Condoleeza Rice Essay Example for Free

Condoleeza Rice Essay Upon assumption of her post as State Secretary, Condoleeza Rice has taken steps to bring the State Department under her control. As part of the broad restructuring of the diplomatic corps and under the guise of transformational diplomacy, Rice has shifted hundreds of Foreign Service positions from Europe and Washington to difficult assignments in the Middle East and elsewhere. As evidence of her aim for transformational diplomacy, Rice has even gone to the extent of announcing that diplomats will not be promoted to senior ranks unless they accept assignment in dangerous posts or gain expertise in at least two regions. Even though this move by the State Secretary has been viewed as overwhelming at the least, it has proven nevertheless that Secretary Rice is serious in giving diplomacy and the foreign service a new focus. Whereas diplomats and foreign service personnel focus more on career advancement and development, Rice’s issue of this prerogative as State Secretary, to indeed has improved the administration’s views on foreign policies. Ultimately, it is estimated that about one-third of the 6,400 foreign service positions will be affected in the coming years because of this order. However, it could be said that Rice’s plans are just part of a grand plan to have broader authority over a range of foreign assistance and policy programs thereby ending in politicizing of foreign assistance. For instance, Rice’s plan of restructuring US foreign assistance and elevating the USAID post, specifically the nomination of Randall L. Tobias as the new administrator of the U. S. Agency for International Development, would give the former a rank equivalent of deputy secretary of State. This move is obviously intended to draw the agency closer to the department although it short of a merger between USAID and the State. Moreover, this will give the director broader authorities over a variety of foreign assistance accounts that are managed by separate entities. As Jim Bishop opined, â€Å"We’re concerned that the same priority won’t be given to long-term development as resources are siphoned to support shorter-term diplomatic or military objectives† (Bishop). But it cannot be denied that this restructuring will definitely have ramifications to the diplomatic corps and the State Department as a whole. While it is good that as State Secretary has taken steps to give diplomats the wide experience and expertise in foreign relations before being promoted to a senior rank, such move has subsequently declared to the whole world that the State Department is run by an iron fist. I believe that this management policy would later on prove detrimental to the State Department as there would be thousands of foreign service personnel who will be affected by this order. Instead of being able to focus on the foreign policies advanced by the diplomats, they might rather focus on how to keep their posts and their career. This would mean lesser accomplishment for the promotion of US foreign policies. As Rice has been continuously promoting the idea of transformational diplomacy, she particularly describes it as a shift from merely reporting on events to influencing them to foster the growth of democratic states worldwide (Kessler and Graham). Part of Rice’s plans it to expand US presence in areas where there are only one-person diplomatic posts such Alexandria in Egypt and Medan, Indonesia and bring diplomats closer to the streets unto the pulse of the locale instead of barricading themselves in fortified embassies. The State Department also plans to expand the use of interactive Web sites maintained by diplomats to communicate with foreign citizens, promote the creation of rapid-reaction forces to deal with regional problems and seek to work more closely with military officers to promote the stability of nation conflicts (Rice, interview). The above-mentioned plans for the State’s foreign policies on the other hand would need to be reviewed as most of them seemed to be too grand themes that it might be impossible to accomplish or see the success of even just one policy. For example, Rice’s plan to work more closely with military officers in order to promote the stability of nation conflicts can definitely be considered a far-fetched plan if not hilarious at best. Aside from US allies, the United States has been considerably viewed as being arrogant and pushing its nose on issues not her own. The war in Iraq is a classic example of this. While the Iraqis were happy with the ouster of President Saddam Hussein, they however, were resentful of the continued military presence of the US armed forces in their country. Even the Iraqi soldiers whom the US worked closely with during the invasion and ouster of Saddam Hussein dislike the US policy of â€Å"keeping and maintaining peace† in the Middle East. Moreover, Rice’s plan to promote the creation of rapid-reaction forces to deal with regional problems can be considered as meddling in internal affairs of each country. Foreign diplomats and ambassadors, while representatives of the US government and its interests in a particular country certainly cannot meddle in regional affairs lest it will send a signal of political mistrust on the part of the United States to the country concerned. So long as the interests of the United States are not at risk, the US cannot interfere and force itself and its foreign policies on a country. Perhaps, Rice inadvertently forgot that foreign countries are beyond her control unlike the US State Department where she reigns. The most that she could do is to place pressure on the country only if US interests are at stake. On the other hand, Rice’s may have already succeeded in her efforts to bring the State Department under her control as she already lectured her senior staff about the dangers of media leaks. Thus, normally talkative officials have been observed to speak in carefully hushed tones. But her manner of administration can also considered a perfect example of leadership as she makes sure that she knows the whereabouts of her most senior staff, and once discussed with them a problematic newspaper article in North Korea policy. But nonetheless, Rice knows the power of the media and the messages as well as images it portrays to the whole world. Thus, her staff gives particular attention to the images and shots of Rice around the globe. Moreover, while she emphasizes to her staff the perils of media leaks, she on the other, has mastered the art of dodging questions from reporters that might be detrimental to the points she outlined for her speeches and conferences. In fact, she would often ignore questions that may inadvertently raise sore issues about Bush’s campaigns for democracy. This method practiced by Rice has considerably been sending mixed signals to the world. While it may appear that she is sincere in her efforts to effect the proposed changes in the State Department and the promotion of US foreign policy, it would nonetheless appear as well that she hesitates to trust the media and the world as well to tell them the truth herself. If I were on the part of the reporters, I would find incessantly disturbing that the State Secretary would not want to answer impromptu questions, much less questions that are not in her agenda. As she is the considered the â€Å"face† of the State Department, it would have been better had she practiced the art of being able to connect more with the media. But as I mentioned earlier, Rice seemed to be sending mixed signals and this would be better explained in my discussion of her promotion of democracy. Promotion of Democracy Condoleeza Rice has been repeatedly giving the relentless message to the international community that may have portrayed the State Department as a communications machine of the White House. Since her appointment as the Secretary of State she has articulated the promotion of democracy to any place which needs it. As she told a group of students in Sophia University in Tokyo, Japan, â€Å"We are not going to turn a blind eye to the human desire for freedom anywhere in the world† (Rice). Thus, this statement or something like it has become her rallying point and mantra in promoting democracy and perhaps justifying Bush’s decision to invade Iraq in retaliation to the September 11 attack by terrorists. In contrast to Colin Powell who was known as being an independent operator and has had his share of debates regarding the State Department’s foreign policies with the administration, Rice, on the other hand is seen as bringing the views of the White House into the State Department. This may be attributed to Rice’s loyalty to Bush whom she worked closely with during the Presidential elections. While Powell was uncomfortable giving out speeches that seemed to portray grand schemes and themes, Rice, however loves to give them out in news conferences, interviews and speeches. Rice has delivered major policy addresses designed to place President Bush’s vision with a larger strategic framework (Kessler). For example, while in Paris, she addressed a well-received speech that may have helped lay the groundwork for an agreement with European officials on confronting Iran over its nuclear programs. Then in Tokyo, she outlined a new U. S. vision of Japan’s increasing importance as a global power and challenged China to work harder to â€Å"embrace some form of open and generally representative government† (Kessler). Rice also never fails to insert her love for tourism and the arts into her responsibilities in promoting democracy and US foreign policies. According to aides, these visits demonstrates respect and interest in a country’s heritage and culture, thus, photo-ops are ensured to make Rice look good for the global audience. For example, while Rice was in Beijing, she attended a Sunday church service which although was a private visit and described her as a deeply political woman, it gave another significance as well. It shows Rice’s criticism of China’s lack of religious freedom. As mentioned earlier, Rice has cautioned her staff regarding media leaks and its implications, but nevertheless uses its power in furtherance of her responsibilities to the international community. As such, Rice has brought new media sophistication to an agency that long prided itself on its focus on policy not image. She has dropped Powell’s practice of talking to reporters in front of the glass doors of the State Department after he escorted foreign officials to their cars. Instead, she brings reporters upstairs to the more visually striking Benjamin Franklin room, reminiscent of the rooms in the White House, where she sits with foreign dignitaries in front of a fireplace (Kessler). All these are examples of what Condoleeza Rice is capable of doing despite being the first black woman in history to hold such post. Weapons of Mass Destruction The Bush administration has been washed and plagued with its decision to attack Iraq in response to the terrorist attack on September 11, linking the Al Qaeda and Iraq together. But there was no other person that supported this decision with much ardour than then-National Security Adviser Condoleeza Rice. Despite the ramifications that resulted in not finding the weapons of mass destruction that Saddam Hussein and Iraq allegedly harboured, Rice is firm in her belief that they did the right strategic decision although she admits that they have made tactical errors. Even before she was confirmed for the appointment of Secretary of State, Rice faced almost nine hours of gruelling questioning before the Senate Foreign Relations Committee in her role in helping the President decide to invade Iraq. While her detractors have pointed out that the administration had made the mistake of invading Iraq over the alleged weapons of mass destruction, Rice on the other insisted that the war in Iraq was not launched solely over the weapons of mass destruction. Accordingly, the deposed Iraqi President Saddam Hussein welcomed terrorists and attacked his neighbors, all the while paying suicide bombers to aggravate the conflict between the Israelis and Palestinians. For Rice, Saddam Hussein has been an international threat for a long time and that he must be taken out and stopped. Although we can justify Rice’s position with regard to the invasion of Iraq at that time, we cannot deny however that she and the administration has focused so much on the Iraqi threat that the administration may have unconsciously allowed other terrorism hot spots such as Somalia, Indonesia and the Philippines to grow and train. But then again, as Rice claims, she does study terrorist reports everyday and have been taking measures without disrupting international peace efforts and mediation. Regarding the Israeli-Palestinian conflict for example, Rice claims that the United States is willing to support the government of new Palestinian Authority President Mahmoud Abbas but withholds that Arab states must crack down on the incitement of hatred against Israel (CNN). It is evident nonetheless that the administration have focused so much on the Iraqi problem, spending close to $300 billion dollars to disarm the alleged weapons that turned out were not there and spent only $1 billion a year that are sure to exist such as in North Korea. This particular attitude may have been totally in disagreement with what she claimed when she was still the National Security Adviser. According to her, past administrations have permitted defense budgets to decline after the Cold War to a point where the resources were not matching the multiple missions that were asked from the armed forces to perform. This has led the administration to think of foreign assistance and policy at a different light. For the Bush administration, the real goal for each country is to be prepared internally in order to grow economically as well. But as more people are getting aware of, Rice and Bush has indeed focused so much on the war on terrorism and against Iraq that it has failed to address other issues instead of focusing on the other responsibilities of the State Department. While it may be true that the problem of terrorism has grown to such huge proportion, the State Department should not have solely focused on such as there are still other ways in order to combat terrorism. Many political scientists and sociologists claim that foremost in the reason for the spread of terrorism is poverty and economic unrest. People from poverty-stricken countries like Somalia would do everything to continue living so it is inevitable that they would attach themselves to any entity or groups that could fill their stomachs with food in return for doing service for them. Had the State Department focused on policies that helped countries alleviate hunger and poverty, these countries would have not resorted to the use of force and instead would help the United States in its efforts to combat terrorism. Key Issues of Foreign Policy Among Condoleeza Rice’s claim on key issues regarding US foreign policies is to maintain confidence in the American commitment to justice and the rule of law. As such, she has for example urged the international community to act with great speed and deal with the humanitarian crisis in Darfur region in Sudan. Despite the US’ qualm regarding the United Nations International Criminal Court’s responsibility to try Darfur war criminals, claiming that the ICC powers are unchecked by any controlling authority, she has nevertheless showed US support on the resolution. Although she has already made it clear that the United States’ stand regarding the ICC remained unchanged, she asserted that the situation in Darfur was an extraordinary circumstance in which crimes against humanity are clearly being committed and that the world cannot afford further delay in addressing it (Gollust). Moreover, according to Rice, the US had no desire to be world’s jailer and that Washington wanted the terrorists that capture stand trial. Thus, although the United States had another alternate idea for a Darfur war crimes court to be set up in Tanzania but drawing little support instead, have agreed to accept the resolution that empowered the ICC in trying Darfur war crimes. Rice also averred that the use of force is not what is on the agenda now, particularly on the issues of Iran and North Korea’s nuclear programmes. Although they have condemned these countries’ nuclear programmes, Rice nevertheless maintains that they will not take the matters into their own hands and never take any option off the table but would also leave it to the United Nations to decide on the matter. On the other hand, the United States would continue to enhance its close ties with Britain in its fight against terrorism. Both the United States and Britain had been specifically staunch in their efforts to disarm Iraq for its alleged weapons of mass destructions and considering that Britain is among the economically well-favored nations, maintaining friendly and close relations with the country would not only help the United States in its efforts to combat terrorism but to also maintain its excellent economic ties. But we also have to applaud Rice’s guts as she does not hesitate to send stern diplomatic messages to countries that displease her or what she considers as those at the wrong side of freedom. For instance, she explicitly cancelled her trip to the Middle East when Egypt failed to respond to her request of releasing an imprisoned political figure. She also withdrew the US Ambassador from Syria when a former Lebanese prime minister was killed in a bomb blast and contented that additional sanctions might be taken under the Syrian Accountability Act. Conclusion The Secretary of State has enormous responsibility not only to the State Department but to the country as well. As for Condoleeza Rice, she is accountable for whatever decisions and advices that might have gone through her and passed on to the President for final decision. Thus, despite the criticisms that go along with her job, we can safely conclude that in the short years that Condoleeza Rice has replaced Colin Powell, she definitely has made some changes and although her decisions in running the State Department may at times be impugned, the changes under her remarkably had made differences in the Department. Whereas before, foreign service personnel and diplomats were more concerned with their respective career advancement, Rice has made sure that this practice is stopped and that diplomats live up with the expectations and demand of representing the United States to the various international posts. Moreover, Rice’s stance on the administration’s decision to invade Iraq despite the ramifications of such action has proved that she will do everything and that she will continue to defend her and that of the president’s actions. Although it is not difficult to hate and condemn her for methods in acting as the Secretary of State, we can however, commend her because of her ability to express her displeasure on issues that are of importance to her and the US interest.

Essay on A Society of Oppression in A Handmaids Tale -- Handmaids Ta

A Society of Oppression in A Handmaid's Tale      Ã‚   As the saying goes, 'history repeats itself.' If one of the goals of Margaret Atwood was to prove this particular point, she certainly succeeded in her novel A Handmaid's Tale. In her Note to the Reader, she writes, " The thing to remember is that there is nothing new about the society depicted in The Handmaiden's Tale except the time and place. All of the things I have written about ...have been done before, more than once..." (316). Atwood seems to choose only the most threatening, frightening, and atrocious events in history to parallel her book by--specifically the enslavement of African Americans in the United States. She traces the development of this institution, but from the perspective of a different group of oppressed people: women.      Ã‚  Ã‚  Ã‚   Like the institution of slavery, women in Gilead were enslaved through biblical justifications. According to the Commanders, God intended the ultimate power to be in the hands of man, not only because man was created first, but also because it was woman's temptation that expelled them both from the Garden of Eden. Women, therefor, must be controlled by man. Slave traders and owners also justified the enslavement of Africans, arguing that slave labor existed extensively in the Bible (Jews were enslaved by the Egyptians, for example), and therefor God did not condemn the institution. Once a master acquires slaves, or a Handmaid, he must rule over them effectively, to assure that they will meet his needs. To so, the term "human" must be taken out of consideration (for that may evoke some sort of pity or compassion) and replaced with the term "it"--detonating property. This is clearly demonstrated when Offred reflects on the ... ...at the top of the underground railroad...Canada's position would be to do what she always does: try to remain neutral without antagonizing the superpower to the south," (320).      Ã‚  Ã‚  Ã‚   After reading The Handmaid's Tale, one may conclude that Margaret Atwood is not simply feeding her readers history, but rather warning them of our future. We may, for example, see modern day oppression in homosexuals. Various religious groups doom them to Hell, rights are taken away from them (the right to marry, for example)...the list goes on. As Atwood says of The Handmaid's Tale, "The novel exists for social examination..." (316). One can only hope that our history of social oppression will cease to repeat itself if only we can learn from the past.    Works Cited Atwood, Margaret. The Handmaid's Tale. New York: Bantam Doubleday Dell Publishing Group, Inc., 1986.

Assessment in mathematics teaching in regards to the National Curriculum

â€Å" The subject of detecting what goes on in a schoolroom and reflecting on whether it is every bit good as it can be, improves the quality of a instructor ‘s ain instruction and their ability to portion it with others. † ( Mason, in Lee, 2006, p10 ) There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.

Potential Therapeutics For Treating Type 2 Diabetes Mellitus

Bromophenols have been identified as potential therapeutics for treating type 2 diabetes mellitus (T2DM) due to their suspected tyrosine phosphatase 1B (PTP1B) inhibitory activity. A new series of bromophenol analogues will be synthesised and their PTP1B inhibitory activity will be tested in in vitro enzymatic assays to elucidate their mechanism of action as PTP1B inhibitors. Background and Introduction Type 2 diabetes mellitus (T2DM) is a metabolic disease that is caused by insulin resistance of the peripheral tissues and impaired insulin secretion of the pancreatic ÃŽ ² cells.1 Both conditions result in reduced glycemic control, which can lead to hyperglycemia. Despite the availability of a wide range of anti-diabetic drugs to treat T2DM,†¦show more content†¦Bromophenols have attracted much attention as potential PTP1B inhibitors due to their suspected anti-diabetic activity.4 Bromophenols occur naturally in marine organisms such as algae, mollusks and jellyfish. ( ±)-Polysiphenol (1, figure 1) is an example of a bromophenol that can be extracted from the marine algae Polisiphonia Ferulecea.5 After the Braddock group successfully achieved the first total synthesis of ( ±)-polysiphenol and the separation of its enantiomers, they collaborated with the Woscholski group to test their inhibitory activity in PTP1B enzymatic assays.6,7 Both enantiomers of polysiphenol were essentially found to be identical in PTP1B inhibitory activity. Thus polysiphenol, as single enantiomers, cannot be responsible for the observed inhibition. This implicates a chemical change of polysiphenol into a non-chiral form is likely to take place under the conditions of the assay. One possibility is the formation of a para-quinone methide species (4, figure 1), which in turn can tautomerise into an ortho-quinone methide species (5, figure 1). Thus there are various possible reactive species that might be responsible for the observed inhibition of PTP1B. The formation of quinones highlights a red flag in drug discovery due to their highly reactive nature. Quinones are Michael acceptors that are known to cause toxicity in vivo by covalently binding to nucleophilic sites on proteins and DNA.8 Consequently, quinones