Edgar Allan Poe Essays (1992 words) - Edgar Allan Poe, Eliza Poe

Edgar Allan Poe In the Valley of the Shodows Edgar Allan Poe was born at 33 Hollis Street, Boston, Mass., on January 19, 1809, the son of poverty stricken actors, David, and Elizabeth (born Arnold) Poe. His parents were then filling an engagement in a Boston theatre, and the appearances of both, together with their sojourns in various places during their wandering careers, are to be plainly traced in the play bills of the time. Paternal Ancestry The father of the poet was one David Poe of Baltimore, Maryland, who had left the study of the law in that city to take up a stage career contrary to the desire of his family. The Poes had settled in America some two or three generations prior to the birth of Edgar. Their line is distinctly traced back to Dring in the Parish of Kildallen, County Cavan, Ireland, and thence into the Parish of Fenwick in Ayrshire, Scotland. Hence they derived from Scotch-Irish stock, with what trace of the Celtic is doubtful. The first Poes came to America about 1739. The immediate paternal ancestors of the poet landed at Newcastle, Delaware, in 1748 or a little earlier. These were John Poe and his wife Jane McBride Poe who went to settle in eastern Pennsylvania. This couple had ten children in their family, among them one David who was the grandfather of the poet. David Poe married Elizabeth Cairnes, also of Scotch-Irish ancestry, then living in Lancaster, Pennsylvania, whence, sometime prior to the ou tbreak of the American Revolution they moved to Baltimore, Maryland. David Poe and his wife, Elizabeth Cairnes Poe, took the patriot side in the Revolution. David was active in driving the Tories out of Baltimore and was appointed Assistant Deputy Quartermaster, which meant that he was a local purchasing agent of military supplies for the Revolutionary Army. He is said to have been of considerable aid to Lafayette during the Virginia and Southern campaigns, and for this patriotic activity he received the courtesy title of General. His wife Elizabeth took an active part in making clothes for the Continental Army. David and Elizabeth Poe (Sr.) had seven children David, the eldest son, becoming the father of the poet. Two sisters of David, Eliza Poe (afterward Mrs. Henry Herring) and Maria Poe (later Mrs. William Clemm) enter into the story of the poet's life, the latter particularly, as she became his mother-in-law in addition to being his aunt. With her he lived from 1835 to 1849. Young David Poe was destined for the law, but as previously mentioned, he finally left his native city to go on the stage. His first professional appearance took place at Charleston, S. C., in December, 1803. A dramatic notice of this performance in a local paper describes David Poe as being extremely diffident while . . .His voice seems to be clear, melodious and variable; what its compass may be can only be shown when he acts unrestrained by timidity. His enunciation seemed to be very distinct and articulate; and his face and person are much in his favor. His size is of that pitch well fitted for general action if his talents should be suited to sock and buskin. . . . This is perhaps the only direct evidence extant of the physical appearance of the poet's father. No pictures of him are known to exist. His histrionic powers were at best very limited. He continued to play in minor parts in various Southern cities and in January, 1806, married Elizabeth Arnold Hopkins, a young childless widow, also an actress, whose husband had died but a few months before. Elizabeth Arnold Poe became mother of Edgar Allan Poe. Maternal Ancestry The young widow whom David Poe married in 1806 had been born in England in the spring of 1787. She was the daughter of Henry Arnold, and Elizabeth Arnold (born Smith) both actors at the Covent Garden Theatre Royal, London. Henry Arnold died apparently about 1773. His widow continued to support herself and her child by acting and singing, and in 1796, taking her young daughter with her, she came to America and landed in Boston. Mrs. Arnold continued her professional career in America at first with considerable minor success. Either

September 11 essays

September 11 essays One day in a persons life is not supposed to change anything, but on September 11, 2001, the whole world changed. Now, people dont look through just one eye, they open both eyes and look through both, not knowing when a horrific event like this will happen again. I know that I will never be the same person that I was now that something so terrible happened. I know, the world wont be the same after something like this happening, and the people who did this to us wont be the same either because there will be a lot of changes for them in the long run. There are a few reasons why this time affected me and bothered me; one reason is that I knew two people who were victims of this horrible event. One of the men I knew lived on my block and I will never forget the first Christmas that we spent on the block. He came to our front door in a Santa Claus outfit and gave us presents, and since that day we would become great friends with their family. My brother became very good friends with his son. Once we found out that the boys father was missing, I was in shock and my family was in shock. We just couldnt believe that something like this would happen to him or any of the people that were there and in those two buildings. We spoke with the wife a couple times and tried to help out as much as we could, but we couldnt help bring her husband back and our good friend. Mr. McGinley will be remembered for always having a smile on his face and for always trying to make you laugh when you were down. He was the true meaning of an Americ an. The second man I knew was a father of one of the kids on the Freshman Football Team. I knew the boy only from school and some classes that I had with him. He is a great kid with a great personality, and nothing like this should have ever affected him and his family. I only met his Dad a couple times but both of the times that I met him, he was a real gentleman ...

Employment relations Essay Example | Topics and Well Written Essays - 2250 words - 1

Employment relations - Essay Example Trade unions are institutions which are constituted for the welfare and protection of employees. Such unions are needed to first identify the major issues faced by the workers and then they should work to find remedies for those problems. Women and minority groups have demands for transformation of unions so that unions incorporate their current issues and raise voice for them. Trade unions or labor unions are special organizations formed by individuals that represent people at work to strengthen the protection of their existing rights, and to raise their voice against any uncivil act. It is also constituted as the union’s duty to protect and improve upon the payment and working conditions of the employees. In addition to that, the unions also campaign for laws and policies for the betterment of the working population. The ideology of union formation is basically rooted in the concept that an individual worker has very little power to influence decisions that are made about hi s or her job. Hence, in order to make the workers have more control of their working conditions, the unions attempt to join them all together so that there is more chance of them having a voice (Sofia-Roth, I. 2010, p.3). Labor unions are criticized in many aspects like the ineffectiveness of their existence, raising unnecessary aggression against employers, provoking employees for unjustified demands and so on. Research has been conducted about the usability of unions and their impacts in addition to checking out the argument that unions have outlived their existence. The global environment, the diversity in the workforce, decentralized structures, flattened organizations and increased employee autonomy suggest that unions are no more required. On the other hand, the cases of labor injustices and uncivil practices are still in practice. Employees still have to face the challenge of getting justifiable wages for their skill and effort, suitable working conditions and social benefits . Therefore, it can be easily assumed that labor unions are still required and are needed to play an effective role in setting up standards and regulations fro working class. Although the unions have not become obsolete altogether, yet they require transformation and modification in many ways. Due to globalization, technological advancements and diverse, multicultural workforce the role of unions should be improved and modified according to new requirements. They need to work on building their image as organizations supportive to both the employees and employers, rather than being taken as bodies with their main focus being on strikes and riots. Women and ethnic minority groups are always being discriminated and undervalued since their introduction into employee market. Even their introduction and entry into the workforce is an issue to be considered in this modern and civilized world. These issues require consideration from legislative bodies, labor rights institutions, social welf are groups, non governmental organizations and the most relevant institution that is ‘the union’. Unions need transformation to adjust and accommodate the needs of women and minority groups in an effective way. It can be done by taking into consideration all those issues which are currently being faced by the members of minority groups and then making policies and strategies to process these issues along with the general labor policies. Although the issue is been discussed and resolved in many ways until now, but its complexity suggests that it requires further consideration in various dimensions and by different institutions. To start with the unions, they must recruit the women and minority group members. It will give a moral support and deeper penetration into the problem to be solved. When the union involves such individuals, only then they can argue that they are working in the best interests of all the stakeholders. Furthermore, it will erase the unnecessary

MBA Operation Management Problemsolving Essay Example | Topics and Well Written Essays - 1500 words

MBA Operation Management Problemsolving - Essay Example b) The lower capital intensity of the mentioned type of firms is explained by the stability of working processes when serving a focus customer. Crews do not need retraining because they do the same thing, for the same customer, all of the time. The machinery factor is also to be regarded: for example, the folding and gluing machine at Focus Packaging handles only one size box, so it never has to be reset. The press stops only to install a new roll of the thin cardboard on which it prints [12]. a) The necessity of the firms with a product focus to plan production and inventory levels further into the future is explained by the vitality of the production plan and inventories for successful supply chain management. It is necessary to plan thoroughly the production basing on the demand forecasts and according to this to make up the corresponding inventories. For the firms with focused production it is especially essential, because their performance depends on demands of particular customers, or one major customer [12]. b) All the above mentioned relates also to the necessity to have more formalized supplier relationships. ... b) All the above mentioned relates also to the necessity to have more formalized supplier relationships. In order for the firm to secure the manufactured product's future sale it is essential to develop clear terms of supplier/customer relationship and validate it formally. c) The low level of inventory accumulation at the work-in-process stage is explained by the simplified scheme of supply chain affording to avoid the overloading of the warehouses by unsold goods (the firm knows more or less precisely what number of goods it should produce). Describe four multi-plant location strategies The four principal location approaches are as follows: Land Use - optimal agricultural land uses based on transport costs to market; optimal distances of residential and commercial land uses from CBD; Industrial Location / Production Orientation - transport-cost minimizing location, profit maximization, optimal combination of inputs & optimal level of production at optimal location (allowing for scale economies and substitutability at any one level of production); Central Places / Market Areas - optimal market areas choosing; Spatial Competition - optimal response in the face of locational competition [11]. Why Colgate Palmolive, and not Campbell Soup be concerned about NAFTA The North American Free Trade Agreement, known usually as NAFTA, is a free trade agreement among Canada, the United States, and Mexico [7]. Colgate-Palmolive Company (NYSE: CL) is a multinational corporation in the business of the provision of products such as soaps, detergents, and oral hygiene products such as toothpaste and toothbrushes. Under its "Hill's" brand, it is also a manufacturer of veterinary products [3]. Campbell Soup Company

Role of Nurse Educators in Saudi Arabia Essay Example | Topics and Well Written Essays - 2500 words

Role of Nurse Educators in Saudi Arabia - Essay Example To become one means to have the competence to inculcate the ideologies and values of nursing care provision among students, ability to determine new roles brought about by socio-professional changes and has the conceptual knowledge and experience to provide a holistic academic and clinical educational experience to the learner. With all this responsibility, one is bound to ask 'How do nurse educators define, perceive and construct their own teaching professionalism especially in light of the changes in health care provision' It is in this spirit that I conduct this study. I seek to determine the roles of a professional nurse educator and their work strategy to know how they deal with the responsibility and at the same time determine how they gauge their efficiency. The focus of the study is mainly on their teaching strategies, how they assess the development of nurses and their action plan for academic and practical sessions. Results from this data is hoped to provide a reference for understanding and improving the nursing educator profession and professionalism. Literature Review Many researchers and scholars have made several contributions towards the various aspects surrounding the profession of nurse educators. Research regarding the core competencies expected of a nurse educator is particularly popular and has led to interesting results. Heath, Potter and Perry (1995) focused on the academic qualification and work setting of nurse educators as they state that nurse educators are primarily those who are working in the academic arena and have attained their master's or doctoral degree. They add they can also be those who work in the staff development department of health care agencies... This essay stresses that nurse educators are those in the academia and clinical settings who persevere to educate future nurses and at the same time produce scholarship that will advance the field. They are the force that design, evaluate, implement and revise the current content and pedagogies of the academic and continuing curriculum for nurse education. To become one means to have the competence to inculcate the ideologies and values of nursing care provision among students, ability to determine new roles brought about by socio-professional changes and has the conceptual knowledge and experience to provide a holistic academic and clinical educational experience to the learner. This study uses Grounded Theory proposed by Glaser and Strauss in order to study the role of nurse educators in Saudi Arabia. The method involves obtaining data on their daily activities and generates theories or explanations of human behavior and social processes. Some nurse educators are expected to find it hard to answer some questions posed during the interview. Grounded theory is deemed to be effective and appropriate in collecting the data from the nurse educators from both clinical and academic background in the form of codes or key points derived and interpreted during the conversation with the participants. The analytical tool will facilitate in exploring the setting of human action at the time of interview with the nurse educators, nurses and managers.

An enquiry into the use of Assessment for Learning

An enquiry into the use of Assessment for Learning Since the Education Reform Act (1988), introduced national testing to monitor school standards of education assessment has continued to play a major part in the educational delivery in schools. Assessment encompasses all aspects of teaching that measure the level of teaching through students understanding and achievement. Assessment is not just end of year examinations but an on-going process that should be present in teaching at all times in order for lessons to be effective. Through several studies (Assessment Reform Group (ARG), 2002; Black et al, 2003; Clark, 2005) it has become evident that through careful planning of assessment it is possible to promote students learning and motivation, by using a more formative approach as opposed to high stakes testing of summative assessment. It is often noted that teachers ask questions to check students understanding of the lesson but take a simple acknowledgement as a valid indication that learning has occurred. Students are often not confident or willing to identify themselves as not understanding. It is therefore important for teachers to carefully plan strategies for assessment both formative and summative to identify what students have learnt to plan for future lessons (Capel, Leask Turner, 2009). It is important to consider different formative assessment methods and their suitability to the learning objectives or particular learning styles of students. Kyriacou (1998) suggested that supporting learning activities with assessment should be of a more subtle approach. This enquiry will focus on various methods of AfL that can be employed by a teacher in order to raise students attainment, motivation towards learning and engagement throughout lessons. AfL plays a key role in teaching and pupils learning, providing continual feedback to students on their level of attainment, where they are succeeding and where they need to improve, giving them information on how to progress further. Through AfL, we as teachers provide continual advice and feedback in the forms of positive reinforcement to constructive dialogue through questioning, to enable students to demonstrate a deeper understanding of the subject promoting cognitive development. This study will focus on the use of AfL within the chosen unit of work as the Office for Standards and education (Ofsted) (2005, 2008a) identified, AfL as the weakest part of teaching and learning, in particular a weak area for student physical education teachers (Ofsted, 2003). It is of key Importance as a student teac her to understand the application of AfL, as several studies have identified that the use of assessment is key in developing future learning opportunities having an impact not just on their attainment but also their attitude to learning, their engagement with the school subjects and their motivation to do well (Black and William, 2001; Black et al., 2003). This enquiry will focus on the delivery of a year 7 boys dance scheme of work delivered over six lessons. When planning the unit of work several factors including knowledge of the learners ability, my knowledge of the subject, curriculum knowledge and pedagogical knowledge were all identified as aspects of a teachers personal subject construct. It is important as a teacher to not allow your personal constructs and views of a subject to exclude pupils with different views, (Banks et al., 1999 cited in Capel, Leask Turner 2009). A framework was provided by the school indicating the learning objectives for each lesson and progression over the unit of work. Through discussion with members of staff with previous experience of delivering the unit of work it helped to increase my subject knowledge and ideas for possible learning activities to incorporate into my lessons. The study school had a well-structured pupil assessment strategy modelled from the national curriculum level descriptors (appendix 1), which was key in designing learning objectives and provided a clear indication of what the students should be working towards. With this information and a brief overview of the classes ability it was possible to start designing the learning objectives for the unit of work. It was important to ensure that my learning objectives were varied across the key processes of physical education to ensure students could demonstrate and develop a variety of skills not merely there physical ability as Ofsted (2002 cited in Cap el) raised concern over the weakness in pupils skills of observation and evaluation due to limited opportunity to develop these skills.. The study school had a big focus on incorporating learning objectives into normal lessons based on Personal Learning and Thinking Skills (PLTS) to develop these skills as well as a focus on PLTS in year 7. They clearly understand the importance of raising students abilities as team workers, independent enquirers, reflective learners, independent enquirers, creative thinkers, self-managers and effective participants in order for students to access the curriculum and progress with greater success as laid out by the PLTS National Curriculum Framework (QCDA 2011). When planning to integrate AfL into lessons it is key to acknowledge the ten research based principles of AfL identified by the ARG (2002) into classroom based practice (Appendix 2). As suggested by Black et al (2003) the implementation of specific assessment strategies can increase students learning, increase motivation and enthusiasm towards a subject. Spackman (2002 cited in Capel and Whitehead 2010) identified four characteristics of AfL in relation to physical education as shared learning objectives, questioning, feedback and pupil peer and self-assessment. The sequence of lessons were planned to incorporate an aspect of all four assessment strategies to ensure all students were provided with an opportunity to gain a further understanding of their learning and to provide a wider spectrum of tools to identify students level of ability. Each lesson was structured in three phases, the initial being the identification of a new skill or recall of previously learnt skills providing o pportunity for sharing learning objectives and questioning, the second phase would be a performance where students would practice ad rehearse the newly learnt skill under the teachers guidance which provided opportunity for feedback, questioning and self/ peer assessment and finally the third phase of appreciation where students would focus on peer assessment providing feedback to each other. The lessons focused on the key processes identified in the Key stage 3 National Curriculum for Physical Education. Throughout the delivery of lessons it was not always possible to follow the unit of work as students had not always made sufficient progress to move onto the next learning phase. Therefore lessons were modified based on the previous learning that had occurred to continue the progression smoothly and to ensure learning objectives were not too demanding for the learners. The importance of AfL in forming objectives for learning was emphasised in a report by Ofsted where the chief inspector wrote: Accurate assessment is used to identify focused objectives for learning and is a basis for choosing suitably challenging tasks and resources (Ofsted, 2007). Through the delivery and observation of the first lesson it was clearly identified that effective questioning was used to recap on learning from previous lessons, to ensure student understanding of learning tasks, and to assess students understanding and accomplishment of learning objectives. It is important to question a variety of students not always the ones with hands up as several studies have suggested adopting a no hands up policy in which all students are then required to formulate an answer as to the teacher will pick randomly and to ensure students understand that the an incorrect answer is part of learning and they should not be afraid to ask questions themselves to gain clarity. This also provided opportunity for students to discuss with their peers to formulate a possible answer which is beneficial for learning to occur (DfES, 2007). Other research identified that questions needed to be related back to the learning objectives, and to use more open ended questions as sugg ested by Clarke (2005). Although there was opportunity for peer assessment in the appreciation phase of the lesson this needed to be refined with the use of assessment criteria as identified by Latham (1992 cited in Mawer 1999, pp 242) who noted that in order for peer assessment to work pupils need help in focusing on the specific areas of a skill or process to be assessed. This was later supported by Loose Abrahams (1993 cited in Mawer 1999, pp 242) who identified that pupils need clear instruction on what to focus on when assessing as shown in the example assessment sheet, (Appendix 3). Over the course of the following lessons the use of questioning significantly improved combining the use of open ended and directed questioning to recall prior learnt information and assess the students level of understanding as suggested by Clarke (2005). Learning Objectives were shared with students and discussed at the beginning of the lesson, however the use of questioning could be improved to re-iterate the learning objectives throughout the lesson. Several strategies were used to promote self/peer assessment. One involved students completing a self-assessment sheet (Appendix 4) to identify what they had learnt in prior lessons and also to evaluate what they learnt by the end of the lesson, using a traffic light system for each question as an alternative questioning method to allow greater classroom involvement (Clarke, 2005). Although the content of this assessment has the potential to be a valuable tool it needed to be pitched at a more suitable level to work. Due to the stude nts lack of understanding as to why they were doing it, their ability level and learning style the teaching strategy did not match the leaners personality or information processing level as suggested by Harvey, Hunt and Schroders (1961 cited in Mawer 1999, pp 143) Conceptual systems theory. Based on this research it was noted that maybe due to their low conceptual complexity in terms of information processing they required a simplified system supported by a more structured approach from the teacher as they had not yet developed the capability to generate ideas in a low structured environment (Joyce and Weil, 1986 cited in Mawer 1999, pp 144). This is supported by further research that identified that formative assessment can only work if students are trained in the skills of self-assessment and questioning so they understand why they are doing it and what they need to do to achieve (Black William 2001). As the National Curriculum key stage 3 (assessment pack) states it is at KS3 wh ere students start to take initiative and make decisions for themselves and PLTS are introduced, therefore a careful balance between more structured direct and non-direct teaching styles is needed until these skills are embedded. The use of the traffic light system also provide the teacher with the opportunity to level the class and split the students into groups of differing ability and work on differentiated tasks (Appendix 5). Students were provided with opportunity to assess and provide feedback with the use of video cameras to record and analyse their performance. It was important to provide instruction on what the students should be looking for with reference to the learning objectives when peer assessing as suggested by Loose Abrahams (1993 cited in Mawer 1999, pp. ). The study later identified through observations that when lesson objectives were shared with the class it was important to consider students learning styles, when providing information and guidance on what they might be looking to observe and demonstrate in order for students to achieve the desired learning outcomes. The teacher adopted the Visual, Auditory or Kinaesthetic (VAK) construct (Dryden Vos, 2001 cited in Capel, Leask and Turner, 2009 , pp.262), to implement when planning and delivering (Appendix 5). Throughout lessons various stimuli were used including visual aids by displaying learning objectives, posters and using video footage (Appendix 5). The teacher incorporated practical demonstrations to explain what they were looking for as opposed to the earlier descriptively heavy verbal instructions, providing students with more time to actually rehearse and practise the new skills and more time working collaboratively in groups. Through observation it was evident that the use of video footage and practical demonstration had a large impact on the students understanding when used to identify learning goals (appendix 5). As research suggests it is of particular help when learning outcomes are shared in a format that the pupils can understand (ARG, 2002; Black et al; 2003; Clarke, 2005). The use of video recording and ICT was also used to provide students with the chance to watch their own performances allowing opportunity for peer self-assessment. It is important for students to be able to assess themselves and others in order to have a clear picture of how to move forward and achieve (Black Williams 2001). For effective learning to take place teachers must carefully plan structured opportunities for students to develop the skills needed to comprehend a task, analyse feedback, self-assess their performance and be creative in solving problems through the use of AfL. As often as possible learning opportunities should be delivered with consideration of the students learning style for the greatest level of understanding to occur. The implementation of visual aids especially the use of ICT had a big impact on the students comprehension of tasks and motivation towards learning new skills, developing their ability to analyse a performance and provide structured feedback to their peers. It is clear that Spackmans (2002) four characteristics of AfL provide a basis for planning and implementing AfL strategies but further planning needs to go into how each characteristic is delivered within a lesson to cater for various academic abilities and learning styles. By including an aspect of all the char ateristics in a lesson you are able to motivate, enthuse and help drive students forward. The key to successful teaching comes from the use of AfL on a daily basis to ensure students know what they are trying to learn by sharing learning objectives, helping students recognise success by sharing learning outcomes, providing a success criteria and identify the reasoning as to why they are learning it (DfES, 2007). It is also important to consider that this must be communicated in a way that is understood by the student (ARG, 2002; Black et al; 2003; Clarke,2005). In future planning the use of questioning needs to be carefully evaluated and planned to provide opportunity for higher order thinking in line with Blooms Taxonomy. Learning Objectives, outcomes and feedback all need to be provided in a language and format that the learners can access, whether it be verbal through use of pictures or video analysis. It is of utmost importance to ensure students are developing the learning and thinking skills in lessons to allow them to access their education alongside the academic objectives of lessons. Word Count: 2448 Reference List Assessment Reform Group (ARG) (2002) Testing, motivation and learning [online] Cambridge: University of Cambridge Faculty of Education. Available from: http://www.assessment-reform-group.org/TML%20BOOKLET%20complete.pdf [Accessed 5th January 2011] Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D (2003) Assessment for Learning: Putting it into Practice, Maidenhead: Open University Press. Black, P., and Wiliam, D. (2001). Inside the Black Box, [online] London: Kings College. Available from: http://weaeducation.typepad.co.uk/files/blackbox-1.pdf Clarke, S., (2005) Formative Assessment in Action: Weaving the Elements Together. Lon don: Hodder and Stoughton. Department for Education Skills (DfES) (2007) Assessment for Learning 8 Schools Project Report. [online] London: DfES Available from: http://c97.e2bn.net/e2bn/leas/c99/schools/c97/accounts/english/homepage/Assessment/documents/AfL/8%20schools.pdf Ofsted (2003) Quality and Standards in Secondary Initial Teacher Training (HMI 546) [online] London: GreenShires Print Group. Available from: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Education/Teachers-and-teacher-training/Routes-into-teaching/Quality-and-standards-in-secondary-initial-teacher-training [Accessed February 2011] Ofsted (2005) The Secondary National Strategy: An Evaluation of the Fifth Year (HMI 2612) [online] Available from: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Education/Providers/Secondary-schools/The-Secondary-National-Strategy [Accessed February 2011] Ofsted (2008) Evaluation of the Primary and Secondary National Strategies 2005-2007 (HMI 070033) [online] Available from: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-reports/Evaluation-of-the-Primary-and-Secondary-National-Strategies Ofsted (2007) The Annual Report of Her Majestys Chief Inspector of Education, Childrens Services and Skills 2006/07, (HMI 20070035) [online] Available from: http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Annual-Report/2006-07/The-Annual-Report-of-Her-Majesty-s-Chief-Inspector-2006-07 [Accessed February 2011] http://curriculum.qcda.gov.uk/key-stages-3-and-4/skills/personal-learning-and-thinking-skills/index.aspx).

Aquarius :: essays research papers

Aquarius Aquarius can be found in the SE sky in autumn, especially October. A dark night is especially helpful because many faint stars make up Aquarius. This will help to make the fainter stars stand out because its hard enough to see a shape in Aquarius. Up and to the west of aquarius, pegasus can be found. Down and to the east of aquarius, capricorn can be found. Aquarius portrays a man or boy spilling water from an urn. Aquarius is identified with Ganymede, a beautiful young shepherd who was abducted by Zeus and taken to Mount Olympus to be the cup bearer for the gods. Stars: Sadalmelik: Arabic for "lucky one of the king". It lies just off the celestial equator. Sudalsud: It means "luckiest of the lucky" in Arabic. It is the brightest star in the constellation Sadachbia: Arabic for "lucky star of hidden things" or " lucky star of the tents." This makes up part of the asterism sometimes called the tent, but is usually called the urn referring to Aquarius. Skat or Scheat: It comes from the Arabic word for shin and it dates back to the translation of Ptolemy's Almagest. Albali: The name comes from the Arabic, which means "swallower"; no one really knows why the star got this name Situla: This name comes from Latin and means "well bucket". Situla was the original Arabic name for the entire constellation Aquarius. There are three star clusters contained in Aquarius. M2, which was discovered in 1764, is one that can be seen with a small telescope. A larger telescope is needed to make out the individual stars. M72 is another cluster that is located southeast of Albali and isn't far from the Saturn Nebula. NGC 7492 is the third cluster and is located east of Skat. Aquarius also has two nebulae in it. It is called the Saturn Nebula because it resembles the rings on Saturn. A very large telescope is needed to see its rings. It was discovered in 1782 by William Herschel. In a small telescopes it will appear as faint disks of fuzzy light.