Napoleon Bonaparte Essays (672 words) - French Emperors,

Napoleon Bonaparte Napoleon Bonaparte, who was also known as the "Little Corsican" (and later known as Emperor of France, and the prime mover of the Napolionic Wars), was born on August 15, in 1769 in Ajaccio, Corsica. From 1784 to 1785, Napoleon attended the Ecole Militire in Paris, where he received his military training. After the French Monarchy was overthrown on August 10, 1792, Napoleon decided to make his move up in the ranks. In 1793, Napoleon was chosen to direct the artillery against the siege in Toulon. He seized ground where he could get his guns in range of British ships. Soon after that, Toulon fell and he was promoted to the rank of brigadier general. In 1794, he was wed to Josephine de Beauharnais. In 1795 Napoleon was appointed to put down a revolt in Paris. All he did was have his men shoot all the rebels in the streets. The French government was saved, but they decided to form a new government called the Directory. Napoleon was made commander of the French army in Italy, and he could not be stopped. Soon, instead of taking the defensive position Napoleon started taking the offensive position and thus, he started his conquest of Europe. During one attack he showed his bravery by forcing his way across a burning bridge. After that his troops gave him the name "Petit Caporal" or in English "Little Corporal" and the name stuck with him. In 1797 Napoleon negotiated a treaty with Austria called Campo Formio. Austria gave up its Netherlands and Lombardy to France. Austria also recognized Rhine as the eastern boundary of France. In return France gave Austria most of the old Venetian Republic. Napoleon returned in 1799 to find that the Directory was a mess. He, in his selfish way, saw this as the perfect time for self-advancement. So in November of 1799 he overthrew the Directory. He set up a government called the consulate in which he was the first of three consuls. About three years later, he made himself first consul for life. Everyone in France loved him then. Soon after the change in government, Napoleon began calling himself Napoleon I, instead of General Bonaparte. At this time, Napoleon had complete military and political power. In 1802, Germany and England were tired of fighting, so they signed a peace treaty. During the 14 months that followed, Napoleon drastically changed Europe. He reshaped Switzerland with France. He annexed Piedmont, Parma, and the Island of Elba to France. He also made the Napolionic code, which was the first clear, compact statement of the French law. The Napolionic Code has served as a base for legal systems all over the world. In 1803, war broke out between England and France. He crushed the Prussians at Pena. And he defeated more Russians at Friedland. He then created a peace treaty called the Peace of Tilsit. This basically brought all of Europe to his feet. In 1809 he ended his marriage with Josephine, but remarried again in 1810. At that time, he got a son, which made him very secure. Secure enough to wipe out most of the German states, which totally dissolved what was left of the Holy Roman Empire. Russia did not like Napoleon's continental system. The continental system basically cut off trade with Britain. Everyone had found ways to work around it, but Russia finally decided to abandon it. In 1812, Napoleon made a strategic error. Initially defeating the Russians at Borodino, he found the advance into Russia restrained by the "burnt-earth" strategy practiced by the Russians. As it became cold and wintry, Napoleon retreated from Moscow. In 1814, Napoleon attempted suicide, but failed. He was then exiled to the Island of Elba. In 1815, he escaped from Elba. He collected devotees along the way back to Paris, making a triumphant entry in March 1815, and forcing Louis XVIII to flee to the Netherlands. Over the next 100 days, he raised a new Grand Army, with the aim of striking at the allied armies, currently dispersed. Wellington at Waterloo then defeated him. He then abdicated in favor of his son. He was then exiled to The Atlantic Island of St. Helena. He never saw his family again. Napoleon Bonaparte died on May 5, 1821 from stomach cancer.

Arabs vs Jews essays

Arabs vs Jews essays On November 29, 1947, the United Nations voted to divide the Middle Eastern land called Palestine into two independent nations, one Arab and one Jewish. On May 14, 1948, a new nation was born: Israel. The Jews of Israel and the world celebrated with joy and gladness, because for over two thousand years, they had hoped to return to the land of their heritage. (Silverman, 1) However with Jews from all around the world returning to Israel, the Arabs residing in this land were forced into exile. The rebirth of Israel marked the beginning of conflict, violence, and peace treaties between the Arabs and the Jews of the Middle East. Tensions between Jews and Arabs have been present since biblical times in the Middle East. In 132 AD, when Israel was under Roman rule, the Jews revolted and fought for independence. In 135 AD the Romans crushed the Jewish revolt and expelled nearly all of the Jews of Israel. The Romans then renamed Israel-Palestine, so as to remove any connection between the land and the Jewish people. (Tessler, 12) The Jews never forgot their homeland, and prayed three times a day to return to Israel and to the holy city of Jerusalem. In the 7th century, a new religion, Islam, arose in the Middle East. The Muslim Arabs conquered Palestine from the Byzantines and began to settle the land. They built the Dome of the Rock and the Al-Aksa mosque in Jerusalem, where they believed Prophet Muhammad ascended into heaven to receive parts of the Quran. (Goldschmidt, 46) During the early 1500s, Palestine was captured and put under Turkish rule. During the First World War, the Turkish government placed severe restrictions on Jewish daily life, because the Turks believed that the Jews were plotting with their enemies. In December of 1917, the British army under the command of General Edmund Allenby defeated the Turks and captured Palestine. Four hundred years of Turkish rule had ended. Just six weeks before the annex of Turk...

French Sequence of Tenses - Concordance des Temps

French Sequence of Tenses - Concordance des Temps Note:  This is a fairly advanced French lesson. If you are not comfortable with all of the grammar concepts listed to the right, please click the links to study those prerequisites before attempting this lesson. Prerequisites:Verb tenses: Present, Passà ©Ã‚  composà ©, Imperfect, Pluperfect, Future, Literary tensesVerb moods: Subjunctive, Conditional, ImperativeConjunctions, Relative pronouns, Subordinate clauses, Si clauses, Indirect speech When speaking French (or any other language), it is important to use the correct sequence of tenses. In complex sentences, there is a relationship between the verb in the main clause and the verb in the subordinate clause. Using the correct sequence of tenses is just as important as conjugating the verbs correctly and using the appropriate mood. For example, in French you cant say  Je ne savais pas que tu es à ©tudiant- you have to say  Je ne savais pas que tu à ©tais à ©tudiant. Likewise, in English, you would say I didnt know you were a student rather than I didnt know that you are a student. Because the verb in the main clause is in the past, the verb in the subordinate clause must be in the past as well. In order to determine the correct sequence of tenses, you need to start by examining the temporal relationship between the verbs in the two clauses. The action of the verb in the main clause may occur  before,  during, or  after  the action of the subordinate verb. It is this temporal relationship that dictates the sequence of tenses. Although the French sequence of tenses is usually the same as the English sequence, there are some exceptions, so dont rely on your English knowledge to determine the correct sequence of tenses in French. The following table shows the possible relationships between the tenses in the main and subordinate clauses. The action column indicates whether the action of the main verb occurs before, during, or after the action of the subordinate verb. Note that you often have a choice of tenses for the subordinate verb, thus it is up to you to choose the tense that expresses the correct nuance. At the same time (pardon the pun), you also need to be sure to use the correct mood: indicative, subjunctive, or conditional. Main verb Action Subordinate verb Present before Future Jespre que tu finiras. Subjunctive Je veux que tu finisses. during Present Je sais que tu as raison. Subjunctive Je doute que tu aies raison. after Pass compos Je sais quil a trich. Pass simple Je sais quil tricha. Imperfect Je sais quil avait raison. Pluperfect Je sais quil avait mang avant notre dpart. Past subjunctive Je doute quil ait trich. Future perfect Je sais quil sera dj parti. Future before Future Je te donnerai un livre que tu aimeras beaucoup. Subjunctive Jirai lecole avant quil ne se rveille. during Present Il tudiera pendant que je travaille. Subjunctive Je lachterai bien que tu aies plus dargent. after Pass compos Jirai au muse que tu as visit. Pass simple Jirai au muse que tu visitas. Imperfect Je verrai le film que tu aimais. Pluperfect Jaffirmerai quil tait parti avant le cours. Past subjunctive Je serai content condition quils aient tudi. Future perfect Je vous dirai quand nous aurons dcid. Note that the sequence of tenses for subordinate clauses is identical for main clauses in the present and future. Main verb Action Subordinate verb Past before Conditional Jai promis quil serait prt midi. Past conditional Si javais su, je taurais aid. *Imperfect subjunctive Je doutais quil parlt si bien. Present subjunctive Je doutais quil parle si bien. during Pass compos Jtudiais quand il est arriv. Pass simple Jtudiais quand il arriva. Imperfect Je savais quil exaggrait. *Imperfect subjunctive Je voulais quil et raison. Present subjunctive Je voulais quil ait raison. after Pluperfect Je savais quil avait trich. *Pluperfect subjunctive Je doutais quil et trich. Past subjunctive Je doutais quil ait trich. Conditional before *Imperfect subjunctive Je voudrais que tu le fisses. Present subjunctive Je voudrais que tu le fasses. during *Imperfect subjunctive Je saurais quil mentt. Present subjunctive Je saurais quil mente. after *Pluperfect subjunctive Je saurais quil et menti Past subjunctive Je saurais quil ait menti. *These literary tenses are nearly always replaced by their non-literary equivalents. The literary tense is the official tense to be used in the construction, but in reality, the imperfect subjunctive and pluperfect subjunctive are obsolete in spoken French and rare in written French.

Forensics Research Project 3 Paper Example | Topics and Well Written Essays - 1000 words

Forensics Project 3 - Research Paper Example The primary purpose of the computer forensic processing method would emphasize certain major factors namely image copying technology, defining principles underneath computer forensic method, formalizing most appropriate methodology in order to assemble as well as to examine the activities of the users and presenting alleged data or information to a court law. With this regard, the framework of this computer forensic method will mainly comply with four major processes that comprise acquisition, identification, evaluation and presentation (Craiger, n.d.). In relation to the provided case, it can be apparently observed that organizational resources have been misused by the staffs during the work schedule in terms of using computers, network and cell phones particularly for electronic gambling. This particular practice can unfavorably impact the overall performance of the organization through various ways. For instance, the misuse of such type of organizational resources can severely imp act on the organization’s performance and reduce its competencies to achieve the ultimate goals and objectives. Moreover, the practice can also negatively effect on time, cost as well as performance of each individual attached with the organization. Steps Required to Investigate, Document and Preserve Evidence The computer forensic process with respect to the provided case scenario will be focused on conservation, recognition along with extraction of computer media with the intention of protecting the organizational resources and intellectual property. In this regard, the major functions and the implications of different steps that can be involved within the computer forensic processing method have been demonstrated in the following discussion. Step1: Acquisition The acquisition step of the proposed computer forensic processing method can be referred to assess or to keep the track of each computer system within an organization. The process significantly helps to preserve deta il evidence of the users concerning their conduct of different activities in the organization (Organization of American States, 2011). In relation to the provided case scenario, the acquisition step within the forensic method will be focused on keeping the track of uninvited or unauthorized individuals through developing any technological system within the organization. The process would enable the administrators to track and assess the activities performed by the users through allocated systems. Moreover, the step will also involve the process of preserving data or information concerning the movement of each user through their systems and enable the administrators to prepare effective documentation regarding the misuse or fraud related activities performed by the employees. Additionally, the step would also facilitate to efficiently maintain effective information flow and help the organization to protect its resources and intellectual property by a certain degree. Step2: Identifica tion The identification step is generally defined as the process of analyzing various sorts of technological aspects that include physical and logical units of the systems that are executed in an organization. The step also involves presentation of different opinion in accordance with the relevance of the

Undecided Assignment Example | Topics and Well Written Essays - 1000 words

Undecided - Assignment Example ese economy has grown at the phenomenal rate in last two decades; however, GDP growth rates between the year 2010 and 2014 has been falling consistently after touching close to 12% In spite of the over 7.5% GDP growth rates between 2010 and 2014, unemployment rates in China remained between 4 and 4.3% in last four years. Reduced exports create huge impact on unemployment rates; that in turn, affect GDP of the country. Not only that but also it results into lower private sector investment in the country (Marcelis, 2008). In 2009, China’s exports continued to decline month after month. While in March, 2009, exports were down by 17.1%, it declined further in the month of April by22.6%. The following chart shows how exports were affected between 2008 and 2009. Consequent to this, private investment declined considerably; however, intervention from the Chinese government in the form of stimulus package provided some respite to the economy. Fan Jiaping, the economist from the State Information Center, remarked then, "Export demand doesnt show any signs of turning for the better" (Batson, 2009). The following chart suggests that in the beginning of 2010, the inflation rate was negative in China that subsequently rose to the level of around 4% in 2012; however, since then after touching nearly 1% in the middle of 2013 it has again rose to the level of above 4%. This surely does not augur well for the economy, currently. As per Jeffrey Towson and Jonathan Woetzel, six mega trends are changing economy and business of China and they are: Huge manufacturing sector, burgeoning foreign exchange reserves, over 400 million strong Chinese consumers, huge spending on education, urbanization in a large scale, and information technology. The Chinese economy produces 90% of the worlds personal computers, 80 percent of the worlds air-conditioners, 90 percent of the worlds mobile phones, and 70 percent of the worlds solar panels. Manufacturing contributes to the 40% of the

Behaviourist And Cognitive Approach To Learning Theories

Behaviourist And Cognitive Approach To Learning Theories The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner 2005, p.168). It is therefore necessary to instil a level of discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to condition (Child 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121) McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.(Child 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al. 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton 2001, pp.237-239) Stages of Cognitive Development (Atherton 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more competent (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government.(Peacey 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. Word Count = 3,283

Benefits of Sports

Should students be involved in sports during their busy academic life? I  believe  so,  there are three  major benefits that i believe are the most important reason to start a sport: They are   Health, helps build good values, and are just all in all fun. I encourage students to take up sports. Even  though I’m a student myself and i know how busy we get from homework and test, but sports can help relieve stress and make school more fun.A report from the United Nations Inter-Agency Task force on sports for Development and Peace stated that young people can benefit from physical activity as it contributes to developing healthy bones,  efficient  heart and lung function as well as improved motor skills and cognitive function. Physical activity can help to prevent hip fractures among women and reduce the effects of  osteoporosis. Remaining physically active can enhance  functional  capacity among older people, and can help to maintain quality of life and   Independence. Sport teaches many good values that one can use in sports and their daily  life.Honesty,  disciplined  respect, and many others are just some of the values that sports teach us. A student can use these  values  in their daily  routine. Sports can help a student learn about arriving on time, setting  priorities, and to  encourage  team work. The key to creating and sustaining values based on sporting is Living Values: living values in  everything  you do, every time,  every day. Sports can be really fun and exciting. I  practice  Taekwondo and its exiting being put up  against  a bigger, faster, and stronger  opponent. It’s a very rewarding experience to see how much hard work pays of in combat and it can be applied in school.You may not see the results running and  practicing  everyday but once you get in to battle it shows, and it’s the same for school you may not see the results of  content  studying until you t ake an exam. It’s very exciting and I recommend all students to try sports it is very fun. In conclusion I believe students should start a sport since it offers many benefits Like: health benefits, good values, and it’s fun. I encourage my fellow students to join a sport It really makes the learning experience more enjoyable, and I believe it prepares us for success.