and Science with some information on all GCSE subjects at the end of Key Stage 4. The document can provide a comparative of the school relative to national standards not only on attainment but also context and demographics. It is possible to see percentage of pupils on free school meals indicating deprivation, looked after children, percentage of pupils from ethnic backgrounds or that has Special Educational Needs status; all of which bring about varied challenges for schools. This allows schools to be put into to context in terms of pupils, catchment and demographics. Additionally prior attainment can be considered. Those schools with a higher than average number of pupils achieving a level 4 (on average) and a lower than average achieving a level 5 at the end of Key Stage 3 will find it more difficult to achieve a higher percentage of A-C grades (as with second school experience). This may result in more intervention being made for a larger number of students on C/D borderline to help increase attainment levels. RAISEonline uses an average point score (each level given an equivalent number to allow for statistical testing) to provide a picture of the attainment of pupils of all abilities. This can be used as mentioned above or it can be used to identify groups which may need more assistance e.g. a high score for GCSE points but low A-C points would suggest many students received qualifications for GCSE or equivalents but only managed 4 or less and not 5. This may suggest that middle ability students need to be extended further to achieve a C or that equal opportunities could be better promoted as other schools on average attain more C grades. At the lead school, average point score for English, Maths and Science is consistent with the national average however A*-C score is higher, this may suggest that middle ability students are focused on more for the core subjects with optional subjects being better resourced and focused to achieving higher grades. The final piece of RAISEonline data I will consider is the Contextual Vale Added (CVA) score. CVA is a prediction of attainment that accounts for pupil background, prior attainment, demographical or situational difficulties (as mentioned). If a school has a high CVA score (as with second school) it would suggest that the school is making very good progress with students, this may not be reflected in the average point score for A-C grades; but catchment area of pupils will limit that potential. If a school is very high in CVA it would suggest that the pupils are making more progress than predicted compared to national average. If this is not the case, further investigation can be complete to determine areas which need more attention and support to raise attainment, thus affecting the school development plan; an area which should continually evolve with the use of RAISEonline data. Over the next few months and years RAISEonline itself is likely to be adapted and evolved as current gove rnment reviews will change how schools and education is measured. The aforementioned Wolf Review will focus on vocational qualifications to determine which are sufficiently rigorous and useful to students and economic society. The recently released White Paper The Importance of Teaching is set to change how schools are measured; with an inclusion of Science to English and Maths as a floor target. The paper also outlines the importance of GCSEs and the movement away from vocational qualifications; rendering such vocational or alternative qualifications as obsolete and ineffectual. Within the exploration of summative assessment, there have been improvements in my knowledge of the range of assessments (Q12 appendix 2), which have incorporated the assessment requirements for those who I need to teach and their qualifications (Q11 appendix 1). The range is vast and importance must be placed on suiting the student to the qualification, considering rigour of qualification, strengths of the student and their aspirations. This is particularly important for student attainment and achievement and also school performance. Due too much of the data generated in summative assessment being used to provide data for statistical analysis (Q13 appendix 3); its importance must not be undervalued. Having accurate information on student ability, school context and issues can only serve as a benefit for teachers, a benefit which should be maximised. The information can be used coherently as part of the teaching and learning process, raising standards and levels of attainment. The second strand of assessment, Assessment For Learning (AFL), is very different to AOL. AFL is more concerned with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue, rather than assess the learning taken place Assessment Reform Group, 1999; 2002). The term formative assessment is commonly used in place of AFL being described by Bell and Cowie (2001) as assessment which is intended to enhance teaching and learning. An analogy of making soup describes the difference most clearly; when a soup is being prepared, the cook tastes the soup, adjusting amounts of ingredients and determining what needs to be added, this is formative assessment. When the soup is served and tasted by customer that is summative assessment (Guskey 2000, cited in Lund and Tannehill 2010 p86). AFL is usually an informal process, entrenched in all facets of teaching and learning (Black et al 2003). As figure 1 illustrates, formative assessment can be best described as an ongoing process that interlinks with other elements such as planning, teaching and learning (Casbon and Spackman, 2005) Figure 1. The plan-teach-learn-assess cycle (cited Bailey, 2001 p141) The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learni ng process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference. Upon completion of DA, the continual cycle mentioned above will become an inherent focus for the teacher. As emphasised by ONeill Ockmore (2006), assessment should not be viewed as a separate entity, but rather an imbedded principle as the other elements are dependent on this to develop and progress effectively. Using the levels ascertained in summative or diagnostic assessment, the teacher can then enhance learning and future attainment. An influential paper by Black and Wiliam (1998) Inside The Black Box; raising standards through classroom assessment showed formative assessment to have a pivotal role in raising standards, particularly when students are actively involved in the assessment process; and the results of assessments are used to inform planning. This information is invaluable to teachers. As mentioned via the learning cycle assessment is vital to inform planning and thus facilitating effective teaching and learning. By incorporating students into the process, focusing o n quality of learning and feedback, educational and learning standards can be raised. Additionally, Black and Wiliam (1998) explored developmental areas for improvement; providing some indication of evidence to support particular improvements of formative assessment methodology; indicating that the process requires further developments. The Assessment Reform Group (ARG) attempted to provide such developments; as a follow up to Inside The Black Box, the ARG produced Assessment For Learning: Beyond The Black Box (1999) identifying five key factors in effective AFL: providing effective feedback to pupils; actively involving pupils in their own learning; adjusting teaching to take account of assessment results; recognise the influence of assessment on pupil motivation and self-esteem, both vital to learning considering the need for pupils to be able to assess themselves and to understand how to improve. In practice, for educators, the factors clearly allude to facilitating understanding of what good learning or work is to students; they can therefore identify their stage of learning, areas to develop and how to improve. The ARG (1999) also provided risk factors with regard to assessment, factors which undermine the AFL process and should be avoided, these include; having an emphasis on quantity and presentation rather than valuing quality of learning; lowering confidence / self-esteem by concentrating on judgements and thus not providing advice for improvement; providing feedback to serve managerial / social purposes rather than helping pupils learn more effectively; working without a sufficient understanding of pupil learning needs. Building on the ARGs work and their own work in developing formative assessment Black and Wiliam et al (2002) produced Working Inside The Black Box; Assessment For Learning In The Classroom; hoping to pick up where they had left off and further develop AFL pedagogy under four main headings: Questioning To develop educators questioning skills, asking pertinent questions, allowing thought and response time for students, having follow up activities that are meaningful, and finally, only asking questions for which the teacher requires information or that the students need to think about. These are fairly simple points and a concept which can be considered and introduced to teaching practice quickly and efficiently; improving teaching and learning with a fairly immediate effect. Peer and Self Assessment Criteria for evaluating learning must be shared with and be clear to pupils; thus facilitating a clear overview of the aims of the work and what it means to be completed successfully. Pupils should be taught the habits and skills of self and peer assessment so that students can keep in mind the aims of the work and assess progress as they proceed. This will hopefully allow pupils to develop learning in a unique way which cannot be achieved in any other way. Practically this means sharing learning objectives and outcomes of lessons and activities and making self and peer assessment a common process. Revisiting aims of learning and assessing success can then be used to guide learning both for the teacher and by the student, promoting independence. Feedback Through Marking Written tasks should encourage pupils to develop and show understanding of key features of the subject studied. Written feedback should identify areas of strength, improvement and how to make that improvement; additionally providing opportunity for the improvements to be made. And finally to be effective, feedback should stimulate thinking to take place. In an area often rushed, it is clearly invaluable for teachers to consider their comments. Providing effective feedback empowers the student and allows for independent improvement; indeed, opportunities for learners to make the improvements are vital. The effective feedback concept is one which can be closely linked to peer and self evaluation. Having a consistent approach with clear criteria, making assessment and feedback a habitual process, will assist all feedback to be thought about and considered by the learner. Formative Use Of Summative Tests Summative tests should be seen to be a positive part of the learning process. Pupils should be engaged in a reflective way of the work they have done to revise effectively. This may and should involve students setting and marking questions within given criteria, to help them understand how the assessment process works and ways to improve. This can be linked closely to peer and self assessment and effective feedback once again promoting self ownership to students. It is imperative that teachers consider the formative assessment process and apply principles effectively and frequently. Teaching and learning goes hand in hand emphatically underlying the need for an open, clear process, which involves the student to think and consider at every possible opportunity. At the lead school many different activities have been engaged as part of the formative assessment process; many of which reflect the aforementioned principles and features of AFL. There is however a clear scope for improvement; especially in providing a transparent criteria for students to understand in completing their work. This does not reflect coaching to the test as mentioned in summative assessment, more of an understanding of what is expected to classify excellent work and how expectations can be met. To improve practice it is important to habitually employ the features of good AFL technique; this will assist students in becoming very aware of the learning process and their own learning needs whilst allowing teachers to facilitate the learning to maximal effect and efficiency. Within my exploration of AFL there have been vast improvements to my pedagogy and practice of assessment. The formative assessment process has immense importance to ensure effective teaching and learning (Q12 appendix 2). The AFL process can encapsulate all other forms of assessment to make the purpose more beneficial to the student; enhancing the learning cycle and thus teaching and learning. Statistical data and national information (Q13 appendix 3) can be used to inform the AFL process; likewise AFL can be used to enhance the summative process. In my opinion, AFL is one the most important aspect of classroom practice. It will allow further knowledge of students and ability, both by the student themselves and the teacher; leading to better planning, teaching and learning. This can only better serve the student and facilitate improvements in attainment. An area for development at the lead and second school was the recording of AFL. Formative assessment can provide a far more holistic picture of a child, the learning journey and performance comparatively to summative assessment. It removes individualised responses to the test condition and pressure felt at the time. Additionally, recording the formative assessment process enables teacher reflections of the learning taken place; ensuring all range and content is covered whilst facilitating better planning and enhancing the active learning cycle. This is an area which has little focus but could play a vital part in best practice for teaching and learning. A particularly important area for me is to ensure improved links between the formative and summative process. The summative process must be used in a more engaged, learning centred way stimulating thought and encompassing more AFL ideology. Thus making the learning journey more meaningful and enjoyable for students; hopefully promoting confident, motivated, independent, life long learners; of which all reach their full potential. In conclusion, all forms of assessment have merits and advantages. It is however the skill and knowledge of the teacher, in selecting the best suited assessment for the task, student ability and aims of learning which is most vital. The assessment process for the student must be transparent and informed allowing for though and reflection thus facilitating higher standards and superior learning. Appendices Appendix 1 Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Appendix 2 Q12 Know a range of approaches to assessment, including the importance of formative assessment. Appendix 3 Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Hindenburg :: World War II History

Hindenburg Was the "Hindenburg disaster" a result of sabotage committed by the opponents of the Nazi organization? Did a bolt of lightning strike the zeppelin? Or was one of the most devastating accidents in aviation history nothing but a cunningly planned insurance fraud? Over 60 years ago, airships were the "queens of the skies." In the early 1900s, a stubborn, yet brilliant German count, Count Ferdinand von Zeppelin, took keen interest in balloon flights and was devoted to the design and construction of airships. At first, he had many difficulties and setbacks but soon his airships were able to accommodate passengers as well. This lighter-than-air vehicle will later be known as a zeppelin. Blimps and zeppelins were very different. For example, blimps did not have an internal frame; whereas the zeppelin had a "skeleton" which supported the gas bags. During the first World War, German zeppelins were used to bomb London from the air. Thus, they earned the name of "monsters of the purple twilight." Although their bombs damaged English cities, the zeppelins would often fly off course, miss their targets or be shot down by British planes. By the end of the war, so many German zeppelins have been lost that these high altitude warships were declared useless as war machines. To boost spirit, the Germans even made a song for it. Of course, I can't read German so I'll just read off the translation: Zeppelin, flieg, Hilf uns im krieg, Flieg nach England, England wird abgebrannt, Zeppelin, flieg. Zeppelin, fly, Help us win the war, Fly against England, England will be burned, Zeppelin, fly. The Hindenburg, also known as LZ-129, was one of Nazi Germany's finest airships and was the first airship to provide air service across the Atlantic. In fact, it is the largest and most luxurious zeppelin ever built. It represented the greatness of the Third Reich and its leader, Hitler. Construction began in autumn of 1931 but the Zeppelin Company ran out of money for the huge project and stopped. Hitler became the Chancellor of Germany in 1933 and quickly realized that a giant airship could be used to spread the propaganda of the new government so the Nazis provided money and quickly took control of Zeppelin Company. The Hindenburg was complete in 1936 and flew with the Olympic rings painted on its sides that year in honor of the Olympic games in Berlin.