010 Exam Review Professor Ramos Blog

010 Exam Review Review Grading Criteria Essay 4 Due Today Review Grading Criteria Clear subject of evaluation and criteria Close reading and analysis Clear Structure and Organization MLA, Sources, and Images and Title Title of your essay should not be the title of what you are reviewing. Make sure to add something to it. Exam Review In small groups, come up with 3-4 lessons, readings, activities, etc. that helped you improve the most as a writer. Also, one reading that we should get rid of, if any. 10 minutes to come up with the list. Final Exam The final exam will be posted tonight on Canvas. You can take it in class on Wednesday or anytime before that on Canvas.

5 Calls for a Comma Before Because

5 Calls for a Comma Before Because 5 Calls for a Comma Before â€Å"Because† 5 Calls for a Comma Before â€Å"Because† By Mark Nichol Use of the word because as a subordinating conjunction to link a main clause to a subordinating clause should be simple, but a sentence’s meaning often hinges on whether it’s preceded by a comma. A straightforward sentence such as â€Å"We’re off to see the wizard because of the wonderful things he does† requires no comma; the meaning of this sentence â€Å"This is what we’re doing, and that is why we’re doing it† is unambiguous. But when the sentence begins with a negative proposition, that’s not the case, as these examples show: 1. â€Å"Few adult Romanians speak English because it was forbidden during the Ceausescu era.† This sentence, as (not) punctuated, absurdly implies a meaning of â€Å"This is not the primary reason adult Romanians speak English,† accompanied by the expectation of a follow-up sentence identifying one or more other causes for bilingual ability despite its prohibition. But it doesn’t mean â€Å"There are more common reasons adult Romanians speak English†; it means â€Å"This is the reason few adult Romanians speak English.† Insert a comma, and the sentence tells you what, and then tells you why: â€Å"Few adult Romanians speak English, because it was forbidden during the Ceausescu era.† 2. â€Å"They don’t want to diagnose or treat Lyme disease because it is very costly to do so.† Oh. Then why do they want to diagnose or treat Lyme disease? Again, a comma makes it clear that this sentence doesn’t serve to set up one or more alternate reasons; rather, the subordinating clause provides an explanation for the reluctance: â€Å"They don’t want to diagnose or treat Lyme disease, because it is very costly to do so.† 3. â€Å"Dementia can’t be ignored by the larger community because individuals with the disease cannot manage independently.† Why, then, can dementia be ignored? That’s not what the sentence is trying to tell you. It’s explaining why the general populace should attend to the affliction: â€Å"Dementia can’t be ignored by the larger community, because individuals with the disease cannot manage independently.† 4. â€Å"I wouldn’t recommend chicken pox parties because of the risk.† Tell me, then, why you would recommend them? (Aside: Said parties are often organized by groups of parents to deliberately expose their kids to chicken pox to get it over with.) The subordinate clause explains the statement in the main clause: â€Å"I wouldn’t recommend chicken pox parties, because of the risk.† 5. â€Å"The model couldn’t be applied to other sectors because it evolved to care for water, not civilization’s infrastructure.† The implication is that the model could be applied to other sectors, but not for the reason stated. But the point is that it couldn’t be applied, and the reason follows: â€Å"The model couldn’t be applied to other sectors, because it evolved to care for water, not civilization’s infrastructure.† See how a comma’s presence or absence can drastically change a sentence’s meaning? Sometimes, it’s important even when the sentence doesn’t begin with a negative proposition: â€Å"I know he got the biggest raise in the department because his wife told me† reads as if the writer is aware that the person got the raise because the person’s wife told the writer that the person got the raise and the sentence turns into a Moebius strip. A comma nips this perpetual-motion machine in the bud: â€Å"I know he got the biggest raise in the department, because his wife told me.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:15 Terms for Those Who Tell the FutureThe Four Sounds of the Spelling OUMood vs. Tense

Geriatric Category Patients and Their Treatment Essay

Geriatric Category Patients and Their Treatment - Essay Example Healing, especially, has been identified as an issue in the elderly’ due to characteristic age related changes in skin texture, reduced processes of wound healing which are clearly distinct from the rapid healing in young patients (Gosain & Dipietro, 2004: 321). The particular patient shortlisted for this assessment belongs to the geriatric category as he is an 80 years old man, with an established diagnosis of Chronic Obstructive Pulmonary Disease (COPD), probably precipitated due to a history of excessive smoking. The man has also suffered an episode of shingles, as revealed from his medical history sheet. Due to the multiple comorbidities he is suffering from, he is currently being administered a combination of medications, which complicate his care further due to the multifarious side-effects associated with them. Taking history of a patient is an art which needs to be mastered by each nursing professional. It needs preparation of a proper environment, good communication s kills of the nursing practitioner, and is a thoroughly systematic, sensitive and professional activity (Lloyd & Craig, 2007: 42). The Calgary Cambridge Framework, a widely accepted standard for collecting the anamneses of a patient is generally recommended and includes five stages which summarize the history taking process (Lloyd & Craig, 2007: 44). ... tween the patient and the nurse for establishment of a true interaction, proper planning for shared decision making with the patient’s compliance, and closing the consultation amiably in accordance with the patient’s expectations (Lloyd & Craig, 2007: 44). Unhelpful interview techniques involving questions which are too probing, offensive, misleading or inappropriate are expressly prohibited in the Calgary Cambridge Framework. The framework advises against the use of defensive responses and tendency to jump to conclusions. A properly structured sequence of questioning aimed at obtaining comprehensive information about the patient's condition yielding pertinent data should be strictly followed. Discretion should be employed while obtaining answers to sensitive questions such as sexual and social history, and while gathering details about alcohol, tobacco or substance abuse (Lloyd & Craig, 2007: 47). The patient shortlisted for assessment is dependent on PEG tube for feed ing but is fully capable of taking care of his toilet and bathing needs with some guidance. Currently he suffers from cellulitis, especially in the lower body and the resultant wounds in both legs are causing considerable pain. The severely affected left leg is kept raised to reduce his discomfort and the wound is dressed aseptically on a daily basis. On immediate observation, the patient is afebrile, has a blood pressure (BP) of 140/95, a respiration rate (RR) of 20-37, and a heart rate (HR) of 80 beats per minute. His health parameters have consistently remained at this level for the last few days with only slight variations. However, as the patient was a regular smoker with an established diagnosis of COPD, he is in need of special care and oxygen therapy due to his compromised respiratory system

Chinese and Japanese Response to Western Imperialism Essay

Chinese and Japanese Response to Western Imperialism - Essay Example Chinese efforts to strengthen it politically, militarily and economically also failed. China would become dominated by unequal treaties of foreign powers. Japan would become a major world power able to compete against the European countries. Japan in the seventeenth and eighteenth century was undergoing a period of isolation in which European missionaries and traders were highly restricted in their movements. Under American pressure in 1853, Japan would open its ports and sign unequal treaties with European powers. Japan began a series of reforms known as the Meiji Restoration in which the feudal system was abolished, economic reforms were launched, military was modernized and Western political concepts were applied to the country. The Meiji restoration would transform Japan into a major industrialized and economic power which was capable of competing with the West. Japan would use its modern military to inflict crushing defeats on Russia and China. During World War II, Japan would e mbark upon a policy of conquering several South East Asian countries before being defeated by the United States. Under the American occupation, Japan would again rebuild itself into a pacifist but economically powerful country. China in the nineteenth century suffered from strife, corruption, stagnation and various internal problems. The Chinese also had to deal with foreigners who were now taking control of many territories in Asia. The Chinese monarchy was arrogant in its dealings with Europeans. Trade between Europe and China brought a series of conflicts in which China was humiliated and defeated. As trade increased between European traders and Chinese, this led to increased hostility between European governments and China.

Six Flags Essay Example for Free

Six Flags Essay Amusement parks and theme parks are being the term of the entertainment attractions in over the World. The U. S is almost leading this large numbers of theme park by 322 $ million guests in 2003. According to the International Association of Amusement Parks and Attractions (IAAPA) the amusement park industry’s roots can be traced all the way back to medieval Europe when in approximately 1133 A. D, the monk Rahere, a former jester in the court of Henry I held the first trade fair (IAAPA). The idea of the amusement parks started in the United State sometimes in end of the 19th century by the electric trolley companies. Also, this idea came to create some events for people during the weekend, which it was the golden period of theme parks. In 1893, it was the first exposition which held in Chicago and it was the event which Ferris wheel as well as the Midway introduced to over the World (2002). Six Flags. Inc as known is the world’s largest regional theme park company based on the number of its properties; as well it is the 5th most well-liked in terms of attendance. Furthermore, Since the Walt Disney Company beings the first in amusement park operator in the U. S. Six Flags takes the second place with 20 million international visitors in the year. Whats more, Six Flags holds39 family oriented theme parks in the U. S, Canada, Mexico, and Europe. The company estimates that nearly two thirds of the American population that lives within 100 miles of one if its parks. According to IAAPA â€Å"the properties serve 35 of the 50 largest U. S. metropolitan areas. The company first target is the local markets as the only competitor, Disney land, are a focuses for visitors from the entire world. It also has exclusive rights to theme park usage of Warner Brothers 3  and DC Comics characters in most of North America, South America, and some Europe countries, with many parks featuring such characters, for example, Bugs Bunny, Daffy Duck, Tweety Bird, Yosemite Sam, Batman, and Superman (IAAPA. Sep 2009). The competition and marketing in amusement park industry have been growing up after began consolidate that occur a bigger established smaller parks and family operations. In addition, theme parks in U. S become high commodities and the gaining for theme park properties have been increasing to high record levels. They also have been supported by the government in U. S which was the biggest amount acquisition with U. S. $1. 9 billion that paid for the Six Flags Theme Parks Chain by Premier Parks. The Six Flags Company has been raking as the fifth largest amusement park regarding to the annual attendance in the world after Walt Disney, Merlin Entertainment Group in United Kingdom, Universal Studios, and Parques Reunidos in Spain. Also, Six Flagss properties become more available as the result of the consolidated of the U.S industry and it keeps announced every year unique properties to its parks which make operators work harder than before to attract and retain attendees. According to Six Flags Website in Aug 30, 2012 Six flags properties announced two ground-breaking thrill rides will debut at Six Flags over Georgia and Six Flags White water in 2013. For example, adding new rides, new shows, and new experiences. According to IAAPA amusement parks were not investing as heavily in magnificent roller coasters; instead in 2000, they were focusing more on family oriented rides and amenities like air-conditioned restrooms and better food. Also, Six flags usually every season surprises its visitors by great deals with lower price like free admission and free season parking to any Six flags theme parks. 4 The hot competition in theme parks business was one of the main reasons of the difficult time that the six flags company and amusement park industry had been facing during the past few years. For instance, in August of 2001, theme and amusement park operators were concerned with the drops in attendance in many parks. Also, the terrorist attack is another huge reason of dropping the market of the amusement park industry in the United State after the Sept, 2011. The bad weather condition in 2002 and the War in Iraq had affected the level of tourism to U. S especially the theme park sector. According to USA Today, 2002 10 percent of Americans rated amusement parks and sporting events as the most likely target for a terrorist attack, behind nuclear plants and large city downtowns, yet ahead of airports, national monuments, military installations, and bridges. The major competitor of Six Flags Company in U.S is the Walt Disney Company. It announced that the attendance in 2003 was almost 97 million and revenues of U. S. $6. 4 billion and most of visitors were from Walt Disney in Florida and Japan. Another competitor of Six flags is Universal Studios Recreation Group with 73 million visitors and revenues $ 4 billion in Orlando, Fl. Recovery strategies: In 2005, Six Flags made an important change in the top management by hiring Mark Shapiro the new chief executive officer, after that they change their focus and goals to become more careful about cleanness, kindness and with  family-friendly atmosphere. The management brings a trained staff and enforce of a code of conduct which made the park better than ever, with more customers satisfaction. Shapiro focused to drive to increase attendance through enhance broad-based marketing strategies and introduce standardized pricing in all parks, make marketing alliances and sponsorship with most popular consumer brands. Moreover, Much of Six Flags social marketing strategy relies on getting people to talk about events, such as the 45th anniversary celebration. According to Shapiro concluded, Every single day we will remain focused on bringing our guests an entertainment package that they cant experience anywhere else close to home: family rides, thrill rides, special events, concerts and shows, daily parades, fireworks, shopping, dining and games† (Six flags web, 2006). Overall, the main focus of Shapiro was to enhance and emphasize the benefits for existing resources and develop some of old strategies to raise the income and reach some of other goals.

Chang and Eng :: essays research papers

During the 1850s, and again after the Civil War, Chang and Eng returned to public exhibitions. In 1860, they met the famed showman, P. T. Barnum and worked for a brief time at his museum in New York City to support their growing families. Barnum also sponsored their tour to Europe. While in Europe, the brothers once again investigated the possibility of separation. The danger was still deemed too great, and surgery was refused. As their health declined, the brothers desired to return home, and they came back to North Carolina in the early 1870s. On January 17, 1874, Eng was awakened in the middle of the night by a strange sensation. Looking towards his brother, Eng quickly realized that Chang had died. Eng called for his son William, who ran through the house shouting "Uncle Chang is dead!" Within hours, Eng was dead, too. Several weeks later, the bodies were brought to Philadelphia by a commission appointed by the College of Physicians of Philadelphia. An autopsy was performed by Drs. Harrison Allen and William H. Pancoast at the MÃ ¼tter Museum. It was determined that Chang had died of a cerebral clot. It was unclear, however, why Eng had died. Some physicians suggested that he died of fright. Today, it is thought that Eng bled to death, as the blood pooled in his dead brother's body. Chang and Eng changed the way society viewed conjoined twins and people with profound physical differences. They proved that those who were different can have normal lives: jobs, spouses, and a healthy family. Chang and Eng introduced the term "Siamese Twins" into our language, and introduced the world to a side of nature that was usually hidden away, ignored, or feared. Chang and Eng led the way for numerous other conjoined twins who have since benefited from the acceptance they demanded and received from society at large. For further information on Chang and Eng Bunker, see Wallace and Wallace, 1978. THE "SIAMESE TWINS" AS CULTURAL METAPHOR By the time they died, Chang and Eng were among the most widely known people in the United States. They were the subjects of newspaper articles, books, poetry, satires, lithographs, and plays. They were also a popular subject for masquerade parties. But at that time, these United States were not so united, and in Chang and Eng, Americans saw their own political struggle embodied. Alison Pingree (1996) has documented the tensions surrounding the "Siamese Twins". Chang and Eng :: essays research papers During the 1850s, and again after the Civil War, Chang and Eng returned to public exhibitions. In 1860, they met the famed showman, P. T. Barnum and worked for a brief time at his museum in New York City to support their growing families. Barnum also sponsored their tour to Europe. While in Europe, the brothers once again investigated the possibility of separation. The danger was still deemed too great, and surgery was refused. As their health declined, the brothers desired to return home, and they came back to North Carolina in the early 1870s. On January 17, 1874, Eng was awakened in the middle of the night by a strange sensation. Looking towards his brother, Eng quickly realized that Chang had died. Eng called for his son William, who ran through the house shouting "Uncle Chang is dead!" Within hours, Eng was dead, too. Several weeks later, the bodies were brought to Philadelphia by a commission appointed by the College of Physicians of Philadelphia. An autopsy was performed by Drs. Harrison Allen and William H. Pancoast at the MÃ ¼tter Museum. It was determined that Chang had died of a cerebral clot. It was unclear, however, why Eng had died. Some physicians suggested that he died of fright. Today, it is thought that Eng bled to death, as the blood pooled in his dead brother's body. Chang and Eng changed the way society viewed conjoined twins and people with profound physical differences. They proved that those who were different can have normal lives: jobs, spouses, and a healthy family. Chang and Eng introduced the term "Siamese Twins" into our language, and introduced the world to a side of nature that was usually hidden away, ignored, or feared. Chang and Eng led the way for numerous other conjoined twins who have since benefited from the acceptance they demanded and received from society at large. For further information on Chang and Eng Bunker, see Wallace and Wallace, 1978. THE "SIAMESE TWINS" AS CULTURAL METAPHOR By the time they died, Chang and Eng were among the most widely known people in the United States. They were the subjects of newspaper articles, books, poetry, satires, lithographs, and plays. They were also a popular subject for masquerade parties. But at that time, these United States were not so united, and in Chang and Eng, Americans saw their own political struggle embodied. Alison Pingree (1996) has documented the tensions surrounding the "Siamese Twins".

Citizenship Education Essay

About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder & Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. heath@citizenshipfoundation. org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.