Wilmington During The Civil War free essay sample

A study of the importance of the city of Wilmington, NC during the American Civil War. This paper focuses on the significance of the city of Wilmington, NC during the Civil War. The paper briefly mentions the economic factors behind the significance of this city but primarily discusses the role of Fort Fisher and how this fort made the city of Wilmington famous during the war years. During the civil war, some cities played a significant role in supporting the cause of their states. While the Union army was trying to capture all Southern states in a bid to stop them from declaring independence or withdrawing from the American Confederation, some cities played a major role in at least putting up strong resistance against the Union Army. One such city was that of Wilmington in North Carolina and the importance of this city lied in its ports. It is important to understand that ports and naval ships were the best way of transporting goods and weapons from one end to another and therefore attempts were made to cut off the route so that ships wouldnt be able to enter or leave Wilmington port. We will write a custom essay sample on Wilmington During The Civil War or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Evaluate Assessment Activities free essay sample

Describe, use and evaluate two different assessment activities used to check the learning of either individuals or a group of learners. Analyse the purpose of assessment and produce a written justification of your chosen assessment method. Use an extract from your teaching practice portfolio and reflect on how your feedback has informed your learners progress and achievement and how feedback from others has informed your own professional practice. Introduction In my first year at College I have delivered Entry and Level 2 Motorvehicle Maintenance and with no previous experience of this course assessment was something I leant on the job so to speak. Initially it was games and questions and answers followed by tests which were mainly practical. As the year progressed I then started doing formal practical exercises (observed assessments), Web based exercises and finally multiple choice exam style questions. The Entry level course is assessed purely by portfolio (questions and answers plus job cards) but the Level 2 course has a summative exam element. These are spread over the year and total 5. The two I am going to discuss are the observed assessments and job card creation. Job card creation The first assessment method I will discuss is the completion of job cards. As part of the course (either group) the learners all complete practical tasks in the workshop. Indeed this is one of the highlights for them as they are not an academically based group on the whole. Each practical task is designed to reinforce the theory element that was covered in the previous lectures. During the practical we (staff) make sure the learners understand what they are doing and its relevance to the topic in hand. We also check they make notes to help with job card completion. Differentiation is also practised, not in the task itself but the bike they are given to work on. Some are easier than others for given jobs. Once the task has been completed and the workshop cleared up and all tools put away etc. (i. e. there is a break from the original task in hand) they all have to complete a job card to reflect what they have been doing. During this time I keep a close eye on what they are writing and often challenge them on various facts. I found ome learners struggled to remember what they had just done even with the help of notes whilst others completed the task almost unaided. During this task the results of assessing learning really became obvious. It was interesting that for the most part it was always the same learners that has the same problems. Over the year they did become better, some more than others. There were some however who had hit their ceiling with what we might consider these ver y simple tasks. Fortunately the course demands a very formative assessment approach and this final task of completing the job cards is almost a formality and not something you can fail at. The bulk of the course assessment was done actually during the practical task. This was more the case for Entry level learners than the Level 2 learners. Level 2 learners had to complete similar tasks etc. but were slightly better at completing job cards. Again this was not something they could fail at. If it was not right they simply adjusted it until it was. For the learners this task was not one they relished as almost exclusively they are kinaesthetic learners with an aversion to both reading and writing and often listening. This was consequently quite a hard task for the learners but a necessary one as the course demanded it as evidence of their learning. It did open the opportunity for discussion however and lots of them learnt a lot during these sessions. There was also an element of team work as for the most part they worked in groups doing the workshop tasks. As the year progressed and reflecting on my teaching portfolio, without exception all my learners improved and in some cases gained the confidence and desire to help others which was very encouraging. Interestingly this was the less able helping those that may have missed a session etc. A great boost in self confidence for them and the class generally. As the teacher from this whole workshop process I was able to differentiate between those likely to be technician material, those who may make fitters and those who were not going to make it in the field. With the benefit of hindsight these impressions are accurate so far. Observed assessments This is for the Level 2 learners only and involves carrying out a practical task on a motorvehicle under near exam conditions i. e. no talking to other learners in the room etc. They could talk to the teachers and ask some questions. This was a particularly instructive task for us the teachers as the learner is suddenly on his/her own rather than in a group as they had been in the normal workshop sessions. As the teacher we had few surprises with the performance of the learners but there were one or two early on. These were mainly because it was possible during the workshop sessions to take a back seat and let your group do most of the work. Because of this they were unsure when it came to their assessment which is only to be expected. Whilst most learners completed the tasks correctly there were a few problems as expected. Going back to my ethic of trying to treat them as adults I tried to relax them whilst doing the task and relieve the usual stress associated with this type of task. This was mainly around failure either in the task or to complete in the allotted time. I spent a lot of time reassuring them that if it didn’t work out it was not a problem, we would just do it again after some more practice. In the early assessments the learners looked as though they were treading on glass but as the year progressed and they relaxed and began to know our boundaries it became an enjoyable exercise for them. For the teacher again it provided a wealth of information on their progress, knowledge and confidence and gave us discussion material for both the learners and parents evening. These tasks gave the learners an opportunity to show their knowledge and expertise and consequently progress through the course curriculum. There was no learning from one student to another of course but there was a good competitive spirit around success and time keeping. The purpose of assessment ‘Assessment is a measure of learning, at a given point in time’ [ ]. Taken on its own this is rather insular so it should be noted that the assessment process is a ‘a two way process’ [ ]. This means that the teacher should take on board feedback from the assessment process and where necessary modify their teaching practices to improve the overall learning experience. At its simplest this is for planning further teaching and assessment. There are several methods of assessment, some of them formal e. g. observations, tests, exams etc. and some are informal e. g. questions and answers, quizzes etc. and finally there are initial, formative and summative assessments. In these early days of the course it seemed logical to use the above assessment methods as they were contributing directly towards the outcome of the course and its evidence based criteria. The college choice of examining board (City and Guilds) has left me very little scope for alteration of the assessment methods I have outlined. Looking forward though I plan to make the job cards a lot easier to complete which will aid in hitting the City and Guilds targets whilst going some way towards removing the dependence on reading and writing especially the English element. I have other plans to re-introduce this though with research based homework as the functional skills elements must not be neglected. Feedback from my learners on my initial attempts has been very encouraging. So, whilst my aim is to follow on what Dr Patrick Geoghegan says ‘the students could test themselves in a non-intimidating way that could be fun’ [ ] I realise there is a way to go but we have made great strides this year and next year will be better. Certainly, this year has been a steep learning curve for both the learners and teachers but we are progressing together and it is looking promising on the progression from one level to the next. I was observed by my supervisor and during the catch up session later received feedback about my teaching session. The most interesting point for me was the level of the lecture. It was a seemingly simple subject on exhaust systems but during the lecture the class and I got into an interesting discussion which veered off into the speed of sound through different temperature gases and so on. The feedback was simply to keep the lecture on track. To this end I have now started to pre-empt little diversions like this with additional slides either at the end or in a separate presentation. This way I can cover these points at a later time or at the end if appropriate. Separating these out also means when I put my presentations on Moodle I can only put up the core show and keep some back for differentiation purposes. Conclusion Good assessment techniques particularly formative ones can be embedded into the lesson and almost unnoticeable to the learners. There are of course the more formal techniques which are more obvious e. g. QA, tests etc. For myself I have been using a large range of assessment techniques some of which I did not even realise I was doing at the beginning. During the year the assessment process has been an interesting learning curve for both myself and my learners. I have involved them as much as I can and some of the feedback from them has been very insightful and consequently fed back into the process. Finally, feedback to the learner from assessment should always be as constructive as possible. This is supported by the following quote ‘assessment feedback †¦. should always be constructive’ [ ]. Bibliography Books Ann Gravells and Susan Simpson, planning and Enabling Learning in the Lifelong Learning Sector, 2008 Susan Wallace, Teaching and Supporting Learning in Further Education, Learning Matters, 2001 G Petty, Teaching Today, Nelson Thornes, 2009 Websites Geoghegan P M (2006) Hot potatoes formative assessment, in Every Student Matters Activities for Engaging and Widening Participation in Higher Education: A Preliminary Collection, Higher Education Academy Ireland Blending assignments and assessments for high-quality learning http://www. enhancementthemes. ac. uk/themes/IntegrativeAssessment/IABlendingInclusivity. asp

Essay Topics on Higher Education - How to Choose the Best Topic Ideas

Essay Topics on Higher Education - How to Choose the Best Topic IdeasYou have a lot of choices when it comes to essay topics on higher education. It is important that you choose topics that are relevant to your topic so that you can get the most out of it.College students want to be creative in their essays, but they also want to make sure that they do not go over the top with their subjects. With these types of topics, you will be able to bring in some humor and light-heartedness to help you out when it comes to writing about your feelings and opinions on the subject.Some people worry that traditional college essay topics are boring or are written to fill up space. However, with an essay on higher education, you should focus on topics that will have some interest for your reader. When you are looking at essay topics on higher education, you will be able to write about the different issues that you feel strongly about.There are going to be diverse topics that you can cover in your es say that you may not even think of. Here are a few topics that you can look into for essay topics on higher education.Using popular topics from a specific time period is a great way to help you out. You will be able to fit the specific topic of the essay into the traditional format of the essay. This will help you with your writing skills.Going to various sites and researching some information can also help you out when it comes to essay topics on higher education. You should be able to bring in some information on a topic you feel strongly about. This is a great way to write about topics that you know about so that you can relate them to the area of study that you are in.Going to the main college towns can also be a good idea if you are a student. Find out what the most important things that the college students there will talk about and find out what they think about when they are doing something. Doing this will help you come up with your topic ideas.Doing online research can als o help you with topics that you feel are very important. You should be able to find a wide variety of information on any topic you are trying to research. This is an easy way to use the Internet for essay topics on higher education.

Term Papers Writing And Its Important Elements

Important Elements of Term Paper Writing The prologue or introduction to a research paper is precisely what it sounds like. Its a prologue to what your crowd is going to read about. Each sentence should change smoothly in the progression from the general to the particular, managing the reader to one specific contention you will make on a subject. This being stated, its as yet a standout amongst the most troublesome parts of a research paper to compose. scoured assets and discovered both extraordinary and frightful presentations. Furthermore, found that the best research paper presentations each have the accompanying three components in like manner: Reference paperassistance.comContain a General Prologue to the Subject Begin your research paper with a couple of sentences that acquaint the theme with your reader. You dont need to get excessively nitty gritty now; you should spare points of interest for the body of your paper. You do, be that as it may, need to work your way towards a more exact proposition proclamation as you go. For example, suppose your research paper is on traveler plane security norms in the 21st century. Your first couple of sentence may discuss present the subject with speculation of plane security benchmarks. Your next couple of sentences could raise a few inquiries or worries that are important to people in general, and youre gathering of people. At long last, you should take an unmistakable position in your theory toward the finish of the passage. Is Fascinating to Read and Snares the Reader Make the acquaintance sufficiently engaging with snare the reader and constrain him or her to proceed. Try not to begin the paper with the self-evident, In this article, I will or This exposition is about – both are powerless presentations that ought to never lead research paper. Begin solid. If youve run over an intriguing statement or a reality about the theme you are presenting, begin with that. Try not to disparage the capability of an excellent account that can be attached to the point you will display. In case you lead your research paper with a tale, you should search for minutes you would say that is short and is a case of the more significant purpose of your article. While stories are compelling leads, they can likewise confound your group of onlookers if the association isnt clear. Incorporates an Elegant Term Paper Term paper writing service list this first because a proposition will control whatever remains of your research paper and is, accordingly, the most compelling piece. Your hypothesis proclamation ought to be as precise and particular as could reasonably be expected. You ought to compose the theory, so it directs your contentions through your first draft, yet additionally be available to refine your hypothesis as your disputes grow all the more exactly. Your proposal is no particular case to whatever remains of your thinking of it ought to be as transparent as could be allowed. You need to guarantee your reader sees precisely what you mean. Your proposition proclamation ought to be constrained to you can achieve in the tasks oath restrict. A professional term paper writing service presentation will reflect all around made thoughts. For the reader, it will flag a writer who has insight and pledge to the subject. Remembering these components as you make your presentation should enable your research to paper remain concentrated and on point. Elements Introduction Review the Literature Develop Hypotheses Method Findings Discussion Conclusion References Recommendations At it is all about addressing all the possible term paper related worries of the students. No matter what is the required task, here professional writers with their many years of experience are always ready to assist in academic tasks.

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Essay Future Societies 2/26 Essay Future Societies 2/26 Ronald Schaffer’s America in the Great War gives new insights into World War I. The book gave historical accounts about the war that other books negated to included. The thesis that Schaffer tries to prove that the Great War was the start of the American welfare state and the beginning of â€Å"big† government. America in the Great War was structured in chronological order of the war, from America’s mobilization to the actual fighting. What the book did not include is a detail account of the fighting. This was the biggest draw back in a otherwise well thought book. The book begins with the mobilization of the United State’s industry and man power. The first two chapters dealt with how the Federal Government shaped the view of the war in America’s minds. The methods that the Federal Government used varied from propaganda to coercion. The point behind the Federal Government’s involvement in propaganda was to rally the country to fight the war. The first step in shaping the people’s mind was to get the labor and industry to work together. The Federal Government established committees and teams to persuade the minds of the United States. One of these committees were the Committee on Public Information established in April 13 1917 by order on the President of the United States. The committee was led by George Creel, former social reformer. He had great power in wha... ... middle of paper ... ...that it

Barriers to Literacy Essay Example | Topics and Well Written Essays - 1500 words

Barriers to Literacy - Essay Example Over the years different legislations have been passed by government to facilitate the literacy and learning environment but at times these laws become a barrier as laws are difficult to understand and implement. Also, there could be administrative barriers at school, college, university, and district and state levels. Multicultural environments pose barriers to learning and literacy as students seek companionship with the people of same background and language. Interactions among classmates who are from vastly diverse linguistic backgrounds are different from the students with mainly same ethnic or linguistic background. â€Å"Traditionally, some of the factors that restrict access to full literacy for language-minority students have included (a) xenophobic English-only movements (Donahue, 1995); (b) limited resources and personnel within ESL (August & Hakuta, 1997); (c) controversy about bilingual education (Faltis & Hudelson, 1998; Krashen, 1996); (d) differences about the durati on and type of language services children should receive (Collier, 1987); and (e) cultural and linguistic deficit models (Luke, 1986)† (Grant & Wong, 2003). Motivation of individuals for stirring the process of literacy and human development is considered one of the main barriers to learning. â€Å"For adult learners, however, learning is not usually an externally imposed, secondary role, but one that they freely choose. Adults learn to achieve both intrinsic (Bruner, 1966) and extrinsic rewards† (Dinmore, 1997).

How Has Being a Christian Affected the Life Essay

How Has Being a Christian Affected the Life - Essay Example The researcher states that until he was about 12 years-old that he began to understand why the pilgrimage to church each week was important to his parents and soon after, what had been a mindless and somewhat boring routine became important to him.   Maybe it was because the author was a little bored in church and the Bible was the only reading material available but regardless of the motivations, he started his own routine of reading the red-letter parts of the New Testament each Sunday. Entranced by the words of Jesus, this habit progressed to late evenings at home and even on the bus to school. The researcher found the words of Christ simple, to the point and ultimately a path to inner contentment and happiness. His words are, essentially, a guidebook for life. It was during this period in the author’s life, early teenage years, that the spirit of God entered his life through the words of His Son and this connection has grown stronger by the year. The researcher made the transition from attending church as a matter of custom to being a devoted Christian gradually throughout the middle-school years; a time when having faith is certainly a benefit. Though the author knew it wasn’t uncommon for everyone to have feelings of awkwardness at this age, this knowledge did not help soothe his own feelings of inadequacy. The researcher wasn’t considered one of the cool, popular kids and neither were 99 percent of the students but again, this mathematical fact did not help either. Most of the author’s friends from church attended other schools and the couple of people he associated with in elementary school had different class schedules. The researcher felt very alone, vulnerable and intimidated. The ‘other’ students seemed more mature and sure of themselves which was more a result of his distorted self-perception than a reality nevertheless this feeling was very real at that time. The researcher did not feel comfortable tellin g anyone close to him such as his parents or his once-a-week friends from church so the author took solace in prayer. It gave him inner-strength in a time of self-doubt and confusion. Reading the Bible also helped considerably. Besides the lessons and wisdom gained from its pages, the realization that Jesus was not a popular figure either and had also a small circle of friends was of some comfort. Being a Christian at this time of great uncertainty was very beneficial.   It gave the author something solid in his life to hold on to at a time when he needed it the most.