The Old Man and the Sea by Ernest Hemingway

The Old Man and the Sea by Ernest Hemingway If someone is fortunate enough to acquire a treasure, He is obligated to battle for it until death; but if a man is unlucky enough, he must fight to obtain his possessions till the end. In either situations, the struggle within determines the persons rank, and is given the title of a hero. In the old man in the sea, the old Cuban man Santiago Is ridiculed by the fact that he hasnt caught a fish in eighty-four days. The local fishermen in Santiagos village nickname him Salao, or someone who encounters bad luck. Before Santiago sets off on his journey to sea, he orders Manolin, Santiagos friend and fishing aid, to stay on land. Santiago believes the fishing plague is caused by fallacy. Santiago considers that leaving Manolin will bring him better luck at sea. Sailing out into the open ocean, the old man knows that a big fish is guaranteed. Santiagos plaque ends when he encounters himself with an enormous Marlin. But his valuable treasure, the Marlin, is destroyed by the sharks. Althoug h Santiago losses his treasure to the sharks, he is considered a hero because he fights bravely till the end. The symbol of the lion, which is seen several times in Santiagos dreams, serves to show that he loves them just as much as he loves Manolin. He no longer dreamed of storms, nor of women, nor of great occurrences, nor of great fish, nor fights, nor contests of strength, nor of his wife. He only dreamed of places now and of the lions on the beach. They played like young cats in the dusk and he loved them as he loved the boy (Hemingway 32).Throughout the novel, mainly at the beginning, the lions appear as cubs. The young lions foretell the great things that lie ahead for Santiago, as he embarks on his quest for the treasure. When the cubs transform into lions, they imply great power which inspires Santiago to not give up. When Santiago dreams of Manolin, Santiago compels himself to defend the boy of his values. When the old man dreams of Lions, he tends to relax because the lions seem to have control and domination over him. Since the lions appear in the beach, an environment not native to their surroundings, it inclines to show that there is an accord in all of life. I would like to take the great DiMaggio fishing, the old man said. They say his father was a fisherman. Maybe he was as poor as we are and would understand (Hemingway 17). Another frequent figure in the novel is that of Joe DiMaggio, an all-star and hall of fame baseball player for the Yankees. DiMaggios bone spur, which might have crippled another player, made him tolerable and mentally strong. Although DiMaggio was Handicap, He never gave up and set out to protect his accomplishments. DiMaggios Leadership and fortitude, is what inspires Santiago to protect his treasure without giving up. When Santiagos hand craps and is left to battle the Marlin with only one hand, Thoughts of surrendering enter his mind. When Santiago reminds himself of the great DiMaggio, he continues to endure what he set off to accomplish. The icon of the legend baseball player serves to symbolize Santiagos stamina and endurance, despite his awful pain. [I have never seen or heard of such a fish. But I must kill him. I am glad we do not have to try to kill the stars. Imagine if each day a man must try to kill the moon, he thought. The moon runs away. . . . Then he was sorry for the great fish that had nothing to eat and his determination to kill him never relaxed in his sorrow for him. . . . There is no one worthy of eating him from the manner of his behavior and his great dignity. I do not understand these things, he thought. But it is good that we do not have to try to kill the sun or the moon or the stars. It is enough to live on the sea and kill our true brothers (Hemingway 28).] In the Beginning of the novel, the Marlin is distinguished as a creature from the unknown, a creature that only exists in a place of mystery. When Santiago hooks on to the fish, he is not sure of what he is hooked on to. The fish, witch dwells underneath the surface, pulls Santiago and is left to only imagine what mysteries are left to be revealed on th e other end of the line. When Santiago finally gets a glimpse of the fish, when the fish breaks the surface of the water, he is startled and shocked of the fishes massiveness. With Santiagos mysteries revealed, He is left to endeavor with every bit of his strength and power. You did not kill the fish only to keep alive and to sell for food, he thought. You killed him for pride and because you are a fisherman. You loved him when he was alive and you loved him after. If you love him, it is not a sin to kill him. Or is it more? (Hemingway 98). Santiago begins to feel pity for the Marlin; witch in his mind believes the fish is exhausted. The demoralizing thought of having to kill the fish, also makes the old man strengthen his way of life. While Santiago fights the Marlin, he develops a relationship and affliction towards the fish. He begins to believe that the fishes worthiness is so worthy that it does not matter who kills whom, as long as there is nobility in fighting. Initially the old man was going to use the fish for food, but he realizes that the actual reason for fish is for self-pride. The main symbol in the novel is the presence of the Marlin. In Christianity the symbol of the fish has many meanings, including the fact that in Jesus time in Galilee the main diet consisted of fish. For example, Christ multiplied the two fish and five loaves of bread to feed the people. Come, follow me and I will make you fishers of men (Mark 1:17) Jesus said to his disciples. Santiago uses the marlin as a source of food to bring back to his village in Cuba, but the wicked sharks eat the flesh off the Marlin just leaving the carcass. The sharks symbolize evil, somewhat like the devil. The sharks deprive Santiago from his treasure and leave him with devastation, similar to sin. The image of the skeleton symbolizes Santiagos triumph over the fish, to show to Manolin and the other fisherman in his village. Jonah was three days and three nights in the belly of the great fish, so will the Son of Man be three days and three nights in the heart of the earth (Matthew 12:40). Santiagos batt le with the fish lasts three days; witch is a significant and symbolic number in the bible. There are also three distinctive stages in the battle (the hookup, the battle, and the success over the fish). There is no translation for this word and perhaps it is just a noise such as a man might make, involuntarily, feeling the nail go through his hands and into the wood (Hemmingway, 107). This quote exemplifies that Hemingway uses Santiago as a Christ like figure. Santiago and Jesus are either considered martyrs, or someone who suffers for a cause. Jesus was a martyr because he died for his beliefs; Santiago is a martyr because the sharks rhetorically take away his life. Santiago is Christ like in the way that he carried the burden of his boat on his shoulders back to his cabin, resembling Jesus carrying his cross in Jerusalem. Santiago then lies down with his arms straight out and the palms of his hands, cut up from holding the fishing line, facing up. This image is similar to Jesus crucifixion, where Jesus hands were nailed to the cross. Like Jesus Santiago full of compassion, determination, and righteousness. The energy of evil is present through the sharks, similar to the evils that were introduced to Jesus in Jerusalem. Both Santiago and Jesus are dishonored and deceived. The Main quote in the story unquestionably is Man is not made for defeat. A man can be destroyed but not defeated (Hemmingway, 103). This quote captures the actual essence of the novel. Without a doubt, Santiago was destroyed but not defeated. Some might dispute that the old man was defeated as it states in the book they beat me Manolin they truly beat me (Hemingway 112), nevertheless the old man was defeated physically but not spiritually. Like Jesus, Santiago kept his Faith, courage, and perseverance even when he was physically destroyed. Santiago is a man that should be respected and honored for the sacrifices he demonstrates. Even though Santiago has numerous troubles he persists. He has a strong faith in Manolin, the great Joe DiMaggio, and most significantly within himself. This is possibly his greatest quality and characteristic because without it he would never have had the potency to persevere and overcome the evil sharks. In the novel Santiagos courage is untouchable, however it is not until he hooks onto the big fish that we really see his courage and persistence. Citation Page: SparkNotes: The Old Man and the Sea: Day One. Web. 29 Apr 2010. . Ernest Hemingway Quotes. Web. 29 Apr 2010. . http://rds.yahoo.com/_ylt=A0geu5TCxdhLFhgBbq5XNyoA;_ylu=X3oDMTByZDQ4OGhzBHNlYwNzcgRwb3MDOQRjb2xvA2FjMgR2dGlkAw/SIG=13gum525d/EXP=1272584002/**http%3a//members.lycos.nl/fdhsaertgae/a-life-ldf/a-man-can-be-destroyed-but-not-defeated-.html. Web. 29 Apr 2010. . CHRISTIAN SYMBOLS: THE FISH (ICHTHUS, ICTUS), CROSS AND CRUCIFIX. Web. 29 Apr 2010. . Studyworld Studynotes: Old Man and the Sea, The: Summary: Points to Ponder. Web. 29 Apr 2010. . The Old Man and the Sea SYMBOLISM / MOTIFS / IMAGERY / SYMBOLS. Web. 29 Apr 2010. . Ernest Hemingway Quotes. Web. 29 Apr 2010. .

Why did Stalin emerge as the leader of the USSR in 1929? Essay

There are many reasons why Stalin emerged as the leader of Russia, some of these are due to his intelligent mind and determination for power, others because of his criminal mind-set and willingness to overcome his rivals. The most important reason why Stalin emerged as leader of the USSR is because he manipulated his party members and his own place within the party, he did this by recruiting his friends and supporters into the party after the Lenin Enrolment, as well as this Stalin removes any competition within the party that may contribute to a threat, this shows how Stalin abuses his own position in the party to manipulate everyone into getting what he wants. Having his supporters within the party, Stalin could not be voted out or overpowered within the party. One of the important reasons why Stalin emerged as leader of the USSR is because of his individual factors, because of Stalin’s previous convictions of bank robbery and treachery he was not trusted straight away, but because he is devious and knowledgeable person he stayed back in the party until the right moment struck, when Lenin had the stroke, Stalin saw his opportunity to get into the hierarchy of the party, this shows that Stalin’s devious mind played a large part of why Stalin emerged as the leader. Stalin’s personality served him well to becoming the leader of the USSR, this is shown when he sent a telegraph to Trotsky explaining when the funeral of Lenin was, unknown to Trotsky, Stalin had actually gave him the wrong date and made a big funeral, this was seen as Trotsky being dishonourable, making him less likely to succeed Lenin, this improved Stalin’s chances of succeeding as Trotsky was him main competition. The true nature of Stalin’s p ersonal traits is shown when he keeps Lenin’s testament secret, knowing what Lenin thinks of him Stalin seems motivated to win leadership, by being devious Stalin stopped the corruption of Lenin’s testament getting publicised therefore making him in line for leadership.

What You Should Do to Find Out About Article Before Youre Left Behind

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Cause and Effect Essay - Moving to a Large City - 681 Words

Cause and Effect Essay - Moving to a Large City Whoosh! That is the precise sound I heard as the crazed flock of travelers headed for the train terminal. My best friend, Stacy, and I were left disoriented and understandably confused once the crowd thinned. We were at Madison Square Garden at the train terminal awaiting our train back to the hotel; it was our first trip to New York City. As one may imagine, it was a fascinating and surreal voyage into extreme urban life. It was so enthralling and exciting that afterward I felt compelled to make a permanent trek to a large city. Due to my experiences in cities like Atlanta and New York, I have an increasing desire to live in a large city because of the various forms of†¦show more content†¦I enjoy eating just as much as I like to shop, so places like Planet Hollywood and Hard Rock Cafà © are also a pleasure to find. My trips to Atlanta, Nashville, and New York have all yielded stops at these restaurants. Also, being unfamiliar with fancy restaurants like Coohil ls in Atlanta, I was taken aback by the lush cuisine the restaurant offered. Large cities also offer concerts and musicals that towns like Dalton cannot. It was in Nashville that I met the five loves of my life, NSync, at the Nashville Arena. Then in New York I was impressed with the abundance of plays and musicals, like Les Miserables, offered on Broadway. My second reason for wanting to migrate to an urban area is the amount and variety of transportation available. In New York Stacy and I were staying a great distance from the city, so it was necessary to catch a train to get to where everything was. The train was easily accessible, with signs on every corner listing explicit directions to the station. The fare was amazingly cheap; it was $7.00 for a round-trip ticket. Another great method of transportation is the subway. The fare varies; the cheapest ticket available is $3.50. It is a little tricky as to how to discern where the subway is going. Stacy and I could not find the sign, so we ended up on a subway taking us to the Bronx. My final and most important reasonShow MoreRelatedWater Pollution : The Slow Demise Of A Community1552 Words   |  7 Pagesmode of transportation. We must be very careful to protect our waters because they are necessary for life. In this essay I will discuss the problem with Phillips, Wisconsin waters and three ways we can stop and prevent pollution. Step 1. Identify the Problem As you know Phillips is blessed with many lakes. Our waterways are very important in my town. Some of the negative effects water pollution is having in my area are sterilizing lakes and streams which are commonly used for fishing by localsRead MoreSomewhere For Everyone By John Grisham Essay1592 Words   |  7 Pagesline. John Grisham’s essay â€Å"Somewhere for Everyone† reveals the way the public feels and views homeless people. 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Essay about Another Chance Of Life - 774 Words

Another Chance of Life Can there be another you? The answer is no, but by human cloning you can reproduce an offspring that grows into an exact genetically double of you. All of us want to prolong the lives of our loved ones and have a healthy newborn baby. Many infertility couples wanted to have a baby that is genetically theirs, not from adopting a child from a different family background. In the cloning technology, eggs or sperms would not be needed to be conceived by a person because any cell would do. One parent contributes DNA, making the child almost an identical twin. He or she would differ from the parents much more than identical twins differ from each other. In many parts of the world, human cloning is banned. For example,†¦show more content†¦The child from cloning is not a copy, but a unique individual. 1.5 million identical twins are far from being identical. They have different brain structures, IQs, fingerprints, and personalities. 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assessment strategies for day to day assessments Free Essays

Appraisal can be defined as utilizing assorted methods to understand with deepness and lucidity the current cognition that a student possesses, runing from a simple observation to organize a instructor ‘s subjective sentiment ( formative appraisal ) , to a formal trial or scrutiny ( summational appraisal ) . The cognition of a pupil is perpetually altering and as a consequence, instructors are able to do formative or summational opinions on pupil accomplishment by comparing of their work utilizing a progressive program of work. Assessment, formative or summational, is used to measure a student ‘s class, promotion, mark group arrangement, teacher direction and entree to the course of study. We will write a custom essay sample on assessment strategies for day to day assessments or any similar topic only for you Order Now Many critics believe that one signifier of appraisal ( summational or formative ) , may be at the disbursal of the other. An statement possibly to be addressed elsewhere! For the intents of this essay, it is persevering to presume that ; ‘The two signifiers of appraisal can be reciprocally supportive- formative appraisal supports the procedure of acquisition, summational appraisal measures the consequence ‘ ( Kyriacou, 2007, p247 ) . In the undermentioned, I will research the deduction of the usage of both formative and summational appraisal and its topographic point in instruction today, the function of appraisal in my placement school and will reason with some contemplation on the benefits and cavity falls of appraisal in instruction. The intent of appraisal Appraisal can be categorised as any technique or activity used to measure the public presentation of a student against specific larning outcomes set out for them by their school. â€Å" Appraisal for Learning is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one’s mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place. † A ( Assessment Reform Group, 2002 ) Appraisal in instruction has seen a immense rise in popularity since the debut of the National Curriculum in 1988 for two grounds ; foremost it is the agencies by which authoritiess are able to mensurate the educational end product of any given school against other schools locally and nationally, with the outlook of raising educational criterions, and secondly, instructors have progressively realised the value of uninterrupted appraisal for informing them of and steering them in their instruction procedure. The most often used intents for appraisal are as follows: – To supply the instructor with feedback sing pupil advancement. This enables the instructor to see the effectivity of their instruction sing the student accomplishing their acquisition results. Particular misinterpretations or jobs may be highlighted as a consequence, leting for be aftering for remedial action or revised learning methods. To supply the student with instructional feedback. This enables the student to measure their criterion of work against a given standards or expected criterion. Using elaborate feedback, students may understand the outlooks on them from any given piece of work more clearly, and usage to rectify and better their work. To actuate students. Positive feedback can efficaciously excite motive. To supply a record of advancement. Regular appraisal enables the instructor and the school to maintain a decisive record of pupil attainment over a drawn-out period of clip, enabling the instructor to do specific opinions sing the student ‘s current and future educational demands. It is peculiarly helpful in placing peculiar jobs or troubles. A student ‘s record of advancement will be used when pass oning with co-workers and informing parents. It may besides assist a instructor to reevaluate their pedagogic methods when learning similar groups in the hereafter. To supply a statement of accurate attainment. By utilizing specific attainment standards, the student ‘s degree of attainment at any given clip can be assessed. To measure student ‘s preparedness for future acquisition. Students can be assessed against their preparedness to entree new countries of acquisition, whether they have any specific acquisition troubles or if they have efficaciously covered old larning necessary for the instructor to continue with a specific subject. Lack of understanding in this case would ask further planning for revised acquisition and readying by the instructor. To supply grounds of instructor and school effectivity. The appraisal of pupil accomplishment and record of their advancement gives an indicant of the success and effectivity of the instructor and the school. Data is used in local and national statistics which may impact the school ‘s popularity or support chances. ( Q1, Q10, Q11, Q12, Q13 ) Summational Appraisal Summational Assessment identifies the criterion of attainment achieved at any given point in the school twelvemonth, although normally carried out at the terminal of a class of work or terminal of the school twelvemonth. Various ways of measuring acquisition, sometimes referred to as ‘multiple response manners ‘ can be used to derive grounds of student acquisition, for illustration tick sheets and portfolios, but the most good recognized illustration of summational testing is the high-profile Standard Attainment Tests ( SATs ) taken nationally at the terminal of Key Stage 1 and 2, and used by authoritiess to measure the educational end product of single schools and published in League Tables. The consequences indicate the degree ( below, on mark or above for their age ) a kid is working at, assessed against eight National Curriculum Target Levels which enables the school ( or feeder school ) to do programs for the kid ‘s future acquisition and schools to find if they are learning efficaciously, by the comparing of their whole-school and students ‘ public presentation against national consequences. ( Q12, Q13 ) Formative Appraisal ‘An appraisal activity can assist larning if it provides information to be used as feedback by instructors and their students in measuring themselves and each other, to modify the instruction and acquisition activities in which they are engaged. Such assessment becomes formative appraisal when the grounds is really used to accommodate the instruction to run into learning demands ‘ . ( Black et al, 2002, p2 ) Formative Assessment has gained a high profile in recent old ages following the debut of the National Curriculum and the publication of the Assessment Reform Groups ‘ ( ARG, 2002 ) sum-up of research which formed the footing for the 10 rules for Assessment for Learning ( AfL ) ( 2002 ) . Ongoing formative appraisal relies on the informal, synergistic and qualitative measuring of the appraisal of student larning during ordinary schoolroom activities. Teachers use a scope of schemes in different contexts and for different intents, whilst concentrating on how pupils learn. This attack enables instructors to rapidly place mistakes and misconceptions and advance effectual hereafter larning for their students utilizing regular, constructive and formative written and unwritten feedback with the intent of enabling students to do good advancement. Personalised and differentiated acquisition accessed via every twenty-four hours Assessment for Learning ( AfL ) , is linked inextricably with inclusive, Quality First ( National Strategies, 2010 ) Teaching and student acquisition, ‘the adept usage of appraisal patterns which complement and ease the trademarks of effectual instruction is indispensable ‘ ( Kyriacou, 2007, p106 ) and should be an built-in portion of every lesson. The impact of congratulations and positive feedback, whilst avoiding comparing with other students, can hold far making effects on the scholar ‘s battle, enthusiasm and assurance. By clearly sharing the acquisition aims ( what is to be learned ) and the acquisition results or success standards ( what the kids will be expected to make one time they have learned it ) , the instructor and student are so able to prosecute in the procedure of appraisal, utilizing schemes the instructor deems ‘fit for intent ‘ in the context of the lesson. Through observation and listening to garner intelligence ; oppugning and whole-class duologue ; giving unwritten and written feedback and planning for group talk, AfL enables the scholar be actively engage, to understand the quality of their work and how to better their acquisition. There is besides grounds that low attainers and pupils with specific larning demands or disablements peculiarly benefit from formative appraisal. ‘Learners need information and counsel in order to be after following stairss in their acquisition. Teachers should: nail the scholar ‘s strengths and rede on how to develop them ; be clear and constructive about any failings and how they might be addressed ; supply chances for scholars to better upon their work. ( Assessment Reform Group, 2002, p. 2 ) ( Q1, Q10, Q11, Q12, Q13, Q19, Q26b ) Appraisal schemes for daily appraisal during the lesson Questioning aˆ? Asking inquiries to measure kids ‘s get downing points, in order to measure attainment degree and plan/adapt acquisition and instruction activities consequently. aˆ? Asking a scope of inquiries, from actual to higher-order ( unfastened and closed inquiries ) , leting students ‘think clip ‘ which will promote a deeper apprehension of the inquiry posed. aˆ? Using talk spouses and guaranting all are engaged in replying inquiries. Using oppugning to prosecute in single and whole-class duologue. Detecting aˆ? Watching kids at their work, listening to their treatments leting for an appraisal of their acquisition as it is go oning. aˆ? Making planned observations of peculiar kids who may be holding troubles to back up their acquisition in the lesson.21-2004 G | A © Crown right of first publication 2004 Discoursing aˆ? Brief ad-lib treatments with kids if there have been any issues during a lesson. aˆ? Holding treatments with kids to measure their apprehension and to determine grounds for any misinterpretations or misconceptions and leting issues to be resolved within the lesson. aˆ? Holding informed treatments following up earlier appraisal, in order to discourse advancement, marks and any equal or ego appraisals that have been made. Using these to let planning for the following stairss in acquisition. Analyzing aˆ? Marking and measuring written work with the kids, leting for designation of any common mistakes or misconceptions. This will besides assist steer kids sing how they can better and advancement. aˆ? Discoursing with the kids their responses to the lesson ‘s undertakings, leting for designation of ability to rectify any mistakes and misconceptions. This will besides assist to measure their accomplishment against the acquisition aims, monitor their advancement and let treatment sing how they can better and the following stairss for them in their acquisition. Checking kids ‘s apprehension aˆ? Conducting callback trials with planned or self-generated inquiries to measure instantly with the kids their cognition and velocity of callback. aˆ? Reviewing what has been taught antecedently leting for both kids and instructors to place what might necessitate alteration and to steer the lesson and future planning. ( Q1, Q12, Q22, Q25a, 25b, 25c, 25d, Q26b ) Self and peer appraisal Self and peer appraisal are a agencies of heightening formative appraisal during which single, braces or little groups of kids identify the advancement that has been made in the lesson, what they still find ambitious and how to better through be aftering their following stairss in larning. By advancing the development of independent ego and peer appraisal and giving them ownership of their advancement, pupils learn to supervise and measure their ain acquisition schemes and accomplishments. Honesty in appraisal is non seen to be an issue as some might hold presumed, ‘pupils are by and large honorable and dependable in measuring both themselves and one another ; they can even be excessively difficult on themselves ‘ . ( Black A ; Wiliams,1998, p7 ) . Crucially, ‘pupils can measure themselves merely when they have a sufficiently clear image of the marks that their acquisition is meant to achieve ‘ ( ibid, p7 ) . Sometimes the instructor may utilize appropriate illustrations of work to exemplify specific marks. Using shared purposes and planned marks, work can be reviewed with or without the instructor ‘s engagement and consequences recorded and used to make revised marks. Using student self rating techniques such as the ‘thumbs up/thumbs down ‘ technique, instructors may rapidly determine pupil understanding at any given point in a lesson. ( Q28 ) Planning, feedback and prep Teachers, working alongside their co-workers, plan a strategy of work by planing sequences of related acquisition activities which have detailed and clear aims. Using the National Strategy programme of survey, as set out in the National Curriculum enchiridion ( 1999 ) , they will take into history the age and ability scope of their category. Using their secure course of study cognition and accurately assessed cognition of their students ‘ anterior accomplishment degrees utilizing AfL, they are able to be after for individualized acquisition and inclusion in their patterned advance of learning. This allows the instructor to present a lesson during which they will supervise students, supply accurate feedback, challenge all students and assist all scholars achieve. Feedback is most effectual when it is descriptive and linked to the acquisition objectives/success standards coupled with suggested larning patterned advance paths. Well planned prep has the added advantage of consolidating and edifice on anterior acquisition and working with the support of parents or carers. ( Q11, Q19, Q22, Q25a, 25b, 25c, 25d, Q26b ) The National Curriculum, Programme of Study, Level Descriptors and Attainment TargetEach topic in the course of study, at each Key Stage, has a programme of survey as set out in the National Curriculum Handbook ( 1999 ) which outlines the topic cognition to be covered at any given clip. Each topic has 8 attainment marks level forms or Attainment Focus ( AF ) Levels as set out in the National Strategies appraisal standards grids ( 2010 ) , for each attainment mark ( 2010 ) . These become increasingly more ambitious and have an extra degree for ‘exceptional public presentation ‘ for students with outstanding ability. These are used by instructors to supply the footing for doing an accurate opinion on the student ‘s public presentation by Measuring Pupil Progress ( APP ) and compared at all times against the degrees above and below to guarantee an accurate appraisal is recorded. Each degree description describes in some item the age-related outlooks of an mean student by puting out ‘the accomplishments and understanding that students of different abilities and adulthoods are expected to hold by the terminal of each cardinal phase ‘ ( The Education Act, 1996, subdivision 353a ) . ( Q11, Q22, Q26b, Q28 ) Measuring Pupil Progress ( APP ) In a move off from formal testing, APP was introduced as an alternate agencies of whole-school and student appraisal through SATs trials. A structured, on-going national attack to appraisal ( where the boundaries between formative and summational appraisal can film over ) , APP equips instructors ( and learning helpers ) to track and do judgements on students ‘ advancement. Through uninterrupted appraisal utilizing AfL, the digest of a elaborate and individualized profile for each kid is built utilizing the AF Levels appraisal guideline grids. These records allow instructors to understand their students ‘ acquisition demands, and place any spreads in their instruction that may hold arisen, and so leting for future acquisition to be planned consequently which in bend will back up schools in raising criterions of accomplishment. APP is most effectual when it draws on a wide scope of grounds that shows what students can make independently and is in peculiar really effectual when measuring students with English as a 2nd linguistic communication. ( Q11, Q13, Q19, Q26b ) , Appraisal demands It is a school ‘s statutory duty through APP to measure all students against 1999 Programme of Study and Attainment Targets, as stated by the Qualifications and Curriculum Development Agency ( QCDA ) and adhering to the standards set out in the National Curriculum, with the intents of estimating all kids locally and nationally against the Government set established national marks ( degrees and bomber degrees ) in their acquisition patterned advance through their school life. The information is collected locally and nationally to determine the overall public presentation of a school in conformity with the expected degrees of accomplishment for their age. A secure cognition of the national appraisal demands will assist instructors plan their lessons and fix scholars good for public scrutinies and makings. ( Q11 ) Tracking and Benchmarking The school may implement its ain trailing system. Teachers sporadically review aggregations of students ‘ work, frequently in coaction with co-workers, to construct a record of their accomplishments and leting for an appraisal of the overall national course of study degree the kid is working at. Children are rated ‘low ‘ , ‘secure ‘ or high within each national course of study degree. Benchmarking is the term given to the procedure of mensurating criterions of existent public presentation against those achieved by others with loosely similar features, designation of best pattern and the chance to larn from those better executing schools can be identified, to raise the criterions of accomplishment of a school and originate more informed whole-school and student mark puting. ( Q13 ) Appraisal in Berridge Junior School At the terminal of each cardinal phase, Berridge submits their teacher appraisal informations consequences of the national course of study appraisals to their Local Authority ( LA ) and to the authorities. The entry of these, including P graduated table informations via an Assessment of Reporting Arrangement ( ARA ) or a Teacher Assessment of Reporting Arrangement ( TARA ) ( QCDA 2010 ) at KS3 is a statutory demand. APP has late been introduced and rolled out across the whole school after instructor and TA preparation from February of this twelvemonth. Using strict appraisal informations to track student advancement, and curricular marks, based on the aims in the Primary Framework for learning ( 2010 ) which are logged via the School Information Management System ( SIMS ) ( 2010 ) system, Berridge is able to place countries for whole-school betterment. An Annual Performance Review ( APR ) allows for in- depth analysis of advancement. Since take parting in the Local Authority ‘s School Improvement Partner ( SIP ) Programme ( 2007 ) the school has consolidated and enhanced their monitoring and rating. Although, due to the demographics of the school and high proportion of EAL students, course of study degrees are lower than the national norm. However the school ‘s ‘contextual value added ‘ ( CVA ) mark, which statistically assesses how effectual the school is through mensurating pupil advancement and trial and scrutiny consequences, indicates that the school is executing highly good. Introduced in 2007, the age-related course of study marks have been used to piece a school development program and the benefits are already highly clear. All students are tested and assessed, prior to aim grouping for English and Maths in KS2. Parents are informed of pupil advancement via termly parents ‘ eventides, reading journals and one-year written studies. Decision In decision the above treatment has demonstrated the cardinal characteristics of appraisal and reflected on the deductions of formative and summational appraisal in schools today. I have demonstrated how AfL, APP, ego and peer appraisal, planning, benchmarking, tracking and assessment demands impact on a instructor ‘s function in school and crucially her duty towards her students ‘ acquisition success through secure course of study cognition, effectual teaching method, planning and modified be aftering to run into any given success standards within the National Curriculum. For me, the strengths in assessment prevarication in schools being able to place advancement and more crucially, countries for betterment, rapidly and briefly as I have seen to great consequence in my arrangement school where the AF Levels are accessed via ‘I can ‘ statements for child user-friendliness and lucidity. AfL is seen by many as a tool for educational reform and addresses the supposed ruins of the SATs trials. Using elaborate descriptions of state of affairss or public presentation, appraisal can nevertheless be subjective, but in the custodies of an experient instructor it can be an highly valuable tool. The failings in appraisal in my sentiment prevarication steadfastly at the pess of the controversial SATs and League Tables and the force per unit area they place on schools to execute, and although my placement school boycotted the Year 6 SATs trials last twelvemonth, they opt to take ‘optional ‘ Saturday trials at the terminal of every school twelvemonth in old ages 3,4 and 5 in an effort to fix their students good for the inevitable. It could be argued that the increased burden put on regulated formalised proving within the school course of study has led to a failure to measure important larning results and led to pupils non being given the chance to pattern their higher-order thought accomplishments. Of class, the inquiry remains, in the visible radiation of recent authorities alteration, the deductions on instructors ‘ prioritisation of curricular coverage and their clip when prolonging a system which runs both SATs testing and APP at the same time. How to cite assessment strategies for day to day assessments, Essay examples

Music and Western Civilization Essay Example For Students

Music and Western Civilization Essay Considering the rapid technological developments in the recent past, westernization of indigenous cultures is a common occurrence. Ideally, many parts of the world have been influenced by western civilization due to early technological developments that took place in the western countries. Music from the western world contributes significantly to the spread of western civilization in other parts of the world. In this regard, the following discussion will evaluate personal experience of live music performance I attended to. In 2013, I was lucky to experience live performances of various musicians during the annual MTV Video Music Awards (MTV VMA). As expected, the MTV VMA receives international attention because prominent artists feature during the awards. It is for this reason that tried my best to attend the 30th annual MTV VMA live performance on August 25th, 2013 at Brooklynns Barclays Center. Interestingly, MTV VMA performances thrilled the audience in attendance to the extent I had never experienced. Audience applauded their favorite artists while analyzing the whole show. During the entire period, different artists performed various songs in a bid to entertain their audience in celebration of their achievement. For instance, Kanye West performed the song titled â€Å"Blood on the Leaves† for the first time live on the stage. In many cases, artists stage unique performances during MTV VMA in order to attract the attention of the audience. Other performances included â€Å"Applause† by Lady Gaga, â€Å"Hold On, We’re Going Home† by Drake, â€Å"Gorilla† by Bruno Mars, â€Å"Same Love† by Macklemore and Ryan Lewis and â€Å"Take Back The Night† by Justin Timberlake. All artists demonstrated a high level of creativity by crafting their performance in a way that appealed to the audience. In evaluating the performance settings, both the artist and the audience showed unique behavior due to the activities that took place at Brooklynns Barclays Center on that night. Almost all artist dressed costumes that closely matched the theme of their performance. In addition, it was evident that all the performers were happy and psyched up for the performance since they showed energy in all their performances. Audience too had their share of demonstrating their energy by dancing and cheering for their favorite performances. Moreover, the audience also discussed widely while rating the performances done by various artists. Parameters were used by the audience to evaluate live performances and provide different ratings to artists. In many cases, many audiences judge performance according to the level of positive feedback from the crowd. However, certain elements, judged independently, contribute to the overall feedback provided by the audience. According to Georgia Department of Education, assessment of live music performances involves evaluation of musical elements, such as rhythm, melody and timbre, and critiquing using concert customs and musical technique used (2009). Performance of â€Å"Blood on the Leaves† was my favorite during that night. Stage performance of the song incorporated animations such as dim light illuminating and illustration of ‘tree leaves’. â€Å"Blood on the Leaves† was an important song to me because it highlighted important issues in the community such as racism and slavery. In addition, the backup artists in the song were energetic, and encouraged Kanye West hence motivating the audience to sing and dance along. It is the remarks of the master of ceremony during the introduction of the artist that caught the attention of the audience hence motivating them to respond positively. In conclusion, MTV VMA live performance in 2013 was an exciting experience. Various artists performed various categories of music and other short plays that entertained the audience. Considering the publicity given to the MTV VMA, it is undeniable that the western civilization has influenced indeginous cultures around the world .u42adf1c25db484137f42c9d02c47f4cf , .u42adf1c25db484137f42c9d02c47f4cf .postImageUrl , .u42adf1c25db484137f42c9d02c47f4cf .centered-text-area { min-height: 80px; position: relative; } .u42adf1c25db484137f42c9d02c47f4cf , .u42adf1c25db484137f42c9d02c47f4cf:hover , .u42adf1c25db484137f42c9d02c47f4cf:visited , .u42adf1c25db484137f42c9d02c47f4cf:active { border:0!important; } .u42adf1c25db484137f42c9d02c47f4cf .clearfix:after { content: ""; display: table; clear: both; } .u42adf1c25db484137f42c9d02c47f4cf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u42adf1c25db484137f42c9d02c47f4cf:active , .u42adf1c25db484137f42c9d02c47f4cf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u42adf1c25db484137f42c9d02c47f4cf .centered-text-area { width: 100%; position: relative ; } .u42adf1c25db484137f42c9d02c47f4cf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u42adf1c25db484137f42c9d02c47f4cf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u42adf1c25db484137f42c9d02c47f4cf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u42adf1c25db484137f42c9d02c47f4cf:hover .ctaButton { background-color: #34495E!important; } .u42adf1c25db484137f42c9d02c47f4cf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u42adf1c25db484137f42c9d02c47f4cf .u42adf1c25db484137f42c9d02c47f4cf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u42adf1c25db484137f42c9d02c47f4cf:after { content: ""; display: block; clear: both; } READ: Critical Analysis of the Octoroon EssayBibliography: Georgia Department of Education. (2009). Georgia Performance Standards for Fine Arts Education. Retried from https://www.georgiastandards.org/standards/gps support docs/fine-arts-music-gps.pdf