Comparison of the Declaration of Independence and the Constitution Essay

Comparison of the Declaration of Independence and the Constitution - Essay Example The Constitution responds to that requirement. The most apparent forms of Constitutional response can be found in its architecture. Government powers are divided into executive, judicial, and legislative branches (Allen 1). The legislative takes the central position; it is well elaborated in Article 1 and it bears the most careful description of principles and powers of representation. This fulfills the Declaration concerns in which particular tyrannical oppressions are listed; the Declaration lists ten executive power violations, one judicial power violation, and fourteen legislative power violations. The legislative powers are listed in Article I, Section 8, and they serve as a template through which the charges made against the King may be assessed as mainly one or the other tendency. The Constitution offered protection where the experience written in the Declaration recognized dangers. A similar pattern is shown in the Bill of Rights, which opens with a strong limit, â€Å"Congr ess shall make no law †¦Ã¢â‚¬  (Allen 1). Both documents affirm that the legislative powers go back to the people. Every charge made against King can be transformed into positive assertions of the government’s obligations. ... The liberty of citizens entails free movement of a person into and out of the nation. The judicial power must be independent of the will of the executive, and they must be given the power to render justice to individuals. The citizens are not supposed to be burdened with the (excessive) need to sustain public officers. Public liberty and the military administration are not compatible, and the military ought to be subordinate to and reliant on the civil power (Allen 1). Second, both the Constitution and the Declaration hold the principle of equality. The most compelling evidence of the Constitution’s principles is offered in its architecture. Furthermore, considerable dimensions are contained in the tenor and the language of the document. The Preamble has generally been identified as keynoting the document in its recognition of â€Å"â€Å"We the People† as the authorizing power of the government established under the Constitution† (Allen 1). This responds to the instance made by the Declaration that the public good is the purpose of a limited constitutional union. Additionally, it further argues that the artificial and political bodies do not create the United States of America. It is the people who exercise a native God-given right have the ability to do so (Allen 1). It is important to note that the authorizing individuals are recognized in the document as fully entitled to serve within the government and to gain from its ministrations. The Constitution has its own terms, which determine an individual eligible to hold office. The individuals are distinguished based on citizenship restrictions and by reasonable age. The document does not admit any religious test, and no gender or race is excluded. In other words,

The Ins and Outs of Assessment Essay Example for Free

The Ins and Outs of Assessment Essay What is an Assessment? As I ask myself this question, memories from my educational experience pass through my mind. I am forced to recall many tests, quizzes and fear that have embedded my mind with a horrific sense of anxiety. The fear, I believe, is the cause of the thought that I may not excel in the lesson that I had been taught. Then I ask myself, is that what an assessment was meant to accomplish? Through my readings, I have learned that an assessment is an educational process that requires documentation of knowledge that a student has received from a lesson. The documentation of the assessment can be based on the individual student or the class as a whole. Assessments are a collection of data in order to improve upon the educational development of a learner. Assessments also help improve the learning standards and benchmarks within the classroom. This practice will allow me, as a teacher, to improve my teaching ability and evolve as a better educator. I have also learned, through my readings, what an assessment is not. An assessment is not an end goal that determines a student’s educational worth in a subject area. Assessments are not the only data that is used in evaluating the progress of a student in a particular program of study. The process of assessing students’ progress is only useless when the evaluation is done poorly. If this practice does not reflect goals and values of particular disciplines, the assessment should be reevaluated. There are two main categories of assessment: summative and formative. Summative assessments are used to evaluate how effective an instructional program has been to student. This assessment is typically given at the end of a particular lesson, unit or academic year. Summative assessments are used to make a judgment of the competency of a student after a particular lesson has been completed. This evaluation is issued to determine if a learner has mastered a specific standard or benchmark. It is also administered in order to identify areas of instruction that may need additional attention or modification. Such assessments are given in the form of standardized test that typically have a single score. Summative assessments are typically a good evaluation for educators and school systems, however; such data does not individually reflect the misunderstandings that may hinder a learner’s potential  evolvement. Formative assessment is used to improve instructional methods and student feedback throughout the teaching and learning process. Formative evaluations are performed in a gradual, step-by-step procedure in order to observe a student’s grasp of a concept. This process is demonstrated by on-going assessments, as well as, reviews and observations in the classroom setting. Through an educators observations, the teacher can reconstruct the instructional strategy sooner rather than later, in order to insure the validation on the lesson. Formative assessments may be administered in the form of quizzes or performance tasks in the classroom. Assessing a learner formatively allows for more retention of the instructional material, and a better grasp on building upon that material. Assessment expectations desired by instructors are the effectiveness of the outcome. I think that a teacher should strive for every student’s ability. In reaching this goal, instructors must set realistic expectations for the students that one may teach. In setting goals for the students, students must have a clear understanding of what is expected of the instruction and lessons. I believe that each expectation that is set for a student should resemble that particular child’s ability and need. Each expectation should be a reflection of a student’s prior knowledge and the instructional connection between concept and practice. Exercising realistic expectations within the classroom can be easily established through the purposes of assessments. Instructors give assessments to students to identify areas of weakness which can result in the determination to give better teaching instruction. There are four purposes for assessment of students: Monitoring student progress, making instructional decisions, evaluating student achievement and evaluating progress. The first purpose of assessment is monitoring student progress. After setting realistic expectations, data should be compiled to give the student and instructor feedback about the progression of the expectations that were set. This assessment purpose is a continual process that may result in formal or informal data. This data, however; can lead to the individual progression of each student. The second purpose for assessment is making instructional decisions. Instructors will use collected data of students’ understanding to modify teaching processes in order to give better instruction to the student. In order for the teacher to modify the instructional tasks for a student, the teacher will observe the student. This observation will allow the instructor to understand the way the particular student thinks and applies instruction; therefore, making the instruction fit the child, rather than fitting the child to the instruction. The third purpose for assessment is evaluating student achievement. In evaluating a student’s achievement, an instructor will examine the student and make an informed judgment on the progress the student is obtaining. The judgment is based on the abilities of that certain student rather than in comparison to other students in the class. This allows the student to receive a more individualized evaluation that reflects on the goals that are set for him or her. The fourth purpose for assessment is evaluating programs. This assessment is a compiled evaluation of the class, as a whole, in order to make modifications to the instruction given to the students. These modifications will allow students to, not only set high expectations, but meet high expectations as well. It is my opinion that changes in assessments need to develop in order to keep such evaluations in line with reform efforts. Some of the assessments that are used today seem dated and may not give correct validation of a student’s understanding. Assessing a student’s educational potential is a group effort for all that are involved in the education of a child. Assessments for observing students’ education, making instructional judgments, and evaluating a student’s achievements have been in the hands of classroom teachers, whereas assessments for gaging programs have been supported by agencies outside the classroom. I believe that assessments for all purposes need to be more vulnerable and mutual; meaning, instructors should be involved in the assessment process for all purposes. The primary responsibility for assessment must be a shared effort if it is to meet the needs of today’s students.

Menos Paradox :: essays research papers

What is Meno’s Paradox? First, who is Meno? The Meno is one of the earlier Platonic writings, which include Socrates and which look to try to define an ethic, in this case virtue. Meno himself is seemingly a man who is greedy for wealth, greedy for power, ambitious, and a back-stabber who tries to play everything to his own advantage.   Ã‚  Ã‚  Ã‚  Ã‚  Meno starts by questioning Socrates. Can virtue be taught? Socrates says to Meno, well, what makes a virtue a virtue. Meno comes to the borrowed point that virtue is â€Å"to find joy in beautiful things and have power†. Socrates retorts by saying â€Å"do you think men desire just good things?† While explaining themselves they came upon what becomes Meno’s Paradox. Is virtue something learned and can we learn things without already knowing them?   Ã‚  Ã‚  Ã‚  Ã‚  Socrates defends the philosophy that if a man can recall one fact only, as long as he does not get tired of searching for it, then searching and learning are as a whole, a recollection. Meno does not understand this argument. Socrates uses a discussion with a Greek boy you explain this to Meno. â€Å"Do you know that I square figure is like this†, Socrates asks. â€Å"I do† the boy replies. He then asks, â€Å"Is a square is a four sided figure with equal sides?† Yes, he replies. Socrates questions the size, the lines and comes to asking that if the figure is two feet this way and one foot that way then the line would really be two feet. The boy agrees. Now if its also two feet the other way, then it would be four feet total. The boy agrees. Then he adds a figure the same size, this would make it eight feet. Boy agrees. He asks the boy to explain how long each side of the wall is. He responds with twice the length. Socrates then tells Meno tha t he didn’t teach anything; just questioned until the boy reached the answer he wanted.   Ã‚  Ã‚  Ã‚  Ã‚  This brought them back to virtue. It is a type of knowledge; clearly able to be taught says Meno’s. They both question virtue. Does is make us good? Yes. Beneficial? Yes. It comes from the soul, Socrates states. He doubts that virtue is knowledge, therefore unteachable and coming from within. To really say who is virtuous, and if it cannot be taught, then there can’t be teachers because who is virtuous enough to teach it?

Effect of Exercise on Squeezing a Clothespin

IntroductionDoes exercise make your muscles tired? In my controlled experiment I investigated this problem. My hypothesis was â€Å"If I rest first then I can squeeze the clothespin more times† My reason behind this is because during exercise I think you tire yourself out more, so resting before squeezing could increase number of squeezes. Methods and Materials The materials I used in this experiment were 8 people (subjects) and 8 clothespins of the same type.First I recognized my dependent variable, how many times you can squeeze clothespin, and my independent, exercise. I took a group of 8 classmates, excluding myself and instead including my younger brother. I decided to let the control group also serve as the experimental group. The steps I took were to let the control group rest before starting, and then they squeezed the clothespin for one minute and counted how many times they could squeeze it. After that they rested for another minute, then exercised by jogging in plac e for one minute and after they immediately squeezed the clothespin.Results SubjectExperimental GroupControl Group:Megan 205 226Dane 277 307Nick B 209 235My younger brother 152 136Nick C 194 214Vinny 195 234Dan Average 192 280More subjects squeezed the pin more times resting first. The average of all the data shows this also. Looking at the graph it’s easier to see the results and compare them than the table. The table does not show a visual comparison but shows the data and numerical information. The table takes longer to read and is harder to understand. The bar graph is easy to point out trends and patterns. The bars, exercising and resting give an easy understanding and show relationships in the data. They compare the different amounts of how many times the clothespin was squeezed with each subject.Discussion and ConclusionsExercise does make your muscles fatigued according to my data results. It also supports my hypothesis. If you rest first you can squeeze the clothespi n more times. From the data I collected the average of the eight people concluded exercise makes your muscles more fatigued and less able to squeeze the clothespin compared to resting before squeezing. Majority of the subjects used in my experiment concluded with this result too. Muscle fatigue occurs when the muscles have an increase in activity so certain  waste products of muscle cell activity build up in the cells. This is could be true with the results I have concluded.Suggestions for Improvement and Further ResearchTo improve my experiment I could have changed the amount of time you rest squeeze the pin, how long you rest before exercising, how long you exercise, and what type of exercise is done. Changing some of these things could change my results, and result in some further research to be done. To improve my experiment’s accuracy I could have used more people and have everyone be the same age. A big error made was using my younger brother because being much younge r he had results lower than many other subjects. Making some of these improvements could make my experiment more reliable. For further research I could research how age affects the hypothesis, or see how things like gender or weight effects the results. Further investigation could help answer these questions.

Product and Services Design

Design is one of the components of the operations management. Specifically, product and service design is one of the processes of the design. As states in Morris (2009, p.22), Product design is defined as the idea generation, concept development, testing and manufacturing or implementation of a physical object or service. â€Å"Service design is the activity of planning and organizing people, infrastructure, communication and material components of a service, in order to improve its quality, the interaction between service provider and customers and the customer's experience. Service design methodologies are used to plan and organize people, infrastructure, communication and material components used in a service. The increasing importance and size of the service sector, both in terms of people employed and economic importance, requires services to be accurately designed in order for service providers to remain competitive and to continue to attract customers.† (Morelli, 2002, p.3-17) According to Slack, N., Chambers, S. & Johnston, R. (2010, p. 113-134), good products and services design is important for both companies and its customers. It fulfils the customers’ wants from the product and service design and also generates the profit for the companies. The performance of the product and service design is measured by its quality, speed, dependability, flexibility and cost. The stages of product and service design include concept design, concept screening, preliminary design, evaluation & improvement and prototype and final design. All of these stages finally run out a fully developed product. As a result, a concept, a package and a process is designed in the product and service design. â€Å"A concept is the understanding of the nature, use and value of the service or product; a package of ‘component’ products and services that provide those benefits defined in the concept; the process defines the way in which the component products and services will be created and delivered.† (Slack, N., Chambers, S. & Johnston, R., 2010)

7 Smart Questions to Ask in a College Interview

7 Smart Questions to Ask in a College Interview When it comes to college interviewing, remember that youre not the only one being interviewed. After submitting your personal essay, high school transcripts and SAT scores, it may feel like the admissions boards are the ones in the drivers seat and youre just along for the ride. In fact, once you reach the college visits and interview process, you have a lot of say in what happens next. In order to get the most out of your college interview, its best to prepare some questions that will make a difference in whether or not you choose this school. Admissions interviewers will always give you a chance to vet them, so take the time to consider whats most important to you in your college experience. Here are some examples of great questions to ask your interviewer: What kinds of internships or study abroad experiences are available? Many schools have connections with organizations and businesses outside of the college in order to build a bridge between studying and real-life work experiences. Study abroad programs are also sponsored by most schools. Find out about the options at your school if this is an experience you would like to have. How does it work? What courses are available? Are language lessons included? Will you stay on campus at the other school or with a host family? Is there a ___ team? If you play a sport and would like to continue playing it at college, ask about it. You may want to know how competitive their team is. Did they rank high against other schools in the last few seasons? How much does the college invest in this sport? Is the equipment new and up to date? If this sport is something youre passionate about, find out how valued your participation would be at this school. What type of social activities does the college offer to students on weekends? Social life is a big part of college. Even the most serious student needs to have some time to relax and enjoy some social activities. Find out what kind of entertainment the college organizes for its students. Are there dances, parties, concerts, movie screenings on the campus lawn? Do most students participate in these events or do a lot of students find entertainment off the campus? What do students generally like most about this college? And what do they like least? Interviewers can usually answer this question quite easily. They know the schools strengths and weaknesses. Its a great question for you to get a feel of how happy you would be at this school. If their biggest strength is campus community and this is an important aspect for you, then you should check that in the plus column. If their biggest weakness is lack of investment in college sports but youre not an athlete, then it wouldnt make a difference for your decision. How would you define the educational vision of the college? Most colleges have a mission statement that defines their goals and shapes their policies and campus climate. Getting to know the most deeply-held values of a school is a great way to determine if you belong there or not. Some schools are very academically and research driven, striving for excellence at any cost. Others take a more holistic view of education and value the importance of social and cultural factors. Its one of the best ways to find out the bottom line of the schools you are applying to. How much interaction and attention can I expect from my professors? Depending on the size of the school, you may have very limited access to your professors. At smaller schools, professors may be able to offer more personal attention and guidance to students. If this is an important aspect of learning to you, ask about it. Im planning to major in ___? What does the ___ department of this college have that makes it stand out from other schools? If you know your major already and youre aiming to attend one of the best schools in this field, go ahead and ask about it. Find out if this school can offer you the best opportunities or if theyre merely mediocre. Maybe theyre not known for this department, but they happen to have a great internship to offer in this area or next year theyre hiring one of the leading researchers in this field. The only way to find out is to ask.

Hans Bellmer Essays

Hans Bellmer Essays Hans Bellmer Essay Hans Bellmer Essay 1 The Message of Hans Bellmers Dolls The dolls that Hans Bellmer constructed and photographed during the 1930s remain disturbing and controversial to this day. Although his work is well known for its iconic and conceptual ideals connecting with surrealists and Dadaists at the time, his work deliver a strong relationship to the cruel social and political conditions that were occurring inside Nazi Germany. It was only fitting that the birth of Hans Bellmers girl- doll collection came about at the same time as the rise of Hitler and the Third Reich. These dolls were constructed in response to the rise if fascism in Germany. These images were an attack on the typical Nazi art and aimed to rebel against the ideal female body and gender construction. I believe that Bellmer wanted to redefine, expose and overturn how gender and sexuality was critiqued in Nazi Germany, while also expressing some internal anxieties on his own. In the year 1933, the Nazis came to power in Germany. It was at this time that Bellmer gave up all work that might contribute to the government. During this time is went he produced a body of work that would receive a critical response from its viewers. He constructed his series f doll in his response to his thought that if the origin if my work is scandalous, it is because for me, the world is a scandal. Although the society in which he lived in did play a large role in the constructions of these dolls, and scene of this father role and identity connecting to (his) a farther fgure did come about in some of his works. In the article by Taylor, he goes into detail about the meaning behind the work of Bellmers dolls. : He points out that much of where he starts from portrays an ideal that much of his works involving dolls, toys, and games derive from this childhood anxiety. Bellmer stated, mies, my dolls were the beginning. Obviously there was a convulsive flavor to them because they reflected my anxiety and unhappiness. He later on went to say that idea these dolls were representational to the thought of rejecting his adult life and the attempt to return to his childhood that became this erotic liberation for him. Bellmer constructed two series of dolls that imaged that of adolescent girls. These were modeled assuming various poses in different settings that were then photographed to create a complex narrative. These dolls are staged in unsettling scenes and alternate orderings of the female body. The contrast between the realistic body parts being organized in unnatural way, in everyday day environments is what made these so strange. These physical permutations, multiplications of limbs and fragmented parts, many be viewed as a complication of male anxiety, as well as male fantasies or erotic domination and control. In one of the paintings in Die Puppe (1934), Bellmer incorporates objects from a nursery or playroom such as the marble, puppet, and cigar box. The riveting of the marbles spiral intrigues him, almost as if they were, what he referred to as the frozen cstasy. In this piece Bellmer incorporates the marble in to the piece as a sign of tension that have these supernatural powers that are within this glass globe. This scene depicts a leg in a black boot, breasts misplaced, and head detached, as it 2warps its thigh around the oversized marble, creating the thought of intercourse or pleasure is taking place. On the reverse side of this painting, Die Glasmurmel foreground. This multicolored object is featured many of times in the Memories of the Doll Theme. It can be said that the connection between both of these paintings s the use of the marble, creating this thought of frozen ecstasy that can clearly be viewed in both. A certain theme of childhood and detachment has surrounded the though t behind most of the work that he had done. In another work that was published in Die Puppe (1934), Bellmer presents a dolls detached legs, with a white rose emerging from where the two legs meet. He then positions a womans high- heeled shoe; extending forward to almost look as if it is symbolizes female genitals. It is clear that this is not a accurate representation of a woman, about a woman, or femininity. It is about the underlining message of most of he work is about, this masculine anxieties that are inspired by the female sex. Frued goes on to explain Bellemers work and locates the anxiety that produces the conflict of the fetish. The fear comes from the thought the young child who feels detachment and densification towards his mother, because she no longer has her genitals. The anxiety that builds throughout these works is not fear of castration but fear but rather fear of separation. There is also a strong sense of insecurity and alienation Bellmers personal, financial, and political life that come forth. Much of Freuds insight allowed us to se Bellmers devotion to dolls in a different light. This was a lifelong profession of farther hatred and anxiety producing homosexual desires. These dolls were inspired by Bellmers attraction to his mothers sisters daughter, whom he viewed as an object. The dolls represent the chain of female relations that he has towards this attraction and then the possession that his farther has over all of it. This is why his feminine identification with dolls and the female body is so prominent throughout this career. Bellmers dolls also have a nightmare like quality to them. In one particular photograph of The Doll (1935), he shows a struggling, naked woman hanging from a tree and in the back ground what appears to be a shadow of a man. One can ask is this photo about rape or is this about something more complex. All of the dolls in which he constructed had this feeling of hurt and but their attacker is never revealed. This leads the viewed to think question where this person is that is causing these figures such harm and more importantly why they are in the positions that they are. In much of Bellemers later work Frued goes on to point out the onnection between his childhood and his detachment between his father and the society of the Nazi Germany world that surrounds them. Bellmers girl-doll collections were used to not only express the way in which he thought that the government was acting at the time, but also a way to express this internal fantasies. These images were an attack on the typical Nazi art and aimed to rebel against the ideal female body and gender construction. Hans Bellmer wanted to redefine, expose and overturn how gender and sexuality was critiqued in Nazi Germany, and while doing so he also expressed the internal anxieties on his own.