Examining The Flooding Effects In Gambia Environmental Sciences Essay

Examining The Flooding Effects In Gambia Environmental Sciences Essay Floods have been a major natural disaster, affecting the Gambia over the last decade. It effects has been a cause for concern, because the Gambia is situated in the low lying coast and it has a low capacity in resolving the problems on floods. As a result of the rising sea levels, along with excess rainfall and high tides, the Gambias river reaches its flood stage, causing flooding and inundation. According to UNFCCC (2007), the Gambia is part of the worlds most vulnerable countries, that are prone to the effects of sea level rise and the countrys has a few resources to reduce the risks, it poses for the future. The aim of this report is to understand the impacts of sea level rise on river flood and also, to understand its consequences for the flood risk management in Gambia. Geography and Demography The Gambia, being the smallest country in the African continent, has an area of 11,000 km (NEA, 2010). Studies from the UNEP(no date) claim that, about one third of its surface area is covered by the Gambias river with marsh lands along its banks. Its river originates from the Futa Djallon highlands in Guinea, bisecting the country into a narrow strip of land, approximately 400 km long and 30 km wide on both sides of Gambia (see Figure 1). Gambia is bordered on all sides, by the Republic of Senegal and on the west, by the Atlantic Ocean (GOTG, 2008). Figure 1: Map of the Gambia ( Jaiteh and Saho, 2006) Climate and population The Gambias climate is known to be subtropical, with dry seasons from November to May, and wet seasons from June to October. Rainfalls and tides are known to be the key factors that influence the rivers flows, as the rainfall ranges from 850-1,200 mm per annum (NEA,2010). However, over the past decades, there has been massive outbreaks of drought due to low rainfall patterns. As a result, relatively little vegetation cover, has increased the vulnerability of severe floods, because of inadequate permeable surfaces. During the wet seasons, the excess rainfalls, is the period when the overflow of the river banks and into the floodplains, reaches its peak (GOTG, 2008). The Gambias population is now estimated at 1.36 million (Jaiteh and Saho, 2006) with a density of over 130 persons/km2 (UNDP, 2000). A study by Columbia University(2007) claim that almost 62% of the population, residing outside the 10 meter elevation of the coastal areas, are at risk of coastal flooding, and they are susceptible to the effects from sea level rise(see Figure 2). Also 14% of the population, living in the upper river division and the 13% of the population living in the Central river division are those, under greatest threat of river flooding. Figure 2: Population density map(Columbia Univeristy,2007) The countrys geomorphology is made up of its river, which divides the country into two separate forms of a plateau. The lower valley is up to a total land area of 39 percent and its swamps are prone to floods, thus it is only 2 km away from the river ( Jaiteh, 2008). Jaiteh (2008) states that, the countrys highest land heights are in the east of the country, although they are not above 60 meters. The areas shaded in green are those that are more prone to river floods, hence it is less than ten meters above mean sea level (see Figure 3). Correspondingly, the river flow is up to 30 percent below 10 meters above mean sea level and up to 20 percent during flood seasons (NEA, 2010) Figure 3: Elevation Map of The Gambia (Jaiteh, 2003) Flooding in The Gambia Flooding has been the most common hazard, which affected people throughout the world. Annually, 75million people are affected by flood related disasters (Coppola,2011). In Gambia, the national disaster management agency (2008-2011) reported that between 2002 and 2006, there have been 65 flood events. Human activities add to the vulnerability of flood prone areas, especially in the north bank division, deforestation and poor farming tends to reduce the soils ability to hold the flood waters, and this causes more runoffs and erosion (NEA, 2010). Floods can be considered as natural occurrence, rather than pinning it on the effects from climate change. Knuckman (2011) states that, as the catchment reaches its excess water levels, its loses its ability to restore this excess water and then flooding arises. In addition to that, Cooper and Pilkey (2004) believe that other factor listed below also contributes to the factors that trigger floods. There are three main factors that influence river floods are: Sea level Forcing: Due to the high rations between the width and length of the river estuary, Jaiteh and Sarr (2011) have claimed that, sea level rise will increase towards the inner part of the river estuary and this applies to the river Gambia due to it land along the river is flat. Wind forcing: The wind pressure has a huge impact on the water level. Reports from the Gambias meteorology office reveal that, during the last 10 years, there has been a 25cm difference in the water levels between the rainy and the dry season, due to shifts of wind speed. During the rainy season, the forces of the wind has a higher load over the rivers surface Tributary forcing: The rivers mean discharge ranges from 460-90 m3 (Leseck et al, 1980)and the impacts of the severe stream flows affects the rivers tributaries, increasing pressure on the rivers pressure.. Surface evaporation is expected to increase, and this can place additional constraints on management rules of an upstream reservoir in the country. Also, integrated Water Resources Management (IWRM) institutions faces problems associated with the water floods from sea level rise, as drainage congestion increases the height of flood levels. During wet seasons, when excess precipitation triggers the river to reach its flood stage, causing the flooded water to flow to the flood plains and unto the land (GOTG, 2008). In1999 and 2003, there was a serious flood event that occurred in Upper River and Central River Regions, affecting 13.1% of the countrys population (National disaster management agency2008-2011). The Gambias has developed a national disaster management agency in 1996, as a response strategy, to provide emergency assistance; rescue, relief and precautionary operations, for all the disasters in the country. Under this agency, there has been a framework called the strategic action plan, which provides a pathway on what actions and mechanisms to be undertaken for an effective disaster management for the Gambia. For instance, in terms of precautionary strategies of floods, this management agency provides sand bags, as flood proofing against the flood water levels during the rainy seasons. Although this process has not been effective, because during the recent floods (1999 and 2003), the forces of the flood waters has exceeded the capacity of those existing sand bags over the recent years (GOTG, 2008). A case study event: July 2010 floodings (Jaiteh and sarr 2011) In September 2010, there was an extreme flood event from heavy rainfalls; affecting 1,000 and 790 people were displaced. The National Red Cross provided financial support on those affected, whilst Red Crescent societies, were responsible for the emergency rescue and rehabilitation aid (DREF, 2010) Jallow et al(1996) carried out a research of a one meter sea level rise scenario on the coastal zone. He concluded that, 1m rise in sea level due to flooding would lead to a total land loss of 92 km ² in Banjul, because its elevation , and Banjul is built on a low lying sand spit (see Figure 4). An estimated total cost of 217 million US Dollars, worth of land could be lost, including the mangroves on St. Marys Island, and along the river banks in the north bank divisions (National Climate Committee Banjul, 2003). Figure 4: Areas susceptible of flooding with a 1 meter sea level rise (GOTG, 2007) The Gambia government has also formulated a national adaptation program of action on (NAPA) on climate change, which is under the administration of the UNFCCC. This framework was signed by the Gambia in June 2001, as a means of developing adaptations to climate change and also, to attain preventive schemes for natural disasters such as floods (Jaiteh and Sarr, 2011). Currently, there have been no existing engineering flood defenses in place, against the prevention of floods in the Gambia. According to executive director of the National disaster management agency, claimed that inadequate resources and low funding has been the countrys main stumbling block, in generating effective flood protection structures such as embankments and dykes. Mr Khan, further went on to say that, there has been ten contingency action plans, funded by the World Bank in 1998 to enhance sustainable actions for their flood risk management strategy. Effects of sea level rising in Gambia The sea level is rising due to an increased temperature from the atmosphere; which causes thermal expansions in the oceans and the melting of the ice caps( Gehrels and Long, 2008). This outcome increases the water level of the sea to rise. Reports from IPCCC(2007) claimed, that global sea level is likely to increase by 18 cm to 59 cm by 2100. In Gambia, it is believed that the sea levels could rise by 15cm to 95 cm by 2100 (UNFCCC,2007). This means that, if global warming is not monitored , the challenges of coping with extreme flood will perpetuate, which will cause future constraints to the Gambias disaster management agency. This outcome of global warming, threatens the risk of potential rivers flooding at an alarming rate in the future if there is not reduction in greenhouse gases. Rising sea levels, inundates the coastal zone, due to its low lying feature the Capital city Banjul is vulnerable to flooding it is less than one meter above mean sea level (see figure 3). It is believed that the relationship between the effects of sea level rise, is caused by the changing climate conditions and the natural occurrence of the river (Hunt,2000). For instance, at the rivers estuary, the rising water level from the sea, with heavy precipitation during the wet season increase the risks of flooding in the rivers floodplains (National Disaster Management Agency, 2008-2011). On the other hand, Jallow et al (1996) reveals that, high tides on the river estuaries, influenced by the westerly winds has also been a major factor why the river Gambia floods. Unfortunately, the tide record recorder has not been in function over the past years, for further analysis (see Table 1) Table 1: Tidal recorder table: Water levels from tide records taken in Banjul, from 1979 to 1993(Jallow et al 1996) The tide recorder above shows that, the water level has remained constant about two meters between 1979-1984, and towards the late 1980s due to low tides, there has been drastic shift between 1988 till 1993. Evidence of the high water levels can be seen in 1980, when huge river floods occurred in the central river division, accompany with heavy storm surges (Jallow et al, 1996). Conversely the NEA (2000) claimed that the tidal currents mostly influences floods in the river estuary than the coastline, thus are weaker by the coastline; Banjul, and higher up to1m/s in the rivers estuary. Figure 3: Current Elevation of Banjul (Jallow et al, 1999) Response strategies The Disaster agency mainly undertakes a disaster response and risk reduction system, than a disaster prevention scheme. In 2007, the agency formulated a risk reduction policy, called a hazards Profile of the Gambia and its Vulnerability and Capacity Assessment Report, to identify the hazards, and the potential threats it poses to the country to the country (National Disaster Management Agency 2008-2011). In 2008 the Gambia government developed a National Disaster Management Act which stressed, that the all adaptation and precautionary measures undertaken for flood preventions must be effective and capable to serve long-term purposes. Thus in the event of the 2003 flooding in Central River Division (CRD), the practical early warnings has not been efficient in alerting people before floods occurs. In the 2003 event, it was unreliable because it did not reach the entire region. Therefore, a change in its the response strategy of the monitoring systems. Post 2003 the government proposes to produce a more resourceful flood risk management plan that consists of geospatial informations to improve the monitoring services to produce positive effective warning systems. There has been a proposal to develop a mapping program to manage the rivers floodplains along central river division (NEA, 2010). Currently the UNDP in the collaboration of a National disaster management program provides project guidelines on, 1. How to review of early warning systems, 2. How to analyze management systems, in precautionary measures and 3. The provision of regular feedbacks to those responsible stakeholders (NEA, 2010). International response The United nations has recommended to the local government to develop artificial channels such as canals and build dams as mechanisms against flood. More over, the government has been has been reluctant, on these developments, especially dams, as they can cause the changes in the course of the river and its establishment, has not been financially viable. The UNDP support to the Gambia on floods, encourages a capacity building approach, in which grassroots development, enhances the local community with skills on planting mangroves around there neighborhood, as preparation plans to deal with the flood waters before flood occurrence (UNDP,2000). Recently, the UN International Strategy for Disaster Reduction (UNISDR) provided technical support to the Gambias assessment of the national institutional framework for the national program of Action. This was not been supportive because it has not clearly indicate areas prone to river flooding, induced sea level rise, to provide accurate analysis on research to cope with the risks from both sea level and flooding. Furthermore, the nonexistence of physical flood defenses against flood preventions, and this has been the why vulnerability increases of the countrys liability to floods (NEA, 2010). LONG-TERM plans and Recommendations Construction of physical defenses It is significant to build a low cost seawall or a bulkhead to cope with the effects of sea level and floods along the coastline. The seawall has a 1:2 slope, a 2-metre beam and a height above water of 1.2 times sea level rise scenario. This would protect the coastline where there land is less than one meter above mean sea level, along Banjul area, by the mangrove systems. It is adequate to use dikes made up of about 1.5 to 2 meter to control the water levels (NEA, 2010) Wetland preservation and mitigation The estuary of the Gambia River contains economically important wetlands and mangrove systems. The mangrove systems on the Kombo St. Mary Island and Kombo Peninsular are regarded as vital breeding grounds for various aquatic species. Efforts should be made to protect these areas by declaring them as protected wetlands. This would discourage exploitation of the resources in these wetlands. This can examine the impacts of upstream dams on the Gambia River in terms of reduced sediment supply. Effects of sea level rise on flood risk management The constraints that the rising sea level has on flood risk management affects the Gambias land use planning and the water resource management. There is the need to increase the use of floodplains against floods, and also development the rivers basin. Water resource management In producing a better river basin, flood management need to identify the connection of the rivers flowing patters. The Gambias integrated water resource management ensures that the water quality is being preserved, and dams and wells are protected against contamination of the flood waters. When river flooding occurs, the major problems arises from drainage congestion and these are regarded as the significant effects of raising water levels on flood risk management Land use planning The Gambia needs to map out the most vulnerable locations of flood risks, to enable accurate impact assessments, between land-use planning and the protection of the infrastructures. Also, the contingency plan should include flood scenarios that are beyond the projected situation, in order to increase its management capacities.The lands office and physical planning should avoid the allocation of lands that are susceptible of flooding. For instance dried up streams in kombo peninsular, consists of new settlements, and has recently flooded during the rainy seasons. People residing at areas prone to flooding should be advice to raise their gate above the mean flood levels. Conclusion It can be concluded that, the impacts of rising sea levels will continue to increase the risk of flooding across the country, if the preventive systems are not enhanced productively in the future. This is because, the Gambia focus all their attention on the response systems, than prevention systems of floods and the effects of sea level rise, rather than tackling the root causes of the problems, and then finding means of preventing its occurrence. Lack of appropriate data has been a stumbling block in producing the accurate findings, for effective risk management systems. Although, Gambia has been classified as a net sink country, the amount of greenhouse gases eliminate from the atmosphere is more than those produced (NEA, 2010). Yet it is been severely affected by the global climate change effects over the last decade. Its management systems undertake an integrated approach, such as policy formulations and contingency plans, rather than establishing of physical defenses. To sum it up, the most important method to manage the effects of sea level rise on floods is to reconstruct those groynes(trunks of rhun palm inserted into the sea) in Banjul to capture those sediments transported during erosion (see Figure 5). The construction dikes, can possible be, one of the most efficient form of flood defences. Also, catchment flood management strategy can be an essential tool in providing a sustainable protection on managing flood risks. The facilitation of a catchment flood management plan will enable the Gambia, to benefit from the understanding flood risks of the river Gambia, in order to tackle its consequences efficiently. In this way, the national disaster management and the rest of the stakeholders will undertake a more technical style towards their flood management plan. In addition to that, there has been poor records to verify flood magnitudes and its frequency and if this was available, there will be allocation, there will be accurate analysis that can provide inappropriate technique to manage future flood risk managements for the Gambia.A corporation that brings together the efforts of the local government, UN agencies, NGOs, civil Society and local communities is the most effective form of a achieving a sustainable flood management strategy would create an inclusive disaster management framework in the country and to improve governments capacities to manage and counter to floods effectively. Received feed back: supervisor wants me to provide a picture of a dikes, as I have written in my conclusion that, it cal be the most effective form of flood risk of management. Please run this thru your plagiarism website for me. I am in Uni working on my powerpoint slides

Unidentified Flying Objects: Fact or Fiction? :: essays papers

Unidentified Flying Objects: Fact or Fiction? Unidentified flying objects, or UFOs, as they're fondly called, are one of the century's most intriguing and controversial mysteries. Since ancient times, UFOs of all types have been accounted for. More today than ever, hundreds of thinkers, theologians, and scientists have tried to answer why there are or whether there aren't UFOs. According to some, the speculation that UFOs are alien spacecrafts from another world is an absurd and foolish proposal. Others vehemently disagree and assert that extraterrestrial life is not only possible, but such life forms may be superior, technologically advanced beings who visit our Earth regularly. Are these "flying saucers" a figment of our imagination? Or, are they a genuine reality we prefer to dismiss because we fear the scary truth that we are not the only master race? Are we hesitant because society dubs such "immature" psycho tantamount to subscribing to belief in ghosts? These are a few of the many pertinent UFO questions the mature individual must address. One of the most popular theories that support and explains the existence of alien beings is the ancient astronaut theory. This theory contains three main schools of thought. The first states that aliens bred with our primitive forebears thereby creating modern man. The second is quite similar. Aliens performed genetic engineering on apes thereby creating the Homo Sapiens and man's intelligence. The third, and least accepted, is that colonists from another galaxy came to Earth, mated with the primitives and established a high level of culture, before being destroyed by some natural catastrophe. And upon this catastrophe and destruction, we build and grow (Fitzgerald 1). Berossus, a Babylonian scholar, may have been the first astronaut historian. He said that " animals endowed with reason" bestowed the Sumerian culture before 3000 BCE. The Sumerians, along with their cultural inheritors, the Babylonians, never referred to such beings as gods. Rather they were depicted as "disgusting abominations," a description only deserved by uninvited alien visitors (2). One step further takes the astronaut theory and surmises that with it, we can understand the later religious cultures, such as the Hebrews who are thought to have borrowed much of Sumerian practice. Such religions and secret societies, with their elaborate and complicated rituals may actually be "preserving from a previous epoch fragments of an esoteric and little understood knowledge, just as the Egyptian, Hebrew, and Mayan priests guarded in their temples the inspired word of their self-possessed creators (3)." Alien originators may have set down certain

Learning And Assessing Pupils Progress Education Essay

The appraisal of students ‘ advancement has been modified slightly since it was introduced by Black ‘s ( 1987 ) study with the National Curriculum Task Group on Assessment and Testing ; which was set up as portion of the readyings of what became the 1988 Education Reform Act. The act brought in the appraisal agreements for the terminal of the 4 cardinal phases, at the ages of 7, 11, 14 and 16 severally. It was decided that merely the nucleus topics of the national course of study should be assessed at the first cardinal phase and ‘at subsequent key phases it should be in all the foundation topics ( the nucleus subjects plus art, geographics, history, music, physical instruction, engineering, a modern foreign linguistic communication at the last two phases, and Welsh in non-Welsh speech production schools in Wales ) p.40. Kyriacou ( 2007 ) provinces, the debut of the National Curriculum in 1989 were coupled with associated processs for supervising students ‘ ad vancement affecting the usage of centrally produced trials. These trials so gave an indicant of both students ‘ public presentation and that of the schools nationally. The course of study was so looked at once more in 1993 by the School Curriculum and Assessment Authority ‘s president Sir Ron Dearing, who was asked to ‘†¦review the course of study with a position to ‘slimming down ‘ the course of study, simplifying its appraisal arrangements†¦ ‘ p.45 The 1997 Education Act saw the School Curriculum and Assessment Authority replaced by the Qualifications and Curriculum Authority ( QCA ) which is still in topographic point today. The appraisal of larning at the terminal of KS 1,2 and 3 is now a combination of instructor appraisals and terminal of cardinal phase standardized national trials, SATs, although in 2009 the terminal of KS3 trials were abolished ; and scientific discipline at KS2 is merely to being used in some pilot schools for 2010. In 2005 the Labour Government ‘s Schools White Paper committed support for every kid in giving them personalised instruction and acquisition ; by seting kids and their demands foremost, giving support to do good advancement and go forthing no kid left behind in their instruction. This study will look at the modern-day issues of Assessment for Learning ( AfL ) and its new spouse ; Assessing Pupils ‘ Progress ( APP ) and their usage within the constitution ( primary school ) and how or whether it has impacted on the manner appraisal is carried out across the board.Why Assess?Appraisal is highly of import as it shows how students are come oning and carried out with thorough processs can be of important value to instructors and the students they teach. It checks that larning has taken topographic point. There are many different methods of appraisals these include ; treatments, questionnaires, tests, presentations, function drama, observations, written work, practical work and inquiring. Using appraisals can assist instructors and scholars reflect on their pattern and how their scholars are larning. Assessment helps instructors make up one's mind how they teach, utilizing different learning methods to guarantee that all scholars are proactive. Cowley ( 2004 ) stated that good appraisal would assist the instructor proctor the scholars ‘ advancement and program for future instruction and acquisition. Assessment encourages scholars ‘ motive and they can have feedback ( both instructor and equal ) on their advancement. Teachers ‘ can utilize a scope of assessment methods to look into students ‘ advancement. Obviously appraisal does non come easy, instructors ‘ work load can be increased greatly ; both when transporting out the appraisals and so holding to tag them. There can be unneeded force per unit area put on to the scholars ‘ , and sometimes when measuring a scholar it depends how they are experiencing at the point of appraisal on how good they do. In 2006 the new Primary National Strategy for literacy and mathematics gave two chief intents of appraisal, summational appraisal of acquisition and formative appraisal for acquisition ; which the new model aimed to cover. This scheme gave instructors counsel on facets of appraisal for larning which was linked straight with counsel on planning and gave a broader and stronger pedagogic attack.Appraisal for Learning ( AfL ) SchemeHarmonizing to the Assessment Reform Group ( 2002 ) , ‘Assessment for acquisition is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place ‘ . AfL has been used for a figure of old ages and has given instructors ‘ ways in which themselves and students can utilize assessment activities to derive a clearer apprehension of the acquisition that has taken topographic point to day o f the month and how students ‘ hereafter acquisition can outdo advancement ( Gardner, 2006 ) . AfL is closely linked to the authorities ‘s Every Child Matters ( 2004 ) where every kid should be healthy, stay safe, enjoy and achieve, do a positive part and accomplish societal and economical wellbeing ; and personalised acquisition, both ethos ‘ have featured to a great extent within a scope of DCSF policies throughout the last decennary. The purposes of the AfL scheme are clear ; they should embrace every kid, instructor, school and parent/carer so that every kid knows how they are making. Every instructor is able to do judgements on students ‘ attainment, advancement and how to send on program when students are non carry throughing their possible. Every school should hold good placed structured and regular appraisals and tracking schemes in topographic point and every parent and carer should cognize how their kid is come oning and when they need to better ; they can assist back up their kid and the instructor. The benefits of AfL is its powerful manner of raising students ‘ accomplishment, if students ‘ understand how they learn, where they have spreads in their acquisition and how they can shut these spreads so it will hold a positive consequence on every kid. Harmonizing to the authorities, good appraisal for larning makes: accurate, carnival, dependable, utile, and focused continuity enabling schools to guarantee acquisition is taking topographic point. Therefore instructors, schools and parents and carers all need to cognize where their kids are now, where they need to be and what they are required to make to acquire at that place. The four elements for AfL so are aims, oppugning, unwritten and written feedback and ego and peer appraisal. The aims are met by utilizing oppugning in order to look into scholars ‘ have achieved aims, equal and self appraisal helps scholars to recognize what successful work looks like and the instructor shows good unwritten feedback so that scholars ‘ develop their ain accomplishments in this country, giving them clip to reflect on their acquisition and taking ownership of their work.Measuring Pupils Progress – What is APP?Measuring Pupils Progress, otherwise known as APP was originally piloted by 104 schools in 12 local governments utilizing, ab initio, Key Stage 2, as a new structured attack to teacher appraisal for doing judgements on students reading, composing and mathematics. Developed by the QCA in concurrence with the National Strategies, get downing in fall 2006 with recommendations reported in 2008/09. It has since been adopted as the manner to officially measure students within schools throughout the state, to assist instructors measure their students as more of a forensic attack, to run aboard Assessment for larning ( AfL ) . Harmonizing to the QCA it helps instructors to polish their apprehension of scholars ‘ demands and to orient their planning and learning consequently. The QCA has provided APP stuffs for instructors to implement the attack and with these guidelines instructors are able to set up where students are within the National Curriculum degrees. Hence one Year 5 instructor stated, ‘APP has helped me to go more cognizant of the appraisal opportunities that exist and more secure in measuring students ‘ degrees of attainment ‘ . When APP was introduced there were steps given to schools to assist implement the system and possible early theoretical accounts were advised demoing the benefits and more significantly their restrictions of usage. For illustration, one option was to place a whole school sample, for case all pupils antecedently assessed at a peculiar degree, the benefits of this would be a clear focal point, ab initio little graduated table and hence manageable, nevertheless this would non be implemented with a whole category and other degrees may non be covered. The affectional usage of APP was besides shown to supply information for tracking students ‘ advancement in item, placing barriers to achievement and to guarantee outlooks were linked to the national schemes. The APP stuffs for instructors to utilize include a enchiridion to assist implement the attack, give guidelines for measuring students ‘ work, supplying a simple format for entering the appraisal standards and focal points for appraisal within the specific topic. There are besides standard files which hold students ‘ work, which have been annotated, so that instructors become consistent in their judgements sing national course of study degrees, these files show different degrees of attainment. Assessment Focus ( AF ) grids are provided to demo how focal points are used, for illustration in reading appraisal AF3 shows that the student should be able to ‘deduce, deduce or construe information, events or thoughts from texts ‘ . In utilizing APP it was hoped that instructors ‘ would go more informed on how their scholars ‘ are come oning and that they would hold a aggregation of appraisal accomplishments in order to do good judgements in the schoolroom. Harmonizing to the AfL and APP clip line instructors in KS2 should be get downing to utilize the APP procedure so they can do periodic appraisals of all kids by fall 2009. The clip line for the execution of APP started in summer 2008 when school and capable leading were expected to make a ego – rating of AfL and APP in preparedness of its execution and to see what degree of support was required. This so moved to them having preparation in the usage of APP by fall 2008 and to hold developed the procedure of standardization in school with a average term go oning professional development ( CPD ) program to guarantee that whole school development of AfL and APP where in topographic point and that instructors would get down to utilize the APP stuffs. By spring 2009, instructors in KS2 should get down utilizing the APP procedure and others were doing effectual usage of the Primary Framework and assessment information to better their planning for patterned advance ; in fall 2009 it was expected that KS2 instructors were utilizing the APP procedure to do periodic appraisals for all kids. APP appraisals were more likely to hold truth when a scope of grounds is collected by instructors from each kid that has been chosen, both written and unwritten grounds would profit the procedure and periodic reappraisal of their work should be collected and merely those with important grounds demand be used.The usage and impact of AfL and APP within the sceneAfL has been used since it was foremost introduced and the school has now taken the APP attack on board since the fall term 2009 as a new attack to measuring. The schools appraisal policy is undergoing alteration at the present clip so as to integrate the new appraisal schemes. Derbyshire County Council provided of import support preparation for caput instructors in 2008 demoing a power point presentation which included doing links within AfL and APP, demoing APP in action within numeracy and literacy and stoping with a reappraisal and appropriate action planning. This session provided counsel and advice about implementing APP and to back up an apprehension of APP. At this point the APP scheme was extremely recommended but non statutory. The preparation included the advancement docket of APP, demoing the patterned advance marks as 2 degrees advancement, the doing good advancement pilot strategy, AfL utilizing APP standards, patterned advance tutoring and individual degree proving. It besides applied the beef uping for formative appraisal, concentrating on each scholar ‘s acquisition, accelerated rates of accomplishment ( concentrating particularly on those at hazard of underperforming ) and assisting to clear up the acquisition journey. The National Strategies model informations where shown to assist with thoughts of how to bring forth a criterions file. An first-class illustration for Ma2 Number at degrees 3 and 4 showed how the usage of different coloring material highlighters for each term were used demoing when a specific degree was low, secure or high and annotated in the countries where it was felt there was either more work to be done or how far they were away achieving the degree. In the school it has enhanced instructors ‘ apprehension of inquiring whether the larning aims they ask of the kids are relevant to them, do they understand what they are supposed to accomplish by the terminal of the lesson and is it in kid friendly linguistic communication? There has to be meaningful duologue between the instructor and scholar with respect to the larning nonsubjective otherwise the scholar will withdraw and non be able to come on with what they are supposed to larn, this has been monitored throughout the scene. The appraisal focuses that were discussed were reading, composing, utilizing and using, figure, form, infinite and steps ; and managing informations. The National Strategies AF grid was introduced and this lead to the school bring forthing accessible degrees for reading, composing and numeracy from degree 1to degree 5, so instructors could mention to each with a position to associating the degrees and appraisal demands as applicable. The APP procedure started in earnest in fall 2009 ; when samples of scholars ( 6 ) were chosen from each twelvemonth group. Each term instructors review the full scope of grounds ( written, spoken and observed ) for each appraisal focal point. They select the appropriate degree boundary and arrive at judgements utilizing the assessment guidelines sheet ; they annotate illustrations of scholars work as mention points and benchmarks. After making this in-school standardization and moderateness is carried out with co-workers. The deductions of APP within the school have helped with the professional development of instructors ; it has had an impact on capable cognition, the course of study and teaching method, it has given instructors the ability to feedback to scholars and their parents/carers so that they can see where they have progressed or how they need to come on farther. It has helped instructors to do good judgements sing their scholars and how to guarantee that they progress wit hin the course of study overall, it has helped them to distinguish scholars ‘ advancement so they can orient lessons suitably. APP has enabled better monitoring of schoolroom activities and prep in twelvemonth 6 ; as the scholars are asked to measure whether they have understood the lesson at the terminal by doing a remark in their exercising books, the instructor can so measure whether the scholar feels they have made advancement, if non the work is gone through once more, if necessary with a one to one or in little groups. With prep the scholar is asked to work unaided and if they have trouble with any oppugning so they should go forth it clean and it will be covered once more when the whole category grade their prep together. This enables equal to peer appraisal and encourages positive feedback whether jobs arise or non. The usage of an rating trigon helps scholars ‘ ego evaluate and is besides used as a equal rating tool every bit good, this is used in composing where there are 5 ratings: is it easy to read and put out in paragraphs, is the script joined and legible, is at that place good usage of vocabulary and conjunctions, is it easy to understand and does it flux, eventually is it finished. The scholar so decides whether they need one side of the trigon ( no ) , two sides ( largely ) or three sides ( everything done ) , this is both a ocular and kinesthetic attack to measuring their work. Most of the instructors have been utilizing the APP attack for measuring scholars since fall 2009 ; but they all have different positions, some find it easier to integrate within their instruction manners ; others have found that they have had to accommodate the manner in which they teach in order to suit the APP scheme in. However, most instructors feel they have become more expert at judging where their scholars are and how they can assist them better their advancement in line with the Primary National Strategy ; particularly as they are larning to make this together instead than on their ain, collaborative moderateness helps tremendously. As portion of the execution of APP, Derbyshire County Council have asked the school for information on reexamining the leading and direction of alteration ( APP focal point ) and reexamining acquisition and instruction in lessons ( AfL focal point ) for both students and instructors. This information is set out in four columns with the undermentioned headers ; concentrating, developing, set uping and heightening, the caput instructor and the helper caput established the statements that the school, students and instructors were secure in and highlighted them suitably and punctually returned them. Some of these included: Most teaching staff ( including learning helpers ) understand the APP procedure, i.e. how it fits in with planning and mundane instruction and its possible to track kids ‘s advancement identify specific countries of underachievement and inform targeted intercession. Parents and carers are informed as to students ‘ advancement. Students are confident to take hazards by sharing partly formed thought or constructively ambitious others Pupils value talk for acquisition and consciously utilize it to progress their thought Lessons are planned to larning aims with some relevant undertakings and success standards as appropriate There are chances for structured whole-class, and supported group/paired treatment One of the KS1 instructors ‘ had already been utilizing APP in their old school and has been able to utilize APP without vacillation and has incorporated this for all of their category. This shows that as Sue Hackman ( 2009 ) , Chief Adviser on School Standards, points out APP is a straightforward attack to doing unafraid judgements about the criterion of students ‘ work and what they need to make next. Hackman ( 2009 ) besides states in the Making Good Progress, a Teachers Television programme that the authorities is acquiring what they want if all the schools kids are doing good advancement. By utilizing APP she besides thinks that it is the trademark of schools that make good advancement. The school has been able to give parent and carers priceless advice sing their kids ‘s advancement and parents and carers, in return have been able to give their kids support with any topics they possibly falling behind with. Termly information cusps are sent out to each kid by their instructors saying what their category will be larning in that peculiar term, this enables the parents and carers to hold an informed penetration into the specific undertakings that their kids are prosecuting with at any specific clip within the school twelvemonth. In the twelvemonth six category APP is an effectual support for the passage and transportation to secondary school and this is shared with parents and carers at their kid ‘s parents flushing, giving the marks set by the students themselves to assist them travel frontward to their chosen secondary schools, with which there is a close affair to guarantee they are good informed about what recent advancement they have made and the following stairss they are expected to do to travel frontward in their acquisition. This helps the continuity of the scholars ‘ patterned advance and to go on the high degrees of outlook both from the scholar and their parents and carers. Care needs to be taken when utilizing APP with kids from underachieving groups such as English as an extra linguistic communication ( EAL ) as the profiles of these scholars are more likely to be uneven and hence the scope of grounds should be much wider in order to do a periodic appraisal.Evaluation and DecisionAPP is in its babyhood within the school ; nevertheless those instructors who have been utilizing it as a method of appraisal have done so with an unfastened head. Most of the appraisal methods were in topographic point within AfL and the individualized acquisition ethos of the school was in topographic point already, so therefore it should non be excessively hard for the remainder of the staff to set about the APP attack. Equally long as all staff including instruction helpers are included in the preparation for this inspiring manner of measuring students ‘ advancement so there should be a smooth passage for the following measure when external moderateness takes topographic point. The biggest advantage of APP is it uses the national schemes which are already in topographic point, the pilot schools have trialled the attacks with success and found that APP is all that is required to do good appraisal judgements, as one KS 2 instructor provinces ; ‘Do n't give up – one time you are used to the procedure the benefits for teaching method and pattern are clear ‘ . AfL and APP are inextricably linked to personalised larning whereby a instructor has a secure cognition of each scholars ‘ advancement and therefore can accurately orient their instruction methods to each scholar and their single demands, this is go oning in the school where the acquisition procedure is being monitored by the APP appraisals of the twenty-four hours to twenty-four hours learning. Therefore it has to be said that it is beef uping the periodic facet of appraisal and so the scholars ‘ receive formal acknowledgment of their accomplishments within the category and as a whole school when certifications and virtues are given out in assemblies. The effects of appraisal in general have to be ; that appraisal is an highly of import portion of instruction and acquisition. It can be carried out informally and officially utilizing a assortment of methods but depends on the type of scholar. The informations it produces is used for rating of instruction and acquisition and all members of staff should hold the appropriate preparation and apprehension of how the information is used and their functions and duties in instruction and measuring their scholars. Students so should be able to cognize their learning aims and what their success standards looks like, they are able to take ownership of their acquisition and can besides assist their equals to win. Parents and carers must be kept informed by appraising studies and parents eventides which provide them with the information about their kid ‘s advancement and the following stairss they need to take whether into the following category or even the following school. The kernel of appraisal so is that it is an built-in portion of readying, planning and learning with a good measured measure of enthusiasm, so everyone knows where they are, where they need to be and how they are traveling to acquire at that place.

Write job descriptions to attract the best candidates

Write job descriptions to attract the best candidates There’s a definite art to crafting application materials, like your resume or cover letter. But think about the flip side of that equation. What about when you’re the recruiter or HR person in charge of writing the job description that will bring in all the best candidates? If you’ve ever seen those job descriptions that are so full of jargon that no one understands what the job is, or the job description that is so long and detailed that maybe one person out of a thousand would feel qualified enough to apply, you know that there’s a balance needed.As a hiring professional, you know that if you want to fill a position well, you have to get the best possible candidates to apply (or you’ll find yourself staring down this same job description a few months from now). So how do you write a solid job description that will attract the right people? Let’s look at some writing tips and strategies.Skip the buzzwords.When you see buzzwords or other lang uage that’s clearly trying to cater to a young, hip, start-up-style crowd, it can come off as more like a parent trying to sound cool. And no one (especially the uncool parent) wants to be seen that way. It feels awkward to read a job description looking for a â€Å"code ninja† or â€Å"marketing superstar.† Remember: people are coming to your job description because they’re looking for an opportunity. You don’t have to be flashy to get attention. It’s better to focus on providing a clear, accurate job description than trying to sound edgy or innovative.Ditching the buzzwords can also help your searchability factor. Job seekers aren’t searching for terms like â€Å"guru† or â€Å"rockstar.† They’re searching for â€Å"specialist† or â€Å"supervisor.† And if your job description isn’t coming up in keyword searches, you’ll risk losing out on potentially great candidates who are searching for more targeted terms. Accurate information is more important than charm here.Be detailed.You may think it’s obvious what a Data Analyst does, and that people searching for jobs in this area probably have at least a passing idea. But you don’t want to take for granted that potential applicants will magically know what the job entails. It’s important to give a clear, detailed synopsis of the work involved in this role. A detailed job description should include:hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});A specific job title. This may seem like a no-brainer, but the job title is going to set the tone for both the job description and the kinds of applicants you get. If you just say â€Å"coordinator,† you could get a whole range of people who may or may not be suited for the open role. If you say â€Å"data analysis coordinator,† you get a winnowed-down pool of applicants looking specifically for that kind of job.A general o verview of the role. How does this job fit in with the organization? Are there direct reports? Who will this person be reporting to themselves? No personal details, of course, but this quick one- or two- sentence overview would let the reader know that, say, the marketing coordinator position reports to the VP of marketing, or that the coordinator is responsible for managing interns.The day-to-day responsibilities of the job. You don’t need to provide a minute-by-minute breakdown, of course, but you can choose some highlights that cover the most important aspects of the job. If you know percentages, those are great to include here. (For example: 50% client service, 40% business development, 10% sales analysis.) By including this information, candidates know what to expect and are better able to match up their own skills and experience before applying.A salary range. This one isn’t necessary, but it can help avoid wasted time with candidates who are qualified but are se eking a higher salary. It can also set reasonable expectations, if an entry-level employee is somehow thinking about executive-level compensation.Desired level of experience. If you’re hiring someone for a mid-career role, it’s important to note that a certain level of experience is necessary. If it’s more of an entry-level role, specify that as well. This can help weed out applicants that are either overqualified or under-qualified for the job.Benefits  and perks. Part of attracting candidates is showing what your company offers outside of the day-to-day work. A general overview of the benefits an employee could expect is a good way to flesh out a job description. For example, types of insurance offered, HSA savings plans, retirement savings, flexible hours, education reimbursement. A quick benefit list (nothing too detailed) is a way to add some quick selling points to the job description. Phrases like â€Å"competitive benefits† are not very useful; they don’t tell the reader anything, and don’t showcase what your company has to offer candidates.Use strong action words.Like in a resume, you want to keep the reader’s interest. Keywords are not only important in online and database searches, but also for regular readers as well. By nature, we look for words that stand out, and help us scan effectively. Just like your own eyes would glaze over at the fifth use of â€Å"responsibilities† on an applicant resume, a job seeker would similarly tune out the word used multiple times in a job listing as well. For example, a word like â€Å"oversee† or â€Å"administer† may stand out better than â€Å"manage.†Find the right length.Somewhere between 700 and 1,200 words is the sweet spot for job descriptions. It’s substantive enough that potential applicants are likely to understand the most important tasks and qualifications, but shorter than Moby Dick.Focus on where the company is goi ng.Is your company award-winning? That’s great. But if you give a laundry list of all the great things your company has done in the past, it can be hard for a job seeker to relate. Credentials are impressive, but your job description should also give a sense of what the company is hoping to accomplish with this role or in general. If your company values creativity and innovation, emphasize that. If there’s a mission statement, include that in your job description. If you want the best applicants to see themselves joining your team, you have to let them in on (the general version of) your vision and goals.Be realistic.This might be the most important part of crafting an effective job description. And it’s most applicable if this is a new position. Ask yourself: is this job realistic for one person? Or is it more like several jobs merged into one? You may think that the role should only be filled by someone who’s trilingual, with a Ph.D. in modern dance and 10 years’ experience in office management, but†¦how many of those people are a) out there; and b) likely to come across your job posting? If you have some wiggle room on the qualifications, try not to be so specific. A reality check can be as easy as having the job description reviewed by someone who’s already done the job, or people who will be working directly with the new person.There’s no great mystery to writing a job description that will attract the people you’d want to hire for the position. When you offer clearly presented details, combined with company highlights, you’re targeting your job description effectively. There’s no guarantee that the perfect applicant will walk through the door, but when you put care and a good amount of careful editing into the job description, you’re helping to ensure that you’ll get some high quality interest.

Free Essays on Poetry Essay

Mark Twain once wrote that â€Å"Faith is believing’ what you know aint so.† As in the church, we are seldom comfortable speaking and sharing our doubts. Sometimes we share them solely for the shock value, but usually the doubts that truly eat at us, the doubts are with which we struggle. We seldom feel comfortable sharing with other people of faith. In truth, we fear that our doubts will be perceived as faithlessness. So we stuff them. We push them down deep into our unconscious and there they reside only to show their insidious heads at different times in our lives. At times we seem to fall back onto faith but yet it seems that we always have doubt. Although it seems faith and doubt are personal experiences each person has there own interpretation on how they feel about their own experiences. In No Coward Soul is Mine, Bronte’s life was short, but has a strong feeling of faith about her. Even though it seems that her illness is getting the best of her she reside to the strong faith that she has. She is a confident person but yet understands that her illness is getting the best of her. â€Å"I see Heaven’s glories shine,† tell us that she is dying and relies on her faith to get her through each passing day. She says â€Å"And faith shines equal, arming her from fear,† she has a strong faith in what is about to happen to her and she realizes that and focuses on her faith. Knowing that this poem is about Emily Bronte and knowing the time it was written also tells me about the importance of religion in this time. She has a strong faith in God and holds on to that through this difficult time. It is to her infinity, immortality, for later lines are â€Å"With wide-embracing love Thy Spirit animates eternal years, Pervades and broods above, C hanges, sustain, dissolves, creates and rears†. Here she has touched upon the compassion that is the life-giving force guiding all evolution. It is interwoven with our destiny. In... Free Essays on Poetry Essay Free Essays on Poetry Essay Mark Twain once wrote that â€Å"Faith is believing’ what you know aint so.† As in the church, we are seldom comfortable speaking and sharing our doubts. Sometimes we share them solely for the shock value, but usually the doubts that truly eat at us, the doubts are with which we struggle. We seldom feel comfortable sharing with other people of faith. In truth, we fear that our doubts will be perceived as faithlessness. So we stuff them. We push them down deep into our unconscious and there they reside only to show their insidious heads at different times in our lives. At times we seem to fall back onto faith but yet it seems that we always have doubt. Although it seems faith and doubt are personal experiences each person has there own interpretation on how they feel about their own experiences. In No Coward Soul is Mine, Bronte’s life was short, but has a strong feeling of faith about her. Even though it seems that her illness is getting the best of her she reside to the strong faith that she has. She is a confident person but yet understands that her illness is getting the best of her. â€Å"I see Heaven’s glories shine,† tell us that she is dying and relies on her faith to get her through each passing day. She says â€Å"And faith shines equal, arming her from fear,† she has a strong faith in what is about to happen to her and she realizes that and focuses on her faith. Knowing that this poem is about Emily Bronte and knowing the time it was written also tells me about the importance of religion in this time. She has a strong faith in God and holds on to that through this difficult time. It is to her infinity, immortality, for later lines are â€Å"With wide-embracing love Thy Spirit animates eternal years, Pervades and broods above, C hanges, sustain, dissolves, creates and rears†. Here she has touched upon the compassion that is the life-giving force guiding all evolution. It is interwoven with our destiny. In...

The (PSP) Pennsylvania State Police was the model for the (DSP) Research Paper

The (PSP) Pennsylvania State Police was the model for the (DSP) Delaware State Police - Research Paper Example The labor struggles related to mines and steel mills were the initial reason that Pennsylvania decided to organize an official police force with statewide jurisdiction during the early 1900s. (PSP-HEMC, 2011) As the Pennsylvania State Police Historical, Educational and Memorial Center writes in their history of the force: â€Å"The turning point came in 1902 with what became known as The Great Anthracite Strike. It began May 15 and lasted until October 23. The violence disrupted the peace of seven counties and caused a nationwide coal shortage, driving up the price of anthracite coal. The strike did not end until President Theodore Roosevelt intervened. During the strike's aftermath, it was finally recognized that peace and order should be maintained by regularly appointed and responsible officers employed by the public. This led to the formation of the Pennsylvania State Police.† (PSP-HEMC, 2011) Initially there was fear among organized labor and other liberal parts of societ y that the Pennsylvania State Police force would be used as â€Å"a private army,† and because of this the initial force was limited to around 225 men divided into four divisions and tasked with the security of the state. (PSP-HEMC, 2011) These four initial divisions were related to the geographical areas: Troop A, Greensburg Troop B,. Wilkes ­Barre (later moved to Wyoming) Troop C, Reading Troop D, Punxsutawney . The historical society also reports that the Pennsylvania State Police force was originally limited to unmarried men, and this continued until after WWII. (PSP-HEMC, 2011) The four troop divisions were commanded by a Police Superintendent and under the authority of the Governor of the State of Pennsylvania. Within 20 years of its founding, the size of the PSP doubled due to the need for police with the increasing population and modernization of the country. In 1920, the PSP instituted a Police Training Academy and bought a number of motorcycles for the officers to use in policing the long distances of the districts. These characteristics can be seen as identifying the important aspects of the Pennsylvania State Police: The use of uniforms, badges, weapons, & other symbols of authority similar to the Army. The use of military organization and command structures within the police force. The jurisdictional recognition of authority and the limitation of powers to a district. The use of training academies to recruit and drill members in the standards of the group. The use of motorcycles and motor vehicles to patrol the area the force is tasked to enforce. In viewing these characteristics as fundamental to the model on which the Pennsylvania State Police force was formed and operated, it can be seen how other states modeled their own police forces on this same pattern during the early part of the 20th century. Pennsylvania’s political and cultural influence was stronger over the rest of the country during that era than it is now, with the w ealth of steel and mining generating swift economic growth and population expansion. Other states looked to Pennsylvania for leadership and the labor struggles there would influence the union movement in other parts of the country as well. Mines and factories had used Pinkertons as a type of organized private police force to combat organized labor strikes and riots, but as the economic interests of the industrialists were ingrained in the political authority of the governor, they could also trust the State to protect their capital

Adopting Strategies in Raising Levels of Attainment of KS3 Essay

Adopting Strategies in Raising Levels of Attainment of KS3 - Essay Example A factor that must be addressed in improving the capacity of students to achieve greater heights at a pace equal to their peers within the same class must first be assessed in the aspect of literacy, for without literacy one cannot strive for full achievement. In recent years there have been a great many emerging initiatives that have been designed to promote literacy. Understanding these initiatives and applying them toward secondary education is a singularly important concept toward the ability to teach effectively in the KS3 environment.There is a growing concern in KS3 level schools with the current state of literacy. That concern would be the decline in literacy standards in the UK. This is an issue fiercely debated and so reiterating those arguments would be of no benefit. With the statistics that have been gathered and compared historically as well as reviewed with the current international evidence, standards of literacy in the United Kingdom would hardly be high enough for a sizeable proportion of the number of students. Yet, in order to be flexible, we must be willing to give each student a baseline level from which to start, and then we must ascertain goals for their further achievement. I believe that there is room within the National Strategy to adopt a much more refined approach to the teaching methods at KS3. An example of this consideration would be, higher ability students may be able to surpass the specification of the strategy. I also would believe that lower ability students may not be fully able to achieve all of the objectives in the National Strategy and it would be more appropriate in this case for them to spend longer periods acquiring solid basic ICT skills and understanding. To maintain standards in educational tolerance and sensitivity, we must learn about each student individually. This would be for their benefit to not only realize their goals and aspirations but to know their potential limitations and help them in the discovery of methods toward surpassing those limitations in order to gain access to their aspirations. Professors must also provide the students the outside methods toward attaining confidence in their ability to learn new skills in forwarding their education. Consistent teaching and learning is managed in order to improve attainment resources for teaching and learning in the form of revision guides, coursework help, lesson plans, worksheets, tasks and links to other sites. This has often resulted in improved consistency in teaching and would also have enabled students' access to useful materials encouraging independent learning. Consistency in teaching and learning at KS3 schools which would contain similar information, learning resour ces and homework for the younger students' use is an important factor to consider as well and then following that up with sharing copies of completed projects so teachers are aware of what students should have learned after completion of particular units. This is one thing that specialist schools, such as the Computing Specialist school that would cater to so many different nationalities would strive for, the