Case Analysis of “Which is Higher”

In the northeastern part of the United States, the Queens Island School District caters ranking(prenominal) high school education to a large urban argona wherein about one leash of the students population is of cultural minority. The school district has six senior high schools, from grades ten to twelve, wherein one legate was selected to comprise the committee on revising the syllabus for secondary history. Meanwhile, Dr. Tom Blakely, the head for social studies curriculum was appointed to spearhead the committee on revision.The chosen members of the committee were Luis Garcia of Garfield High, Eric Tannenbaum of Central High, Lois Blakely of Van Buren High downwind Cheng of Kennedy High, Delicia Jackson of South Point High, and Michelle McMurray of Westside High. These members are all history teachers in their respective schools. They were tasked to take stock the actual curriculum in social studies for their school district. Thus, the committee is expected in the end to li e with up with the closely plausible instructional objectives, teaching methods, evaluation tools, and set of references for the revised social studies curriculum. dickens Main Positions Eric Tannenbaum favored the judgment of conviction-tested lecture-discussion as his primary method in teaching history. Sometimes he besides uses group work and current scourt discussion in his class. He believed that lecture-discussion method is the most appropriate in presenting lessons with wide coverage. By using it, he bum tackle lessons within the allot time. In landmarks of evaluation, he use to administer teacher-made tests which for the most part necessitate objective symbol items. In addition, essay questions are as well provided in his tests.Tannenbaum thought that the first two levels of the Blooms taxonomy of learning objectives should be first attained by students in order to prepare them for higher-order learning. Michelle McMurray advocated the problem-solving approach in t eaching history. She believed that a facts-oriented assailable would just give burdens on the part of the students. She added that for the students to appreciate history, the method should be focused on principles through meaningful learning experiences rather than memorization of dates, places, and people.To be able to do this, learning objectives that utilize problem-solving and creativity should be formulated. In her class, she employs methods to connect historical facts to the present knowledge of the students and its relevancy to the contemporary time. For every unit, she encourages students individually or by group to identify problems of their interest to work on. tending(p) the appropriate time to prepare, the students testament present their reports. With these, learning experiences become meaningful to the students leading(p) to a longsighted time memory of learned facts. ground on the presented output, she formulates essay-type questions that correspond to the high-o rder level of Blooms taxonomy. She also al scummys students to write questions that can possibly be used as test questions. The two members of the committee back up the notion of Tannenbaum concerning curriculum design for social studies. Luis Garcia and Cheng Lee both agreed with Tannenbaum propositions for those are conveniently used by most history teachers. On the other hand, Lois Blakely and Delicia Jackson supported the ideas of McMurray.For them, learning can unaccompanied be meaningful when students interest and active participation are harnessed for every learning activity. compend Blooms Taxonomy Blooms taxonomy of educational objectives is a hierarchy of learning objectives from simple to a much complex (Huitt, 2004). Most of the time, it is described as a ladder where students need to climb from the small-scale to higher level. Knowledge, comprehension, and application belong to the low-level cognitive domain while analysis, synthesis and evaluation are high-order t hinking level (Huitt, 2004).Based on McMurrays analysis, Tannenbaums objectives were merely just at the low level of the Blooms taxonomy. Even though he has essay questions in the evaluation, those questions also want simple recall of data or information. Conversely, McMurray favored essay-type questions that require students to analyze, evaluate, and synthesize information. She allows students to identify interesting division for explore in every unit of the subject then give them freedom to rigorously research on their chosen topics and present their outputs on the class.Additionally, the other groups are also encouraged to raise their questions concerning the presented report. Based on their presentation of outputs, she patterns questions for assessment. With these, McMurray were able to give independence to her students by working and discovering novel things on their own, thus, leading the students to higher-order of thinking. Ausubels Meaningful Reception Learning The mean ingful learning of Ausubel denotes the absorption of new information and science of new meanings (Elliot, Kratoch bequeath, Cook, and Travers, 2000).As a student internalizes new information, he patterns and dresss this to his existent cognitive structure. By anchoring this new information to his existing schemata, renewal or adjustment of the schema results leading to the acquisition of new meaning, hence, the term meaningful learning (Elliot, Kratochwill, Cook, and Travers, 2000). Looking back at the case analysis, since Tannenbaum used to employ lecture-discussion on his class, students will just tend to memorize and depend on the details of his lecture.Although absorption of new information occurs and the internalization and transformation of the information into new memory unit is deterred. As such, the learned facts altogether pillow in students mind in a short period of time. On the contrary, through the methods of McMurray students may have the chance to work independe ntly and present their output based on their own plan. By anchoring the subject matter into the present thinking level of the students, the teacher motivates them and incites them for nurture learning.Discovery Learning. Jerome Bruner postulated that the active engagement of learners in every learning activity would result to a long mind-retention of learned facts or principles (Dandapani, 2004). Environmental stimuli charge learners interests that trigger them to find solution for a perplexing situation. In finding the most plausible report for the perceived difficulty, one may exhaust all possible resources in his environments. In this process, learners internalize information, fit this to their existing cognitive structure, and create or adjust schemata (Dandapani, 2004).Since, problem-solving approach is under stripping learning, McMurray utilizes the process of stripping in her teaching approach. Information Processing Theory Information Processing Theory emphasized the ro les of attention, perception, thinking, memory, and problem-solving processes in learning (Lachman, Lachman, and Butterfield, 1979). Every individual observes a lot of environmental stimuli scarcely the brain mechanisms selectively limit the absorption of information in such way that the new information would systematically organized with the existing cognitive structure (Lachman, Lachman, and Butterfield, 1979).By giving attention on a particular stimulus, one may be able to perceive what has been observed. Then, the role of memory takes place by organizing this new information with the existing schemata. In this assimilation process, once the newly absorbed information is unable to be fitted into the existing schema, every this will be lost in the memory or adjustment in the existing cognitive structures results (Lachman, Lachman, and Butterfield, 1979). This means that the mind does not only fit the newly absorbed information into existing schemata but also adjust to accommodat e it.In the case analysis, Tannenbaum often used lecture-discussion method for he can cover a lot of topics within the allotted time. However, as firmly stated by McMurray, lecture-discussion would only provide numerous facts that most of the time give burden to the students because of their difficulty in memorization and their softness to organize, relate and integrate different information, and unable to see its connections and relevance to everyday living.McMurray proposed that by formulating learning objectives which will utilize problem-solving skills and develop creativity, learning will be meaningful for every student and a longish retention of learning is foreseen. My Opinion Tannenbaum is not entirely wrong with his method of choice. He just failed to speak to individual differences by integrating several methods of instruction to cater the lesson to the different needs, interest, and abilities of the learners.His method is inclined solo to rigorous memorization of fact s giving way to rote learning. Even though he has a bona fide purpose of accomplishing the time-bound topics prescribed for the course, he is rattling delimiting the subject into low-level of thinking resulting to failure in ontogenesis multiple intelligences. McMurrays approach in teaching is anchored on Ausubels reception learning, Bruners discovery learning, and information processing theory. As such, we may infer then that her approach in teaching is more democratic and student-centered.She encouraged active participation among her students and allowed them to work on the topic of their choice. By means of this, she actually harnessed the interest of students towards problem-solving and incited them to find ways to accomplish their tasks. Moreover, she patterned her evaluation based on students outputs and even encouraged students to formulate test questions. With these, learning becomes meaningful for every student that may propel them for further learning.Nevertheless, with regards to the possible content gaps or topics that are not able to tackle up due to time constraints in employing problem-solving approach, as what McMurray did, teacher may supplement the report of the students by bringing up the topics that students failed to choose. We also need to admit the inevitable truth that our minds tend to forget and only limited facts stay in our long-term memory. Therefore, it is much better to incur content gaps in a subject if the tackled topics retain lengthy in our memory rather than to cover all prescribed topics in the absence of authentic learning.

British Petroleum “Bp” Oil Spill

British fossil petroleum BP Oil Spill On April 20th 2010, British Petroleum better known as BP had an passing destructive impact on the environment and the livelihood of those in Gulf Coast area of Louisiana, disseminated multiple sclerosis and Florida. BPs Deep-water Horizon crude rig was located offshore, 52 miles off the southeast brim of Venice, Louisiana. An explosion on the Deep-water Horizon oil rig cause a massive fire that claimed the lives of football team BP workers. After 36 hours of burning, the Deep-water Horizon oil rig sunk to the bottom of the ocean and during this meter there were different accounts of how much oil was leaking, if any.Within two weeks, estimates ranged from 8,000 barrels a day to none, back up to 1,000 and some even estimated at 60,000 barrels a day, this made it clear that no one very knew how much oil was being released into the ocean. Initially, besides the deaths, BP made it appear as if it was a mild contingency for the organization. Ho wever, the reality of this disaster was that eleven people lost their lives, an estimated 4. 9 million barrels of oil leaked in the Gulf of Mexico for five months and only approximately 800 million cleaned up. As a result, sea animals lost their lives, legion(predicate) fisherman lost their livelihood, and even the tourism suffered.In the end, BP was fined four billion dollars by the government of the United States, concur to pay $525 million in civil penalties and has already paid billions in civil claims to all who were impact by the spill. In addition, three BP employees were indicted on criminal charges and BP CEO Tony Hayward stepped down four months after the spill. The above summary about the tragic BP oil spill was as a result of nbcnews. com website. The article fine the result of the BP Oil spill of 2010. After two and a half years, the US government and BP concord on a settlement of 4. billion and the plea of guilty of eleven manslaughter charges. The payments will be paid out in a span of 5 years. This is the largest such penalty ever to an organization. This settlement does non include civil cases that are pending against them from their workers. BP had also agreed in March of 2012 to pay 7. 8 billion to more than 100,000 businesses that were directly affected by the oil spill. The positive aspect of this massive oil spill is that BP took responsibility for the oil spill by pleading guilty and paying billions of dollars for clean-up to businesses, fisherman, families, etc. and committing o getting the coast line back to the way it was before the industrial accident. In addition, BP dedicated a section of their website to the Gulf oil spill in an effort to keep the lines of communication open. BP even used television commercials to communicate the progress of the clean-up efforts and BP employed thousands of people for the clean-up efforts. However, there is a fundamental belief that had BP had not been so greedy and negligent, this environ mental disaster could have been avoided. BP made many cost saving decisions that increase the risk of a spill and did not closely monitor their contractors.There were so many negative personal effects of this spill to include the loss of lives, fisherman who lost their livelihood, tourism suffered, wildlife and their breeding grounds were displaced, oil prices skyrocketed, oil rig workers lost their jobs and worst of all, no one will ever truly know the future tense affects this disaster will cause for the wildlife and environment. In the end, BP continues to rake in billions (last quarter 93 billion) in revenue. The 4. 5 billion BP had to pay to the US government pales in comparison to their profits every year.

The Force of Circumstance

Brief summaryGuy, an administrator of a sm every British colonial outpost, has lived at that place for ten years. When he was on holiday in England he met Doris. They married and she returned to the station with him. At first they are very happy but then Doris nonices a young Malay char char with three half-caste children hanging around the bungalow and annoying Guy very lots. Finally Guy confesses that he had a relationship with the woman and that the children are his.Doris needs time to consider this shattering news, in the meanwhile they continue to live as before but Doris refuses to share her bedroom with her husband and the atmosphere is strained. at last Doris returns to England although she knows that Guy loves her and understands that he acted out of loneliness. But she cannot overcome her prejudices and cannot accept the idea that her white husband has had an lettered relationship with a native. Guy, unhappy and lonely, allows the Malay woman and their children to come back.Structure of the plotThe story is carefully constructed like a five-act drama with tension rising to the climax of Guys disclosure speech.exposition introduction to the exotic view and the harmonious couplerising conflict the confrontation of charactersclimax Guys monologue and Doriss re processfalling action Doriss unyielding suffering and period of indecisiondenouement Doriss leaving and the restoration of the former circumstancesThere are hints at the beginning which predict the crisis and you will probably guess from the first mention of the half-caste boys what the conflict in the story is about. What creates the tension is the swear to know how Doris will cope with this situation.Doris says that shes thankful Guy never had a Malay woman (p. 43 , ls. 1-2)D. cannot accept the excuses Guy practises for the behaviour of European men (p.43, ls.21-22)Guys unusual display of essence when he drew Doris to him as she passed(p.45.ls.27-28)Guys deathly white face(p.47 , l.3) when he sees the Malay woman at the tennis court and hissilent and bad play afterwards in that respect was a change in Guy (p. 48, l.24)Guys ashy face (p.50, l.10) after his servant has roughly turned the woman a path. He was nervous and irritable (p.51, ls. 6ff.)SettingThe story is put together in the part of Borneo controlled by the British. Which area the story is set in is unclear and not of much importance, as Maugham uses the exotic setting to show the interaction among European and indigenous people and cultures. The newly arrived European woman views the surroundings with a mixture of captivation with the exotic and fear of the unknow. The tropical scenery is described in a way (esp. through colours and sounds) that reveals the mood of the characters.the lead-up to the dramatic climax of Guys disclosure is accompanied by a unsounded storm, reinforcing the rising tensionthe disclosure is made under an open sky (the night was starry)sounds (as well as colours) gai n an immediate presence, esp. the croak of the chik-chak, which appears at crucial moments in the storyDoris tries to import an English deportmentstyle into a home which until her arrival had contained mostly objects from the indigenous culture (p.44/45) - her wedding presents, playing tennisCharactersGuyGuy is a fun-loving, cheerful, ugly and rip-roaring sort of person. He has a naturally optimistic nature and likes to laugh a lot. Doris cannot resist his charm.Having lived all his life in the tropics and coming from a family tradition of colonial service, he seems to be the undefiled type of colonial agent he speaks the native language fluently and moves easily between 2 cultures. From his point of view there is nothing wrong with his going native.He regards the native woman as an inferior person who fulfils his physical needs and helps him overcome his loneliness, alone to be pensioned off whenshe is no long-dated needed. He feels no affection for his children, natives are treated as though they had no feelings or rights.DorisDoris is a pretty, honest person. Before marriage she had a not very important post as secretarial assistant to an MP and cared for her widowed mother. Her decision to marry Guy after knowing him for only a month may have been forced by the prospect of a more interesting and exotic life and material and social betterment. Doris is described as self-contained, competent and has deft hands.She dislikes Guys disrespect and is shocked by the behaviour of European colonizers and by her husbands insensitivity to such immorality. Reasons why Doris will in the end decide against life with her husbandshe is shocked at his strategy of hide his former life from hershe is hurt when she learns the reasons why Guy married hershe cannot tolerate the irresponsible manner with which he treats his black familyshe cannot stand the idea of him touching a black womanDoris is unable to overcome her middle-class British prejudices and instead of ad apting to the new circumstances, of tolerating a certain degree of assimilation toward the native culture, she gives up a relatively happy marriage and returns to the purity of unhappiness and poverty.The Malay WomanShe is never called anything else but the Malay woman or the woman from the kampong and she never speaks, but her physical presence is strongly felt through her continual gaze and the way she intrudes on Guys life. She is a powerful figure, determining the course of action to her advantage, finally taking over the role of the female in Guys home. Unlike Doris she is not humiliated by the existence of another woman and proudly claims her position as wife and mother. She is the stronger of the both .ThemesGoing NativeWhite men actually had a general fear of going native which means adapting to the native way of life. So many white men in the colonies insisted on wearing European clothes or retained their typical European lifestyle.Theywere afraid to lose their own ident ity in having too much contact with the natives which would threaten their authority and power. According to imperialist ideology they felt superior and an intermingling of the races had to be avoided. In fact it was very difficult for the white men in the colonies to resist the temptation of the native women because they were the only females around and their exoticism was very attractive. Isolation and loneliness often made the white men go away the standards of behaviour and their fear of going native.Daily Life in the Coloniesimportation of the British lifestyle to the colonies ( tennis and cricket, afternoon cocktails, and leisure clubs )contact with the homeland is kept up by newspapers and letters the tropical mood structures the rhythm of the day they get up early to make the most of the cool morning, they indulge in long afternoon siestas and enjoy social engagements orThe Force of Circumstance sport towards the evening.Point of viewThe third-person narrator tells the sto ry from an outright omniscient point of view, moving freely in and out of the protagonists minds. He observes, but does not make judgements.StyleA large portion of the story is taken up by dialogue, another theatrical element, and as there are few long descriptive or reflective passages the plot gains speed and concentration. The language utilize especially in the dialogues is informal and sometimes ironic The informal vocabulary, the relatively short, simple sentences and the passages of dialogue gibe spoken language. The descriptive passages of the landscape and the characters make use of more figurative language ( images and metaphors, similes, alliteration and sexual inversion )The authorMaughams travels in the Pacific region were a turning point in his life for there he met a completely new type of person. It seemed to me that these men had more vitality than those I had known . To him it was refreshing to discover people who did not live according to conventional European standards. Although in his colonial stories M. depicts the moral damage doneto colonial agents as well as to natives, he never questions the colonial system as such.

How to Make Camias Prunes and Soap Essay

ProcedureTo make candied kamias, begin by sorting issues according to size and eliminating the sp oil coloured or damaged ones.1. Weigh and wash the fruits.2. Soak them nightlong in lime solution (one tablespoon lime per one liter of water). This process will starchy up the fruits. Again, wash thoroughly in lastning water to remove lime. 3. Blanch fruits in boil water for three to cardinal minutes and drain. 4. Prick the bottom part of kamias with a fine toothpick and loo each fruit lightly to remove some of the fruit juice. 5. Prepare syrup (2 parts lolly to one part water), boil it and strain. 6. Add the kamias to the syrup and boil them for five minutes and soak overnight. 7. transfer the fruits and add one cup sugar to the syrup and boil. Then add kamias again and wake for five minutes. 8. Soak the fruits overnight.9. The following day, remove fruits and add some more sugar to the syrup. Then, add kamias again and boil for five minutes.10. Allow to cool drain and weigh .11. Arrange kamias on a tray and dry in the solar dryer.12. After drying, weigh again and pack in plastic bags and seal.Materials* 1 frappe Caustic club daddy (NaOH)* 3 trumperyes water* 5 glasses cooking oil* 1/2 glass juice or extractProcedure1. Prepare the materials and the utensils needed.2. Measure 1 glass of caustic soda and 3 glasses of water and pour into a plastic pail. 3. Mix well by breathing in continuously using a wooden ladle or bamboo stick. purpose only one steering in mixing the categorisation. Stir until the caustic soda is dissolved. 4. Pour 5 glasses cooking oil into the mixture.5. Continue stirring until a consistency of a condensed milk is achieved and add 1/2 glass of juice or extract. 6. Pour the soap mixture into desired plastic molders. Set aside and let it cool to harden. 7. After 4-5 hours,remove the soap from the molder.8. Allow 30 days of ageing before packing. tick the soaps.Indications* Kamias fruit extract or juice (bleaching soap)* Calama nsi fruit extract or juice (bleaching soap)* Cucumber fruit extract or juice (moisturizer)* Papaya extract from fresh leaves (bleaching/moisturizer)* Radish extract from the stem (moisturizer) varan* Caustic Soda can harm the skin upon contact. Wash immediately with vinegar or anything moroseness and then wash it with soap and water.* Caustic Soda is harmful to health and so, make the necessary precaution. Use mask and gloves to protect your body.Directions1. In a wide bowl, crush strawberries in batches until you have 4 cups of mashed berry. In a heavy bottomed saucepan, mix together the strawberries, sugar, and lemon juice. Stir over low heat until the sugar is dissolved. Increase heat to high, and bring the mixture to a full rolling boil. Boil, stirring often, until the mixture reaches 220 degrees F (105 degrees C). Transfer to hot sterile jars, leaving 1/4 to 1/2 pass on headspace, and seal. Process in a water bath. If the jam is going to be eaten right away, dont bother w ith processing, and just refrigerate. 2. To test for jellingPlace three plates in a deep freezer after close to 10 minutes of boiling place a tsp of the liquid of the jam onto the cold plate. Return to freezer for a minute. Run your finger through the jam on the plate if it doesnt try to run back together (if you can make a line through it with your finger) its ready to be canned

John Dewey on Education Essay

John Dewey, Mortimer Adler and Nel Noddings impacted our system of program line in very profound ways. Dewey believed that there should be communication between the student and the teacher. Adler believed that drills should only teach the traditional courses (English, Math, Science, Social Studies and Foreign Language). Noddings believed that teachers should be more(prenominal) caring towards their students. John Deweys idea of didactics greatly affected our system of education forthwith. John Deweys ideas for education were to concentrate on students psychological and sociological qualities.Dewey believed in promoting an unconscious education where the individual gradu ally comes to sh ar in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civilization (Dewey 261). In other words, he thought this was a good mode for teachers to analyze a students behavior in recite to teach them more effe ctively. This likewise provided an opportunity for the student to learn without even realizing it.Dewey stated that a students psychological needfully were the basis of his method of education. The baby birds accept instinct and powers furnish the material and give the starting-point for all education (Dewey 262). Dewey stressed the idea that, Without insight into the psychological structure and activities of the individual the educative process go outdoor(a)be haphazard and arbitrary (Dewey 262). Dewey was to a fault extremely aro hire in the social aspects of a student. He said that the, k presentlyledge of social conditions, of the present state of civilization, is necessary in order to properly make up the childs powers (Dewey 262). This was a new technique for an educator to see and distinguish the instincts and tendencies in a student.Therefore, in order for an educator to know more about a student he/she must first study the students psychological traits in order to understand the unique characteristics of a childs capacities, interests and habits. Then the teacher must translate their findings into terms of what they believe the child is qualified of in a social setting. In my opinion, Dewey showed a balance between the dialectic of academics and affective goals. This is also known as transaction, which is having both the teacher and the student interact in the classroom.Dewey believed that the academic goals of education should be, a process of living and non a preparation for future living (Dewey 263). He stated that the teachers occupancy is not to influence him but to help guide the student into successfully forming with the friendship by let the student experience some life occurrences. The teacher is not in the school to impose sure ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child (Dewey 263 264).Dewey also believed that tests should only b e used to examine a childs social capabilities in the real world. Examinations are of use only so far as they test the childs fitness for social life and reveal the place in which he can be of the most service and where he can receive the most help (Dewey 264). In my opinion, this would be more of a conceptual test where the child can voice his or her own opinions. Deweys main affective goals were to combine the childs meaning of himself and his values. It is the business of the school to deepen and extend his horse sense of the values bound up in his home life (Dewey 263).Dewey believed that it was important for the school to implement lessons that related to what a child would do at home. The school would also be trustworthy for simplifying their social life because existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction (Dewey 263). Therefore, if the child is exposed to too much social stimulation he will become , either unduly specialized or else disintegrated (Dewey 263).I believe that Deweys views show that he is against standardization in schools. He believed that there was a lack of conscious states in schools. He asserts that children are, thrown into a passive, receptive, or absorbing attitude (Dewey 265). Deweys viewpoint is still an active discussion point in todays education system. However, some school districts insist on rote cultivation because their schools receive more funding when there is a elevated percentage of passing students on like tests.According to Linda McNeil, students are taught on how to pass these tests without really acquisition. For example, McNeil states that, students report that in the drills on the TAAS reading section, they oft mark answers without reading the sample text. They merely match key words in an answer prize with key words in the text (McNeil 218). According to Dewey, this is not permitted in fol mooing the law of nature (Dewey 265), r esulting in abrasion and waste (Dewey 265).Dewey believed that proper instruction should be exemplified by, the preparation and presentation of lessons which might be more wisely and profitably expended in training the childs power of imagery and in seeing to it that he was continually forming definite, vivid, and growing images of the various subjects with which he comes in contact in his experience (Dewey 266). Standardization is not they key component of education, even though the state and federal government believe this is an important portion for success.According to Gerald Bracey, when students are applying to college, the SAT exam should be used as a guideline and not the final decision in acceptance. Bracey stated that the, SAT scores had been falling for fourteen years (Bracey 47). He also stated that, While the developers of the SAT still called their test a mere supplement, the globe now saw it as the platinum rod for measuring school performance. And that performance was getting worse (Bracey 47). in some manner over time, a students SAT score developed into an extremely significant crook which seemed to become the overall determination of a students intelligent.It seems harsh and unbalanced to put so much emphasis on one test. Of course, applicants are told that in combination with their SAT scores their grades and exterior activities are taken into consideration for college admittance. But the truth is these SAT scores still remain a huge factor for college applicants. Studies have shown that a high SAT score does not guarantee high grades in college however the politics behind these tests are heavyer than the publics opinion in order to get these tests repealed. Standardized tests do not lead the student to come into contact with the subject at hand or the experience related to it.They also do not show the overall belief of an individual or what he or she can contribute while attending college. Scott Thompson is against the test-based r eform of todays society. Thompson claims that, The human hearts and minds of others, I believe, are simply too complex and too un-come-at-able to read as a book (Thompson 160). Thompson argues that the differences between test-based reform and standards-based reform. He concluded that standards-based reform involves more cooperation from parents, teachers and the students.It also gives the students a high-quality method of learning and not simply learning techniques for test taking. We should be interested in students who can produce high quality work rather than students who have mastered the readiness to take standardized tests (Thompson 159). Thompson would love to see that the idea of standardized tests be abandoned in the future.Thompson argues that by giving these students standardized tests that they are reducing their potential of demonstrating their intellect, social and personal sides to the community. Test-based reform, through its focus on high-stakes test, narrows the curriculum to what is included on the tests and reduces instructional practice to test preparation (Thompson 159). In contrast, standards-based reforminvolves a complete abandonment of the bureaucratic, seat time approach to education and replaces it with a system of learning communities use to helping all students reach their intellectual, social, and personal potential (Thompson 159).To summarize, without requiring students to take standardized tests they will greatly outgrowth their academic potential and affective abilities. Bill Bigelow also stresses his concern of standardization. He believes that, social studies knowledge is brusk more than acquiring piles of disconnected facts about the world (Bigelow 231) and that the world cant be chopped into multiple choice questions, in that you cant bubble in the truth with a number-two pencil (Bigelow 239). Bigelow would be ecstatic to see the state do away with standardized tests.He demonstrates some strong educational goals that the state should follow that show a balance between academic and affective goals for education. He claims that teachers should, construct rigorous performance standards for students that promote deep thinking about the nature of our society. These efforts should acknowledge the authenticity of a multicultural curriculum of critical questions, complexity, multiple perspective, and social imagination. They should recognize that wisdom is more than instruction (Bigelow 239). I declare with his statement.When considering the famous quote, knowledge is power have we gained knowledge when we have learned the way of life by which to pass a standardized test? Or has knowledge been gained when a student has the sense of understanding conceptual ideas about society and civilization as a whole? I incur that standardized testing is something elected state officials want because these tests provide numbers and numbers are swooning to put into a spreadsheets and show which schools are getti ng high scores and which schools are getting low scores. It is an easy format to determine budgets one test is suitable for all students.It is harder to define guidelines on how or what teachers should teach conceptually because that leads to a broader spectrum of learning. In conclusion, I believe that standardized tests are the dumbing down of the States. These tests inhibit our abilities to question and reflect. The state and federal governments do not really want the American public to get smarter. They want a simple way to control what students learn and how they learn it. While many another(prenominal) people agree that standardization is not improving learning, we are still unable to do away with these tests due to all of the politics involved.I would love for high schools to be more like colleges in that, teachers can use whatever methods of teaching they like right as professors do. Unfortunately, this is not the case. Obviously, there are essential fundamental topics tha t much be taught that are necessary in order to have the fundamental foundation on which to grow intellectually. I feel that once a student has mastered the basics, it is polar to ones development to discuss controversial issues and to intelligently question the ways of the world.I agree with Bill Bigelow I do not believe that one test is a thorough determinative of a students ability and mastery of various concepts. A famous quote by George Santayana states, Those who cannot remember the past are condemned to repeat it. With all the controversial issues and problems in the world, shouldnt learning how to use ones mind and think outside the box be considered an integral part of learning? Isnt it important and valuable to society to be able to intelligently discuss solutions rather than just be considered smart because you aced the SAT?

Exposures, Financial Contracts, and Operational Techniques Essay

Exposures, pecuniary Contracts, and Operational Techniques - Essay ExampleAs the research declares the transaction exposure can be weasel-worded through three types of contracts forward market hedging, money market hedging, and option market hedging. The forward market hedging supposes to enter into a differential coefficient contract when the object of the transaction exposure is determined. The contract from the derivative market will be liquidated with the funds obtained from the spot market.According to the paper findings in a money market hedge, the company which is exposed to transaction exposure borrows or invests in one currency and exchanges the harvest-home for another currency. The proceeds for the loan or saving account are related to business operations when the hedge is covered or they are purchased from the market at the end of the contract when the hedge is uncovered. run exposure can also be offset by considering changing financing policies using internal hedge s, using back-to-back (parallel) loans, and using currency swaps. The first method considers matching the currency cash-flows. The success of this employ depends of the predictability and low volatility of cash-flows. Back-to-back loans are agreements between companies from different countries to borrow each other domestic help currency for the period of contract. It is actually a credit swap, because the two companies borrow the currency which will be repaid.

Writing with your senses Essay Example | Topics and Well Written Essays - 250 words

Writing with your senses - Essay ExampleThe leaves of the go under are not as glossy as a rose has.Aroma of a blush is not strong, but unobtrusive and fresh. After trying to find it, you find out your nose, painted with xanthous pollen. Sunflower always is happy to see the sun. In the morning it deploys his yellow head behind the sun, eagerly catching its rays with its all petals. The whole field throne look in one direction. In the evening, later seeing the sun goes over the horizon, sunflower becomes sad, lowering his big hat and looking at the ground.Now we just have to taste the seeds. By this time the flower can already miss its petals and becomes clumsy, hard hat makes it to look at the ground. The best way to reach the sunflower seeds is from the coast to break off solid petals and clear the way. It may happen that they are a little sticky, and you can be lucky and seeds will tint you fingers in blue-black color. As you can see, sunflower is very beautiful and wonderf ul