Websites in Mathematics

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TEAM LEADERSHIP COURSE

001

Custom Essays on Websites in Mathematics

NEIL PLUMRIDGE

Action Research Project

Numeracy Implications and Planning for the Future

Team Leadership Course

001

N F Plumridge

Coomealla High School

Table of Contents Page

Introduction 4

What is Numeracy and how are States catering for numeracy 5-7

Numeracy for Indigenous people 7-

Numeracy for people with special needs

Planning for Numeracy across the School -10

The role of Parents and the Community 10-11

SNAP Analysis 000 001 11-15

Coomealla High School Numeracy Plan 00-00 16-18

Elementary Numeracy Lesson Plan 1-0

Appendices 1-4

Bibliography 5

Introduction

The purpose of this research paper is to outline where Coomealla High School has come from in the area of numeracy provision to all students, what is currently occurring and a proposed course of action to be undertaken.

Later in this paper both Australian and world trends are examined to show the progress made as a nation but the first part of the paper presents Coomealla High between 15 and 1 and the thinking and practices that were evident in these years.

Mathematics was seen to be the sole domain of the Mathematics KLA and because of this they had the responsibility of numeracy development with the school. Little attention was placed on individual students as class were streamed according to ability and lessons planned and delivered based around the premise that all students within a class were of similar ability in the area of Mathematics.

Class placement for students coming into year 7 (whilst stages of learning eg stage and 4 were talked about in articles, students were placed according to year level and chronological age) was done largely by forming or 4 group of equals numbers of students, teaching topics decided by the classroom teaches and having all students doing a 'common test' which were graded and students ranked on performance. This practice went on until the end of term 1, or some years term , when students were placed in streamed classes. The practice of 'common testing' prevailed until the end of year 8 ( stage 4 ) and students subsequently placed in the appropriate course in years and 10 ( stage 5 learning ). All assessment was content performance. No consideration was given to outcomes or methods of learning.

Students found it very difficult to move between classes (except in a downward direction) as performance had to be outstanding to warrant a move).

The emergence of Course Performance Descriptors in Mathematics (and other KLAs) set some staff to thinking that 'common testing' was not an appropriate method of assessment for judging standards students had achieved.

Mathematics teachers, traditionally, have been reticent to change their teaching and assessment culture. This new pedagogy was seen as a direct affront to the adage of " I was taught this way, I have always taught this way and I will always teach this way".

It was also at this time that some teachers also started to see the difference between Mathematics and Numeracy. The responsibility for these areas still rested with the Maths KLA however some teachers started to lead by example and assess their students numeracy ability by exploring what they could do and developing them from there.

While this was occurring, forums of discussion were emerging on a district and state level regarding the use of standards and applying them to Mathematics.

The advent of the new HSC saw performance standards introduced for the first time, while the rigor of syllabus content was maintained, if not increased. There is still debate as to whether the best starting point may have been in at the start of stage 4 and allowed time for the K 10 review to be implemented.

The question of numeracy and the standards students get to while at school has been around for many years and has been hotly debated throughout the past 5 years and now perhaps more so than ever before. We are witnessing both State and Federal Governments acknowledging the need for not only a literate society but also a numerate one.

We are seeing the emergence of many schemes and programs designed to not only increase the numeracy level of students but to also change the culture of the classroom teacher to ensure this increased level comes about.

It is essential that if any program is to produce results, all participants have to be committed to the plan. For this reason planning and implementing numeracy strategy across a school is a difficult, time consuming and protracted task.

In the case of Coomealla High we have entered the second of a five-year plan to see numeracy incorporated across the curriculum offered in the school.

Planning began before this period and during the planning and implementation within the Maths KLA, the introduction of schemes such as Count Me in Too and Counting On has emerged. For any plan to be successful staff have to be aware of current trends and be trained in new programs as they arise. A great deal of cooperation has to exist between the major stake holders primary schools, secondary schools and district consultants in conjunction with parents and the students themselves as it is critical for success that students feel they have ownership of their learning.

A key consideration being

Everyone is capable of learning but

Not everybody learns on the same day, in the same way

needs to be adopted and acted upon by these stakeholders.

In deciding the best delivery method or methods of numeracy across the curriculum throughout all stages of education in NSW (K 1 in this case) it is important to establish a working definition of numeracy not only in NSW schools but across Australia as this issue is larger than one school, district or state, in fact more and more research is emerging on a global perspective.

What is Numeracy ?

The term numeracy first came to light in 15 when the writers of the Crowther Report stated that numeracy dealt with a mirror image of literacy (and for me these two words or concepts have always been intrinsically linked ). On one hand it is observation, hypothesis, experimentation and verification and on the other hand it is quantitative.

So the Crowther Report regarded numeracy as encompassing met cognitive frameworks in the same way as literacy does.

Since then there has been, and still are, many differences in the way people perceive and define numeracy. Some notions that have been put forward are Mathematical Literacy ( by the National Research Council18 and the Organization for Economic Cooperation and Development 18) ,Quantitative Literacy ( Dossey 17 and Forman 17 ), Mathematical Skills ( Marks & Ainley 17 ), Critical Numeracy ( Yasukawa, Johnston & Yates ), Statistical Literacy ( Watson 15 ), and critical mathematics ( Frankenstein 187 )

Each of these aspects has had ramifications in the ways policy makers and educators have made decisions for the development of numeracy in students.

Willis ( in 18 ) found these concepts to be incomplete as they emphasise either mathematical concepts, procedures and skills or practical tasks / social goals students should be able to meet or generic and strategic processes students need to know.

At the very least, Willis says, being numerate is about having the competence and disposition to use mathematics to meet the general demands of life at home, in paid work, and for participation in community and civic life.

There are differing concepts between the states as to the meaning of numeracy.

In Tasmania

Numeracy is focussed on the intelligent use of mathematical knowledge (knowledge of number, space and shape, measurement calculation and chance and data ) to other school studies and practical contexts in everyday life.

In Queensland

Queensland ran a Supporting Literacy and Numeracy in Queensland Schools from 18 to 1 as a joint Commonwealth, State and Catholic Education initiative. Materials based around Number, Space, Measurement and Data and common learning strategies in each.

In Victoria

Victoria has seen the development of the early Years Numeracy Program, centred around teacher professional development with the principal components being a structures classroom program, provision of additional assistance, parent participation and staff development.

In Western Australia

The First Steps Program aims to improve mathematics learning in lower and upper primary school years particularly those at risk.

In the Northern Territory

There is a strong focus on numeracy in the early years of schooling through school entry assessment, teacher professional development and programs for parents and the community. From 000 a system wide strategy for early intervention has been operating.

In South Australia

The major initiative is an Early years of Schooling project in support of the National Literacy and Numeracy Professional Development Program

In NSW

The Count Me in Too program began operating in 00 schools in 18. The aim of this program is to improve the outcomes of instruction in the early years of school ( K ) by providing teachers with support in using 'learning frameworks' to assess students' strategies in counting and number. This project has been supported by the introduction of the Counting On program in to upper primary and early secondary in what could be described as the middle school years.

It is evident that since 18, numeracy programs are being linked to systemic assessment of student achievement and linked to nationally agreed to strategies ( the Adelaide agreement ) and the state programs that have been implemented have a common thread in that they clearly focus on early number and counting strategies.

Numeracy for Indigenous People

The introduction of new syllabuses in K 10 in Mathematics by 00 and the emphasis being placed on outcomes based assessment with the introduction of standards references provides a unique opportunity for Mathematics KLA's to revisit their philosophies and pedagogy.

Catering for indigenous students has been an area that has been lacking over the years. This is based on my personal experiences and the realisation that in my own teaching this is an area that has been sadly lacking. This can be attributed to a number of factors including

q Not wanting to go outside my comfort zone

q A lack of knowledge in catering for these students

q Little available research into indigenous education except for the past five years

Poorer outcomes, both educationally and socially can be attributed to inappropriate curricula, pedagogical practices, lower attendance rates, socio-economic factors and past experiences by parents / caregivers.

An understanding of the basis of indigenous culture is vital as an underlying lynchpin in the provision of literacy and numeracy experiences to these students. Indeed low attainment in foundational skills such as these significantly contributes to lower overall achievement, non engagement, poorer attendance and lower retention levels. Numeracy skills allow students to participate successfully in school and beyond training opportunities and by the provision of skills for them to become role models in their communities.

The provision of culturally inclusive teaching programs and pedagogy and delivered in a manner that accounts for the diversity of student backgrounds and starting points, combines with the use of alternative assessment tools ( eg formative assessment ), will see the achievement of Aboriginal students improve significantly.

The challenge is to bring this new pedagogy into being as the are limitations to ways in which a syllabus will challenge the long established pedagogical practices of many teachers particularly mathematics which has been seen to be largely culture and value free.

The Adelaide declaration of 1 states that all students should have

… attained the skills of numeracy and English literacy; such that, every student should be numerate, able to read, write, spell and communicate at an appropriate level.

DEETYA goes on to formulate a definition of numeracy that incorporate the disposition to use a combination of underpinning mathematical concepts and skills from the across the mathematics discipline (numerical, spatial, graphical, statistical and algebraic ).

The National Indigenous English Literacy and Numeracy Strategy 00 004 identifies six key elements, based on programs that were found to improve educational outcomes for aboriginal students. These areas have been targeted through extra funding and relate to

q Increasing attendance rates to the national level

q Addressing effectively health needs

q Providing pre school options

q Training teachers in the skills and cultural awareness necessary for them to be effective in indigenous communities

q Ensuring an effective pedagogy is implemented

q Have transparent, achievable measures of success for schools and teachers as a basis of accountability

Research indicates, and these areas will be adopted as a new starting point at Coomealla High, that the key issues critical to numeracy skill development in Aboriginal students include

q Supporting a learner centred curriculum

q Scope and sequence of learning outcomes

q Equity issues

q Teaching strategies

q Assessment

q Implementation and evaluation

Actions that will be taken to implement these recommendations include

q Teachers becoming more aware of the cultural and social contexts in which aboriginal students learn mathematics

q Exploration and use of particular contexts, especially numeracy ones, for aboriginal students in classes

q Identifying particular needs and learning styles of aboriginal students

q Reflect and build on what works

q Maintain high expectations, a positive classroom climate and recognise student achievement

q An understanding of the Count Me In Too program and the Counting On program

q An understanding of the SNAP results for year 7 and 8 students and the adoption of strategies to improve performance across the cohort

q Classroom activities incorporate relevance to Indigenous students

q Provision of a gradual path of learning, with a lot of practice, ensuring that students have developed the confidence as well as the ability to perform at one level before progressing to the next (the meeting of outcomes) combined with this is the realisation that students will meet these outcomes at different times and this needs to be catered for.

q Exposure to a range of tasks

q Group work of various kinds

q Explicit teaching, with the use of modelling with clearly defined tasks and expectations

q Assessment carried out in a supportive environment in which Indigenous students feel confident

q Assessment strategies developed in consultation with Indigenous education workers

q Results reported in a way that encourages parent / caregiver participation in student's learning

The success of these strategies will ultimately be shown in the assessment of Indigenous students numeracy levels. State assessment takes place in year 7 and 8 ( stage 4) through SNAP testing , while in years ( and 10, the external school certificate exam can be used as a benchmark. At this stage though very few Indigenous student s get through to this level for a host of reasons, one being the lack of educational success in stage 4 and pressures from their peers and the wider community.

The use of explicit teaching, which refers to both the pedagogy and the establishment of mathematical connections, is the key to addressing a number of issues faced by Indigenous, and in fact all students.

Students who are ' naturally mathematically able' make these connections for themselves and therefore view maths as making sense. ' Less mathematically able ' students do not see the interrelationships and view Maths as a plethora of isolated facts. The latter group can be led to see these relationships through explicit teaching. (McRae et al, 000)

Numeracy for students with Special Needs

Students with special needs both physical and mental have the right to learn perhaps by different means to those used in a traditional classroom. The point that every student will learn just not on the same day in the same way is more pertinent here than in other areas.

The use of concrete materials and the understanding of teachers are paramount to the development and increase in the self-esteem of these children. Providing positive experiences develops the will to succeed and the preparedness for risk taking.

Planning for Numeracy across the school

To adequately plan for numeracy across the curriculum three areas needs to be addressed. What makes an effective teacher of numeracy, assessing the progress of students and proving adequate feedback in terms of reporting to the students and their parents / caregivers.

Research has shown that effective teachers of numeracy had a particular set of beliefs and understanding which underpinned their teaching practice.

Their beliefs related to

Ø What it meant to be numerate.

Ø The relationship between teaching and pupils' learning of numeracy.

Ø Presentation and intervention strategies.

Effective teachers believed that being numerate requires ;

Ø Having a rich network of connections between different mathematical ideas.

Ø Being able to select and use strategies that are both effective and efficient.

Highly effective teachers believed that, in relation to pupils' learning that

Ø Almost all students are able to become numerate ( I would argue that it is possible to have degrees of numerate behaviour and so all students are capable of reaching some level of numeracy. )

Ø Pupils develop required strategies and networks of ideas by being challenged to think through explaining, listening and problem solving.

In relation to teaching, effective teachers believed that

Ø Discussion of concepts and images is important in exemplifying the teacher's network of knowledge and skills, and in revealing pupils' thinking.

Ø It is their responsibility to proactively intervene to assist students to become more efficient in the use of calculating strategies.

It would be ideal if all teachers were to work collaboratively at numeracy across the curriculum. For some this will come easily (see appendix 1) and for other the concept will require a lot of time, effort and training.

As a starting point teachers could consider activities they are currently or about to use and analyse them for potential numeracy demands (see appendix )

This will provide a quick analysis of whether what they have planned provides sufficient opportunities for students to improve their fluency in familiar situations, to use their numeracy skills to adapt to new situations and to develop critical thinking skills.

The Mathematics teacher has a vital role to play in this planning. An essential part of their role is to develop their understanding of the nature of numeracy and use this understanding in dealing with student numeracy issues within the mathematics classroom ie they recognise when a numeracy issue arises, are able to diagnose the issue, and develop and implement strategies for improving each student's response.

In the middle school setting, teachers have opportunities to use other areas to develop student outcomes in mathematics. The outcomes of the lesson/s or activities need to be considered very carefully as it is easy for the numeracy aspects to override the purpose in mind.

The Mathematics teacher can also act as a resource person for other staff members. For this to be effective, they need to familiarise themselves with the ways in which mathematics can be used to improve learning across the curriculum.

The role of parents and the community.

People in the community and hence parents still tend to view numeracy as a set of computational skills. Increasing community awareness of numeracy is important to the development of any school plan and seeing the improvement in individual students.

Parents play a major role in developing their children's self esteem by providing positive reinforcement for tasks completed each day.

There are many parental based programs with interesting and stimulating activities that reinforce basic numeracy concepts as well as challenge children and parents to move to higher order thinking.

One of the best I have encountered is a Victorian Based Program called FAMPA (Family Maths Project Australia). Schools are able to subscribe to it and use the resource for parents wishing to help at home.

SNAP analysis

Year 7 001

Based on the results obtained for Coomealla High School, it becomes apparent that there is a weakness in some of the strands tested then combined to form an overall numeracy picture of a student.

It can be argued about the validity of such a test and the intention of individual schools to prepare students to undertake the assessment, combined with issues such as ethnic background and the allocation of special provisions but it still remains that as a standardising assessment tool, it is used by all students in year 7 and hence the educational analyses can be thought of as valid in terms of planning for the future.

Measurement can be seen to be the weakest of the strands and the implication here is for stage and 4 teachers to re-examine what outcomes they are trying to achieve and the means of achieving them.

The following table highlights school results compared to state results for each of the four bands, High, Proficient, Elementary and Low.

As can be seen from the examples of questions from each of the strands taken from the 001 SNAP paper, it is evident that this school and schools in general need to address the issues of numeracy and numerate students in the immediate future. (See appendix )

It is interesting to note that measurement seemed to be a weakness showing up in the Basic Skills Test done in 001.

Numeracy Percent Number Percent Measurement Percent Space Percent Data Percent Numeracy Problem Solving Percent

High Year 7 16 1785 5 14878 1666 17457 4 167

School 14 16 18 0 7 8 1 1 16 18 14 16

Proficient Year 7 057 40 15667 1 18 4 1617 4 1805 5 16 4

School 8 4 46 51 40 44 1 4 40 44

Elementary Year 7 165 5 1551 0 117 1045 0 160 5 1140

School 0 7 41 8 1 1 1 1 4 6

Low Year 7 01 4 446 5 84 6 486 5 081 6 007 4

School 8 6 7 10 1 1 1 1 10 11

The next tables show the analysis of the year 7 cohort 000 to the year 8 cohort 001. It is very difficult to place a lot of validity on the comparison as the year 7 results were from a pilot scheme introduced and factors such as question validity, marking consistency and implementation of all test provisions need to be considered in the overall result validity.

Year 7 000

Numeracy Percent Number Percent Measurement Percent Space Percent Data Percent Numeracy Problem Solving Percent

High Year 7 465 554 1 4770 1 57 4 40 4406

School 1 1 1 8 1 8 6 1 1 4

Proficient Year 7 6 41 507 645 41 56 4 565 6464 4

School 48 1 46 48 4 4 48

Elementary Year 7 506 80 5 48 1 484 8 6 4 475

School 1 18 15 11 16 18 7 1 7 10

Low Year 7 584 4 64 6 115 7 56 4 887 6 104 7

School 5 7 0 0 4 6 5 7

Year 8 001

Numeracy Percent Number Percent Measurement Percent Space Percent Data Percent Numeracy Problem Solving Percent

High Year 8 418 44 46 44 468 4 4506 40 551 47 4841 4

School 5 40 7 44 5 40 0 0 48 6 4

Proficient Year 8 4016 6 4 1 456 450 40 614 41 8

School 47 5 7 44 5 5 47

Elementary Year 8 04 18 57 1780 16 1876 17 164 17 1805 16

School 7 11 1 1 8 1 15 4 6

Low Year 8 5 4 404 4 45 400 4 70

School 1 1 0 0 1 5

It can be noted that there was significant improvement between year 7 and 8, except in the area of Space. While state percentages have increased in all strands, the results from Coomealla High School indicate that programs already in place are starting to work as the resultant increase in the High band has come from students in the Proficient band in year 7 improving to the next band in year 8. It is also pleasing to note the decline in percentages in the Elementary and Low bands.

A detailed graphical analysis of the year 7 001 results can be found in appendix . This analysis has been taken from the perspective of comparing boys to girls and indigenous to non-indigenous.

The general trend shows girls attaining a higher level than boys and although a very small representation of indigenous students was used, the trend is for non-indigenous students to perform better then the indigenous students.

The challenge for Coomealla High School is to use these results, look at what is currently done, refine and come up with a proposal that address these issues while increasing the number of students who could be classified as numerate.

Proposed Plan for Coomealla High School

Ensuring the physical and mental needs of students are catered for forms the basis of learning. For this reason it is proposed that initially all students in the maths KLA classes will be actively encouraged to sip water during lessons and have access to "brain food" nuts and dried food to nibble on during their lessons.

It is then proposed to lobby for the extension of this across the school.

The proposed plan is designed to cater for individual needs and fulfil system requirements with the content continuum ensuring students are provided with ongoing success up to stage 6 learning and post secondary studies.

Action By Whom When Anticipated Outcome Measures of Success

All Maths KLA staff trained in Counting On Head Teacher / G Stratford / LD Teacher / District Maths Consultant Term 1 Weeks - 4 All year 7 students using a common approachIdentification of Students with special needs Individual student progressSNAP Results

Seek funding for the continuation of the tutor program in year 7 Principal / Head Teacher Maths / CAP consultant Term 4 000 Increase in numeracy for students with an identified need Progressive assessment of students / SNAP 0 results

Training of tutors including AEAs in the Counting On program Head Teacher / G Stratford / LD Teacher / District Maths Consultant Term 1 Weeks - 4 Increase in numeracy for students with an identified need Individual student progressSNAP Results

Joint meetings with HSIE / Maths KLAs Head Teachers Maths / HSIE Term 1 Weeks 4 Common understanding of approach and terminology Interaction in planning activitiesIncreased emphasis on numeracy as a base in activities

Using Technology in Activities Individual StaffComputer Coordinator / Librarian Terms 1 & Staff & Students using technology as a learning tool Increased use of the school's intranet

Seek Aboriginal mentors to attend classes Aboriginal Education Unit Term 1 00 Increased acceptance of people in classrooms.Deeper understanding of cultural issues relating to indigenous people Increased attendance rates.

Combined meetings with Stage teachers Linkages Consultant Terms 1 & Understanding of Student Development in the Stage / 4 continuumHeightened awareness of benchmarking and the attainment of standards of achievement Feedback from meetings

Numeracy lesson incorporated into week teaching cycle Year 7 Maths teachers Awareness of numeracy based activitiesIdentification of students with individual needs both remedial and extension Common approach to identification of students in need Introduction of an extension program for applicable students

Aligned with this course of action it is proposed in the latter part of 00 to

q Continue to evolve the Maths KLA numeracy plan to ensure the needs of individual students are met.

q Continue to encourage tutors to expand their training by attending specialist session organised by the district Maths consultant.

q Implement an Extension program for students to be run in conjunction with the year 7 numeracy lesson.

q Continue to develop and expand the Training and Development program with the HSIE staff ( including History teachers )

q Development of a support program with the LD teacher to support students with special needs.

q Maintain and increase the link established with stage teachers to ensure a common understanding of the K 10 continuums are reached.

In 00 and beyond

q All staff trained in Counting On strategies.

q Expansion of KLA training to embrace TAS, Science, and English.

q Support for the expansion of the middle school to see less teachers with classes in stage 4 education.

q Support for students to become involved in a program of interaction with Coomealla High to see stage and 4 students sharing common activities and teachers to achieve preset outcomes and standards.

q Increased Training and Development supplied by District Office personnel and utilisation of expertise with the staffs of primary and secondary schools.

Conclusion

The proposed course of action is one that cannot be separated from existing KLA practices and plans. To effectively cater for individual differences, teachers need to continually examine, assess, reassess and modify classroom practices as a normal part of their teaching.

What has been proposed is the modifications to what is happening at Coomealla High and the direction the school is taking based on research at a system, district and school level combined with anecdotal evidence and many many hours of discussion and conferencing.

For any plan to be implemented successfully, staff must take ownership of it and continually look for ways of improvement.

Everyone is capable of learning, just not on the same day, in the same way

Example of a numeracy activity

Topic Basic Addition

Rationale To identify students with addition concepts pre stage and post stage 4

Aim To ensure an understanding of the process of addition is reached by all students.

Concepts Introduced

· Place value to Hundreds.

· The use of a blank number line used for other concepts in stage 4.

· Subtraction as an inverse operation of addition.

Terminology

· Addition, Total, Sum, All together, Add up

· Place value

· Number line as a counting technique

· Blank number line, Small jump, Middle jump, Large jump

Resources required

· Centicubes

· Multi based block

Outline of Lesson structure

Start with a simple example using explicit teaching techniques

4 +

Instruction - Locate 4 on the number line provided and place a small x then move small jumps to the right it may be necessary for some to receive instruction in left from right, small from big

0 1 4 5 6 7 8

So the conclusion to be drawn is that 4 + = 7

Teachers can use this to start the process of backtracking

If I start at 7 and go back , where am I ?

So 7 = 4.

Moving through different examples such as

7 + 5 using the same technique can lead a teacher to the point where a blank number line can be introduced and by initially Counting On by ones can lead to a successful outcome but also opens the door to teachers looking at more efficient ways with students. An appropriate support program put into place can assist students who require individual or small group help.

This approach lends itself to the introduction of meaningful terminology for students such as

Small jumps - one place

Medium jumps- 10 places

Large jumps - 100 places

Teachers have the opportunity to use aids such as multi based blocks although in general research has shown that teachers relying on concrete aids solely as a teaching method tend to produce lesser numeracy results than those who continually challenge students regardless of ability level shown and disabilities that may be evident.

A follow on for this activity is to ensure all students get to a comfortable level working with and digit numbers such as

1 + 10

1 + 4

67 + 8

568 + 17

Whilst these examples will seem trivial to many teachers, particularly those teaching more able students, it is essential that students demonstrate a clear understanding of the process they are using as this lays the foundation for future content areas and the degree of understanding required in order to shown numerate behaviours. Anecdotal evidence suggests that whilst a student may have a good grasp of the skill of addition, there are those who total lack understanding of the process because of methodologies used in prior learning both at school and at home.

Addition is the linchpin for many numeracy strands as it forms the basis of multiplication ( repeated addition ), subtraction ( addition in reverse ) and division ( repeated subtraction ). The process of addition also allows the area of place value to be explored in depth and this then leads to other number concepts such as decimals, fraction, percentages and ratio.

Appendix 1

Appendix

Examples from across the curriculum that may make numeracy demands on a student

While these are not taken from NSW curricula, they can be adapted to fit.

Early Years of Schooling Middle Years of Schooling Later Years of Schooling

The Arts Students drew a 'bird's eye' view of a familiar setting Students designed and illustrated a page for a children's picture book Students designed the sets and the lighting for a school drama production

English Students heard a story, which included the line ' they went about sinking twice as many ships'. They discussed with the teacher what this might mean and if it made sense. Students read a magazine article and had to summarise the main points. The article was about Australian eating habits and some of the information was presented in statistical form. Students examined media coverage of a minority group over a period of time, commenting on the patterns of representation, and the ways in which the group was represented

Health and Physical Education Students kept score in a game of basketball by counting the number of points scored rather than the number of baskets thrown Students studied the relationship between pulse rates and exercise. They designed an experiment that required them to measure and record results during and after vigorous exercise and while cooling down. They then summarised and presented the data Students chose a health issue and had to gather and analyse information about it. They then designed and promoted a health project based on their findings

LOTE Students tasted a variety of food from a culture being studied then talked about what they liked and why. Opinion were collected and students found ways to show this information Students collected information on travel within their state for students overseas and published the information in English and another language Students researched a social issue, presented a written report in the language studied.

Science Students grew some seedling making decisions about the size of containers, amount of soil and the type of fertiliser to be used. They measure and recorded growth at intervals in the growing process Students needed to make sense of the solar system and the universe. They were presented with a range of statistics such as light years, gravity, mass etc Students compared relative efficiencies in appliances in heating 500ml of water. They used a wattage / cost table to calculate the cost of each appliance

Society and Environment Students drew maps showing the routes they followed to come to school Students investigated the impact of white settlement on Aboriginal Australians. They designed their own plans of research, collected data and drew conclusions Students prepared a folio on different economic systems, including media coverage of them, developed criteria for selecting six of them and reported briefly on each

Technology and Enterprise Students designed and made a library bag A class designed and made a land yacht model with a sail area of 000 sq mm Students designed and made a piece of furniture

Bibliography

NSW Department of Education and Training

SA Department of Education

Tasmanian Department of Education

WA Department of Education

Queensland Department of Education

NT Department of Education

DEETYA

Planning for an Emphasis on Numeracy in the Curriculum, Ms Marian Kemp & Mr J Hogan, Murdock University 18/

Numeracy Assessment and Associated Issues, Dr Jan Lokan ACER, Mr Brian Doig ACER, MS Catherine Underwood ACER, 18/

Envisaging the Future Our changing technological society demands and links between numeracy performance and life outcomes for employment, education and training, Assoc Prof Joy Cumming, Griffith University, 18/

Early Childhood Numeracy, Assoc Prof Bob Perry, University of Western Sydney, 18/

Numeracy Education What do we know and what can we learn from the literacy experience, Prof Peter Hill, University of Melbourne 18/

Supporting teachers to implement a numeracy agenda, Dr Janette Bobis, University of Sydney, 18/

Identification and evaluation of teaching and learning practices that enhance numeracy achievement, Dr max Stephens,, Education Consultant, 18/

Appendix 1

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Historically, men have reported, passed on, and manufactured a distinct enterprisingly outstanding biography of their longevity. For women the past is dead air. The absenteeism and non appearance of women's lives in literature is evidence of the ideology of days gone by. Society perceived women as contributing nothing of value. This belief legitimised male self progress and dominant supremacy while on the other end of the spectrum women were unaffirmative.

A century ago, a dehumanising statement about women by Darwin and his followers was that women were biologically and intellectually inferior because their brains were less developed than a mans. In The Descent of Man in Relation to Sex, Darwin wrote

[Man] attains a higher eminence, in whatever he takes up, than can women--whether requiring deep thought, reason, or imagination, or merely the use of the senses and hands. If two lists were made of the most eminent men and women in poetry, history, painting, sculpture, music (inclusive of both composition and performance), history, science, and philosophy, the two lists would not bear comparison. We may also infer, from the law of the deviation from averages... The average mental power in man must be above that of women.

Women were precluded from unified communal participation and expected to tend to home duties, child rearing and keeping the family enriched.

Write your The perception of women at home and in the workplace. research paper

One kingdom where inequality still loiters today is within the work force. With the introduction of Equal Employment Opportunity (EEO) and the Equal Opportunity for Women in the Workplace Act 1, a more balanced playing field has been actualised. Having said this, women still face barriers and prejudices such as stereotyped traditions, attitudes and undeveloped structural working practices.

Typical impeding stereotypes regarding women in business are

• Womens family orientation undermines their career commitment

• Women are not equipped to function in executive and senior management positions

• Women are not as committed to their careers as men;

• Women are not tough enough;

• Women are disinclined to work long or unusual hours;

• Women are too emotional;

• Women are not aggressive enough, or are too aggressive;

• Women lack quantitative skills;

• Women do not wish to relocate; and

• Women have difficulty making decisions

These stereotypes about women and subsequent discrimination against women are likely to succeed in situations where Men have limited association with women in roles beyond those women have traditionally held (men are more accustomed to women as secretaries and wives than as bosses and managers); and the bulk of the information about individual women, comes from customary ideas about the group as a whole (eg, women are best suited to nurturing and support roles; women do not have the mandatory attributes for running large businesses) (Fagenson and Jackson, 145; 177). Leadership and Management Skills (Karpin, 15) found evidence of prejudiced attitudes towards women at the workplace, evidence that `indirect discrimination is rife in both the public and private sector; and that Australian organisations have yet to adopt best practice approaches to progressing women into more senior positions (Karpin, 154)

While the `masculinity of management does not forbid women from entry, it excludes most. Those women who reach senior positions tend to be those who are tried and tested in the loyalty, predictability and trust stakes. Holmes and Edwards suggest

The main barriers to womens advancement in the Australian Public Service now are cultural. In an extremely stable workforce, the existing informal power structures, values, and expectations take a long time to change.

In conclusion, the culture of patriarchal status quo has at best assimilated women in the work force; discrimination and structural inequality remain inherent prejudices.

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Christianity portrayed in Beowulf

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Christianity portrayed in Beowulf

Beowulf is an epic poem in which was written during the 8th century. Many scholars believe that the poem had been written in original non-Christian form and then later being translated adding Christian morals. There are a couple of theories in which scholars believe the Christians morals were introduced into the poem. One theory in which has the more popular vote is that the poem was already in poetic form and the authors own beliefs were added later. Secondly, the third theory is that the poem was written by a Christian who heard the story and added some of his own beliefs when he wrote it. In either case, God is portrayed throughout the entire play with comparisons to Beowulf with God and Grendel to Satan. While many pagan influences appear in the poem, the story is dominated by Christian overtones.

In the poem Beowulf, Grendel, the monster, can be portrayed in comparison to Satan (the Devil). The story mentions that Grendel is a descendent from Cain, who was the very first person to commit murder. Like Cain, Grendel was banished by God. Living in what the poem calls the underwater it is described almost similar as to what hell might be described

"They live in secret places, windy cliffs, wolf dens where water pours from rocks, then runs underground, where mist steams like black clouds, and the groves of trees growing out over the lake are all covered with frozen spray and wind down snakelike roots that reach as far as the water and keep it dark. At night, that lake burns like a torch. No one knows its bottom; no wisdom reaches such depth (Beowulf, II. 158).

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The place that he calls home is set far apart from the world in which he tortures. Although Grendel seems to be so far away, he always seems to find his way back to the Danes to

Torture them. Just like in caparison with the devil that although he cannot be physically seen he is always there to tempt us with temptation to stray from what God wants us to do.

Grendel is always constantly haunting and torturing the Dane. The author makes it apparent that Grendel does not like the Danes singing praises and rejoices to God. He is always constantly hearing them from afar thus becoming outraged. This shows that Grendel has strong hatred toward God and he proceeds to go to the hall and capture men and eat them while they are asleep. Later in the story, one learns that Grendel is constantly carrying the curse of Cain with him. Saying,

"He bore the curse of the seed of Cain/ Whereby God punished the grievous guilt of Abel's murder."

This shows us that Grendel had more then just a dislike for men. It showed that Grendel looked as them singing songs as if his ancestor was looked upon as the bad person and was therefore the underlying concept for his rage.

However, more importantly than Grendel being compared to Satan is Beowulf being Christ-like throughout the entire poem. Luke 114 states, "Forgiveness, an important virtue in a Christian life." Looking closely at the Bible one can see that Christ gave his life for the sins and lives of those who remain on the earth. One can also see that even though his own people sold him he still forgave them when he was upon that cross about to die. When Beowulf sees his life ending before he faces the dragon, he decides to forgive his enemies. Even though they feel no remorse or sadness for their evil deeds of kill and murdering kinsmen. Just as Jesus forgives, we need to forgive. Moreover, one can assume by reading

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the poem that is what Beowulf may have been trying to tell the Danes and other people of the land. When Beowulf goes up against Grendel in a couple of battles he is seen as a

Superhero. This too can be compared to Christ that he has the power to save peoples lives and heal diseases. Although Christ too is also faced with many challenges and temptations he does not use any sort of weapon just like Beowulf only uses his mere hands.

Beowulf has a Christ-like behavior in his good heartedness and charity. He knows that the Danes, who are in much need of a savior, are being tyrannized by the inferior Grendel. Much like Christ knew that the Jews were being oppressed as well. The author makes quite a bit of similarities between the story and the Christian belief of God.

Grendel is portrayed though the play as being a very jealous and unhappy monster. He is the image of a man fallen from grace through sine, like satan who is jealous of the happiness and joy that Adam and Eve have in the Garden of Eden, Grendel too is jealous of the happiness and joy in Heorot. The dragon is Beowulf's last and greatest battle. The dragon represents malice, greed, and destruction all of which equal to him being a symbol of the power of Satan. This fight is a realization of the story of salvation where Beowulf, like Christ, gives his life for his people. However, even before this one more comparison can be made between the battle of Grendels mother and Beowulf. When he goes down to the bottom of the merky pond where awaiting is Grendels mother, he rises from the water a redeemed man much as Christ arose from the tomb. While Beowulf is in the mere, all the thanes that were standing guard by the pond leave except Wiglaf, give up hope and leave at the ninth hour. The same hour in which Christ's death upon the cross. This waiting can also be compared to the apostles waiting for Christ to return from the Garden of Gethsesame. While Christ was in the Garden the apostles gave up hope and fell asleep.

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There are comparisons that can be made from Grendel to the Devil and Beowulf to Christ that seem to suggest that the Christian influence may have been more than just a couple of words changed around, then again it could have all been accidental. One should read, interrupt, and come to their own conclusion.

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A Rose for Emily

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William Faulkner(187-16) was born in Mississippi, near Oxford, were his family moved when he was five. His great-grandfather had been somewhat of a local legend after becoming a colonel in the Civil War. His heritage is a great influence in his literary works.

William Faulkner's short story "A Rose for Emily" shows Fualkner's concern for the destruction of the South, as represented within the destruction of the whole town, including Ms. Emily. Ms. Emily had been "a tradition, a duty, and a care," when she was alive. From the beginning of the story the reader finds out she has just died and she is a "fallen monument." A person to be revered. As the plot develops thru the narrator, whom many consider to be the town, we learn that Ms. Emily had not been allowed to have any male friends because her father was over protective of his daughter. When is young she is thin and wearing virginal white, while standing behind her father's menacing presence. After her father dies she denies he is dead and refuses to turn over the body for three days. Afterwards, she begins dating a Yankee, Homer Barron, and the town can feel sorry for her. She can not date a Yankee she is of Southern heritage. Homer disappears and the town feels as if Emily will remain single until she dies. She dies and the town discovers Homer Barron in the upstairs bedroom. He had be dead for over forty years. Beside his body a long strand of iron gray hair is found. Ms. Emily had kept her love after all.

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Faulkner uses images of realism, the gothic and reflection to convey his story thru the narrator. "She looked bloated, like a body long submerged in motionless water, and of that palid hue. Her eyes, lost in the fatty ridges of her face, looked like two small pieces of coal pressed into a lump of dough..." (170) LaDonna said this was extreme realism but Dr. White said it went beyond that almost to the grotesque.

Ms. Emily was framed in the window more than once during the story. "When we saw her again, her hair was cut short, making her look like a girl, with a vague resemblance to those angels in colored church windows-sort of tragic and serene."(17) LaDonna said this was a hint of the sublime.

After the realization that Ms. Emily had poisoned Homer so she could have in death what she never was able to have in life because of her fathers overbearing personality, we began the discussion.

Question Can "A Rose for Miss Emily be viewed as a Romantic work?

Comments David said that Faulkner had taken a Poe type stance and used the gothic to represent decay literally and figuratively in the Old South.

Kellye said that the story showed the people of the Old South not wanting the let go of the past and Jennifer added that was why the town tolerated the caprices of Ms. Emily.

We discussed light and dark imagery and the "desire and loss" element embedded in the fabric of the story.

Because the narrator chooses to skip around regarding the memories of Ms. Emily and does not go in a chronological order, the class had a discussion on the fact that Ms. Emily had actually been lying beside Homer in her twilight years. We concluded this was probably the case.

Lynda asked if anything is ever said about the statement that Homer likes to go drinking with young men, and other teachers agreed that is an issue that arises every time we are teaching the story to a group of high school children..

What is the significance of the title? We did not come to a conclusion about that issue. Some scholars have mentioned the imagery in the upstairs bedroom is full of rosy colors, suggesting that Emily has her rose in Homer's death. Other students thought the title suggests a tribute to Ms. Emily by the town which is so resistant in letting go of the past.

Finally, Al pointed out the correspondence between the house and Emily, comparing it to "The Minister's Black Veil," where everyone wants to know what is behind the veil, just as everyone wants to know what is in Emily's house. Al also discussed the image of Emily silhouetted as an "idol," which seemed to signal something primitive and pagan, contrasted to the image of Emily as an angel.

Please note that this sample paper on A Rose for Emily is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A Rose for Emily, we are here to assist you. Your persuasive essay on A Rose for Emily will be written from scratch, so you do not have to worry about its originality.

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Bloody Sunday

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What Really happened on Bloody Sunday? We'll never really know. We could find out some facts, which definitely did happen. These following paragraphs show what definitely did happen.

On the 0th of January 17, 14 Catholics were killed (thirteen died on the day a fourteenth died later in police custody from the injures suffered on that day) when soldiers of a British paratroop regiment opened fire during a civil rights march in Londonderry/Derry.

The march began around ten-to-three in the afternoon. About 10,000-15,000 people gathered in Creggan Estate planning on walking to Guildhall Square in the centre of the city where a rally would be held. The march was illegal because the Stormont Parliament had banned protests such as this.

At twenty-to four the marchers met Paratroopers who had sealed off approaches to Guildhall Square. Because of this blockade, the marchers went down Rossville Street in the direction of Free Derry Corner. A group of marchers stayed behind and threw stones and missiles at the soldiers. The soldiers returned fire using rubber bullets, CS gas and water cannons. This forced protesters to take cover in Bogside. The paratroopers in armoured carriers moved in, their orders to arrest protesters they moved down to Rossville Street and Bogside. Now what happened becomes misty. Soldiers say that they just returned fire from protesters and the Catholic community say that soldiers shot randomly at unarmed civilians. The results of 5 minutes of gunfire are undisputed 1 civil rights marchers were left dead a fourteenth died later in police custody from his injuries.

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But why did the British Army fire shots at protesters? This is something we shall never know. But one of the most likely explanations was that the paratroopers were scared of possible violence because of the violence in the past weeks and months, in one event the IRA and British Army had a shoot out killing several IRA members and a British soldier so tensions were high.

The reasons why civil rights marchers organised such a huge rally was a protest against internment. Internment was where people in Northern Ireland, suspected of being terrorists could be arrested and put in prison without any trial. Soldiers, police or other government officials could come into your home and arrest you without any due cause.

Irelands third Prime minister in under a year Brian Faulkner at dawn on Monday the th August 171 officially started internment. This was due to counteract the IRA violence of the past few months. th August 171 000 British Soldiers backed up by RUC Special Branch Officers, who provided the out-of-date intelligence. The RUC officers who were well known for being Protestant and discriminative against Catholics were left to control the operations.

In that day alone over 00 Catholic men were arrested. In the following 48 hours due to out-of-data intelligence 104 were released without charge. One 80-year-old man was arrested for being an IRA terrorist; he admitted he use to be but hadn't being for over 0 years. As he struggled to walk, he said he was flattered that even after so long he was still counted as a threat to mainland Britain.

The remaining internees were severely beaten, deprived of food and sleep and subjected to white noise. The government was being accused of torture; people suspected of having information even if it only was an army hunch were beaten even if they knew nothing (The picture to the left is one of those detainees it is clear the torture he suffered, he was only released when the Army realised that he knew nothing).

This internment did nothing but provoke more violence, in the year before interment 4 people were killed, in just three days after were killed and many more were to follow.

This interment was to only increase support for the IRA many now still didn't join the IRA but no longer condones its actions. This led to hundreds of street demonstrations one of course being Bloody Sunday.

Why was the overwhelmingly number of protesters Catholic? Simply because the Catholics were the ones being interned, as the unionist government wanted to crush the IRA and the IRA being a Republic organisation and Republicans mainly being Catholic. But there was a much wider problem so internment was not the only reason they were marching they were protesting for equal human rights for people independent of whether they were Catholic or Protestant.

The Catholics were fed up of being nd class citizens they found the law was mainly Protestant. Employment was given to Catholics first. Housing was even discriminative but two ways. Politics was extremely Protestant, probably because of vote rigging. 8 nationalist councillors in Derry/Londonderry represented by 14,000 Catholics while 1 Unionist councillors represented by ,000 Protestants. Even the way people voted was so that Unionists won elections. 1 house= 1 vote so the Unionist government gave more houses to Protestants therefore making sure they had more than one vote.

Why was there a rift between Catholics and Protestants? This is due to discrimination of the Catholics by the Protestants; this rift can be traced back centuries. As far back as the 1th century and Henry II invasion of Ireland. The conquered Irish land was given to the English. The Irish were also angered by the fact that these new settlers had more power and privileges than their counterparts. From then till the act of Union in 1800 England and Ireland were frequently at war with each other. During James I reign in 1601 war against Ireland was declared and again under Oliver Cromwell's control war was declared against Ireland. These wars and privileges mad the Irish very angry and anti-British.

The above wars were all about power and land. Religion didn't come into these wars until 154 when Henry VIII was the King of England. Henry VIII and his ever changing marriages, in 154 Henry VIII wanted a divorce and the Pope wouldn't give it to him (because the Pope was being threatened by death by Catherine of Aragón's brother (Catherine of Aragón being Henrys current wife)). Henry in his power decided to break away from the Pope and set-up the Church of England, this angered the Irish, as they wanted to keep as Roman Catholics and refused to join the Church of England. As well as that he also angered the Irish by stating that he was also the king of Ireland.

When James the II was put in exile out of England in the late 160's, through his sheer jealously of the Protestants who threw him out, James II raised an army to attack Protestants in Londonderry/Derry. The new king of Ireland, William of Orange, defeated James at the battle of Boyne. The Orange Order still marches to commemorate that day. The Orange Order marches are another of today's reminders of the division between Roman Catholics and Protestants.

Although the act of Union ended the wars it caused its own problems. Irelands parliament had to be closed and England took over control of Irish law, the icing on the cake was that Irelands new laws would by passed by Westminster, London not in Ireland. These generally unwanted laws meant that there were job restrictions on certain jobs meaning Catholics had the restrictions and Protestants didn't.

The great potato famine of 1846 was when Irelands anger built up and began to erupt. England had failed to help the millions of starving so there was a split in the population. One section wanted Ireland and England to be totally separate countries these were generally the people who suffered the worst during the famine, as they were generally poorer so lived on cheap potatoes. These people in general were Catholics who were also Nationalists and Republicans. The other wanted Ireland and Britain to be linked; in general these people were Protestants who in general were unionists and loyalists.

There was the Partition, the partition was not really an event, it was a process, which took place between 10 and 1. The partition was the Split of Ireland into two parts-

Northern Ireland

Eire/Southern Ireland

Its main terms were

Six of Ulster's counties became Protestant and became a self-governing Northern Ireland, with its own Parliament in Belfast.

The remaining 6 counties would also become self-governing with their Parliament in Dublin.

Britain keeps control of issues such as military naval facilities.

On Easter Monday, April 4, 116, a force of Irishmen under arms estimated at between 1,000 and 1,500 men and women attempted to seize Dublin, with the ultimate intention of destroying British rule in Ireland and creating an entirely independent Irish Republic to include all counties of Leinster, Munster, Ulster and Connaught. Their leaders, Patrick Pearse, James Connolly and the others, knew that their chances of success were so slight as to be almost non-existent. Yet they fought, and died. Why?

The circumstances that led to the Irish rebellion of 116 are of an intense complexity, historical, social, political and, perhaps above all, psychological. The Irish writer, Sean OFaolain, has written of his country Most of our physical embodiments of the past are ruins, as most of our songs are songs of lament and defiance. The Easter Rising was a complete failure, which left large parts of Dublin in ruins; yet without it Ireland might never have been free of English rule. The leaders, alive, had very few supporters even among the Irish patriots; dead, they became and have remained their countrys heroes. It was a great historical paradox, and one that to this day the British have perhaps never understood. Had they understood it, it is conceivable that the British might still have an empire, since the overthrow of British rule in Ireland marked the beginning of the overthrow of British imperial might in Asia, in Africa, and elsewhere.

Died later as a result of his injuries received that day

I have found some reasons why Britain and Ireland had such bad relations. The hatred built up over centuries and erupts as marches and riots, the conflict is from years ago but still effects peoples lives today.

I am going to be studying three main pieces of evidence into what Happened on Bloody Sunday. Below is an overview of them all

Lord Widgery Report Lord Saville Inquiry Jimmy Mc Governs 'Sunday'

When done 17 18-present (expected completion in 004) 1-15

Time taken 10 weeks 6 years years

Conclusions Army innocent None yet Army guilty

Additional information Widgery supported the actions of the army only condemning them for being a little quick. Interviewed hundreds Lived with relatives of those killed and interviewed army witnesses

Didn't interview key army witnesses Expected cost of £150 million Mc Govern was born in Liverpool with a Catholic majority could of being biased because of this.

There is conflicting evidence from Bloody Sunday mainly on who fired first. Others include whether or not the IRA was present. The army would not now admit that it fired first as this would contradict what they said earlier this would cause huge embarrassment for them and saying it in court of law would bring up questions about the army and who really controlled was it the elected government or themselves. The marchers would also not admit to firing first as this would mean that people would stop being sympathetic towards the marchers and their cause.

The problems with the Widgery report? The government has long shared the wide spread view that the Widgery Report was unsatisfactory and that it did not represent the truth of what happened on that day. Indeed, the very disregard with which the Widgery Report was viewed by nationalists, particularly those in Derry/Londonderry, has meant that they have largely ignored it, so far removed was its version of events from the reality of what they believed happened in Derry/Londonderry on the 0th January 17. On three other hand, for the British authorities, the Widgery report remains the official version of events. On the basis of the Widgery report, compensation was granted to the next of kin in 174 and in 1 the British confirmed the innocence of those killed by reference to the Report's finding that none were found guilty.

The problems are mainly inconsistencies between statements, but these problems widened to show reports, statements being kept from the eyes of relatives. Also they found clear indicators that after soldiers had written these statements alterations were made to them and soldiers were often 'advised' what to say in the tribunal hearing. Widgery made no mention of bullets fired from city walls but it has being made clear by former soldiers and factual evidence such as how the bullets entered the body, some were from a trajectory only possible from the city walls.

Staff of the Widgery report have also being accused of fabricating aspects of the soldiers statements in an apparent attempt to justify the killings. The Widgery inquiry never took notice of a who said the lead particles found on the bodies of the deceased could of got there from contact with the bottom of a army vehicle or in touch with a soldier who fired a weapon. The Widgery report had being commissioned by Edward Heaths Conservative Government. Therefore would it be critical of its own government? I think not, it would try to justify the killings. The report only took 10 weeks the Saville inquiry is going to take at least 6 years and Mc Govern's 'Sunday' took three years, these are massive differences could the Widgery report find the truth in 10 weeks that it is going to take Saville 6 years to find out?

It can be concluded that the Widgery Report was fundamentally flawed. It was incomplete in terms of its description of the events on the day and in terms of how those events were apparently shaped by the prior intentions and decisions of the authorities. It was a startlingly inaccurate and partisan version of events, dramatically at odds with the experiences and observations of civilian eyewitnesses. It failed to provide a credible explanation for the actions of the British Army, particularly the actions of 1 Para and of the other British Army units in and around Derry. It was inherently and apparently wilfully flawed, selective and unbalanced in its handling of the evidence to hand at the time. It effectively rejected the many hundreds of civilian testimonies submitted to it and opted instead for the unreliable accounts proffered by the implicated soldiers. Contrary to the weight of evidence and even its own findings, it exculpated the individual soldiers who used lethal force and thereby exonerated those who were responsible for their deployment and actions.

Above all it was unjust to the victims of Bloody Sunday and to those who participated in the anti-internment march that day in suggesting they had handled firearms or nail-bombs or were in the company of those who did. It made misleading judgements about how victims met their death. The tenacity, with which these suggestions were pursued, often on flimsy or downright implausible grounds, is in marked contrast to the many points where significant and obvious questions about the soldiers' behaviour, arising from the Report's own narrative, are evaded or glossed over.

There have been many atrocities in Northern Ireland since Bloody Sunday. Other innocent victims have suffered grievously at various hands. The victims of Bloody Sunday met their fate at the hands of those whose duty it was to respect as well as uphold the rule of law. However what sets this case apart from other tragedies, which might rival it in bloodshed, is not the identity of those killing or killed, or even the horrendous circumstances of the day. It is rather that the victims of Bloody Sunday suffered a second injustice, this time at the hands of Lord Widgery, the pivotal trustee of the rule of law, who sought to taint them with responsibility for their own deaths in order to exonerate, even at that great moral cost, those he found it inexpedient to blame.

The new material fatally undermines and discredits the Widgery Report. A debt of justice is owed to the victims and their relatives to set it unambiguously aside as the official version of events. It must be replaced by a clear and truthful account of events on that day, so that its poisonous legacy can be set aside and the wounds left by it can begin to be healed. Given the status and currency which was accorded to the Widgery Report, the most appropriate and convincing redress would be the Saville inquiry a success.

Problems with the Saville inquiry? We don't fully know the problems of the Saville inquiry, as it has not yet being completed. But the major dilemma we do know it faces is time, it has being thirty years since Bloody Sunday, views vary over years people remember and forget things; its our natural instincts. Evidence has being lost imperative witnesses have died bullet holes will no longer exist the will of being covered over by layers of cement, bodies will of decomposed. The Saville inquiry though is trying to be as through as possible with what it has and is looking for new verification and finding it, but unfortunately it can never establish the whole truth as it is no longer possible, but can still find some and give some indication of what happened on Bloody Sunday.

Jimmy Mc Govern's 'Sunday' is based primarily on fact but there is a lot of fiction intertwined into it but it looks like it is fact. It can be very hard to distinguish between fact and fiction. Prime examples of this are the meeting between the Prime Minister and Lord Widgery he would of never of known what was said and it would of being said 'off the record' so no written information could of ever being found about it, on the helicopter going and leaving the Widgery report he would not of known what the soldiers said and thought- it was fiction. It was a docu-drama if it was just the truth it might not of being as interesting it was made to be shown on television so it may of added bits in for this purpose. Mc Governs own background could of made him naturally sympathetic' towards the Catholics views. He was born and grew up in Liverpool, which is widely known for its high majority of Irish-Catholics, he may of being able to relate to the Catholics better than the Protestants.

Overall the trustworthiest is probably going to be the Saville inquiry, as it has no influence on the current government if it talks badly about the current government, as the Widgery report did. It has more chance of reaching a balanced conclusion. The Widgery report had to be the least trustworthy as it didn't get all information before making judgements some evidence was being ignored. The whole thing had massive gaps in it. The balance of evidence from both sides was lacking. The nd trustworthiest is Jimmy Mc Governs 'Sunday' as it was biased to Catholics but not nearly as biased as the Widgery report was for the government. It had fact but a lot of fiction was also intertwined, although it did accept some protesters were carrying guns.

However unfortunate we know we will never know the full truth on Bloody Sunday there are too many conflicting arguments and nobody will take responsibility for their actions. We will discover some truth from the Saville inquiry but no enough to make definite conclusions. We will never know who shot first although there are accusations that it was Martin Mc Guinness or Soldier H but which one if either we shall never know. Time is a big problem facing the Saville inquiry and Mc Govern. People move people die. Bodies decompose. Places change. We may not like it but no inquiry will bring out the full truth until people start coming forward saying what they did, the man who fired first if still alive if he came forward he could help but will probably take his secret to the grave with him.

What I believe happened was a solider in the corner of his eye thought he saw a gun and shot in that direction, other soldiers and marchers who were carrying guns fired resulting it 5 minutes of undisrupted gunfire and 14 dead. I think both sides have equal responsibility the army fired large amounts of bullets into densely crowded areas and civilians with guns caused some to be shot. I do think many of the Civilians shot were shot by snipers on the city walls. I do believe some of those killed did or were carrying guns but not all of them, but I don't know which were guilty and which were not.

Bloody Sunday is commemorated today by minute silences, peaceful marches, laying flowers and wreaths, trust funds trying to clear the victims names and grieving the loss in your own home by just stopping and sparing a thought for those who died.

Above are pictures of a march through Derry/Londonderry commemorating the 0th anniversary of the Bloody Sunday massacre.

The annual Bloody Sunday march; retracing the route the civil rights protesters drew about 0,000 people when it took place on the Sunday of commemoration of the 0th anniversary.

Bloody Sunday is commemorated today because people are still angry with the government for the Widgery inquiry and still upset that 14 died due to British soldiers who were suppose to be the ones protecting them.

Bloody Sunday will not be forgotten because to relatives and People of Derry/Londonderry, Bloody Sunday is an open wound, which will not be healed until Britain admits its troops were culpable and the victims are totally exonerated.

The events of Bloody Sunday did absolutely nothing but make sure current troubles carried on into the 1st century. Security analysts and politicians concede that it marked the end of a phoney war the start of all out violence. Tony Blair said ' we must justice so the peace process can begin' another leading politician said 'I have lived a long time and no troubles have affected us as a nation as the Northern Ireland troubles.' Disaffected Catholic youths swelled the ranks of the Irish Republican Army (IRA) because of it and joined its hit-and-run campaign to drive Britain from Ireland.

After these men had joined, the IRA needed to be seen to be doing something. So in probable revenge for Bloody Sunday on the nd February 17, an IRA bomb killed 6 at the Aldershot headquarters of the 1st Parachute regiment of the British Army. Ironically, it was the same regiment that killed the civil rights marchers, so you can see why I said in probable revenge for Bloody Sunday. 10th September 17 bomb rocks London. 0th April 174 death toll of troubles hits 1000. 17th June 174 IRA bombs parliament. 17th July 174 IRA bombs tower of London. 5th October 174 bomb kills four in Guildford. nd October IRA bomb west end. 8th October 174 attempted bombing of minister and his wife. 1st November 174 Birmingham pub blast, 1 killed. 5th September 175 London Hilton hotel bombed. nd September 175 Northern Ireland bombed. 7th November 175 T.V presenter shot dead. 5th January 176 bus ambush, 10 die. th January 176 West end bombed. 7th August 17 Lord Mountbatten murdered. nd March 17 British ambassador to Holland assonated. 0th July 18 bomb causes carnage in London. 7th October 18 RUC officers killed by bomb. 17th December 18 Harrods bomb blast kills . 1th October 184 Tory cabinet meeting bomb blast. 8th November 187 bomb kills 11 at Enniskillen. 16th March 188 shot dead at Milltown cemetery. 0th March 18 Senior RUC men die in gun attack. nd September 18 10die in Kent barracks bomb. 0th July 10 IRA bombs stock exchange. rd December 1 bomb explodes in Manchester. 0th March Warrington bomb attack. 4th April 1 bomb devastates London. 10th February 16 Dockland bomb. 15th June 16 huge explosion in central Manchester. 15th August 18 Omagh car bomb 7 killed. 6th February 000 bomb attack on hotel. rd August 001 car bomb explodes in London.

There was a bombing campaign in 1 but then there were no more bombs until after Bloody Sunday, that really is something that Bloody Sunday has changed we now have murderous revenge on not only those who committed the Bloody Sunday massacre but also innocents, civilians caught up in the IRA web of murders.

The only nauseating thing was that Bloody Sunday has contributed to these tensions being brought into the 1st Century, these tensions now affect a range of events including Football, and the Northern Ireland captain was forced to quit the team because of Protestant threats. These tensions will carry on until someone does something about it instead of trying to tackle violently why not peacefully or politically.

One of the things that annoy me is that people who paint murals on their houses have the right intensions but I think these only help to sure tensions carry on into the 1st century. I also think that to get over these troubles then all sides must accept responsibility for what has happened and vow to 'forgive and forget'. On the following two pages there are pictures of these murals.

There were troubles in Ireland long before Bloody Sunday it can be traced back to the 1th Century so Bloody Sunday never changed anything. Bloody Sunday did one thing though it made this phoney war a battle that would continue into the 1st century and if things carry on as they are then for a long time to come.

I think that Bloody Sunday was a complete tragedy; I have no doubt that protesters were carrying guns but they were in the smallest minority. I think that the army fired too much too quickly and were just as much to blames as the protesters. Everybody needs to forgive the actions of the soldiers and vice versa also paramilitary groups such as the IRA need to be disbanded. The government and Irish people need to start building new bridges to stop the growing number of deaths. Their needs to be forgiveness and forgetness. With any luck it will soon, before another life is stolen.

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The Effects of the Attacks on the World Trade Center

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Since the terrorist attacks on the World Trade Center, America has changed in a large number of ways. The American government and its citizens have come to the reality that they are not entirely out of harms way. America has already declared war on terrorism, and now war with Iraq is still pending. The effects of the terrorist's attacks are Americans' desiring a better feeling of security, Americans having more of a sense of nationalism, and America's economy falling.

The entire world population fell into a daze when the two World Trade Center towers fell. Immediately, most Americans underwent a strong feeling of compassion. They all asked the same question, "Could this happen to me?" The American government has taken certain precautionary measures to secure the American way of life and to ease American uneasiness. In consequence certain rights are beginning to be compromised. The general public's fear of another attack and even its imaginable fatal outcome has bit-by-bit shaped new privacy invading regulations. If the American people allow this trend to continue, slowly they will all lose what is rightfully theirs. In every walk of life in America one can easily spot the security changes that have taken place. For example, many school bus drivers are required for extra security to walk to the back of the bus, then have everyone exit from the bus starting from the back for extra security. This extra effort to increase security is invading many walks of life and is becoming an everyday thing.

Ever since the September 11th attacks the world economy has suffered. The majority of the public was swathed with a blanket of paranoia and hurriedly started buying a huge amount of items in preparation for any events to come. Once having everything conceivably needed, people started to save money. The economy needs people to buy in order to grow. The stock market has notably lost its climb and only a few lucky traders have continued to earn any dividend. Hopefully, America's economy will receive a boost and swing forward to growth.

The minute Americans perked up after witnessing the horrible tragedies that took place in New York on September 11th, they experienced a since of pride, and they developed a healthier gratification of being an American. America's principles of opportunity, equality, and freedom for every citizen have overridden any problematic disputes that exist in America. Fueled by the hate and jealousies of the free world, The World Trade Center attacks were an assault on democracy itself. The attacks were assaults on the American way of life, and to undervalue such privileges is to not deserve them at all. Americans realized that they must stand tall in the face of tyranny and be willing to fight for what has been fought for many times before. The consequence of attacking America was succeeding in making Americans ready to fight, to maintain pride, and to stand for what America stands for.

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In addition to the added American security, the economy falling, and elevated American nationalism, the threat of war has been of late set upon the world. The current war situation has been caused by the American desire to annihilate any threat of additional terrorist attacks completely. An effect of The World Trade Center Attacks, the President has sworn that he will do anything within his power to protect the American people. Saddam Hussein, the Iraqi dictator, is harboring weapons of mass destruction and refuses to comply with the U.N. requirements of disarming. The potential of another terrorist attack is at hand. The evident solution to this problem is to remove Saddam Hussein from power, thus removing the threat. Many more effects of the World Trade Center attacks will continue to show themselves in the future and will test the world to come.

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David Sedaris

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Once, you could've called him to clean your house and sometimes, you still can. First discovered by Ira Glass of NPR, David Sedaris has become a sort of minor phenomenon (Marchese). Renowned for his humor and identified by his style, he has had his works featured on Morning Edition of NPR, written for numerous publications, and multiple offers as a television writer. Despite these achievements, his greatest work lies within his books. These collections of his essays, uncut and uncensored, reveal David Sedaris as much more than a diligent housemaid.

Sedaris possesses blatant, shameless honesty. He doesnt water-down his pieces in order to appease an audience nor to achieve political correctness. He says what he wants, as long as there exists good reason to include it. Oftentimes, this tactic manifests itself in his choice of vocabulary, his generous use of lively words. For example, in reference to his unique work experience as Santas helper, he describes the costumed worker of another marketing ploy as a son of a bitch, while his own position made him look stupid (Sedaris, SantaLand). The Jenny Jones makeovers are shows in which gruesome teenagers are forced into a variety of dull, conservative outfits. Following their transformations, the girls appear…looking like disgruntled housecats… (Sedaris, Confessions). This does not limit itself to the usage inappropriate language. Sometimes, his dialogues exemplifies this characteristic of his writing

Here I am with a 10 IQ, and theyve got me sweeping up sawdust. A 10! Im serious, man. Ive been tested…In case you didnt know, thats genius level.

Congratulations.

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With a mind like mine, I could be doing something, you know what I mean?

Absolutely.

A 60 could do what Im doing. That leaves me with 70 extra IQ points sitting around in my head doing nothing.

They must be bored (Sedaris, A Smart Guy).

His dialogue is lively, simply by the realistic quality in his words. One can easily imagine such a dialogue between two everyday people, and Sedaris, as usual, speaks nothing less than honesty. He never strays from the usage of this type of realistic dialogue.

His shameless honestly is also easily recognized in situational contexts. As he fought his learned addiction to television, Sedaris creates humor in his suffering by raising it to the level of severity as alcoholism. [His] withdrawal was not easy, and there were days when [he] would have done anything just to watch a single Huggies commercial, yet [he] held fast and sweated it out (Confessions). As Sedaris recounted his IQ testing, a series of recent events reassured him that his performance would outdo the performance of his base comparison. Yes, he was wrong, but that situation alone elicits no emotion as it was simply predictable. The degree in the fallacy of his assurance produced the humor. Or, as Sedaris describes the situational setting of his elfish workplace

Its beautiful, a real wonderland with 10,000 sparkling lights, false snow, train sets, bridges, decorated trees, mechanical penguins and bears, and really tall candy canes. One enters and travels through a maze, a path which takes you from one festive environment to another. The path ends at the Magic Tree. Once you pass the Magic Tree, the light dims and an elf guides you to Santas house. The houses are cozy and intimate, laden with toys. You exit Santas house and are met with a line of cash registers (SantaLand).

A magical paradise tarnished by a price tag, this kind of sudden burst of honest reality is often incorporated at precise instances to snap the reader back into the realization that your mind is directed by David Sedaris.

As a writer of experience, Sedaris composes all his works to encircle the recurrent topic of I. Life was good for the first forty-one years. Then I took an IQ test (A Smart Guy). Years ago, while living in Chicago, I took a job stripping woodwork with a fellow named Harry (Confessions). I was in a coffee shop looking through the want ads when I read… (SantaLand). This theme is not placed sparsely throughout, but instead is spread thickly throughout his works. As Sedaris composes his essays, he utilizes a highly effective and well-implemented structure. Ironically, this is the lack of structure. For instance, he begins Confessions of a Daytime Television Addict with a short description of the procession of events that led to his addiction and the pleasure which he describes as intoxicating (Confessions). Next, an equally short description of the uneasy withdrawal process is provided. The rest of the essay is about the Jerry Springer Show. He shows his emerging curiosity testing his resolve. He continues to proceed to illustrate the epic cursing, the compelling themes, and the tribal audience. Finally, he concludes the work with his experience with Judge Judy. Sedaris only succumbs to the structure imposed by the necessity of chronology.

David Sedaris writes to entertain. He doesnt write to inform; he doesnt write to express an opinion; he doesnt even write to share his personal anecdotes. All of these are merely to encase the humor into a coherent and liquid entity. Why exactly is David Sedaris so amusing? Because, hes fearless. He has a fearless attitude in his opinions and towards the truth. He says what he thinks and nothing less. David Sedaris is one of the most observant and pithy writers in the world today. His essays move from squeamishness over the emotional violence in each scene to laugh-out-loud hysterics in the absurdity of any given situation. This ability, the ability to sense the hint of humor however so slight in any situation, gives him the power to entertain. His humor is not aimed at a specific crowd, just the general crowd. And I, as an exemplary member of the general crowd, will testify to this genuinely laugh-out-loud quality of his creations.

Please note that this sample paper on David Sedaris is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on David Sedaris, we are here to assist you. Your cheap custom college paper on David Sedaris will be written from scratch, so you do not have to worry about its originality.

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