Civil Disobedience in the 1960s essays

Civil Disobedience in the 1960s essays Civil Disobedience in the 1960s by people fighting for the rights of African Americans was very effective. Extreme discrimination and conditions called for extreme measures to be taken. Among the most effective acts of civil disobedience were the bus boycotts, freedom rides, and sit ins. Blacks in the 1960s were forced to sit in the back of the bus, and if a white person needed a seat, they would be forced to give up their seat for them. Rosa Parks refused to give up her seat, so she was arrested and was partly responsible for the start of the bus boycotts. People would walk, carpool, or ride bicycles to avoid using bus sytems. This financially hurt the busy companies. Another affective form of protest were freedom rides. They were designed to test the new Supreme Court ruling of integrated interstate traveling. People would get on buses and ride south. These people encountered major problems in the southern states. In Alabama, a bus was attacked by a mob. The tires were slashed and a firebomb thrown into the bus. People saw thse acts on TV and in newspapers, so Kennedy took action and pursued the allowance of integrated buses. Sit ins were another form of peaceful protest. A group of people would enter a segregated place and sit down. If they were refused business they would just continue sitting. It worked very well because they either served the customers, or lost their business because of the disruption they caused. All the measures people took in the 1960s to gain equal rights were necessary. Their peaceful protests really opened the eyes of the people in America. Had these events never taken place, the rights of blacks would probably not be equal to the rights of whites today. ...

Sasanian Silver essays

Sasanian Silver essays In the broad world of islamic art its not always easy to tell were the piece your looking at comes from, what period it was created in and what materials were used to make it. It can be complicated as islamic art differs from country to country and in some cases from city to city. Every area has its artistic specialty as does every period of time. The three bowls Im going to discuss are all pieces of Islamic art, two of which are made in Iran and on that is made in either Syria or Egypt. I chose these bowls because they all have different styles of decoration, each decoration is unique in its own way, but all decorations are considered features of islamic art. The first piece that caught my eye was this bowl on display in the Fountain of the Light exhibit. This bowl is from either Egypt or Syria and was made for Mamluk sultan Al-Malik Al Muzaffar, Saif al-Din Hajji who ruled for only one year. Just by looking at the piece you can tell it was made for royalty, and its probably not a bowl you would put fruit in. The bowls body is cast brass, with silver, gold and a black compound used to emphasize its lines. The bowls most noticable feature is one that is common in Islam, calligraphy. The inscription on the bowl was inlayed in silver, it praises the person it was made for and shows that he was looked upon quite highly saying; "The loft authority, the lordly, the emir (prince), the possessing, the learned, the diligent, the holy warrior, the defender, the protector of the frontiers, the fortified by god, (officer of al Malik) al-Muzaffar." The style of arabic calligraphy this was written in appears to be Naskhi. Every letter and pronounciation appears to be present on the bowl which means a good job was gone with the inlay aswell as with perserving the bowl so that the inlaid pieces are not removed and have not fallen off. The calligraphy on the bowl is not continuous however, it is seperated by six round shaped designs, also inl...

Finance College Essay Example | Topics and Well Written Essays - 1500 words

Finance College - Essay Example Thus, the returns from fixed income securities remain unchanged over the period for which they are invested in. Beyond the period or before the period of investment, the rates would be prone to vary. Changes in the reserve ratio (CRR) stipulated by the Reserve/Federal Bank lead to changes in the rate of interest/ returns for the investor. A shift in the global economy and change in the CRR of the banks in the country which has a dominant role in the global economy can influence the interest rates in other countries too. An investor has a choice of investing in various assets over time. He can invest in movable assets like securities, stocks, fixed deposits and immovable assets like land, buildings etc. Each class of investment has its own risks and returns. The returns from each asset would also vary from time to time, depending on various socio-political, economic and geographical factors. The capital markets offer a wide range of investment options like shares, stocks, debentures, fixed income securities etc. While shares and stocks are high risk-high return instruments, bonds and fixed income securities are safer modes of investment. Capital markets typically tend to move in cycles or phases, called bull and bear phases . A bull market is one in which the majority of the shares move up and there is ample capital appreciation for the investor. A bear phase is one in which there is a negative trend and the prices of shares fall. There is erosion in value of the holding and the investor might not even get back his initial investment amount. The returns in a bull market have been known to be as high as 500-1000% in some cases, while the losses in a bear market have forced several investors to go bankrupt and sell whatever other assets they were holding as investments. Many a times, the economy of the country itself has had to undergo a substantial loss due to the fluctu ations in the capital markets. Fixed income securities are one of the most innovative and dynamic instruments evolved in the financial system ever since the inception of money. Based as they are on the concept of interest and time-value of money, Fixed income securities personify the essence of innovation and transformation, which have fueled the explosive growth of the financial markets over the past few centuries. http://sify.com/finance/fullstory.phpid=14201529, accessed on 27th Aug.,2008. A wise investor would have a combination of investments which give fixed and variable returns over a period of time. The risks involved in investing in stocks are offset by the returns from fixed income securities. Depending on the disposable income, age of the investor and risk-taking capacity of the investor, a financial planner would

Magnetic nanowire arrays and their temperature stability Dissertation

Magnetic nanowire arrays and their temperature stability - Dissertation Example These nanowires are hexagonally arranged and highly ordered with wire to wire distances between 30 to 100 nm, wire diameters of 5 to 250 nm and lengths up to several ÃŽ ¼m depending on the preparation conditions. Ferromagnetic nanowires with diameters in the range of domain wall widths or even smaller are expected to behave as single domain particles. In the easiest case such nanowires can be interpreted as defect-free long ellipsoids with homogeneous magnetization and these represent model systems for the investigation of magnetic interactions because their magnetic properties are not obscured by difficult-to-control bulk domains. Within such nanowires the shape anisotropy, the magneto-crystalline anisotropy and – in the case of very fine nanowires (diameters about 5 nm) – the influence of the surface magnetism has to be considered. Depending on the distance between the nanowires the wires can be interpreted as magnetically isolated magnetic mono-domains or, in the case of arrays in alumina, as dipolar interacting mono-domains. For the understanding of the behavior of such arrays both theoretical and experimental investigations are essential. In the following we will just prese nt experimental results which demonstrate the basic magnetic properties.... Fig:- Hexagonally arranged Nanowire Arrays Ferromagnetic nanowires with diameters in the range of domain wall widths or even smaller are expected to behave as single domain particles. In the easiest case such nanowires can be interpreted as defect-free long ellipsoids with homogeneous magnetization and these represent model systems for the investigation of magnetic interactions because their magnetic properties are not obscured by difficult-to-control bulk domains. Within such nanowires the shape anisotropy, the magneto-crystalline anisotropy and – in the case of very fine nanowires (diameters about 5 nm) – the influence of the surface magnetism has to be considered. Depending on the distance between the nanowires the wires can be interpreted as magnetically isolated magnetic mono-domains or, in the case of arrays in alumina, as dipolar interacting mono-domains. For the understanding of the behavior of such arrays both theoretical and experimental investigations are ess ential. In the following we will just present experimental results which demonstrate the basic magnetic properties. Hysteresis loops of arrays of Co-nanowires in alumina with different diameters and roughly the same length with H parallel (II) and perpendicular (^) to the long wire axis. Aside from the scientific attitude such arrays of ferromagnetic nanostructures are of significant interest because of their possible application as ultrahigh-density magnetic recording media. The preparation of such systems is very cheap and fast compared to expensive and time consuming methods as microlithography and molecular beam epitaxy. In addition the diameter, interwire

Enusring Coherence in Curriculum Research Paper

Enusring Coherence in Curriculum - Research Paper Example The design should also offer room for advancement both of the curriculum structure as well as the curriculum content. Its application should also be practical in terms of implementation and should not contain any contradictory statements and strategies. These components relate directly to a coherent curriculum in my learning environment. The systematicness component ensures that all the activities in a curriculum are well connected to each other. This kind of connectivity assists in making the curriculum to be more coherent and, thus, promoting its ability to achieve its objectives. The completeness component ensures that all the parts of the curriculum are complete and that they have adequate contents. This promotes the connectivity of one part of the curriculum to the other, and, thus, making the curriculum to be coherent. The advancement component of the system design for curriculum provides room for advancement of the curriculum content. Through the advancement of the content, th eir connectivity and relationships can be enhanced, thus making the curriculum to be coherent. Practicability component makes all the parts of the curriculum to be easy to administer. ... Another best quality is that both of them assist in the selection and organization of learning experiences for effective instruction and achievement of learning objectives. Another very important quality of these two models is that they both provide a way of designing a mean of evaluation of the curriculum and its content. According to Erickson (2002, p. 44), â€Å"a coherent curriculum is one that holds that makes sense as a whole and one that has parts which are unified and interconnected†. The three best qualities of these two curriculum models I researched about promotion of unification of the different parts of the curriculum. They also promote the interconnection of various parts of a curriculum and they help the curriculum to make sense as a whole. They also enable the various parts of the curriculum to make sense and, hence, they are very fundamental in the promotion of coherence of the curriculum. Among the two models that I researched, the one which could be most eff ective in my current educational environment is the Tyler’s Model. This is because this model being among the modernism model is clearer, more simplified, more useful, and more comprehensive compared to the Gerlach and Ely Model. According to Dennis (2002), this model is appropriate for large scale mass education and it is also good for basics. Since my current educational environment involves teaching basics to a large group of students, this model will be the most appropriate for such an environment. Curriculum design There are various â€Å"Knows† in a curriculum design. One of them is what the students should know by the end of the curriculum. The other one is what the student

Enabling Learning and Assessment Essay Example for Free

Enabling Learning and Assessment Essay 1. The purposes of assessment Assessment is the process of evaluating an individual’s learning. It involves generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Tummons suggested that: ‘With assessment we can: * Find out if learning has taken place; * Diagnose learners needs; * Provide public acknowledgment and certification of learning * Allow processes of selection to be carried out; * Provide way to evaluate learning programmes; * Motivate and encourage learners.’ Tummons (2009:5) Written justification of assessment methods I have chosen to do Holding and aiming in the prone position, I would do this by getting the SUT in the tramline formation. This is where they will number off in pairs, so all the No.1’s on one side of the room whilst all the No.2’s are on the other side of the room. I will get the No.1’s to conduct the drill when I give the word of command. The No.1’s will be ensuring they adopt the prone position correctly, going through the 9 key point check list and taking aim on the target. Whilst this is happening the No.2’s will be observing throughout looking for any mistakes. Once the No.1’s have completed the drill I will go down the line asking the No.2’s if they observed any mistakes. By doing this I am getting the SUT to give out peer assessment on the progress of his/hers drill on the weapon system as this can develop and motivate student. The student will also have their own self assessment; this is where the students are assessing their own progress  throughout the lesson. These methods encourage the SUT to make decisions about what has been learnt so far, and to reflect on aspects for further development. Once the No.1’s have completed the drill, the same process will happen with the No.2’s and the No.1’s looking and observing for any mistakes. Whilst all this is going on I will be looking for any mistakes as I watch from one end of the tramline formation, this is called tutor assessment and can help give feedback to the student to guide them on their strength and areas of development. This is also known as formative assessment so it can provide for me a continuous source of information about the students’ progress, improvement and problems encountered in the learning process, so I together we can develop their confidence and competence on the weapon system. 2. Practical assessment a) Aim The aim of a practical assessment in a classroom environment is to ensure that when handling a weapon system that the necessary measures and safety precaution is carried out correctly and sufficiently. It is my aim to make sure that the SUT carry out the drills correctly, if however people are struggling to adapt to the new drills then it’s up to me the instructor to change my approach to the individual learning style. b) Reason for selecting practical learning assessment We use practical assessment in the army especially when teaching a particular subject like Skill at Arms to help us as a teacher to confirm that the SUT have understood the correct handling of the weapon. It’s not only a confirmation for the teacher but a confirmation for the individual that he/she has took on board the new skill and knowledge they have been taught in the lesson. During the lesson, when I have demonstrated a new drill, the SUT are required to imitate the drill whilst I explain and demonstrate it, taking it step by step. Once I am happy that the SUT have grasped the new drill, a confirmation is done to ensure that the SUT understands the new  weapon drill. This will be done when I give the word of command and the SUT carrying out the drill without any help or guidance as I watch and observes for any mistakes that the SUT may do. In order for the SUT to use blank or live ammunition on exercise or on the ranges, they are required to pass a Weapon Handling Test (WHT) which is a critical practical assessment as it is part of their summative test and needs to be done twice a year. I will give a number of instructions which the SUT must complete correctly and confidently in order to pass. There is no time limit and they are allowed one mistake on each stage of the test. This assessment is to show that he/she has the knowledge and skill to handle the weapon with blank or live ammunition with confidence. For assessment of practical activities, the potential barriers should be considered and reasonable adjustments developed that meet the needs of the individual learner. Many of the adjustments for a practical assessment are similar to those of a written assessment. We must however be aware of the learners/individual learning styles as this will vary across each lesson we teach. If we look at Fleming understanding of learning styles which he used the terminology of VARK, he stated that people can be grouped into four styles of learning: * Visual – Seeing. * Aural – Listening and talking. * Read/Write – Reading and writing. * Kinaesthetic – Doing. (Gravells 2012:40) The SUT will come under one or more of these learning styles and as I have seen it in the past whilst teaching, I have to adapt as a teacher to accommodate to their preferred learning style which means I have to plan and break down my lesson to ensure all SUT get the full benefit of what is being taught to them. Sue Crowley of the IFL stated: Often new teachers teach as they were taught, then perhaps as they would like  to have been taught, and finally they realise different ways and a wider spectrum of teaching and learning approaches are needed and available. (Gravells 2012:40) A statement in which I agree upon as my thought process was similar but when teaching SUT it’s taught me to adapt my teaching skills to benefit the individuals so they can get the best outcome during the lesson. c) Conduct of the practical assessment The SUT will be assessed throughout the lesson and this can be done in many ways as it is classroom based, this will be an informal assessment. As the SUT reacts to the word of command for example; ‘For inspection port arms’ they are to carry out the necessary drill in which I will observe for mistakes. Observation is a good way to assess the skills, knowledge and attitudes of the SUT. When observing, it enables me to see how well the SUT are doing, letting them make mistakes as long as it is safe, especially when dealing with a weapon so they can learn from their own mistakes. Once the drill is complete I can ask each individual if they made any mistakes and give them self assessment, otherwise I can give negative or positive feedback to the SUT. Observation is good within our training establishment as it assess the SUT competence, skills and attitudes when dealing with a weapon and the observation can follow on with a question to check the knowledge and understanding. SUT training can be assessed in two other ways and they are called peer assessment and self assessment. For the instructor to see this happen, the students will pair up and work as a team. Whilst one SUT does the drill on the weapon whilst the other partner watches for mistakes, this is called peer assessment, but at the same time SUT who is carrying out the drill can self assess as he/she goes along. If the student was to carry out the Load, Ready, Unload drill, their partner can look in for any mistakes and as the instructor asks the observer from each team if there were any mistakes, this can be useful to develop and motivate the SUT. Peer assessments can be affective as SUT feedback is given skilfully, but other students may think more about what their peers have said than about what the instructor have said. 3. Question assessment a) Aim The aim of a question assessment is for the instructor to see if the SUT can demonstrate knowledge and understanding of the subject being taught to them. It also helps when asking a question to the SUT that they have to think about their answer. b) Conduct of a Question assessment During each lesson throughout the army, as an instructor we will always ask the SUT questions of the particular topic that we have been learning about before moving on to the next topic or next stage of the lesson. This is formal or informal assessment and is used to assess cognitive ability which can be used whenever the instructor wants to assess the knowledge and understanding of SUT. When giving a lesson on Skill at Arms, ‘Different combat position.’ The instructor will always give an explanation of why we do it and when to incorporate the positions for example, on the ranges or when we are on operational tour, followed by a demonstration. As the instructor has given the explanation and demonstration, we will go through the demonstration again whilst the SUT imitate you as you take them through step by step. Whilst doing this process we normally ask the SUT questions on the next stage of the movement, pausing for a second and then state the name of the learner who can answer. This way, all SUT is thinking about the answer as soon as you have posed the question, and is ready to speak if their name is asked. This assessment not only help the instructor to confirm that the individual or group know the answer but helps their peers to understand it as well. We also do oral written assessment, as this is part  of the minimum core, for example before I start the lesson I would ask the SUT to take out their note books and pens. I will ask them a number of questions in which they will write their answers in their note books which will be marked before the lesson take place. If for some reason some of the SUT get a few questions wrong I will ensure that I make a plan in the evening to go through the questions or drill in which they got incorrect so that they are at the same stage as all the other SUT. Asking questions to the SUT and for them responding in giving the answers back to the instructor is self assessment and peers assessment so that the SUT know what areas they are good at and what areas they need to work on. However it’s good for the tutor assessment to understand how the SUT progress is going by conducting these assessments. C)  Advantages| Disadvantages| Problems can be solved| SUT don’t know the answer| Question being answered| SUT can be put on the spot| Understanding people’s views and opinions| | Gives people a voice| | 4. Reflecting on how feedback has informed your learners’ progress and achievement Feedback is a vital part of the learners’ training at the army foundation college as it informs the SUT on their progress and achievement. To make sure it is effective it is important that we develop rapport, mutual respect and trust between the instructor and the SUT. During a Skill at Arms lesson it is important to give effective feedback as this informs the SUT on how well they are doing or on what areas they might need to work on. I try to give out the best feedback as I can to the SUT or the individual as I know this will help reassure, boost confidence, encourage, motivate and develop their knowledge, skills. It can help the SUT to maximize their potential and professional development at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be  taken to improve their performance. 5. Reflecting on how feedback from others has informed your own professional practice On the 1st November 2012, I conducted a lesson on pain relief (Morphine) which was observed by an assessor. I felt that the lesson was well structured, planned and I got the key learning points across to the SUT. Once the lesson ended I sat down with my assessor and was given feedback on my lesson. The written feedback said this: The session had a clear and important content to communicate. This was achieved and checked by the test. A stronger introduction would set the scene and provide guidance to learners of what they had to do during the lesson. Focus on the test/know the purpose of the test. The conclusion could tell learners what to do with the test papers and how this will be an aide memoire. Test was very well created, covering all key learning and checking recall, understanding and application. It could be improved with clear guidance i.e. working individually without referring to their notes. As this was ‘assessment for learning’ as well as ‘assessment of learning’ learners could work individually, with a partner and finally as a whole group to get the answers/self assessment and check learning. You could get feedback on results from the test by asking those who got 100% to stand up – an energiser, positive motivation and a simple measure for you. This feedback has opened my eyes a lot clearer as I was more channelled to delivering a simple but constructed lesson. Just by delivering a stronger introduction can make the learner motivated to learn, which I didn’t realise until someone made it aware to me. It was a good motivation and energiser to hear from the assessor that the test paper was well created which gave me that sense of pride. However when it came to handing out the test paper, giving the SUT a certain amount of time to do it in and once they had completed it they would mark their own paper as I went along with the answers. Just from what the assessor has written in the feedback it can give  the learner self assessment and check their learning, so in future I will take more time on how I construct the test and how to mark it as this will give me a feedback on the progress of the SUT. 6. Reference List: * http://www.open.ac.uk/inclusiveteaching/pages/inclusive-teaching/barriers-to-learning.php Date accessed 8.11.12 * Tummons J – (2009) Assessing learning in the lifelong learning sector. Exeter: Learning Matters * Gravells A (2012) Preparing to teach in the lifelong learning sector. London: Learning Matters * www.faculty.londondeanery.ac.uk

Essay About Family: The Wives Tales :: Personal Narrative essay about my family

I am convinced that my mother and my father found solace in each other because they could no longer bear the madness of their brothers and sisters. Most of my aunts and uncles have second names to mark their exceptionality. My father’s eldest brother is called â€Å"Urgent† because he only calls when he needs money and always tells the kids to leave the message: â€Å"Urgent. Urgent, tell your dad to call me back urgent!† My father’s youngest brother calls himself â€Å"Castro† because his first name is Fidel. This brother shaves his head and wears a goatee to look more like the real Castro. My mother’s brothers and sisters are no better. One of Mom’s brothers married a woman named â€Å"Daughter,† which is just beyond me. Really, her parents must have been at their wits’ end; I wonder whether they had so many daughters that they surrendered to making all the children’s names alike. Mom’s sister, Rajo, â€Å"Auntie Money,† is the most fun, especially during tax season when she tries to convince her accountant to get her a deduction for all the gifts, trips, and baubles she buys her nieces and nephews. Chandra is the most laughable of Mom’s seven sisters. Aunt Chandra is always trying to pass her â€Å"pearls of wisdom† down to everybody, making herself look foolish to great public audiences. In Guyana, she held an elite position at the national post-secondary school, teaching who knows what. I often wonder at the ignorance and superstition behind the things she says. At one of our frequent dinner parties, the ladies in the kitchen were having a conversation about motherhood and how hard it is to choose between staying home with their kids and going back to work. While everyone else settled down to eat, Chandra, Mom and I busied ourselves making pepper sauce, cleaning the clutter off of countertops and refilling bowls of food. Conversation halted as the clacking of spoons, smacking of tongues, and the machinations of eating and drinking supplanted the lively chattering. Chandra took the opportunity to offer up a piece of her mind: â€Å"You know, guys, I have always noticed that I had my kids when there’s a full moon. Babies can only be conceived under a full moon. I am telling you, those scientists don’t know it yet. But I know.† I could not keep myself from laughing. Amazingly, Fidel’s wife, Nadira, reproached me, â€Å"No, it’s true.