Mondrian's Mathematical principles art Speech or Presentation

Mondrian's Mathematical principles art - Speech or Presentation Example Mondrian employed the very simple geometrical shapes and primary colors for expressing reality, nature and logic. His perspective of viewing things was different. He considered that it is possible to construct any kind of shape as long as there is a basic geometric one. Same is the case with colors; any color can be made by a combination of two or more of the primary colors, red, blue and yellow. A very common element of Mondrian’s art is the Golden Rectangle. This comes under the basic shapes and it has been used repeatedly by Mondrian in his artwork. The following compositions were created using the primary colors and both contain several golden rectangles. The first one was painted in 1942 and the second, right one in 1926 (Mondrian 1937–42). Basically, through his work Mondrian wanted â€Å"to achieve harmony through the balance of the relationships between lines, colors and planes. But only in the clearest and strongest way† (Ruhrberg, et al. 2000,

History of Coca Cola Essay Example for Free

History of Coca Cola Essay About the Company: The first signs of the Coca-Cola Company started out in Atlanta in 1886 when a pharmacist named John Pemberton developed a caramel colored carbonated drink and sampled it to customers. Soon after, the drink was for sale at five cents a glass, selling about nine glasses a day in the local pharmacy. After Pemberton’s death in 1888, an Atlanta businessman named Asa Griggs Candler, secured the rights to Coca-Cola for a total of $2300 and it was at this time that Coca-Cola transformed from an invention into a business. Over the next several years, through coupons, advertisement, and sampling, the demand for Coca-Cola continued to grow making it necessary to open syrup plants in Chicago, Dallas, and Los Angeles. In 1899, two lawyers secured the rights from Candler to sell Coca-Cola in portable bottle sized serving, as opposed to only being offered in the soda fountains. Not realizing the popularity bottles would have, Candler sold the rights for just one dollar. Going into the new century, Coca-Cola continued to see rapid growth moving into other countries including Canada, Panama, Puerto Rico, France, and Cuba to name a few. From having just two bottlers in 1990, Coca-Cola had almost 1000 bottlers in 1920. Over the next twenty year, focus was on introducing the beverage around the world with much success. After 70 years of success with Coca-Cola, the company began introducing other flavored beverages including Fanta ®, Tab ®, Fresca ®, and Sprite ®. The company’s presence was growing more and more internationally in countries such as Cambodia, Turkey, and Paraguay. In1971, the company was selected to be the only company allowed to sell packaged cold drinks in The Peoples Republic of China. During the 1980’s, Diet Coke was introduced and the company made an attempt at developing a new improved formula for Coca-Cola. While this had good test panel results, when the new formula was introduced on the market, the public begged for the old formula to be reinstated. The public opinion eventually won and Coca-Cola Classic was back on the shelves. The 1990’s  brought other new beverages to the line up including Dasani ® bottled water, Powerade ® sports drink, and Barq’s ® root beer. The company continued to move into other countries including East Germany and India. By 1997, the company was up to over 1 billion servings of their product a day and continually growing. Coca-Cola started out as an experiment in a pharmacy selling just nine glasses a day and now has over 500 brands world wide selling over 1.7 billion servings per day. Even with the tough economy, Coca-Cola has continued its growth and remains to be a beverage that consumers reach for da ily, not just in the United States, but all over the world.

The Impact of Technology on Business Essay -- Technological Business e

The Impact of Technology on Business The word business, trade, exchange of commodities are all synonyms. In the early age of civilization business was carried out on the basis of Bata trade as currency came into existence and there were business set Ups our perception started to change towards business but more so since the last 50 yrs with the advent of the information technology the world has turned around. With the establishment of the Internet business has got globalize Businesses are now able to approach overseas market they are no more confined to their areas of their establishment. Business today is inextricably intertwined with technology, from the smallest home office, to a multinational corporation with multiple monolithic legacy application. It is impossible to be in business today without confronting the issues of technology. The way we do business today is different than 30 years ago. Technology has evolved around the areas of telecommunication, travel, stock market, shipping even around our daily lives. E-commerce a system by which people can buy, sell and deal without even seeing the person on the other side has taken a front seat in improving the economy of countries around the world. Technology today has made it possible for monetary institutions to help locate the customers resources and help solve their problems at any given time through online banking. The Internet, a boon to all business, is playing a part of a catalyst; it links millions of customers to its suppliers and vice versa due to this, manufactures are able to cut the role of middlemen a nd are able to deal with the customers, giving them the ability for direct input from the customers about their choices and views of their product. The busi... ...tune magazine on May 2000. In one of the interviews with Kurt Kammerer, the writer Justin Fox contends, "The core of his business is software that uses intelligent agents to arrange business transaction online"(Fortune, 2001) business is also changing the traditional way of doing things,there are virtual markets like(http://www.ebay.com)where by which people are buying and selling products Today there are no limitations to what technology can do to change the way we do Business. From online malls like(http://www.mall.com) to sites likeE-Bay technology has changed the way we do business. What we can conceive we can achieve. What is coming up next might impact our ways of doing business but the major impact, the major changes have began and what will lead now will be enhancing those changes. We have discussed many ways that technology has impacted our businesses.

Divine Love in The Canonization Essay -- Canonization Essays

Divine Love in The Canonization Describing the complexities of love, Pascal states that "the heart has reasons which reason knows nothing of" (qtd. in Bartlett 270). Similarly, in "The Canonization" by John Donne, the speaker argues that his unique love obtains reasons beyond the knowledge of the common man. The speaker relates his love to the canonization of saints. Therefore, he implies that his love is a divine love. In "The Canonization," the speaker conveys a love deserving of admiration and worthy of sainthood. In the poem, the lover describes his love as incomprehensible. In the heat of discussion, the lover insults his companion's intelligence with the statement, "Take you a course, get you a place" (5). The speaker implies that his listener does not possess the adequate amount of intelligence necessary to understand his complex love. Resulting from the listener's critical comments concerning the speaker's love, the speaker implores the listener to chide him for his physical features or past mistakes in life. In other words, he tells the listener to deride him for his tangible and superficial flaws, rather than attempt to disparage the inner depths of a love relationship that the listener cannot comprehend. The speaker expresses the rarity of his love by stating that his love is his occupation and his sole purpose in life. In essence, his love becomes his calling, similar to a saint's calling from God. Stressing his devotion to his lover, the speaker reveals an astute comparison between the professions of mankind to his own occupation of love: "Soldiers finde warres, and Lawyers finde out still / Litigious men, which quarrels move, / Though she and I do love" (16-18). Similar to the profession... ...y embracing their isolation, they discover the world through each other's eyes: "Who did the whole world soule extract, and drove / Into the glasses of your eyes" (40-41). Unlike the rest of the world, the two unique lovers find their true identities and ideal desires through reckless abandonment of worldly views. The comparison between the artificial love of the listener and the divine love of the speaker represents another distinction in the two concepts of love. The divine love of the speaker offers complete devotion, intensity and immortality while artificial love of the listener maintains the placid position of peace. In essence, the love of the speaker creates a model for all other lovers that "Beg from above / A patterne of your love!" (44-45). The love of the speaker in "The Canonization" proves to be a divine love relative to the saints.

Oncology and Social Media

LIVESTRONG, an organization created by one of the worlds best cyclists, Lance Armstrong, and cancer survivor, Doug Ulman, has been highly successful in raising awareness and helping the cause against cancer over the past years. Not only has the organization touched the lives of millions of people, but it also has raised millions of dollars to fund the fight against this worldwide disease. The foundation fights to improve the lives of people affected by cancer and works in two areas: One by directly supporting survivors(people facing cancer and their family) and the other is by creating a global movement to battle the disease.Although the organization is relatively small with fewer than 90 employees based in one city, it has grown to be highly respected; yet CEO Doug Ulman is still faced with some tough questions concerning the growth and future of the organization and how they can best leverage their brand. It would be recommended that in order to keep promoting and raising awareness for LIVESTRONG’s events and cancer activism, they should really emphasize and continue to take advantage of social media such as Twitter, Facebook, blogs, websites, etc. , because they provide a inexpensive, effective and broad way of marketing.Through these mediums of social media, they could answer questions, promote stories of cancer survivors, and provide a community for not only survivors but their families as well. They should also set up more events providing people with more personal experiences, such as mixers where people affected by cancer could gather, share their stories and meet face to face with others. Doug Ulman should also consider that if his goal is to create a national organization, advocating for people affected by cancer, that he may need expand offices to other places in the world, as currently they only have one located in Texas.If he isn’t willing to do so and wants to keep his company small, he should then look into the possibility of having more relations with local, existing cancer activism groups in other places of the world. Provided the craze that LIVESTRONG wrist bands caused in the world, proving to be a simple, inexpensive band that created a community across all geographical, racial and age lines, they should continue to fundraise through more fashion products like so (T-shirts, sweaters, shorts, shoes, etc. ).The wristbands not only sold more than 85 million, but they also were a way for everyday people to be philanthropists and donate an affordable amount of money and in return be able to show and feel like they are apart of the community of cancer survivors through a fashion item. However LIVESTRONG should recognize that one of the negatives of this whole campaign was that some people started purchasing the wristband for fashion purposes, instead of for the cause. To solve this problem with future items such as T-shirts, shorts, sweaters, etc. they could promote the main goal of the organization and make kn own to consumers what they were contributing to in buying LIVESTRONG products, possibly by adding tags on the article explaining this. Another concern Doug Ulman should have is that surrounding the doping allegations and multiple drug tests against Lance Armstrong, who is LIVESTRONG’s face and only â€Å"poster boy† for the organization. He should be worried of what would happen if these allegations turned out to be true, and how that would affect Armstrong’s reputation, which would reflect directly back on the LIVESTRONG brand.To relieve the possibility of this happening, Ulman should consider using everyday survivors to promote the brand, someone who is relatable to the common public and isn’t necessarily a celebrity such as Lance is. In doing so, people would be buying and supporting for the organization, and survivors, not just for Lance Armstrong. People would also be able to share their stories, and compare their experiences with cancer to others. F inally, in questioning whether LIVESTRONG should continue on its partnership with Nike or if they should breakaway and do their own thing, dropping Nike would be to risky of a move to make.Not only is Nike a highly reputable brand, but it also provides LIVESTRONG with someone who can produce and market their products, which brings in a considerable amount of revenue for the LIVESTRONG foundation. In dropping Nike, they would have to find another way to produce and promote these products, which would cause more problems than benefits. They can also use Nike to sponsor sporting events like the Tour De France, where all the bikers wore a yellow LIVESTRONG shirt, promoting their organization.With cancer being the second most common cause of death in the US, it is expected that almost everybody in the country knows someone who has been affected by this tragic disease, and thus the strength of the community helping those affected should continue to grow. By using the power of social media , their sponsors, events, taking advantage of the LIVESTRONG brand, looking into expanding offices into other parts of the world and by using everyday local survivors to promote their brand, Doug Ulman should expect his organization to continue to grow and help raise awareness and support for cancer not only locally, but worldwide.

Biography of Tom Hayden, Activist and Politician

Biography of Tom Hayden, Activist and Politician Tom Hayden (December 11, 1939–October 23, 2016) was an American anti-war activist and the co-founder of Students for a Democratic Society. In later life, he was elected to public office in California. Fast Facts: Tom Hayden Known For: Co-founder of the Students for a Democratic Society (SDS) and a political activist focused on anti-war efforts, civil rights, and progressivism in American politicsOccupation: Activist, author, professor, and politicianBorn: December 11, 1939  in Royal Oak, MichiganDied: October 23, 2016  in Santa Monica, CaliforniaSpouse(s): Casey Cason  (m. 1961–1962), Jane Fonda  (m. 1973–1990), Barbara Williams  (m. 1993–2016)Children: Troy Garity, Liam Jack Diallo Hayden Early Life Hayden was born in Royal Oak, Michigan, to Genevieve and John Hayden. His father, a former Marine of Irish Catholic descent, was an accountant for Chrysler. The Haydens divorced when Thomas was ten, in large part due to John’s violent alcoholic tendencies. Hayden was raised by his mother and grew up attending Catholic elementary school, but he broke with the Church when he grew older. Hayden began his career as the editor of his high school’s newspaper. He then went on to attend the University of Michigan, where he served as the editor of the student newspaper, the Michigan Daily. It was at this time that he became more politically active, eventually co-founding the leftist student group Students for a Democratic Society (SDS). He met his first wife, Sandra Cason, through their shared activism, and the couple married in 1961. Radical Activism Hayden began his larger-scale activism as a Freedom Rider in the South, riding into the segregated South to protest the non-compliance with a Supreme Court ruling that had made segregated buses unconstitutional. As president of the SDS, Hayden drafted their manifesto, the Port Huron Statement, which became an early inspiration for the â€Å"New Left† and young, radical leftist movement in the United States. After divorcing Cason in 1962, Hayden moved to Newark, New Jersey, where he worked from 1964 to 1968 with inner-city residents and witnessed the 1967 â€Å"race riots,† which he attributed to more than just racial conflict. It was in 1965, however, that Hayden began his more visible and controversial activism. Alongside Communist Party USA member Herbert Aptheker and Quaker peace activist Staughton Lynd, Hayden visited North Vietnam, touring villages and factories. He continued his anti-war activities into 1968, when he joined the National Mobilization Committee to End the War in Vietnam and protested outside the Democratic National Convention. Those protests led to his indictment, along with several of his fellow protestors, on charges of incitement to riot and conspiracy. Their case became known as the â€Å"Chicago Seven† (named after the city where the convention and protests occurred), and although Hayden and other protestors were initially convicted of crossing state lines with the intention to riot, the decision was later reversed, and the government did not retry the case. Following the trial, Hayden continued to make highly visible visits to Vietnam and Cambodia, the latter of which had been drawn into the war under the Nixon administration. Hayden had become involved romantically with actress Jane Fonda, who was also an anti-war protestor and famously took a trip to Hanoi, the North Vietnamese capital, in 1972. The couple married in 1973 and welcomed their son, Troy Garity (given Hayden’s mother’s maiden name for his surname). He also founded the Indochina Peace Campaign, which organized anti-war dissent and fought for amnesty for those who dodged being drafted. Entry into Politics In 1976, Hayden made his first political move when he challenged incumbent Senator John V. Tunney for a California Senate seat. Although he was initially viewed as a fringe candidate, he wound up finishing a strong second in the Democratic primary. In the 1980s, he served in the California state assembly and, in the 1990s, in the state senate. Hayden served on the advisory board of the Progressive Democrats of America, a political organization and grassroots political action committee created to advocate for more progressive policy within the Democratic Party. He also became a strong advocate for animal rights and authored a bill that improved protections for pets and shelter animals. Throughout his career, Hayden taught at the university level at several California universities. For the most part, his courses specialized in social movements, political science, and history of protests. He also authored or edited nearly 20 books. Later Life In 1990, Hayden and Fonda divorced; three years later, he married his third wife, Barbara Williams, a Canadian-American actress. The couple adopted a son, Liam, who was born in 2000. The 2016 election would be the last campaign season he participated in: although he reportedly supported Bernie Sanders early on, he publicly supported Hillary Clinton. However, Hayden did not live to see the results of the election. After a lengthy illness and a stroke, Hayden died on October 23, 2016, in Santa Monica, California. He left behind a large volume of published work, as well as a legacy of pushing for progress, even (and especially) when it went against the â€Å"establishment† thinking. Sources Finnegan, Michael. â€Å"The radical inside the system: Tom Hayden, protester-turned-politician, dies at 76.† The Los Angeles Times, 23 October 2016, https://www.latimes.com/local/obituaries/la-me-tom-hayden-snap-story.html.McFadden, Robert D. â€Å"Tom Hayden, Civil Rights and Antiwar Activist Turned Lawmaker, Dies at 76.† The New York Times, 24 October 2016, https://www.nytimes.com/2016/10/25/us/tom-hayden-dead.html.Schaffer, Scott. â€Å"Tom Hayden: American Activist and Author.† Encyclopaedia Brittanica, 7 December 2018, https://www.britannica.com/biography/Tom-Hayden.

The action of lipase Essays

The action of lipase Essays The action of lipase Essay The action of lipase Essay AIM: Lipases hydrolize fats into glycerol and fatty acids1, therefor to investigate how different amount (1 cm3, 2 cm3, 4 cm3, 8 cm3, 12 cm3, 20 cm3) of 3% lipase solutions break down the fat in 5 cm3 of milk.RESEARCH QUESTION: how fast can different amount (1 cm3, 2 cm3, 4 cm3, 8 cm3, 12 cm3, 20 cm3) of 3% lipase solutions break down the fat molecules in 5 cm3 of milk?INDEPENDENT VARIABLE: amount of 3% lipase solution (1 cm3, 2 cm3, 4 cm3, 8 cm3, 12 cm3, 20 cm3)DEPENDENT VARIABLE: the speed (measured in minutes) of hydrolizing fat moleculesCONTROLLED VARIANLE: concentration of lipase solution, amount of milk, amount and concentration of sodium carbonate solutionHYPOTHESES: à ¯Ã‚ ¿Ã‚ ½ lipase hydrolize fats into glycerol and fatty acid1 therefore as the amount of lipase is increased, the fat molecules will be hydrolized faster and fasterà ¯Ã‚ ¿Ã‚ ½ boiled lipase will not break down fat molecules, because the enzymes denaturate on high temperatureMaterials: Equipments:-milk -test tu bes-0.05M sodium carbonate solution -test tube rack-phenolphthalein indicator -test tube holder-3% lipase solution -dropping pipette-graduated pipette-Bunsen burner-beaker-watchPROCEDURE:1. Using a graduated pipette, 5 cm3 of milk is placed in seven test tubes.2. 7 cm3 sodium carbonate solution is placed in each test tube.3. Using a dropping pipette phenolphthalein is add to each tube until the contests are bright pink. The test tubes are shaken well after adding each drop.4. In a spare tube about 15 mm 3 % lipase solution is placed and the liquid is heated over a Bunsen burner until it boils for a few seconds. The tube is cooled and 1 cm3 of boiled liquid is transported to test tube 1.5. With a graduate pipette 1 cm3 unboiled lipase solution is placed in test tube 2.6. With a graduate pipette 2 cm3 unboiled lipase solution is placed in test tube 3.7. With a graduate pipette 4 cm3 unboiled lipase solution is placed in test tube 4.8. With a graduate pipette 8 cm3 unboiled lipase solu tion is placed in test tube 5.9. With a graduate pipette 12 cm3 unboiled lipase solution is placed in test tube 6.10. With a graduate pipette 20 cm3 unboiled lipase solution is placed in test tube 7.11. The test tubes is shaken to mix the contents.DATA COLLECTION:à ¯Ã‚ ¿Ã‚ ½ Colour of the solution (milk, sodium carbonate solution): whiteà ¯Ã‚ ¿Ã‚ ½ Colour of the solution (milk, sodium carbonate solution, phenolphthalein): bright pinkà ¯Ã‚ ¿Ã‚ ½ To the seven test tubes 5 0.5 cm3 milk and 7 0.5 cm3 sodium carbonate solution was placed.Table 1. Observations of the action of lipaseTest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Time taken to become white/ min 0.51yes1-2no1403no2354no4265no8116no1257no202Table 2. Observations of the action of lipase Student ATest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Time taken to become white/ min 0.51yes1-2no1493no2264no4155no876no1257no203Table 3. Observations of the action of lipase Student BTest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Time taken to become white/ min 0.51yes1-2no1313no2194no4105no886no1257no203à ¯Ã‚ ¿Ã‚ ½ In each case the measurement of time started after placing the lipase solution, and shaking the test tube.à ¯Ã‚ ¿Ã‚ ½ Regarding the scale of numbers (from 3 to 40 in average see Table 4.) it was uneccasary to measure the time with the accuracy of seconds.à ¯Ã‚ ¿Ã‚ ½ In each case the test tube containig the unboiled lipase solution (tube 1) did not reach the stage of becoming white during the time of lab (about 90 min), this is denoted with a - sign.à ¯Ã‚ ¿Ã‚ ½ The scaling of the graduated pipette was 1 cm3 therefor the accuracy might differ by 0.5 cm3 .DATA PROCESSING AND PRESENTATION:Table 4. The action of lipase average time taken for the solution to become whiteTest tube number/ -Boiled/ -Amount of lipase solution added/ cm3 0.5Average time/ min half of the range1yes1-2no140.9 9.03no226.6 8.04no417.0 8.05no88.6 2.06no125.0 0.07no 202.6 0.5à ¯Ã‚ ¿Ã‚ ½The average is reported with half of the range (instead of standard deviation), because of the small number of replicates. The samll number of replicates did not allow to leave out any of the obtained data. see conclusion and evaluation to see the possible way of avoiding this problem.à ¯Ã‚ ¿Ã‚ ½Graph 1. represents the data of Table 4. plotted on a graph. On the x axis the independent variable (amount of lipase) and on the y axis the dependent variable (the time taken for the solution to become white) can be seen. The best-fit line is drawn linear, going through the range boxes. If the x and the y values were of the same distance from the origo, then the best-fit line would be 45o.à ¯Ã‚ ¿Ã‚ ½Tube 1 boiled lipase is not plotted on the graph because it was the contol test, to make sure that the colour change does not happen anyway and that the role of the lipase is responsible for the colour change, since the enzymes denaturate in high temperature, change shap e, therefore do not work any more.à ¯Ã‚ ¿Ã‚ ½ The horizontal error bars represent amount of lipase (cm3) 0.5à ¯Ã‚ ¿Ã‚ ½ The vertical error bars represent the average time (min) half of the range (in case oftube 2 2 cm3 the range was 0)à ¯Ã‚ ¿Ã‚ ½ No systematic error occured during this experiment, the random errors are discussed above graduating pipette, watchCONCLUSION AND EVALUATION:à ¯Ã‚ ¿Ã‚ ½ The hypotheses were supportive, because as it can be seen on Graph 1, as the amount of lipase was increased, the solution changed colour faster and faster, in sciantifically speaking more and more lipid was broken down to glycerol and fatty acid. The boiled lipid did not change to colour of the solution no lipid was broken down.à ¯Ã‚ ¿Ã‚ ½ In this experiment the time taken for the solution (milk, sodium carbonate solution, phenolphthalein, lipase solution) to become white was tested. Phenolphthalein is and acid/base indicator. It starts to be bright pink because the carbonate ions i n the sodium carbonate give the overall pH to be alkaline. It is transparent in acid solution. When the lipase breaks down the fat molecules (lipids) into fatty acid and glycerol, the pH decreases into the acid range and the colour of the phenolphthalein fades. This allows the white colour of milk to come through.à ¯Ã‚ ¿Ã‚ ½ The lipase in the controll test (tube 1) denaturated on high temperature, and could not function any more, so no fat molecule was broken down, therefore the pH of the solution did not change, and the colour of phenolphthalein did not indidcate the change of pH, and the white colour of milk could not come through. This is why it is dangerous for humans to have a raised temperature (fever), because the heat unables the enzymes to function, on which the human body is reliant. Lipase is used as biological washing powder (since it breaks down the fat molecules) but if it is put in hot wash, the fat does not come out of the clothes, because lipase denaturates.à ¯Ã‚ ¿Ã‚ ½ On Graph 1. it can be seen that the action of lopase is in inverse proportion to time.SUGGESTIONS FOR FURTHER IMPROVEMENT:à ¯Ã‚ ¿Ã‚ ½ To calculate the average time taken for the solution to become white, more students data should be used.à ¯Ã‚ ¿Ã‚ ½ The action of lipase could have been tested in another way as well: the test tubes should be observed at a certain time, and the dependent variable would be the ratio of pink and white in the test tube. It would show that as the amount of lipase is increased, the ratio of white will be greater and greater. For the contol test boiled lipase the ratio of pink and white would be 1:0. Although there are many source of error for this experiment, mainly measuring the ratio. I would suggest using ruler, but cause difficulties how to measure the u-shaped bottom of the test tubes.à ¯Ã‚ ¿Ã‚ ½ Testing tube 1 and 2 the conclusion was that the enzyme lipase denaturates on high temperature. To go further, I would suggest an experiment to tes t at what temperature does enzyme lipase denaturate. For this, lipase on room temperature (about 21 Co) and heated lipase (25, 30, 35, 40 and 45 Co) should be used. The independent variable: temperature of lipase, the dependent variable: time taken for the solution to become white, and the controlled variable: amount of solutions added, including lipase.à ¯Ã‚ ¿Ã‚ ½ I would suggest to use 1 drop of 1 M sodium hydroxide insted of sodium carbonate, because glycerol has three alcohol groups and each of these weakly dissociates to give acid character. The carbonate ions react in acid giving off CO2 and a froming a hydroxide after the hydrolysis of water molecules. These then neutralise the acid, so carbonate ions act like a buffer therefore the acid production cannot be registered as fast as it should be. Therefore 1 drop of1 M sodium hydroxide should be use, to avoid the buffer effect.à ¯Ã‚ ¿Ã‚ ½ The random error of using graduated pipette cannot be avoided. Measuring the time could h ave been done with the accuracy of seconds, the reason for not doing so is discussed above in the data collection section.

Apostrophe Placement in Proper Names

Apostrophe Placement in Proper Names Apostrophe Placement in Proper Names Apostrophe Placement in Proper Names By Mark Nichol What do the brand names Bakers Choice, the Diners Club, and Mrs. Fields Cookies have in common? Besides prompting hunger, they’re all â€Å"supposed† to have apostrophes in their names. So, why don’t they? A choice that belongs to bakers is a bakers’ choice, a club that belongs to diners is a diners’ club, and cookies that belong to Mrs. Fields are Mrs. Fields’s (or, depending on which style tradition you adhere to, Mrs. Fields’) cookies. The name for the Diners Club gets a pass because it can also be argued that it refers to a club for diners, and thus is attributive (for the same reason that, for example, the name of the California Teachers Association lacks an apostrophe it serves, rather than is a possession of, teachers). But the baking-products company and the cookie maker, like Barclays Bank and many other businesses, evidently decided that apostrophes are confusing or distracting and opted to omit them. Similarly, the Hells Angels opted for a streamlined look at the expense of proper style, and I don’t know about you, but I’m not about to walk into the local chapter headquarters and start complaining about the motorcycle club’s error. (You go ahead I’ll wait for you here.) The Levi’s brand name for jeans and other apparel is problematic; technically, something that belongs to the company would be referred to as Levi’s’s, but we’ll yield to practicality and pretend that the owner is Mr. Strauss, and anything of his is Levi’s. And though I prefer that the possessive case be signaled with an apostrophe and an s, not the symbol alone, though â€Å"Thomas’s† would look better, I’ll cut Thomas’ English Muffins some slack. But the one company name that is indefensibly wrong is Lands’ End; this labels clumsily conjures multiple capes or points converging on one geographical coordinate. The misplaced apostrophe is reportedly the result of an early typographical error deemed too costly to correct; on such small but momentous decisions is derision based. Regardless of which possessive style you or your employer prefers, when it comes to proper names, writers and editors must bow to the usage of a name’s owners and in order to guarantee that the usage you use is correct, verify company, organization, and brand names on the website of the business or group itself. 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 Style category, check our popular posts, or choose a related post below:100 Idioms About Numbers15 Great Word GamesHow to Style Titles of Print and Online Publications

Modern Art And Digitalization Essay Example | Topics and Well Written Essays - 750 words

Modern Art And Digitalization - Essay Example However, 21st century is the era of digitalization where technology is transforming everything from culture to people into digital images. The creation of artwork was an elite task; however, the digital software now allows even non-professionals to create their artwork within few clicks that has been an enormous social effect of digitalization of art in the society.However, 21st century is the era of digitalization where technology is transforming everything from culture to people into digital images. The creation of artwork was an elite task; however, the digital software now allows even non-professionals to create their artwork within few clicks that has been an enormous social effect of digitalization of art in the society. Some of the evident forms of digitalization are Windows Movie Maker, Windows Media Player, Facebook, YouTube, and a huge number of technologies that encourage users to create their own artworks, and thus, it has now become a major source of expression for peopl e around the globe. It has now become very imperative for experts to investigate and analyze different factors related to digitalization that is affecting art in a significant manner socially, as well as culturally. In this regard, this paper will attempt to identify the role of technology in digitalizing the field of art and its effects on the creators, users, and the audience globally.It is anticipation that findings and discussions of this paper will provide a comprehensive understanding of the people regarding the contribution, as well as the impact of digital technologies in our lives, and the role that it can play in the future. In particular, the paper will discuss the background of the art and its movements during different periods, and the social impact of art movements. Lastly, the paper will scrutinize the role of art in the contemporary age of technology and its impact on our lives.

Mango expands in the world markets Essay Example | Topics and Well Written Essays - 3500 words

Mango expands in the world markets - Essay Example According to the research findings in 1960s the fashion market was dominated by haute couture but this trend was going to change rapidly with the emergence of mass-consumer society and prà ªt a porter or ready-to-wear clothing. Initially consumers we not very welcoming of the idea and consider ready-to-wear clothing inferior, but by 70s the trend changed as prà ªt a porter showcased collections at par with haute couture .Over the years businesses have proven that the retail provides a brand with the highest number of options to showcase its potential. It is noteworthy that Spain was one of the countries which had a significant impact of the European financial crisis in 2008. This worsened the situation for most Spanish businesses as there was low productivity, high unemployment and low FDI. Even during these tough times fashion brands like Zara, Mango and Massimo Dutti were well prepared for the crises due to their high international presence, adaptation and up-to-date collections based on urban trends. Mango is one such popular prà ªt a porter brands that have an international presence. Mango’s aim right from the beginning has been to dress the urban young woman in premium quality trendy clothing at very affordable prices. Mango has been expanding rapidly globally and has managed to attain its goal â€Å"†¦of having a store in every major city of the world†. Mango has its origins in Spain and initially Spanish consumers were price-conscious but not as fashion-conscious as their Italian counterparts. So it was Italy who entered the international arena first. Mango had a small presence at the time when they entered the international market but they followed the franchising model and also offered return policies to their consumers8. Key Players and their Performance Mango globally is recognized as a key player in the industry of â€Å"fast fashion†, other key players include megabrands like Sweden’s H&M, Spanish Zara, American Gap and the U.K. retail chain New Look 9. By â€Å"fast fashion† we mean that these stores turn-over their inventory on a weekly-basis as opposed to a monthly one10 .The key concept promoted by all these brands is to make trendy and inexpensive clothing accessible to everyone at a very rapid pace. Currently a dominant trend in the apparel retail has been that they have started forming alliances with celebrity designers. This strategy has worked wonders for most brands and pulled the retail label in-line with high-end celebrity brands. According to Interbrand H&M has been particularly very ardent towards embracing this trend by working in collaborations with the likes of Stella McCartney and Roberto Cavalli (2008). Zara however has not embraced this trend very enthusiastically and sells a somewhat similar product and price range, Mango has attempted to differentiate itself by bringing designers like Mila Jovovich11 , Together they work towards providing affordable clothing to people while having been designed by a top-notch designer. Zara is a member of the Spanish group Inditex, which is considered the world’s largest clothing retailer12 . Presently Zara is showing phenomenal growth and performance as compared to others, here is a representation of sales performance for the brand and some other retail brands for the year 2001 and 2002. Source: Torun, F. â€Å"ZARA-A European Fashion Brand.† Mango Positioning and Closest Competition In terms of branding Mango would be a â€Å"branded own label† by this we mean that they have a private label proposition as well as environment and pricing strategy13. However, in light of the positioning Zara would be the closest competitor for Mango, because their target market, country of origin, business methodology I very similar. Both are examples of â€Å"fast fashion† retailers who have invested extensively n designing and supply chain management to ensure that their inventory levels are m anaged every week rather than on a monthly basis. Mango handles all steps from product

Professional Development Essay Example | Topics and Well Written Essays - 1250 words

Professional Development - Essay Example According to Rosdahl and Kowalski (2008) the nursing profession has its legal metes and bounds and it is a highly regulated profession with appropriate consequences for illegal and unethical practices. As a graduate nurse, it is important for me to master such laws and similar provisions in the practice in order to ensure that my actions in the actual practice are within the legal and ethical bounds (Funnell, Koutoukidis, and Lawrence, 2008). I have noted that there are certain legal provisions in relation to nursing practice that I am not completely familiar with. In other words, there are gaps in my legal knowledge which need to be filled; more specifically, these gaps pertain to my duties in relation to discharge and rehabilitation of patients, as well as my duties in relation to the administration of certain prescription medicines as ordered by physicians. I also noted how gaps in the application of these laws in the actual practice are seen. I know how these cases have been deci ded, but they seem to be vague to me in actual application. It is also important for the nurse to consider the ethical principles which are part and parcel of her practice. These ethical principles are: beneficence, autonomy, non-maleficence, and justice. Beneficence is concerned about doing what would benefit the patient, not what would bring him harm. This is very much related to non-maleficence which emphasizes about doing no harm to a patient. Autonomy is about allowing the patient to make informed decisions about his care. It is about allowing him to make independent decisions. And finally, justice is about giving the patient what is his due, in terms of health services (Borhani, et.al., 2010). 2. Critical thinking and analysis STANDARD: identifies the relevance of research to improving individual/group health outcomes ELEMENT: identifies problems/ issues in nursing practice which may be investigated through research. I have also assessed that I need to improve my investigation and research skills. In order for me to transition as a Graduate Nurse, I need to establish a more evidence-based approach in my practice. Research is an important means of identifying and investigating issues in practice (Brownson, et.al., 2009). The PICO format is one of the most effective means of investigating issues in practice because the PICO (problem-intervention-comparison-outcome) elements assist in settling appropriate research-based interventions for these issues (Fineout-Overholt, Levin, and Melnyck, 2005). In my current practice, I realize that I need to expand my knowledge to cover new knowledge and research-based information which can help in the implementation of appropriate care for the patient. In a study by Coghlan and Casey (2010), the authors carried out their study in an attempt to address the nature of the challenges which nursing research often faces. The authors pointed out that in order to face the issues in practice, the nurses’ role as an action researcher must also be emphasized. This action research strategy can help clear role ambiguity and can balance the political dynamic which often occurs in the nursing practice (Coghlan and Casey, 2010). In effect, I know that by increasing my research, I would be able to improve the resolution of various health issues. The identification of issues must be carried out independently. Traditional education

Professional engineers Assignment Example | Topics and Well Written Essays - 3500 words

Professional engineers - Assignment Example The modern day Engineer has the obligation to conduct their operations in an ethical manner. Several accidents result from negligence on the part of the Engineer or from not following the standards set out for conducting these activities. One such accident was the 1986 Space Shuttle Challenger disaster in which the vehicle burst into flames shortly after taking off killing all the crew. The president of the United States set up a commission to investigate the cause of the accident that found that the accident was as a result of the failure of the O-ring seals and that the seals had been cited as a potential hazard years before the accident. The commissions report to the president indicated that since managers and engineers had prior knowledge of the O-ring danger, lack of proper communication between management and the engineers and poor management practices were the principle causes of the disaster. This interpretation is however insufficient if the history of how NASA and contracto r’s engineers had detected and dealt with the defects on the O-rings before the launch. According to Andrew Dunar and Stephen Waring in Power To Explore-History of Marshall Space Flight Center 1960-1990, ‘Allowing Marshall engineers and managers to offer their side of their story, based on documents before and after the accident testimony and interviews leads to a more realistic account of the events leading up to the accident than that found in the previous studies.’ It is therefore important that I highlight some of the ethical issues raised in order to understand the obligations of professional engineers as a way of preventing the occurrence of such disasters. While engineering ethics principles are easy to formulate, they are sometimes hard to apply and decisions made by professional engineers must be considered on the context of the technical details of the design. It should be seen that ethical principles are not violated to avoid the probability of acciden ts due to such considerations as of finance. The NASA space Shuttle Challenger burst into flames about 73 minutes after liftoff killing seven people on board. The crew team included: Francis R. Scobee as the commander, Michael John Smith ( who was the pilot), Ellison Onizuka ( the missions 1st Specialist ), Judith Resnik (Mission 2nd Specialist), Ronald McNair (Mission third Specialist ), Christa McAuliffe (Payload 1st Specialist ), and Gregory B. Jarvis (Payload 2 nd Specialist ). The commission realized that on the evening prior to the launch Morton Thiokol, the contractor supplying the seals had recommended during a teleconference that the launch be delayed due to concerns about the performance of the seals. This recommendation was however reversed during the teleconference leading to the disaster. In trying to understand, the probable causes of the accident during investigations care take care not to such as the myth of perfect engineering practice and that of retrospective fall acy. There is no such thing as perfect engineering practice and simply identifying what standard steps were not followed during the design is not enough in assigning the cause of accident. Moreover, looking back in retrospect at what important decisions should/could have been made is sometimes misleading, as investigators will always try to assign blame. In order to underst

The Gun- Control Debate Essay Example | Topics and Well Written Essays - 750 words

The Gun- Control Debate - Essay Example A person feels a lot safe when he is in custody of a small weapon for his personal protection. These people accused the other side of politicizing this shooting issue. Therefore, there is an ongoing heated debate around the country. The proponents of gun control point out to the consequences of lax measures, whereas the opponents of gun control point to the constitutional right of possessing arms and ammunition. The Dishonest Gun- Control Debate Kevin Williamson in â€Å"The Dishonest Gun- Control Debate† has appealed to both the judgment and the emotions of the American people. The goal of this author is to convince the audience that the gun control debate is unfair and corrupt. Williamson states several rational arguments to put forward his point of view that the debate is deceitful. He argues that there is no connection between guns and crime rate and puts down several facts and figures as well as comparisons between countries. Statistics show that there is no correlation b etween guns and crime committed. There are places in the world where there are huge stockpiles of guns but no crimes, others where there are fewer guns and still less crime. Likewise, he mentions a research study by Zack Beauchamp to point out the tactics used by the politicians to manipulate the gun violence statistics. Through this, he has tried to appeal to the better sense of the American people. The writer has made an excellent use of some of the rhetoric devices to persuade the audience to his point of view. When the writer states, â€Å"We hear a lot about â€Å"gun deaths† in the United States, but we hear less often the fact that the great majority of those deaths are suicides,† he made effective use of antanagoge- criticizing and complimenting together to lessen the impact of the point. The writer has made an impressive use of epithet- a describing adjective- to appeal to the audiences’ emotions. Similarly, Williamson has mentioned an anecdote from his personal life to provide his perspective on the debate. He states that he lived years in one of the most voiced crime riddled area of New York; however, he never became a victim despite travelling late at nights. The author has made use a vibrant tone in his article. He has used some of the authoritative words and phrases to illustrate the grim of the debate. At the same time, the author has maintained an eloquent structure of writing where opinions, facts and illustrations are presented in a coherent manner. Nonetheless, Williamson has lacked in the effective usage of pathos and clearly failed to appeal to the emotions of the people. However, Williamson has, overall, made an effective use of the rhetoric devices to appeal to the sense of the people. The Gun Debate is a Cultural Debate Trevor Burrus in â€Å"The Gun Control Debate is a Cultural Debate† argues that the gun issue has always been a cultural issue. One culture argues that gun possession leads to violence while t he other follows that gun possession promotes safety. Therefore, the author in this article has tried to convince the people about the presence of cultural divide on this issue through logical reasoning as well as appealing to the community beliefs and attitudes. The writer has tried to make effective use of anecdote, epithet, appositive, apostrophe and logos to persuade the audience to his point of view. However, the logical reasoning

Professional engineers Assignment Example | Topics and Well Written Essays - 3500 words

Professional engineers - Assignment Example The modern day Engineer has the obligation to conduct their operations in an ethical manner. Several accidents result from negligence on the part of the Engineer or from not following the standards set out for conducting these activities. One such accident was the 1986 Space Shuttle Challenger disaster in which the vehicle burst into flames shortly after taking off killing all the crew. The president of the United States set up a commission to investigate the cause of the accident that found that the accident was as a result of the failure of the O-ring seals and that the seals had been cited as a potential hazard years before the accident. The commissions report to the president indicated that since managers and engineers had prior knowledge of the O-ring danger, lack of proper communication between management and the engineers and poor management practices were the principle causes of the disaster. This interpretation is however insufficient if the history of how NASA and contracto r’s engineers had detected and dealt with the defects on the O-rings before the launch. According to Andrew Dunar and Stephen Waring in Power To Explore-History of Marshall Space Flight Center 1960-1990, ‘Allowing Marshall engineers and managers to offer their side of their story, based on documents before and after the accident testimony and interviews leads to a more realistic account of the events leading up to the accident than that found in the previous studies.’ It is therefore important that I highlight some of the ethical issues raised in order to understand the obligations of professional engineers as a way of preventing the occurrence of such disasters. While engineering ethics principles are easy to formulate, they are sometimes hard to apply and decisions made by professional engineers must be considered on the context of the technical details of the design. It should be seen that ethical principles are not violated to avoid the probability of acciden ts due to such considerations as of finance. The NASA space Shuttle Challenger burst into flames about 73 minutes after liftoff killing seven people on board. The crew team included: Francis R. Scobee as the commander, Michael John Smith ( who was the pilot), Ellison Onizuka ( the missions 1st Specialist ), Judith Resnik (Mission 2nd Specialist), Ronald McNair (Mission third Specialist ), Christa McAuliffe (Payload 1st Specialist ), and Gregory B. Jarvis (Payload 2 nd Specialist ). The commission realized that on the evening prior to the launch Morton Thiokol, the contractor supplying the seals had recommended during a teleconference that the launch be delayed due to concerns about the performance of the seals. This recommendation was however reversed during the teleconference leading to the disaster. In trying to understand, the probable causes of the accident during investigations care take care not to such as the myth of perfect engineering practice and that of retrospective fall acy. There is no such thing as perfect engineering practice and simply identifying what standard steps were not followed during the design is not enough in assigning the cause of accident. Moreover, looking back in retrospect at what important decisions should/could have been made is sometimes misleading, as investigators will always try to assign blame. In order to underst

Where do you stand on the question of women in math and science Essay

Where do you stand on the question of women in math and science - Essay Example The point is, both gender has the same cognitive ability and aptitude. These abilities however can only be similar under normal conditions and without the intervention and threat of gender stereotype. The gap in academic performance will appear once the threat prejudice is applied and this persists in the professional life assuming that the female student was able to overcome the threat stereotype condition in the academe. In the essay "Women in Math and Science" of the book Writing Arguments -A Rhetoric with Readings, it showed how powerful prejudice and stereotype threat condition is in debilitating the capability of a person. In fact a study showed that even men are vulnerable to it. In a controlled condition conducted, two sets of white Caucasian men were asked to take an exam in math. The other set was subjected to stereotype threat condition that Asian are better than them in math while the other set took their test regularly. The result showed that Caucasian men who were subje cted to the prejudice of stereotype threat performed less than the other group who were not subjected to the same prejudice. Of course the group who underperformed is not less tough or less than bright than the other group but only showed how stereotype threat can undermine one’s ability. ... In fact, the cases among women are quite strange. Despite incidence of women who are performing well in school particularly in math and science, there are still fewer of them who are in the field of engineering and science. As I write this paper, I cannot recall anybody who is a popular female engineer, a scientist, or an astronaut. Apparently, prejudice still haunts them beyond school. That even if they managed to overcome the threat of stereotype in the academe, the prejudice still exists against them along the way when they are charting their career path. Somehow somewhere, this gender stereotype is still sabotaging them to land in a profession that is heavy in math and science because they are women. The sorry thing about this phenomenon is not that the threat stereotype condition can still hinder women in realizing their potential and contributing fully to society but rather, on our failure as a society to optimize the capability to contribute to the general good of society and to themselves. It may be subtler now and not as overt during the Middle Ages but it still exist. We can only glean from the evidence of women’s lack or non-participation in professions they are very much capable of but are excluded by the stereotype of male domination. In fact, the women’s challenge in dealing with subjects that relates to math and science is twice as much as men. First, she has to overcome the prejudice of gender stereotype which is known to effectively debilitate women’s ability to perform according to her potential. And if she is able to overcome it, the profession that she intends to practice her ability limits her option because she is a woman. Yet, despite this prejudice against her gender, she could even be still considered lucky because she is in

Comparing and Contrasting Hinduism and Bhuddism Essay Example for Free

Comparing and Contrasting Hinduism and Bhuddism Essay ​Being dedicated is what it takes for these two religions Hinduism and Buddhism. They are considered a way of life for some people. They are two of the most influential and practiced religions in the world today. Millions of people partake in these historical religions. Hinduism dates back to 1500 B.C. Buddhism developed a little while after Hinduism. They both derived in the very rooted country India. Hinduism and Bhuddism have many similarities and differences. ​Hinduism and Buddhism are very similar in many aspects. Both religions goal is to reach enlightenment. Enlightenment means wisdom. In Hinduism it is described as moksha. In Buddhism it is described as Nirvana. In both religions they try and reach this state of perfect understanding. In both religions reaching this state of perfect understanding involves reincarnation. Reincarnation is known as rebirth. It is when an individual soul is born again and again until enlightenment is achieved. These two religions may be similar when it comes to their goal but they do have many differences that make the two separate religions. ​Hinduism and Bhuddism have huge differences. Both religions’ founder and origins are different. In Hinduism is a collection of religious beliefs. It is the result of cultural diffusion. Because of that Hinduism has no founder. Non-Aryan and Aryan beliefs intertwined and developed into one religion. There are thousands of gods in this engaging religion. Unlike Hinduism in Buddhism there is a founder. Interestingly Bhuddism derived from the same period as Hinduism. Bhuddism is the result of religious questioning. Siddhartha Gautman aka Buddha is the founder of Bhuddism. He went on a quest to seek religious truth and an end to religious suffering. From then on he was called the enlightened one and Bhuddism was developed out of his discoveries and philosophy. ​In conclusion, Hinduism and Bhuddism have many things they make them different and alike. Hinduism and Bhuddism are what shaped people’s beliefs and understandings in that time period. These are the two religions that developed in the Vedic age. Currently almost 1/5th of the world today practiced these two religions. They are two very respected beliefs still being applied to lives today.

Procurement Strategy For Jh Private Hospital Construction Essay

Procurement Strategy For Jh Private Hospital Construction Essay In regards to this Im glad to inform you that I will be going though with report of procurement strategies. I will also analyse each strategy and show a list of advantages and disadvantages of each type with recommendations and in summary come with the most suitable method to satisfy requirements vis-ÃÆ'Â  -vis the key client requirements. I will try to make the report recommendations as clear to understand as possible and reasons for disregarding alternative methods again regarding the clients brief. Thank you very much for contacting me i currently have no issues for further clarification The traditional method has been used in the construction industry for many years. It one of the most used methods of procurement and has two main features. Firstly each stage is separate with no overlap between the design and construction phases. Secondly all of the drawings, schedules and quantities must be given by the client before contractor can start tendering process for carrying out any work (jctltd.co.uk/traditional-procurement). Pros One advantage of the traditional procurement method is that the cost of the project is usually known before the construction is started therefore reducing any finance issues. A contractual commitment on price gives the client more pieces of mind and greater security when applying for finance. Pricing is competitive for contractors. As the design is finished before the build this generally means the design is well documented and therefore has better clarity for the construction stage. Low risk in project allocation. (Procurement_SingleStageTendering_Nov08) Cons With the traditional procurement method design and construction are separate processes this means that the time on the particular project will be vastly greater than that of other jobs. Another disadvantage with using the traditional procurement method is that as the design and construction are done at separate stages which means that any issues that arise in the construction stage can be very difficult and costly to fix. If financial issues do arise the contract does have can adjust the costs. Traditional Method with Two Stage Tendering The traditional procurement method with two stage tendering, is a slightly different process to single stage tendering. A Contractor is appointed on the basis of a first stage tender which determines the level of overhead and profit for each Contractor (designguidance.skillsfundingagency.bis.gov.uk). The Contractor works with the Project Team in the second stage and then develops the designs to determine costs for the work. This gets a fixed price for the designs. Pros Early appointment of the main contractor and a quicker start on site. Securing the involvement of a contractor on a competitive basis More client involvement in the appointment of subcontractors. Motivating the design and construction teams to reduce cost and increase value (all 4 above from www.building.co.uk). Cons This method requires a second stage period in which to design and tender the different work which lengthens time before construction can start on site. Increases the risks of an increase in price and a less clarification on completion date (Procuement.PDF). Design and Build The design and build process is again a very commonly used method of procurement. The Client appoints a building contractor. As with traditional methods, cost for the project is agreed and set with contracts. The Contractor is responsible for design and construction. The Contractor can be chosen through a tender process. The client can appoint a consultant to oversee the works. (designguidance.skillsfundingagency.bis.gov.uk) Pros Design and build is a much quicker process than the traditional method. Main contractor is responsible for the design and the construction of the project which means better flow between both processes. Costs are certain as with traditional which means easier gathering of funds from the bank. Almost 70% of traditional contracts end up over budget, compared to DB which is only around 25-30% over budget (wiki.answers.com) Cons Could cost more as bidders and can increase the price as they are tied into both the design and build stages. The contractor has no incentive to save money as they will always end up with a percentage. Some bidders will leave things out looking for expensive changes. Construction Management Construction Management is a fast track strategy this means a reduction in project time by overlapping the project design and construction phases. The provider will appoint a Construction Manager to manage the overall for a fee. Also the project has early involvement from the contractor. In this process the contracts for the sub-contractors are placed directly between the client and the sub-contractor. Construction management also has a high level of client involvement in both phases of work. Final costs unlike traditional and design and build are not known until after the project work has finished (designguidance.skillsfundingagency.bis.gov.uk). Pros Quick method to use as design and build stages overlap Early involvement from contractor which benefits the client, getting early cost estimates (www.davislangdon.com). Design can be changed during the build process far easier than with traditional methods. Cons Final costs are unknown until work has finished. Construction manager has no direct contract with the trade contractors (www.worldservicesgroup.com). Difficult to control cost increases (www.worldservicesgroup.com). Public Private Partnerships (PPP), Private Finance Initiative (PFI) Public Private Partnerships (PPP), particularly Private Finance Initiatives (PFI) projects are were a project is designed built and paid for by a business who appoints a contractor; it is then leased back to the client usually over a 30 year period. This tendering process in this procurement route is expensive and requires negotiation rather than competitive tendering. (designguidance.skillsfundingagency.bis.gov.uk) Pros The Risks of the project lye with private sector rather than the client. Method involves specialist private sector construction knowledge (www.worldservicesgroup.com). Cons In comparison with other procurement methods it takes a lot longer for work to start on site. Loss of control in the construction trade by the public sector. Can be hard to show value for money (www.worldservicesgroup.com). Confusion over what happens at the end of the buildings lease also brings up issues. Management Contracting Management contracting is also a fast track strategy which overlaps the design and construction stages and allows the project construction to start before the design is fully completed. The Management Contractor is appointed early in the design (designguidance.skillsfundingagency.bis.gov.uk). However like PFI and PPP final costs cannot be determined until the build is finished as adaptations to the design can increase cost. Pros Management Contractor has early involvement and manages works contractors (www.worldservicesgroup.com) One management structure which means the project can run more smoothly Cons No responsibility for design and construction. Management Contractor only responsible for workmanship to the extent that works contractor is responsible /able to pay (www.worldservicesgroup.com). Decision Matrix Criteria S= Score WS= Weighted Score Weighting Traditional Method. Traditional Method With 2 Stage. Design and Build. Construction Management. PFI, PPP. Management Contracting. S WS S WS S WS S WS S WS S WS A). Early contractor input into the design process. 6 2 12 2 12 5 30 6 36 6 36 6 36 B). Early start and finish or shortest total procurement time. 5 3 15 1 5 6 30 5 25 1 5 4 20 C). The building is highly specialised and technologically advanced. 4 6 24 6 24 4 16 4 16 5 20 4 16 D). A high quality of finish is important. 3 5 15 5 15 3 9 1 3 2 6 4 12 E). Project sponsor to retain design team control. 2 4 8 4 8 6 12 5 10 4 8 3 6 F). Flexibility to make changes once the work has begun. 1 1 1 1 1 3 3 5 5 4 4 5 5 Total Weighted Score 75 65 100 95 79 95 Recommendation of the Most Suitable Client-Financed Procurement Option The recommended procurement type for the John Hopkins Private Hospital in the Northeast is design and build. This is for many reasons. Firstly on the decision matrix the order of priority which has been specified by the client, design and build arrives at the highest score of 100. Design and build also rates highly on the top 3 most important factors in the decision matrix. A key aspect in the design brief is the fact the hospital must be high spec containing high tech equipment to make the John Hopkins Private Hospital a European centre of excellence. Design and build performs well to create a high spec building as there is no incentive by the contractor to save money which may be considered a disadvantage in some cases but not in this instance. Also in the budget sense unlike construction management, PFI and management contracting, the precise costs are known from the outset of the project once the design has been finished and before the construction begins and unlike the traditional methods, the majority of design and build projects finish on budget. Another important factor specified was early input from the contractor. Design and build performs well here too, as the contractor is appointed early and also as an added bonus runs both the design and build stages of the project which means smoother running and less likelihood of mistakes in both the design and construction stages of the project. However unlike construction management, PFI and management contracting, design and build does not perform as well as it is more difficult to alter the design once construction has started, yet this is not particularly high on the agenda for the project. Finally design and build projects on whole do have an early start and finish time which is high up on the criteria. This is because as the contractor is selected early and runs both the design and construction stages the project runs smoother and therefore faster yet maintains quality.

Sophia Loren :: Star Hollywood Actress Biography Loren Essays

Sophia Loren It has been said that Sophia Loren was and is one of the most beautiful women in the world, but Sophia did not have an easy time getting to the status of Hollywood star. She started her life in poverty, lived through and saw the horrors of world war two. She became a beauty queen and from that tried her hand at acting. She went on the act in one hundred movies and won an Oscar award in her lifetime. Sofia Scicolone was born in Rome Italy on September 20, 1934. She would eventually change her name. She used a different spelling of her first name, Sophia, and tried out the last name Lazzaro. After one film she then decided that Loren would be a better choice and stuck with it. Sophia was born to an unwed woman named Romilda Villani; her father would not marry her mother but finally signed an affidavit that confirmed that Sofia was his child. Sophia soon had a little sister named Maria. Sophia's father was also Maria's father; however, this time he refused to sign the affidavit for Maria because he did not want to pay anymore child support. That meant that she was able to use her father's last name. In Italy , at that time, a child could not even start school if they did not have their father's last name, so Maria could not go to school and was ostracized because she didn't have a proper name. World War Two started and Sophia's town was a bomb target. At night Sophia and her family would have to take shelter in a railroad tunnel and soon the town was evacuated. The family moved to Naples and stayed with some distant relatives during the rest of the war. Sophia was old enough to understand what was going around her. She would sit on her balcony and watch what was happening around her. She was not unaware of the horrors of war, but once the war was over she found something else to watch; the movies. She absolutely fell in love with what she saw on screen and wished that she too could one day be and actress. She didn't care about the fortune and fame she just wanted to be like the people she saw on screen. Sophia was growing up and was now a teenager. She was turning into a beautiful young

Free Things They Carried Essays: Very Deep and Touching :: Things They Carried Essays

The Things They Carried: Very Deep and Touching   If anyone knows anything about Vietnam it is that many lives where lost.   All through school students were only taught the very top layer about the Vietnam War, such as dates, places that the war took place, and straight statistics of the war.   The parts that were left out are the tragedies, and the permanent scars this war left.   Students are told about the number of deaths that occurred, but they are not told about the lives that were affected, or how disturbing the war really was to the soldiers that fought in it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Much can be interpreted by what people write.   The great thing about interpretations is that each writing can be interpreted differently.   Just like Tim O'Brien's book titled "The Things They Carried."   It is a very deep and touching collection of stories about the Vietnam War and many   peoples experiences in this destructive war.   One story that is a touching and very intriguing is titled, "The Man I Killed."   A reader can look at this story and relate it back to things they learned in school, but   the point of the story is not this but rather things that can not be taught in public schools.   This specific story goes inside a soldier's mind and shows the reader what they are thinking when they kill someone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The way that O'Brien starts this story is with great description that helps the reader visualize what is going on.   He describes a mangled body that someone had recently killed; again not part of teachings in public schools.   The story goes on to tell what the victims background may have been in the eyes of the soldier.   How maybe he was a scholar and his parents farmers, or maybe why this young man was in the army, and why he was fighting.   O'Brien states that the man may have joined because he was struggling for independence, just like all the people that were fighting with him, maybe this man had been taught from the beginning; that to defend the land was a mans highest duty and privilege.   On the other hand maybe he was not a good fighter, maybe he was in poor health but had been told to fight and could not ask any questions.   These are all reasons that are taught in textbooks; they go along with the idea of the draft.

Dancers, Costumes and Movement Content Essay

Costume: The costume throughout Flesh and Blood is a very important attribute to the piece. All seven of the female dancers wear the same costume in each of the five sections therefore this shows that the costume that Lea Anderson chose was relevant to the themes within the piece all the way through. The costumes are of a medieval style, we know this from the design of the dress as they have square necks and tight fitting wrist length sleeves much like the dresses that were worn in that time period. The dresses reach ankle length on each of the dances and have a fitted torso with a dropped v-waist which then falls into a slightly gathered, loose material lower half which flows down from the waist to the ankle. In this piece I believe it is important for the dresses to be fitted on the arms and torso area as these are the main areas of which are used in the contact work such as lifts- and it then makes it easier to perform these moves as dancers can get a better grip on each other. There are also many intricate arm and hand movements where dancers have to intertwine with each other- therefore the tight fitting arms ensure that the moves can be performed with clarity and precision. The material of the dresses is particularly specific to the underlying storyline of Joan of Arc, as it is a metallic and shiny stretchy silver fabric. This infers the idea of the dresses symbolising armour, which is relevant to the battles that Joan of Arc had to fight. The masculine armour like fabric then contrasts against the feminine style of dress, again backing up the important theme of Joan of Arc throughout the piece. The shiny material also shimmers in the light and emphasises movements and enhances angles that the dancers perform, whether they are big or small moves which then makes developing motifs clearer to see. The dancers have bare feet in each section of the dance, I believe this adds a sense of vulnerability to the hard faced characters and shows that no matter how determined Joan of Arc was she, and also the characters within this dance all have a weak spot. The dresses that the dancers wear also have calf length, fitted grey leggings underneath which we see in section two- and also work to highlight and emphasize movement. I also believe it was important for the dancers to wear leggings as section two has a lot of floor  work involved so it is practical to have these underneath the dresses. Make-up and hair are also important aspects of the costume within this piece and they highlight areas of intricate movement. This is shown in the Cathedral in section 2 of the dance where small eye movements upwards, then to the left are used. This move is simple but is an important reoccurring motif which could symbolise looking up to god- and therefore needs to stand out, which is done through the use of dark eye makeup that contrasts against the dancers pale faces. The red lipstick worn throughout shows the dancers are still feminine even though they have to wear a masculine army colour, and have a short style of hair which is what Joan of Arc had to do in order to disguise herself. The red lipstick symbolises danger and passion and also shows that even though they are pretending to be males- they are still strong female characters for sticking up for what they believe in. Dancers: All of the dancers look on average between the ages of 25 to 35 and are all female. I believe this shows a strong sense of unity within the piece to symbolise the fact that they are part of an army and also makes them all equal to each other. This is important as it shows that the piece is thematic- rather than narrative with main characters. Due to the style of the dance, I believe the dancers will of had to have had training in ballet and contemporary and be able to perform in confined spaces such as the black box theatre setting which is used and be adaptable for the site specific places that they had to perform. Another key aspect of the performance is that the dancers are very precise in the unison sections. This is effective as it heightens smaller movements such as the tapping of the feet in the cathedral setting in section 2. A way that the dancers could have done this is through using specific counts in the music and keeping to a rhythm. Due to their being a lot of minimal eye movement in unison within the routine- also shown in the black box studio in section 5 when the dancers look up as if to heaven, it is important that the dancers were aware of their focus points so that their movements were precise and equal to each other, which is something that is important throughout this piece. Movements: Section 1: The movement in section one is very contained and small. It is a duet between two of the dancers and involves using a lot or inticate armwork where they have to weavein and out of each other. This could symbolise that the battle Joan of Arc had to face was a constant struggle. This concept is also shown and the first female dancer in this section looks as though she is being dominated and controlled by the second femal character who is stood behind her throughout- almost overlooking all of her actions and having imput into what she does. This is shown as a movement when dancer two pushes dancer one down to the floor to continue her movements on a lower level. This makes dancer two look more superior and therefore gives off the impression she is symbolic of the males telling Joan of Arc she wasn’t allowed to fight. Section 2: Section two involves all 7 of the female dancers and is set in a black box studio. The floor work in this section such as the repeat motif which is shown also in section five where the dancers lay on their back with their feet flat to the floor and their knees bent on and angle with their arms by their side as they push their legs straight out to move backwards gives off an impression that they are symbolising beetles and other insects. Thesharp and angled movements give off imagery as if they are symbolising being bugs- which links to the heaven and hell paintings by the artist Bosch. Because much of this section is on the floor it is symbolic of Hell being present- and is where most people believed Joan of Arc went after her burning at the stake. The calf length leggings and bare feet that the dancers are wearing can also be seen in this scuttling back movement and highlight the angles of the legs- as is also done with the tight fitting sleeves on the arms. Section 3: This section is set inside of a Cathedral and shows 3 of the dancer standing in the alter and the other 4 laid in the knave. This symbolises the communication that Joan of Arc is said to have had with God who told her to  battle with the men, this is shown through intricate eye movement from the dancers standing in the alter as the first thing they do it look upward to heaven, to the left as if to purgatory and then downwards as if to hell. Use of a head tilt to the right when looking to the left is also used which could symbolise shock in hearing or seeing something. The dancers laid on the floor are symbolic of the dreams that Joan of Arc is said to of had and repeat motifs such as the rolling of the fingers that tap onto the floor suggest that her nightmares and dreams were reoccurring and made her react immediately- even before she woke up and decided that she wanted to go into battle. The dynamics in this section are a lot slower then any other andthe dancers are all individuals which suggests that when Joan of Arc visited the church she was distanced from everyone else and felt more alone and vulnerable. Section 4: Section 4 is set outside of the cathedral and is an adapted version of section 1, as it has 2 unison duets- one further forward than the other. This section is also very contact based and manipulative which gives an indication of the relationship that the dancers have with each other. The ‘crusifix’ arm movement is a repeat motif throughout and is shown is section 2 when the dancers sit up from the floor, as if god is helping them progress and become better people. It is also shown in section 4 when the dancers are lifted by the dominating dancers, and their feet are left loosely flailing beneath them while their arms lower so their palms are flat facing downwards. This motif could symbolise that god is now taking Joan of Arcs soul to Heaven as she is burnt at the stake. The shaking of the feet indicates that many people believed she would go to Hell- which is why the arms are lowered from the crucifix movement as this is less holy and God wouldn’t have wanted tha t for the female who stood up for herself.

Adult Learner Assessment

Adult Learner Assessment Theresa Ann Hayden, M. A. , Ed. S. Classroom Assessment in Education Dr. Kelli Ligeikis Capella University June 15, 2011 Adult Learner Assessment Classroom assessment is critical to the measurement of student achievement. As stated in Angelo and Cross, (1993): Classroom assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning†¦ [the purpose] is to produce the highest possible quality of student learning†¦to help student learn more effectively and efficiently than they could on their own (p. ). Student learning is the overall goal of education; the student may be a child, an adult, an informal learner, or a formal learner; regardless of which type of learner he or she is, the goal is to learn new concepts, topics, and subjects. The mastery of that subject matter is the charge of both the teacher and the student. In identifying three concepts pertinent to classroom assessments for adult learners, â€Å"assessment procedures can be used for measuring entry performance (placement assessment), monitoring learning progress (formative and diagnostic assessment), or measuring end-of-instruction achievement (summative assessment)† (Gronlund and Waugh, 2009, p. 14). This translates to the classroom as pre-test, or preview (to writing skills, for example); on-the-spot identification of â€Å"opportunities for improvement,† feedback and post-testing, whether it’s verbal, written, or another assessment. Classroom assessment is typically, one of the last steps performed in the education of adult learners. However, assessment of a student’s abilities before, during, and after teaching can also be performed. First, the teacher plans and prepares instructional objectives which are in line with the learning institution, state, and local objectives. These objectives must also be: Guided by what the students are expected to learn†¦ [while] the instructional objectives are also in harmony with the assessment produced†¦ [these] should also be stated in terms of the student performance to be demonstrated†¦ [and] those observable skills such as speaking, or a product such as a written paper†¦and typically a rubric, scale, or a checklist of some type is used (Gronlund and Waugh, 2009, pp. 43 – 44). Teacher Effectiveness According to â€Å"Effective Classroom Instruction† (2004): Effective classroom instruction refers to the application of the ‘teacher effectiveness’ variables, that is, those variables that have been demonstrated to bear the strongest relation to student achievement. These variables include time on task, content coverage, pacing, scope and sequence, questioning, feedback, and praise. Systematic application of these elements has been demonstrated to increase academic achievement. Behavioral outcomes are the initial objectives in place before any of the instruction takes place. In addition, the characteristics of classroom assessment include that it is â€Å"learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and rooted in good-teaching practice† (Angelo and Cross, 1993, pp. 4 – 6). In layperson’s language, the typical activities of a teacher and where they fit into the characteristics of student-achievement learning include: Teachers will use various techniques and tools to facilitate the learning of the students which is learner-centered. The teacher will impart knowledge and the student will obtain knowledge is teacher directed. The opportunity for both teachers and adult students to meet in an environment conducive to learning with a common goal of ‘knowledge’; the teacher to impart knowledge and the student to obtain knowledge is mutually beneficial. Using internal and external feedback to modify lessons is formative and ongoing. The assessment on the part of the teacher comes from goal-setting at the beginning of the quarter, semester, etc. ith regard to the quantity and quality of concept and skill knowledge required for the students to learn is context-specific. Teachers will use various techniques and tools (altering these to the ‘microculture’ of the classroom) to facilitate the learning of the students is rooted in good-teaching practice (Angelo and Cross, 1993, pp. 4 – 6). While it may seem obvious, teacher effectiveness is tantamount to meeting and exceeding planning, execut ing, and analyzing for improvement instructional objectives, assessment instruments, and measuring performance objectives. When the adult student finds that all of this is relevant to his or her personal and academic objectives, and there are instructional objectives which are interconnected to the personal and academic goals of the student, then there is student achievement and teacher effectiveness. This is illustrated where a diagnosis of sorts occurs by the teacher—this may be a pre-assessment; then the teaching begins; then the teacher may assess the situation by obtaining results from the assessment tool; and whatever adjustments or modifications are needed are determined and then put into place; and they the teacher assesses the learning again. See Appendix, p. 1). This is the visual flow of a teacher’s â€Å"work-in-progress† of diagnosing, teaching, and assessing results, and then modifying teaching, and then teaching, assessing, and modifying, and so on. Type and Purpose of the Assessment The type of assessment to be used is a multiple-choice question, true-false question, and short-essay exam. The purpose of the exam will be to determine whether the students have mastered the concepts of ethical theories; this will aid them in making quick decisions in a work environment or in an ethical dilemma. Context and Learning Situation The class being taught is Ethics which has several different ethical theories available through the textbook Ethics: Theory and Practice textbook. The applications of the different ethical theories and their tenets are applied to different relevant scenarios. The students will participate in class discussion and give their opinions freely in an open-environment. The goal here is to keep the students’ interest in the subject of ethics, as a whole, by using different circumstances, where the student might have to make split-second ethical decisions in the work environment. This shows the adult learner applicability and immediate relevance. Student Demographics The student demographics include the educational program of Criminal Justice with the adult students and are the following: 1. Ranging in age from 18 to 50 years and beyond. 2. The gender of the group is 55% male and 45% female 3. Currently pursuing an undergraduate degree; an Associate’s of Science degree in Criminal Justice. 4. The academic attainment before entering college of all students includes either a G. E. D. certificate or a high school diploma. 5. Some students have completed prior college coursework; some have other associate’s degrees. . The adult students in this assessment are European-American, Hispanic-American, Asian-American, African-American, and Mixed Ethnicities. 7. The students come from Lower Class, Working Class, and Lower Class backgrounds. Hypothetical Learner Subject Taught The subject being taught in this scenario is Ethics, and the students are expected to develop sound ethical reasoning and judgment through the study of practical applications of ethical theories. Topics studied include ethics as it relates to criminal justice, health care and nursing, society, and the environment. Emphasis is on practical applications of ethical principles and analytic methods. In particular, the students are exposed to different scenarios involving reason and judgment in the context of the degree-seeking program. Learner Outcomes The adult learners are expected to learn the following at the completion of the Ethics class: 1. Apply the Consequentialist (Teleological) ethical theories to different scenarios presented as if a proponent of consequentialism. 2. Apply the Nonconsequentialist (Deontological) ethical theories to different scenarios presented as if a proponent of nonconsequentialism. . Discuss the origins of Virtue Ethics, and explain which cultures might be more predisposed to use this type of ethics due to its origin. 4. Solve ethical problems using Absolutism and Relativism 5. Describe and explain the difference between Determinism and Free Will 6. Perform critical thinking in ethical dilemmas using both Reward and Punishment. Adult Learner Assessment Instruments A ny type of assessment should always be congruent with the instructional objectives, as well as the content taught to those instructional objectives (Gronlund and Waugh, 2009). To assess students properly, the students must be made aware of the instructional objectives, first, at the beginning of the term, while covering the material in the syllabus, and then throughout the term, at the opening of each class meeting. This way, the students are kept â€Å"on track† as to what is expected of them to learn, and the daily instructional objectives are in alignment with the overall learning objectives. College and university policies should come into play regardless of the type of assessment (Gronlund and Waugh, 2009), but the assessment instrument can be tailored depending on the type of material which is being measured. There are different types of skills which can be evaluated in any one college subject. The assessment used in this scenario is at the conclusion of this course will be cumulative, and will assess all of the concepts using criterion-referenced assessment, which asks the question, â€Å"Did the student learn the concepts? † and then also using norm-referenced assessment, which checks for, â€Å"How did the student fair when compared to other students’ performance? † The Adult Learning Scenario The assessment used to ascertain the adult learners ranging in ages from eighteen to fifty plus, with dominant demographics of 75% Hispanic, and 15% European, and 10% African American, will be a Final Project, culminating the quarter’s learning in an Ethics course in an associate’s degree program in Criminal Justice. In addition, of the 75% Hispanic students, at least half of them are working as English as a second language learners. This course runs twelve weeks and will cover ten main ethical theories and each of their sub-theories. The Special Needs Student Overall, the adult learner has many challenges in â€Å"going back to school,† the ESL student has even more challenges. The foundation for education and the mindset of all students is aptly stated as: Many students today assume that it is the teacher's job to educate them, tell them what they need to know or give them the answers. Moreover, because they have been taught to be passive learners, they think that their job is to listen without resistance and to try to learn as best as they can, and, in some cases, verbatim what they are taught. Many students, in fact, accept everything they read as factual information (Baitlinger, 2005, p. 1). Adult Learners in the Southwest region of the United States, whose first language is typically Spanish, and English is their second language, are in good company. Often times, classrooms of adult learners are filled with several different students of many ethnicities and cultures. This is one of the beauties of living in the Southwest; there are typically Spanish speaking people who are the majority of bilingual speakers in cities such as Vista, which is a suburb of San Diego, California, where the Ethics class is located. In this particular classroom of thirty-two, about 24 (75% of the class) will speak Spanish fluently; some will speak English fluently, but there is also a large population who have been in the United States for only a few years, and there are challenges as an adult when it is tempting to stay in the native language with friends, but whose assignments and assessments are all either spoken, written, or lectured in English. These following are some of the challenges that both teacher and student face when the student is English as a Second Language (ESL) learner. As far as the educating of these adult learners whose English language is still in the practice stage, there are many students who are very open and willing to learn the new culture, the new language, and the new academia. However, there are challenges that face many who are not so approachable due to emotional issues such as embarrassment, shame, or resistance, which can even turn into stubbornness. The Teaching Strategies The administrator will use the following teaching strategies throughout the course: 1. Lecture 2. Board work 3. Demonstration 4. Classroom exercises 5. Class discussion 6. Textbook exercises 7. Practice quiz questions 8. Case studies and reading assignments 9. Guest speakers 10. Group and pair work 11. Verbal presentations 12. Pencil and paper examinations In addition, all students will be required to demonstrate proper use and application of the computer and the different software required, and the materials located in the Learning Resource Center throughout the course. The Teaching Strategies for Special Needs Students The teaching strategies for the special needs students which are comprised of 75% of this class’ population will include not only accommodation for the ESL student in the teaching stage, but also in the assessment stage. This will be accommodations for the assessment will be covered later in the paper. Many lessons may need to be repeated; the teacher may need to work tenaciously side-by-side at the desk with the ESL student until he/she understands the material; the teacher may exercise unlimited patience; and also need to use metaphors or analogies in order to find other avenues of reaching the student. Professors can be challenged to their limit when grading an ESL adult student’s written paper. Many times, there are words which are used which are not words at all in forming sentences. For example, a student who has only heard the word â€Å"limelight† in observing his non-ESL counterparts, may mistake it for the word â€Å"live light. † This type of error can perplex a professor who is unsure of what the student is trying to convey. It isn’t serious, but the point is, in order to build an assessment, the teacher must first teach, and the student must first have lots of practice and drill with reinforcement by the teacher. Another challenge for ESL adult learners is learning how to conjugate verbs; many bilingual and multilingual adults have experienced this. For example, if an adult learner, who spoke English first, and he or she were attempting to learn Spanish, the result is the same with conjugation of verbs. If a child grows up with correction by his mother or father when he says, â€Å"I ‘goed’ to the store,† with the parent saying, â€Å"No, Honey, you say, ‘I went to the store,† then this child has at least twenty years of practice. This is another challenge when grading any type college papers; many ESL adult learners will use substantially incorrect verb tenses. In addition to these challenges, most ESL learners do not have the immense vocabulary in English that many lifelong English speakers do; of course, this is the same for the inverse relationship and any other languages where the learner speaks a different first language and is learning another language. The estimated recognition vocabularies of fluent readers range from 10,000 to 100,000 words (Johnson and Steele, 1996 cite Nagy and Herman, 1987, p. 48); English or Composition teachers understand that reading, writing, and speaking are all related. In fact, students build a vocabulary by doing all of the above. Because reading is fundamental to all education and it follows that being able to write and speak the language; ESL students know this because their challenges â€Å"snowball into one another. † The Course Outcomes The course outcomes whic h align directly with the instructional objectives in each unit are what the student is expected to perform to upon completion of the course. The students should be able to: 1. nvestigate the importance of sound ethical judgment and reasoning for responsible living; 2. analyze significant case studies using key ethical concepts; 3. debate significant ethical issues using respectful, clear, and incisive argumentation; 4. explain, defend, and assess personal ethical perspectives on issues of significance in their own lives; 5. discuss application of course knowledge in professional settings in the criminal justice arena. The Course Outline The course outcomes will be achieved by the following outline of topics: 1. Unit One: Introduction to Ethics and Morality . Unit Two: Consequentialist and Non-Consequentialist Theories of Morality 3. Unit Three: Virtue Ethics, Absolutism, and Relativism 4. Unit Four: Freedom, Determinism, Rewards, and Punishments 5. Unit Five: Setting Up a Moral Sys tem 6. Unit Six: Ethical Applications: Dishonesty 7. Unit Seven: Ethical Applications: Personal Relationships, Business, and the Media 8. Unit Eight: Ethical Applications: Abortion and Bioethics 9. Unit Nine: Ethical Applications: Life and Death 10. Unit Ten: Ethical Applications: Environmental Ethics and Course Reflection The Assessment Instrument The actual student assessment handout (See Appendix, p. 2) that is developed by the educator is a Final Project, which is written in a research paper format; this paper should incorporate each of the ten main ethical theories, as well as each sub-theory which belongs under the main ethical theory presented. The theories, along with their sub-theories, are covered, as well as the students must show that they can apply each theory to a real-life criminal justice situation, albeit hypothetical, but realistic to a situation they might find themselves in as a law enforcement officer. Directions for the Students The student must use and reference the text book, Ethics: Theory and Practice, 10th edition, by Thiroux and Krasemann. The expected deliverables must be in American Psychological Association (APA) formatted paper; it must be between ten to twelve pages in length; it must have a cover page; a references page; there must be no less than twenty resources used, with at least three print books (including the textbook), and at least two peer-reviewed journal articles; and lastly, there must be fifteen in-text citations. In addition, the paper must be in Arial, 12 point font, double-spaced, and written in third-person perspective; there must be a thesis statement at the beginning of the paper, and to categorize the topics, there must be bold and centered sub-headings. The Page minimum and Resource minimum are non-negotiable; if the project does not meet these particular criteria, then the paper will not be graded. This project is worth 30% of the student’s overall course grade. The content must include each of the ethical theories, including the sub-theory; and each should be first outlined with a definition of the theory or sub-theory, and at least three examples of how this theory can be applied. Following the definition and basic application of the theory, the student will produce an ethical dilemma in a complex scenario which might occur in the life of a law enforcement officer, where each of the theories are applied as though the student is taking on the role of the decision-maker exercising ethical judgment as a Consequentialist, Determinist, etc. Essentially, the students are putting themselves in the place of each type of ethical theorist. The student must perform this decision-making for each theory and sub-theory; these theories are shown in the following paragraph. The Ethical Theories The theories with their sub-theories are as follows as cited in Thiroux and Krasemann, (2008): 1. Consequentialism (Teleological) a. Psychological Egoism b. Ethical Egoism c. Utilitarianism d. Care Ethics 2. Nonconsequentialism (Deontological) a. Act Nonconsequentialism b. Rule Nonconsequentialism 3. Virtue Ethics a. Aristotle’s Nichomachean Ethics b. Confucius’ Ethics . Absolutism 5. Relativism 6. Freedom and Free Will 7. Fatalism 8. Determinism a. Hard Determinism b. Soft Determinism 9. Reward 10. Punishment Directions for Special Needs Students The special needs student who is an English as a second language learner will have the same expectations for tangible deliverables as any other student. However, there will be some a ccommodations made. The ESL student will more time to complete the final project paper due to a slower reading-comprehension speed; these students are bright, they just have a special need, and if more time is necessary, then that is also possible. For example, if it is warranted, the special needs student will be given the final project specifications â€Å"cut sheet† up to two class periods sooner than the other students. This is so that the teacher has time to explain verbally each of the instructions in a more step-by-step fashion. If a teacher has a student who is truly struggling, then it is possible for that student to be assigned additional practice assignments so that he or she can practice the concepts. Another accommodation might be to assign daily dictionary readings by the student (along with their own language dictionary), so that the student’s vocabulary increases, and he or she practices reading. This also works with children’s books; assign the student stories to read out loud to the teacher after class; this will enable the student to practice his or her â€Å"American accent† and will help acculturate the student to the English-speaking, reading, writing environment. Prior to the final project assignment, the teacher can take the ESL student aside to check for understanding of the directions. The teacher can also read the final project specifications to the student with an English-Spanish interpreter so that any challenging words are truly understood. In addition, the teacher can show samples of quality papers to the ESL students so that they understand the format and comprehensiveness of the assignment given them. Lastly, the ESL adult student still needs lots of encouragement. While a teacher insists on keeping this fair amongst all students in the class, it doesn’t hurt to encourage these ESL students in the hall, in private, and in front of his or her peers. Direction for Assessment Administrator Since the assessment will be administered by the educator, the direction that she will follow includes: 1) checking for each component required of the students as outlined in the directions to the students, 2) verifying the adherence to the APA format standards using The Official Pocket Style Guide From the American Psychological Association 6th ed. Concise Rules of APA Style, in every aspect of the paper 3) confirming that the students used all of the ethical theories and sub-theories as outlined in the directions to students, by comparing to those in the textbook, Ethics: Theory and Practice, by Thiroux and Krasemann, 2009, to those that the student outlined in the paper, 4) Making certain that the definitions and applications for each theory is, in fac t, correct, and 5) attesting that the scenario produced and the ethical decisions made are aligned with those made by each of the ethical theories and sub-theories. Assessment Items Linked to Learning Objectives The assessment items linked to the learning objectives are in table-format and illustrate each assessment item in the final project assigned and its link to the learning objectives or course outcomes outlined above. (See Appendix, p. 3 – 4) Assessment Consistent with Learning Environment The assessment chosen, the final project which is written as a comprehensive paper by the student is aligned with the course outcomes, as well as the course outline of units covered. In addition, the adult learners’ environment, whether it be in a face-to-face classroom or an online course is conducive to a comprehensive written paper, as this is the medium for showing definition, application, and creativity in producing scenarios, in which the concepts learned can be used in immediate, relevant, and real-world situations. This is directly in line with Angelo and Cross (1993) states, â€Å"Creative thinking is the ability to interweave the familiar with the new in unexpected and stimulating ways† (p. 81). It is also consistent with Knowles’ assumptions of adult learners where: An adult accumulates a growing reservoir of experience which is a rich resource for learning†¦the readiness of an adult to learn is closely related to the developmental tasks of his or her special role†¦adults need to know why they need to learn something (Knowles, 1984; 1980; 1968, as cited in Merriam, Caffarella, and Baumgartner, 2007). In fact, a final project in the form of a written paper is the best format to use the adult learners’ life while utilizing a performance instrument that is closely related to his or her special role. Above all, adults will find that the instrument is relevant to something they need to learn for their upcoming professions in criminal justice. Interpretation of Results Interpretation of a course assessment is the last step after administering a classroom assessment technique; it is the step that the teacher is most interested in after providing the instruction; adequate opportunities for practice and drill of concepts; planning and implementing procedures which are equitable to all; formulating the criteria for constant observation and timely and detailed one-to-one student coaching; and the analysis of each student’s improvement or the necessity for review; and then the assessment tool is administered (Gronlund and Waugh, 2009). Only then can the interpretation of the assessment be articulated. â€Å"In the interpretation step, the teacher seeks answers to the ‘why’ questions of the students’ [incorrect] responses† (Angelo and Cross, 1993, p. 54). Because interpretation is the â€Å"goal† of all teaching by teachers, and the learning by students, then it is crucial that the foundation of the teaching, the tasks and tools used, and the learning objectives are all synchronized with the assessment tool, and the interpretation of the results should align with the learning objectives. As outlined in Gronlund and Waugh (2009), assessment is an integral part of the teaching-learning-assessment process. Assessment Development and Use For the Ethics class presented, the assessment tool used is a research paper which offers the culmination of the entire course. This type of assessment is a criterion-referenced instrument due to the nature of the course subject, and â€Å"criterion-referenced interpretation is especially important for instructional uses of assessment results† (Gronlund and Waugh, p. 27). This assessment will suggest results which correlates to each individual student’s learning of the ethical concepts; the application of said concepts to invented scenarios; the application to realistic criminal justice events; the proper use of the American Psychological Association (APA) format; and the students’ research, organization, paragraph construction, and mechanics skills in using written communication. This final paper is a hybrid between the supply-response [assessments] which are higher in realism†¦ [and] can measure the ability to originate, integrate, and express ideas†¦ and] the summative assessment†¦ [which] checks the extent to which the students have achieved the intended outcomes of the course instruction†¦ [and] performance assessments using extended response which includes a high degree of realism (Gronlund and Waugh, 2009, pp. 9 – 10; 27). The supply-response speaks to the format of the final paper which is written using research, but the students must also integrate their own ideas. The summative portion is the overall assimilation of ideas and concepts to the made-up scenarios, and lastly, the performance assessment illustrates the knowledge and skills necessary to perform on-the-job in a criminal justice capacity. The assessment will gauge not only the students’ understanding of the concepts presented, but will also measure the ability of the student to develop everyday scenarios, and ultimately, devise realistic events in which the different concepts can be applied. This may ensure ethical stability on the part of student-then-officer while enhancing his or her decision-making ability when faced with ethical dilemmas where the law and ethics may overlap, run parallel, or do neither in some cases. In addition, the student would be assessed on his or her written communications skills which include formatting the paper in its entirety in the APA format. The other skills which would come into play include research, organization, paragraph construction, and the overall mechanics of the paper. The quality of the content and the application of the concepts and principles would be weighted more heavily at 75% of the total assessment, with the APA format, paragraph construction, and mechanics would be weighted less at 25%. Assessment Interpretation and Grading According to Gronlund and Waugh (2009), â€Å"criterion-referenced interpretation is facilitated by assessment tasks that provide a detailed description of student performance†¦in performance-assessment this means performance tasks that make clear what the student can and cannot do† (p. 5). Since the students have been given the final project subject, the directions for completing the final project in paper-form, the expectations for deliverables, the grading rubric, and the assignments and tasks throughout the course have been tailored to learn the concepts and application necessary, then there should be no issues with what the criterion are for performing in a superb manner. Although a grading rubric is considered an assessment tool used to grade using subjectivity, it can have a set of criteria and specific metrics which link it to students’ learning objectives, which in this case, measure the student’s performance using a final project in research paper format. Because assessment is an ongoing process with a student in a degree-seeking program, the rubric is aimed at accurate and fair assessment for all students, by fostering understanding, and indicating the way to proceed with subsequent learning, re-learning, and teaching and re-teaching. This is the integration of performance and feedback which occurs prior to each assessment, and during the course of the class term, so that by the time the student is nearing the end of the quarter term, he or she should be able to articulate the items presented in the rubric using the final project directions adhering to the expectations for deliverables. According to Flash (2009), when students are apprised of grading criteria from the start, they can be more involved in the process of working toward success. According to Mansilla, Duraisingh, Wolfe, and Haynes, 2009: Rubrics are generally thought to promote more consistent grading and to develop self-evaluation skills in students as they monitor their performance relative to the rubric. However, rubrics are not without their critics who are concerned that rubrics can never truly capture the complexity of written work. If rubrics are to be useful, they must capture all the actual objectives of an assignment (p. ). In this case, the rubric (See Appendix, p. 5 – 6) is given to the students at the third week of the quarter term; the directions are explained in detail with opportunity for questions answered, with the actual objectives outlined in the rubric along with final project specifications. As mentioned previously, this rubric, along with the final project specifications, is given to the student at the third week of the quarter. Conclusion In summarizing adult learner assessment, first, it is recognized that the adult learner is motivated differently than other learners. Therefore, the teacher who teaches adult learners must be aware of not only the learner’s diversity and culture, but also his or her motivators. Then, the teacher must identify the initial abilities of his or her class; align the course objectives along with the teaching activities; verify that the teaching is aligned with the assessment instruments; then, analyze the results. After completion of this â€Å"cycle,† the educator can them adjust or modify the teacher, or the re-teaching, in this case; and then the â€Å"cycle† starts all over again. In summarizing assessment procedures, an assessment, in and of itself, is the procedure which measures the entire student learning during a course, and the teacher’s teaching, facilitating, observing, and coaching, it is the interpretation of those performance results which are invaluable. As long as the educator plans for assessment during the planning of the learning, then it probable that the assessment will gauge student learning, and will meet the instructional objectives (Gronlund and Waugh, 2009). In this case, the final project is one of the best assessment tools when measuring students’ cumulative learning, this is as long as several mini-assessments are given throughout the quarter, and adjustments are made to teaching, if the students do not understand the material. In addition, an verall assessment is done on the student’s writing skills, as well as his or her attention to the proper writing format. However, it is possible that the â€Å"assessment often generates more questions than it answers,† (Angelo and Cross, 1993, p. 54) and it is incumbent upon the educator to answer these questions of â€Å"why†¦the students respond the way they [do]† (p. 54), during all of the previous assessments administered throughout the quarte r term, so that there are few to none, by the time the final project is due. Lastly, in reflecting how the process of interpreting assessments will impact teaching, it is important to note that in teaching, â€Å"the whole is greater than the sum of its parts,† meaning, in this case, that without analyzing the end product of learning; then it is difficult to choose an assessment tool and the types of results that can occur; which makes it nearly impossible to understand how to assess students after teaching has occurred; it will be fruitless to set initial learning objectives; if it is not understood what it is the educators would like to teach the students; and to diagnose when they build the student pre-assessments. Each section is bound to the other in seamless alignment, with the opportunity for improvement at each juncture; it is in this way that goals and classroom assessment drive everything in education, and in learning, in general. In teaching, there can be no greater impact than to learn that each of these components is critical to the goal of facilitating the obtainment of knowledge, and it is a bright insight to teachers of all philosophies, experiences, and tenure. References American Psychological Association. (2010). The official pocket style guide from the American Psychological Association: Concise rules of APA style (6th ed. Washington, DC: American Psychological Association. Angelo, T. A. , ; Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed. ). San Francisco: Jossey-Bass. Baitlinger, K. (2005). Engaging adult learners in writing/ESL Classroom. College Quarterly, 8(1),1. Create Rubrics for your Project-Based Learning Activities. (2000 – 2008). Rubistar. Retrieved from http://rubistar. 4teachers. org/index. php? screen=NewRubric;module=Rubistar Effective Classroom Instruction. (2004). Encyclopedia of applied psychology. Retrieved from http://www. redoreference. com. library. capella. edu/entry/estappliedpsyc/effective_classroom_instruction Flash, P. (2009). Grading writing: Recommended grading strategies. Retrieved from http://writing. umn. edu/tww/responding_grading/grading_writing. html Gronlund, N. E. , ; Waugh, C. K. (2009). Assessment of student achievement (9th ed. ) Upper Saddle River, NJ: Pearson Education. Johnson, D. , ; Steele, V. (1996, February). So many words, so little time: Helping college ESL learners. Journal of Adolescent and Adult Literacy. 39, 5; ProQuest Education Journals. . 348. Mansilla, V. , Duraisingh, E. , Wolfe, C. R. , ; Haynes, C. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. Journal of Higher Education. 80(3), 334-353. Merri am, S. , Caffarella, R. , ; Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed. ). San Francisco, CA: Jossey-Bass. Thiroux, J. P. , ; Krasemann, K. W. (2008). Ethics: Theory and practice (10th ed. ). Upper Saddle River, NJ: Prentice Hall. ————————————————- Top of FormBottom of Form| Adult Learner Assessment Running head: ADULT LEARNER ASSESSMENT Adult Learner Assessment Enter Student Name Here Capella University August 26, 2012 ED7712 Classroom Assessment in Education All students are familiar with assessments. They have been assessed on various levels all through primary and secondary school, and if they attended school afterward they've experienced assessments in postsecondary school as well. Why do we do assessments? Assessments are necessary – they not only tell the instructor how well the students are doing but they also tell the instructor how well they are teaching. But there is much more to assessments than that.Assessments can be â€Å"an excellent instructional method to provide understanding of what adults are learning, how they are thinking, what their progress is, and which learning problems to address† (Wlodkowski, 2008). This paper will demonstrate this. The purpose of this research paper is to demonstrate an assessment of the adult learning of students who are enrolled in IS100 – Introduction to Databases, a course at Two Rivers Community College. This course covers topics that include basic concepts of relational database systems, database architectures, data storage, and data mining.This course utilizes problem-based learning. Problem-based learning is an education strategy that uses problem-solving for optimal learning and is particularly useful in environments such as information technology. The benefits are twofold: students not only acquire knowledge but they also develop problem-solving skills necessary for real world application (Williams, Iglesias & Barak, 2008). Therefore the best type of assessment for this course will include a problem-based learning assessment.The learners are students who have been allowed to enroll in this course for one of three reasons: (1) it is a required course for the Information Systems major, (2) it is a being taken as an elective for another major, or (3) they are undecided on which majo r they want to pursue and want to learn more about this aspect of information systems career path. The majority of the students who attend this course are predominately post-adolescent white males who range in ages from 18 to 23 years old and are in their first year at the community college.These students typically complete their associates degree here prior to continuing their education to obtain a bachelor's degree in either Computer Science, Information Systems Management, or Industrial Technology. However, in recent years there have been an increasing number of adult learners who are of mixed nationalities, range between 28 to 35 years old, and are returning to the community college environment due to job loss or a change in career path. These individuals have chosen the community college environment because of the short duration of time to complete a degree as compared to the traditional four year university.Three Learning Outcomes The overall learning objective of this course is for students to demonstrate a fundamental understanding of database systems. To ensure this, students will be assessed on the following three learning outcomes throughout the course: 1. Unit 1: Students will demonstrate an understanding of the theory, history, and evolution of the relational database. 2. Unit 2: Students will demonstrate an understanding of the fundamentals of good relational database design. 3. Unit 3: Students will demonstrate basic knowledge of data mining and storage.Adult Learner Assessment The assessment described here will be on assessing students learning after the first unit is covered. The first unit of instruction is designated for an overall view of databases. Topics include relational database theory, the history and evolution of databases, types of database models, database query languages, and an overview of databases in use today. It is imperative that students have a good understanding of this information before moving on the next unit, therefore an assessment of this understanding needs to be evaluated.The two most widely used types of test items are selection-type items and supply-type items. The use of selection-type items will gauge how well the students can recognize or recall facts whereas the supply-type items will measure the more complex learning outcomes (Waugh & Gronlund, 2013). Items from both of these will be used to design the assessment to get a true measurement of students learning after unit 1. The assessment is listed in Appendix A. Accommodating Learners With Special NeedsIn accordance to the Americans with Disability Act and the policies of Two Rivers Community College, learners with special needs will have reasonable accommodations given during assessment taking. Reasonable and appropriate support services that may be needed for this course could include, but are not limited to: interpreters, questions and answer choices read out loud to the student, and extra testing time. Accommodations will be evalua ted on a case-by-case basis and every means will be done to ensure the student has a fair chance to take the assessment.The instructor will also seek guidance from The Alliance for Access to Computing Careers (aka AccessComputing). This organization partners with postsecondary institutions to increase participation of people with disabilities to computing fields. This organization can provides optimal strategies for instructors to accommodate a student with special needs. Specific to assessment taking, they recommend:  ·Alternative, quiet testing locations and distraction free rooms.  ·Alternative formats of the assessments, if needed.  ·Extended test-taking time. Reading or scribe services. All of these recommendations are already available at the school. Directions for the Assessment Administrator and the Adult Learner The way in which an assessment is administered to students is especially important for good assessment outcomes. Assessment administrators play a key role in this occurring. The main role of an assessment administrator for this course includes 1) to give clear instructions to the students and 2) to prevent cheating. The following directions will be provided to the assessment administrator.The instructions for the students will be written on the test itself:  ·Administrator: Prior to the class starting, ensure equal distance is between each student seat. Ensure there are no pieces of paper laying in or around the desks. When all the students have arrived, separate each student with a desk between them, if possible. Tell the students why they are there and the purpose of the test. Explain how the test is laid out (10 multiple choice questions, 10 true-false questions, and 3 short answer questions) and how much time they have to complete it (50 minutes).Breaks will not be given unless extenuating circumstances would dictate otherwise. Once the student has completed the test, they are to bring the test to you and place the test face down o n the desk. The student will gather their things and quietly leave the room. Interpretation of the Results of the Assessment Assessments provide the instructor with a relative ranking of students and a description of the learning tasks a student can and cannot perform (Waugh & Gronlund, 2013). These two items have more to do with the interpretation of the assessment results. Criterion-referenced vs.Norm-referenced The first item is centered around an interpretation method called norm-referenced assessment whereas the second one is centered around criterion-referenced assessment. The basic difference between the two is what the results are compared to. When an instructor is using norm-referenced assessment interpretation, they are comparing each student's performances with the other students in the class whereas when an instructor is using criterion-referenced interpretation, they are comparing each student's performance with a predefined set of criteria (Waugh & Gronlund, 2013).Each type of interpretation serves a specific purpose. If an instructor wants to use the interpretation of assessments for instructional decision-making, they would use the criterion-referenced approach whereas if they wanted to measure the psychometric different between students, they would use the norm-referenced approach. For the purpose of this paper, the criterion-referenced approach will be used to interpret the results of the assessments in this course. This will ensure the students have a clear guide to their learning objectives competency.Grading For the students, assessment is about grades. Grades tell the student to what extent they are meeting the instructional objectives. However grading is just as important to the instructor. There are three guiding principles that instructors use to determine their grading system for a course: 1. choose the best reference (standard) for the basis of grading, 2. choose the best way to combine the various assessment results, 3. choose the m ost effective and fair grading system (Waugh & Grunlund, 2013).Similar to the assessment interpretation types noted above, when choosing the best grading standard, instructors have a choice between grading the student's performance against predetermined standard (absolute grading) or against their fellow peer's performance (relative grading). The most common way is to use the absolute grading approach by assigning letter grades based on a 100 point system. This will be the approach used in this course. In choosing the most effective and fair grading system, there are a number of things an instructor can do to enlist the confidence of their students.First and foremost, the instructor should be upfront from the beginning with the students about their expectations of them, explain how the students will be graded, and explain the grading rubrics for the course. Lastly, the instructor should be sure to not grade based upon subjective components such as learning ability, the amount of imp rovement a student has achieved, or lack of or improved effort. In determine the best way to combine the various assessments, each graded item must be assessed. For this course, the students will have grades for four unit tests and one problem-based course paper.Each unit assessment will count for 15% of their grade and the course paper will count for 40% of their grade. No weighted scores will be used. The best way to grade the student's course paper was to develop a scoring rubric. For the problem-based course paper, students are given a completed database to study. Utilizing the Classroom Assessment Technique called Problem Recognition Tasks (Angelo & Cross, 1993), they students are to 1. determine if it meets the definition of a relational database, 2. elect and explain one relational database theory about their database (i. e. the relational model, dependency, normalization), 3. determine what database programming language was used to create it, 4. discuss database design model , and 5. explain one technique they'd use to extract data from it. The scoring rubric and letter grades for the course paper is below. Criteria|2 points|1 point|0 points| Determine if the database meets the definition of a relational database and provides supporting research to explain their reasoning for the decision. Correctly determines if the database meets the definition of a relational database and provides supporting research to explain their reasoning the decision. |Correctly determines if the database meets the definition of a relational database and but doesn’t provide supporting research to explain their reasoning the decision. |Doesn't correctly determines if the database meets the definition of a relational database. | Thoroughly explains one relational database theory about their database. |Fully explains one relational database theory about their database. Somewhat explains one relational database theory about their database. |Doesn't explain one relational dat abase theory about their database. | Correctly identifies the programming language use to create the database and thoroughly explains the programming language with supporting documentation. |Correctly identifies the programming language used to create the database and thoroughly explains the programming language with supporting documentation. |Correctly identifies the programming language used to create the database and but doesn't thoroughly explain the programming language with supporting documentation. Doesn't correctly identify the programming language used to create the database. | Correctly identifies the database design model used to create the database and thoroughly explains the model with supporting documentation. |Correctly identifies the database design model used to create the database and thoroughly explains the model with supporting documentation. |Correctly identifies the database design model used to create the database but doesn't thoroughly explain the model with supporting documentation. |Doesn't correctly identify the database design model used to create the database. Thoroughly explains what technique they'd use to extract data out of it. |Thoroughly explains what technique they'd use to extract data out of it. |Somewhat explains what technique they'd use to extract data out of it. |Doesn't explain a technique they'd use to extract data out of it. | Course Paper Letter Grades| 9-10 pts = A|7-8 pts = B|5-6 pts = C|3-4 pts = D|0-2 pts = F| A series of steps were taken to arrive at the scoring rubric. First, the intended learning outcomes were evaluated and used to construct the items needed to be graded on.Second, the focus of the assessment was determined by determining where the emphasis should be placed. It was determined that it should be focused on a process of examining a database for certain attributes. Third, it had to be determined if this would take the form of a paper-and-pen test or a practical exam. It was determined it would b e best to be a paper-and-pen test due to the time constraints of such a task. Forth, the performance situation was determine to be a identification test because the students need to be able to do this in a real world setting.Lastly, the method of observation chosen is the scoring rubric because they will provide the instructor with an objective scoring guideline, and they will give the students a clear guideline of what is expected of their final paper. (Waugh & Gronlund, 2013). In conclusion, the goal of this paper was to demonstrate assessment in an information technology course at a community college. The overall goal of instructing is to provide the highest possible quality of learning. Assessments, in forms of varying degrees, can be utilized to ensure this is happening.Specifically, the problem solving assessment described here will be a driving force in directing students' efforts toward critical thinking and real world applications. Appendix A IS100 – Introduction to Databases Unit 1 Assessment Name: ______________________________________ Date: ____________________ Assessment Instructions: This test is being given to assess your understanding of the theory, history, and evolution of the relational database. The Assessment Administrator will monitor your progress during the est to ensure students are completing their own work and not sharing their responses with others. Multiple Choice Directions: For each of the following multiple-choice questions, please select the best answer for each question and circle the letter to the left of the answer you have chosen as the most appropriate response. | | Question 1: Which of the following databases was an early implementation of the relational model developed by E. F. Codd ? A. IDMS B. DB2 C. dBase-II D. R:base Question 2: An online commercial site such as Amazon. om is an example of a(n): A. single-user database B. multiuser database C. e-commerce database D. data mining database Question 3: Which of th e following was the first to implement true relational algebra in a database? A. IDMS B. dBase-II C. Oracle D. R:base Question 4: The acronym SQL stands for: A. Structured Query Language B. Sequential Query Language C. Structured Question Language D. Sequential Question Language Question 5: The following are functions of a relational database except: A. creating and processing forms B. creating databases C. rocessing data D. administrating databases Question 6: Which of the following databases implemented the CODASYL DBTG model? A. IDMS B. dBase-II C. DB2 D. R:base Question 7: All the following are database models except: A. Spreadsheet Model B. Relational Model C. Hierarchical Model D. Object-Oriented Model | | Question 8: Today's banking systems use this type of database: A. Analytic database B. Operational database C. Network database D. Hierarchical database Question 9: The term Relational Database Management System (RDMS) was coined during the: A. 1950sB. 1960s C. 1970s D. 1980 s Question 10: All of the following are popular database query languages except: A. SQL B. OQL C. XML D. MySQL True-False Directions: For each of the following true-false questions, indicate a True response by circling the T next to the question and a False response by circling the F next to the question being answered. Question 1: A database is called â€Å"self describing† because it contains a description of itself. T F Question 2: One of the reasons why OODBMS is no longer used for today's businesses is because OOP is obsolete. T FQuestion 3: In an enterprise database system, users interact with database applications, which directly access the database data. T F Question 4: Microsoft Access is a database management system. T F Question 5: Prior to 1970, all data was stored in separate files, which were mostly stored on reels of magnetic tape. T F Question 6: SQL is an internationally recognized standard language that is understood by all database management system product s worldwide. T F Question 7: Databases that contain historical and summarized information are usually called data warehouses. T FQuestion 8: As legacy file-based systems and applications become candidates for reengineering, the trend is overwhelmingly in favor of replacing file-based systems and applications with database systems and applications. T F Question 9: A central focus of database theory is on understanding the complexity and power of query languages and their connection to logic. T F Question 10: The Object Oriented database model is best described by organizing data into a tree-like structure, implying a single upward link in each record to describe the nesting, and a sort field to keep the records in a particular order in each same-level list.T F Short Answer Directions: For each question, hand write your answer below each question. If additional paper is needed, please ask the Assessment Administrator. 1. Briefly explain three of the twelve rules of E. F. Cobb's relati onal database theory. 2. Briefly explain the three views (schema) of a DBMS. 3. List two advantages and two disadvantages of using a DBMS. References AccessComputing. The Alliance for Access to Computing Careers. Retrieved September 9, 2012 from http://www. washington. edu/accesscomputing. Angelo, T. A. , & Cross, K. P. (1993).Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed. ). San Francisco: Jossey-Bass. Waugh, C. K. , & Gronlund, N. E. (2013). Assessment of student achievement (10th ed. ). Upper Saddle River, NJ: Pearson Education. Williams, P. J. , Iglesias, J. & Barak, M. (2008). Problem based learning: Application to technology education in three countries. International Journal of Technology and Design Education, 18( 4), 319 – 335. Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed. ). San Francisco: Jossey-Bass.