Unit Activity Essays (1019 words) - Mathematics, Elementary Algebra

Unit Activity Unit: Two-Variable Equations, Inequalities, and Graphs This activity will help you meet these educational goals: Mathematical Practices-You will make sense of problems and solve them, reason abstractly and quantitatively, use mathematics to model real-world situations, and look for and express regularity in repeated reasoning. Introduction In this unit, you used different methods to create and solve linear equations. You modeled scenarios using linear inequalities and solved them with the help of graphs. In this activity, you will analyze real-world situations by modeling them as equations and looking at their graphs. __________________________________________________________________________ Directions and Analysis Task 1: Deforestation [pic] There are approximately 400 million trees currently growing in the Amazon Rainforest, which covers approximately 5.5 million square kilometers. The rainforest is being cleared at a rate of 20,000 square kilometers per year to make way for new farmland and to harvest wood for building supplies. Before this year, 250,000 square kilometers had already been cleared. A preservation consortium is trying to mitigate the loss of rainforest by planting new trees. They have already planted 3,000 square kilometers of trees and plan to plant 100 square kilometers of trees each year. a. Create an equation to represent the rainforest area deforested, AD, in thousands of square kilometers, after t years. Type your response here: b. Create an equation to represent the rainforest area planted with new trees, AP, in thousands of square kilometers, after t years. Type your response here: c. Use the Edmentum Graphing Tool to graph the equations you created in parts a and b. Specify what each axis represents, and set the scale of each graph to ensure a good view of both graphs. Copy both graphs and paste them in the answer area below. Type your response here: d. How did you choose the scales you used for the graphs? How does using different scales affect the way you compare the two graphs? Type your response here: e. What are the y-intercepts of each function, and what do they represent? Type your response here: f. What area will have been cleared due to deforestation after 1 year, 5 years, and 10 years? Type your response here: |Years From Now |Total Area | | |Cleared | | |(1,000 sq km) | |1 | | |5 | | |10 | | g. What area will have been planted by the preservation consortium after 1 year, 5 years, and 10 years? Type your response here: |Years From Now |Total Area | | |Planted | | |(1,000 sq km) | |1 | | |5 | | |10 | | h. What percentage of the area lost to deforestation will have been replanted by the preservation consortium after 1 year, 5 years, and 10 years? Type your response here: |Years From Now |Percentage | |1 | | |5 | | |10 | | i. Based on your findings, will the preservation consortium ever be able to restore the rainforest to its original size before it is completely cleared? Explain. Type your response here: Task 2: Driving Out of Town [pic] Brent is driving to a conference in another state. Three hours after leaving his home and beginning his drive, Brent is still 470 miles from his destination. After another 4 hours of driving, Brent is 258 miles from his destination. After 9 hours of driving, Brent plans to stop at a hotel for the night and begin his trip again 12 hours later. a. Use the given information to determine the coordinates of two points that represent Brent's distance from his destination based on the amount of time he has spent driving. Type your response here: b. Assuming that Brent's average rate of speed stays consistent during his entire drive, create an equation to represent the distance left to his destination, d, based on the amount of time he has spent driving, t. Write the equation in slope-intercept form. Type your response here: c. Use the Edmentum Graphing Tool to graph the line represented by the equation. Let x represent t and y represent d. Set the scale so the graph can be easily seen and paste the graph below. Type your response here: d. What are the intercepts of the equation, and what do they represent? Type your response here: e. What does the slope of the line represent? Type your response here: f. If Brent's average speed had been faster or slower on his trip, what features of the graph would change and how would they change in each situation. Explain your answers. Type your response here: g. Brent decided that

Creole essays

Creole essays What is a Creole? The word Creole means many things to many people. It derives from the Latin word Creare, meaning to beget or create. The Webster dictionary says a Creole is a white person descended from the French or Spanish settlers of Louisiana and the Gulf States and preserving their characteristic speech and culture. Creoles, a term first used in the 16th century in Latin America to distinguish the offspring of European settlers from Native Americans, blacks, and later immigrant groups. In colonial America the designally originally applied to the American-born descendants of European-born settlers. The term has since acquired varying meanings in different regions. In the United States, the state of Louisiana has a diverse Creole population. White Creoles are the French-speaking descendants of early French or Spanish settlers. Black Creoles are generally the French-speaking Louisianians of mixed race, once constituted a separate group, but have now largely assimilated into the black Creole population. These people have their own culture and customs and even a compostite language derived from the French. In Latin America the term may refer to people of direct Spanish extraction or just to members of families whose ancestory goes back to the colonial period. In the West Indies the word Creole is used to identify descendants of any European settlers. (Encarta Encyclopedia 226). The Spanish introduced the word as Criollo, and during Louisianas colonial period (1699-1803) the evolving word Creole generally referred to persons of African or European heritage born in the New World. Creoles can mean anything from individuals born in the New Orleans with French and Spanish ancestry to those who descended from African, Caribbean, French, and Spanish combinations. The Creoles have played an important part in the heritage of New Orleans.(HERRIN,29) Strictly speakin...

Direct and Relationship Marketing Case Study Example | Topics and Well Written Essays - 1500 words

Direct and Relationship Marketing - Case Study Example In the light of the preceding nuances this report presents an explanation and exploration of the principles and application of relationship marketing and retention planning in relation to the case scenario presented on the Dwyers Bathrooms Company. The relationship marketing model holds that service providers can capitalise on offering a broad ranging list of services and products. The model can be well applied when there are alternatives for clients to choose from. Dwyers Bathrooms have created a feasible range of services and products that provide a working foundation for the more intensive implementation and enhancements of the relationship marketing stratagem. Upon providing the core services comprising the supplying and installing of mid-range bathroom suites, Dwyers have also developed a new make-over service which focuses on repairs on bathroom fixtures, tiles, seals and grouting. Dwyers can cash in on this development by enlightening their clients on the new services and products that they are now offering. The application of relationship marketing in various services and product provision domains has been characterised by the development and use of various customer relationship management schemes that allow the observation and assessment of each customer's preferences and dislikes. Dwyers still has a long way to go in tapping the merits of this relationship marketing dynamics. The only element of this kind that Dwyers have implemented has been the customer satisfaction surveys carried out after an installation. The company has to develop and broaden the satisfaction assessment scope of the satisfaction assessment instrument. Also the company has to find means of soliciting information from clients their specific needs that Dwyers can supply upon the range of the products and services they are already offering. The company may consider applying a company tracking service schedules and contacting customers directly on product or service recalls. Dwyers has also not tapped the merits of the other effective element of relationship marketing, personalized marketing. In personalized marketing the main preference is given to the customer. This dimension entails building customer shopping or service purchasing profiles. Information obtained and compiled on customer shopping trends preferences and dislikes, etc, is used to compute and deduce the likelihood of the customer interest and/or preferences in other product/service categories. The likely preferences are conveyed to the clients through various communication channels that a company has in lace for contacting its clients. Although this is typically an internet tailored relationship marketing model, Dwyers is well suited to customize this model and cash in on the huge customer listings they already have. Dwyers must adopt means of conveying computed likely customer references through a way of making recommendations to the clients in via customers email listings, mail postages and any feasible communicative avenues that the company may devise. "Personalized market

Hispanic Last Names Essay Example | Topics and Well Written Essays - 250 words

Hispanic Last Names - Essay Example Hispanic surnames are always two. Balbastro Ajuntas is the womans’ real name referred to as ‘nombre.’ Ajuntas is part of her first name, not her middle name.Berrera is her fathers’ name or Apellido paterno. It is what we call her last name. Maria is her mothers’ name or Apellido materno and it is used with her fathers’ name. It is not only her last name but it completes her last name. If Balbastro was to marry Ramon Gonzalez Gomez, she would take Ramons’ last names in that pattern. Most Hispanic countries however, have the additional conjunction ‘de’ to show that the added name is a married one. It is worth noting that women in todays world do not change their names on personal or professional reasons. Women in Hispanic culture never changes her first sir name in marriage. This is different from other cultures like US, where a woman assumes the husbands’ name after marriage. It is therefore important to note that, the naming system of Spain has the traditional personal surname of the farther followed by that of the mother and that a woman does not have to change her surnames in favor of her husband’s name because Spanish naming system does not entail the maiden name

Stereotyping Black People Essay Example for Free

Stereotyping Black People Essay Stereotyping is when something is believed about a group of people that is untrue or only partly true. When someone stereotypes against a group of people they tend to not understand that group or do not want to understand them. Black people, to me, are the most stereotyped race. They are stereotyped as being lazy, loud, they steal, love chicken and watermelon, the women get pregnant and the men are well-endowed. As humans we tend to allow negative stereotyping to determine our thoughts, feelings, and our lives in general. People start to believe things that are not true and teach others that it is acceptable and tolerable to do so. According to April Kemick, from the University of Toronto, it has been proven that stereotyping has a lasting effect on people’s lives. Black people are stereotyped and have to deal with what others think in their daily life. There is a negative stereotype that all black people love to eat chicken and watermelon. I want to challenge this. Looking at its backgrounds, the stereotype that all blacks eat chicken and watermelon came from the south as blacks were claiming their freedom and independence from slavery and Jim Crow laws. As blacks transitioned from slavery to freedom, many black families lived in unfortunate and unaffordable situations. Eating chicken and watermelon was less expensive, convenient and economical for poor black families. Black families could raise their own chickens and plant their own watermelon providing food for their families. They used these sources of food for survival not to be stereotyped. When I think about this stereotype, I image it to be as foolish as saying all Chinese people love to eat fish and oranges. What is so negative about that exactly? Fish and oranges have a lot of nutritional value, just as chicken and watermelon do. Chicken, when skinned, baked or grilled, is a great source of lean ample protein. It is rich in trace minerals like zinc, cooper, manganese and selenium. Eating chicken helps to slow down the aging process, no wonder black people look so young, and it is easy to digest. Some studies have proven that eating chicken legs and feet can contribute in the reduction of high blood pressure. Watermelon also has nutritional benefits being as it is full of vitamins like Vitamin A, C and B6. It is very low in calories and rich in potassium, even the seeds provide iron and fiber. Watermelon also aids in the anti-inflammation of arthritic joints. It is an antioxidant proven to help prevent heart attacks and cancer. Chicken and watermelon have plenty of wonderful qualities to keep a person healthy! There is a great deal of jokes and humility towards black people about this stereotype. There is a photo of a black man looking shocked and horrified because a watermelon is being chucked at him. On the bottom of the photo in bold letters it says â€Å"Flying watermelons if they only came with fried chicken this guy would shit himself. † There is also a white man standing behind him and another white person ready to catch the watermelon. In another photo there is an old white man holding KFC with two black men trying to beat him up to take his KFC. In the back ground there is a crowed of black people staring in awe of what is going on. In bold letters at the bottom of the photo it says â€Å"Bravery at its finest. † These photos represent what others think about black people. It is not right to only classify black people who love chicken and watermelon. Being a middle eastern I love to eat chicken and watermelon. Chicken and watermelon are so good! I would say that eating chicken and watermelon is not a negative stereotype at all. Maybe eating more chicken and watermelon is the solution to our obesity epidemic here in America. There is nothing wrong with eating chicken and watermelon. The stereotype is ridiculous being as it is a food that everyone enjoys regardless of race or culture. The chicken and watermelon experience surpasses all racial and ethnic appearances. If people say that it is funny or weird that black people eat chicken and watermelon maybe they should look at themselves first. Chicken and watermelon are two great and healthy food sources. This is the most ridiculous, immature and uncalled stereotype to be judging black people by. It does not make sense to me why others would do that. Just leave them be and let them eat what they want, it is their own dictions to make. They are not affecting others by eating what they please. It sucks that people are judged by the way certain people act in their race, not all act like their stereotypes. To change a person’s view of a stereotype, be regularly different from it. Beware of your own stereotypes that people think of your race and show them wrong. Stereotyping can be reduced by bringing people together. When they discover that other people are not as the stereotypes are believed to be, the instant evidence creates conflict that leads to changing thoughts about the other group. Stereotypes are true to a certain extent. It may be true to some of the people in the race but it should not be a general impression of the race. Everyone is their own person and has a unique touch to them. People are not mindful to other races or even try to know the race well. Stereotyping is hard to break but people should try and make an adjustment so others can see that stereotyping are judgments people make because we do not know how to interact with one another.

Self Assessment on Child Learning Environment

Self Assessment on Child Learning Environment Part A Reflecting on a childs learning and development as a practitioner is important in order to gauge an understanding of the childs ability to learn and how it can be continually improved. The National Council for Curriculum and Assessment (NCCA) developed a curriculum framework, known as Aistear, which supports practitioners in early childhood care and education (ECCE) settings to reflect, identify and assess childrens learning. Assessment of the childs learning allows the practitioner to gather an understanding about how the child thinks, their abilities, and interests. For a practitioner to understand and assess a childs thinking, abilities and interests they must interact with the child. Good assessment practices depend on listening, empathising, watching and talking with the child (Dunphy, 2008). It is through these types of interactions in everyday activities and experiences with the adult and other children that help form a successful learning process for them. In order to plan and develop appropriate experiences which the child will find enjoyable and exciting, it is important that the practitioner has a good assessment process in place in the ECCE setting. Through observation the practitioner can assess the childs progress and develop a plan to continually enhance the childs development further. It is up to the practitioner to interpret the childs learning using the aims and learning goals outlined by Aistear to then form and plan the learning further. The practitioner must observe to note childrens progress in all areas of their development including skills, dispositions, attitudes, knowledge and understanding (NCCA, 2009). Development through planning is done through two assessment approaches defined in Aistear which include the assessment for learning and the assessment of learning. Assessment for learning takes the approach of supporting and planning the childs learning through reflection and assessment whereas assessment of learning is the approach of measuring, comparing, analysing and reporting (Daly and Forster cited in Mhic Mhathà ºna and Taylor, 2012). These approaches use many different methods of assessment. Each method helps to create portraits of the childrens learning and development. Observation is a key method in assessing a childs learning. Observing a child allows the practitioner to physically see the childs capabilities and document their learning. It allows them to see where the child excels or where they may need further support. It can also show a practitioner how a child interacts in social situations and how they play. While many practitioners use this as their main assessment method it is not the only one. Through the use of different assessment methods the practitioner can form a bigger picture of a childs learning and development. Aistear outlines the five assessment methods; self-assessment, conversations, observations, setting tasks and testing (NCCA, 2009). Self-assessment consists of the children themselves assessing their own learning and development. The child can begin to identity their own achievements and progress. It is then up to the practitioner to help guide the child and discuss with them about their experience. Discussing and having conversations with the child allow the practitioner to further assess and gather a better understanding of the childs learning (NCCA, 2009). By using conversation as an assessment method the practitioner can gain a better insight into the childs thinking then they would from just observing, thus allowing the practitioner to offer the appropriate support for the child. These assessment methods so far discussed are very child lead assessment. It is the child who shows the practitioner their learning and development with the practitioner acting as an observer. Observation can also be adult lead assessment as well as setting tasks and testing. If the practitioner needs to collect information on certain aspects of the childs learning they may design certain activities to help them do so (NCCA, 2009). Through observing, the adult can design activities which interest and excite the child to help them further gather information they may have set out to obtain. From setting these tasks the practitioner can help explain and encourage the child to further their learning and development. This is similar to the assessment method of testing. The assessment should focus on strengths and also aspects which may need further improvement (Dunphy, 2008). The practitioner complies all they have learned through observing and discussing with the child to test the child on certain aspects of their learning and development, such as social abilities. This can allow the practitioners to compare the outcomes with other children of similar ages therefore allowing t hem to see which children are meeting their milestones and who may need further assistance. There is a huge necessity for these assessment methods because without them the practitioner would not be able to understand or have the information needed to assist the child appropriately to develop into a well-rounded holistic child. While using Aistear as a framework to help with good assessment practices in ECCE settings the Centre for Early Childhood Development and Education developed the quality framework Sà ­olta, which also promotes good assessment practices. Sà ­olta was designed to assess and support ECCE settings to continually improve the environment for which the child learns and develops. Sà ­olta aids the practitioner to reflect upon their own role assessing themselves to ensure they are providing quality experiences for every child (CECDE, 2006). As well as reflecting upon themselves is allows the practitioner to assess the environment, equipment, curriculum and interactions, all areas which assist in childrens learning and development. While assessing the child helps create portraits of their learning and development it is also important to use frameworks, such as Sà ­olta, to assess the learning environment. Without an appropriate educational environment which engages, assists, challenges and offers the child different experiences then a child will not learn and develop to their full potential. Part B Lesson Plan for Spring Month: Febuary/March Weekly Theme: Plants Flowers Type of Setting: Montessori/Aistear Room: Pre-School Age of Children: 3-5 Rationale for topic: A child brought a flower to the setting which prompted the other children to want their own flowers. Lesson Plan 1 Hand Print Flower Date: 27th Febuary Number of Children: 8 Dispostions developed: Persistance, responsibilty, investigative, Curiousity, Fun, independence. Rationale for choice of activity: Allow the children to express themselves creatively through visual arts using paint. Make marks to record their own idea of flowers. Long-term aim: To develop their abilities to express themselves creatively, express their imagination and to refine fine motor skills. Develop a connection between flowers and spring. Aistear Link Codes: WB A3 LG1 COM A4 LG2 ET A3 LG1 Sà ­olta Standard: Standard 6: Play Component 6.5 encourages him/her to explore, be creative and use previous learning to make new meaning. Material and/or equipment needed: White paper, various colour paints, paint brushes. Plan: To begin the practitioner will demonstrate how to create a flower using your handprints. The practitioner will paint their hand using a paint brush, printing it in a circular motion around the page then using their fingers to paint the other parts of the flower. Once the practitioner has demonstrated to the children how to create the flower, the children are invited to explore the materials and create their own concept of a flower. Children will be able to choose their own colours and method to create their flower. Reflection: The activity went well as the children actively engaged with the idea of the activity, each creating and exploring their own idea of a flower. They demonstrated curiosity as they printed their hands on the page at different angles to make marks with the paint. The children each used different methods to paint the flower. Some imitated the practitioner while others just used their fingers or the paintbrush. I then noticed (P) had painted squares at the bottom of the page and asked them what did you make when you did these. (P) told me There flower pots, my mammy has lots of flowers in flower pots. This then got one child particularly curious asking me where do flowers grow and how do you make flowers. I told them how flowers grow from seeds either in the ground or they can be planted in a flower pot. The children then shifted their focus from the painting to the discussion and each child shared their idea on how flowers grow. Critique and Evaluate: As the children all wanted their own flower, I set them a task to design their own. They showed confidence in their ability to independently paint their own hands and design their own flowers with the different methods they those. By setting the children the task they have demonstrated the aim of the activity, to express themselves creatively by making marks to record their ideas. Setting the task enabled the children to choose their own colours acting upon their curiosity to explore different marks and experiment with different colours. During the task the children took the lead during the natural occurring opportunity of one child asking questions about where and how flowers grow. This prompted all the childrens curiosity as they all moved their focus from painting to get involved in the discussion. It is important when using the method of setting tasks outlined in Aistear as an assessment method that going forward I use their questions about the flower to co ntinue their interests in planning the next activity. Lesson Plan 2 Plant Flower Seeds Date: 28th FebuaryNumber of children: 8 Dispostions developed: Responsibilty, Curiousity, independence. Rationale for choice of topic: During painting our own flowers the topic of where and how do flowers grow was asked. Planting the seeds and physically watching the flowers will help give the children a better understanding of where and how they grow. Long-term aim: The children will be able to have a better understanding of working theories of where and how the flowers grow. It will also develop the disposition of responsibility as the children will need to care for their flower to help it grow. Aistear Link Codes: WB A3 LG5 IB A4 LG4 ET A2 LG3 Sà ­olta Standard: Standard 7: Curriculum Component 7.4.1 What strategies do you use in implementing the curriculum/programme? Example being facilitating the childrens interest. Material and/or equipment needed: Flower seeds, flower pots, soil, gloves, hand shovel and water. Plan: The practitioner will demonstrate how to plant the flower seed. The children will then be given the hand shovel taking it in turns to spoon soil into their flower pot. Using their finger they will place a hole in the middle of the soil and place the flower seed into the hole covering it over. Once the seed is planted, the children will then use a jug to water the seed. While planting the practitioner will discuss how we care for our plant and what it needs to grow. Reflection: This activity went really well as the children really engaged and showed interest. They demonstrated great independence and manipulation skills as they spooned the soil into the flower pots with great control. (B) did struggle with spooning to soil into to pot and (S) demonstrated great care Ill help you do it as she assisted (B) to get the soil in his pot. (S) than went on to discuss with the other children what they had to do next assisting each of them. Once the children had planted their seeds I discussed with them what the plant needed in order to grow. I asked I wonder what the seed needs to grow. (B) said you pour water on top of it while (A) contradicted (B) telling them No you just put it in the pot. I then said youre both right the plant needs water and soil to grow but it also needs sun. Where should we put the plants so they can get sun?. The children looked around the room (S) shouted to everyone the sun is at the window look as they decided we would place ou r pots here. (B) then reminded everyone we forgot the water lets put it on top the children took turns watering their plant. I discussed with them that the plant will grow roots and drink the water in the soil but this seemed to confuse them especially (B) who kept telling everyone that you pour the water on top of the plant. Critique and Evaluate: The link with Aistears method of assessment using conversations is evident during this activity as the children took turns in talking, listening and discussing their ideas with each other. It is also evident as I responded to the children agreeing with both (A) and (B) as we discussed and I gave feedback about what the plant needed. I also used conversation to prompt the children to share their ideas using an open ended question about where was best to place the flower to get sun therefore aiding the children in expressing their own views and making their own decisions, which Aistears Identity and belonging learning goals outlines. Through conversing with the children it has given them the opportunity to expand on their own knowledge about how to care for materials in their environment and what they need to survive. Lesson Plan 3 Experiment: How plants drink water using food colouring. Date: 1st March-3rd March (observed the flowers over a few days.) Number of Children: 8 Dispostions developed: Investigative, Curiousity, Fun. Rationale for choice of activity: The children will be able to see the food colouring stain the flowers as it absorbs the water helping them develop thinking skills as they can come to an understanding of plants absorbing water. Long-term aim: To continue their intrests about flowers and give the children a better understanding about how the plants absorb water. Aistear Link Codes: WB A3 LG 1 ET A1 LG4 Sà ­olta Standard: Standard 8: Planning and Evaluation Enriching and informing all aspects of practice within the setting requires cycles of observation, planning, action and evaluation, undertaken on a regular basis- the activity planned is from observing and evaluating the childrens interests and taking action to plan according to their needs and interests. Material needed: Food colouring, flowers, jug, and water. Plan: Under the guidance of the practitioner,the childrenwill fill a jug with water and place some flowers in the jug. They will then add food colouring into the water and place the flowers in an area of sunlight. With this activity the flowers need to be observed over a few days to observe the flower changing colour from absorbing the stained water. Reflection: The initial activity was short and prompted many curious questions from the children such as why is the water green how will they drink that how will it change colour. After discussing and answering their questions the children were eager to move on and conduct the experiment. They demonstrated their independence as once provided with the materials and instructions about what and how we were going to do the experiment, they supported and enabled each other to carry it out. I then observed the children as they continually went back to the flowers that day watching to see if they had changed colours. The following day, upon arrival the children raced to the flowers screaming with excitement to see that one of the leaves had green spots on it. (B) look everybody its gone green (S) the plant drank the green water (P) it drinks it from the bottom. Over the next few days the children still continued to have interest over the experiment as I observed them going over to look shar ing it with the other children and even their parents. Critique and Evaluate: From watching and listening to the children I observed how excited and involved they all got while discussing and carrying out the experiment. Using observation as an assessment method has allowed me to see how the children express their excitement and awe using their language, gestures and facial expressions. From taking a step back and observing the children I could see how the children expressed their feeling and thoughts with each other and their excitement to involve their parents. Using observation as an assessment method has shown me that building on the child interests to help them make sense of the world truly excites them. (See appendices for photographs of the activities.) Part C Using the topic of spring, the assessment of the activities helped to plan further activities based on the childs interests. Aistears outlines the features of good assessment practices which involve collecting, documenting, reflecting and using the information (NCCA, 2009). In each activity, the assessment of the activity benefited the child as it built on the childs past experiences which they shared to support the development of new learning. From collecting and documenting the childs interests, it allowed a portrait of the childs interests, abilities and knowledge to be assessed and used to plan further experiences which would help the child/children develop. From using the different methods of assessment such as setting a task, conversations and observation it allowed for appropriate activities to be planned according to the stage of development and interests the child/children were at. Observing over a period of time during the how plants drink water experiment highlighted how e xcited the children got from watching the plant change colour sharing the information with parents. This allows the parent to gain an insight into what the child is interested in which can be further developed outside the classroom. In each activity the children developed the disposition of curiosity. Their curious nature engaged the children to get involved in the painting, planting and experimenting. The activities also showed evidence of the childrens knowledge developing as while planting the children believed that pouring water on the top of the flower helped it to grow were it then became clear during the experiment that they absorbed water from the bottom. From planning the activities, to observing the children while implementing them and using Aistears different assessment methods to record and reflect on the experience, it gives a portrait of the child/children which helps the practitioner to continually provide and enhance future experiences to help develop a holistic chil d. References Centre for Early Childhood Development and Education (CECDE). (2006), Sà ­olta: The National Quality Framework for Early Childhood Education. Dublin: Centre for Early Childhood Development and Education. Daly, M and Forster, A. (2012). Aistear: the early childhood curriculum framework. In: Mhic Mhathà ºna, M. and Taylor, M., eds., Early childhood education and care: an introduction for students in Ireland. Dublin 12: Gill Macmillan. Dunphy, E. (2008). Supporting early learning and development through formative assessment: a research paper. Dublin 2, National Council for Curriculum and Assessment (NCCA) Aistear: the Early Childhood Curriculum Framework. Dunphy, E. (2008). Supporting early learning and development through formative assessment: a research paper: executive Summary. Dublin 2, National Council for Curriculum and Assessment (NCCA) Aistear: the Early Childhood Curriculum Framework. National Council for Curriculum and Assessment (NCCA). (2009) Aistear: The Early Childhood Curriculum Framework: supporting learning and development through assessment. Dublin: NCCA. National Council for Curriculum and Assessment (NCCA). (2009) Aistear: The Early Childhood Curriculum Framework: principles and themes. Dublin: NCCA.

Discuss the contribution of material culture Essay

The aim of this essay is to explore how useful material culture studies is to understanding societies which existed under Roman rule, especially those of Gaul and Britain. These provinces of Rome adopted Roman culture and used Roman objects for their own use, which could come under the heading of cultural bricolage, where new cultural items are obtained by attributing new functions to previously existing ones, however I shall address this later on in the essay. Woolf comments that anthropologists and archaeologists use the concept of culture as a way of making sense of the diversity of human societies that cannot be expressed simply in terms of biological variation. It is seen by many to be a more precise way of understanding societies rather than seeing how advanced or rich a society was.1 Studying and understanding social identity can also be seen as an excellent alternative to relying on narratives written by Roman authors who were biased and wrote from a ‘Romano-centricâ₠¬â„¢ position, and it also allows us to consider other elements, for instance class,status, gender, age, occupation, and religion. Material culture can be defined as â€Å"the study through artifacts (and other pertinent historical evidence) of belief systems–the values, ideas, attitudes, and assumptions–of a particular community or society, usually across time. As a study, it is based upon the obvious premise that the existence of a man-made object is concrete evidence of the presence of a human mind operating at the time of fabrication. The common assumption underlying material culture research is that objects made or modified by humans, consciously or unconsciously, directly or indirectly, reflect the belief patters of individuals who made, commissioned, purchased, or used them, and, by extension, the belief patterns of the larger society of which they are a part.† 2 Concerning Roman culture, Woolf defines it as â€Å"the range of objects, beliefs and practices that were characteristic of people who considered themselves to be, and were widely acknowledged as, Roman.† It is believed that every man-made object required the operation of some thought and design. Therefore it is the assumption of material culture studies that this thought is a reflection of the culture that produced the man-made objects. With this theory we can see, in some way, how a culture, which had no written records of its existence, lived. One advantage of material culture studies is that it is beneficial to social historians who wish to know about an entire group and not just the elites of a particular society. A useful definition of the term archaeology is that it uses â€Å"fieldwork and excavation, and the comparative study of sites and objects to compile information about the past†¦which can illuminate aspects of Roman life which were never recorded†. However it does have its limitations as it cannot achieve certainty as â€Å"all known sites and artefacts are merely a surviving sample of what once existed- and not necessarily a representative sample.†4 So in understanding identity we may be able to place these artefacts in context as we will know what particular objects are used for certain practices, for instance burial customs or forms of pottery produced.5 Jones defines cultural identity as â€Å"that aspect of a person’s self-conceptualization which results from identification with a broader group in opposition to others on the basis of perceived cultural differentiation and/or common descent.†.6 Concerning material culture, Pitts chose 12 areas of study, these were: â€Å"architecture, art, epigraphy (inscriptions in stone), faunal remains(animal bones), floral remains, funerary evidence, literature, monumentality, pottery, settlement (morphology and landscape archaeology) and small finds(portable material culture other than pottery)†.7 Epigraphic inscriptions allows us to observe how literacy spread through Gaul and Britain, along with helping us to trace an â€Å"outline of the cultural geography of Roman Gaul†8 Woolf also comments that inscriptions are useful as they represent a wide range of Roman cultural customs which included political, cultic, and funerary practices. He adds to this by suggesting that inscriptions should be seen as attempts made by people to assert their identities and to show their achievements in terms of status. Art and architecture are important as it gives us some insight into cultural ideologies, however this type of evidence only really survived if it was owned by the elites of the society, and the art and mosaics were only limited to this class, so it has its biases. Although it does have its uses as we can see how the adoption of villa architecture by the British and Gaulish tribes shows the acceptance and spread of Roman culture throughout the conquered countries.