Original and Revised Taxonomy of Educational Objectives Essays

Original and Revised Taxonomy of Educational Objectives: An Overview Vernita Lewis Critical Thinking 501 March 15, 2011 David Krathwohl?s article ?A Revision of Bloom?s Taxonomy: An Overview? takes a look into Benjamin Bloom?s work entitled ?Taxonomy of Educational Objectives: The Classification of Educational Goal? and compares it to a more modern version of Bloom?s work. A more modern version of Bloom?s work was developed by Anderson, et al. in 2001. Krathwohl finds and explores the commonalities and disparities of the two works. Bloom's Taxonomy is a multi- level model of categorized thinking according to six cognitive levels of difficulty. In Bloom?s original Taxonomy knowledge, comprehension, and application make up the lowest levels and analysis, synthesis, and evaluation make up the highest levels. The levels are set up in a hierarchy, so students have mastered all levels lower than the one that the student is currently on. He recognizes that Bloom?s original Taxonomy of Educational Objectives served its purpose during its appointed era, but the revised version serves a more modern era. The rev ised edition of Bloom?s Taxonomy has been adjusted and revised to become more fitting of the 21st century. The major differences between the original Taxonomy and the revised Taxonomy are that the original Taxonomy consisted of a single dimension; the revised Taxonomy mirrors a double outlook on learning and cognition. The two dimensions of the revised Taxonomy guide the processes of stating objectives and planning and guiding instruction; leads to more visibly defined evaluations and a stronger relationship of assessment to both objectives and instruction. I understand the reasoning for developing a revised Taxonomy was to make it more relevant for the current era. I agree that Anderson et al. have achieved this through structural changes. Bloom's original Taxonomy was one-dimensional in form while the revised Taxonomy is two-dimensional in form. By separating the verbs from the nouns Anderson et al. was able to separate the dimensions. I find the two dimensional form make more sense. One dimension of the revised Taxonomy classifies The Knowledge Dimension while the second dimension identifies The Cognitive Process Dimension. The Knowledge Dimension composed of four levels and The Cognitive Process Dimension consists of six levels. The revised Taxonomy added Metacognitive Knowledge is knowledge includes strategic knowledge, task knowledge, and self-knowledge and most importantly consist of being aware of your own cognitive abilities. I find that this is a very important aspect of measuring learning. Krathwohl implies that metacognitive knowledge or being aware of your own cognitive reaches will aid in increased learning. Metacognative knowledge allows me to activate relevant knowledge about my own strengths and weaknesses pertaining to the task at hand and my motivation for completing the task. If I realize that I already know a fair amount about a specific topic and that I am interested in this topic; this realization will possibly lead me to change my approach to the task. I?ll probably adjust how I approach the task completely. I can also activate the relevant knowledge I already have for solving the problem. This type of metacognitive knowledge influences how I subsequently prepare for task or test. This need for a second dimension is also consistent with the multidimensional frameworks that David Krathwohl reviewed; Krathwohl implies two important points. Krathwohl examines Bloom?s Taxonomy and suggest that recalling or remembering knowledge, is the lowest level of Bloom's Taxonomy. With knowledge as a noun it?s something I gain or have, but the verb tense is actually what I can do or will be able to do; like recalling and recognizing facts. Anderson et al. applied verbs where Bloom had applied nouns and this created better clarity for teachers and educators and I also agree that replacing the nouns with verbs brings a better understanding of what the Taxonomy is attempting to convey. Krathwohl points out that the consecutively higher levels are all verbs; comprehending knowledge, applying knowledge, and so on. This is consistent with the disputation that the original Taxonomy categories were intended to function as verbs. With knowledge being used in verb form as described by Krathwohl it now functions as a second level category. Out of the two-dimensional form Anderson et al. provided us with the Taxonomy Table which provides teachers and other educators with an

Susan Douglas’ Media Paradox Essay Example

Susan Douglas’ Media Paradox Essay Example Susan Douglas’ Media Paradox Essay Susan Douglas’ Media Paradox Essay Susan Douglas offers a parent’s point of view on the media in general and children’s television in particular in her article, â€Å"Remote Control: How to Raise a Medic Skeptic†. She comments on two important aspects of children’s programming – perpetually clueless parents and the lies broadcast in commercials. This article is an amusing take on a classic media debate, that of whether or not children should be exposed to television, and how to override the influence of persuasive commercials and silly children’s shows. Douglas’ article was brilliant in its sheer honesty. She admits that she uses television as a babysitter in order to perform her parental duties without having a child underfoot constantly. She states in the fifth paragraph: â€Å"Moments like this prompt me to wonder whether I’m a weak-kneed, lazy slug or, dare I say it, a hypocrite. † This is the same battle that other parents fight on a daily basis. Having done my fair share of babysitting, I wholeheartedly agree with her that television is a useful tool in taking care of children. I also agree that children’s shows tend to portray children as brilliant and crafty while their parents are always, to use Douglas’ term, dopey. They remain clueless about the exploits of their children while allowing them to talk back and ridicule them. Children often mimic what they see on television, from reproducing dangerous stunts to treating their parents like the dim-witted parents on television. Gender-biased commercials have always irked me, which is why I have to agree with Douglas’ assessment of commercial inaccuracies. She points out that girl and boys are always portrayed in commercials participating in gender-specific activities. Boys play with war toys while girls enjoy makeup and dolls. Commercials don’t often show girls playing sports while the boys push a stroller in anticipation of one day becoming a father – in spite of the fact that as a father, they will most likely undertake many parenting duties, such as changing diapers, giving a baby a bottle, and choosing outfits. Douglas specifically mentions Kool-Aid commercials, which show the mother proudly presenting her child with a glass of Kool-Aid, which she has painstakingly prepared. Mothers are always shown cooking dinner for the family or having the wherewithal to order a hearty dinner for her family from Kentucky Fried Chicken, while taking the family’s individual tastes into account. Rarely is the father portrayed as the homemaker, and when he does perform domestic tasks, it is always with an air of trepidation, as if he is not capable of cooking a meal, changing a diaper, or vacuuming the living room. I have one bone to pick with Susan Douglas, and that is the suggestion that television is an important tool for children to be connected with the world and to make friends in school. I had plenty of friends who didn’t watch television (there was a large Mormon population in my town and they were opposed to all television programming) and it never kept us from having common ground. If Douglas is so convinced that television is a toxic waste dump, she could simply find other ways for her daughter to remain connected with the world. Newspapers can provide information on world and local events as well as entertainment news, while other information can be accessed online. Television isn’t truly a â€Å"must-have†. Douglas is honest about the fact that she, too, doesn’t want to give up television, and that is most likely the real reason that there is still television in her home. It is possible that Douglas has bought in to the idea that children have the last word in the home, as they often do on television. My last criticism of Douglas’ method of introducing television in the home is using the word â€Å"stupid† to describe what she sees in certain programs. Rather than emphasizing the negative, she should reinforce positive ideas, such as explaining to her daughter that Lassie isn’t really smarter than the parents, but they are portrayed that way because the show is about Lassie. If the show was about the parents, then the parents would be the smart characters. If I were to write an article that was similar to Douglas’, I would first comment on how certain groups are stereotyped on television. Female teachers are often â€Å"cougars†, seducing their young male students, while teachers in general are accused of being uncaring and unqualified, even though No Child Left Behind made certain that there would be no more unqualified teachers in classrooms. Police officers are always shown as corrupt individuals who steal drug money and beat up suspects. Every time a postal worker turns violently against his co-workers, the news media will do an entire series on the phenomena of postal rage, as if every postal worker has the capacity for violence. These portrayals are disturbing, as those three occupations are often inhabited by low-paid, earnest adults. In conclusion, Susan Douglas presents a humorous, witty account of what it is like to be a parent in a society that is consumed by different media influences. I agree that it is important to teach children how to watch television, and to present them with the fallacies that are inherently pervasive in children’s programming. My final suggestion is that Douglas ask older people how they kept their own children occupied before the invention of television.

Concepts of orientalism and self- orientalism are no longer relevant Essay

Concepts of orientalism and self- orientalism are no longer relevant to discussions of media produced by non-western organisations in the Global South. Discuss - Essay Example he West concerning the East (or the Global South which is another term referring to all other countries apart from the elite west) created a form of cultural hegemony and domination. These western discourses often present cultural and ideological justification for colonization of the â€Å"Third World† countries and European imperialism. This paper presents a comprehensive examination of Orientalism, including its’ complex and multifaceted creature capable of evolving into other forms such as self-Orientalism, especially in media texts (Freire, 2000:145). The paper also presents several reasons why the self-Orientalism and Orientalism are not important anymore in the discussion of media from Global South by non-western organizations. Critics of the West argue that the region, through a Eurocentric viewpoint, has positioned itself at the centre of the world, exploiting other communities and countries through imposing cultural transformation and change either through Orientalist discourses parallel to imperialist objectives or colonialist movements. The West further fictionalizes the image of the â€Å"orient† in scientific terms by using social sciences such as philology, anthropology, and history, as well as launching propaganda that encompass cinema, painting, literature, and other art fields in effort to actualize this fiction. The orient image created first by scientific terms then socially, thus become engraved in the memory of both the Easterners and the Westerners (Rivero, 2006). These internalized Orientalist discourses and viewpoints cause Westerners to perceive and see Easterners from the image created in their memory. On the other hand, Easterners express and represent themselves from the percep tions of the West and fictionalized image of the West. Therefore, the East tries to shape and conceptualize itself into the â€Å"orient image† fictionalized by the West to gain acceptance, subsequently reproducing Orientalist discourse by reproducing and

Email repies Coursework Example | Topics and Well Written Essays - 250 words

Email repies - Coursework Example One strongly believes that the Epistles provide lessons that confirm the existence of the Divine Trinity through the words and life of Jesus Christ. The response was therefore a positive manifestation of spiritual growth and an enhancement of appreciation for God’s Words through the readings. The discussion provided by Classmate B initially differentiated the way Fee and Stuart apparently discussed both historical and literary contexts of the Epistles; eventually, hermeneutical challenges were expounded, prior to providing comparative applications to contemporary times. The good point raised was the cultural context within which the contexts were written, explaining diversity in beliefs, practices and values that were eminent at that time. One contends that there is validity in taking into account the culture and historical context into which the biblical authors wrote their discourse. Greater understanding and appreciation of discerning that diversity in their applicability has been significantly due to the time element that transpired since then. One therefore commends the manner by which the thread was written in discerning the crucial elements that enhanced one’s learning through the discussed

What are the Reasons Behind Challenging Behaviour in residential care situations Essay Example for Free

What are the Reasons Behind Challenging Behaviour in residential care situations Essay Residential Care is local authority and privately owned residences within which Looked After Children (LACs) aged thirteen to eighteen reside. Challenging behaviour is a term defined as two main types: disruptive or externalised behaviours which may include some of the following: aggressive behaviour such as fighting, disobedience, tantrums, destruction of property, bullying and attention-seeking; non-disrupting or internalised behaviours including depression and anxiety. Symptoms of the latter include tension, inferiority complexes, unhappiness, feelings of worthlessness, timidity, social isolation and hypersensitivity (Hayden et al. 1999). Within my research I will be focusing upon externalised behaviours, specifically tantrums which are defined as episodes of extreme anger and frustration characterised by crying, screaming, shouting and violent body motions, including throwing things (Encyclopaedia of Children’s Health [online] 2011). My interest in this area stems from placement experience when two young men I worked with were reading an article Breaking the law in and inside in Who Cares Magazine (2010), a publication they receive every month. Within the publication was a letter from a young man of a similar age to them (15-16) and he said he behaved badly because people expected him to and he felt that if people expected him to he might as well live up to this reputation. The young men I worked with agreed with this, which made me think about the reasons behind some of the behaviour they exhibit on a regular basis. Within my placement in residential care the most common form of challenging behaviour I witnessed was tantrums. I feel it is important both for the young person and staff to understand the reasons behind the behaviour; for the young person they will better understand themselves and for staff they will be able to help the child more if they understand the behaviour more and the reasons behind it. Upon examining this concept closer I looked on the Who Cares website to gain more insight and discovered ‘John’s blog’ and a particular entry from October 2010: ‘I wasn’t prepared for the Panorama programme ‘Kids in Care’ The blur quickly fixed itself in the eyes of ‘Connor’, an angry fourteen year old in care. In the short clip, no doubt shown to jack up audience numbers, Connor is shown attacking his social worker’s car and leaving its window smeared with blood (at least I think it was blood). His rage caught me off guard, not out of shock, but more from a forgotten familiarity. I remember that rage and then I remember the vacuum. The hole in my childhood that screamed out to be filled. I often reached for rage. ..’ (John’s Blog, 2010). This research proposal begins with a review of literature around LACs and behaviour and identifies findings and any gaps in the current research. Examining other literature helps to identify any ethical issues or areas of difficulty others have found and able to overcome or avoid these in this proposal. Literature review The research uncovered in order to shape the proposal is dated from 1998 which is thirteen years old the most up to date research I found was from 2010. I will examine this literature in a thematic order. These themes will be used to inform the design of the planned interviews and help me to from questions around particular topics. Life as a looked after child Many of the research projects consider what it is like for the young people to be a Looked After Child (Baldry and Kemmis, 1998; Minty, 1999; Rutter, 2000; Rutter et al. 2000; Munro et al. 2005; McCarthy et al. 2003; Vinnerljung et al. 2006; Clausen and Kristofersen 2008). This was done by looking at daily life, being looked after, contact with family and friends, social workers, planning and reviews, education, and information and knowledge of what is available in the community. Garrett’s (1999) article highlights that those children who are perceived to be at risk of offending or to be threats to the community are also products of the ‘care’ system. Further to this, in The Guardian (1993) a comment that Kenneth Clarke made when he was Home Secretary regarded offending children and young people when he stated that they are ‘persistent nasty little juveniles’. One of the questions I would like to understand from my research is: what is the impact of these type of labels on LACs? Action and Assessment Records Several of the articles examine the use of Action and Assessment Records (AARs) from two different perspectives Garrett (1999) was concerned that the AARs are oppressive and contain powerful sub-texts; for example, what is an ‘appropriate’ youth lifestyle and the effects of this on the LACs? Kufeldt et al. (2003) looked at the children’s health, education, identity, family and social relationships and self-care skills. They felt the use of AARs would help their practice and improve outcomes for LACs. This is a contrasting viewpoint; the expectation seems to be that LACs need to fit into a particular box; it further highlights the concept of labels. Davies and Harrà © (1990) also look at identity: ‘ who one is is always an open question with a shifting answer’ I feel this fits LACs very well and other researchers have stated that having a social identity is important and LACs often do not have a confident grasp of what their identity is and this can have a detrimental effect upon them (Biehal et al. 1995; Ridge and Miller, 2000; Rutter,2000). This research intends to engage with young people in order to find answers to these questions. Families Research by Biehal et al. (1995) found that the birth family remains very important to LACs. Ridge and Miller (2000) did in-depth interviews to explore the importance of social relationships for LACs and what the impact of the care system is on keeping and maintaining these relationships. Rutter (2000) states LACs usually come from families where the parents exhibit diverse psychopathology and multiple parenting problems. Therefore, when working with families and LACs it is important to remember the impact the care system has on LACs maintaining social relationships and what impact families may have had on children prior to coming into the care system. This identifies another area for investigation in this project. Social Exclusion A number of the researchers look at social exclusion that LACs may experience. Ridge and Miller’s (2000) core finding is that LACs lack strong family ties and, due to living in care, experience a high degree of social difference. Their study focused in particular on emotional aspects of social exclusion. McCarthy et al.’s (2003) research assessed the level of social impairment and distress experienced by LACs with behavioural disorders whereas Minty (1999) examines empirical findings of behaviour to assess the extent to which LACs experience emotional, social, behavioural and educational problems. Rutter (2010) comments on Minty’s work: ‘Two implications are immediately evident. First when considering the elevated rate of emotional/behavioural difficulties.it will be necessary to ask whether these derive from the risk factors external to the experience of care or the care experience itself.’ (Rutter, 2010, p.686). Behavioural Problems Behavioural problems seem to be a recurring theme within the above research findings and are the focus of some of them (McCarthy et al. 2003; Munro et al. 2005; Hayden, 2010). Coward (1997) in an article in The Guardian argues that the assumption that when children are left to their own devices they will naturally drift towards offending behaviour. The present research proposes to discover how these assumptions and labels have become prevalent in the present time. Offending Behaviour Hayden and Gough (2010) discuss the introduction of restorative justice in residential settings and the impact this has in counteracting offending behaviour and thereby the above assumptions and labelling. In particular with regard to residential care Munro et al. (2005) state that several of the children interviewed in residential care experienced a culture of delinquent behaviour, bullying, low staff morale and also a lack of empathy displayed by the staff. McCarthy et al. (2003) looked into behavioural problems but only the impact on how this affects the LACs; it does not look at reasons behind challenging behaviour a gap I wish to examine. Improving Outcomes Two studies look into improving the outcomes for LACs and the idea of misconceptions of LACs ((Kufeldt et al. 2003; Hare and Bullock, 2005). These researchers firstly examined how children are looked at within legislation; they do highlight that there have been lots of improvements since the Children Act 1989 but my own interest indicates that this may not be good enough. These researchers further advise cautions in attempting research with LACs, stating that LACs are an ‘administrative sample because they are defined by law’. There is consideration of the difference between ‘movie shot’ samples and ‘snapshot’ samples of participants in that most studies with LACs focus mainly on those who have long-term fixed placements or those that move around frequently. Following this the above study examines retrospective and prospective samples; it examines the rates within which LACs end up in offending institutions to explain the flaws in these types of studies. Many LAC studies rely on retrospective evidence; the major problem with this approach is that it exaggerates links between the past and the present. However, the prospective study hopes to avoid a biased link with leaving care and offending. In my study I want to remove myself from viewing variable factors of a LAC’s experience as fixed such as: they will all come from feckless, neglectful families. Hare and Bullock (2006) warn of the danger of syllogisms which arise when characterising this group of children ‘all a is b, but all b is not a’. Their example is the relationship between children presenting challenging behaviour and placement in residential care. It is also important to remember that it is not only LACs who experience poor outcomes but they are more visible and they highlight the wider problems experienced by all deprived children. With all these considerations in mind Hare and Bullock (2006) used a snapshot sample of three hundred and fifty one LACs which then produced four groups of children with common needs: 1) adolescents who need help to improve their behaviour; 2) children who need protection from risk of neglect in families; 3) children in need of nurture and protection from families with serious health problems; 4) children whose needs arise from a specific problem. They state at the very end that the research does identify a risk to LACs but that it may not lead to improved outcomes or dispel misconceptions of them it may reinforce negative stereotypes. This is possibility that I am aware of and hope to avoid in my own research.

Genteel People and Honest Hearts in Jane Austens Emma Essay -- Austen

Emma:   Genteel People and Honest Hearts  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   In Emma, Jane Austen gives us ‘only the surface of the lives of genteel people’?   Though not necessarily a commonly used term today, the meaning of ‘genteel people’ is easily assumed. Good birth and breeding are not necessarily the only ‘qualities’ of genteel people: simple generosity, courtesy and elegance can also apply, as well as marriage into the class. The majority of the characters in Emma to some extent expand this definition to provide exceptions to the rule or abuses of the title. In this way the characters provide an interesting answer to the question of whether or not Austen actually deals with genteel people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mrs and Miss Bates are genteel people and of genteel birth. They are well educated and well spoken and readily invited into the Woodhouse circle. This high class is illustrated at Boxhill during Mr Knightley’s vehement reprimand of Emma’s cutting remark: ‘she has seen you grow up from a period when her notice of you was an honour.’ Of course, they have since slipped in monetary value, but retain their social position nonetheless. Mrs. Elton has the money, but not the connections or character to be considered genteel. Her marriage to a vicar as Mr Elton has raised her a class, but she has clearly not had the breeding to be comfortable in such high society, as she shows by continually dropping Maple Grove into conversations, and justifying her talents: ‘well, my friends say†¦Ã¢â‚¬â„¢ Harriet Smith obviously is not genteel by birth, being the ‘natural daughter of somebody’ but Emma invents he r parentage for the sake of the love games. The original modesty and humility that Harriet enjoys are accentuated and extended under the careful care of Emma. Th... ...ane Austen. Harlow: Longman Literature Guides [series], 1988. Craik, W. A. The Development of Jane Austen's comic art: Emma: Jane Austen's mature comic art. London: Audio Learning, 1978. Sound recording; 1 cassette; 2-track. mono. Gard, Roger, [1936- ]. Jane Austen, Emma and Persuasion. Harmondsworth : Penguin, Penguin masterstudies [series], 1985. Jefferson, D. W. (Douglas William), [1912- ]. Jane Austen's Emma: a landmark in English fiction. London: Chatto and Windus for Sussex University Press, Text and context [series], 1977. Lauritzen, Monica. Jane Austen's Emma on television: a study of a BBC classic serial. Goteborg, Sweden: Acta Universitatis Gothoburgensis, Gothenburg studies in English, 48 [series], 1981.    Sabiston, Elizabeth Jean, [1937- ]. The Prison of Womanhood: four provincial heroines in nineteenth-century fiction. London : Macmillan, 1987.   

Tesco’s Success Story

Tesco's success story Some of the key reasons for  Tesco’s  success include: Tesco  has been particularly successful because of its powerful brand. It has a reputation for value, low prices and for being customer focused. Its brand equity and associations have helped the company to expand into new sectors and markets. Tesco  has also been strong in public relations, advertising and building profile in catchment areas on a local level. This local approach to marketing appears to be a key driver for success. Tesco  has a good range of products, including own label products.It seeks to provide excellent customer service, and ensure high levels of customer satisfaction. The own label products have helped strengthen profits for the group, and it broad appeal through good, better, best (finest ranges) caters for the widest consumer audience. Aggressive overseas expansion has helped to keep profits high. The organisation has expanded into Eastern Europe, emerging nations su ch as China and South Korea and even the US, through mid market supermarkets known as, â€Å"fresh and easy†.Its strategy of being close to the customer has been assisted in the UK specifically, when  Tesco  developed different formats for shopping (convenience, metro, express, superstores). It has been the best retailer for format delivery and obtaining some of the best retail positions. It gained a first mover advantage when it launched  Tesco. com, which is one of the biggest and most successful online retailers. This part of the business continues to grow market share and has provided a channel to sell non-food items and other areas of the business including finance.Information technology has revolutionized the retailer, not only in stock-control and distribution worldwide, but also in terms supplier management. It has enabled better I) retailer-manufacturer innovation ii)  shorterning  of decision making and greater knowledge sharing. Tesco  is one of the mos t advanced companies in consumer understanding aided by IT (e. g. Dunhumby  and  Tesco  Clubcard  data). Consumer data has i) shaped product offerings ii) ranges iii) given  Tesco  a better understanding of consumer segments and shopping profiles and iv) helped marketing to build loyalty and develop promotion offerings that suit target groups.This level of sophistication has helpedTesco  to remain leader within the UK market. Suppliers are internationally sourced, and  Tesco  gains scale economies from its large buying volumes. This has enabled the company to keep prices down and supported its low price strategy aimed at the broad consumer market. However, the company has been criticized for its management of suppliers and clashes with the farmers union. There has been growing opposition to the supermarket because of its size, and the government (through the Monopolies and Mergers Commission) has been involved in ensuring competitive markets in the UK.Recent acquis itions such as T;amp;S stores, have led to a high concentration, with only few dominant players within the market. The organisation has a diversified product portfolio, which includes telecommunications, finance, insurance, which provides cross and up sell opportunities to customers. Profits have been invested to support research and development, and its aggressive international expansion plans. Read more:  http://www. businessteacher. org. uk/business-resources/case-study-database/tesco-case-study/#ixzz2B9gukB98