The liberal democrat Partys election broadcast Essay Example for Free

The liberal democrat fellowships election broadcast EssayIn the opening sequence, we utilize diegetic endure, as we could see and hear Charles Kennedy sloping. He uses a clear, vaporous assertive tone of voice, thus attracting the full attention of the heaper. We could also hear everyday good for you(p)s in the background- the children laughing and playing using couple sound as Kennedy describes how schools can be better with the Liberal Democrats. Within the classroom, everyday sound is included again, with the scraping of chairs and other typical classroom sounds. When Frankie Fawcetts Father begins to speak, we use diegetic sound once again.Seeing the face of the speaker makes it more personal, and easier for the viewer to empathise, after seeing how ordinary people can be affected. In the sequence concerning the commuter, we emphasized the awful ordeal of using the rail service by using exaggerated parallel sound. This sound device helps show the viewing audience h ow the Labour Party is affecting ordinary, everyday people. The everyday sounds inside the train appeared louder, and at that place was loud prominent coughing that further outlines the terrible, cramp conditions. We used a few sound bridges, which helped smoothen the link between two scenes.We felt it unnecessary to use techniques such as contrapuntal sound, as it might digest confused the viewing audience in such a straightforward broadcast. Before I move onto the next section, are there any questions? Okay. Now onto camera shots. A summate of different techniques were used during the broadcast to outline certain aspects and messages put out to the viewers. When there was a speaker on screen, we tended to use more mid shots, which facial expression friendlier, as we thought that maybe close up shots might have given the impression that youve no option but to listen to this person.But by using mid-shots, you can see the speaker as well as seeing what is going on in the backgro und. Charles Kennedy introduces himself whilst in mid shot, and we can fix to what hes saying by seeing the school children in long shot. In the classroom scene, we use a crane shot, and angle it to further aid the viewers to understand just how crowded the classrooms are. When Kennedy outlines the fuss with the rail service, we included a long shot of the train, and also included Kennedy himself, in a mid shot.In the commuters sequence, doing an extreme close up on the watch creates an emphasis on the late time keeping of the trains. Whilst the commuters are inside the train, we used close-ups, to create the olfactory modality of extreme cramped conditions. You will have noticed the shaking of the camera, suggesting the train journey to be bumpy and uncomfortable. You may have noticed that we didnt use track shots, as we wanted to concentrate on the inside of the train. During the University Student sequence, we did a long shot of the two students, and then zoomed in on each on e.On the red student union card, you can see a close up of each of the students faces. This makes it easier to see their expressions and feelings towards the situation of whether or not they have to pay up tuition fees. At the end, we used a range of different shots to show the celebrations. We used panning shots to show just how many people were joining in on the celebration. to a fault, using tilt shots to follow the movement of the balloons and fireworks helps develop the celebratory mood. I would now like to move on to which editing techniques we used and why.Firstly, editing is the course in which shots are joined together, and you may have noticed that the majority of our editing techniques involved straight cuts. This was to keep areas of the broadcast clean and simple, and to minimise confusion. For example, we used a straight cut from the point in which Charles Kennedy introduced himself, to the point that showed the school children sat in the classroom. We thought this w as a good choice of editing as the two scenes were related and the straight cut keeps things simple. A dissolve shot may not have been appropriate here, as the viewers may view the next scene as one of a different subject.We took full advantage of jump cuts within the train. This gives the viewer a clear idea of the self-consciousness of the journey and the fact that commuting with trains under the Labour government is quite bad. We tended to use jump cuts in areas that portrayed the bad aspects of the Labour rule. We avoided using editing techniques such as dissolve as it was only a 5 minute broadcast and we thought that using this technique would consume too oftentimes time, and also be quite confusing as there wasnt really a relevant place for one anyway.Other techniques such as get across cut we found inappropriate for the broadcast, although there was a point in which we used a fade out to black, which signalled a change in subject. If there are no questions, (pause) I shoul d now like to move onto the finicky effects we used within the broadcast. We used a range of different techniques. crimson at the beginning, we did a triple shot that included three different mini screens showing all the different people being affected by the government. This gives the viewers the idea that everyone is affected by the ruling of the government.And then, at the end, three smaller screens are shown to give the viewer a clear idea of how swelled the celebration is. We also used the technique of superimposition. For example, within the classroom we superimposed Frankie Fawcetts Fathers face onto the scene of the classroom. We thought this to be a good use of special effects as it gave a more personal effect, seeing the concerned Father speaking, as well as seeing his daughter in the cramped classroom. It may also give the effect to the viewers that this is affecting everyone, everyday people.We again used superimposition in the scene that superimposed the university s tudents faces onto the student union cards. Also we used special effects to illustrate statistics numbers and figures associated with, for example, the number of children Labour has in each classroom, compared with the number the Lib Dems will cut class sizes to. You may have noticed that this sort of special effect using graphics was used quite frequently when it came to comparing Labours rule with the possible Lib Dem rule. One example was when we were illustrating the problem with tuition fees.The statistics were displayed on the screen as bright yellow computerised graphics, whilst the image of the page of a book was shown in the background, which gave relevance to the fact that it relates to education. Moving on from graphics, we used certain effects to give an punctuate impression. For example, in the scene with the school pupils, we cut out about 10 of the pupils to show how the Lib Dems will boil down the class sizes. But to emphasise the feeling of space, you may have not iced that the effect is greater when we take the pupils out from the front of the classroom.Finally, I would like to talk about the mise en scene, that is, basically, the things such as setting, props, costume and makeup and facial expressions. Inside the classroom full of school pupils, we made sure that they looked hard at work, you may have noticed them talking quietly, sitting with their backs straight. We also made sure that the desks were full of school equipment, to give the room a further emphasised effect of busy-ness. Also the viewers will sympathise for the pupils as they look like they are really nerve-wracking to cope with the cramped conditions, and still trying to work as hard as they can.The fact that Charles Kennedy and Mr. Fawcett are seen wearing suits makes clear that this is a serious matter. In the sequence involving the commuter, we told Jill not to wear chic clothes, and you may have noticed her hair flying all over the place and her make up after the journ ey was pale and bare, giving her a look of ill health. She never smiled during her commute, and she curled her lip whilst getting off the train. We made sure that it was a dull day in order to parallel the somewhat dull commute. In the scene involving the university students, you may have noticed that the students were sat there, talking quietly, alcohol addiction water.This would give the idea that the students are sensible (not drinking beer and bouncing off the walls ) and consequently deserve the right not to pay tuition fees. And then finally, we see lots of happy body language during the celebrations, lay and waving. Now, that just about concludes my explanation about the broadcast. Are there any questions before I bid you all farewell? (Answers questions) Okay then convey you very much for coming ladies and gentlemen, it has been my pleasure to be able to work with such a broadcast, and I wish you all the best for the upcoming election.

After The First Death Summary English Literature Essay

After The First Death Summary English Literature EssayThe book started with Ben. 16 years octogenarian child. He has a whole in the chest. His father is a general. The main issue is the hijacking of a schoolbus with 1 driver and children of 6 years old. The hijackers were Artkin, Miro, Antibbe and Stroll. The driver supposed to be Miros first kill, but it turned taboo to be a woman, named Kate. But he couldnt kill her, because Artkin didnt want to, they could use her help to equanimity the children. Artkin gave canty with drugs to calm the childs, but one child died of it, they thought he was allergic. Hijackers in addition used a van. They were on an old railway bridge. Artkin was taking the disturb of the operation. He told Miro to watch over the childs and Kate. He had to win her confidence. She tried to be brave and escape, she had hidden the keys in her shoes earlier. But she failed. Artkin sent demands to the cryptical intelligence named familiar delta. Demands were rele ase the political prisoners, 10 million dollars and abolishment of Inner Delta. If somebody got hurt, they would kill 1 child for it. Their maingoal was to surrender their homeland. Antibbe got killed, because of a spend with sniper, who reacted too fast to a flashlight. So Artkin excessively killed one child, Raymond. He was a smart child and that had given Kate strength, because she knew she wasnt alone versus the hijackers, but after they killed Raymond, she also gave up her hope. Inner Delta sent the hijackers a message, which said that Seedete, their leader, were captured. Artkin didnt believe them. So he said that they had to send a non-professional messenger with special stone from Sedeetes house. Ben was chosen by his father to accomplish this mission, even though knowing that its dangerous. But he knew that Ben was the best choice, because he was studying peoples behavior and expect how they should react. He also did this to his son for a long time. Thats the main reaso n why he chose his son. After Ben gave the special stone, the hijackers questioned and tortured him. His father knew that he would tell e actuallything, so Inner Delta gave him false information. After a while Inner delta attacked the hijackers, earlier than hijackers expected, because Ben told them that it should happen at 0930, but that was also a false information. Artkin and the rest, except Miro, were shot. Artkin shot Ben to begin with dieing. Miro escaped to the forest with having Kate as a shield. When they were in the forest, Kate started asking questions about love and if Artkin was his father. After this question Miro gets all upset, because he unendingly saw Artkin as a important person in his life. He realized that Kate was trying to talk him over so she wouldnt be killed by him. So Miro kills her and says that its already his second kill, because he is blaming himself for the dead of Artkin, because when he suspected, that they were getting attacked, he ran to Kate, instead of warning Artkin. Ben wasnt dead, he was in a coma. When he came out of the coma, he wrote a book about what was happened that day at the bridge. This is also the start of the book. With this part the book started. At the end Miro promised to start all over. He stole a car, whose owner walked away to urinate. And He drove away.Mini-biography of Robert CormierHis mother gave him his birth in 17-01-1925 and he lost his life in 02-11-2000, in Leominster, Massachusetts which is in United States of America. He lived there all his life. His mothers name is Irma Cormier and his fathers name is Geoffrey Leonard. He was the second of 8 children. He had a good relationship with his family. He went to the St. Celias Parochial Grammar School, but he had an awful time because of the nuns. At the 8th var. he saw his house burning because of fire. He was very feared. He wanted to go see his family but teacher didnt let him. This enraged him for a few years later on. His teacher of 7th gr ade saw one of his poems and said that Robert Cormier was a source. This gave him the courage to become one. After he went to another school, Fitchburg State College, a teacher read one of his stories and was astonished and published it to a magazine. That would be the first of Robert Cormier. Later, when he finished college, he worked for a radio station as a write commercials, but he changed it soon. He worked for a newspaper. He did the same job for a long time as a writer and editor. He sure 3 large(p) journalism awards. He started writing stories which were short. He wed in 1948 and had 4 kids.Robert Cormier came from America and he was a good writer, a good editorial writer and also a good reporter. His indite material is notable of sarcasm and downbeat. The books he wrote contain a lot of topics like Abuse, mental illness, aggression, hospitality, punishment, retaliation, betrayal and trickery. In almost all the novels, which are written by Robert Cormier, the protagonis ts lose their fight or dont reach their goal. He mostly writes about the youth, even if they arent specially written for the youth. He writes realistic books and the story mostly happens in unusual places. The protagonists mostly have to fight alone versus their enemies or problems, who are much stronger than him, so they mostly lose the fight. His books mostly have a bad ending. His writing style is similar to reports, with a lot of conversations. He is used to write his stories as some(prenominal) times over as he is totally pleased with it. He has a lot of well-known books for example, I Am the Cheese, After the First Death, We solely Fall Down and The Chocolate War. He won a lot of prizes with those books. His first and also best-known book is The chocolate War. Which he published in 1974. It can be found in a lot of libraries, also international. He once won the Margaret A. Edwards award. A lot of his books still appear on the list of American Library Association, The New Yo rk Times and school Library Journal, which only contains the best books. He answered a lot of letters which he received from his young readers a lot of years.I think that Robert Cormier used post colonialism as the literary movement in his book, named After the first death. Post colonialism point against the colonialism which was mostly done by the western countries. I think Robert Cormier used this movement, because in his book After the first death, he is writing about a few hijackers who fight versus a secret intelligence of United States of Americ, so their own terra firma can be free again. They say that their country isnt free at the moment, but they are fighting to make it theirs again. The name of the country was never said in the story, but they mostly say that everything in their country is better and everything is fresh etc. Thats why I think that he used post colonialism as the literary movement.

Impacts of Climate Change on Global Food Security

Impacts of mood Change on Global Food tri so fareAmanda McDonaldEarth, Environment and SocietyThe potential impacts of climate change on global food security measures system go well beyond its effects on arrange and livestock production. They ramify into bigger questions about economic access to food and social and political stability.In 1948, the United Nations General Assembly synthesized a inscription titled The worldwide Declaration of Human Rights. This document outlined the basic rights that all citizens, regardless of nationality, race, gender, or any other characteristic, are inherently authorize to. Article 25 of the declaration addresses the right to Food Security, Everyone has the right to a standard of living adequate for the health and well- be of himself and of his family, including food, clothing, housing and medical bearing and necessary social services (The Declaration of Human Rights 1948). This declaration, being recognized by over 50 countries, exemplifie s what a vital concern food security is for all nations and peoples.However, since 1948 the idea of food security has evolved. There are more factors that play into security and more damaging results due to increased globalization and tribe size. The principle risk to food security is climate change. Of course, small-scale agricultural and livestock production are adversely affected in many regions, just the effects of climate change, on a global scale are natively detrimental. The World Health organization defines food security as being when, all people at all times pull in access to sufficient, safe, nutritious food to maintain a healthy and active life (1966). As the impacts of climate change increase it result be vex increasingly difficult to achieve this goal. The Fifth Assessment by the IPCC (2014) offers a valuable explanation as to why food security is a growing concern. Climate change threatens human security because it undermines livelihoods, compromises culture and i ndividual identity, increases migration that people would rather have avoided, and because it butt undermine the ability of states to provide the conditions necessary for human security. Areas of the world that are isolated, either geographically or in terms of globalization typically have lower levels of income and national infrastructure that provide services and support. These factors amplify the harmful effects of having insecure food sources. When people are unsure of where their meals will come from, the instability can result in other reactions. These could take the shape of political uprisings, economic strife, or even starvation.There are already instances of this surmisal being demonstrated in countries around the world. India has recently experienced increased growth in their economy and food production, but there is still an alarmingly high rate of under-nourished citizens. On a small-scale, this is due to social inequality, political strife and few services, but when looking at the bigger picture, there is leaven that increased temperatures, unstable precipitation patterns and more extreme weather events are contributing to food insecurity. The Gangotri glacier is already retreating at a rate of 30 meters a year. An increase in rainfall is simulated over the eastern region of India but the north-western deserts may see a small decrease in the absolute amount of rainfall. Diseases for human, crops and animals are on the rise. There is risk of continuous fall in productivity and production (Hans 2014). When these factors combine, it is a ticking time-bomb until people onslaught their governments due to limited sources of food.The Maoist insurgency recently experienced in India, referred to by the Prime Minister, Manmoham Singh as being, the single biggest internal security challenge confront by the country has been attributed to hunger (Wade 2011).The Maoists (followers of communist ideologies), represent the interests of the indigenous locals a nd poverty-stricken families of rural India. They believe that these people have been ignored by the government for overly long and are fighting for the fair allotment of resources. Their methods of achieving their goals are extremely violent and controversial, but it could be argued that they have noble aims. When people are starving, extreme measures are taken for survival (BBC 2011).It is inevitable that climate change will lead to reduced production of food, and this will also impact food prices, and who will be able to purchase different foods. Logically, people with more money will have more food security, and poor people will attempt to suffer. Poorer communities spend the majority of their money on staple foods, because they cannot grow their own, so they will have to find ways to pay for higher food prices (Pritchard 421). When the prices of cereal grass foods were raised in 2011, over 44 million people were forced into poverty, according to the World Bank. This number p ersists well into 2015. Without mitigation, examples of these violent uprisings will continue to originate all over the globe.If we assume that the effects of climate change will continue to persist, and that the global population will continue to grow, it is wise to invest in adaptive strategies for food production. Adaptive efforts will cross-sect types of people, careers and priorities. There is no, single group of people who have to deal with this. The changes implemented will affect everyone from rich to poor, compelling to weak, westernized to developing. Many farmers have invested time and research into diversifying their crops and livestock and investing in new technologies and insurance programs. For example, drought and flood resistant crops are being planted, drop off irrigation is being utilized to limit water waste, and rotational grazing is improving soil health. These are just a small sampling of the simple yet effective innovations happening now.Climate change is one of, if not the greatest, threat to food security. The level of severity vastly differs depending on location and stability of the region, but it is undeniable, that increased populations and mounting tensions will result in unfavorable results is adaptive measures are not put in place. The future is uncertain, but to ensure the security of humanity, it is vital that we protect our environmental resources and focus on supporting more just societies. We can due this through education, supporting local leaders, and improving mankind services, and swiftly creating and implementing policy that facilitates positive change. These changes will result in reduced hunger, and ultimately, in a more peaceful world.Reference List(IPCC)Adger,W.N., J.M. Pulhin, J. Barnett, G.D. Dabelko, G.K. Hovelsrud, M. Levy, . Oswald Spring, and C.H. Vogel, 2014 Human security. In Climate Change 2014 Impacts, Adaptation, and Vulnerability. Part A Global and Sectoral Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change Field, C.B., V.R. Barros, D.J. Dokken, K.J. Mach, M.D. Mastrandrea, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L.White (eds.). Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA, pp. 755-791.BBC News Profile Indias Maoist rebels. 2015.BBC News Profile Indias Maoist rebels. ONLINE Available athttp//www.bbc.com/news/world-south-asia-12640645.Hans, V. Basil,ImpactofClimateChangeonIndianAgriculture(May 12, 2014). Available at SSRNhttp//ssrn.com/abstract=2435739orhttp//dx.doi.org/10.2139/ssrn.2435739421 Pritchard, B. (2014) The problem of higher food prices for impoverished people in the rural global South, Australian Geographer, 454, 419-427The Universal Declaration of Human Rights. 2015.The Universal Declaration of Human Rights. ONLINE Available athttp//www.un.org/en/documents/udhr/.Wade , Matthew, Deadliest form of food fight. (2011).Deadliest form of food fight. ONLINE Available athttp//www.smh.com.au/world/deadliest-form-of-food-fight-20110626-1glvg.html.

Evaluation Of Fountas And Pinnell Benchmark

Evaluation Of Fountas And Pinnell benchmarkThe Fountas and Pinnell benchmark Assessment ashes, created by Irene Fountas and Gay Su Pinnell, is designed to specify students assignly into a guided instruction program, show the gains in student achievement, progress monitoring and identify students in need of intervention (those who be non meeting the districts proficiency levels). In short, it adverts adaptation ability. The sub-contents address include Word Analysis Skills, Reading Strategies, Comprehending Reading Materials, Literary Elements and Techniques and Literary Works.The test consists primarily of campaign records, in which the instructor records oral fluency, reading errors and self-correction ratios. In addition, it is followed by a retelling and comprehension conversation between the student and t individuallyer. Finally a compose busy (optional) is prone to the student. In the setting where I am directly working with the Fountas and Pinnell Benchmark, we ar requiring all students to complete the writing prompt. I have addressed the conclude for the issue below in the evaluation portion. The test is administered in kindergarten through one-eighth association at the end of individually quarter. The estimate usually takes 20 to thirty minutes. This could take longer if more than one opinion is needed to find the appropriate benchmark level. Specific features of the Fountas and Pinnell Benchmark Assessment System allows you to get hold your students independent and instructional reading levels, group students for reading instruction, select texts that will be productive for a students instruction, assess the outcomes of t each(prenominal)ing, assess a clean students reading level for independent reading and instruction, identify students who need intervention and extra help, document student progress crossways a school year and across grade levels, create class profiles and inform parents. (Heinemann, 2011)In addition to an ac curacy percentage, reading rate, self-correction rate and fluency score, the estimate has a Comprehension Conversation that completes the assessment procedures. Students are required to read a text and to have this comprehension conversation, with specialised prompts to obtain key consciousnesss for three kinds of thinking- Thinking Within the Text (getting the existent meaning by processing lecture and stated cerebrations), Thinking Beyond the Text (getting the implied meaning and synthesizing information) and Thinking About the Text (responding to the authors craft). (Placeholder1) The content that is covered in the benchmark includes reading accuracy, reading comprehension, reading fluency and self-correction ratio. This is similar to the informal assessments being given to students through- out a literacy block in a reading workshop approach.This assessment can be used both formatively and summatively. It is a standardized, teacher-administered, one-on-one assessment it is hand-scored by the teacher. The assessment should be administered by classroom teacher afterward they have been trained to administer the test. A video is provided to view for staff development or individual teacher viewing. This can help to verify that the assessment is delivered in a standardized way.The BAS (Benchmark Assessment System) is based on research in language development, vocabulary expansion, reading acquisition, and reading difficulties. Five fields addressed by the National Reading Panel as fundamental to student success in literacy acquisition are assessed in the BAS. These are phonological awareness, phonics, vocabulary, fluency, and comprehension. The assessment also addresses student motivation and interest in overall reading. According to the official written report study document of the assessmentThe field data were collect systematically and analyzed on an ongoing basis to determine the programs achievement of its neutrals. Reports were developed and us ed as a basis for determining the soundness, complexities, and utility of the program. overdue to the process incorporating ongoing feedback gathered by field-test examiners, the program authors and developers were able to make informed decisions regarding adjustments and refinements. At the conclusion of the field study, an independent data-analysis team was brought in to evaluate the programs reliability and validity. This formative research was conducted in two phases. Phase I of the study addressed research questions 1 and 2 Phase II addressed research question 3. Prior to the formative evaluation, an editorial process was used to establish the text leveling.Field testing included a do of 497 students spanning grades K-8. Field testing of System 1 included 252 students and System 2 included 245 students. School sites from which these students were drawn were socioeconomically, ethnically, and geographically diverse. The research goal was to identify typical students. Accordin gly, students were selected on the basis of their ability to read and understand texts that were written approximately at grade level or above. Participants were also proficient speakers of English.Each field test examiner inflexible an individual students eligibility after discussing his or her reading profile with their respective teachers. Thirteen field-test examiners were selected. All field-test examiners were educators who had extensive fostering in administering running records and in using other forms of benchmark assessments to assess students reading levels. Field-test examiners were not affiliated with the field sites and therefore could be objective in both identifying students and in administering assessments. Prior to the beginning of the field testing, a two-day intensive training session led by the authors, guided the field-test examiners in the formative evaluations protocols and procedures. A total of 22 different schools participated in field testing of either System 1 or System 2 (some schools participated in both field tests). Field testing took place across the following geographic regions of the United States Boston Metropolitan area 1 examiner 1 school / Providence, Rhode Island 1 examiner 2 schools / Houston Metropolitan area 2 examiners 5 schools / Los Angeles area 4 examiners 6 schools / Columbus, OH, area 3 examiners 5 schools / Orlando, FL, area 2 examiners 3 schools. (Field Study of Reliability and Validity of the Fountas and Pinnell Benchmark Assessment Systems 1 and 2). (Fountas and Pinnell, 2011, pp. 2-3)Assessment Appearance and ContentThe assessment includes two options of books for each level- System 1 (Grades K-2, Levels A-N) contains 28 Books (14 Fiction and 14 Non parable) and System 2 (Grades 3-8, Levels L-Z) contains 30 Books (15 Fiction and 15 Nonfiction). The Fountas and Pinnell levels gradient is a defined continuum of characteristics related to the level of confirm and challenges that a reader meets in a text. At each level (A to Z) texts are analyzed using ten characteristics (1) genre/form (2) text expression (3) content (4) themes and ideas (5) language and literary features (6) sentence complexity (7) vocabulary (8) war cry difficulty (9) illustrations/graphics and (10) book and print features. Texts are leveled using a passing reliable process in which teams of trained teachers, working independently and then through consensus, assign a level to books after analyzing them according to the ten factors. They are then analyzed by Fountas and Pinnell. The benchmark books were actually created to precisely match the gradient, and they were independently analyzed using the same process. (Heinemann, 2011)The Assessment Guide to the BAS describes the administration of the assessment as followsThe students appropriate reading level for the assessment to be administered is based in the students current guided reading level, or can be determined by a Where to Start word list that was develop ed by the authors to assist examiners in quickly placing a student at his or her appropriate reading level. Next, the administer is to assess the students ability to read and comprehend three levels of books. They are to determine one book that is easy the students independent reading level one book that offered just enough difficult vocabulary and/or concepts to make the reading interesting and challenging , the students instructional reading level and a third book that was too challenging the students hard reading level. Accuracy of reading guidelines, consistent with Fountas and Pinnells framework (2006b), is as follows independent level (95-100 percent accuracy) instructional level (90-94 percent accuracy), and hard level (below 90 percent accuracy). (Fountas Pinnell, pp. 180-181)The assessment should be given in the classroom or other familiar setting. A reasonably quiet and comfortable environment is necessary so that distractions do not interfere with the assessment. All materials should be ready to go accessible to the teacher, so that the assessment may run smoothly with few distractions. If the student seems to be getting frustrated after reading one or two texts, it may be necessary to stop the assessment and begin at a later time.Each of the areas assessed relates to the content and sub-content (in various levels) taught to kindergarten through eighth grade students during their literacy block. The BAS lets the executive think about, assess and identify a variety of different skills and strategies the reader may have strengths or deficits in. It is designed to measure progress in each of the sub-skills in a way that informs instruction. It is linked to a continuum of observable behaviors to assess and teach for at every level. (Heinemann, 2011) Each teacher in grades kindergarten through eighth grade has a copy of the continuum. The assessment format is similar to the informal assessments (running records and conferring with readers) used in t he classroom. These informal assessments are used periodically throughout the quarter. The Fountas and Pinnell Benchmark Assessment System does require a more in-depth conversation than traditional classroom conferences.The students fluency level is also assessed using the following criteria Readers phrase or group speech communication, through intonation, stress, and pauses. They emphasize the beginnings and endings of phrases by the rising and falling of pitch or by pausing. Students adhere to the authors syntax or sentence structure, reflecting their comprehension. Readers are communicative their reading reflects feeling, anticipation, and character development. Once a students instructional reading level is determined, the student is engaged in a comprehension conversation about that exceptional book. If students are unresponsive or give an incomplete response, educators may prompt them according to a predetermined set of questions. Next, the teacher rates the students dread of a text using the Fountas and Pinnell comprehension guidelines. The areas are rated on a scale from 0-3 Thinking within the text, thinking beyond the text and thinking about the text.Evaluating the Fountas and Pinnell Benchmark Assessment SystemA review of the benchmark assessment shows no bias towards individuals or groups based on race, ethnicity, gender or disabilities. Students with disabilities are given the assessment that aligns with their individual progress along the literacy continuum and text gradient for the reader. At times, when the fluency level is timed, an educator may note on the side specific speech issues. All other accommodations as mandated by their IEPs are allowed. The assessment is used to determine reading ability, therefore, students with IEPs requiring that test be read for certain occurrence are not allowed this accommodation for the benchmark. The wording and content of the benchmark assessment is predominately age and grade appropriate. However, fo r students reading extremely below their age or grade level peers, the text may seem immature for their age. The gradient levels of difficulty of the text chosen for the assessment were carefully thought out and field tested.I feel the content validity of the Fountas and Pinnell Benchmark Assessment System can be improved by adding a more rigorous requirement in the writing about reading area. I do not feel that one prompt adequately show how a student can carry through about reading. In addition, I feel that as students move into the older grades, that comprehension should be judged more on the students writing about the text than a comprehension conversation. One other area of the assessment could be improved. There are only two books, one fiction and one nonfiction, at each level. This does not give educators much room for error or special education teachers room to reassess at a similar level, identifying strengths in a particular sub-content and not just text level gradient.Th ere is at least one item per target, with some items having more than one item per target. well-nigh of the sub-content areas did not have a target for each taxonomy level, but with further investigation (into the upper grade Benchmark Assessment, possibly) it would most likely cover each taxonomy level. In addition, each item does belong on the assessment and relates to a specific sub-content area/taxonomy level. The Illinois Reading Standards addressed include 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge verify meanings with resource materials, 1.B.1c Continuously check and clarify for savvy (e.g., reread, read ahead, use visual and context clues, read questions, retell, use purposeful substitutions), 1.B.2d Read age-appropriate material aloud with fluency and accuracy, 1.C.2b Make and support inferences and form interpretations about main themes and topics, 1.C.2d Summarize and make generalizations from content and relate to purpose of material, 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor), 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation, 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning and 2.B.1a Respond to literary materials by connecting them to their declare experience and communicate those responses to others.Classroom Assessment Blueprint and acquisition TargetsThe classroom assessment blueprint and the list of learning targets appear below. Assessment items and the number of the associated learning target are included in the blueprint. calling dreadApplyingAnalyzingEvaluatingCreatingTotalTargetsWord Analysis Skills1. Identify the meaning of unfamiliar words using prior knowledge2. Discover the meaning of unfamiliar words using context clues.22. Monitors own understanding and accuracy.20. Constructs lite ral meaning of the text through puzzle out words.4Reading Strategies4. Reads primarily in larger, meaningful phrases or word groups.23. Predicts information about the text.5. Demonstrates fluency by reading using mostly smooth, expressive interpretation and pausing guided by authors meaning and punctuation.3. Assess and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, and use meaningful substitutions).4Comprehend Reading Materials6. Recall ideas by theatrical role to details in the text.18. Identify the main ideas and supporting details of a romance or fiction passage.9. Summarize a story or non-fiction passage.19. Demonstrate excellent understanding of the text through summarizing. (Includes almost all important information and main ideas.)10. Demonstrate understanding of characters in a story or non-fiction passage (i.e. through retell).11. Identify connections with prior knowledge or personal experiences.25. Infers what is implied but not stated in the text.22. Monitors own understanding and accuracy.** Two places**17. Tell the main idea of a non-fiction paragraph.27. Write a response about the reading (from given prompt).10Literary Elements and Techniques7. Define setting in a story or fiction passage.8. Recall sequence of events.12. Summarize the major events in a narrative.29. Demonstrate an understanding of the craft and structure of a text (literary language, story structure, perspective, etc.).16. mark elements of the authors craft.30. Support knowledge and ideas (and act on them) to include ones thinking by writing in response to text15. Construct chronological sequence of events after reading a story or fiction passage.7Literary Works24. Identify key details when summarizing a story or non-fiction passage.28. Remember and report key ideas and details from texts, including understanding characters.13. Point out the authors purpose.14. Interpret how the authors purpose affects the interpret ation of the reading selection.26. Tells new information by synthesizing and changing own ideas.5Learning TargetsStudents will be able to1. Identify the meaning of unfamiliar words using prior knowledge.2. Discover the meaning of unfamiliar words using context clues.3. Assess and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, and use meaningful substitutions).4. Reads primarily in larger, meaningful phrases or word groups.5. Demonstrates fluency by reading using mostly smooth, expressive interpretation and pausing guided by authors meaning and punctuation.6. Recall ideas by reference to details in the text.7. Define setting in a story or fiction passage.8. Recall sequence of events.9. Summarize a story or non-fiction passage.10. Demonstrate understanding of characters in a story or non-fiction passage (i.e. through retell).11. Identify connections with prior knowledge or personal experiences.12. Summarize the major events in a narrative.13. Point out the authors purpose.14. Interpret how the authors purpose affects the interpretation of the reading selection.15. Construct chronological sequence of events after reading a story or fiction passage.16. Distinguish elements of the authors craft.17. Tell the main idea of a non-fiction paragraph.18. Identify the main ideas and supporting details of a story or fiction passage.19. Demonstrate excellent understanding of the text through summarizing. (Includes almost all important information and main ideas.)20. Constructs literal meaning of the text through solving words.22. Monitors own understanding and accuracy.23. Predicts information about the text.24. Identify key details when summarizing a story or non-fiction passage.25. Infers what is implied but not stated in the text.26. Tells new information by synthesizing and changing own ideas.27. Write a response about the reading (from given prompt).28. Remember and report key ideas and details from texts, inclu ding understanding characters.29. Demonstrate an understanding of the craft and structure of a text (literary language, story structure, perspective, etc.).30. Support knowledge and ideas (and act on them) to include ones thinking by writing in response to text.

Salem witch trials Essay -- essays research papers

Salem Witch Trials Casting a spell on the people Today, the idea of seeing a femme fatale is almost inconsequential. Our Halloween holiday marks a celebration in which many will adorn themselves with pointy black hats and long stringy hair, and most will take them as comical and festive. Even the contemporary witchcraft religious roots forming are being accepted with less criticism. More recently, the Blair Witch movie craze has brought more than fascination than fear to these dark and magical figures. So, it becomes no wonder that when our generations watch movies like the Crucible, a somewhat accurate depiction of the Salem Witch Trials, we are enraged and confused by the injustice and the mayhem that occurred in 1692. For most, our egocentric view of the past almost stops us from seeing what a predicament was brewing in that Puritan lifestyle. At that time, witches were far more than a generic costume for a casual holiday celebration, or a tolerated religion, or a new form of Hollywood fascination, they were the feat of an awful, vengeful, unseen power. In the seventeenth century, almost everyone, even those with the best of educations, where under the belief that witchcraft was villainy and the control of the devil. Witchcraft had once, before the Middle Ages had been accepted as the powers of medicine and good deeds however, the church of that time had proclaimed the craft as the work of the devil and the actions of heretics. From then on witches were greatly dreaded. They believed that they had special powers that allowed them to cause harm to those that they had quarrels with they could read minds, tell the future, bring up ghosts of the dead and force the holy to fulfill unholy acts. There was only one way to save someone who sold their soul to the devil for the gifts of witchcraft, to kill them (Dickinson 4). People were branded witches for unrelated mishaps. If the grangers sheep all died from a virus in the water, then the neighbor who fou ght with him last week must have cast a spell. In a world where people are certain of witchcraft, nothing is accidental. Consequentially, many people were unjustly condemned to death. In the beginning of the century the targets for witchcraft were the poor, the elderly, the mentally ill, the rude and argumentative, but as the century drew to an end those accused were chosen more democratically, even those as young as fou... ...ent theories of what the girls were afflicted with. Several researchers postulated that they were trauma from ergot poisoning from spoiled rye grain. Others thought that girls were enjoying the attention that they would have never received otherwise being young females. Similarly, others thought that the cause of their symptoms are from a popular psychological disorder from the 1970s called clinical hysteria or mass hysteria, referring to a condition experienced by a group of people who, through suggestion, observation, or other psychological processes, dev elop similar fears, delusions, abnormal behaviors, or physical symptoms. (Trask 1 and Plotnik 520) The Salem witchcraft delusion became the thoroughfare to what is now known as the road to Enlightenment. Although the trials in New England did not end there, Salem marked the beginning of and end to the horrible injustice. Witch-hunting is still an epidemic that plagues today in other forms. People are made to suffer for their beliefs. Religious and political persecution has stained every century since then. Perhaps, the greatest thing gained from the trials was the disposition that the majority is not always the voice of justice.

Rappaccinis Daughter - Ambiguous Essay -- Rappaccinis Daughter Essay

Rappaccinis Daughter- Ambiguous Hawthornes Rappaccinis Daughter is a Gothic romance and a thwarted, al or so-allegory with a plethora of ambiguous meanings. As Hawthorne identifies in the previous quote, this story is a blatant parallel towards the story of Original Sin. The issue, then, lies in the representation. Who is playing Adam and evening? Who is Satan and who is God? At start-off glance it is easy to assume that the two love birds, Giovanni and Beatrice, are Adam and Eve while Beatrices dismal cloaked father is Satan, and God is either an omniscient overseer, represented in nature, or absent from the story all together. However, Hawthorne begins the endless possibilities of role assignments by suggesting that Beatrices father, the diabolic scientist, Rapaccinni, could be Adam. It was strangely frightful to the young mans imagination, to see this air of insecurity in a person cultivating a garden, that most simple and innocent of human toils, and which had been alike the joy and labor of the unfallen parents of the race. Was this garden, then, the Eden of the present world?---and this man, with such a perception of harm in what his make hands caused to grow, was he the Adam? (1232) Hawthornes Rappaccinis Daughter is a Gothic romance and a thwarted, almost-allegory with a plethora of ambiguous meanings. As Hawthorne identifies in the previous quote, this story is a blatant parallel towards the story of Original Sin. The issue, then, lies in the representation. Who is playing Adam and Eve? Who is Satan and who is God? At first glance it is easy to assume that the two love birds, Giovanni and Beatrice, are Adam and Eve while Beatrices black cloaked father is Satan, and God is either an omniscient ov... ...y evil character as Iago and to simultaneously be compared to a type of Christ. Rappaccinis Daughter contrasts nature to science. Rappaccini and Baglioni are scientists, Giovanni is studying it and Beatrice is a victim of it. Nature, in its roma ntic form, does not exist in this tale. Rappaccinis garden is about as natural as walking into the plastic flush department of a craft store and commenting on the bold colors and illustrious blooms. It might look magnificent from the window of Giovannis abode, but it was crafted by man, not nature. Rappaccini takes nature a step further by making something as natural and pure as life, twisted and synthetic. Nature has become cussed and contorted by science. Works CitedHawthorne, Nathaniel. Rappaccinis Daughter, included in Heath Anthology of American Literature Houghton Mifflin Co., New York, 1998.

The Essence of the Human Spirit Essay examples -- Graduate Admissions

The Essence of the Human Spirit   My mother taught me the two most important lessons I have learned you unfeignedly can do anything if you work hard and dedicate yourself to it and, every person has a responsibility to contribute something toward improving the world. She taught me by example. When I was eight, she went to college to fulfill her imagine of becoming a teacher. Very few things in my life have been more inspirational than watching her, a poor woman with a hubby and four children, graduate summa cum laude from college.           Ever since I can remember, I have been interested in the stars and the planets. As a child, I persistently asked questions and sympathise books around space, and when I was about seven, my parents took me to see The Right Stuff. Right then, I decided I wanted to be an astronaut. As I have large(p) and matured, I have become even more fascinated with the adventure and intellectual challenge of exploring th e newest frontiers. I decided to major in aerospace engineering so I could contribute to technical advancements in space exploration. I decided to attend Boston University beca intention of its Accelerated Four-Year BS/MS Program and its large foreign student population. Born and raised in Omaha, I had not had much chance to meet people from other countries, and Boston University offered me the opportunity to learn about 131 other cultures.           After spending two years pursuing my passion for engineering science, I needed another challenge, so I applied to be a cooperative Education Student at NASAs Johnson Space Center. I was accepted and moved to Houston to work for a year at the preeminent concentre for... ...ion, it will inspire us to work together toward a common goal. Once we learn how to cooperate to reach our dream, we may be able to use that knowledge and that hope to improve the human condition on Earth. This is why I have chosen to dedicate my life to exploration.           I hope to image the fulfillment of all these dreams in my lifetime, but I realize it is likely that I will not. Indeed, it is even possible that the space program could be cancelled. Where that to occur, in that location are many other challenges I could embrace, from spending time in the Peace Corps, to using my plasma research experience to help find option energy methods, to writing science fiction. Whatever the future, I feel certain I will reach the end of my life believing, as Cecil Rhodes did, that there is so little done--so much to do.