Strengths and weaknesses of quasi-experimental designs Assignment

Strengths and weaknesses of quasi-experimental designs - Assignment Example The design is also able to apply selective control on the investigated variables in circumstances where experimental design cannot. The design also has strength in its ability to counter the emerging trend of resistance to randomization. This is particularly applicable when people are involved as participants with consideration of the principle of free consent. While participants would resist randomization into a control group, quasi-experimental design does not involve randomization and is therefore easily acceptable to people. Consequently, sample generation and sampling is easier in a quasi-experimental design (Polit and beck, 2007). Further, the design allows some level of control in the research process that may be used to control expected threats. A researcher can for example control when to collect data to allow room for sufficient treatment effect (Evans and Keenan, 2009). The design, however, has a number of weaknesses. It for example considers many sets of hypotheses that must be investigated by the researcher. This therefore makes it more hectic and probably time consuming than other designs. This is because other possibilities must be explored to consider effects of lack of control. Another significant weakness of the quasi-experimental design, which originates from its lack of a control set up, is its susceptibility to confounds that a researcher cannot explain or account for. In the presence of a control set up, a researcher can identify variations in the control group to make appropriate adjustments to the treatment group and therefore account for the possible confounds. This therefore means that the observed results in the quasi-experimental designs are possibly influenced by confounds. As a result, there is loss of confidence over validity and reliability of results from quasi-experimental designs (Polit and beck,

To what extent does social role theory explain anti-social behaviour Essay

To what extent does social role theory explain anti-social behaviour - Essay Example Whether the interaction is going to be positive or not depends on the nature of the people interacting with each other. The increasingly diverse and complex social roles that human being plays lead to socialization and personality development (Newman 70). Social Role theory studies the development of human being through different roles that he plays. According to Briddle (1979) and Brown (1965), â€Å"a social role is any set of behaviors that has a socially agreed-upon function and accepted code of norms† (Newman 70). However, when the social norms and functions become distorted with negative attitudes of prejudice, discrimination and racism, then people who are the victim of it become frustrated and their frustration leads to anti-social behavior. The word ‘role’ in social role theory is taken from the context of theatre where the actor behaves and acts as expected from him through the script (Newman 70). The same concept is applied to social life. The social life works as a stage, the social identities that person assumes work as roles and the behavior expectation from each role that people play act as script (Newman 70). With every step in life, the range and the nature of role changes and people learn to adjust and accommodate the new things and behavior pattern that come with it (Newman 70). However, there are times when the this adjustment becomes difficult and people start finding it impossible to fit into the social scenarios. Mostly, the problem begins when a person gets into an adolescence phase and begin to develop a social identity. Social identity is formed when a person interacts with people in personal relationship and in social groups(Newman 72). According to Tajfel

Characteristics Of Fractals And Fractal Dimensions Engineering Essay

Characteristics Of Fractals And Fractal Dimensions Engineering Essay According to Benoit B. Mandelbrot, fractal is considered that object or structure that consists of fragments with variable orientation and size but of similar appearance. This feature gives the fractal some special geometric properties the length and the relationship between surface area and volume. These special properties do need other s different mathematical tools to explain the common characteristics. In the human body there are structures with fractal geometry, such as vascular system, the bronchial ramifications, the neural network, the arrangement of the glands, etc. The importance of this fractal geometry in the body is to optimize the role of systems because in a small space with the largest area. Since there are structures with fractal geometry we deduce that should be possible phenomena with fractal characteristics to power these phenomena have constantly repeating patterns at different timescales. These phenomena can be characterized with the use of mathematical tools of fractal geometry. Niels Fabian Helge von Koch said, Fractal theory can be considered a valid and useful tool for studying dynamic phenomena in the human body or in nature and allows an approach more in keeping with the complexity and nonlinearity existing in these processes. The fractal dimension is a mathematical index that we calculate and that allows us to quantify the characteristics of fractal objects or phenomena. This index can be calculated in several ways. One of these ways of calculating fractal dimension is the Hurst exponent. The concept of dimension that we use is usually the classical Euclidean, is that one dimension is a line, form a flat two-dimensional and three-dimensional object form a volume. However, an irregular line tends to form a surface and a surface bends when it becomes a volume, as we can, starting a one-dimensional object, passing the same object in three dimensions. Many natural structures have these characteristics so that, geometrically, these structures may have a non integer dimension between 2 and 3. Thus the fractal dimension is an index that allows us to quantify the geometric properties of objects with fractal geometry. The phenomena with fractal behavior can be represented by line graphs, and these graphics can measure their fractal dimension and thus to quantify the complexity of chaotic dynamics. Regarding the relationship between fractals and chaos, we could truly say that fractals are the graphic representation of chaos. Delving a bit on the subject and based on the ideas of Carlos Sabino we could say that the relationship between chaos and fractals is that fractals are geometric figures with a certain pattern that is repeated endlessly as a multiple scales and if the close look reveals that this pattern is found in the components, and parts of its components, and component parts of its components, and so on to infinity. This we can see if we can observe the fractal at different scales smaller and smaller. Fractals of which is said not to have full dimension represent graphically that chaotic equations can be solved. Fractals show us that points of a given mathematical space collapsed the chaotic solutions of our equation. The most curious part of this is that both the equations and fractals can be constructed with elements that we have all seen in our past academia, but the results obtained can become an incredibly high complexity. This can be considered a way of life Fractal Characteristics In broad terms we can define a fractal as a geometric figure with a very complex and detailed structure at all scales. Already in the nineteenth century many figures were designed with these characteristics but were not considered beyond simple mathematical curiosities and rarities. However, in the seventies of last century, their study is closely linked to development studies on chaos. As noted above, the fractals are basically the graphical representation of chaos, but also have a number of characteristics that then we will try to enumerate. First, we must consider that they are still fractal geometric figures, but do not meet its definition and it is impossible through traditional concepts and methods in place since Euclid. However, the above statement is very far from becoming rare or anomalous figures, as a glance around us can perceive the lack of Euclidean forms ideal, a feeling which will increase greatly if we find in nature. In fact, we will be surprised a lot when we stumble across, for example, with a spherical stone. Consequently, while always trying to apply to reality, Euclidean shapes (circles, squares, cubes ) are limited to the field of our mind and the pure mathematical abstraction. On the contrary, as we shall see, fractals are widespread. Like when we speak of chaos, one of the most significant properties of fractals and which is particularly striking is the fact that originates from some initial conditions or very basic rules that will lead to extremely complex shapes, seemingly diabolical. A clear example is the Cantor set, because it originates simply part of a line segment, we divide it into three parts and remove the core and so on. Another key feature of the concept of fractal self-similarity is This idea in a broader sense and philosophy has attracted since the beginning of mans humanity. Jonathan Swift partly reflected in his book  Gullivers Travels  when he conceived the idea of the existence of tiny men, the  midgets, and giants, all with similar morphology but a quite different scale. Of course, this is very attractive and even romantic, but rejects the science for a long time. However, the advances of this century that unveiled some resemblance of an atom with electrons orbiting around the nucleus and the solar system with the Sun and its planets rehabilitated to some extent the concept. In the particular case of fractals, is viewed as a fractal object every time we change the scale, shows a clear resemblance to the previous image. Therefore, we can define the self-similarity as symmetry within a scale, in other words fractals are recurrent. This is evident in figures like the Koch curve, in which each extension results in an exact copy of the picture above. But to illustrate in a general way, we can see the coastline of Europe. In principle, we may consider Europe as a peninsula of Asia Moreover, within Europe there are large peninsulas and the Balkans and if we reduce the scale, we found other small and the Peloponnese peninsula and we can continue to differentiate between incoming and outgoing calls between the grains sand from the beach. However, this self-similarity should not be confused with an absolute identity between scales, for example, following the previous example, is not that smaller peninsulas have a way exactly like the majors. Rather, what this idea implies the existence of an infinite complexity of fractal figures since, given its recurrence, we will be extending its image over and over again to infinity without the appearance of a completely defined. In fact, these extensions will be revealing an increasingly complex network and seemingly inexplicable. For example, we take a seemingly smooth surface but if we extend it, the microscope will show hillocks and valleys that will be more abrupt increases as we use more. But this discovery leads us to a more difficult question, what is the size of a fractal? This same question was asked in his article Mandelbrot  How long is the coast of Britain?  In which he proposes the concept of fractal dimension. According to Euclids geometry, we move in a three-dimensional as to place a point on the plane we need three coordinates (height, width and depth). Similarly, a plane has two dimensions, the straight one and point zero. However, if we take, for example, the Koch curve is assumed to belong to a one-dimensional world, we will see as their length varies depending on the  ruler  that we use and, therefore, it is impossible to calculate exactly. Clearly, neither is it a plane because as its name suggests is a curve as it is within the plane. Consequently, it is considered that its size must be halfway between one and two. This approach may seem a simple mathematical juggling, since this unit the size of the unit of measure and, ultimately, of the relativity of the reference point of the observer escapes hands. However, it is very useful because, as shown in the following pages can be calculated and, therefore, serves to balance characteristics of fractal objects and their degree of ruggedness, discontinuity or irregularity. This also means that it is considered that this degree of irregularity is constant at different scales, which has been shown many times appearing incredibly regular and irregular patterns of behavior in the complete disorder. CALCULATION OF FRACTAL DIMENSIONS As I mentioned above, we defined the concept of fractal dimension as one that does not fit, traditionally considered since the time of Euclid: size 0, item; dimension 1, the line, and so on. But this concept is not only theoretical but can be calculated as we will show below. Anyway, we should not forget that we start with a subjective idea, as it is to ascertain and quantify the fractal occupies the space where you are. If we take a figure whose fractal dimension is between one and two as, for example, the coastline, the result of its length will depend on the length of the ruler we use, for example the unit of measurement. Therefore, if we get this unit to be infinitely small we can measure with great accuracy.Now, based on this simple idea, it will be easier to understand the following mathematical development: Denote a complete metric space and (X, d), where is a nonempty compact subset of X. whereas take B (x,) as areas  closed  to radio and with center at a point xX. We define an integer, N (A,) that is the least necessary number of areas  closed  to radio we need to cover all A.. This would be: N (A,) = The smallest positive integer so that AÃÅ' ÈMn=1 B(xn, e) For a set of distinct points (xn, 1, 2, 3, , M). To know that this number exists, surround all the points x A with an area  open  to radio > 0 to cover A with joint  open.  Since A is compact, this cover has a finite sub cover, which is an integer, which call M . If  we close  these areas, we get a cover M of closed mats. We call C the set of covers of A with a maximum of M areas  closed  to radio. Therefore, C contains at least one item. Now, lets f:C à   {1, 2, 3,,M } as f (c) which is equal to the number of areas on deck c C. Then, {f(c): cÃŽC} is a finite set of positive integers. Consequently, this set will contain a smaller number, N (A,). Intuitive idea behind fractal dimension, based on the assumption that A has a fractal dimension D if N(A, e)  » Ce -D where C is a positive constant. Interpret » so that f ( ) and g () are real functions of real positive variable. Then, f(e)  » g(e) Means that . Solving for D we get: Given that time tends to zero, we get the term also tends to zero we arrive at the following definition: Be AÃŽH(X), and (X, d) is a metric space. For each e>0 let N (A, e) And lower number of area  closed  to radio?> 0 needed to cover A. If: Exists, then D is the fractal dimension of A. Also denoted as D = D (A) and reads A has fractal dimension D Examples: We can recreate this set a very simple way: we take a line and divide it into three equal segments, eliminating the middle and replaced by two segments of a length equal to one third of the original line thus obtaining four segments, this is continued to infinity. K E N 0 1 1 1 1 / 3 4 2 1 / 9 16 K K = number of interactions required E = size measuring instrument N = Number of times used E Its size is calculated using the following formula: And which leads to: Thus see that the dimension of the Koch curve has a dimension that is between the 1st and the 2nd and is 1.2618. The main and most known representative of fractals is the Mandelbrot set. For many experts it is by far the most complex object of all sciences. It is amazing to observe its infinite complexity, which is certainly beyond description. And this complexity is multiplied at every scale clusters appear endless, peninsulas, islands really are not, spirals, etc. No matter how scaling up or how many times you give to the zoom button, the display will appear more and more figures infinitely complicated. Of course it looks like a diabolical invention capable of driving the sanest. The Mandelbrot set is a series of complex numbers that satisfy a certain mathematical property. Each issue is composed of a real and an imaginary part represented by i, which is equal to the square root of -1, as follows: 2 + 3i. So take a number and either C squared. We add the number obtained C and back to be squared and continue over and over again with the same process: z z2 + C. Applications of Fractals Although they may seem simple figures created to entertain mathematicians, there are many applications of fractals, both theoretically and practically. Given the broad scope of its application field, then we will limit to list the most striking and, so to speak, which are more spectacular. Since then, its application in the field of abstract science has been really great. One of its most immediate applications is the study of solutions of systems of equations over the second degree. In fact, early in the study of fractals, John Hubbard, American mathematician, in a plane represent the way the Newton method for solving equations, leads from different starting points for each of the solutions. Previously it was thought that each solution will have a basin of attraction that would divide the map in several places and points of which lead to the solution. However, by computer scanning and assigning a color to each watershed, Hubbard found that the boundaries of these regions of the plane were not well defined in any way. Within these limits was a color points into other points of color and as the grid of numbers was more complex was going to expand revealing the border. In fact, could be considered as there was no such border. Although there are many applications in areas as diverse as physics and seismology, since then the area where more applications have been found in image processing. In fact, rather than inputs, should speak of a revolution. Michael Barnsley was the pioneer in the treatment of images from its so-called fractal transformation. This is the opposite process to the formation of a fractal, for example instead of creating a figure from certain rules; we search for rules that form a specific figure. Currently, fractals are used to compress digital images so that they occupy less space and can be transmitted at higher speed and lower cost; in addition, they are very useful when creating spectacular special effects blockbusters, because it is relatively easy to create all types of landscapes and funds through fractals. So simple that with a small computer program that occupies a small space, you can create a beautiful tree from a simple scheme. Similarly, the fractal revolution affects the world of music, as it is very widespread use of fractal procedures for the composition, especially techno music or rhythmic foundation for any other type of music. Furthermore, the concept of fractal dimension and have had great impact in the field of biology. On the other hand, one can see great examples of fractal structures in the human body as the network of veins and arteries. From a large blood vessel and the aorta come out smaller vessels until the appearance of very fine hair so as to cover as much space as possible to carry nutrients to cells. Furthermore, it is believed to guess a certain similarity between the generation of fractals and the genetic code, since in both cases from very limited information apparently complex structures arise.

Web Advertising :: essays papers

Web Advertising Web advertising, not to mention the Internet itself, finds itself in a stage of relative infancy and therefore provides marketers with novel challenges and situations which need to be dealt with caution . The realm of Web advertising is unchartered terri tory! In terms of South Africa, the country finds itsef somewhat behind technologically. However, this may not prove to be a disadvantage as the uncertain nature of Web advertising may make a policy of 'watching and learning' most viable. What implications will this new technology have for marketing? What is the nature of Web advertising? How can a business use the medium effectively ? Where is all this going ? These questions appear to be most pertinent in the process of understanding interact ive marketing on the Internet. The qualified opinion of John Matthee, a Web site designer employed by Adept Internet (an Internet service provider), was sought in accumulation of a large sum of the following data. This seems appropriate as the novelty of Web advertising at this stage h as led to generral lack of academic data in the practicalities of advertising via this medium. 2) THE INTERNET: AN INTRODUCTION 2.1) Original development of the Internet What was originally created by the US military to provide a secure means of communication in case of nuclear war, which has now become known as the Internet, has metamorphosed into the strategic global communications tool of our era. The end of the cold w ar left this massive installed structure - initially dubbed ARPANET- without much of a purpose. Soon universities, major corporations and governments began to piggyback on to the global framework, extending its reach and commercialising it. Known as the N et to aficionados, the Availability of cheap, accessible and easy-to-use Net access points throughout the world has seen the number of global Internet users increase dramatically each month. While the convenience of electronic mail was initial catalyst for Internet growth world wide, it's the emergence of the World Wide Web (WWW) multimedia interface that has captured the attention of prospective users across the globe. The resources available on the WWW are as varied as they are extensive. There hundreds of thousands of sites which can be broadly categorised under topics such as sport, entertainment, finance and many more (Perlman, 1996). 2.2) Development of Internet in South Africa Perlman (1996, p 29) ventured that 'South Africa is major global Internet player. It currently rates in the top 15 in the world terms of Internet growth rates.' Local user numbers are certainly fueled by universities, companies and schools.

Spartans and Special Forces

The Spartans were the Special Forces (SF) of their time. Now we have Delta Force, Navy SEALS, Green Berets, Marine Force RECON and Army Rangers. All are small elite groups of warriors trained to kill. How many of today’s warriors would equal one Spartan? Given the vast differences in technology and the way that battles are fought, who would come out on top? Spartan warriors are taken from their families at the age of seven to begin the training of a warrior. These boys where placed into groups also referred to as â€Å"packs† and sent to Agoge, what we today call boot camp.While in Agoge they became accustomed to hardship and given just minimal amounts of food and clothing to survive. By having just enough to get by they were encouraged to steal. If they where caught stealing they would be punished, not for stealing, but for being caught. The boys where also encouraged to compete in mock fights and games to promote unity. They learned songs of Spartan victories and how to read and write. They didn’t learn how to read and write for cultural purposes, but rather so that they could read maps. When the boys reached the age of 12 they became youths.Much more was demanded of youths than children. They began a more intensified physical training regime, were given extra tasks and discipline became harsher. They were forced to go barefoot and wear only a tunic in both summer and winter. When the boys reached the age of 18 they became young adults. They served as trainers for the youths. Also included in this category where the most promising youths. These elite boys where the ones that stood out among all others and chosen for possible leadership positions. When a Spartan turned 20 years of age he became eligible for service in the military.They joined a â€Å"messes† ( a group meal ) consisting of fifteen men of various ages. The ones who where not chosen for the messes where given a lesser citizenship. Only soldiers where of equal status an d rank. Until the age of thirty the Spartan soldiers spent almost all of their time in the barracks with the unit. This included even soldiers that where married. Spartans remained in the military until the age of sixty. Today, at the age of seven, children are in school and living with their families in a warm home. They have enough food and clothing provided that there is no need to steal.The only type of training they are receiving is basic schooling and fighting gets you in nothing but trouble. The only other type of military training a child can receive would be if they where sent to a military academy and only wealthiest of families can afford to do that. At the age of 12 what was expected of youths is a little more demanding than that of a child. You are expected to do more chores and the physical training is from playing with your friends or gym class at school. We definitely didn’t wear a tunic in both summer and winter and you are only barefoot if you want to be.We have plenty of clothes for all seasons and footwear to stay protected from the elements. Now we reach the age of 18 and you have either graduated from high school or received your GED. Then and only then you are allowed to join the military after meeting one of these two goals. For the most fortunate of this age group, they may go to college. For the ones who want to become leaders in the military they go to a military academy like West Point or The Citadel to become officers. For those who chose to just join the military, they go to basic training. This is nothing compared to what the Spartans have already been through.They have already been in training now for 12 years. Basic training only lasts eight weeks and then you go on to your military occupational specialty (MOS) school which could last up to a year. If you become and infantryman like a Spartan begins as, you have an additional 11 weeks of training to complete. In the Army you can apply for Special Forces Green Berets, and if you are chosen you now begin more intensified training. If you are one of the few enlisted men or officers chosen for Special Forces you now must complete the SF Qualification (Q) Course.The Q Course can last anywhere from 12 to 24 months depending on the MOS you choose. Special Forces soldiers have four MOS categories to choose from: Weapons Expert (18B), Engineer (18C), Medic (18D) and Communications (18E). When an officer trains for SF they are only given one MOS to choose from Career Management (18A). When you have completed your SF training you are then assigned to your unit and then to your team. At age 20 you have been in the military for two to three years and have moved up the ranks to at least a Specialist or Corporal in the Army.If you chose to go one of the military academies you are half way through your training and the process of getting your degree, which is required to be an officer in the military. Unlike Spartans though, today you are allowed to be at home wit h your family and only if you are single you are not committed to staying in the barracks with the unit. There are other daily rituals that you do while with your unit, such as physical training (PT), training with the unit at the range and cleaning your equipment. Those are only a few of the things that you do with the unit.Special Forces units, unlike Spartans, have what is referred to as a Real World Mission, meaning they can deploy to any part of the world within 24 hours. They are SF Teams deployed today in support of Operation Iraqi Freedom, Operation Enduring Freedom, the war on drugs in Central and South America and SF Teams in Africa on Peace Keeping missions. When you reach your 20 year mark in the military you have the choice of retiring or staying in longer. If I where to have stayed in for twenty years I would have retired at the age of 42.Being part of the military until the age of 60 is not required of any soldier today. Spartans, like the citizens of many other Greek States, where trained as soldiers and used the Phalanx formation in battle. The Phalanx formation was rectangular in design and the Spartans where the masters in the use of this formation. The traditional formation consisted of a strait line of men in a file 8 to 12 deep. This formation used pushing and required a lot of strength and stamina to endure long days of fighting. The Elite, as they are referred to, would take up the honorary right flank when fighting with their allies.When they broke through the line of the enemy, as they usually did, the Spartans would sweep left and roll through the enemy. The picture below is that of a Phalanx formation and shows the position of Elite forces on the honorary right side of the formation. [pic] [pic] The above picture is that of a Phalanx formation. The tactics of today’s soldier are vastly more superior because of the way battles are fought. Battles today are not fought by masses of men on one field of battle slugging it out with spears, swords and shields. Today, we rely heavily on technology to fight our battles.The Spartans didn’t have the luxury of a Tomahawk cruise missile or artillery barrage to soften a target before attacking the enemy. Special Forces soldiers are taught Small Unit Tactics, SERE (Survival, Evasion, Resistance and Escape) tactics, Combat Skills Training and Special Forces Field Craft Training. All of this training combined prepares the soldiers for their Unconventional Warfare Combat Exercise called â€Å"Robin Sage† at Fort Bragg, North Carolina. This exercise demonstrates the skills that the Special Forces soldiers have been taught over a 28 day period.For a Spartan to have achieved this type of training he would have been training for almost 14 years. The Spartan would have been much more refined in his combat skills than the average Special Forces soldier. Spartans wore hoplite armor which consisted of armor with flanged bronze cuirasses, leg greaves and a Corinthia n style helmet. The weapons they would have carried into battle would have been a bronze shield weighing up to 15 pounds known as a Hoplon, a 6 to 10 foot spear called a Sarissas for thrusting at advancing soldiers and a two foot long sword called a Xiphos for thrusting and cutting in close combat.All of this equipment was simple and yet very effective on the battlefield. Below is a picture of a Spartan soldier with all of his equipment needed for battle. [pic] The equipment of a Special Forces soldiers varies drastically from one combat theatre to the next. The basic equipment used consists of a uniform with boots, knee pads, elbow pads, protective eyewear, Interceptor Body armor with Ballistic plates to stop a hi-powered rifle round, a ballistic helmet. The weapons carried by Special Forces Soldiers also vary from mission to mission. The basic weapons carried on a mission for an SF soldier are an M-4 5. 6 millimeter Carbine, M-9 9 millimeter pistol, a bayonet, ammunition for both the pistol and rifle and hand grenades. Below is a group of Special Forces Soldiers posing for a photo in Iraq. [pic] In my opinion, the Spartans would be the toughest of the tough. They endured many more hardships over the span of their lifetime. They where taken from their families at the age of seven and spent their lives in the military. We, on the other hand, have all the luxuries one could ever want, and more. We are not brought up to be killing machines like the Spartans were. Thankfully most of us will never have to kill another human being in our lifetime.References Headquarters, Department of the Army, Field Manual (FM) 3-05, Army Special Operations Forces, September 2006 Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/Special_Forces_Qualification_Course Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/Exercise_Robin_Sage ABC News, Retrieved: December 12, 2009 from http://a.abcnews.com/images/International/ht_berets06_070530_ssh.jpg Wikipedia, the free encyclopedia Retrieved: November 11, 2009 from http://en.wikipedia.org/wiki/Sparta Wikipedia, the free encyclopedia Retrieved: November 11, 2009 from http://en.wikipedia.org/wiki/Spartan_Army Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/Phalanx_formation Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/File:Hop2.jpg Wikipedia, the free encyclopedia Retrieved: December 12, 2009 from http://en.wikipedia.org/wiki/File:Greek_Phalanx.jpg Military Factory, website about ancient and modern weapons and armor Retrieved: December 13, 2009 from http://www.militaryfactory.com/ancient-warfare/spartan-hoplite.asp

National V State Curriculum Essay

The issue of state vs. National curriculum has been raging for many years now with the Australian national government trying to force a national curriculum on all states and territories. However for this work all states and territories must agree on the curriculum and with so many different ways of teaching and how students have been taught in the past it was always going to be a difficult assignment. New South Wales, the leaders is assessments and with what they believe is a superior curriculum, have been the main fighters of the curriculum. New South Wales believe a national curriculum could work based around parts of their own curriculum as well as improvements in teaching development, management and mentoring. The implementation of an Australian national curriculum will mean huge changes to not only the New South Wales educational system but the educational systems of all states and territories. This will also mean a change in the New South Wales syllabus in order to make it fit with the national curriculum. As well as this it will not only will this impact on the education systems within Australia but will also mean a new requirement for teachers to teach at the level required to allow a national curriculum to work. New South Wales believe that the federal government is trying to lower the standard of education across the state in order to fit with the national curriculum. The New South Wales has long fought for the curriculum to be upgraded to fit with their syllabus so that when the nation does get brought to a certain level that level it is brought to is a high level of education giving everyone an opportunity at a better future as a whole. Not all the education departments agree or want the changes that will be brought in by a national curriculum. The New South Wales educational department are the main fighters of the implementation of the national curriculum. New South Wales believe the state curriculum they have in place alongside the HSC is more than adequate enough to suffice as a national curriculum for all states and territories. The development of the new national curriculum will mean changes to the New South Wales syllabus. This includes the introduction of mechanics back into the syllabus as well as the introduction of plants into the reproductive part of the syllabus. The latest version of the national curriculum from the Australian curriculum website shows step by step how the national curriculum looks to improve the standard of scientific knowledge taught across the country. It goes in depth to show how from year 1 right through to year 10 they will be building on skills learnt from previous years of science education. The latest version of the curriculum then goes on to tell of the more in depth science will be taught from years 7-10. This curriculum is able to show how the nation will be brought to the same standard of science knowledge through primary and secondary education. As well as this the Department of Education in the draft national curriculum for science (ACARA 2009) argue that although there will be new areas of study the curriculum will be more flexible for teachers allowing them to better teach the science curriculum. The draft curriculum also outlines 8 forms of considerations that will hopefully close the gap between indigenous, foreign and disadvantaged students. These considerations include Equity and Opportunity, Connections to other learning areas, Clarity of the curriculum, Breadth and depth of study, The role of digital technologies, The nature of the leaner (K-12), General capabilities and Cross-curriculum perspectives. The Department of Education are hoping that this will bring all students, schools and teachers up to a certain standard that this national curriculum will hopefully bring in. Bringing the students, schools and teachers up to a national standard will also hopefully make it easier for teachers to educate the students on topics and allow a bit more flexibility for the teachers in the classroom. The Australian national curriculum will also impact on the science pedagogy. Aubusson (Australian Journal of Education, 2011) believes that the curriculum will force one of two pedagogical situations. Aubusson believes the pedagogy will change to a standardising pedagogy or a pedagogy that will allow teachers to interpret the curriculum and teach it to their students in a way they will understand best. The standardising pedagogy could potentially lead to teachers being unable to form a connection with their students which could in turn cause students to become uninterested in the topics. This could potentially lead to a large amount of students failing the course. However a pedagogy which allows teachers to interpret the curriculum so they know which way will be the best to teach their students will allow connections to be formed, students to remain interested and engaged in their education and will lead to an increase in examination marks. This brings me to the teacher development issue with the national curriculum. Many teachers and education professionals in New South Wales oppose the change is due to the drastic development teachers will need to go through to allow the national changes to work. As sourced from the article ‘Mentors Reporting on Their Own Mentoring Practices’ (P. Hudson 2010) Hudson refers to his own personal experience of the failure of the last national curriculum. Hudson was a New South Wales school principal at the time tells of how he believes the failure can be partly blamed on the lack of development training offered to the teachers to allow them to teach the nation curriculum. New South Wales teachers and other teaching professionals believe that all Australian teachers need to go through development so that they are able to recognise the ways in which their students learn the best, this will enhance the students learning environment and allow them to work better as individuals and as a group. Teachers across Australia need to be able to understand and recognise the VARK learning system. The VARK learning system basically just asks the question of how students learn best. Whether they are, V – visual learners, A – auditory learners, R – reading and writing learners, or K – kinaesthetic learners. As well as being able to recognise this VARK concept and implement it in the classroom teachers will also need to be able to recognise when things aren’t going to plan so they can improve their own teaching skills and the learning environment of the student. This will require constant reflection on the teachers on behalf, they must regularly reflect on how the lessons have gone. Doing this will not only help the teacher improve of their work and how they teach the curriculum but it will also help their students better understand the knowledge put before them. This means that teacher development is a must for the national curriculum to succeed for a long period of time. New South Wales are leading the way with teacher development, understanding and practices for the national curriculum rollout. The Minister for Education Mr Piccoli has stated in the past the NSW government is allowing their schools time to adjust to the changes the new curriculum will bring is. The government for NSW is delaying the implementation of the curriculum to give NSW schools and teachers time to prepare for these changes as well as time to implement the preparations. On August 9, 2011 Mr Piccoli stated that the national curriculum will not be rolled out across NSW schools until 2014 with the preparation and planning for the national curriculum to commence around 2013. Management is a key actor in the success of the national curriculum. For the curriculum to work steps must be put in place to manage the introduction of the curriculum as well as the up keep of the curriculum changes. Early teacher or Preservice teachers will be benefitted by the fact that most of them will be starting their full time jobs around the same time the curriculum is rolled out allowing them to focus on the new curriculum and what needs to be done. However the older teachers might struggle at times to recognise where change is needed from the old curriculum to new, this is where the management side of things comes into play. As cited from the mentors report (Hudson, 2010) teachers must help and mentor each other. There will be this area of overlap where the preservice teachers will be able to help the older teachers understand the changes from the old to new curriculum whilst the older teachers are able to help the preservice teachers in understanding the way in which the classroom works and how to better understand how their students work. This management and mentoring role comes from within the staffroom of the school and head teachers and principals must work together to achieve this mentoring and management role. Another key way for this mentoring idea to work is for teachers to give feedback on each other to help them improve. Hudson believes a method of understanding personal attributes, system requirements, pedagogical knowledge and modelling are all helpful in giving and/or receiving feedback. If colleagues are able to give and receive positive and critical feedback well the standard of teaching will only improve. With the standard of teaching improving the curriculum will get taught better to students which will in turn mean an increase in examination marks causing the national curriculum to work and to stick. With a new curriculum coming into place new resources will be needed for teachers to educate their students whilst still keeping them engaged in the lesson. Not only will some new resources be needed but some of the older teacher’s resources could be irrelevant. This is where that teacher development will come into play again; teachers will need to recognise where new resources are needed, where older resources aren’t needed and where some are still relevant. Again this will require all the teachers to come together and help one and other with this dilemma and help share resources in order to give each student the same learning experience. However new sources will be readily available to teachers with many websites out there having new up to date information to show the children. There are also many sites out there with activities the teacher can do online with the class to keep them engage, there are also videos out there that contain the information required for the national curriculum to show the students as well. So although new resources will be needed there are still many places teachers can find resources to keep their students engaged. As a first year university student studying teaching in the New South Wales education system I believe a national curriculum is vital for the future education of our next generation. However I do believe New South Wales were right to fight for the curriculum to be brought up to their standard because if we are going to have every student at the same level of education it should be at the highest level possible to give every student the best opportunity possible to have a successful life after school. The national curriculum will work throughout the country as long as teacher development is put in place as well. Teachers need time to develop and adjust their own teaching techniques so they can best teach this new curriculum to their students. Teachers in all schools will need to work together for this national curriculum to succeed in our schools to give the next generation of young Australians the best chance at success.