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Napoleon was born on August 15, 1769 in Ajaccio, Corsica, and was given the name Napoleon Buonaperte.

Napoleon

Napoleon was born on August 15, 1769 in Ajaccio, Corsica, and was given the name Napoleon Buonaperte. He was the second of eight children of Carlo and Letizia Buonaperte, both of the Corsican-Italian gentry. Before Napoleon, had ever been a professional soldier. His father Carlo, was a lawyer who had fought for Corsican independence. Napoleon, at the age of 16, and joined the artillery as a second lieutenant. I was then where Napoleon found his calling. The rest of his life would be based on the army. He had proven himself to be a great general. He is one of the most, if not the most, influential people of European History. Europe would not be the same today if it weren’t for him.

After the revolution began in France, he became a lieutenant colonel (1791) in the Corsican National Guard. However, when Corsica declared independence in 1793, Buonaperte, a Republican, and a French patriot fled to France with his family. He was assigned, as captain, to an army besieging Toulon, a naval base that was aided by a British fleet, while in revolt against the republic. It was here that Napoleon Buonaperte officially changed his name to Napoleon Bonaparte, feeling that it looked “more French”. It was here too that Napoleon replaced wounded artillery General and seized ground where his guns could drive the British fleet from the harbor and Toulon fell. As a result of his accomplishments, Bonapatre was promoted to brigadier general at the age of 24. In 1795, he saved the revolutionary government by dispersing an insurgent mob in Paris.

Latter in 1796, Napoleon became commander of the French army in Italy. He defeated four Austrian generals in succession, each at impossible odds, and forced Austria and its allies to make peace. The Treaty of Campo Formio provided that France keep most of its conquests. In northern Italy he founded the Cisalpine Republic, and straightened his position in France by sending millions of francs worth of treasure to the government. In 1798, to strike at British trade with the East, he led an expedition to Turkish-ruled Egypt, which he conquered. His fleet, however, was destroyed by the British admiral Horatio Nelson, leaving him stranded. Undaunted, he reformed the Egyptian government and law, abolishing serfdom and feudalism and guaranteeing basic rights. The French scholars he had brought with him began the scientific study of ancient Egyptian history. In 1799 he failed to capture Syria, but won a victory over the Turks at Abu Qir.

France, meanwhile, faced a new threat, the coalition of Austria, Russia, and the lesser powers allied with Britain. Bonaparte, decided to leave his army and return to save France. In Paris, he joined a conspiracy against the government. In the coup d’etat of November 1799, he and his colleagues seized power and established a new regime-the Consulate. Under its construction, Bonaparte, as his first consul, had almost dictatorial powers. The constitution was revised in 1802 to make Napoleon consul for life and in 1804, it made him emperor. Each of these changes received overwhelming assent of the electorate. In 1800, he assured his power by crossing the Alps and defeating the Austrians at Marengo. He also concluded an agreement with the pope, which contributed to French domestic tranquility and ended the quarrel with the Roman Catholic Church that had arisen during the Revolution. In France, the administration was reorganized, the court system was simplified, and all schools were put under centralized control. French law was standardized in the Code. Napoleon, (the civil code) and six other codes. They all guaranteed the rights and liberties won in the Revolution, which included equality before the law and Freedom of religion.

Napoleon, being the greatest general of his time, with the intentions of France in mind it is clear how the French people respected him, held him in high regard, and even praised him. With that same clarity that we can see how those “enemies of the state”, and others not living in France feared Napoleon, and saw him as a power hungry mad man. Opposing generals fueled by hate attempted on many occasions to stop the momentum that Bonaparte and his French Empire was gaining. The view by others that he was a ruthless and sadistic leader, who created war for his personal gain. Another feeling of resentment towards Bonaparte was that he was unorganized, sloppy, and basically lucky. Finally, many people felt that Napoleon was only interested in his own image and power, and essentially used France and its resources as an outlet to achieve this. Napoleon himself would prove all this wrong. By taking the position which France was in at the time, revamping the entire political system, and giving equality and freedom to all of France he quickly showed his loyalties. As for being unorganized, sloppy and very lucky, time after time, Napoleon would prove his military superiority in all aspects. Lastly, if Napoleon had used France to gain his personal goals he would not have taken the time to change the politics, to protect the rights of the citizens, or to make sure France was a good place to live, “France has more need for Napoleon, then he for France”

In April 1803 Britain, provoked by Napoleon’s aggressive behavior, resumed war with France on the seas. Two years after this Russia and Austria joined the British in a second coalition. Napoleon then abandoned plans to invade England and turned his armies against the Austro-Russian forces, defeating them at the battle of Austerlitz on December 2nd, 1805. In 1806 he seized the kingdom of Naples and made his elder brother Joseph king, converted the Dutch Republic into the kingdom of Holland for his brother Louis, and established the Confederation of the Rhine of which he was the protector. Prussia then allied itself with Russia and attacked the confederation. Napoleon destroyed the Prussian army at Jena and Auerstadt (1806) and the Russian army at Friedland. At Tilsit in July of 1807, Napoleon made an ally of Czar Alexander I and greatly reduced the size of Prussia. He also added new states to the empire: the kingdom of Westphalia, under his brother Jerome, the duchy of Warsaw, and others. Outside of his military life Napoleon characterized his regime above all with a strong executive under the control of a single charismatic figure who appointed and dismissed ministers, generals, prefects, and bishops, commanded armies, directed foreign policy, saw to the codification of laws, and reorganized the systems of education, worship, and administration. Meanwhile Napoleon had established the Continental System (a French-imposed blockade of Europe against British goods, designed to force bankruptcy what he called “the nation of shopkeepers”). In 1807, Bonaparte seized Portugal. In 1808, he made his brother Joseph, the king of Spain. Napoleon then awarded Naples to his brother-in-law, Joachim Murat. Joseph’s arrival in Spain touched off a rebellion there, which became known as the Peninsular War. Napoleon appeared briefly and scored victories, but after his departure the fighting continued for five years, with the British backing the Spanish armies and guerrillas. The Peninsular War cost France 300,000 casualties and incredible sums of money and contributed to the eventual weakening of the Napoleonic Empire. In 1809, Napoleon defeated the Austrians again at Wagram, annexed the Illyrian Provinces and abolished the Papal States. By this linking his dynasty with the oldest ruling house in Europe, he hoped that his son, born in 1811, would be the more readily accepted by established monarchs. Also in 1810, the empire reached its widest extension with the annexation of Bremen, Lubeck, and other parts of north Germany, together with the entire kingdom of Holland, followed the forced abdication of Louis Bonaparte. The impact of Napoleon on the political and social structure of Europe was not everywhere the same. It was greater in territories that were annexed than in satellite states, and greater in satellite states than in those which were occupied only with difficulty and by force of arms. Where French Revolutionary armies had passed before, overturning feudal and ecclesiastical institutions, there Napoleonic rule had a firmer grip. French military support for local rulers enabled them to undertake by ‘revolution from above’ what as minor enlightened despots in the eighteenth century they had failed to achieve. But Napoleon was above all a dynasties and conqueror: what he required from subject territories was men and money. If they could be provided without administrative reforms, so much the better. Some states which remained sovereign imitated Napoleon’s methods in order to weaken traditional elite or to strengthen state-power. Far more common however was resistance to Napoleon, whether blind peasant hostility to taxes and conscription, the defense of aristocratic, ecclesiastical, and corporative privileges, or liberal opposition to arbitrary, bureaucratic, and foreign rule. In all the new kingdoms created by the emperor, the Code Napoleon was established as law. Feudalism and serfdom were abolished, and freedom of religion established (excluding Spain). Each state was granted a constitution, providing for universal male-suffrage and a parliament and containing a bill of rights. French-style administration and free public schools were envisioned. Higher education was opened to all that qualified, regardless of class or religion. Every state had an academy or institute for the promotion of the arts and sciences. Incomes were provided for eminent scholars, specifically scientists. Constitutional government remained only a promise, but progress and increased efficiency were widely realized. Not until after Napoleon’s fall did the common people of Europe, alienated from his governments by war taxes and military conscription, fully appreciate the benefits that he had given them. It was evident through these actions of Napoleon that he not only wanted the land for France but he wanted to spread a common lifestyle throughout Europe.

In 1812, Napoleon, whose alliance with Alexander I had begin to disintegrate, launched an invasion of Russia that ended in a disastrous retreat from Moscow. (Thereafter all of Europe united against him, although he fought on brilliantly, the odds were impossible.) In April 1814, his marshals refused to continue the struggle. They had felt Napoleon disrespected his army, and said they were not given the privileges they desired. Napoleon, although he lived his life with one theory regarding his men, (“When soldiers have been baptized in the fire of the battlefield, they have all one rank in my eyes…”) (IV pg.15) therefore felt that his marshals shall be given no special treatment.] Latter allies had rejected his stepping down in favor of his son, Napoleon was abdicated unconditionally and was exiled to the Mediterranean island of Elba. Marie Louise and his son were put into custody of her father, the emperor of Austria. Napoleon never was to see either one of them again, but he himself soon made a dramatic comeback.

In March 1815, he escaped from Elba, reached France, and marched on Paris winning over the troops sent to capture him. In Paris, he promulgated a new and more democratic constitution, and veterans of his old campaigns flocked to his support. Napoleon asked peace of the allies, but they outlawed him, and he decided to strike first. The result was a campaign into Belgium, which ended in a defeat in the Battle of Waterloo on June 8th, 1815. In Paris crowds begged him to fight on, but the politicians withdrew their support. Napoleon then fled to Rochefort, where he surrendered to the captain of the British battleship Bellerophon. He was then exiled to Saint Helena, a remote island in the south Atlantic Ocean, where he remained until he died from stomach cancer on May 5th, 1821.

The cult of Napoleon as the “man of destiny” began during his lifetime. In fact, he has begun to cultivate it during his first Italian campaign by systematically publicizing his victories. As first consul and emperor, he had engaged the best writers and artists of France and Europe to glorify his deeds and had contributed to the cult himself by the elaborate ceremonies with which he celebrated his rule, picturing himself as the architect of France’s greatest glory. He maintained that he had preserved the achievements of the Revolution in France and offered their benefits to Europe. His goal, he said, was to found a European state- a “federation of free peoples” (V pg. 15). Whatever the truth of this, he became the arch-hero of the French and a martyr to the world. In 1840 his remains were returned to Paris at the request of King Louis-Philippe and interred with great pomp and ceremony on the Invalids, where they still lie. Napoleon’s influence is evident even in France today. Reminders of him dot Paris-the most obvious being the Arc de Triomphe, the centerpiece of the city, which was built to commemorate his victories. His spirit pervades the constitution of the Fifth Republic; the country’s basic law is still the Code Napoleon, and the administrative and judicial systems are essentially Napoleonic. A uniform state-regulated system of education persists. Napoleon’s radical reforms in all parts of Europe cultivated the ground for the revolutions of the 19th century. Today, the impact of the Code Napoleon is apparent in the law of all European countries. Napoleon was a driven man, never secure, never satisfied. “Power is my mistress” (VI pg. 176), he said. His life was work-centered; even his social activities had a purpose. He could bear amusements or vacations only briefly. His tastes were for coarse food, bad wine, and for cheap tobacco. He could be hypnotically charming for a needed purpose of course. He had intense loyalties to his family and old associates. Even so, nothing or nobody, were allowed to interfere with his work.

Napoleon was sometimes a tyrant and always an authoritarian. But one who believed, however in ruling by mandate of the people, expressed on plebiscites. He was also a great-enlightened monarch-a civil executive of enormous capacity who changed French institutions and tried to reform the intuitions of Europe and give the Continent a common law. Few historians deny that he was a military genius. For his enlightened government, but surely the latter must be counted if he is justly to be called “Napoleon the Great”. .

Napoleon Bonaparte A Life

Napoleon Bonaparte: A Life

Napoleon Bonaparte is a book written by Alan Schom and published by HarperCollins in 26th august 1998. Schom seeks to give details of Bonaparte from the day of his birth in Corsica to his death while away in exile in St. Helena. The book has been controversial. The International Napoleonic Society did state that it is the most hostile book documenting the life history of the French Emperor. Despite numerous claims that the book is erroneous, the review by the institution did not support its claims using any scholarly materials. Contrary to claims of error, Schom did properly annotate the book and in the Epilogue does state that he tried to give the emperor his rightful dues. The writing of this book is exemplary, has sufficient evidence or annotation and the subject pursued by the book are fascinating.

Napoleon Bonaparte has been the most dominating and powerful figures in the history of France. Many people have been indicating interest in understanding this acclaimed French Emperor. He has been providing a fascinating subject of observation from his time as French ruler up to date. There exist many books probably thousands detailing on the life of the French Emperor. Some give accounts of his unending victories on the battle field while others concentrate on his personal life. Despite the number of books written about the French ruler, there is no one such book that gives comprehensive details of the life of Napoleon Bonaparte. The book Napoleon Bonaparte: A life by Alan Schom fills the gap giving details of Bonaparte that other biographers avoided. Schom divorces himself from the obvious praise of Bonaparte and instead gives candid description of both the strengths and weaknesses of Napoleon. The reason I chose this book is that it gives accounts about Napoleon that do not exist in other biographies.

Napoleon Bonaparte: A life written by Alan Schom is an ambitious and readable account of the life of Bonaparte. It includes all the available facets of his life from his birth and childhood at Corsica to the time of his death on the island of St. Helena. The major concentrations of the book are the military career of Bonaparte. It gives details into his military campaigns and details all the battles that he did win and also those that he won. These wars include those fought in Italy, Egypt, Austria, Russia, Poland, Prussia and Spain. There are also details of the organization of the military, internal conflicts, and the factors that contributed to either success or failure of these wars.

Schom in this book gives an illumination of the structural and political organization of the French government. This is possible through napoleon who rose to become the ruler of French from 1799 when he took power through a coup. On his political career, the books also describe key officers, aides, generals, and commanders that were pivotal to Napoleon. They included Admiral Villeneuve, police minister Fouche, and naval commander Talleyrand. There are international rivalries and their in inclusion of settlements of these conflicts in the book. Schom finalizes accounts about Napoleon by writing about his enemies. Napoleon had many enemies, but the book gives details of the most notable enemies of the first consul of France. They included Emperor Franz I from Austria, Duke of Wellington, Field Marshal Kutukoz, Czar Alexander of Russia, and Friendrich Wilhelm III from Prussia.

Schom also gives an account of the personal life of Bonaparte. Bonaparte was a polygamist and despite having a wife he had numerous mistresses. In his earlier life, Bonaparte married Josephine de Beauharmis but would later divorce her because of her affairs with his officers and the lack of children in their wedlock. He then marries Marie Louise, and they have a son Napoleon Francis Joseph Charles. During his marriages, Napoleon has mistresses such as Pauline Bellisle Foures of Egypt during the Egyptian campaigns. Schom also gives a vivid description of the Napoleon acknowledgement of his illegitimate children. He did acknowledge two of his illegitimate sons. That is Charles Leon whose mother was Eleonere Denuelle and Count Alexandre Walewski born to Marie Walewska. Despite previous biographies detailing on the promiscuity of Napoleon, there is none that gives vivid details of the accounts than this book.

A life by Alan Schom also gives details a friendship of Bonaparte with mathematician. There is little knowledge of the mathematician who was a savant. Schom also gives details concerning his death while in exile on the island of St. Helena. Helena. Napoleon has a myriad of flaws, and despite this knowledge, there is little documentation of these facts. It is Schom’s book that entails the destruction and misery caused by the emperor in Europe. Such misery emanates from his unending and at times needless wars that would to the wreckage of the European mankind. Other flaws of Bonaparte included his indifference on the medical needs of his soldiers and lack of appropriate planning and information gathering. It is such flaws that eventually lead to the end of his rule and his subsequent demise while in St. Helena.

This book describes the period between 1769 and 1821, which is the lifetime of Napoleon Bonaparte. Evident from the book this was a period of constant conflicts between nations and kingdoms. There were fights In various parts of Europe whose concerns were expanding territories. During this time, the French had feuds with the English and the strategic position of Egypt made it the epicenter of the battle. France captured Egypt in an attempt to stage an offensive against the English army but failed. Austria was the other enemy of France. The two fought on many fronts with both sides either winning or losing. Conflicts with Austria were in most cases about territory with Napoleon’s brother being the person with the responsibility of negotiating with Austria. In accordance to this, this book indicates that this time of history was a time of constant wars and temporary peace in Europe.

Schom’s give indicates that the past during the time of napoleon was not peaceful. Empires valued expansion of their territories as any expense. France for instant engaged their neighbors in endless wars so that it could expand its territories. It was not until during the rule of Napoleon in 1811 that France would reach its peak. The French empire at the time was vast there were many satellites and allied states. Other empire fought back leading to the decline of Napoleon’s rule and his death in 1821. The past described in the book is that of constant struggles to expand empires, and it is such events that are dominant in the life of Napoleon.

The author of the book believes that this is the book that finally the truthful story of Napoleon. That is most authors did not detail numerous flaws of the emperor during his needless wars. Schom views the entire career of Napoleon as a failure, and he indicates so in the book. In fact, he describes both Trafalgar and Waterloo confrontations and the fatal mistakes of Napoleon. According to Schom, Napoleon was the cause of not only the disaster in his personal life but also in France and Europe. Schom seems to be responding to the mixed reactions of Europeans on the issue of Napoleon. Despite the fact that he does mention key strengths of Napoleon during his conquest, there is sufficient evidence in the book that he concentrates more on the weakness of Bonaparte. This has been the reason that many individuals that admire Napoleon indicate that Schom had the aim of spreading anti-Napoleon ideologies.

Schom uses a number of sources to support his views. Some of his sources include memoirs of Bourrine, Madame Junot, and Thiebault. Bourinne was a school friend of Napoleon at the military academy and would later become his private secretary. Despite that many other biographers choose not to use the memoirs, they become a vast resource to Schom. It is perhaps the refusal by biographers to acknowledge such significant historical facts that lead to lack of informative description of Napoleon’s dark sides. International Napoleonic Society states that the resources that Schom uses are dubious and historically inapplicable, but they do not provide scholarly evidence.

Before reading the book, I had I belief that Napoleon was one of the most influential historical figures in the history of Europe. Many historical books describe him as a man dedicated to his work and his country. In fact, the expression that I had prior to reading the book was that Napoleon was a brilliant ruler. Schom’s book is enlightening as it provides information that facilitates the analyses of Napoleon from both aspects. It gives accounts of how the thirst for power and expansion of territories in Europe lead to Napoleon recruiting boys to fight in his unending wars with other empires. This book opened my eyes into the implications of Napoleon’s conquest for newer territories. It not only had negative implications on France but to the entire continent of Europe and parts of Africa and India.

From history classes, Napoleon description is of a great ruler. History books in most cases detail on the political and military facts leaving out personal details. This book facilitated my confirmation of the issues learnt from history class and advanced that knowledge. The book gives a vivid account of Napoleons personal life, which is insightful. In addition, Schom gives accounts of issues that led to failures and victories during the time of Napoleon as the Ruler of France. While confirming that Napoleon did succeed in capturing various territories, Schom does discredit the notion of historical books that Napoleon was an ardent planner. According to Schom, Napoleon was not an expert planner and he had no successful way of collecting data. This made him vulnerable and was part of the reasons that his enemies used against him. Napoleon Bonaparte: A life confirms things that I did learn earlier while adding to that knowledge.

References

Schom, A. Napoleon Bonaparte. New York: HarperCollins, 1997.

Nancy Armstrong-Sanchez

Nancy Armstrong-Sanchez ENG 350

Assignment 2: Rhetorical Analysis/Spotlight: Rhetorical Appeals

(Mini Essay @ 450-500 words)

Due: Friday, Sept 30

Context: “Rhetoric is the study of how writers and speakers use words to influence an audience. A rhetorical analysis is an essay that breaks a work of non-fiction into parts and then explains how the parts work together to create a certain effect—whether to persuade, entertain or inform.” (writingcenter.tamu.edu)

https://www.npr.org/sections/codeswitch/2013/04/13/177126294/five-reasons-why-people-code-switchhttps://writingspaces.org/past-volumes/grammar-rhetoric-and-style/Directions: Mining the vast resources of the internet, explore and review 2-5 informal sources related to either Code Switching or Discourse System, making note of the many different types of genres that are available in digital space (i.e. blog posts, YouTube videos, Tik Tok videos, Facebook groups, etc.), the creators who publish them, and their reasons for doing so.

Pro Tip: As you begin to gather your sources, consider creating a “Works Cited” working draft that you can include in Assignment 3.

Prompt: The purpose of this essay is to successfully read and analyze a piece connected with the larger linguistic conversation that we have been exploring. Specifically, you will analyze your chosen piece by focusing on the Rhetorical Appeals of Ethos, Pathos & Logos. (You may also wish to include some discussion of audience, purpose, stance, language, tone and/or structure.)

Goals: Your goal will be to develop and support a thesis in which you articulate an overarching analysis of your piece and then support your claim in the body of your essay. As you compose your analysis, observe the following:

your analysis clearly states your reasons for your broad analysis of your piece.

your analysis gives strong, specific evidence from the piece in support of your thesis.

you make strong use of the materials from our text about reading and constructing arguments.

the tone of your argument is essentially objective, adult, and controlled.

the paper is organized — it should be written in a way that makes it easy for a reader to move through the paper from beginning to end.

Preparation:

Review video tutorial: Writing Center: Rhetorical AnalysisReview discussion of Rhetorical Appeals: Unit 2 Weekly Modules (Weeks 4 & 5)

Review the sample Rhetorical Analysis Essay (listed below)

Possible Outline/Key Components of your paper: (@ 900-1000 words)

Intro

Hook: A brief, meaningful reference to one or two of our readings.

Transition:

Thesis: Based on your notes, please present an argument about your analysis of your chosen piece (in other words, what do you want your read to know/think/feel/believe about the piece you are presenting in this essay?)

Body: Analysis: As you develop your argument, include the following:

Audience and Purpose Questions:

Who is the intended audience for this piece? What is the audience likely to know? Want to know? Why? How much time will this audience want to spend with the information presented in the pieces? What is the purpose of the information presented? (Inform, persuade, entertain, etc.?)

Appeals: (address 2-3 of these appeals)

Ethos: How does this piece help to establish the information’s credibility? Is it effective? Why?

Pathos: How does each piece help to evoke an emotional response from the audience? Is it effective? Which emotions? Why?

Logos: What types of evidence are used to support the claims? Is it effective? Which emotions? Why?

Optional: Additional Analysis: address 1 additional dimension from the following: Context, Stance, Tone, Language and/or Structure. Pro Tip: See the direction sheet for our “RA Shorts” for sample questions to consider in your work.

Conclusion/Synthesis: Wrap up the gist of your paper and consider the implication of your argument. Was this piece effective in conveying its message? Why? What do you hope your reader learns, knows, takes away from your analysis of this piece?

Sample Rhetorical Analysis Essay:

Rhetorical Analysis Sample Essay (general sample)

Format: Make sure your work observes the following guidelines. All essays must…

be at approximately 450-500 words in length

includes proper MLA citation work, including a Works Cited page

be double spaced and written in 12pt font

be complete; work that is incomplete will absolutely not be accepted

Assignment due date(s)

Outline due date:

Week 4 (see weekly Task List for specific details)

WIP for Peer Review due date

Week 5: Tuesday, Sept 27 (Please see Week 5 Folder for specific details)

WIP for Instructor Feedback due date:

Week 5: Wednesday, Sept 28 (Please see Week 5 Folder for specific details)

Polished Draft due

Week 5: Friday, Sept 30, 11:59 pm PST, via Turnitin link

Grading:

Your Polished Draft will be evaluated according to the NCTE Rubric discussed in class. (A copy of the rubric is also on BB for your review.)

Using the rubric, I will also share a holistic letter grade with you.

The letter grade is intended to allow you to assess the overall development of your assignment and chart the trajectory of your progress in the course.

In the feedback notes, you will see “pre-portfolio score.” This indicates the grade I will keep on record until you complete your course portfolio with your final, revised draft. (Please see syllabus for further discussion of the Portfolio.)

I will also provide you with a feedback narrative in which I highlight several of the strengths of the assignment and offer suggestions for improvement.

Symposium Sanctuary Cities Law on Texas

NameInstitution

Course

Professor

Date of Submission

Symposium Sanctuary Cities Law on Texas

The Sanctuary Cities Law regards the lawsuit aimed at the enhancement of immigration law. The immigration enforcement laws are contained in the constitutional law commonly referred to as Senate Bill 4, which is against the sanctuary cities. The term “sanctuary cities” is associated with the local authorities that in a way or the other does not bother in putting into action the federal immigration laws as per the United States Constitution. The members of the symposium joined their heads together in scrutinizing all the things involved in the Texas education strategies regarding the immigrants without legal documents to states suggestion on the boundary safety. As it is the case when implementing any other policy in the government, it is common to have the disagreements among the members of the symposium as well as the public. People who see the validity and essential of a policy will tend to support its implementation while those who fill burdened will be against it.

The case is similar when it comes to the enforcement of the immigration law. The Senate Bill 4 was supported by many including the government leaders such as Gov. Greg Abbot, while on the other side of the opposition are the Democrats who argued that the right of the minority in the nation is being oppressed (Chen, page 22). Different reactions have been seen in various state governments which are part of the scandal of not making use of the immigration lawsuit arguing that many marginalized families will be victims threatening their wellbeing and survivability in the American community. In this discussion, the Sanctuary Cities Law on Texas is discussed into a profound extent in consideration of its validity in the United States, the detrimental effects to the affected civilians as postulated by the Democrats as well as the impacts of the court hearings regarding the immigration lawsuit enforcement.

Change is inevitable, and there come situations where a human being has to adjust to it as it is an effective way to enhance development. For instance, let us relate the implementation of the Senate Bill 4 law with a business situation. In every running firm, the aim is profit maximization which is attained by the introduction and adoption of new strategies whether it is in the production sector or the marketing segment. The new policy here is the merely the changes made in the company for its benefit and proper running. However, the introduce change may have adverse effects on the organization leading to enormous loss occurrences making it vital to carry out research and follow the right procedure to be sure that the new strategies will be beneficial. The case is similar when it comes to the legal implementation of policies at the government and local authority level where there must be consideration of both sides before passing any bill into law. The process of certifying the validity of banning the sanctuary cities in the nation brings about the influential commotion from both the defendant and proposing side.

Looking at the positive attributes regarding the passing of the Senate Bill 4 into a current law the fundamental issue regards the criminality committed by the illegal immigrants threatening the wellbeing of other civilians as well as the economic development (Lasch, page 32). It is in these sanctuary cities that all sorts of crimes starting from human violence, burglary, drugs peddling and substance abuse among many others. The enforced immigration law states that the local officers have the mandate to see and inquire about the immigrant’s legal documents. The sanctuary cities law can be significantly be regarded as the “present your papers” propaganda. The security officers at the local authority are anticipated to be asking the immigrants to show their paper in various scenarios such a during the traffic and border checkup. Furthermore, the legal document presentation can be done in the local area to sure that all the residents are officially incorporated in the society.

The illegal immigrants are considered merely to lawbreakers, and the induced penalty follow the victim even during imprisonment where to be agreed upon penalties such as fines have to be imposed. In any nation, the security issues matter most and have to be given priority to ensure peaceful coexistence of the citizens. In the current situations the regarded cities which allows undocumented settlement of immigrants registers the worst security matters in the nation. It is right that many minority communities do not have the legal documents in various local regions, but the aim is not tormenting and segregating them but security maintenance and helping them gain legal citizenship. The imposed lawsuit aims not only at eradicating unauthorized citizenship but also educating the immigrants imposing to them the mentality that they are an essential part of the nation and them have also to take part in its development but not degradation. The Texas law case is a reflection of Arizona’s Senate Bill 1070 of the year 2010 regarding the actions of police officers asking about civilians’ immigration status. However, the Arizona law was dulled by legal proceedings making the attorney general request the security officer ignore the issue to settle an agreement.

On the other side, there immerged the opponents defending the implementation of the sanctuary cities law. Sylvia Garcia was on the higher post of Democrats who were against the enforcement of the immigration lawsuit claiming that it will be oppressing the immigrants’ civil and human rights. Together with Garcia were other defendants such as Sen. Charles Perry and others mentioned in the Paxton’s suit including Sally Hernandez, Travis County sheriff and American Legal Defense and Educational Fund body. Garcia argued that the immigration law would lead to the development of an exchange mundane where the police officers will have excuses for banishment at the traffic points. The bill will also to a greater extent spread racism in the nation where the immigrants can be segregated merely and mistreated not because they do not have their legal documents, but due to ethnic differences. All in all the excuse will be undocumented settlement criminality, but in a real sense, the rivals will be aiming at eradicating the minority ethnic groups.

Charles Perry who the core activist of the anti-sanctuary legislation that stated that stipulated that it is not a requirement for the security officers to keep asking the immigration status of the legally detained immigrants. However, it is still lawful according to the country’s law. The policymakers also argued that the sanctuary cities law encouraged criminality at the local level where the immigrants without legal documents have fear to approach local authorities for interventions (Chen, page 21). For instance, an immigrant is a victim of crime will not take the initiative of contacting police officer as he is afraid that the case might not be put into consideration because he is not documented. He may be the one to end up being penalized and imprisoned as it is against the law not to have legal documents.

According to Fernando Garcia, the Senate Bill 4 comes at the awful condition of persecution, when the immigrants are outlawed denying the productive and potential personnel opportunity to have a stay in the country. It is heartbreaking to understand that instead of insisting on the police officers protecting the immigrants’ families, they are emphasized to maltreat them for minor reasons. The immigrant has to be educated in accordance to understand their civil right in this sovereign nation as a way of ending their abuse in the name of not having legal papers. They should know that it is not as per law to allow these officers in their residential house and property unless they have the license and they also do not have to answer questions regarding their immigration status. People have the right to remain silent when put in custody as well as not signing any document. Also, one can request a lawyer and hearing before being taken to the court of law (Bell, page 9).

The Senate Bill 4 has been faced with enormous opposition from the Democrats. It is true that the lawmakers have seen the eradication of undocumented civilians as an effective way of eradication criminality and enhancing peaceful existence of the citizens, but they have to put in consideration its devastating effects. It is inhumane to mistreat the immigrants according to the sanctuary cities law without review of the personal case. Many families were deported to the nation unintentionally, and they are living under harsh conditions colonized by poverty in the marginalized local areas. The government together with the local authorities have to put in place effective strategies to help the immigrants get the legal documentation and also deport the ones who are unethical aiming at spreading criminality in the nation. With that, all the civilians will productively take part in enhancing economic development as well as social mobility in the society.

Work Cited

Bell, Bernard W. “Sanctuary Cities, Government Records, and the Anti-Commandeering Doctrine.” Rutgers UL Rev. 69 (2016): 1553.

Chen, Ming H. “Trust in immigration enforcement: State noncooperation and sanctuary cities after secure communities.” Chi.-Kent L. Rev. 91 (2016): 13.

Chen, Ming H. “Trust in Immigration Enforcement: State Noncooperation and Sanctuary Cities after Secure Communities.” Immigr. & Nat’lity L. Rev. 36 (2015): 335.

Lasch, Christopher N. “Sanctuary Cities and Dog-Whistle Politics.” New Eng. J. on Crim. & Civ. Confinement 42 (2016): 159.

The book gives a story that in 1728 a stranger handed a letter to a governor named Yue.

Name

Tutor

Task

Date

Book Review

The book gives a story that in 1728 a stranger handed a letter to a governor named Yue. The letter advised him to lead a rebellion against Manchu leadership of China. Pretending to agree with the initiators, Yue learns of the details of the plot. He immediately informs Emperor Yongzheng who in turn orders for the capture of ringleaders. This is done with ease because of the information that the governor had already given him. The captives are forced to recant and confess their actions. During all the incidents the public confusion and outrage spared to dangerous levels. The emperor then drew an enormous wealth of documented evidence. He presented to the public over a hundred and fifty secret letters and documents between the Emperor and his agents. The letters are still stored in Chinese museum archives.

‘Treason by the Book’ is a book that traces intricate and surprising consequences of the disclosure of a message received by Emperor Yongzheng of China in 1728. The message was from a distant subordinate who denounced his regime. The book is an examination of Chinese culture, chronicle of historical events and an explanation of the political system. Jonathan Spence recounts relentless investigation of the emperor and how he apprehended dissidents who impugned his imperial system of leadership. The book gives a surprising recount of the emperor’s next move after receiving the message of the coup. He did not take drastic personal steps but decided to ply it simple by beginning intensive written conversation with the head of the dissidents. The leader of the dissidents was a man named Zeng Jing.

The emperor was able to convince Jing who ultimately wrote an elaborate confession that he had grievously wronged the emperor. The emperor did not take drastic actions but pardoned Zing for his crimes. Despite this, he ordered that the chain of letters between them, including the original treasonous letter to be published. They were published and distributed throughout China. His intention was to give a civics lesson to his subjects about any treason case. The author draws his message from all the documents that survived from Yongzheng era. He is telling the reader about the emperor’s story in an anchored close reading of primary sources. He accompanied his story by a sustained meditation power of the written word. He portrays that word power can be used to attack, persuade and call for dialogue between two warring camps. Spence says that Emperor Yongzheng’s experiment in the publication of the subsequent letters 300 years ago seemed enlightened and commendable. He is wonderful accomplished writer and with the China tale, he developed intriguing characters for his many readers to think over. The story is a creative and chilling revolt of Jonathan’s fascination. The story is an un-worldly dream of a better world. It attaches facts of bureaucratic power by taking the reader through the mind of an Emperor. It also touches on the mercy and how the emperor used his mercy. The emphasis is on the surprising recount of the emperor’s next move after receiving the message of the coup. He looks at steps and sacrifices taken by the emperor before he started an intensive written conversation with the head of the dissidents.

Work Cited

Spence, Jonathan. D. Treason by the Book. University of Michigan Viking Publishers, 2001.

Social network

Name

Tutor

Subject

Date

Social network

The term social networks in the simplest and most basic sense refers to a means of communication where people pass, receive and share information, messages, images and comments. This is to say that a social network is a form of a media, platform and an avenue where people within the human society interact with their friends and family. It is important and imperative to note and record that there is a degree of easiness with which the users of the social network pass and receive information. In most instances, the authors or the subsequent sources from where the information is obtained is acknowledged. In principle, it is critical and key for the users of the social networks to give credit, attention and acknowledgement to the sources of information from which they borrow from. This essay will thus discuss the benefits and reasons as to why the users of the social networks ought to acknowledge their sources of information.

To begin with, it is important for the social network users to give credit to their sources when sharing information with their friends, because it demonstrates that one has read, understood and appreciated the information. If a person reads something from another sources and the latter appreciates the intellectual acumen of the former, then it shows that one has read, understood and appreciated. In this current age and time, there is a lot of information which may easily pass for half-truths and misrepresentation. Thus, if a user acknowledges the sources it shows that one has read and understood that particular information from the available existing pool of information.

Secondly, a user of the social network ought to appreciate his or her source so as to lend the virtual authority on the issue that one is writing on. It goes without saying that the original writer of an article or a journal holds the scholarly and artistic authority over that item. Thus, when the user acknowledges his or her sources it shows that the user would have lent authority to share information on the same. This is to imply that it is moral and rational for a human being to lend anything be it authority from the original owner. Subsequently, this line of thought and argument would also pass as true and valid in the social networks and the general users.

Similarly, it is critical for a user of the social network and media to acknowledge and give credit to their sources since it would strengthen the argument of the person sharing information. It goes without mentioning that in this current age of digital dispensation, there is information influx which ought to be vetted (Bond, 9). Most of the things posted and shared in the social networks easily pass for fluffs and rumors. Therefore, when a user acknowledges his or her source it strengthens the argument presented and put forth by that same user. This would be important so that the recipient would choose for him or herself on whether or not to believe information availed to him or her by his or her friend. The recipient of the information passed to the social network would have the privilege and duty to ascertain whether or not the information passed by the user is credible or not. By giving credit to the source, the user sharing the information puts more weight on his or her argument thus making supporting the kind of information that they share.

In a similar line of thought and argument, by acknowledging sources of their information, the users provide the recipient of the information with background information on the same. Background information is important since it would demonstrate to the recipient on all the facts and figures that may be necessary to confirm the authenticity and validity of information being passed (Newman, 4). For instance whenever there is breaking news or something that catches global attention, the information passed within the social network cycles is huge. In this process, distortions and exaggerations of the information may happen. When the sources is given credit and acknowledged, the recipient would have sufficient background information.

A practical case and example is the Missing Malaysian Airline, which disappeared from the radar. Within minutes the social networks were abuzz with information and conspiracy theories which may have or not been true. Thus, to avoid such flow of information, a social network user would make more credible sense if he or she gave credit and acknowledgement to the source of the information. In principle, a recipient of information on the same case of the ill-fated airplane would be provided with sufficient actual and factual information if the initial source of the information flow is authentic (Yates and Paquette, 9). Relatively, in case of a legal matter such as plagiarism or issue arising from the posted information, then the user would be vindicated if he or she outlined the source of the information.

Summarily, the above essay has articulated in details and principle the reasons as to why the users of social network ought to acknowledge the source of their information. The irreducible minimum is that the source would provide more background information to the recipient, vindicate the person passing the information in any case of a legal battle. Similarly, it smacks of good faith and intent if a user of the social network lends authority from the source by acknowledging them before sharing information with friends.

Work Cited

Bond, M. H. “Introduction.” The cross-cultural challenge to social psychology 11.2 (1988).

Newman, Nic. “The rise of social media and its impact on mainstream journalism.” Reuters Institute for the Study of Journalism 8.2 (2009): 1-5.

Yates, Dave, and Scott Paquette. “Emergency knowledge management and social media technologies: A case study of the 2010 Haitian earthquake.” International Journal of Information Management 31.1 (2011): 6-13.

Curriculum model

Curriculum model

A curriculum model is a designed format of a curriculum developed by curriculum developers/experts to meet the unique needs, contexts, and or purposes. Curriculum developers design reconfigure, or rearrange one or more curriculum components to achieve the desired goals. According to the Department for Education and Employment(2000) The Reggio Emilia approach to early child hood education (preschool) education employs a technique that emphasizes on the children’s symbolic languages in the context of project-oriented curriculum.

Reggio Emilia program of preschool education has been recognizes internationally as the best in helping children below the age of six years to learn literacy, numeracy and science. The program is based upon the following principles to be able to deliver the intended purpose.

How the environment supports literacy, math and science: evidence from Early Learning for Every Child Today a framework for Ontario early childhood settings

Numeracy skills

Numerical thinking in children begins earlier in life and the informal mathematical knowledge of young children is broad and complex.

Department of Education, Tasmania (2004) Provides that young children begin to understand numerals when they recognize the difference in quantities, the role of special numbers such as 5 and 10 and the relationship between little and big, large and small, tall and short and more and less.

Numerical thinking is enhanced by the following factors;

The social environment,

Rich pretend play opportunities

adult coaching.

The above factors provide counting of words, mathematical relationships, including one-one correspondence and many contexts where ordinality and cardinality are used.

Play environment enables children to begin understanding about numbers when and can begin using number line that is prerequisite for summation, subtraction, multiplication and division (case, griffin&Kelly,1999; national research council, 2011).

According to National research council (2011), Children master and integrate the understanding of numbers when allowed to play games, which involve the use of number line, one-one correspondence, and counting (for instance, basic variations of snakes and ladders).

Scientific learning

Gopnik, Geltzoff & Kuhl (1999) provides that scientific reasoning and learning begins at infancy.

Babies often observe how thing move around, gather information and make general conclusions about the surrounding world.

They experiment with tools and learn to manipulate objects. Children of preschool use inquiry methods of data collection, prediction, recording and talking about results.Carnegie Corporation of New York. (2003) states that during pretend play, problems to be solved emerge.

Finally, preschool teachers may introduce situations in the environment that provoke the children to think and provide the m with opportunities to reinforce their problem solving skills.

Literacy learning

Department for Education and Employment (2001) denoted that the environment in which preschool children are subjected to promote pretend play leading to literacy acquisition.

Play involving symbols requires the child to determine goals and tasks, do them, and use complex language to express them. The aim of pretend play is to enable then to develop narrative recall of events, which enhances language development.

Pretend play makes children storytellers, creators of new versions of stories and composers of new stories. The development of narrative ability is linked with fluency and reading comprehension later in life.

By early childhood practitioners creating environmental print in pretend play, children start to understand how print works and how reading is. Children benefit from pretend play by developing schemas and scripts like mental structures are organized in understanding print.

Conclusion

In summary, children learn better, when they are allowed to interact with their peer, play freely and explore the world. Flexibility and inventiveness is needed in their exploration. The environment of play forms the platform of preschool children inquiry and exploration. Practitioners of early childhood ensure that there is balance of opportunities for the child to think and develop maths, literacy and scientific reasoning.

References

Association for Childhood Education International. (2000-2002). Global guidelines for earlychildhood. http://www.udel.edu/bateman/acei/wguides.htm

Bennett, John. (2004). Curriculum issues in national policy-making. Keynote address. Paris,OECD//Malta, EECERA

Carnegie Corporation of New York. (2003). PreK standards. McGraw-Hill Education.

Department for Education and Employment. (2000). Curriculum guidelines for the foundations stage.London: Qualifications and Curriculum Authority.

Department for Education and Employment. (2001). Planning for learning in the foundation stage.London: Qualifications and Curriculum Authority.

Department of Education, Tasmania. (2004). Essential connections: A guide to young children’s learning.Hobart, Tasmania: Department of Education.

Curriculum is defined as the set of courses and their content which refer to the deeds and experiences through which children

Curriculum is defined as the set of courses and their content which refer to the deeds and experiences through which children grow to become mature and responsible adults. It is based on a general syllabus agreed upon in a country. A syllabus is an outline of topics to be covered during an education or a complete training course (Thornton & Flinders, 2009). It is descriptive in nature and is often set up by the examinations board or the professor in charge of course quality. Syllabus and curriculum are often fused and given to a student during the first lesson to provide guidelines on how to achieve the objectives set. A curriculum is however prescriptive and that is why the syllabus is used to specify what topics are to be covered when and at what level (Stenhouse, 2005).

Learning is the acquisition of behavior, values, skills, preferences or knowledge and is usually involved in synthesizing the different of types of information that may be offered. Learning may occur in part as training, education or personal development depending on where the learning is taking place (Holt, 2006). There are different types of learning that may used by an individual to grasp what is required. There is the simple non-associative learning which is either habitual or sensitization; there is the associative learning which includes the classical conditioning; there are observational learning, e-learning; imprinting and many others.

The curriculum is basically meant to augment all these types of learning to create a society that is learned. Therefore, those mandated with the creation of these curriculums must set out objectives on their exact goals and aims that they wish to achieve throughout a training course. Proper research needs to be carried out to ensure that the goals of the education system are meant and achieve the needed task of imparting knowledge (Rogers & Freiberg, 2007). The course outline should always be geared towards the generation of qualities that assist an individual to be a desirable member of a certain community. In formal schooling, therefore, curriculum describes a specific learning program. That means it collectively embodies the teaching, learning and assessment materials that are available for that course of study. These curriculums are set up on the basis that they engage the students in active learning in relation to their educational environment. In addition, curriculum is left to define the course objectives that will be used to address the learning outcomes expected and those achieved.

In these curriculums, there are assessment strategies that are mapped out by those in charge of curriculum drafting. They group them in units or modules from which a specific, specialized type of curriculum is applied. Assessment is taken as the process of documenting skills attitudes, beliefs and knowledge in measurable terms. It focuses on either an individual or an entire learning community as may be designed to fit (Atherton, 2010). Different standards are applied when evaluating what is learnt and is required from a particular point of view. It is done in several ways and for different reasons altogether. There is the formative assessment which is generally carried out within an entire course or project. It is used to aid learning by providing information and feedback on a student’s work. There is the summative assessment which is carried out at the end of a course and is evaluative in nature. They are used to measure the amount of skills acquired within a particular learning period. There is also the objective kind of assessment that requires a single correct answer is expected during an examination. Subjective kind of assessment is defined as the form in which different answers in terms of ways of expressing it. This may be in the form of essays while objective assessment questions are either multiple choice or matching questions or true/false answers (Weeden, 2002).

Assessment is done with different meanings attached to it. The summative type of assessment is done to offer a basis for grade allocation in a school system. It acts as a means of gauging the student at a particular point in time in relation to the content standards. Certain aspects of the learning process are determined by performing examinations at the end of the course to evaluate the effectiveness of the educational learning programs in schools (Atherton, 2010). It provides information of where change is needed, whether at the classroom level or an academic stage. Further, this type of assessment gives instructional adjustments and interventions for that particular learning process. Formative assessment is used to accomplish interventions cited during a review of the summative assessment. This is due to its applicability during an instructional process. They target standard-based learning goals within a set period of time. It provides teachers with the required feedback about the students while at the same time provide vital information to the student on their own capabilities (Weeden, 2002). It gives the students a chance to identify achievement within a particular period of time and identify areas for further work.

Assessment should be carried out considering the learners capability and abilities. Providing a standardized test for all students is good start towards the right direction. Validity and reliability are some of the important aspects that require to be carried out speculatively. However, different types of learning occur during a period of time. When formative assessment is carried out, the learners may be tested on one particular aspect of learning which may not encompass all the desired cognitive activities (Atherton, 2010). Thus, there is need to create an assessment that generally involves all the cognitive aspects of an individual instead of favoring those with memorizing ability and disadvantaging those with a more synthesizing type of capability. Examinations should enhance comprehension, synthesis f information and ability to apply it in day-to-day life. Those setting these types of examinations are required to evaluate the benefits expected, the meaning of the examination to both the student and the teacher as well as the conceptualize implication of the assessment results.

The benefits of studying assessment are immense. There is need to create an environment that excites the learners and creates an environment from which this is possible (Brown, 2007). With the continued dynamism of education pedagogies, it is important to map out the most relevant of them for our students. The only way that this can be fused with the learning environment is by understanding how they react and feel about a certain method of learning. This implies that assessment must be done at a level from which both the students and the teachers get to understand what to and what not to do during the learning process (Brown, 2007). Assessment thus offers a basis from which curriculum changes can be effected and towards which direction or field. It also helps develop significant intellectual skills which develop to different extents in different children.

Arising from the research are a number of issues. First, examination is turning out to be the sole objective of education. Children are being trained towards achieving examination excellence, neglecting other core functions of the education process. This undermines the existence of a school curriculum and the objectives therein. Objectives meant to achieve learning outcomes are being sidelined to accommodate different points of view (Weeden, 2002). This means that teachers are preparing their students for examinations rather than their future life outside the classroom. Secondly, schools are being discriminated against in relation to their performance in national examinations. This creates a discrepancy between what is being taught and what is being seen in terms of results. Does it mean that there is no learning that takes place in schools that score poorly in examinations? Or does it imply absence of knowledge on the part of the students? These questions have not yet been answered and this criterion ought to be changed to accommodate other types of learning that help nurture a student towards self-reliance (Weeden, 2002).

Thirdly, assessment is not being utilized fully to encompass all the cognitive domains of an individual. As a result, emotional enfeeblement and moral degeneration are becoming a defining characteristic of our generations in the recent past. Students at institutions of higher leaning run berserk vandalizing property due to small misconceptions or misunderstandings (Weeden, 2002). Fourthly, tests have been seen to cause anxiety and sickness in teachers due to the fear of failure. This is because, the students risk being denied their diploma certificates for failing in a test or for not knowing the required material. Similarly, several factors could come into play that would cause the failure of a student which are never discussed or put into consideration when classifications are being made (Black, 2003). For instance, a student who cheats in an exam will not fair the same with one who is not. A student who is sick during the examination will also not perform as they would if they been healthy. Students from less disadvantaged schools with fewer facilities cannot perform at the same level as those that are centers of excellence. These factors and others undermine the art of assessment as it casts doubts on how summative it really is and how informative the results will prove to be.

Thus, assessment in a school is supposed to be a creation of the present and a reflection of the students’ real capability as opposed to memorizing capability of the student. Different approaches should be used to eliminate these kinds of failures and produce substantive results from assessments conducted during and after the course.

References;

Atherton J S (2010) Assessment: Learning and Teaching; [On-line] UK: Available: http://www.learningandteaching.info/teaching/assessment.htm Accessed: 5 November 2010

Black, P. (2003) Assessment for Learning: Putting it into practice. Berkshire, England: Open University Press.

Brown, H. Douglas (May 6, 2007). An Interactive Approach to Language Pedagogy: Teaching by Principles (Third ed.). Pearson ESL

Holt, J. (2006). How Children Learn. UK: Penguin Books.

Rogers, C. and Freiberg, H. J. (2007) Freedom to Learn (3rd edn.), New York: Merrill.

Stenhouse, L. (2005) An Introduction to Curriculum Research and Development, London: Heinemann.

Thornton, S. J. and Flinders, D. J. (2009) The Curriculum Studies Reader, London: Routledge.

Weeden P. (2002) What’s in it for schools?: Assessment, London; Routledge,

Curriculum Construction Template

Curriculum Construction Template

Name

Course

Professor

Institution

Date

The curriculum development committee is mainly made up of teachers, and members of school administration. In the outset, the committee has to assess the needs of the learning environment and those of the students in the context of the courses pursued. The opinions of the teachers, as well as those of the administrators, are taken into account. Test scores, which have been standardized, are also put into consideration as other indices used to measure the meritorious performance of students. In the long run, the decision of the content to be included and the curriculum top be adopted borrows heavily from the results of the mentioned assessment and the existing content is reviewed using a criteria that can be summarized thus.

The curricula is investigated for its adaptability to new materials and methods of instruction. This is done to ensure that it is in step with current trends and expectation in the study field.

The institution analyses whether the curriculum is in agreement with the educational philosophy of the state. In this stage, the need for making the curriculum more’ user-friendly’ in that it should be in agreement with the expectations of the learners is stressed. The institution attempts to break with the tradition of feeding the student as an end user of information, and the new approach is to bring them on board as explorers, producers, and eventual disseminators of information who should hence be encouraged to participate in the construction and production of knowledge and be advised on decision making and knowledge application in their day to day dealings.

The curriculum is also designed such that it is in congruence with the aspirations, the goals of the state and nation and in this regard the review is the congruency with the common core standards curriculum, as well as that of the Clayton county elementary schools. Alignment with these standards is critical since the students will be assessed according to the guideline made in them.

It is also essential that the curriculum is investigated to check whether it takes into consideration the differentiated groups of students. Differentiated in this sense is applied to point to students in special categories such as the physically challenged, and those with learning difficulties. In the modern world, it is imperative that curricula take these differentiated categories into consideration to give all students an equal chance in education.

The curriculum is also investigated for inclusion. I.e. checking whether it takes minority and ethnic groups into consideration. This is essential to ensure that no one’s rights are trampled on in the effecting of the curricula. The curricula should be further explored for how well they fit into the context of the learners lives, such that learners can relate to their day to day activities at school or home since this could truly much improve the learning experience.

It has also become indispensable to integrate modern day technology in teaching methods, and as such, the significance of projects as a learning base cannot be underestimated.

After all has been said and done, it is felt that the curricula development process is not an end to itself but an ever dynamic process that keeps adding to itself as well as borrowing from other fields for its improvement. In the first place, content identification and selection should do well in considering all round welfare of the instructors since, as a people, the issue of teacher training is one of the nation’s biggest hurdles today it should also consider the teachers willingness to change and their degree of flexibility in adapting to new methods and content.

As English (2010) observes, curriculum can be said to be ever a means to an accomplishment for an individual, group or institution. This is true in the sense that it is more often than not used to attain the needs of the state, learners or their teachers and the institutions or even the market itself.

In this regard, attention should be made to try as much as possible to prevent a situation whereby teaching ends up being only geared towards instruction for exams alone but should be made holistic and over reaching. This implies trying as much as possible to bring fairness to all learners in regard to expectations, evaluation and the whole systematic arrangement. It is in this view of English’s sentiment that the committee should bring to bring on board learners and their guardians and/or parents and other stakeholders.

References.

Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. Alexandria, Va: Association for Supervision and Curriculum Development.

Top of Form

English, F. W. (2010). Deciding what to teach & test: Developing, aligning, and leading the curriculum. Thousand Oaks, Calif: Corwin Press.

Top of Form

Top of Form

Fullan, M., Stiegelbauer, S. M., & Fullan, M. (1991). The new meaning of educational change. Toronto?: Ontario Institute for Studies in Education.

Bottom of Form

Bottom of Form

Bottom of Form

Curricula, Instruction and APPR

Name

Lecturer

Course

Date

Curricula, Instruction and APPR

There have been a lot of changes in public education in the United States of America (USA). Some of them include privatization and the rapid increase in the use of virtual education. This has greatly changed the shape of the traditional brick and mortar schools.

I would like to strongly support online education. Many investors should come up to establish a lot of virtual high schools. If this happens, a lot of learners will get an opportunity to further there education without unnecessarily travelling to schools. Virtual schools will enable students to learn in their own pace and select the most appropriate course for them without unnecessary influence from the teachers. Besides, it will create flexibility and give room to the children who may not be interested in going to school.

However, virtual education may not be applicable to all sorts of learners because of their uniqueness. Unless well designed, it may not benefit slow learners and those with special needs like the disabled. This is because such students require extra coaching and attention, guidance and counseling. At the same time, it may be quite difficult to acquire a typical home chat room conducive for all sorts of subjects. This will make virtual education an expensive affair in the long run.

If all the major stake holders are brought together as a team, virtual education will greatly develop and appeals to the corporate world. As a result, it will attract more investors to come up and supplement government efforts. A part from providing an alternative education, it will be a relief to the political leadership of USA. Its success will obviously kill the brick and mortar schools. No student will opt to go to school to be bullied or infected with allergies. This will make the brick and mortar schools lose value and eventually disappear.

In conclusion, I would like to say that the emergence of virtual education will make an imminent contribution to public education. However, the program should be properly designed by involving all the professionals and all the stake holders. This will make it address the diverse needs of American graduates.