remember the titans Essays

remember the titans Essays remember the titans Paper remember the titans Paper In the early 1970s, two schools in Alexandria Virginia Join together forming T. C. Williams High School. The Caucasian head coach of the Titans is replaced by an African American coach from North Carolina. Tensions rise when players of different races are forced together on the same football team. Many of these conflicts are eased during the two-week training camp. When players returned to Alexandria the players found the city in turmoil due to the forced desegregation of the high school. As the season progresses the teams success caused the community to accept the changes. After the Titans perfect season, the team and the city were closer than ever. The main conflict of the movie was racial segregation between the Caucasian and African American football players and their families. The team confronted many racial differences, but at the end they overcame the problem and acted like real soul brothers after a successful football season together (Titans). Four of the racial haracteristics shown in the movie were Prejudice, racism, discrimination and segregation. Prejudice refers to thoughts and feelings about those groups (Openstax 232). Racism is a type of prejudice that involves set beliefs about a specific racial group (Openstax 232). Discrimination refers to the actions toward them (Openstax 232). Segregation refers to the physical separation of two groups, particularly in residence, but also in workplace and social functions (Openstax 236). Racial Prejudice was presents at all times in the movie. The opening scenes, articularly the information regarding a white shopkeeper murdering a black man and not being found guilty, emphasizes one of the main themes of this film, which is racial discrimination. We see this equality in the Titans, when head Coach Boone makes it clear that the best players will get the starting positions, regardless of their race. Each individual must work hard to earn his place, and the amount of effort required is equal, no matter what color his skin might be. Only with this equal status can any resentment be erased from either side.

The eNotes Blog Back to the Future a Coping Mechanism for theApocalypse

Back to the Future a Coping Mechanism for theApocalypse Worried about the world collapsing in on itself this Saturday? How about believing in something thatll give you a 300-year grace period on  Armageddon instead? Blame it on the weatherman. Bad news: you were 297 years premature when you partied like it was 1999. Silver lining: youll survive the end of days. Thats right, if the Phantom Time Hypothesis is correct, the above scenario wont take place for another three centuries. Phew. According to the theory, the years between 614 and 911AD never existed. For this to be true, the history normally attributed to that time is either a misinterpretation or a deliberate falsification of the evidence. Dont believe it? Like any good conspiracy theory, this one comes with cold hard (you can take those adjectives with a pinch of salt, methinks) facts Due to a lack of archeological evidence and historical accounts of this time period, a man called Herman Illig developed the idea in 1990 that most of what we know of the Early Middle Ages had been deliberately falsified. The grounds for his hypothesis also lie in the shift from the Julian to the Gregorian calendar, as well as the unbelievable history of Emperor Charlemagne. The bases of the hypothesis include: The apparent stagnation in the development of architecture, ceramics and thought as well as the lack of substantial documentary evidencethis is why the first part of this period is called the ‘Dark Ages’suggests this period simply didn’t exist. There is very little archaeological evidence which can be reliably dated to this period; our account is based on a quite limited number of written sources (which could be faked or just wrong). The Pope introduced the new Gregorian calendar in 1582 to replace the Julian one, when it was 10 days out of sync. If the error had been building up since the introduction of the Julian calendar in 45  ad, it ought to have been 13 days outso the intervening period must have been overstated by 300 years.  Mainstream historians have a simple explanation, though: the purpose of the change was to bring the calendar into line with the Council of Nicaea in 325  ad, not with 45 adwhich accounts for the discrepancy. Architect, astronomer, educator,  philologist,   folklorist, lawmaker, statesmanthe range of achievements credited to Charlemagne is so great that it implies he is a mythical figure. Dubious it is, though you may be more inclined to believe it now that the world is evidently coming to an end. Id post the arguments against the theory, but Id rather remain cheery on this, my final Monday. And to make you even cheerier, start the video below at the 30 minute mark to watch Qi quizmaster Stephen Fry et al make light of an implausible idea. So, Happy New Year 1715, and hurray for false history lessons! For further reading, take a look at these and decide on the verity of the Phantom Time Hypothesis for yourself: The Myth of Charlemagne QiTime (Phantom Time Hypothesis)

Science - Assessment and Transition from KS2 to KS3 Essay

Science - Assessment and Transition from KS2 to KS3 - Essay Example Formative assessment requires the teacher to feed back to the students’ information that provides the students with opportunities to improve on their learning, or that encourages the students to reflect on their own learning (Black & Williams, 1998). In contrast to summative testing, which occurs with standardised tests, formative assessment provides in-depth, immediate and contextualised information about a student’s level of knowledge and their understanding of a particular topic (Bund & Falchikov, 2004). The reflective and engaging nature of formative assessments supports teachers in becoming better assessors, and to focus on the quality of a student’s learning and understanding, rather than the quantity of work they have undertaken (Williams, Lee, Harrison & Black, 2004). The sole use of summative testing results in teachers being ignorant of the true understandings, strengths and weaknesses of their students. Formative assessment can aid in narrowing the gap between high and low achievers in the classroom (Black & Williams, 1998). The use of formative assessment requires a learner-centered approach to teaching, as the student is the end user of the assessment information (Bund & Falchikov, 2004). Effective formative assessment focuses on feedback regarding scientific tasks, and not the student. Hence, feedback focuses on the particular qualities of the student’s work, with suggestions for improvements, and without comparisons to classmates (Black & Williams, 1998). The ideal form of this requires that the student develop the ability for ‘self-assessment’, which allows them to demonstrate their understanding of the goal of the task and their learning (Williams et al., 2004). The KS3 teacher could utilize formative assessment strategies to determine the level of knowledge and understanding of science for student’s at the beginning of the year. Procedures for self-assessment, or peer-assessment, could include the use of ‘Traffic Lights’