Evaluate Assessment Activities free essay sample

Portray, utilize and assess two diverse evaluation exercises used to check the learning of either people or a gathering of students. Examine the reason for evaluation and produce a composed legitimization of your picked appraisal technique. Utilize a concentrate from your showing practice portfolio and think about how your input has educated your students progress and accomplishment and how criticism from others has educated your own proficient practice. Presentation In my first year at College I have conveyed Entry and Level 2 Motorvehicle Maintenance and with no past experience of this course evaluation was something I leant at work as it were. At first it was games and questions and answers followed by tests which were essentially useful. As the year advanced I at that point began doing formal down to earth works out (watched appraisals), Web based activities lastly various decision test style questions. The Entry level course is surveyed simply by portfolio (questions and replies in addition to work cards) yet the Level 2 course has a summative test component. These are spread throughout the year and all out 5. The two I will talk about are the watched appraisals and occupation card creation. Occupation card creation The principal appraisal technique I will examine is the finishing of employment cards. As a component of the course (either gathering) the students all total handy undertakings in the workshop. To be sure this is one of the features for them as they are not a scholastically put together gathering with respect to the entirety. Each down to earth task is intended to fortify the hypothesis component that was canvassed in the past talks. During the functional we (staff) ensure the students comprehend what they are doing and its pertinence to the theme close by. We additionally check they make notes to help with work card finishing. Separation is likewise polished, not in the undertaking itself yet the bicycle they are given to chip away at. Some are simpler than others for given occupations. When the undertaking has been finished and the workshop cleared up and all apparatuses set aside and so on (I. e. there is a break from the first assignment close by) they all need to finish a vocation card to reflect what they have been doing. During this time I watch out for what they are composing and frequently challenge them on different realities. I discovered ome students attempted to recollect what they had quite recently done even with the assistance of notes while others finished the undertaking practically independent. During this errand the aftereffects of surveying adapting truly got self-evident. It was fascinating that generally it was consistently similar students that has similar issues. Throughout the year they improved, some more than others. There were a few anyway who had hit their roof with what we should think about these exceptionally basic errands. Luckily the course requests a developmental appraisal approach and this last errand of finishing the activity cards is just about a convention and not something you can fizzle at. The main part of the course evaluation was done really during the functional errand. This was more the situation for Entry level students than the Level 2 students. Level 2 students needed to finish comparative undertakings and so on yet were marginally better at finishing work cards. Again this was not something they could come up short at. In the event that it was wrong they basically balanced it until it was. For the students this assignment was not one they savored as only they are kinaesthetic students with an antipathy for both perusing and composing and frequently tuning in. This was thusly a serious hard errand for the students yet a fundamental one as the course requested it as proof of their learning. It opened the open door for conversation in any case and loads of them took in a great deal during these meetings. There was likewise a component of cooperation with respect to the most part they worked in bunches doing the workshop undertakings. As the year advanced and thinking about my showing portfolio, no matter what every one of my students improved and at times picked up the certainty and want to help other people which was extremely promising. Strikingly this was the less capable helping those that may have missed a meeting and so on. An incredible lift in fearlessness for them and the class for the most part. As the instructor from this entire workshop process I had the option to separate between those prone to be specialist material, the individuals who may make fitters and the individuals who were not going to make it in the field. With the advantage of knowing the past these impressions are exact up until now. Watched appraisals This is for the Level 2 students just and includes completing a commonsense errand on a motorvehicle under close to test conditions I. e. no conversing with different students in the room and so on. They could converse with the instructors and pose a few inquiries. This was an especially informational assignment for us the educators as the student is out of nowhere on his/her own as opposed to in a gathering as they had been in the typical workshop meetings. As the educator we had barely any astonishments with the presentation of the students yet there were a couple of at an early stage. These were fundamentally in light of the fact that it was conceivable during the workshop meetings to take a rearward sitting arrangement and let your gathering do the majority of the work. In light of this they were uncertain when it went to their evaluation which is just not out of the ordinary. While most students finished the errands effectively there were a couple of issues true to form. Returning to my ethic of attempting to regard them as grown-ups I attempted to loosen up them while carrying out the responsibility and diminish the typical pressure related with this sort of errand. This was mostly around disappointment either in the assignment or to finish in the designated time. I invested a ton of energy consoling them that in the event that it didn’t work out it was anything but an issue, we would do what needs to be done again after some more practice. In the early appraisals the students looked as if they were stepping on glass however as the year advanced and they loose and started to know our limits it turned into an agreeable exercise for them. For the instructor again it gave an abundance of data on their advancement, information and certainty and gave us conversation material for both the students and guardians evening. These assignments allowed the students a chance to show their insight and mastery and thus progress through the course educational program. There was no gaining starting with one understudy then onto the next obviously however there was a decent serious soul around progress and time keeping. The reason for evaluation ‘Assessment is a proportion of learning, at a given point in time’ [ ]. Taken on its own this is fairly separate so it ought to be noticed that the evaluation procedure is a ‘a two way process’ [ ]. This implies the instructor should accept input from the appraisal procedure and where essential adjust their training practices to improve the general learning experience. At its least complex this is for arranging further educating and evaluation. There are a few techniques for appraisal, some of them formal e. g. perceptions, tests, tests and so forth and some are casual e. g. questions and replies, tests and so on lastly there are starting, developmental and summative appraisals. In these beginning of the course it appeared to be sensible to utilize the above appraisal techniques as they were contributing straightforwardly towards the result of the course and its proof based measures. The school decision of inspecting board (City and Guilds) has left me almost no degree for modification of the evaluation techniques I have delineated. Looking forward however I intend to make the activity cards much simpler to finish which will help in hitting the City and Guilds targets while going some path towards evacuating the reliance on perusing and composing particularly the English component. I have different designs to re-present this however with research based schoolwork as the utilitarian abilities components must not be ignored. Input from my students on my underlying endeavors has been extremely reassuring. Along these lines, while my point is to follow on what Dr Patrick Geoghegan says ‘the understudies could test themselves in a non-scaring way that could be fun’ [ ] I understand there is a best approach however we have made incredible steps this year and one year from now will be better. Positively, this year has been a lofty expectation to absorb information for both the students and educators however we are advancing together and it is looking encouraging on the movement starting with one level then onto the next. I was seen by my director and during the look up meeting up some other time got criticism about my educating meeting. The most intriguing point for me was the degree of the talk. It was an apparently straightforward subject on exhaust frameworks yet during the talk the class and I got into an intriguing conversation which veered off into the speed of sound through various temperature gases, etc. The criticism was essentially to keep the talk on target. To this end I have now begun to pre-empt little preoccupations like this with extra slides either toward the end or in a different introduction. Along these lines I can cover these focuses sometime in the not too distant future or toward the end if suitable. Isolating these out likewise implies when I put my introductions on Moodle I can just set up the center show and hold some back for separation purposes. End Good evaluation methods especially developmental ones can be implanted into the exercise and practically unnoticeable to the students. There are obviously the more conventional strategies which are increasingly evident e. g. QA, tests and so on. For myself I have been utilizing a huge scope of evaluation methods some of which I didn't understand I was doing toward the start. During the year the evaluation procedure has been a fascinating expectation to absorb information for both myself and my students. I have included them as much as could reasonably be expected and a portion of the input from them has been extremely smart and thus took care of go into the procedure. At long last, criticism to the student from appraisal ought to consistently be as productive as could be expected under the circumstances. This is upheld by the accompanying statement ‘assessment input †¦. ought to consistently be constructive’ [ ]. List of sources Books Ann Grav

Observation Paper Essay Example for Free

Perception Paper Essay Congruity is conduct change intended to coordinate the activities of others. During my examination, I discovered numerous instances of conformitive conduct. I regularly related adjustment to teenagers because of the way that they as a rule give a valiant effort to attempt to fit in with regards to gather settings. This sort of conduct can be found in undergrads going to instructive offices from home. Those that are in dormitories will in general enjoy drinking regardless of whether they aren’t â€Å"big drinkers†. They do this to comply with that of others and to be remembered for the fun and attempt and fit in. One final model that I will talk about before getting into my own perception, was the investigation that was done my Crandall in 1988 which analyzed standardizing social impacts including bulimia in school sororities. Sororities are the genuine meaning of congruity and those that don’t acclimate are typically not permitted to keep on promising. In the specific sororities that were inspected, Crandall found that it had its own standard when it went to the â€Å"right† measure of food to eat and the ubiquity inside the sorority was related with clinging to this standard. Those that needed to be a piece of the sororities expected to fit in with the â€Å"norm† and fell into a bulimic state. These young ladies needed to of realized this was not beneficial for them yet they needed to keep on happening to part of this gathering and follow the â€Å"norm† that was set out. To me, this is simply crazy. A few of us have issues with acclimating and I trust I’m one of those individuals. The perception that I chose to direct was that of a military setting. I chose to do this dependent on the way that when I was in the military, there were times when I battled with those selected over me since I knew the errands that they were giving me weren't right. I wasn’t ready to accommodate when I knew it wasn’t right. This is the place my â€Å"issue† with power became an integral factor. The military is one of, if not the biggest, association that expects adjustment without limit. Those that don’t accommodate will be rebuffed. During my perusing I found a Japanese saying that truly hit near and dear. â€Å"The nail that sticks up gets pounded down†. What that way to me is that it’s better to not hang out in the gathering but instead acclimate and fall among them. Preceding the beginning of my perception, I had a foundation of the military setting so I surmise we could call that an uncalled for advantage on the grounds that perhaps I didn’t go into this task with liberality. I had the accepted thought that those being watched wouldâ conform to the measures set out by the military authority responsible for them in any case in the event that they imagined that it was correct/wrong. I imagined that regulating weight would become an integral factor since those that are in legitimate position are regarded and turned upward to. In this way, so as to help my suspicion, I chose to have my significant other, who is at present well-trained and a Division Officer, help me. She didn’t do this by decision, yet I had her adjust ï Å¡ I requested that her give staff in her division arranges that they would know weren't right. For example, she gave three separate Sailors (2-E3, 1-E4) bearing to go to McDonald’s to make her something to eat while in an obligation status. At that point, she informed every one of them at obligation area gather that nobody was approved to leave the bounds of the boat on their obligation in any way, shape or form to incorporate going to grab a bite. They all knew this wasn’t permitted however being that she let them know, they believed that it must be correct. There was no scrutinizing mentality, only a â€Å"yes Ma’am† by each and every one. I needed her to make it one stride further so I requested that her accomplish something that would influence the security of Sailors and perceive how they reacted. Would they adjust? Along these lines, every one of her Sailors are required to wear defensive head apparatus and glasses because of the dry dock condition and the risks related. She went to quarters and guided them all to return tomorrow with just their hard caps. She expressed glasses were not, at this point required. Not one individual said anything when she gave this data out. Nobody scrutinized her yet basically just went on about their days. The following day, over 75% of her work force appeared without glasses. This was unmistakably a security infringement and might affect their individual wellbeing but since she was a definitive figure, they acknowledged that hazard and fit in with what she expressed. It wasn’t right yet they did it in any case. After it was finished, she let them realize that it was alright to address things that you thought weren’t right. She educated them about the investigation and expressed that she was amazed such huge numbers of had not followed their senses and made the best choice. I wasn’t so stunned by the outcomes. I saw a ton of Sailors do things that aren’t essentially right since somebody higher positioning let them know and as opposed to addressing them, and conceivably getting in a difficult situation, they simply did it. In this way, the outcomes she got didn’t shock me. In the military, it’s like the implicit rule†¦just adjust. In general, this examination was actually what I thought it would have been. In manyâ situations, we are dubious how to think or act/respond to everyone around us particularly when it’s not the socially acknowledged â€Å"norm†. We will in general utilize the conduct and activities of others to direct what would do. Instructive social impact happens in light of the fact that we acclimate utilizing others as a wellspring of data. That’s precisely what occurred as I would see it. Nobody stood up and said it wasn't right so being that my better half revealed to them it was correct (she was the wellspring of data), they did it! Was it right, no! This is the place I think change needs to occur. Go to bat for what you accept. Don’t simply be insubordinate in light of the fact that you can however have an explanation and remain by it. Discover individuals who have confidence in something very similar that you put stock in and take a position. Her Sailors ought to have trusted in each other and they all ought to have worn their glasses to assemble realizing that it was their security that they were ensuring. Every one of them ought to have risen up to secure themselves!

Understanding Hypersensitivity in ADHD

Understanding Hypersensitivity in ADHD ADHD Print Understanding Hypersensitivity in ADHD By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Updated on February 09, 2020 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Jamie Grill/The Image Bank/Getty Images If you have  attention deficit hyperactivity disorder  (ADHD), you may notice that you have strong emotional reactions to things that other people seem to take in stride. Heightened, over-the-top emotions with the disorder are very common, in both positive and negative situations. It is also not unusual for individuals with ADHD to feel physically hypersensitive to touch, sounds, light, even the tags on clothing.?? Research shows that many people with ADHD have trouble with emotional regulation, experiencing symptoms such as low frustration tolerance, impulsivity, temper outbursts, and significant mood fluctuations. These are associated with lower quality of life in adults with ADHD, including reduced marital status and a  higher risk of traffic accidents and arrests. Emotional Sensitivities Emotional self-control, particularly as it relates to difficult emotions like frustration, anger, or sadness, can be very challenging for someone with ADHD.?? It is painful to experience negative feelings so deeply and have little ability to control your response. Whats more, emotional sensitivities can often affect social interactions when others are on the receiving end of these strong emotions. When a person is impulsive they simply react driven by the intensity of the moment. To be able to delay a response allows a person to separate a bit from the emotions and react in a more objective way. This ability to delay response is sometimes very difficult for those with ADHD. At this point, it is unclear whether the symptoms related to emotional dysregulation are caused by ADHD itself, or comorbid psychiatric conditions, which many people with ADHD have.?? It is also possible that because of past experiences and growing up with all the negative labels that can be associated with ADHD, some people with ADHD may simply feel more sensitive to negative statements or complaints or even gentle suggestions from others than a person who did not grow up with ADHD. Physical Sensitivities Many people with ADHD are also hypersensitive to their physical surroundings.?? Sounds as subtle as the humming of the air conditioning or lights from a flickering candle or the scratching from a tag on a shirt can become major distractions. When a person is unable to filter and inhibit their responses to incoming stimuliâ€"like sights and soundsâ€"everything becomes a distraction. Instead of having problems with inattention, this person may pay attention to everything whether it is relevant or not. This can be very disorienting. Difficulties integrating sensory input may also contribute to physical sensitivities.?? A simple pat on the shoulder from a caring teacher may feel irritating to some students with ADHD. As a result, the reaction creates problems for this child and confusion for the teacher. For adults with ADHD, these sensitivities around touch and sensory stimulation can also create quite a few problems in intimate relationships. How to Cope While hypersensitivity and heightened emotions can feel like a burden at times, you can learn techniques to help you cope and use these traits to your advantage. People with ADHD are often very creative and empathetic, characteristics that can be big assets in our society. Awareness and understanding of these sensitivities that are often associated with ADHD is a good first stepâ€"as is recognizing that they are part of your disorder, rather than you simply being overly emotional. This can help you avoid unnecessary and unconstructive self-criticism. Other Helpful Ways to Cope With ADHD Scheduling routine downtime every day.Noting when you may be more prone to exaggerated reactions, such as during hormonal fluctuations, affect many women with ADHD.Building regular exercise into your life.   If these issues continue to be troublesome for you, talk with your doctor and, together, develop strategies for managing these sensitivities in your daily life. The 9 Best Online Therapy Programs

Polands Count Casimir Pulaski and His Role in the American Revolution

Count Casimir Pulaski was a noted Polish cavalry commander who saw action during conflicts in Poland and later served in the American Revolution. Early Life Born March 6, 1745, in  Warsaw, Poland, Casimir Pulaski was the son of Jozef and Marianna Pulaski. Schooled locally, Pulaski attended the college of Theatines in Warsaw but did not complete his education. The Advocatus of the Crown Tribunal and the Starosta of Warka, Pulaskis father was a man of influence and was able to obtain for his son the position of page to Carl Christian Joseph of Saxony, Duke of Courland in 1762. Living in the dukes household in Mitau, Pulaski and the remainder of the court were effectively kept captive by the Russians who held hegemony over the region. Returning home the following year, he received the title of starost of ZezuliÅ„ce. In 1764, Pulaski and his family supported the election of StanisÅ‚aw August Poniatowski as King and Grand Duke of the Polish-Lithuanian Commonwealth. War of the Bar Confederation By late 1767, the Pulaskis had become dissatisfied with Poniatowski who proved unable to curb Russian influence in the Commonwealth. Feeling that their rights were being threatened, they joined with other nobles in early 1768 and formed a confederation against the government. Meeting at Bar, Podolia, they formed the Bar Confederation and began military operations. Appointed as a cavalry commander, Pulaski began agitating among government forces and was able to secure some defections. On April 20, he won his first battle when he clashed with the enemy near PohoreÅ‚e and achieved another triumph at Starokostiantyniv three days later. Despite these initial successes, he was beaten on April 28 at Kaczanà ³wka.  Moving to Chmielnik in May, Pulaski garrisoned the town but was later compelled to withdraw when reinforcements for his command were beaten. On June 16, Pulaski was captured after attempting to hold the monastery in Berdyczà ³w. Taken by the Russians, they freed him on June 28 after forcing him to pledge that he would not play any further role in the war and that he would work to end the conflict. Returning to the Confederations army, Pulaski promptly renounced the pledge stating that it had been made under duress and therefore was not binding. Despite this, the fact that he had made the pledge reduced his popularity and led some to question whether he should be court-martialed. Resuming active duty in September 1768, he was able to escape the siege of Okopy Ã…Å¡wiÄ™tej Trà ³jcy early the following year. As 1768 progressed, Pulaski conducted a campaign in Lithuania in the hopes of inciting a larger rebellion against the Russians. Though these efforts proved ineffective, he succeeded in bringing 4,000 recruits back for the Confederation. Over the next year, Pulaski developed a reputation as one of the Confederations best field commanders. Continuing to campaign, he suffered a defeat at the Battle of Wlodawa on Sept. 15, 1769, and fell back to  Podkarpacie to rest and refit his men. As a result of his achievements, Pulaski received an appointment to the War Council in March 1771. Despite his skill, he proved difficult to work with and often preferred to operate independently rather than in concert with his allies. That fall, the Confederation commenced a plan to kidnap the king. Though initially resistant, Pulaski later agreed to the plan on the condition that Poniatowski was not harmed. Fall from Power Moving forward, the plot failed and those involved were discredited and the Confederation saw its international reputation damaged. Increasingly distancing himself from his allies, Pulaski spent the winter and spring of 1772 operating around CzÄ™stochowa. In May, he departed the Commonwealth and traveled to Silesia. While in Prussian territory, the Bar Confederation was finally defeated. Tried in absentia, Pulaski was later stripped of his titles and sentenced to death should he ever return to Poland. Seeking employment, he unsuccessfully attempted to obtain a commission in the French Army and later sought to create a Confederation unit during the Russo-Turkish War. Arriving in the Ottoman Empire, Pulaski made little progress before the Turks were defeated. Forced to flee, he departed for Marseilles.   Crossing the Mediterranean, Pulaski arrived in France where he was imprisoned for debts in 1775. After six weeks in prison, his friends secured his release. Coming to America In late summer 1776, Pulaski wrote to the leadership Poland and asked to be allowed to return home. Not receiving a reply, he began to discuss the possibility of serving in the American Revolution with his friend Claude-Carloman de Rulhià ¨re. Connected to the Marquis de Lafayette and Benjamin Franklin, Rulhià ¨re was able to arrange a meeting. This gathering went well and Franklin was highly impressed with the Polish cavalryman. As a result, the American envoy recommended Pulaski to General George Washington and provided a letter of introduction stating that the count was renowned throughout Europe for the courage and bravery he displayed in defense of his countrys freedom. Traveling to Nantes, Pulaski embarked aboard Massachusetts and sailed for America. Arriving at Marblehead, MA on July 23, 1777, he wrote to Washington and informed the American commander that I came here, where freedom is being defended, to serve it, and to live or die for it. Joining the Continental Army Riding south, Pulaski met Washington at the armys headquarters at Neshaminy Falls just north of Philadelphia, PA. Demonstrating his riding ability, he also argued the merits of a strong cavalry wing for the army. Though impressed, Washington lacked the power to give the Pole a commission and a result, Pulaski was forced to spend the next several weeks communicating with the Continental Congress as he worked to secure an official rank. During this time, he traveled with the army and on Sept. 11 was present for the Battle of Brandywine. As the engagement unfolded, he requested permission to take Washingtons bodyguard detachment to scout the American right. In doing so, he found that General Sir William Howe was attempting to flank Washingtons position. Later in the day, with the battle going poorly, Washington empowered Pulaski to gather available forces to cover the American retreat. Effective in this role, the Pole mounted a key charge which aided in holding back the British. In recognition of his efforts, Pulaski was made brigadier general of cavalry on Sept. 15. The first officer to oversee the Continental Armys horse, he became the Father of the American Cavalry. Though only consisting of four regiments, he immediately began devising a new set of regulations and training for his men. As the Philadelphia Campaign continued, he alerted Washington to the British movements that resulted in the abortive Battle of the Clouds on Sept. 15. This saw Washington and Howe briefly meet near Malvern, PA before torrential rains halted the fighting. The following month, Pulaski played a role at the Battle of Germantown on Oct. 4. In the wake of the defeat, Washington withdrew to winter quarters at Valley Forge. As the army encamped, Pulaski unsuccessfully argued in favor of extending the campaign into the winter months. Continuing his work to reform the cavalry, his men were largely based around Trenton, NJ. While there, he aided Brigadier General Anthony Wayne in a successful engagement against the British at Haddonfield, NJ in February 1778. Despite Pulaskis performance and a commendation from Washington, the Poles imperious personality and poor command of English led to tensions with his American subordinates. This was reciprocated due to late wages and Washingtons denial of Pulaskis request to create a unit of lancers. As a result, Pulaski asked to be relieved of his post in March 1778. Pulaski Cavalry Legion Later in the month, Pulaski met with Major General Horatio Gates in Yorktown, VA and shared his idea of creating an independent cavalry and light infantry unit. With Gates aid, his concept was approved by Congress and he was permitted to raise a force of 68 lancers and 200 light infantry. Establishing his headquarters at Baltimore, MD, Pulaski began recruiting men for his Cavalry Legion. Conducting rigorous training through the summer, the unit was plagued by a lack of financial support from Congress. As a result, Pulaski spent his own money when necessary to outfit and equip his men. Ordered to southern New Jersey that fall, part of Pulaskis command was badly defeated by Captain Patrick Ferguson at Little Egg Harbor on Oct. 15. This saw the Poles men surprised as they suffered more than 30 killed before rallying. Riding north, the Legion wintered at Minisink. Increasingly unhappy, Pulaski indicated to Washington that he planned to return to Europe. Interceding, the American commande r convinced him to stay and in February 1779 the Legion received orders to move to Charleston, SC. In the South Arriving later that spring, Pulaski and his men were active in the defense of the city until receiving orders to march to Augusta, GA in early September. Rendezvousing with Brigadier General Lachlan McIntosh, the two commanders led their forces towards Savannah in advance of the main American army led by Major General Benjamin Lincoln. Reaching the city, Pulaski won several skirmishes and established contact with Vice Admiral Comte dEstaings French fleet which was operating offshore. Commencing the Siege of Savannah on September 16, the combined Franco-American forces assaulted the British lines on Oct. 9. In the course of the fighting, Pulaski was mortally wounded by grapeshot while leading a charge forward. Removed from the field, he was taken aboard the privateer Wasp which then sailed for Charleston. Two days later Pulaski died while at sea. Pulaskis heroic death made him a national hero and a large monument was later erected in his memory in Savannahs Monterey Square. Sources NPS: Count Casimir PulaskiPolish-American Center: Casimir PulaskiNNDB: Casimir Pulaski

The Existential Progression of King Lear Essay - 3680 Words

The Existential Progression of King Lear The human condition is the scrutiny of art, Prince Hamlet notes the purpose of art is to hold the mirror against nature. King Lear is a masterful inquiry into the human condition. King Lear is confronted with existence in its barest sense and is forced to adapt to that existence. His adaptation to the absurd provides an invaluable insight for all into the universal problem of existence. Lear is forced into an existential progression that will be traced with the phenomenon of consciousness; the result of this progression is seen ironically in that Lear finds satisfaction in despair. The point of departure of Lear into the unknown of existence is seen when he plunges himself into the†¦show more content†¦Spit, fire. Spout, rain! No rain, wind, thunder, fire are my daughters I tax not you, you elements, with unkindness. I never gave you my kingdom, called you children, You owe me no subscription. Then let fall Your horrible pleasure. Here I stand your slave, A poor, infirm, weak, and despised old man. But yet I call you servile ministers, That will with two pernicious daughters join Your high-engendered battles ‘gainst a head So old and white as this. O, ho! ‘tis foul. (III, ii,14-24) Lear’s phenomenological progression begins with his fury at nature. Lear’s pre-reflective interior consciousness perceives the storm and its relentless ferocity. The storm rages at Lear regardless of who he is and what has happened to him. â€Å"Rumble thy bellyful. Spit, fire. Spout, rain!† (III, ii,14).This is Lear’s pre-reflective interior consciousness perceiving nature; in Lear’s terms, there is consciousness of the storm. What makes this significant, however, is not that there is consciousness of the storm, but that it serves as a transcendent object in that ‘consciousness of the storm’ serves as the base for ‘consciousness of Lear.’ Lear reflects on his pre-reflective consciousness as an object in his ego, the ideal state of psychic emotions. â€Å"I tax not you, you elements, with unkindness./ I never gave you my kingdom†(III, ii, 16-17) Lear, in reflecting on his interior consciousness contemplates the unive rse; he does not blame it for his daughter’sShow MoreRelated William Faulkners Use of Shakespeare Essay5388 Words   |  22 Pageshere that night. He was with me the night of the murder† (439). While Hightower’s situational ethics ultimately fail to save Joe Christmas from the hands of the racist mob, his intervention on Christmas’ behalf marks a major point on Hightower’s progression toward self-awareness, social engagement, and personal responsibility. What is interesting and relevant about all this to my purpose this evening is the reading material that Faulkner assigns to Hightower. During his long period of escape and

Mestizaje and Its Critics Free Essays

A word of many definitions and implications, mestizaje is usually associated with regions that have a history of Spanish or European colonization. It is an issue that has been concealed, denied, and debated upon in the cultural, social, and political sense in these colonized regions. Common issues related to this ideology are racism, racial discrimination, chauvinism, and the like. We will write a custom essay sample on Mestizaje and Its Critics or any similar topic only for you Order Now In this particular paper, the focus group of such ideology would be more on Latin America and the Afro-population or the black since this group mostly experienced the effects of the consequences of such prejudice.   Ariel Dulitzky’s A Region in Denial: Racial Discrimination and Racism in Latin America talks about Latin America’s refusal to tackle the issue on racism and racial discrimination. It summarizes the kinds of denials that this region executes to find their way out before or when getting into discussions about the issues mentioned earlier. These denials are categorized in three: literal denial, interpretive denial, and justificatory denial. Literal denial, as the name implies, is the rejection of the thought that racism exists.   The government does not acknowledge the presence of â€Å"race†, therefore making the existence of racism null. The second category, interpretive denial has four subcategories. In the first, it is not the color of the skin or the race but the social status of the person/group that is being criticized.   This denial is euphemism.   The next one, legislative, is somewhat related to the first category. It is said that there are no laws made about racial discrimination because there is no need for such for the reason that they don’t segregate the race of people. Some argue that there are very few complaints about discrimination.   Maybe because the public is not aware about laws and sanctions, if there are any, regarding acts of racial discrimination. The third category is denial of responsibility. This is when the government says that discriminating acts, or whatever they may want to call it, are due to old practices or traditions. The last category is called just isolated events. An explanation of this would be to say that these events of racism eventually happened just at this day and at this time. There is the denial that it, racism, happened in the past, therefore there can be no way that they can be called a racist region. The last category would be justificatory denial. From its root word â€Å"justify†, people who do this either rationalize things or point a finger to the victims themselves. People in control indicate that they belong to a mixed race, thus racial segregation does not exist. Despite all these denials, the Convention Against Racism or the â€Å"Convention† pulled some strings to help these regions and the victims acknowledge that racial discrimination really does exist. Luckily, the effort became an eye opener to others. For the first time, debates about racism were done and more groups were created to protect and implement the Convention’s regulations against racial discrimination. Associated with a region’s ability to discriminate is the huge question about that region’s identity. One article that talks about Latin America’s national and cultural identity is that written by Lourdes Martinez-Echazabal. She discusses the different view points of writers of the same nationality, Cubans, to be particular, pertaining to national identity and racial discrimination together with its effects on people’s actions and beliefs. In the given time, 1845-1959, the Afro-population had been identified with anything negative – the poor, the brainless, the filthy, and the barbaric. As a result of this notion, the end to slave trade was once made in an attempt to stop the multiplication of the Afro-population in Latin America since more black people implied an uncivilized and diseased region that would hinder if not stop the social and cultural development of communities in their region. Some writers thought that crossbreeding with people of lighter complexion was a step towards civilization. They were into making reforms with the colonizers. On the contrary, the other group of writers was after the independence of the region. They do this by not looking at the man’s color to judge his/her moral values or legal status. They use this argument of having a national identity, just one color regardless the mixture of race or color of the skin. Interaction and socialization among different races were encouraged in making a better and enlightened society. To be more particular, an article by Charles Hale focused on this region divided into what they call the ladinos and Mayas, ladinos being the ones with the whiter skin and European mix, and the Indians as the Mayas. As narrated in Hale’s publication, the ladinos used to be the superior group in the past decades, and the Mayas being the inferior one. Interaction of ladinos with Mayas is prohibited by the ladino elders. As time passed by, there had been some changes in the political and social set up of Guatamela. There were Maya cultural activists that fight for their cultural rights. Some ladinos changed their perspectives about the Mayas by somehow respecting the latter’s religious belief such as the fiesta of their patron saint for a start. Racism was definitely gearing towards the Mayas, but due to the number in population with the Mayas taking up considerably the higher percentage of the population, the ladinos started to become confused if they really are the reigning race. The people interviewed by Hale were still hesitant, somehow, when asked about the cultural discrimination against the Mayans. Their answers were unsure maybe because there is no certainty on the cultural development of their region. Confused answers to simple cultural questions were provided. Confused people with confused cultural beliefs would definitely result to complications in interest and one confused country. It is amazing how these writers distort ideas and beliefs. From the denial, to the national identity, to the confused region, now, we have another twist of things about mestizaje and cultural and national identity. Saldaà ±a-Portillo’s arguments, still, are about mestizaje and how particular regions react to it. In her publication, mestizaje is promoted as a step towards citizenship, towards establishment of national culture. In the past reviews, it is usually the â€Å"whites† dominating or taking over the â€Å"blacks†. However in this case, it is still true that Indians are viewed as a sign of an uncivilized community, but some things are viewed the differently. Not that these Indians literally taking over the region and the government, but these colonizers, the Spanish and the Europeans, actually being taken over by the Indians in other perspectives. It is about the women colonizers and the Indian men, Spanish not being the first language, and a biological trace in history. Discussion about women having their roles and rights in the community, for the first time, were mentioned and discussed upon for these â€Å"rights† might be at odds with their group’s statute. Ethnic groups were also given right to the land they lived on. Regardless these new points that might unite certain regions, mestizaje would remain to be seen as these regions accept one another regardless the race, the face, or the beliefs. I must admit that racial discrimination, despite all the efforts to avoid and fight it, still exists up to this day. There are similarities in situations in these articles. These readings are mostly about the search and battle for cultural and national identity mostly of people in the Latin American region. The Afro-population or the â€Å"black† as others would commonly label their group, is often, if not mostly deprived of access to property, media, and means of production. I agree when they say that you shouldn’t judge a book by its cover. It’s the same with people – don’t judge a person by his color because a person is more than just the color of his skin or the details of his face. There is the spirit. There are the values. Maybe the good thing about classifying people is when they are proud to be of that race not because they are whiter or taller, but because people from their region, their race has done something good and inspiring that effect people of other race or region. It is when that person is proud to be of that race because his people have helped so many deprived others. But how often do these things happen? How often does a person become proud because he has â€Å"Indian† features? This is one proof that racial discrimination has been in existentfor so long that it has been part of our practices and to think and establish such notions. Generalization should be avoided because this starts the heating debate and fight about discrimination. Every human being is different, unique. It just so happened that he/she possesses such features, that he/she was born on that region. Nevertheless, that person is no different from you and me. Mestizaje has affected so many races, if not all of them, that it actually is a part of life, of history, of the lives even of the first people on earth.. It is inevitable because it is human nature socialize, and interact. The good thing about the present is having institutions against racism, acknowledgment of the problem, and awareness that the system applies sanctions to violators because it does not tolerate such prejudice. It is good to know that with these things, we need not be afraid for our children and our children’s children because there are people to protect them and fight for them. However, when can we really say that we, our children, and the coming generations would be free from hatred? From prejudice? From undergoing the inequality we had been experiencing since time immemorial? When? Works Cited Dulitzky, Ariel. A Region in Denial: Racial Discrimination and Racism in Latin America†, Neither Enemies Nor Friends: Latinos, Blacks, Afro-Latinos. Ed. A. Dziedzienyo and S. Oboler. New York: Palgrave Macmillan, 2005. pp.39-60. Hale, Charles. â€Å"Travel Warning: Elite Appropriations of Hybridity, Mestizaje, Antiracism, Equality, and Other Progressive-sounding Discourses in High Land Guatamela.† Journal of American Folklore. 112. 445 (Summer 1999): 297-315. Martinez-Echazabal, Lourdes. â€Å"Mestizaje and the Discourse of National/Cultural Identity in Latin America, 1845-1959.† Latin American Perspectives. 100 vols. 25.3 (May 1998). 21-42. Saldaà ±a-Portillo, Josefina. â€Å"Who’s the Indian in Aztlan? Re-Writing Mestizaje, Indianism, and Chicanismo from Lacandon.† The Latin American Subaltern Studies Reader. Ed. I.Rodriguez. NC: Duke University Press, 2001. pp.402-423. How to cite Mestizaje and Its Critics, Essay examples

Incusion Program For Cerebral Palsy Samples †MyAssignmenthelp.com

Question: Discuss about the Incusion Program For Cerebral Palsy. Answer: Case study: Lydia is a happy and joyful four years old kid. She in the youngest of the two siblings and is supposedly moving to Australia. Lydia is a gifted child who is bilingual in nature. Her family speaks two languages at home, English and French. Despite such talents, Lydia suffers from Cerebral Palsy that resulted due to some development setback. Lydias inclusion support officer, who visits her once a week, looks after her. Lydias support officer works in collaboration with educators to help develop newer strategies that can be implemented in classrooms. Lydias family prioritize about her involvement into play experiences that nurture her development in social and cognitive skills., which would in turn help her lead a normal and independent life with friends. The United Nations Convention on Rights for Persons with Disabilities (UNCRPD) highlights the opinion that inclusion is vital for everyone and the early years of learning framework highlights on the principle 4. the importance of resp ecting the diversity. Henceforth, it is necessary to understand and admire the diversity by overlooking the indifference. In order to install better knowledge to mitigate the situation, Training Modules run by Cerebral Palsy Training Alliance would be beneficial to understand and help Lydia and several others like her, develop their social skills. With working in cooperation with families and supporting professionals, developing an Individual Family Service Plan (IFSP) would facilitate the progress professionally. Points to be noted while devising a highly standardized inclusion plan to meet the needs of individuals like Lydia. Develop a highly safe, engaging, interactive and linguistically relevant program (Levitt, 2013). Modify and adapt the routines, displays and the room set up as per the needs. Implant learning prospects into activities and schedules. Implementation of unambiguous child directed guidelines. Points that should be taken care of by an instructor while implementing a inclusion plan to retain quality standards. Educational curriculum and practice Child Welfare Environment Personnel Arrangements Rapport with children Cooperation with families and communities (Chiarello et al., 2016) Leadership and service management Financial support In order to deliver eminent service and supportive inclusion programs, funding are important to help the program deliver better results by imparting advanced skills, resources and careers options. In case of Lydia, the funding support came through Inclusion Support Program that was incorporated on July 2016. These programs assist the children in need through customized inclusion advice, support agencies, funding support, advanced equipments. The key elements of these programs are Inclusion agencies Inclusion improvement fund Inclusion improvement fund administrator Inclusion support agencies (ISA) These agencies provide support settings along with practical support from auxiliary precedent groups. This is significant due to the worthiness that these groups help to children with disabilities along with children in need as well. KU Childrens Service is managing this program. About Cerebral Palsy Cerebral palsy is a common motor disorder that affects a persons abilities to move and maintain stability as well as posture. Individuals suffering from cerebral palsy have difficulties in expressing their thoughts and ideas due to short attention span and motor disabilities. Individuals suffering from cerebral palsy use an alternate form of communication through use of gestures, expressions and communication devices. About bilingualism Bilingualism refers to the ability of using multiple languages that helps access to different literary and cultural practices, in turn assisting the familial stability. Bilingualism does not interrupt a childs linguistic development (Hoffmann, 2014). Bilingual abilities help other individuals develop and gather knowledge about the oblivious languages and the family literacy can be implemented into institutional learning. This would in turn help in lingual diversification (Cummins Swain, 2014). References Chiarello, L. A., Palisano, R. J., Maggs, J. M., Orlin, M. N., Almasri, N., Kang, L. J., Chang, H. J. (2016). Family priorities for activity and participation of children and youth with cerebral palsy.Physical therapy,90(9), 1254-1264. Cummins, J., Swain, M. (2014).Bilingualism in education: Aspects of theory, research and practice. Routledge. Hoffmann, C. (2014).Introduction to bilingualism. Routledge. Levitt, S. (2013).Treatment of cerebral palsy and motor delay. John Wiley Sons.