J.S. Bach's Cantata 91 Essay Example | Topics and Well Written Essays - 1000 words

J.S. Bach's Cantata 91 - Essay Example It will be shown how Bach used the different orchestration techniques to illustrate the differences of emotion and the development of the life of Jesus. There are the use of voices, instrumentation and the use of the words of the Cantata to bring this beautiful piece together. The words of the Cantata were taken from the writings of Martin Luther. In the 16th century, he based his liturgical melodies partly on melodies from the middle ages in the 14th century. It is not known who wrote some of the hymn. One must note that Germany was not a Catholic country. The leise or (hymn) "Gelobet seist du Jesu Christ" was used to replace psalm chorals before sermons at Christmas time.(www.bach-cantatas.com So it was an appropriate title for Bach to use. Bach uses three of the verses. "Jesus was born as a human being and became the Son of God. He is eternal as he is humble as he was born from flesh and blood. We should thank him eternally." He adds an additional 2 verses at the beginning and end (2,3,2). The cantata tells a story of Jesus birth thus the Christmas Cantata. There are 6 movements but 7 verses. Each movement is attached with the use of Kyrie Eleison as the last phrase. The orchestration is typical for his Cantatas - chorus, strings, 3 oboes, 1 bassoon, 3 trumpets, continuous and 1 oboe de cacia) The use of trumpets and oboes was to give contrast to the voices in color, texture and tonal variation. The beginning is a time of praise and joy with the birth of Jesus. In the Overture, there is an long instrumental introduction. The opening choral sings "Gelobet seist du Jesu Christ". The instrumentation introduction is intertwined with the choral. This differs from the heavy choruses of composers like Handel in the Messiah. The horns intertwine with the strings and the voices to show the joy of the birth and Mary and the angels. The choral sings a three note motif which is then used to unite the Cantata The first part as other verses end with the common use of Kyri e Eleison or in German Kirieleis (Our Lord). The 2 techniques are used to join the movements: the use of the Kyrie Eleison and the second point is the music technique of using a motif which is first introduced by the choral in the first verse and then used to join each of the verses. In line 4 and 5, it is used by the choral. The second movement is sung with a soprano recitative answered by a soprano choral (4 out of the 5 phrases) showing Jesus, the son of God is still in bodily form. The strings are used with the continuous only. Bach joins the last phrase with the word Kirieleis to be sung. Jesus has divine power. In the composition, accompanied recitative movement is used in and this is because we are able to get the emotions that are relayed and also the tonal variation are able to depict the support to the song and also the different voices that are used shows and proves that it is not dry but accompanied recitative. The three note theme is carried on by the strings. The third movement start to give form to the Cantata: instruments, recitative, instruments. The oboe introduction will trills and the bassoon are used as an accompaniment. The tenor comes as a solo but sings with the instruments. The constant movement of the instruments gives life. Jesus is maintaining life from Mary in the manger. The three note motif is repeated by the bass but the rhythm is jumpy. Is he the son of

Compare the representations of Frankenstein Essay Example for Free

Compare the representations of Frankenstein Essay Compare the representations of Frankenstein in Branaghs Mary Shelleys Frankenstein and the 1931 film Frankenstein directed by James Whale Language- 1931: Camera    Close ups are not used on Frankenstein as Branagh wants people to wonder what he looks like. There are lots of pans to show the set and the people there.   There is a close up on the monsters hand when it is twitching. There arent many edits which makes it boring and not very interesting. Sound    Diegetic sound is the machines, Frankenstein shouting, noise of the monster being taken up. Non-diegetic sound is the thunder; there is no music at all in the extract. Mise-en-scene    Henry Frankenstein is wearing a lab coat/straight jacket, which gives the impression that he is crazy.   He has slicked back hair using hair oil.   The acting style is very over the top, like theatrical acting. Frankenstein is side lit, to make him look scared and horrified.   Overall the lighting is mostly by top lights and sometimes the lightening. 1994: Camera    There are lots of frantic zooms, pans and also up and down shots, which makes the audience intimidated. The camera follows Frankenstein and shows his emotions/feelings.   The edits are very fast and unnoticeable, using cuts and jump cuts.   By making the editing quicker, this builds up the tension. Sound    Diegetic sound are the chains, machines moving, bangs, slots into the body, the electricity sparks and also Frankensteins voice and movements.   Non diegetic sound is the dramatic theme music, building up to create much more tension. Mise-en-scene    Victor Frankenstein is dressed in trousers but with no top. However the monster is naked. Frankensteins hair is shoulder length, which is very messy and sweaty. The acting style is exciting and energetic but not mad.   Frankenstein is mainly lit on his upper body.   There are lots of side lights and candle light, however the room looks dark. Institutions 1931:   In black and white.   Universal studios made the film, as they knew horror would be a big money spinner.   It was voted one of the best films of the year by New York Times. 1994:   It wasnt as brand new as it was in 1931, as in 1994 many horror films had been out. The technology was much more advanced and a lot had changed from 1931, new ideas and there was a new effect on people. Audience 1931: The big actor, Boris Karloff was used to attract the audiences.   People in 1931 were different to 1994, as it was all fresh and new to them.   Cinema was a get away for people.   Frankenstein was a big horror, and scared the audiences of its day.   The monster, which was thought as Frankenstein became a big horror icon, with a built up brow and a bolt through his neck. 1994: Kenneth Branagh and Robert de Niro were used to attract audiences. Horror films were the norm to people in 1994. They were a lot more sophisticated.   Money was much more wide-spread in 1994 but wasnt as much in 1931. Representation 1931: Frankenstein was dressed very much like a man in 1931.   His movements, delivery of the lines and his acting style is all over the top, like in the way of a theatre play. The light is normally based on the monster and when its on Frankenstein, the light would be on his upper body. The 1931 film changes Frankensteins name to Henry, rather than Victor The audience are supposed to react to Frankenstein in a scary way and that he comes across very mad. 1994:   Frankenstein dresses and looks very much like a man of the time that the novel was written.   His movements and acting style is energetic and exciting however doesnt come across at all mad. The light is mainly based on Frankensteins upper body; the rest of the room is very dark.   The music interprets Frankenstein very well, as he is running around being busy. The music is a fast, dramatic orchestra. Frankensteins name stays the same as the novel, which is Victor.   The audience are supposed to think that Frankenstein is very involved with his work and wants to get it done to see the result.

Why are some children more successful as learners than others

Why are some children more successful as learners than others Before considering how children learn in a variety of ways it is important to establish how successful learning is defined for the context of this essay. Rigby et al (1992) broadly construed that learning refers to a life-long process in which organisms make contact with and assimilate their environment. However, it is important to relate specific types of learning to the theories of motivation, as the effects of motivation will impact differently on different types of learners. This dependent variable (learning) is directly influenced by the independent variables (type of motivation), so it is important to acknowledge the significance of learning within literature. Deci et al (1991) acknowledged that the central features of optimal learning are conceptual understanding and the flexible use of knowledge. Deci et al (1991) summarised this theory by stipulating, the learning outcomes stressed are understood both in the relations among facts and the ways to find or generate facts. My in terpretation of this theory is that it allows the learner to have an understanding of the outcome and processes that were used to find that outcome. Deci et al (1991) believe the strength of this theory lies in the recognition that the acquisition and retention of facts are not enough to promote successful learning. Another factor to consider, for the context of the essay, is that children learn in a variety of different ways. The deep learning approach describes active engagement with the content, leading to extensive elaboration of the learning material, whilst seeking personal understanding. In contrast, the surface approach indicates the use of routine memorisation to reproduce aspects of the subject matter expected to be assessed (Entwistle, 2001). There is a general acceptance that the manner in which individuals choose or are inclined to approach a learning situation has an impact on performance and achievement of learning outcomes (Cassidy, 2004). My interpretation of Cassidys research is that one learning style will not be more successful than another, but, consequently, it is imperative for teachers to approach a learning style that suits the individuals in that class in order to engage them in the process of learning. Learning needs to be personalised for all children so they can achi eve their educational potential. If personalised learning is not accomplished, not every child in the class would achieve the same success in their learning. It is also important to recognise the effect that the learning environment has on the success of children and how this can be manipulated to create a positive experience for them. Reeve (2006) recognised that students can be curious, proactive and highly engaged or they can be alienated, reactive and passive. Just how engaged students are depends on the quality of classroom conditions. In school settings, engagement is important because it functions as a behavioural pathway by which students motivational processes contribute to their subsequent learning and development (Reeve et al, 1991). Therefore, it is important that an effective learning environment is created to enhance childrens motivation and, in turn, increase their learning success. However, opposing this, Taylor, Ntoumanis and Smith (2009) recognise the peripheral position of P.E. means that P.E. teachers work in very different occupational environments in comparison to teachers in core subjects. It is important to manipul ate the environment to suit the subject being taught therefore enhancing learning. I believe the majority of children respond positively to the P.E. environment, as it is a different setting to the classroom. As a direct influence of my experience as a student and a teacher I, believe that a positive correlation needs to be created between the learning environment and the learning style of the students so that successful learning can be created. I also believe this makes a teachers job particularly difficult nowadays because there are so many independent variables that need to be considered so that learners can achieve their maximum learning potential. Hardre et al (2006) recognised that the interaction of teaching and learning results from complex dynamics of multiple structures and characteristics. This places particular emphasis on the teachers motivation to understand these characteristics. Teachers motivation appears crucial for optimal human functioning in the work place because teachers who are highly motivated are more engaged in their work and more satisfied (Fernet et al, 2008). Furthermore, Fernet et al (2008) state that a teachers motivation is directly linked to their student s motivation. The overall aim of this essay is to reflect on the importance of motivation in relation to Self-Determination Theory (SDT). It is important to declare that other theories of motivation are signified for educational settings, but this theory will be used to make links between types of motivation and successful learners. SDT (Deci Ryan, 1985) distinguishes between different types of motivation based on the different reasons or goals that give rise to an action. A person who feels no impetus or inspiration to act is characterised as unmotivated, whereas someone who is energized or activated toward an end is considered motivated (Ryan Deci, 2000). Ryan Deci (2000) declare that the most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome (Ryan Deci, 2000). SDT, when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, the value of education, a confidence in their capacities and attributes (Deci et al 1991). SDT is one of the most widely used theoretical frameworks to study motivation in P.E, which is not surprising given that its major propositions and constructs are highly relevant to P.E. (Ntoumanis and Standage, 2009). To conclude, previous research in this area is imperative to determine which method of motivation creates the most successful learner. SDT assumes that inherent in human nature is the propensity to be curious about ones environment and to be interested in learning and developing ones knowledge (Niemiec Ryan, 2009). Even though this theory can be applied to an educational setting, can it be assumed that students would still go to school if they have a choice of attending? Would children be curious about this type of environment and the processes that occur there if they didnt have an obligation to attend school? Deci, Ryan and Williams (1996) recognise that for an action to be considered fully self-regulated, people must experience a sense of volition and a sense of unpressured willingness to engage in the action. However, by law, all children of compulsory school age, between 5 and 16, must receive a proper full-time education. Parents are responsible for making this happen, either by registering the child at school or by making other arrangements which provide an effective education (Department for Education, 2010 ). After taking into consideration the legal requirements (external factor) that ensure children attend school, it is important to discuss whether they exhibit intrinsic or extrisic motivation within school. Intrinsic Motivation Intrinsic motivation can be classed as behaviour which is accepted in the absence of external impetus and that is inherently interesting and enjoyable (Ryan Deci, 2000). Vansteenkiste, Soenens Lens (2009) suggests it is important to apply realistic and meaningful intrinsic goals to the learning activity so that children accept the promoted goal. This theory has been supported by Katz Assor (2006) who state that options should be constructed that are relevant to childrens interests, aimed at their level of ability and are congruent with their values. It is important to recognise what effect this has on the success of learning and Gronlick Ryan (1987) found that elementary school children, who reported more autonomous motivation for doing schoolwork, in general, showed greater conceptual learning and better memory than children who reported less autonomous motivation. This is an important factor as conceptual learning is directly related to the definition of success learning used i n this essay. I would argue that it is difficult to achieve this throughout the curriculum as the learning is always facilitated towards assessment. Several studies have supported this by demonstrating that under certain conditions extrinsic rewards can enhance intrinsic motivation (Ryan, Mims Koestner, 1983). I dont believe that all students would be able to disengage from the fact that they are always being assessed, whether it is formative or summative methods, and perform based on intrinsic feelings alone. In conjunction with this, I dont believe it is physically possible for teachers to facilitate a learning environment that will enable all students to be working towards their maximum learning potential as there are too many learning variables to manipulate at one time. Extrinsic Motivation It is important to recognise that intrinsic motivation, as discussed above, is not the only form of motivation which students can demonstrate in an educational setting. Pupils can also be motivated by extrinsic factors which lead to a separate outcome. Deci Ryan (2010) recognised that extrinsic motivation is used to motivate students on tasks and lessons that are important but not necessarily intrinsically interesting. Niemiec Ryan (2009) suggest that all too often educators introduce external controls into the learning climate, which can undermine the relationship between teachers and students and also stifle the natural process involved in high quality learning. However, I think it is impossible to achieve the natural process of learning consistently and this method of motivation can be used regularly and effectively, to enhance learning in the long term. When pupils are amotivated, extrinsic motivation can be used to ensure that they are engaging in the teaching and learning pro cess. Fortier, Vallerand and Guay (1995) support this argument by stating that extrinsic motivation can be used as a means to an end, therefore, if autonomy is not present then it be used as a method of increasing successful learning. Types of Extrinsic Motivation In SDT, an analysis of extrinsic motivation revolves around the developmental process of internalization (Rigby et al. 1992). Internalization is the process of taking in a value or a regulation and it describes how motivation for behaviour can range from amotivation, to passive compliance, to active personal commitment (Deci Ryan, 2000). It is through the process of internalization that extrinsic motivation enables self-determined engagement during important but uninteresting endeavours (Deci Ryan, 2010). Therefore, it is vital to recognise its importance in an educational setting and its effect on the success of learning, as there are many activities in school which students find boring or uninteresting. It is important to recognise that SDT lists three types of extrinsic motivation and each type of motivation varies in how self-determined and internalized it is (Deci Ryan, 1991). External Regulation Deci Ryan (1991) recognise that in the real world of the classroom extrinsic motivation is an important method of engaging students on tasks and lessons. External regulation motivation arises from and is dependent on the presence of environmental events such as rewards, pressures and constraints (Deci Ryan, 2010). External regulation is focused on the outcome of tasks such as assessment and grades in an educational setting. This method is not self-determined and lies on one end of the self-determination continuum. I would argue that this method of motivation is used throughout the school curriculum as children are continually assessed through formative and summative methods. When applied to core P.E. it is important to realise that students are still graded on their ability and knowledge at the end of a unit of work. However, it is important not to use this method of motivation all of the time or it will lose its value. SDT explains that autonomously supported students thrive, and it explains why students thrive when the teacher supports their autonomy (Deci Ryan, 2010). I think that there needs to be a balance between the two dichotomies and external regulation should be used during more arduous tasks and when the children are amotivated. Therefore, a more autonomous approach should be used during tasks and lessons that are more likely to engage the students. Finding a balance between these two dichotomies and utilising them efficiently would help to increase students learning success. Introjected Regulation Deci Ryan (2010) suggest that the internalized demands of a teacher or parent actually regulate the students behaviour, which leads to the reasoning behind introjected regulation (representing the first phase of the internalization process). When parents are controlling they value obedience and conformity in their children (Grolnick Ryan, 1989). I believe this type of motivation is what is needed for some students because they are able to engage more in lessons if they are supervised closely and behave to an ideal standard. I have found this method to be successful with more troublesome children as it acts as a deterrent for misbehaviour and they seek positive feedback from their parents. On the other hand, there is some evidence that, in some instances, high levels of controlling involvement may actually be less beneficial than lower levels of involvement (Weiss Grolnick, 1991). Thus well-meaning parents may become easily focused on exam results, pressurising their children and u ndermining the very characteristics they wish to inculcate (Deci Ryan, 2010). To conclude, introjected regulation motivation is implemented into school and P.E. in particular. There is regular contact between parents and teachers through phone calls, planners and reports. I would argue that this method of motivation works well for some students and less so for others. It is very much dependent on the individual as to whether this method is successful. Identified Regulation Identified regulation is where the student accepts the merits of a belief or behaviour because he or she sees its importance or personal utility (Deci Ryan, 2010). Identified regulation is the most self-determined of the extrinsic approaches and students use this method as they accept the merits of a belief. (Deci Ryan, 2010). This theory has been supported by Dweck Elliott (1983) as they state that children who hold learning goals are concerned with increasing their competence, so their goal is to acquire new skills or extend their mastery. I have observed teachers who use this method to promote reasoning behind certain tasks when students dont envisage it as valuable to their needs. Once the reasoning behind the work has been given the students accept that the work is of value to their learning. On the other hand, I dont believe this method can be used all the time, as some students do not see education as a valuable necessity within their life. There are some students who alrea dy have a job guaranteed for them before leaving school so an education is not of any value to them. In this instance, learning is not successful as the students are amotivated to participate in the lesson. This leads on to how teachers use these different methods to motivate students. Intrinsic Teacher Classroom practices that support students satisfaction of autonomy, competence and relatedness are associated with greater intrinsic motivation (Niemiec Ryan, 2009). This theory is embraced by other researchers who recognise that a teaching style which provides students with opportunities to makes choices appears to have a positive effect on their intrinsic motivation (Biddle et al, 1995). Williams and Deci (1997) concluded that autonomy supportive educators improve conceptual learning and psychological adjustment in medical students. It also links into the definition of successful learning which is being used for the context of this essay. This review, however, was only done on a small scale and, therefore, does not indicate whether this method of teaching is the most effective for a wide range of students. Furthermore, a lot of the research was conducted in a laboratory, which doesnt necessarily reflect real life experiences in education. On the other hand, it could be argued that in a more realistic environment there are too many other factors that need to be taken into consideration when researching the effect of motivation and learning. Ryan Neimiec (2009) summarise this point by clarifying that there is resistance from quantitive methods, reflecting the hegenomous forces entrenched in societies, or that the scientific method ultimately reduces humans to mere objects in casual chains. Therefore, how is it possible to measure the success of learning when it is impossible to isolate motivation as the only factor that influences a childs education? Extrinsic Teacher Studies have shown that if teachers feel responsible for student performance standards then they are more controlling towards students and less affective in their teaching (Flink, Boggiano Barrett, 1990). One reason why teachers use controlling, rather than autonomy-supportive strategies in the classroom is because external pressures are placed on them (Niemiec Ryan, 2009). With a lot of focus being placed on assessment and targets within school, I feel there has been as shift away from the quality of the teaching occurring. This is supported by Wild, Enzle and Hawkins (1992) who state that an externally constrained teacher imposes lessons on a dependent and constrained learner and, therefore, there are threats to the personal autonomy of both parties. I believe this minimises the enjoyment of the lessons from the students perspective and because they are not intrinsically motivated an alternate method must be used to increase learning success. Deci et al. (2001) explains that beca use many of the tasks educators want their students to perform are not inherently interesting or enjoyable, knowing how to promote more active forms of extrinsic motivation becomes an essential strategy for successful teaching. Intrinsic P.E Enhancing students motivation is an important objective in physical education for a teacher as it has been linked to exercise participation outside of school and future intentions to exercise (Standage, Duda Ntoumanis, 2003). Duda Nicholls (1992) supported this theory by stating that participation in many sports and physical activities can lead to feelings of autonomy and competence and may produce joy, excitement, thrills and other satisfying emotions. It is therefore easy to see why physical activities may be inherently intrinsically motivating. I would argue that the use of this statement is too broad; even though a vast majority of pupils do enjoy physical education, they do not enjoy all of the activities provided by the P.E. curriculum. In my personal experience, specifically from my diagnostic placement, I found that the vast majority of boys enjoyed participating in football. On the other hand, when activities such as rugby and dance are included on their timetable, they di d not demonstrate the same amount of motivation and enthusiasm. Consequently, Ferrer-Caja Weiss (2000) found it would be appropriate to examine the model of intrinsic motivation among students taking physical education as an elective class to gain insight into motivational attitudes and behaviours in physical education. Again, this would require isolating motivation as the only variable to effect the success of learning. Extrinsic P.E. Although most pupils are intrinsically motivated to participate in P.E. lessons, there are many children who are extrinsically motivated or lack motivation to participate (Ntoumanis, 2001). Extrinsic motivation can be used as an effective method of engaging students in a P.E. lesson if they do not feel intrinsically motivated to learn. It is important to take into consideration the activity that the students are participating in. A study by Fredrick Ryan (1993) determining motivation levels between fitness activity participants (high appearance motivation) and individual sport participants (low appearance motivation), showed that individual sports participants tended to have higher levels of self-determination towards the activity. Deci Ryan (2010) support this by stating that extrinsic motivation is expected to relate to lower levels of positive effect, less self-reported satisfaction and competence and lower reports of adherence activity. The issues that arise from the study of F redrick Ryan (1993) are that the sample group was quite narrow with 376 participants taking part. Also, the research used an adult cohort, rather than children, so the question has to be asked, would this theory of motivation still apply to an educational setting? From a personal experience as a student, I found that the use of extrinsic rewards only served to motivate me more in lessons. During my teaching practice, I used extrinsic rewards during invasion games lessons and there was a clear increase in the levels of motivation from students. However, I felt that this extra motivation took the focus away from the learning objectives and towards the extrinsic rewards, which had a direct effect on the success of learning in the lesson. Extracurricular clubs It is important to discuss the effect of extra-curricular clubs in school and particularly P.E. on the continued success of students. It can be argued that students do no need to attend these clubs, therefore, are they intrinsically motivated if they attend? Although these clubs are not considered compulsory, their importance in relation to the success of learning is vital. Extra-curricular clubs can contribute by consolidating learning of the traditional P.E. curriculum, as well as offering opportunities in untraditional activities. Students who attend these clubs are considered to be autonomous because they have a choice whether they want to be there or not. Deci Ryan (2010) recognise that autonomy supported students thrive and this can help to benefit students learning. Taking this into account, their research suggests that when students are given a chance to explore their own agenda it helps to increase engagement. I believe that when pupils are engaged in an activity and they f ind the task enjoyable then the success of their conceptual learning is greater. However, I feel that P.E. is the only extra-curricular club which is not associated with an end outcome such as grades. In general, children attend P.E. clubs because they enjoy the activity, whereas in English, for instance, they generally attend to complete work. Own Experience of P.E (Student) In my own experience, as a student in P.E, I found that I was most engaged in lessons and was learning optimally when the teacher adopted an autonomous approach to the lesson. This coincides with results from research by Niemiec Ryan (2009) which demonstrated that children assigned to autonomy-supportive teachers, relative to those assigned to controlling teachers, reported increased intrinsic motivation, perceived competence and self-esteem over time. I felt that certain teachers gave me a sense of responsibility for my learning and allowed me to make my own informed choices and decisions. This helped to build a relationship between myself and the teacher that enhanced my learning in lessons, as well as increasing my intrinsic motivation. When extrinsic motivation was used it only served to motivate me even more, but I didnt feel this approach was necessary because my autonomy was already present when participating in P.E. lessons. However, I do feel that extrinsic motivation can b e used as an effective method for students who are amotivated towards P.E. when it is used in the correct fashion. Own Experience of P.E (Teacher) From a teaching perspective, I found it difficult to increase motivation during my diagnostic teaching placement. A number of children perceived P.E to have little or no benefit to them in and out of school so they often chose not to bring their kit to lessons. I had particular trouble with a group of lower ability year 10 students, with up to ten students forgetting their kit each lesson. These students demonstrated a form of amotivation and they were neither intrinsically or extrinsically motivated. The generic reason the children gave for not participating was because there was no summative outcome (GCSE grade) at the end of their education. I think this highlights whether students are ever intrinsically motivated in school because the focus is always on results and targets. This reason directed me to try and alter the way I introduced the learning tasks to the students. Niemiec Ryan (2009) support this approach by suggesting the way in which a teacher introduces learning tasks i mpacts on students satisfaction of the basic psychological needs for autonomy and competence, thereby either allowing intrinsic motivation to flourish and deeper learning to occur or thwarting these processes. The method I used was to promote their autonomy by teaching to suit their desired learning style and allowing them to learn through games, as well as using external regulation by pressurising the students with threats of detentions. What do children want to achieve? Throughout this essay links have been made between different types of motivation and the effects they have on the success of learning. Although the success of learning has already been defined for the context of the essay, it is important to discuss what children want to achieve from their learning experience. Are they more concerned about the grade they achieve or about having understanding about key processes and concepts they are taught? Much of the research in the area of motivation recognises that children who demonstrate intrinsic motivation show better conceptual learning (Niemiec Ryan, 2009). Ryan Deci (2000) recognised that intrinsic motivation results in high quality learning and creativity, but it is especially important to detail the factors and forces that engender versus undermine it. Cognitive Evaluation Theory (CET), a sub-theory of SDT, states that events which decrease perceived self-determination (i.e., that lead to a more external perceived locus of causality) w ill undermine intrinsic motivation (Deci, Koestner Ryan, 2001). This theory is the underlying reason to discuss whether children are focused on grades or understanding. Assessment or understanding? At present there is a large focus on schools within the education system to achieve targets, grades and positioning within league tables, rather than focusing on teaching to develop knowledge of key processes and outcomes. With the increased pressure that is placed on teachers and students alike, I feel that this has caused a shift towards teaching to targets method. In turn, this has taken the freedom away from teachers to use their creativity to develop a curriculum to suit the needs of their learners. Ultimately, this has directed the government to develop an initiative for all students to gain 5 A*-C at GCSE including English and Maths. The overall emphasis of assessment has been integrated into the educational system by the use of summative assessment at the end of each term. Even further down the assessment continuum, it is important for students to know what level they are working at within lessons and what learning outcomes they should be achieving by the end of the lesson. I would argue that assessment is an important aspect of the education system, but is not ideal for illustrating the success of learners. I would also suggest that pupils who make more progress in lessons are more successful learners than those who achieve a higher level with minimal effort. Although intrinsic motivation is widely accepted as more beneficial for learning in comparison to extrinsic motivation (Ryan Deci, 2000) with the constraints and pressures that are placed on teachers and students, I feel it is impossible to promote this method, therefore affecting the success of learning. Assessment and P.E. One subject area that can be viewed differently, in terms of educational outcomes, is P.E. Summative assessment does not take place, unless this subject is chosen as a GCSE option, but otherwise there are not as many external factors that can undermine the feelings of intrinsic motivation. My teaching experiences so far have indicated that there is an emphasis on learning outcomes within lessons, but no external locus that can undermine intrinsic motivation. As discussed earlier, this is why I think it is important to promote intrinsic motivation within P.E. lessons as learners may not get the chance to engage this way in other lessons. I think this allows students to increase their conceptual learning and develop life skills, rather than be taught how to pass an exam. If the students have taken away knowledge and skills which they can use in life then I feel that they have been successful with their learning, in comparison to a student who has been taught to pass an exam. On the oth er hand, students who do not like participating in this area of the curriculum will find core P.E. surplus to their requirements as they do not have to pursue a grade. Therefore, there is no external locus to undermine any feelings of intrinsic motivation. However, it is important to motivate these students by other methods to facilitate successful learning. Conclusion In conclusion, this essay has critiqued the effect of different types of motivation, in line with the theory of SDT, on successful learning for children in an educational setting. Particular focus has been placed on the effects of motivation that students adopt, the approach to learning from the teachers and the subject being studied, including strong links to Physical Education. As all children learn in different ways, it is impossible to suggest that one isolated method of motivation helps to create more successful students. Furthermore, it can be argued that different types of motivation are required for the same learner, when they are being taught in different activity areas. This makes the teachers task extremely difficult as different types of motivation need to be utilised to help children reach their educational potential. From a personal perspective, it is important that I am able to utilise different methods of motivation to enhance the success of the students I am responsi ble for. Deci Ryan (2010) recognise that integrating students motivational resources into the school curriculum requires teachers to develop new skills and implement conceptual change. Educational environments contain many independent variables that can contribute to a childs learning and these variables need to be considered when researching the effect of motivation on the success of learning. I dont believe that the research about motivation in an educational setting can be fully endorsed, as it is impossible to isolate motivation as the only factor affecting the success of learning. Finally, I would question whether a child is ever intrinsically motivated in an educational setting due to legal requirements to attend and the focus on assessment within lessons. Are pupils ever intrinsically motivated? (Assessment)

The Role Of Friar Lawrence :: essays research papers

In Romeo and Juliet, a tragedy by William Shakespeare, Friar Lawrence plays a dominate role in the eventual death of Romeo and Juliet even though he is not on stage for most of the play. There are basically three major parts that lead to the tragedy; the marriage, the plan, and the inevitable deaths in all which Friar Lawrence plays a vital role.Friar Lawrence plays an essential role in the marriage of young Romeo and Juliet. At Romeo’s request Friar Lawrence states, "In one respect I’ll thy assistant be; for this alliance may so happy prove, to turn your households to pure love" (Act 2 Scene 3.) Friar Lawrence believes that this holy marriage would bring the Capulet family and Montuague family closer together, for he anticipates that the families will stop hating each other and be peaceful. His attempts to make the marriage of Romeo and Juliet are admirable but poorly planned. Friar Lawrence performs the marriage rites to unite them in holy marriage. Romeo and Juliet are now husband and wife. They have known each other a sum of two days. Friar Lawrence plays a vital role in the marriage of Romeo and Juliet.Friar Lawrence plays a significant role in the plan for Juliet to "sleep." Friar Lawrence calms a frantic Juliet by giving her and telling her to "Take thou this vial, being then in bed, and this distilled liquor drink though off" (Act 4, Scene 1). Later, Juliet is uneasy and unsure of the effects of the potion. She hopes that this is only a temporary sleep and not a permanent one. He also tells Juliet that "Shall Romeo by my letters know our drift, and hither shall hem come; and he and I shall watch thy waking, and that very night shall Romeo bear thee to Mantua" (Act 4, Scene 1.) Unforeseen to neither the Friar nor Juliet that an error such as the one of Friar John’s would prove to be deadly. Poor Romeo was not able to receive the letter. Friar Lawrence plays a significant role in the plan for Juliet to "sleep."Friar Lawrence plays an important rule in the actual deaths of Romeo, Juliet, And Paris. Friar Lawrence is unable to reach Romeo with the news of Juliet’s "death." Romeo, thinking Juliet is dead rushes to Verona, but not before buying some fast poison.

Funding in Issaquah School District

The responsibility for managing the finances of Issaquah School District lies with the superintendent and the School Board, although it is regulated by state law and is under instructions from the Superintendent of Public Instruction. There are guidelines for budgeting, accounting and financial reporting, which all district schools must follow. School districts plan and formulate a budget before the start of the school year. The budget is formed in accordance to the stipulations of the Superintendent of Public Instruction. The finance department handles money related functions like budgeting, accounting, payroll and benefits, purchasing, accounts payable and receivable, inventory control and asset management. The school district also includes several individual businesses like transport business, food service business, and a child care business. All these are operated on the lines of business model, to ensure accountability and proper use of public funds. In July 2004, a Policy Governance system was introduced by the school board, requiring routine reports on the status and developments occurring in every aspect of district operation. The financial monitoring reports are reviewed several times a year, by the school board. The setting of the school budget requires about a year’s time, and its working is always done for the subsequent year. It requires a four-month time for the completing of the preliminary works like receiving directions for budget setting from Superintendent, legislature, and administrators beginning to work on the budget process. Another four-month period is also required for the drafting of the budget and finalizing the budget, respectively. Apart from gifts and grants received, Issaquah gets less in funding. There are three sources of funding for school districts; namely the federal, state and local taxes. Issaquah gets less funding from all three sources, compared to any other districts. The Issaquah school district ranks 272nd in the revenue per pupil, among the districts in the state. It must be noted here that there are only 296 districts in the state in 2006-07. However many people consider Issaquah as a rich district, unaware of the realities and effects of the lesser funding. School funding is an important agenda debated in Washington’s State legislative and budget panning sessions. In 2006-07, Issaquah received only about $395,000 in federal Title I funding which is aimed at remedial reading programs for the disadvantaged students. This should be compared with other King County districts which get even millions in this fund. The fact that a significant population of Issaquah is considerably affluent, is attributed as the cause for the low funding. In the 1970s, when education was equalized, some districts like Everett and Northshore paid higher salaries to their teachers. Today the state pays about $2000 more per year to an Everett teacher, when compared to an Issaquah teacher. In terms of local funding too, Issaquah treads behind several other districts due to gap in levy authority. Issaquah would collect $6. 4 million more each year if it had the levy authority similar to that of Bellevue, or collected $9. 2 million more per year if it had the levy authority of Mercer Island. In Issaquah, the under-funding of special education by the state is estimated to be around $2. 5 million per year, which is adjusted by local levy dollars. As the local levy dollars cannot be used for supporting other classroom programs, all the students are affected. It is estimated that the under-funding of special education by the Washington State is nearly $200 million per year. On September 30, 2004, about twelve school districts joined together and filed a case against the state for failing to provide the necessary funds for the special education programs. The courts have ruled that Washington State is obliged to fully fund the basic and special education in the district schools.

Children’s Hospital and Clinics Essays

Children’s Hospital and Clinics Essays Children’s Hospital and Clinics Essay Children’s Hospital and Clinics Essay Due to a patient near fatal accident, the children’s hospital and clinics were looking for any effort to provide a safety patient culture. Julie Morath was hired in 1999 to improve hospital operations; she wanted to make Safety the top priority of the hospital. Julie Morath directed and begun setting up the Patient Safety Initiative at Children’s Hospital and Clinics by making employees obtain the mindset of safety and building a culture. The key steps to her patient safety initiative were the blameless patient safety reporting system, making focus groups, and setting up a committee of patient safety practice. During each process of the patient safety initiative at Children’s Hospital and Clinics there were many positive and negative effects of each step. The key elements of Patient Safety Initiative were followed by three steps, the first step was presentations that she conducted to the hospital staff about the national research and medical errors. The second step was focus groups that focused on the patient safety issues at Children’s Hospitals and Clinics. The third step was to make the initiative more strategic by developing it. Morath wanted to create a culture where she had the concept of â€Å"do not harm† was clearly developed rather than expressly stated. She wanted to focus her culture based on collaboration among others and operations around the science and sense of safety. When she came into Children’s and clinic, her main objective was making safety the top priority. According to exhibit 10, you can see that the safety reports have been steady improving since she got hired. One of the key elements of Patient Safety Initiative was to transform the organizational culture in order to provide an environment that would be able to discuss medical accidents in a proper manner. She wanted to embrace a culture that welcoms communication about safety issues. She enforces the idea of learning from past mistakes rather then pointing fingers whenever there was a mistake. There was the patient safety dialogues which created a sessions which all of the employees come together to talk and discuss the research of medical safety. Blameless reporting was also part of building the culture and this was a system designed to report medical accidents without the fear of being punished. According to exhibit 7, the blameless report help make the line workers to find out how to eliminate breakdowns. One of the weaknesses of the building culture was everyone was not happy about this approach. Many employees believed itwould be more of the employee lack of ability instead of the failed system. Many were worried that it was hard to actually find out who the poor workers were because of the blameless reports. The second element was to develop the infrastructure that was required to direct safety improvements. This was a reporting system that examines serious accidents and it was responsible for approving all of the major policy changes. Patient safety steering committee was formed and they would set the goals for the safety initiative. Exhibit 9 below shows all of the members that were in the committee. When developing the infrastructure, this allowed focus event studies which they would be able to conduct investigations after any serious medical accidents. The focused event studies helped identified the sequences of events accurately as possible, and this helps tell all of the system failures. The weakness in the process of developing the infrastructure was that many employees had the concern that they didn’t have enough time, staff, or resources to follow up on the issues. There was another issue about the recommended changes that was forced and to meet the effectiveness of the change. The last concern about developing the infrastructure was if this approach actually changed the hospitals legal risk profile. The third element was to launch a project to examine the medication administration system at the hospital. This approach was to achieve the goal of having zero defects in the administration system. The purpose of the medication administration system was to improve the safety of the patient by moderating the system and processes. Safety action teams were formed and it was eight employees that came together to discuss the problems and they way it could be improved. The strength of this was that it could provide a powerful vehicle for workers to get out the unnecessary complexity and remove barriers. The barriers that Morath faced as she tried to encourage people to discuss medical errors more openly is one thing she did was she presented data from the Harvard Medical practice study on the frequency and the causes of medical errors. The staff then came to mind that the events that occur at children’s happen along with other colleagues. She convinced everyone that errors were a problem and that it happens to all care organizations. She then tried to persuade Children’s hospital staff about talking openly about errors because open discussion will eventually improve patient care. She then conducted focus groups, sheinvolved staff from other areas and she did get people more focus about coming up with ways to improve the patient safety. Overall, she conducted 18 groups that included many of the staff through the hospital and this created more awareness and many felt free to talk about their experiences with medical errors. According to exhibit 10, there issue was also the parents who were concerned so a parent group was formed to keep them updated on the information. When she conducted the strategic plan, she summarizes the components of the strategic plan by calling it SAFE. The acronym stand for safety, access, financial, and experience, each of the categories had a clear goal and what to do to accomplish them. My assessment of Morath’s leadership of the organization change process at Children’s hospital and Clinics was that she was really impassionate about safety. It stated in the article that her leadership was going to be hard to replace and all the effort she put into the hospital can go to a fad. The central challenge that she faced was that to change people mindsets towards accident in the medical field. She wanted to change it from a penalty environment to a learning experience environment. Another challenge she faced was getting employees to own to a mistake without the fear of getting in trouble. The key activities that she initiated was the learning from past mistakes environment instead of blaming. In stage 1 of the changing process, her system was very encouraging and more employees were more willing to share their mistakes. In stage 2 and 3, the system believed that mistakes occurred because of drawbacks in the processes rather then the ability of the staff. Judith Morath had the right mindset when it came to making safety the top priority at Children’s Hospital and Clinics. There were many issues such that dealt with disclosure and legal risk, accountability, measuring results, and leadership. When it came to disclosure and legal risk, she worried about the benefits of enhancing disclosure to patients and families exceeded the risk of additional lawsuits. There was a belief that the respect with the parents involvement in the safety improvement effort. She also had the challenge of accountability, many of the unit managers and administrators were concern over the blameless reporting and that staff should be responsible for the accident. They believed that there should be consequences and accountability for the poor performance. Also the measuring results didn’t match up well. According to exhibit 10, she wasn’t able tojustify the financial results and the benefits outweighed the costs.