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The History of English Law
Also see
http//vi.uh.edu/pages/bob/elhone/elhmat.html
http//www.kevinboone.com/lawglos_sleaze.html
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http//www.historycooperative.org/journals/lhr/1.1/br_4.html
http//www.bbc.co.uk/history/state/monarchs_leaders/henryii_law_print.html
Common Law was applied overall England
-Doctrine of proceedings
-Case Law
-Since the 1th century law reporting
Travelling judges applied the writ-system
-problem there wasn’t a writ for every case
-to abandon the problem law of equity was installed (where the remedy of Common Law didn’t exist or wasn’t sufficient; for example market rights)
Law Merchant
Merchants were allowed to set up their own courts or tribunals based on mercantile customs
-Law Merchant
= that source of English Law based on the settlements of disputes between merchants and their customs/usages
At the end of the 18th century Law Merchant was incorporated into Common Law
Sources of Law
-Common law
-Law of equity (still part of English Law today)
-Law Merchant
-Community Law
-Statute Law (-very important!)
European Union
The 5 main institutions of the EU
1. Commission
- Is the executive body of the EU
-Consists of 0 commissioners
-commissioners are appointed by mutual agreement of the member governments
-is responsible for the formulation of the community
-it initiates and drafts/prepares most community legislations
. Council
-Is a formal meeting
-Represents the sovereignty of the member states
-Is composed of one representative at ministerial level of each state
-The office of president is held in turn by each state for 6 months
-Must report to the EU-Parliament
. European Parliament
-Represents people of the member states
-Seats are allocated according to the proportion of inhabitants of each member state
-is advisory and a consultative body with the Council and the Commission
-is not a parliament in the brit./german sense
-does not make statutes and rules
-can reject legislative proposals
-discusses with the council and the commission
4. European Court of Justice
-Holds the political power
-Controls if every member state follows the statutes/laws
-controls that every state applies community law
-controls if community law is included in the national law of the member states
5. European Court of Auditors
-Must examine all accounts of all community bodies
-Must report at least annually
http//europa.eu.int/inst-en.htm
Mind that the sample papers like Nature of Law- University Script presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Saturday, March 31, 2012
Employee Development and Training
We are ready to represent the best custom paper writing assistance that can cope with any task like Employee Development and Training even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Employee Development and Training in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Employee Development and Training
SMC is currently faced with some challenges that will determine whether or not the organization will succeed or fall short of its goals. Taking into consideration the demand for SMC’s product increase, a workforce where fifty percent of the employees are bilingual, and our need to globalize and diversify our organization, the company’s employee development and training department must step forward and address these factors by strengthening and/or re-evaluating the previous steps we have adopted in the past by creating new and improved training and development programs. Let us look at the previous programs that we have implemented.
Education and Career Development
SMC has implemented various educational and career development methods to help our employees achieve their career or development goals by creating the following
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· Educational Reimbursement Program - Provides financial assistance for educational courses that encourages self-development, improves current job-related skills, and helps with career development within SMC.
· Internal Development Program � Provides computer-based training (e-Learning), mentoring programs, and development courses (self-study).
Using these programs as a foundation and then building upon them to increase their potential will be a greater benefit for our employees.
Educational Reimbursement Program
The Educational Reimbursement Program targets individuals who would like to continue their formal education by obtaining a college degree. By investing in our employees, the return benefits both the employee and employer.
Employees are appreciated while enhancing their value to the company as their knowledge and skills increase. SMC would improve upon this program with the following
· Scheduling flexibility � SMC will structure working hours to accommodate school schedules
· Fast Track Program � Employees will be able to advance quicker within the organization if they complete their degree
These improvements will show our workers that we are interested in their self-improvement--and that can pay off big in employee retention and enthusiasm.
Internal Development Program
We can increase our retention rate by setting employees up for success from day one with our orientation process. Following this with good cross training, sharing information, involvement, and communication can increase the internal development program. In business today, the front line employee wants to be valued. Here are three ways we can improve our internal development program
1. Improve our orientation program
First, we should start out on the right foot by creating a successful orientation program for SMC’s human resource department. When people start a new job, they are more concerned with themselves. Over time, they become aware of how they fit into the team, and later if properly orientated, they see how they fit into the big picture. It goes from, What am I trying to accomplish? in the early months, to What are we trying to accomplish? months down the road.
By creating a formal orientation program, we are able to control what employees are exposed to from the beginning. If we cannot wait to start a new employee on the day of orientation, we can at least pair up the new hire with a positive employee who will make a good impression. SMC will not wait too long to introduce the culture of the organization. Employees are extremely impressionable their first days on a new job.
. Sharing information
We can increase our chances of keeping employees if we have good communication. Again, we should make them a part of the team by involving them in the process. Holding weekly department meetings and using that time to update and educate them will broaden the organizational knowledge of our employees. Sharing articles from industry publications so they know what the competition is doing and asking employees to share feedback and ideas will make employees feel important.
. Cross training employees
Cross training employees help to improve internal development. We are not only molding the future leaders of our company, but we are also creating a group of people who can do anything we need them to do. This creates a sense of pride and teamwork, keeping entry-level workers from reaching burnout as quickly. Cross training is important in creating the team. As employees adjust to the culture of our organization, their thinking goes from How is my performance? to How is my teams performance?
We will not have to spend as much time interviewing applicants and training new people due to turnover if SMC spends a little extra time at the beginning.
Mind that the sample papers like Employee Development and Training presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Employee Development and Training
SMC is currently faced with some challenges that will determine whether or not the organization will succeed or fall short of its goals. Taking into consideration the demand for SMC’s product increase, a workforce where fifty percent of the employees are bilingual, and our need to globalize and diversify our organization, the company’s employee development and training department must step forward and address these factors by strengthening and/or re-evaluating the previous steps we have adopted in the past by creating new and improved training and development programs. Let us look at the previous programs that we have implemented.
Education and Career Development
SMC has implemented various educational and career development methods to help our employees achieve their career or development goals by creating the following
Do my coursework
· Educational Reimbursement Program - Provides financial assistance for educational courses that encourages self-development, improves current job-related skills, and helps with career development within SMC.
· Internal Development Program � Provides computer-based training (e-Learning), mentoring programs, and development courses (self-study).
Using these programs as a foundation and then building upon them to increase their potential will be a greater benefit for our employees.
Educational Reimbursement Program
The Educational Reimbursement Program targets individuals who would like to continue their formal education by obtaining a college degree. By investing in our employees, the return benefits both the employee and employer.
Employees are appreciated while enhancing their value to the company as their knowledge and skills increase. SMC would improve upon this program with the following
· Scheduling flexibility � SMC will structure working hours to accommodate school schedules
· Fast Track Program � Employees will be able to advance quicker within the organization if they complete their degree
These improvements will show our workers that we are interested in their self-improvement--and that can pay off big in employee retention and enthusiasm.
Internal Development Program
We can increase our retention rate by setting employees up for success from day one with our orientation process. Following this with good cross training, sharing information, involvement, and communication can increase the internal development program. In business today, the front line employee wants to be valued. Here are three ways we can improve our internal development program
1. Improve our orientation program
First, we should start out on the right foot by creating a successful orientation program for SMC’s human resource department. When people start a new job, they are more concerned with themselves. Over time, they become aware of how they fit into the team, and later if properly orientated, they see how they fit into the big picture. It goes from, What am I trying to accomplish? in the early months, to What are we trying to accomplish? months down the road.
By creating a formal orientation program, we are able to control what employees are exposed to from the beginning. If we cannot wait to start a new employee on the day of orientation, we can at least pair up the new hire with a positive employee who will make a good impression. SMC will not wait too long to introduce the culture of the organization. Employees are extremely impressionable their first days on a new job.
. Sharing information
We can increase our chances of keeping employees if we have good communication. Again, we should make them a part of the team by involving them in the process. Holding weekly department meetings and using that time to update and educate them will broaden the organizational knowledge of our employees. Sharing articles from industry publications so they know what the competition is doing and asking employees to share feedback and ideas will make employees feel important.
. Cross training employees
Cross training employees help to improve internal development. We are not only molding the future leaders of our company, but we are also creating a group of people who can do anything we need them to do. This creates a sense of pride and teamwork, keeping entry-level workers from reaching burnout as quickly. Cross training is important in creating the team. As employees adjust to the culture of our organization, their thinking goes from How is my performance? to How is my teams performance?
We will not have to spend as much time interviewing applicants and training new people due to turnover if SMC spends a little extra time at the beginning.
Mind that the sample papers like Employee Development and Training presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Friday, March 30, 2012
Organisational Structures
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Organizational structures
The organizational structure is network of relationships in an organization. There are three types of organizational structure.
Functional Organization
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The organizations planned along the functional lines are called functional form of an organization. It places people together, people who are applying related technology, skills to similar tasks. These organizations are divided according to various functions like finance, marketing, production, which are further divided into specific fields like production is divided in quality, tools, maintenance, production etc.
In this type of organization there is usually one boss of each departments having authority to take all the decision for his own department. He has various subordinates who report directly to him. There is unity of command and clear demarcation of authority and responsibility.
Divisional Organization
The large organizations having various products or divisions adapt this form of organization. The organization can be divided in any of the three ways
Product Based Division
Geographical Based Division
Costumer facing Based Division
The organization is divided first according to the product, area or costumer and then each division is further divided in the functional form. This type of organization has independent division and needs less co-ordination between different divisions.
For example any General Electrical have various divisions of electrical appliances, BPO, machines, Finance each having its own structure and independently working under one group GE.
Matrix Organization
Various large organizations have this kind of an organizational structure with dual authority. It is a blend of divisional and functional form of structures. It is successful in those organizations, which have various projects, developments, and products, along with regular routine work or where a large number of different types of products are made less than one roof.
In this form of an organization there is crises-crossing line of authority and responsibility. The organization is divided into functional department along with divisions.
For example there are five different functional department of finance, production, R & D, marketing, Personnel and Two divisions of Product A and Product B. So all the people in the various departments will have dual control of the functional managers and divisional managers.
The best fit of an organization depends on the size, task, people, and market, of the business.
Mind that the sample papers like Organisational Structures presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Organizational structures
The organizational structure is network of relationships in an organization. There are three types of organizational structure.
Functional Organization
Do my coursework
The organizations planned along the functional lines are called functional form of an organization. It places people together, people who are applying related technology, skills to similar tasks. These organizations are divided according to various functions like finance, marketing, production, which are further divided into specific fields like production is divided in quality, tools, maintenance, production etc.
In this type of organization there is usually one boss of each departments having authority to take all the decision for his own department. He has various subordinates who report directly to him. There is unity of command and clear demarcation of authority and responsibility.
Divisional Organization
The large organizations having various products or divisions adapt this form of organization. The organization can be divided in any of the three ways
Product Based Division
Geographical Based Division
Costumer facing Based Division
The organization is divided first according to the product, area or costumer and then each division is further divided in the functional form. This type of organization has independent division and needs less co-ordination between different divisions.
For example any General Electrical have various divisions of electrical appliances, BPO, machines, Finance each having its own structure and independently working under one group GE.
Matrix Organization
Various large organizations have this kind of an organizational structure with dual authority. It is a blend of divisional and functional form of structures. It is successful in those organizations, which have various projects, developments, and products, along with regular routine work or where a large number of different types of products are made less than one roof.
In this form of an organization there is crises-crossing line of authority and responsibility. The organization is divided into functional department along with divisions.
For example there are five different functional department of finance, production, R & D, marketing, Personnel and Two divisions of Product A and Product B. So all the people in the various departments will have dual control of the functional managers and divisional managers.
The best fit of an organization depends on the size, task, people, and market, of the business.
Mind that the sample papers like Organisational Structures presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Wednesday, March 28, 2012
The place for assessment in Citizenship Education
We are ready to represent the best custom paper writing assistance that can cope with any task like The place for assessment in Citizenship Education even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like The place for assessment in Citizenship Education in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
There are some who believe “ the current model of the English education system demands assessment because “measurement produces focus and targets that can be met and monitored. Through these come improved performance and the raising of standards. So the theory holds” .
Some debate occurs around the place of assessment in citizenship education, which became a statutory entitlement for Key Stage and 4 students from August 00. David Kerr, Professional Officer of the Advisory Group on Citizenship , observes that
“Assessment in citizenship education can make a vital contribution to raising educational standards and improving pupil attainment and achievement…Assessment in citizenship education can contribute to raising standards in the context of the overall values, aims and purposes that underpin the school curriculum and the work of schools.”
Others, however, have expressed the view that assessment would lead to “an inevitable drive to focus on teaching for formal tests” . Such a focus, it is said, would be inimical to the view of Citizenship education proposed by the Advisory Group on Citizenship because it would negate the importance given to the active, participatory component of ‘effective education for citizenship’
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“We stress, however, that citizenship education is education for citizenship, behaving and acting as a citizen, therefore it is not just knowledge of citizenship and civic society; it also implies developing values, skills and understanding.” (my italics)
Whatever your position, it is clear that assessment in citizenship education is as much a requirement as the teaching of the subject. In what follows I will examine three aspects of assessment in citizenship education, arising from
§ the statutory entitlement to citizenship education at KS and KS4, which means that schools will have to assess their provision to “ensure that all pupils at least get the opportunity to experience” citizenship education.
§ the statutory requirement for citizenship education to be included in annual written reports to parents of pupils in years 7 to , and for teachers to assess pupils’ attainment in citizenship education at the end of KS.
§ citizenship becoming a more established part of the formal curriculum, so that assessment of teaching and learning will occur as a matter of good practice.
Assessment of provision
Since August 00 schools have had to deliver a Citizenship curriculum that a) provides knowledge and understanding about becoming informed citizens, b) develops skills of enquiry and communication and c) develops skills of participation and responsible action. The Qualifications and Curriculum Authority (QCA) does not prescribe how schools should do this. Rather, “the statutory entitlement is established by setting out specific learning outcomes for each key stage” instead of the detailed programmes of study given to other subjects, to allow
“ the possibility of different approaches to citizenship education, involving different subject combinations and aspects of the curriculum based on existing good practice in each school”
Three main methods of delivery of citizenship education are available to schools
· discrete curriculum time for Citizenship
· within existing subjects
· through events and activities within or outside the school environment.
Whichever combination of these contexts is used, appropriate opportunities and experiences need to be made available to all pupils if they are to get their entitlement to citizenship education.
Schools may feel that they already teach much, if not all, of the citizenship programme of study (the most common response I have heard in secondary schools to the introduction of Citizenship as a compulsory National Curriculum subject is ‘we already do citizenship here and have done for years’). However, it behoves a school to assess its provision, particularly in light of comments from OFSTED concerning the inspection of citizenship
“Where a school’s provision is patchy, owing to heavy reliance on such incidental contributions, it will not meet National Curriculum requirements and should be reported as such.”
OFSTED advise, “(that) in planning for citizenship, schools need to audit their curriculum carefully to identify existing work that can contribute to citizenship education.” Further, in inspecting citizenship, OFSTED inspectors are directed to find out pre-inspection how the school has organized citizenship. Thus a school needs to audit, review and assess its provision, not least to ensure that it can present OFSTED with this information. More importantly, perhaps, such assessment will allow a school to evaluate its provision in order to improve the planning, co-ordination and application of policy and practices for citizenship education (see Appendix A for a checklist that the school might use to focus its approach to assessing citizenship provision).
Assessment can assist the school in drawing up a statement of its commitment to citizenship, what is going on in respect of citizenship education at the present time and, where necessary, what needs to be done in order for the school to meet its statutory duties � a framework for action, a citizenship policy statement (see Appendix B for an example of what a citizenship policy statement might look like). Such a statement is desirable, I think, as it
· indicates what citizenship stands for in the school (in a document that is available to OFSTED, staff, students, governors, parents and the wider community)
· maintains the focus of the school on the aims of citizenship education as stated in government policy and within the local community
Schools will need to ask how much of the programme of study is being or will be taught through the existing structures. What is suitable and what needs adapting within the curriculum? Which other subjects will have a responsibility for delivering citizenship? In trying to answer these questions the school can show a true commitment to the principles of citizenship education and involve a wide participation. Those responsible for delivering citizenship will obviously need to contribute, but other teaching staff, governors, parents and students should also be involved.
This desirable breadth of participation throws up some questions, of which I will mention but a few. Precisely how could such a wide involvement be fostered and coordinated? One may hope that enthusiasm for the ‘new’ subject would be high enough to encourage ‘non-specialists’ to give time and energy for a great endeavour. Even were this to be the case, how much should ‘non-specialists’ (young people and adults alike) be expected to assess the existing provision of Citizenship within the school and to suggest ways to improve it? Would young people necessarily have the vocabulary or experience to take part in assessment, evaluation and change in any significant way? Of course, the active element of the citizenship programmes of study demands just this kind of active participation from students � learning by doing. The benefit of such participation in defining the school ethos would be, I think, immense (and one which Ofsted inspectors will want to see, that shows citizenship skills throughout the school’s organization)
“The ethos of a school is therefore vital to the success or otherwise of citizenship the ethos is the kind of atmosphere that can be felt as people walk around the school, the way we work with students and visitors and the way we interact with each other. It has been referred to as the ghost in the machine � that untouchable, hidden, but all-so-apparent atmosphere that surrounds a school.”
Assessment of learning outcomes
There is a strong emphasis on the summative assessment of pupil progress and achievement in citizenship education. There is a statutory requirement for teachers to assess pupils’ attainment in citizenship education at the end of KS . This assessment should be made against the end-of-KS level description given by QCA
“Pupils have a broad knowledge and understanding of the topical events they study; the rights, responsibilities and duties of citizens; the role of the voluntary sector; forms of government; provision of public services; and the criminal and legal systems. They show how the public gets information and how opinion is formed and expressed, including through the media. They show understanding of how and why changes take place in society. Pupils take part in school and community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others”
There is no eight-point scale for citizenship as there is for other National Curriculum subjects. Instead, QCA guidance suggests that teachers assess whether students are working towards, achieving, or exceeding the end of key stage description. Teachers should then report on pupils’ progress to parents as they would for any other National Curriculum subject. The mention in QCA guidance of comparable levels of attainment (see footnote 16) would seem to suggest that reporting back by level is appropriate. Is this a correct assumption to make? If yes, could Citizenship teachers begin to create their own levels of attainment? The eight level descriptors that other National Curriculum subjects have available “causes problems for teachers who are acutely aware of the problems in using just one level to describe a student’s attainment across a whole range of skills and concepts.” . Does reporting a student’s level of attainment as ‘level 5’ in Citizenship give a helpful statement to parents about their child’s development in Citizenship? There is currently little public understanding of what level 5 in Citizenship might signify, although it could be argued that this was also recently the case for English, Maths and Science. Parents have now begun to comprehend what this level means for these subjects and will do so for Citizenship in due time. Are there more useful methods of describing attainment for a subject that is very different from, say, English or Science? A more descriptive approach to a variety of competencies may be more useful.
No formal assessment requirements apply at KS4. However pupils’ progress in citizenship education must be reported on at KS and KS4. Teachers are given some guidance from QCA about what such a report might include
· brief comments on the pupil’s progress in citizenship, i.e. strengths and areas for development
· the pupil’s general progress in the subject
The guidelines are supplemented by sample reports (see Appendix C for an example) to assist teachers in meeting the reporting requirements.
Who will be involved?
“It is important that assessment reflects the rich range of contexts and partners associated with learning in citizenship education.”
The QCA is very clear that student self-assessment should be a significant part of the process. A couple of quotes from QCA guidance illustrate this
“Planning for effective assessment of learning should involve pupils in self-assessment”
“As well as helping to set their own targets pupils should be involved in assessing their progress towards, and achievement of, them.”
Learning in Citizenship will be often be collaborative, which creates some problems about assessing one’s own achievement. In a group activity, for example, ‘what did I do?’ might pose very difficult questions for a student. Students have to be taught how to identify, firstly, the various roles within group collaboration. They should then be encouraged to recognize their own contribution. This should not be seen as a bar to the use of self-assessment; rather it is an opportunity for students to learn through doing. On the other hand…
“with the best will in the world it can be easy to be less rigorous or objective about one’s own performance than others. Peer assessment can therefore be an important additional element”
and it will be up to teachers to facilitate self- and peer assessment by providing lots of opportunities to practise, in addition to setting clear goals and objectives for the students to aid them. This will require the systematic development of necessary skills, vocabulary and attitudes over time before students can make good use of them.
Teachers will, of course, be involved…but which teachers? This will very much depend on how the school has planned its citizenship provision. If there is discrete provision, the Citizenship tutor will have an assessment role. Where provision is within existing subjects, the History or RE teacher, for example, may be involved. The form tutor may also be part of the assessment process where tutorial time has been designated as an area for citizenship activity. However
“…If a lesson or series of lessons has been designated as delivering citizenship then this must be made explicit to the children and in the lesson plan and the citizenship objectives must be assessed separately from the history, RE or science.”
It may be that the full implications of the statutory requirements have not been fully realized. Schools should not only have been teaching, but also assessing and recording citizenship since 00
“…they [teachers] should report pupils progress to parents as for other national curriculum foundation subjects from August 00”
“Teachers should work with pupils to set targets to challenge them and to build on previous experiences.”
“…allow for achievement to be collected in a citizenship portfolio and/or included in a wide profile of pupils achievements in the school”
Where activities happen outside of the formal timetable or off-site (participation in community projects or activities being a key part of the vision of citizenship education) then other people (project managers, assistants) may need to be involved in the assessment process. To what extent schools can draw on these ‘outside agents’ needs to be explored. What can they usefully provide? Will they be asked to file reports on pupils? Do they tick boxes on a list of skills the student has demonstrated? Is a one-word comment sufficient reporting? (‘Maya was a helpful member of the group’). Can the assessor be relied on to use principles of inclusion to come to a fair assessment? Will the assessor need an understanding of QCA Citizenship requirements? Such questions and more will need to be addressed by the school in setting up its assessment procedures, and although the QCA has “constantly said that it intends the assessment of citizenship to be ‘light touch’…and not be a millstone around the necks of curriculum planners” , plainly there is a great deal of work to be done in planning and coordinating assessment for reporting.
What assessment methods can be used?
As noted earlier, education for citizenship needs to cover not just knowledge, but skills of enquiry and participation if students are to get their entitlement to citizenship education. Chosen methods of summative assessment must therefore address the quality of pupils’ learning in these contexts and “include opportunities for pupils to demonstrate their development of the learning outcomes of citizenship education” , through such methods as
¨ planning and delivering a talk or presentation to other pupils in the school and also to representatives from the local community on a pressing issue or problem
¨ designing a display or website, which promotes the outcomes of a project to improve the environment of the school and its surrounding area
¨ producing a diary, logbook or portfolio of evidence of involvement in a range of activities as part of a citizenship education project with other pupils
¨ contributing to class discussions and debates about topical issues, problems and events as chosen by pupils
¨ involvement in consultation and negotiation about the school environment, through class and school councils
¨ contributing to the development of class, school or community policies, including the production of information and resources for younger pupils
¨ participating in role-plays or simulations which consider and express the opinions and experiences of other people and groups in society, and reflecting in that process of participation
¨ devising a quiz, board or card game to help explain a topical issue or problem to other pupils and negotiating to have the resource produced and included as a curriculum resource
¨ analysing information about a topical issue, problem or event and developing appropriate solutions and responses, including writing letters to local councillors or Members of Parliament (MPs), or articles for school or local newspapers
¨ using ICT (information and communications technologies) to analyse information and sources at local, national, European and international levels, and to consult with people and organisations across these levels
¨ producing evidence of involvement in planning and managing a visit or arranging for a visiting speaker, and also of reflection on that process of participation.
(adapted from a list of examples given by David Kerr. )
Teachers can then use a variety of approaches to assess students’ progression. They could informally observe students during these tasks and make notes (mental or otherwise), though teachers should be clear about what it is they are looking for � and make these criteria known to students. This approach is time-consuming and, if done in a rushed way towards the end of a lesson, may not be all that fairly or professionally carried out. If time is available , it might be more useful to have a feedback session with individual students and make notes on the session (which can then be the basis for a more informed assessment). If the feedback comes at the end of an activity or project, it could take the form of a viva at which students present some evidence of achievement towards the learning outcomes.
Internal assessment is going to mean more work for citizenship teachers (or for teachers involved in delivering citizenship). Allocating time for effective assessment with individuals or small groups would have significant cost/resource implications (e.g. covering teachers to carry out ‘orals’ for an entire year group). This is routinely done for language examinations � will citizenship be seen to be as important?
There are more formal methods of assessing learning outcomes available to schools. At Key Stage 4 there are now three QCA-approved GCSE short courses in Citizenship . They all contain elements of written examination and coursework that aim to cover the three contexts of citizenship study. Some questions should be raised about whether the exam structure can be relied upon to provide adequate assessment, particularly of a pupil’s developing citizenship skills and active community participation. Also, in the absence of an agreed national syllabus for the ‘knowledge and understanding’ component of the Citizenship programmes of study, how valid is the choice of focus of an examination board? Will it lead to a useful narrowing of a large body of knowledge or, instead to teaching for the test irrespective of the usefulness of the content? From its inception there has been no fixed syllabus, in order to allow schools to vary their citizenship content to suit local circumstances. A national standardization would remove this flexibility.
These criticisms aside, the formal examination is one method schools might adopt in tandem with the informal methods mentioned. And the use of formal methods has a side benefit (though I’m not sure whether I would like to promote this too much!) of raising the status of a subject within schools
“ …Many teachers have learned from experience that seeking to raise the status of a subject without examinations can be a thankless task. The popularity of the short course in RE has shown the difference that an exam can make in terms of how it is perceived by students and others within the school.”
There are cost implications for the school to bring in such examinations, such as examination fees, additional study resources and teacher training, although schools may feel the benefits outweigh these costs.
Other methods of formal assessment such as internal examinations (written around guidance from the QCA), certification (of skills development such as those awarded by GNVQ, LVQ, and Open College Network), and citizenship awards (the Duke of Edinburgh award being a prime example) might all be usefully employed by schools in combination with informal methods.
It would appear that the QCA has a preference for the use of portfolios as a method of assessing student’s progress in citizenship
“A portfolio offers pupils opportunities to gather evidence of their achievements in citizenship wherever they have occurred…Portfolios used throughout key stages and 4 would provide valuable records to take forward into post-16 education.”
though there is a danger that they may just “become a loose collection of pieces of completed work” if processes for using portfolios are not established. They can be used for evidence gathering towards learning outcomes such as written summaries of projects, reports written by activities leaders and certificates of merit or achievement.
Portfolios also have another, more formative, role in assessment. If students have already been creating a portfolio or citizenship logbook at KS, the continued use of it can help pupils to experience development of their citizenship skills. Portfolios provide an opportunity to support the practice of self-assessment where students are able, for example, to record ideas for future projects, reflections on their participation in citizenship activities or developments in skill areas. Thus, the QCA’s preference for portfolio use indicates the view that “assessment should be planned from the beginning as an integral part of teaching and learning”.
The place for formative assessment � assessment for learning
“Within the classroom the teacher must mediate between national requirements and individual needs”
The statutory requirements to assess learning outcomes should not detract from the conviction that Citizenship is more than a statutory subject. Education for citizenship is, inter alia, about trying to foster a critical faculty in students, to develop skills of enquiry and decision-making. It is vital, therefore, that teachers committed to the learning of their pupils use pedagogical methods that assist pupils in such learning.
Formative assessment involves pupils in the assessment process to enable them to set their own targets and plan how they will achieve their learning goals. Pupils then understand what they have done well and what they need to develop. It is essential that they feel confident about their progress. Black & William identify five elements to assessment for learning
· The provision of effective feedback to pupils
· Active involvement of pupils in their own learning
· Adjusting teaching to take account of the results
· A recognition of the profound influence of assessment on motivation and achievement
· The need for pupils to understand themselves and how to improve.
A few comments on these elements are required. Giving feedback is something that teachers have experience of, particularly in providing non-judgemental, positive criticism to pupils and ideas for improvement or development. Pupils, generally, do not have such experience, so require demonstration and practice in the necessary skills. Short, structured sessions at the end of a group activity could provide such practice. Students could be given a list of things done during the activity and write the name of the person in the group who did each thing. The group could then compare their answers as a way of clarifying who did what in the group and feeding back on the perceptions of participation. Finally, students give a number between 1-10 to signify how well they thought the person did what they did (1 = could do better, 10 = very well). In a subsequent session, the teacher can go down the list of things done and ask the class to suggest ways in which things could be done better, (though the teacher should be ready to provide a choice of alternatives in the likely event that none are forthcoming from the class). Teachers should be wary of assuming that reflection on an activity will lead students to provide better, alternative approaches. In my experience, students are often little aware that there is ‘more than one way to skin a rabbit’. However, the more students become involved in such reflective activities, the more the perception of ‘room for improvement’ is given a chance to evolve within them.
Students need to know where they are in terms of the citizenship skills they have before they can think about assessing their progress. A questionnaire like the one in Appendix D (or Appendix E, which is a part of a project to create an online portfolio ) provides the teacher with a method by which to get students to reflect on their skills and participation. Answering the questionnaire provides students with ready-made goals (that the teacher can help the student to refine) to work towards. If a pupil assesses that, at this moment, she cannot complete a project without help then a future goal for development can be drawn from this assessment. Teachers will need to be ready to assist with SMART target setting to show students that self-assessment can lead to realistic goals by which to measure improvement. Whilst a range of methods is evolving to provide descriptive assessment of students’ achievements, the subject still lacks clearly defined progression through levels of attainment, (as mentioned earlier). There is, thus, no ‘ladder’ of achievement to inform target setting.
Teachers can use the results of pupil self- and peer assessment to modify their lessons, in terms both of content and process. If teachers highlight these modifications, and make explicit the reasons for them, then students may truly feel they have negotiated the terms of their own learning. Current thinking acknowledges that active participation in the processes of learning is the way that students truly learn, “since no one else can do it for them.
Conclusion
Assessment has a major role in citizenship education, not only because schools need to evaluate their provision in light of the statutory entitlement to citizenship, but also because there is a statutory duty to assess and report on students’ attainment at KS and 4. As the subject becomes more embedded in the curriculum, assessment will become part of the process of its delivery. Citizenship practitioners are ideally placed to promote assessment for learning, for it is a manifestation of the ethos of active participation in the learning process.
The subject differs from other National Curriculum subjects in its emphasis on practical, active citizenship and in its flexibility to vary content to suit local circumstances. Both differences have implications for assessment. Replication of assessment methods for other subjects will not suffice to recognize all aspects of citizenship. Seeking parity of status with other subjects will require careful design of appropriate assessment methods to reflect the wide range of desirable activities whilst still demonstrating objectivity and rigour. Most of all, any approach to assessment will fail if it makes unrealistic demands on teacher and student time within an education system more heavily assessed and examined than any other international education system.
Bibliography
S. Cox (00) Assessment in Citizenship Education (Osiris Educational).
R. Dann (00) Promoting Assessment and Learning (Routledge & Falmer).
D.Harris & C.Bell Evaluating and Assessing for Learning (Nichols)
L. Jerome (Autumn 00) ‘Assessing and Reporting Citizenship’ in Teaching Citizenship 4,
pp 8 � 4
J. Lynch (1) Education for Citizenship in a Multicultural Society (Cassel)
OFSTED (00) Inspecting Citizenship (HMSO)
QCA (001) Citizenship A scheme of work for Key Stage (HMSO)
QCA (1) Citizenship The National Curriculum for England (HMSO)
QCA (18) Education for Citizenship and the teaching of democracy in schools (HMSO)
J. Quike (1) A Curriculum for Life (OUP)
R. Sadler (18). ‘Formative assessment in the design of instructional systems.’ Instructional Science 18, pp 11 �144. (Kluwer Academic Publishers)
Online publications
D. Kerr (00) ‘Assessment and Evaluation in Citizenship Education’ (Paper presented at British Council Seminar in Beijing China) http//www.nfer.ac.uk/ (NFER/DFES)
Black & William (18) ‘Inside the Black Box Raising Standards Through Classroom Assessment’ http//www.pdkintl.org/kappan/kbla810.htm
Institute for Citizenship (00) ‘Information for Citizenship Co-ordinators’ http//www.citizen.org.uk/education/secondary.html
Learn.co.uk (00) ‘Managing Citizenship’
http//www.learn.co.uk/citizenship/manage.asp
Mind that the sample papers like The place for assessment in Citizenship Education presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
There are some who believe “ the current model of the English education system demands assessment because “measurement produces focus and targets that can be met and monitored. Through these come improved performance and the raising of standards. So the theory holds” .
Some debate occurs around the place of assessment in citizenship education, which became a statutory entitlement for Key Stage and 4 students from August 00. David Kerr, Professional Officer of the Advisory Group on Citizenship , observes that
“Assessment in citizenship education can make a vital contribution to raising educational standards and improving pupil attainment and achievement…Assessment in citizenship education can contribute to raising standards in the context of the overall values, aims and purposes that underpin the school curriculum and the work of schools.”
Others, however, have expressed the view that assessment would lead to “an inevitable drive to focus on teaching for formal tests” . Such a focus, it is said, would be inimical to the view of Citizenship education proposed by the Advisory Group on Citizenship because it would negate the importance given to the active, participatory component of ‘effective education for citizenship’
Do my coursework
“We stress, however, that citizenship education is education for citizenship, behaving and acting as a citizen, therefore it is not just knowledge of citizenship and civic society; it also implies developing values, skills and understanding.” (my italics)
Whatever your position, it is clear that assessment in citizenship education is as much a requirement as the teaching of the subject. In what follows I will examine three aspects of assessment in citizenship education, arising from
§ the statutory entitlement to citizenship education at KS and KS4, which means that schools will have to assess their provision to “ensure that all pupils at least get the opportunity to experience” citizenship education.
§ the statutory requirement for citizenship education to be included in annual written reports to parents of pupils in years 7 to , and for teachers to assess pupils’ attainment in citizenship education at the end of KS.
§ citizenship becoming a more established part of the formal curriculum, so that assessment of teaching and learning will occur as a matter of good practice.
Assessment of provision
Since August 00 schools have had to deliver a Citizenship curriculum that a) provides knowledge and understanding about becoming informed citizens, b) develops skills of enquiry and communication and c) develops skills of participation and responsible action. The Qualifications and Curriculum Authority (QCA) does not prescribe how schools should do this. Rather, “the statutory entitlement is established by setting out specific learning outcomes for each key stage” instead of the detailed programmes of study given to other subjects, to allow
“ the possibility of different approaches to citizenship education, involving different subject combinations and aspects of the curriculum based on existing good practice in each school”
Three main methods of delivery of citizenship education are available to schools
· discrete curriculum time for Citizenship
· within existing subjects
· through events and activities within or outside the school environment.
Whichever combination of these contexts is used, appropriate opportunities and experiences need to be made available to all pupils if they are to get their entitlement to citizenship education.
Schools may feel that they already teach much, if not all, of the citizenship programme of study (the most common response I have heard in secondary schools to the introduction of Citizenship as a compulsory National Curriculum subject is ‘we already do citizenship here and have done for years’). However, it behoves a school to assess its provision, particularly in light of comments from OFSTED concerning the inspection of citizenship
“Where a school’s provision is patchy, owing to heavy reliance on such incidental contributions, it will not meet National Curriculum requirements and should be reported as such.”
OFSTED advise, “(that) in planning for citizenship, schools need to audit their curriculum carefully to identify existing work that can contribute to citizenship education.” Further, in inspecting citizenship, OFSTED inspectors are directed to find out pre-inspection how the school has organized citizenship. Thus a school needs to audit, review and assess its provision, not least to ensure that it can present OFSTED with this information. More importantly, perhaps, such assessment will allow a school to evaluate its provision in order to improve the planning, co-ordination and application of policy and practices for citizenship education (see Appendix A for a checklist that the school might use to focus its approach to assessing citizenship provision).
Assessment can assist the school in drawing up a statement of its commitment to citizenship, what is going on in respect of citizenship education at the present time and, where necessary, what needs to be done in order for the school to meet its statutory duties � a framework for action, a citizenship policy statement (see Appendix B for an example of what a citizenship policy statement might look like). Such a statement is desirable, I think, as it
· indicates what citizenship stands for in the school (in a document that is available to OFSTED, staff, students, governors, parents and the wider community)
· maintains the focus of the school on the aims of citizenship education as stated in government policy and within the local community
Schools will need to ask how much of the programme of study is being or will be taught through the existing structures. What is suitable and what needs adapting within the curriculum? Which other subjects will have a responsibility for delivering citizenship? In trying to answer these questions the school can show a true commitment to the principles of citizenship education and involve a wide participation. Those responsible for delivering citizenship will obviously need to contribute, but other teaching staff, governors, parents and students should also be involved.
This desirable breadth of participation throws up some questions, of which I will mention but a few. Precisely how could such a wide involvement be fostered and coordinated? One may hope that enthusiasm for the ‘new’ subject would be high enough to encourage ‘non-specialists’ to give time and energy for a great endeavour. Even were this to be the case, how much should ‘non-specialists’ (young people and adults alike) be expected to assess the existing provision of Citizenship within the school and to suggest ways to improve it? Would young people necessarily have the vocabulary or experience to take part in assessment, evaluation and change in any significant way? Of course, the active element of the citizenship programmes of study demands just this kind of active participation from students � learning by doing. The benefit of such participation in defining the school ethos would be, I think, immense (and one which Ofsted inspectors will want to see, that shows citizenship skills throughout the school’s organization)
“The ethos of a school is therefore vital to the success or otherwise of citizenship the ethos is the kind of atmosphere that can be felt as people walk around the school, the way we work with students and visitors and the way we interact with each other. It has been referred to as the ghost in the machine � that untouchable, hidden, but all-so-apparent atmosphere that surrounds a school.”
Assessment of learning outcomes
There is a strong emphasis on the summative assessment of pupil progress and achievement in citizenship education. There is a statutory requirement for teachers to assess pupils’ attainment in citizenship education at the end of KS . This assessment should be made against the end-of-KS level description given by QCA
“Pupils have a broad knowledge and understanding of the topical events they study; the rights, responsibilities and duties of citizens; the role of the voluntary sector; forms of government; provision of public services; and the criminal and legal systems. They show how the public gets information and how opinion is formed and expressed, including through the media. They show understanding of how and why changes take place in society. Pupils take part in school and community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others”
There is no eight-point scale for citizenship as there is for other National Curriculum subjects. Instead, QCA guidance suggests that teachers assess whether students are working towards, achieving, or exceeding the end of key stage description. Teachers should then report on pupils’ progress to parents as they would for any other National Curriculum subject. The mention in QCA guidance of comparable levels of attainment (see footnote 16) would seem to suggest that reporting back by level is appropriate. Is this a correct assumption to make? If yes, could Citizenship teachers begin to create their own levels of attainment? The eight level descriptors that other National Curriculum subjects have available “causes problems for teachers who are acutely aware of the problems in using just one level to describe a student’s attainment across a whole range of skills and concepts.” . Does reporting a student’s level of attainment as ‘level 5’ in Citizenship give a helpful statement to parents about their child’s development in Citizenship? There is currently little public understanding of what level 5 in Citizenship might signify, although it could be argued that this was also recently the case for English, Maths and Science. Parents have now begun to comprehend what this level means for these subjects and will do so for Citizenship in due time. Are there more useful methods of describing attainment for a subject that is very different from, say, English or Science? A more descriptive approach to a variety of competencies may be more useful.
No formal assessment requirements apply at KS4. However pupils’ progress in citizenship education must be reported on at KS and KS4. Teachers are given some guidance from QCA about what such a report might include
· brief comments on the pupil’s progress in citizenship, i.e. strengths and areas for development
· the pupil’s general progress in the subject
The guidelines are supplemented by sample reports (see Appendix C for an example) to assist teachers in meeting the reporting requirements.
Who will be involved?
“It is important that assessment reflects the rich range of contexts and partners associated with learning in citizenship education.”
The QCA is very clear that student self-assessment should be a significant part of the process. A couple of quotes from QCA guidance illustrate this
“Planning for effective assessment of learning should involve pupils in self-assessment”
“As well as helping to set their own targets pupils should be involved in assessing their progress towards, and achievement of, them.”
Learning in Citizenship will be often be collaborative, which creates some problems about assessing one’s own achievement. In a group activity, for example, ‘what did I do?’ might pose very difficult questions for a student. Students have to be taught how to identify, firstly, the various roles within group collaboration. They should then be encouraged to recognize their own contribution. This should not be seen as a bar to the use of self-assessment; rather it is an opportunity for students to learn through doing. On the other hand…
“with the best will in the world it can be easy to be less rigorous or objective about one’s own performance than others. Peer assessment can therefore be an important additional element”
and it will be up to teachers to facilitate self- and peer assessment by providing lots of opportunities to practise, in addition to setting clear goals and objectives for the students to aid them. This will require the systematic development of necessary skills, vocabulary and attitudes over time before students can make good use of them.
Teachers will, of course, be involved…but which teachers? This will very much depend on how the school has planned its citizenship provision. If there is discrete provision, the Citizenship tutor will have an assessment role. Where provision is within existing subjects, the History or RE teacher, for example, may be involved. The form tutor may also be part of the assessment process where tutorial time has been designated as an area for citizenship activity. However
“…If a lesson or series of lessons has been designated as delivering citizenship then this must be made explicit to the children and in the lesson plan and the citizenship objectives must be assessed separately from the history, RE or science.”
It may be that the full implications of the statutory requirements have not been fully realized. Schools should not only have been teaching, but also assessing and recording citizenship since 00
“…they [teachers] should report pupils progress to parents as for other national curriculum foundation subjects from August 00”
“Teachers should work with pupils to set targets to challenge them and to build on previous experiences.”
“…allow for achievement to be collected in a citizenship portfolio and/or included in a wide profile of pupils achievements in the school”
Where activities happen outside of the formal timetable or off-site (participation in community projects or activities being a key part of the vision of citizenship education) then other people (project managers, assistants) may need to be involved in the assessment process. To what extent schools can draw on these ‘outside agents’ needs to be explored. What can they usefully provide? Will they be asked to file reports on pupils? Do they tick boxes on a list of skills the student has demonstrated? Is a one-word comment sufficient reporting? (‘Maya was a helpful member of the group’). Can the assessor be relied on to use principles of inclusion to come to a fair assessment? Will the assessor need an understanding of QCA Citizenship requirements? Such questions and more will need to be addressed by the school in setting up its assessment procedures, and although the QCA has “constantly said that it intends the assessment of citizenship to be ‘light touch’…and not be a millstone around the necks of curriculum planners” , plainly there is a great deal of work to be done in planning and coordinating assessment for reporting.
What assessment methods can be used?
As noted earlier, education for citizenship needs to cover not just knowledge, but skills of enquiry and participation if students are to get their entitlement to citizenship education. Chosen methods of summative assessment must therefore address the quality of pupils’ learning in these contexts and “include opportunities for pupils to demonstrate their development of the learning outcomes of citizenship education” , through such methods as
¨ planning and delivering a talk or presentation to other pupils in the school and also to representatives from the local community on a pressing issue or problem
¨ designing a display or website, which promotes the outcomes of a project to improve the environment of the school and its surrounding area
¨ producing a diary, logbook or portfolio of evidence of involvement in a range of activities as part of a citizenship education project with other pupils
¨ contributing to class discussions and debates about topical issues, problems and events as chosen by pupils
¨ involvement in consultation and negotiation about the school environment, through class and school councils
¨ contributing to the development of class, school or community policies, including the production of information and resources for younger pupils
¨ participating in role-plays or simulations which consider and express the opinions and experiences of other people and groups in society, and reflecting in that process of participation
¨ devising a quiz, board or card game to help explain a topical issue or problem to other pupils and negotiating to have the resource produced and included as a curriculum resource
¨ analysing information about a topical issue, problem or event and developing appropriate solutions and responses, including writing letters to local councillors or Members of Parliament (MPs), or articles for school or local newspapers
¨ using ICT (information and communications technologies) to analyse information and sources at local, national, European and international levels, and to consult with people and organisations across these levels
¨ producing evidence of involvement in planning and managing a visit or arranging for a visiting speaker, and also of reflection on that process of participation.
(adapted from a list of examples given by David Kerr. )
Teachers can then use a variety of approaches to assess students’ progression. They could informally observe students during these tasks and make notes (mental or otherwise), though teachers should be clear about what it is they are looking for � and make these criteria known to students. This approach is time-consuming and, if done in a rushed way towards the end of a lesson, may not be all that fairly or professionally carried out. If time is available , it might be more useful to have a feedback session with individual students and make notes on the session (which can then be the basis for a more informed assessment). If the feedback comes at the end of an activity or project, it could take the form of a viva at which students present some evidence of achievement towards the learning outcomes.
Internal assessment is going to mean more work for citizenship teachers (or for teachers involved in delivering citizenship). Allocating time for effective assessment with individuals or small groups would have significant cost/resource implications (e.g. covering teachers to carry out ‘orals’ for an entire year group). This is routinely done for language examinations � will citizenship be seen to be as important?
There are more formal methods of assessing learning outcomes available to schools. At Key Stage 4 there are now three QCA-approved GCSE short courses in Citizenship . They all contain elements of written examination and coursework that aim to cover the three contexts of citizenship study. Some questions should be raised about whether the exam structure can be relied upon to provide adequate assessment, particularly of a pupil’s developing citizenship skills and active community participation. Also, in the absence of an agreed national syllabus for the ‘knowledge and understanding’ component of the Citizenship programmes of study, how valid is the choice of focus of an examination board? Will it lead to a useful narrowing of a large body of knowledge or, instead to teaching for the test irrespective of the usefulness of the content? From its inception there has been no fixed syllabus, in order to allow schools to vary their citizenship content to suit local circumstances. A national standardization would remove this flexibility.
These criticisms aside, the formal examination is one method schools might adopt in tandem with the informal methods mentioned. And the use of formal methods has a side benefit (though I’m not sure whether I would like to promote this too much!) of raising the status of a subject within schools
“ …Many teachers have learned from experience that seeking to raise the status of a subject without examinations can be a thankless task. The popularity of the short course in RE has shown the difference that an exam can make in terms of how it is perceived by students and others within the school.”
There are cost implications for the school to bring in such examinations, such as examination fees, additional study resources and teacher training, although schools may feel the benefits outweigh these costs.
Other methods of formal assessment such as internal examinations (written around guidance from the QCA), certification (of skills development such as those awarded by GNVQ, LVQ, and Open College Network), and citizenship awards (the Duke of Edinburgh award being a prime example) might all be usefully employed by schools in combination with informal methods.
It would appear that the QCA has a preference for the use of portfolios as a method of assessing student’s progress in citizenship
“A portfolio offers pupils opportunities to gather evidence of their achievements in citizenship wherever they have occurred…Portfolios used throughout key stages and 4 would provide valuable records to take forward into post-16 education.”
though there is a danger that they may just “become a loose collection of pieces of completed work” if processes for using portfolios are not established. They can be used for evidence gathering towards learning outcomes such as written summaries of projects, reports written by activities leaders and certificates of merit or achievement.
Portfolios also have another, more formative, role in assessment. If students have already been creating a portfolio or citizenship logbook at KS, the continued use of it can help pupils to experience development of their citizenship skills. Portfolios provide an opportunity to support the practice of self-assessment where students are able, for example, to record ideas for future projects, reflections on their participation in citizenship activities or developments in skill areas. Thus, the QCA’s preference for portfolio use indicates the view that “assessment should be planned from the beginning as an integral part of teaching and learning”.
The place for formative assessment � assessment for learning
“Within the classroom the teacher must mediate between national requirements and individual needs”
The statutory requirements to assess learning outcomes should not detract from the conviction that Citizenship is more than a statutory subject. Education for citizenship is, inter alia, about trying to foster a critical faculty in students, to develop skills of enquiry and decision-making. It is vital, therefore, that teachers committed to the learning of their pupils use pedagogical methods that assist pupils in such learning.
Formative assessment involves pupils in the assessment process to enable them to set their own targets and plan how they will achieve their learning goals. Pupils then understand what they have done well and what they need to develop. It is essential that they feel confident about their progress. Black & William identify five elements to assessment for learning
· The provision of effective feedback to pupils
· Active involvement of pupils in their own learning
· Adjusting teaching to take account of the results
· A recognition of the profound influence of assessment on motivation and achievement
· The need for pupils to understand themselves and how to improve.
A few comments on these elements are required. Giving feedback is something that teachers have experience of, particularly in providing non-judgemental, positive criticism to pupils and ideas for improvement or development. Pupils, generally, do not have such experience, so require demonstration and practice in the necessary skills. Short, structured sessions at the end of a group activity could provide such practice. Students could be given a list of things done during the activity and write the name of the person in the group who did each thing. The group could then compare their answers as a way of clarifying who did what in the group and feeding back on the perceptions of participation. Finally, students give a number between 1-10 to signify how well they thought the person did what they did (1 = could do better, 10 = very well). In a subsequent session, the teacher can go down the list of things done and ask the class to suggest ways in which things could be done better, (though the teacher should be ready to provide a choice of alternatives in the likely event that none are forthcoming from the class). Teachers should be wary of assuming that reflection on an activity will lead students to provide better, alternative approaches. In my experience, students are often little aware that there is ‘more than one way to skin a rabbit’. However, the more students become involved in such reflective activities, the more the perception of ‘room for improvement’ is given a chance to evolve within them.
Students need to know where they are in terms of the citizenship skills they have before they can think about assessing their progress. A questionnaire like the one in Appendix D (or Appendix E, which is a part of a project to create an online portfolio ) provides the teacher with a method by which to get students to reflect on their skills and participation. Answering the questionnaire provides students with ready-made goals (that the teacher can help the student to refine) to work towards. If a pupil assesses that, at this moment, she cannot complete a project without help then a future goal for development can be drawn from this assessment. Teachers will need to be ready to assist with SMART target setting to show students that self-assessment can lead to realistic goals by which to measure improvement. Whilst a range of methods is evolving to provide descriptive assessment of students’ achievements, the subject still lacks clearly defined progression through levels of attainment, (as mentioned earlier). There is, thus, no ‘ladder’ of achievement to inform target setting.
Teachers can use the results of pupil self- and peer assessment to modify their lessons, in terms both of content and process. If teachers highlight these modifications, and make explicit the reasons for them, then students may truly feel they have negotiated the terms of their own learning. Current thinking acknowledges that active participation in the processes of learning is the way that students truly learn, “since no one else can do it for them.
Conclusion
Assessment has a major role in citizenship education, not only because schools need to evaluate their provision in light of the statutory entitlement to citizenship, but also because there is a statutory duty to assess and report on students’ attainment at KS and 4. As the subject becomes more embedded in the curriculum, assessment will become part of the process of its delivery. Citizenship practitioners are ideally placed to promote assessment for learning, for it is a manifestation of the ethos of active participation in the learning process.
The subject differs from other National Curriculum subjects in its emphasis on practical, active citizenship and in its flexibility to vary content to suit local circumstances. Both differences have implications for assessment. Replication of assessment methods for other subjects will not suffice to recognize all aspects of citizenship. Seeking parity of status with other subjects will require careful design of appropriate assessment methods to reflect the wide range of desirable activities whilst still demonstrating objectivity and rigour. Most of all, any approach to assessment will fail if it makes unrealistic demands on teacher and student time within an education system more heavily assessed and examined than any other international education system.
Bibliography
S. Cox (00) Assessment in Citizenship Education (Osiris Educational).
R. Dann (00) Promoting Assessment and Learning (Routledge & Falmer).
D.Harris & C.Bell Evaluating and Assessing for Learning (Nichols)
L. Jerome (Autumn 00) ‘Assessing and Reporting Citizenship’ in Teaching Citizenship 4,
pp 8 � 4
J. Lynch (1) Education for Citizenship in a Multicultural Society (Cassel)
OFSTED (00) Inspecting Citizenship (HMSO)
QCA (001) Citizenship A scheme of work for Key Stage (HMSO)
QCA (1) Citizenship The National Curriculum for England (HMSO)
QCA (18) Education for Citizenship and the teaching of democracy in schools (HMSO)
J. Quike (1) A Curriculum for Life (OUP)
R. Sadler (18). ‘Formative assessment in the design of instructional systems.’ Instructional Science 18, pp 11 �144. (Kluwer Academic Publishers)
Online publications
D. Kerr (00) ‘Assessment and Evaluation in Citizenship Education’ (Paper presented at British Council Seminar in Beijing China) http//www.nfer.ac.uk/ (NFER/DFES)
Black & William (18) ‘Inside the Black Box Raising Standards Through Classroom Assessment’ http//www.pdkintl.org/kappan/kbla810.htm
Institute for Citizenship (00) ‘Information for Citizenship Co-ordinators’ http//www.citizen.org.uk/education/secondary.html
Learn.co.uk (00) ‘Managing Citizenship’
http//www.learn.co.uk/citizenship/manage.asp
Mind that the sample papers like The place for assessment in Citizenship Education presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
School
We are ready to represent the best custom paper writing assistance that can cope with any task like School even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like School in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Everyone is different compared to everyone else. Everyone has there own ideas, talents, abilities, religion, and interests. But really some people get forced in doing something they don’t want to do. But for me I was lucky my mom and dad never once forced me in doing something I really did not want to do. They always said do what you want to do with your life and if you need help on doing it they would try there best to get me were I want to be. The only thing is I would have to practice and work hard to get were I want to get. The only thing my mom and dad really wanted me to do it start going to church and follow in there religion. But a part of being different is also making my own choices I chose not to go to church because I don’t believe that there is a right church or a wrong church I believe that they all have truth they just don’t have the whole truth.
If there could be three words that I could think of to really describe me would be outspoken. I like my words to be herd and when they are not getting herd I get louder and louder till my words get herd and are getting understood. My dad says that I could be a very good lawyer if I tried harder in my schooling only because I like to ague my way out or into things. Another word that could describe me would be trusting only because I do not believe in lying or backstabbing I don’t see the point in doing that type of things to my friends and family. My family and friends are all I got in life and sometimes all I look forward in doing. So why I would never lye or backstab anyone. I mean you would want to treat your friends the way you would want to get treated I mean to say if you were to tell a friend guy/girl a personal story about something that happened you will want to be able to trust him/her with everything you tell them and if you cant trust them then maybe you should not be around them. I would also say that I am a very simple person I am a very understanding person I like to look inside the person then rather on the outside. The inside is what is different and what separates people. The reason I say that is because your out side is just what you were and most of clothing being worn right now are designer clothing witch is coping someone else’s look. But your inside you can not change and its what describes you completely and no one can copy that so that is what makes a person different. I am also a very easy person to talk to I love to listen to other peoples problems and story’s. I enjoy helping then out and giving them new ideas.
In school there is very limited subjects that I enjoy doing. But I do have a course that I enjoy doing. Math would have to be that subject only because I enjoy doing mathematics and solving problems like I said in the above paragraph. I do not really like social only because I do not like remembering dates and names of people that lived years ago. But for my favorite option would have to either me cosmetology and computers. The reason for that is because I enjoy working with my hands. Cosmetology has been one of my desires in life. Ever since I was a younger girl around the age 5 I remember playing with my Barbie’s and doing and designing there hair. That would probably be when I first decided that I wanted to be a hair designer. And the reason for computers is because I enjoy typing to my friends online and also enjoy knowing how they work. To say if I do not become a hair designer I would become a person who designs I computer. When I am around the age of 1 to 0 years old I would like to go to school and in Calgary and do my schooling there for hair and then by the time I am to I would like to have owned my own business and to be able to work and create new designs that are interesting new, simple, creative, wacky but yet interesting. I think that I would want my salon to be something like the Cat walk but yet different. One of my dreams it to become
Famous in hair designing only because like I said I like to be herd and my hairstyles would all reflect on how I am and the way I ask. I would never try to do the same thing to many times unless of course the costumer asked for it.
Do my coursework
Mind that the sample papers like School presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Everyone is different compared to everyone else. Everyone has there own ideas, talents, abilities, religion, and interests. But really some people get forced in doing something they don’t want to do. But for me I was lucky my mom and dad never once forced me in doing something I really did not want to do. They always said do what you want to do with your life and if you need help on doing it they would try there best to get me were I want to be. The only thing is I would have to practice and work hard to get were I want to get. The only thing my mom and dad really wanted me to do it start going to church and follow in there religion. But a part of being different is also making my own choices I chose not to go to church because I don’t believe that there is a right church or a wrong church I believe that they all have truth they just don’t have the whole truth.
If there could be three words that I could think of to really describe me would be outspoken. I like my words to be herd and when they are not getting herd I get louder and louder till my words get herd and are getting understood. My dad says that I could be a very good lawyer if I tried harder in my schooling only because I like to ague my way out or into things. Another word that could describe me would be trusting only because I do not believe in lying or backstabbing I don’t see the point in doing that type of things to my friends and family. My family and friends are all I got in life and sometimes all I look forward in doing. So why I would never lye or backstab anyone. I mean you would want to treat your friends the way you would want to get treated I mean to say if you were to tell a friend guy/girl a personal story about something that happened you will want to be able to trust him/her with everything you tell them and if you cant trust them then maybe you should not be around them. I would also say that I am a very simple person I am a very understanding person I like to look inside the person then rather on the outside. The inside is what is different and what separates people. The reason I say that is because your out side is just what you were and most of clothing being worn right now are designer clothing witch is coping someone else’s look. But your inside you can not change and its what describes you completely and no one can copy that so that is what makes a person different. I am also a very easy person to talk to I love to listen to other peoples problems and story’s. I enjoy helping then out and giving them new ideas.
In school there is very limited subjects that I enjoy doing. But I do have a course that I enjoy doing. Math would have to be that subject only because I enjoy doing mathematics and solving problems like I said in the above paragraph. I do not really like social only because I do not like remembering dates and names of people that lived years ago. But for my favorite option would have to either me cosmetology and computers. The reason for that is because I enjoy working with my hands. Cosmetology has been one of my desires in life. Ever since I was a younger girl around the age 5 I remember playing with my Barbie’s and doing and designing there hair. That would probably be when I first decided that I wanted to be a hair designer. And the reason for computers is because I enjoy typing to my friends online and also enjoy knowing how they work. To say if I do not become a hair designer I would become a person who designs I computer. When I am around the age of 1 to 0 years old I would like to go to school and in Calgary and do my schooling there for hair and then by the time I am to I would like to have owned my own business and to be able to work and create new designs that are interesting new, simple, creative, wacky but yet interesting. I think that I would want my salon to be something like the Cat walk but yet different. One of my dreams it to become
Famous in hair designing only because like I said I like to be herd and my hairstyles would all reflect on how I am and the way I ask. I would never try to do the same thing to many times unless of course the costumer asked for it.
Do my coursework
Mind that the sample papers like School presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Tuesday, March 27, 2012
Microsoft
We are ready to represent the best custom paper writing assistance that can cope with any task like Microsoft even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Microsoft in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
This is the story about Bill Gates and the evolution of Microsoft Corporation. It details how he turned Microsoft into the largest software company in the world. How did this Harvard dropout become the youngest self-made billionaire in history?
The Young Bill Gates
It is impossible to write about the history of Microsoft without mentioning the name of Bill Gates, the founder and leader of Microsoft Corporation. Bill Gates was born William Henry Gates III on October 8, 155. Raised in Seattle, Washington, in a family with a rich history in business, politics, and community service, he led a comfortable upper middle class life. In elementary school, Bill Gates excelled, especially in the subjects of math and science. In 168, his parents enrolled him in The Lakeside Prep School, where the atmosphere was intellectual enough to stimulate him.
Discovering a love for computers
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Attending Lakeside was a pivotal to his future because it was there that he discovered computers. At that time, computers were too large and expensive for the school to purchase one of its own so the school had a fundraiser and bought computer time from various corporations. Bill Gates, his friend Paul Allen and a few other students quickly took to computing. In fact, they began to skip classes, turning in their homework late, and using up all of the school’s computer time rather quickly. Since one of the chief programmers of Computer Center Corporation had a child enrolled in the school, a deal was made to provide computer time to Lakeside’s students.
They started to hack Computer Center’s system, and altered and crashed valuable files until they were banned from the computer. Soon, however, Bill and his friends were actually hired by the computer company to find bugs and explore weaknesses in the system, which kept causing the computers to crash. Instead of paying the boys for their services, they were given unlimited computer time. The boys used their time eating, drinking, and breathing computers. They studied manuals, explored the system, and hounded the employees with questions until they had formed a base of knowledge that would eventually lead to the formation of Microsoft.
Financially plagued Computer Center Corporation went out of business in 170, and the boys had to find alternate sources for computer time. They eventually found some computers they could use at the University of Washington where Paul Allen’s dad worked. The group was hired by Information Sciences Inc. to write a payroll program. This time besides being given free computer time, they also earned royalties for each copy of their program that Information Sciences sold. Each subsequent project helped Gates hone his skills and learn more about programming.
Off to College
In the fall of 17, Gates left for Harvard University. Having no idea what he wanted to study, he enrolled as a pre-law student, but spent most of his time programming in the campus computer center. He spent many nights in front of a computer and many days sleeping in class. Paul Allen remained in close contact discussing ideas for future projects and the possibility of starting a business together. Allen moved to Boston and in the summer both got jobs at Honeywell. Paul constantly suggested that Gates quit school and open a business together. Gates was reluctant to drop out but that would soon change.
Microsoft is Born
In the December of 174, Paul Allen was browsing for magazines and saw a picture of the Altair 8080 computer on the cover of Popular Electronics. Inside was an article about this computer, which was advertised as the world’s first minicomputer kit. The author of the article proclaimed, “The era of the computer in every home-a favorite topic among science fiction writers-has arrived!” (Manes & Andrews, 1, p.6). They both realized that this could be the beginning of a home computer revolution and that software was going to be needed for these machines. Gates was able to arrange a meeting at Micro Instrumentation and Telemetry Systems, the manufacturer of Altair, by telling them that he had a program written for their machine. Once the appointment was scheduled, Gates and Allen stayed up nights working feverishly to write the program they promised they had. Since they did not have an Altair or the chip that ran the computer, Allen worked on a way to simulate one using the schools computers while Gates wrote the computer code. This was all risky because when it came time to demonstrate the software at the meeting with Micro Instrumentation and Telemetry Systems, it would be the very first time it would run on the actual machine and if Gates’ code or Allen’s simulation was faulty, the demonstration would have failed. Fortunately, it worked perfectly and everyone was impressed. Their program was sold and they began to see that selling software could be a viable business. Within a year, Gates dropped out of Harvard and Microsoft was born.
Market Domination
The beginning was rocky for Microsoft until they were able to license MS-DOS, the Microsoft Disc Operating System to IBM for their personal computer (PC).
Since IBM largely underestimated the market for PC’s, they signed a contract that allowed Microsoft to sell MS-DOS to any other PC manufacturer. When the PC market took off, Microsoft’s lucrative future was assured. “By the end of 18, Microsoft had made more than 10 million from sales of MS-DOS alone” (Wallace & Erickson, 1, p.4). However, Gates’ vision of the future was incompatible with IBM’s. IBM wanted to continue to dominate the corporate market with high priced computers using their proprietary software while Gates saw a future in cheaper computers, widely distributed and working to a common standard enabling anybody to use any program on any computer. IBM decided to develop its own much-improved operating system, called OS/, which could give them dominance over their competitors and eliminate the need for MS-DOS. Gates collaborated with IBM to develop OS/ but knew in order to take control of his companies future, Microsoft would have to invent something even better.
Microsoft Windows
In 186, the company went public, and Gates became a 1-year old billionaire. The next year, the first version of Windows was introduced, and by 1, a million copies per month were being sold. Windows introduced the graphical user interface (GUI), a popular feature of the Apple Macintosh computer, to the PC world. With its icons and pull-down menus, it gave users an easy to understand environment and was immediately popular. This gave Microsoft a huge opportunity to write and sell a completely new line of applications designed for Windows. In time, Microsoft’s sales and staff grew with their profits and stock price. Many employees became millionaires and Bill Gates became the world’s richest man.
Conclusion
Today, Bill Gates’ vision of a computer on every desk and in every home is almost a reality. Microsoft products dominate every type of software in use from operating systems to word processing and spread sheets to the future of computing, the Internet.
References
Manes, S. & Andrews, P. (1). Gates How Microsoft’s Mogul Reinvented an
Industry and Made Himself the Richest Man in America. New York, N.Y. Touchtone.
Wallace, J. & Erickson, J. (1). Hard Drive Bill Gates and the Making of the Microsoft
Empire. United States John Wiley 7 Sons, Inc.
Mind that the sample papers like Microsoft presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
This is the story about Bill Gates and the evolution of Microsoft Corporation. It details how he turned Microsoft into the largest software company in the world. How did this Harvard dropout become the youngest self-made billionaire in history?
The Young Bill Gates
It is impossible to write about the history of Microsoft without mentioning the name of Bill Gates, the founder and leader of Microsoft Corporation. Bill Gates was born William Henry Gates III on October 8, 155. Raised in Seattle, Washington, in a family with a rich history in business, politics, and community service, he led a comfortable upper middle class life. In elementary school, Bill Gates excelled, especially in the subjects of math and science. In 168, his parents enrolled him in The Lakeside Prep School, where the atmosphere was intellectual enough to stimulate him.
Discovering a love for computers
Do my coursework
Attending Lakeside was a pivotal to his future because it was there that he discovered computers. At that time, computers were too large and expensive for the school to purchase one of its own so the school had a fundraiser and bought computer time from various corporations. Bill Gates, his friend Paul Allen and a few other students quickly took to computing. In fact, they began to skip classes, turning in their homework late, and using up all of the school’s computer time rather quickly. Since one of the chief programmers of Computer Center Corporation had a child enrolled in the school, a deal was made to provide computer time to Lakeside’s students.
They started to hack Computer Center’s system, and altered and crashed valuable files until they were banned from the computer. Soon, however, Bill and his friends were actually hired by the computer company to find bugs and explore weaknesses in the system, which kept causing the computers to crash. Instead of paying the boys for their services, they were given unlimited computer time. The boys used their time eating, drinking, and breathing computers. They studied manuals, explored the system, and hounded the employees with questions until they had formed a base of knowledge that would eventually lead to the formation of Microsoft.
Financially plagued Computer Center Corporation went out of business in 170, and the boys had to find alternate sources for computer time. They eventually found some computers they could use at the University of Washington where Paul Allen’s dad worked. The group was hired by Information Sciences Inc. to write a payroll program. This time besides being given free computer time, they also earned royalties for each copy of their program that Information Sciences sold. Each subsequent project helped Gates hone his skills and learn more about programming.
Off to College
In the fall of 17, Gates left for Harvard University. Having no idea what he wanted to study, he enrolled as a pre-law student, but spent most of his time programming in the campus computer center. He spent many nights in front of a computer and many days sleeping in class. Paul Allen remained in close contact discussing ideas for future projects and the possibility of starting a business together. Allen moved to Boston and in the summer both got jobs at Honeywell. Paul constantly suggested that Gates quit school and open a business together. Gates was reluctant to drop out but that would soon change.
Microsoft is Born
In the December of 174, Paul Allen was browsing for magazines and saw a picture of the Altair 8080 computer on the cover of Popular Electronics. Inside was an article about this computer, which was advertised as the world’s first minicomputer kit. The author of the article proclaimed, “The era of the computer in every home-a favorite topic among science fiction writers-has arrived!” (Manes & Andrews, 1, p.6). They both realized that this could be the beginning of a home computer revolution and that software was going to be needed for these machines. Gates was able to arrange a meeting at Micro Instrumentation and Telemetry Systems, the manufacturer of Altair, by telling them that he had a program written for their machine. Once the appointment was scheduled, Gates and Allen stayed up nights working feverishly to write the program they promised they had. Since they did not have an Altair or the chip that ran the computer, Allen worked on a way to simulate one using the schools computers while Gates wrote the computer code. This was all risky because when it came time to demonstrate the software at the meeting with Micro Instrumentation and Telemetry Systems, it would be the very first time it would run on the actual machine and if Gates’ code or Allen’s simulation was faulty, the demonstration would have failed. Fortunately, it worked perfectly and everyone was impressed. Their program was sold and they began to see that selling software could be a viable business. Within a year, Gates dropped out of Harvard and Microsoft was born.
Market Domination
The beginning was rocky for Microsoft until they were able to license MS-DOS, the Microsoft Disc Operating System to IBM for their personal computer (PC).
Since IBM largely underestimated the market for PC’s, they signed a contract that allowed Microsoft to sell MS-DOS to any other PC manufacturer. When the PC market took off, Microsoft’s lucrative future was assured. “By the end of 18, Microsoft had made more than 10 million from sales of MS-DOS alone” (Wallace & Erickson, 1, p.4). However, Gates’ vision of the future was incompatible with IBM’s. IBM wanted to continue to dominate the corporate market with high priced computers using their proprietary software while Gates saw a future in cheaper computers, widely distributed and working to a common standard enabling anybody to use any program on any computer. IBM decided to develop its own much-improved operating system, called OS/, which could give them dominance over their competitors and eliminate the need for MS-DOS. Gates collaborated with IBM to develop OS/ but knew in order to take control of his companies future, Microsoft would have to invent something even better.
Microsoft Windows
In 186, the company went public, and Gates became a 1-year old billionaire. The next year, the first version of Windows was introduced, and by 1, a million copies per month were being sold. Windows introduced the graphical user interface (GUI), a popular feature of the Apple Macintosh computer, to the PC world. With its icons and pull-down menus, it gave users an easy to understand environment and was immediately popular. This gave Microsoft a huge opportunity to write and sell a completely new line of applications designed for Windows. In time, Microsoft’s sales and staff grew with their profits and stock price. Many employees became millionaires and Bill Gates became the world’s richest man.
Conclusion
Today, Bill Gates’ vision of a computer on every desk and in every home is almost a reality. Microsoft products dominate every type of software in use from operating systems to word processing and spread sheets to the future of computing, the Internet.
References
Manes, S. & Andrews, P. (1). Gates How Microsoft’s Mogul Reinvented an
Industry and Made Himself the Richest Man in America. New York, N.Y. Touchtone.
Wallace, J. & Erickson, J. (1). Hard Drive Bill Gates and the Making of the Microsoft
Empire. United States John Wiley 7 Sons, Inc.
Mind that the sample papers like Microsoft presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Washington Erving, A True Romantic
We are ready to represent the best custom paper writing assistance that can cope with any task like Washington Erving, A True Romantic even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Washington Erving, A True Romantic in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Washington Irving definitely shows characteristics of Romanticism in his writing. He does not draw ideal characters, he shows people how they really are, including all of their flaws. Through his writing he is able to express his love for nature by where his stories take place. Washington Irving also shows great imagination in his writing, with a bit of surprise and mystery.
In both stories, Rip Van Winkle and The Legend of Sleepy Hollow, Washington Irving paints the perfect picture of his characters. In Rip Van Winkle, Rip is described as a “simple good natured man, a kind neighbor, and an obedient hen-pecked husband.”(pg.75) Rip is also described as being a “favorite amongst the wives of the village.”(pg.75) Rip was probably too good of a neighbor. He always made himself available to his neighbors by helping husk their Indian corn, building stone-fences, and the women of the village would employ him to run their errands. Rip would also do little old jobs that their husbands would not do for them. “Rip was ready to attend to anybody’s business but his own, but as to doing family duty, and keeping his farm in order, he found it impossible.”(pg.75) I loved the way Washington Irving described the men that Rip met up in the mountains. He describes one man as having “a large head, broad face, and small piggish eyes the face of another seemed to consist entirely of nose, and was surmounted by a white sugar-loaf hat, set off with a little red cock’s tail.”(pg.78) He definitely did not give these characters ideal features.
As in the story of Rip Van Winkle, Irving also describes a character very well in The Legend of Sleepy Hollow. Irving describes Ichabod Crain as being “tall, but exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out of his sleeves, feet that might have served for shovels, and his whole frame most loosely hung together. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snip nose, so that it looked like a weathercock, perched upon his spindled neck, to tell which way the wind blew.”(pg.86) That description definitely paints a picture, but not of an ideal man.
In both stories, Washington Irving uses the Hudson river and the valleys around the area. Irving shows his love for nature in his writing. In The Legend of Sleepy Hollow, he makes many referances to nature. When Ichabod Crane is going to the farmhouse where he is staying he notices several sounds of nature. These sounds took over is excited imagination “the moan of the whip-poor-will from the hillside; the boding cry of the tree-toad, that harbinger of storm; the dreamy hooting of the screech-owl, or the sudden rustling in the thicket of birds frightened from their roost. The fire-flies, too, which sparkled most vividly in the darkest places, now and then startled him, as one of uncommon brightness would stream across his path; and if by chance, a huge blockhead of a beetle came winging his blundering flight against him.”(pg.88) This is very descriptive of nature, which shows his love of nature.
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In Rip Van Winkle, Irving again uses great description of nature. When Rip goes up into the mountains for his favorite sport of squirrel hunting he decides to stop and rest. “He threw himself, late in the afternoon, on a green knoll, covered with mountain herbage, that crowned the brow of precipice. From an opening between the trees he could overlook all the lower country for many a mile of rich woodland. He saw at a distance the lordly Hudson, far, far below him, moving on its silent but majestic course, with the reflection of a purple cloud, or the sail of a lagging bark, here and there sleeping on its glassy bosom, and at last losing itself in the blue highlands.”(pg.77) In both stories, Irving is very talented in describing nature, which to me shows his love of nature because his is able to pick out the smallest things and make them significant.
Lastly, in both stories, Irving throws in a little mystery and surprise. In Rip Van Winkle, when Rip goes up into the mountains to hunt for squirrels, he encounters a group of men. The men had sort of beverage that Rip drank. After drinking quite a bit of the beverage, he fell into a deep sleep, only this sleep would last for twenty years. When Rip wakes up, he is an old man. He goes back to his village to find that he doesn’t recognize anyone. He finds that most of his friends have died, Dame Van Winkle has died, he does find his daughter and son, who are now all grown. This story gives the surprise that when Rip wakes up it is twenty years later, and the mystery of how he could have been asleep for twenty years. In The Legend of Sleepy Hollow, he tells of a town, haunted by a figure on horseback without a head. It is said that “the ghost rides to the scene of the battle in nightly quests of his head; and that the rushing speed with which he sometimes passes along the Hollow, like a midnight blast, is owing to his being belated, and in a hurry to get back to the church yard before daybreak.”(pg.85) This story, again, implies mystery. Supposably Ichabod was killed by the headless horsemen, but some thought Ichabod was still alive; that he left partly because of fear of the headless horsemen and partly because he was dismissed by the heiress. The story leaves the mystery and use of the imagination up to the reader.
Washington Irving uses Romantic style in both stories. In both stories he describes his characters, as they really are, not as ideal characters. He also uses great description of nature, from bugs to mountains. The detail that he gives in nature shows his love for nature. And finally, the mystery and surprise of both stories. The fact that Rip Van Winkle was a sleep for twenty years, and that Ichabod Crane was killed by a headless horsemen, lets your imagination do the work.
Mind that the sample papers like Washington Erving, A True Romantic presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Washington Irving definitely shows characteristics of Romanticism in his writing. He does not draw ideal characters, he shows people how they really are, including all of their flaws. Through his writing he is able to express his love for nature by where his stories take place. Washington Irving also shows great imagination in his writing, with a bit of surprise and mystery.
In both stories, Rip Van Winkle and The Legend of Sleepy Hollow, Washington Irving paints the perfect picture of his characters. In Rip Van Winkle, Rip is described as a “simple good natured man, a kind neighbor, and an obedient hen-pecked husband.”(pg.75) Rip is also described as being a “favorite amongst the wives of the village.”(pg.75) Rip was probably too good of a neighbor. He always made himself available to his neighbors by helping husk their Indian corn, building stone-fences, and the women of the village would employ him to run their errands. Rip would also do little old jobs that their husbands would not do for them. “Rip was ready to attend to anybody’s business but his own, but as to doing family duty, and keeping his farm in order, he found it impossible.”(pg.75) I loved the way Washington Irving described the men that Rip met up in the mountains. He describes one man as having “a large head, broad face, and small piggish eyes the face of another seemed to consist entirely of nose, and was surmounted by a white sugar-loaf hat, set off with a little red cock’s tail.”(pg.78) He definitely did not give these characters ideal features.
As in the story of Rip Van Winkle, Irving also describes a character very well in The Legend of Sleepy Hollow. Irving describes Ichabod Crain as being “tall, but exceedingly lank, with narrow shoulders, long arms and legs, hands that dangled a mile out of his sleeves, feet that might have served for shovels, and his whole frame most loosely hung together. His head was small, and flat at top, with huge ears, large green glassy eyes, and a long snip nose, so that it looked like a weathercock, perched upon his spindled neck, to tell which way the wind blew.”(pg.86) That description definitely paints a picture, but not of an ideal man.
In both stories, Washington Irving uses the Hudson river and the valleys around the area. Irving shows his love for nature in his writing. In The Legend of Sleepy Hollow, he makes many referances to nature. When Ichabod Crane is going to the farmhouse where he is staying he notices several sounds of nature. These sounds took over is excited imagination “the moan of the whip-poor-will from the hillside; the boding cry of the tree-toad, that harbinger of storm; the dreamy hooting of the screech-owl, or the sudden rustling in the thicket of birds frightened from their roost. The fire-flies, too, which sparkled most vividly in the darkest places, now and then startled him, as one of uncommon brightness would stream across his path; and if by chance, a huge blockhead of a beetle came winging his blundering flight against him.”(pg.88) This is very descriptive of nature, which shows his love of nature.
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In Rip Van Winkle, Irving again uses great description of nature. When Rip goes up into the mountains for his favorite sport of squirrel hunting he decides to stop and rest. “He threw himself, late in the afternoon, on a green knoll, covered with mountain herbage, that crowned the brow of precipice. From an opening between the trees he could overlook all the lower country for many a mile of rich woodland. He saw at a distance the lordly Hudson, far, far below him, moving on its silent but majestic course, with the reflection of a purple cloud, or the sail of a lagging bark, here and there sleeping on its glassy bosom, and at last losing itself in the blue highlands.”(pg.77) In both stories, Irving is very talented in describing nature, which to me shows his love of nature because his is able to pick out the smallest things and make them significant.
Lastly, in both stories, Irving throws in a little mystery and surprise. In Rip Van Winkle, when Rip goes up into the mountains to hunt for squirrels, he encounters a group of men. The men had sort of beverage that Rip drank. After drinking quite a bit of the beverage, he fell into a deep sleep, only this sleep would last for twenty years. When Rip wakes up, he is an old man. He goes back to his village to find that he doesn’t recognize anyone. He finds that most of his friends have died, Dame Van Winkle has died, he does find his daughter and son, who are now all grown. This story gives the surprise that when Rip wakes up it is twenty years later, and the mystery of how he could have been asleep for twenty years. In The Legend of Sleepy Hollow, he tells of a town, haunted by a figure on horseback without a head. It is said that “the ghost rides to the scene of the battle in nightly quests of his head; and that the rushing speed with which he sometimes passes along the Hollow, like a midnight blast, is owing to his being belated, and in a hurry to get back to the church yard before daybreak.”(pg.85) This story, again, implies mystery. Supposably Ichabod was killed by the headless horsemen, but some thought Ichabod was still alive; that he left partly because of fear of the headless horsemen and partly because he was dismissed by the heiress. The story leaves the mystery and use of the imagination up to the reader.
Washington Irving uses Romantic style in both stories. In both stories he describes his characters, as they really are, not as ideal characters. He also uses great description of nature, from bugs to mountains. The detail that he gives in nature shows his love for nature. And finally, the mystery and surprise of both stories. The fact that Rip Van Winkle was a sleep for twenty years, and that Ichabod Crane was killed by a headless horsemen, lets your imagination do the work.
Mind that the sample papers like Washington Erving, A True Romantic presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Monday, March 26, 2012
17th Century Puritans
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Unit One Essay
In the 1600’s, the Puritan bay colonists believed that they had a covenant with God, an agreement to build a pure or holy society that would be a model for humankind. Though they were successful in their attempt to establish this society, It was not strong enough to stand up to the problems it was faced with. Both their efforts to liberalize membership requirements and their strict theological doctrines paid a heavy toll on the early Congregational church. This set the stage for the Great Awakening, which may have been the most influential part of Puritan society.
The “freemen”, adult males who belonged to the Puritan congregations, formed the collective Congregational church. Church membership was given only to “visible saints” and those who claimed to be converted. But, church membership seemed to be declining, so the Half-Way Covenant was introduced in a desperate move to maintain the Puritan church. The Covenant offered partial membership rights to people not yet converted. Another strong belief was predestination, which stated that the all-knowing God had already chosen who was going to heaven. However, Anne Hutchinson, a dissenter of the colony, believed that a holy life was not a sure sign of salvation. The Puritan magistrate later banished her for her beliefs, in fear that she would corrupt the entire Puritan experiment.
According to the doctrine of the covenant, the whole purpose of the Puritan government was to enforce God’s laws. The Puritans based their lives entirely on these laws and doctrines. For religious reasons, they were interested more in the education. The Congregational church, which dominated the education, stressed the need for Bible readings by the individual worshiper. The primary goal of the clergy was to make good Christians rather than good citizens. Like John Winthrop, the bay colony’s governor, the Puritans also believed in the doctrine of a “calling” to do God’s work on earth. They were committed to God, and every aspect of their lives reflected it.
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In the early eighteenth century, a Protestant revival occurred called the Great Awakening. Its leaders hoped to halt the spiritual decline by arousing in the individual an experience of personal conversion. The revival began in Massachusetts, led by the Congregational minister Jonathan Edwards. But, Edwards could not compare to the preaching of George Whitefield, who brought the revival to new heights and revolutionized the spiritual life of the colonies. The far-reaching effects of the Awakening caused splits in Congregational and Presbyterian churches between Old Lights, who opposed the strict doctrine of the revival, and New Lights, who supported it. The Great Awakening strengthened religious toleration, for each of many denominations wanted freedom of worship. It also tended to break down sectionalism by creating a common religious experience in the colonies. Finally, the revival movement encouraged democracy by ending an upper-class monopoly on religious life and church government.
The Puritans were successful to build their holy society, however, because of their strict policies on church membership and their strong theological doctrines, the church and society declined. The Great Awakening was a late attempt to revive the religious life and end the spiritual decline. The Awakening may have been very influential on Puritan society, but it was not enough to hold the Congregational church, the head of Puritan society, together.
Mind that the sample papers like 17th Century Puritans presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Unit One Essay
In the 1600’s, the Puritan bay colonists believed that they had a covenant with God, an agreement to build a pure or holy society that would be a model for humankind. Though they were successful in their attempt to establish this society, It was not strong enough to stand up to the problems it was faced with. Both their efforts to liberalize membership requirements and their strict theological doctrines paid a heavy toll on the early Congregational church. This set the stage for the Great Awakening, which may have been the most influential part of Puritan society.
The “freemen”, adult males who belonged to the Puritan congregations, formed the collective Congregational church. Church membership was given only to “visible saints” and those who claimed to be converted. But, church membership seemed to be declining, so the Half-Way Covenant was introduced in a desperate move to maintain the Puritan church. The Covenant offered partial membership rights to people not yet converted. Another strong belief was predestination, which stated that the all-knowing God had already chosen who was going to heaven. However, Anne Hutchinson, a dissenter of the colony, believed that a holy life was not a sure sign of salvation. The Puritan magistrate later banished her for her beliefs, in fear that she would corrupt the entire Puritan experiment.
According to the doctrine of the covenant, the whole purpose of the Puritan government was to enforce God’s laws. The Puritans based their lives entirely on these laws and doctrines. For religious reasons, they were interested more in the education. The Congregational church, which dominated the education, stressed the need for Bible readings by the individual worshiper. The primary goal of the clergy was to make good Christians rather than good citizens. Like John Winthrop, the bay colony’s governor, the Puritans also believed in the doctrine of a “calling” to do God’s work on earth. They were committed to God, and every aspect of their lives reflected it.
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In the early eighteenth century, a Protestant revival occurred called the Great Awakening. Its leaders hoped to halt the spiritual decline by arousing in the individual an experience of personal conversion. The revival began in Massachusetts, led by the Congregational minister Jonathan Edwards. But, Edwards could not compare to the preaching of George Whitefield, who brought the revival to new heights and revolutionized the spiritual life of the colonies. The far-reaching effects of the Awakening caused splits in Congregational and Presbyterian churches between Old Lights, who opposed the strict doctrine of the revival, and New Lights, who supported it. The Great Awakening strengthened religious toleration, for each of many denominations wanted freedom of worship. It also tended to break down sectionalism by creating a common religious experience in the colonies. Finally, the revival movement encouraged democracy by ending an upper-class monopoly on religious life and church government.
The Puritans were successful to build their holy society, however, because of their strict policies on church membership and their strong theological doctrines, the church and society declined. The Great Awakening was a late attempt to revive the religious life and end the spiritual decline. The Awakening may have been very influential on Puritan society, but it was not enough to hold the Congregational church, the head of Puritan society, together.
Mind that the sample papers like 17th Century Puritans presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
hjhjh
We are ready to represent the best custom paper writing assistance that can cope with any task like hjhjh even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like hjhjh in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
on life. The crucial contrast in the story deals with irrational ideas as taught to Candide about being optimistic, versus reality as viewed by the rest of the world.
The main theme which is presented throughout the novel is optimism. Out of every unfortunate situation in the story, Candide, the main character, has been advised by his philosopher-teacher that everything in the world happens for the better, because Private misfortunes contribute to the general good, so that the more private misfortunes there are, the more we find that all is well (Voltaire, p. 1). Pangloss, the philosopher, tries to defend his theories by determining the positive from the negative situations and by showing that misfortunes bring some privileges. As Candide grows up, whenever something unfortunate happens, Pangloss would turn the situation around, bringing out the good in it. Candide learns that optimism is The passion for maintaining that all is right when all goes wrong (Voltaire, p.86).
According to Rene Pomeau, Voltaire-Candide...have made him [Candide] acquainted with the bad and the good side of human existence. The moral of Candide is born out of its style; it is the art of extracting happiness from the desolate hopping-about of the human insect (Adams; Pomeau p.17). Pomeau explains that Candide shows both sides of humanity; how both great and terrible events are standard in a human life. Also according to Pomeau, the whole point of the story is to debate between good and bad; for example, as Candide becomes more independent, he starts to doubt that only good comes out of life.
Pangloss is a very hopeful character in the story because he refuses to accept bad. He is also somewhat naive and believes that he could make the world a better place by spreading his theories on optimism. When Candide had met up with Pangloss after a long period of time, Pangloss said that he was almost hanged, then dissected, then beaten. Candide asked the philosopher if he still thought that everything was for the better, and Pangloss replied that he still held his original views. No matter how little Pangloss believed in the fact that somehow everything would turn out well, he still maintained his original views. Voltaire exaggerates his point on optimism; there is nobody in reality who is positive about everything all the time, especially about something so horrible. One could conclude that Pangloss is an irrational and inane figure, and Voltaire tries to expose how incomprehensible his beliefs are which do not measure up to reality.
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According to Linguet, Candide offers us the saddest of themes disguised under the merriest of jokes (Adams; Wade p. 144). It seems as if Candide was written as a comedy; not because of humor, but because every time something bad occurs, a quick turn of events happens which bring everything back to normal. One moment Candide murders the brother of the woman he loves, the next moment he travels to a land where he sees women mating with monkeys. In instances like these, it doesnt seem like Voltaire is serious about tragic events.
D
uring the course of Candides journey, an earthquake strikes, murdering thirty thousand men, women, and children. In reality, this is a horrible predicament to be involved with. In Pangloss world, It is impossible for things not to be where they are, because everything is for the best (Voltaire, p. 5), meaning that the earthquake was necessary in the course of nature, and so there was definitely a rationale for the situation.
To show contrast in the story, Voltaire introduces a character whose beliefs are completely opposite than the beliefs of Pangloss. This character is Martin, a friend and advisor of Candide who he meets on his journey. Martin is also a scholar, and a spokesman for pessimism. Martin continuously tries to prove to Candide that there is little virtue, morality, and happiness in the world. When a cheerful couple are seen walking and singing, Candide tells Martin At least you must admit that these people are happy. Until now, I have not found in the whole inhabited earth...anything but miserable people. But this girl and this monk, Id be willing to bet, are very happy creatures (Voltaire, p. 58). Ill bet they arent (Voltaire p. 58), replies Martin, and he bets Candide that the couple are, in fact, depressed, and are disguising their unhappiness. Upon talking to the couple, Martin, ironically, proved correct, strengthening his pessimistic views. Martin claims to be a
Mind that the sample papers like hjhjh presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
on life. The crucial contrast in the story deals with irrational ideas as taught to Candide about being optimistic, versus reality as viewed by the rest of the world.
The main theme which is presented throughout the novel is optimism. Out of every unfortunate situation in the story, Candide, the main character, has been advised by his philosopher-teacher that everything in the world happens for the better, because Private misfortunes contribute to the general good, so that the more private misfortunes there are, the more we find that all is well (Voltaire, p. 1). Pangloss, the philosopher, tries to defend his theories by determining the positive from the negative situations and by showing that misfortunes bring some privileges. As Candide grows up, whenever something unfortunate happens, Pangloss would turn the situation around, bringing out the good in it. Candide learns that optimism is The passion for maintaining that all is right when all goes wrong (Voltaire, p.86).
According to Rene Pomeau, Voltaire-Candide...have made him [Candide] acquainted with the bad and the good side of human existence. The moral of Candide is born out of its style; it is the art of extracting happiness from the desolate hopping-about of the human insect (Adams; Pomeau p.17). Pomeau explains that Candide shows both sides of humanity; how both great and terrible events are standard in a human life. Also according to Pomeau, the whole point of the story is to debate between good and bad; for example, as Candide becomes more independent, he starts to doubt that only good comes out of life.
Pangloss is a very hopeful character in the story because he refuses to accept bad. He is also somewhat naive and believes that he could make the world a better place by spreading his theories on optimism. When Candide had met up with Pangloss after a long period of time, Pangloss said that he was almost hanged, then dissected, then beaten. Candide asked the philosopher if he still thought that everything was for the better, and Pangloss replied that he still held his original views. No matter how little Pangloss believed in the fact that somehow everything would turn out well, he still maintained his original views. Voltaire exaggerates his point on optimism; there is nobody in reality who is positive about everything all the time, especially about something so horrible. One could conclude that Pangloss is an irrational and inane figure, and Voltaire tries to expose how incomprehensible his beliefs are which do not measure up to reality.
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According to Linguet, Candide offers us the saddest of themes disguised under the merriest of jokes (Adams; Wade p. 144). It seems as if Candide was written as a comedy; not because of humor, but because every time something bad occurs, a quick turn of events happens which bring everything back to normal. One moment Candide murders the brother of the woman he loves, the next moment he travels to a land where he sees women mating with monkeys. In instances like these, it doesnt seem like Voltaire is serious about tragic events.
D
uring the course of Candides journey, an earthquake strikes, murdering thirty thousand men, women, and children. In reality, this is a horrible predicament to be involved with. In Pangloss world, It is impossible for things not to be where they are, because everything is for the best (Voltaire, p. 5), meaning that the earthquake was necessary in the course of nature, and so there was definitely a rationale for the situation.
To show contrast in the story, Voltaire introduces a character whose beliefs are completely opposite than the beliefs of Pangloss. This character is Martin, a friend and advisor of Candide who he meets on his journey. Martin is also a scholar, and a spokesman for pessimism. Martin continuously tries to prove to Candide that there is little virtue, morality, and happiness in the world. When a cheerful couple are seen walking and singing, Candide tells Martin At least you must admit that these people are happy. Until now, I have not found in the whole inhabited earth...anything but miserable people. But this girl and this monk, Id be willing to bet, are very happy creatures (Voltaire, p. 58). Ill bet they arent (Voltaire p. 58), replies Martin, and he bets Candide that the couple are, in fact, depressed, and are disguising their unhappiness. Upon talking to the couple, Martin, ironically, proved correct, strengthening his pessimistic views. Martin claims to be a
Mind that the sample papers like hjhjh presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Remembering Jim Crow
We are ready to represent the best custom paper writing assistance that can cope with any task like Remembering Jim Crow even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Remembering Jim Crow in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
The white people of Tennessee enacted laws prohibiting interracial marriages in 1870. Five short years later, Tennessee paved the way of segregation by adopting the Jim Crow laws. Other Southern states would soon implement these laws as well. Jim Crow Remembering Jim Crow African Americans Tell About Life in the Segregated South, edited by William H. Chafe, is a series of narratives from men and women, blacks and whites, young people and old. Interviewers asked people to regale the days of the post-Jim Crow laws era. The book itself is divided into six chapters, each focusing on certain issues bitter truths, heritage and memory, families and communities, lessons well learned, work, and resistance and political struggles.
As the title of the chapter clearly indicates, the main idea of Chapter 1 is the “Bitter Truths” blacks face in light of the abolition of the Jim Crow laws. Many of the narratives tell a story of a lynching, the constant oppression and violence suffered at the hands of whites, or any injury experienced at all due to the cruelty and ignorance of white people. Even though they are “free,” African Americans are subject to demeaning coercion and unequal treatment by white Southerners. “Heritage and Memory” is designated as the name for Chapter ; each narrative contains information both cultural and systematic to preserve the ethos and traditions of African American families. They are stories that have been handed down from generation to generation through oral practices. The aptly named Chapter , “Families and Communities,” describes the hardships African Americans went through trying to keep the family together during slavery, finding family members after slavery ended, and the hardships encountered while trying to survive a life separate from the plantation owners. Sometimes the plantation owners were beneficial in keeping the family together, yet other times, they could be detrimental by selling off various family members to other plantation owners.
After the Civil War, two well educated black individuals had two different, opposing doctrines that outlined the solution to the dilemma between blacks and whites. Booker T. Washington, a former slave, believed that blacks needed to give up rights to gain rights. Execute only the jobs that whites would let them do; focus on the physical accomplishments and labor that can be done. W.E.B. DuBois, on the other hand, felt that increasing knowledge and mental capabilities was the only way to achieve equality with whites. Chapter 4, “Lessons Well Learned,” focuses on the academic and educational opportunities afforded African Americans both pre- and post- Civil War time periods. While some people were able to go to school, others only had enough time to work in order to survive. Chapter 5, “Work,” gives narratives of African Americans the difficulties they found trying to work for whites. Working terms and conditions were barely better than slavery and exploitation of the ex-slaves was extremely high. The final chapter of Remembering Jim Crow is “Resistance and Political Struggles.” Realizing that they needed to stand up for themselves, African Americans began to fight back for their rights; protests, strikes, and undermining assemblies were the beginning steps to equality. Fighting to keep African Americans oppressed, whites retaliated with evictions, firings, lynchings, or mob attacks.
It is hard to determine any one central thesis the editors are trying to focus on. Each chapter in itself has a theme, but the overall goal of the book is to make the African Americans’ perspective on this time period known. “We were struck by the paucity of sources reflecting the experiences of African Americans during the era of segregation and feared that, as generations passed away, the first-person testimony of that critical period in our nation’s history would be lost” (Chafe, xv). To make the reading clearer, editors chose to eliminate “idiosyncrasies such as ‘uh’, ‘mmm’ and ‘you know’” (Chafe, Editorial Method). Certain liberties were also taken in regards to changing locations of words in sentences, rephrasing quotes, etc.. The book is fairly accurate in all other respects, however. Having no author, rather a group of editors, it is difficult to ascertain any relevant qualifications or background information; the same goes for the interviewers and the process by which they interviewed. Considering the fact this is an anthology of personal recounts, it cannot be without bias. The style of the book, however, is very appealing to me because each story is short enough to retain my attention, yet long enough to give an adequate perspective on each person’s particular outlook. It seems as though each story is the same with only a few minor details changed and as a result, it feels repetitive as I read. Chafe indicated he amassed these recitations to shed light on the African American experience during this era and I feel he has done so, but only from a limited and partial population. In no way has this book challenged me intellectually, but it has increased my knowledge in that it has made me more aware of different people’s perceptions and points of view during the Jim Crow era. I have never read any books from this time period, therefore, I do not know a non-African American’s standpoint; this makes me wonder how a white person feels during this epoch and if may they felt at all oppressed, or in danger, or had any other feelings of insecurity. Chafe has tried to present material that has not been exposed by anyone else in profuse amounts yet, rather he is divulging information unbeknownst to many people.
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Chafe used many resources when compiling this book. At the end, there is an appendix containing all of the books he used as reference. The appendix denotes that several sources were utilized all through each chapter, but Chafe does not display that in the chapter so as to create less confusion. His sources range from 10 to 18; it is possible the minutae of the 10 source are outdated. Assuming all of the information attained in the interviews is true, we can presuppose the details of the book are true as well.
No interpretations are needed, there are no implicit meanings in this book; concepts are easy to understand. There is no extensive use of large words, nor is there any loquaciousness. It is not even necessary for the reader to have any background knowledge about slavery, Jim Crow, or the Civil War to comprehend the message. Given this information, I would recommend this book to anyone at the secondary level of education.
Mind that the sample papers like Remembering Jim Crow presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
The white people of Tennessee enacted laws prohibiting interracial marriages in 1870. Five short years later, Tennessee paved the way of segregation by adopting the Jim Crow laws. Other Southern states would soon implement these laws as well. Jim Crow Remembering Jim Crow African Americans Tell About Life in the Segregated South, edited by William H. Chafe, is a series of narratives from men and women, blacks and whites, young people and old. Interviewers asked people to regale the days of the post-Jim Crow laws era. The book itself is divided into six chapters, each focusing on certain issues bitter truths, heritage and memory, families and communities, lessons well learned, work, and resistance and political struggles.
As the title of the chapter clearly indicates, the main idea of Chapter 1 is the “Bitter Truths” blacks face in light of the abolition of the Jim Crow laws. Many of the narratives tell a story of a lynching, the constant oppression and violence suffered at the hands of whites, or any injury experienced at all due to the cruelty and ignorance of white people. Even though they are “free,” African Americans are subject to demeaning coercion and unequal treatment by white Southerners. “Heritage and Memory” is designated as the name for Chapter ; each narrative contains information both cultural and systematic to preserve the ethos and traditions of African American families. They are stories that have been handed down from generation to generation through oral practices. The aptly named Chapter , “Families and Communities,” describes the hardships African Americans went through trying to keep the family together during slavery, finding family members after slavery ended, and the hardships encountered while trying to survive a life separate from the plantation owners. Sometimes the plantation owners were beneficial in keeping the family together, yet other times, they could be detrimental by selling off various family members to other plantation owners.
After the Civil War, two well educated black individuals had two different, opposing doctrines that outlined the solution to the dilemma between blacks and whites. Booker T. Washington, a former slave, believed that blacks needed to give up rights to gain rights. Execute only the jobs that whites would let them do; focus on the physical accomplishments and labor that can be done. W.E.B. DuBois, on the other hand, felt that increasing knowledge and mental capabilities was the only way to achieve equality with whites. Chapter 4, “Lessons Well Learned,” focuses on the academic and educational opportunities afforded African Americans both pre- and post- Civil War time periods. While some people were able to go to school, others only had enough time to work in order to survive. Chapter 5, “Work,” gives narratives of African Americans the difficulties they found trying to work for whites. Working terms and conditions were barely better than slavery and exploitation of the ex-slaves was extremely high. The final chapter of Remembering Jim Crow is “Resistance and Political Struggles.” Realizing that they needed to stand up for themselves, African Americans began to fight back for their rights; protests, strikes, and undermining assemblies were the beginning steps to equality. Fighting to keep African Americans oppressed, whites retaliated with evictions, firings, lynchings, or mob attacks.
It is hard to determine any one central thesis the editors are trying to focus on. Each chapter in itself has a theme, but the overall goal of the book is to make the African Americans’ perspective on this time period known. “We were struck by the paucity of sources reflecting the experiences of African Americans during the era of segregation and feared that, as generations passed away, the first-person testimony of that critical period in our nation’s history would be lost” (Chafe, xv). To make the reading clearer, editors chose to eliminate “idiosyncrasies such as ‘uh’, ‘mmm’ and ‘you know’” (Chafe, Editorial Method). Certain liberties were also taken in regards to changing locations of words in sentences, rephrasing quotes, etc.. The book is fairly accurate in all other respects, however. Having no author, rather a group of editors, it is difficult to ascertain any relevant qualifications or background information; the same goes for the interviewers and the process by which they interviewed. Considering the fact this is an anthology of personal recounts, it cannot be without bias. The style of the book, however, is very appealing to me because each story is short enough to retain my attention, yet long enough to give an adequate perspective on each person’s particular outlook. It seems as though each story is the same with only a few minor details changed and as a result, it feels repetitive as I read. Chafe indicated he amassed these recitations to shed light on the African American experience during this era and I feel he has done so, but only from a limited and partial population. In no way has this book challenged me intellectually, but it has increased my knowledge in that it has made me more aware of different people’s perceptions and points of view during the Jim Crow era. I have never read any books from this time period, therefore, I do not know a non-African American’s standpoint; this makes me wonder how a white person feels during this epoch and if may they felt at all oppressed, or in danger, or had any other feelings of insecurity. Chafe has tried to present material that has not been exposed by anyone else in profuse amounts yet, rather he is divulging information unbeknownst to many people.
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Chafe used many resources when compiling this book. At the end, there is an appendix containing all of the books he used as reference. The appendix denotes that several sources were utilized all through each chapter, but Chafe does not display that in the chapter so as to create less confusion. His sources range from 10 to 18; it is possible the minutae of the 10 source are outdated. Assuming all of the information attained in the interviews is true, we can presuppose the details of the book are true as well.
No interpretations are needed, there are no implicit meanings in this book; concepts are easy to understand. There is no extensive use of large words, nor is there any loquaciousness. It is not even necessary for the reader to have any background knowledge about slavery, Jim Crow, or the Civil War to comprehend the message. Given this information, I would recommend this book to anyone at the secondary level of education.
Mind that the sample papers like Remembering Jim Crow presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
loretta
We are ready to represent the best custom paper writing assistance that can cope with any task like loretta even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like loretta in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
Dear Mrs. Mastey,
I just saw this great movie about Loretta Claiborne, the Special Olympics track star. One thing that really impressed me in the movie was the devotion of her social worker, Janet.
One example of Janet’s devotion to Loretta is how she went to every single one of Loretta’s races. At every race shown in the movie, you could always find Janet somewhere in the stands cheering for Loretta. If you ask me, that is a show of great loyalty to Loretta. Janet was also always supporting Loretta at places other than her races. She made sure that Loretta was staying on task rather than getting into trouble and, that she was making the right choices.
Another example of how devoted Loretta’s social worker was to her was that she went to camp with her. Janet took time out of her busy life to attend Special Olympics camp with Loretta. The campers had the option of bringing a parent to camp but her mother, Rida, was not involved in the activities of Loretta, so Janet took the chance to go. Still, camp was a good experience for both of them. They made friends, learned about each other, and took a break from the stressful, normal strain of life.
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Janet was always 100% behind Loretta, and was willing to fight in order to protect what was most important to Loretta. This instinct came to the surface shortly after Loretta had run the Boston Marathon. She was notified, unjustly, that she could no longer participate in Special Olympic events. Loretta was devastated by this ruling, as was Janet, because she knew that Special Olympics was very important to Loretta. Janet also knew something had to be done. She went directly to the person who unjustly disqualified Loretta and wrote a letter to the supervisors about the unjust decision, who quickly got Loretta back on the team. At some point or another, most people would have given up, but not Janet because she was so devoted to Loretta.
The devotion of Loretta Claiborne’s social worker, Janet, was the one thing in the movie that was really stood out throughout the movie. There are many examples that allow you to see the devotion of Janet. These examples include; regularly being at races to support Loretta, taking the time to go to Special Olympic camp with her, and lastly, Janet’s fight for Loretta to get her back to into the Special Olympics team. Loretta Claiborne was an amazing person on her own who accomplished so much more with the help and devotion of her true friend Janet.
Mind that the sample papers like loretta presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Dear Mrs. Mastey,
I just saw this great movie about Loretta Claiborne, the Special Olympics track star. One thing that really impressed me in the movie was the devotion of her social worker, Janet.
One example of Janet’s devotion to Loretta is how she went to every single one of Loretta’s races. At every race shown in the movie, you could always find Janet somewhere in the stands cheering for Loretta. If you ask me, that is a show of great loyalty to Loretta. Janet was also always supporting Loretta at places other than her races. She made sure that Loretta was staying on task rather than getting into trouble and, that she was making the right choices.
Another example of how devoted Loretta’s social worker was to her was that she went to camp with her. Janet took time out of her busy life to attend Special Olympics camp with Loretta. The campers had the option of bringing a parent to camp but her mother, Rida, was not involved in the activities of Loretta, so Janet took the chance to go. Still, camp was a good experience for both of them. They made friends, learned about each other, and took a break from the stressful, normal strain of life.
Do my coursework
Janet was always 100% behind Loretta, and was willing to fight in order to protect what was most important to Loretta. This instinct came to the surface shortly after Loretta had run the Boston Marathon. She was notified, unjustly, that she could no longer participate in Special Olympic events. Loretta was devastated by this ruling, as was Janet, because she knew that Special Olympics was very important to Loretta. Janet also knew something had to be done. She went directly to the person who unjustly disqualified Loretta and wrote a letter to the supervisors about the unjust decision, who quickly got Loretta back on the team. At some point or another, most people would have given up, but not Janet because she was so devoted to Loretta.
The devotion of Loretta Claiborne’s social worker, Janet, was the one thing in the movie that was really stood out throughout the movie. There are many examples that allow you to see the devotion of Janet. These examples include; regularly being at races to support Loretta, taking the time to go to Special Olympic camp with her, and lastly, Janet’s fight for Loretta to get her back to into the Special Olympics team. Loretta Claiborne was an amazing person on her own who accomplished so much more with the help and devotion of her true friend Janet.
Mind that the sample papers like loretta presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
Christopher Columbus – Hero or Harmful?
We are ready to represent the best custom paper writing assistance that can cope with any task like Christopher Columbus – Hero or Harmful? even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Christopher Columbus – Hero or Harmful? in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
For the most part, when the name “Christopher Columbus” is mentioned, everyone recognizes the celebrity. In the article I read by Dr. George Sprecace, he writes as a response to a TV special he view on America’s earliest settlers. He saw the special as depressing and tragic, as it referred to the plight of the Native Americans throughout history. One man commonly demonized for hostility towards the Native Americans is Christopher Columbus.
According to Dr. Sprecace, Columbus is always getting the blame, however unfairly, for initially breaking the trust between “Indians” and the “White Man”. He is held responsible for the start of slavery in the Americas after taking over the Arawak tribe is the Greater and Lesser Antilles (also known as the “West Indies”). Sprecace refutes with a lesson from history. “Slavery already existed in the Americas, especially in Central America, at the time of Columbus’ arrival,” comes the facts from the Encyclopedia Britannica. This detail comes from the writings of Cortez on what he found in the Mexico City of the Incas. Native tribes, such as the Arawaks and Carib tribes, practiced slavery, hostile takeovers, and even cannibalism. On Columbus’ second voyage, he returned to Spain with 500 natives as slaves, the same natives who had killed the Europeans left behind from the first voyage. The main reason for enslaving these natives was “to justify the expenses of his voyages” and to make up for his lack of discovered gold. On his third voyage, Columbus was sent back from the New World in chains because of reports of poor administration of the colonies. He was known as “A good Admiral, but a bad Governor”. Dr. Sprecace saw Columbus as “a great seaman, a great navigator, a great Admiral, a fine organizer and businessman, a poor administrator, a faulted man of his age.” He points out that Columbus made his inevitable discovery first. Columbus achieved this by only using his knowledge of the seas gained over his life from age 14, extensive readings, and his strong sense of observation and deduction. Sprecace summed it up to say Columbus “is and should be one of the giants of history, much more for good that bad…It is not history that is good or bad � history merely is. It is human nature that is good and bad; and we are all a part of that. Let’s celebrate it whenever we can, each in our own ways.”
In conclusion, Columbus is still remembered today as a great man. No one is perfect, everyone has his or her faults, but generally, we still celebrate his discovery. He is a man who has done great things in the past that are celebrated in the present. I think a person is a victim of the times they live in. Slavery was accepted and taking over land for your country was honorable. Although Christopher Columbus may have had difficulty governing his new colonies, he was just a man who was very capable of making mistakes. I foresee Columbus Day continuing well into the future. As long as elementary school children are taught of Columbus’ accomplishments, he will continue to be revered as one of history’s greatest heroes.
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Mind that the sample papers like Christopher Columbus – Hero or Harmful? presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
For the most part, when the name “Christopher Columbus” is mentioned, everyone recognizes the celebrity. In the article I read by Dr. George Sprecace, he writes as a response to a TV special he view on America’s earliest settlers. He saw the special as depressing and tragic, as it referred to the plight of the Native Americans throughout history. One man commonly demonized for hostility towards the Native Americans is Christopher Columbus.
According to Dr. Sprecace, Columbus is always getting the blame, however unfairly, for initially breaking the trust between “Indians” and the “White Man”. He is held responsible for the start of slavery in the Americas after taking over the Arawak tribe is the Greater and Lesser Antilles (also known as the “West Indies”). Sprecace refutes with a lesson from history. “Slavery already existed in the Americas, especially in Central America, at the time of Columbus’ arrival,” comes the facts from the Encyclopedia Britannica. This detail comes from the writings of Cortez on what he found in the Mexico City of the Incas. Native tribes, such as the Arawaks and Carib tribes, practiced slavery, hostile takeovers, and even cannibalism. On Columbus’ second voyage, he returned to Spain with 500 natives as slaves, the same natives who had killed the Europeans left behind from the first voyage. The main reason for enslaving these natives was “to justify the expenses of his voyages” and to make up for his lack of discovered gold. On his third voyage, Columbus was sent back from the New World in chains because of reports of poor administration of the colonies. He was known as “A good Admiral, but a bad Governor”. Dr. Sprecace saw Columbus as “a great seaman, a great navigator, a great Admiral, a fine organizer and businessman, a poor administrator, a faulted man of his age.” He points out that Columbus made his inevitable discovery first. Columbus achieved this by only using his knowledge of the seas gained over his life from age 14, extensive readings, and his strong sense of observation and deduction. Sprecace summed it up to say Columbus “is and should be one of the giants of history, much more for good that bad…It is not history that is good or bad � history merely is. It is human nature that is good and bad; and we are all a part of that. Let’s celebrate it whenever we can, each in our own ways.”
In conclusion, Columbus is still remembered today as a great man. No one is perfect, everyone has his or her faults, but generally, we still celebrate his discovery. He is a man who has done great things in the past that are celebrated in the present. I think a person is a victim of the times they live in. Slavery was accepted and taking over land for your country was honorable. Although Christopher Columbus may have had difficulty governing his new colonies, he was just a man who was very capable of making mistakes. I foresee Columbus Day continuing well into the future. As long as elementary school children are taught of Columbus’ accomplishments, he will continue to be revered as one of history’s greatest heroes.
Write my paper for me!!!
Mind that the sample papers like Christopher Columbus – Hero or Harmful? presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
“How effective is the extract on pages one to three as an introduction to a novel”
We are ready to represent the best custom paper writing assistance that can cope with any task like “How effective is the extract on pages one to three as an introduction to a novel” even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like “How effective is the extract on pages one to three as an introduction to a novel” in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.
An effective introduction to a novel would give the reader a feel of the setting at the opening of the novel. In addition to this a successfully written introduction ought to set the scene and involve the reader in the atmosphere. Most importantly the introduction should include a brief introduction to the main characters and give the reader an insight into the principal themes.
Snow Falling on Cedars opens in a courtroom where Kabuo Miyamota, a Japanese-American fisherman, sits accused of a crime not yet revealed. As miyamoto inwardly regards the beauty of the “wind whipped” snow against the large courthouse window, outwardly his stoic, controlled appearance is regarded by his fellow islanders and the jurors as showing a remote distant quality that could be interpreted as “disdain” or veiled a fear.” The respect the citizens hold for the law and the American justice system pervades the court room with solemn air.
In the introduction to the novel we are introduced to Kabuo Miyamota, “the accused man,” he had been exiled in jail for seventy-seven days. The first three word of the novel, “the accused man” gives the reader a very bad initial impression of Kabuo but at the same time makes the reader instantly feel despair and gloom for the man. These three words alone create a profile for the main character, Kabuo Miyamoto, and makes the reader feel inquisitive. The beauty of the “wind whipped flakes” of snow captivates Miyamoto, but the actuality that he cannot feel or touch this beauty represents his isolation from the community as a man on trial. The fact that the snow is wind whipped shows the fragility of Kabuo and his relationship with the community in which he lives. The snow lofting against the courtroom windows symbolises the characters and there respective situations. David Guterson describe’s the posture and actions of Miyamoto, we can see that these are due to his background of Japanese culture.
Kabuo Miyamota is accused of murdering Carl Heine “who was buried now…”. Carl Heine was a salmon grill netter with a wife and three children. We are also introduced to Judge Llewellyn Fielding and the jurors who were “studiously impassive” and consisted of “two truck farmers, a retired crabber, a bookkeeper, a carpenter, a boat builder, a grocer…a halibut schooner deckhand… a retired waitress, a sawmill secretary, two nervous fisher wives…[and] a hairdresser…”. We are briefly introduced to Ed Soames, the bailiff.
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In the extract on pages one to three we are not introduced to all of the main characters of the novel the reason for this may be to not give the plot away too quickly.
In the introductory first few pages of the novel we are presented with some themes. These are the proud Japanese culture and racism, prejudice, or the way that different cultures are misunderstood. Truth and justice are of course also themes within the novel. The writer introduces a fairly important theme of Japanese culture very carefully without giving the main story line away.
David Gutterson describes the atmosphere very well and subtly. We are told that in the court room, “every seat had been taken” but at the same time we are informed that, “the court room suggested nothing of the carnival atmosphere,” and that the, “eighty-five citizens,” were, “subdued and contemplative.” The citizens had mostly dressed, “with the same communal propriety they felt on Sundays…before church,” “the women all wore Sunday dresses,” and “conducted themselves with church going solemnity.” We are told that the courtroom was, “cramped,” “stark,” “bleak,” simple and the “smell of sour mildew [from the radiators] seemed to rise from everything.” By the descriptions of the courtroom and the way the citizens were acting, we can imagine that the atmosphere was quiet and contemplative as the citizens had rarely been witness to such proceedings and were obviously ambiguous as to what was going to happen next. The citizens were either baring sorry thoughts for Carl Heine, the victim or Kabuo Miyamoto, “the accused man.”
The novel is set on San Piedro Island, a small island north of Puget Sound in the Washington state area.The island setting is a fitting in several ways. The people of San Piedro Island have everything they need on the island; they are self-sufficient. The self-sufficiency and the small size of the island is insinuated when we are informed of the list of jurors we can see that the occupations of each and every one of them is important to keep the community going. We can see that the trial is a very occasional occurrence due to the fact that the court room is run down and the bailiff Ed Soames, had to give, “a good head of steam due to the sluggish radiators,” instead of a professional person being hired to fix them properly, this is another example of the islands independence.
In reading the first three introductory pages I can very well imagine the atmosphere within the courtroom, it is that of insecurity and uncertainty of what is about to happen coupled with sorrow for there lost friend, Carl Heine as the relationships between the island citizens are obviously intimate due to their proximity to each other.
Kabuo Miyamoto and Carl Heine are the only main characters that we are introduced to, we have not yet been given introductions to Ishmael Chambers, the childhood boyfriend of Hatsue Miyamoto, who is still in love with her. He is a war veteran who lost his right arm. He became the local reporter when he took over the island newspaper, the San Piedro Review, when his father died. He discovers the evidence to prove Kabuo’s innocence. Ishmael struggles with his love for Hatsue and the cynicism he has developed as a result of losing his arm in the war. Another major character who we are not yet acquainted is Hatsue Miyamoto, Kabuo Miyamoto’s wife and childhood girlfriend of Ishmael Chambers. Throughout her youth, Hatsue struggles with reconciling her Japanese identity and lifestyle while living on American soil. She marries Kabuo after being moved to the Manzanar internment camp and ending her relationship with Ishmael Chambers.
In my oppinion the principle theme of the novel is the detrimental effects of racial prejudice. The government, legal system, and the majority of the white citizens of San Piedro treat the Japanese islanders as second-class citizens worthy only of distrust. Racial prejudice had a part in the arrest of Kabuo for murder. Racial prejudice also prevented Ishmael and Hatsue from loving each other. Hatsue ends their relationship because she does not believe they can overcome their differences in the racial climate of World War II. I think that this theme was very well involved in the first three pages of the novel without giving the plot away.
I think that the extract on pages one to three as the introduction to a novel is fairly effective although the introduction to only one of the major characters did make me, before continuing to read the rest of the novel, wonder if the book did get any more interesting than just finding out who murdered Carl Heine and fortunately it did.
Mind that the sample papers like “How effective is the extract on pages one to three as an introduction to a novel” presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
An effective introduction to a novel would give the reader a feel of the setting at the opening of the novel. In addition to this a successfully written introduction ought to set the scene and involve the reader in the atmosphere. Most importantly the introduction should include a brief introduction to the main characters and give the reader an insight into the principal themes.
Snow Falling on Cedars opens in a courtroom where Kabuo Miyamota, a Japanese-American fisherman, sits accused of a crime not yet revealed. As miyamoto inwardly regards the beauty of the “wind whipped” snow against the large courthouse window, outwardly his stoic, controlled appearance is regarded by his fellow islanders and the jurors as showing a remote distant quality that could be interpreted as “disdain” or veiled a fear.” The respect the citizens hold for the law and the American justice system pervades the court room with solemn air.
In the introduction to the novel we are introduced to Kabuo Miyamota, “the accused man,” he had been exiled in jail for seventy-seven days. The first three word of the novel, “the accused man” gives the reader a very bad initial impression of Kabuo but at the same time makes the reader instantly feel despair and gloom for the man. These three words alone create a profile for the main character, Kabuo Miyamoto, and makes the reader feel inquisitive. The beauty of the “wind whipped flakes” of snow captivates Miyamoto, but the actuality that he cannot feel or touch this beauty represents his isolation from the community as a man on trial. The fact that the snow is wind whipped shows the fragility of Kabuo and his relationship with the community in which he lives. The snow lofting against the courtroom windows symbolises the characters and there respective situations. David Guterson describe’s the posture and actions of Miyamoto, we can see that these are due to his background of Japanese culture.
Kabuo Miyamota is accused of murdering Carl Heine “who was buried now…”. Carl Heine was a salmon grill netter with a wife and three children. We are also introduced to Judge Llewellyn Fielding and the jurors who were “studiously impassive” and consisted of “two truck farmers, a retired crabber, a bookkeeper, a carpenter, a boat builder, a grocer…a halibut schooner deckhand… a retired waitress, a sawmill secretary, two nervous fisher wives…[and] a hairdresser…”. We are briefly introduced to Ed Soames, the bailiff.
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In the extract on pages one to three we are not introduced to all of the main characters of the novel the reason for this may be to not give the plot away too quickly.
In the introductory first few pages of the novel we are presented with some themes. These are the proud Japanese culture and racism, prejudice, or the way that different cultures are misunderstood. Truth and justice are of course also themes within the novel. The writer introduces a fairly important theme of Japanese culture very carefully without giving the main story line away.
David Gutterson describes the atmosphere very well and subtly. We are told that in the court room, “every seat had been taken” but at the same time we are informed that, “the court room suggested nothing of the carnival atmosphere,” and that the, “eighty-five citizens,” were, “subdued and contemplative.” The citizens had mostly dressed, “with the same communal propriety they felt on Sundays…before church,” “the women all wore Sunday dresses,” and “conducted themselves with church going solemnity.” We are told that the courtroom was, “cramped,” “stark,” “bleak,” simple and the “smell of sour mildew [from the radiators] seemed to rise from everything.” By the descriptions of the courtroom and the way the citizens were acting, we can imagine that the atmosphere was quiet and contemplative as the citizens had rarely been witness to such proceedings and were obviously ambiguous as to what was going to happen next. The citizens were either baring sorry thoughts for Carl Heine, the victim or Kabuo Miyamoto, “the accused man.”
The novel is set on San Piedro Island, a small island north of Puget Sound in the Washington state area.The island setting is a fitting in several ways. The people of San Piedro Island have everything they need on the island; they are self-sufficient. The self-sufficiency and the small size of the island is insinuated when we are informed of the list of jurors we can see that the occupations of each and every one of them is important to keep the community going. We can see that the trial is a very occasional occurrence due to the fact that the court room is run down and the bailiff Ed Soames, had to give, “a good head of steam due to the sluggish radiators,” instead of a professional person being hired to fix them properly, this is another example of the islands independence.
In reading the first three introductory pages I can very well imagine the atmosphere within the courtroom, it is that of insecurity and uncertainty of what is about to happen coupled with sorrow for there lost friend, Carl Heine as the relationships between the island citizens are obviously intimate due to their proximity to each other.
Kabuo Miyamoto and Carl Heine are the only main characters that we are introduced to, we have not yet been given introductions to Ishmael Chambers, the childhood boyfriend of Hatsue Miyamoto, who is still in love with her. He is a war veteran who lost his right arm. He became the local reporter when he took over the island newspaper, the San Piedro Review, when his father died. He discovers the evidence to prove Kabuo’s innocence. Ishmael struggles with his love for Hatsue and the cynicism he has developed as a result of losing his arm in the war. Another major character who we are not yet acquainted is Hatsue Miyamoto, Kabuo Miyamoto’s wife and childhood girlfriend of Ishmael Chambers. Throughout her youth, Hatsue struggles with reconciling her Japanese identity and lifestyle while living on American soil. She marries Kabuo after being moved to the Manzanar internment camp and ending her relationship with Ishmael Chambers.
In my oppinion the principle theme of the novel is the detrimental effects of racial prejudice. The government, legal system, and the majority of the white citizens of San Piedro treat the Japanese islanders as second-class citizens worthy only of distrust. Racial prejudice had a part in the arrest of Kabuo for murder. Racial prejudice also prevented Ishmael and Hatsue from loving each other. Hatsue ends their relationship because she does not believe they can overcome their differences in the racial climate of World War II. I think that this theme was very well involved in the first three pages of the novel without giving the plot away.
I think that the extract on pages one to three as the introduction to a novel is fairly effective although the introduction to only one of the major characters did make me, before continuing to read the rest of the novel, wonder if the book did get any more interesting than just finding out who murdered Carl Heine and fortunately it did.
Mind that the sample papers like “How effective is the extract on pages one to three as an introduction to a novel” presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!
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