Hispanic American Diversity Research Paper Example | Topics and Well Written Essays - 1250 words

Hispanic American Diversity - Research Paper Example Mexican Americans are the largest Hispanic group living in the USA. It constitutes 14 million people of Mexican ancestry, or 64% of the Hispanic population living in America. The main areas of their settlement include Southwestern part of the USA. Also, there are big Mexican Americans communities living in Chicago and New York, Florida, North Carolina, Georgia, Alabama. Economically and socially, Mexican Americans represent cheap labor employed in service sectors. Most of them occupy blue-collar occupations such as manufacturing and farm workers, service workers and craftspeople, restaurant workers, drivers, gardeners, etc. Mexican Americans of both genders find considerable barriers to entering the labor market at the higher (and higher-paying) levels. With rapid social change comes also a whole range of problems associated with the provision of health and other social services for Mexican Americans. Today, there are insufficient funds for education programs and health care services for the Mexican American population. Most of them do not receive government support and social welfare living in total poverty. A family is the most important social institution for this Hispanic group. A father or husband plays the main role while women obtain a secondary social role. Most Mexican Americans are Christians, Roman Catholics. "The turnout among Mexican Americans is low (less than 40% vote). Of those who vote, large majorities vote for Democratic candidates in most states except Texas (where the Democrats win narrowly)" (Mexican American, 2006). Linguistically, Mexican Americans represent a bilingual group who speaks Spanish at home and English at work. Family traditions and values are crucial for Mexican Americans. At home, the main language is Spanish, and at work, they speak English. The group of Latin Americans includes Spanish people from Latin America but excludes the Spanish immigrants. This is a Spanish-speaking community. Although, immigrants came from Brazil speak Portuguese. Similar to Mexican Americans this Hispanic group confesses Roman Catholicism as the primary religion, but include followers of protestant, Evangelical, Mormon, and Islamic traditions. Culturally, this group represents a mixture of the Spanish and the Portuguese, the English and the French traditions. The biggest Latin American community lives in Boston.  

Your choice Essay Example | Topics and Well Written Essays - 1250 words

Your choice - Essay Example The possible fears are expressed based on the overall fragile political and geo strategic location of Iran and other adjoining countries in that region, as a result, a continuous effort has been put in by the Global community towards disarming Iran in the context of nuclear armament and becoming declared nuclear powers. According to the report published in Jpost, United States of America is pondering over allowing Iran to continue the nuclear technology provided it ensures the global community that the world would not be put at danger from its intentions and also it would not pursue this technology for military gains. This comes as a breakthrough. Although there has been no official word about this, but the Jpost newspaper online source has claimed it. To further support its claim the newspaper post claims that Turkey has been used as an influence and has been asked to convey the message to the Iranian regime(Jpost). Washington post in contrast has maintained the views that Iran is persistently following the path that would lead it to become the 8th declared state to be equipped with the nuclear arsenal. Washington post has supported its claims based on the statements of Michael Oren, who is the ambassador to the United States. He has termed overall intentions and ambitions of Iran as counterproductive towards the global peace and most importantly that of the Middle East. Iranian ambitions have been bridged to the Syrian Nexus and the potential usage of the chemical weapons that came about in mid 2013 in Syria. The article further claims, Iran has acquired over 180 kilograms (Oren) of the hazardous material which is subjected to sanction and disapproval of the global community and I.A.E.A in particular (Garrett & Hart, p 108). Large amount of intelligence reporting and investigation has been undertaken into the entire process and time and again it has been reported by the

The Single Most Important Factor Influencing Learning Education Essay

The Single Most Important Factor Influencing Learning Education Essay Broadfoot (1996, p.21) describes assessment as the most powerful tool in education and as a source of leverage to bring about change. In this assignment I will attempt to draw together my own experiences of using assessment as a teaching tool, both summative and formative, and how music has been the most assessed of disciplines, both in the school context and beyond (Phillpott 2007) FIND REFERENCE or use online source?!!!! With relevance to Q11 I shall explain my understanding of the assessment requirements for GCSE and AS level music and how I have used these to inform my own practice and involvement with assessment for learning, specifically as a day to day classroom tool. It is necessary that pupils achievements are recorded and monitored in some way, not only to provide the student with essential hard evidence of their strengths for use in higher education, the workplace and beyond, but to provide a means to appraise the effectiveness of a school and its staff. OFSTED inspectors will appraise a schools record keeping and assessment protocols and will need to scrutinize records of student results. The school league tables printed in the national press focus on exam results in order to rate a schools success against the national average although these published results do not illustrate a schools success measured against other influences such as socio-economic factors or turbulence for example. What does key stage 3 national curriculum assessment consist of? At the end of key stage 3, normally when pupils are in year 9, schools have to report teacher assessment outcomes to parents/carers. The requirement for all pupils to sit tests in English, mathematics and science at the end of key stage 3 was removed in October 2008. Teacher assessment of pupils remains a statutory requirement. At the end of key stage 3, teachers summarise their judgements for each eligible pupil, taking into account the pupils progress and performance throughout the key stage. They need to determine: a level for each attainment target in English, mathematics, science and modern foreign languages   an overall subject level in each of the core and non-core subjects. Teachers should base their judgements on the level descriptions in the national curriculum. GET THIS IN SOMEHOW!! RELATE TO FFT/RAISE ONLINE, ETC Q13 requires trainee teachers to know how to use local and national statistical information to evaluate the effectiveness of their teaching. At Guthlaxton College, the pastoral assessment of pupils uses a summative model described as an ATL (attitude to learning). This compares aspirational target grades taken from scores at key stage 3 and analysed via the Fischer family trust data analysis project which produces estimates of likely attainment. These FFT estimates are calculated individually for each pupil and, from these, school and local authority performance projections may be calculated. These figures are estimates only in that they make predictions for future attainment if pupils work and make progress that is in line with that of similar pupils in previous years. The ATL score looks at current progression against the FFT estimate for that pupil and is useful in providing on-going data evidence, alongside teacher assessment, coursework grades, test results and attendance in pro viding a picture of the student across all of their subject areas. Student progression, with further relevance to standard Q13, can be assessed in this way and attainment levels can be raised by identifying strength and areas for further development or support. Effective schools continuously monitor progress and evaluate themselves by scrutinising pupil progress and grades, identifying influences which prove to hamper or accelerate achievement and progression. The school should pay close attention to the impact that any intervention or support has had and how it has affected the learning of the pupils. In my own practice I have used summative data, ATL scores and FFT projections to discuss pupil progress with parents during student review sessions. I have also been able to identify areas for improvement in my own teaching methods by using test and mock exam scores to create a picture of student achievement levels. At key stage 4, GCSE results can be used by the school to identify areas of weakness or areas which require support and intervention by looking at patterns which may emerge from scrutiny of these summative results. This information can be fed back to subject leaders who may then be able to identify areas for future development. Therefore, summative assessment can be used as a driving force for school improvement. Educational decisions regarding pupil performance, for example the streaming I observed in my second school placement at key stage 3, must be based on effective use of the evidence gathered. Over a relatively short space of time a childs performance may evolve. Careful and regular use of summative data can help a teacher or school make effective teaching decisions. www.fischertrust.org Broadfoot, P. (1996) Assessment and Learning: Power or Partnership? In Goldstein, H and Lewis, T (eds.) Assessment: Problems, Developments and Statistical Issues. Chichester: John Wiley and Sons The National Strategies illustrates that it is important for schools to use summative assessment data in a contextual way. For example learner achievement should be viewed against the national average, against relevant influences such as turbulence and KS3 and 4 splits (Leicestershire) and socio-economic factors such as EAL. Also, subject specific achievement differences may emerge. The strategies continue to illustrate that only useful data should be collected for the purpose of providing sound evidence for improvement. Relevant data may be used by schools to set targets and to identify successful practice so that it may be repeated or used as good exemplar teaching. When targets are established the school can then take steps towards support provision, training, intervention and further development (dcsf 2010) nationalstrategies.standards.dcsf.gov.uk Music as a discipline is fraught with grey areas which present challenges when trying to perform a final assessment of a performance or a composition, etc. In a school setting, when faced with the challenge of evaluating work which on some levels will always be interpreted subjectively, a teacher needs to have an assessment model that has legitimacy in a whole-education context (Spruce 1996) Spruce, G (1996) Teaching music, Assessment in the arts:issues in objectivity, London, Routledge. In my own practice for example I have used the carefully worded marking criteria given by the exam board as a template for appraisal and I have also used our college guidelines regarding learning objectives to assess what I have asked pupils to do and hopefully learn. However, it is the ongoing interaction between student and teacher which brings about most development in a young musician. The nature of learning a musical instrument requires that we move in small, guided steps and, to make any musical progress at all the learner must become self-reflective about their own skills and understanding. Traditional instrumental grades, although valuable in providing a signpost to a students general ability only deal with performance but do not provide any information about the journey which brought the student to this point. They do not take into consideration the musical growth, learning and understanding which has taken place prior to the final test (Faultley 2010). Fautley Martin Assessment in Music Education, Oxford Music Education, 2010. The folk view of assessment, that it happens after teaching has occurred, as in the model demonstrated by traditional musical instrument grades, separates assessment from teaching itself. This model of summative a ssessment makes the performance at the appointed hour of assessment the priority rather than the learning which has occurred. There are two types of assessment commonly referred to in education, summative and formative and there has been much debate over which one is more beneficial in education. In practice it seems that one, formative, is a teaching method which can lead to improvement and success in the other, summative form of assessment. Summative assessment is the summing up of a performance or an overall assessment that usually occurs at the end of a module or a period of work. The term formative assessment, on the other hand, is an ongoing process shared by the pupil and the teacher and is often referred to as assessment for learning because the constructive, reflective nature of the assessment is used an educational tool in itself, essential to guide both pupil and teacher alike for identifying areas for improvement and development. Summative assessment, tests, exams, grades, etc. summarise student progress at a specified point in the educational career, but formative assessment, questioning, peer and self-assessment, teacher feedback, etc. are all intended to develop and improve the process of learning itself. The results of formative assessment are not used to provide a final grade or judgement of a pupils knowledge or abilities but to guide learning. AfL, used well in the classroom encourages deep thinking and reflection rather than simple recall of information through questioning, self-assessment, peer assessment and teacher feedback. As a student teacher, I have often been asked by mentors, How do you know if they are learning? My initial attempts at teaching classroom music were characterised by the delivery of facts and instructions but without the utilizing the powerful opportunities for formative assessment such as open questioning or peer assessment for example. Dylan Wiliam in an interview for teacher TV is quoted as saying that the basic premise for AfL is the question Did the children learn what I just taught? If not, why not? This seemingly simple question requires discipline on the part of the teacher to be answered openly and constructively and the 10 principlines of AFL (assessment reform group 2002) gives a broad overview of how this might be achieved. Depending on situation, subject, behaviour issues, etc. it might be very difficult to put AFL into practice as it is intended. Indeed, Black and Wiliam (1998) write that formative assessment is a powerful tool if communicated correctly. As a trainee teacher, my second school placement in a very turbulent school presented me with such behavioural difficulties in the classroom that I found it difficult to attempt some of the AFL techniques I had been trying to hone with my perfectly behaved GCSE students elsewhere. Day to day strategies for AFL such as questioning, self-and peer assessment and feedback were not in place in a way I was familiar with and seemed tokenistic. The pupils were not familiar with the methods and so the style was not as effective as it should have been had they been introduced to AFL via a whole school approach. There is a definite need for a school to adopt a consistent culture of assessment for learning for it to work successfully within the music classroom. T he temptation may be to enhance a lesson using a few token AfL techniques such as peer assessment, etc. just to get through an observation or OFSTED inspection. However, the idealism and spirit behind assessment for learning seems to be that the pupil becomes more responsible for shaping their own learning through the constant use of self and peer assessment, receiving feedback and dealing with challenging, thought provoking questions. The AfL ideas should be the basis for the teaching rather than empty, ritualistic mechanisms or novelty add-ons. The Assessment reform group states that Assessment for learning should be recognised as central to classroom practice and should involve both teachers and learners alike in the process of reflection on the classroom activity and decisions regarding progression towards learning goals and objectives. AFL is also an important tool for the teacher to assess their own methods and ask Did they learn what I just taught them? If the teaching practice is ineffective then it must be adjusted and improved and AFL should become part of the effective planning of teaching and learning (Assessment reform group, 2002). The assessment judgments of teachers do matter, they are essential to the successful development of every child in learning music, and, as a number of recent initiatives observe, every child matters. (Faultley 2010) The Assessment Reform Group (2002, p.2) define assessment for learning as the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.   Assessment Reform Group. (2002) Research-based principles to guide classroom practice. London: Assessment Reform Group The single most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly (Ausubel et al, 1978) Ausubel, D.P, Novak, J and Hanesian, H (1978) Educational psychology:A cognitive view, 2nd edition, Holt Rinehart and Winston. Many different researchers such as, Casbon and Spackman, (2005), The Assessment Reform Group (2002) and Black, et al, (2002) have identified different strategies that underpin successful assessment for learning.   This assignment will focus on four that I have put into practice myself while teaching music and can comment upon from personal experience: setting goals and the sharing of assessment criteria, questioning, peer and self-assessment and teacher feedback.   I will use these four strategies as a guide to describe exactly what assessment for learning is and how it relates to musical Education. Casbon, C and Spackman, L. (2005) Assessment for Learning in Physical Education. Leeds: Coachwise Black, P, Harrison, C, Lee, C, Marshall, B and Wiliam, D. (2002) Working Inside the Black Box; Assessment for Learning in the Classroom. London: nferNelson SETTING GOALS/SHARING CRITERIA By setting goals and sharing criteria the classroom teacher can aim to ensure pupils know what they should have achieved by the end of the lesson (School Curriculum Assessment Authority, SCAA, 1997).   Pupils should know what they are trying to achieve. Without this information they cannot evaluate their own success at the end of the lesson (Weeden et al, 2002).   Before setting goals, the teacher needs to find out what the pupils have learned previously and what level they are at in order to make the goals achievable and a source of motivation (James, 2000 and SCAA, 1997). Q11 refers to developing an understanding of assessment requirements for public examinations and I have used these a starting point for designing many of my units of work as the AQA GCSE syllabus lists clear marking criteria. Indeed it was a useful exercise for me to translate these criteria into easily digestible, pupil-friendly language. Questioning, the second strategy, is a vital part of assessment for learning and one which as an inexperienced teacher I have had to seek much advice from colleagues.   Weeden et al. (2002) report that a lot of teachers use questions which require only the recall of information in order to provide an answer. Weeden, P, Winter, J and Broadfoot, P. (2002) Assessment: Whats in it for the school? London: RoutledgeFalmer As Stobart and Gipps (1997) point out, a pupil cannot demonstrate understanding simply by regurgitating facts or pieces of information.   Assessment for learning is concerned with process and not the product and therefore questions need to enable knowledge and understanding (Casbon and Spackman, 2005) via the implementation and demonstration of higher order thinking.   According to Blooms taxonomy, the recall of knowledge is classified as a lower order skill. By adjusting the complexity of a question and the requirements for an answer, a teacher can encourage higher order skills and thinking. For example, in my music lessons for KS3, I had to begin a topic on notation by introducing simple facts such as note values and pitch. The next questioning strategy I used, involving simple sums using notes instead of numbers, was designed to encourage the students to demonstrate their comprehension of note-lengths. Black, et al. (2002) describes teachers as not only presenters of informati on but leaders of exploration. The skills I am aiming to develop in my own practice require being able to create probing, explorative questions which cause a pupil to apply and analyze even simple knowledge and facts. Blooms taxonomy hierarchy of questioning get it in there somewhereà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ They can be used to explore pupils prior knowledge (Black and Wiliam, 1998) and also their own points of view on a subject.   Questions are also useful tools for feedback.   Black, et al. (2002) explain that impromptu questions posed while the pupils are working about what they are thinking and why, encourages wider thinking and provides immediate feedback to the teacher regarding pupil understanding.   Teachers also need to be aware of how the questions are being answered and that this can be influenced by the mode of questioning used.   The all-important thinking time allowed for all pupils is approved by Black, et al (2002) who prescribe a no hands up policy, where all the pupils should have an answer to share with the class if they are called upon by the teacher.   This approach to questioning allows more pupils to be involved and engaged in a question and answer session. According to personality type, different students will show different levels of willingness to be involved. The more effective and valuable technique I have used in my music lessons is to present a question, allow thinking time and then assess student answers in a way which does not rely on the hands-up approach. The answers and thoughts can be retrieved via methods such as asking a student by name and then asking a peer to comment on their answer or by using the mini-whiteboard method whereby the whole class can answer a closed question simultaneously. My first attempts at this AfL method were poorly planned because of the closed nature of the questions I used and I realized later that some pupils would give me answers they felt I wanted to hear rather than engaging in a dialogue unveiling the genuine state of their learning. In this way, I conclude that the focus should always be on the pupil truly reviewing their own understanding by tackling open ended questions. Black and Wiliam (1998) assert that a common feature of poor questioning practice is that teachers fail to allow adequate processing time when asking questions. Without reflective thinking time factored into the questioning, the only answers that can be reasonably asked are factual, knowledge based and limited in their scope for demonsrating learning through exploration and evaluation (Black and Wiliam 1998). The lesson may have a sense of pace and enthusiasm but it will only be a limited number of pupils answering the rapid, fact-based, short answer questions. Shirley Clarke (2005) advocates increased waiting time during classroom questioning by indicating the thinking time and adopting a no-hands up approach ie. Dont answer straight away, split into pairs and take 2 minutes to consider why Mozart changed key suddenly at bar 27. Clarke (2005) goes on to state that changing the student expectation of what classroom is and how they are to be involved in the process will result in long er, more confident responses. The variety of answers and explanations will widen and help to provoke thought and learning and the failure to respond will decrease for those who are less confident. In my second school placement I was presented with an assessment policy briefly covering the expected elements of AFL. This document stated that skillful questioning gauges understanding (Hamilton community college, 2010) but I would suggest that questioning in the classroom is also a means to provoke thinking when used correctly. Black et al (2003) concur with this by stating that More effort has to be spent in framing questions that are worth asking: that is, questions which explore issue that are critical to the development of students understanding. (Black et al, 2003) Black, P., Harrison C., Lee, C., Marshall, B., and Wiliam D. (2003) Assessment for learning, Open university press. Shirley Clarke (2005) writes that effective, thought provoking questioning is planned prior to the lesson and will extend student understanding beyond mere recall of facts or knowledge. Blooms taxonomy defines closed recall of fact as a lower order thinking skills but that analysis or evaluation require a higher level of thinking and involvement in order to engage with the question. Therefore, pre-designed questioning will encourage the required thoughtful, reflective dialogue needed to evoke and explore understanding (Black and Wiliam 1998) and through the implementation of sound framing and the use of thinking time all pupils may have the opportunity to develop and express their ideas. SELF ASSESSMENT Stobart and Gipps (1997, p.15) believe that assessment is only truly formative if the process involves the pupil, and this of course requires self-assessment, the third strategy.   By allowing independent learning where pupils crucially take active responsibility for, and participation in, their own learning, self-assessment is a vital AFL  tool. Black, et al. (2002) feel that this personal reflection on progress can only take place if the pupil fully understands objectives and this is backed up by Shirley Clarke (2005) who outlines a model for enabling students to identify their own success against clearly outlined learning objectives. The Assessment reform group (2002) states that AFL should develop a learners capacity for self-assessment, so that they can become reflective and self-managing. With well outlining learning goals the process may also avoid be destructive to a pupils confidence and can be focused mainly on areas for future improvement. For example, in my GCSE music classes I can use self-assessment to ensure that a pupil looks objectively at their own composition work with reference to the AQA marking criteria which help to provide sound success criteria for the unit of work. By understanding what they should be learning they can assess what they need to do to reach the required goals. Self-assessment is a skill which needs to be taught and used on a regular basis but in my brief experience needs to be woven into lesson planning in order to fulfill its role. Stobart, G., Gipps, C., Assessment: A teachers guide to the issues, Hodder Arnold H&S; 3rd Revised edition edition (4 Dec 1997) PEER ASSESSMENT As well as self-assessment, peer-assessment is also a powerful of learning tool.   Cowie (2005) points out that often pupils are more likely to understand the feedback language used by their peers.   Pupils may also appear more confident when they are around their peers and are consequently more likely to interrupt another pupil through lack of understanding, than a teacher (Black, et al, 2002).   It is however, important that pupils are not encouraged to draw comparisons between themselves because that could have a negative effect on confidence and self-esteem. The Dfes guidance states that students do not become self-evaluative overnight and in my own practice it has taken time and commitment to self and peer assessment to move the process away from simple competition in the classroom towards more valuable collaborative learning activity. The focus for peer and self-assessment should be on the quality of the work produced and ways to improve it rather than simply marking each others work. FEEDBACK Teacher feedback may be described as formative when it helps students understand how to do better next time. If feedback, written on the bottom of an essay for example, simply gives a grade or mark out of ten, the student has no idea how to improve. However, if a teacher gives clear guidance for possible next steps or areas for development then this is valuable for all students, regardless of ability. It also avoids the comparison effect and focuses on personal improvement. If the emphasis is placed on the grade of a piece of work, a student with low ability can easily become demotivated. This is especially true in GCSE music where the spread of the cohort admitted to the course can range from those who have had private instrumental tuition for years to those whose only experience of practical music making will have been in the music classroom. Through careful feedback a teacher can avoid the maladaptive responses (Dweck 1986) which can manifest in a music lesson as a form of helples sness and the lack of persistence a learner can exhibit when faced with difficulty or a low grade. Formative feedback is diagnostic and is more important to raising achievement by giving a commentary for improvement than simply by giving a grade (Lawson 2008) Lawson, Tony, Assessing students reflective teaching and learning edited by Dymoke, S., Harrison, J. 2008. Sage publications limited. Feedback, the fourth strategy, is very important in assessment for learning; it can have huge impacts on pupils learning.   There are two types of feedback, normative, which refers to the giving of grades and the comparison to a statistical picture and formative which refers to giving constructive comment. Weaver (2006) points out that feedback is an effective way of alerting pupils to their strengths and weaknesses and giving information on how to close the gap. Closing the gap refers to the difference between the learning outcome or goal and the pupils present state (Black and Wiliam, 1998). By using feedback and assessment information, pupils and teachers are then able to decide what should be done next. A study by Martinez and Martinez (1992) found that normative feedback, grades and marks, etc., had a negative effect on pupils learning and this is echoed by Black and Wiliam (1998) who observed in their research an over-emphasis on marks and grading which in itself did not provide useful advice or instruction for the future. In order for learning to take place feedback must involve constructive dialogue and comment between the teacher and the pupil.   This kind of feedback can be a catalyst for discussion and further enhance learning (Maclellan, 2001). Traditionally however, the education system is grade dominated, and it would be hard to deviate from that.   Pupils will always want to know their grades.   Feedback can have very positive effects on both confidence and motivation, if used effectively (Weaver, 2006).

The Yellow Wallpaper :: Essays Papers

The Yellow Wallpaper The story of The Yellow Wallpaper begins with a family going away on vacation. It is revealed later that there are repairs or renovations being done on their regular house. The wife in the story believes at first that the house is haunted since no one has occupied the house for so long, but she finds out that it was only because of an ownership dispute. The main reason that the family goes on vacation is because the woman is sick. Her illness is most likely some form of a mental disorder. Her husband, who happens to be a physician, tell her that all she needs to get better is rest and to be around no stimuli. The woman automatically thinks something is wrong with the house, but she could not figure it out right away. One of the first things she does not like about her and her husband’s room is the wallpaper. She claims that it commits every artistic sin and is not made with any laws of radiation, alternation, repetition or symmetry. The woman starts to see mages in the wallpaper, and then she sees them move around and change as the light in the room changes. As time goes on, she begins to see a woman creeping around behind the front patter on the wallpaper. She eventually sees the woman in the wallpaper shake the front pattern that acts as a form of a jail for the woman. The wife writes that she thinks the wallpaper woman gets out from her â€Å"jail† during the day since she sees her creep around outside her window during the day. Towards the end of her vacation, the woman tries to figure out a way to get the top layer of the paper off from the bottom one. On the last night, she pulls off yards of the top layer while the wallpaper lady helps her out. Then in the morning, the wallpaper begins to laugh at her and she declares that she will finish getting off the top layer that day. She continues to pull at the paper while it laughs at her. At the end she decides to climb behind the first layer of wallpaper and creep as the wallpaper lady did. Her husband arrives and gets into the room after some time and then faints because he realizes his wife has gone stark raving mad!

Frank Lloyd Wright Research Paper

Frank Lloyd Wright and His Impact Frank Lloyd Wright was a very influential designer and architect who inspired the next century of builders to go beyond their normal standards and break free from the confines of the current building barriers. He used aspects of nature to compliment his buildings, and knew how to perfectly arrange the complex angles and structures to set his projects apart from all others. Frank Lloyd Wright changed the future of architecture with his high attention to interior design, detail, simplicity, and environmental influences.Frank’s upbringing seems to have impacted his choices and views in life. Wright’s father was a Baptist minister and a musician, possibly where Wright may have received some of his creativity. His mother was a school teacher, and she introduced Wright to the Froebel Kindergarten Method, which familiarized children to solely geometric forms and certain patterns on grids. Many say that this was a major part to Wright’s advanced geometric procedures and focus on design and function (â€Å"Wright, Frank Lloyd – Overview†).Frank Lloyd Wright held many jobs that added to his architect career early in his life. The first main influence was his part-time employment with a Madison, Wisconsin contractor, working as a draftsman’s apprentice for Joseph Silsbee. Wright also worked with Dankmar Alder and Louis Sullivan. Wright developed a close relationship with Louis Sullivan, who had a â€Å"form follows function† philosophy, just like Wright did later in life. JRank Encyclopedia says, â€Å"By the time Wright was in his early 20s, he had worked on some of the most impressive buildings in Chicago. This quote puts in perspective just how much experience Wright received from his collaborations with Adler and Sullivan (â€Å"Wright, Frank Lloyd – Overview†). Wright said himself, describing his work as â€Å"organic architecture; that which proceeds, persists, and cre ates, according to the nature of man and his circumstances as they both change. † This quote shows what Wright wanted his buildings to convey; a view of the natural world through the works of beautiful architecture.The homes Wright created in his earlier years held strong horizontal lines and shapes and roofs that were low pitched and had large overhangs. The interiors of many of his houses were influenced by Japanese designs; they had large open spaces, few closed corners, and large windows to allow for the flow of natural light and to not hide the beauty of nature. The homes were heated by coils built into the slabs of concrete that circulated warm water, heating the house evenly, known as radiant heat.Wright developed a new type of building material, using pre-cast concrete blocks that were reinforced with metal. Several of his houses were built with his new method. Frank Lloyd Wright pushed the standards, creating a new era of architecture that he was paving as he worked ( â€Å"Wright, Frank Lloyd – Overview†). Although Frank Lloyd Wright receives so much praise nowadays, during his life time and especially his earlier years, he was not as glorified. Only about 10% of his over 470 buildings and more than 1200 designs received public commissions (McCarter).Having 4 wives and leaving his first family, Wright wasn’t seen as the most likable person, but his designs were irresistible (â€Å"Wright, Frank Lloyd – Overview†). He has set a standard that has not yet been matched; those during his time had not realized his creativity. As Wright continued in his career, people began to notice his uniqueness and â€Å"powers†. Frank Lloyd Wright did not receive the full recognition he deserved during his lifetime. Many people can now agree that Frank Lloyd Wright is the single most influential architect and builder to have lived in the recent centuries.When asked about memorable architects, virtually every first-year col lege student entering American universities could name Frank Lloyd Wright (McCarter). A quote from the Taliesin Architects website truly shows the impact Wright had: â€Å"The greatest artist this country has ever produced seems at last to be coming into his own. America's other great artists–our painters, sculptors, composers – don't really rank with the tops of all time. They're not Rembrandt or Michelangelo or Beethoven. Wright alone has that standing. † (â€Å"Frank Lloyd Wright†).Wright has many extremely recognizable buildings located in many areas around the world, such as the Unity Temple in Oak Park, Illinois; the Midway Gardens in Chicago; the Fallingwater in Mill Run, Pennsylvania; the Imperial Hotel in Tokyo, Japan; the Beth Shalom Synagogue in Elkins Park, Pennsylvania; and the Guggenheim Museum in New York (McCarter). It’s easy to tell that Wright has been seriously noticed and is overly well known. But, one may ask, what kind of majo r impacts has Frank Lloyd Wright had on the world? Well, homes with a living room, open garage, or a floor plan with many open spaces have all been majorly influenced by Mr.Wright. Frank himself pioneered all of these designs. His low and sweeping rooflines, many windows, and central fireplaces changed how houses would be built for centuries to come (â€Å"Frank Lloyd Wright†). In 1952, Wright completed a home for a World War II veteran that is completely accessible for a person confined to a wheelchair, such as the owner Kenneth Laurent. The house is built on completely one level, with curving walls, added space for turning radii, and lowered light switches and heighted electric plugs; giving the perfect example for just how much Wright could bend to certain needs all while maintaining his personal designs.Mr. Laurent described Wright in an interview pacing up and down the room as he listened to the requirements for the proposed home. Mr. Laurent said, â€Å"Mr. Wright seem ed to be designing the home in his mind right then and there. † (Menendez). Being able to complete complex projects such as this home shows how talented and unique Frank Lloyd Wright was. Frank Lloyd Wright’s advanced designs and forward thinking easily makes him without a doubt one of the greatest architects to have lived in the United States.He changed the future of architecture; inventing new ways to have homes run in a more beautiful and efficient way. His complex but simple interior design elements make his homes and buildings a stable to modern American architecture. His respect to the beauty of nature brings the simplistic gloriousness of the outdoors to reside in the structure and designs of his homes. Frank Lloyd Wright made his name known and marked the history of the United States and the world for many, many years to come. Bibliography â€Å"Frank Lloyd Wright. † Building The Windy City.Web. 24 Mar. 2011. ;http://library. thinkquest. org/J002846/a_wri ght. htm;. McCarter, Robert. â€Å"The Other Traditional American Architecture: Frank Lloyd Wright and Louis I. Kahn. † Phi Kappa Phi Forum. 2003. Web. 9 Mar. 2011. ;http://find. galegroup. com/gtx/start. do? prodId=AONE;. Menendez, Frank. â€Å"An Accessible Jewel. † Paralyzed Veterans of America. Mar. 2010. Web. 9 Mar. 2011. â€Å"Wright, Frank Lloyd – Overview. † Jrank Encyclopedia. Web. 15 Mar. 2011. ;http://encyclopedia. jrank. org/articles/pages/6404/Wright-Frank-Lloyd.

Night World : Soulmate Chapter 16

It was a very long time before Hannah heard footsteps again. She distracted herself during the long wait by whistling songs under her breath and thinking about the people she loved. Her mother. Her mother didn't even miss her yet, didn't know she was gone. But by tomorrow she would. Tomorrow was May first, Hannah's birthday, and Chess would give her mother the letter. Chess, of course. Hannah wished now that she'd spent more time saying goodbye to Chess, that she'd explained things better. Chess would have been fascinated. And she had a right to know she was an Old Soul, too. Paul Winfield. That was strange-she'd only known him a week. But he'd tried to help her. And at this moment, he knew more about Hannah Snow than anyone else in Montana. I hope he doesn't start smoking again if he rinds out I'm dead. Because that was probably how she would end up. Hannah had no illusions about that. She had a weapon-but so did Maya, and Maya was much faster and stronger. She was no match for Maya under the best of circumstances, much less when she was weak and feverish. The best she could hope for was to get Maya to kill her while she was still human. She thought about the Circle Daybreak members. They were good people. She was sorry she wouldn't have the chance to know them better, to help them. They were doing something important, something she instinctively sensed was necessary right now. And she thought about Thierry. He'll have to go wandering again, I guess. It's too bad. He hasn't had a very happy life. I was starting to think I could take that sadness out of his eyes†¦. When she heard a noise at last, she thought it might be her imagination. She held her breath. No. It's footsteps. Getting closer. She's coming. Hannah shifted position. She had stationed herself near the mouth of the cavern; now she took a deep breath and eased herself into a crouch. She wiped her sweaty right palm on her jeans and got a better grip on her stake. She figured that Maya would shine the flashlight toward the pole where Hannah had been tied, then maybe take a few steps farther inside the cavern, trying to see what was going on. And then I'll do it. I'll come out of the darkness behind her. Jump and skewer her through the back. But I've got to time it right. She held her breath as she saw light outside the mouth of the cavern. Her greatest fear was that Maya would hear her. Quiet†¦ quiet†¦ The light came closer. Hannah watched it, not moving. But her brain was clicking along in surprise. It wasn't the slanted, focused beam of a flashlight. It was the more diffuse pool of light from a lantern. She's brought another one. But that means†¦ Maya was walking in. Walking quickly-and not pausing. She couldn't shine the light onto the pole yet. And she didn't seem anxious to-apparently it didn't occur to her that she needed to check on Hannah. She was that confident. Hannah cursed mentally. She's going too far-she's out of range. Get up! Her plan in ruins, she flexed her knees and stood. She heard a crack in her knee joint that sounded as loud as a gunshot. But Maya didn't stop. She kept going. She was almost at the pole. As silently as she could, Hannah headed across the cavern. All Maya had to do was turn around to see her. Maya was at the pole. She was stopping. She was looking from side to side. Hannah was behind her. Now. Now was the time. Hannah's muscles could feel how she had to stab, to throw her weight behind the thrust so that the stake went in under Maya's left shoulder blade. She knew how to do it. †¦ But she couldn't. She couldn't stab somebody in the back. Somebody who wasn't menacing her at the moment, who didn't even know they were in danger. Oh, my God! Don't be stupid! Do it! Oh, my Goddess! a voice echoed back in her head. You're not a killer. This isn't even self-defense! Frustrated almost to the point of hysteria, Hannah heard herself let out a breath. It was wet. She was crying. Her arm drooped. Her muscles collapsed. She wasn't doing it. She couldn't do it. Maya slowly turned around. She looked both beautiful and eerie in the lantern light. She surveyed Hannah up and down, looking in particular at the drooping stake. Then she looked at Hannah's face. â€Å"You're the strangest girl,† she said, in what seemed to be genuine bewilderment. â€Å"Why didn't you do it? You were smart enough to get yourself out and make yourself a weapon. Why didn't you have the guts to finish it?† Hannah was asking herself the same thing. Only with more expletives. I am going to die now, she thought. And maybe die for good-because I don't have guts. Because I couldn't kill somebody I know is completely evil and completely determined to kill me. That's not ethics. That's stupid. â€Å"I suppose it's that Egyptian temple training,† Maya was saying. â€Å"Or maybe the life when you were a Buddhist-do you remember that? Or maybe you're just weak.† And a victim. I've spent a couple thousand years being a victim-yours. I guess I've got my part down perfect by now. â€Å"Oh, well. It doesn't really matter why,† Maya said. â€Å"It all comes down to the same thing in the end. Now. Let's get this over with.† Hannah stared at her, breathing hard, feeling like a rabbit looking at a headlight. Nobody should live as a victim. Every creature has a right to fight for its life. But she couldn't seem to get her muscles to move anymore. She was just too tired. Every part of her hurt, from her throbbing head to her raw fingertips to her bruised and aching feet. Maya was smiling, fixing her with eyes that shifted from lapis-lazuli blue to glacier green. â€Å"Be a good girl, now,† she crooned. I don't want to be a good girl†¦. Maya reached for her with long arms. â€Å"Don't touch her!† Thierry said from the cavern mouth. Hannah's head jerked sideways. She stared at the new pool of light on the other side of the cave. For the first few seconds she thought she was hallucinating. But, no. He was there. Thierry was standing there with a lantern of his own, tall and almost shimmering with coiled tension, like a predator ready to spring. The problem was that he was too far away. And Maya was too fast. In the same instant that it took Hannah to make her brain believe her eyes, Maya was moving. In one swift step, she was behind Hannah, with her hands around Hannah's throat. â€Å"Stay where you are,† she said. â€Å"Or I'll break her little neck.† Hannah knew she could do it. She could feel the iron strength in Maya's hands. Maya didn't need a weapon. Thierry put the lantern down and raised his empty hands. â€Å"I'm staying,† he said quietly. â€Å"And tell whoever else you've got in that tunnel to go back. All the way back. If I see another person, I'll kill her.† Without turning, Thierry shouted. â€Å"Go back to the entrance. All of you.† Then he looked at Hannah. â€Å"Are you all right?† Hannah couldn't nod. Maya's grip was so tight that she could barely say, â€Å"Yes.† But she could look at him, and she could see his eyes. She knew, in that moment, that all her fears about him not wanting her anymore were groundless. He loved her. She had never seen such open love and concern in anyone's face before. More, they understood each other. They didn't need any words. It was the end of misunderstandings and mistrust. For perhaps the first time since she had been Hana of the Three Rivers, Hannah trusted him without reservation. They were in accord. And neither of them wanted this to end with a death. When Thierry took his eyes from Hannah's, it was to look at Maya and say, â€Å"It's over, now. You have to realize that. I've got twenty people down here, and another twenty on the surface waiting.† His voice became softer and more deliberate. â€Å"But I give you my word, you can walk out of here right now, Maya. Nobody will touch you. All you have to do is let Hannah go first.† â€Å"Together,† Hannah said, coughing as Maya's hands tightened, cutting off her breath. She gasped and finished, â€Å"We go out together, Thierry.† Thierry nodded and looked at Maya. He was holding his hand out now, like someone trying to coax a frightened child. â€Å"Just let her go,† he said softly. Maya laughed. It was an unnatural sound, and it made Hannah's skin crawl. Nothing sane made a noise like that. â€Å"But that way, I won't win,† Maya said, almost pleasantly. â€Å"You can't win anyway,† Thierry said quietly. â€Å"Even if you kill her, she'll still be alive-â€Å" â€Å"Not if I make her a vampire first,† Maya interrupted. But Thierry was shaking his head. â€Å"It doesn't matter.† His voice was still quiet, but it was filled with the authority of absolute conviction, a kind of bedrock certainty that held even Hannah mesmerized. â€Å"Even if you kill her, she'll still be alive-here.† He tapped his chest. â€Å"In me. I keep her here. She's part of me. So until you kill me, you can't really kill her. And you can't win. It's that simple.† There was a silence. Hannah's own heart was twisted with the force of her love for him. Her eyes † were full. She could hear Maya breathing, and the sound was ragged. She thought that the pressure of Maya's hands was infinitesimally less. â€Å"I could kill you both,† Maya said at last in a grating voice. Thierry lifted his shoulders and dropped them in a gesture too sad to be a shrug. â€Å"But how can you win when the people you hate aren't there to see it?† It sounded insane-but it was true. Hannah could feel it hit Maya like a well-thrown javelin. If Maya couldn't have Thierry as her prize, if she couldn't even make him suffer, what was the point? Where was the victory? â€Å"Let's stop the cycle right here,† Thierry said softly. â€Å"Let her go.† He was so gentle, and so reasonable, and so tired-sounding. Hannah didn't see how anyone could resist him. But she was still surprised at what happened next. Slowly, very slowly, the hands around her neck loosened their grip. Maya stepped away. Hannah sucked in a deep breath. She wanted to run to Thierry, but she was afraid to do anything to unbalance the delicate stalemate in the cavern. Besides, her knees were wobbly. Maya was moving around her, taking a step or two in front of her, facing Thierry directly. â€Å"I loved you,† she said. There was a sound in her voice Hannah had never heard before, a quaver. â€Å"Why didn't you ever understand that?† Thierry shook his head. â€Å"Because it's not true. You never loved me. You wanted me. Mostly because you couldn't have me.† There was a silence then as they stood looking at each other. Not because they understood each other too well for words, Hannah thought. Because they would never understand each other. They had nothing to say. The silence stretched on and on-and then Maya collapsed. She didn't fall down. But she might as well have. Hannah saw the life go out of her-the hope. The energy that had kept Maya vibrant and sparkling after thousands of years. It had all come from her need to win . . . and now she knew she'd lost. She was defeated. â€Å"Come on, Hannah,† Thierry said quietly. â€Å"Let's go.† Then he turned to shout back into the tunnel behind him. â€Å"Clear the way. We're all coming out.† That was when it happened. Maya had been standing slumped, her head down, her eyes on the ground. Or on her backpack. And now, as Thierry turned away, she flashed one glance at him and then moved as fast as a striking snake. She grabbed the black stake and held it horizontally, her arm drawn back. Hannah recognized the posture instantly. As Hana of the Three Rivers she'd seen hunters throw spears all the time. â€Å"Game over,† Maya whispered. Hannah had a fraction of a second to act-and no time to consider. All she thought was, No. With her whole weight behind the thrust, she lunged at Maya. Stake first. The sharp wooden point went in just under Maya's shoulder blade. She staggered, off balance, her throw † ruined. The black stake went skittering across the rough stone floor. Hannah was off balance, too. She was falling. Maya was falling. But it all seemed to be happening in slow motion. I've killed her. There was no triumph in the thought. Only a sort of hushed certainty. When the slow-motion feeling ended, she found herself the way anybody finds themself after a fall. On the ground and surprised. Except that Maya was underneath her, with a stake protruding from her back. Hannah's first frantic thought was to get a doctor. She'd never seen someone this badly hurt before- not in this life. There was blood seeping out of Maya's back around the makeshift stake. It had gone in very deep, the wood piercing vampire flesh like razor-sharp steel through a human. Thierry was beside her. Kneeling, pulling Hannah slightly away from Maya's prone form, as if she might still be dangerous. Hannah reached for him at the same time, and their hands met, intertwined. She held on tight, feeling a rush of warmth and comfort from his presence. Then Thierry gently turned Maya onto her side. Hair was falling across Maya's face like a black waterfall. Her skin was chalky white and her eyes were wide open. But she was laughing. Laughing. She looked at Hannah and laughed. In a thick choking voice, she gasped. â€Å"You had guts-after all.† Hannah whispered, â€Å"Can we do anything for her?† Thierry shook his head. Then it was terrible. Maya's laugh turned into a gurgle. A trickle of blood ran out of the side of her mouth. Her body jerked. Her eyes stared. And then, finally, she was still. Hannah felt her own breath sigh out. She's dead. I killed her. I killed someone. Every creature has the right to fight for its life-or its loved ones. Thierry said softly, â€Å"The cycle is broken.† Then he let Maya's shoulder go and her body slumped down again. She seemed smaller now, shrunken. After a moment Hannah realized it wasn't an illusion. Maya was doing what all vampires do in the movies. She was falling in on herself, her tissues collapsing, muscle and flesh shriveling. The one hand Hannah could see seemed to be wasting away and hardening at the same time. The skin became yellow and leathery, showing the form of the tendons underneath. In the end, Maya was just a leather sack full of bones. Hannah swallowed and shut her eyes. â€Å"Are you all right? Let me look at you.† Thierry was holding her, examining her. Then when Hannah met his eyes, he looked at her long and searchingly and said with a different meaning, â€Å"Are you all right?† Hannah understood. She looked at Maya and then back at him. â€Å"I'm not proud of it,† she said slowly. â€Å"But I'm not sorry, either. It just-had to be done.† She thought another moment, then said, getting out each word separately, â€Å"I refuse to be †¦ a victim†¦ anymore.† Thierry tightened his arm around her. â€Å"I'm proud of you,† he said. Then he added, â€Å"Let's go. We need to get you to a healer.† They walked back through the narrow passageway, which was no longer dark because Thierry's people had placed lanterns every few feet. At the end of the passage, in the room with the vertical shaft, they had set up some sort of rope and pulley. Lupe was there, and Nilsson, and the rest of the CIA group. So were Rashel and Quinn. The fighters, Hannah thought. Everyone called and laughed and patted her when she came in with Thierry. â€Å"It's over,† Thierry said briefly. â€Å"She's dead.† Everyone looked at him and then at Hannah. And somehow they knew. They all cheered and patted her again. Hannah didn't feel like Cinderella anymore; she felt like Dorothy after killing the Wicked Witch. And she didn't like it. Lupe took her by the shoulders and said excitedly, â€Å"Do you know what you've done?† Hannah said, â€Å"Yes. But I don't want to think about it any more right now.† It wasn't until they'd hauled her up the vertical shaft that it occurred to her to ask Thierry how he'd found her. She was standing on an inconspicuous hillside with no buildings or landmarks around. Maya had picked a very good hiding place. â€Å"One of her own people sold her out,† Thierry said. â€Å"He got to the house about the same time I did this evening, and he said he had information to sell. He was a werewolf who wasn't happy with how she'd treated him.† A werewolf with black hair? Hannah wondered. But she was too sleepy suddenly to ask more questions. â€Å"Home, sir?† Nilsson said, a little breathlessly because he'd just come up the shaft. Thierry looked at him, laughed, and started to help Hannah down the hill. â€Å"That's right. Home, Nilsson.†

Egyptian Art

Egyptian Art For over three thousand years the Egyptians restricted themselves to a specific set of rules as to how a work of art in three dimensions should appear. Egyptian art was very symbolic and a painting or sculpture was meant to be a record of as the result of subtle changes, not an altered plan of art or its role in society.The great buildings of the past are built of stone. Stone quarries supplied the large blocks of granite, limestone, and sandstone that were used for building temples and tombs. Architects planned carefully as building was done without mortar, so the stones had to fit precisely together. Only pillars were used to sustain short stone supports.At the temple of Karnak, a ramp of adobe brick that leads to the top of the temple wall. These ramps were used to allow workmen to carry stones to the top of structure and allow artists to decorate the tops of walls and pillars.Egyptian VPillars were built in the same way. As height was added, the ground was raised. When the top of the pillar was completed, the artists would decorate from the top down, removing ramp sand as they went.As soon as a pharaoh was named, construction on his tomb had started. Tomb building continued throughout his life and stopped only on the day on which he died. As a result, some tombs are very large and finely decorated, while other tombs, like that of King Tutankhamen, are small because he ruled as a pharaoh for such a short time.The architecture was based upon perpendicular structures and inclined planes since there was no structural assistance except the strength and balance of the structure itself. For this reason, the square and the plumb-line were very important tools in.One of the...

The scientific method Essay Example

The scientific method Essay Example The scientific method Essay The scientific method Essay Laboratory Objectives After completing this lab topic, you should be able to: 1. Identify and characterize questions that can be answered through selecting investigation. 2. Define hypothesis and explain what characterizes a good selecting hypothesis. 3. Identify and describe the components of a scientific experiment. 4. Summarize and present results in tables and graphs. 5. Discuss results and critique experiments. 6. Design a scientific experiment. 7. Interpret and communicate results. Introduction Biology is the study of the phenomena of life, and biologists observe living systems ND organisms, ask questions, and propose explanations for those observations. Science assumes that biological systems are understandable and can be explained by fundamental rules or laws. Scientific Investigations share some common elements and procedures, which are referred to as the scientific method. Not all scientists follow these procedures in a strict fashion, but each of the elements is usually present. Science is a creative human endeavor that involves asking questions, making observations, developing explanatory hypotheses, and testing those hypotheses. Scientists closely scrutinize investigations in their field, and each scientist must present his or her work at scientific meetings or in professional publications, providing evidence from observations and experiments that supports the scientists explanations of biological phenomena. Read the following example and answer the questions that follow. Agricultural scientists were concerned about the effect of air pollution, sulfur dioxide in particular, on soybean production in fields adjacent to coal-powered power plants. Based on initial investigations, they proposed that sulfur dioxide in high concentrations would reduce reproduction in soybeans. They designed an experiment to test this hypothesis (Figure 1). In this experiment, 48 soybean plants, Just beginning to produce flowers, were delved Into two groups, treatment and no treatment. The 24 treated plants were delved Into four groups of 6. One group of 6 treated plants was placed in a fumigation chamber and exposed to 0. 6 pimp (parts power plant. The experiment was repeated on the remaining three treated groups. The no-treatment plants were placed similarly in groups of 6 in a second fumigation hammer and simultaneously exposed to filtered air for 4 hours. Following the experiment, all plants were returned to the greenhouse. When the beans matured, the number of bean pods, the number of seeds per pod, and the weight of the pods were determined for each plant. Figure 1 . Experimental Design for soybean experiment. The experiment was repeated four times. Soybeans were fumigated for 4 hours. Determining the Variables Read the description of each category of variable; then identify the variable described in the preceding investigation. The variables in an experiment must be Leary defined and measurable. The investigator will identify and define dependent, independent, and controlled variables for a particular experiment. A) The Dependent Variable Within the experiment, one variable will be measured or counted or observed in response to the experimental conditions. This variable is the dependent variable. For the soybeans, several dependent variables are measured, all of which provide information about reproduction. What are the dependent variables? B) The Independent Variable The scientist will choose one variable, or experimental condition, to manipulate. This arable is considered the most important variable by which to test the investigators hypothesis and is called the independent variable. What was the independent variable? Can you suggest other variables that the investigator might have changed that would have had an effect on the dependent variables? He dependent variables, only one independent variable is usually chosen. Why is it important to have only one independent variable? Why is it acceptable to have more than one dependent variable? C) Controlled Variables Consider the variables that you identified as alternative independent variables. Although they are not part of the hypothesis being tested in this investigation, they would ha ve significant effects on the outcome of this experiment. These variables must, therefore, be kept constant during the course of the experiment. They are known as the controlled variables. The underlying assumption in experimental design is that the selected independent variable is the one affecting the dependent variable. This is only true if all other variables are controlled. What are the controlled variables in this experiment? What variables other than those you may have already listed can you now suggest? Choosing or Designing the Procedure The procedure is the stepwise method, or sequence of steps, to be performed for the experiment. It should be recorded in a laboratory notebook before initiating the experiment, and any exceptions or modifications should be noted during the experiment. The procedures may be designed from research published in scientific journals, through collaboration with colleagues in the lab or other institutions, or by means of ones own novel and creative ideas. The process of outlining the procedure includes determining control treatment(s), levels of treatments, and numbers of applications. The value set for the independent variable is called the level of treatment. For this experiment, the value was determined based on previous research and preliminary measurements of sulfur dioxide emissions. The scientists may select a range of concentrations from no sulfur dioxide to an extremely high concentration. The levels should be based on knowledge of the system and the biological significance of the treatment level. What was the level of treatment in the soybean experiment? B) Replication Scientific investigations are not valid if the conclusions drawn from them are based n one experiment with one or two individuals. Generally, the same procedure will be repeated several times (replication), providing consistent results. Notice that scientists do not expect exactly the same results inasmuch as individuals and their responses will vary. Results from replicated experiments are usually averaged and may be further analyzed using statistical tests. Describe replication in the soybean experiment. C) Control The experiment design includes a control in which the independent variable is held at an established level or is omitted. The control or control treatment serves as a encroach that allows the scientist to decide whether the predicted effect is really due to the independent variable. What was the control treatment in this experiment? What is the difference between the control and the controlled variables discussed previously? EXERCISE II: DESIGNING AN EXPERIMENT In this exercise, the entire class, working together, will practice investigating a question using what you have learned so far about the scientific process. Cardiovascular fitness can be determined by measuring a persons pulse rate and respiration rate before and after a given time of aerobic exercise. A person who is more fit may have a relatively slower pulse rate and a lower respiratory rate after exercise, and his or her pulse rate should return to normal more quickly than that of a person who is less fit. Your assignment is to investigate the effect of a well-defined, measurable, controllable independent variable on cardiovascular fitness. Specific questions can be asked about an independent variable related to the broad topic of cardiovascular fitness. For example, your question might be Does cigarette smoking have an effect on cardiovascular fitness? List the questions in the space revived. Choose the best question and propose a testable hypothesis. B) Hypothesis Record the hypothesis chosen by the class. The Experiment A test, called the step test, that is often used for assessing cardiovascular fitness (Sinusitis and Fine, 1987). Here are the basic elements of this test: 1. The subject steps up and down on a low platform, approximately 8 in. From the ground, for 3 minutes at a rate of 30 steps per minute. 2. The subjects pulse rate is measured before the test and immediately after the test. The subject should be sitting quietly when the pulse is counted. Use three fingers to find the pulse in the radial artery (the artery in the wrist, above the thumb). Count the number of beats per minute. (Count the beats for 30 seconds and multiply by 2. ) 3. Additionally, the pulse rate is measured at I-minute intervals after the test until the pulse rate returns to normal (recovery time). Count the pulse for 30 seconds, rest 30 seconds, count 30 seconds, and rest 30 seconds. Repeat this procedure until the pulse returns to normal. Record the number of minutes to return to the normal pulse rate. (Do not record the pulse rate. ) As a group, design an experiment and record the components below: Dependent variable(s): Controlled variables: Control: Level of treatment: Replication: Summarize the experimental designed by your class: Prediction Predict the results of the experiment based on your hypothesis (if/then). Following the procedures established by your investigative team, perform the experiment and record your results. Results Record total class results in a Table. Identify the treatment conditions at the top of the table. Presenting and Analyzing Results Once the data are collected, they must be organized and summarized so that the scientists can determine if the hypothesis has been supported or falsified. In this exercise, you will design tables and graphs; the latter are also called figures. Tables and figures have two primary functions. They are used (1) to help you analyze and interpret your results and (2) to enhance the clarity with which you present the work to a reader or viewer. Tables You have collected data from your experiment in the form of a list of numbers that may appear at first glance to have little meaning. Look at your data. How could you organize the data set to make it easier to interpret? You could average the data set or each treatment, but even averages can be rather uninformative. Could you use a summary table to convey the data (in this case, averages)? Table 2 is an example of a table using data averages of the number of seeds per pod and number of pods per plant as the dependent variables and exposure to sulfur dioxide as the independent variable. Note that the number of replicates and the units of measurement are provided in the table and table legend. Table 2. Effects of 4-Hour Exposure to 0. 6 pimp Sulfur Dioxide on Average Seed and Pod Production in Soybeans. Treatment Number Seeds per Pod Pods per Plant intro 243. 26 16 ASS 241. 96 13 Tables are used to present results that have a few too many data points. They are also useful for displaying several dependent variables. For example, average number of bean pods, average number of seeds per pod, and average weight of pods per plant for treated and untreated plants could all be presented in one table. All values of the same kind should read down the column, not across a row. Include only data that are important in presenting the results and for further discussion. Information and results that are not essential (for example: test-tube number, impel calculations, or data with no differences) should be omitted. The headings of each column should include units of measurement, if appropriate. Tables are numbered consecutively throughout a lab report or scientific paper. For example Table 4 would be the fourth table in your report. The title, which is located at the top of the table, should be clear and concise, with enough information to allow the table to be understandable apart from the text. Capitalize the first and important words in the title. Do not capitalize articles (a, an, the), short prepositions, and conjunctions. Refer to each table in the written text. Summarize the data and refer to the table; for example, The plants treated with sulfur dioxide produced an average of 1. 96 seeds per pod (Table 2). Do not write, See the results in Table 2. If you are using a database program, such as Excel, you should still sketch your table on paper before constructing it on the computer. Application 1. Using the data from your experiment, design a summary table to present the results for one of your dependent variables, pulse rate. Your table need not be the same size or design as the sample. In your table, provide units of the dependent arable (pulse rate). Tell the reader how many replications (if any) were used to calculate the averages. 2. Compose a title for your table. Refer to the guidelines in the previous section. Interpreting and Communicating Results The last component of a scientific investigation is to interpret the results and discuss their implications in light of the hypothesis and its supporting literature. The investigator studies the tables and graphs and determines if their hypothesis has been supported or falsified. If the hypothesis has been falsified, the investigator must suggest alternate hypotheses for testing. If the hypothesis has been supported, the investigator suggests additional experiments to strengthen the hypothesis, using the same or alternate methods. Scientists will thoroughly investigate a scientific question, testing hypotheses, collecting data, and analyzing results, until they are satisfied that they can explain the phenomenon of interest. The final phase off scientific investigation is the communication of the results to other scientists. Preliminary results may be presented within a laboratory research group and at scientific meetings where the findings can be discussed. Ultimately, the completed reject is presented in the form of a scientific paper that is reviewed by scientists within the field and published in a scientific Journal. The ideas, procedures, results, other scientists. Because of this, science is sometimes described as self-correcting, meaning that errors that may occur are usually discovered within the scientific community. Scientific communication, whether spoken or written, is essential to science. During this laboratory course, you often will be asked to present and interpret your results at the end of the laboratory period. Additionally, you will write components of a scientific paper for many lab topics.

Amnesty Essay Example for Free

Amnesty Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints Ever since we started campaigning in 1961, we’ve worked around the globe to stop the abuse of human rights. Amnesty International – Goals and strategy AI aims to maintain every human’s basic rights as established under the United Nations Declaration of Human Rights. In accordance with this belief, Amnesty works to: †¢Free all Prisoners of Conscience (a â€Å"POC† is a person imprisoned for the peaceful exercise of their beliefs, which differs somewhat from the typical use of the term political prisoner). †¢Ensure fair and prompt trials. †¢Abolish all forms of torture and ill-treatment of prisoners, including the use of the death penalty. End state-sanctioned terrorism, killings, and disappearances. Amnesty International works to combat individual offences (e. g. one man imprisoned for distributing banned literature in Saudi Arabia) as well as more general policies (e. g. the recently overturned policy of executing juvenile offenders in certain U. S. states). Amnesty works primarily on the local level but its forty-year history of action and its Nobel Peace Prize give it international recognition. Most AI members utilize letter-writing to get their message across. When the central Amnesty International organization finds and validates to its satisfaction instances of human rights abuse, they notify each of more than 7,000 local groups as well as over one million independent members, including 300,000 in the United States alone. Groups and members then respond by writing letters of protest and concern to a government official closely involved in the case, generally without mentioning Amnesty directly. Amnesty International follows a neutrality policy called the â€Å"country rule† stating that members should not be active in issues in their own nation, which also protects them from potential mistreatment by their own government. This principle is also applied to researchers and campaigners working for the International Secretariat to prevent domestic political loyalties influencing coverage. Recently, Amnesty has expanded the scope of its work to include economic, social and cultural rights, saying that these concerns had arisen out of its traditional work on political and civil rights. Its 2004 annual report said that â€Å"it is difficult to achieve sustainable progress towards implementation of any one human right in isolation. †¦ AI will strive to †¦ assert a holistic view of rights protection. It will be particularly important to do so in relation to extreme poverty, and the human rights issues underlying poverty. â€Å"[2] As an example it asserts that â€Å"The right to effective political participation depends on a free media, but also on an educated and literate population. â€Å"[3] Amnesty. (2018, Nov 06).

Do you agree with Hedley Bulls comment the 'International society has Essay

Do you agree with Hedley Bulls comment the 'International society has always been present' in the world political system - Essay Example Especially claim that the basic component of politics is the element of mutual actions and regulations shouldn’t be underestimated. Modern world politics can be considered to have international society if we refer to statement by Bull, who underlines that if there are institutions that propagate and support states’ cooperation, such as international affairs, international organizations, and weight force regulationi. As far as we know, modern politics have such kind of institutions. Therefore it is possible to claim that statement by Bull on international society existence in modern politics works though it should be taken into account that there are a lot of debates on international society existence in world politics due to numerous global international problemsii. Nevertheless practical adaptation of this statement has met a lot of obstacles and will hardly be used in the future. Methodology of Bull can unite states in their common goals and values though international society in accordance with Bull can be determined on two main concepts: pluralism and solidarism. If to follow Bull we can conclude that all the states are united in states system united by community of interests, values, rules and institutions. The difference is as follows: a solidarist international society is striving for progress, development and propagation of international law. Further on we’ll ground our discussion on a solidarist international society. This approach of Bull is more relevant for modern politics. Developing this idea, force can be justified and legitimate if it protects and enforces international law. As far as we can see, Bull tends to generalization and unification. He supports systematization. But where is the boundary between ‘system†™ and ‘society’? Does it exist? Or do these concepts are transformed in one another and blurred to such an extent that they are justified to be considered

Environmental scan Essay Example | Topics and Well Written Essays - 1000 words

Environmental scan - Essay Example However, the management should be aware of some of the shortcomings of semantic technique: it is limited in its data content, it can not be used for navigating the website and it is complicated for beginners. Currently, many people make use of search engines to retrieve and search for data on the internet. There are over fifty search engines that are available to the user worldwide. Some of the search engines are regional while others are universal. For example, Google, Yahoo Search and MSN are some of the global search engines. These search engines came to the market at the start of the last decade of the twentieth century. Following are some of the search engines that are currently in use: It is an immense search engine (Takakuwa, 2004: 23). It is claimed to be one of the biggest search engines that is currently available to web browsers. Levene (2006: 123) is of the view that Google uses the PageRank system to display the information that the user is searching for. This type of page ranking is named after one of the pioneers, Larry Page. This technology gives the user the pages that closely resemble what he is looking for (Takakuwa, 2004: 100). The page with the highest similarity is ranked at the top. This search engine is effective as far as giving the user a multitude of hits that closely resemble what he is searching for. It can be used to search for books, blogs, images, patents amongst others (Takakuwa, 2004: 100). It also links the user to other sites that are relevant. Though not as big as Google, it has an excess of twenty billion â€Å"web objects† (Thurow, 2007: 23). It gives the user shortcuts to the relevant site that he is looking for (Thurow, 2007: 23). The results are ranked using the Automatic AND technique. Apart from the two above, there are many other services such as Exalead, MSN and a host of others. The current search engines have some efficacies based on their size of database, search

Civil Rights, Women, and Diversity (summary) Essay

Civil Rights, Women, and Diversity (summary) - Essay Example She hid her sexual orientation from her coworkers, though people outside work knew that she was a lesbian. After Waits had worked for a year, one day her supervisor found out that Waits was a lesbian. She declared her plans of firing Waits without offering her a sound reason for that. Waits testified to the Congress that discrimination on the basis of sexual orientation not be allowed in the workplace. She worked in Texas that offered no protection to gay and lesbian employees unlike most of the other states. Since 1994, bills have been passed instructing the organizations to base their judgment of the employees solely on the basis of their performance. The enforcement of the Employment Non-Discrimination Act would be a landmark achievement. However, this law faces extreme challenges from the religious groups and the moral conservatives that base the discrimination against homosexual employees on the religious and spiritual grounds. Advocates of the bill assert that all Americans sho uld be treated fairly and equally and solely be judged according to their performance. This fight constitutes the long history of struggle for the protection of employees’ civil rights. Slavery introduced the practice of discrimination in America. Civil rights were deemed more important than natural rights. Ratification of the US Constitution sanctioned slavery in five clauses. Congress passed constitutional amendments and civil rights acts after the Civil War to abolish slavery, but they were ineffective. Winning of the election by Hayes caused the racism to recede though it reasserted in the South in which the states adopted the Jim Crow laws. Mexican Americans, Chinese, and Japanese workers and others also faced discrimination like the African Americans. Both the American Creed and the laws had failed to abolish discrimination in the 19th and early 20th century. The Civil Rights Act of 1875 narrowed the 14th Amendment’s meaning and made it irrelevant. Ruling over th e Plessy v Ferguson case caused complete destruction of the 14th Amendment and the spread of Jim Crow laws followed. The Civil Rights Movement that was started in the late 1950s led to the Civil Rights Act of 1964 whose Title VII prohibits any kind of discrimination in the workplace and enforces the disparate treatment theory has been structuring laws against discrimination till date. The overtly discriminatory signs at the workplace were pushed aside with the enforcement of this law. In the Griggs v. Duke Power case, the Supreme Court declared the requirement of diploma illegal. The EEOC gave the 80 per cent rule to define the unlawful disparate impact. This broadened the range of discrimination that Title VII could strike down. The harm caused to the black employees by past rejection laid ground for affirmative action. Executive Order 11246 is the most affirmative action’s origin. OFCCP enforced the Executive Order 11246 without establishing rigid goals of hiring for the co mpanies. OFCCP uses statistical tools to review the compliance. The Affirmative Action challenged the American Creed. Affirmative action spurred a legal debate that paralleled three basic ethical considerations of a broader debate in the society; utilitarianism, ethical theories of justice, and the ethical theories of rights. The population of working women has increased in the US. Laws offering protection from discrimination include but are not limited to The Civil Rights

International Operational And Logistical Strategies Assignment

International Operational And Logistical Strategies - Assignment Example Globalization of trade has meant that there is an increasing need to build capacities within the firm to handle the increased competition. There has been a significant increase in the number of business organizations while the rate of growth of managerial skills and talents has not grown concomitantly. In addition to the competition for markets, there has been a competition for the highly skilled employees in the global job market leading to shortages and ‘brain drain’ in several parts of the globe (Andriopoulos & Dawson, 2009). This is more often through the economies of production and the increase in personal capacity. The objective in the latter has emerged as a new field in management referred to as talent management and development. The aim of talent management is to build better capacities within the firm’s employees so as to facilitate better and efficient products as well as ensure there is succession within the organization providing the stability that is necessary for the long-term growth of the organization generally and the career growth and actualization of its employees.Consequently, capacity planning is an emergent area of interest whose importance can be seen in at least three basic functions as highlighted above which when ignored foretells the collapse of the business in our view. The team members have apportioned parts of the topic and which they were required through every second-day meetings to update the whole team/group on. The final draft was, therefore, a comprehensively researched and discussed paper that reflected the overall full participation of the members on the task. Supply Chain Game Supply chain management is a method of capacity planning. The study of supply chain management reveals two crucial views: Firstly, that the vast majority of processed commodities that reach the final consumer represent the cumulative efforts of all organizations within the organization i.e. these multiple organizations form the l ink that is referred to as a supply chain.  

Evaluate the contribution that induction makes to tourism, events or Essay

Evaluate the contribution that induction makes to tourism, events or consumer- focused organisations in the UK - Essay Example â€Å" In order to reap the benefits of deep-level diversity, organizations must promote equal employment opportunity by attending to the surface characteristics of their human resource management practices† (Stockdale and Crosby, 2004) Handling diversity in the workplace is absolutely necessary as it contributes to the growth of the organization in its status. According to Anca and Vazquez (2007), a company needs to be flexible and face challenges with in order to â€Å"undertake varied roles, performing tasks in different ways and taking positions in different companies†. The importance of the equal opportunity belief gave rise to the regulation of the provision in order to weed out the discrepancies. According to Dobbin (2009), â€Å"while some firms created their own elaborate equal opportunity systems, the absence of a strong central authority with clear standards meant that others did nothing†. In order to make sure that people from outside the country also recognized and taken inside the organizations, the UK government has taken various measures and one among them is the passing of the Equality law. The simplification and tailor-made provisions of the new Equality Act speaks about the importance of employing different group people into an organization without any sort of bias.

Civil Rights, Women, and Diversity (summary) Essay

Civil Rights, Women, and Diversity (summary) - Essay Example She hid her sexual orientation from her coworkers, though people outside work knew that she was a lesbian. After Waits had worked for a year, one day her supervisor found out that Waits was a lesbian. She declared her plans of firing Waits without offering her a sound reason for that. Waits testified to the Congress that discrimination on the basis of sexual orientation not be allowed in the workplace. She worked in Texas that offered no protection to gay and lesbian employees unlike most of the other states. Since 1994, bills have been passed instructing the organizations to base their judgment of the employees solely on the basis of their performance. The enforcement of the Employment Non-Discrimination Act would be a landmark achievement. However, this law faces extreme challenges from the religious groups and the moral conservatives that base the discrimination against homosexual employees on the religious and spiritual grounds. Advocates of the bill assert that all Americans sho uld be treated fairly and equally and solely be judged according to their performance. This fight constitutes the long history of struggle for the protection of employees’ civil rights. Slavery introduced the practice of discrimination in America. Civil rights were deemed more important than natural rights. Ratification of the US Constitution sanctioned slavery in five clauses. Congress passed constitutional amendments and civil rights acts after the Civil War to abolish slavery, but they were ineffective. Winning of the election by Hayes caused the racism to recede though it reasserted in the South in which the states adopted the Jim Crow laws. Mexican Americans, Chinese, and Japanese workers and others also faced discrimination like the African Americans. Both the American Creed and the laws had failed to abolish discrimination in the 19th and early 20th century. The Civil Rights Act of 1875 narrowed the 14th Amendment’s meaning and made it irrelevant. Ruling over th e Plessy v Ferguson case caused complete destruction of the 14th Amendment and the spread of Jim Crow laws followed. The Civil Rights Movement that was started in the late 1950s led to the Civil Rights Act of 1964 whose Title VII prohibits any kind of discrimination in the workplace and enforces the disparate treatment theory has been structuring laws against discrimination till date. The overtly discriminatory signs at the workplace were pushed aside with the enforcement of this law. In the Griggs v. Duke Power case, the Supreme Court declared the requirement of diploma illegal. The EEOC gave the 80 per cent rule to define the unlawful disparate impact. This broadened the range of discrimination that Title VII could strike down. The harm caused to the black employees by past rejection laid ground for affirmative action. Executive Order 11246 is the most affirmative action’s origin. OFCCP enforced the Executive Order 11246 without establishing rigid goals of hiring for the co mpanies. OFCCP uses statistical tools to review the compliance. The Affirmative Action challenged the American Creed. Affirmative action spurred a legal debate that paralleled three basic ethical considerations of a broader debate in the society; utilitarianism, ethical theories of justice, and the ethical theories of rights. The population of working women has increased in the US. Laws offering protection from discrimination include but are not limited to The Civil Rights

Evaluate the contribution that induction makes to tourism, events or Essay

Evaluate the contribution that induction makes to tourism, events or consumer- focused organisations in the UK - Essay Example â€Å" In order to reap the benefits of deep-level diversity, organizations must promote equal employment opportunity by attending to the surface characteristics of their human resource management practices† (Stockdale and Crosby, 2004) Handling diversity in the workplace is absolutely necessary as it contributes to the growth of the organization in its status. According to Anca and Vazquez (2007), a company needs to be flexible and face challenges with in order to â€Å"undertake varied roles, performing tasks in different ways and taking positions in different companies†. The importance of the equal opportunity belief gave rise to the regulation of the provision in order to weed out the discrepancies. According to Dobbin (2009), â€Å"while some firms created their own elaborate equal opportunity systems, the absence of a strong central authority with clear standards meant that others did nothing†. In order to make sure that people from outside the country also recognized and taken inside the organizations, the UK government has taken various measures and one among them is the passing of the Equality law. The simplification and tailor-made provisions of the new Equality Act speaks about the importance of employing different group people into an organization without any sort of bias.

Information about current influences on planning Essay Example for Free

Information about current influences on planning Essay 1. Every child matter influences planning and provision of learning opportunities The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. Child care act 2006 influences planning and provision of learning opportunities this act states that early years providers have a duty to implement the EYFS. We do this by meeting the learning and development requirements when doing our weekly planning and we also comply with the welfare requirements. Child care act does this to ensure that it is very important to follow rules and regulations to ensure that the children are at the right stages of development in life. SEN code of practice 2002 influences planning and provision of learning opportunities areas covered include the definition of special educational needs, parental responsibility and working partnership with parents. The code also looks at: involving pupils in assessment and decision-making; provision in the Early Years; primary and secondary education; statutory assessment of children under compulsory school age; and the role of the special educational needs coordinator. (2013) Special Educational Needs: Code of Practice. The SEN code do this to ensure that disability children do not miss out on key learning development and also to make sure that they do not feel left out or intimidated. Equality act 2010 influences planning and provision of learning opportunities this act makes sure that no one gets treated differently to anybody else this helps planning and provision because it makes sure that staff have to make sure that when they plan a activity or a lesson plan it’s got to be able to involve everyone and make sure that it suits all individual needs. ‘’ Objectives must be appropriate, focusing on the most pressing equality  gaps.’’ 2. Inspectors found that where assessment was underdeveloped it tended to focus more on children’s welfare or their interests, rather than their learning. Self-evaluation and action-planning was too often seen by childcare providers as something that had to be done for Ofsted rather than a means of improving outcome for children. However, outcomes for children were no better than satisfactory in any of the providers where self-evaluation was inadequate (2011) Press release: A good start for the Early Years Foundation Stage. Ofsted make sure that it is seen to be important to plan different types of learning opportunities for the children as this helps to develop the children’s skills in a variety of way. For example ofsted inspect schools by sitting in on different subjects and different teacher’s lessons, they do this to make sure that everyone is doing it as correctly as they aspect to see. 3. The curriculum frameworks like the EYFS influence planning and provision of learning opportunities. The term curriculum is used to describe everything children do, see, hear or feel in their setting, both planned and unplanned. The Early Years Foundation Stage is the statutory framework against which providers of early education are judged, and includes requirements for the provision of young children’s learning and development, and welfare. The report focuses particularly on two areas of learning: personal, social and emotional development; and communication, language and literacy skills. 4. Learning through landscapes supports families in the early years by showing children the outdoors and learning them new activities such as gardening and discovering nature with their own opinions and physically learning by touch and seeing things from their point of view. I believe the work of Learning through Landscapes is needed even more than ever. I hope  you will share our passion for giving children opportunities for discovery and learning that will illuminate their entire lives. Attenborough.D (2005) Learning through Landscapes.   EPPSE (3-14) supports families in the early years by making sure those children do get assessed at the age of 3 before they go to pre-school and then the child will be monitored until they do enter school. This helps by knowing what the child abilities are being noticed and noted. ‘’ More than 3,000 children were assessed at the start of pre-school around the age of 3 and their development was monitored until they entered school a round the age of 5.’’ Leading education and social research (Updated 2013) Effective Pre-School, Primary Secondary Education (EPPSE).   Primary and Secondary Education 3-14 (EPPSE 3-14 project) a major longitudinal study investigating the influence of pre-school, primary and secondary school on children’s cognitive and social/behavioural development in England. The transitions sub-study of more than 500 children and families sheds light on current transition practices and highlights what helps and hinders a successful transition. Evangelou.M (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14).   Neighbourhood nurseries support families in the early years by making sure that families can get to close nursery without struggling and panicking that they cannot reach a nursery which prevents the child even going into nursery. ‘’The Neighbourhood Nurseries Initiative (NNI) aims to expand childcare provision in the 20% most disadvantaged areas of Englan d by creating 45,000 new day-care places for children aged nought to five.’’