20 Child Development Research Paper Topics

20 Child Development Research Paper Topics Previously, in our first guide, we discussed 12 facts for research paper on child development, which, we are certain, acknowledged you with quality information. In this guide, however, we will be focusing on 20 child development research paper topics, which are perfect if you are in a hurry and don’t want to waste your time looking for a good topic for your research paper. Of course, you don’t want to forget reading our last guideline, writer’s manual for research paper on child development, which is perfect for polishing your research paper writing skills and improving the composition of your paper further. Without further ado, here are the 20 Child Development Research Paper Topics: How Children Change and Grow over the Course of First 12 Years Why Child Development was Largely Ignored Throughout the History The Social, Emotional and Cognitive Aspects of Child Development and Growth The Benefits of Studying How a Child Grows, Change and Learns Things. A Research Paper on the Forming of Ego in the Stages of Child Development A Research Study on Behavioral Child Development Studies Does Environment Really Play a Significant Role in Child Development? The Influence of Parents, Peers and Caregivers on the Development of a Child Why Child Development Plays a Vital Role in Shaping the a Person’s Entire Life The Reason behind the Children’s Active and Hands-on Experience Learning What Kind of Child Development Takes Place During Prenatal Stage? Are Children Really More Intelligent and Creative than Average Adults? Why Play is Significant in Helping Children Learn and Understand Life Why Speaking to a Real Person Is More Important for a Child’s Growth than Just Playing Games How a More Frequent Social Interaction can Help Babies Learn More and Faster Why Premature Babies are Vulnerable to Noise-Induced Hearing Loss? How Much Time Should Parents Spend With Children to Help Their Brain Develop? Can Music Increase Visual, Motor, Attention and Mathematical Skills of in Children? The Five Stages of Psychological Development in Children Explained The Four Kind of Parenting and The One You Should Adapt Here you go! Now you have 20 topics to choose from and start writing. But before you do that, have a look at our sample essay that we have written below. It will give you a good idea on how a research paper is written and composed. Here it is: A Short Sample Essay on Why Play is Significant in Helping Children Learn and Understand Life Play is more significant than you might think it is. Play has a vital role in developing several aspects of a child. While it may seem nothing to you but science has shown that playing with kids or letting them play with toys, pets and even themselves, allows them to overcome physical and mental challenges. When children are playing, they learn to solve problems quickly, and can hone skills far better than those who don’t have the luxury to play. In this paper, you are going to see the benefits of play and why it’s significant in helping children learn and understand life. Imaginative play is one of the most common aspects of a baby, which starts around at the age of 2. Everything that a child perceives, becomes his playing thing in his imagination. According to researchers, this is due to the fact that these imaginations become a recognition symbol. For example, a baby can see chunks of woods and imagine it to come into life and turn into a drum set or a boat. This makes a child’s brain work on its own bringing in new ideas. This play allows children to understand that any object can actually transform in something better, hence, making them understand how the real-world works. While we may not notice how to play impacts a child in the early years, science has proven that it plays a vital role in the long-run. With imaginative play, a child can understand the phenomenon of a superhero, a father or a police officer very easily. A baby experiments with identities and professions to explore different scenarios and outcomes that can take place during his/her life. To be as simple as possible, imaginative play allows your child to have a sense of control because he becomes the master of interpreting the practices of the real-world and how everyday life works. However, when a baby grows into a toddler, his play changes and becomes, what is known as, the parallel play. This helps children socialize with other children, creating story lines that are so complex that only they can understand. It helps them understand what the terms like co-operation negotiation and sharing really is. According to Sara Wilford, director of the Art of Teaching Graduate Program at Sarah Lawrence College in Bronxville, NY, when children start to disagree with something and want to take decision, they start developing social skills. Physical play on the other hand, allows children to have control over their bodies. By skipping, they can learn how to keep balance. Climbing monkey bars would allow their body to build strength and muscle. Sport activities, that involve groups, would help them understand coordination. Primary motor skills, such as running, pedaling, throwing etc. improve first before anything else. Fine motor skills, however, also start taking place at the age of 3, if the child is consistently being playful. Physical play can also allow children to understand what stress and crankiness is. Your child likes to remain fit, which is why he demands a little physical play almost every hour or so (after the age of 3). This is because a child can become grumpy or tense if he hasn’t been active for an adequate amount of time. It may also cause the child to gain weight (unhealthy). This play is so important that it helps them overcome mental challenges too. For example, if a baby can’t express a complex problem he’s going through; he will likely express it through physical play or would review it again and again until he finds a solution to it. This helps children overcome fear, and makes them independent. Play also helps in creating independence and ingenuity in children. If a child is involved in multiple play routines, he/she will be able to dress and feed himself. Believe it or not, but research has shown that adults who have been more playful in their childhood, did better at school, at sports, jobs and pretty much everything. These are the benefits that a child attains from play, which is why introducing playful habits and activities to a newborn child is very significant to improve child development. Perfect! Since now you have read our first guide i.e. 12 facts for a research paper on child development and this one. It’s time to move to our final guide i.e. writer’s manual for research paper on child development, which would help you to lay a strong foundation of how a research paper is beautifully composed and written. References: Geraldine French, (2007) – Children’s early learning and development, A Research Paper by the National Council for Curriculum and Assessment (NCCA)  ncca.ie/en/curriculum_and_assessment/early_childhood_and_primary_education/early_childhood_education/how_aistear_was_developed/research_papers/childrens_learning_and_dev.pdf UNICEF, Early Childhood Development, The Key to Full and Productive Life.  https://www.unicef.org/dprk/ecd.pdf Wisconsin Child Welfare Training System, Effects of Abuse Neglect: A Focus on Typical Development.  https://wcwpds.wisc.edu/childdevelopment/resources/CompleteDevelopmentDetails.pdf Dan Tynan and Christina Wood, (2016) – Amazing development facts about your child, Baby Development by BabyCenter.  babycenter.com/big-story-child-development-fascinating-facts Aamodt, Sandra, and Sam Wang, (2011) – Welcome to Your Child’s Brain: How the Mind Grows from Conception to College. New York, NY: Bloomsbury. Nick Bilton, (2013) – The Child, the Tablet and the Developing Mind, The New York Times.  http://bits.blogs.nytimes.com/2013/03/31/disruptions-what-does-a-tablet-do-to-the-childs-mind/?_r=1 Mooney, Carol Garhart. 2000. Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, Vygotsky. St. Paul, MN: Redleaf Press.

Judgin Distances Analysis Essays

Judgin Distances Analysis Essays Judgin Distances Analysis Essay Judgin Distances Analysis Essay Ashwin Sambathkumar Mrs. Fields AP English 10/28/13 Judging Distances Analysis In Judging Distances by Henry Reed it is indicated that there are two voices speaking within the poem because they both have a different style of speaking. The first voice seems to be starting sentences such as, Not only how far away, but the way you say it is it. (1). The second voice then steps in to finish the latters sentence, Is very Important. Perhaps you may never get the knack of Judging a distance, but at east you know. (2-3). The changes in the speaker happens every line. The First speaker is explaining concepts such as: saying distance between objects the correct way, and how maps are of time of time not place. The second speaker acknowledges the first speaker and tells him, Again, you know. (9). The first speaker can be characterized as a beginner who Just recently Joined the army. He is unsure on how to speak in a militaristic fashion. The second speaker is a higher ranking official with any years of experience. He teaching the new recruit and is correcting him on how to speak properly, Moderately satisfactory only l The human begins, now: in what direction are they, (32, 34). The first speaker makes assertions such as, sheep may be safely grazing or The still white dwellings are like a mirage in the heat. The first speaker is still young and naive. He doesnt understand the world too well yet. The second speaker is more world wary and cautions the first against making over-sure remarks.

Sequence Diagram Flight Reservation System Assignment

Sequence Diagram Flight Reservation System - Assignment Example The sequence diagram is a critical part utilized in procedures of analysis and design documentation of user requirements. The sequence diagram is a tool of Unified Modelling Language (UML) that represents the interaction of different actors with the system in order to get a result/response (Bell, 2004). The Sequence diagram is one of the most usable and useful diagrams to represent the interaction of one or more objects’ interactions with one or more systems. It is pertinent to mention here that we have to develop / draw a Sequence diagram for each and every Use Case. The Sequence diagrams are used to model the usage scenario of the system, the logic of the methods and logic of the service. The sequence diagrams are used to describe the complicated operations, methods or functions in graphical or pictorial mode. Moreover, it also represents the services provided by the system to their clients, for example, the web services i-e online flight reservation system. The Use Case dia gram enables modelling of a business view of the scenario, the Sequence diagram contains implementation details of the scenario, including the objects and classes that are used to implement the scenario, and messages passed between the objects (Ambler, 2012). As per the sequence diagram (given below) of the online Flight Reservation System and the definition of the sequence diagram, the actors that were identified in Use Case Diagram (customer, website) has been utilized in the Sequence Diagram. The first actor is the 'Customer' that would interact with the 'Website' (system). As shown in the following figure, the customer does all the interaction with the system from searching flight till the provision of the PIN code. Initially, the customer opens the website of the service provider (airline or agent of the flight reservation) and clicks the search flight tab of the website. The website would open the flight search form and the customer has to enter the required information includ es: the departure and arrival airport, one way or round trip, the date of departure and return (if round trip) and the number seats / tickets. The customer submits the form and after processing, the website shows the search results. At this point the customer can go back to the search page and re-enter all the information, otherwise, the customer can select and book the flight. The website provides the review page along with payment information. The customer has to fill the form with required information include: full name, passport number and payment method (credit card information). The website provides the confirmation page and the customer confirms the booking. The system processes the customer’s request and presents a personal identification code (PIN) for the future reference (Popkin Software, 1998). Sequence Diagram Reference List Janssen, C., 2010. Sequence Diagram. [online] Available at: [Accessed 02 December 2012] Ambler, S. W., 2012. UML 2 Sequence Diagrams. [onlin e] Available at: [Accessed 02 December 2012] Bell, D., 2004. UML basics: The sequence diagram. [online] Available at: [Accessed 02 December 2012] Popkin Software., 1998. Modelling System with UML. [online] Available at: [Accessed 02 Dec

About Capital Asset Pricing Model Essay Example | Topics and Well Written Essays - 2000 words

About Capital Asset Pricing Model - Essay Example CAPM holds that investors are operating in a perfectly capital market and all securities are valued accurately. If we plot the returns on the Security Market Line than none of the returns will be above or below the SML Line. A perfect capital market assumes that information is freely available to all the investors who have homogenous expectations. Secondly, the model assumes that the assets are infinitely divisible. This assumption emphasizes that investors can take any position in investment. For instance, they can buy $1 worth of stock of Intel Corporation. The third assumption about CAPM is that personal taxes are not present which implies that returns generated in the form of dividends or capital gains are not taxed. The fourth assumption is that individual investors do not have power to affect the prices of stocks by the action of their buying and selling rather it is determined in total by their actions. The fifth assumption is that investors make decision based on expected returns or risk, the other factors such as behavioral finance is not accounted to it. The sixth assumption is that there is no restriction on amount of short sales; individuals are free to conduct as many short sales transaction as possible. The seventh and the most stringent assumption is that investors are given the choice to borrow or lend unlimit ed amount of money at the risk free rate. The eighth assumption deals with the homogeneity of the investors’ expectations which mean that all the investors have defined their relative period of investment in exactly the same manner. The final assumption withholds that all the assets are marketable whether they be financial or non-financial such as human capital. CAPM has its roots build on the model of portfolio developed by Markowitz in late 50’s. According to the Markowitz’s model of â€Å"Mean-Variance analysis†, the investors are risk averse and will prefer more return on the same level of

Best Practices & Most effective strategies for Curriculum Design in K-12 education in America Essay Example for Free

Best Practices Most effective strategies for Curriculum Design in K-12 education in America Essay Curriculum is a plan for learning that includes targeting a student population, conducting a needs assessment, and writing a mission statement. It includes developing goals, objectives, content, teaching strategies, and assessment tools. Alignment is critical in curriculum development from purpose and philosophy, to goals and objectives, to content and activities, and to assessment and evaluation. Working through a process of asking and answering who, what, where, why, when, how questions is essential in designing and developing curriculum. A curriculum serves several purposes that include: †¢ Explicit statements of ideology underlying the instruction (why are you teaching it, and why is the teaching the way it is? †¢ General long-term aims (what are students intended to gain from following the course? †¢ Specific, testable, short-term objectives (what will they be able to do as a result of following the course? ) †¢ Resources to be used (what is needed to deliver the course? ) †¢ The delivery methods to be employed (how is it to be taught? ) †¢ Timing of the units and their sequencing (when is it to be taught and in what order? ) †¢ Assessment procedures and the balance of assessments to be made (how, when and why will it be examined? ) †¢ A methodology for evaluating how well the course has been received (how will instructor acquire feedback from the students about the course? ). K-12 education is defined as educational technology in United States, Canada and other countries for publicly supported grades prior to college. The K stands for kindergarten and 12 denotes 1st to 12th grade before the 13th that is the first year of college. Curricular Theory and Theorists The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: †¢ Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. †¢ The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: †¢ Curriculum as a body of knowledge to be transmitted. †¢ Curriculum as an attempt to achieve certain ends in students product. †¢ Curriculum as process. †¢ Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an order of contents, or a pattern prescribed by a logical approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or delivered to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of scientific management is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of armchair speculation but the product of systematic study. Bobbitts work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasnt criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of progressive, child-centred approaches shifted the ground to more romantic notions of education. Bobbitts long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitts emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences 6. Organization of learning experiences There are a number of issues with this approach to curriculum theory and practice. The first is that the plan or programme assumes great importance. For example, we might look at a more recent definition of curriculum as: ‘A program of activities by teachers designed so that pupils will attain so far as possible certain educational and other schooling ends or objectives [4]. The problem here is that such programmes inevitably exist prior to and outside the learning experiences. This takes much away from learners. They can end up with little or no voice. They are told what they must learn and how they will do it. The success or failure of both the program and the individual learners is judged on the basis of whether pre-specified changes occur in the behaviour and person of the learner. If the plan is tightly adhered to, there can only be limited opportunity for educators to make use of the interactions that occur. It also can deskill educators in another way. For example, a number of curriculum programs, particularly in the USA, have attempted to make the student experience teacher proof. The logic of this approach is for the curriculum to be designed outside of the classroom or school. Educators then apply programs and are judged by the products of their actions. It turns educators into technicians. Second, there are questions around the nature of objectives. This model is hot on measurability. It implies that behaviour can be objectively, mechanistically measured. There are obvious dangers here: there always has to be some uncertainty about what is being measured. We only have to reflect on questions of success in our work. It is often very difficult to judge what the impact of particular experiences has been. Sometimes it is years after the event that we come to appreciate something of what has happened. For example, most informal educators who have been around a few years will have had the experience of an ex-participant telling them in great detail about how some forgotten event brought about some fundamental change. Yet there is something more. In order to measure, things have to be broken down into smaller and smaller units. The result, as many of you will have experienced, can be long lists of often trivial skills or competencies. This can lead to a focus in this approach to curriculum theory and practice on the parts rather than the whole; on the trivial, rather than the significant. It can lead to an approach to education and assessment which resembles a shopping list. When all the items are ticked, the person has passed the course or has learnt something. The role of overall judgment is somehow sidelined. Third, there is a real problem when we come to examine what educators actually do in the classroom, for example. Much of the research concerning teacher thinking and classroom interaction, and curriculum innovation has pointed to the lack of impact on actual pedagogic practice of objectives. One way of viewing this is that teachers simply get it wrong as they do not work with objectives. The difficulties that educators experience with objectives in the classroom may point to something inherently wrong with the approach, that it is not grounded in the study of educational exchanges. It is a model of curriculum theory and practice largely imported from technological and industrial settings. Fourth, there is the problem of unanticipated results. The focus on pre-specified goals may lead both educators and learners to overlook learning that is occurring as a result of their interactions, but which is not listed as an objective. The apparent simplicity and rationality of this approach to curriculum theory and practice, and the way in which it mimics industrial management have been powerful factors in its success. A further appeal has been the ability of academics to use the model to attack teachers. There is a tendency, recurrent enough to suggest that it may be endemic in the approach, for academics in education to use the objectives model as a stick with which to beat teachers. What are your objectives? is more often asked in a tone of challenge than one of interested and helpful inquiry. The demand for objectives is a demand for justification rather than a description of ends. It is not about curriculum design, but rather an expression of irritation in the problems of accountability in education. [5] Curriculum as process We have seen that the curriculum as product model is heavily dependent on the setting of behavioural objectives. The curriculum, essentially, is a set of documents for implementation. Another way of looking at curriculum theory and practice is via process. In this sense curriculum is not a physical thing, but rather the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom and what people do to prepare and evaluate. What we have in this model is a number of elements in constant interaction. It is an active process and links with the practical form of reasoning set out by Aristotle, which is as follows: Teachers enter particular schooling and situations with an ability to think critically in action and with an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become thinking and action. They continually evaluate the process and what they can see of outcomes. Curriculum as praxis Curriculum as praxis is, in many respects, a development of the process model. While the process model is driven by general principles and places an emphasis on judgment and meaning making, it does not make explicit statements about the interests it serves. It may, for example, be used in such a way that does not make continual reference to collective human well-being and to the emancipation of the human spirit. The praxis model of curriculum theory and practice brings these to the centre of the process and makes an explicit commitment to emancipation. Thus action is not simply informed, it is also committed. It is praxis. Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic. It allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships. When students confront the real problems of their existence they will soon also be faced with their own oppression. The process model is modified to fit the praxis model, which is as follows: Teachers enter particular schooling and situations with a personal, but shared idea of the good and a commitment to human emancipation, an ability to think critically in action, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may become informed and committed action. They continually evaluate the process and what they can see of outcomes. Proposed Curriculum Design: A curriculum prepared for the targeted students of K-12 education must be tailored to meet their needs for a fast and productive mental growth. Therefore a curriculum for k-12 education must be prepared so that it supports all children and young people from 3 – 18 to develop as successful learners, confident individuals, responsible citizens and effective contributors, ready to play a full part in society now and in the future. As part of the review process we need to develop clear guidance which sets out expectations of what children and young people should learn and also promotes flexibility and space so that teachers can use their professional judgment creatively to meet children’s needs. Therefore, before beginning to design a curriculum for k-12 education, one must capture the essence of what young people will learn over the course of their schooling and express this through the experience and outcome statements. Curriculum Designing Guidelines Purpose The construction of experiences and outcomes that effectively provide progression in each curriculum area and convey the values, principles and purposes of A Curriculum for Excellence is central to the success of the program. In particular, it is important that you reflect relevant aspects of the four capacities in your work. If we can get this right these outcomes and experiences will have a significant, positive, impact on classroom practice and hence on the learning experience of all children and young people. It is an exciting prospect. Starting point In phase 1 each early review group should be asked to simplify and prioritise the curriculum (from age 3 to 15 in the first instance) retaining what currently works well and making changes where these were justified by research evidence. The output from phase 1 of the review process and the rationale for your curriculum area, research and other national and international comparators are your starting points. Your work will be based on the relevant parts of the Curriculum Frameworks: for Children 3 – 5, 5 – 14 guidelines, Standard Grade, and National Qualifications. It is important that experience and outcome statements you write at each Curriculum for Excellence level provide appropriate cognitive demand. The framework for outcomes The experiences and outcomes will sit within a framework of advice to teachers. Curriculum Area The eight curriculum areas are: Expressive Arts, Health and Wellbeing, Languages, Maths, Religious and Moral Education, Science, Social Studies and Technologies. Rationale The rationale provides an overview of the curriculum area states its main purposes and describes its contribution to the values and purposes. Subsets of the curriculum area Each curriculum area is subdivided either into fields of learning – or ‘subjects’ (e. g. Expressive Arts into art, drama, dance and music) or into aspects of learning in that area (e. g. Languages into listening and talking, reading and writing) Lines of development These identify learning tracks in each subset of the curriculum area. They are expressed in different ways in each area of the curriculum. For example within expressive arts they identify the skills to be developed: creating, presenting and evaluating in art, drama, dance and music; within science they describe broad areas of knowledge and understanding to be developed; biodiversity, being human and cells in Our Living World. Experiences and outcomes Within each line of development, experiences and outcomes describe the expected progression in learning for children and young people. Essential outcomes Essential outcomes are a small number of high level statements, derived from the main purposes described in the rationale, that encapsulate what learning in that curriculum area provides for all children and young people. Taken together, the essential outcomes are intended to sum up the expectations for the broad general education of all young people. The focus of your work will be writing the experiences and outcomes for your curriculum area. It is likely that there will be interplay between what you produce and the ‘essential outcomes’ , which are the ones helping to shape and refine the other in an iterative manner. Outcomes should be written in the clearest possible English. Where possible these should be accessible to children and young people, but not at the expense of clarity. It is also important to try to write lively and engaging experiences and outcomes. Best Practices of Writing the Curriculum Ultimately the intention is to produce streamlined guidance for the entire curriculum in a single document. We also intend to make the outcomes available in electronic format to allow curriculum leaders and teachers to identify and blend outcomes from both within and beyond curriculum areas. Several stages will be required to achieve this. Curriculum for Excellence Achievement framework In the first stage of work the aim is to produce experience and outcome statements up to Third level with provisional work done to Fourth level. Both Third and Fourth level have particular significance. Third level is important because it defines the point at which a young person has experienced a broad general education and has satisfied the essential outcomes in all curriculum areas. At this point there may be opportunities to choose what she or he wishes to study, typically with a greater degree of speciality and in greater depth to Fourth level and possibly beyond. For some pupils, their choices will result in continued, lateral progression, in curriculum areas at Third level. Fourth level is important because it will enable transition into the formal qualifications system. Experiences and outcomes at this level will tend to be more specific than those for earlier levels. The outcomes and experiences written during this stage will be subject to refinement through the engagement process. Writing an excellent outcome Always remember that the experiences and outcomes should have an impact on classroom practice and learning. The outcomes should not be written in the form of assessment criteria, nor should they constrain learning. Every outcome should therefore be tested against the following criteria: 1. It should express learning that is clear to the teacher, and where possible the young person. This will promote the application of formative assessment strategies. 2. It should indicate the purpose of the outcome and/or direct the selection of learning activities for all children and young people. 3. It should allow evaluation of the outcome. In other words, it should be clear from the outcome what evidence might be observed to demonstrate progress by the child or young person. Also bear in mind that there is no intention to produce an elaborated curriculum. Outcomes should therefore offer and support opportunities for enrichment and development for those young people with additional support needs who may not progress beyond the first levels. As you complete blocks of work a further test is to consider the extent to which you have prioritised and simplified existing guidance and to ask yourself if any changes are robust and justifiable. As a general rule outcomes should begin with the ‘I can’ stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, personal development and learning. As a general rule they should be signalled using the ‘I have’ stem. The following additional general parameters will help you get started. †¢ Simplification and prioritisation should result in time and space being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to introduce topics or ideas in a relevant context or to respond to local events or circumstances and to ensure progression. †¢ Assume your outcomes can be taught within the time allocations typically applied in schools at present.

The Holocaust Essay -- History German Jew Nazi Genocide Essays

The Holocaust †We are the children of the holocaust. We are both Germans and Jews. We are the children of the victims. We are the children of the oppressors. We started out on opposite sides but the memory of the holocaust will join us forever. We shall never let the victims be forgotten, for if we do, we will forget that the perpetrator can be in all of us.† This poem expresses quite well the sensation that most individuals feel when they hear the word â€Å"Holocaust.† Although they may not have been there, or known someone who was, they may still feel an underlying sadness or anger due to the events that took place during World War II. I myself am neither a Jew nor have German decent, and I too become emotional at just the thought of such a devastating occurrence. It is in this sense that I will discuss how the Holocaust has affected not only the Jewish world, but other peoples as well. In 1933, the Nazi party began their reign in Germany, under the malevolent dictator Adolf Hitler; his role as â€Å"prime minister† of the county lead to the temporary suspension of civil rights for communists and Jews. The first concentration camp, known as â€Å"Dachau† was erected, which contained over two hundred communists, and all books that included ideas and concepts contrary to Nazi belief were burned. Jewish newspapers were not allowed to be sold in the streets, and as Hitler’s power became more and more apparent, he gained the title of Fuhrer, or â€Å"Leader of Germany.† His charismatic ways charmed many people into believing that his ideas were conceptually sound, and within only a few years, the Jewish people were stripped of their liberties, including their right to vote. In 1938, on Kristallnacht the Nazi regime terrorized Jews throughout both Germany and Austria; over 30,000 Jews were arrested, having their licenses revoked, car registrati ons taken away, and securities and jewels stolen as well. Upon the acclimation of World War II in 1939, when France and Britain declared war on Germany, Hitler ordered that all Jews must wear a yellow Star of David, in 1940, he began the deportation of all German Jews to the country of Poland (Morretta). Once in Poland, the Jews were forced to reside in ghettos and concentration camps; in 1942, the â€Å"Final Solution† planning had begun by Hitler and his Nazis regime, and by 1943, eighty five percent of all of the Jewish people that ... ... the Holocaust itself, as devastating as it was, may have happened for the Jewish people to acquire a larger capacity than others for forgiveness and understanding. This idea rings true for every other human being in the world as well, because once again, â€Å"We shall never let the victims be forgotten, for if we do, we will forget that the perpetrator can be in all of us.† 1 This poem was written by Rudi Raab, and is from The Acts of Reconciliation Project, where Germans and Jews met to build a common ground. 2 â€Å"The Night of Broken Glass† 3 An elaborate plan of mass genocide in which the Nazi officials would annihilate all European Jews. 4 This poem was written by Rudi Raab, and is from The Acts of Reconciliation Project, where Germans and Jews met to build a common ground. Works Cited Feig, Konnilyn. Hitler’s Death Camps: The Sanity of Madness. New York, Holmes & Meier, 1979. Jacobs, Alan. â€Å"Auschwitz/Birkenau.† http://www.remember.org/jacobs/index.html. 1996. Morretta, Theresa. â€Å"History of the Holocaust: Timeline.† http://www.remember.org/educate/mtimeline.html. 1997. Watts, Franklin. "Auschwitz and the Allies." Voices of History 1942-43 .New York, 1943.

Othello – Trust and Betrayal

English Assignment In this image, Othello and Desdemona are sharing a passionate moment of love after being re-united in Cyprus. Both are wearing white garments; a symbol of purity, and framed in a black background. Othello’s white uniform contrasts with the colour of his skin accentuating his smiling feature, strength and regal stature. In the darkness behind them is the watching figure of Iago who is smirking. Othello calls her â€Å"My soul’s joy† which describes the depth of his love that Desdemona is intrinsic to his whole being.He adds â€Å"If after every tempest comes such calms/ May the winds blow till they have wakened death†. This ironic comment foreshadows the horrific fate that awaits them both. Desdemona replies â€Å"The heavens forbid/ But that our loves and comforts should increase/ Even as our days do grow†. This highlights her religious convictions and the sanctity of their union. This image explores the idea that Othello feels in finite love for Desdemona which later transforms into infinite rage and hatred through the jealousy created by the scheming Iago.Even at this moment, Iago is formulating his plan to convince Roderigo that Desdemona will soon â€Å"Begin to heave the gorge, disrelish and abhor the Moor† and therefore leave the way open for Desdemona to take another lover. This is how he maintains Roderigo’s hopes for being with Desdemona and thus, can continue to trick Roderigo into handing him all of his money and jewels. Image of Kenneth Brannargh and Lawrence Fishberne *The first image on the sheet but it would not copy across* This image explores the relationship between Othello and Iago.Iago is to the side of Othello whispering into his left ear (the sinnister side) and it looks as if Iago is the demon on Othello’s shoulder. The lighting used has created a shadow over half of Othello’s face. This shadow represents Othello’s dark side which is revealed when he m urders Desdemona in act 5. His aggressive expression foreshadows grim events as he is hearing the news of Desdemona’s infidelity. This image also represents Iago’s manipulative character and through this, shows Othello’s naivety.Iago has already stated his position as a destructive force for Othello’s life. He has used animalistic and racist imagery to deter Brabantio from allowing the relationship to continue. He calls out to Brabantio â€Å"An old black ram is tupping your white ewe†. This voices the patriarchy’s deep fear. Brabantio is a senator and thus represents hereditary class and power and the fact that his daughter has married a black man destroys his status and power in society. Iago is determined to utterly destroy Othello.He leaves Roderigo stating â€Å"Though I do hate him as I do hell pains/ Yet for necessity of present life I must show out a flag and sign of love†. Iago hates Othello and uses the promotion of Cassio a s a justification for his actions. Iago builds up the doubt in Othello’s mind firstly by playing on Othello’s status as an outsider in Venetian society. He plans also to destroy Cassio at the same time â€Å"In double knavery† by suggesting â€Å"That he (Cassio) is too familiar with his (Othello’s) wife†.Iago begins by giving Othello advice that he (Othello) is unfarmiliar with Venetian women and that it is common to have an affair. His next step is to plant the idea that Desdemona and Cassio are lovers. As Othello becomes weakened by Iago’s innuendos, Iago becomes more specific in his proofs, blantantly lying about Cassio’s behaviour. It would seem that success has been achieved when Othello no longer uses celestial imagery to describe his inner state and like Iago, uses profane animalistic images to express his thoughts.After Iago has confronted Othello with the handkercheif, Othello says â€Å"Now, by yond marble heaven, in due r everence of a sacred vow/ I here engage my words†. This changes after Iago puts the idea of killing Desdemona into Othello’s head by saying â€Å"But let her live† to which Othello replies â€Å"Damn her, lewd minx! †. The key idea of the play is the tragic undermining of the heroic and princely Othello by the manipulation and action of evil represented by Iago.