Construction Technology And Innovation Essay Example | Topics and Well Written Essays - 3000 words

Construction Technology And Innovation - Essay Example In the provided setting, looking out for all the environmental impacts comes in handy. The building is located in a busy location with a lot of traffic. It is thus important to understand that the cars passing by the house do not spend a lot of time at the location because the ground is rather weak. It is a requirement that the house uses rather tough tiles and the most recommended is the ceramic tiles. Green Raw Materials and Concepts Ceramic is harder than stone and hence effective enough to use in places with clay soil and having many people around. In the making of such houses, it is important to ensure that there is minimal use of space while still providing satisfactory area for people to use. The surrounding environment to the house should not have any building around it and should provide ample space for some form of field with grass. Grass is necessary seeing as the ground beneath is clay provides a rather smooth setting and environment for growth. Moreover, research has sho wn that having chemicals sprayed over the grass eventually leads to the clay soil beneath the foundation of the house stronger and can assist during the rainy season (Vasil, 2009, 77). Clearly, having ample grass space is not an aspect to conform to because it is a town setting but leaving space for it nevertheless is advisable in the setting. Clay soil is strong and provides a great support for the foundation and the basement. This is from the way its particles join to form one large compact Substance. This substance leaves no space for air and thus makes it even harder. However, during the dry periods, the soil gets wet and the particles, having not supported themselves alone, end up breaking into pieces. This consequently has the building developing cracks and eventually falling to the ground, which is a hazard needless to state. Below is an example of a building in the initial stages of construction just before the pouring of concrete Energy Conservation Conservation of energy i s one of the most important aspects to understand when dealing with the construction of a green building basement. The basement in this situation is for the provision of energy from a more effective and reputable source. Natural lighting comes in effective for the preservation of any type of commodity that the building owners may term important. The basement should have photovoltaics that are rather an effective method to save on energy used in not only the preservation of the basement, but also the establishment of the foundation. Fuel cells to run the mortar in the creation of bricks can come from new house appliances. An environmentally friendly house is otherwise known as a green house. Inspection An inspector is a vital aspect in the analysis of the already set foundation for the building. Most precisely an engineer ought to observe the already set foundation for the determination of the stability position that the building will have. Failure to analyze this may lead to the con tractors and the builders carrying on with their work with no idea whatsoever of the sensitivity of the issue (Pearon, 2011, 102). The surveyor then comes in after this stage and determines the kind of footing to put depending on the type of building that the owner requires. In this case, a green house would require a rather high footing provided the soil formation and characteristics at the

The New Testament Essay Example for Free

The New Testament Essay The Book of Matthew is the first book of the New Testament, traditionally attributed to Saint Matthew. The purpose of the book was to show that Jesus was the Jewish Messiah, or deliverer, but that his ministry was spiritual and not political. Most Biblical scholars believe that Matthew was derived from the Gospel of Mark and a now- lost book of the sayings of Jesus. The Introduction (1:1-4:16) gives the genealogy of Jesus and tells of his birth, infancy, and preparation. The second division (4: 17-16:28) includes the Sermon on the Mount and deals mainly with the public ministry of Jesus. The third division (17: 1-20:34) deals mainly with Jesus’ private ministry with his disciples and stresses the requirements of true discipleship. The fourth division (21: 1-25:46) tells of the entry into Jerusalem and the events of the last week of Jesus. The final division (26:1-28:20) tells of the last evening with the disciples, the Crucifixion of Jesus, and His Resurrection. Mark The Gospel of Mark is the second book of the New Testament. The book, shortest of the four Gospels, was probably written by Saint Mark himself. Most scholars believe it was the first Gospel to be written and was the basis for both Matthew and Luke. According to Papias, a second- century bishop, the author of Mark drew largely from the reminiscence of Peter, but it is now assumed that he used other sources as well, both written and oral. He probably wrote in Rome, about 67 A. D. Many scholars believe that Peter’s death, presumedly in 64 A. D. , motivated Mark to record what had been told by Peter. The Gospel of Mark was written in colloquial Greek, in a vigorous, dramatic style. It presents Jesus Christ as a man of action and power who performed miracle and other mighty deeds, a human being and yet the Son of God. Mark says nothing about the birth and boyhood of Jesus. The Gospel has three divisions. The first (1:1-8:26) begins with the preaching of John the Baptist and his Baptism of Jesus, reports many parables and miracles, and tells of conflicts with the religious leaders. The second section (8:27- 10:45) stresses the coming crucifixion. The third section (10: 46- 16:8) tells of the final week in Jerusalem and relates the story of the Crucifixion of Jesus and His Resurrection. Many scholars believe that the end of the Gospel (16: 9-20) was not a part of the original writing, since these verses are not found in some early manuscripts. Luke The Gospel of Luke is the third book of the New Testament. The Gospel of Luke is generally attributed to Saint Luke. This book, which has been called the most beautiful ever written, tells of the life and ministry of Jesus Christ. Luke records the famous birth story, which ends with the adoration of the shepherds. The Gospel according to Saint Luke presents the teachings of Jesus as a message of universal salvation for all men everywhere. Luke has a strong humanitarian emphasis and shows a deep sympathy for the poor and weak. The Gospel stresses the importance of prayer and the power of the Holy Spirit. Many scholars believe that the Gospel of Luke is derived from the Gospel of Mark and a lost source of the sayings of Jesus. John The Gospel of John is the fourth book of the New Testament. Traditionally this book I attributed to John the Apostle. As a gospel the books tells the â€Å"good news† of the teachings and life of Jesus Christ. The Gospel of John is more a spiritual book and less a biography than the other gospels. Its purpose is to promote belief and faith in Jesus. It emphasizes the divinity of Jesus and deals with many theological issues. According to tradition, the books was written about 90- 100 A. D. in Ephesus by John the Apostle. Acts The book of Act was written by Saint Luke. The date of the writing is uncertain, but most scholars favor the period 8-90 A. D. At the beginning of the book the author states his purpose and that is to explain to Theophilus, and to the world, how Christianity arose and began its sweep across the earth. By this time Christianity appeared to be on the way to becoming a world religion, and some account of its beginning was needed so that it might appeal to cultured and learned people. It talks about the Day of Pentecost, empowered by the Holy Spirit; the apostles take the Good News of Jesus Christ throughout the Mediterranean world. The title is misleading, for Acts is not a record of all the original disciples of Jesus. The book gives the early history of Christianity from Christ’s ascension outside Jerusalem to Paul’s visit in Rome. Chapters 1-12 stress the work of Peter in Judea and nearby lands, mainly among Jews. Chapters 13- 28 tell of the far- ranging missionary preaching of Paul, mainly to gentiles. Romans Epistle to the Romans is a letter of Saint Paul and a book of the New Testament. Romans, is the longest of Paul’s letters, has been called â€Å"the first great work of Christian theology. † Summarizing his doctrine in 1: 16-17, Paul wrote that the Gospel of Christ is the â€Å"power of God unto salvation to everyone that believeth,† and â€Å"the just shall live by faith. † Men, he said, are justified by their belief in Jesus Christ. By believing in Him men find salvation, gain freedom from sin, and have a new life in the Holy Spirit. Paul wrote the letter to the Christian community in Rome about 58 A. D. He hoped to visit Rome, and apparently wrote the letter to prepare the way for his visit. Writing to a group composed of both Jews and Gentiles, Paul presented Christianity as a faith for all.

How children become gendered adults

How children become gendered adults At birth we are identified as male /female through biological factors, whereas our gendered identity is produced through how female /male we feel, and our gendered role is nurtured through our cultural environment and social beliefs. The nature side of the debate suggests that our gender is decided at the same time as our sex, and our behaviour differences are instinctive and have helped us survive. The differences are mostly put down to the way our bodies and brains differ. Our chromosomes, hormones, and reproductive organs put us in one gender category. However it does not explain how there is different gender roles across different cultures hence ignores how gender roles could be learnt. Nurture helps explain our development within our cultured environment, and life experiences prepare us for our gendered adulthood. Environmental theories highlight how culture affects the individual, social learning theorists suggest that our gender is learnt, and challenges the nature point of view that it is innate. When we are born our sexual organs decide what gender we are, and our parents and culture influence our gender identity through learnt behaviours. Males and females are treated differently from birth; parents are powerful role models in the early years and expectations of appropriate behaviour for the childs gender can be rewarded or punished, thus a child will be more likely to repeat the rewarded behaviour which helps reinforce what is considered acceptable behaviour for the childs gender. As a child develops and grows they gain an understanding of gendered behaviours through their social environment, developing an understanding of gender identity. They learn to identify particular behaviours appropriate to their gender and will model and imitate through reinforcement, association with same sex p arent, and same sex models, and it is ongoing throughout their childhood and on into adolescence. (Smith 2002) Criticisms to this are that when a baby is born the way it is treated by adults is influenced by its sex. A study done by Will, Self and Datan in 1976 shows that when the same baby is dressed in blue/ pink adults behave differently to it. Children tend to model their behaviour on the same sex parent and learn what is most appropriate for their gender, leading to praise which reinforces their identity, they can also imitate their same sex models behaviour through play and toys. In todays society children are often raised by one-parent families and this theory does not allow for the fact that these children may be being brought up by a different sex model yet still continue to behave in their gendered role through dress and encouragement of appropriate/ behaviour regardless of having anyone to model it on. It can be criticised for placing too much importance on particular models behavioural influences and losing site of the childs individual personality by portraying children as a pass ive part of the process and ignores individual motivation and self-regulation Cognitive development was developed by Piaget believing that our gender identity develops first and then children pay attention to same sex role models. Kohlberg went on to suggest there are three main stages to gender identity that children go through; gender identity (up to three years) where the child can identify their sex but are not aware that it is fixed and cannot change. Gender stability, (three five years) where the child is aware that their gender is fixed but still make assumptions of peoples gender by clothes and hairstyles. Gender constancy (six years onwards) where the child is aware of their gender regardless of peoples appearance. (Stainton Rogers, 2001). When gender constancy is reached Kohlberg believes that children pass through cognitive development stages and acquire gender related behaviours by developing gender identity. Although cross cultural studies support the Kohlbergs stages through this theory children can describe themselves as boys or girls and know how to choose gender associated toys and activities before they can relate to gender sexual differences. It supports that gender recognition happens before gender identity becomes fixed. Weakness of this theory suggests that it solely takes stages of development into account, placing little importance on the role of biology, emotion, social environment or culture. It also does not account as to why masculinity and femininity are valued by society differently. (Haralambos.M, 2002) Sandra Benn says that it fails to explain why sex has dominance other potential categories such as race, religion and eye colour. (Stainton Rogers, 2001) In conclusion one thing both theories have in common is that they rely on observation and identification children have with members of the same sex. The differences Kohlberg believed that as a result of three stages of gender identity a child goes through, the child develops a gender recognition through cognitive understanding to his/her gender and gender roles. Bandura social learning theory suggested that childrens gender identity was done through socialization rather than biology and that childrens behaviour is seen to be learned from their society through process of reinforcement and modelling. Gendered behaviours can be learned through reinforcement and we are more likely to copy behaviour if we have seen others rewarded for that same behaviour. . I believe that both social learning theorist and cognitive development theorists oversimplify gender identity, although both agree that society and culture have some influence over gender identity, it is difficult to accurately assume that the role of socialisation alone produces gender identity as they do not take in to consideration the biological factors of chromosomes, hormones and sexual organs in the development of gender identity or roles. Both biology and socialization play a part in our understanding of our gendered identities and roles in our cultures. (973 words) Works Cited Haralambos.M, R. F. 2002. Psychology in Focus for A Level . Lancashire: Causeway Press. Maccoby. E.E, J. C. 1974. The Psychology of Sex Differences, (as reported in various commentaries). Stanford: Stanford University Press. Stainton Rogers, R. R. 2001. the Psychology of Gender and Sexuality. Berkshire: Open University Press. Unkown. 2007. About Gender. Retrieved January 3, 2010, from www.gender.org.uk: http://www.gender.org.uk/about/index.htm#psycho

Essay --

Should Marijuana be legalized ? In all honesty, should it be? Ask yourself again. How is alcohol legal. Marijuana is much safer and has medicinal use capability . According to Cbsnews.com, in a recent poll in the New England Journal of Medicine, 76% of doctors approve Marijuana for medical use. 1446 doctors asked in 72 total countries. Why is marijuana so widely supported? Because it’s medical capabilities are legit. (I’ll address medical capabilities below) Alcohol totally impairs you and and causes your frontal lobes to malfunction. Its stupid, alcohol, which is actually dangerous is legal and people are still killing themselves under the influence, but Marijuana is good for you yet illegal? It seems as if the government is trying to kill us with such a thing being legal (I don’t drink or smoke so this isn’t biased) . Besides, who really cares? --> If â€Å"potheads† want to smoke, why not just let them smoke? Prisons are for criminals and not for people who smoke a plant that makes them happy. A significant aspect of this controversy is that freedom is being seized. In 2007, arrests for Marijuana alone totalled up to 775,138, dramatically surpassing arrests for all violent crime combined. That’s just ridiculous. People should not be getting incarcerated for smoking a plant that is beneficial to health. Most people just smoke it to reduce stress. Weed smokers are not criminals; rapists, killers, and thieves are criminals. Seriously people, prisons are being flooded. Sticking someone in prison isn’t something that’s cheap. According to Ministry of Justice, the cost of keeping someone in prison is roughly $25,000 a year. These people can’t get jobs, in many states, possession of Marijuana can be ruled a misdemeanor or a felony. A ... ...mount of our population suffers from at least one of these conditions. Moreover, non-cannabis supporters’ strongest argument is the abuse of the plant. The opposition’s argument states that Marijuana is addictive, but recent studies by a professor at the University of Cambridge in England named Leslie L. Iverson, who also wrote a book called â€Å"The Science Of Marijuana†, show that only 9% of Marijuana users develop serious dependency of the plant. Those are overwhelming statistics for anyone trying to keep the plant illegal. In conclusion, Marijuana should definitely be decriminalized. It benefits human health, it will boost the economy if taxed, it will massively reduce the profit of international crime gangs, it will bring down the ever so high crime rate, and will result in prisons not being packed with people who don’t belong there. Support Marijuana legalization!

Assessment is the most powerful tool for learning

Appraisal in assorted signifiers has been in usage for a long clip, Wainer & A ; Braun 1988 study that insistent appraisal was in usage within China from about 2200 B.C. These trials were organised harmonizing to the rule that a little set of personal accomplishments measurings could bespeak how a individual was traveling to execute. However, within instruction, there is limited grounds for execution of dependable and valid appraisals of pupil public presentation before the morning of the twentieth century. Dochy, F. , & A ; McDowell, L. ( 1997 ) , Newton, P. ( 2010 ) , Black, P, Harrison, C, Lee, C, Marshall, B & A ; Wiliam, D ( 2003 ) all agree that instruction is recognised across the universe as possibly the most critical public service of all, and that within instruction, appraisal is indispensable to let all pupils to be given the educational support they require, and to let the pedagogue to find the effectivity of different educational methods within the pupils larning procedu re. Summational and formative appraisals can be identified as the cardinal methods by which instructors and other educational professionals gather grounds of pupil acquisition. This does non connote that there should be a pick between appraisal for larning ( formative appraisal ) and appraisal of acquisition ( summational appraisal ) , as both have instruction maps that support pupil accomplishment. Assessment for larning explores the possibility for accomplishment for acquisition by the pupil, and indicates the following measure to be taken in order to advance larning through the kineticss of instruction and acquisition, whereas, appraisal of acquisition shows what has been already achieved, memorised, absorbed and displays merely a limited snapshot of the current scholastic state of affairs. With the usage of appraisal for acquisition, learning professionals are able to supply penetrations into advancement that a pupil has achieved, and how the school and its staff have contributed to this development. Wiliam, D. and Leahy, S. ( 2007 ) indicates that the compelling issue is guaranting that the chosen type of appraisal best suits the educational acquisition end and intent of the pupil. If the educational intent is to better acquisition, so of course, appraisal for larning would be best suited. However, if the educational intent is to describe on a current state of affairs and to compare students against pre-determined criterions or other pupils, so appraisal of acquisition should be used. Although some tools used for both signifiers of appraisal may be the same, for illustration verbal inquiring, the cardinal issues emerging from the feedback provided by educational professionals Black, P, Harrison, C, Lee, C, Marshall, B & A ; Wiliam, D 2003 indicates that it is imperative to maintain focused on the fact that appraisal for larning purposes at bettering acquisition, whereas appraisal of larning purposes at mensurating public presentation of the pupils. Summational appraisal besides ensures answerability of educational constitutions and the professionals working within those constitutions. Professionals and cons Black, P. , et Al, ( 2003 ) tells us that although appraisal today can be placed within these two countries of formative and summational appraisal, their definitions may hold become confused in the past few old ages, peculiarly the definition of formative appraisal. Harlen, W. ( 2004 ) Indicates that a instructors ‘ deficiency of apprehension of the cardinal differences between appraisal for acquisition and appraisal of larning can take to confusion within the category room, and hinder educational advancement of the pupil if appraisal is non used in the right manner. ( Harlen, W. ( 2004 ) . Appraisal of acquisition may be conducted by professionals who are external to the school, for illustration educational inspectors, who may be required to supply a snapshot of an educational constitution at a peculiar point in clip. However, they may non ever know or understand the school context and life in the necessary item in order to supply a balanced appraisal. As seen late with the debut of conference tabular arraies ( dcsf.gov.uk 2009 ) , there is a high hazard of the incorrect type of appraisal being used to rate instructors, pupils and educational installations as successes or failures. Short-run summational public presentation appraisals may neglect to take history of the scene in which pedagogues and scholars map, taking to a spiral of â€Å" Teach to prove † methods where the lives of pupils and everyone involved in their instruction, progressively revolve around trials. Teachers hence narrow their course of study to learn to the trial, and school decision makers and the general populace are going score-obsessed. Appraisal for Learning ( formative appraisal ) is concerned with roll uping grounds about larning that is used to accommodate instruction and program following educational stairss. Evidence about acquisition is important as it indicates if there has been a displacement, or non, in the procedure of larning for a given pupil. On the footing of such grounds, instructors can explicate targets/goals and are able to supply pupils with feedback about their acquisition ( Hattie and Timperly, 2007 ) , clearly bespeaking to pupils non merely what they need to larn, but besides giving them information on how best they can larn it, hence lending to pupils ‘ contemplation on their ain acquisition. Recent research on the topic of appraisal and acquisition ( Black and Wiliam, 1998 ; Black et al. , 2002 ) provides strong grounds that appraisal can be used to better academic degrees and criterions, in peculiar, formative appraisal where pupils have a common apprehension of the marks they are dr aw a bead oning to make and how to make them can be an effectual tool to better acquisition. Black and Wiliam ( 1998 ) , Boud, D ( 1995 ) to boot reported that significant betterments in overall public presentation, in peculiar with low-attainers, could be successfully achieved where self appraisal was used to promote larning within those pupils. ( It is normally agreed that appraisal is one of the most powerful educational tools for advancing effectual acquisition ) . Both are needed In a balanced appraisal system, both summational and formative appraisals are an built-in portion of any information assemblage procedure about any pupil. Therefore, if an pedagogue depends excessively much on one or the other, so it could be said that the world of pupil accomplishment in the schoolroom is inaccurate. Teachers find themselves transforming their instruction as on-going appraisal reveals how pupils approach undertakings, what helps them larn most efficaciously, and what schemes support their acquisition. The more instructors understand about what pupils know and how they think, the more capacity they have to reform their instruction, and the more chances they create for pupil success. In a reappraisal of research on appraisal and schoolroom acquisition, commissioned by the The Nuffield Foundation, Professors Paul Black and Dylan William carried out over 250 surveies associating appraisal and acquisition ( Black, P.J. and William, D1998 ) . the surveies showed that thoughts designed to heighten the manner appraisal is used by instructors in the schoolroom to promote acquisition, can well increase the pupil ‘s accomplishment. The survey besides found grounds that the addition was even more likely to be significant for low-achieving pupils. The research besides showed that bettering larning through assessment depends on cardinal factors such as: effectual feedback by the instructor to the pupils, active engagement of pupils in their ain acquisition, accommodation of learning manners to take history of the consequences of appraisal, and a acknowledgment by the instructor that assessment influences the self-esteem and motive of pupils. However, the research besid es identified several inhibiting factors: a inclination for instructors to measure measure and presentation of work instead than the quality of acquisition, excessively much focal point on marker and scaling, which tended to take down the self-pride of pupils, and instead than giving advice and counsel on betterment there was a strong focal point on comparing pupils which demotivated and demoralised the less successful pupils. In this instance it could be said that instructors ‘ feedback to pupils served societal and control intents instead than assisting the pupils to larn more efficaciously, possibly due to instructors non cognizing plenty about their pupils ‘ acquisition demands and motive. More by and large, on pupil motive, Harlen W. , & A ; Deakin Crick R. ( 2002 ) carried out the most extended reappraisal of research in recent old ages on the consequence of summational proving. They found that those trials that were seen as â€Å" high bets † de-motivated many pupils. However, it has been argued that some pupils thrive in the face of nerve-racking challenges and in fact, external trials and scrutinies do motivate pupils to take what they are larning earnestly. Additionally, DFES 2007 tells us that the UK authorities has late suggested this, when suggesting debut of new trials. ( Roach, P. 1999 ) besides promotes the usage of summational equal appraisal, but to boot stresses the troubles faced by instructors in larning to release control of the appraisal procedure. The thought of turning over summational appraisal to pupils could be seen as debatable, but it has the potency for back uping deep acquisition within those pupils. The value of both ego and peer app raisal is discussed in Brown and Glasner 1999, who province that pupils are required to larn by prosecuting in assessed undertakings. Assessment is non peripheral to the larning undertaking or a necessary immorality to be endured, It is cardinal to the whole acquisition procedure. Assessment, including contemplation on their ain work and that of their equals, is the larning itself. Assessment should supply an drift for pupil acquisition and to boot a accelerator for brooding instruction patterns. Teacher accomplishments Therefore, it is cardinal to the development of appropriate appraisal that there must be a direct nexus between what is being â€Å" taught † and what is being â€Å" learned. † Both instructor and pupil must be able to place this nexus. As described by Lorin, W. et.al 2001, the instructor needs to guarantee that the undertaking both in footings of the instructional procedure and the topic aims, is relevant and valid to guarantee that the larning experience of the pupil will ensue in the building of new cognition through a procedure that assembles personally identified content and accomplishments. Therefore, all farther appraisal may be reinforced by clear and concise categorization of larning results by the instructor to the pupil. Similar to pupils, instructors are besides scholars as they examine multiple measurings of pupil attitude and public presentation, every bit good as degrees of satisfaction. As modern instruction moves towards formative appraisal, and pupils are no longer being educated to execute rote undertakings focused on cognition and apprehension, there is a greater demand for instructors be supported as they get extra acquisition and learning accomplishments as Godheads and users of formative appraisal. Bullard, P. and Taylor B.O. ( 1994 ) suggest that all instructors who integrate appraisal into their instruction do so in order to place where their pupils are in their acquisition, and the stairss they need to take for betterment and advancement. However, historically instructors were frequently expected to be inactive Jesuss of course of study pre-packaged by a Government section and, or a distant text edition publication company. The turning motion towards instructors being shapers and users of assessment informations reflects the displacement from instructor as educational assembly line workers, to the facilitators of life-time scholar. Formative appraisal, for illustration, is assessment that is designed to back up larning. In recent old ages the importance of implementing appraisal in this signifier has come to the head, mostly because of Black and William ‘s ( 1998 ) often cited reappraisal of their research and evidentiary notes. Black and William ‘s grounds strongly supported the effectivity of formative appraisal and its publicity of larning. In acknowledgment of this fact, over a proportionally short period of clip their research has been recognized as the manner frontward by a assortment of educationists and non least by instructors themselves. This grass roots growing in acceptance by the instruction and educational sphere was bolstered by research-based rules designed to supply a principle for schoolroom pattern ( ARG, 2002 ; Gardner, 2006 ) . In â€Å" The Socrates Syndrome – Questions that should ne'er be Asked † Campbell ( 1995 ) suggests that true instruction is a â€Å" life-time of seamless experience, linking single episodes into an of all time spread outing web of significance, penetration and apprehension. † But Campbell besides acknowledges that inquiring the sorts of inquiries that make this true instruction possible is endangering. However, in the eyes of many of today ‘s educational professionals, an extraordinary assortment of classroom-targeted enterprises has been unleashed on schools over the past decennary and more, all with the same general purpose, that of the betterment of pupil acquisition. Appraisal by instructors, whether formative or summational, is one of these developments that is considered to offer important potency for bettering pupils ‘ acquisition ( Black and Wiliam, 1998 ; Harlen, 2007 ) . Darling Hammond, ( 1996 ) suggest that the focal point needs to be about assisting instructors use appraisal as portion of instruction and acquisition in ways that will raise pupils ‘ accomplishment. the usage of formative appraisal, Sadler, D.R. ( 1998 ) tells us that the most successful acquisition takes topographic point when pupils have ownership of their acquisition, understand the marks they are taking to accomplish, are motivated, and have the applicable accomplishments and tools in topographic point to assist them accomplish success. Therefore, non merely are these the most indispensable characteristics of effectual daily acquisition in any schoolroom, they are the basis of successful womb-to-tomb acquisition for all pupils. With this in head, it appears that the most of import message now facing the educational community is that appraisal, which is explicitly designed to advance acquisition, is the individual most powerful tool we have for both raising criterions and a uthorising womb-to-tomb scholars. The value that appraisal can hold in the procedure of acquisition every bit good as for rating work and entering accomplishment has been widely recognised ( TGAT 1998 ) . ( It is normally agreed that appraisal is one of the most powerful educational tools for advancing effectual acquisition ) . In decision Promoting kids ‘s acquisition is a chief purpose of schools and that appraisal lies at the bosom of that procedure. Additionally assessment should be seen as powerful tool for larning and non entirely a political solution to comprehend jobs over educational criterions and answerability. it can be said that appraisal is one of the most powerful educational tools for advancing effectual acquisition. It is an built-in portion in the instruction and larning procedure across all degrees of instruction. Therefore, due to assessment being one of the most important and of import parts in the hereafter of pupils, there can be perfectly no uncertainty that any assessment system now or in the hereafter will hold a major make up one's minding factor in what pupils learn and the manner in which they carry out that larning. Hence appraisal will besides find the manner in which instruction professionals teach and what they teach. But as antecedently stated, appraisal is non merely about rating and transporting out scrutinies. It is besides about constructing a instruction relationship with pupils and the quality of the pupils larning and with that, to utilize that cognition and apprehension to heighten the pupils larning experience. Therefore it can be said that appraisal is unamb iguously one of the chief constituents of the instruction and acquisition procedure. It is hence of the most importance that all instructors are familiar non merely with the proficient facets of the different signifiers of appraisal presently in usage but besides with their advantages and restrictions in the current instruction sphere.

Washington Adventist University Admissions Data

Washington Adventist University Admissions Data Washington Adventist University Description: Washington Adventist University, WAU, is a private university affiliated with the Seventh-day Adventist Church. The university occupies a 19-acre campus in Takoma Park, Maryland, about seven miles from downtown Washington, D.C. (see other D.C. colleges). The universitys diverse student body comes from 40 states and 47 countries. Washington Adventist takes its Christian identity seriously, and students will find an active spiritual life on campus with regular convocations, student-led vespers, and prayer groups. WAU is made up of three schools: the School of Arts Social Sciences; School of Health Professions, Science Wellness; and School of Graduate Professional Studies. Professional Studies programs cater to working adults, and roughly a third of WAU students are 25 or over. WAU students can choose from 47 bachelors degree programs, 9 masters degrees, and a wide range of academic minors. Nursing is by far the most popular program at WAU. Academics are supported by a 7 to 1 student / faculty ratio and small classes. Academically talented students should check out the WAU Honors Program for access to special classes, research experiences and cultural opportunities. Student stay active outside of the classroom through involvement in a range of student clubs and organizations as well as intramural and intercollegiate athletics. The Washington Adventist University Shock compete in   the United States Collegiate Athletic Association (USCAA). Admissions Data (2016): Washington Adventist University Acceptance Rate: 33%Washington Adventist University has test-optional admissionsTest Scores 25th / 75th PercentileSAT Critical Reading: 360 / 470SAT Math: 360 / 480SAT Writing: - / -Whats a good SAT score?ACT Composite: 14  / 21ACT English: 15 / 22ACT Math: 15 / 16Whats a good ACT score? Enrollment (2016): Total Enrollment: 1,090  (911 undergraduates)Gender Breakdown: 41% Male / 59% Female77% Full-time Costs (2016- 17): Tuition and Fees: $23,400Books: $1,200 (why so much?)Room and Board: $8,930Other Expenses: $1,100Total Cost: $34,630 Washington Adventist University Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 50%Percentage of New Students Receiving Types of AidGrants: 49%Loans: 33%Average Amount of AidGrants: $11,541Loans: $6,251 Academic Programs: Most Popular Majors:  Business Administration, Early Childhood Education, Elementary Education, Genreal Studies, Health Care Administration, Nursing, Psychology Graduation and Retention Rates: First Year Student Retention (full-time students): 75%4-Year Graduation Rate: 17%6-Year Graduation Rate: 38% Intercollegiate Athletic Programs: Mens Sports:  Track and Field, Basketball, Cross Country, SoccerWomens Sports:  Volleyball, Cross Country, Soccer, Basketball, Track and Field Data Source: National Center for Educational Statistics If You Like Washington Adventist University, You May Also Like These Schools: Union College: Profile | GPA-SAT-ACT GraphWalla Walla University: Profile  Bowie State University: Profile | GPA-SAT-ACT GraphOakwood University: Profile  Coppin State University: Profile  Hood College: Profile | GPA-SAT-ACT GraphDelaware State University: Profile  Towson University: Profile | GPA-SAT-ACT GraphAndrews University: Profile  Howard University: Profile | GPA-SAT-ACT Graph   Washington Adventist University Mission Statement: see the complete mission statement at  https://www.wau.edu/mission-statement/ A WAU education is faith based and student focused. The University offers more than 32 majors and academic programs leading to associate, bachelor and graduate degrees. You will experience small, lively classes taught by faculty who are committed to your success. Special options include the honors program, pre-professional programs, bridge program, capital summer session, study abroad, internships for credit and a special first year experience program to assist incoming freshmen in the transition to college life.

The Contemporary Politics of Development in Nigeria

The Contemporary Politics of Development in Nigeria Neoliberalism Background For the past two decades, the concept of neoliberalism has been a subject of intense debate in many political and economic arenas. Scholars argue that we live in a world shaped by the ideology of neoliberalism. The term ‘neo’ means new or recent, therefore by its own definition, neoliberalism is a reincarnation of liberalism; meaning that the ideology of liberalism has undergone a complete transformation; a cycle that all ideologies seem to undergo.Advertising We will write a custom essay sample on The Contemporary Politics of Development in Nigeria specifically for you for only $16.05 $11/page Learn More This process includes the following stages: formulation and growth of the ideology, succeeded by a decline and finally emerging as a new and redefined ideology. Though neoliberalism stems out of liberalism, the two concepts are not identical (Wolfson 2004: 34). Classical liberalism is an ideology that advocates for a fr ee market economy, where the state has limited influence on the day to day business of its citizenry. Definition In an attempt to define and shed light on this phenomenon, neoliberalism can be termed as: â€Å"A theory of political economic practices that proposes that human well-being can be advanced by liberating individual entrepreneurial freedoms and skills with an institutional framework characterized by strong property rights, free markets and free trade. The role of the state is to create and preserve an institutional framework appropriate to such practices. The state has to guarantee, fir example, the quality and integrity of money. It must also set up those military, defense, police and legal structures and functions required to secure private property rights and to guarantee, by force if need be, the proper functioning of markets. Furthermore, if markets do not exist (in areas such as land, water, education, health care and social security) then they must be created, by s tate action if necessary. But beyond these tasks the state should not venture. State interventions in markets (once created) must be kept to a bare minimum because, according to the theory, the state can not possibly possess enough information to second-guess market signals (prices) and because powerful interest groups will inevitably distort and bias state interventions (particularly in democracies) for their own benefit† (Harvey 2005: 2) This definition views neoliberalism as a distinctive phenomenon, separate from liberalism. Neoliberalism is therefore, a political ideology which, strongly proposes that the legitimate function of the state is to ensure individual security, commercial liberty and to safeguard property rights. When these conditions are achieved, then the market is said to be free to transact and facilitate exchange of goods and services.Advertising Looking for essay on political culture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Political Development in Nigeria Background Nigeria is a federal republic with similar institutional structures as those found in the United States. This country has a population of 158 million people and a marked gross domestic product of 384 billion dollars and an annual growth rate of 9.1as per the 2010 fiscal year. Nigeria is an economic giant in the African region with vast resources in agriculture and in the oil industry. According to the report provided by the United Nation, on Human development index (HDI) in 2008, ranked Nigeria 159th out of the 177 countries. The table shows statistical data collected by the CIA World Factbook. Population (200) Life Expectancy (2008) Population below poverty line (2007) Total fertility rate (2008) Literacy (2008) Population living with HIV/AIDS 138,283,240 47.8 years 70% 5.4 Children/women 68% 5.4% Source: CIA World Factbook. The data in the table above shows a number of failures in the overly neoliberal Nigeria. Though Nigeria is endowed with natural resources, a majority of the population still in deplorable conditions with poor sanitation, housing, no piped water and electricity. These conditions are further worsened by foreign oil companies that are exploiting the rich oil resource while leaving behind a devastating surrounding (Ihovbere 1994, p.24). Poverty levels in Nigeria Under neoliberalism, markets forces seem to be dominating the global economy. Despite the vast resources, Nigeria like any other third world is in an unequal global economy, with its development largely dependent on loans from multinational corporations, local banks and the political elite. The Neoliberal policies have been imposed on the African countries. The international financial institutions (World Bank, IMF and WTO) ensure that there are neoliberal reforms attached to the funds that they loan the Africans. Economic disparities are further advanced by the neoliberal policies. In his book Globalization Reducing Poverty and Inequality? Robert Wade claims that there has been a sizable gap in gross national products (GNPs) between the developed and the peripheral states (2004: 384). Wade also observes that claims of neoliberalism reducing poverty are not true, as the world economic inequalities seem to be rising everyday (2004: 400).Advertising We will write a custom essay sample on The Contemporary Politics of Development in Nigeria specifically for you for only $16.05 $11/page Learn More The 2005 Millennium Development goals for the African region, showed an increased number of Nigerians surviving on less than a dollar a day. The report also showed that a growing number of people were slum dwellers (2005: 364-393). The gross domestic product per capita in Nigeria is $ 1,721 (United Nations Development Programme, 2006). This figure perhaps represents data for the wealth few in the State. More than a half of the Nigerians are still living below the poverty lines. The oil companies enjoy a business atmosphere uninterrupted by the state; as a result, there is a little concern over protection of the environment. Every year, there are over 300 oil spills in Nigeria and the oil companies seem less concerned. The locals around the oil fields have been left with barren lands that can not be used for subsistent farming (Okeagu 2006: 202). This has resulted in an increased migration to the urban areas; leading to massive congestions of people with no jobs and housing (Davis, 2006, p.23). This whole process has a net effect of reducing the productivity of the state and creation of slums within business districts. Neoliberalism promotes the ideology that the most efficient way to allocate resources is through the market, this is not the case in Nigeria, resource allocation only benefits a small cluster of wealthy individuals as the poverty gap between the poor and rich widens. Wage regulation is another condition of this ideology, as uncontrolle d wages might push the inflation even higher and that private sectors should be allowed to invest in public institutions and enterprises. These conditions, when applied in Nigeria, the beneficiaries are the few elites as poverty levels keep on rising (Okeagu 2006, p.108). The free- market economy and security The geo-politics of oil in Nigeria Oil accounts for 95% of the total export of Nigeria and like all regions with rich oil reserves, the western countries always find a way to control countries with this resource. Though government has jurisdiction over all oil fields, it is the foreign companies that dictate the terms (Junger, 2007). The free-market ideology has put this resource in the hands of private investors and the political class of Nigeria who work with foreign companies to exploit the extraction process. A militant group, called The Movement for the Emancipation of the Niger Delta (MEND), unhappy with the way the foreign companies destroyed their environment, decided t o wage war against them. In 2006, they took control of the Niger Delta. The MEND was vicious and had resoted to killing as a way of combating the foreigners (Junger, 2007). Neoliberalization claims that the state should use its institutions to safeguard and protect the citizens and their properties.Advertising Looking for essay on political culture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the militia started causing havoc, the state militarized the river states at the Delta. In 2006, a joint task force of the security forces attacked and killed 15 members of the MEND. This region had been restricted and considered dangerous to the community around that area. The insecurity also caused the production of oil to decline, leading to a decline of 2.6% in the growth rate of Nigeria. This is what prompted President Olusegun Obasanjo to order the security forces to pacify the region. Ethnic Conflicts In the last four decades, Niger Delta has experienced ethnic conflicts that are fueled by the desire to gain social recognition and the agitation to control the oil resource; thereby posing substantial challenges to economic development. These communities are grossly dependent on socio-economic activities, but they are marginalized, psychologically alienated and underdeveloped (Suberu, 1996, p.31). The MEND and the Movement for the Survival of the Ogoni People (MOSOP) enga ged in constant conflicts over resources and had proposed the creation of states based on ethnicity. In order to deal with these conflicts, the government decided to create institutions that would deal with that problem. These institutions included: the Niger Delta Development Commission (NDDC) formed in 2000 and the Niger Delta Ministry (NDM) formed in 2009. Even thought these institutions were formed to develop the region, there is still a presence of conflict in the region. The free market allocation of resources proposed by the neoliberal theory has only caused more harm to the Niger Delta, as there is no evidence of equitable distribution (Castree, 2005, p.45). In view of this, people will always defend resources that maintain their survival and development leading to violent conflicts (Dibua, 2006, p.67). Neoliberalism visvis human rights According to the tenets of neoliberalism, the state is supposed to guarantee the freedoms and liberties of all the citizens. The fundamental rights of the modern Nigeria were first entrenched in the constitution in 1960 and were further revisited in 1999, when the bill of rights was included. Bill was aimed at protecting the political and economic well-being of the Nigerian people (Kalu, 2001, p.243-267). These rights have however been violated by both the government and its institutions. According to the report by Bureau of Democracy, Human Rights and labour (2010), Nigeria experienced human rights violations that included: depriving the citizens the right to change their government. There was extrajudicial killing that was politically motivated and carried out by Nigerian security forces. According to the Amnesty International report (2009), security forces were responsible for exciting detainees in their custody. Societal Abuse and Discrimination Nigeria is currently by the federal law, which prohibits homosexual relations; homosexual offenses carry a sentence of up to 15 years in jail. Northern states of Nigeria are mostly comprised of a Muslim population and apply the Sharia law to its full extent. Individuals found engaging in homosexual activities are punished by stoning to death. In 2008, members of a church were stoned to death by an angry mob because they were friendly to the to the lesbian, gay, bisexual and transgender groups (LGBT). As a fundamental right, the government should protect citizens against these discriminations (Herskovits, 1980). Another group that is also discriminated against is the group with persons living with HIV/AIDS. Some people regard this disease as an evidence of immoral behavior amongst people living with the virus. This group has further been discriminated against the work places, schools, hospitals and in other social faculties. In 2008, the Bauchi State Agency embarked on a mission to pair up couples that were HIV positive. By March the following year (2009), about 100 couples had been paired up and married. The activity was aimed at reducing and preventin g further spread of the HIV virus. This in itself is gross violation of Human freedoms of association. Rights of Association The law stipulates that all citizens are at liberty to form and join any trade unions of their choice. Though this true, the law has also formulated statutes of limitations. Trade unions have to meet the requirements of the law in order to the recognized. First, they must be registered by the government and must reach the thresh hold of 50 members in order to be considered for registration. These limitations were perhaps aimed at preventing the proliferation of small trade unions which are mostly formed by the lower income earners. In 2009, there were about 8 million people registered by unions, this represented 65 percent of the entire professional staff, both public and private (Koehn, 1998). However these figures have been declining fewer members registered each year. Although the laws states that unions should carry out their activities without any outside interruption, it also fails to effectively define what legal activity is and what is not. The Nigerian law also prohibits the right to strike; this is one of the fundamental rights of workers. The right to strike is universally accepted and it is to this effect that the International Labour Organization (ILO) ruled that this policy by the Nigerian government was contrary to the universal convention. This is to show that the government has failed to affect the ideals of the neoliberalism (Hushala, 2010) Child labour has also been common in Nigeria although this is contrary to the law. The government agents have failed to protect the Nigerian children against unlawful exploitation. The National Agency for the prevention of Trafficking in Persons (NAPTIP) indicated that over 15 million underage children were involved in forced and child labour. The law requires that underage children may be employed to perform small chores and receive wages at the end of the day. This had not been obs erved by the perpetrators of this crime. And so far, nothing has been done to curb this vice. In 2010, the Nigerian parliament passed an Act that allowed workers to be compensated for work related injuries. These laws encompass all workers whether domestic or foreign (Ajulo, and Co. Castle of Law., 2008). Conclusion Contrary to popular belief that neoliberalism defines the modern society, the failure of the third world to successfully integrate it tenets in political and economic policies as witnessed in the case of Nigeria shows that this ideology has a long way to go as far as the developing economies are concerned. Bibliography Ajulo, K., and Co. Castle of Law., 2008. Constitutionalism and Fundamental human rights Nigeria. Legal Directions. Available at:  https://www.hg.org/ . Castree, N., 2005. Nature. New York: Routledge. Davis, M., 2006. Planet of Slums. New York: Verso. Dibua, J., 2006. Modernization and problem of development in Africa. Vermont: Ashgate Gramsci, A., 2007. Africa: The geo-politics of a modern democracy. New York: International Publishers. Harvey, D., 1996. Valuing Nature: Justice, nature and the geography of difference. Massachusetts: Blackwell Publishers Inc. Herskovits, J., 1980. Democracy in Nigeria. Foreign Affairs. Available at:  https://www.foreignaffairs.com/articles/nigeria/1979-12-01/democracy-nigeria . Hushala, T. 2010. The politics of a dying Nation. New York: Syracuse University Press. Ihovbere, J. O., 1994. Nigeria: the politics of adjustment and democracy. New Brunswick: Transaction Publishers. Junger, S., 2007. Blood Oil. Vanity Fair. Available at:  https://www.vanityfair.com/news/2007/02/junger200702 . Kalu, K., 2001. Constitutionalism in Nigeria: A conceptual analysis of ethnicity and politics. The Nigerian Judicial Review, 8, pp. 53-84. Koehn, P., 1998. Political Developments in Nigeria-A Review Essay. Africa Today 35(1). Okeagu, J. E., 2006. The environment and social impact of petroleum and petroleum gas. New York. American Library. Suberu, T., 1996. Ethnic minority conflicts and governance in Nigeria. Ibadan: Spectrum Books Limited. Wade, R., 2004. Is globalization reducing poverty and Inequality? The International Journal of Health Service, 34(3), 381-414.