The Great Gatsby By F. Scott Fitzgerald - 2365 Words

James Truslow Adams, the author of The Epic of America, once said, â€Å"The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. † (The American) The American Dream is one thing uniquely American, a shared ideal among American people of all the different religions, socioeconomic classes, and lifestyles. It is a promise of hope and possibilities that America has been holding onto since its foundation, a promise of life’s meaningfulness and of one’s ability to reinvent oneself. Is there only one interpretation of the American Dream? For many, it is an idea that has been constantly evolving and redefined. Since the 1920s, the†¦show more content†¦The Founding Fathers declared that people inherently have the rights to life, liberty, and the pursuit of happiness. As the country progressed to the 1920s, America as a whole nation gained greater wealth than it ever had. On the other hand, the young generations were haunted by the memories of World War I as â€Å"their faith in the moral guideposts that had earlier given them hope, were no longer valid† (â€Å"The Lost†). The 1920s was marked by a rebellious and materialistic culture that contained bootleg liquor, luxurious parties, and a new wild jazz music. People began to acquire things and money in replacement of inner fulfillments, and the common view on the American Dream was affected as well. One reason The Great Gatsby is arguably the Great American Novel is that it reveals the corruption of the American Dream through materialism. The main character, Jay Gatsby, was a man who believed in the American Dream and pursued it boldly. Rising from obscure poverty to immense wealth, he was a perfect example of the self-made man. Daisy Fay, a beautiful rich girl, was the embodiment of the American Dream to Gatsby—her beauty, her wealth, and her delicacy characterized a life he wanted to have.â€Å"She was the first ‘nice’ girl he had ever known.† (Fitzgerald 158). Gatsby set on a quest of winning Daisy’s love ever since he first met her. â€Å"He has lived not

CD

CD-ROM Essay CD and Data Storage TechnologyFigure 1Optical storage techniques make use of the pinpoint precision possible only with laser beams. Alaser uses a concentrated, narrow beam of light, focused and directed with lenses, prisms, and mirrors. The tight focus of the laser beam is possible because the light is all the same wavelength. There are two common types of optical technology. The most widely us3ed type is compact disk (CD) technology, which is used in CD-ROM, WORM, PhotoCD, and CD-Recordable. The other type, is a hybrid that combines magnetic and optical technology. These devices are known as magno-optical drives. The familiar audio compact disk is a popular medium for storing music. In the computer world, however, the medium is called compact disk, read-only memory (CD-ROM). CD-ROM uses the same technology used to produce music CDs. In fact, if you have a sound card and speakers connected to your computer, you can play CDs with your PC. The CD-ROM drive for music or data reads )s and 1s off a spinning disk by focusing a laser on the disks surface.

Jesse Jaramillo Essays - Racism, British People, Identity Politics

Jesse Jaramillo History 4C Prof. Adrienne Edgar The Effects of Imperialism on Europe and Abroad Imperialism in the late 1800's and early 1900's resulted in equally great social and political changes in both the host regions and colonizing countries. From change in how citizens viewed their nation to changes in national relationships, imperialism had far reaching effects around the globe. These changes were equally drastic but not equally beneficial. I will use the purpose of colonization expressed in "White Man's Burden" by Rudyard Kipling and the sweeping social change stated in "Why We are Militant" by Emmeline Pankhurst to show the broad effects imperialism had on the people of imperialistic countries as a group, and I will use the first-person account of experiencing imperialism in "Shooting an Elephant" by George Orwell to show the effect imperialism had on citizens of colonizing countries as individuals. The cultural impact on the colonizers was great. Nationalism and racism grew rampant among those who supported imperialism. Children's books were filled with racist images of Africans and pro-imperialist messages. Violence and movement, pro-imperialism European citizens felt that they were part of something when their country made plays to take colonies. "Shooting an Elephant", a first-person account by George Orwell, describes his feelings and duties as a British police officer in Burma during the time of colonization. Orwell, who did not approve of imperialism, writes, "All I knew was that I was stuck between my hatred of the empire I served and my rage against evil-spirited little beasts who tried to make my job impossible."Though, Orwell disagreed with his empire's actions, he still calls the Burmese people "evil-spirited beasts" because they were angry at him as he seemed to be the symbol of their British oppressors. This shows that the culture of the people of the colonizing co untry were against those who they were conquering. It created a mindset of division between groups of people through their nationalities and wealth. In the poem "White Man's Burden", by Rudyard Kipling, a well-known propagandist for the British Empire, describes how a culture of imperialism gave reason to colonization in the eyes of the Europeans. Europeans believed they were civilizing and advancing inferior cultures, which is exemplified in the poem when Kipling states, "Go, bind your sons to exile to serve your captives' need". In this quote, we see that Europeans feel that they are doing a service to their "captives". When he continues on, he writes, "Take up the White Man's burden, and reap his old reward - the blame of those ye better the hate of those ye guard," to show the selfish idea that the Europeans deserved penance for their good deeds in nurturing and advancing their colonized people. Kipling shows that the colonizers feel they are treated unfairly and that they shoul d be gratified instead. The poem as a whole shows the growing racism and feeling of superiority in white Europeans by implying themselves as the guardians of the uncivilized world. Imperialism changed the culture of Europeans by increasing the influence of nationalism and racism. Colonization was a prominent factor in changing the culture of colonized countries. The colonized were victims of exploitation and discrimination. Some colonized areas succeeded, "Treaty ports like Hong Kong were transformed as Europeans built banks, shipping enterprises, schools, and religious missions. As Europeans and indigenous peoples encountered and transformed one another, new hybrid cultures emerged." while others were in torment, "Elsewhere, new social instabilities were produced as European demand for labor brought men out of their villages, away from their families, and crowded them into shanty towns bordering sprawling new cities. Hopes that European rule would create a well-disciplined labor force was quickly dashed." In Africa, which had no clear boundaries due to the indigenous people being a tribal culture, colonization drew boundaries that separated families and forced enemies together. In the colonies, there was exploitation and suffering on a scale never before see n. Entire peoples were forced to work under strict rules that often resulted in deadly punishment. A culture of fear and hatred arose. As people mixed, imperial and indigenous, cultures also mixed. The Europeans were becoming more militant as the enthusiasm for colonization grew. Many countries took part in colonizing different parts of

June 6th SAT Scores Have Been Released - How Did You Measure Up

June 6th SAT Scores Have Been Released - How Did You Measure Up SAT / ACT Prep Online Guides and Tips Scores from the June 6th SAT have been released, and they have served to increase the controversy around the test. Put simply, the scores may be much less accurate than usual tests because the College Board was forced to throw out two of the sections. Read on to see how students have reacted, how the scores vary from other administrations of the exam, and what your options now are. The Confusion and the College Board’s response There was quite a lot of confusion around how, exactly, the tests were going to be scored. Students were told many different and contradictory things when they phoned up the College Board – including that only section 8 or section 9 would be dropped, that they would both be dropped, that the experimental section would be counted instead, and that the two sections would only be dropped if the individual student had been affected – implying to some that if their proctor had stuck to the normal timings, that their scores would not be affected. The College Board’s official statements, as well, furthered the confusion, at first implying that only one section would be eliminated, but they then updated it to state that two would be removed. On June 25th, when the scores were released, the College Board issued the following statement: Today, we are reporting scores for all students who took the SAT in the U.S. on June 6. As we previously communicated with students, due to a printing error in the standard test books provided by Educational Testing Service, the College Board and ETS did not score the two affected sections and are able to provide students with valid and reliable scores. To make this determination, we conducted a comprehensive review and statistical analysis with three important components: First, the scores for the shorter test were shown to be sufficiently reliable - meaning they show technical consistency over repeated testings. Second, the equating process was not affected by the error. Equating is a statistical procedure that is conducted to ensure that different versions of a test are of comparable difficulty. Finally, the scored sections had the same distribution of content and skills as the full-length test and therefore is reflective of the overall SAT content specifications. We have consistently communicated with College Board higher education members since learning of the misprint in the June 6 SAT administration book. Admission directors from across the country have told us they have full confidence in those scores and will view them just like scores from any other SAT administration. They want students to be assured of the integrity of their scores. We take our responsibility to students very seriously, and we appreciate their patience as we’ve worked to deliver to institutions scores that are valid and reliable. See the full text here. What have we learned The scoring system has been confirmed It’s official: two sections (Section 8 and Section 9) were dropped from the test, and the experimental section was not subbed in for one of them. On your score reports, you will see that your raw scores are much lower than they normally would be because of this. Universities WILL accept the June 6th results It was very good of the College Board to call around and make sure that universities across the country will not be punishing students for their mistake. It would have been even better of them to let us know this earlier, since it seems that they have had the information for a while, and it could have saved a lot of students from a lot of stress. The SAT is too long on purpose According to the same QA, the SAT that can be accurately graded from two fewer sections is intentionally built to be too long, just in case the College Board screws up and they have to drop several sections of the test. So, according to them, they have been planning for this kind of eventuality all along, even though it has never happened before. And I’m sure that all of us who have been taking the needlessly long tests are terribly grateful for their due diligence. The equating process was not affected In one of their more believable claims, the College Board has confirmed that the equating process for this exam was not affected. Equating is what the College Board calls their attempts to make sure that each SAT can be accurately compared to other SATs. Though the difficulty of each test is slightly different, they have certain â€Å"anchor† sections that they use to compare one to the other. Fortunately, these sections were not the ones that were thrown out, so the College Board has been able to determine the difficulty of the test for the curve. The College Board is still not showing proof of its claims The College Board made the interesting decision of posting a QA interview with Jack Buckley, Senior Vice President of Research, in which he is specifically asked how they determined the validity of the shortened test and he proceeds to†¦.not answer the question. Instead, Buckley tells that the criteria for determining the validity of the test were: whether scores could be "reliable" without two sections if the tests could be equated if the remaining sections had the same skill content and distribution He does not, however, go on to explain how these tests were actually carried out. One of the main requests from students and parents across the country has been that the College Board show proof that the tests are as â€Å"reliable† as they claim they are. There have been a few suggestions for how to do this, including Releasing Sections 8 and 9 so that students can see how they would have done with those sections added in, compared to how they have done without them. Showing an anonymous test from a previous year, scored at both the full length and with two sections missing. After all, if the test is so bulletproof, and if the College Board is so certain that the two missing sections are not going to significantly affect scores, then why won’t they show us the proof? What problems we still have â€Å"Sufficiently reliable† and â€Å"valid† do not mean the same thing as â€Å"accurate† This is more like an ACT question than an SAT one, so maybe they are hoping that students won’t notice that there is quite a difference in meaning between â€Å"reliable†, â€Å"valid†, and â€Å"accurate†. The College Board has now issued several statements saying that the test has been proven to be sufficiently reliable. However, it now seems that their criteria for this is almost entirely based on the structure of the test, as opposed to the scores. By â€Å"reliable† they mean that the two remaining math and critical reading sections had questions on similar concepts and of similar difficulty levels as the sections that were thrown out. If this were only a knowledge-based test, this might be more significant. Unfortunately, the SAT is notorious for testing simple concepts in ways that are difficult to understand. So, it’s not altogether reassuring that the subject matter on the thrown out sections was not too different. A student could easily, for example, know exactly how to attack one question about absolute value, but be unsure about a second question on the same concept, just because of how it is worded. â€Å"Valid† doesn’t really mean anything at all Similarly, saying the scores are valid simply means that the College Board is happy to stand behind them. Considering that this is the most cost-effective option for them, it’s hardly surprising that they are willing (and glad) to do so. Why aren’t the scores accurate? The College Board has run statistical analyses of the scores on this test and compared it to other tests. They are calling the scores valid because there is a similar distribution of scores. However, statistics always works best on a large scale, and that doesn’t mean that they can say how accurate their scores on a case-by-case basis. For example, if you were to flip a coin 1,000 times, you could be pretty certain that you would get heads about 50% of the time and tails about 50% of the time. But it would be really difficult to predict the outcome of just a single toss. Similarly, though the overall scores fall into an appropriate SAT pattern, it’s impossible for the SAT to guarantee that individual students have not been affected by the dropped sections. Some students will have received lower scores than they otherwise would have, and others will receive higher scores. Students who are mid-range scorers are least likely to be affected by the missing sections. The curves on the SAT are always more generous for mid-range scores, and if you are the type of student who could have expected to miss 15-20% of the questions on each section, then your scores are fairly predictable. High scoring students are most likely to be affected. The curves are always harshest at the top, and on this test it is even more noticeable. If you missed just one question in math or critical reading, for example, your score will be lower than it would have been on almost any other SAT. For more on this, see the scoring charts below. How have students been responding? Understandably, students and parents across the country have been none too pleased with the College Board and their results. Here are a few reactions from College Confidential: I have just received my scores this morning and I am outraged. I have performed the worst I have ever done. I know for a fact this is due to the College Board's mistake because I have scored completely out of my score range for each section. I vividly remember feeling the most confident about the last two sections for critical reading and math, so I knew that those 2 sections would boost my grade, or at least balance out some mistakes I made on the previous two sections. So, of course it makes sense that my scores would suffer due to the removal of these sections and it is so frustrating knowing that I could have been done with the standardized testing process had the College Board properly administered the June SAT. Now I have to take the test in October, which will delay my early action application process. College Board, I am extremely disappointed in your lack of professionalism. My son's scores were significantly lower. This was his 3rd time to take it. The first two times he scored 750 in CR (both times). This time†¦ 680. His Math score was 10 points lower than what he scored in March however he had been working with a math tutor and had improved his math score on his last three practice tests (official CB practice tests) to numbers that should have been 30-40 points higher. This is just so frustrating. Without letting students and parents see what the scores would have been with the 2 omitted sections, there is no way to prove that these scores are "reliable" as the CB keeps touting. I know there are people who are going to say "you can't prove that your son didn't just happen to do significantly worse this time" but frankly to get 750 twice in a row on a section that w as only scored with 2 instead of 3 sets of scores is proof to me that these scores are not accurate. I want ACCURATE scores, not "reliable". My sons went down, after having progressive improvement with previous two tests by 100+ pts ea time.... And he'd taken a month long prep course prior to this test. Math, down 70pts. Critical Reading down 60 pts. Writing down 30. Thanks SAT for wasting our time- was to be his final SAT prior to applying Aug 1st to college. We were disappointed, but knew we would be. On every SAT (practice and actual yes, we got the booklet and answers from college board to confirm it) my kid had trouble with the first 2 sections. It takes her that long to settle in. This test was no different. Her math and reading scores went down over 100 points each and (the unaffected) writing stayed exactly the same as it had on the last 2 tests. We are definitely out of the norm for the stats. This test may be statistically similar for the general population, but certainly not equivalent for our situation. Others are writing to the College Board directly, demanding an earlier retest: October is too late to retest for those interested in early decision deadlines of November 2015. You should provide a new test date much earlier. Please consider the amount of extra time students study for the SAT in addition to regular school classes and extracurricular activities including community service activities. Again you should provide an optional testing day well before October 2015 specifically for those affected by your clerical mistake of June 6, 2015. I am sure your mistakes were not intentional but you did make a mistake. With this in mind the best course of action will be to benefit those affected by taking action above and beyond what you are proposing. Please schedule a new test before October 2015 because this date is not conducive to those who were affected by your mistakes of June 6, 2015 and create additional expenses, stress and anxieties for those who were affected by your mistakes. ...The College Board should set a good example for these students and provide an exam in late July so that the students can have their scores before they spend countless hours preparing college applications, researching schools, etc. October 3 is far too late for many students who intend to have their applications completed prior to that date. Many schools have strict deadlines when it comes to providing merit scholarships, and by not retaking the exam until October 3 thousands and thousands of students will not know truly where they stand in relation to acceptance and scholarships. Not to mention that any of the study skills, etc. that the students used for the June exam will be ancient history by October. This means many more study hours for the students plus the potential for a lot of money to be paid to tutors as there will be a lot of stress for this final opportunity to take the exam for the class of 2016. SHAME ON YOU COLLEGE BOARD!!! DO THE RIGHT THING AND PROVIDE AN EXAM WIT HIN THE NEXT FEW WEEKS. This is way too important to ignore or to hide behind the desire for more financial profit.... How do your scores measure up? The best way to see how accurate your scores are is to compare them to the grading systems on previous administrations of the SAT. The College Board has officially released several tests, along with the curves used to grade them. Will this give me my â€Å"real† score? No. As you can see, each test has a different grading scale. This is because of the â€Å"equating† system that the College Board uses, so that more difficult tests can be compared to easier ones. As you can see in the following images, one question wrong on different tests means different grades. There are too many unknown factors to know what your â€Å"real† score would have been with the two sections added in. First of all, you don’t know how you did on those sections. While many people are claiming that they think they didn’t miss any, there’s obviously a very real chance that you did. Also, we don’t know how the difficulty of the June 6th SAT measures up to the difficulty of the tests below. It could have been much more difficult, or much easier. Without knowing that, it’s impossible to tell what the actual grading scale would have looked like. How should I use this information, then? Use the information below to compare your results with what you would have gotten on other tests. This can give you an idea of how you might have done, but it's not exact. For example, here are screen shots of my results. In Reading Comprehension, I missed 4 questions. That would normally come out to a raw score of 62. In looking at the below charts, I can see that a raw score of 62 is usually in the range of 740-760. Instead, I scored a 710. This is quite a bit lower than what I â€Å"should have† scored. I, too, remember Section 8 being quite easy and I was confident in my answers. But everyone makes mistakes, and it’s impossible to say with certainty that I would not have missed more questions. If I had missed another 2 questions, which was my average wrong on the previous two reading sections, my raw score would have been a 60. On the tests below, you can see that would have been equivalent to a score of 720-730. This is still higher than what I got on the June 6th test, but only marginally so. In math, I only missed one question. If I assume that I wouldn’t have missed any others (after all, I did have one error free section), then my raw score would have been 53. As you can see below, 760 is a fair bit harsher than you normally see on math for missing one question, which would have given a score of 790-800 on the below tests. What is the score range? It’s also important to keep in mind that the College Board always recommends thinking of your score as a range instead of a number. This is what your â€Å"score range† is all about. The College Board has always given a score range because they know that one test cannot perfectly measure your abilities. They know there are a lot of factors on test day, like being overly tired, that may affect your score, or that anxiety may make you get stumped on a certain question that normally you would get with no problem at all. Your score range is usually around 30 points below your score, to around 30 points above your score. The idea is that if you were to take the SAT with no additional prep, you should expect your score to be in that range. So, if the differences that you are noticing between your actual score and either your previous scores or the range of scores you can see below is greater than 30 points, there’s more cause for you to be concerned about the accuracy of your scores. On the flip side, if your score was 20 points lower than the last time you took the test, and you didn’t do a significant amount of extra prep, you should know that those scores are probably pretty accurate. Here are the scoring guides – how do you compare? Where do you go from here? Unfortunately, the College Board is still unwilling to give students a summer makeup test. You can, however, register for free for the October test if you are not satisfied with your scores. If you would like to re-take the test, start studying now. You are at a great advantage because you have all summer, without the stress of schoolwork, to master the tricky concepts. Check out our guides for improving low scores or getting a perfect score for October, and if you remember any concepts you thought were particularly difficult, review them in our free online guides. Keep in mind that colleges understand the score range ¸ and that they are also happy to accept the June 6th scores. If for some reason you cannot or do not want to make up the test, try not to stress out if your scores were only marginally worse than the last time you took the SAT. All students should keep an eye on the FAQ on the College Board web site for the June 6th test in case there are updates. Also, if you have questions or complaints and want a response from the College Board, call their customer service line at 866-756-7346. They are asking people to email them customer service problems, but this is because it makes it easier for them to issue stock responses. Finally, if you feel cheated by the College Board’s mistake, don’t forget about the pending lawsuit against them. If the College Board loses, you may be due some compensation. How did you do? How do your scores compare to what you would have gotten on a previous test? Tell us below in the comments or tweet us @prepscholar. Disappointed with your scores? Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Why Do We Do School Assignment Example | Topics and Well Written Essays - 1500 words

Why Do We Do School - Assignment Example Throughout the academic career, the children learn the lesson through proper curriculum and sophisticated educational planning. This paper will elaborate upon the reasons that children do school for. School Just like other educational institutions, the school is such an institution which is specifically intended for the provision of education to the students under proper instructions and directions by the teachers, the system of school is the source of formal education in most of the countries. In such systems, there is a series of schools through which the students progress and proceed in order to complete their formal education and learning process. There are varying names for these academic institutions but mostly they are known as the primary school system for those children who are young and secondary school systems for teenagers who have already passed out their primary school systems. In United States, these schools are known by various names: preschool systems for toddlers, k indergarten for the kids, and then elementary, middle, high school which upgrades to the higher levels of academic with college, university and graduate schools. Reasons for doing School The gaining of knowledge and going to school is the fundamental essential and a right for the children belonging to the modern society and nuclear families these days. Unlike the perspectives of few traditional families, doing school is the most important task in children’s life. Several reasons which define the schooling process as vital are given below: Fulfillment of the basic demands The schools of modern times are the fulfilling aspects and mirror image of the sentimental values, kinship demands, and perception of the modern day nuclear family. The postmodern era of the current world requires the children to be competent to deal with the upcoming burdens and demands of the revolutionary times. Thus, they need to be capable enough to tackle all the issues and challenges of the future (Dav id, 2005). Ethical and Moral learning At the foundation level, the schools are needed to develop children in ethical and moral aspects. This side of the children’s personality affects their image and reputation in the society and boosts their thinking capabilities. It enables them to become better citizens and good human beings in order to survive in the social structure. It teaches them to be considerate towards their peers, family and other members of the social groups. Not only this, but the moral and ethical teachings also makes one satisfied in their innate nature. Professional requirements As soon as the children proceed from the elementary and middle school to the higher levels such as college and university, they begin thinking about their professional growth and future standards. It is the time when they need to take big decision and great commitments in context of time, work, determination and money. Moreover, the professional standards require a professional degree as it fulfills the need of advanced learning which is important for entering into the practical field (Hawaii Community Foundation, 2011). Cultural Congruence The students require an education which is culturally congruent and relevant for them. For this purpose the schools are advised to design their curriculum according to the cultural relevance for the school and college goers. Here, the schools play a part to empower the students socially, intellectually, politically and emotionally by utilizing their cultural referents to impart skills, knowledge and attitudes (Tyrone, 2001). This would help the

The Role of Social Media in the Management of Information on an Assignment

The Role of Social Media in the Management of Information on an Organization - Assignment Example Social media has many uses, the majority of which are beneficial while a few are detrimental. In a positive way, social media have revolutionized both personal and business communications. The new communication technology has completely transformed the mode of information management in many organizations. It has been used in advertising, delivery of news, chatting, sharing of photos and images, among other diverse uses. Social media has enlarged the social space for millions of people. On the detrimental side, social media have facilitated cyberbullying, bad publicity, and the spread of propaganda among other problems. Social media has facilitated globalization through the creation of vast interactive networks through sharing of information. Sites such as LinkedIn provide a platform on which professionals share their ideas and research work resulting in synergistic research. More growth is expected in the social media industry and its effects will continue to be felt in the corporate arena. Social networks have influenced in a great way in which organizations go on with their usual duties. Verbal communication has greatly declined while the social space has widened whi le the advertising platforms have increased. However, the social sites have been faulted for its simplicity in sharing any information, some of which may place an organization at a vulnerable position. In this paper, I will endeavor to establish the role of social media in the management of information in an organization. In addition, a focus on ‘cloud networking’ shall be put into perspective as it relates to the management of information. Finally, the issue of security in the management of information shall be addressed. Social media has made computer-aided communication very easy, convenient and affordable. Through social media, one may access information that their followers are updating instantly.  

Every Child Matters Strengths and Weaknesses

Every Child Matters Strengths and Weaknesses In todays rapidly changing society there is one factor that remains constant; childrens individual needs. These needs vary greatly from child to child, with some children needing lots of support to achieve a little. The Salamanca Statement (1994) believes that every child has unique characteristics, interest, abilities and learning needs. It carries on to state that every child has a fundamental right to education and the education systems should be designed, and programmes implemented, to take into account of the wide diversity of these characteristics and needs. It was the Warnock Report (1978) that first placed emphasis on a greater integration of pupils with special educational needs into mainstream schools, and has had a wide ranging influence on policy and practice that has followed in subsequent years. The SEN Code of Practice (2001) supports the Warnock Reports (1978) inclusion in to mainstream schools by providing guidance on policies and procedures aimed at enabling pupils with special educational needs to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. One of the most important frameworks that schools are bound to in supporting childrens individual needs is the Every Child Matters (2003) framework. The Every Child Matters green paper was published in 2003 as a response to the report by Lord Laming into the death of Victoria Climbie through being mistreated and abused. The paper proposed a range of measures to reform and improve childrens care. This framework resulted in the Childrens Act (2004) and provides the legislative spine for Every Child Matters. The aim of Every Child Matters was to create a joined-up system of health, family support, childcare and education services so that all children get the best start possible. Even though it arose from a child protection issue it is essentially for all children and is based around a few fundamental principles. Firstly, society should pursue five goals for all children: Being happy Staying safe Enjoying and achieving Making a positive contribution Economic well-being Secondly, services for children and their families need to be organised around the childs needs. Thirdly, ECM aims to create an effective working practice between different practitioners. These fundamental principles relate very closely to the SEN Code of Practice (2001). The Code sets out guidance on policies and procedures aimed at enabling pupils with special educational needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood (SEN Code of Practice 2001). It would appear that the SEN Code of Practice (2001) and Every Child Matters framework support the work that each does. The arrival of the Every Child Matters framework signalled a change in the context that the SEN Code of Practice (2001) functioned. The focus is now on making sure that all children are supported, well taught and make progress, and this applies to children with special educational needs. Children with special educational needs and their families often need support from a range of different services if they are to overcome barriers to learning and participation. The creation of Sure Start Childrens Centres and Extended Schools through the Every Child Matters framework will extend the range of services to children and families and bring them together in single locations, enabling children and young people with SEN and disabilities and their families to have better access to the support they need, when they need it and where they need it. This is a prime example of the Every Chid Matters framework providing support to the SEN Code of practice. For the SEN Code of Practice (2001) to be fully functioning and effective, it needs the Every Child Matters framework also to be fully functioning and effective. Both work together towards the same goals, for children to achieve their full potential despite any hurdles that may be in their way whether social, physical or emotional. An umbrella of support is provided, for the children and their families to strive towards the goal of providing a better future. Q.21 b Introduction Children today are faced with many challenges outside of school that affect their ability to come into school and learn effectively. Recent years have seen schools providing support to children other than as an educator. The Every Child Matters agenda is there in schools to support every child whatever their background and ability. There are a group of children however, who have additional struggles that affects their ability to learn; and these children are provided with extra support from the SEN Code of Practice (2001). These children will have been identified as having special educational needs (SEN), and will have been placed on the schools SEN register with their parents permission. From this, differing levels of support will be given depending on the childs code of practice stage. The support provided will enable them to access the curriculum within school. The aim of this child study is to consider the learning needs of a child and to assess how these needs are met in their school. To carry out this task effectively there were a number of factors that needed considering. Firstly, the child chosen for the study and their school will be introduced. For the purpose of this study, the child will be known throughout as Child A, and their school as School A. Numerous observations were carried out of Child A within different contexts of the curriculum (see Appendix One). Then, the study will look at learning theories and styles. This is to help build up a picture of how children learn in general. From this, and coupled with the observations of Child A, their preferred learning style will be identified. To link into this, the teaching styles within School A will be highlighted and the impact of this on Child As capacity to learn will be discussed. Finally, conclusions will be made on the impact of the Every Child Matters framework on School A and how this has affected Child A. Q.21 b Child A and their School The School Child As school is a much larger than average school due to the amalgamation of the infant and junior school in 2004. Most pupils come from a socio-economically mixed catchment area on the edge of the central town area. While most pupils are White British, over a third come from minority ethnic backgrounds. This proportion is increasing year-upon-year with most of these pupils also having English as an additional language. The proportion of pupils within school having learning difficulties and/or disabilities is below average. There is provision for children in the Early Years Foundation Stage; this is provided through the Nursery and in three Reception classes. Child A Child A is a Y5 pupil whose birthday is in the summer term. The child comes from a stable and affluent background where both parents live together, and is the eldest of three children (a brother in Y3 and a sister aged 8 months). During Y3 of Primary School, Child A was highlighted as being a cause for concern and was eventually placed on the schools SEN register in February 2010 while in Y4. Child A has also been placed on the Gifted and Talented Register for creativity. This is due to their Y4 teacher assessment of Child As unusually detailed pictures and Design Technology skills. Child A also excels in gymnastics. In April 2010, Child A was assessed for the first time by the local authorities Learning and Language Team; Reading: 1 year and 1 month below that expected of a child of their chronological age. Spelling: 3+years below their chronological age. Writing: right-handed using a reasonably neat print style with good spacing between words. The initial summary stated that Child A appeared to have some indications of specific learning difficulties in literacy (Dyslexia), Dyslexia can not be diagnosed as a one off event; rather it will follow on from a cumulative assessment over time (taken from Child A SEN file, see Appendix Two). For the purpose of this study and from advice from School As SENCo, it will be assumed that Child A will receive support for that of a dyslexic child, with programmes tailored towards Child As strengths and weaknesses. The Local Education Authority states in its dyslexia policy that difficulties with dyslexia occur on a continuum, from mild to severe, and estimates suggest that between 4 and 15% of all pupils are affected. Q.21 a The Theories Showing How Children Learn Before the learning needs of Child A can be identified, the ways in which a child learns must be analysed. There are two main theories of learning that this study will focus on; behaviourist and cognitive. The Behaviourist Theory This theory suggests that learning is gained by associating a stimulus with a response, as with Pavlos dogs www.nobelprize.org (Accessed 6th October 2010). Skinner suggested that reward and reinforcement of a response increases the frequency of response; this is known as operant conditioning, and assumes all behaviour (e.g. learning) can be controlled in this manner. These are the principles of conditioning that form the basis of the behaviourist approach to learning. These assumptions of the behaviourist approach can be seen and are easily applied in Child As classroom. For example, the Teacher would use positive and negative reinforcement to strengthen the behaviour that conforms to classroom expectations. Positive reinforcement is also used to increase motivation; for example reinforcing good performance with praise may improve confidence and thus motivation within the next task which is essential for Child A who suffers from low self esteem. However, the validity of the behaviourist approach must also be questioned. It assumes that all behaviour (e.g. learning) is under the control of reward and reinforcement, ignoring genetic inheritance. The Cognitive Theory Pollard (2010) states that this theory suggests people learn through an interaction between thinking and experience, and through the sequential development of more complex cognitive structures. Piaget developed the notion of cognitive stages to describe the childs cognitive structure at different stages. These stages are the sensory-motor (birth to 2 years), pre-operational (2-7 years), concrete operations (7 12 years) and formal operations (12 years upwards). Piaget also devised the term schemas, a unit of knowledge, each relating an object/experience in the world; For example, a child my have a schema relating to eating a meal at a restaurant, this schema will have a stored pattern of behaviour (looking at the menu, eating the meal). Vygotsky disputes Piagets cognitive stages, implying that social interaction plays a more important role, instead of trying to fit a child into a box based on their age. Vygotskys theory places more emphasis on social contributions to the process of development. His theory views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers within the zone of proximal development (ZPD). Vygotsky believed that when a child is at the ZPD for a particular task, by providing the appropriate assistance (scaffolding) it will give the child enough of a boost to achieve the task. Once the child, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the child will then be able to complete the task again on his own. Child A relies on scaffolding within their learning and has shown that this does aid their success at a task. However, working with their peers is something Child A does not find comfortable. Jerome Bruner, another cognitive theorist, also disputes age related stages, tending to lean towards Vygotskys view. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. Again, Child A requires this but in an adapted format. In his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation: enactive representation (action-based), iconic representation (image-based) and symbolic representation (language-based). Modes of representation are the way in which information or knowledge are stored and encoded in memory. This is related to how the VAK theories work. Multiple Intelligences Howard Gardner suggests that there are eight learning styles; interpersonal, intrapersonal, mathematical and logical, visual and spatial, kinaesthetic, musical, naturalistic and linguistic. He suggests that many people have elements of some or all of the above. Gardners approach recognises the diversity of children and appreciates that ability and intelligence should not be dominated by language skills. Gardners theory seems to be backed up by Riddick, Wolfe and Lumsdon (2002) whom state it is generally accepted that providing teaching in a variety of styles is the most effective way to develop students learning. Child A and the Learning Theories. Where does Child A fit in to the learning theories? Stated throughout this section are references to how Child A may fit into these theories. Child A, it seems, strives for an essence of all the theories discussed. From the behaviourist point of view, Child A responds well to positive reinforcement and would help to improve to a certain extent their low self-esteem. From the cognitive point of view, Child A craves scaffolding, constantly looking for help from adults within the class when unsure. It does help Child A to successfully complete tasks, and this proves why Child A relies heavily on scaffolding. Again, it helps to improve their low self-esteem. With regards to Gardners multiple intelligences, child A leans more towards the bodily kinaesthetic and visual spatial elements of his theory. Therefore, Child As learning must come throughout these areas to help learning and understanding to be effective Q.18 Teaching Styles The Assertive Teacher The assertive discipline method of behaviour management was pioneered by Lee and Marlene Cantor in the 1970s. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but some teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. The Non-Assertive Teacher When a teacher reacts to pupils disruptive behaviour it is known as either a non-assertive or hostile response. The non-assertive response is one where the teacher is passive and does not give clear directions; the teacher responds to inappropriate behaviour as and when it happens. She will be inconsistent in her response and will allow poor behaviour to go unchallenged one day and respond angrily another. When a pupil thinks that he can behave in any way he chooses and not suffer any consequences then he will see how far he can push the boundaries at every opportunity. The Hostile Teacher The hostile teacher is one who keeps the class under control but only through intimidation. They do not set a good example of how to behave and often put down pupils with remarks that lowers their self-esteem and hurt their feelings. They promote negative feelings and expectations where pupils believe that they cannot achieve goals or succeed. The hostile teacher rarely makes a positive comment and takes every opportunity to make a negative one. Teaching Styles in School A Assertive teaching is shown and encouraged throughout School A based on various observations throughout the school. It is also evident in the school behaviour policy in the form of an assertive discipline routine. There are strict guidelines on the wording of personal reminder, final warning and then time-out for those children that are failing to follow school rules; this is consistent throughout. Positive praise of good behaviour is a strategy used to try and encourage other children to do the same. Child A responds very well to this style of teaching; behaviour problems are never an issue with Child A, who follows school rules at all times. Child A also benefits from the teacher having control over the class; as stated in Child As SEN file (see Appendix Two) there is a preference to work in quiet which is quite common for a child with dyslexia (Reid, G 2010, Learning Styles and Inclusion Sage Publications Ltd: London, P23). There is evidence to show that behaviour management strategies, such as the assertive discipline techniques, do help to improve behaviour, achievement and attainment. Good behaviour leads to good attainment because there is an effective learning environment, and therefore the child achieves. It states in the Steer Report (2005) that a consistent experience of good teaching engages pupils in their learning and this reduces instances of poor behaviour. It also relates to the Every Child Matters strand of Enjoy and Achieve. This identifies that children should feel safe, be healthy, and enjoy and achieve in school. Q.19 The Learning Needs of Child A According to information received (Booth, Personal communication, 8 September 2010) Child As learning style is that of a multi-sensory learner. This is also stated in the SEN file of Child A (Appendix Two) in a report from the Senior Learning Support Teacher. Pupils with dyslexia learn best when all the senses are used; this is the VAK model of visual, auditory and kinaesthetic learning. VAK is an accelerated learning approach where visual learners learn best through pictures, charts, diagrams, video, ICT etc; auditory learners learn best through listening; kinaesthetic learners learn best through being physically engaged in a task. There is further research by Glazzard (2010), stating that teachers should aim to make a childs learning multi-sensory, catering for all the VAK learning styles. With regards to Howard Gardners Multiple Intelligences, a dyslexic child will have a greater imbalance of strength and skills. It is important that Child A is provided with the opportunities to develop their preferred learning style so to work to their strengths. Support should be provided in areas of weakness with specific teaching and a demonstration of strategies that aid learning. This is also evident in the Local Authority Dyslexia Policy stating Some pupils who have dyslexia can frequently display marked differences between their abilities. It goes on further to state that it is important to identify strengths as well as weaknesses, in order to make the most effective provision (see Appendix Three). It has been suggested that Child A has access to a structured, cumulative, multi-sensory programme of work with opportunities for interleaved learning and repetition (see Appendix Two). Interleaved learning is a psychological process where new and old materials are practised together. It is also important to remember that to help with Child As self-esteem issues, extra measures of support provided within the class should be available for Child A to access them when required, and not draw attention too. Child A also has low-self esteem that requires attention. The Local Education Authority Dyslexia Policy also backs this up by stating we recognise the particular links between dyslexia and low self-esteem (see Appendix Three). From what is known about Child A and through research, it can be stated that when looking at Maslows hierarchy of needs (1968) diagram (see Appendix Four), Child A has had the biological and physiological needs, also safety needs and belongingness and love needs satisfied. On the other hand, esteem needs have not been realised and as this continues to be a problem, the childs self-actualisation stage can not be fulfilled. Again, positive reinforcement and working with School As Learning Mentor to build up self esteem is required. It is vital, as a teacher, that Child As successes are shared with the class/school to help improve self-esteem. Impact of Every Child Matters Framework in School A There has been a great impact on School A since the Every Child Matters framework was introduced. Some aspects were in place before, but a lot has changed in recent years. A holistic approach has been taken by School A to implement the Every Child Matters agenda. A significant commitment has been made to the nurturing and education of the whole child. Be Healthy Through the curriculum the children receive at least 2 hours of exercise a week. Also, they receive education on health, drug awareness and sexual health education. Healthy snacks are provided free to children in foundation stage and KS1. Children in KS2 are offered fruit juice at morning break for a minimal cost. Most recently, the school has had a kitchen built which now allows for food to be cooked on site, giving the school greater control on they type of food being provided. Stay Safe There are child protection measures in place that all staff are aware of. Three members of staff are contacts for child protection issues that may arise. Any concerns would be expressed to these people and the appropriate action would then be taken by them. Other support within school is provided by the Learning Mentor. This role encompasses many of the aims of the Every Child Matters Framework. The Learning Mentor is part of the Child Protection Team. The Learning Mentor has created a Peer Mediators team created of Y6 children to help support children in the playground when problems arise. There has been a big emphasis placed on the prevention of problems arising in the playground through the creation of play leaders, friendship and singing squads; again, this is through the support from the Y6 children who carry out activities with the younger children at playtime. Enjoy and Achieve Special Educational Needs provision kicks into action when there are concerns about an individual child with regards to behaviour issues or academic difficulties. Under the guidance of the schools SENCo this would involve the child monitored as a cause for concern. If the child showed no improvement or deteriorated, they would then be placed on the schools SEN register with the parents permission. School Action would see the child receiving extra support from within school to support their learning and well-being, and again if the child showed no improvement or deteriorated, they would be place on School Action Plus which then brings in the involvement of outside agencies to help and support the child. Again, the Learning Mentor plays a crucial role here, working very closely with extended schools, helping to provide after-school clubs with family involvement. A homework club is also run for children who regular fail to complete homework for a variety of reasons. Another critical role that the Learning Mentor provides for under the Every Child Matters Framework is liaising with parents. As well as involving them in family clubs after school, she will also provide support for them on an individual basis. This area has an additional staff member to help, the Parent Support Advisor. The School employs a Parent Support Advisor (PSA) who runs activities at the Sure Start centre, and has particularly provided support to the Muslim community within School. This has taken the form of English classes to help those parents who struggle speaking and understanding English so they can then support their children at home with their reading and writing. The PSA, with the help of the Maths co-ordinator, ran a similar scheme for parents called Ocean Maths. This meeting provided parents with an understanding of how they can help their child at home with maths, and they were also able to purchase very cheaply a resource pack that will help support the child at home. Wrap around care is also provided by the school in the form of breakfast and after-school care which has been running now for a number of years. This provides parents with the extended support that they may need to be able to return to work. Extended Schools, through government funding, helps children to access activities that they may have been unable to afford in the past. During the summer holidays, activities were available for children to take part in; those children that receive free school meals were able to access these activities free of charge. Extended Services have also provided support to Teaching Assistants within school by running a course on Playground Games so that these may be taught to the children in the playground. The school places a big emphasis on assessment and how it is used to ensure that pupils make the best possible progress both in the curriculum and in their personal development. Assessment for Learning techniques are used in order to enable pupils to progress as individuals. Self and peer assessment techniques are especially relevant in relation to reflecting on the process of participating. The children know where they are at in their learning and how to progress in terms of their next steps. Make a Positive Contribution to the Community There is a school council that is made-up of one child from each class. These children meet regularly to discuss how things can work better for the children. They also take views of the other children to these meetings and feedback to the children. A new recent development is the creation of learning challenges. These aim to let the children have the opportunity to apply their skills and knowledge to a range of different real life situations that makes a positive contribution to an individual, class, school or a local, national global community. A big emphasis is placed on entrepreneurship being encouraged at all times. Achieve Economic and Social Well-being At a Primary school level, this is where the seeds are sown to help achieve economic and social well-being, by providing the children with literacy, numeracy and ICT skills. The learning challenges mentioned in the previous section also help towards meeting this. There are many more aspects of school life that exist due to the emergence of the Every Child Matters Framework. Child A has benefited hugely from this having taken part in after school clubs with their family. There is the support network in place for Child A should they wish to access it, and the relevant people providing support for them already. This is also the case for other children, and has had a positive impact on lots of children throughout School A in supporting their learning. Conclusion This child study has highlighted the significant impact that the Every Child Matters framework has had on Child A, other children with and without personal and learning difficulties, and School A as a whole. Every Child Matters now underpins the whole school ethos, and provides support to children, their families and the school. The understanding of how children learn is essential to my practice as a teacher so that the childs education can be moved on and supported. There are elements of behaviourist and cognitive learning in School A through rewards systems of team points and positive reinforcement of good behaviour, and also through the assertive teaching methods used. The cognitive approach is seen in the pedagogy of the teacher through effective scaffolding techniques, which have been seen to help Child A in the achievement of tasks. In a personal communication with the class teacher of Child A, intervention groups have been arranged so that the supported learning of Child A can take place not just through the effective inclusion of all pupils by quality first teaching. As a teacher it is my responsibility to cater for Child As additional needs, and also to regularly review and assess them so that they are continually being met. It is also important that within my practice I regularly consult the class teacher, SENCo and the Learning Mentor who also aid Child A to overcome the difficulties presented, so that the best possible support is being given. Child A has a positive approach to learning and does not display any of the behavioural difficulties that can be seen in some pupils who have learning difficulties (see Appendix Three). Appendix One Observations of Child A General Observations Child A is someone who is very well behaved in class. There are no behaviour problems associated, and conformity is shown at all times. There is interaction between their peers in the class but this is very infrequent and short lasting. Outside in the playground this is the same; Child A has a small circle of friends who have played together for quite a few years. There is interaction between this group, but again, Child A takes a rather passive role of listening rather than initiating. Numeracy Lessons Child A again always gave the teacher their attention but fiddled with their pen in an undisruptive way. Facial expressions throughout suggested uneasiness. During observations of Child A in Numeracy it was quite evident that there is a low self esteem. Individual tasks saw Child A begin by looking around, gaining the attention of the teaching assistant and teacher to provide the support. Working with a partner was something Child A seemed to shy away from. Child As partner seemed unbothered by this and was happy to discuss with others on the table. A little interaction did take place but this was towards the end of the task as their partner had realised that they must complete the task. Child A also had some number reversal, especially number five and 9. Literacy Lessons Child A is very conscious of their problems with spellings as their reading age is far better than their spelling ability so when they read their work back they can see the errors. The childs commitment and determination is excellent, and after a recent writing assessment was able to identify improvement points that were not linked to spellings. Child A also prefers to work in quiet, which they communicated to the previous years teacher. Art and DT A familiar pattern is also seen here; lack of interaction with their partner and a tendency to allow their partner to be more dominant and do most of the work. P.E Child