Bohemia and The Final Problem Essay

When he reaches the Englischer Hof, the innkeeper has no idea about any sick Englishwoman. Realizing at last what has happened, Watson rushes back to Reichenbach Falls only to find no-one there, although he does see two sets of footprints going out onto the muddy dead-end path, but none coming back. There is also a note from Holmes, explaining that he knew the report Watson was given to be a hoax and that he is about to fight Moriarty, who has graciously given him enough time to pen this last letter. Watson sees that towards the end of the path, there are signs that a violent struggle has taken place. It is all too clear: Holmes and Moriarty have both died, falling to their deaths down the gorge whilst locked in mortal combat. This bit is so sad and shows Sherlock Holmes’ respect for Dr Watson as he lets him go back. Sherlock Holmes is a noble man in this scene and tries to protect Dr Watson from the pain of his death. However Dr Watson is left clearly upset saying he will forever regard Sherlock Holmes was â€Å"the best and the wisest man whom I have ever known†. This did choke me up a little as I read the last words of the story. I think overall the 1st person narrative by Dr Watson really works. There are a few problems but they have been solved by the way that the stories are written. For a setting to be typical of that of a detective story it needs to be a little scary and quirky, with the most successful murder mysteries taking place in dilapidated and isolated old houses. There is one striking resemblance of all the villains in the stories we have studied, they are all very noticeable. Dr Roylott and Dr Moriarty both tall and imposing, Irene Adler is beautiful and dainty and Hugh Boone is ugly and repulsive. The two most evil villains, Dr Roylott and Dr Moriarty it says have both inherited their evil tendencies. The literary pairing of Sherlock Holmes and Dr Watson works well because they are different, two vivid characters, so different in their functions and needs and as all partnerships should be, based on a great friendship. I think generally there is only one story which we have read which could be described as a typical murder mystery or detective story and that is The Speckled Band. This is the only one with a typical setting, villain and story sequence. The others are not so, with A Scandal in Bohemia not having a typical setting, The Man with the Twisted Lip having a villain who is the same person as the victim and The Final Problem resulting in the death of the detective. So I think that you can categorize stories into genres but it is much harder to say â€Å"this is a typical detective story† or â€Å"this isn’t because †¦ † In the end each story is different. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Globalization and Ethnicity in the United Kingdom Essay

Globalization and Ethnicity in the United Kingdom - Essay Example The effect of globalization-led migration is the growing diversity of any given state and the heightened pressure of supporting and fairly representing the interest of a state’s citizen living abroad. On the other side, globalization has resulted in some of the societies that exist as enclaves within the boundaries of a given state to champion for their independence, secession, and right to govern themselves. Prior to the World Wars, the United Kingdom was the most dominant nation on earth and the superpower of the nineteenth century. The UK had engaged in colonial conquest in various parts of the globe. Having been the major power in the nineteenth century, Britain had occupied many parts of the world spreading their language and culture. In contemporary world setting, immigration to the United Kingdom has been tremendous with many people especially from third world countries and former colonies making the highest numbers of immigrants. Many third world countries have been af fected by political turmoil at one time in their history, resulting in political asylum and influx of refugees into the UK (Beck 2000). Â  Former British colonies like India, Pakistan, Nigeria, and South Africa among many others form the largest numbers of refugees and political asylum individuals living in the UK. Between 1991 and 2001, about half of the population increase in the UK was a result of the presence of immigrants born outside the UK. The UK thus has a very high number of immigrants who constitute the general population (Delanty 2008). Most of these people are not the UK born and some have spent the most part of their childhood in other countries and some even adulthood. Culture is dynamic, and culture in most cases dictates individuals’ behavior and ways of life.

How do our checks and balances work Essay Example | Topics and Well Written Essays - 750 words

How do our checks and balances work - Essay Example The branches are considerably equal in power and their jurisdictions are mutually independent to eliminate probability of conflict of interest in implementing the checks and balances. The legislative arm of the government that consist of two houses, the Senate and the House of Representatives, makes laws that govern operations of other government arms as well as citizens. Administrative law, as developed by the legislature, for example, determines organization of the executive in implementation of its governing roles. The legislature also has the sole role of developing bills that regulate government policies, such as tax policies, and this checks on the executive arm’s authority to develop and implement rules policies that relates to taxation. The legislature therefore regulates tax rates that may be imposed by the executive on citizens and corporate parties. The legislature also ensures checks on the executive through its powers to impeach an officer in the executive arm of the government for improper conduct. Such impeachment powers are also dispersed within the legislature to ensure balance and checks in their implementation. The House of Representative, for example, serves the role of impeaching officers in the executive arm of the government while the congress presides over impeachment cases. The same impeachment role applies over judicial officers and it ensures that the judiciary and the executive are run in accordance with the law and any other constitutionally established standard (Adamson and Morrison 31). Our checks and balances also work through the roles and powers of the judiciary over constitutionality of laws and actions. The power to determine constitutionality of laws offers checks over the legislature by ensuring that enacted laws or amendments are consistent with the constitution. In its roles and powers, the judiciary that is headed by the Supreme Court can declare legislation unconstitutional through its mandate of interpreting the constitution and such a pronouncement renders the subject legislation null and void. The role therefore checks on the legislatures powers to make laws and discourages legislations that are beyond the powers and scope of the houses under the doctrine of ultra vires. The judiciary also offers checks over the executive through its veto powers over decisions made by the executives and its officers. This is also based on its interpretative role that determines constitutionality of controversial decisions by the executive branch. This allows the courts to rescind a decision by a representative of the executive arm (Adamson and Morrison 32). Similarly, our checks and balances work through the powers of the executive arm of the government over both the judiciary and the legislature. The power of the precedent, the head of the executive arm, to approve of all laws that the legislature passes offers check by ensuring that the laws are valid. The powers also ensure that the legislatureâ€℠¢s interest is not passed into law by subjecting the passed laws to an independent party to the law making process. The Congress however has powers to reverse a decision by the executive not to approve legislation and this identifies the role of the three arms of government in ensuring valid laws. The legislature makes the law, the executive approves the laws, and the judiciary interprets them for implementation, besides validating controversial ones, by the

Housing segregation in the us Research Paper Example | Topics and Well Written Essays - 2250 words

Housing segregation in the us - Research Paper Example Gotham (2000, p. 13) found out that while housing subsidy housing programs created a situation for a great number of white families to buy â€Å"new† housing units in suburban areas, African American families were only able to buy â€Å"existing† homes in â€Å"racially transitional neighborhoods† in the inner city. Gotham (2000, p. 13) interpreted his data to mean that his research corroborated research that showed that the â€Å"market-centered† focus of federal housing policy has created obstacles to the â€Å"ability of African Americans to accumulate wealth through home ownership and reinforced racially segregate housing patterns.† For Gotham, the culprit is Section 235 of the 1968 Housing Act that â€Å"was designed to shift the focus of federal housing policy away from dispensing aid to local housing authorities for building public housing to providing direct supply-side subsidies to the private sector to stimulate home ownership for nonwhit es and the poor† (2000, p. 13). Taking off from the work of Oliver and Shapiro (1995), Gotham argued (2000, p. 14) that the operation and implementation of the United States 1968 housing program is an example of the â€Å"racialization of state policy.† Citing the study of Massey and Denton (1993), Gotham (2000, p. 15) specifically pointed out Kansas City as one of the United States’ prime examples of â€Å"hypersegregated metropolitan areas due to the high degree of segregation in housing patterns on a range of indices.† Gotham (2000, p. 16) blames the â€Å"segregative effects of federal housing policies and programs, and private real estate activity† for the hypersegregation. In addition, Gotham said (2000, p. 17) â€Å"the various economic and political dimension of housing-related activities have been conducted through an organized and interconnected system of racial discrimination.† At the same time, Gotham (2000, p. 17) also pointed out racial discrimination was

Procces to practice Essay Example | Topics and Well Written Essays - 2000 words

Procces to practice - Essay Example the floor, the viewer is just able to skirt around it, for my suspending object from the ceiling and the wall plays with the visual of weight, drop and breakable. For example, during the process of my experiments with the various mediums and finding a way to represent, I made two different sorts of object, in one object I made amalgamates space around it, following works (intimately object, a chair and the dead body). This type of composition identifies with the quote, â€Å"Three dimensional works by minimalist artists used wide range both the surrounding space and the viewer.† Hence, I desire to establish the relationship between the sculptures processes and materials used and the idea of making uncanny objects. Nevertheless, in some of my works I did not incorporate space since, â€Å"You cannot understand the place without being capable of understanding form and to understand form you must be capable of understand space.† These include works such as Au nature, and untitled water object. In terms of material, I used particular materials such as an everyday object, cement, water, and the plastic bag, latex, fruit and here they act as properties in determining the form of my objects. This is a new exploration just like, â€Å"In the twenty century arts began to explore new recourse in a quest to discover what sculpture could be and what it could be made for.† As mentioned above; cement is one of the materials I have used in my work. Cement is a dead, waterproof material often used for outdoor sculpture, building and big scale; it can directly onto a supporting structure, pattern and object. First, I mixed plaster powder with water, which is fast sited, I practiced as a construction material of the making mould. Then, I used water, which is as a significant influential material in my recent works. It is an element of nature that brings specific aesthetic qualities. I also used fruit, which is an organic material and rot material. In terms of technique and material,

Products of Native American Culture Essay Example | Topics and Well Written Essays - 2000 words

Products of Native American Culture - Essay Example The text which is used as a product of Native American culture is one which shows a different identity that belongs to America and which once was the main association with the United States, as opposed to the changes which occurred after the land was conquered by the American government. Text as a Product of Native American Culture The text that is a part of culture and history is first defined as a product of Native American culture. The different types of text are able to describe the culture, history, family and the lifestyle that was a part of a given time frame. This traced the history of the Native Americans back into the ancient ways of living while showing how the dominant culture in America was lost through the war. The defining of these elements make the text as a main product of Native American culture, specifically because it is able to define and describe different parts of the culture as well as provide examples that have caused the religious, ceremonial, cultural and h istorical aspects to be engrained with those who are a part of the Native American tradition. When reading the text, there is the ability to understand the entire society. The intertwining of traditions, ranging from the societal hierarchy to the concepts of religion are in each of the text, making it all a significant basis to understanding the history, beliefs and lifestyles of Native Americans. An example of the text as a part of Native American culture is defined with â€Å"Black Elk Speaks.† This particular text is important in defining the ceremonies and cultures of the Sioux while combining this with the historical events taking place when America began to attack the Native Americans. Descriptions such as The Dog Vision, Heyoka Ceremony and the Powers of the Bison and Elk are able to describe elements of the culture and how this related to the changes in America from the past of Native Americans. â€Å"Under the tree that never bloomed I stood and cried because it had withered away. With tears on my face I asked the Great Spirit to give it life and leaves and singing birds, as in my vision† (Neihardt, 193). This is one of several examples that show the intertwining of cultures in the text. The product comes from the connection to nature, prayers that are a part of the practice of Native Americans, and as read through the â€Å"Great Spirit† and which associates with the context of the time. The particular culture is also defined as the narrator is describing the attacks of the Native Americans and how the family is lost because of the American attacks, showing how the culture known is lost because of the historical events taking place at the time. Another representation which shows the text as the Native American culture is through â€Å"Ceremony† by Leslie Silko. Similar to â€Å"Black Elk Speaks,† this book is able to combine the elements of the Native American culture with religion, ceremony and the beliefs that are upheld through generations. However, there is also an understanding of how this has changed because of the divisions which occurred in America over time. â€Å"An old sensitivity had descended in her, surviving thousands of years from the oldest times, when the people shared a single clan name and they told each other who they were†¦

Principles of Assessment Essay Example for Free

Principles of Assessment Essay Question 1: Define the key concepts and principles of assessment We should always consider what the assessment experience of assessment is like for our learners. Considering key principles in the designing of our assessments will keep our views fresh and reflective. Key principle 1: Put the learner at the heart of the assessment. The assessment experience should be a motivational one for our learners. It is only by developing the learners understanding of the function of assessments and enabling their development as a learner that a motivational experience is facilitated. Learners often feel detached or on the periphery of assessment because they perceive it as something that is forced upon them rather than a tool that they can use to aid their development. In order to achieve this, assessment needs to be an ongoing process that the learner can take ownership of by highlighting their own areas for development. Subsequently the learner feels a greater sense of autonomy which helps develop confidence in their own ability. Key principle 2: Assessment needs to provide a view of the whole learner. Assessment should reflect our objective of developing the whole learner. In order to achieve this, a broader picture should be painted, both for the learner and the assessor. To achieve this we need the learner to draw on experiences that are external to the learning environment. Developing links with the community, peers and family members will enable the learner to make connections between skills that are gained in the classroom and relate them to situations and skills in life. This can only be positive as an increase in motivation and relatedness will inevitably be enjoyed. Key principle 3: Assessment is integral to teaching and learning. Embedding assessment in teaching and learning is essential to creating personalised learning. In order for this embedding to be successful, we need to recognise the signs that learning is being achieved and by integrating multi-modal experiences and activities, we can generate a multitude of evidence that learning is taking place. Making assessment the focal point of a session facilitates differentiation and highlights individual learners’ needs and potential pathways to future learning. However, assessment needs to be planned carefully and in detail so that most assessment activities can be learner led with minimal input from the tutor/assessor. Key principle 4: Assessment includes reliable judgements about how performers are performing related, where appropriate, to national standards. Linking assessment is essential for consistency, tracking progress and evaluating the impact of the assessments. National standards ensure consistency within the specific educational establishment and across various institutions, which is a minimum entitlement of all learners. Evidence can be shared by tutors and assessors within a department, a college and within an entire sector in order to share best practice and gain confidence. Through national standards, learners have the opportunity to track their progress and compare it with other learners and institutions. Question 2: Explain the responsibilities of the assessor. First and foremost, assessors should be the guardians of standards by not comparing the work of one individual to the work of another’s. Using the assessment cycle will add structure to the tutor and enable them to integrate a continuous process of assessment throughout the curriculum. Stage 1: Assessment design – quality assessments should be planned to give the learners the opportunity to engage with formative tasks. They should also get the chance to undertake summative tasks to demonstrate their learning. The use of realistic, authentic experiences will help energize the learners. Stage 2: Communication – this phase is where the standards and content of the assessment is communicated to the learners. Parameters of assessment outcomes are set. Stage 3: marking – marking is not just about providing a grade. Techniques and activities should be introduced so that learners and peers can actively take part in the grading process. This can assist students in the understanding of the task and also inform future learning. Stage 4: Analysis of results – consistency in marking is essential to help keep learners motivated. If inconsistencies are seen in a group, maintaining positivity becomes difficult. Learners should explore results and be offered the opportunity to comment on their grading. Stage 5 – Feedback – possibly the most important element of the assessment cycle. Supportive, informative and constructive feedback should be offered to enable students to see how they performed. The feedback should include advice on how to improve their learning and future performances (feed-forward feedback). Feedback should be offered continuously and in a cyclic manner. Question 3: identify the regulations and requirements relevant to assessment in your own area of practice. Regulations †¢ It is a requirement that centres provide CYQ with the following: †¢ List of named assessors with signatures †¢ Details of all assessors’ qualifications and experience (CVs). †¢ Copies of all relevant certificates †¢ Clear specification of the assessment roles and responsibilities †¢ A well planned assessment process from induction to final assessment day plan †¢ A valid and reliable assessment of knowledge and skills that is appropriate to the CYQ syllabus and aligned to the national standards †¢ Evidence of Assessor/internal quality assurer meetings to review and standardise assessment practice to meet national standards †¢ Centre policy and practice in relation to fair assessment provision for any individual assessment needs of learners Requirements. †¢ Carrying out assessments in accordance with CYQ assessment specifications and assessment documentation †¢ Ensuring evidence provided by learners is sufficient to meet CYQ requirements †¢ Providing feedback to the learner about performance and achievement †¢ Devising and agreeing an assessment action plan with the learner as appropriate †¢ Completing all relevant assessment forms and returning them to the internal quality assurer/Centre Contact †¢ Providing feedback to the internal quality assurer †¢ Upholding the standards of the award http://www. cyq. org. uk/files/role-of-the-assessor. pdf Question 4: Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. |Assessment method |Strengths |Limitations |Meeting individual needs | |Group work |-Seeing peoples’ point of view. |-Learners with more introverted |-Social loafers can be put into groups | | |-Learn from one another. |personalities may be uneasy in a |that include environmental influencers | | |-Improves social interaction. |group situation. |to ensure an even workload. | |Peer and self-assessment |-Increased autonomy. |-Validity can be reduced due to |-Can inform summative marking by | | |-Encourages self reflection. |self-grading. |assessing individual contributions. | | | |-Reliability can be reduced due | | | | |to peers grading each other. | | |Patchwork texts |-Help contribute to an holistic |-Intensive prep time to produce |-Embedding literacy helps achieve level| | |understanding of content. |resources. |2 content. | | | |-Complexity of task means less |-Encourages diversity through | | | |able learners need additional |interaction with many people | | | |guidance. |continuously. | http://www. reading. ac. uk/web/FILES/eia/AZ_of_Assessment_Methods_FINAL_table. pdf Question 5: Summarize key factors to consider when planning assessment. Disability Adequate provision must be made for students who have disabilities and / or special educational needs when designing and planning assessments. Legislation requires learners’ needs to be anticipated (The Equality Act 2010). This is so that measures are in place to meet needs before they are actually required. These measures can potentially be beneficial for all learners. Know what you are assessing Criterion-referenced assessment is the most commonly used method of assessment. We must ensure that assessment criteria are clearly defined so that learners are fully aware as to what is expected of them. This will also keep the feedback specific to the assessment and specific to the learning outcomes, enabling learners to highlight potential future learning pathways. Timing your assessments If you conduct formative assessments at too late a stage, constructive feedback cannot be acted on, making the assessment pointless. Conversely, summative assessments being conducted too early will take away the learners ability to develop their knowledge and can lead to reduced confidence. You must make an effort not to over assess. Too much assessment can mean less time to reflect, feedback and act on areas for development. Question 6: Summarize the types of risks that may be involved in assessment in your own area of responsibility. Health safety – the suitably of the environment must be considered during the planning stage of assessment. Maximum utilization of preventative measures should be observed e. g. risk assessments should be carried out to minimize risk of injury. Equipment checklists should be completed to ensure that any equipment being used is fit for purpose. First aid kits should be available if required as well as communication to relevant health and safety officers and assigned first aiders. Timescales – particular attention should be paid to timescale parameters in assessment. Every effort should be made to ensure that adequate time is provided for the assessment to be completed and for feedback to be provided to the learners. It is essential that time parameters are realistic and achievable for ALL learners. Learning impairment – any learners with visual, hearing or any other learning impairment should be considered during assessment. Different levels of differentiation should be utilized to ensure that ALL learners’ needs are adequately provided for. For example, you could provide larger print or zoom for learners with a visual impairment or writing with different coloured markers on a whiteboard for learners with dyslexia. Technology – when using assessments that include the use of technology, it is always a possibility of technological failure. Weather – if planning practical assessments in an outside environment, you are always planning against the elements, particularly in this country. Question 7: explain how to minimise risks during the planning process Adequate preparation of the assessment environment is essential to the provision of the safety of the learners. A risk assessment should always be carried out before the assessment begins. The appropriateness of the environment is also a major consideration. The assessment environment should suit the type of assessment that you are carrying out. For instance, when planning practical assessments in the gym, it is down to me as the assessor to ensure that the environment is fit for purpose i. e.the equipment in the gym must be regularly safety checked and maintained. There should be documented evidence that safety checks and maintenance has taken place that can be checked by Internal and External Quality Assurers. Any repairs that are required should be carried out within a reasonable timescale and documented so as not to disrupt the smooth running of the programme. Assessment should always assess what is meant to be assessed, in accordance with the curriculum and awarding body specifications. Failure to adhere to these guidelines will mean that the assessment will be invalid. Consistently meeting the set standards of the awarding body and the institution will make the assessments reliable. This means that the assessments will be reliable and consequently, any external or independent assessors or IQA/EQA can make judgements at any given time. Keeping learners informed as to the time, place and nature of their assessment will enable them to prepare adequately for it. It will also act as a timetable for us as tutors/assessors to enable us to prepare adequately and make sure that there is sufficient quality and relevance in delivery prior to the assessment taking place. It is always a good idea to share your assessment ideas with colleagues before submitting them to learners. Sharing ideas and information with peers is a great way discovering and enabling best practice. Question 8: Summarise the types of information that should be made available to learners and others involved in the assessment process The course planner is made available to learners from day zero of the course. The course planner contains all key information as gleaned from the scheme of work. Key information would include; session topics, aims and objectives, activities and assessment methods. The course planner is available on moodle so that learners can access it. In the sessions I make the session aims and objectives available to learners from the moment they walk through the door. Immediately, the learner is aware what is required of them in the session. Leading from the aims and objectives, the learners are made aware of the activities that they will be doing and how these activities relate to the objectives. I will usually do this through a prezi. All prezi’s are subsequently embedded onto moodle. I embed web links into the relevant moodle page so that learners can research relevant information from credible sources. It is crucial that timescales are made available on the course planner and assignment deadlines are reiterated constantly throughout the duration of the course. Learners are always made aware of the, methods of assessments that will be taking place. This enables the learner to prepare themselves for the assessment and fill any gaps in their knowledge that may exist. Question 9: Explain how peer and self assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning |Peer assessment |Self assessment | |Strengths |limitations |Strengths |limitations | | | | | |.