Reflection On Formative Assessment Education Essay

Reflection On Formative Assessment Education Essay For my reflection on learning I am going to discuss writing assignment 01. I feel that I did a pretty good job with writing assignment 01, however, theres always room for improvement. The easiest part of the assignment was ofcause the multiple choice questions which I answered using mostly the general knowledge that I have gathered over past few years of studying Business Management; the second part of the assignment was to write a literature review which was a more challenging task to accomplish. Academic writing is not an easy task and often takes years to master fully. So at this stage, I wanted to be well on my way to becoming a better writer and a researcher. I believe that I have improved on both my academic writing and organizational skills. After going through week 4s content, I had set goals for myself to become better at organizing information, such as sourcing literature and writing about the information. I had hoped to have a better understanding of what a literature review is in order to incorporate this knowledge into my paper, as well as improve on my own ideas, and I feel like I have done that. According to Badenhorst (2010, p. 16) Writing is currency in academia. It doesnt matter how many ideas we have. If we cant transform those ideas into something material, we have nothing worth trading. Therefore, I had also wanted to be clearer when coming up with ideas in a concise, logical and integrated manner so that the person reading could easily follow my argument and understand what I am trying to say. And once again, I feel that I have done just that too. The general feedback that I got on my first assignment was positive. Some of suggestions that I had received from you were, Very good review. Evidence that the literature was studied and integrated in to the review. You should review the APA style referencing. As you cited some of the references wrong in the text. Always cite correctly. So I went back to revise the document that was given to us in the beginning of this module, namely, An Abridged Guide to the APA Referencing Style. I have learned that when citing a paraphrase within the text of an assignment, the surname of the author followed by a comma and the year of publication should be given wholly or partly in round brackets. If referencing a direct quote a comma and page number after the year should be added. I am now more comfortable with using the APA style referencing and hopefully wont be repeating the same silly mistakes I made in this assignment. References: Badenhorst, C. (2010). Productive writing becoming a prolific academic writer. Pretoria: Van Schaik Publishers. Reflection on learning in Assignment 02 I believe assignment 02 was a real chance for me to test my knowledge and ability to reach the outcomes of the module. I say this because of the nature of this assignment. In general I used to perceive multiple choice types of questions as an opportunity to gain easy extra marks. However, few questions in, I soon realized that assignment 02 was one of the most challenging assignments that I had to complete this year. That is why I was relieved and pleasantly surprised upon the release of the final marks. According to the results, I have gotten 42 correct and 8 incorrect answers. Looking back on the assignment 02, I feel as though I was well-equipped in the majority of the questions in the assignment, especially on answering the questions relating to quantitative and qualitative designs, due to thoroughly going through the work in Week 6, 7, 8, 9 and 10. I feel like my weak point in the multiple choice assignment was that I may have fallen for the distracters. The reason why I have gotten some of the questions wrong is because I struggled in interpreting the idea of the text and choosing one correct answer. Also, most of the questions that I got incorrect had to do with either sampling or data collection. After this assignment I have learned the importance to have a good understanding of measurement process, like levels of measurement, reliability and validity. Researchers need to understand the values they attach to the information they collect. I believe that the tools I learned in this module have made me develop as a researcher and better prepared me for the future. 2.2 Weekly self-evaluations Include the two qualitative questions as self-reflections here for any three weeks of your choice. In addition to including the content that you provided during the specific weeks, also add a further reflection on how you feel about your answers at this point in time, now that you look back at these reflections: Nr Week Self-reflections 1A 2 Describe how you are finding this section of the module and the way in which it was presented. What did you like and what helped you to understand the material? On the other hand were there things that you did not understand properly in the way they were presented. How do you think we can improve our presentation and activities around this part of the work for this module? 1B 2 2A 4 Based on this weeks chapter, which content did you find easy to understand? What helped you to understand the material? What sections did you not understand properly? How do you think we can improve our presentation and activities around this part of the work for this module? In one or two paragraphs, explain the extent to which you are comfortable with your knowledge and understanding of the content of this introductory chapter 2B 4 3A 7 In one or two paragraphs, tell us how challenging you found the content of this weeks work? Are you coping with the workload each week? What are you doing to help reach the targeted learning goals each week? 3B 7 2.3 Reflection on the value of research As an honours student, an employee or employer in an organization, or a citizen of a country, you must make many decisions every day. Good, informed decisions require knowledge. What are the sources of our knowledge? Some of it is acquired through formal education in honours and masters programs in social work, or from attending on-going education programs. It may come from reading articles in professional journals, textbooks, or through online searches. It may also come from senior level experts who have been successful social workers for many years. Factually, much of the knowledge derived from these sources has one characteristic in common it is all derived from doing good research (Bryman Bell 2007, p.4). Conducting research is the most reliable method of acquiring new knowledge about business and learning. Alternative ways of knowing such as common sense, intuition, authority and tradition, have proven less useful for advancing our understanding of the complex process of learning (Mallick 1999, p.5). In the last 40 to 50 years, the value of research has attained a great deal of respectability amongst educators, politicians, business people, and other who often turn to researchers in the quest for reliable and valid information for making decisions (Mallick 1999, p.3). By teaching students the best ways to conduct research, they will be equipped to acquire the knowledge needed for making good, informed decisions in whatever social system level they may become employees or even potential employers. However, understanding how research should be conducted has a second benefit as it allows social workers or citizens of the country to critically and knowledgeably evaluate the research methods of others (e.g. leaders, politicians) and, thus, assess the credibility of the findings and recommendations that they generate. References: Bryman, A., Bell, E. (2007). Business Research Methods, Oxford University Press, New York Mallick, K. (1999). Researching Education: Perspectives and Techniques, Routledge, London 1.0 Introduction Nowadays, almost all curricula in the social studies contain at least one course in statistics. So given the importance of this discipline as a basic knowledge to understand the modern world, it is necessary to do some form of a research on the students attitude to statistics, as this could be an obstacle or an advantage in their learning process. From school, to home, to the workplace, statistics have become a part of our everyday life. In many circles, computer knowledge and competence in statistics is perceived as essential skills. In the beginning of their studies, many of the students are still not fully aware that they are required to study research methodology and statistics as an entire module in order to complete their degree. The emphasis placed on statistics and research related skills without a doubt virtually always surprise them. Some of the students even develop a phobia or an anxiety towards this academic subject that they tend to feel nervous and uncomfortable when they are required to deal with statistics and research related problems. In order to get a thorough understanding about Unisas students attitude towards research methods and statistics, this research will aim at investigating the factors influencing their attitude, by looking at anxiety, self-efficacy they put into studying statistics as well as their academic achievement. 2.0 Literature review In order to understand the implications of this research, an explanation of the key variables found in the literature review must first be discussed. 2.1 Students attitudes toward statistics The readiness of students to start courses in statistics can, apart from mathematical and intellectual ability, also be viewed in terms of emotional and attitudinal factors (Coetzee 2010, p.1). Attitude toward statistics can be defined as a combination of a students attitude toward the use of statistics in their field of study and the students attitudes towards the statistics course (Coetzee 2010, p.1). Although some students show a positive attitude toward statistics, evidence reveals that unfavourable responses far outweigh any favourable responses (Coetzee 2011, p1). Perepiczka et al. (2011) has reported that students often enter statistics courses with negative views or later develop negative feelings regarding the subject matter of statistics (p.100). According to Perepiczka et al. (2011), statistics courses are regarded by most students as an obstacle to obtaining their degree. These same students often delay taking their statistic courses until they cannot postpone it further. Researchers also found that students negative attitudes toward statistics is an influencing factor in low student performance in statistics courses (Perepiczka et al., 2011, p.101). 2.2 Statistics Anxiety In this study statistics anxiety is one of the three factors that influence students attitude towards statistics. Researchers documented a large amount of information on statistics anxiety over the years. For example, there are multiple definitions of statistics anxiety available in the literature. Elliot and Dweck (2005) defined statistics anxiety as the feeling of anxiety encountered when taking a statistics course or doing statistical analysis (p.243). According to Onwuegbuzie, DaRos, and Ryan (1997) statistics anxiety refers to the apprehension that occurs as a result of encountering statistics in any form at any level (p.28). The existing literature also identifies situation specific nature of statistics anxiety, ranging in intensity from mild to severe. While the mild form of statistics anxiety may induce only minor discomfort, severe forms can result in nervousness, panic and worry (Alauddin Butler, 2004, p.202). According to Onwuegbuzie (2000), majority of graduate students in the social sciences appeared to experience high levels of statistics anxiety, and it was found to be higher among female graduate students in comparison to their male colleagues. Statistics anxiety may be a critical factor in influencing and attaining a students academic and professional goals. Baloglu (2003) identified three categories of variables, situational, dispositional, and environmental, that are related to statistics anxiety (p.856). Situational experiences are factors that surround the student, which includes previous statistics experiences. Dispositional experiences are intrapersonal factors that include psychological and emotional characteristics made up of issues such as perfectionism and perception of abilities at developmental stages in life (Baloglu, 2003, p.856). Environmental experiences are interpersonal factors related to the classroom experience (Onwuegbuzie Daly, 1999), which can include the students experiences with the professor. 2.3 Self-Efficacy to Learn Statistics Perepiczka et al. (2011) defines general self-efficacy as ones judgments of his or her capabilities to organize and carry out courses of action required to attain specific types of performances. In other words self-efficacy to learn statistics is a persons confidence in his or her ability to successfully learn statistical skills necessary in a statistics course. Perepiczka stated that self-efficacy beliefs are manifested from four primary sources, which include the following: personal accomplishments, vicarious learning experiences, verbal persuasion, and emotional arousal. These primary sources lay the foundation for building the concept of self-efficacy to learn statistics. There is a lot of information available on self-ability or self-efficacy related to academic achievement (Balogu, 2003, p.858). However, little is known specifically about self-efficacy to learn statistics. Perepiczka (2011) investigated whether self-efficacy to learn statistics is related to performance in a statistics course and whether self-efficacy to learn statistics increased during a 12-week introductory statistics course. One hundred and three students from a large university partook in the survey. Perepiczka (2011) stated that there was a positive relationship between statistics self-efficacy and academic achievement as well as an increase in self-efficacy to learn statistics over the duration of the course. 2.4 Relationship between Attitude and Academic Achievement There are indeed numerous researches conducted on testing the relationship between attitude and academic achievement. Based on the previous literature, there is a general agreement that attitude could be regarded as a significant determinant of ones academic achievement. Most of these researches illustrated the more positive ones attitude towards an academic subject, the higher the possibility for him/her to perform well academically (Lilian, 2012, p. 156). The same applies vice-versa, students that previously have been performing well in mathematics field, generally have a more positive attitude towards statistics. In a research conducted in the U.S, the academics studied the relationship between students attitudes and academic achievement in college mathematics by inviting 218 freshmen to complete a set of questionnaire. The result indicated that students attitudes were highly correlated with their achievement in college calculus (Lilian, 2012, p. 156). In another longitudinal study also conducted in the U.S., the researchers assessed the relationship between attitude towards mathematics and achievement in mathematics. It was found that attitude had a powerful influence on students academic achievement (Lilian, 2012, p. 156). 3.0 Problem statement Statistics at a tertiary level is often a daunting task facing students undertaking these courses. This attitude amongst students have been shown to directly influence their motivation to study, achievement in statistic modules, and overall enrolment in statistics courses that are not compulsory, especially in the final year of undergraduate degrees and postgraduate years of study. Students attitude towards statistics is essentially either positive or negative, but remains a multifactorial issue. The most common factors that are assessed are preconceptions about statistics, environmental factors (e.g. age, gender, etc.), previous mathematical experience, mathematical aptitude, beliefs, interests, the number of years elapsed since students last statistics course etc. Students with a negative attitude tend to focus only on the method of assessment which only serves to increase their test anxiety. Since students attitudes toward examinations and other non-cognitive factors can affect their performance levels in statistics courses (Onwuegbuzie, 2000), Students also view some forms of assessment as more anxiety inducing than others, thus affecting their performance in the assessments. A programme of assessment also should include means for determining students impressions of the relevance and fairness of the assessment process (Onwuegbuzie, 2000) to determine what can be done to reduce assessment anxiety. Students with positive attitudes towards statistics tend to have a higher performance in statistics courses than students with negative attitudes. With this in mind, it would be an excellent idea for lecturers teaching statistical courses to promote a positive attitude towards statistics, not only as a professional tool, but also a something that can be used every day as a central skill. It might also be plausible that the first goal in teaching statistics should be to reduce the fear of statistics before introducing the course work (Coetzee 2010, p.2). 4.0 Objectives of the research This study primarily has two main objectives. First, the current research intends to test whether attitude is significantly related to anxiety and self-efficacy. Second, the study aims to test whether attitude serves as a mediated factor between anxiety, self-efficacy and academic achievement. From the specified research objectives, the following research questions are derived: What is the graduate student attitude toward statistics? What is the graduate student self-efficacy level? What is the graduate student statistics anxiety? What is the graduate student level of academic achievement? Does attitude play a role in affecting students academic effort? Does self-efficacy play a role in affecting students academic attitude? Does students academic attitude play a role in affecting their academic achievement? Does attitude play a mediating role between anxiety, self-efficacy and academic achievement? What is the extent of the relationship, if any, between graduate students self-efficacy to learn statistics and statistics anxiety and the attitude towards statistics? 5.0 Method of investigation 5.1 Research design In the current research, quantitative research method will be implemented. Concerning the primary data collection method, self-completed questionnaire will be used because it is comparatively timesaving and has the benefit of collecting responses from a large group of subjects with a relatively low cost. 5.2 Sampling Students of both the genders will constitute the population of this study. The study population will consist of all honours students registered for a course in research methodology at a distance education institution in 2012 (N = 2340). The primary reason for targeting students registered for this subject is due to the fact that all of them have almost completed the research methods and statistics course; hence it will be easier for them to answer the survey questions. Concerning the sampling method, convenience sampling and snowball sampling will be used in the process of selecting samples from the target population. Regarding convenience sampling, it is a sampling method in which samples are selected on the basis of easy availability. Since I as the researcher am also an honours student at a distance education institution I can easily approach students studying the same course via online forums, email, etc. After distributing the questionnaires to those students that i personally will come in touch with, I will then invite the respondents to further recruit or encourage the subjects from among their acquaintances to fill out the questionnaire to boost participation, and this is known as the snowball sampling. 5.3 Data collection Ethical considerations An introductory letter explaining the purpose of the study will go with each questionnaire. The participants will also be assured in the letter about the confidentiality and the non-disclosure of information that they will provide. Additionally, respondents will not be required to provide sensitive or detailed personal information, like their full name. Instead, respondents will only need to indicate their gender, race, major and year of study. In order to further guarantee anonymity, and so there is no way for a researcher to identify which questionnaire belongs to which respondent, further measures will be implemented. Participants will not be required to hand in the questionnaire to the researcher directly but to put the completed questionnaires in a collection pile. The questionnaires will be made up of some open and closed questions as well as some multiple choice questions. Also, a meeting with the respondents will be arranged at the selected Unisa venue. At this session the objective of the study will briefly be explained and any questions that the respondents might have will be answered. The respondents will then be encouraged to complete the questionnaire during the meeting. If a participant requests a removal from the study at any time, he or she will be removed immediately. 5.4 Data analysis As one of the main aims of this research is to establish weather a relationship exists between students attitude towards statistics with respect to statistics anxiety, self-efficacy as well as academic performance, correlational analyses will be conducted. Correlational studies are those in which an attempt is made to relate two or more variables to each other. However, there is a caution by researchers that a correlation between variables does not necessarily allow us to claim that the values of one variable cause changes in the values of another variable (Linden, 1982, p.17). A simple linear regression analysis will be computed in order to determine which variables predicted students attitudes towards statistics. In this analysis, a single variable depends on or is influenced by one or more variables (Linden, 1982, p.17). In analysing the relationship between the variables, reliability test will be conducted to estimate the reliability of the scales adopted in the current study. Descriptive statistics will be used to show the demographic characteristics of the respondents. And finally, the multiple regression analyses will be used to estimate the prediction power of statistics anxiety and self-efficacy on attitude; and the prediction power of attitude, self-efficacy, and statistics anxiety on academic achievement. 6.0 Conclusion The present research further supports that there is a direct relationship between attitude, anxiety, and self-efficacy and academic achievement as suggested in past literature. It is detected that attitude has a direct effect on academic achievement while self-efficacy also has a direct effect on academic achievement. Researching predictors of graduate students statistical self-efficacy beliefs is important to identifying possible barriers to professional growth and development. Exploring how statistical self-efficacy beliefs relate to predicting future academic expectations, performance, effort, persistence, and course selection also is important to explore as a means of promoting professional development (Perepiczka et al., 2011, p.106). Teaching graduate students how to reduce their anxiety and improve their attitude will likely enhance their value of statistics and further encourage their professional development in the profession that requires work with statistics.

Richard Feynman Essay -- biographies biography bio

Richard Feynman was born on May 11, 1918 in Brooklyn to Lucille and Melville Feynman. Feynman's childhood home was in the community of Far Rockaway, in the outskirts if Manhattan. When Feynman was born, his father, Melville, had already determined that Feynman would grow up to be a scientist. Melville had always dreamed to be a scientist. Unfortunately, Melville's dream was left unsatisfied only to live it through his son. Melville encouraged Feynman not to focus on things he knew, but rather things he did not know. This was the base of Richard Feynman's understanding. Feynman believed sincerely that what was important was not knowing the answers to questions, but instead asking the right questions. He believed that the answers wait patiently to be discovered. Richard Feynman's mother, Lucille, also influenced his future success as a scientist. Lucille taught Feynman to take life lightly and to have a powerful sense of humor. While Melville allowed Feynman the tools to explore his future, Lucille taught him to laugh, take life lightly, and have courage in himself. Both of Feynman's parents played an important role in guiding their son to success. When Feynman grew to be a young man in school, he fell in love with Arline Greenbaum, the girl of his dreams. It didn't take much for Arline to become the most important person in Feynman's life. Arline seemed to share his take on life. It is said that the pair were made for each other. Later in his life, Feynman attended college as a physics major. He finished his first four years in 1939 at MIT, and then moved on to Princeton for graduate school. While at Princeton, Feynman proposed to Arline. The two planned to be married after hecom... ...an Lectures on Physics," was published in 1963 and remains a leading text in physics classes. In "Lectures," Mr. Feynman responded to charges that scientific understanding detracts from an esthetic appreciation of nature: "The vastness of the heavens stretches my imagination -- stuck on this carousel my little eye can catch one-million-year-old light. A vast pattern -- of which I was a part -- perhaps my stuff was belched from some forgotten star, as one is belching there . . . It does not do harm to the mystery to know a little about it. Far more marvelous is the truth than any artists of the past imagined!" Mr. Feynman leaves his wife, Gweneth; a son, Carl; a daughter, Michelle, and a sister, Joan Feynman. A memorial service will be held at a later date.

A Common But Separate Goal For Power :: History Native Americans Essays

A Common But Separate Goal For Power missing works cited In the latter half of the 19th century, there were many cultures striving for control of the American Southwest, mainly the southern half of present-day Arizona, which was purchased by the United States in 1853. American Indian tribes, such as the Apaches, had original claims to the land that were overtaken by the Mexican invasion of missions at Tubac and Tucson, which were later overrun with American settlers and soldiers laying their claims to this new American territory. These struggles for power created tension between all of the peoples of southern Arizona, originally between the Apache tribes and Mexicans, and then morphing into a trifecta of clashes between all of the races for control of the land. When the Spanish began colonizing the northern area of Mexico, they were confronted with a problem-what were they to do with the native peoples? Jesuit priests attempted to reform some of the mesa tribes in present-day Arizona and New Mexico, but encountered a population uninterested in Christianity and comfortable with their nomadic ways. There were missions of this type in the towns of Tucson and Tubac, which were abandoned by the missionaries and taken over by the Hispanic population, which in its early days, numbered around five hundred. The Hispanic settlements were centralized around military establishments, mostly because of a fear of the native people, the Pinal Apaches, who were characterized by their raids for horses, food, and other staples. In 1821, Mexico achieved independence from Spain, and the military outposts were completely under Hispanic control; they no longer were under Spanish rule and could make military decisions about the tribes on their own. With this newfound independence, the Mexicans began dealing in peace treaties with the local tribes. On March 5, 1837, the military government in Tucson signed a document with their "perennial enemies, the Pinal Apaches" (Officer, 137), which transported the tribe to the barren Arivaipa Creek, and contained a stipulation that the Apaches could only travel through the Tucson stronghold with the permission of the commander. Placing the Indians on reservations, which created land claims that were their own, seemed to have no reciprocal effect with the Mexicans. Although the tribes were not allowed to trespass on Mexican territory, the Mexicans did not care who trod on the newly claimed tribal lands. According to James E. Officer, in his book Hispanic Arizona, 1356-1856, ".

Essay --

Unemployment literally means a state of unpaid period. An unemployed is available for job, but his status is of no wage. On the contrary an employed man builds a status in the society. If a person does not acquire a job, his credibility and capability is questioned. Ego plays its role in this situation. The male ego is pinched when an unemployed is questioned in the society. INDUTRIAL AND LABOUR RELTIONS REVIEW,VOL 42, NO 3 APRIL 1989 According to US Bureau of Labour Statistics, before 1991 that is prior to the period of liberalization, the unemployment level of females around the year 1986 was estimated to be 6.6%. This study of unemployment rate was on the basis of gender. An unemployment trend has been explained though the National Sample Survey, 68th Round in which it illustrates that rural female’s unemployment rate has declined rapidly after 2004-05(7.0%) to 6.2% in 2011-12. Study on urban female unemployment rate it was 9.4% in 1999-2000 but declined drastically by 2011-12 and was estimated to be at 8.0%. The study shows the rise in woman workers seeking work both in rural and urban areas. Due to the female workers stepping into the work market, the unemployment rate has marginally declined meaning many found jobs. Case of unemployment alone is not the issue creating the masculinity crisis. Low waged workers also have an impact. This is due to the reason of men v/s men comparison in a particular society. Men of same age group when placed in different jobs face a clash of wage followed by silent hatred. Employment illustrates independence, respect and status in the society one lives in. Especially when highly educated men are unable to fix into a job, it is a matter of their personality crushing. The man of the socie... ... masculinities, this has created a level of tension among men in Haryana. According to 1991 Census 36.24% of the in the category of 15-44 years of age in Haryana was categorized under unmarried. In districts like Rohtak the percentage unmarried male was 44%. The reason cited was the polygamy, widower remarriage, and still existent custom of bride price among the lower strata. For the reasons cited, female sex ratio plays a major role. Aggression leads to worsening of relations between a man and woman or between two men. In the state, the situation of hypergamous marriages is model , where there are brides at the top. This has led to in a situation where employed male is in favourable position in context to get married while on the other hand the unemployed are not in such a position. With respect to marriage, the employed men are apt option than the unemployed.

Bad Boys

Nick Stephens 4/3/13 Albritton Sociology 3255 Bad Boys Ann Arnett Ferguson’s book â€Å"Bad Boys† discusses the way educators and other people in the school systems, and society as a whole view black youth in today’s world. There are many stereotypes that are discussed and stigmas that stick with black children through their entire lives in Ferguson’s book. In order to prevent further damage to this part of our society the reader should take a long hard look at the problems brought forth by â€Å"Bad Boys†.One problem that Ferguson discusses in her book is adultification. According to her definition adultification is the idea that teachers and other adults see black children as willfully bad. Since they are seen in this light it creates an idea that black boys have adult motivations thus, making black boys seem like criminals instead of kids. Also, along the same lines, black girls are perceived as dangerously sexual. While this issue seems sort of ridiculous, these things actually happen in our public school system.While white children are seen as naturally naughty, essentially authority figures adopt the â€Å"boys will be boys† mentality when white boys get in trouble or act out, instead of issuing punishment equally to white children who act out. Ferguson states, â€Å"One the one hand children are assumed to be dissembling, devious, because they are more egocentric. On the other hand, there is an attribution of innocence to their wrongdoing. In both cases, this is understood to be a temporary condition, a stage prior to maturity. †(80)Another problem that Ferguson observes in her book is the two controlling images of black males in schools. She says, â€Å"Two cultural images stigmatize black males in the United States today: one represents him as a criminal, and the other depicts him as an endangered species. I found that both of these images were commonly invoked at Rosa Parks School for identifying, clas sifying, and making punishment decisions by the adults responsible for disciplining the kids. †(20) The way that black boys are seen creates a social hierarchy based solely on class.Ferguson is able, through her first-hand experience, to record instances that show these problems in action and give the reader insight to the problems that are being addressed. The image of black children being criminals is inherent to their development. If they are treated from a young age as criminals, they will eventually come to accept that as part of their social identity, leading them to actually commit crimes in the future. If they were treated equally then black children, especially males, may not be on a definite path into the heart of the criminal justice system by the time they are adults.Ferguson addresses another problem that has a severe effect on the psyche of young black boys in public schools. Teachers and administrators alike are guilty of assuming that these children are headed for a future of crime. They are labeled as unsalvageable and bound for jail. She uses the example, â€Å"There is a jail cell with your name on it† coming from the teacher to one of their students. This is damaging to the child’s development because it seemingly predetermines their fate. The punishing room that Ferguson discusses is primarily made up of black boys.The punishing room makes these boys truly believe that they are bad, and that since even their teachers and other superiors cannot see through this it tends to give the children a sense of identity as someone who is bad, and does not really count. With the punishing room the idea is solidified in the minds of these children, which is a problem. Ideally these troubled children should be worked with individually in order to get to the root of the reason that they are acting out in school. Ferguson says about the punishing room, â€Å"The child who gets in trouble is the norm. Identities and reputations are mad e and remade here.It is the space in the school in which everyone is like yourself-in trouble-and you are no longer different. † This quote gives the reader a visible reference of why some of these children, deemed unsalvageable by their teachers, may get into trouble on purpose so they have to go to this place where at least they are not alone. This leads into the idea of the importance of group identity. Ferguson explains the importance of group identity in her book by basically saying that kids need to feel like they fit it, and they will use whatever tools necessary in order to do so.This is all brought together by the idea of cultural capital. Ferguson explains that in the school system there is a hierarchy of the children, â€Å"The disciplinary techniques of the school actively produce social identities of â€Å"good†, â€Å"bad†, â€Å"gifted†, â€Å"having potential†, â€Å"troubled†, and â€Å"troublesome,† rather than ferre t them out and reveal them as they naturally exist. The importance of group identity is essential in the development of all children. It helps them to develop a sense of self, who they are, and who they want to be.The problem lies in the fact that children are becoming fine with the idea that they are â€Å"bad† and come to accept that as reality, which allows them to form that identity, in turn making them into bad kids, because the only way that they are able to fit in to the social atmosphere is by acting out and getting in trouble. The boys in Ferguson’s study use the importance of group identity, coping mechanisms in public, and classroom performance in tandem to secure their own personal identities. Most of the kids are not really that â€Å"bad† they often have extenuating circumstances outside of school that make school not seem important to them.They often feel secluded, which draws from the problem with adultification by their teachers and other superi ors. So by acting out in the classroom they get attention, even though it is negative attention, it is still attention. Through the eyes of the teachers it seems like they are just putting forth a poor classroom performance. They do not see the struggles that the children go through outside of school, which tends to directly have an impact on the way the handle themselves in social situations, craving the need to belong to some sort of group. So they turn to what is presented to them, being bad.In conclusion, there are many flaws with the education system in the United States. The processes in which black children are dealt with need to be reformed. The idea of adultification as defined by Ferguson is a serious issue that plagues schools, where even teachers who are conscious of this fall into the category of looking at black children as small adults, holding them to different standards than their white counterparts. They are still subject to the controlling images of black males as being criminals, and assuming that they are on the path to prison anyway, so what is the use. This is unacceptable.Different strategies in dealing with this problem should be implemented than the ones that the public school system has to offer at the present time. Through Ferguson’s first-hand accounts of what she observed during her time in Rosa Parks School the reader is painted a picture of the very real problems at hand. Most people outside of these schools do not even realize what is going on and that is a problem as well. By studying Ferguson’s work one can hope that in the near future there will be some sort of reconstruction of the schools in order to help prevent further damage and stigmatization to black children.

Evolution as Fact and Theory Essay

A ‘theory’ according to American vernacular is understood as an uncertain approach to the world’s mysteries. It is seen as an idea that is not yet actually confirmed but if proven to be true, can shed light on the reasons behind certain phenomena. This vague notion of the meaning of theories is utilized by Creationists to diminish the impact of the Evolution, (Gould, 1981) dismissing it as a ‘mere’ theory. Scientifically however, a theory is an explanation or model based on careful observation, rigid experimentation, analytical interpretation and sound reasoning, especially something that has undergone testing and has been confirmed as a general principle that helps in clarifying and predicting natural occurrences. A scientific theory is a well-substantiated explanation of an aspect of the physical world; a well structured system of accepted knowledge that could be applied in many circumstances to explain or clarify a set of phenomena, theories can incorporate factual data, tested hypotheses and established laws. 2) What does Gould mean when he says evolution is a â€Å"fact†? A ‘fact,’ as Gould discussed, is something so significantly probable that it is ridiculous not to recognize its importance. Gould says that evolution is a fact as it is body of knowledge consisting of the world’s data; the ‘theory’ of evolution is a structure of thoughts and ideas that could explain facts. Gould has expressed the general view of the scientific community, that evolution is a fact but the mechanism by which evolution has occurred consists of theories. The scientific community endeavors not to prove the truth of evolution, rather the goal is to explain how it has occurred. He goes on to argue that the occurrence of Evolution is not dependent upon humankind’s ability to come up with a sufficient theoretical explanation to support it. Humans have evolved whether or not Darwin’s theory of natural selection is an accurate theoretical justification for the phenomena. Evolution has occurred and is still occurring. 3) In what way is scientific creationism not scientific? Science is committed to proof and evidence. Creationism is blatantly committed to doctrine. Since creationism is primarily a subject of Biblical faith and religious conviction, verification from the natural world is no more than secondary in its significance. Gould (1981) observes that ‘scientific creationists’ claim to be scientific because they follow the Popperian model in attempting to obliterate the rationality of the evolutionary theory. Yet Popper’s argument has to be applied in two directions. An idea does not automatically become scientific by the mere act of attempting to falsify an adversary, an alternative system which satisfies Popper’s criterion must also be presented, and it must be falsifiable as well. ‘Scientific creationism’ is self-contradictory in its phrasing because it is incapable of being falsified, there are interpretations and experiments that can refute any evolutionary supposition, but no possible data could make a creationist discard solid beliefs in dogma (Gould, 1981). 4) What are the three arguments for the fact of evolution? First is the presence of unswerving proofs that substantiate evolution in field observations and laboratory experiments. One example is the recent discovery in 2004, a fish with transitional features was seen in Canada; the said fish had four finlike legs that permitted the creature to drag itself all the way through shallow water onto land. Scientists around the world see this as evidence that support evolution and an important discovery in identifying the transition from ocean creatures to land animals (NAS, 2008). Another example is the well-known specie of British moths that changed color and become black when the trees which the moths inhabited were darkened with industrial soot. Moths gain safety from predators, usually visually superior birds, by blending and disappearing into the backdrop. It must be noted that major evolutionary changes require a great deal of time that is not compatible with the usage of direct observation in the scale of documented human history (Gould, 1981). Second, the imperfection in nature exposes evolution; evolution is seen in the obvious flaws which record an account of descent. As Gould (1981) discusses, an engineer, designing from the beginning could plan more superior limbs suited for every living thing. All native hefty mammals from Australia are marsupials because they descended from an ancestor isolated in the isle continent. These marsupials are not really more suited for the environment of Australia; many have actually been pushed out by other (placental) mammals introduced by man from different places and continents. This standard of deficiencies and imperfections extend to every historical science. And finally the undeniable evidence of the transitions found in fossil records, there is a continuous temporal succession of increasingly more modern human features: increased cranial capacity, reduced teeth, large body mass (Gould, 1981). 5) How has Gould and Eldredge’s theory of punctuated equilibrium been used against them by the scientific creationists? Gould and Eldredge’s punctuated equilibrium theory proposes that the majority of evolution is marked by lengthy periods of evolutionary constancy, which is then interspersed by infrequent occasions of branching progression This theory was contrasted alongside phyletic gradualism, which is the popular notion that evolution is marked with a pattern of even and constant change in the fossil record. Gould (1996) has favored the particular argument that evolution does not have an inherent drive towards long-standing progress. Many interpretations often refer to evolution as a hierarchy of development, leading to better, quicker, and smarter life forms; the assumption is that evolution is in some way driving organisms to be more complex and intricate, and ultimately more akin to humankind. Evolution’s progress is not for complexity, but for diversification. Because life is inhibited to start with a simple preliminary point, any diversity ensuing from this side may be seen as a shift to the path of higher complexity. But life forms, can adapt towards simplification with no difficulty, an example is the case of parasites (Gould, 1996). This theory has been used by creationists as a citation to support their argument that the scientific community has actually admitted that fossil records does not incorporate transitional forms to support the theory of Evolution. Gould (1981) has clarified and reiterated that transitional forms can generally be found lacking in the level of species, but can be found abundantly among larger groups. Also, the famous creationist Luther Sunderland discusses the punctuated equilibrium theory and tells his readers that it is basically a tacit admission that Creationists are accurate in their assumption that no fossil verification can be found supporting the hypothesis that every life form descends from a common forebear (cited in Gould, 1981). The distortions and oversimplifications of Gould and Eldredge’s theory have been used as a caricature of the beliefs of Richard Goldschmidt, an early yet inaccurate geneticist. References: Gould, S. J. (1981). â€Å"Evolution as Fact and Theory,† Discover 2, May 1981: 34-37; Reprinted with permission from Hen’s Teeth and Horse’s Toes, New York: W. W. Norton & Company, 1994, pp. 253-262. Gould, S. J. (1996). Full House: The Spread of Excellence From Plato to Darwin. New York: Harmony Books. NAS: National Academy of Sciences. (2008). Science Evolution and Creationism. National Academies Press

Sub Saharan Africa Food Insecurity Environmental Sciences Essay

An Integrated Assessment and Policy Needs Identification Abstract The survey aims to supply in-depth analysis of nutrient security in SSA in a changing clime, by incorporating socio-economic factors into scenario analysis. Furthermore, particular accent will be placed on the regional security issues. The first aim is of the research is to measure the impact of clime alteration on nutrient security, while the 2nd purpose is to place the key policy needs that should be considered in version schemes. Climate alteration scenarios will be simulated utilizing HadCM3 theoretical account. Two scenarios will be examined: â€Å" worst instance † ( 1 % CO2 addition per annum ) and â€Å" best instance ‘ ( 0.5 % CO2 addition per annum ) . The projections of agricultural productiveness will be assessed with IMAGE or AEZ theoretical accounts. Once the land-use and harvest simulation theoretical accounts are run, the estimated alteration of crop-yields will be fed into IMPACT and BLS theoretical accounts in order to measure the impact of clime alteration on nutrient security and hazard of hungriness. The interaction between the two theoretical accounts will capture the cross-cutting drivers for nutrient insecurity in the part. As a concluding measure, the survey will supply socio-economic and political tendencies analysis with chief methods: literature reappraisal, informations aggregation and analysis, arrested development analysis. The overall result of the survey will be designation of the policy needs that rise consciousness, with pertinence in explicating version schemes. Keywords: agribusiness, clime alteration, estimable general equilibrium, nutrient security, integrated appraisal, malnutrition, partial equilibrium, hazard of hungriness, sub-Saharan Africa.1. Introduction The impact of clime alteration on nutrient security is important for developing states. Sub-Saharan Africa ( SSA ) is one of the most vulnerable parts in the universe, due to the high de grees of nutrient insecurity as a consequence of socio-economic, political and environmental force per unit areas. Harmonizing to FAO/ WFP 2010 study 1 SSA is on the 2nd topographic point ( after Asia ) in the universe in footings of figure of ill-fed people ( 239 million people ) . However, on the first topographic point in footings of per centum undernourished of the entire population ( 30 % ill-fed ) . Recent projections for future clime alteration in SSA dismay that the land with suitableness for harvest cultivation will worsen and the land with wet emphasis will increase ( e.g. Fischer, 2005 ; FAO, 2009 ) . At the same clip, the part is characterized with agriculture-driven economic system, whereas the low GDP and weak institutional constructions are barriers for technological development of the agricultural sector. 2. Problem Statement and Aim of the Study Recently, research workers have produced a figure of of import surveies analyzing the impact of clime alteration on harvests productiveness ( e.g. Betts, 2005 ; Challinor 2009 ) and agricultural sector ( e.g. Parry, 2004 ; Fischer, 2005 ) . Those documents present assorted patterning models for regional and planetary appraisal of the impact of clime alteration on agribusiness and the hazard of hungriness. Furthermore, several surveies examine SSA regional scenarios for future tendencies of nutrient demand ( based on the future population and income projections ) , nutrient supply ( based on agricultural productiveness and trade ) , land usage displacements and future clime conditions ( e.g. AIACC, 2006 ; Challinor, 2011 ) . However, most surveies capture chiefly harvest production ( agricultural sector ) and pay small attending to the whole nutr ient system, i.e. nutrient handiness, nutrient entree and nutrient use ( Ingram, 2005 ) . Therefore, in order to supply overall policy deductions for accomplishing nutrient security in a changing clime, we should see the drivers for nutrient insecurity in SSA, such as poorness, deficiency of instruction, hapless market entree, unemployment, failures in belongings rights ( Scholes and Biggs, 2004 ; Ingram, 2005 ) . 1 The State of Food Insecurity in the World 2010, FAO/ WFP Following the logic of the above statements, this survey aims to supply in-depth analysis of nutrient security in SSA in a changing clime, by incorporating socioeconomics factors into scenario analysis. Furthermore, particular accent will be placed on the regional security issues, such as migration and urbanisation, delicate provinces and struggles, refugee crises, HIV/ AIDS. 3. Aims of the Study and Research Questions The survey will near two chief issues. The first aim is to measure the impact of clime alteration on nutrient security. In this regard the research paper will discourse the undermentioned inquiries: – What is the environmental position and future clime conditions in SSA? – Which are the cardinal socio-economic force per unit areas in SSA that should be integrated in the appraisal of clime alteration impact on nutrient security? – What is the impact of clime alteration on nutrient insecurity and hungriness in SSA ( assessed by incorporating future tendencies of socio-economic conditions ) ? The 2nd aim is to place the key policy needs that should be considered in version schemes. In this context, the following set of research inquiries is: – What are the barriers and chances for version in SSA? -Which are the policy needs for nutrient security in the altering clime of SSA? -Which socio-economic and political conditions should be addressed in clime alteration – nutrient security policy models, based on the projections of future tendencies? 4. Sc ientific Methods n order to turn to the first set of research inquiries ( first aim ) , I will utilize he following research methods and instruments. 4.1. Climate Variability and Climate Change in SSA & gt ; Climate variableness – ( I ) calculation of indices for variableness in monthly lower limit and maximal temperature ; monthly rainfall ; ( two ) linear graphs for one-year alterations ; ( three ) arrested development analysis of long term trends2. & gt ; Climate alteration scenarios Tools and method: General Circulation Models utilizing statistical downscaling Model: HadCM3 ( coupled atmosphere-ocean general circulation theoretical account ) Datas: extracted from IPCC 2002 Period: 1961-1990 ; 2010-2039 ; 2040-2069 ; 2070-2099 Base-line clime: 1961-1990 ( Fischer, 2005 ) Scenarios: SRES A1F1 and A2 ( â€Å" worst instance † = 1 % CO2 addition per annum ; 855 ppm ) and SRES B1 and A1T ( â€Å" best instance ‘ = 0.5 % CO2 addition per annum ; 560 ppm ) ( e.g. Fisher, 2005 ; AIACC, 2006 ) .The comparing between the two scenarios will turn to the uncertainties3. End product: projected degrees of future CO2 ; precipitation ; temperature The end product from HadCM3 will be fed as an input in IMAGE theoretical account or AEZ theoretical account. Both theoretical accounts provide land-use displacements and harvests fertilisation effects from the informations obtained with HadCM3. 4.2. Food Security Impact Assessment Once the land-use and harvest simulation theoretical accounts are run, the estimated alteration of crop-yields will be fed into IMPACT ( partial-equilibrium theoretical account ) and BLS ( general equilibrium theoretical account ) in order to measure the impact of clime alteration on nutrient security and hazard of hungriness. The interaction between the two theoretical accounts is necessary to capture the drivers for nutrient insecurity in the part. Table 1. outlines how the two theoretical accounts correspond to the socio-economic force per unit areas in the clime alteration – nutrient security impact appraisal analysis. 2, 3 Methodology used by James Adejuwon, 2006. A Concluding Report Submitted to Appraisals of Impacts and Adaptations to Climate Change ( AIACC ) , Project No. AF 23 Table 1. Models specification IMPACT Model BLS Model Partial-equilibrium theoretical account with focal point on agricultural sector, H 2O, nutrient supply and demand. It tends to hold more item than genral equlibium theoretical accounts General equlibrium theoretical accounts take into history the linkages between agricultural and non-agricultural sectors. The theoretical account represents all economic sectors with through empirical observation estimated parametric quantities. States are linked through trade, universe market monetary values and financies Agricultural productiveness ( exogenic ) Agricultural productiveness and clime ( exogenic ) & gt ; agricultural production and trade ( edogenous ) & gt ; agricultural production and trade ( edogenous ) & gt ; GDP ( exogenic ) ; monetary values and trade ( endogenous ) & gt ; GDP, monetary values and trade ( endogenous ) Allows calculation of per capita KCAL, in peculiar kid malnutrition. Allows calculation of figure of people at hazard of hungriness as a portion of undernourished in the entire population. The per centum of malnourished kids is a map of: mean per c apita Calorie ingestion, female secondary instruction, the quality of maternal and child attention, wellness and sanitation. Thus the theoretical account gaining control broad assortment of societal issues. The estimations are based on: 1 ) SRES scenarios projected income and population degrees and their distribution ; 2 ) ratio of the mean national nutrient supply ( including imports ) Population and GDP ( exogenic ) Population ( exogenic ) ; GDP ( endogenous ) Population projections captures rural-urban kineticss There are regional group theoretical accounts wich capture the economic constructions of a figure of African states by grouping them into: oil exporters, low income nutrient importers and exporters, average income nutrient importers and exporters. 3.2. nutrient entree ( affordability – income, monetary values ; allotment ) 3.3. nutrient use ( nutrition ) 4. Socio-economic factors ( population, GDP ) 1.Model type 3. Food systems constituents captured by the theoreti cal accounts ( endogenous and exogenic variables ) : 3.1.food handiness ( agricultural production, trade, imports ) 2. Climate related drivers The appraisal will be built on multiple plot line attack ( e.g. Fisher, 2005 ) : Figure 1. Multiple storyline attack 4.3. Socio-economic and political force per unit areas analysis – the chief activities which will be conducted are: literature reappraisal, informations aggregation and analysis, arrested development analysis. & gt ; Economic construction of the SSA states – descriptive analysis will be provided & gt ; Population projections in SSA – the survey will show current demographic tendencies and future projections, based on informations extracted from IIASA. The particular accent will be on migration and urbanisation, HIV/ AIDS, every bit good as educational degrees. Climate alteration induced migration will be discussed. This analysis is closely linked to climate alteration – nutrient security analytical m odel, since demographic tendencies are strongly correlated with environment and nutrient security. & gt ; Income distribution and nutrient demand trends – income degrees change the consumers ‘ penchants for nutrient. As good income distribution and inequalities between states have important impact on nutrient demand ( e.g. Cirera and Masset, 2010 ) . Therefore this issue will be addressed, taking into consideration the findings of this survey every bit good as Gini coefficients for the part. & gt ; Poverty degrees and unemployment tendencies – descriptive analysis & gt ; Political stableness – descriptive analysis on past and present struggles ; hazards of new eruptions ; refugee crisis & gt ; Property rights – descriptive analysis of rural economic conditions & gt ; Poor market entree – descriptive analysis of market engagement Current clime variableness, nutrient security and socioeconomic conditions Socio-economic development and nutrient security with clime variableness ( no alteration ) – baseline simulation Socio-economic development and nutrient security with clime alteration ( â€Å" best instance † scenario ) Socio-economic development and nutrient security with clime alteration ( â€Å" worst instance † scenario ) 5. Significance of the survey The chief parts of this thesis are expected to be: – Designation of relevant clime variables, tendencies and projections ( temperature, precipitation, turning season, land-use alterations ) and appraisal of clime alteration impact on harvest outputs – Designation of the cardinal socio-economic factors in the analysis of the impact of clime alteration on nutrient security in the context of SSA – Appraisal of the impact of clime alteration on nutrient security utilizing partialequilibrium and general equilibrium theoretical accounts – Projection and spacial distribution of people at hazard of hungriness in SSA – Appra isal of the socio-economic and political tendencies, closely related to nutrient security and clime alteration – Designation of barriers and chances for version – Designation of the policy needs that rise consciousness, with pertinence in explicating version schemes Figure 2. Applicability of the survey in Adaptation Policy Frameworks Adaptation Policy Frameworks ( APF ) for Climate Change ( Developed by UNDP ) 1. Scoping and planing an version undertaking 2. Measuring current exposure: Current clime hazards ; Socio-economic conditions ; Adaptation baseline ; Climate change exposure 3. Measuring future clime hazards: Climate tendencies ; Socio-economic tendencies ; Natural resource and environment tendencies ; Adaptation barriers and chances 4. Explicating an Adaptation Strategy 5. Monitoring and Evaluation Policy Development Integrated Assessment Applicability of the survey 6. Restrictions and Uncertainties There are three types of restrictions and uncertainnesss in i ncorporate assessment – proficient ( â€Å" quality of informations available † ) , methodological ( â€Å" deficiency of sufficient cognition to make an equal theoretical account † ) and epistemic ( e.g. human behaviour, entropy of nature ) ( Reilly and Willenbockel, 2010 ) . The survey will foreground those uncertainnesss and will utilize multiple plot line attack in order to turn to them. Bibliography: Adejuwon J. 2006 Food Security, Climate Variability and Climate Change in Sub Saharan West Africa. Final Report Submitted to Appraisals of Impacts and Adaptations to Climate Change ( AIACC ) , Project No. AF 23. Betts R. 2005 Integrated attacks to climate-crop modeling: demands and challenges. Phil. Trans. R. Soc. B 2005 360, 2049-2065. Betts R. , Gornall J. , Burke E. , Clark R. , Camp J, Willett K. & A ; Wiltshire A. 2010 Implications of clime alteration for agricultural productiveness in the early 21st century. Phil. Trans. R. Soc. B 2010 365, 2973-2989. Bou wman A. , Kram T. & A ; Goldewijk K. 2006 Integrated modeling of planetary environmental alteration: An overview of IMAGE 2.4. Netherlands Environmental Assessment Agency ( MNP ) , Bilthoven, October 2006. MNP publication figure 500110002/2006. Challinor, A. 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Reilly M. & A ; Willenbockel D. 2010 Managing uncertainness: a reappraisal of nutrient system scenario analysis and mold. Phil. Trans. R. Soc. B 2010 365, 3049-3063. Satterthwaite D. , McGranahan G. & A ; Tacoli C. 2010 Urbanization and its deductions for nutrient and agriculture. Phil. Trans. R. Soc. B 2010 365, 2809-2820. Scholes, R. J. & A ; Biggs, R. 2004 Ecosystem services in Southern Africa: a regional appraisal. Pretoria, South Africa: Council for Scientific and Industrial Research. Stern N. 2006 Stern Review on the Economicss of Climate Change. Prepared for HM Treasury, Cabinet Office. UNDP, Adaptation Policy Frameworks for Climate Change. ( available at: www.undp.org/climatechange/adapt/apf.html )