Factors Affecting Seed Germination Lab free essay sample

Affecting Seed Germination Research Question What is the effect of dark and light on the germination of radish seeds? Hypothesis I predict the seeds grown in the light will germinate twice as much as the ones grown in the dark. Materials/Setup Paper towels 2 petri dishes 10 radish seeds Water Plastic container A weight A folded piece of paper Procedure 1. Take a paper towel and cut out two circles that are the same size as the base of the petri dishes. 2. Wet each paper towel circle with 5mL of water. 3. Put one wet circle into each petri dish and create raised ridges in the paper towel, creating a valley for each of the five seeds. 4. Put one seed in each valley. In the end, there should be 5 seeds in each petri dish. 5. Put the lids on the petri dishes and put into the plastic container. 6. Put the container near a window. 7. Cover one petri dish with a thickly folded piece of paper that covers the entire dish, and place a weight on top to secure the paper in place. We will write a custom essay sample on Factors Affecting Seed Germination Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 8. Note which petri dish is experimental, and which is control. In this case, the one covered with the paper is experimental, while the regular dish is control. ) 9. Leave experiment and observe changes daily. Data Control Experimental Seed #| Tues. | Wed. | Thurs. | Fri. | | Seed #| Tues. | Wed. | Thurs. | Fri. | 1| 0mm| 0mm| 16mm| 38mm| | 1| 0mm| 0mm| 2mm| 20mm| 2| 0mm| 0mm| 6mm| 12mm| | 2| 0mm| 0mm| 3mm| 17mm| 3| 0mm| 3mm| 36mm| 58mm| | 3| 0mm| 8mm| 17mm| 40mm| 4| 0mm| 12mm| 58mm| 76mm| | 4| 0mm| 1mm| 15mm| 37mm| 5| 0mm| 4mm| 21mm| 50mm| | 5| 0mm| 0mm| 2mm| 15mm| Average| 0mm| 3. 8mm| 27. 4mm| 46. 8mm| | Average| 0mm| 1. 8mm| 7. 8mm| 25. 8mm| Observations The seeds in the light grew approximately twice as much as the seeds in the dark. * Some of the seeds grew fuzzy root-like things, which kind of looked like little white leaves, to help it collect more water. * After we put in 5mL the first day, we had to add about 2. 5mL everyday afterwards to make our plants grow. * The seeds near the centre of the paper towel would grow more than the ones in the outer parts of the paper towel because more water collected in the center. * The experimental seeds were not always in the dark because they were exposed to light when we had to measure and water those seeds. The measurements may not be accurate because we had to use a straight ruler to measure our plants, which may cause our results to be incorrect by a few millimeters. Discussion A possible source of error I had in my experiment was when measuring the plants. I had to use a straight ruler to measure the very flexible and curved roots of the plants, which was not easy to do with a straight edge. When I measured the plants, I had to be very careful with being accurate, an d despite my best efforts, the accuracy may not have been perfect. Also, another source of error I might have had during this experiment was that the experimental seeds may not have completely been in the dark. All that was used to create â€Å"dark† for those seeds was a slightly raised piece of folded paper. Some of the sun’s light could have reached the experimental seeds, causing a discrepancy in the result. One problem I had in this experiment was that there was no ledge where a lot of sunlight could reach the plants. Instead, the plants were only able to grow in low sunlight, which may have affected the size that the control plants could have possibly reached. It is likely that the control seeds could have germinated much more. However, a source of error I feel was controlled in this experiment was that the plants were all measured around the same time everyday. After finishing the entire lab experiment, I find that those were the only big problems I had. If I were to improve this experiment, though, I would find a good window ledge, buy a tape measure and have a better object to block the experimental seeds from the sun. Other than these factors, I feel this lab went very successfully and that the results were reasonably accurate. Conclusions Therefore, I was correct in my hypothesis that dark will have an effect on the germination of radish seeds. Also, I was very close in predicting that the seeds grown in the light will germinate twice as much as the seeds grown in the dark; the control seeds grew a little less than double the size of the experimental seeds. Ultimately, my experiment proved that light is a very important factor in the growth of any plant. However, I’ve learned that seeds grown in the dark will germinate, though slowly, as well.

Richard The Lion Hearted Essays - Religion, Mythology, Free Essays

Richard The Lion Hearted Essays - Religion, Mythology, Free Essays Richard The Lion Hearted Greek Mythology played a very key role in the lives of the Greeks. Through the many legends about the gods, the Greeks were able to find reasons for all the laws of nature in a supernatural form. These legends were passed down from generation to generation until the spread of Christianity. On top of giving the Greeks reasons for natures action, their religion also gave them a faith that thing were going to be okay, which is something that all humans crave. The Greeks had 13 major gods. They often used these gods in their myths and prayed to them for particular needs. The head of the gods was Zeus who was also the god of the sky. Whenever Zeus spoke, he was listened to and his word was always final. Zeus had two brothers, Poseidon and Hades. The three brothers drew straws to decide who would control the skies, who would control the seas, and who would control the underworld. Zeus gained control over the skies and became king of the gods. Zeus used his mighty thunderbolts to punish all those who disobeyed him. Zeus married Hera, making her the queen of the gods. The sky god was extremely unfaithful to his wife and slept with women from queens all the way down to peasants. Since Zeus was king of the gods Hera could rarely force Zeus to do any penance, so she took out her wrath on the women Zeus slept with. Zeuss symbols were thunderbolts and eagles. When the three brothers drew straws to determine what area they would control Poseidon got the sea. His wife was Amphritrite who was a Nereid. Like Zeus, Poseidon was not very faithful to his spouse and had many affairs with the nymphs. Poseidon fathered several children who were extremely cruel and wild. Among his children were Orion the giant and the Polyphemus Cyclops. In art, Poseidon is generally featured holding a trident and accompanied by a dolphin. Also, Poseidon was said to have created many animals. He accidentally created such animals as the zebras while perfecting the horse. Hades was the god of the dead. When he and his three brothers divided up the universe, he ended up with the underworld. Hades rarely came out of the underworld to Mount Olympus, the place where the gods resided, because he was not welcome there. Persephone, whom Hades had abducted in order to get her to the underworld, was Hades queen. Hades was a pitiless god who never paid attention to prayer or sacrifice. But Hades was not an evil god. He was often referred to as the Lord of the riches because his kingdom was believed to be the reason for precious metals and crops. Hades wore a helmet and a cape that made him invisible. Hera was the queen of the gods. She was both the wife and sister of Zeus. Hera was a jealous goddess who never forgot an injury and always remembered to retaliate at the source of the injury with vengeance. She was the mother of Ares, Hebe, and Hephaestus. Hera was extremely displeased at the way that Zeus often treated children. Hera was the protector of marriage, married women, and children. Many people think that Hera was an ugly god that had no life outside of harassing here husband about his other relationships, because she was always after Zeuss mortal partners, but this is not true for she was thought to be one of the most beautiful gods, and many god were attracted to her. Demeter was the goddess of harvest. When her daughter, Persephone, was abducted to the underworld, Demeter became depressed. As a result Demeter produced no harvest and caused a famine. Zeus had to step in to correct the situation. Zeus ordered Hades to allow Persephone to be released. Hades obeyed his brother but before he let Persephone go, he forced her to eat pomegranate seeds that would cause her to come back to him for four months each year. So during the months Demeter was with her daughter she produced great crops; during the months Hades was with Persephone there was only death among the crops. Hestia was the goddess

Critical Response paper Essay Example | Topics and Well Written Essays - 750 words

Critical Response paper - Essay Example The Japanese supported limited travels by Koreans, and this explains their suppressive rule that locked Koreans from the rest of the world. Increased travel meant more Koreans were intermingling with the outside world thus social changes would occur. The era also brings about social disparity in the Korean society as the elites considered themselves superior. Presence of westerners and elites meant to devalue Korean tradition and social values. On the contrary, the Koreans are seen to be opposing Japanese and Western assimilation, a factor that contributes mainly to societys isolation from the rest of the world. Shin and Robinson (53) describes the role that broadcasting media played in suppressing Korean culture and history. The authors focus on the manner in which Japanese used radio to bring changes to Korean culture. The 1924-1945 also marks the beginning of Korean freedom in radio broadcasting. Koreans can be seen to be transforming from the imposed Japanese radio programs characterized by censorship to the broadcasting freedom by the end of 1945. The authors bring to attention the role that radio played in spreading Japanese Propaganda and cultural ideologies. The Korean situation presents the theme of radio colonization and its effects on culture and tradition. However, the era also marked radio broadcasting policy change for the Koreans where the Japanese became a bit lenient on radio broadcasting censorship. However, the freedom to Korea’s broadcasting corporations revived the society’s culture. The era, thus, marked the revival of traditional music, drama and arts an d also assimilation to modern music. Korean radios were, therefore, means of subverting the predominant Japanese culture. The revival of Korean history and culture shows how radio colonization can suppress traditional norms, culture, and behavior. The events of early 1930s in Korea brought about themes

Biology Essay on Diabetes Example | Topics and Well Written Essays - 2500 words

Biology on Diabetes - Essay Example According to Hsieh et. al. (2005 quoted in Morhan et. al. n.d., p. 15), various organs like the kidney and liver showed some lowered levels of mtDNA 8-OHdG when the rats were treated with rice bran oil. It showed that the oil may have certain properties that would be helpful to diabetics. Another study coming from Molnar et al. (n.d. as cited in Morhan et. al. n.d., p. 15) suggested that circulatory system illness and diabetes can be caused by angiotensin-converting enzyme gene insertion and deletion polymorphism. Those who have allele D may experience a heightened oxidative stress. It then leads to the injury of endothelium. Oxidative stress is then detected by the presence of albuminuria. Albuminaria may have some linkage with type 2 diabetes as what was investigated by Molnar et al. (n.d. cited in Morhan et. al. n.d.). With the significant level of fructosamine in the blood, they need insulin and more medicines for combating hypertension than people with the genotype II. Fructosam in is then the substance resulting from the joining of fruit sugar and amine through chemical reaction and releasing water in the process. That substance is used as a detector of the blood sugar level and identify whether an individual has the tendency to have diabetes or not (Lavin 2009, p. 697). It was then proven by the study that patients with allele D have bad metabolic activity and exhibit cell damage development due to oxidative stress. The connection then between the treatment method and the genotype and hypertension treatment had small significance (Morhan et al. n.d., p. 16). Hypertension is then the drastic increase in the blood pressure that passes through the blood vessels and result to tearing of the walls of the vessels. Its complications are heart attack, kidney failure and stroke (Cohen 2004, p. 9). The amount of fructosamin in the bodies of the patients was then affected by inhibitors as its presence reduced the amount while its absence allowed the prevalence of be yond the normal level of fructosamin seen in the body. The study concluded with the patients having resistance to taken insulin led to a degrading state of metabolism that resulted to oxidative stress (Morhan et. al. n.d., p. 16). The study showed how certain genes affect the condition of diabetics. Going on with the oxidative stress, it becomes a complication of diabetes once superoxide has been made in excess through the existence of hyperglycaemia. It happens in detail as such overproduction of superoxide leads to higher levels of nitric oxide creating strong oxidants that hastens the appearance of complications from diabetes. The same method also causes damages to the inner linings of the blood vessels for diabetic patients (Morhan et. al. n.d., p. 17). Hyperglycemia then is the condition of having high concentration of glucose in the blood as a result of not having much insulin in the body to regulate the blood sugar levels. It may progress slowly or may come out abruptly that may pose serious complications. When it goes out of control, it has the ability to dehydrate the person and experience severe chemical imbalance in his body. It is then usually related to diabetes

Marketing principle Assignment Example | Topics and Well Written Essays - 2500 words

Marketing principle - Assignment Example for all the business involves the business adapting to some form online marketing through social media particularly in the industries where the trends are regularly evolving like the fashion industry. The usage of social media sites in the marketing strategy of the company continues to increase with the advancement in technology. Despite the popularity associated with it, the information that exists which seeks to answer questions that are concerned with efficiency and measure the return to investment, is still limited (Pradiptarini 1). Social media has provided a broad array of new opportunities for companies to engage in the promotion of their brands, goods as well as services. The personal autonomy as well as the freedom that is offered by the internets has allowed the active connection of people which, enables them to share their experiences and opinions concerning products and services. The benefits that are associated with social media in regard to businesses and the techniques that used to achieve success are yet to be fully understood. This essay will strive to enhance the understanding of social media marketing benefits to a business. The phenomenon referred to as Social media began in 1978 through the exchange of information via telephone cables using the Bulletin Board System. Presently, social media marketing and especially social networks have increased in significance in regard to the purchasing decisions of the customers simply because they broaden the scope of marketing. In the future, they may become more significant than the use of advertisements as a reliable source of product and company information for the customers. It should be noted that when marketing is done through social media, the marketers do not have absolute control over the message as well as positioning (Celine 12). Social media may be considered as a self-generated, genuine communication that occurs between persons concerning a specific subject of common interest, based on the

Why Should We Teach Shakespeare English Language Essay

Why Should We Teach Shakespeare English Language Essay The writings of Shakespeare play an important part of the heritage of the English literature which sends us the moral obligation to teach Shakespeare. Constructed by critical approach, the narrow, elitist hierarchy of texts written by Shakespeare, which was considered as the apex as a touchstone of excellence to protest to match inferior productions, are now a remote view, quite different from the great variety and richness of human experience in the arts. However, personal sense of works should be encouraged to communicate with many people by sharing celebration, accessing to tradition of communal dramatic experience, not as the key to ivory tower. Language of Shakespeare contains not only specific historical and cultural context, but also introduces all kinds of linguistic development by widening the way of seeing and thinking. Besides, our language, concept, and perception can be enriched by coping with his language. As a teaching aid, Shakespeares innovative use of vocabulary helps show children how to use the language they are born with better than a bland textbook, even when used without this aim in mind. Children should be encouraged to access to Shakespeare, and since parents seem to be too lazy to read to their children any more, it must be the place of school to offer this education. His dramatic and lyric poetry speaks powerfully and directly to the belief of the essential poetry in education. The idea that good poetry is deep, rich, obscure, and complex is sometimes promoted by textual analysis. Readers of Shakespeares poetry will find depth in simplicity, wisdom, or tragic mode. Dr. Johnson (1765) considers Shakespeare as a poet of Nature who filled his plays with practical axioms and domestic wisdom by his universal sympathies. Shakespeare treated his characters in action a depth and various insights that can sharpen our self-knowledge and knowledge of human condition which bring us context to test out our potential for good or ill in private reflection when discussing with others. In the field of drama and theatre, scripts of Shakespeares plays provide us full range of practical activity, workshop improvisation and mime which is based on different moments or themes to full-scale public performance. Students from primary school onwards can experience through the formal and narrative structures, as well as the language of plays and poetry of Shakespeare. From this, deeper understanding his texts can be raised higher to each level. The texts in Shakespeares works are open to explore the way in which apparently settled notions of kingship, order, harmony, nobility, and social class and gender are threatened by unresolved forces. Difficulties and challenges in teaching Shakespeare are the opportunities. Shakespeare is the cultural treasure not only of England but also the world. An education in England cannot ignore the vast cultural wealth of our country. For too long England have lost pride in its national icons and allowed nationalists to reclaim them as their own. Keeping control of the powerful icons such as Shakespeare is a tool for integration. Shakespeare has enlightened the lives of the people of this country for 500 years, and for good reason. His poetry and drama represent the pinnacle of the English language, and influences the way we speak today. It is a beautiful body of work, ranging from comedy to tragedy, murder to hatred, treating difficult subjects brilliantly. If we are to remain proud of the history of this country, we cannot ignore the contribution made by this one man to our culture, and wider European culture. Shakespeare made his name here, but has been read by an audience far beyond the reaches of this sceptred isle (Shakespeare: Richard II, 2.i). Shakespeare is also the cultural integration. Many people are worried about an upcoming generation of immigrants that do not identify themselves as British, while living in Britain and paying taxes to the British government. Culture is a key tool in integration; if you can share a cultural identity, you can share other values and bring the wider community together. Teaching Shakespeare, a bastion of British culture, in schools to this end is far better than forcing citizenship ceremonies and oaths of allegiance on children. It is not forceful, but creates a sense that they are part of a country with a long and proud history, willing to integrate new communities into its growth. Shakespeare was way ahead of his time. Many of his characters and situations are modern day and relate to us. Also, his plays and poetry show us things about ourselves that other pieces of literature often cant. The mastermind himself has invented a whole new phase of the English language. To this date, we all use words which directly or indirectly have their origins in Shakespeares works. Also, many movies are being made on his works which has further generated an interest in the Bard. They are even applicable to todays 21st century. There are still Macbeths, Othello, Julius Caesars and others in the society. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Shakespeare is a pro at deciphering the human emotions and the working of the mind. One can also see his works from a psychological point of view and identify with some of the characters . It might also give an insight to the students who are learning about it and give a better view of the real world as opposed to seeing the world through rose-tinted glasses. II. Recent Shakespeare teaching in schools Generally, teaching and learning in schools have been transformed radically during the last twenty-five years. Learning process is now emphasized within different contexts, oral, as well as valuable written outcomes, active modes of learning, such as: role-play, group discussion, and independent learning). The development of media studies encourages extending the range of linguistic and visual experiences. Literature, in this stream, is no longer perceived as the central study in English, but one of a range of possibilities. Not only competing for time with other literature, Shakespeare also fights with the role of English as a support subject across the curriculum. Shakespeare studies in schools have got many fruitful developments, in which there are two significant ones: the growth of practical drama work through workshop and Theatre-in-Education, and plain text examinations. The pioneers of the first fruit are Henry Caldwell Cook (1917) and Beacock (1943) who established the mummery in Perse School, Cambridge, and were seminal influences on teaching through drama. It was not until in the late 1960s when the growth of educational drama introduced Shakespeare into the teaching in state schools with possible way of grouping students into 4 or 5 member resident companies who are responsible a certain part given by teacher to discuss and perform before evaluation of the whole class. Plain text examinations are given particularly to O level by providing the text in the examination room shifting students to respond by using their own words. III. Teaching Shakespeare in England With many young people, Shakespeare play is just a story with fixed values to be learned, rather than the dramatically dynamic, emotionally shifting and unstable play text which it really is. There are still many classes where students sit at their desks experience by reading through a Shakespeare play. Nothing startling, but a few right ingredients were there with enthusiastic teaching, playing the text, and seeing a performance. Many people leaving school along with the thinking of the most unbelievable and unutterable rubbish to ever hear about Shakespeares plays. Ted Wragg, one of the most well-respected and well-loved educationalists of Britain agreed that there was nothing but doing Shakespeare, rather than reading if someone wants to let children access the power of Shakespeares words. 1. Pre-national Curriculum Beginning of the twentieth century sees the secondary education becoming compulsory and English taking its prestige value from the Classics. Along this, attitudes to Shakespeare were very much influenced by nationalist pride. William Shakespeare, whose timeless characters and portrayed universal values in his plays define our humanity, was reversed as the greatest poet of all time. Shakespeare, in the post enlightenment age when art was considered as the human surrogate for religion (Peter Widdowson, 1981), was like the apex of high culture which was the target for Victorian belief of a better person if exposing to it. Richard Adams (1985), despite decrying the static of Shakespeare, comments that most students still respect Shakespeare although they get bored to tears by reading incomprehensive words if his plays. In the first half of twentieth century, Shakespeares plays were read around class only, which was the main topic for the influential critics such as: AC Bradleys character -based criticism, LC Knights journal Scrunity, and critics like Tillyard, Wilson Knight and Leavis whose concepts of an ordered Elizabethan world helped transmit clear cultural values in Shakespeares plays to us. This tradition of criticism the liberal humanist took the plays in the view of literature rather than drama and influenced a long life in secondary schools. However, on the other side, different views on seeing the plays as the performance texts also existed. Founded in 1906, The English Association suggested in its first pamphlet publications The Teaching of Shakespeare in Schools how to study Shakespeares plays: It is desirable that all the Shakespeare chosen for study should be read aloud in class. The living voice will often give a clue to the meaning, and reading aloud is the only way of ensuring knowledge of the metre. In a class of beginners the teacher must take a liberal share of the reading, but the pupils should be brought into play. They can be cast for some of the parts; the forum scene in Julius Caesar comes one step nearer the dramatic if the teacher is Anthony and the other parts are distributed and the class transformed into a Roman mob shouting for the will. Many writers on Shakespeare education agreed that it was so dangerous for opening textbooks before students in classrooms but forgetting what drama really meant. This pamphlet also recommended good practice by acting out scenes and seeing performance of the play occasionally. Henry Caldwell Cook (1917) strongly encouraged the case for a theatrical approach to the study of Shakespeare. Under the influence of the liberal humanist tradition in teaching, the trend for drama-based teaching of texts was still calling. A.K Hudson (1954) confirmed the important role of active approaches to teaching Shakespeare in his book Shakespeare and the Classroom for The Society for Teachers of English. He wrote in the introduction of this book: The unsuccessful methods [of teaching Shakespeare] normally display two features: they are non-dramatic and they reflect a tendency to regard school children as textual scholars in embryo. The present book recognises frankly the difficulties which the modern pupil finds in dealing with Shakespeare. It has been written in the belief that the plays can be made intelligible and interesting only if the teaching remains stage-centred. The writer suggests practical advice and ideas on how to work with the plays with 11-18 years old. He believes in the benefits from his ways to students when learning Shakespeare. Government, in this time, also had innovative opinions on teaching Shakespeare, which is illustrated by its document named The Newbolt Report (entitled The Teaching English in England) published in 1921. The report, besides remaining the traditional view of regarding Shakespeare as the greatest English writer, focused on the need for English to be enjoyable and encouraged the use of drama for improving the imagination and empathy. School curriculum in this time is the secret garden where schools decide themselves on how much and what about Shakespeare to teach. Frank Whitehead (1966) and J.W. Patrick Creber (1965) introduced a more pragmatic view on Shakespeare in their two books influential in the teaching of English in the mid 1960s. Despite keeping the point of view of Shakespeare as greatest English wri ter, they see that Shakespeare was really difficult for the majority of students, and wonder the suitability of the study of Shakespeare for young teenagers. Jan Kott (1965) concludes that the attitudes to Shakespeare academic and theatrical world were undergone the revolution. Moreover, universities and theatres ignored the traditional, reverential view of Shakespeares plays. 2. The 1980s In the mid 1980s, independent schools and higher ability streams were the province of Shakespeare studies which, despite of having lost favor with general rank and files of teachers in England, became very much the norm with its performance consciousness. Neil King (1985) suggested that Shakespeare should not be taught below Year 9 because the language is too high and difficult to attempt. He chose Macbeth and Henry V instead of the full of violence and hatred in Romeo and Juliet to deal with thirteen-year-old students. John F Andrews writes in the Teaching Shakespeare a special edition produced by American Shakespeare Quarterly in 1984: A decade ago performance-oriented pedagogy was relatively unfamiliar among Shakespeareans and was anything but universally accepted as the wave of the future. Now it is difficult to find a dissenting voice: virtually everybody acknowledges the need to approach Shakespeares plays as dramatic rather than literary works. The only real question seems to be just how to put the new consensus into practice. Also in this edition, Kenneth Muir, in his essay Teaching Shakespeare: the wrong way or the right, affirms that the most effective and only legitimate way to study Shakespeares plays in schools is to turn the lessons into a rehearsal. Late 1980s and early 1990s sees the clash of view over the position of Shakespeare in education between the left wing cultural materialist academics and the right wing guardians of cultural heritage. 1980s was the period of critical theories which opened up academic Shakespeare study. The Feminist and Cultural Materialist got the most influential on Shakespeare teaching. Bardolatry, which had built up around Shakespeare at seemed to be out of time and a repository of universal truth, was strongly attacked by Cultural Materialism. In 1980s, context to the plays in textbooks dealing with Shakespeare were increasingly adapted. Besides, educationalists who were already working with such ideas were provided a theoretical underpinning by the academics. Opposite the awareness of cultural, historical and other contextual influences which is embedded as part of examination requirements along with the awareness of literary heritage of these days, summer 1993 came what the Observer called The Battle of the Bard which saw John Major, at his Party Conference, railed against 500 academics who had written a letter protesting against the Governments policies on literature teaching in which the introduction of Shakespeare was compulsory at Key Stage 3. While the academics view of the policies was like an ill-thought-through elitist imposition of a death white man, it was, with the party members, the chance for moral fibre of all right-minded inhabitants of this sceptred isle to be strengthened. Meanwhile, teachers shrugged and tried to get on with their daily teaching tasks. Luckily, in the stream of this chaos, Dr Rex Gibson, the English greatest Shakespearean educationalist, was building an oasis of sense for some teachers with quiet achieving great success of his invaluable research in project Shakespeare in schools started in 1986. Gibsons team, working from the Cambridge Institute of Education, produced a termly the newsletter named Shakespeare and Schools which is as a support for the teaching of Shakespeare, containing quotes, articles, information, and writings by teachers on their direct experiences with Shakespeare in Primary and Secondary schools. Gibson introduced his fruitful result by using active and flexible approaches to the plays to involve every student of any age to appreciate Shakespeare: In total, our research reveals an encouraging picture. Teachers increasingly report success as they employ a variety of methods, at the heart of which is social collaborative, imaginative, re-creative activities. Such methods deepen and enhance students informed personal responses. First appeared in 1991, Gibsons school editions of plays provides a wealth of practical ideas facing with each page of text. They soon became popular in every English stock-cupboard and the compulsory study of Shakespeare in Key Stage 3. Moreover, his book, Teaching Shakespeare (1998) became the favorite of many new and experienced teachers alike. In the early 1990s, Royal Society of Arts (RSA) project also conveyed the same spirit of how to make Shakespeare accessible in the origin to all age groups from 5 upwards by using well prepared, exciting, and enjoyable teaching and learning approaches. The project, in the echo of Gibsons work, tried to counter the idea of Shakespeare as a bogeyman whose works are so difficult, irrelevant, and inaccessible. RSA introduced a more practical, fun approach to replace the scholarly one, which allows teachers and students to develop skills, knowledge and sharing ideas. In the same purpose, Shakespeare and Schools project, the work of Royal Shakesp eare Company (RSC), National Theatre, and Globe education departments, involved enormously the development of teaching and learning Shakespeare with new approaches. 3. The National Curriculum From 1976, the quality of state education and a great deal of discussion about the curriculum were questioned but most ideas were still theoretical and generalized. Despite broadly mentioned in Curriculum Matter 1, a document of Department of Education and Science, published in 1984, there was still unclear way of how much, which work(s) of Shakespeare, which age of students to teach Shakespeare. Having initiated plans for National Curriculum (NC) of predecessor, Keith Joseph, Kenneth Baker, as Secretary of State for Education in May 1986, was determined to change and create specific requirements for all school children. He got his goal and opened the door of opportunity in 1987 by tying up all the details for NC. He clearly believed that Shakespeare should be a compulsory author to study for having cultural and intellectual cachet. Nigel Lawson, in an interview with The Guardian, in September 1983, summed that Shakespeare was a Tory without any doubt. Shakespeare, in the view of Tor ies, is as the bastion of British culture and values, a stable enduring symbol of Englishness in a shifting world. In September 1992, the Conservative view was stated clearly by John Patten, then Education Secretary: It is essential that pupils are encouraged to develop an understanding and appreciation of our countrys literary heritage. Studying the works of Shakespeare is central to that development. That is why the study of Shakespeare is an explicit requirement of the National Curriculum. This point of view alienated many teachers and academics who did not support the compulsory Shakespeare study. They still questioned the values about class and women in the writings of this white man, and denied students access to a man who is generally regarded as the worlds greatest playwright but simply reverse snobbery. From autumn 1989, the National Curriculum was introduced progressively. It begins with unspecific state that pupils should learn some of Shakespeares works. Besides, a new battle of the Bard began in September 1990 when SATs, a kind of Scholastic Assessment Test, were first embarked to Year 7 students on the English NC program. The Cox Report, English for Ages 5-16, in 1989, mentioned the implication of drama-based methods for teaching Shakespeare: In particular, every pupil should be given at least some experience of the plays or poetry of Shakespeare. Whether this is through the study, viewing or performance of whole plays or of selected poems or scenes should be entirely at the discretion of the teacher. The report continued on the comment of Gibsons Shakespeare and Schools project that secondary students received wide range of abilities to find Shakespeare meaningful, accessible and enjoyable from the project which also replaced traditional methods of reading desk-bound students by exciting, enjoyable approaches. The place of Shakespeare in NC is also validated in this report: Many teachers believe that Shakespeares work conveys universal values, and that his language expresses rich and subtle meanings beyond that of any other English writer. Other teachers point out that evaluations of Shakespeare have varied from one historical period to the next and they argue that pupils should be encouraged to think critically about his status in the canon. But almost everyone agrees that his work should be represented in a National Curriculum. Shakespeares plays are so rich that in every age they can produce fresh meanings and even those who deny his universality agree on his cultural importance. In 1995, as the information in the Dearing Report, a new slimmed-down version of NC was given to schools, which stated that at least two Shakespeare plays should be taught during the Key Stage 3 and 4. 4. The SATs Early 1990s, Shakespeare was added on Paper 2 of the Key Stage 3 SATs examinations, which went along with the fact that all Year 9 students had to study 3 plays of Shakespeare: Romeo and Juliet, Julius Caesar, and A Midsummers Night Dream. The questions in exam were traditionally literary, based on the set scenes of the plays. Students were required to answers the questions as well as writing their response in 1 hour 15 minutes. Both reading and writing skills were required. However, the questions were still in the form that regards an audience member as a reader rather than a witness at a place. For example, the question relating to Act 1 Scene 3 of Julius Caesar: At this point in the play do you support the conspirators? Or the question relating to Act 1 Scene 5 of Romeo and Juliet: How are moods of excitement, romance and danger created during the scene? How do they affect the audiences feelings about Romeo and Juliet at this point in the play? A better question that allows students to give more interpretive response is the one relating to Act 3 Scene 1 of A Midsummers Night Dream: If you were directing the scene, what would you tell the actors to help them bring out the comedy? However, this paper was boycotted by the majority of schools in the trend of boycott the English Key Stage 3 SATs because teachers and students felt that the paper was so quick to be adequately prepared. In 1995, the first year of national tests for all Year 9 students, SATs were deigned to be as inoffensive although the format was the same. The questions tried to put students into characters behavior in the set scene or characters place, and then asked students to writes a letter or diary as that character. In the next years, most questions were largely character-based. 2003 sees another battle when the ideas of Estelle Morris vetoing a QCA (Qualifications and Curriculum Authority) recommendation of reducing the test to 45 minutes and checking reading skill only. The set plays were Twelfth Night, Macbeth and Henry V, each of which was put in a separate paper within two questions to be answered in 1 hour and 15 minutes. This new version also got so many complaints the QCA had to do a survey of teachers on how to change the paper into the best way. Because of having not enough time to change, 2004 version got the same format of paper and the problems were compounded further. The negative stress factor caused by SATs was highlighted in the Report on KS3 English Review of Service Delivery failure 2003-2004 to QCA Board. 30/09/04 that the test results of school-level key stage 3 had significant impact on school with the potential affect on teachers careers. 2005s Paper 2 was also considered as a disaster. Shakespeare in 2005, 2006 was assessed by student s who would answer one question which possessed 18% of the total English papers. The question based on the set play and required 45 minutes to respond. Since 2009, following the public consultation, only two plays Romeo and Juliet, and The Tempest have been chosen as the set texts for SATs. For Key Stage 3, the NAA suggests four plays Romeo and Juliet, As You Like It, A Midsummers Night Dream, and Julius Caesar should be on a rolling program of plays. 5. Key Stage 4 Exams In 1960s and 1970s, Shakespeare was the unique compulsory author in the old O-Level English Literature syllabus which required the study of three texts: A Shakespeare play, a novel and some poetry. It was free for the boards to choose texts from any period, although in practice, the texts were in the trend of drawing from Great Tradition. Differently, 1980s came the boards withdrawing away from the Great Tradition and compulsory Shakespeare. O-Level texts no longer insert plays or poetry. Therefore, students could escape from plays or poetry all together, and left school without having studied Shakespeare at all. The three genres: poetry, prose and drama were recovered by the introduction of GCSE supplanting the O-Level and CSE syllabuses for first examination in 1988, but the study of Shakespeare was placed in the discretion of the teacher. Some schools chose coursework with 100% mark or took chance to do some interesting assignments on Shakespeare. However, when adding both Shakespeare and a modern text, for example Forsyths Gregorys Girl, while most teachers were trying to convey the lessons in mixed-ability groups, many opted not to bother Shakespeare. In 1994, Shakespeare returned the only compulsory author on the Literature syllabuses when the Key Stage 4 program of study which was set out in the 1991 National Curriculum, came into force. In 1995, the exam boards required the texts be compared and contrasted, and be shown social and historical contexts, which became the hints for teachers to set discussions the relevance between texts social and historical contexts and today ones. Since 1999, GCSE English Language has required the study of a Shakespeare play to meet the requirement of NC that a play should be studied at Key Stage 4. Regardless the ability, for the first time, all students had to study a Shakespeare play for their important 16+ exam in English. Shakespeares works are still the industry standard of literature, teaching Shakespeare in England has been innovative to update and create new approaches for a wider and deeper view on his social, historical contexts and humanity. Teachers and students play important keys to make Shakespeare lifelong.

Effective Satire in God Bless You, Mr. Rosewater :: God Bless You Mr. Rosewater

Effective Satire in God Bless You, Mr. Rosewater Satire is a technique used in literature to criticize the faults of society. An excellent examle of contemporary satire is Kurt Vonnegut's novel God Bless You, Mr. Rosewater. The author tells the life of Eliot Rosewater, a young and affluent man troubled by the plights of the poor. Eliot is the President of the Rosewater Foundation, a sum of money worth approximately $87 million. Using this position, he does everything he can to help the poor. This charity giving is socially unacceptable to the wealthy, particularly Eliot's father Senator Lister Ames Rosewater. Vonnegut uses caricature, irony, and tone to satirize the lack of care the rich have for those socially "beneath them." Vonnegut satirized the rich by exaggerating prominent features to portraying Senator Rosewater as a snob. He is characterized as heartless, shallow, and mean; seems to care only about his family name and public image. Senator Rosewater has no pity for the poor in his heart, "I have spent my life demanding that people blame themselves for their misfortunes." (62) The most evident flaw of Eliot's father is how he worries what people will think of him. When Eliot first opens the Rosewater Foundation and gives out money to those in need, Senator leaves him alone - to do as he chooses. However, when the young and unlearned lawyer Norman Mushari begins trying to prove Eliot insane and to shift the money to Fred Rosewater, a distant relative in Rhode Island, Senator crusades to prove the opposite. Everyone is asked, even Eliot's ex-wife Sylvia DuVrais Zetterling, for proof. Senator Lister Rosewater simply brushes aside Sylvia's pain to question her. "'What did he seem like there in Paris?' the Senator wanted to know. 'Did he seem sane enough to you then?'" (64) Senator goes to the small town of Rosewater, Indiana, where Eliot is living and meets with him. Worried by what he sees, Senator plots with attorney Thurmond McAllister to make the jury believe Eliot is fit and able. Senator only cares about Eliot when the family name is endangered. Another hideous aspect of the Senator's personality is his cruelty towards his son. He disapproves of Effective Satire in God Bless You, Mr. Rosewater :: God Bless You Mr. Rosewater Effective Satire in God Bless You, Mr. Rosewater Satire is a technique used in literature to criticize the faults of society. An excellent examle of contemporary satire is Kurt Vonnegut's novel God Bless You, Mr. Rosewater. The author tells the life of Eliot Rosewater, a young and affluent man troubled by the plights of the poor. Eliot is the President of the Rosewater Foundation, a sum of money worth approximately $87 million. Using this position, he does everything he can to help the poor. This charity giving is socially unacceptable to the wealthy, particularly Eliot's father Senator Lister Ames Rosewater. Vonnegut uses caricature, irony, and tone to satirize the lack of care the rich have for those socially "beneath them." Vonnegut satirized the rich by exaggerating prominent features to portraying Senator Rosewater as a snob. He is characterized as heartless, shallow, and mean; seems to care only about his family name and public image. Senator Rosewater has no pity for the poor in his heart, "I have spent my life demanding that people blame themselves for their misfortunes." (62) The most evident flaw of Eliot's father is how he worries what people will think of him. When Eliot first opens the Rosewater Foundation and gives out money to those in need, Senator leaves him alone - to do as he chooses. However, when the young and unlearned lawyer Norman Mushari begins trying to prove Eliot insane and to shift the money to Fred Rosewater, a distant relative in Rhode Island, Senator crusades to prove the opposite. Everyone is asked, even Eliot's ex-wife Sylvia DuVrais Zetterling, for proof. Senator Lister Rosewater simply brushes aside Sylvia's pain to question her. "'What did he seem like there in Paris?' the Senator wanted to know. 'Did he seem sane enough to you then?'" (64) Senator goes to the small town of Rosewater, Indiana, where Eliot is living and meets with him. Worried by what he sees, Senator plots with attorney Thurmond McAllister to make the jury believe Eliot is fit and able. Senator only cares about Eliot when the family name is endangered. Another hideous aspect of the Senator's personality is his cruelty towards his son. He disapproves of

The State of Florida

The State of Florida has a professional body that implements the legislations that pertain to the practice of mental health counseling in the state. The Florida Board of Clinical Social Work, Marriage & Family Therapy & Mental Health Counseling award licenses to mental health professionals who seek to practice in the state of Florida. The board determines whether the educational credentials, training and experience of the applicant pass the standards and requirements set by the board and the legislated regulation of mental health professionals. The board also has the authority to suspend and revoke licenses when the professional has been found to have committed actions which violates the ethical guidelines identified by the board. According to the State of Florida’s statute of clinical counseling and psychotherapy (State of Florida, 2007), the legislation of regulating and professions and occupations prevents the unqualified mental health professionals from practicing in Florida and protects the public from poorly trained professionals who may become threat to the health and well-being of the public. The state has recognized that the quality of life at present has been undergoing changes and that emotional and psychological health is directly related to physical health. It is presumed that the public needs qualified mental health professionals who could provide services to the public in order to maintain their mental health, thus qualified professionals should be given the recognition and authority to engage in legitimate practice. Becoming a duly licensed mental health professional would imply that the state recognizes one’s ability and skills and the public would be assured that they will be getting quality care. The state categorizes the mental health professionals according to clinical social work, marriage and family therapy and mental health counseling. The distinctions are made to clearly identify the area of specialization and clientele of the said professions, although a dual license is available for those who are qualified to practice in two of the three categories. The licensure requirements for mental health counseling are different for students who have undergone training in a Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accredited institutions and for non-CACREP institutions. Aside from the completion of a master’s degree in mental health related courses, the applicant must also have about 2 years of post-master’s experience in the field of counseling under a licensed supervisor. The non-CACREP graduate must satisfy the required hours and units to meet the required instruction and training on counseling theories and practice, human growth and development; diagnosis and treatment of psychopathology; human sexuality, group theories and practice, individual evaluation and assessment, career and lifestyle assessment, research and program evaluation, social and cultural foundations, counseling in community settings and substance abuse and in ethical, legal and professional standards (floridashealth.com). The requirements for licensing in social work and marriage and family therapy also specifies the hours and units of graduate work and courses in the specific field. An integral requirement is the completion of the internship hours under a certified supervisor in the said specialization. With this in mind, I found that the university curriculum matches the required training and education that the state licensing asks for and I was happy to note that the university is also CACREP accredited indicating that I just need to complete all the required courses and practicum and I can probably apply for the licensure. At present I have no plans of pursuing a doctoral degree in mental health counseling, I think I am more inclined to finish this master’s degree at the moment. I am 43 years old and I have 3 kids which mean that I do not have the energy to go through another 3 years for the doctoral degree. However, I am still open to the idea if after this degree I might change my mind and get that Ph.D. References Florida Board of Clinical Social Work, Marriage & Family Therapy & Mental Health Counseling (2004). floridashealth.com Retrieved October 17, 2007 from http://www.doh.state.fl.us/mqa/491/index.html 2007 Florida Statutes, Chapter 491 Clinical and Counseling and Psychotherapy Services, Retrieved October 17, 2007 from http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch0491/SEC002.HTM&Title=-%3E2007-%3ECh0491-%3ESection%20002#0491.002 Â   Â   Â  

What to do in the Next Four years essays

What to do in the Next Four years essays With President George W. Bush preparing for his second term, there are many decisions that need to be made. Some of these decisions include: what to do with the war on terror, how to handle same-sex marriages, and whether or not abortion is right. What the President does in these next four years will determine how our country acts in the future. Although the President has been under constant pressure from the media and top government officials, he has promised that as long as he is president he will continue to fight the war on terror. Many people have criticized his decisions involving the wars going on in Afghanistan and Iraq saying that the President is going after the rich oil industry in these countries. The President totally denies these accusations and insists that we are not fighting these countries, but rather the terrorists groups within them. Another fiery subject is the battle surrounding same-sex marriages. In all but a few of the fifty states gay and lesbian marriages are not recognized as legal. The amount of legally married homosexuals is small compared to the amount of couples that have tried to get married. The reason so many of these confused people are having a hard time is because President Bush has passed the Sanctity of Marriage law, making it illegal for two people of the same sex to get married. Although there are many people who oppose this law, there is also a large number of people who applaud the President for this bold act. Abortion is another one of these topics of debate. This may be the hardest situation for the President to deal with. Even though most Christians believe strongly that abortion is wrong, the millions of people that do not believe in Jesus and the Bible will be hard to convince of the injustice done to unborn babies. The many pro choice people of this country feel that it really doesnt matter that they kill unborn babies because in their e ...

PC Vitals for Every Freelance Writer

PC Vitals for Every Freelance Writer PC Vitals for Every Freelance Writer PC Vitals for Every Freelance Writer By Colin If you’ve never experienced the horror of a computer screen turning stark blue and displaying garbled characters while you are working on it, then lucky you. My advice is to never take things for granted. Computers have a nasty habit of hiding their internal illnesses until it’s too late, by telling you one thing when they mean another, or by playing tricks on your mind. If, however, you have experienced this scenario, you won’t need me to remind you of the blood curdling scream that came from your throat, or the moment of rapid pleading with a metal box, or the red mist of anger that followed very soon after. You’ll already know what it’s like to have your PC, something you came to think of as a friend, get up and desert you just like that. It’s every writer’s worst nightmare. But it is avoidable. Here are a few tips to help keep your PC in tip-top shape, and to spot those all important warning signs that not everything is as it should be. Only Install What You Need Don’t install software you will probably never use. It only takes up room, and makes unnecessary entries into the computer’s registry, which over time, slows it down considerably. When you do install software, always keep a copy of the installation executable, and always keep this updated at regular intervals. If you ever find you have to start again and rebuild your PC, or even get a new one, you will be able to get back to where you were relatively easily. Make a regular point of going through the installed programs list in the Control Panel and removing what you rarely use. Hard Drive Maintenance Your PC comes with a disk defragmenter and surface scanner – use them regularly. The disk defragmenter will reorganize the data on your hard drive, to ensure faulty sectors are either repaired or removed. This process also optimizes your system to run software faster. The surface scanner checks for physical errors that can then be repaired, or give you warning that something more serious might be on the cards, and that action should be taken. Keep Your Anti-Virus Software Updated There’s a multitude of subscription and free anti-virus software products on the market, so the modern freelance writer can have no reason for not having some form or protection on his PC. Scan For Malware And Adware Regularly Along with anti virus software, these utilities keep your system free from the full spectrum of ware’isms, to the risk of data theft. There are several free products available in the Internet that do this job wonderfully, which no serious freelance writer should be without. Remove All Crap CCleaner is a highly recommended tool to remove the crap that builds up in a PC over time. It quickly and easily rids your machine of unwanted cookies, temporary files, logs, and installation garbage, clearing up space, and ensuring integrity. CCleaner is also excellent at keeping your system registry in tip-top shape, by scanning for obsolete entries, missing links and files, and removing them after taking a backup. Keep Regular Backups Perhaps the most important thing a writer can, and should, do regularly. If you take nothing else from this article, you should at least take heed of this section, the importance of which cannot be stressed enough. Should you lose your PC to internal failure, you can always buy another one. But if that failure means the loss of the directory called â€Å"All My Writing,† and you have taken no backups, your life is over. There’s no excuse for not backing up regularly. Once per month is not enough – it should be done at least once per week minimum, and daily if you have works in progress. Whether you back the whole lot up onto a DVD in one go, or do it file by file because your system still uses 4.5† floppy disks DO IT! You will never forgive yourself if the worst happens. Watch for Warning Signs PCs often give off subtle warnings that a failure is impending, so it would be useful to be able to recognize them. Should you spot any of the following, take immediate backups of everything, and start running checks. At Boot Up Watch for any difference in the start-up messages as your PC boots up, such as hardware not being located, registry information missing, control, or system file errors, etc. Listen for strange noises coming from the hard drive as it gets going. Squeaks, groans, or moans can indicate something is wrong. Keep an eye on the boot-up time. Is it getting slower or does it appear to be struggling? If so, do a back up and run your checks. While In Use Have you noticed applications taking a while to load up, or when in use, are they running slower, hanging for no reason, or closing down unexpectedly? Don’t leave it until it dies before doing something about it. Does your hard drive go through periods of seemingly intense use when nothing is happening? Watch the CPU and make sure it’s not being over-used – a larger issue could be unfolding. At Shutdown Does the machine take a while to shut down? Does it hang while closing down, leaving you to pull the plug to shut it down for the night? Are there any spurious messages on the screen? Any of these things could indicate there is a problem. The rule of thumb if you spot a potential problem is to take a backup, then get it checked out. When To Do All Of This Daily – Incremental backups on all WIPs, checks on PC running stability. Weekly – AV quick scan, ad/malware quick scan, crap clean, full backup of all data. Monthly – AV deep scan, ad/malware deep scan, full backup of the entire system (data and applications). Staying on top of your PC’s integrity can save a freelance writer much embarrassment, time, and money – even his career. Don’t be a fool and fall into the â€Å"it will never happen to me† trap, because when you start thinking like that, the chances are you’re next. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:50 Slang Terms for Money40 Fish Idioms7 Sound Techniques for Effective Writing

Music Exorcism Essay Example | Topics and Well Written Essays - 750 words

Music Exorcism - Essay Example Musical exoticism is not included in some specific devices. In its entire works, it arises through the interaction or association between the listener and the work. Let’s reinforce the distinctions reminding of individual characters and exotic environment, often portrayed in opera, rendered by non-exotic musical means. This tendency’s example includes Giuseppe Verdi, Il trovatore and Habanera &Don Joses "Flower Song" both illustrating and showing Milieu or culture in some foreign way to potential audience (Locke, 2012). Work is neither entirely composed nor consistently composed, of the elements to be identified as part of an exotic medium, distinctly. The listeners expectations and the composers’ intentions and means synchronization, will then produce an exoticism that’s a type of reception ultimately (Locke, 2012). Musical exorcism recent writings reflect the assumptions that are unspoken that a listener perceives a work as exotic only if it distinctivel y incorporates unusual or foreign musical style elements. In musico-dramatic works such as opera, set in exotic locales, music is often heard, by contrast, within a frame of narrative that shapes the response of the listener. Yet in the existing writings, music exorcism restricts its attention to the passages and few scenes that tend to sound non-western (Locke, 2012). It also leaves unmentioned the dramatic oratorios and Baroque-era operas that tend to focus on eastern tyrants that are despicable.

Curriculum development Essay Example | Topics and Well Written Essays - 2500 words

Curriculum development - Essay Example Lewis and Arthur (1972) identified definition of curriculum in the following categories: course of study, intended learning outcomes, intended opportunities for engagement learning opportunities provided, learner’s actual engagement, and learner’s actual experiences. They defined curriculum as â€Å"a set of intentions about opportunities for engagement of persons-to-be-educated with other persons and with things (all bearers of information, processes, techniques, and values) in certain arrangements of time and space.† Tanner and Tanner (1980) traced the history of curriculum definitions showing that â€Å"curriculum has been variously defined as: 1) the cumulative tradition of organized knowledge; 2) modes of thoughts; 3) race experience; 4) guided experience; 5) a planned learning environment; 6) cognitive/affective content and process; 7) an instructional plan; 8) instructional ends or outcomes; and 9) a technological systems of production.† Historically and currently, the dominant concepts of the curriculum is that of subjects and subject matter therein to be taught by teachers and learned by students. In high schools and colleges, the term curriculum has been and still is widely used to refer to the set of subjects or courses offered, and also to those required or recommended or grouped for other purposes; thus, terms as the college preparatory curriculum, science curriculum, and premedical curriculum are commonly used. In curriculum terminology, program of studies is more properly used in these connections. Despite efforts for over a half century to achieve broader and different curriculum foci, the concept of curriculum as subject matter persists as the basis of the dominant curriculum design. It was central to and emphasized by the wave of curriculum development in the subject fields that began in the 1950s and was stimulated by the Russian advance into out space and subsequent pressure to improve American education. The concept of the curriculum as