Thursday, August 27, 2020

Iago’s soliloquies are embarrassing and outdated

â€Å"It is through Iago's speeches that the crowd increase most understanding and enjoyment† How far do you concur with these perspectives and what is your feeling? Iago's discourses highlight all through the play Othello and permit the crowd to see the genuine emotions he has for different characters and his intentions in his insidious activities all through the play. These two basic sentiments show differentiating perspectives on the worth these talks have to the crowd and to the play itself. At the point when Shakespeare composed Othello, on-screen characters on the stage would regularly communicate with the crowd and include them inside the play. Speeches were an open door for an on-screen character in his job to clarify his thought processes and perspective to the crowd. This is demonstrated when Iago asks ‘and what's he then that says I play the lowlife? ‘ straightforwardly posing the crowd to inquiry their assessment of him or become assistants of his abhorrent arrangement. To an advanced crowd this connection with the entertainers is uncommon and obsolete so to numerous Iago's discourses simply have all the earmarks of being a man addressing himself in front of an audience. This can be humiliating for the cutting edge crowd and furthermore the entertainer playing Iago who needs to convey the lines convincingly. Another issue for the entertainer is that in Shakespearean occasions plays would be acted in outside venues during sunshine with the crowd stood directly before the stage. This is distinctive to cutting edge theaters that are encased and dim with the crowd sitting further away from the stage. This makes the connection among entertainers and crowd less close, which may make the monologue less powerful and along these lines obsolete. Toward the finish of his monologues Iago finishes in a rhyming couplet, for example, in Act 1 Scene 1: ‘hell and night must expose this massive birth' which to present day crowds is marginally obsolete and may connect Iago with a cliché reprobate in an emulate who plots against the ‘good' fellow, for this situation Othello. In emulates, the scoundrel also interfaces with the crowd and uses hyperbolic language with rhymes, dim symbolism and talk inquiries as Iago does. Hence, Iago's speeches might be seen as obsolete and humiliating for a group of people who consider Iago's to be as a scoundrel as cliché and puerile Iago's discourses may appear to be obsolete and humiliating for a crowd of people because of his supremacist language over and over alluding to Othello as ‘Moor' and as a ‘devil'. A cutting edge crowd may not comprehend the racial term ‘moor' because of it being obsolete, especially as different characters use it a non racial way. The manner in which his discourses are set out in clear section and in poetic pattern may likewise be humiliating for the crowd and increment Iago's relationship with the emulate reprobate. At the point when Othello was first organized, clear section would demonstrate a genuine, significant piece of the play and the crowd would comprehend this change from composition. Present day crowds without understanding the abstract gadget may in this way think that its obsolete and neglect to comprehend why an on-screen character would talk in a standard cadence just when he was distant from everyone else on the stage. The view that Iago's monologues add little to the play can be advocated as Iago never completely shares his arrangement with the crowd regularly defining it in his mind and asserting that ‘it is incited' or that 'tis here yet befuddled'. Rather the crowd just gets the opportunity to see the start of the arrangement and who he intends to use to trick Othello. The monologues can be viewed as immaterial as Iago creates more thought processes that are probably not going to be genuine, for example, his case that Othello has laid down with Emilia, so as to legitimize his unique untruths. This can start to get monotonous and tiring to a group of people. Without the monologues the crowd would not miss out on the plot, just on Iago's knowledge so it very well may be contended that they are pointless. Be that as it may, the subsequent pundit's view that Iago's monologues are clever and agreeable can likewise be investigated. Iago is the most significant character in building up the plot as without his scheming designs to destroy Othello, Othello's and Desdemona's marriage would likely have endure. It is through his discourses that we perceive how his brain functions and how he mishandles individuals' considerate mindset so as to demolish them. The discourses permit us to see into Iago's psyche, which permits the crowd to increase extraordinary understanding into what he is doing. In Act 1 Scene 1 his first speech uncovers a lot of his assessments of others and it is however Iago is removing a cover, unexpectedly uncovering a darker side than we have seen up until now. The crowd see his actual assessment of Roderigo just like a ‘fool' who he is just connecting with for ‘sport and benefit' and that he is eager with his harebrained and pessimist talk. He likewise uncovers his purpose behind achieving the ruin of Othello is because of gossipy tidbits he has known about Othello laying down with Emilia, which he keeps on referencing in different monologues, guaranteeing ‘the robust field hath jumped into [his] seat' in Act 2 Scene 1. Other than this intention, which is conceivably a lie so as to legitimize his insidious nature, his different thought processes are childish and uncalled for. Iago expects to demolish Cassio so as to ‘get his place' and later uncovers an envy for Desdemona. He just communicates his intentions inside his discourses making them quick to the crowd regardless of whether they are just to shield himself. Iago controls Cassio's ‘smooth arrange' so as to utilize it against him and persuade Othello that ‘he is excessively acquainted with his significant other'. He manhandles individuals' amiable attitude so as to overcome them and the crowd can see this through his speeches. He realizes that Othello will ‘prove to Desdemona a most dear spouse' and is ‘of a free and open nature' yet plans to utilize this amiable attitude so as to bring his destruction. The crowd sees that he is absolutely detestable by in regards to his control of individuals and their lives as a game, organizing his arrangement cautiously with the goal for him to cause extraordinary harm. His arrangement to ‘pour†¦ epidemic into [Othello's] ear' shows how he plans to utilize the trust he has created with Othello to prompt him against Cassio and Desdemona. He once more, utilizes Desdemona who he accepts to be ‘virtuous' and ‘fruitful' getting a charge out of the way that he will ‘turn her uprightness into pitch' by utilizing her ‘goodness' as the ‘net that will snare them all'. The crowd can get a genuine understanding into Iago's inclination of being resentful and underhanded, which would not be as plainly checked whether the speeches were expelled. The crowd can nearly observe the manner in which his mind is working and his language shows this. He utilizes redundancy, for example, ‘How? How? ‘ as he assembles his arrangement and there are regularly little stops and pondering minutes, for example, ‘let me see currently' to mirror his arrangement meeting up. His dim brain is reflected through his language with pictures of ‘hell' ‘devils' with the ‘blackest sins' and toxin. For the crowd, this can be energizing as they are engaged with his arrangement, practically going about as assistants. They hold a more prominent consciousness of what is happening in the play than the remainder of the characters thus can anticipate Othello's defeat. The crowd are undeniably bound to be thoughtful for Othello by knowing the genuine insidiousness nature of Iago through his discourses, especially in realizing that even Iago, who sees the most exceedingly terrible in individuals concedes that Othello is ‘of consistent, adoring, respectable nature'. As I would like to think, the subsequent pundit's view that Iago's monologues are astute and charming is the most defended. Without his speeches the crowd would be uninformed of how Iago's arrangements meet up, his thought processes or how he sees different characters. At the point when he is with different characters it is as though he is wearing a veil to conceal his actual emotions. He plays the fair and dependable companion and it is just when he is distant from everyone else does his actual nature appear and the crowd finds this is a cunning controlling technique that he utilizes, knowing Othello ‘thinks men legitimate that appear to be so'. The main pundits conclusion that Iago's talks are humiliating and obsolete can be an issue because of present day crowds not being utilized to this gadget. Be that as it may, it can likewise be reviving for a crowd of people to encounter this distinctive method of acting and charming to be associated with Iago's plot. As an advanced crowd we ought to comprehend that the play was written in a general public that was not the same as today and along these lines be less judgemental on how obsolete it is. The pundit's view that they ‘add little to the play' is, as I would like to think less advocated. The monologues may not be fundamental to the real plot of the play however they give an incredible by allowing the crowd a chance to comprehend Iago's character. As a crowd of people we can portend the up and coming occasions in the play and in this manner be progressively intrigued as everything disentangles. A crowd of people will feel more scorn towards Iago because of his talks and consequently feel more compassion toward different characters as he causes their destruction. Rather than giving little to the play, they give a lot by working up the crowds feelings to the characters. In general, I trust Iago's talks to be of incredible understanding and satisfaction to the crowd as they permit a group of people to see into his mind and know about his plot to bring Othello's ruin. Rather than being obsolete and humiliating they are clever and charming as crowds can straightforwardly observe his cruel and fiendish nature.

Saturday, August 22, 2020

Understanding of Christian Sacraments

Various religions have various images, which signify various implications that may be curious to a given religion. For example, the Catholic Church has the rosary, which is the focal point of their supplications. Most Catholics and customary places of worship have holy observances, which the ministers or the clerics present to the congregation.Advertising We will compose a custom article test on Understanding of Christian Sacraments explicitly for you for just $16.05 $11/page Learn More Each Christian church has its own type of a holy observance, which rely upon how the pioneers of the confidence deciphered the good book. Traditionally, the minister, cleric, diocesan, or pope (incase of Catholicism and Orthodox) who presents the functions to the assemblage. The following conversation examinations the holy observance as the significant image in the Christian religion featuring the significance of the services. Fundamentally, the holy observance is a vital strict practice in Christiani ty particularly Catholicism. Contingent upon the religion holy observance can be as Eucharist, immersion, contrition, affirmation, marriage, requests, or outrageous unction. All members need to go to strict preparing on Christian excellencies, the holy book, and other good practices so as to get the ceremonies (Gula Para.10). The holy observance of absolution goes before the various seven. In this way, the holy observance is an image of neatness or virtue in Christianity. Submersion is through water whereby Christians accept that they are liberated from sins following the function. The holy observance of atonement/contrition guarantees that Christians advance love, harmony, and solidarity in their connections. The service of holy observance as a rule happens in a huge assembly. By and large, bread, the image of the assortment of Christ beauty, the functions. In the contemporary society, the ceremonies advance humankind on the grounds that steadfast Christians carefully follow the st rict lessons of the holy observances. Contingent upon the schedule of the congregation, most Christians accept that, for any of them to succeed or flourish throughout everyday life, s/he need to regard/practice the holy observances. Initially, the world had two normal religions; Islam and Catholicism yet the rise of protestant holy places has prompted various teachings about Christianity and all the more so the ceremonies. In spite of the fact that the pace of investment of the service of the holy observance is high, the members in the protestant holy places are less when contrasted with the catholic. The difference lies in the discernment that a large portion of the catholic hallowed services are customs and not founded on Jesus Christ or Christian ethics (Reumann Para.4). Furthermore, the mentalities and fulfillment of authority and resulting confidence in places of worship likewise influences the investment in the holy observances. Here and there most members particularly the you ng people do as such on the off chance that they have gone to Christian put together institutions.Advertising Looking for article with respect to religion religious philosophy? How about we check whether we can support you! Get your first paper with 15% OFF Learn More On the other hand, reactions of certain holy observances by individuals have additionally influenced the investment in the functions. For example, the holy observance of contrition/retribution in the Catholic Church has drawn basic perspectives from individuals. Catholics atone through their minister by discussing the accompanying words â€Å"Bless me, Father, for I have sinned† (Gula Para.1). In any case, as per Protestants the demise of Jesus empowered all Christians to convey legitimately to God/Jesus and not through the ministers or people. What's more, the variety of cooperation in the holy observances likewise depends at, which age an individual began rehearsing his/her religion. For instance, newborn chil dren who are conceived inside the religion may either drop or hang on it while new members are probably going to hang on it everlastingly (Menninger 50). Regularly, the individuals who maintain the holy observances are old individuals and reliably partake in different exercises of the congregation. At long last, the book of scriptures sacred texts, which prompted the foundation of the Sacraments, are the premise of Catholic and Orthodox confidence. Despite what might be expected, the protestant holy places have worked in the understanding of the New Testament, which the admirers carefully maintain. The holy observances of Christianity decide the character and good conduct of either a network or an individual. Adherents who practice the equivalent sacrosanct services advance comparable human and good excellencies. Through holy observances, Christians express their confidence, yet additionally practice holiness (Neal 96). For example, the holy observance of atonement calls for apology and compromise among the adherents and networks. In this manner, any individual who holds fast to the principles will without a doubt advance harmony, love, and solidarity in the general public. Furthermore, the holy observances likewise advance a feeling of having a place among the Christians. Every religion has a given image like clothing, practice, or article, which is novel. Salvation is an essential faith in Christianity; in any case, in Catholicism, an individual needs to rehearse or praise all the holy observances to gain salvation. In a perfect world, salvation advances blessedness as well as immaculateness, character temperances such as confidence, tolerance, and certainty among others. Accordingly, holy observance functions impart the ethics of Christianity in the two networks and individuals who practice them. In outline, Christianity is one of the regularly polished religions on the planet. Protestant and catholic are the regular chapels on the planet. Nonetheless, albe it all the houses of worship imply from the good book, the Catholics and Orthodox places of worship rely exclusively upon the sacred writings and Sacraments. The Protestants basically expand the New Testaments relating their understanding with the contemporary world. The Christians who rely upon the holy observances advance their confidence through customs, however this has prompted reactions from the non-devotees. The holy ceremonies shape the character, conduct, and day by day practices of the Christians.Advertising We will compose a custom paper test on Understanding of Christian Sacraments explicitly for you for just $16.05 $11/page Learn More Works Cited Gula, Richard. Understanding Sin Today. Americancatholic.Org. N.D. Web. Menninger, Karl. Whatever Became Of Sin? New York: Hawthorn Books, 1973. Neal, Gregory. Effortlessness upon Grace. Texas: Koinonia Press, 2000. Reumann, John. Avocation by Faith: The Lutheran-Catholic Convergence, Nd. Web. http://www.religion-online.org/art icle/legitimization by-confidence the-lutheran-catholic-assembly/ This paper on Understanding of Christian Sacraments was composed and put together by client Sebastian Berg to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; notwithstanding, you should refer to it likewise. You can give your paper here.

Friday, August 21, 2020

HBB Overview - September 2011

HBB Overview - September 2011 Make Money Online Queries? Struggling To Get Traffic To Your Blog? Sign Up On (HBB) Forum Now!HBB Overview September 2011Updated On 17/04/2017Author : Pradeep KumarTopic : Editorial FeaturedShort URL : http://hbb.me/2oz73o9 CONNECT WITH HBB ON SOCIAL MEDIA Follow @HellBoundBlogI have decided to combine Top Commentators and Guest Authors of the month post into one, so titled it as HBB Overview. Here youll see HBBs awesome guest authors and top commentators of each and every month.Guest Authors of HBB September 2011We got 26 awesome guest authors overall on September, and I think this is the best month with good number of posts by individual guest authors. Happy to see the results and adding more value to the word Community. If you wish to write guest posts, HBB is open for you and below you can see some of our useful posts about Guest Blogging.Guest Blogging: So Why Should You Care?You Blog. Should You Guest Blog?5 Common Guest Blogging Practices You Should Know5 Things To Follow To Be A Good Guest BloggerYou can make note of these useful posts and below you can see HBBs guest authors for the month of September.#1 Michael Chibuzor : Michael Chibuzor is a Freelance Writer and often writes about discount deals at coupon blogs that share CoolHandle Coupon and Kaspersky Coupon discounts.Article(s) : How I Drive Traffic To My Blog Without Buying Ads and 5 Profitable Ways To Monetize Your Blog Without Banners#2 Smit Eric : He works at social media field as consultant. Now is the owner WorkForFavor.com. Has expertise in all aspects of free promotion tactics SEOSEM.Article : Online Promotion â€" What It Means for Business?#3 Aman Arora :Founder and Editor in Chief of The Tech Addicts Co-founder and Administrator of Asian Hackers. Doing engineering in computer science from World Institute of Technology, Gurgaon.Article : How To Migrate A WordPress Blog To New Server#4 Chris Marentis :Chris Marentis writes from experience about lead generation, closing the sale and leveraging social media. He is the founder and CEO for a local internet marketing company Surefire Social.Article(s) : Google+ SEO â€" What Will the Future Hold?#5 Warner Carter : Warner Carter is a guy who likes the net and tech stuff, especially SEO. I work at an SEO Reseller company Endless Rise.Article : Moderate Your Blog’s Comment Section For Better SEO, Being Like Schoemoney: Trademark Attitude, Forget Others, Blog for Yourself, A Bite on Jobs’ Uncanny Apple and The Pitfall of Overindulging To “Blogging Pitfall Articles”#6 Amanda kidd : She is a blogger who is fond of writing on Automotive Design and most expensive gadgets. She is all into computers and in recent times she learnt a lot about software downloads and android on windows mobile.Article : 4 Tips To Control Social Media Damage During Online PR Crisis#7 Sunny Makkar : Sunny Makkar is from SEOCommunity which provides a platform to all indian SEO Professionals, webmasters, Bloggers and Internet Marketer s to discuss latest happening and issues in the world of SEO.Article(s) : 4 Vital Questions To Ask Before Starting SEO Campaign and 5 Most Valuable Advantages of Viral Marketing#8 Paul Santosh : Paul Santosh is a 14year old kid, struggling to manage studies and blogging at the same time. He blogs at www.paulsantosh.com about blogger and blogging tricks and tips.Article : 5 Basic Things To Remember Before Starting A Blog#9 Adam : Adam Costa is the co-author of Business In A Backpack, which explains how to market your business while on the road. He is a business consultant who helps small and midsize firms create high quality marketing materials, from sell sheet printing to brochures.Article : 5 Unique Ways Bloggers Can Create Killer Content (Without Writing)#10 Suraj KV : He is a professional passionate blogger who usually blogs at Seekably. Im also a Music addict and follow changing trends and technologies especially Social media!Article : HOW TO: Create Your Own Google Chrome Ex tension#11 Amit Sharma : Amit Sharma is a passionate Blogger, Freelance Writer and a Tech Enthusiast, writes at Pcmastero about various Technologies and loads of geek stuff.Article(s) : SEO Right Through Windows Live Writer and Is Your Article Linking Strategy Distracting Readers?#12 Mahesh : Mahesh Makvana is a Student as well as a Part time blogger. He likes to write about Latest Technology, Apple, Google, How To, etc. He owns a Tech Blog TechListen, where he writes about all these things.Article : 3 Ways To Attract Advertisers To Your Blog#13 Asher ross : Asher ross is an Expert technical writer from UK with expertise in writing articles over Dedicated Server UK Mac OS, Apple, Mobile and UK Web hosting server technology.READWorld IPv6 Day [June 8th 2011]Article : 10 Tools For Online Studies And Group Work#14 Simrandeep Singh : Simrandeep Singh is a Freelancer, WordPress Developer and a blogger who writes at TricksDaddy.Article : 15 Best Shooter Games For Android#15 Alice Swe eny : Alice Sweeney is a freelance writer who is always interested in finances (be it spending them, studying them or saving them) from big brands like Apple and Nike to mom and pop places.Article : 5 Ways You Can Get Fresh Content Inspiration#16 Ron Davis : Ron Davis is a freelance blogger and a passionate social media marketer, who is currently working on Rockable press discount code.Article(s) : 10+ Indispensable Tools To Run Your Business Online and Display Your Social Media Profiles In Sliding Tabs#17 Sidhant Chadha : Founder of GeekSyrup, Sidhant writes about the latest in the world of blogging, SEO, gadget reviews, security tips, reviews, news and more.Article : Simple Tips To Maximize Your Earnings With HostGator Affiliate Program#18 Jennifer Louis : Jennifer Louis is from USA, and writer who loves to write articles and blogs on career, cover letters, jobs, sample resumes.Article : Social Media: A Wonderful Tool To Build Your Career#19 Sandeep Singh : Sandeep is a hard working Professional Engineering student and he thrives to get the best out of himself. Blogging was not his passion but it has certainly become one and he is doing his best for it.Article : 5 Things Bloggers Can Learn From “3 Idiots” Movie#20 Mani Sivasubramanian : Dr.Mani Sivasubramanian is a heart surgeon and Internet infopreneur who leverages his blogging and writing to fuel a passionate desire to fund lifesaving treatment for under-privileged children with congenital heart defects.Article : I Blogged My Cousin A Bride â€" Bride Brand#21 Guru : Guru is a Technical Blogger who writes at Jafaloo founded in 2011 July. He writes about technical tips, social media information and technical tutorials.Article : What Should You Do When Blogging Is No More A Fun#22 Sandeep Tripathy : He is the founder of the Sandeep Tripathy Ventures which owns great start ups such as Axetue and Shawntimes.Article : HOW TO: Create An Android App With Zero Coding Skills [Screencast]#23 Jasmine : Jasmine is an experienced web consultant. She is the chief editor at Best Web Host â€" a web hosting review and resources website. Her favorite web host is iPage.Article : 4 Tips to Find Unlimited Blog Post Ideas#24 Celia Rees : Celia Rees is a writer and dancer who wishes she was in Manhattan, walking around in a power suit with stilettos and a collection of classic leather handbags. But for the moment she works with an hourly space rental company in Mahattan, Hourspaces.Article : 5 Things Bloggers Can Learn From Action Movies#25 Nikki Farnsworth : Nikki Farnsworth is a little girl at heart playing bride. She loves everything about weddings from rocknroll weddings to traditional ones, wedding contracts, ketubot and ketubah texts, marriage licenses and getting hitched in Vegas.Article : HOW TO: Write A Sucessful Wedding Blog#26 David Deprice : David Deprice is a blogger and serial enterpreneur. He is currently involved with MyClasses.Org â€" world’s biggest social network that connects students, teachers and schools.Article : 5 Unconventional Ways To Monetize Your BlogIf you wish to be a part of HBB, you can become a guest author by contributing Guest Posts. Do check Join HBB and Guest Blogging Rules. Cheers.Top Commentators of HBB September 2011The Top Commentators of September are Kavya Hari and Jasmine. They were leading the top commentators position followed by Noel, it was a good competition. ?? Congrats for them, and I would like to thank other participants as well. ??My best wishes and congratulations to them and for all who participated eagerly. Kudos.Send your 125*125 banner asap (if you havent) to this email id : pradeep [at] hellboundbloggers [dot] comMUST READ : 1. Brand Your Comments To Drive Traffic To Your Blog2. HellBound Bloggers Comments Policy3. Ad Slots For Top CommentatorsIf you are going to participate in this months contest, then you can subscribe to HellBound Bloggers to get the articles as soon as possible.CHECK THIS : Ways Fo r Respecting Your Beloved CommentatorsWhy dont you participate right now by commenting here? ??

Monday, May 25, 2020

A Growing Problem Of Pollution - Free Essay Example

Sample details Pages: 2 Words: 666 Downloads: 7 Date added: 2019/04/15 Category Ecology Essay Level High school Tags: Pollution Essay Did you like this example? Pollution Pollution is the introduction of contaminants into an ecosystem. The contaminants are usually, if not always, created by humans. People should makes a better effort to help combat pollution because it harms not only animals by destroying their habitats, but it also can cause a deterioration in the life of humans as well. Pollution can come from many things, such as cars, fossil fuels, litter, and even deforestation. All of these things stem from man made developments. In turn, pollution can cause species of animals to die off due to the loss of their habitats from deforestation and from consuming litter that they mistake for food. The emissions from cars, burning of fossil fuels and rising levels of carbon dioxide from deforestation can also have a negative effect on the health of humans, as seen with the rising amount of respiratory illnesses in heavily polluted areas of the world. Don’t waste time! Our writers will create an original "A Growing Problem Of Pollution" essay for you Create order Taking more action to help against pollution will restore the population of animals that are killed by litter and habitat loss. Statistical data on the extinction of species shows that 100 to 1,000 species are lost per million per year due to the loss of their habitats and climate change caused by emissions. If humans refuse to protect animals and plants in a better way, scientists predict that it could lead to the sixth mass extinction in Earth history. By causing less deforestation, animals will not have to relocate their habitats and have a greater chance of survival in the wild. Leaving animal habitats alone will in turn make it less necessary for people to have to create wildlife reserves for them to specifically live on. The use of cleaner and more renewable energy over fossil fuels will improve air quality and overall human health. The burning of fossil fuels is known to give off pollutant emissions, which renewable energy, such as wind, hydroelectric, and solar energy, do not. Studies have shown that emissions from burning coal and natural gas cause breathing problems, neurological damage, heart attacks, cancer, premature death, and a host of other serious problems. Using a form of energy with little to no emissions will help prevent these health problems in the future. Using cleaner energy will also be beneficial to the health of animals in surrounding habitats. A new source of energy will create more jobs for workers who previously worked in the coal or natural gas industry. The workers will be exposed to less harmful pollutants than if they were still working with coal and gas. It is a misconception that more jobs will be lost due to environmental protections but actually eco-friendly standards often generate a net gain in employment. So not only will there be less pollutants in the environment that would harm both humans and animals, but also the economy would be benefiting from a transition to more renewable energy. One main reason that people are opposed to taking action against pollution is that it will cost them too much money from taxes. It will actually cost communities less money to just stop deforestation because then they would not have to establish wildlife reservations to preserve that habitats for animals in the affected areas. It is also a common misconception that the transition to cleaner energy is costly, when in reality the average price to install a solar panel dropped more than 70 percent between 2010 and 2017, making the transition more affordable than it ever was before. People also believe that workers in the coal and gas industry will be laid off and left without any jobs. This is untrue because more jobs will be created for the production of renewable energy. Pollution has become a growing problem in recent years and it is everyones responsibility to do what they can to help. Even a task as simple as recycling can make an impact in the effort to protect the environment. It is probable that in the future there will be more opportunities available that will make it easier to combat pollution.

Thursday, May 14, 2020

Should Death Penalty Be Abolished Essay - 2086 Words

Being part of this ever evolving world, social media have become a crucial tool of global communication. Whether following the trendiest mediums such as Facebook and Twitter or relying on the pre-existing ones such as Televisions, newspapers and radios; learning about tragic murders, homicides and massacres on top of other dreadful news is unavoidable. It is unfortunate to hear about all of the aforementioned heartbreaking news and stand still with no opinion to be taken into consideration. Nowadays, one of the major controversial debates in our juridical system is whether death penalty should be abolished or not. The belief of executing someone’s life is hard to completely grasp. The physical mechanics involved in the act of decapitation are simple to grip, but emotionally, the idea of carrying out such a capital punishment is beyond every human being’s understanding. Should we as Human Beings have the privilege to take someone’s life when another life has been taken? Is it against Human rights? Is it ethically acceptable? Taking a glimpse on worldwide cases, and since 1990, death penalty has been prohibited in several nations, considered as an inhumane, unethical, uncivilized and cruel punishment. However, two pints of view have emerged: those who defend the death penalty sentence as a social and ethical solution and the ones who support the idea of abolishing capital punishment. First, each crime has a socio-economic background. On another hand, such acts violateShow MoreRelatedThe Death Penalty Should Be Abolished1192 Words   |  5 PagesNo Death Penalty Capital crime is something that is meant for people that are found guilty of committing a serious crime, such as murder, rape, or theft. These are offences that should not be taken lightly but by killing the offender, the government is carrying about the action that they are trying to prevent. Also, the wrong person may be sentenced to death. After this person is executed, there is obviously nothing that can be done for the terrible mistake to be reversed. The death penalty shouldRead MoreShould The Death Penalty Be Abolished?. The Death Penalty982 Words   |  4 PagesShould the death penalty be abolished? The death penalty is a â€Å"term that applies to capital punishment and is the worst penalty given for committing a murder or an atrocious assault.† (Black s Law Dictionary). Death penalty has been a part of human society and is legally approved for centuries. The first established death penalty laws date as far back as the Eighteenth Century B.C. in the Code of King Hammaurabi of Babylon, which codified the death penalty for 25 different crimes. Death sentencesRead MoreShould The Death Penalty Be Abolished?1925 Words   |  8 Pages Abstract This paper explores five published articles that report on discussion on the very old and yet to answer question of whether the death penalty in the USA should be abolished? The articles, however, vary in their stand on death penalty. In all article it is very different on publisher stand. They discuss thing argument with their own way and vision of thinking. Adina Nicoleta (2011) has raised question for fair trial on the proceeding of the criminal cases. In other article Maestro MarcelloRead MoreThe Death Penalty Should Be Abolished1534 Words   |  7 PagesIntro The death penalty gives humans in our legal system rights to decide who deserves to live, a power only God should possess. Capital Punishment takes away our rights as equals. From its origins, the death penalty has been an inhumane, costly, ineffective, and biased form of punishment that needs to be abolished granting everyone their right to live. History of the Death Penalty Down through history, the death penalty has been adapted to be justifiable in the eyes of the people. By alteringRead MoreThe Death Penalty Should Be Abolished1523 Words   |  7 Pagescriminals has been performed by nearly every society to date. The death penalty came to the Americas when European settlers brought the idea of capitol punishment from Britain. The ideology behind taking someone’s life for crimes they have committed is a simple one. If a person commits a hennas crime such as murder or rape, they shall receive the death penalty. In more recent times we now see many countries abolishing the death penalty. The trend suggests that the capitol punishment policies still implementedRead MoreThe Death Penalty Should Be Abolished1306 Words   |  6 Pageschanged since the 17th century, so why not the age old penalty of death? Capital punishment in the United States is a highly debated topic. Arguments that want to get rid of this method of punishment usually mention th e many problems that capital punishment is plagued with. The death penalty has many issues that cannot be resolved, and since these issues can’t be solved, the death penalty should be abolished. â€Å"The irrevocable nature of the death penalty renders it an unsustainable and indefensible remedyRead MoreThe Death Penalty Should Be Abolished1440 Words   |  6 PagesThe death penalty is a very controversial topic in the United States. It is implemented for the purpose of providing safety to the community and bringing justice to victims and their families. The death penalty is legal in thirty-one states (â€Å"31 States†), and there are over forty different types of federal capital crimes that are eligible for the death penalty. These include crimes such as treason and kidnapping that results in murder (â€Å"41 Federal†). However, many argue whether the death penalty isRead MoreThe Death Penalty Should Be Abolished968 Words   |  4 PagesEvery year, thousands of lives are legally taken under the death penalty. Why should we take more lives than the ones that have already been taken? The death penalty is the punishment of execution, carried out legally against an individual convicted of a capital crime. Its proponents argue that the death penalty deters other criminals who may intend to commit similar crimes in the future. However, there is little statistical evidence to support this claim. Also, execution eliminates the criminalRead MoreShould The Death Penalty Be Abolished?1350 Words   |  6 PagesShould the death penalty be abolished? The death penalty, also known as capital punishment is a legal procedure in which a state executes a person for crimes he/she has committed. This punishment has been used by many states, and is normally used for serious crimes, especially murder. It is also used on crimes against the state such as treason, crimes against humanity, espionage, and violent crimes while other states use it as part of military justice. There are mixed reactions on capital punishmentRead MoreShould The Death Penalty Be Abolished?1443 Words   |  6 Pages 6 Should the Death Penalty Be Abolished in the United States? Adalynne Francis CRJU 1000 Dr. Huss November 14, 14 Should capital punishment/ death penalty be abolished in the United States? Many feel that the death penalty is immoral and question whether the state and federal government deserve the right to kill those whom it has imprisoned. On the other hand, those opposed feel that by not acting upon the death penalty communities would plunge in anarchy and that by

Wednesday, May 6, 2020

College Is The Waste Of Time And Money - 1502 Words

In â€Å"College is the Waste of Time and Money†, author Caroline Bird argues that college is not better suited for those who are looking to be financially successful. This is based on the facts of a low turnover ratio of students in colleges and universities and calculation that money spent on college would have yield higher returns from other businesses such as new venture and start-up companies. Bird urges us not to spend time and money on colleges and universities. It is true that colleges and universities have become highly profitable businesses and exorbitant fees have made parents of a low-income search for other opportunities for their children. However, the positive sides of higher education cannot be overlooked. The College produces highly skilled personnel in engineering, chemistry, and other disciplines. In addition to the skills, social status, and reputation, which are considered to be an intangible worth, are associated with college education. The higher the edu cation, the higher the prestige. Because knowledge and skills acquired through college education removes the darkness of ignorance, college administrators need to exploit this potential by making college an affordable place to get a practical education rather than making it a place to earn financial revenues. With the slogan, â€Å"education for all†, the United States aspired many parents and students to attend colleges and universities in the 1950s. By 1970s, the number of college-goers increased sharply andShow MoreRelatedCollege is a waste of time and money1196 Words   |  5 Pagesï » ¿Sorayah Vuningoma Professor Scott English 101 Rough Draft College is a waste of time and money In Caroline Bird, â€Å"College is a waste of time and money,† Bird discusses why college is not necessary for everyone. She states that many college students are in college not because they want to but because they have to. Bird came to realize that college students don’t feel needed. They are led to believe that getting a college degree is important because it’s a way of getting higher chance ofRead MoreCollege Is A Waste Of Time And Money991 Words   |  4 Pages(Campbell). Some people believe that this statement holds much truth about what happens after high school, while others have confidence in their decision that college is the route to go. In the essay, â€Å"College is a Waste of Time and Money,† Caroline Bird conveys the notion that perhaps parents and students should reconsider the idea of college. She attempts to execute this idea by using several rhetorical strategies such as empirical and anecdotal evidence. However, this approach is flaw ed, and throughoutRead MoreCollege Is A Waste Of Time And Money900 Words   |  4 Pagesto go to college. Students are told that college is the only way you’ll ever get a good job. But, according to Caroline Bird, that is not the case. In Caroline Bird’s essay, â€Å"College is a Waste of Time and Money†,she argues that a college education may not be the best choice for all high school graduates. She thinks that students should not be forced into college if they do not what to. College should only be for people who truly want to learn. I agree with Bird’s claim about how college educationRead MoreCollege Is A Waste Of Time And Money853 Words   |  4 PagesHigh School in Valley Steam, New York, interviewed 300 college students at random and 200 of them didn’t think that the education they were getting was worth the effort.† (Bird 220). The idea of continuing education after graduating high school can be very questionable for some students. Many students side with Caroline Bird and her theory that education serves very little purpose in the job market in her essay â€Å"College Is a Waste of Time and Money†. But inevitably, students believe that post-secondaryRead MoreCollege Is A Waste Of Time And Money1261 Words   |  6 Pagesrecent years, college has been the place almost every student is expected to go. With it’s temptation of earning a higher education, and the segway into living an independent life, it’s simply a dream for students with big dreams. In the article I will be picking apart, Caroline Bird questions if it’s really worth it in the end. In the essay College is a Waste of Time and Money, the author argues about how much a college degree is truly worth anymore. â€Å"After interviewing 300 college students at randomRead MoreCollege Is A Waste Of Time And Money1096 Words   |  5 Pages The amount of money spent on one year alone of college can break someone’s heart. For most people college gets them to where they want to be, but with hard work and dedication going to work right after high school can take you a long way. Getting out of high school and starting a career early might be what some people want, but college is always an option with all the help they have today. College is a waste of time and money for a couple reasons. The fact that you spend 13 years in school justRead MoreCollege Is A Waste Of Time And Money1138 Words   |  5 Pages The amount of money spent in one year of college can break someone’s heart. For most people college gets them to where they want to be in life, but with hard work and dedication going to work right after high school can take you a long way. Getting out of high school and starting a career early might be what some people want, but college is always an option with all the help we have today. With whatever decision people take in life, I believe they need to love their job. At that point in theirRead MoreCollege Is A Waste Of Time And Money2333 Words   |  10 Pagesarticles. In a 1975 article titled â€Å"College is a Waste of Time and Money† Bird makes a logical argument against the benefits of education for the masses. Despite arguing against a college education, Bird, on the other hand, held a master’s degree and taught at Vassar College in New York, the same school she graduated. According to U.S. News World Report (2015), â€Å"Vassar College s ranking in the 2015 edition of Best Colleges is National Liberal Arts Colleges, 11. Its tuition and fees are $49,570Read MoreCollege Is a Waste of Time and Money Essays777 Words   |  4 PagesCaroline Bird’s essay â€Å"College is a Waste of Time and Money† explains her beliefs on why, for some people, going to college is an ineffective and inefficient use of their time. She states that many students do not belong in college because they are there for the wrong reasons and they are not happy learning. She also gives evidence to suggest that going to college and getting a degree does not actually allows a person to make more money in their life time. Her final claim is that college does not prepareRead MoreCollege Is A Waste Of Time And Money By Caroline Bird1287 Words   |  6 PagesRhetorical Strategies in Bird’s â€Å"College is a Waste of Time and Money† The decision to obtain a higher education beyond high school is no longer a question of if, but when. This is the question that author Caroline Bird discusses in her article, â€Å"College is a Waste of Time and Money,† written in 1975. This text strives to convince students, parents, and advisors that obtaining a degree might not be in the best interest for those involved. Circling around the idea that college is requirement and no longer

Tuesday, May 5, 2020

Evaluation of Performance of Robert Eaton- myassignmenthelp.com

Question: Discuss about theEvaluation of Performance of Robert Eaton as as Coach. Answer: Coaching is the method of instructing and training an individual or a group of individuals in order to achieve a certain goal. The process involves acknowledging and rewarding the employees and observing them to implement and improve their performances. Effectiveness of a coach initiates proper coaching. Analyzing the performance of Robert Eaton, his functional and behavioral nature is assessed. Examining whether Eaton was a good coach or not, it is found that Eaton was very diligent in advising his employees (Aguinis, 2009). He adopted various policies to communicate with his employees and provided various opportunities to them. Having his ears open to the requirements and clauses of the employees, he promoted better working environment. Understanding employees and rendering them with confidence led to positive motivations for the workers that resulted to greater productivity. Eaton trains his pupils to work as a team that initiate better participation and encourages them to be leaders in their field of expertise. This leads to positive peer relations and enhances quality production. Thus, no major functions were found to be missing from Eatons coaching skills. Eaton has many initiatives to promote good behavior in his company. However, he has no proper tool to diagnose the problems that employees face in their performances. Eaton also lacks tools to judge and provide feedback to the employees. Substandard performances remain unevaluated. There is a lack of proper documentation to survey the range of performances as a whole. Thus, a number of key behavior factors in Eatons coaching skills needs to be improvised. To be a more effective coach, Eaton could initiate the use of 360-evaluation process to improve documentation and provide feedback to the employees that would help them to improve their efficiency (Mone London, 2014). Eaton must also focus on the obstacles that bar performances such as deficit of resources or any others that hamper production. References: Aguinis, H. (2009).Performance management. Upper Saddle River, NJ: Pearson Prentice Hall. Mone, E. M., London, M. (2014).Employee engagement through effective performance management: A practical guide for managers. Routledge.

Saturday, April 11, 2020

Utley Food Markets

The new Utley management would like to establish a pay-for-performance system. What does this mean to the Utley management? Pay for performance system will have a possible number of consequences to the Utley management, these effects will be mainly centered on the way that the system is incorporated into the organization, the culture of the organization, the perception of the employees in the organization and how open the system will be as regards to its targets.Advertising We will write a custom critical writing sample on Utley Food Markets specifically for you for only $16.05 $11/page Learn More In any organization, payment issues are considerably sensitive and it thus requires a positive tactical approach to achieve the desired results. As proposed by Blinder (2002) pay for performance system will work differently for different organizations. This is mainly because of the culture of the organization and the perception of the employees regarding the fa irness of the system. The Utley management ought to understand that there are advantages and disadvantages of implementing the system. On a positive note, the existing system on the employee’s performance appraisal has received negative perception from the employees; the introduction of the new system may be a major relief to the management and the employees of the organization. This will be the case only if the system meets the fundamental requirements of a pay-for performance system and is also properly integrated into the organization. The major objectives for this system includes but not limited to the following; employees will be motivated to be more productive as the results links direct with the payments of rewards in the organization, the employees will feel fairness in the system as they will be rewarded based on their efforts, and the continuous check and balance system will also guarantee the fairness of the system. To the management, they will require adequate fun ding of the system, supportive organization culture that can integrate payment for performance system, adequate training for supervisors and the employees, fair and effective supervisors and ongoing system evaluation process that ensures fairness. To the management of the Utley, this system will mean fairness, performance oriented organization and thus increase in the production of the company’s employees. The ongoing check and balance system will ensure that the system runs smoothly and necessary system modification done with regard to the changing time, culture and the size of the organization. What changes will have to be made in the way the system operates now? The system operation at the moment has received negative perception from the employees mainly because of two fundamental reasons; firstly the system is not open to employee’s suggestions and criticism, in essence the employees have less knowledge on how their performance evaluation is carried out.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Secondly, the system is unfair in the eyes of the employees; this is because upon complaining, the management of the organization reacts in a way that shows some signs of unfairness by adding the complainant an amount slightly above the average pay. These provisions in the current system show lack of proper payment and performance evaluation system instituted in the organization to enhance fairness and openness. Podmoroff (2005) suggests that system improvement within the organization especially with regard to employees reward is critical for the organization’s survival. In order to improve the current system, it is necessary to address the fundamental weaknesses of the system. This system should thus be adjusted to be more open on how the employees’ performance is evaluated in order for the employees to have a chance to explain their poor performance whenever necessary. Involving employees in this critical decision making process will not only make the system fair but also motivate employees and thus enhance a performance oriented organization. The system should also form a department that deals with the grievances of employees within a union and those without the union. The adjustment of pay because the employee has complained needs to be removed and proper channels of payment adjustments put in place to deal with the situation. The pay for performance system should thus be borrowed and integrated into the organization in order to increase the fairness, efficiency and the performance of the Utley Food Markets organization. How might these changes be implemented? These changes that seek to address the payment issues in Utley Foods Market organization needs to be addressed with several things in mind. The existing organizations culture needs to be considered, the nature of the organization structure also n eeds to be considered, and the availability of funding option should also be addressed. Once these factors among others are considered by the management of Utley, the changing process will be easier and with fewer obstacles. The process of changing to the new system should ensure that the employees are involved. This can be achieved by proper communication and training in order for the employees to comprehend the organization’s objectives and their critical role in attaining these objectives and how the payment system will function.Advertising We will write a custom critical writing sample on Utley Food Markets specifically for you for only $16.05 $11/page Learn More Assuming that these issues are self-explanatory will derail the objectives of restructuring process (Blinder, 2002). Transparency of the payment system is another critical consideration in adopting the payment method. The company’s employees should be informed on what desired behaviors and accomplishments will be contented by the new payment system. In addition to this, it will be necessary to ensure a consistent and positive feedback regarding the performance of the employees. At this stage, the supervisor or the management of Utley should train employees on the expected accomplishments, how well they should present their efforts and showing them their past ratings as regards to their performance and the rationale for the rating. After the integration of the new system following the mentioned factors, it is imperative for the Utley management to establish a check and balance system that will ensure the effectiveness and the supervisors discretion in evaluating and consequently rewarding the organization’s employees. It is important for the pay system to be fair both in the perceived angle and the actual angle regarding the employee and the organization respectively. When this is the case, credibility and motivating power will be enhanced once the system is in place. Which of the nonmonetary changes will help motivate better performance? Defend your position There are a number of considerations that the Utley management should adopt and integrate into the organization to improve and motivate the company’s employees without necessarily biasing towards rewarding them monetarily. Creating a sound environment is the initial step in enhancing the workers performance. The environment where employees can interact freely with themselves and the management will ensure their personal growth and the feeling of belonging. When the management inquires problems about their personal lives and make positive contributions with advice and show of concern has the greatest impact on the company’s employees, this will translate to performance in the organization. Arranging seminars and training sessions that addresses different careers of the organizational employees is another imperative step in improving the employee’s per formance. These seminars will not only promote the employees performance rate but also motivate them to achieve their personal goals in the organization (Bruce, 2008).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Giving employees adequate holidays to attend their personal issues is also another important step in motivating them. Employees who are exhausted and have little time for their personal issues will always perform below their expected standards. It is thus necessary to improve on employee’s holidays in order for them to refresh themselves and have a time off their usual work. The other significant issue that the management of Utley needs to ensure is the smooth flow of communication process, this will enhance a sound environment for the interaction process required in any organization to produce quality work and thus meet the objectives of the organization. In essence, communication is the key to successful motivation process since the management will be in a good position to understand the employee’s demands and grievances; in turn this will increase their performance in the field. References Blinder, A. (2002). Paying for productivity: a look at the evidence. Chicago, IL: Brookings Institution Press. Bruce, A., Pepitone, J.(2008). Motivating employees. New York, NY: McGraw-Hill.Pp 123-145. Podmoroff , D.(2005). 365 ways to motivate and reward your employees every day– with little or no money. New York, NY: Atlantic Publishing Company. Pp. 134-147. This critical writing on Utley Food Markets was written and submitted by user Jaylen Ochoa to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tuesday, March 10, 2020

buy custom African Americans in the United States

buy custom African Americans in the United States Racism in America Introduction The United States of America is the most powerful modern democratic republic in the world. It has its own ideology based on the principles of liberty, individualism, egalitarianism, and laissez-faire. As it is declared in the US Constitution, each person is equal before God and human law. Therefore, the United States is a country of equal opportunities for each citizen, irrespective of his or her ethnicity, religion, race, or gender. Nowadays, it is called as the observation of human rights in the civil society of the democratic country. At the same time, the American people are a nation of immigrants from the whole world. The former British colony was settled by persons from the UK and other European countries from the outset of colonization in the 17th century. As a rule, they were Christians but had different languages, customs, and traditions. However, colonists were united by a dream to have a plot of land for a future wealthy life in the New World. American exceptionalism, slav ery, and authoritarian regime were the main reasons for emerging racial problems in the United States. Nowadays, racial segregation still exists in America, turning into a specific policy of color-blind racism. In order to reveal this problem, it is necessary to consider racism in America from the very beginning of its emergence.

Saturday, February 22, 2020

Globalisation and Integration (clothes industry) essay Outline

Globalisation and Integration (clothes industry) essay - Outline Example disinterest, imbalance in the economic structure and downfall of local industries often remain unnoticed in the race of trendiness and fashion craze in the clothes industry (Graziani, 1998). Globalization and integration in the cloth industry has pushed back local manufacturers of textile products and has also augmented the trend of child labor in the development countries (Ramdass & Kruger, 2011). Tough, the evolution of technology and trade liberalism has benefited many companies, but there always remain a darker side of it which should be addressed to make it a truly beneficial industry for small enterprises and individuals too (Graziani, 1998). A common practice today in the cloth industries is the use of media for brand promotion. This is also the fruit of globalization and integration in businesses, which has shown enormous tools to reach the market first. This has increased customer awareness about all latest brands and design in the market and has given more flexibility in customer’s choice. Moreover, companies have been able to market internationally due to the technological enhancement which brings all the people at one common platform (Jan, 2009). The use of billboards’ advertisements and promotion through magazines, and social media gives more hype to the brand name and builds customer motivation. However, the matter of concern arises when the company charges extra to customers for covering their heavy expenditures of marketing and advertisements. Therefore, the same quality of product is then available at much higher prices than its actual cost (Jan, 2009). Taking parallel the rising competition in the market, companies cannot keep a big margin of profit in their textile products and thus chooses ways of child labor and minimal health precautions to reduce their overall expenditures. The term relocation has become very common in the cloth industrial, where a company takes services from developing and low economy countries for cheap labor

Thursday, February 6, 2020

Business report Essay Example | Topics and Well Written Essays - 2500 words

Business report - Essay Example Abstract: This report looks at the influence culture has had on the world of business. The report closely examines the methodology used to conduct business between different companies with different origins of country. The report focuses on the communication barrier that is caused to due to the difference in the two cultures and the main issues that arise when conducting business. The report discusses the rules suggested when negotiating, the various phases of a negotiation and the steps that need to be followed while conducting business with organizations from different cultures. The report concludes stating that conducting business in a country according to the cultural norms of that country dramatically improves the chances of success. Foreword: With the concept of multinational business on the rise there is a need for many to effectively communicate with individuals from different parts of the world having different backgrounds, beliefs, and cultures. Organizations have to be pre pared when they conduct business in different countries. ... Aims: The main aim of this report is to discuss the various cultural and communication issues that arise while conducting business in different countries and particularly in UAE. The report also aims to provide various approaches that can be made to ensure success within the business world of the United Arab Emirates. Introduction: Effective communication is important for an organization to function and perform day to day activities smoothly. The expansion of business to different geographic locations around the globe has brought new challenges for the business world. The difference in customs and languages causes difficulty in effective communication within an organization. Cross cultural communication relates to an area of study that deals with communication between different individuals from different cultural and ethnic background. The main issue that arises in cross cultural communication is the different language being used in different countries. The second is proper advertisi ng and understanding the targeted audience of a particular country. The third thing to consider would be the norms of the culture. Fourth would be their customs. Last would be the political influences within a country. These five factors should be addressed when conducting business overseas or when employing individuals from different ethnic and cultural background. Issues: Language barrier Language barrier is a term used to describe the difficulties people face when they do not have a common language to communicate. To counter the effects of the language barrier either one of the two parties or both have to learn a new language. The services of an interpreter can be sought

Tuesday, January 28, 2020

Maria Teresa Tula Essay Example for Free

Maria Teresa Tula Essay Learn about Maria Teresa Tula, a leader of COMADRES, by accessing http://rfkcenter.org/maria-teresa-tula. Maria Teresa was kidnapped, raped several times, and severely beaten, yet she continued her struggle even when family members rejected her for being raped. However, rejection after being raped triggered her questioning about women’s subordinated position in society and helped her to start seeing the world through gender eyes. Read about her story and then write a paragraph about your personal reaction to Maria Teresa Tula’s decision to join COMADRES and her bravery to continue the struggle after rape and torture. -I was astonished with Maria Teresa Tula’s decision to join COMADRES and her bravery to continue the struggle after rape and torture. With the first attack toward her husband I would have tried to escape but instead she got more involve and was fighting for the rights of everyone. She did not get attack once but about three times and she continued fighting for human rights. Leaving her kids behind and just staying with her two youngest must have been the most difficult decision for a woman to do and because of her bravery I admire her. 2. What are they saying in these songs? What does Sting mean when saying â€Å"they dance alone? -â€Å"Bullet The Blue Sky† single from The Joshua Tree album it is about an actual experience that Bono had while visiting El Salvador. There he saw women whose children had been imprisoned or murdered by the military regime there. He was inspired by it and immediately wrote the lyrics for the song. It is a song about protesting against corruption, hypocorism, weapon and people being terrified. â€Å"They Dance Alone† was written after Sting saw a brief news story about women dancing in the streets of Chile torn apart by the Pinochet regime. The women were dancing in the streets with pictures of their husbands, fathers, brothers or sons pinned to their clothes or they were holding the pictures and dancing with them. It is a beautiful song saying what the women in Chile were unable to express. It tells a story about a woman a daughter, a wife or a mother how they are left dancing alone because of the killing of their love ones. This songs makes you feel and understand what the people were going through. At the end of the song I love how it states Pinochet: Can you think of your own mother dancin with her invisible son? In other words, Watch it, mate. Youll get whats comin to ya! 3. Why did the government violate human rights? Who collaborated with/supported the government in the fight against communism â€Å"? -The  government violates human rights because after the Cuban Revolution, Latin America became an important theater of the Cold War and for the U.S.-backed â€Å"Operation Condor† in South America. Operation Condor was conducted as a campaign of terror involving assassination and intelligence operations by dictatorships of the Southern Cone of South America; it had the tacit appr oval of the United States. It was a program aimed to eradicate communist or Soviet influence and ideas in Latin America. -What is the Cold War? How is the Cold War related to the events in Central America? The Cold War was the tense relationship between the United States (and its allies) and the Soviet Union (USSR, and its allies) between the end of World War II and the demise of the Soviet Union; i.e. the years 1945 to 1991. This war was unlike other wars in that the two sides never clashed directly in battle. The Cold War was related to the events in Central America because it altered Latin Americas relationship to the United States profoundly, as the region became a battleground between two competing ideological systems—capitalism and communism. Prior to the Cold War, both economic and geopolitical concerns had motivated U.S. policy toward Latin America. But, after the lowering of the Iron Curtain in Eastern Europe, George Kennan, the chief architect of American foreign policy towards the Soviet Union, advocated containment to halt the spread of communism, not just in Europe, but globally. The result was a bipolar world featuring proxy wars fought throughout the Third World by surrogates and clients of the two superpowers. Latin American nations, historically considered to be part of our backyard, were not permitted to remain neutral as Washington expected Latin America to ally with the United States while the Soviet Union sought to gain access to what had been an American sphere of influence. What were the major violations of human rights in El Salvador and Guatemala? How did women react to the kidnapping, torture, murder, and disappearance of their loved ones? The major violations of human rights was people disappearing , the tortured, the jailed, and the murdered were the so-called subversives, members of communist organizations, armed guerrilla groups, or/and agents of international communism, and whoever was  suspected of these activities. These open violations of human rights were based on ideological grounds and were used to stop the spread of revolutions in the region. Most of the victims were young people who saw the example of Cuba as a solution for poverty and social inequality in Latin America. The women react were condemned to silence, form fear of losing their own lives or being disappeared. This atmosphere of impunity, silence, and fear was challenged by mothers, grandmothers, wives, aunts, sisters, and nieces of the disappeared. In countries such as Argentina, Chile, El Salvador, and Guatemala, women formed massive movements of civil confrontation to search for the truth about their disappeared relatives. These women were regular housewives; some did not have a formal education, others did not even know how to speak Spanish (the case of Guatemala), and most were oblivious to any ideological militancy. Their trigger to action was their love, a mother love. Why are these movements labeled as the â€Å"Gendering of Human Rights? -The movements labeled as the â€Å"Gendering of Human Rights† was women engaged in human rights struggles that not only transformed their countries but also their own lives. They challenged their traditional assigned gender roles. Through their actions women became protagonists in the struggle for human rights and democracy in Latin America. In so doing, women appropriated public spaces formerly reserved for men. Their massive presence in plazas, streets, mass media, congress, international forums, and wearing black dresses (COMADRES), white scarves covering their heads, holding colorful quilts (Arpilleras), dressed in traditional Mayan attires, and all holding a photograph of their missing relatives, impregnated the world’s collective memory. Some exaples are, , the Mothers of Plaza de Mayo of Argentina, Las Arpilleras or quilt-makers of Chile, the National Committee of Guatemalan Widows (CONAVI GUA), and the Committee of Mothers and Relatives of Prisoners, the Disappeared and the Politically Assassinated of El Salvador (Monseà ±or Oscar Arnulfo Romero) (COMADRES). What were the major accomplishments of these women’s organizations? -Some of the major accomplishments of these women’s organization were that women’s actions have brought a different understanding of feminism. By feminism, I refer to ideology that seeks gender equality or equality between women and  men. Women departing from their traditional role of mothers created movements that transformed forever women’s lives and politics in Latin American nations. Without shooting a single bullet and developing peaceful movements of civil disobedience, they helped to overthrow dictatorships and end civil wars. Women gained consciousness and citizenship. Last but not least, women empowered themselves through education and exposure to national and international forums.

Monday, January 20, 2020

The Jubilee Singers of Fisk University :: American History Essays

The Jubilee Singers of Fisk University From the mid-1800s, most black institutions of higher education fielded a group of jubilee singers and/or a vocal quartet to sing spirituals. These groups toured the nation and "represented" the institution outside the local community. One of the earliest and most famous of these groups were the Jubilee Singers from Fisk University. According to Ray Funk, in his essay accompanying the Document compilation EARLY NEGRO VOCAL QUARTETS, there is only one recording from the 1890s extant of an African-American vocal group, the Standard Quartette. While this Fisk group was active in the l890s, it continued on throughout the years, of course with some different members each year and a complete turnover of members within each four years. For the most part, the singers were students at Fisk. I don't think you are going to find anything recorded originally before 1900, but for some modern recordings of the Fisk Jubilee Singers you should look for a 1994 Smithsonian/Folkways recording called: African American Spirituals : The Concert Tradition SF40072 At a time when most black music was being performed by white minstrel musicians in blackface and vulgar caricature, a small group of exceptionally well-trained and talented black singers at Fisk University in Nashville achieved world-wide renown for their stirring and very professional performance of traditional black spirituals. Originally, the group was composed of two quartets and a pianist, a woman named Wells, under the direction of the University musical director, George L. White. In 1871 this small group set out to raise money for the struggling little university (founded in 1866). Over the next decade they had toured most of the northern states, had performed at the White House, toured England and much of Europe and had played for Queen Victoria. The group was given its name by director White. In Old Testament history, each fiftieth Pentecost was followed by a "year of jubilee" - a year in which Hebrew law required that all slaves be set free. Organized in 1871, in the dark shadow of slavery, the "Jubilee Singers" seemed a most appropriate name. Most of the students at Fisk had been former slaves. In terms of musical history, the primary significance of the Jubilee Singers is that they introduced to the world for the first time a magnificent body of folk music -- slave songs, spirituals -- which celebrated life, survival, victory.

Sunday, January 12, 2020

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.