Chaucers View

It is said that Geoffrey Chaucer was one of the greatest English writers of all times. With Chaucer's straight forward personality, it is not shocking that he would express his arguments or beliefs through his work. One main points he made apparent in his writing was corruption going on in the Catholic Church During Chaucer's time, indulgences were of great controversy and Chaucer, along with many other people, were against them. He took this time to voice his feelings about the situation and wrote one of his most famous works; The Canterbury Tales.The Canterbury Tales is a series of tales, told by pilgrims on their journey to the shrine of Saint Becket. Many thought that Chaucer was simply telling a story, but little did people know he was criticizing the Catholic Church. Chaucer wrote The Canterbury Tales in order to preach a sermon against the Seven Deadly Sins due to its corruption in the Catholic Church. Within The Canterbury Tales, Chaucer uses the tales of certain characters t o symbolize the Seven Deadly Sins and corruption. The fabliau, as it took new form under Chaucer's compelling interest in characterization, brought him up against problems of mortality that were to become basic in the developed Canterbury Tales† (Owen 226). He uses tales such as The Knight's Tale, The Miller's Tale, The Pardoner's Tale, The Reeve's Tale, and The Parson's Tale which was a sermon itself. Notice he uses characters such as the pardoner and parson; members of the clergy to show that sinning was taking place in a holy place like the Catholic Church. Chaucer makes sure that he displays all the Seven Deadly Sins in his tales and some tales represent more than one of the sins.The Seven Deadly Sins consist of Lust, Gluttony, Avarice, Sloth, Anger, Jealousy, and Pride. According to New Advent, Lust is the inordinate craving for, or indulgence of, the carnal pleasure which is experienced in the human organs of generation. Sloth is said to be the disinclination to labor or exertion. Gluttony means excessive indulgence. Avarice is the inordinate loves for riches. Anger is defined as the desire of vengeance. Jealousy is a sorrow which one entertains at another's well-being because of their view that one's own excellence is in consequence lessened.Lastly, Pride is the excessive love of one's own excellence (Delany). Everyone of these sins are used in the following tales. One of the first tales in The Canterbury Tales to symbolize the Seven Deadly Sins was The Knight's Tale. In The Knight's Tale, Duke Theseus of Athens, is on his way home from attacking Scythia. While he was there, he wins over a wife and what now is a sister-in-law; Emily. Along the way, Theseus runs into a group of crying women. They beg Theseus to take revenge on Creon, the King of Thebes, because he refuses to bury their husbands.The oldest women stated â€Å"Their bodies were dragged out onto the plain into a heap, and there, as we have learnt, they neither may have burial nor be b urnt, but he makes dogs devour them, in scorn† (28). Theseus decides to fight Creon, and beats him. After winning against Creon, he takes two of his men; Palamon and Arcite to be servants for his castle. The servants are thrown in the tower to work without ransom. Over time, they both fall in love with Emily after watching her through the tower window. One day Arcite is let go, but with the promise of never returning.Arcite is envious of Palamon being able to see Emily everyday. On the other hand, Palamon was envious of Arcite being able to form an army to get Emily back. Arcite comes back in disguise and Palamon escapes, they run into one another and decide to fight over Emily. Arcite wins the battle, but with complications that caused death. Emily ends up marrying Palamon in the end, â€Å"That is called matrimony, also marriage, by counsel of the Duke and all his peerage. And thus with every bliss and melody Palamon was espoused to Emily† (86). The sins associated wi th this tale are Lust, Anger, Sloth and Jealousy.Since the characters in the tale did wrong and committed these sins, they had consequences. When Arcite and Palamon both Lust over Emily, it makes tension among them and makes it harder on themselves because they have no way of showing her affection. When Creon refuses to bury the bodies of the husbands, that shows Sloth, because of this Creon and Duke Theseus fight. Jealousy shows when Arcite and Palamon envy one other for being able to see Emily, this leads to them being angry at each another which eventually leads to greater problems. Anger shows up when Arcite and Palamon fight over Emily, which ends up with Arcite dying.This shows that with sinning, comes consequences. The next tale that Chaucer uses to preach is The Miller's Tale. The Miller's Tale is the tale of a carpenter, his young wife and two students. To make money, John rents rooms in his house to a boy named Nicholas. Nicholas soon has his eye set on Alison. Another boy in town, Absalon also has his eye on Alison. The trouble begins when John leaves home on a trip. While John is out, Nicholas and Alison have an affair. Not much longer after the affair, Alison goes to church where she is hit on by Absalon. She shows no affection towards him because she is in love with Nicholas.Alison and Nicholas think of a plan to trick John so they can have more alone time. Nicholas convinces John that God is sending a flood. â€Å"Rain is to fall in torrents, such a scud it will be twice as bad as Noah's Flood. This world,' he said, ‘in just about an hour, Shall all be drowned, it's such a hideous shower, and all mankind, with total loss of life† (97). He says that God told him they should hang three large buckets from the ceiling to sleep in and when the water got high, they would cut the ropes. John believes him and goes along with the plan.John thinks his wife is in her bucket, but little does he know that she is with Nicholas. Later that night, Absalon comes to the window and asks Alison to give him a kiss Instead of her lips, she sticks her butt out the window. Angry, Absalon gets a hot brand to brand Alison, but Nicholas sticks his butt out. Absalon brands Nicolas and he yells out â€Å"Water. † John thinks the flood is here and cuts his rope. The whole town hears about the situation and makes fun of John. The two sins tied into this tale are Lust and Anger. Lust is shown when both Absalon and Nicholas lust over the young wife of John.Since Nicholas lusted over her, it caused them to have an affair and Absalon lusting over made him go to the bedroom window which caused more problems. Anger sets in when Alison sticks her butt out of the window instead of her lips, when Absalon realizes, he turns angry and gets the hot brand and ends up branding Nicholas instead. This makes Nicholas yell out and than John cuts the ropes and makes a mockery out of himself by the town. Chaucer did not stop at just one or two tales, he decided to take it even further and use The Pardoner's Tale to help further his voice.In the Pardoner's tale, he starts off by going on a rant about young Flemish people who spend their time drinking, gambling, and swearing. He than starts back to his story. Three rioters are drinking and talking about a friend who was killed earlier by a thing called Death, â€Å"Many and grisly were the oaths they swore, tearing Christ's blessed body to a shred; ‘if we can only catch him, Death is Dead† (251). Outraged about their friend dying, the men go on a hunt to find and kill Death. On their way, they run into an old man who tells them that they can find Death underneath an oak tree. Pleased, the men rush to the tree to only find gold.They plan to steal the gold, but wait until night. During the wait, they send one man to go get wine and bread. While he is gone, they plot to kill him in order to split the gold. The man who went to fetch the bread, and wine was also thinking sim ilarly. He poisons the other two's wine and heads back to the tree, but to only get killed when he arrived. Excited about the gold, they drink the dead man's poisoned wine and they soon die. He goes to end his story, but forgets he had pardons and relics in his bag and asks for contribution. There are both Avarice and Gluttony take place in the Pardoner's Tale.We see Avarice take place when they set their eyes on the gold, all men are eager to get all the gold and in the end, their greed kills them all. We also see Gluttony, it takes place when the pardoner starts off talking about the Flemish boys, we also see it when the men are drinking too much in the bar. Them drinking too much in the bar, lead to them making stupid plans to kill Death. In the end they end up dead because of greed and a little too much to drink. The Reeves Tale's is yet another tale used by Chaucer to preach. The Reeve's Tale is about a miller named Simpkin who likes to fight and enjoys wrestling.Most people do n't talk to him and he cheats his customers by robbing corn from them. He also â€Å"paddles† their flour cheap substances. When the manciple of a school gets sick, the miller takes the opportunity to cheat the school even more. Two students, Alan and John are sent to do it for the school so they will not be cheated. When they arrive at the mill, Alan and John tell Simpkin that they will watch the corn being ground so they are not cheated. Simpkin gets angry and he unties their horses. When they find out the horses are missing, they go looking for them, giving Simpkin time to steal flour from them.He later has his wife bake a cake with it. Having wasted the whole day, Alan and John decide to stay the night at Simpkin's house Alan sneaks and has intercourse with Simpkin's daughter. John does the same with Simpkin's wife. He does this by moving the cradle to her bed to his so she will climb in with him. When Alan goes to bed he mistakes the cradle and goes into bed with Simpkin . Thinking he is John, Alan tells Simpkin that he had intercourse with the miller's daughter. Enraged, Simpkin rises out of bed and punches Alan in the nose. Alan and John beat Simpkin up, then run away picking up the cake made of their robbed flour on the way out.In the Reeve's Tale, there are many sins. We see Avarice, Anger, and Pride. We see avarice when the miller robs all the corn and flour, which results in the boys sleeping with his daughter and wife. We see Anger when the boys find out about the miller robbing them and anger when the miller finds out about the boys sleeping with the women, which causes a fight. We also see pride when Alan brags about sleeping with the miller's daughter to which he thought was John, which caused the miller to throw the first punch. â€Å"Chaucer had in mind the other Tales, when he finally conducted the Parsons through his against the Vices they illustrate?To me the conclusion seems unavoidable that this division of the Parson's sermon is b ut the culmination of the frequently recurring motifs of the Seven Deadly Sins† (Tupper 117). The Parson splits his sermon up into the three parts. He speaks of contrition, he talks of confession and he goes into depth about each of the seven deadly sins. Throughout the tale, the Parson recites several passages from the Bible. Chaucer wrote The Canterbury Tales in order to preach a sermon against the Seven Deadly Sins due to its corruption in the Catholic Church.It is obvious that he used tales such as the Knight's tale, the Miller's Tale, the Pardoner's tale, the Reeve's tale and especially the Parson's tale to get his point across. Even though The Canterbury Tales was never finished by Chaucer, it was a strong enough work to make people ask questions and think about the corruption going in the Catholic Church. Works Cited Chaucer, Geoffery. The Canterbury Tales. New York: Penguin Classics, 1997. Delany, Joseph. †Anger. † The Catholic Encyclopedia. Vol. 1. New Yor k: Robert Appleton Company, 1907. 13 Mar. 2013 ;http://www. newadvant. org/cathen/01489a. htm;. Delany, Joseph. â€Å"Avarice. The Catholic Encyclopedia. Vol. 7. New York: Robert Appleton Company, 1907. 13 Mar. 2013 ;http://www. newadvant. org/cathen/02148b. htm;. Delany, Joseph. †Gluttony. † The Catholic Encyclopedia. Vol. 6. New York: Robert Appleton Company, 1909. 13 Mar. 2013 ;http://www. newadvant. org/cathen/02148a. htm;. Delany, Joseph. â€Å" Jealousy. † The Catholic Encyclopedia. Vol. 8. New York: Robert Appleton Company, 1910. 13 Mar. 2013 ;http://www. newadvant. org/cathen/08326b. htm;. Delany, Joseph. â€Å"Lust. † The Catholic Encyclopedia. Vol. 9. New York: Robert Appleton Company, 1910. 13 Mar. 2013 ;http://www. newadvant. rg/cathen/09438a. htm;. Delany, Joseph. â€Å"Pride. † The Catholic Encyclopedia. Vol. 12. New York: Robert Appleton Company, 1911. 13 Mar. 2013 ;http://www. newadvant. org/cathen/12405a. htm;. Delany, Joseph. †Å"Sloth. † The Catholic Encyclopedia. Vol. 14. New York: Robert Appleton Company, 1912. 13 Mar. 2013 ;http://www. newadvant. org/cathen/14057c. htm;. Owen, Charles A. Jr. â€Å"Mortality as a Comic Motif in the Canterbury Tales. †Ã‚  National Council of Teachers of English. 16. 4 (1955): 226-232. Print. Tupper, Fredrick Jr. â€Å"Chaucer and The Seven Deadly Sins. â€Å"Modern Language Association America. XXIX. 1 (1914): 117. Print.

Butterfly corp Essay

1. Prioritizing the issues that Butterfly needs to deal with are, that in Puerto Rico suppliers mistreat their workers, retailers in some countries were diluting the products and selling them as full strength, some plant employees were suffering pay cuts while others were not. Employees that have worked at Butterfly for many years were having their hours cut to 36-hour workweeks, losing their full-time benefits. There are also political alliances being formed among marketing, finance, manufacturing, and corporate headquarters. Each plant operates as an independent profit-making entity. Butterfly’s workers tended to be women; children were being left to fend for themselves. In some Latin American countries, husbands were angry because their wives earned more than they did, corporate people at Butterfly are mostly men. I think implementing an ethics program can address these issues by showing all suppliers, employees, even the corporate heads that this company stands for what is right, and they want to bring the company back to core values and good ethics. I believe for the most part all these issues that Butterfly is suffering are all ethical issues. If everyone in the company, even foreign companies, know that there will be a new ethics committee and that every company will be expected to follow this set of ethical guidelines, will help get this company back on track. Either the companies will follow the new set of ethical guidelines or be penalized, or they may want to close down. Unfortunately, it is more difficult to control foreign companies because our ethics in the United States are completely different. 2. I think that the new ethics committee should have a wide array of people. I think it should have a representative from each continent that has a Butterfly, both men and woman with different areas of expertise. I think the committee’s first steps toward implementing an effective ethics program should be to communicate these new ethical standards. Explain why they are needed and how the company will implement them. Then put a high-level employee in to oversee all aspects of the new ethics program. All companies need to educate and train all employees about the new program. The new ethics program needs to be monitored and there needs to be reporting of all aspects, if something is found, there needs to be proper discipline. I think that there needs to be a way for all employees to respond to any changes being made and let supervisors know. 3. Yes, I believe that the new ethics committee should commission an ethics audit. How would they know if  all the companies are conforming to the new ethical program without doing an audit? This will also show them if the others can conform to new ethical standards and if more discipline needs to be implemented. Should the new ethics committee commission an ethics audit? If yes, when should the audit be conducted? If no, why not

Which Contribute to Low Health Expectancy in Developed Countries

Outline the factors which contribute to low health expectancy in developed countries. Identify and assess possible solutions to reduce this problem. Health expectancy is â€Å"the number of years a person can expect to live in good health†. (New Zealand Ministry of Social Development, 2010). It reflects concern about the quality of life. Furthermore, low health expectancy means that people live in poor health which is affected by diseases and disability. Many factors contribute to low health expectancy, including smoking and obesity.Society should pay more attention to solve these problems to increase health expectancy. This essay will outline the factors which lead to low health expectancy, and then discuss the possible solutions to reduce the problem. First of all, it is obviously smoking is a factor leading to low health expectancy which is very common in developed countries. To begin with, smoking prevalence in European countries is 32% which is an extremely high number (W HO, 2012). In addition, there are some diseases caused by smoking is a well-known fact, such as lung disease and stroke.However, people aren’t aware that how serious it is the smoking problem affect to people’s health. In fact, WHO (2008, p. 14) points out â€Å"smoked tobacco in any form causes up to 90% of all lung cancers,† and a dozen different kinds of cancer and chronic disease are caused by smoking. To sum up briefly, smoking has a very serious impact on people’s health and life in developed countries. Then, this problem could be solved by reducing smoking prevalence and improving people’s awareness of the risk of smoking.The solutions will focus on three aspects which are individual, tobacco industry and the government. Firstly, the solution for individual is quit smoking. Quit smoking is the direct effective way for smokers to increase health expectancy. According to WHO (2012), there are three-quarters of smokers want to quit smoking. How ever it is clearly that the number who quit smoking successfully is far below this data, the main reason for the failure is smokers are addicted to nicotine. The nicotine in tobacco is not only causing a variety of diseases but also leading a highly addictive (Hammond, 2009. . Secondly, the solution for the tobacco industry, they could do the appropriate measures such as add health warnings on tobacco packages, health warnings on tobacco packages increase smokers’ awareness of their risk (WHO, 2008, p. 34). But unfortunately, the tobacco industry would not be willing to do it unless the policy requires them to do so. However, the relevant policies in many developed countries are lacking. So if the national laws and regulations force the tobacco industry to do it then the solution would be more effective.Thirdly, the solutions for government, the government should ban on tobacco advertising and raise tobacco taxes. WHO (2008, p. 37) states that if the government ban on tobacco advertising that the tobacco sales will have up to 16% decrease. In addition, increase tobacco taxes could raise the price of tobacco. According to WHO (2008, p. 39) that â€Å"increasing the price of tobacco through higher taxes is the single most effective way to decrease consumption and encourage tobacco users to quit†. In conclusion, the smoking problem will be solved by joint efforts of the whole community.Apart from that, another important factor which decreases people’s health expectancy is obesity. WHO (2012) states that obesity will become a major factor lead to lower health expectancy in the later parts of this century. Moreover, in developed countries obesity is a very severe problem that affects over 20% of adults on average (OECD, 2011). Furthermore, according to WHO (2012), obesity is the main reason which causes cardiovascular diseases, diabetes, and several types of cancer. That means overweight people are expected to have a low health expectancy.To so lve the problem of obesity, the solution could be considered from three aspects. The first aspect is at the individual level, people should reduce the energy intake from total fats and take regular physical activity to prevent overweight, because obesity is caused by high-energy food intake and lack of physical activity (WHO, 2012). But obviously, this need people have a strong self-control, also diet and excessive exercise may be able to cause the other health problems. The second aspect is about the food industry, the main source of the high-energy food is processed food.Therefore the food industry should reduce the content fat, sugar and salt in processed food, and try their best to provide fresh food, such as fruit, vegetables and nuts. However, the more healthy food will bring about higher prices, and then people will spend more money to improve the quality of their food. The third aspect is about the government and social organizations. The Government has a responsibility to h elp people to improve awareness of the prevention of obesity and to build more public exercise facilities. In terms of social organization, they should cooperate with the Government to implement the policy about obesity.For example, the advertising industry should increase the number of public service advertising about to improve people’s awareness of the risk of obesity? However, this will take a long time and a lot of money. To conclude, healthy expectancy is the indicator of the quality of life. This essay has discussed that health expectancy is reduced by negative factors including smoking and obesity. So it is necessary to analyse these factors, identify and assess the solutions from the aspects of individual, organization and the government to solve the problem, and then to improve people's health expectancy and the quality of people's lives.References Hammond, S. K. (2009). Global Patterns of Nicotine and Tobacco Consumption. Berlin Heidelberg: Springer-Verlag New Zeal and Ministry of Social Development. (2010). Health expectancy. Retrieved October 17, 2012 From: http://socialreport. msd. govt. nz/health/health-expectancy. html OECD. (2012). Obesity update 2012. Retrieved October 17, 2012. From the OECD website: http://www. oecd. org/els/healthpoliciesanddata/49716427. pdf WHO. (2012). Facts and figures. Retrieved October 17, 2012. From: http://www. euro. ho. int/en/what-we-do/health-topics/disease-prevention/tobacco/facts-and-figures. WHO. (2012). Obesity. Retrieved October 21, 2012. From: http://www. euro. who. int/en/what-we-do/health-topics/noncommunicable-diseases/obesity WHO. (2012). Obesity and overweight. Retrieved October 21, 2012 From the World Health Organization: http://www. who. int/mediacentre/factsheets/fs311/en/ WHO. (2008). WHO Report on the Global Tobacco Epidemic, 2008: The MPOWER package. [Electronic version]. Geneva: World Health organization.

Second Analytical Paper Essay Example | Topics and Well Written Essays - 750 words

Second Analytical Paper - Essay Example It was easier for Gilbert to use his power over African settlers because of the superiority he felt for them. With the use of colonialism, and with the proper methods that he introduced to the settlers, he was able to gain the confidence of the native Africans, consequently building for him a place in the social strata in Africa and establishing a position of power and superiority. Gilbert is from a more developed country thus is educated with more advanced farming methods. England is a developed country with all the advantages of the United Kingdom and all the influence over its neighboring countries. England also keeps the education being given in schools and universities at par with global standards that makes the graduates of the country viable for any premier company. England sees to it that it produces citizens who not only are able to provide for him but is also able to work from different settings. Citizens coming from England like Gilbert are trained under rigorous circumstances to be able to adapt to the situation they are put against so that they will not face any difficulties. The presence of high tech resources and internationally acclaimed gadgets for demonstration purposes as well as for real world problems make them highly knowledgeable in terms of the recent innovations in technology. This Gilbert used in his colonialism strategy in Africa. While he was an average individual in England, he was a highly skilled person in the eyes of Africans, thus making him a man more than he really as. Coming from a country of wealth and power makes controlling poor countries easier. Gilbert was a man who was accustomed to the vestiges of success and competition. England is a highly revered country that is able to use its available resources for the betterment of its colonies. England is also a country that claims to take initiative to take under its wings countries that need support in terms of technical

Personal Experience Statement Example | Topics and Well Written Essays - 1250 words

Experience - Personal Statement Example As our society becomes more industrialized, children become the center of attention less and less. Children are thrown into daycares and other institutions while parents work long hours, and when these children express a need, they are either put off until later: or, their needs are blatantly ignored because they are not deemed to be valid or important enough to deserve attention. Concerning the injustices that are done to children, Laurie A. Couture, a renowned children's advocate, makes the statement that "Our culture has moved far away from nature's intended way for us to parent and care for our children. Unfortunately, over many centuries, as the world has become increasingly more industrialized, people have lost touch with their natural parenting instincts. Each generation is parented in a way that causes distress, pain, depression and anger. This in turn causes each new generation to pass down harmful ways of parenting that reflect their hurt, distress and resentment" (Couture) . Children are treated like property that can be managed and thrown around and are thought to be less human than adults. Regarding the injustices of children and adults mistreating them and not taking them seriously, I experienced injustice in the sixth grade at the hands of a teacher that did not have to happen, and if only the teachers were to hear me out and treat me less like property and more like a human being, then the experience would have turned out differently. One day, we were sitting in class. The teacher had been lecturing for hours, and I was getting quite bored. I began to drift off into my own world and daydream. I thought about more interesting things, such as what I was going to do after school with my friends and the awesome parties that were coming up. I daydreamed of myself accomplishing great feats and being famous all over the world. I even daydreamed of myself being off in fun places, such as traveling the world, seeing different things, and gaining new experiences. Unfortunately though, the daydreaming only worked for a period of time because the boredom began to set in again. This time, the boredom was stronger than ever, so strong that I felt the need to hurry up and do something about it, even if I had to take somewhat drastic measures. Because I was feeling bored and nothing that I did seem to help, I thought of taking a different angle to make things interesting. I thought that it would be cool to do something to get a reaction out of the teacher. The thought of making her mad seemed a bit entertaining. I thought for a wile about what I could do to achieve this, and suddenly, I had what I thought to be an awesome idea. I was going to loudly whistle in class, hoping the teacher would be none the wiser about who did it. I scribbled a note and passed it around to some of my friends who were sitting near me (We passed it around under the table to avoid being noticed, and it worked because she never caught us.), and they all wrote back on that same note that it was a good idea and that it would be funny to watch. I waited for what I thought to be the perfect time, and I let out a loud whistle. To my dismay, the timing was not right because she immediately called me out on what I had done. Feeling stupid, I apologized, and the teacher went on with her lecture. Some time had passed, and another student let out a loud whistle. Without doing any sort of investigation, she turned

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State capitol - Essay Example it was precisely constructed in the year 1619 and was serving as the Virginia House of Burgesses and since then has been in place in its very own state reflecting its grandeur and poise in terms of the rich American political history that the country enjoys. The formal proceedings and handover of the building which led it to becoming the Capitol took place in 1788 (Spears, 2012, p. 86) under the then Governor Thomas Jefferson who would go on to become the President of United States of America. Through the different phases the building has seen numerous developments and improvements as the field of architecture and developmental works saw progress. Numbers of stories have been added to the building making it more accommodating and larger in its existence through timely modifications and additions. Underground constructions have been established which have enabled accommodating and adjusting more set of individuals and visitors in its parking areas and other surrounding localities. Defined as a model pattern based on the cubic architecture and structural design (Giordano, 2012,p. 130), it is considered novel on the account of political standing, the design so followed and the richness in terms of the architectural richness that it possesses within itself beholding the rich history spanning over more than two decades. Another significant existence of the building is the fact that it has been crafted through the ideas of the French professional craftsman who worked on it and designed it on the request and instructions of the then governor Thomas Jefferson. Owing to its importance in the context of the overall political and American civil life society, the place is a center of attention and a central hub towards the visitors from the various states within United States of America and to those who travel United States of America and have some level of affiliation and interest in

Film comparison Essay Example | Topics and Well Written Essays - 1000 words

Film comparison - Essay Example One particularly important factor to note, with regards to the differences exhibited in style between Hollywood blockbusters and â€Å"new wave† films of the 1960s and beyond, is the freedom of expression and experimentation that is oftentimes exhibited within such â€Å"new wave† films. As Hollywood is creating films on a profit basis and positioning and/or advertising them according to the belief of the analysts that the film is a money maker, the overall ability of the actors, directors, writers, and producers to exhibit the same level of experimentalism and free expressionism that films such as Jean-Luc Godard’s Breathless is severely limited if not non-existent. To a great degree, this helps to explain the fact that even the more thrilling and action packed movies that Hollywood churns out for consumption by both the international and domestic market rely on an a heavily formulaic approach that gives many viewers the distinct impression that they may have wa tched the film - or one highly similar to it before. This is a decided drawback to the way that Hollywood blockbusters are made in that expression and experimentation are discouraged in lieu of whatever factors might most broadly appeal to a diverse international audience with different levels of film knowledge, experience, expectations, and likes. In this way, films such as Mel Gibson’s Braveheart have to appeal to the lowest common denominator among these groups without affording the luxury to employ stylistic expression and experimentation throughout the medium. For instance, Jean-Luc Godard experimented heavily with the technique of the â€Å"jump shot† in Breathless in order to convey an unrealistic and decidedly cinematic feel to some of the shots exhibited within the movie. This decision enraged many as it worked to draw the viewer’s attention to the fact that the work was edited and took away from the overall illusion that cinema often had of creating th at alternate reality that film-goers so deeply craved. What is especially fascinating is that although Jean-Luc Godard employed these jump shots to great effect within Breathless, he juxtaposed this with heavy reliance upon another technique that was experimental, somewhat unappreciated at the time, and definitely a harbinger of change that many future films would employ. A secondary feature that Jean-Luc Godard’s Breathless employs that was considered highly avant-garde at the time was the use of handheld cameras to film many of the sequences. This allowed for many of the scenes to have a true-life, gritty, and raw feel that was otherwise uncustomary for the movies of the time. Although Jean-Luc Godard did not pioneer this approach, he successfully employed it in such a way that he re-introduced the technique to such great effect that it was later picked up and re-introduced to a number of subsequent highly profitable films. On a side, note, it is possible to say that Hollyw ood might not employ this technique to the extent it does today in such films as the Bourne Identity if it were not for such a bold introduction and use of such an innovative tactic by Jean-Luc Godard during the 1960s. It is important to note that

How the construction of the Keystone XL Pipeline would affect the Term Paper

How the construction of the Keystone XL Pipeline would affect the United States - Term Paper Example The current US energy policy allows Canada to ship oil to main refineries in the US; the congress should reject any attempts to authorize the construction of the Keystone XL pipeline (Alperrovitz and Speth 164). Geothermal power, coal and hydroelectric energy are friendlier to the ecosystem. Coal has some negative impacts like air pollution but it can be exploited cheaply. Hydroelectric energy is more reliable and sustainable to produce since the US has many rivers and dams. The US energy policy should aim at enhancing biodiesels energy since it does not damage the environment and encourages recycling of waste. The government should invest heavily in geothermal power exploitation in order to meet the current energy needs and ensure sustainability of the energy supply (Fickling and Schott 67). Statement of the purpose Keystone XL pipeline will cover about 1661 miles from Alberta through Oklahoma and finally terminate in Texas. The pipeline is intended to ship Canada oil sands to US refineries in the Gulf coast. TransCanada, which is the company behind the pipeline proposal, has made plans of constructing the pipeline using thinner steel in order to avoid instances of oil spillage. If plans of the pipeline proceed, the pipeline will increase the level of toxic tar to the US ecosystem and jeopardize national goals of achieving renewable and clean energy sources. The pipeline will transport approximately 1 million barrels of crude oil daily to the US refineries. Keystone XL pipeline construction has both positive and negative consequences to the US economy (Rapier 237). The debate of the pipeline project has become a major political weapon especially in the current election year, where several politicians have taken opposing views on whether the US congress should permit Keystone XL pipeline constru ction. The pipeline will boast the staggering economy through additional jobs in construction sites and refineries. The pipeline will adversely affect the climate policy since heavy and poisonous gas emissions are expected from the refineries (Alperrovitz and Speth 173). The pipeline will destroy water resources since it will cut through several rivers that supply safe drinking and agricultural water to the communities living near the pipeline (Fickling and Schott 69). There have been numerous public concerns and heated debate on dirty oil emissions and oil spillage that may damage the US ecosystem. Introduction On November 4th 2011, TransCanada announced its support for the Keystone XL pipeline. The State of Nebraska supports the development of the pipeline. If the proposed pipeline is approved, the pipeline will avoid sand hills since Nebraskans will give their decisions on the pipeline root (Rapier 270). The proposed pipeline will expand the current TransCanada Keystone pipeline network. It will have the capacity to deliver the Canadian oil sands up to 100,000 barrels per day from the production in North Dakota and Bakken formation (Rapier 237). The production of oil from North Dakota has shot up in the past few years from the initial 100,000 barrels per day to the current 450,000 barrels per day (Rapier 277). According to the US law, cross border pipeline projects should receive Presidential permit and the authority is delegated to the State Department. Under the current North American Free Trade Agreement

Aerobic Capacity Lab Report Essay Example | Topics and Well Written Essays - 1250 words

Aerobic Capacity Lab Report - Essay Example acity is most commonly expressed relative to the body weight to account the difference in body size and to reflect a person’s ability to carry out weight bearing tasks. Aerobic capacity is an important component of physical fitness because it reflects the overall capacity of the cardiovascular and respiratory systems1 and the ability to carry out prolonged strenuous exercise2.From a health perspective, good cardio respiratory fitness has been shown to reduce the risk (in adults) of hypertension, coronary heart disease, obesity, diabetes, some form of cancer, and other health problems3. There is a genetic component to aerobic capacity. Some people inherent characteristics that give them a naturally high level of aerobic capacity than other people. However, the genetic component in relatively small, accounting for less than 30% of the difference between people4. Thus aerobic capacity mostly reflects the level of habitual physical activity. In particular, aerobic capacity reflects the vigorous, sustained (aerobic) physical activity in which an individual engages. Aerobic capacity of the youth can be improved with sustained periods of high intensity exercise5. Although the exact dose of exercise needed has not been identified, three or more sessions per week in which moderately high-intensity exercise is sustained for 30 min or more are probably required. Any dynamic exercise involving large muscle groups is suitable, such as rigorous walking, jogging / running, cycling, swimming, and vigorous games. Improvements are proportioned to the amount of moderately high intensity exercise completed per week. Three students serve as subjects. They included 2 male and 1 female. They took a treadmill test for a specified duration. Subjects were run to exhaustion and then cool down while walking on the treadmill. The gases analyzed were oxygen (O2) and Carbon dioxide (CO2). To calculate the rate of O2 utilization (VO2), in addition to the fractional concentration of the

Retained Surgical Sponge Legal Case Essay Example for Free

Retained Surgical Sponge Legal Case Essay In October, 2013 The Joint Commission (TJC) released a sentinel event alert pertaining to the prevention of retained surgical items. These retained items could have serious consequences for the patient. According to The Joint Commission Sentinel Event Alert, 2013 Issue 51, incidents of retained objects reported to TJC totaled 772 from 2005 to 2012, sixteen resulting in death and 95 percent of these cases requiring additional treatment. Over the course of my seventeen year career as an operating room circulator, the fear of being involved in a case resulting in a retained surgical item was always on my mind. This fear sparked my interest in researching a legal case involving a retained surgical sponge ultimately resulting in the patient’s death. I will present the case, provide an analysis, and the outcome of the Estate of Genrich versus Ohio Insurance Company, 2008 WI 67. Case Summary In July 2003, a male patient underwent abdominal surgery for an ulcer. He developed an infection and on August 8, 2003 it was determined a surgical sponge was left in the abdomen. He was taken to the operating room in order to remove the retained sponge. After this surgical procedure, he did not recover from the complications of sepsis and the patient died on August 11, 2003. His wife filed a law suit on August 9, 2006 against the doctors and staff involved in the initial surgery (Estate of Genrich v. Ohio Ins. Co. , 2009). RETAINED SURGICAL SPONGE 3 Analysis In my opinion, given the facts of this case, the wife had legal grounds for a lawsuit. Hardwired systems are in place in the operating room to prevent the adverse event of a retained surgical sponge. The surgical count is a standard procedure in operating rooms. As stated by Steelman and Cullen (2011), retained sponges continue to be an issue throughout the country. In cases involving retained sponges, the nursing documentation reflected the count as being correct. In my experience, counting is a standard of care in the operating room. The operating room circulator counts with the surgical technician to ensure that all sponges are accounted for at the conclusion of the case. The surgeon relies on the staff in the room to identify surgical counts as correct or provide notification of incorrect counts. Based on this information and upon a initial review of this case, I had no doubt the wife would receive monetary compensation for her lawsuit. The incident of a retained surgical sponge is negligent, and according to Stiller, Thompson, and Ivy (2010), fail to uphold the standards of patient safety and quality, resulting in the liability of the health care professional. Outcome To my surprise, the Supreme Court of Wisconsin ruled in favor of Ohio Insurance Company based on the fact that the state of Wisconsin has a three year statute of limitation. To make this judgement even more complex, the wife filed her lawsuit on August 9, 2006, two days under the three year anniversary of his death (Estate of Genrich v. Ohio Ins. Co. , 2009). However, the court concluded that his injury resulted from the retained sponge, was the start of the three year limitation. The initial surgery occurred on July 24, 2003. The court determined that the negligent act occurred during the initial surgery. The sponge that was left in the RETAINED SURGICAL SPONGE 4 abdomen caused the infection which ultimately resulted in the patient’s death (Estate of Genrich v. Ohio Ins. Co. , 2009). Conclusion In my opinion, the legal system failed in this case. One fact missing during the research of this case is the reason the wife waited three years to file a lawsuit. I found myself continuing to ask why the lawsuit was not filed immediately upon her husband’s death. Regardless of this fact, the wife suffered the loss of her husband due to the negligence of the physician and staff. Granted, when humans are involved, error is inevitable. One can hope that there will be understanding by the victims of the human error factor. However, the fact is the sponge should have been counted prior to incision and upon abdominal closure. A discrepancy should have been noted and it was not. The court concluded that the moment the sponge was left in the abdomen, the legal clock started ticking. In my opinion, a wrongful death lawsuit can only be filed when a death has occurred, not when the incidents leading to the death occur. If this had been the case, the wife would have met the statute of limitations and the judgement possibly would have been in her favor.

Importance of Monitoring Assessment Record keeping and Reporting

Importance of Monitoring Assessment Record keeping and Reporting Over the course of the previous 30 years assessment has been a major focus of educational discussion and research. It is generally accepted that assessment is a vital part of a teachers role which needs to be carefully considered. According to Kellough and Kellough (1999, p. 417), Teaching and learning are reciprocal processes that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching. Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning. Although this is a fairly broad definition, it does allude to the wider importance of assessment. Assessment is used to measure teaching and learning and to inform future practice by individuals on various levels related to education: Pupils to identify current achievement, attainment and areas for progression. Parents / carers can identify and aid student progression; additionally understanding individual and school performance compared to national standards. Teachers to identify areas of strength and weakness in their pupils skills and knowledge, thus informing planning, providing work of an appropriate challenge, covering the national curriculum and ensuring progression. Senior Leaders / Governors to identify schools areas of strength and areas of development with regard to national standards and additionally to local issues and demographics thus informing the school development plan. Government can use a variety assessment data and statistical testing to measure school performance, identifying good / best practice or areas which may need closer monitoring and support. The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, assessment of learning (AOL) and assessment for learning (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (ONeill Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002). The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990). Clearly, assessing achievement encompasses ipsative assessment, assessing pupils progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tab les. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy. Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions as ked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by coached pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made. Coaching or teaching to the test is somewhat of a topical issue within keys stage 2 and 3 education; with many schools choosing not to entre students into Standard Assessment Tests (SATS) at the end of key stage 2 and 3 because of aforementioned issues. As mentioned coaching for a test can provide weakness in subject knowledge resulting in overinflated expectations of a pupils ability causing problems for teachers and senior leaders. Firstly teachers will have to retest or find true baseline information allowing for effective provision and challenge of work; later difficulties can be created due to students having over estimated predicted grades or potential. This is an obvious concern for senior leadership as school results may be affected by a child not achieving potential, a potential which may be unrealistic before intervention and provision. For senior leaders at key stage 2 and 4 the figures could produce a rather insignificant league table of results affecting reputation and i ntake. Such problems are trying to be resolved with alternative forms of testing. The Middle Years Information System (MidYis) test is now commonly used. Midyis tests are sat with no prior preparation and are designed to test ability and aptitude for learning rather than achievement (http://www.cemcentre.org/midyis). The tests are available for students at the end of key stage 2 and 3 and have good correlations with attainment. The test measures a whole host of skills including reading, writing, maths, perception and skills such as visualisation, block counting and spatial awareness. As no prior preparation is involved, teaching to the test is removed. Many schools now deploy assessment points throughout the year to monitor progression of pupils. There are many ways of collecting this data to monitor progression. Some schools may use the discretion of the teacher to produce a level based on their professional judgement; this can be done for academic ability / achievements and also personal qualities such as effort level. Additionally data can be produced from blanket assessments across faculties for particular year groups; or again with discretion of teachers to provide an assessment for their particular classes. Both rationales have merits and drawbacks to be considered before advancing with a particular methodology. Indeed at key stage 4, summative assessments are mainly produced by or with reference to qualifications being studied by pupils. Qualification boards provide the criteria to judge students objectively within cohorts studying the same qualification; however differences in qualification expectations are vast. There is great provision set aside for young people in an attempt to ensure every child can achieve, make a positive contribution and ultimately develop and become employed. Depending on demographics and catchment the provision made by the school will vary greatly. A more affluent catchment area consisting of employed families with a higher regard for education is more likely to encourage academic achievement and qualifications, such as triple award science and GCSE qualifications; providing a more academic qualification base instead of a more skills, practical base. From limited experience these differences have been apparent; with a more affluent lead school offering a wider ran ge of academic qualifications and GCSEs compared to a more deprived second school which provided a whole host of alternative qualifications such as BTEC, OCR National or applied GCSEs. Indeed this reflects engagement and choice from students but also shows the judgments which must be made by schools to match students to appropriate qualifications and assessments. Due to the nature of KS4 assessment teaching to the test is not an option. Skills based, practical qualifications often involve students producing evidence of meeting benchmark standards or gaining experience. The more academic qualifications ask questions in a variety of ways, including open questions, forcing students to understand their subjects. There is some discrepancy and controversy in data being produced at the end of key stage 4 due to GCSE equivalent qualifications. Schools currently use equivalents as a part of the data produced for Key stage 4 A-C grades; with many arguing that equivalents do not have the same rigour as GCSEs, an issue currently being reviewed at Government level by Professor Alison Wolf on behalf of the Department of Education. The data being produced at the end of key stage 4 via summative assessment plays a vital role in school performance. RAISEonline provides analysis of school and pupil performance data with aims of allowing school to better self evaluate, provide common data analysis for schools, LA, inspectors and school improvement partners and better support teaching and learning; it will enable schools to examine context, attainment and value added data explore hypotheses about pupil performance and moderate pupil targets (https://www.raiseonline.org/About.asp). The subjects mainly covered by RAISEonline are English, Maths and Science with some information on all GCSE subjects at the end of Key Stage 4. The document can provide a comparative of the school relative to national standards not only on attainment but also context and demographics. It is possible to see percentage of pupils on free school meals indicating deprivation, looked after children, percentage of pupils from ethnic backgrounds or that has Special Educational Needs status; all of which bring about varied challenges for schools. This allows schools to be put into to context in terms of pupils, catchment and demographics. Additionally prior attainment can be considered. Those schools with a higher than average number of pupils achieving a level 4 (on average) and a lower than average achieving a level 5 at the end of Key Stage 3 will find it more difficult to achieve a higher percentage of A-C grades (as with second school experience). This may result in more intervention being made for a larger number of students on C/D borderline to help increase attainment levels. RAISEonline uses an average point score (each level given an equivalent number to allow for statistical testing) to provide a picture of the attainment of pupils of all abilities. This can be used as mentioned above or it can be used to identify groups which may need more assistance e.g. a high score for GCSE points but low A-C points would suggest many students received qualifications for GCSE or equivalents but only managed 4 or less and not 5. This may suggest that middle ability students need to be extended further to achieve a C or that equal opportunities could be better promoted as other schools on average attain more C grades. At the lead school, average point score for English, Maths and Science is consistent with the national average however A*-C score is higher, this may suggest that middle ability students are focused on more for the core subjects with optional subjects being better resourced and focused to achieving higher grades. The final piece of RAISEonline data I will consider is the Contextual Vale Added (CVA) score. CVA is a prediction of attainment that accounts for pupil background, prior attainment, demographical or situational difficulties (as mentioned). If a school has a high CVA score (as with second school) it would suggest that the school is making very good progress with students, this may not be reflected in the average point score for A-C grades; but catchment area of pupils will limit that potential. If a school is very high in CVA it would suggest that the pupils are making more progress than predicted compared to national average. If this is not the case, further investigation can be complete to determine areas which need more attention and support to raise attainment, thus affecting the school development plan; an area which should continually evolve with the use of RAISEonline data. Over the next few months and years RAISEonline itself is likely to be adapted and evolved as current gove rnment reviews will change how schools and education is measured. The aforementioned Wolf Review will focus on vocational qualifications to determine which are sufficiently rigorous and useful to students and economic society. The recently released White Paper The Importance of Teaching is set to change how schools are measured; with an inclusion of Science to English and Maths as a floor target. The paper also outlines the importance of GCSEs and the movement away from vocational qualifications; rendering such vocational or alternative qualifications as obsolete and ineffectual. Within the exploration of summative assessment, there have been improvements in my knowledge of the range of assessments (Q12 appendix 2), which have incorporated the assessment requirements for those who I need to teach and their qualifications (Q11 appendix 1). The range is vast and importance must be placed on suiting the student to the qualification, considering rigour of qualification, strengths of the student and their aspirations. This is particularly important for student attainment and achievement and also school performance. Due too much of the data generated in summative assessment being used to provide data for statistical analysis (Q13 appendix 3); its importance must not be undervalued. Having accurate information on student ability, school context and issues can only serve as a benefit for teachers, a benefit which should be maximised. The information can be used coherently as part of the teaching and learning process, raising standards and levels of attainment. The second strand of assessment, Assessment For Learning (AFL), is very different to AOL. AFL is more concerned with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue, rather than assess the learning taken place Assessment Reform Group, 1999; 2002). The term formative assessment is commonly used in place of AFL being described by Bell and Cowie (2001) as assessment which is intended to enhance teaching and learning. An analogy of making soup describes the difference most clearly; when a soup is being prepared, the cook tastes the soup, adjusting amounts of ingredients and determining what needs to be added, this is formative assessment. When the soup is served and tasted by customer that is summative assessment (Guskey 2000, cited in Lund and Tannehill 2010 p86). AFL is usually an informal process, entrenched in all facets of teaching and learning (Black et al 2003). As figure 1 illustrates, formative assessment can be best described as an ongoing process that interlinks with other elements such as planning, teaching and learning (Casbon and Spackman, 2005) Figure 1. The plan-teach-learn-assess cycle (cited Bailey, 2001 p141) The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learni ng process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference. Upon completion of DA, the continual cycle mentioned above will become an inherent focus for the teacher. As emphasised by ONeill Ockmore (2006), assessment should not be viewed as a separate entity, but rather an imbedded principle as the other elements are dependent on this to develop and progress effectively. Using the levels ascertained in summative or diagnostic assessment, the teacher can then enhance learning and future attainment. An influential paper by Black and Wiliam (1998) Inside The Black Box; raising standards through classroom assessment showed formative assessment to have a pivotal role in raising standards, particularly when students are actively involved in the assessment process; and the results of assessments are used to inform planning. This information is invaluable to teachers. As mentioned via the learning cycle assessment is vital to inform planning and thus facilitating effective teaching and learning. By incorporating students into the process, focusing o n quality of learning and feedback, educational and learning standards can be raised. Additionally, Black and Wiliam (1998) explored developmental areas for improvement; providing some indication of evidence to support particular improvements of formative assessment methodology; indicating that the process requires further developments. The Assessment Reform Group (ARG) attempted to provide such developments; as a follow up to Inside The Black Box, the ARG produced Assessment For Learning: Beyond The Black Box (1999) identifying five key factors in effective AFL: providing effective feedback to pupils; actively involving pupils in their own learning; adjusting teaching to take account of assessment results; recognise the influence of assessment on pupil motivation and self-esteem, both vital to learning considering the need for pupils to be able to assess themselves and to understand how to improve. In practice, for educators, the factors clearly allude to facilitating understanding of what good learning or work is to students; they can therefore identify their stage of learning, areas to develop and how to improve. The ARG (1999) also provided risk factors with regard to assessment, factors which undermine the AFL process and should be avoided, these include; having an emphasis on quantity and presentation rather than valuing quality of learning; lowering confidence / self-esteem by concentrating on judgements and thus not providing advice for improvement; providing feedback to serve managerial / social purposes rather than helping pupils learn more effectively; working without a sufficient understanding of pupil learning needs. Building on the ARGs work and their own work in developing formative assessment Black and Wiliam et al (2002) produced Working Inside The Black Box; Assessment For Learning In The Classroom; hoping to pick up where they had left off and further develop AFL pedagogy under four main headings: Questioning To develop educators questioning skills, asking pertinent questions, allowing thought and response time for students, having follow up activities that are meaningful, and finally, only asking questions for which the teacher requires information or that the students need to think about. These are fairly simple points and a concept which can be considered and introduced to teaching practice quickly and efficiently; improving teaching and learning with a fairly immediate effect. Peer and Self Assessment Criteria for evaluating learning must be shared with and be clear to pupils; thus facilitating a clear overview of the aims of the work and what it means to be completed successfully. Pupils should be taught the habits and skills of self and peer assessment so that students can keep in mind the aims of the work and assess progress as they proceed. This will hopefully allow pupils to develop learning in a unique way which cannot be achieved in any other way. Practically this means sharing learning objectives and outcomes of lessons and activities and making self and peer assessment a common process. Revisiting aims of learning and assessing success can then be used to guide learning both for the teacher and by the student, promoting independence. Feedback Through Marking Written tasks should encourage pupils to develop and show understanding of key features of the subject studied. Written feedback should identify areas of strength, improvement and how to make that improvement; additionally providing opportunity for the improvements to be made. And finally to be effective, feedback should stimulate thinking to take place. In an area often rushed, it is clearly invaluable for teachers to consider their comments. Providing effective feedback empowers the student and allows for independent improvement; indeed, opportunities for learners to make the improvements are vital. The effective feedback concept is one which can be closely linked to peer and self evaluation. Having a consistent approach with clear criteria, making assessment and feedback a habitual process, will assist all feedback to be thought about and considered by the learner. Formative Use Of Summative Tests Summative tests should be seen to be a positive part of the learning process. Pupils should be engaged in a reflective way of the work they have done to revise effectively. This may and should involve students setting and marking questions within given criteria, to help them understand how the assessment process works and ways to improve. This can be linked closely to peer and self assessment and effective feedback once again promoting self ownership to students. It is imperative that teachers consider the formative assessment process and apply principles effectively and frequently. Teaching and learning goes hand in hand emphatically underlying the need for an open, clear process, which involves the student to think and consider at every possible opportunity. At the lead school many different activities have been engaged as part of the formative assessment process; many of which reflect the aforementioned principles and features of AFL. There is however a clear scope for improvement; especially in providing a transparent criteria for students to understand in completing their work. This does not reflect coaching to the test as mentioned in summative assessment, more of an understanding of what is expected to classify excellent work and how expectations can be met. To improve practice it is important to habitually employ the features of good AFL technique; this will assist students in becoming very aware of the learning process and their own learning needs whilst allowing teachers to facilitate the learning to maximal effect and efficiency. Within my exploration of AFL there have been vast improvements to my pedagogy and practice of assessment. The formative assessment process has immense importance to ensure effective teaching and learning (Q12 appendix 2). The AFL process can encapsulate all other forms of assessment to make the purpose more beneficial to the student; enhancing the learning cycle and thus teaching and learning. Statistical data and national information (Q13 appendix 3) can be used to inform the AFL process; likewise AFL can be used to enhance the summative process. In my opinion, AFL is one the most important aspect of classroom practice. It will allow further knowledge of students and ability, both by the student themselves and the teacher; leading to better planning, teaching and learning. This can only better serve the student and facilitate improvements in attainment. An area for development at the lead and second school was the recording of AFL. Formative assessment can provide a far more holistic picture of a child, the learning journey and performance comparatively to summative assessment. It removes individualised responses to the test condition and pressure felt at the time. Additionally, recording the formative assessment process enables teacher reflections of the learning taken place; ensuring all range and content is covered whilst facilitating better planning and enhancing the active learning cycle. This is an area which has little focus but could play a vital part in best practice for teaching and learning. A particularly important area for me is to ensure improved links between the formative and summative process. The summative process must be used in a more engaged, learning centred way stimulating thought and encompassing more AFL ideology. Thus making the learning journey more meaningful and enjoyable for students; hopefully promoting confident, motivated, independent, life long learners; of which all reach their full potential. In conclusion, all forms of assessment have merits and advantages. It is however the skill and knowledge of the teacher, in selecting the best suited assessment for the task, student ability and aims of learning which is most vital. The assessment process for the student must be transparent and informed allowing for though and reflection thus facilitating higher standards and superior learning. Appendices Appendix 1 Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Appendix 2 Q12 Know a range of approaches to assessment, including the importance of formative assessment. Appendix 3 Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

The Shakespearian Play: Hamlet Essay -- Rosencrantz and Guildenstern

Tom Stoppard creates a life off the stage for the characters of the poplar Shakespearian play, Hamlet. He provided a dramatic and comedic effect through the story of Rosencrantz and Guildenstern, two childhood companions of Hamlet. In the setting of Rosencrantz and Guildenstern Are Dead, two different worlds exist. There is the onstage world of Hamlet, in which all of the characters are caught up in the story line of the play, and the offstage world of Rosencrantz and Guildenstern. The odd and void-like world of Rosencrantz and Guildenstern provides these characters with little information and forces them to believe that nothing is happening in their lives. They come to realize that they solely exist within this story to provide their services to the needs of the story happening around them. They barely take part in this story, as the other characters are completely unaware of Rosencrantz and Guildenstern’s existence. The characters of Hamlet only seem to exist within th e play and are provided with no other reasons to believe that their world might not be real. When Rosencrantz and Guildenstern finally show up in the play, they are discomforted and do not spend enough time onstage to gather enough information to understand this alternate life. None of the other characters show concern for the duo and do not seem to be interested in their lives once they leave the stage. However, they spark the interest of The Player. He illustrates the capability of being able to easily move between the two worlds. He is the leader of the Tragedians and displays a sense of understanding to Rosencrantz and Guildenstern. The Player seems to be the only character that can easily transition between both worlds and has an understanding of th... ...ut the play, even though death is determined, that fulfillment of life is enough for anyone. Rosencrantz and Guildenstern do not realize this throughout the play and they become distraught to know that portrayed them to be insignificant. Through the Player, Stoppard creates a character that is able to appreciate the pointlessness of the absurd world he lives in, and discover significance in it by creating it for himself. The Player’s habit to mix the lines between theatre and reality by asserting he does not distinguish the two is a statement that the two require the same thing in order to be understood: suspension of disbelief. (2.81) Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print The Shakespearian Play: Hamlet Essay -- Rosencrantz and Guildenstern Tom Stoppard creates a life off the stage for the characters of the poplar Shakespearian play, Hamlet. He provided a dramatic and comedic effect through the story of Rosencrantz and Guildenstern, two childhood companions of Hamlet. In the setting of Rosencrantz and Guildenstern Are Dead, two different worlds exist. There is the onstage world of Hamlet, in which all of the characters are caught up in the story line of the play, and the offstage world of Rosencrantz and Guildenstern. The odd and void-like world of Rosencrantz and Guildenstern provides these characters with little information and forces them to believe that nothing is happening in their lives. They come to realize that they solely exist within this story to provide their services to the needs of the story happening around them. They barely take part in this story, as the other characters are completely unaware of Rosencrantz and Guildenstern’s existence. The characters of Hamlet only seem to exist within th e play and are provided with no other reasons to believe that their world might not be real. When Rosencrantz and Guildenstern finally show up in the play, they are discomforted and do not spend enough time onstage to gather enough information to understand this alternate life. None of the other characters show concern for the duo and do not seem to be interested in their lives once they leave the stage. However, they spark the interest of The Player. He illustrates the capability of being able to easily move between the two worlds. He is the leader of the Tragedians and displays a sense of understanding to Rosencrantz and Guildenstern. The Player seems to be the only character that can easily transition between both worlds and has an understanding of th... ...ut the play, even though death is determined, that fulfillment of life is enough for anyone. Rosencrantz and Guildenstern do not realize this throughout the play and they become distraught to know that portrayed them to be insignificant. Through the Player, Stoppard creates a character that is able to appreciate the pointlessness of the absurd world he lives in, and discover significance in it by creating it for himself. The Player’s habit to mix the lines between theatre and reality by asserting he does not distinguish the two is a statement that the two require the same thing in order to be understood: suspension of disbelief. (2.81) Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print

Nathaniel Mackeys Bedouin Hornbook Essay -- Nathaniel Mackey Bedouin

Nathaniel Mackey's Bedouin Hornbook A Bedouin is a nomad and a nomad a wanderer. Nathaniel Mackey seems to wander far and away in his Bedouin Hornbook, a series of fictional letters addressed to an â€Å"Angel of Dust† and signed by the ambiguous â€Å"N.† N. interprets passages of improvisation, analyzing others’ musical expression in surprising detail to the point that his unquestioning sincerity and self-assurance are almost laughable. That N. can glean meaning from music in such a direct and certain manner is problematic because his tone implies that there is only one correct interpretation of music. In addressing the issue of how music conveys meaning, Mackey seems to wander in two disparate directions. After asserting each seemingly contradictory view, first that music and speech are simply ends in themselves and second that they are means to a separate end, Mackey reconciles the question through his motivic discussion of absence and essence. In the first passage, Mackey draws out the nuances of this problem by directing two characters to argue over the meaning of a particular musical piece. He focuses on the style rather than the content of the dispute, suggesting that its value lies in the graceful unfolding of the argument itself. In the subsequent passage, N.’s lecture on â€Å"The Creaking of the Word† uses metaphor in such a way as to highlight the explosive possibility of words and music to transmit meaning. During the first episode, Mackey uses the same style of writing when N. repeats another character’s speech as when he reiterates another’s musical ideas, which confuses the boundary between music and speech. N. uses the same tone when retelling the verbal dispute between Lambert and Aunt Nancy as when interpreting La... ... Bottle’s] lecture/demonstration, as far as Djamilaa was concerned, would take the form of a serenade† (206). Here the forms of music and speech converge as one, signaling a convergence of their parallel roles throughout the novel. That the speech is an â€Å"after-the-fact† version, or a re-interpretation, is evidence of Mackey’s commitment to artistic evolution. The book ends in relative confusion: a phone rings repeatedly with no answer and Djamilaa wistfully dreams of a potentially shared blocked opera (208). Despite lacking a concrete conclusion, by raising and resolving numerous contradictions, the novel offers a complex and layered understanding of how meaning is conveyed through and in art. Mackey shows through words that music may be both a means and an end. Ultimately, Bedouin Hornbook pays homage to the wandering man and his wandering sport, improvisation.

Fractional Growth Factors

Early Field Experience Lesson Plan Fractional Growth Factor CMP Math 8th Grade Ms. Tanisha Wilson Fifer Middle School Tanisha Wilson MTSC 403 Fall 2011 CONTEXTUAL FACTORS Student Characteristics There 28 students and they are in 8th grade CMP math class. There are some students in this are inclusion so there are two teachers in the classroom. There is a regular mathematics education teacher, and there is a special aid teacher. The students in this class have to take two mathematics classes each day, a CMT course and a prep course which will help them score high on their DCAS scores.They are from different nationality backgrounds and they understand English well. There is one student in the class who has a wheel chair and the desk is arranged for him to sit comfortably by the door. Overall the students in this class are well behaved and eager to learn mathematics. Grouping Patterns Student’s seats are arranged in groups of four. Students will work in groups of four and a class as a whole will whole. Prerequisite Knowledge Students should already be able to identify the growth factor in the problem with reasoning, the y- intercept, and what everything number in the equation represent.Students are also expected to know what exponential growth mean and are able to graph and factor with exponential growth with whole numbers. Instructional Materials Smart board, smart responders, paper, pencil LEARNING GOALS Mathematical Learning Goals Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional (or decimal) growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. NCTM Content StandardsGrades 6-8 Algebra * Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. * Model and solve contextualized problems usi ng various representations such as graphs, tables and equations. Delaware Standards Math GLE Standard 2 Algebraic Reasoning * Compare the rates of change in tables and graphs and classify them as linear or nonlinear. * Use tables, graphs and symbolic reasoning to identify functions as linear or nonlinear. DIRECT Diversity- there will be different ways to solve the problems so students would be given many ways to practice and choose which method fits best.Interpersonal Communications- students will follow a method that the teacher in the class uses which is called Think, pair, share. Students would think about their answer, pair up with their group members to discuss what each other got, and then share their answer with the whole class. Reflection- students would reflect on what is going on in the class by exit cards at the end of the lesson. Students will also receive extra practice by doing a homework assignment. Effect teaching and assessment Strategies- students would be asked qu estions leading to them figuring out the formula.At the end of the lesson there would be exit cards to assess what the students have learned in today’s lesson. Content and Pedagogical Knowledge- this is like a review lesson. Students already have prerequisite knowledge on the same material. The only difference with this lesson is that the growth factors for the problems we will be working on today are fractional. Technology- students would use smart responders in the beginning of the lesson to determine if their answers were correct or not. We will also be using the smart board to see the problems needed in order to keep the lessons going. Mathematical Proficiency StrandsUnderstanding mathematics- student’s will be asked multiple questions based off of the problems they have done in previous lessons and the lessons we are doing today so I could know if the students are understanding the mathematics we are covering the in class. Applying concepts to solve problems- stud ents would be given two solve problems and asked how they came up with their answer with explanations of how they got the answer. Reasoning logically- students would be given a real life situation as a solve problem and the answer they come up with have to logically fit the situation given in the story.Engaging- students will be engaging with each other to discuss their thoughts of the solve problems by doing the think, pair, share. Assessment Plan In the previous investigation, we studied exponential growth of plants, mold, and a snake population. In the growth factor and the starting value, we could make predictions. The growth factors in these examples were whole numbers. In this investigation, we will study examples of exponential growth with fractional growth factors. Students will have an understanding on how to find the exponential growth of a Rabbit population with fractional growth factors.Examples will be shown that students understand the lesson by using the growth factor table, being able to determine what is the growth factor and when is it appropriate to round it up to if necessary and students will be able to connect the chart and table to a formula for the exponential growth rate. Pre- Assessment Students will be given a chart that looks like the previous charts we have went over. The difference with this chart is that the growth factor is not a whole number. Students will have to find the equation based off of the chart. They would put their answer into the smart responder.Once everyone’s answers are calculated into the smart responder, we will receive a percentage of how many students got the correct answer in the class. We will then discuss why that is the correct answer. Additional Assessment 1 Students would be given a problem on the smart board with a table which will represent the exponential growth of rabbits. Ask students the following questions†¦ 1. What is the growth factor? Explain how you found your answer. 2. Assume th is growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3.How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Do not give students the answers. Have students come up with the answers on their own, then they could discuss with a classmate, then the whole class would discuss the correct answer and why. While students are working in groups, the teacher would be walking around and looking at student’s notes to see their understanding. If you see that there is more than one approach to the answer, then call on the different students with the different approaches so there could be variety.Post Assessment The class would sum up what we did in today’s lesson by answering the exit cards with a question similar to the one we did in class. St udents must answer the question in details. The teacher will explain to the students that the main point of the lesson today is to recognize that the growth factor may not always be a whole number. By the end of this lesson, students should be able to solve a problem dealing with exponential growth with the growth factor not being a whole number. OPENING 5 Minutes8:00-8:15 Rationale Students will be shown a chart on the smart board and will be asked to find the growth factor and the equation for the table. Since the students are already familiar with exponential growth using whole numbers, I want student’s to see that not all exponential growth would have a whole number as the growth factor. The opening activity is a reflection on the same type of formula they have been working on, the only difference is that the growth factor would not be a whole number.Students would focus on the growth factor and being able to put it into an equation which will support the table. Students will be assessed by using the smart responders. The smart responders will allow the teacher to know the percentage of students who got the correct answer before beginning the lesson. | Materials Smart board, smart responder, pencil, and paper Activity Description When the students first walk into the classroom, they will be asked to grab a smart responder. (The smart responder allows the teacher to see the percentage of how many students got the correct answer).Based off of the results on the smart responder I will have a short discussion of what is the growth factor, the y-intercept, and why important to know those numbers in order to create a formula. The table is as followed†¦ X| 0| 1| 2| 3| Y| 30| 57| 108| 206| Differentiate Instruction One student from each group will get up to get the smart responders for their group and return them when we are done. Students will be able to do this because there is a student in the classroom with a disability; he is in a wheelchair so I do not want him to feel left out in any way.Therefore, each group will have to go through the same procedure. Another differentiate instruction we will do is go over the correct answer into details because there are some students in the class who are inclusion. I do not want to move too fast with the class as a whole so I will continue to review the material and monitor ALL students understanding of the lesson before moving on. What is the growth factor in this table? Possible Student Responses| Possible Teacher Follow-ups| 1. 9| Did everyone get that answer? | No. | What did you get as the growth factor? | At first I got1. then I divided the next two consecutive numbers which is 108/ 57 and I got 1. 894736834, so the growth factor is not the same with each number. | Did anyone else get that? | Yes| Well I’m happy you pointed that out. What is the difference between this table and the previous tables we have been doing these past few weeks? | The growth factor is not the same for every outcome is not the same exact number| What is different about the numbers though? | They are a decimal and not whole numbers. | Ok. Good point. Is 1. 894736 close to 1. 9? | Yes| When you divide 206 and 108, what is your outcome? 1. 907407| Is that close to 1. 9? | Yes| So what could you tell me about this growth factor now? | That the outcomes are very close to each other but they are not the exact same| So imaging if you wanted to round your growth factor to the nearest whole number, put the number 2 into your formula, what are your results? | 30*2= 6060*2= 120120*2= 240| Are your results accurate compared to what we need on our table? | No. | Why is that? | Because when you keep multiplying by 2 instead of 1. 9 the result grows bigger and bigger and it does not match what we need. What do you suggest we do if we wanted to put these numbers into an equation that will have the closest possible outcome? | Round it to 1. 9? | Why 1. 9? | Because what was the first exact ou tcome and when we divined the next consecutive numbers, they are close to 1. 9| Ok great job. So when this happens we will round up to the nearest outcome and in this case it is 1. 9| BODY #1 30 MinutesTime: 8:15- 8:45 Rationale The purpose of this activity is for students’ to have a visual with a story of rabbits reproducing and is able to form an equation with the table given to them.This activity will build on the students’ knowledge of exponential growth and at the same time introducing with fractional growth factors. It is important for students to understand that the growth factor will not always be a whole number and what they should do when they face this problem. This activity develops the learning goal of student’s being able to think about fractional growth factor and why should they round it to the nearest decimal place instead of the whole number. Materials Graphic Calculator, pencil, paper, smart board Activity DescriptionStudents will be sitting i n groups of four. During this activity, student’s will do a think, pair, share for every question asked to them before discussing it with the class as a whole. Think, pair, share is a way for students to actually THINK about their answer and why do they think that will be the correct answer; they should also be taking down notes at this point. PAIR is when they talk amongst their partners and share what they came up with and then compare answers. If anyone answer is different, then they will discuss why are their answers different.SHARE is when the whole class has a discussion about all of the possible answers and come to an agreement and understanding of the correct answer. Students will be assessed while doing think, pair, and share. The teacher would be walking around the class taking notes about the student’s understanding and mentioning anything that stands out or may be confusing about the lesson to the class. This will just be personal notes for the teacher to k now the student understands of the lesson. | The activity will begin with the â€Å"did you know† which will be shown on the smart board.Did you know? In 1859, a small number of rabbits were introduced to Australia by English settlers. The rabbits had no natural predators in Australia, so they reproduced rapidly and became a serious problem, eating grasses intended for sheep and cattle. In the mid-1990s, there were more than 300 million rabbits in Australia. The damage they caused cost Australian agriculture $600 million per year. There have been many attempts to curb Australia’s rabbit population. In 1995, a deadly rabbit disease was deliberately spread, reducing the rabbit population by about half.However, because rabbits are developing immunity to the disease, the effects of this measure may not last. Students will think about the â€Å"did you know† problem and then a table will be shown on the board based off of the problem. If biologists had counted the ra bbits in Australia in the years after they were introduced, they might have collected data like these: Growth of Rabbit Population Time (yr)| Population| 0| 100| 1| 180| 2| 325| 3| 583| 4| 1,050| Students would be asked the following questions followed by a mini class discussion for each question. 1. What is the growth factor?Explain how you found your answer. 2. Assume this growth pattern continued. Write an equation for the rabbit population p for any year n after the rabbits are first counted. Explain what the numbers in your equation represent. 3. How many rabbits will there be after 10 years? How many will there be after 25 years? After 50 years? 4. In how many years will the rabbit population exceed one million? Differentiate Instruction There are some students in this class who are inclusion which mean that they need extra help with understand the concept of the material.There is an inclusion math teacher in the classroom as well but her attention is strictly for those studen ts’. The activity has question and answers so that way everyone in the class could participate in lesson and contribute their understandings. Students will also have to think about the answer on their own at first before working in pairs which will be helpful for the teacher who is walking around to see the students understanding individually. The inclusion student’s will also receive peer help along with teacher sponsoring. What is the growth factor of rabbits reproducing represented by this table?Possible Student Responses| Possible Teacher Follow-ups| 1. 8| Why 1. 8? | Because divided the first two consecutive numbers which is 180/100= 1. 8 so every year the rabbits times itself to 1. 8| So did you get 1. 8 every time you divide the consecutive numbers? | No, when I divided 325 by 180 I got 1. 805555556, when I divided 583 by 325 I got 1. 793846, and when I divided 1,050 by 583, I got 1. 801029. They were all close to 1. 8 so I rounded it up like what we did for the warm up. | Great job, my only question is why did we round it up by 1. 8 and not 2? Because we are dealing with fractional growth factors even though these are decimals. | But what if you didn’t know you was dealing with fractional growth factors and you had to solve this problem, why wouldn’t you round your growth factor up to the nearest whole number? | Because if I rounded my growth factor up to the nearest whole number then the result for the growth amount for populations of rabbits of the next year would not be around the number given. | I don’t really understand what you mean; may you please demonstrate to the class using your calculator? |The student would demonstrate to the class using his/ her calculator Year 1100*2=200not close to 180 Year 2200*2=400not close to 325 Year 3400*2=800not close to 583 Year 4800*2=1600not close to 1050 So why do we round to the nearest appropriate decimal? Possible Student Responses| Possible Teacher Follow-ups| Because if we were to round it to the nearest whole number, then the growth factor will not be close to the next years population rate. | Correct. What is the equation used for this growth factor? | 100(1. 8x)| Why? | Growth factor is 1. 8 and we raise that by time which is x| Ok great job. |CLOSINGTime: 2 minutes Learning Goal(s) Students will build on their knowledge of exponential growth. Students will think about exponential growth with the fractional growth factors and know when it is appropriate to round the number to the nearest decimal place and why. Students will know how to find the fractional exponential growth using the formula P= a (b)x. Review Based off of what we learned today students will be able to draw connections from the previous lessons with exponential growth factors and now know how to find the exponential growth with the growth factor not being a whole number.Students are to state why they are rounding up the number to the nearest decimal (if needed). Students will ha ve to answer the Exit Cards before leaving the class. 1. Why isn’t the growth factor of exponential growth always a whole number? 2. If you were to round up your decimal or fraction to the nearest whole number and put it into the equation P= a(b)x, what will your outcome be and explain why. Students would be assessed on their understanding of today’s lesson and making sure that they meet the learning goals thinking mathematically. | Follow-up ActivitiesStudents will be assigned a homework assignment. 1. In parts of the United States, wolves are being reintroduced to wilderness areas where they had become extinct. Suppose 20 wolves are released in northern Michigan, and the yearly growth factor for this population is expected to be 1. 2. a. Make a table showing the projected number of wolves at the end of each of the first 6 years. b. Write an equation that models the growth of the wolf population. c. How long will it take for the new wolf population to exceed 100? 2. a . The table shows that the elk population in a state forest is growing exponentially.What is the growth factor? Explain. Growth of Elk Population Time (year)| Population| 0| 30| 1| 57| 2| 108| 3| 206| 4| 391| 5| 743| b. Suppose this growth pattern continues. How many elk will there be after 10 years? How many elk will there be after 15 years? c. Write an equation you could use to predict the elk population p for any year n after the elk were first counted. d. In how many years will the population exceed one million? Homework will be checked during the next class meet. ATTACHMENTS â€Å"Growing Growing Growing† book pages 33-36