Assessment for Learning Essay Example for Free

Assessment for Learning Essay The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by [emailprotected] (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-Whats in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.

Separation of Online Communities :: Argumentative Persuasive Papers

Separation of Online Communities On January 10 of 2003, I struggled with an inorganic chemistry homework problem on entropy before the night of my exam. I logged on to an inorganic chemistry forum. This forum is similar to the structure of a classroom. The forum is popular among two types of members, instructors and students. The students post their homework, and the instructors answer the questions posted by the students. The average number of posts in that site is 30 per day. The forum is extremely popular and continuously filled with questions and requests for help with homework. I was hoping that someone knew the answer to my question and would respond to me before my exam. I therefore posted: â€Å"Rank the following element in decrease entropy, Al(s), Ba(s), Hg (l), H2 (g), HBr (g), Thanks for your help I would like to know the answer of this A.S.A.P because my exam is tomorrow morning.† Within an hour I received this response from Professor Helmenstine, the administrator of the site, also a professor in chemistry department: The order should be HBr (g), H2 (g), Hg (l), Ba(s), Al(s). An ordered state has a low probability of occurring and low entropy. A disordered state has a high probability of occurring and high entropy. Gas has the highest entropy because it is more disordered than any other element. And solid is in the most ordered state; therefore it has the lowest entropy. I know this is the first time you posted but I must inform you that integrity is essential in this site’s posting. I recommend you follow your school’s honor codes and not attempt to get any unauthorized aid from this site. Please check out this site’s regulation page and please follow the rules of this site. I hope that I helped and good luck on your exam.† (Helmenstine) I was delighted that I was able to receive help from a forum. After all, the online communities are similar to what Rheingold stated in his article â€Å"Virtual Community.† â€Å"In the summer of 1986, my then-two-year-old daughter picked up a tick. There was this blood-bloated thing suck on our baby’s scalp, and we weren’t quiet sure how to go about getting it off. Separation of Online Communities :: Argumentative Persuasive Papers Separation of Online Communities On January 10 of 2003, I struggled with an inorganic chemistry homework problem on entropy before the night of my exam. I logged on to an inorganic chemistry forum. This forum is similar to the structure of a classroom. The forum is popular among two types of members, instructors and students. The students post their homework, and the instructors answer the questions posted by the students. The average number of posts in that site is 30 per day. The forum is extremely popular and continuously filled with questions and requests for help with homework. I was hoping that someone knew the answer to my question and would respond to me before my exam. I therefore posted: â€Å"Rank the following element in decrease entropy, Al(s), Ba(s), Hg (l), H2 (g), HBr (g), Thanks for your help I would like to know the answer of this A.S.A.P because my exam is tomorrow morning.† Within an hour I received this response from Professor Helmenstine, the administrator of the site, also a professor in chemistry department: The order should be HBr (g), H2 (g), Hg (l), Ba(s), Al(s). An ordered state has a low probability of occurring and low entropy. A disordered state has a high probability of occurring and high entropy. Gas has the highest entropy because it is more disordered than any other element. And solid is in the most ordered state; therefore it has the lowest entropy. I know this is the first time you posted but I must inform you that integrity is essential in this site’s posting. I recommend you follow your school’s honor codes and not attempt to get any unauthorized aid from this site. Please check out this site’s regulation page and please follow the rules of this site. I hope that I helped and good luck on your exam.† (Helmenstine) I was delighted that I was able to receive help from a forum. After all, the online communities are similar to what Rheingold stated in his article â€Å"Virtual Community.† â€Å"In the summer of 1986, my then-two-year-old daughter picked up a tick. There was this blood-bloated thing suck on our baby’s scalp, and we weren’t quiet sure how to go about getting it off.

Construction Of Human Muscles Health And Social Care Essay

Smooth musculus contracts involuntarily, contraction of this musculus is controlled by the nervous system automatically and unconsciously. Contractions are rhythmic and slow. It is responsible for motion of nutrient through the digestive piece of land and for motion of other organic structure variety meats. Smooth musculuss control automatic, nonvoluntary motions such as those of take a breathing and of the digestive variety meats. It makes up the walls of the digestive piece of land, respiratory piece of land, GU piece of land, blood vass, and lymphatic vass. Smooth musculus is nonstriated because it lacks the striations ( sets ) of skeletal musculuss. Smooth musculus cells are little, mononucleated ( frequently with gap junction ) , and fusiform. There is merely one karyon located at the centre of the cell. Muscle tissue consist nuclei per fibre and nervus tissue consist of karyon of glial cells. Neuron and musculus tissue have nucleus and fibres. Neurotransmitters and musculus tissue have chondriosomes. Muscle tissue consists of cells that have the ability to contract and move organic structure. Muscle tissue is composed of long cells called musculus fibres that are capable of undertaking when stimulated by nervus urges. Nervous tissue sense stimulation and transmits signals form one portion to another. nervous tissue contains cells that react to stimuli and carry on an urge. The functional unit of nervous tissue is the nerve cell, or nervus cells, which is specialized to convey signals called nervus urges. It consists of a cell organic structure and two or more extensions, or procedures, called dendrites and axons. Dendrites are cell subdivisions that receive urges form other nerve cells or from receptors. The axon is a subdivision of the cell that transmits urges off from the cyton. Neurotransmitters are chemicals secreted into the synaptic spread ( spread between two nervousnesss or a nervus and a musculus ) by the terminal of a terminal subdivision. They transmit urges across th e synapse signifier one cell to another. In a spinal physiological reaction, urges pass from ( 1 ) a receptor to ( 2 ) a centripetal nerve cell to ( 3 ) an interneuron in the spinal cord to ( 4 ) a motor nerve cell to ( 5 ) a musculus or secretory organ. Motor nerve cells transmit and distribute urges from the cardinal nervous system to musculuss and secretory organs, or effecters. Epithelial tissue consists of cells fitted tightly together to organize a uninterrupted bed of cells. One surface of the sheet is exposed because it lines a pit, such as the lms of the bowel, or covers the organic structure. The other surface of an epithelial bed is attached to the underlying tissue by a acellular cellar membrane composed of bantam fibres and nonliving polysaccharide stuff produced by the epithelial cells. The cellar membrane attaches an epithelial tissue to the connective tissue. The cellar membrane consists of glycoproteins secreted by epithelial cells. Epithelial cells are held together by tight junctions and adhering junctions. Tight junctions extend throughout the surface and around the margin of an epithelial cell and seal it tightly to next cells. The junction is formed by blending the cell membranes of next cells with meshing membrane lipoproteins. The intercellular infinite is thin. Tight junctions seal epithelial cells to one another and have fused parts of the plasma membranes. Proteins in the membranes seal off the intercellular infinite, so it is hard for some substances to go through between the cells. In desmosomes, a submicroscopic infinite separates the opposing cell membranes, and intracellular ceratin fibres anchor transmembrane glycoproteins that bind the cells together. Desmosomes are seals between cells with ceratin fibrils grounding the two cells. Desmosomes are one type of adhering junction. Still another type of junction is the spread junction. Desmosomes and adhering junctions are found between cells that form a sheet of tissue. Gap junctions are protein composites that form channels in membranes. In the spread junction, cannular passageways and channels exist between cells, and little ions and molecules pass from cell to cell. Smooth and cardiac musculus tissue has these junctions, but epithelial tissues do non. Regeneration means cell or tissue growing that replaces lost constructions, damaged/dead cells by the same type of cells. It involves production of the same cell type, root cells may bring forth and distinguish to replace decease cells. Regeneration requires integral connective tissue staging. The regeneration takes topographic point in clean lesions where infection is non present in cut or scratch on the tegument. If the harm over a big country, so the underlying connective tissue cells and fibroblasts are involved in tissue fix. In a simple skin hurt, the deep bed of graded squamous epithelial tissue divides. The new stratified squamous epithelial cells push themselves upward toward the surface of the tegument. the harm or lesion is rapidly and wholly restored to normal. If a big country of tegument is damaged, fluid will get away from the broken capillaries. The capillary fluid prohibitionists and seals the lesions organizing a strikebreaker. Epithelial cells multiply at the borders of the strikebreaker and go on to turn over the damaged country until it is covered. When deep tissue is damaged the suturas bring together the borders of the lesion. The lesions have a enormous sum of serous fluid that leaks out onto the lesion. This helps to organize a curdling ( coagulum ) that seals the lesion. The clot contains tissue fragments and white blood cells. The epithelial cells run alonging the capillaries and fibroblasts of connective tissue are quickly renewing. New vascular tissue starts to organize and multiply across the lesion along with connective tissue formation. Fibroblast cells are active in doing new collagen fibres. Capillaries keeping the borders steadfastly together and collagenic fibres shorten cut downing cicatrix tissue less seeable. Fibrosis is a procedure of replacing of damaged tissue with cicatrix tissue. Scar tissue does non reconstruct normal map. The cicatrix tissue formed depends on the extent of tissue harm. It helps to keep an organ together. Granulation occur in a big unfastened lesion with little or big tissue loss. It causes the surface country to hold a gravelly texture. Fibroblasts will be active in production of new collagenic fibres. In granulation procedure a fluid is secreted, this fluid has strong bactericidal belong ingss which helps cut down the hazard of infection during lesion healing. The ureter would use smooth musculus, smooth musculus and specialised epithelial tissue of the vesica wall capable of great shrinking and stretching. Smooth musculus signifiers beds in the wall of the urinary piece of lands. The nephritic capsule consist of dense hempen connective tissue covers the kidney and is uninterrupted with the outer bed of the ureter at the hilum of the kidney. The nephritic facia is heavy hempen connective tissue, it surrounds an ground tackles and kidney. The outer bed of ureter composed of hempen connective tissue. In female the urethra is tightly bound to the anterior vaginal wall by hempen connective tissue. Adipose tissue is type of loose hempen connective tissue that consist of big sum of adipose cells. This adipose tissue is found around the kidneys.

Cocaine, Race, And The War On Drugs - 1791 Words

Cocaine, Race, and the War on Drugs This paper aims will provide a concise history of drugs deriving from the erythroxylum coca plant and the sociological impact powder and crack cocaine legislation in the American justice system. Cocaine is a naturally occurring substance deriving from the Erythroxylum coca plant. The coca plant is autogenous to Indonesia, South America, Mexico and the West Indies. Historically, many cultures have utilized coca leaves for religious and ceremonial applications. Cocaine itself remains prevalent in literary and artist works of many cultures and continues to be represented in archeological finds around the world. In South America the leaves were often chewed to help the indigenous tribes overcome hunger. To many other civilizations it was considered a sacred gift from the gods. Cocaine was often used as local anesthetic for a plethora of ailments. It wasn’t until the mid-1800s that a PhD student in Germany created an isolated cocaine alkaloid that would be used as the first anesthetic. Albert Niemann, the student who perfected cocaine purification process, noted many properties of drug. One journal esteemed its bitter taste and temporary numbness the pharmaceutical caused. By the late 1800s, the drug’s known applications became increasingly popular. Cocaine became the go-to cure for everything from epidurals to tooth aches. When combined with alcohol, the resulting cocaethylene generated a potent concoction with potent effects, making cocaineShow MoreRelatedMass Incarceration Essay1278 Words   |  6 Pagesprison population is growing and what are the core reasons. Has our society caused mass incarceration? Is it based on conflict theory or social stratification? Our research will include a comprehensive analysis of sentencing guidelines from the war on drugs , race, and poverty and respectively its impact on ma ss incarceration. â€Å"The United States has the dubious distinction of leading every other nation in both the largest total number and largest percentage of incarcerated citizens.† Why Mass IncarcerationRead MoreThe New Jim Crow Laws1667 Words   |  7 PagesIn the book the New Jim Crow Laws there is racial discrimination on the African American people in the American society. What is racial discrimination? It is refusing somebody based on race. In the United States we have been racial discriminate on the African American people and that is what cause the south and north to go civil wat was because slavery and racism that existed and even still to this day. In the south the black were less and treated unequal to them historically even today were areRead MoreThe New Jim Crow1185 Words   |  5 Pagesto justify her claims. Alexander talks about the â€Å"War on Drugs.† Alexander says that the War on Drugs, a policy put into effect through Reagan’s reign in, increased African American incarceration. Alexander makes points that the War on drugs was launched before crack cocaine became an actual issue in black neighborhoods. Alexander also mention s that the War on Drugs was launched during a time where illegal drug use was going down. As crack cocaine spread rapidly throughout inner city poor black communitiesRead MoreEssay about The Crack Cocaine Epidemic of the Mid 1980s1382 Words   |  6 Pagesand drug abuse. The topic of this statement is fueled by the growing abuse of cocaine in the mid 1980s. I shall discuss the effects of the crack cocaine epidemic of the mid 1980s from a cultural and social stand point because on that decade this country moved to the rhythms and the pace of this uncanny drug. Cocaine took its told on American society by in the 1980s; it ravaged with every social group, race, class, etc. It reigned over the United States without any prejudices. Crack cocaine was theRead MoreNew Jim Crow Who Shined A Light On Mass Incarceration863 Words   |  4 Pagesargument is the War on Drugs was purposely started to mass incarcerate African Americans. With the new Drug War, the Anti-Drug Abuse Act of 1986 was passed. The Anti-Drug Abuse Act punished crack cocaine a hundred times harder than powder cocaine. Crack and powder cocaine are the same drug, however different effects on the human body. According to the US Department of Justice, crake cocaine has a more psychological effect than powder, which leads to more people becoming addicted to the drug and heavierRead MoreThe American War On Drugs1598 Words   |  7 Pages The American â€Å"War on Drugs† war created to keep an exorbitant amount of people behind bars, and in a subservient status. First, America has a storied history when it comes to marijuana use. However, within the last 50 years legislation pertaining to drug use and punishment has increased significantly. In the modern era, especially hard times have hit minority communities thanks to these drug laws. While being unfairly targeted by drug laws and law enforcement, minorities in America are havingRead MoreHow Successful Is The War On Drugs? Essay1001 Word s   |  5 PagesThe war on drugs has maintained an accumulation of prohibitions on illegal drugs and mandatory minimum sentencing strategies for drug offenders. Incarceration rates have also increased due to the increase of laws against illegal drugs. In Eugene Jarecki’s film, The House I Live In, Jarecki states that the penalties for crack users were harsher than penalties for regular cocaine users. This suggests that penalties are more of a double standard theory. The â€Å"War on Drugs† is more of a failure that placesRead MoreThe Bearing of Race and Ethnicity in the Criminal Justice System1285 Words   |  5 PagesThere has been an ongoing debate as to whether or not race and ethnicity have a bearing on an individual’s treatment in the criminal justice system for many years. I will be arguing that race and ethnicity do in fact, have a bearing on one’s treatment in the criminal justice system. I will be backing up my position on this topic by provid ing evidence from five scholarly articles. My first source is African Americans and the Criminal Justice system by Phyllis Gray-Ray, Melvin C. Ray, Sandra RutlandRead MoreThe Failure of the War on Drugs Essay1529 Words   |  7 PagesThe War on Drugs in the United States has a profound influence on both the incarceration rates and activities of the criminal justice system. Many politicians and advocates of the policy claim that the War on Drugs is a necessary element to deter criminal behavior and reduce the crime rate. However, studies show that drug deterrent policies on possession and use have been inadequate and unsuccessful (Cole Gertz, 2013). Studies also show that the War on Drugs has not attained its objectives becauseRead MoreIt Or Pulp Fiction?1734 Words   |  7 PagesFurther, there are accusations that they were â€Å"Kingpins.† How many kingpins exist at any given time? If the brothers from the Motor City were Kingpins, then who is Larry Hoover (Larry Vacuum), Christopher Dudus Coke (Chris the Soft D rink) Craig Race Car (Racecar Driver), Toree D. Sims (Sim Card), David â€Å"Super Dave† Warren (Super Bowl), Jerry Davis (Vegas), Kenneth â€Å"Supreme† McGriff (Hall of Famer) , Rayful Edmond III (Baby Face), Augusto Falcon, (August the Bird) Salvador Magluta (Sal Magazine)