Jose Rizal

Definition of Measurement Measurement  is the process or the result of determining the  ratio  of a  physical quantity, such as a length, time, temperature etc. , to a unit of measurement, such as the meter, second or degree Celsius. The science of measurement is called  metrology. The English word  measurement  originates from the  Latin  mensura  and the verb  metiri  through the  Middle French  mesure. Reference: http://en. wikipedia. org/wiki/Measurement Measurement Quantities *Basic FundamentalQuantity name/s| (Common) Quantity symbol/s| SI unit name| SI unit symbol| Dimension symbol| Length, width, height, depth| a, b, c, d, h, l, r, s, w, x, y, z| metre| m| [L]| Time| t| second| s| [T]| Mass| m| kilogram| kg| [M]| Temperature| T, ? | kelvin| K| [? ]| Amount of  substance, number of moles| n| mole| mol| [N]| Electric current| i, I| ampere| A| [I]| Luminous intensity| Iv| candela| Cd| [J]| Plane angle| ? , ? , ? , ? , ? , ? | radian| rad| dimensionl ess| Solid angle| ? , ? | steradian| sr| dimensionless| Derived Quantities Space Common) Quantity name/s| (Common) Quantity symbol| SI unit| Dimension| (Spatial)  position (vector)| r,  R,  a,  d| m| [L]| Angular position, angle of rotation (can be treated as vector or scalar)| ? ,  ? | rad| dimensionless| Area, cross-section| A, S, ? | m2| [L]2| Vector area  (Magnitude of surface area, directed normal totangential  plane of surface)| | m2| [L]2| Volume| ? , V| m3| [L]3| Quantity| Typical symbols| Definition| Meaning, usage| Dimension| Quantity| q| q| Amount of a property| [q]| Rate of change of quantity,  Time derivative| | | Rate of change of property with respect to time| [q] [T]? 1| Quantity spatial density| ? volume density (n  = 3),  ? = surface density (n  = 2),  ? = linear density (n  = 1)No common symbol for  n-space density, here  ? n  is used. | | Amount of property per unit n-space(length, area, volume or higher dimensions)| [q][L]-n| Spec ific quantity| qm| | Amount of property per unit mass| [q][L]-n| Molar quantity| qn| | Amount of property per mole of substance| [q][L]-n| Quantity gradient (if  q  is a  scalar field. | | | Rate of change of property with respect to position| [q] [L]? 1| Spectral quantity (for EM waves)| qv, q? , q? | Two definitions are used, for frequency and wavelength: | Amount of property per unit wavelength or frequency. [q][L]? 1  (q? )[q][T] (q? )| Flux, flow (synonymous)| ? F,  F| Two definitions are used;Transport mechanics,  nuclear physics/particle physics: Vector field: | Flow of a property though a cross-section/surface boundary. | [q] [T]? 1  [L]? 2, [F] [L]2| Flux density| F| | Flow of a property though a cross-section/surface boundary per unit cross-section/surface area| [F]| Current| i, I| | Rate of flow of property through a crosssection/ surface boundary| [q] [T]? 1| Current density (sometimes called flux density in transport mechanics)| j, J| | Rate of flow of pro perty per unit cross-section/surface area| [q] [T]? 1  [L]? | Reference: http://en. wikipedia. org/wiki/Physical_quantity#General_derived_quantities http://en. wikipedia. org/wiki/Physical_quantity#Base_quantities System of Units Unit name| Unit symbol| Quantity| Definition (Incomplete)| Dimension symbol| metre| m| length| * Original  (1793):  1? 10000000  of the meridian through Paris between the North Pole and the EquatorFG * Current  (1983): The distance travelled by light in vacuum in  1? 299792458  of a second| L| kilogram[note 1]| kg| mass| * Original  (1793): The  grave  was defined as being the weight [mass] of one cubic decimetre of pure water at its freezing point.FG * Current  (1889): The mass of the International Prototype Kilogram| M| second| s| time| * Original  (Medieval):  1? 86400  of a day * Current  (1967): The duration of  9 192 631 770  periods of the radiation corresponding to the transition between the two hyperfine levels of the ground state of the caesium 133 atom| T| ampere| A| electric current| * Original  (1881): A tenth of the electromagnetic CGS unit of current. [The [CGS] emu unit of current is that current, flowing in an arc 1  cm long of a circle 1  cm in radius creates a field of one oersted at the centre. 37]]. IEC * Current  (1946): The constant current which, if maintained in two straight parallel conductors of infinite length, of negligible circular cross-section, and placed 1  m apart in vacuum, would produce between these conductors a force equal to 2 x 10-7  newton per metre of length| I| kelvin| K| thermodynamic temperature| * Original  (1743): The  centigrade scale  is obtained by assigning 0 ° to the freezing point of water and 100 ° to the boiling point of water. * Current  (1967): The fraction 1/273. 16 of the thermodynamic temperature of the triple point of water| ? mole| mol| amount of substance| * Original  (1900): The molecular weight of a substance in mass grams. ICAW * Current  (1967): The amount of substance of a system which contains as many elementary entities as there are atoms in 0. 012 kilogram of carbon 12. [note 2]| N| candela| cd| luminous intensity| * Original  (1946):The value of the new candle is such that the brightness of the full radiator at the temperature of solidification of platinum is 60 new candles per square centimetre * Current  (1979): The luminous intensity, in a given direction, of a source that emits monochromatic radiation of frequency 540  ? 012  hertz and that has a radiant intensity in that direction of 1/683 watt per steradian. | J| Reference: http://en. wikipedia. org/wiki/International_System_of_Units Scientific Notation Scientific notation  (more commonly known as  standard form) is a way of writing numbers that are too big or too small to be conveniently written in decimal form. Scientific notation has a number of useful properties and is commonly used in calculators and by scie ntists, mathematicians and engineers.In scientific notation all numbers are written in the form of (a  times ten raised to the power of  b), where the  exponent  b  is an  integer, and the  coefficient  a  is any  real number  (however, see  normalized notation  below), called the  significand  or  mantissa. The term â€Å"mantissa† may cause confusion, however, because it can also refer to the  fractional  part of the common  logarithm. If the number is negative then a minus sign precedes  a  (as in ordinary decimal notation). ————————————————-Converting numbers Converting a number in these cases means to either convert the number into scientific notation form, convert it back into decimal form or to change the exponent part of the equation. None of these alter the actual number, only how it's expressed. Decimal to scientif ic First, move the decimal separator point the required amount,  n, to make the number's value within a desired range, between 1 and 10 for normalized notation. If the decimal was moved to the left, append  x  10n; to the right,  x  10-n.To represent the number 1,230,400 in normalized scientific notation, the decimal separator would be moved 6 digits to the left and  x  106  appended, resulting in1. 2304? 106. The number -0. 004  0321 would have its decimal separator shifted 3 digits to the right instead of the left and yield  ? 4. 0321? 10? 3  as a result. Scientific to decimal Converting a number from scientific notation to decimal notation, first remove the  x 10n  on the end, then shift the decimal separator  n  digits to the right (positive  n) or left (negative  n). The number1. 2304? 06  would have its decimal separator shifted 6 digits to the right and become 1 230 400, while  ? 4. 0321? 10? 3  would have its decimal separator moved 3 digits to the left and be-0. 0040321. Exponential Conversion between different scientific notation representations of the same number with different exponential values is achieved by performing opposite operations of multiplication or division by a power of ten on the significand and an subtraction or addition of one on the exponent part. The decimal separator in the significand is shifted  x  places to the left (or right) and 1x  is added to (subtracted from) the exponent, as shown below. . 234? 103  =  12. 34? 102  =  123. 4? 101  = 1234 Significant Figures The  significant figures  (also known as  significant digits, and often shortened to  sig figs) of a number are those  digits  that carry meaning contributing to its  precision. This includes all digitsexcept: * leading  and  trailing zeros  which are merely placeholders to indicate the scale of the number. * spurious digits introduced, for example, by calculations carried out to greater prec ision than that of the original data, or measurements reported to a greater precision than the equipment supports.Inaccuracy of a measuring device does not affect the number of significant figures in a measurement made using that device, although it does affect the accuracy. A measurement made using a plastic ruler that has been left out in the sun or a beaker that unbeknownst to the technician has a few glass beads at the bottom has the same number of significant figures as a significantly different measurement of the same physical object made using an unaltered ruler or beaker. The number of significant figures reflects the device's precision, but not its  accuracy.The basic concept of significant figures is often used in connection with  rounding. Rounding to significant figures is a more general-purpose technique than rounding to  n  decimal places, since it handles numbers of different scales in a uniform way. For example, the population of a city might only be known to the nearest thousand and be stated as 52,000, while the population of a country might only be known to the nearest million and be stated as 52,000,000. The former might be in error by hundreds, and the latter might be in error by hundreds of thousands, but both have two significant figures (5 and 2).This reflects the fact that the significance of the error (its likely size relative to the size of the quantity being measured) is the same in both cases. Computer representations of  floating point numbers  typically use a form of rounding to significant figures, but with  binary numbers. The number of correct significant figures is closely related to the notion of  relative error  (which has the advantage of being a more accurate measure of precision, and is independent of the radix of the number system used).The term â€Å"significant figures† can also refer to a crude form of error representation based around significant-digit rounding; for this use, see  signific ance arithmetic. The rules for identifying significant figures when writing or interpreting numbers are as follows:   * All non-zero digits are considered significant. For example, 91 has two significant figures (9 and 1), while 123. 45 has five significant figures (1, 2, 3, 4 and 5). * Zeros appearing anywhere between two non-zero digits are significant. Example: 101. 12 has five significant figures: 1, 0, 1, 1 and 2. Leading zeros are not significant. For example, 0. 00052 has two significant figures: 5 and 2. * Trailing zeros in a number containing a decimal point are significant. For example, 12. 2300 has six significant figures: 1, 2, 2, 3, 0 and 0. The number 0. 000122300 still has only six significant figures (the zeros before the 1 are not significant). In addition, 120. 00 has five significant figures since it has three trailing zeros. This convention clarifies the precision of such numbers; for example, if a measurement precise to four decimal places (0. 001) is given as 12. 23 then it might be understood that only two decimal places of precision are available. Stating the result as 12. 2300 makes clear that it is precise to four decimal places (in this case, six significant figures). * The significance of trailing zeros in a number not containing a decimal point can be ambiguous. For example, it may not always be clear if a number like 1300 is precise to the nearest unit (and just happens coincidentally to be an exact multiple of a hundred) or if it is only shown to the nearest hundred due to rounding or uncertainty.Various conventions exist to address this issue: * A  bar  may be placed over the last significant figure; any trailing zeros following this are insignificant. For example, 1300 has three significant figures (and hence indicates that the number is precise to the nearest ten). * The last significant figure of a number may be underlined; for example, â€Å"2000† has two significant figures. * A decimal point may be placed afte r the number; for example â€Å"100. † indicates specifically that three significant figures are meant. * In the combination of a number and a  unit of measurement  the ambiguity can be voided by choosing a suitable  unit prefix. For example, the number of significant figures in a mass specified as 1300  g is ambiguous, while in a mass of 13  h? g or 1. 3  kg it is not. Rounding Off Numbers Rounding  a numerical value means replacing it by another value that is approximately equal but has a shorter, simpler, or more explicit representation; for example, replacing ? 23. 4476 with ? 23. 45, or the fraction 312/937 with 1/3, or the expression v2 with 1. 414. Rounding is often done on purpose to obtain a value that is easier to write and handle than the original.It may be done also to indicate the accuracy of a computed number; for example, a quantity that was computed as 123,456 but is known to be accurate only to within a few hundred units is better stated as â₠¬Å"about 123,500. † On the other hand, rounding introduces some  round-off error  in the result. Rounding is almost unavoidable in many computations — especially when dividing two numbers in  integer  or  fixed-point arithmetic; when computing mathematical functions such as  square roots,  logarithms, and  sines; or when using a  floating point  representation with a fixed number of significant digits.In a sequence of calculations, these rounding errors generally accumulate, and in certain  ill-conditioned  cases they may make the result meaningless. Accurate rounding of  transcendental mathematical functions  is difficult because the number of extra digits that need to be calculated to resolve whether to round up or down cannot be known in advance. This problem is known as â€Å"the table-maker's dilemma†. Rounding has many similarities to the  quantization  that occurs when  physical quantities  must be encoded by numbers orà ‚  digital signals. Typical rounding problems are pproximating an irrational number by a fraction, e. g. ,  ? by 22/7; approximating a fraction with periodic decimal expansion by a finite decimal fraction, e. g. , 5/3 by 1. 6667; replacing a  rational number  by a fraction with smaller numerator and denominator, e. g. , 3122/9417 by 1/3; replacing a fractional  decimal number  by one with fewer digits, e. g. , 2. 1784 dollars by 2. 18 dollars; replacing a decimal  integer  by an integer with more trailing zeros, e. g. , 23,217 people by 23,200 people; or, in general, replacing a value by a multiple of a specified amount, e. . , 27. 2 seconds by 30 seconds (a multiple of 15). Conversion of Units Process The process of conversion depends on the specific situation and the intended purpose. This may be governed by regulation,  contract,  Technical specifications  or other published  standards. Engineering judgment may include such factors as: * The  precision and accuracy  of measurement and the associated  uncertainty of measurement * The statistical  confidence interval  or  tolerance interval  of the initial measurement * The number of  significant figures  of the measurement The intended use of the measurement including the  engineering tolerances Some conversions from one system of units to another need to be exact, without increasing or decreasing the precision of the first measurement. This is sometimes called  soft conversion. It does not involve changing the physical configuration of the item being measured. By contrast, a  hard conversion  or an  adaptive conversion  may not be exactly equivalent. It changes the measurement to convenient and workable numbers and units in the new system. It sometimes involves a slightly different configuration, or size substitution, of the item.Nominal values  are sometimes allowed and used. Multiplication factors Conversion between units in the  metric system  can be discerned by their  prefixes  (for example, 1 kilogram = 1000  grams, 1 milligram = 0. 001  grams) and are thus not listed in this article. Exceptions are made if the unit is commonly known by another name (for example, 1 micron = 10? 6  metre). Table ordering Within each table, the units are listed alphabetically, and the  SI  units (base or derived) are highlighted. ————————————————- Tables of conversion factorsThis article gives lists of conversion factors for each of a number of physical quantities, which are listed in the index. For each physical quantity, a number of different units (some only of historical interest) are shown and expressed in terms of the corresponding SI unit. Legend| Symbol| Definition| ?| exactly equal to| ?| approximately equal to| digits| indicates that  digits  repeat infinitely (e. g. 8. 294369  corresponds to  8. 29 4369369369369†¦)| (H)| of chiefly historical interest| ASSIGNMENT IN PHYSICS I-LEC Submitted by: Balagtas, Glen Paulo R. BS Marine Transportation-I Submitted to: Mrs. Elizabeth Gabriel Professor in Physics-Lec Jose Rizal Write a reflection paper tracing the development of Rizal as a reformist who began to work for changes in his country using: a) one (1) work from Rizal As A Reformist b) the Noli Me Tangere Show also the significance of these works on Filipino society today and how it can change today’s trends. Pag-ibig sa Tinubuang Lupa by Dr. Jose P. Rizal (keyword: love of country) Rizal’s Pag-ibig sa Tinubuang Lupa was written in 1882 when Rizal was 21 years old.Rizal was away in Spain for only a month, which may have inspired him to write this literature because he misses his homeland. This work of Rizal is a very significant work of Rizal as a reformist because it expresses his dear love for his native land. As he wrote this literature and felt his love for his country, he builds the foundation of him being a reformist because of the drive to fight for change. Through Pag-ibig sa Tinubuang Lupa, Rizal realizes how much he loves his country and that it has fallen into the wrong gov ernance and that this needs to be changed.Through the lines â€Å"Maging anuman nga ang kalagayan natin, ay nararapat nating mahalin siya at walang ibang bagay na dapat naisin tayo kundi ang kagalingan niya (referring to Philippines)† Rizal explicitly reveals his love for the country and expresses the importance to love and work for the betterment of our homeland. It can also be seen in these lines that even if he is out of the country studying, he will do his part as a Filipino to fight for the rights of every Filipino.Today, this work of Rizal may serve as a reminder for all the people in this country that being a Filipino calls for a duty to serve our native land and fellow citizens. If though Rizal’s work, Filipinos realize their duty as a citizen and love for their country, the Philippines would be a better place to live in and it would be easy to manipulate the society towards a progressive nation. Noli Me Tangere by Dr. Jose P. Rizal Rizal’s well-known no vel entitled Noli Me Tangere is one of his works that clearly expresses Rizal as a reformist.Rizal finished his first novel when he was at the age of 26 years old. The hero was penniless, good thanks to his friend Maximo Viola who supported him and shouldered the publication of this novel, the reason why we have a copy in our hands. In this novel, Rizal conveys his belief that education is very important and is an effective tool for reform in the country. Rizal was very brave to depict the issues in the Philippines such as corruption and oppression through the characters and storyline in his novel.The Noli Me Tangere was a very expressive move of Rizal to start the campaign for liberal reform for the country. In this book, Rizal shares his personal experiences at the harsh hands of the Spaniards, as well as experiences shared by his loved ones. Rizal’s brave soul to publish a novel containing these experiences and lessons, encourages Filipinos to be continuous is learning as he did. It again, boils down to his belief that education will strengthen one’s principles in life and even open your world to the experiences of other people.Until today, Noli Me Tangere and its sequel El Filibusterismo serve as an inspiration for writers to express through literature any present issues in the society. It also evokes the idea of liberalism in such a way that Filipinos has become open-minded to innovations and beliefs that will benefit the country. Most importantly, education is very well valued, as tool needed by every individual to help progress the country.

Explain How a Working Relationship is Different From a Personal Relationship Essay

Outline What is Meant by Agreed Ways of working relationship Outcome 1 understand working relationships in social care settings 1.1 explain how a working relationship is different from a personal relationship There are many different personal relationships that we have within our lives and we act differently to each of those it may be from a family relationship or a work friendship. It is the same with our working relationship with the individuals that we meet, some over step boundaries and turn into friendships. In a working relationship you are in a relationship with someone because it is your job, where as a family or friend relationship is built upon a different reason. In our job we may also have relations between other professionals or work colleagues which is necessary as it is part of the job and in the interests to the people we care for. 1.2 describe different working relationships in social care setting In the role of the health and social care worker are many different working relationships. Worker Answers What are the four main working relationships: colleagues manager other professionals such as doctors or paramedics individuals we care for Individual’s family and friends. For each you develop a different type of working relationship and some will be more formal than others. You may not greet a visiting doctor the same way you may address a close friend, we must ensure that we maintain a professional manner at all times. Outcome 2 Understand the importance of working in ways that are agreed with the employer 2.1 Describe why it is important to adhere to the agreed scope of the job It  is important to stick to the scope of the job As this is what has been outlined for you to do and is the best form of working for yourself and others around you. The scope gives you information on what will be expected from you and your roles and responsibilities if you do not adhere to these then accidents may happen and further action can also be taken. Usually when an employer advertises a job the description will be there of what is expected: The responsibilities of the role Location of work Who supervises and who you may need to go to Any staff you may be responsible for It is also giving you the safest way you will be working which will not put anyone at harm or danger. 2.2 outline what is meant by agreed ways of working Our employer identifies what we are to do in our job description but sets out how it is done in the policies and procedures that you are given before starting work. Most companies have these policies in place: Equal opportunities – this sets out how the organisation ensures there is no discrimination in the Most companies have these policies in place: Equal opportunities – this sets out how the organisation ensures there is no discrimination in the work place Bullying and harassment – sets out how it is dealt with for the staff being bullied or bullying others Confidentiality – the steps that are taken when people’s information is not kept confidential and on a need to know basis Data protection – how information is handled and stored Supervision 0 how staff are given professional support and supervision Procedures also outline how to deal with disciplinary issues, allegations of abuse, managing risk, deal with grievance or death, respond to emergencies that we have in which supports us on how we work effectively and correctly which allows us to give the best level of care we can give to individuals. 2.3 explain the importance of full and up to date details of agreed ways of working Sometimes we may have changes within the policies or in the law which will always need to be changed immediately so we adhere to the correct ways of working. If we do not change or follow the new changes then further action can be taken or even be breaking the law, this can put yourself,  residents, colleagues and also the home at risk. Outcome 3 Understand the importance of working in partnership with others 3.1 explain why it is important to work in partnership with others Being able to do our job effectively we work with many different people that come together to deliver the best quality service we can provide, these partnerships matter in delivering good quality social care. This is because there are so many aspects involved in delivering a good quality of service that no one person or organisation can deliver alone. 3.2 explain ways of working that can help improve partnership working There are many steps we can take to ensure that any partnership is able to work effectively Communication – this is one of the most essential steps we take, in failing with effective communication can cause friction and instant dislike which may create an unhealthy relationship. We need to ensure we keep good communication so we pass on vital information which may contribute towards the care towards the individuals’. * Respect and value work of others – when others or you do not feel appreciated for the work they do it can make others down and Respect and value work of others – when others or you do not feel appreciated for the work they do it can make others down and fed up which may affect the way they work. Just by valuing and appreciating the things people do for others will make the work place a lot more happier and keep relationships from turning negative, each person brings different knowledge and skills which are helpful and useful for the smooth running of delivering a good level of care. * Making clear decisions – all involved should feel confident enough that the decisions being made within the team are following the agreed process. There should be Making clear decisions – all involved should feel confident enough that the decisions being made within the team are following the agreed process. There should be concern if not all involved feel some decisions are being taken outside the team and that not everyone is being involved. If there is an agreed procedure for making decisions it is usually best to use it to keep peace and relations positive. 3.3 identify skills and approaches needed for resolving conflicts A conflict can sometimes be quite aggressive in order to resolve these we must use a different range of skills and approaches to help maintain it from escalating. We can use good listening skills, communication skills, holdinginformation, also being diplomatic and analysing the situation. Our approach needs to be tactful and calm also good body language showing we are open and ready to help resolve the issue. 3.4 explain how and when to access support and advice about: Partnership working Resolving conflicts Works Cited Angipie. â€Å"Develop Work Relationships.† WikiHow, 6 Dec. 2016, www.wikihow.com/Develop-Work-Relationships. GSA and the Courts: a Working Relationship. Washington, D.C., The Administration, 1991. â€Å"Personal Relationships.† Personal Relationships, vol. 23, no. 1, 2016, doi:10.1111/pere.2016.23.issue-1. Stelck, Lisa, and Cheryl Newman. The Working Relationship: Management Strategies for Contemporary Couples. New York, Villard Books, 1986. â€Å"Workplace Relationships.† Wikipedia, Wikimedia Foundation, en.wikipedia.org/wiki/Workplace_relationships.

History and Philosophy of Education - Experiential Learning and Essay

History and Philosophy of Education - Experiential Learning and Marketisation of Education - Essay Example In Experiential learning, the question is, does it require the guidance of a practioner in order for learning to take place. Practioners are always necessary in any process of learning, and experiential learning is not an exception. To acquire newknowledge from experience, an individual has to have problem solving skills which willenable him/ herto make decisions. This aspect is essential toenable a studentto apply skillsgained through theexperience undergone while learning (Maxwell, 2011).Experience as an issue in experiential learning is not the main factor thata student can acquire knowledge from. A student might pass through natural processes that might instill knowledge in him. Howeverwithout a guide given, such knowledge will not be helpful to him/ her since with time, skills accumulated, student will not be put into use (Palmer and Cooper, 2003). To Aristotle, passing through an experience, acquiring skills and being unable to implement is not the objective of education. Since by learning, a student has to be able to apply skills gained in real life situations and challenges (Curren, 2000). The applicative part of skill acquisition is the problem and for a student to be able to implement a skill he/she needs guidanceand this normally comes from the practitioners.The idea of learning through experience has a long historical perspective and it isJohn Deweywho proposed it. Dewey (1998) states experience is an integral part of learning; however practitionersalso play an important rolethat is to ensurestudents are able to apply knowledge gained from an experiencein different perspectives of their lives. This notion of Dewey, clearly agrees with my views of experimentation as an aspect of experiential learning. It is necessary for practitioners to introduce thecurriculum whenstudents are taken to the outdoorlearningwith supervision from educators, as it would allow students to learnfrom a series of adventures where real life examples. Another aspect from Dewey (1998)involves the issue of reflection, where student must engage actively in the activity took place and toreflect on the experience later to grasp the new ideas instilled. Based on this, experiential leaning involves experience and reflection and therefore knowledge and skills are gained through various circumstances, an individual passes through which determines the nature of skills attained and only after effective reflection guided by a practitioner.Reflection involves paying attention to the ideas leant and thus consolidating them. Reflection as an issue of experiential learning is not beneficial without supervision. There are many aspects of reflective tendencies during the process of experiential learning. However, it has some drawback (Palmer and Cooper, 2003); student will not think deeper into the meaning of the experience passed as he/shemight take it as play attained. Also it might involvelack of concentration from the student. According to Kolb, learning is a multidime nsional process (Palmer and Cooper, 2003) and it involvesfour stages that are toexperience, observe, reflect and experiment. Kolb advocates for supervision of a learner during the process of reflection. After a period of time, learning will have taken place as students had gained an educative experience with useful guides given from

Observation of a biligual child Essay Example | Topics and Well Written Essays - 2000 words

Observation of a biligual child - Essay Example The class that I am observing is a key stage one classroom which is a year one class and the children are aged between five and six. The classroom environment is filled with exciting displays and a separate display for language of the month which is currently Urdi. According to Baker (2006) the school setting is vital in developing the first language of any bilingual pupil. The children are split into different grouping according to their abilities. Flowers is the theme of this classroom daffodils, tulips, lilies and poppies this is their abilities settings for numeracy reading and literacy there is a BTA ( Bilingual teaching assistant) in class as well she will work with the EAL children ( English as an additional language) regardless of their abilities. Research (Cummins 1981, Collier and Thomas 1989) show that, it takes as long as seven years for EAL pupils to acquire a level of English proficiency compared to their monolingual peers. Teachers cannot wait till EAL pupils to develop high levels of English language ability before embarking on the demands of the national curriculum but must enable pupils to participate in curriculum context learning while they are simultaneously learning English (Gravelle, 2000) children's use of language in school differs from the language used outside of school. In addition, different academic subjects' areas have specific genres or registers. An important aspect of an inclusive curriculum is that the mainstream class teacher and the EAL/EMAG specialist should work together; to ensure that academic context is linked to language objectives and that language objectives are compatible with academic context. The lesson that I was observing was a literacy lesson and the teacher firstly went over the class rules which took approximately ten minutes then we started our literacy lesson the Bilingual Teaching Assistant (BTA) sat with the four EAL focus children on one table when there is a BTA in a classroom she always sits with the EAL children regardless of their abilities. The children in the group where Somalia and Tamil speakers (Some of them came from war torn countries and have seen a lot of war and poverty). The literacy lesson was to understand the features of a non- chronological report, such as an introduction impersonal language and present tense. The teacher asked the children what the features where of a non chronological report a Somalian child put his hand up and said "not in order" although his answer was partly correct when the teacher asked him to explain what he meant he was not able to answer even with the BTA help the teacher did not take into account of his English know ledge may not be enough to explain his thoughts further. The BTA was able to explain clearly in his home language as well as use a white board to record their thoughts and draw a diagram as a visual aid the BTA praised all the children relevantly. Moreover as the focus children in group two were Somalia speakers the BTA was able to explain clearly in their home language as well as used a white board to record their thoughts and also used a sheet containing a diagram of visual aid. The BTA praised all the children relevantly however, being one of the largest multi ethnic school in the

Synopsis Essay Example | Topics and Well Written Essays - 750 words

Synopsis - Essay Example I felt like my heart is going to explore. A couple days later, I registered NCLEX-RN class (National Council Licensure Examination-Registered Nurse). I studied very hard. I did not feel tired. I felt like I can fly. I could not stop smiling at work, because I had a new dream. I passed the exam at first attempt. I quitted job and find an agency. I was interviewed and accepted in â€Å"A† group for which I only need to pay 25% of one-year program. I told my family at one night that I am going to America in two months. It was like having a funeral service at home. My mom and sister started crying and told me that the agency is going to sell me. My sister said if I leave for America, she was going to die. My dad and little brother were shocked. My lovely sister cried so much, so I could not persist in my plan. I folded my plan just for a while. I got a new job. Actually, I was scouted from the previous work. This was a new opening hospital. I had to teach other nurses and assistants one-on-one, because they do not had any experience in this department. It has been going really well. I was very pleased after hearing that I have strong leadership skill from the director of the department. On a very bright day, my father got a letter, which was about my grandmother land with two other people, and they wanted to sell it. As a result, we got enough money to buy a house, and paid back all the loans. I desensitized my family that America is not dangerous, as my sister said she is going to die if I leave. I opened my dream file again. I found a new agency, got a phone number from the owner of the agency, and asked her if it is okay, my mom calls you to ask questions. My mom talked with the owner for an hour, and then said I can go there. A week later, I had a dinner with my male friends, and I announced that I might go to America in four months. I got a phone call from a male friend with whom I

Critical evaluation of an academic research article Essay

Critical evaluation of an academic research article - Essay Example The article provides a comprehensive ethical analysis through different ethical theories of product placement. An attempt has been made, throughout the article, to identify whether product placement overall is a deceptive practice or not. In this paper we will critically evaluate the research article. The key arguments of the article will be discussed and logic of arguments will be examined. Critical Analysis The article starts with an introduction of the topic in general. The introduction is very well written with the help of previous literature. No major claims are made rather readers are informed regarding the main subject of the article. Overall the article seems to be written in a logical flow with each section placed in the right order. Introduction is strong and everything said in the introduction is substantiated with existing literature. Product placement is a practice of placing a brand or a product in the scene or script of news and entertainment. Product placement has bee n seen in the Hollywood movies for a long time (Fristoe, 2005). The article is trying to evaluate whether this type of marketing is ethical or not. Implicit product placement has also been discussed in the article. The legal status of product placement is also discussed. ... The article does not clearly see product placement as deceptive but it argues that there are aspects of product placement that may not be approved by ethical theories and general public. The article raises questions about the implicit aspect of product placement. The argument made by the article with regards to the implicit product placement is that people should be aware of product placement. If this is not the case then product placement might be deceptive. Existing literature has also raised questions on implicit product placement (Spence & van Heekeren, 2005). The authors argue that when people are not aware of the persuasion then it might be unethical according to categorical imperative and Aristotelian ethics. The former teaches to treat humanity as oneself, and the latter lay burden of right or wrong on the intentions of the actor. According to both ethical theories implicit product placement is unethical, given that people are not aware of such a marketing practice. A strong point of the article is that it has questioned an assumption that is mistreated as fact in the corporate world to justify excessive marketing. Studies have shown that uneducated people might not have a clear idea about how marketing works and they might not be aware of their rights (Culnan, 2006). Marketing can also manipulate people who are not emotionally or financially mature (Laczniak & Murphy, 2006). The assumption that consumers are smart and knowledgeable is not justified and the article too raises questions about it. The authors have tried to remain impartial throughout the article and have attempted to give a genuine account of ethical issues

International Arbitration Dissertation Example | Topics and Well Written Essays - 2000 words

International Arbitration - Dissertation Example The Second Chapter deals with the research methodology adopted in this work. A doctrinal approach was followed in this research work. The Third chapter provides a Literature Review. In this chapter, many case studies were included to examine the effectiveness of investment arbitration. Moreover, scholarly reports and extant literature on the topic were scrutinised. The Fourth Chapter deals with a discussion of the findings and the fifth chapter deals with conclusions. Ambiguity in the interpretation of the treaty provisions, lack of expertise in ministries in case of developing countries, bias on the part of the arbitrator are some of the reasons identified for the lack of success of investment arbitration. Shortcomings with International Investment Arbitration Chapter 1 – Introduction Investment treaty arbitration is significantly different from other types of arbitration. In investment arbitration, the arbitrator is empowered to make decisions that are final. This type of ar bitration brings to the fore a number of issues relating to impartiality and independence. In the other types of arbitration, the final decision is taken by the court.1 As is well known, the courts enjoy independence from private and state power. Such independence is promoted by providing judges with a secure tenure, precluding outside remuneration and the adoption of an objective procedure of assigning cases. These factors are conspicuous by their absence in investment arbitration. As a consequence, it is not uncommon for these arbitral awards to be influenced by inappropriate factors. 2 These safeguards do not find a place in investment treaty arbitration. A class of inappropriate influences is that related to the career and financial interests of arbitrators. These arbitrators do not have secure tenure and engage in remunerative activities that are external to their role as adjudicators. 3 The independence and impartiality of the investment arbitral process is crucially dependent on the existence of openness. In the absence of transparency, it become difficult if not impossible to confirm the integrity and fairness of the decision making process. 4 Arbitrations related to investment treaties emerge from bilateral and multilateral treaties formed between countries to promote foreign investment. In general, such treaties incorporate provisions for settling disputes between a private foreign investor and the host nation by arbitration, under public international law. 5 Contemporary international arbitration is widely believed to have commenced with the Jay Treaty of 1974. This treaty was entered into by the US and Great Britain. Private international arbitration had not developed during that epoch and there was a predominance of international arbitral commissions.6 Subsequently there was an increase in instances of private international commercial arbitration. However, this system of arbitration has not yet developed to any significant extent. Wider acceptance of this method of dispute resolution could render it more transparent. Such arbitration views confidentiality as a significant feature of the dispute resolution. Accordingly, if the parties are in favour of keeping their dispute resolution confidential, then they have to incorporate relevant clauses in their arbitration contract. 7 Another method of ensuring confidentiality is to make a reference in