Charles Robert Darwins Life and Accomplishments - 2542 Words

Charles Robert Darwin was an English naturalist who was born in Shrewsbury, England on February 12, 1809. He was the second youngest of six children. Before Charles Darwin, there were many scientists throughout his family. His father, Dr. Robert Darwin, was a medical doctor, and his grandfather, Dr. Erasmus Darwin, was a well-known botanist. Darwin’s mother, Susannah Darwin, died when he was only eight years old. Darwin was a child that came from wealth and privilege and who loved to explore nature. In October 1825 at age sixteen, Darwin enrolled at Edinburgh University with his brother Erasmus. Two years later, Charles became a student at Christ’s College in Cambridge. His father wanted him to become a medical doctor, as he was, but since†¦show more content†¦Darwin believed all plants and animals had changed from past families by natural selection. An example of natural selection would be the different coloration between beetles (Understanding Evolution, 2008 ). There are two different colored beetles, one is brown and the other is green. Since the environment cannot have an overpopulation, the green beetles will get consumed by birds and not be able to survive and reproduce as much as the brown beetles. The brown beetles have offspring because the trait has a genetic basis. When they produce more offspring, they become more common in the environment and if this process continues, the population of beetles will be mostly brown. Certain characteristics are innate within a species which help them reproduce and survive more than other species with no such inborn characteristics. These species will become more favorable and most common in the population. Darwin’s theory of natural selection favors organisms that are prone to adapting well to the environment, it makes it easy to pass on their genes stabilizing the population and making it stronger. Species begin to die out according to, what Darwin calls, survival of the fittest. Darwin’s â€Å"Survival of the Fittest† theory is a natural process resulting in the development of a species best adapted to the environment. This is when the species only the species that are best adapted the environment and its conditions are able to survive and reproduce. If they are notShow MoreRelatedCharles Robert Darwin and his Revolutionary Ideas1111 Words   |  5 Pages Charles Robert Darwin was born on February 12, 1809 in Shrewsbury, Shropshire, England. Charles was one of six children and came from a long line of scientists. His grandfather, Dr. Erasmus Darwin, created the theory of evolution and his father, Dr. Robert Waring Darwin, was a well known medical doctor in his community. When Charles was 16, in 1825, his father sent him to Edinburgh University to study medicine, in hopes that Charles would also become a medical doctor. However, three years into hisRead MoreCharles Darwin And Darwin s Theory Of Natural Selection1489 Words   |  6 Pagesubiqui tous phenomenon theorized by none other than Charles Darwin, a prestigious naturalist and biologist. This venerable man was able to unveil many revelations regarding variability through the development of his theory of natural selection (Darwin and Huxley xii). Having an inherent adoration toward nature as a young child likely provided a significant incentive. Though Darwin’s thesis is not immaculate by any standards he lived a successful life beyond this critical discovery and his legacy existsRead MoreThe Origin of Species1246 Words   |  5 Pagesof Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life was written by an English naturalist and geologist, Charles Darwin, and it overcame the scientific rejection that earlier similar theories had faced. Leading up to his publication during the Protestant Reformation Darwin went on a five-year-long voyage on the HMS Beagle as company to Captain Robert FitzRoy and kept a dairy of his experiences which would later be used as the bases of his book. TheRead MoreEssay on The Life and Theories of Charles Darwin1147 Words   |  5 PagesThe Life and Theories of Charles Darwin Charles Robert Darwin was the fifth child of Robert Waring Darwin and Susannah Wedgewood. He was born on February 12, 1809 in Shrewsbury, England where his father practiced medicine. He attended Shrewsbury Grammar School which was a well-kn own secondary school which concentrated on teaching classic languages. Even as a boy Darwin loved science and his enthusiasm for chemical studies earned him the name Gas from his friends. The headmasterRead MoreEssay about Charles Darwins Life and Revolutionary Work1293 Words   |  6 PagesCharles Darwin by far, revolutionized biology as known to modern society. He is responsible for the theory of evolution that people of today still go by. He was born on February 12, 1809 in England as the fifth child into the family of Dr. Robert and Susannah Darwin. He had three older sisters and one older brother. Because of his father’s success as a physician, and his mother coming from the Wedgewood family fortune, the Darwin family was considered well-off. Robert Darwin worked many great hoursRead MoreCharles Darwin s Theory Of Evolution And Natural Selection2114 Words   |  9 PagesCharles Darwin Charles Darwin was born in Shrewsbury, England, on February 12, 1809. He died on April 19, 1882 in Kent, England (Biography.com Editors). Charles Darwin brought many revolutionary visions to the world of science, including evolution. Charles Darwin was an English naturalist and geologist. He is best known for his theory of evolution, and natural selection. Darwin learned most of his information on the Voyage of the Beagle, and from this trip he wrote a book, Of the Origin of SpeciesRead MoreThe Theory Of Psychology And Psychology3461 Words   |  14 Pagesfuture I see open fields for far more important researches. Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation. Light will be thrown on the origin of man and his history.† — Charles Darwin While psychology of today follows the discipline’s rich and varied history, the origins of psychology show incomparable differences from the modern understanding of the field. From the beginning, psychology has been tested and bombarded withRead More Organic Evolution Essay3270 Words   |  14 Pageslike animals, and we are animals. The many theories of evolution such as Darwins theory of evolution prove to us that we choose to believe that we are not animals when we really are. Evolution is the sequencial process of change over periods of time, which shapes and establishes the formation of modern man. In referring to evolution, the word means various changes. Evolution refers to the fabrication and development of life on earth. Organic evolution is the concept that all living beings evolvedRead MoreA Short History of Nearly Everything6112 Words   |  25 Pagesstate of science books used within his school.[2] [edit] Contents Bryson describes graphically and in laypersons terms the size of the universe, and that of atoms and subatomic particles. He then explores the history of geology and biology, and traces life from its first appearance to todays modern humans, placing emphasis on the development of the modern Homo sapiens. Furthermore, he discusses the possibility of the Earths being struck by a meteor, and reflects on human capabilities of spotting aRead MoreThe Rise and Fall of American Hegemony4258 Words   |  18 PagesSome Related Literature Table of contents ABSTRACT 1 MAIN PAPER I. INTRODUCTION 2 II. EMPIRICAL LITERATURE REVIEW 3 III. DISCUSSION 7 IV. CONCLUSION 11 REFERENCES â€Æ' ABSTRACT Scholars like Johan Galtung, Robert Gilpin and Noam Chomsky greatly influenced the background ideas of this paper. Most of the cases the author argues come and are mostly based from the books of the said scholars. Galtung discusses most of the points that are crucial to this paper

Sociology as a Science Free Essays

More†¦ The case for sociology as a science * 1. The Case for Sociology as a Science 1. Introduction In this paper, I try to put forward several points in favor of sociology as a science. We will write a custom essay sample on Sociology as a Science or any similar topic only for you Order Now In the course of argument, I will also discuss the problems of † value free† sociology and scope of sociology. 2. What is science? To answer the question if sociology is a science or not, first we need to know what is science, otherwise the question does not make much sense. Actually current philosophical views on the nature of science are diverse, and largely liberalized from previous views. First, they no longer accept strong criteria of falsification as a scientific method. There are several ways to formulate falsification, but her e I mean something like this: scientific theories should make observable predictions and we should discard a theory if we find only one discrepancy between a prediction of the theory and an observation. Because even physics cannot meet such a strong criteria, now philosophers like Lakatos (1970) admit tolerance to such failure to some extent. Another new movement in philosophy is the attack on the universal laws. Cartwright (1983) argued that seemingly universal physical laws are not really universal, from logical point of view. This and other reasons (note1), Cartwright (1983) and Hacking (1983) presented a new view of science in which piecemeal â€Å"models†, instead of universal laws and theories, play the central role of scientific investigation . Here, â€Å"models† means oversimplified mental pictures of structure. For example, planetary model of atoms is long known as an oversimplification, but still it is widely used by chemists as a convenient way for thinking about chemical reactions. Feature Article –  Sociology Test I do not have enough space to give a definition of science, but these considerations will be enough to help our judgment on the status of sociology. 3. Is sociology a science? With the analysis of science in the previous section in mind, let us turn to sociology. Early sociologists tried to establish sociology as a science, and their arguments are mainly on the methodology of sociology. Comte claimed that sociology uses four different kinds of methodologies, namely observation, experiment, comparison and historical research as a special case of comparison (CST pp. 9-90, SCS pp. 42-54). These are the methodology used in several other scientific fields, especially in biology. So if his sociology had really followed these methods, it would have been a strong case for sociology as a science. But actually he never did empirical research (CST p. 110), so we cannot take his argument at the face value. But his argument influenced on other sociologists, especially Durkheim. For Durkheim, soci ology is a study o f social facts (CST p. 185). A social fact is † a thing that is external to, and coercive of, the actor† (ibid. emphasis original). Because they are external, social facts cannot be investigated by introspection (ibid. ). We should use empirical research. A typical use of this methodology is in his analysis of suicide (CST p. 195). Durkheim used statistics on suicide rate to establish his argument that suicide is a social phenomenon. He refused alternative hypotheses because their predictions did not agree with the actual statistical data. This is an admirable attempt of empirical research of society, but there are several problems. Durkheim applied too strict criteria of falsification to rival accounts. Adoption of these strict criteria is suicidal for sociology, because it is hard for a sociological theory to make a precise prediction, let alone to make a precise and correct prediction (and without this, the falsification criteria do not work). Another related problem is in his reject ion of introspection as a sociological method. This restricts the scope of sociology too narrowly, and in fact even Durkheim’s own study becomes impossible. For example, Durkheim’s definition of suicide is â€Å"any case of death ‘resulting directly of indirectly from a positive or negative act of an individual against himself, which he knows must produce this result'† (ED p. 32). But, without using introspection, how can we decide if ‘he knows’ the result or not, from external evidence only? I think that Weber’s methodology provides an answer to these problems. His key word in this point is â€Å"Verstehen,† a German word for â€Å"understanding† or â€Å"interpretation† (CST pp. 222 -224, FMW pp. 55-56). According to him, we can â€Å"understand† other people’s motivation through introspection of our own intentions, and this kind of knowledge is necessary for sociology. This is exactly what Durkheim denied as a method of sociology, but as we saw above even Durkheim himself used this â€Å"understanding† in his actual work. But, o f course, the problem is if this is permissible as a scientific method. Strong falsification of a theory is almost impossible by such â€Å"interpreted† facts, because if an interpreted fact runs counter to the theory we can just change the interpretation. But, as we saw in the last section, such strong falsification is given up by philosophers of science as too strict a criteria. Moreover, the arbitrariness of interpretation is not as great as one might worry. For example, Comte’s three stage theory (the detail of the theory does not matter here) has no follower today because there is no way we can reasonably interpret the evolution of society as obeying such a law. In this case we can say that Comte’s theory was falsified. As far as we have this minimal possibility of falsification, we can admit â€Å"Verstehen† as a scientific method of sociology, thus † interpretive† sociology as a science. Before we proceed to next section, I would like to make a brief remark on the use of models in sociology. One of the reason people may argue against sociology as a science is the lack of the sociological theory. We have Marx’s theory, Durkheim’s theory, Weber’s theory and so on, but none of them are shared by all sociologists. This seems to make a strong contrast with other fields of science where scientists agree on the basic theories. But, as we saw in the last section, some philosophers think that even in other scientific field what scientists are working on are piecemeal models, not a universal theory. And as f or such models, we can find abundant models shared by many sociologists. Actually, this is what Weber called â€Å"ideal types† (CST pp225-228). Ideal types are constructed through exaggerating some features of real cases. By comparing with ideal types we can find characteristics of each real case. These ideal types are useful conceptual tools for sociology just in the same sense as the planetary model of atoms is a useful conceptual tool for chemists. So, in this point, the difference between sociology and other scientific fields is not so great as it seems to be. 4. On â€Å"value free† sociology. To talk about â€Å"value free† sociology, I introduce a distinction made by philosophers recently (e. g. Laudan 1984). This is the distinction between â€Å"epistemic values† and non-epistemic values. Epistemic values are related to a special type of question â€Å"what should we accept as knowledge (or a fact)? Logical consistency, empirical adequacy, simplicity etc. are the criteria to answer such a question, and they ar e called epistemic values. On the other hand, other values are supposed to be used to answer the broader question â€Å"what should we do? † These are non-epistemic values. With this distinction, we will find that the claims of † value free† sociology made by ea rly sociologists were actually the claims for independence of epistemic values from other values in sociology (even though they are not conscious about this distinction). First, let us see the case of Spencer. Spencer distinguished several kind s of emotional biases, and claimed that we should exclude these biases from sociological research (CST pp. 124-125). None of these biases are epistemic value as characterized above. Moreover, the Spencer’s claim that we should exclude these biases is a value judgment, but this is an epistemic value judgment, and as far as this claim itself is not affected emotional biases, to apply such a value to sociology should be O. K. So Spencer’s argument agrees with my definition of â€Å"value free† sociology. The same argument applies to Weber. Weber says that teachers should not exploit the circumstances in a lecture room to imprint upon the students his personal political views (FMW pp. 146-147), because the task of teacher is to teach his students to recognize† facts that are inconvenient for their party opinions† (FMW p. 147). Again this is a value judgment, but epistemic one. Apparently sociology (or any other science) cannot be free from all values (because the ideal of â€Å"value free† sociology itself is a value), but at least it can be free from non-epistemic kinds of values, when we decide what is a fact and what is not. I guess even Marx can agree this notion of â€Å"value free† sociology to some extent. Of course in Marx’s theory the value judgment and the theory are inseparably related, but his actual arguments show that he distinguished these two things. For example, Marx criticizes Ricardo in â€Å"Theory of Surplus Value,† but the primary reason he criticizes Ricardo is not that Ricardo is capitalist, but that Ricardo’s conceptual scheme is insufficient because it cannot deal with certain cases (KM pp. 398-409). Thus the criteria for this judgment is pistemic values, not other kinds of value. I think that this way of argument gives Marx’s theory its persuasiveness. Of course I admit non-epistemic values and sociology have many interrelationships. For example, the choice of research topic is influenced the sociologist’s personal values, and sometimes a result of sociological research has immediate normative implications (e. g. Marx’s analysis on alienated labor; KM pp. 77-87). But still, I think, at the point of accepting something as a fact, we should be free from non-epistemic values. 5. On the scope of sociology Comte thought that sociology is the study of social statics (social structure) and social dynamics (social change) (CST p. 94). Durkheim thought that sociology should deal with social facts. Simmel claimed that â€Å"everything which was not science of external nature must be science of society† (SCS p. 29). Does any of them have the right answer? I don’t think that there is anything right or wrong on this topic, but my own preference is Simmel’s answer quoted here. I think that Comte’s and Durkheim’s answers tried to restrict the subject fie ld of sociology to establish sociology as a independent scientific field. But now no one would doubt sociology is an independent field (even though someone might object that it is not a â€Å"scientific† field). In this situation, such a conscious self restriction of subject matter is nothing but an obstacle to interdisciplinary cooperations with psychology and other neighbor fields. This is why I like Simmel’s answer. 6. Conclusion According to the liberalized philosophical view on science, there is nothing wrong with admitting Weber’s â€Å"Verstehen† and â€Å"ideal types† as scientific method, thus admitting sociology using these methods as a science. Recent distinction between epistemic and non-epistemic values makes the claim of â€Å"value free† sociology intelligible, and I think it is a reasonable position if taken in the sense I defined. I also briefly talked about the scope of sociology, and argued that we should not be restrictive on the subject matter of sociology. For example, even in physics, the scientists in closely related fields sometimes accept mutually inconsistent theories in each field and have no problem. This shows that How to cite Sociology as a Science, Essay examples

Master in Teaching Mathematical Terminology

Question: Discuss about theMaster in Teachingfor Mathematical Terminology. Answer: Part One Media Article 1: Description and Explanation of Mathematical Terminology The mathematical terminology used in the media article one is percentage. The article also used median mathematical tool. For example, in the article, it is indicated that median weekly asking rent in Melbournes for house hit four hundred dollars for a first time. The percentage is used where they yearly growth in rent for the houses, at 5.3 percent, outstripped units that surged 2.8%. The median unit rent remained steady at $370. Having acknowledged the use of both median and percentage as mathematical terminology in media article, we now turn into understanding what median and percentages are. Median Together with mean and mode, median is a kind of average. Median is one of the most common average in statistics. It is mostly encountered in the pre-statistics courses. The median describes the middle value in any given list of numbers. It is obtained by listing the numbers in the numerical order. Before obtaining the median, one must rewrite the list of numbers first. We can illustrate median using the following list of values. 21, 13, 13, 18, 14, 13, 14, 16, 13. To compute median for the above list of numbers, the first step is to rewrite the numbers in numerical order. This list then becomes13, 13, 13, 14, 16, 18, 21. Once the list has been rewritten, like in this case, we have nine numbers in the list. As it has been shown that median is the middle number. We get this by (9+1)/2=10/2=5th number. Therefore, the fifth number from the above list is 14 which then becomes the median. Median is significant in statistics since it is a representation of the center of a given set of data set. It can frequently provide two various stories regarding data particularly where the set of data entails outliers (extreme values). An outlier describes the statistical observation which is mathematically aloof from the other the data. It has the potential to skew the data mean, however, by means of the median, mathematicians can obtain an additional correct image of the true average or the central worth of a given data set. The median is used to measure the center of a numerical data set. An arithmetical median is such as the median of an interstate road. For example, on various roads, the median is the central and equivalent to the amount of lanes on either side of it. In the arithmetical data set, median gives the place at which there are an equivalent amount of data points whose values fall overhead as well as below the median value. Therefore, median is truthfully the central of the set of data. In case of a set of data with an odd number of the points, finding median will follow the above procedure by arranging the figures in order from the least to the biggest and then counting numbers The median shall become the one precisely in the mid, with an equivalent quantity of the numerous on each side of it. However, with an even amount of data points, one will obtain the median by calculating the median since no one number will fall in the center. In such a scenario, we begin by arranging the digits in ascending form and select the 2 mid figures provided as well as sum them up. We will eventually divide the result by 2 to get the median number. Percentage Percentage in mathematics means per 100 or for every 100 or out of 100. The symbol for percentage is (%). This symbol gives a quick way of writing a fraction with the denomination of 100. For example, in the above Media Article 1, the yearly growth in rent for houses, at 5.3% that surpassed units which surged 2.8%. This means that house rent grew 5.3 times for every 100 houses. The percentage can be expressed as decimals. This is done by moving the decimal part two places to the left. For example, 5.3% becomes o.053. In the same decimals can be expressed as percentage by moving the decimal point two places rightwards. Accordingly, 0.53 becomes 5.3%. The formula for calculating the percentage or for converting from the percentages remain relatively simple. For example, to convert a give fraction or decimal to percentage is done by multiplying by 100%. For example, 0.053, is converted to percentage by; 0.055*100=5.3%. A percentage can also be converted into a fraction by dividing by 100 and reducing the fraction as possible. For example 5.3%=5.3/100= 53/1000 However, there is a need to be wary of the common errors in the calculation of a percentage. As percentages are frequently thought of as parts of a larger whole item, there can be a tendency to divide instead of multiplying where one is faced with the problem like. Find 10% of 50. As the example below indicates, upon converting the percent to a decimal, the subsequent is to multiply, and not division. 50/0.1 =500 instead of 0.1*50=5 Understanding of percent enables the students to undertake effective estimation to check whether their solution is reasonable. In the example find 35% of 80, knowing that 35% is between one-quarter and one-half, would imply the solution needs to be somewhere between twenty and forty. Percentage is, therefore, in expressing growth or decline in a given phenomenon. Like in the media article 1, percentage has been used to showcase the growth in houses rent in Melbourne. Description of Major Conclusions The reasons for the surges were related to a number of factors. It is noted that with the December vacancy rates for the houses tightening from 1.8% to 1.7% over the month, tenants can anticipate more competition. Unit renters, nevertheless, have avoided the rise in price, with a vast volume of apartment constructions have kept the prices growth flat and vacancy rate high. Moreover, it is also due to the strong overseas as well as interstate migration besides enhanced Melbourne economy that creates more jobs leading to rising demand for the houses (Boseley, 2015). It was also concluded there was a reduced number of investors adding the rental stock due to the crackdown of Australian Prudential Regulation Authority on investor lending. It was also concluded that the increased demand for house in the east due to families wanting to reside in particular school zones. Moreover, this was also due to the investors who sold their properties after seeing the rates of interest surging and due to lower yields thereby decreasing supply. The landlords therefore can ask for increases in rent as there is a prospect for higher rents for the houses in Melbourne. The surges were also due to due to the tenants willing to pay six months rent upfront. The demand was fueled by individuals who had sold last years and hence they were looking to buy when the market cooled down. Whether Evidence is Convincing The evidence given in the article are convincing. This is because various industry experts have expressed the views based on analysis. Moreover, there are percentage increases shown in the Media Article 1. This demonstrates that they were drawn from real figures. Also, the study included such participants as tenants, landlords, regulators and property owners. The views of these groups have been effectively integrated in the analysis and this is convincing. Also, the factors given for the surges are real-world example. It is true that as people demand more of houses, with fixed supply of the same houses, the price will automatically increase due to economic forces of demand and supply. Nevertheless, there is a need to show the figures from which the percentage increases were drawn from. This additional information will make the information presented more convincing than it appears currently. This is because the source data from which the information is derive will make people easily compare past and the present more effectively than merely percentages and median used. Media Article 2: Description and Explanation of Mathematical Terminology As explained above in Media Article 1, Media Article used the mathematical terminologies like percentage. The percentage has been explained in the article one based on the meaning, how it is calculated and its important and hence the information in article one will serve this part. However, I will explain the specific use of percentage in Media Article 2. The report by the World Health Organizations International Agency for Research on Cancer (IARC) concluded that for every fifty gram (1.80-ounce) share of the meat that is processed consumed daily raised the colorectal cancers risk by eighteen percent. Description of Major Conclusions The first conclusion from Media Article 2 drawn from the IARCs research specialists is that for every fifty-gram (1.80-ounce) slice of the everyday consumed processed beef, the colorectal cancers risk increases by eighteen percent The study showed that the peril of developing cancer (colorectal) for a person remains small due to low consumption of the processed meat, but with the increase in the amount consumed, there is an increase the risk. The worldwide effect on incidence of cancer is of significance to the public health in understanding of the massive amount of individual who eat processed beef. Accordingly, the study ranked ham, bacon, and sausages together with cigarettes as chief causes of cancer thereby putting cure as well as processed beefs in one class as alcohol, tobacco, arsenic as well as asbestos. Whether Evidence is convincing The evidence presented in Media Article is convincing. This is because, the conclusion is drawn from the empirical evidence following the research undertaken by the WHOs IARC experts. Moreover, the findings are also supported by Doctors and Professor Time Key. Prof Key is renowned Cancer Research United Kingdoms epidemiologist in University of Oxford. He has supported the decision by IARC holding that there is sufficient and robust evidence to categorize processed beef as a cause of cancer while red beef categorized as likely cause of cancer. The Prof Key moves further to hold that it has long been known that there is a probable connection between red beef and processed beef and the cancer (bowel). Moreover, this knowledge is supported by considerable evidence. The research is supported by Doctor Kurt Straif who is the head of IARC monographs programme. This because the Dr. has shown effectively that the worldwide influence on cancer occurrence is a public health significance in view of huge amount of individuals who eat processed beef. The World Cancer Research Fund (WCRF) has been advising individuals that processed beef is cancer peril. There is, therefore, sufficient evidence to categorize processed in same level as cigarettes. This is because the World Cancer Research Fund have shown that consuming products like ham, bacon, and salami should be in little amount less than 500 grams weekly to avoid cancer (ZhouJan, 2016). The decision also follows a year deliberations by international scientist moreover there is evidence that it will be welcomed by cancer researchers. This shows that the evidence given in the study is backed by effective investigation and this explains why it has taken the whole year. Nevertheless, there is a need for additional information to bring together all the stakeholders to accept the IACRs decision. This will give the decision a synergy that will help people embrace the decision and accept evidence-based health practices. There is a need for the IACRs to show that experimental and empirical study results so as to support their decisions. The WHO should also come undertake awareness campaigns focusing on the need to reduce the amount of processed meat consumed by the people. They should explain clearly whether there is a total ban on processed meat consumption or little amount being accepted since it seems people have not understand the implication of their decision to categorize processed meat in one category as cigarettes and red beef as likely cause of cancer. Part Two Completed Competency Test I have completed the numeracy test on written arithmetic and written data. I was tested in written questions being presented to me in a series of on-screen questions. I was able to use an on-screen calculator. The test specifically tested my ability to interpret and use written data. This test has helped have a comprehensive understanding of identifying trends correctly, making comparisons to draw conclusions, interpreting information accurately. The specific areas that I was tested included time, money, decimal, percentages, and fractions. The test also included such areas as ration and proportion, range, averages (mean, median and mode), using simple formulae and conversations. The test also included measurements like area and distance. Strength and Weaknesses The strength and weaknesses in this test are essential in enhancing my ability to identify numeracy opportunities across the curriculum. From the test, my strengths include correct identification of trends and effective comparisons to draw deductions. However, my weaknesses regards the interpretation of information accurately. Impacts of Strengths and Weakness By identifying trends correctly, I have an opportunity to identify the trends in the curriculums. This will help me know the effective ways of doing things including identifying me ability and areas that need improvement. The weakness I have, however, will not allow me to interpret the effects of these trends identified on my competency levels. This will impede my ability to solve my problems. My students will, therefore, have problems in applying whatever they have learned in school to real-world problems. This is because they will be able to identify their problems and opportunities around them but fail to interpret it correctly. In this, they will not have the right strategies to address their problems and explore their opportunities. Areas to Work On Some of the critical areas that I have decided to work on to improve the learning opportunities for my students include the interpretation and use of the written data. By working on this weaknesses, I will not only know how to interpret the data but also to use it correctly. In this case, I will be able to pass the knowledge effectively to my students who will then have the opportunities to apply whatever they have learned in class in real-life situation. In so doing, my students will be able to identify problems and opportunities across the curriculum and devise effective and relevant strategies to solve the problem by exploring the opportunities. I will, therefore, focus on such areas as percentages, conversions, proportions, decimals and measurement. The focus will to understand the meanings and uses of the mentioned areas. By understanding for example the meaning and uses of percentages, I will be able to know how to interpret the information presented as percentages. References Boseley, S. (2015). Processed meats rank alongside smoking as cancer causes WHO. The Guardian, 1-4. ZhouJan, C. (2016). Melbourne median house rent hits new high. The Age, 1-4.