Thanksgiving for ESL Students History and Quiz

Reflective Journal Sample - 1190 Words

Minh Nguyen Journal 4 ELC 689 February, 8th 2010 What I have learned for the first four weeks of the course has prompted me to initiate new policies in testing administration together with training workshops for teachers in my division. The aims are to work toward better quality test practice: using tests for reflection on students’ progress rather than failing or passing students and improving the present test giving practice in weak areas such as validity, reliability, wash back. My reflection on the three testing models is that we should move from the model with mid-term plus final assessment to the model where the assessment process is parallel to the teaching/learning process through the course. To achieve this aim new†¦show more content†¦For example, assessments should be meaningful tasks, related to personal objectives and contextualized. To secure more reliability, marking criteria, especially for writing and speaking, should be double-checked by experienced test developers and administration procedures between classes need to be better standardized (Coombe, Folse Hubley, 2007). Discussion as well as moderation should precede the marking sessions for productive skills. Listening sections which involve language production such as dictation and re-production should call for discussion and moderation too. Additionally, validity is the area that needs more attention especially in listening and reading, where it is more difficult to specify stud ents’ characteristics and come up with the right specifications. For writing, topics and contexts should be given more work as they are easily affected by cultural bias. It would further help if procedures in developing tests were elaborated with clear instructions about each stage, e.g. specifications must be consulted before the test development process (Coombe, Folse Hubley, 2007). Other problems in the present test making practice as revealed in my test critique such as inadequate care given to the issues of background knowledge, skill contamination, backwash (Coombe, Folse Hubley, 2007) should be all given due care. The suggested policies and training will definitely benefit the students. AsShow MoreRelatedNokia 808 Pureview1358 Words   |  6 PagesOR detailed description of the project assigned. 12. Reflective Journal Entries (word limit: min. 2550 words) a. In reflective journal writing, student will reflect on all activities during each day of internship in that organization and then will enter in reflective journal on daily basis. b. 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The Golden Compass Chapter Twenty-One Free Essays

string(76) " since leaving Jordan College, and it brought a choking gasp to her throat\." Chapter Twenty-One Lord Asriel’s Welcome Lyra rode a strong young bear, and Roger rode another, while lorek paced tirelessly ahead and a squad armed with a fire hurler followed guarding the rear. The way was long and hard. The interior of Svalbard was mountainous, with jumbled peaks and sharp ridges deeply cut by ravines and steep-sided valleys, and the cold was intense. We will write a custom essay sample on The Golden Compass Chapter Twenty-One or any similar topic only for you Order Now Lyra thought back to the smooth-running sledges of the gyp-tians on the way to Bolvangar; how swift and comfortable that progress now seemed to have been! The air here was more penetratingly chill than any she had experienced before; or it might have been that the bear she was riding wasn’t as lightfooted as lorek; or it might have been that she was tired to her very soul. At all events, it was desperately hard going. She knew little of where they were bound, or how far it was. All she knew was what the older bear S0ren Eisarson had told her while they were preparing the fire hurler. He had been involved in negotiating with Lord Asriel about the terms of his imprisonment, and he remembered it well. At first, he’d said, the Svalbard bears regarded Lord Asriel as being no different from any of the other politicians, kings, or troublemakers who had been exiled to their bleak island. The prisoners were important, or they would have been killed outright by their own people; they might be valuable to the bears one day, if their political fortunes changed and they returned to rule in their own countries; so it might pay the bears not to treat them with cruelty or disrespect. So Lord Asriel had found conditions on Svalbard no better and no worse than hundreds of other exiles had done. But certain things had made his jailers more wary of him than of other prisoners they’d had. There was the air of mystery and spiritual peril surrounding anything that had to do with Dust; there was the clear panic on the part of those who’d brought him there; and there were Mrs. Coulter’s private communications with lofur Raknison. Besides, the bears had never met anything quite like Lord Asriel’s own haughty and imperious nature. He dominated even lofur Raknison, arguing forcefully and eloquently, and persuaded the bear-king to let him choose his own dwelling place. The first one he was allotted was too low down, he said. He needed a high spot, above the smoke and stir of the fire mines and the smithies. He gave the bears a design of the accommodation he wanted, and told them where it should be; and he bribed them with gold, and he flattered and bullied lofur Raknison, and with a bemused willingness the bears set to work. Before long a house had arisen on a headland facing north: a wide and solid place with fireplaces that burned great blocks of coal mined and hauled by bears, and with large windows of real glass. There he dwelt, a prisoner acting like a king. And then he set about assembling the materials for a laboratory. With furious concentration he sent for books, instruments, chemicals, all manner of tools and equipment. And somehow it had come, from this source or that; some openly, some smuggled in by the visitors he insisted he was entitled to have. By land, sea, and air, Lord Asriel assembled his materials, and within six months of his committal, he had all the equipment he wanted. And so he worked, thinking and planning and calculating, waiting for the one thing he needed to complete the task that so terrified the Oblation Board. It was drawing closer every minute. Lyra’s first glimpse of her father’s prison came when lorek Byrnison stopped at the foot of a ridge for the children to move and stretch themselves, because they had been getting dangerously cold and stiff. â€Å"Look up there,† he said. A wide broken slope of tumbled rocks and ice, where a track had been laboriously cleared, led up to a crag outlined against the sky. There was no Aurora, but the stars were brilliant. The crag stood black and gaunt, but at its summit was a spacious building from which light spilled lavishly in all directions: not the smoky inconstant gleam of blubber lamps, nor the harsh white of anbaric spotlights, but the warm creamy glow of naphtha. The windows from which the light emerged also showed Lord Asriel’s formidable power. Glass was expensive, and large sheets of it were prodigal of heat in these fierce latitudes; so to see them here was evidence of wealth and influence far greater than lofur Raknison’s vulgar palace. Lyra and Roger mounted their bears for the last time, and lorek led the way up the slope toward the house. There was a courtyard that lay deep under snow, surrounded by a low wall, and as lorek pushed open the gate they heard a bell ring somewhere in the building. Lyra got down. She could hardly stand. She helped Roger down too, and, supporting each other, the children stumbled through the thigh-deep snow toward the steps up to the door. Oh, the warmth there would be inside that house! Oh, the peaceful rest! She reached for the handle of the bell, but before she could reach it, the door opened. There was a small dimly lit vestibule to keep the warm air in, and standing under the lamp was a figure she recognized: Lord Asriel’s manservant Thorold, with his pinscher daemon Anfang. Lyra wearily pushed back her hood. â€Å"Who†¦Ã¢â‚¬  Thorold began, and then saw who it was, and went on: â€Å"Not Lyra? Little Lyra? Am I dreaming?† He reached behind him to open the inner door. A hall, with a coal fire blazing in a stone grate; warm naphtha light glowing on carpets, leather chairs, polished wood†¦ It was like nothing Lyra had seen since leaving Jordan College, and it brought a choking gasp to her throat. You read "The Golden Compass Chapter Twenty-One" in category "Essay examples" Lord Asriel’s snow-leopard daemon growled. Lyra’s father stood there, his powerful dark-eyed face at first fierce, triumphant, and eager; and then the color faded from it; his eyes widened, in horror, as he recognized his daughter. â€Å"No! No!† He staggered back and clutched at the mantelpiece. Lyra couldn’t move. â€Å"Get out!† Lord Asriel cried. â€Å"Turn around, get out, go! I did not send for you!† She couldn’t speak. She opened her mouth twice, three times, and then managed to say: â€Å"No, no, I came because – â€Å" He seemed appalled; he kept shaking his head, he held up his hands as if to ward her off; she couldn’t believe his distress. She moved a step closer to reassure him, and Roger came to stand with her, anxious. Their daemons fluttered out into the warmth, and after a moment Lord Asriel passed a hand across his brow and recovered slightly. The color began to return to his cheeks as he looked down at the two. â€Å"Lyra,† he said. â€Å"That is Lyra?† â€Å"Yes, Uncle Asriel,† she said, thinking that this wasn’t the time to go into their true relationship. â€Å"I came to bring you the alethiometer from the Master of Jordan.† â€Å"Yes, of course you did,† he said. â€Å"Who is this?† â€Å"It’s Roger Parslow,† she said. â€Å"He’s the kitchen boy from Jordan College. But – â€Å" â€Å"How did you get here?† â€Å"I was just going to say, there’s lorek Byrnison outside, he’s brought us here. He came with me all the way from Trollesund, and we tricked lofur – â€Å" â€Å"Who’s lorek Byrnison?† â€Å"An armored bear. He brought us here.† â€Å"Thorold,† he called, â€Å"run a hot bath for these children, and prepare them some food. Then they will need to sleep. Their clothes are filthy; find them something to wear. Do it now, while I talk to this bear.† Lyra felt her head swim. Perhaps it was the heat, or perhaps it was relief. She watched the servant bow and leave the hall, and Lord Asriel go into the vestibule and close the door behind, and then she half-fell into the nearest chair. Only a moment later, it seemed, Thorold was speaking to her. â€Å"Follow me, miss,† he was saying, and she hauled herself up and went with Roger to a warm bathroom, where soft towels hung on a heated rail, and where a tub of water steamed in the naphtha light. â€Å"You go first,† said Lyra. â€Å"I’ll sit outside and we’ll talk.† So Roger, wincing and gasping at the heat, got in and washed. They had swum naked together often enough, frolicking in the Isis or the Cherwell with other children, but this was different. â€Å"I’m afraid of your uncle,† said Roger through the open door. â€Å"I mean your father.† â€Å"Better keep calling him my uncle. I’m afraid of him too, sometimes.† â€Å"When we first come in, he never saw me at all. He only saw you. And he was horrified, till he saw me. Then he calmed down all at once.† â€Å"He was just shocked,† said Lyra. â€Å"Anyone would be, to see someone they didn’t expect. He last saw me after that time in the Retiring Room. It’s bound to be a shock.† â€Å"No,† said Roger, â€Å"it’s more than that. He was looking at me like a wolf, or summing.† â€Å"You’re imagining it.† â€Å"I en’t. I’m more scared of him than I was of Mrs. Coulter, and that’s the truth.† He splashed himself. Lyra took out the alethiometer. â€Å"D’you want me to ask the symbol reader about it?† Lyra said. â€Å"Well, I dunno. There’s things I’d rather not know. Seems to me everything I heard of since the Gobblers come to Oxford, everything’s been bad. There en’t been nothing good more than about five minutes ahead. Like I can see now, this bath’s nice, and there’s a nice warm towel there, about five minutes away. And once I’m dry, maybe I’ll think of summing nice to eat, but no further ahead than that. And when I’ve eaten, maybe I’ll look forward to a kip in a comfortable bed. But after that, I dunno, Lyra. There’s been terrible things we seen, en’t there? And more a coming, more’n likely. So I think I’d rather not know what’s in the future. I’ll stick to the present.† â€Å"Yeah,† said Lyra wearily. â€Å"There’s times I feel like that too.† So although she held the alethiometer in her hands for a little longer, it was only for comfort; she didn’t turn the wheels, and the swinging of the needle passed her by. Pantalaimon watched it in silence. After they’d both washed, and eaten some bread and cheese and drunk some wine and hot water, the servant Thorold said, â€Å"The boy is to go to bed. I’ll show him where to go. His Lordship asks if you’d join him in the library, Miss Lyra.† Lyra found Lord Asriel in a room whose wide windows overlooked the frozen sea far below. There was a coal fire under a wide chimneypiece, and a naphtha lamp turned down low, so there was little in the way of distracting reflections between the occupants of the room and the bleak starlit panorama outside. Lord Asriel, reclining in a large armchair on one side of the fire, beckoned her to come and sit in the other chair facing him. â€Å"Your friend lorek Byrnison is resting outside,† he said. â€Å"He prefers the cold.† â€Å"Did he tell you about his fight with lofur Raknison?† â€Å"Not in detail. But I understand that he is now the king of Svalbard. Is that true?† â€Å"Of course it’s true. lorek never lies.† â€Å"He seems to have appointed himself your guardian.† â€Å"No. John Faa told him to look after me, and he’s doing it because of that. He’s following John Faa’s orders.† â€Å"How does John Faa come into this?† â€Å"I’ll tell you if you tell me something,† she said. â€Å"You’re my father, en’t you?† â€Å"Yes. So what?† â€Å"So you should have told me before, that’s what. You shouldn’t hide things like that from people, because they feel stupid when they find out, and that’s cruel. What difference would it make if I knew I was your daughter? You could have said it years ago. You could’ve told me and asked me to keep it secret, and I would, no matter how young I was, I’d have done that if you asked me. I’d have been so proud nothing would’ve torn it out of me, if you asked me to keep it secret. But you never. You let other people know, but you never told me.† â€Å"Who did tell you?† â€Å"John Faa.† â€Å"Did he tell you about your mother?† â€Å"Yes.† â€Å"Then there’s not much left for me to tell. I don’t think I want to be interrogated and condemned by an insolent child. I want to hear what you’ve seen and done on the way here.† â€Å"I brought you the bloody alethiometer, didn’t I?† Lyra burst out. She was very near to tears. â€Å"I looked after it all the way from Jordan, I hid it and I treasured it, all through what’s happened to us, and I learned about using it, and I carried it all this bloody way when I could’ve just given up and been safe, and you en’t even said thank you, nor showed any sign that you’re glad to see me. I don’t know why I ever done it. But I did, and I kept on going, even in lofur Raknison’s stinking palace with all them bears around me I kept on going, all on me own, and I tricked him into fighting with lorek so’s I could come on here for your sake†¦.And when you did see me, you like to fainted, as if I was some horrible thing you never wanted to see again. You en’t human, Lord Asriel. You en’t my father. My father wouldn’t treat me like that. Fathers are supposed to love their daughters, enâ⠂¬â„¢t they? You don’t love me, and I don’t love you, and that’s a fact. I love Farder Coram, and I love lorek Byrnison; I love an armored bear more’n I love my father. And I bet lorek Byrnison loves me more’n you do.† â€Å"You told me yourself he’s only following John Faa’s orders. If you’re going to be sentimental, I shan’t waste time talking to you.† â€Å"Take your bloody alethiometer, then, and I’m going back with lorek.† â€Å"Where?† â€Å"Back to the palace. He can fight with Mrs. Coulter and the Oblation Board, when they turn up. If he loses, then I’ll die too, I don’t care. If he wins, we’ll send for Lee Scoresby and I’ll sail away in his balloon and – â€Å" â€Å"Who’s Lee Scoresby?† â€Å"An aeronaut. He brought us here and then we crashed. Here you are, here’s the alethiometer. It’s all in good order.† He made no move to take it, and she laid it on the brass fender around the hearth. â€Å"And I suppose I ought to tell you that Mrs. Coulter’s on her way to Svalbard, and as soon as she hears what’s happened to lofur Raknison, she’ll be on her way here. In a zeppelin, with a whole lot of soldiers, and they’re going to kill us all, by order of the Magisterium.† â€Å"They’ll never reach us,† he said calmly. He was so quiet and relaxed that some of her ferocity dwindled. â€Å"You don’t know,† she said uncertainly. â€Å"Yes I do.† â€Å"Have you got another alethiometer, then?† â€Å"I don’t need an alethiometer for that. Now I want to hear about your journey here, Lyra. Start from the beginning. Tell me everything.† So she did. She began with her hiding in the Retiring Room, and went on to the Gobblers’ taking Roger, and her time with Mrs. Coulter, and everything else that had happened. It was a long tale, and when she finished it she said, â€Å"So there’s one thing I want to know, and I reckon I’ve got the right to know it, like I had the right to know who I really was. And if you didn’t tell me that, you’ve got to tell me this, in recompense. So: what’s Dust? And why’s everyone so afraid of it?† He looked at her as if trying to guess whether she would understand what he was about to say. He had never looked at her seriously before, she thought; until now he had always been like an adult indulging a child in a pretty trick. But he seemed to think she was ready. â€Å"Dust is what makes the alethiometer work,† he said. â€Å"Ah†¦I thought it might! But what else? How did they find out about it?† â€Å"In one way, the Church has always been aware of it. They’ve been preaching about Dust for centuries, only they didn’t call it by that name. â€Å"But some years ago a Muscovite called Boris Mikhailovitch Rusakov discovered a new kind of elementary particle. You’ve heard of electrons, photons, neutrinos, and the rest? They’re called elementary particles because you can’t break them down any further: there’s nothing inside them but themselves. Well, this new kind of particle was elementary all right, but it was very hard to measure because it didn’t react in any of the usual ways. The hardest thing for Rusakov to understand was why the new particle seemed to cluster where human beings were, as if it were attracted to us. And especially to adults. Children too, but not nearly so much until their daemons have taken a fixed form. During the years of puberty they begin to attract Dust more strongly, and it settles on them as it settles on adults. â€Å"Now all discoveries of this sort, because they have a bearing on the doctrines of the Church, have to be announced through the Magisterium in Geneva. And this discovery of Rusakov’s was so unlikely and strange that the inspector from the Consistorial Court of Discipline suspected Rusakov of diabolic possession. He performed an exorcism in the laboratory, he interrogated Rusakov under the rules of the Inquisition, but finally they had to accept the fact that Rusakov wasn’t lying or deceiving them: Dust really existed. â€Å"That left them with the problem of deciding what it was. And given the Church’s nature, there was only one thing they could have chosen. The Magisterium decided that Dust was the physical evidence for original sin. Do you know what original sin is?† She twisted her lips. It was like being back at Jordan, being quizzed on something she’d been half-taught. â€Å"Sort of,† she said. â€Å"No, you don’t. Go to the shelf beside the desk and bring me the Bible.† Lyra did so, and handed the big black book to her father. â€Å"You do remember the story of Adam and Eve?† ‘†Course,† she said. â€Å"She wasn’t supposed to eat the fruit and the serpent tempted her, and she did.† â€Å"And what happened then?† â€Å"Umm†¦They were thrown out. God threw them out of the garden.† â€Å"God had told them not to eat the fruit, because they would die. Remember, they were naked in the garden, they were like children, their daemons took on any form they desired. But this is what happened.† He turned to Chapter Three of Genesis, and read: â€Å"And the woman said unto the serpent, We may eat of the fruit of the trees of the garden: â€Å"But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it, neither shall ye touch it, lest ye die. â€Å"And the serpent said unto the woman, Ye shall not surely die: â€Å"For God doth know that in the day ye eat thereof, then your eyes shall be opened, and your daemons shall assume their true forms, and ye shall be as gods, knowing good and evil. â€Å"And when the woman saw that the tree was good for food, and that it was pleasant to the eyes, and a tree to be desired to reveal the true form of one’s daemon, she took of the fruit thereof, and did eat, and gave also unto her husband with her; and he did eat. â€Å"And the eyes of them both were opened, and they saw the true form of their daemons, and spoke with them. â€Å"But when the man and the woman knew their own daemons, they knew that a great change had come upon them, for until that moment it had seemed that they were at one with all the creatures of the earth and the air, and there was no difference between them: â€Å"And they saw the difference, and they knew good and evil; and they were ashamed, and they sewed fig leaves together to cover their nakedness†¦.† He closed the book. â€Å"And that was how sin came into the world,† he said, â€Å"sin and shame and death. It came the moment their daemons became fixed.† â€Å"But†¦Ã¢â‚¬  Lyra struggled to find the words she wanted: â€Å"but it en’t true, is it? Not true like chemistry or engineering, not that kind of true? There wasn’t really an Adam and Eve? The Cassington Scholar told me it was just a kind of fairy tale.† â€Å"The Cassington Scholarship is traditionally given to a freethinker; it’s his function to challenge the faith of the Scholars. Naturally he’d say that. But think of Adam and Eve like an imaginary number, like the square root of minus one: you can never see any concrete proof that it exists, but if you include it in your equations, you can calculate all manner of things that couldn’t be imagined without it. â€Å"Anyway, it’s what the Church has taught for thousands of years. And when Rusakov discovered Dust, at last there was a physical proof that something happened when innocence changed into experience. â€Å"Incidentally, the Bible gave us the name Dust as well. At first they were called Rusakov Particles, but soon someone pointed out a curious verse toward the end of the Third Chapter of Genesis, where God’s cursing Adam for eating the fruit.† He opened the Bible again and pointed it out to Lyra. She read: â€Å"In the sweat of thy face shalt thou eat bread, till thou return unto the ground; for out of it wast thou taken: for dust thou art, and unto dust shalt thou return†¦.† Lord Asriel said, â€Å"Church scholars have always puzzled over the translation of that verse. Some say it should read not ‘unto dust shalt thou return’ but ‘thou shalt be subject to dust,’ and others say the whole verse is a kind of pun on the words ‘ground’ and ‘dust,’ and it really means that God’s admitting his own nature to be partly sinful. No one agrees. No one can, because the text is corrupt. But it was too good a word to waste, and that’s why the particles became known as Dust.† â€Å"And what about the Gobblers?† Lyra said. â€Å"The General Oblation Board†¦Your mother’s gang. Clever of her to spot the chance of setting up her own power base, but she’s a clever woman, as I dare say you’ve noticed. It suits the Magisterium to allow all kinds of different agencies to flourish. They can play them off against one another; if one succeeds, they can pretend to have been supporting it all along, and if it fails, they can pretend it was a renegade outfit which had never been properly licensed. â€Å"You see, your mother’s always been ambitious for power. At first she tried to get it in the normal way, through marriage, but that didn’t work, as I think you’ve heard. So she had to turn to the Church. Naturally she couldn’t take the route a man could have taken – priesthood and so on – it had to be unorthodox; she had to set up her own order, her own channels of influence, and work through that. It was a good move to specialize in Dust. Everyone was frightened of it; no one knew what to do; and when she offered to direct an investigation, the Magisterium was so relieved that they backed her with money and resources of all kinds.† â€Å"But they were cutting – † Lyra couldn’t bring herself to say it; the words choked in her mouth. â€Å"You know what they were doing! Why did the Church let them do anything like that?† â€Å"There was a precedent. Something like it had happened before. Do you know what the word castration means? It means removing the sexual organs of a boy so that he never develops the characteristics of a man. A castrate keeps his high treble voice all his life, which is why the Church allowed it: so useful in Church music. Some castrati became great singers, wonderful artists. Many just became fat spoiled half-men. Some died from the effects of the operation. But the Church wouldn’t flinch at the idea of a little cut, you see. There was a precedent. And this would be so much more hygienic than the old methods, when they didn’t have anesthetics or sterile bandages or proper nursing care. It would be gentle by comparison.† â€Å"It isn’t!† Lyra said fiercely. â€Å"It isn’t!† â€Å"No. Of course not. That’s why they had to hide away in the far North, in darkness and obscurity. And why the Church was glad to have someone like your mother in charge. Who could doubt someone so charming, so well-connected, so sweet and reasonable? But because it was an obscure and unofficial kind of operation, she was someone the Magisterium could deny if they needed to, as well.† â€Å"But whose idea was it to do that cutting in the first place?† â€Å"It was hers. She guessed that the two things that happen at adolescence might be connected: the change in one’s daemon and the fact that Dust began to settle. Perhaps if the daemon were separated from the body, we might never be subject to Dust – to original sin. The question was whether it was possible to separate daemon and body without killing the person. But she’s traveled in many places, and seen all kinds of things. She’s traveled in Africa, for instance.The Africans have a way of making a slave called a zombi. It has no will of its own; it will work day and night without ever running away or complaining. It looks like a corpse†¦.† â€Å"It’s a person without their daemon!† â€Å"Exactly. So she found out that it was possible to separate them.† â€Å"And†¦Tony Costa told me about the horrible phantoms they have in the northern forests. I suppose they might be the same kind of thing.† â€Å"That’s right. Anyway, the General Oblation Board grew out of ideas like that, and out of the Church’s obsession with original sin.† Lord Asriel’s daemon twitched her ears, and he laid his hand on her beautiful head. â€Å"There was something else that happened when they made the cut,† he went on. â€Å"And they didn’t see it. The energy that links body and daemon is immensely powerful. When the cut is made, all that energy dissipates in a fraction of a second. They didn’t notice, because they mistook it for shock, or disgust, or moral outrage, and they trained themselves to feel numb towards it. So they missed what it could do, and they never thought of harnessing it†¦.† Lyra couldn’t sit still. She got up and walked to the window, and stared over the wide bleak darkness with unseeing eyes. They were too cruel. No matter how important it was to find out about original sin, it was too cruel to do what they’d done to Tony Makarios and all the others. Nothing justified that. â€Å"And what were you doing?† she said. â€Å"Did you do any of that cutting?† â€Å"I’m interested in something quite different. I don’t think the Oblation Board goes far enough. I want to go to the source of Dust itself.† â€Å"The source? Where’s it come from, then?† â€Å"From the other universe we can see through the Aurora.† Lyra turned around again. Her father was lying back in his chair, lazy and powerful, his eyes as fierce as his daemon’s. She didn’t love him, she couldn’t trust him, but she had to admire him, and the extravagant luxury he’d assembled in this desolate wasteland, and the power of his ambition. â€Å"What is that other universe?† she said. â€Å"One of uncountable billions of parallel worlds. The witches have known about them for centuries, but the first theologians to prove their existence mathematically were excommunicated fifty or more years ago. However, it’s true; there’s no possible way of denying it. â€Å"But no one thought it would ever be possible to cross from one universe to another. That would violate fundamental laws, we thought. Well, we were wrong; we learned to see the world up there. If light can cross, so can we. And we had to learn to see it, Lyra, just as you learned to use the alethiometer. â€Å"Now that world, and every other universe, came about as a result of possibility. Take the example of tossing a coin: it can come down heads or tails, and we don’t know before it lands which way it’s going to fall. If it comes down heads, that means that the possibility of its coming down tails has collapsed. Until that moment the two possibilities were equal. â€Å"But on another world, it does come down tails. And when that happens, the two worlds split apart. I’m using the example of tossing a coin to make it clearer. In fact, these possibility collapses happen at the level of elementary particles, but they happen in just the same way: one moment several things are possible, the next moment only one happens, and the rest don’t exist. Except that other worlds have sprung into being, on which they did happen. â€Å"And I’m going to that world beyond the Aurora,† he said, â€Å"because I think that’s where all the Dust in this universe comes from. You saw those slides I showed the Scholars in the retiring room. You saw Dust pouring into this world from the Aurora. You’ve seen that city yourself. If light can cross the barrier between the universes, if Dust can, if we can see that city, then we can build a bridge and cross. It needs a phenomenal burst of energy. But I can do it. Somewhere out there is the origin of all the Dust, all the death, the sin, the misery, the destructiveness in the world. Human beings can’t see anything without wanting to destroy it, Lyra. That’s original sin. And I’m going to destroy it. Death is going to die.† â€Å"Is that why they put you here?† â€Å"Yes. They are terrified. And with good reason.† He stood up, and so did his daemon, proud and beautiful and deadly. Lyra sat still. She was afraid of her father, and she admired him profoundly, and she thought he was stark mad; but who was she to judge? â€Å"Go to bed,† he said. â€Å"Thorold will show you where to sleep.† He turned to go. â€Å"You’ve left the alethiometer,† she said. â€Å"Ah, yes; I don’t actually need that now,† he said. â€Å"It would be no use to me without the books anyway. D’you know, I think the Master of Jordan was giving it to you. Did he actually ask you to bring it to me?† â€Å"Well, yes!† she said. But then she thought again, and realized that in fact the Master never had asked her to do that; she had assumed it all the time, because why else would he have given it to her? â€Å"No,† she said. â€Å"I don’t know. I thought – â€Å" â€Å"Well, I don’t want it. It’s yours, Lyra.† â€Å"But – â€Å" â€Å"Goodnight, child.† Speechless, too bewildered by this to voice any of the dozen urgent questions that pressed at her mind, she sat by the fire and watched him leave the room. How to cite The Golden Compass Chapter Twenty-One, Essay examples

Public Auditable Secure Cloud Data Storage -Myassignmenthelp.Com

Question: Discuss About The Public Auditable Secure Cloud Data Storage? Answer: Introduction Organizations are expanding in terms of departments and employees and are assigned with various work genres. Cloud based accounting information system that aids business organizations to meet organizational goals and needs. Small and large business organizations can benefit from the use of technological tool of cloud computing (Algari, 2017). Organizations can compete with their rivals by using modified business applications. Internet services assist the employees of business organizations to improve the productivity and trade value through cloud based AIS. The objective of the study is to understand the change of operation in business organizations in terms of adding cloud based accounting information systems (AIS). Overview of Cloud Computing Cloud computing is known for revolutionizing the IT industry and provides a model for enacting conducive, network access towards the common meld of services, storage, servers, networks, and applications to facilitate ease in management of data. It allows customers to omit human interaction by taking data from proper software as per ones convenience. Clients can connect to various platforms by using the dedicated software installed in their digital devices connected to internet and is benefitting cloud based accounting information systems (Dillon, Wu, Chang, 2010). Pool based computing resources are configurable and signified for better operation to serve varied customers by using customer demand pattern (Wang, Ren, Lou, Li, 2010). Customers can rapidly avail data that can be required over any given point of time. Multi-tenancy approach entails cloud infrastructure with differed parameters for each of the customers and provide assistance to the cloud based accounting information sys tems. Cloud service providers promote their mesh of customized applications to the end customers, who can try it by accessing the internet (Leimeister, Bohm, Riedl Krcmar, 2010). Cloud infrastructure is complicated to understand from the viewpoint of a customer, as it is operated by optimizing diversified data. Client can attempt to develop their applications over the online platform to edit and modify it by allowing in-progress verifications. Clients have the facility to use IT infrastructure services with a personalized virtual machine that is different from multi tenancy process. This is due to the fact that it focuses on virtualization of distinguished infrastructure as a service cloud. MYOB is one of the accessible cloud based accounting information systems website, which offers various technology tools for its customers. MYOB has account edge, which is made for Macbook allowing clients to address tax obligations, meet BAS, GST reporting and accounts reconciliation. Client can check business indicators to ascertain the benefits and losses of the organization along with customize quotes, purchase orders and invoices through apple devices, timesheet management, payroll tax determination according to the state, leave super, and PAYG operation (MYOB Technology Pty Ltd., 2017). MYOB invest s large amount annually in research and development and secures all the data related to bank transactions. In addition, it also provides accountant-employee relation, updated ATO rules and online payments by paydirect online. SAASU is another example of Australian based accounting information systems, which helps customers with auto-invoicing, online payments, inventory management, live dashboard, auto bank feeds, cashflow forecast, well managed multicurrency, auto payroll and integration with add-ons (Saasu Pty Ltd., 2017). Challenges and Benefits Real-time account reporting is beneficial for the clients as compared to the conventional style of financial accounting, budget making, controllable and uncontrollable event periodic reporting (Bushman, Chen, Engel Smith, 2004). Modern scenario of financial reporting is based on the competitions that are faced by the companies due to advanced supply and demand ratio. It is necessary for companies to adopt cloud based AIS to pace up against the competing firms and address the problems quickly based on the market needs. Real-time accounting comprises enterprise architecture, application integration, business operation management and business intelligence through cloud based accounting information systems, which can be enacted through internet based gadgets. In recent times, the real-time approach narrates to the fastest link between computerized systems and input data. Managers can easily trigger the changes and find solution associated with corporate performance to spot the key dimen sion of investment opportunities to choose the better direction. Organizations can deduct the operating costs of capital expenditure of IT functions with the help of using cloud based accounting tools. Additionally, it is easy to be based on cloud infrastructure, as it is beneficial in comparison with other machines and software (Garrison, Kim Wakefield, 2012). It saves extra costs of the company by reducing the employment of IT professionals, who have significant expertise in accounting. Cloud based accounting information systems benefits organizations, as it helps in controlling the IT infrastructure by enhancing or reducing the parameters. Companies can easily teach using the technique of cloud based AIS within minimum time frame (Gupta, Seetharama Raj, 2013). This feature allows the organizational employees and clients opportunity to avail the cloud based AIS system from anywhere. Cloud based accounting information systems saves the strenuous work towards registering accounting information manually. It further allows organizational employees to focus on the other critical issues of the company. Cloud services require good speed internet connection to avail the data anywhere making it securer for unauthorized access. This helps the organizations to rely on the cloud database for any emergency situation of hard-disk failure, which result s in the overall degradation and loss of valuable data (Vishwanath Nagappan, 2010). Clients can manage their company data through reliable web based AIS, which dismisses the idea saving the data in portable hard-drives or thumb drive. It is easy to access all the financial data and recover companys important information even after facing issues. Cloud based AIS gives benefit by allowing protection to the office data, which has faced malware or spam issues. Companies can take support in any emergency situation, as the cloud based AIS provides services throughout the year. Supply chain is an integral part of the company that has direct link with the accounting system and facilitates the client to share important data with supply chain partners. Clients can share financial accounting data to the other business partners as well. Cloud based AIS has totally omitted the offshore activities that need physical presence of IT professional and auditors to partner countries (Takabi Joshi, 2017). Clients can easily track financial growth of globally spread international companies. Modern day online activities are burdened with cyber criminal and cloud based AIS assures that the there will be no manipulation or loss of financial data. Cloud based AIS strictly avoid the use of company financial data for any commercial purposes and provide better security in the long run. Challenges are noteworthy in the evolving pattern of cloud computing AIS including privacy and security issues. There are risks of misusing the financial data of the organization, as a single technical mistake can abuse it (Takabi Joshi, 2017). Security and privacy can be on continuous risk, if organization and cloud service providers are not able to maintain authenticity at their sharing levels. Software as a service enable providers a set of differed functionalities for different companies and their security system has varied implications of enforcement services. Thus, varieties of integrated features suppor ts customer extensibility and acts as a challenge for cloud based AIS platforms. Customers can run, build and protect their applications but providers can isolate the workspaces and applications, which acts as a barrier to the service. Infrastructure, as a service provides authority to the client to secure their content, applications and systems, but it lacks the basic protection capabilities. Multi-tenancy can raise issues for the clients, as it shares customer data even after using it in a secured manner. Recommendation Clients can strictly report violation and abuse of their financial data in the case of any mistrust, which help them to omit the challenges of the cloud based AIS. Homogeneity in resource virtualization should be avoided in case of building cloud services for different clients. The global operation of cloud based AIS asserts varied responses in case of compliance issues with multiple jurisdictions. It needs to be mandatorily monitored by the organization. Privacy and security of multi domain framework of cloud computing is based on policy improvements as per the organizational needs. Client identification and password authentication can be improved to shield sensitive financial information. Cloud based AIS should take an account of its dynamic collaboration during interoperation process, as it leads to security breaches. Cloud service providers need to pay heed to trust based framework creation for better financial operation of the business entities. Privacy is the key concern for bu siness organizations and client should have the authority access information for audit, traceback and access control. Risk analysis, service attestation, penetration testing and previous life-cycle models are the prime components to reassess for the business organizations satisfaction. Cloud based accounting information systems need to strengthen the cyberinsurance industry, though it is one of the complicated prospect due to the global attributes. Strict usage policy norms and cryptographic approaches are necessary to defend the financial data of business organizations. Privacy and security management teams of cloud computing AIS should act more responsible to assess the success factors its adoption. There are certain aspects of accepting the growth factors for advanced form of accounting standards. Thus, organizations experience substantial improvement in performing tasks, business operations, productivity and business expansion (Oliviera, Thomas Espadanal, 2014). Country specific limitations and future possibilities can vary from the others, but business organizations need to comprehend the information processing capability and its requirements. Conclusion The research objective of the study is to understand the deep changes in accounting standards of business organizations due to the addition of cloud b AIS. Primitive ways of financial accounting is changing with the change of market demand and promotional factors to achieve business goals and governance. Nowadays, business organizations have to compete constantly with other organizations, which have made it necessary to track the productivity on a daily basis to improve the efficiency. It is easy to keep track of tax, payroll, and growth, stock, and other financial reports through a cloud based platform from any gadgets, which has internet connection. References Algari, A 2017, The Impact of cloud based information systems on organization's performance, Journal of Computer Engineering, vol. 19, no. 2, pp. 42-46 Bushman, R, Chen, Qi, Engel, E, Smith, A 2004, Financial accounting information, organizational complexity and corporate governance systems. Journal of Accounting and Economics, vol. 37, pp. 167-201. Dillion, T, Wu, Chen Chang, E 2010, Cloud computing: Issues and challenges, IEEE Computer Society, viewed 26 January 2017, https://sistemas-humano-computacionais.wdfiles.com/local--files/capitulo%3Asistemas-de-servico/Dillon2010.pdf Garrison, G, Kim, S. Wakefield, R, L 2012. Success factors for deploying cloud computing, Communications of the ACM, vol. 55, no. 9, pp. 62-68. Gupta, P, Seetharama, A Raj, J, R 2013, The usage and adoption of cloud computing by small and medium businesses, International Journal of Information Management, vol. 33, pp. 861-874. Leimeister, S Bohm, M, Riedl, C Krcmar, H 2010, The business perspective of cloud computing: actors, roles and value networks, ECIS 2010 Proceedings, pp. 1-12. MYOB Technology Pty Ltd., 2017, AccountEdge, MYOB, viewed 26 January 2017, https://www.myob.com/au/accounting-software/accountedge Oliviera, T, Thomas, M Espadanal, M 2014 Assessing the determinants of cloud computing adoption: An analysis of the manufacturing and services sectors, Information Management, vol. 51, no. 5, pp. 497-510. Saasu Pty Ltd., 2017, $125 Billion+ transactions by 80,000 users since 2000, SAASU, viewed 26 September 2017, https://www.saasu.com/ Takabi, H Joshi, J, B, D 2017, Security and privacy challenges in cloud computing environments,IEEE Security and Privacy Magazine, pp. 24-31. Vishwanath, K.V. Nagappan, N 2010, Characterizing cloud computing hardware reliability, In Proceedings of the 1st ACM symposium on Cloud computing, pp. 193-204. Wang, C, Ren, K, Lou, W Li, J 2010, Toward publicly auditable secure cloud data storage services, IEEE Network, pp. 19-24.

Life After High School Essay Sample free essay sample

My future calling pick is going a fireman. I ever wanted to be a fireman since I was five. when I went with my ma to her firefighter preparation category. Watching my ma do these different obstructions showed me. if my ma can make it so can I. To watch the remainder of the staff go through obstruction after obstruction was non merely entertaining and informing. but it taught me how teamwork and communicating is really of import. Firemans put out fires and aid salvage civilians in life endangering state of affairs. Fire Fighters work in 24 hr displacements. or 56 hours a hebdomad. Fire combatants normally are normally inside the fire house unless there is an exigency. Bing a fireman requires a batch of physical activities. from: working in confined infinites. utilizing power tools. or even raising or transporting victims. All firemans understand that they are at great hazard of hurt or even decease every minute they are on the occupation. We will write a custom essay sample on Life After High School Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page but most firemans are non concerned because there is a occupation at manus ( salvaging someone’s life ) . Firemans need an air battalion. asphyxiator. ladder. axe. baseball mitts. water faucet. helmet. Jaws of Life. proctors. pump. fume ousters. rope. torch. take a breathing setup. proverb. boots. oculus protection. and fire immune suits on an mundane footing. Bing a fireman you are closely supervised because the occupation has no room for deficiency of timing or any room for mistake. The slightest 2nd off or the incorrect tool or even traveling in the incorrect way can be person at that place life. In order to be a fireman you must hold a high school sheepskin. base on balls all physical and mental preparation. go through the E. M. T. enfranchisement. Firemans receive most of their preparation on the occupation. or at specialised fireman preparation centre. The typical length of preparation is normally between 3 to 4 months or even a twelvemonth. The occupation mentality of being a fireman is really good because every territory. metropolis. county. town. and province demands firemans. There is a 17 % addition of firefighter’s businesss because of the high demand of the occupation. By 2018 the projected population of firemans is 367. 900- 427. 600 and steadily lifting. To progress firemans must go through civil service trials and recommended bysupervisors. Firemans are normally paid $ 18. 43 per hr to $ 29. 21 per hr ; it all depends on your rank and educational background. The one-year wage of an Engineer is $ 48. 307 – $ 62. 265. Fire Lieutenant $ 50. 464 – $ 60. 772. Fire Captain $ 60. 605 – $ 72. 716. Assistant Fire Chief $ 65. 691 – $ 83. 748. Battalion Chief $ 66. 851 – $ 81. 710. Deputy Chief $ 69. 166 – $ 88. 571. and a Fire Chief makes $ 78. 672 – $ 104. 780.

Are Computers an Essential Feature of Modern Education Essay Example

Are Computers an Essential Feature of Modern Education Essay Example Are Computers an Essential Feature of Modern Education Essay Are Computers an Essential Feature of Modern Education Essay Essay Topic: Education With the dawn of the computer era, all aspects of the society have become influenced by technology, including education. A large number of students use computers to work on. Even though it makes our work easier, it can turn out to be a huge distraction due to things like games, social networking sites, watching movies, etc. For example, in my school, students from grade 6 have their own laptops and during the breaks or even after school on the train platforms you will find them playing games on their laptops. I think computers are not really essential for modern education. What is important, is that we know our basics. If we have a strong foundation, we could be better off in the future. Even though jobs today are largely dependent on technology, we can learn how to use computers later on in life or alongside any other work. There are various subjects that can be taught using technology such as computer graphics, programming like C++ and Visual Basic, history (by showing videos), etc. For drama, computers can be used as well to show videos of famous actors in the past. Subjects such as chemistry, biology, art and music are better taught without a computer because these are practical subjects. In conclusion, computers could be used in education but it should be kept to a minimum. If a child gets addicted to computers from a young age, their basics in subjects like maths, for example might not be strong due to the use of calculators.

IOS Development Using Watchkit Essay Example | Topics and Well Written Essays - 1500 words

IOS Development Using Watchkit - Essay Example From this paper it is clear that in the mobile platform, a large market share is held by the iPhone; this being the reason behind interest in learning about iPhone development. The process of development entails an outline of how to establish the hardware for the applications. Setting of the software requirements and the final system requirements is also part of the process. Apple Inc. has made it easier for people who want to become developers with them. All a person needs is an account charged $99 annually, a mac computer, Xcode platform and a coding experience, such as the Swift and Objective-C coding languages. A developer page is availed that allows for download of the latest software and SDKs. The page also enables a certification for creation of profiles and groups and one has is free to manage the account and report any difficulty or bugs faced.As the study highlights  the apple Inc. created a modern programming language called swift. It is specifically developed to be more precise and flexible that the Objective-C. Swift has LLVM (Low Level Virtual Machine) compiler framework that utilizes the objective-C runtime allowing C, C++, Swift code and Objective-C to run in a single program. The flexibility of Swift is attributed to its capacity to support widespread late binding, dynamic dispatch and extensible programming.  The Swift programming language has several features that indicate some similarities to the Objective-C, though are easier and more flexible.

Discussion prompt Essay Example | Topics and Well Written Essays - 500 words

Discussion prompt - Essay Example In effect, Henry is saying that going to college is a mere excuse to party where students do not learn anything except to have fun. College is reduce to a mere rite of passage and not a way where can be enlightened or educated. When Henry mentioned that college is a mere rite of passage, it was in fact a statement of condescension if not derision because college is no longer a source of education where one can learn and get better but something that a person has to go through just like a ritual. And one does not necessarily learn anything when he passed through a ritual. When it is reduced to a mere rite of passage, it is like comparing college to male circumcision which is a rite of passage among males in certain societies to become â€Å"certified adult†. I do not necessarily agree with Henry that college is a mere rite of passage because people who go there have actual cognitive intelligence to overcome the academic rigors of college. There mere act of going there and going through the entrance tests are already enough justification that people who go to college are educated and has the right attitude to succeed in life because of their effort to be better through academic institution. Even assuming for the sake of argument, people who go to college are generally educated even without the formal credentialing compared to those who did not go to college. This attests that college is not a mere rite of passage but rather an actual learning process where students study to be

Alternative Dispute Resolution (ADR) We have now had ten years of the Essay

Alternative Dispute Resolution (ADR) We have now had ten years of the Woolf reforms and experience proves that - Essay Example The exchange of documents must take place beforehand and no evidence can be allowed to be produced at the end of the trial to cause embarrassment to the opponent and leave him bewildered with no instant answer. Apart from this, the new requirement literally results in the trial being conducted twice. Any deficiencies on the part of the disputing parties are liable to be penalized by extra cost for having wasted court’s time and the other party’s time. This development has driven the litigants to seek redress out of court or suffer without their dispute being resolved. For example, as against 350,000 new cases filed in 1990 and 1991 before the Queen’s bench, cases filed after the reforms were 150,000 each year especially after the expansion of jurisdiction for country courts. And now since the year 2002, new claims have dropped to less than 20,000 per year. He says that this is a reflection of litigation being settled by other than legal means. The new CPR has led to judges’ over-involvement in the case management which increases only the litigation cost with ninety percent unsure whether a case would be tried at all.1 Immediate reaction from Judge Charles Harris QC on April 16, 2009 notes that Lawrence’s comments are exaggerated. He points out that the interim report of June 1995 on Access to Justice was concerned with three evils obstructing the way to justice. They were â€Å"delay, complexity and cost†. According to him Woolf reforms have reduced delays by virtue of case management by the judiciary which prevents litigators from prolonging their cases. As for complexity, unlike old Sale of Act 1979, modern day legislations like Consumer Credit Act 2006 are not fully comprehensible to both the lawyers as well the litigants. This complexity had crept in into criminal law and civil procedure as well. Hence, Lord Woolf aimed at simplicity for the Civil Procedure Rules (CPR) so that they are easily comprehended by both th e lawyers and litigants. He therefore introduced shorter expressions like â€Å"claimant† â€Å"statement of the case† and â€Å"part 20 defendant†. The rules empower a judge to do what is fair and appropriate. As for its complexity, it has become more complex going by the fact that the CPR prior to 1997 which ran into 3,933 pages is now 5,827 pages which included a supplement and further 287 pages of guidance. As against Lord Woolf’s objective of reducing the multiplicity of practice directions, the opposite has happened. While the fast track rules for straight forward cases run into seven pages, practice directions consist of nine pages. He says that well drafted rules do not require practice directions and they do not make sense to the litigants either. As for access to justice, Judge Charles Harris says that it depends on how quickly and easily proceedings could be commenced. Prior to CPR, it was very simple with a mere letter to the opponent for whic h if there was no reply, straight away case could be filed with a

Observation of Child Play

Observation of Child Play Using observations of children at play in your setting, evaluate how you would scaffold the children’s learning in the future and improve the quality of play. Using a range of fully completed observations from placements (six in total), evaluate how you would improve the children’s learning experiences. Refer to expected â€Å"norms† of development (fully referenced) and explain how your knowledge of theories of child development would give you an understanding of how you might scaffold their learning. It is recognised that play is a valuable and effective way of learning within the early years. The experiences children have within their early years settings work towards promoting their development, learning and their overall outlook on life. Throughout my time in placement settings, I have observed a wide range of children from the age of 3 months to 11 years old. Within this text, I shall be outlining six of the observations I have conducted over the past two years and explain the child in terms of their development, identifying areas where there are deviations of the expected â€Å"norms† of development. Where appropriate, I will also explain my role of scaffolding these children. Scaffolding is defined by Read, C (2005) as the â€Å"metaphorical concept used to describe the interactive verbal support provided by adults to guide a child through the ZPD and enable them to carry out a task that they would be unable to do without help†. The area in which the child can perform an action or task, provided that a more skilled or knowledgeable person is available to help, Vygotsky termed the ‘zone of proximal development’ (ZPD). Scaffolding is temporary and can be put in place, strengthened, taken down piece by piece or taken away completely, as the child develops knowledge and skills and is increasingly able to act competently and independently. My role of scaffolding is to be the â€Å"more knowledgeable other† Vygotsky explained, as I provide the child was minimal assistance that they require to achieve and understand a concept. Scaffolding refers to the particular kind of help, assistance and support that enables a child to do a task wh ich they cannot quite manage on their own and which brings them closer to a state of competence that will enable them to carry out other similar tasks. Child One (0-3 Years) CONGITIVE Time Observation 09:30am Child A had pointed to the snack table and said â€Å"food† – I told child A â€Å"not now, but later† and child A was able to understand these simple time concepts and continued to play. 09:40am Child A had lifted one of the staff members’ observation book, Child A was told to â€Å"put the book back on the table† in which they completed this action, showing understanding of this sentence. 09:50am Child A was asked if they needed their nappy changed, Child A responded by nodding for yes. 10:00am Child A was given a sorting toy which had spaces to place different shaped objects. Child A was able to complete this task by placing the correct shapes in the corresponding spaces. 10:10am Child A continued to play with this sorting toy, Child A used the attached phone to pretend to speak to â€Å"mummy† on the phone. 10:20am Child A was able to point out a cat, a dog and a fish from a storybook I was reading. 10:30am At snack time, Child A was able to choose a fork rather than a spoon to use to eat chicken curry. For this observation, I used a time sampling method over a time period of one hour to observe a 2 year old during free flow play in a day care. From this observation, I was able to understand that Child A was developing normally as she was able to accomplish and show many areas of cognitive development of an average two year old child. Child A showed the capability of the usual cognitive milestones usually shown by a two year old child and has a wide understanding of words and phrases when spoken to. I do not believe there are any deviations of the norms of cognitive development and that no concerns are in place for this child. To help scaffold this child in the future, I can ensure the child is provided with more appropriate provision or her level of learning, such as more advanced reading books that are still age appropriate, but also capability appropriate to the child as to ensure continuous learning. Child Two (0-3) Years LANGUAGE Tries to copy your sounds Understands many more words than he can say Understands simple directions and questions such as Where is your nose? Get the ball. Demonstrates some pretend play with toys like give the teddy bear a drink Makes at least four consonant sounds from p,b,m,n,d,t,w,h Identifies pictures in a book when asked such as â€Å"Show me the baby. Enjoys being read to and looking at books Understands the concepts of in and out, off and on Points to three body parts when asked Says No Asks for something by pointing and using sounds or words Imitates animal noises Tries to get attention by calling out, repeating words and pointing For this next observation, I carried out a longitudinal study on a child aged 18 months. Over the period of around one month, I was able to identify that Child Two is developing extremely rapidly and accordingly with reference to general norms and milestones of children aged 12 to 18 months. Child Two’s language development appears to be flourishing every day and should not be a cause for concern. By reading new books and introducing new words to the child, I can scaffold their learning in the future to ensure the child’s development and learning is still continuing as normal. Child Three (0-3 Years) LANGUAGE Milestones for 2 to 3 Year Olds Achieved? Yes/No Pays increasing attention to speech No Responds to simple verbal requests No Responds to â€Å"no† Yes Uses simple gestures Yes Babbles with inflection (changes in tone) Yes Says â€Å"dada† and â€Å"mama† No Tries to imitate words Yes Points to objects or picture when it’s named for him Yes Recognizes names of familiar people, objects, and body parts No Says several single words No Uses simple phrases No Uses 2-to-4 word sentences No Follows simple instructions Yes Repeats words overheard in conversation No Child Three is 30 months old, (2 Years, 6 Months) and was observed in a Day Care setting. This observation was carried out over a period of one week and by using a Checklist method. Throughout this observation, I witnessed that Child Three’s attitudes towards language are not of the expected norms, as unlike the other children around the similar age were shouting words, able to point to areas on the face when named, saying â€Å"mama† and â€Å"dada† and in some cases, a variety of other two syllable words. Throughout the target week, Child Three did not speak a single word, which is rather worrying for his age range. Child Three does however, point and make grunting noises when he requires help, attention or is pointing to something he wants. These characteristics witnesses are more around the birth to 12 month area of language development and can suggest that Child Three’s language development is progressing, but at an extremely slow rate compared to other children within the setting within this age range. Child Three does not try to say words but continues to murmur and grunt and does not interact with words with other children, which has shown an impact upon his social development as no children approach Child Three physically or verbally, leaving him to play alone, which does not provide a positive influence to promote language development to Child Three. A further observation was that Child Three tends to dribble a great deal whilst making noises, eating and in general, which may show signs of further teething that has continued and may impact Child Three’s speech as he may refuse to speak as his mouth is in pain, which may be a suggestion to make to Child Three’s parents to get checked by their GP. Child Three’s overall language development appears to vary from the traditional norms as many of the milestones that are assumed of Child Three’s age are not achieved and may produce worrying results which need to be explained to the child’s parents In order for them to seek further professional advice, possibly from a speech and language therapist in order to determine if there are any underlying issues which are affecting Child Three’s language development. It could also be argued that these results are not a full representation of Child Three’s language development as they were only conducted within the time period of one week, however I believe this is long enough to uncover any varying characteristics which affect development. The child was familiar with myself and other’s present and I had been present within that setting for a number of months, so this would not produce any factors which may change Child Three’s attitudes, which therefore might have affected his attitude, impacting the results of his development, ruling out this potential impacting factor. Child A (3+) SENSORY/COGNITIVE Vocabulary increasing significantly with words such as Composing sentences of 5 or more words, and with all parts of speech Identifying coins Counting to 10 and above Properly naming the primary colours and secondary Questioning more deeply, addressing meaning and purpose Responding to why questions Behaving more responsibly and apologizing for mistakes Accepting other points of view (but may not understand them) Demonstrating increased mathematical skill Questioning others, including parents and teachers Strongly identifying with the parent of the same sex Having a group of friends Engaging in imaginative play For Child A, I was able to carry out a longitudinal study over a time period of 5 months. Over these five months, I was able to establish a great understanding of Child A’s cognitive and sensory development. At the age of 5, I believe Child A is developing extremely well in terms of cognitive and sensory progress and appears to show no deviations of cognitive or sensory norms. Child A’s parents should be informed (if not already) that their child’s progress is flourishing well and that if they are encouraging this at home, they should continue to do so and this may have been an influential factor for her rapid progress in these developmental areas. Child B (3+) LANGUAGE Narrative Interpretation Child B talked about being a Bridesmaid. Described her dress as being â€Å"beautiful† and that she was in a â€Å"Limousine†. She also discussed the weather during that day. Child B drew a paper plate face and was able to add features independently, using correct colours and names. Child was able to retell a story I had read to class the previous day. Child B used identified a â€Å"Magnifying glass† and used this to â€Å"investigate acorns†. Child B was able to identify her name from a story book. Child B was able to concentrate for 5 minutes to complete a 24 piece jigsaw. Child B talked about the animals from the jigsaw and stated that a â€Å"baby sheep is called a lamb†. Child B prefers to use her right hand, and is able to write correctly using the tripod grip. Child B writes her name with recognizable letters and in correct formation. Child B talked about her experience at the hospital. â€Å"I got my blood pressure taken, it went really tight but I didn’t cry†. Child B was able to retell the story of the Three Little Pigs during an arts activity, using her own words and from memory. Child B was able to talk in length and in great detail about her experience, using more advanced vocabulary such as â€Å"Limousine† which expressed her capability of understanding more words, phrases and sentences. This good recollection of experiences and ability to retell a story to myself showed significant language development through taking part in conversations with adults. The ability to draw herself using correct colours – such as identifying her own hair colour and eye colour and naming facial features independently shows recognizable progress within language development. Good use of story language was evident and signs of progress as Child B was able to recollect the story from previous day. Further vocabulary advancements observed as child identified â€Å"magnifying glass† and was â€Å"investigating†. The ability to recognize and spell her own name is another step within language development. Further intellectual sentences are observed, using correct terminology of â€Å"lamb†. By selecting a preferring hand to write with and by using the appropriate grip, this shows further advances within language development milestones. Child was able to form an intellectual sentence consisting of her own personal experience, from memory and by using appropriate terminology, â€Å"blood pressure†. Another observation of the ability to use her memory to retell a story. This observation was carried out within a Nursery school environment and the target child was 3 years old throughout the duration of this observation. Child B was observed over a period of 5 months playing within this environment, within the format I used to observe the child, I have added my thoughts and evaluation within the â€Å"Interpretation† column. The child appears to be within an advanced area with her language development, as I observed her capability to recognize and spell her own name, which a large amount of other 3 year olds within the class cannot grasp. Child B was also very confident in retelling many personal experiences to both adults and her peers, along with the ability to retell stories from memory and through the use of pictures, such as drawing out the â€Å"Three Little Pigs† story from memory during the Nursery Rhyme topic and by using pictures taken from the storybook â€Å"The Crunching, Munching Caterpillar† to retell the story to me correctly and in her own words. I can state positively that Child B shows the signs of a confident child that is able to fulfil a variety of expectations of language development milestones within this age group, and I believe strongly that this child is developing appropriately according to the norms observed of children within this age group, and that there are no abnormalities or characteristics that need to be addressed. Child C (3+) LANGUAGE Pays attention to a short story and answers simple questions about it YES NO Hears and understands most of what is said at school YES NO Uses sentences that give many details YES NO Tells stories that stay on topic YES NO Communicates easily with other children and adults YES NO Says most sounds correctly except for a few (l, s, r, v, z, ch, sh, and th) YES NO Uses rhyming words YES NO Names some letters and numbers YES NO Uses adult grammar YES NO The final observation was also carried out within a Nursery setting and Child C is 4 years old. From this observation, I was able to notice varied aspects of Child C’s development. In many cases, according to the developmental milestones checklist for language development of children aged 3 to 4, Child C was only able to fulfil 3 of the 9 areas for observation. In general, I have noticed that Child C does not talk, and when he does, it is quiet mutters of words. From this observation however, Child C was not able to use sentences, but instead mumbled quiet words which in many cases were unrecognizable. From what characteristics Child C was able to show, such as being able to pay attention to short stories and answer simple questions about them (usually yes or no answers), hear and understand most of what is said in class and also being able to name a short range of numbers and letters, I can suggest that these are the easier targets to fulfil, and may suggest that there are gr eat deviations of the norms of children this age. I would recommend a speech therapist or a general consultation from the child’s GP to his parents as the child does not make much of an attempt to speak to others and contribute, which is strange for a child who is of the age of exploration and interaction with others. References: Berk, L et al (1995) Scaffolding Children’s learning: Vygotsky and Early Childhood Education. National Association for the Education of Young Children. Frick, P et al (2009) Clinical Assessment of Child and Adolescent Personality and Behaviour. Springer. Herr, J et al (2002) Creative Resources for Infants and Toddlers. Cengage Learning. Justice, L et al (2013) Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds. Guilford Publications. Leech-Riddall, S (2005) How to Observe Children. Heinemann. Read, C (2005) Scaffolding Children’s Talk and Learning. Available: http://carolread.com/articles/s%20talk%20and%20learning.pdf Smith, V et al (2009) Norms in Human Development. Cambridge University Press. Courtney Hill

Assess the work of Hjalmar Schacht in restoring Germanys economic :: Economics

Assess the work of Hjalmar Schacht in restoring Germany's economic situation. Germany at the beginning of 1933 had a high unemployment rate, which meant poverty was widespread. Those in work found that their wages declining which had consequences for those who produced consumer goods. International trade, industrial production and national income had all dropped. Schacht had been chosen by Hitler to solve Germany's economic problems due to a couple of reasons. The most important one was the fact he was the man who had solved hyperinflation in 1923 and had brought Germany's economy back on track then; the other reason was because Schacht was strongly right wing. Schacht became the Economic Minister in 1934 and used the financial facilities of the Reichsbank to help Germany rearm. He was then given dictatorial powers over the economy. The new plan of September 1934 provided control of all aspects of trade and currency exchange. Schacht had many ideas on how to get Germany's economy back up to full strength. One of his ideas was influenced by Keynes, a British economist. He adopted the policy of deficit financing; this idea was that money would be spent of public works to create jobs. The government would pay people to build motorways, which would then reduce unemployment. They then had money to spend, which would mean more products would be needed and companies would have to take on more workers, lowering unemployment further. The German government hoped that the secondary jobs, which were being created, would reemploy the majority of the population, instead of having to feed more money into the system. But this didn't just solve unemployment; it was useful to the public, it meant there were now modern roads, which eased travel over the country. This idea had one more advantage although this wasn't for the people; it was for the Nazi party. Building roads and updating the country was good propaganda; people liked what they were doing and had even more reason to want to keep them in power. Building wasn't the only scheme launched; afforestation was also used to create jobs. This idea paid off as unemployment was down to 2.5 million by mid 1934, and then by the middle of 1935 it had decreased further to 1.7 million. Hitler wanted 'autarky', which in principal was that Germany would become economically self-sufficient. This would then mean that Germany no longer would have to be dependent on other countries to import foodstuffs and raw materials. Another advantage was that Reichsmarks weren't wasted on import taxes. It also gave Germany the opportunity to strive towards a target and it would give them pride when it was