Parenting skill Essay

1.How can guardians maintain a strategic distance from hissy fits? It having an arrangement to quiet your self down each time you have for instance by heading off to your glad place,relax,and by remaining quiet at unequaled 2.What are the A, B, Cs? - An is for the traits you need your kid to have ⠁Æ'B is for the conduct you need to oblige those traits. ⠁Æ'C is for the outcome that will be given, positive or negative 3. Do you think utilizing results and following the ABC procedure will help shape a child’s conduct? Why or why not? Indeed, I think utilizing results and following the ABC procedure will help shape a child’s conduct since it gives the kid a lot of desires you need from them and on the grounds that normally people are destined to satisfy they are going to attempt their hardest to live by those desires you have given them. 1.What are a portion of the reasons why individuals may not converse with babies as much today as they used to? We don’t truly know the specific motivation behind why individuals are not conversing with their children as much some may state it is because of the bustling way of life we have or that everybody is detached inside the house 2. For what reason do you think creating language aptitudes is significant for a youngster? Creating language aptitudes as a youngster is significant on the grounds that when kids are more youthful it is simpler for them to learn and create and they ought to figure out how to be acceptable communicators 3.What are a portion of the manners in which that guardians can support the improvement of language aptitudes? One way guardians can help energize advancement of language aptitudes is by giving them their full focus and cheerily conversing with them in light of the fact that the vast majority of their learning is through impersonation.

Psy 387 Study Guide First Exam free essay sample

Qualities units of heredity that keep up their basic distinguish starting with one age then onto the next xi. Come two by two since they are adjusted along chromosomes xii. Quality is a part of a chromosomes, which is made out of deoxyribonucleic corrosive xiii. A strand of DNA fills in as a format for ribonucleic corrosive which is a solitary strand atom xiv. Can be either homozygous ( indistinguishable pair of qualities on the two chromosomes) or heterozygous (unparalleled pair of qualities) xv. Prevailing †quality shows a solid impact in either the homozygous or heterozygous condition xvi. Latent quality shows its impact just in the homozygous condition j. Proteins xvii. Proteins natural impetus that manage compound responses in the body 4. Sex-Linked and Sex-constrained Genes k. Sex-connected qualities situated on sex chromosomes (as a rule X chromosomes) xviii. Male: XY Female: XX l. Autosomal qualities chromosomes that are not on sex chromosomes m. Sex-restricted qualities which are available in both genders (for the most part on autosomal qualities) yet dynamic principally in one sex xix. Ex-bosom size in ladies 5. Heredity and condition n. To figure out what sort of commitments heredity and condition has, scientists center around looking at monozygotic (from one egg) twins and dizygotic (from two eggs) twins. o. Second sort of proof is investigations of received youngsters to check whether they identify with guardians p. Third kind specialists discover qualities connected to a turmoil q. Now and again, condition may be founded on qualities because of the multiplier impact: if hereditary or pre-birth impacts produce even a little increment in some movement the mid propensity will change nature in a manner that amplifies that inclination Nerve Cells and Nerve Impulses Chap 2 . Life structures of Neurons and Glia r. Neurons †Receive data and transmit it to different cells 7. The Structure of an Animal Cells s. Film the outside of a phone, additionally called plasma layer, is a structure that isolated within the phone structure the outside condition t. Every creature cell have (other than red platelets) have core the structure that contains the chromosome, mitochondrion the structure that performs metabolic exercises, giving the vitality that the cell requires for every single other action. Additionally has ribosomes-are the locales at which the cell combines new protein particles endoplasmic reticulum-a system of slender cylinders that transport recently made proteins to different areas 8. The Structure of a Neuron u. Neurons are recognized from different cells by their shape, the bigger neurons have parts: dendrites, soma (cell body) an axon and presynaptic terminals v. Engine Neuron-has its soma in the spinal string. It gets excitation from different neurons through its dendrites and behaviors motivations along its axon to a muscle w. Tangible neuron-is specific toward one side to be profoundly delicate to a specific sort of incitement, for example, light solid or contact x. Dendrites-are spreading filaments that get smaller close to their finishes 4. Gets data from different neurons 5. Dendritic spines †the short outgrowths that expansion the surface zone accessible for neurotransmitters y. Cell Body or Soma contains the core, ribosomes, mitochondria, and different structures found in many cells z. Axon-is a meager fiber of consistent breadth, in most case longer than the dendrites xx. Axon is the data sender of the neuron, changing over a motivation toward different neurons or an organ or muscle xxi. Numerous vertebrate axons are secured with a myelin sheath-protecting material, with interferences known as hubs of Ranvier xxii. An axon has man branches every one of which swells at its tip framing a presynaptic terminal (end bulb or bouton) xxiii. Afferent axon brings data inside, efferent brings data out {. Interneuron or inherent neuron†if a cell’s dendrite and axon are altogether contained inside a solitary structure 9. Glia |. Glia are the other significant parts of the sensory system, don't transmit data over significant distance xxiv. Glia are littler yet in addition more various than neurons xxv. Astrocytes-fold over the presynaptic terminals of a gathering of practically related axons. They help synchronize the action of the axons empowering them to send messages in waves they likewise assist evacuate with squandering material made when neurons bite the dust and control the measure of blood stream to each mind territory. Lastely they enlarge veins to bring progressively supplement into that zone 6. Blood cerebrum obstruction 7. Permits little uncharged atoms, including oxygen and carbon dioxide cross uninhibitedly 8. Particles that break up in the fats of the layer likewise cross latently 9. For certain other fundamental synthetic concoctions the mind utilizes dynamic vehicle, to get glucose, amino acids and so forth xxvi. Microglia-exceptionally little cells evacuate squander material just as infections, growths, and different microorganisms xxvii. Oligodendrocytes-manufacture myelin sheath in the mind and spinal rope and schwann cells in the PNS xxviii. Spiral Glia direct the movement of neurons and their axons and dendrites during early stage improvement }. Sustenance Of Vertebrate Neurons xxix. Vertebrate neuron depends for the most part on glucose, a straightforward sugar xxx. Glucose is for all intents and purposes the main supplement that crosses the blood-cerebrum hindrance in grown-ups xxxi. Thiamine-a synthetic that is important for the utilization of glucose 10. The Nerve Impulse Module 2. 2 ~. The Resting Potential of the neuron xxxii. Electrical angle a distinction in electrical charge between within and outside of the cell xxxiii. Without any outside aggravation the cell film mains a polarization-meaning a distinction in electrical charge between two areas xxxiv. Resting potential-the distinction in voltage in a resting neuron, which is principally the consequence of adversely charged proteins inside the cell . Powers following up on sodium and potassium particle xxxv. Sodium-potassium siphon a protein complex over and over vehicles three sodium particles out of the cell while bringing two potassium particles into the phone. xxxvi. At the point when the neuron is very still, two powers follow up on sodium both tending to drive it into the cell. 10. First think about the electrical angle, sodium is emphatically charged and within the phone is adversely charged. Inverse electrical charges draw in so the electrical angle will in general maneuver sodium into the cell. 11. Second think about the focus angle; the distinction in appropriation of particles over the layer sodium is more thought outside than inside so just by the laws of likelihood sodium is bound to enter the cell than leave. . The Action Potential xxxvii. Hyperpolarization-which means expanded polarization xxxviii. Depolarize-decrease its polarization toward zero xxxix. Limit of excitation-an enormous depolarization of the layer. 12. Causes a fast progression of particles over the film. xl. Activity potential-a quick depolarization and slight inversion of the typical polarization . The atomic premise of the activity potential xli. The film proteins that control sodium passage are voltage-gated channels layer channels whose penetrability relies upon the voltage contrast over the film xlii. All-or-none law-sufficiency and speed of an activity potential are autonomous of the power of the boost that started it . The Refractory time frame xliii. Stubborn period-following an activity potential , the cell opposes the creation of further activity possibilities 13. Initial segment is known as without a doubt the stubborn period, where the layer can't create an activity potential paying little heed to the incitement 14. The subsequent part is the relative unmanageable period, a more grounded than as a rule improvement is important to start an activity potential . Engendering of the activity potential xliv. Activity potential starts on the axon hillock, which is an expanding where the axon leaves the soma xlv. Proliferation of the activity potential-depicts the transmission of an activity potential down an axon xlvi. Checking on activity potential 15. Because of synaptic information, sodium channels open and depolarize the axon film to its edge 16. Sodium particles surge in and depolarize the film much further 17. Positive run after streams the axon and opens voltage-gated sodium channels at the following point 18. At the pinnacle of the activity potential, the sodium doors snap shut. They stay shut for the following millisecond or somewhere in the vicinity, regardless of the depolarization of the film 19. Since the layer is depolarized, voltage-gated potassium channels open 20. Potassium particles stream out of the axon, restoring the layer toward its unique depolarization 21. After the film comes back to its unique degree of polarization the voltage-subordinate potassium channels close . The myelin Sheath and salutatory conduction xlvii. Myelin-a protecting material made out of fats and proteins xlviii. Myelinated axons-those secured with a myelin sheath is the equivalent, discovered uniquely in vertebrates xlix. Salutatory conduction-the hopping of activity possibilities from hub to hub l. Nearby neurons-neurons without axons trade data with just their nearest neighbors li. Reviewed potential-layer potential that change in size without adhering to the all-r â€none law 11. Section 3: Synapses lii. in late 1800’s ramon y cajal found a thin hole isolating one neuron from another. liii. In 1906 charles scrot Sherrington physiologically showed that interchanges between one neuron and the following varies from correspondences along a solitary axon 22. Che gathered a particular hole among neurons and presented the term neurotransmitter . Properties of neurotransmitters liv. Reflexes-programmed strong reactions to boosts 23. the circuit from tangible neuron to muscle reaction is known as a reflex curve 24. Sherrington watched a few properties †a. Reflexes are more slow than conduction along an axon b. A few feeble improvements introduced at somewhat various occasions or marginally various areas produce a more grounded reflex t

Mornin Glory

Mornin Glory In Berlin, we met and interviewed the founder of Mornin Glory, Nicolas Stoetter.In this interview, Nico shared his background, details about the business model of Mornin Glory, the market situation for male cosmetic and shaving products, as well as his advices for the first time entrepreneurs.Interviewer: Hi. Today we are in Berlin with Mornin’ Glory, with Nicolas, and we will show you today how to make men beautiful again. Nicolas, who are you and what do you do?Nicolas: I am Nicolas Stoetter, I am the founder and managing director of Mornin’ Glory. Mornin’ Glory is a European direct to consumer online brand for European male grooming products. We started out in 2012 as an inexpensive subscription service for razor blades.Interviewer: What did you do before you started this company?Nicolas: Like a lot of European ecommerce founders I started my career in management consulting, a couple of years with Boston Consulting Group, both in Germany and the US, doing traditional resturc tuing and transformation projects. Eventually got bored of that â€" that’s another parallel I share with a lot of people here â€" and went on to work as a social business consultant for Nobel peace laureate Muhammad Yunus in Bangladesh. The idea was to consult corporations and setting up social businesses. I was sent to Bangladesh, very interesting experience also for my stomach. And then eventually I decided that I wanted to start a company again.Interviewer: For profit this time?Nicolas: Yes, for profit or at least for shaving. To make that transition I pursued my MBA in Chicago and started Mornin’ Glory.Interviewer: Did you know the founders beforehand?Nicolas: No we didn’t. Fabio, my cofounder, is quite a bit older, so we didn’t exactly go to high school together. I met him here Berlin on the scene and we connected.Interviewer: Tell us a little bit more about how the business model works. From my understanding you started out as a basic subscription model for shavers. Wh at does your current business model look like?Nicolas: We are in the process of changing that. The whole subscription element for the blades will remain, simply because we see that it works both from an economic and from a consumer perspective. And what we are in the process of adding to that is the transactional component with different grooming products that basically complete the whole blade shaving experience. So in the first step we’ll launch a Mornin’ Glory branded range of pre- and post-shaving products.Interviewer: Something like this you can look at?Nicolas: Quite similar.Interviewer: When did you make this decision going from this mono-product company to adding more features and products?Nicolas: I think that’s pretty much baked into our vision. Our vision was not to be a subscription company for blades, and it’s also not the way we pitched it to the outside world. The vision was always to build a male grooming brand which will eventually also go to other categorie s. I think that was very much the plan from day one.Interviewer: Can you tell us a little bit how the value chain is structured. Where do you source the different supply material or even finished and branded products, and how is the operation working here in Berlin, and then how are you selling this and to which type of markets and what types of customer segments?Nicolas: I think it’s very different depending on whether you look at the blades or the shaving products. The blades we source from the biggest private label manufacture for system razor blades. There’s really not that many out there, which is also the main difficulty, to get into the market and to convince one of those big guys to work with you and to supply with you on a long-term basis, not just ship a couple of blades in bulk and then you go. So that’s something that we get from the US.The shaving product we developed ourselves in the last two years in Italy. We work with a small private label family on outfit the re, and we get the tubes that you see here delivered to our warehouse in Berlin and there we package everything. We’re surprisingly vertically integrated till today, so we get all the pieces and put them together and then ship to the consumer. In terms of market, it’s very much focused still on the German speaking countries, Germany, Austria, Switzerland. Recently we expanded into France, and we definitely have other countries on the agenda as well.Interviewer: And when you look at the person who is buying your products, is it 100% male, or are women also buying for their husbands or boyfriends?Nicolas: 99.9% male. There is the odd woman, and I do think that women have a role as re-purchasers for blades, not necessarily as brand decision makers. A woman wouldn’t say, “You know Martin, I think you should start shaving with Mornin’ Glory instead of what you’re at now.” So it’s very much men, and they’re pretty much the whole range, there is the very price sensitive c onsumer that just wants to save a couple of Euros on blades, there is the white collar busy guy that appreciates convenience, so it’s the entire range.Interviewer: How do you attract these male persons as potential customers coming to you website?Nicolas: I think one of the big challenges we have is that we’re selling a product in a channel where today the consumer is not buying. Mostly blades are sold offline and at the big retailers under brands which nobody knows, Mornin’ Glory versus Gilette Wilkins and the big guys. And then we have this subscription model. So I don’t think it’s a trivial seller trust in our marketing, we’re still very much focused on performance-driven online marketing, which is probably not a surprise. We’re adding more branding-related channels to that as we go on, always looking at cost and monitor and improve.Interviewer: You told us that you have one supplier from whom you get the blades, and that is one of the major companies in the world t hat is offering these kind of blades, this would lead me to think that the margins are quite low, and that’s because he might have a quite strong negotiation power with you as there are no other suppliers you could go to. Is this correct, or are there other smaller production facilities you could get the blades from?Nicolas: There’s a handful. There is not just one, but there is also not ten, so it’s probably four or five outlets in the world. It’s a fair point that you’re making, I don’t think that they are necessarily using their power to negotiate on price. Even before that, you need to convince them that you’re complementing their offline business rather than cut into that. You need to convince them that you’re not just two confused guys sitting in a Berlin coffee shop trying to change the world, but you actually know what you’re doing. I think it’s those kinds of hurdles that you need to get over. And then at some point they just have standardized price list s and you go with that.Interviewer: Did you talk to them in person in order to convince them?Nicolas: That was the very first thing that we did, and I was very naïve in thinking I’ll just pick up the phone and clearly they’re going to want to sell to me because that’s their job, it really didn’t work out that way. So I personally called them like 20 times, left them voice mail messages, they hated me, but they did get back to me and eventually we got the opportunity to convince them.Interviewer: Let’s talk about the corporate strategy. What kind of growth initiatives are you trying to do in the future, regional expansion that you told me about in terms of France, for example, or product-wise expansion? What is your long-term goal with Mornin’ Glory?Nicolas: I think if we are serious about being a European male grooming brand, there’s probably three components in there. You talked about the international reach, that’s just adding country by county until we eventually have a full European coverage, that’s mainly a marketing exercise, not so much a logistics exercise because our entire product range is in front of you, it’s not super-complex from an operations point of view. It has a product component, but I can’t credibly claim to be a European grooming brand if I just sell two sets of blades.And then, thirdly, and it’s probably the most subtle one in a way, we are really serious about building a brand and not just an online shop. That means that we strongly believe in doing products ourselves under our own brand, so we are very much private label driver, which makes it a bit harder, because developing your own product is probably harder than call up a distributor and just get in the warehouse. It also means that our online marketing is great, those performance driven low CPO channels are great, but eventually we need to grow up and also be in print and all the channels that the big brands are very much present. So I think it’s also ab out getting into those channels cost-effectively.Interviewer: Are you trying to build a brand because the typical products like blades etc. are perceived as a commodity, just to justify higher earnings once you’ve created this brand?Nicolas: There is a very personal reason. I think that building brands online is more fun than just building online shops and big warehouses with nice front-ends. From a business point of view we’re trying to change the grooming landscape out there a little bit. I think if you go out there and look at the regular shops that are out there, whether it’s online of offline it doesn’t really matter, men are always an afterthought. You walk into a Douglas shop, for example, which Germany’s biggest retailer for cosmetic products, and the whole experience is made for women. As a guy you feel very uncomfortable. And there is this one isle in the corner with the wooden couch which is made for you. But if you look at the market size and growth for male gr ooming it doesn’t really add up, it’ a very dynamic market, it’s a very big market. We want to start with men and really build and experience that is catered to them.Interviewer: What is the reasoning behind only focusing on Europe, is it because there are some other player already settled in other regions or is there some other logic behind that?Nicolas: If you look at our current product range, shaving, there is a lot of online competition in the US, and I wouldn’t rule out going to the US eventually, it’s not low hanging food, it’s definitely a big market. If you look at emerging markets, they really don’t shave that much. Imagine the average Asian guy probably not very strongly haired â€" I’m trying to be politically correct â€" but it’s not a huge market. If they do shave they use disposable razors, those very cheap ones that you throw away after initial use, so not great markets for us.Interviewer: This gets me to the point of talking about the market. Can yo u give us some rough numbers in terms of market size for razor blades or for maybe even grooming products for males in Germany or in Europe or even worldwide?Nicolas: Let us look at Europe, because that’s the market that we’re going after. It’s roughly two and half billion Euros per year for razors and blades, and then easily another half a billion for pre- and post-shaving products, and probably closer to ten billion if you look at the entire grooming range.Interviewer: How does this distribute over the major countries and major distribution channels?Nicolas: No big surprises. The big countries are also the big markets. It’s very much population-size driven. If you look at Germany, UK, France, Italy you probably have 50% of Europe.Interviewer: How much percentage is distributed through offline channels?Nicolas: Depressingly, the number is almost as high as our share of males in the overall customer base. It’s definitely above 90%. That is a conversation we have all the ti me. Is it because online is not interesting for the category from a consumer point of view, in which case we have a biggish problems, or is it because â€" and that’s what we believe â€" there is no one really pushing online. Sometimes you have to make take channel switch also from a retailers’ perspective. And if you look at blades as the core category the retailers are very happy with their offline business, they don’t see any reason to push online. They’re also under pressure sometimes from the big guys and the big guys not to change that. So I think it’s very much a situation where the established players are quite happy in their entrenched positions.Interviewer: Nicolas, we always try to give some kind of advice to people interested in entrepreneurship so they start a company and make less errors. What have been your major lessons learned over the last years?Nicolas: For one, I mentioned this calling up suppliers and being a bit naïve about it earlier. I think that is one of the major lessons. If you’re young and you’re starting a company you think that clearly online is well established by now, clearly people want to work with me. I think what you will experience is you will need to earn that right, initially you’re nobody, nobody knows you, nobody knows your brand, so you have to sell all the time, and you have to sell hard. It’s not always fun, because you’re the kind of the beggar, but you need to get through that and you eventually sit on the other side and enjoy that. That is one of the things that we learned, and maybe that’s because we were also going into a very consolidated market. But when I talk to other entrepreneurs I think that applies across the board.Secondly, and this is something that I think comes up all the time, pick your partners carefully, both from a team perspective, because you’re going to be stuck with them for a while, especially your co-founder, you’ can’t get rid of them easily, and I am quite luc ky in that respect in that I don’t want to. But also in terms of investors and strategic partner, those people with you for a long time, there will be great moments and there will also be less enjoyable moments, and you want to make sure that you’re with people that you trust.Interviewer: Thank you very much Nicolas.

While I Have Elaborated On Why I Believe Education To Be

While I have elaborated on why I believe education to be the civil rights issue of our time, does it hold merit? Does the issue of education warrant being discussed in terms of civil rights? In speaking of education in the same area of civil rights, there are two articles that I would like to use in formulating my reasoning. First, I would like to call upon Elizabeth A. Armstrong’s Forging Gay Identities. Then, David Harvey’s Right to the City. While at first glance these two titles might seem inaccurate in terms of vocabulary purposes, and being used in the same line of thinking when expressing education as a civil rights issue. However, the underlying message of each of these will not only prove that education does make a strong case for†¦show more content†¦This hidden curriculum that I speak of is one that centers around class conflict. To summarize, a school’s teaching curriculum and standards, are influenced by the socioeconomic status of their cla ssroom, and society. Those in the poorest are taught skills that will only allow them to emerge from their relative class that they belong to. Whereas, those that are taught in the higher tier will be instructed how to be thinkers and innovators, to prepare them for corporate positions like their parents. All that being said, that sounds like just a flawed education system, not the civil rights issue of our time; not necessarily. The strength of education being used as the protagonist in the civil rights discussion is the overall product of this inequality in the education system. In essence, we are continuing a system of disproportion and depriving children the same opportunities as others. Furthermore, just because Brown v. Board eliminated segregation in schools, does not mean that minorities are not still feeling the ramifications of their once segregated ancestral past. It is no secret that minorities make up the majority of the lower socioeconomic class, while whites the oppos ite. This diminishes the â€Å"American Dream†, what it means to be an American Citizen, which is the idea that anyone can make it through hard work.Show MoreRelatedSociology - cultural deprivation1612 Words   |  7 Pagesbecause the MC culture children are more prepared for school. Cultural deprivation theorists argue that parents pass on the values and attitudes of their class to their children, especially during primary socialization. The MC is taught the values of education far more. This, according to the theorists, happens through three main aspects: intellectual development, language and attitudes and values. 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Examples of Physical Properties of Matter - Comprehensive List

This is an extensive list of physical properties of matter. These are characteristics that you can observe and measure without altering a sample. Unlike chemical properties, you do not need to change the nature of a substance to measure any physical property  it might have.   You may find this alphabetical list to be especially useful if you need to cite examples of physical properties. A-C AbsorptionAlbedoAreaBrittlenessBoiling pointCapacitanceColorConcentration D-F DensityDielectric constantDuctilityDistributionEfficacyElectric chargeElectrical conductivityelectrical impedanceElectrical resistivityElectric fieldElectric potentialEmissionFlexibilityFlow rateFluidityFrequency I-M InductanceIntrinsic impedanceIntensityIrradianceLengthLocationLuminanceLusterMalleabilityMagnetic fieldMagnetic fluxMassMelting pointMomentMomentum P-W PermeabilityPermittivityPressureRadianceResistivityReflectivitySolubilitySpecific  heatSpinStrengthTemperatureTensionThermal conductivityVelocityViscosityVolumeWave impedance Physical vs. Chemical Properties Chemical and physical properties are related to chemical and physical changes. A physical change only alters the shape or appearance of a sample and not its chemical identity. A chemical change is a chemical reaction, which rearranges a sample on a molecular level. Chemical properties encompass those characteristics of matter that can only be observed by changing the chemical identity of a sample, which is to say by examining its behavior in a chemical reaction. Examples of chemical properties include flammability (observed from combustion), reactivity (measured by readiness to participate in a reaction), and toxicity (demonstrated by exposing an organism to a chemical).

Virginia vs. Massachusetts Free Essays

Shayma Hammad History 1301, Monday Wednesday 11:00-12:20 Dr. Snaples December 3rd, 2012 Debate Paper This essay explains and shows the differences between the Virginia colony and the Massachusetts colony. People all over Europe started coming down to the â€Å"new world† (America), they came to the new world for many reasons such as land, food, religion and much more. We will write a custom essay sample on Virginia vs. Massachusetts or any similar topic only for you Order Now Before I start to contrast between the 2 colonies I’m going to give a general background on them. Massachusetts was established in 1620 and Virginia was established in 1607. Virginia’s colony was Jamestown and Massachusetts was Salem and Boston. Virginia was located in the southern colony, it also offered land. Tobacco was a profitable crop, so John Rolfe took seeds and planted them in Virginia; because of this Virginia became an economic purpose. Virginia settled by men so Virginia dies out and this caused women to immigrate. Virginia was not a religious country and people ran away from Virginia because they were in debt and did not want to be a servant. The society in Virginia compared to Massachusetts are very different. Virginia economics were based on a cash crop industry. The London Company bought Virginia they believed that there were metals in America so they sent a group of settlers to Jamestown. In 1619 the House of Burgesses was formed, which made Virginia a strong democracy. Jamestown became the first English colony. Later on the colony began to collapse due to disease and starvation but they expanded their colony with the arrival of tobacco, slaves and servants. Massachusetts established religious purpose: Puritans and separatists. Since the puritans were really religious people in Massachusetts had to attend church, and some of the people were tied to a religion that they may not agree with. It is based on the Puritan worship and religion Satan and the Catholic Church was the worst for puritans. The Puritans established Harvard University they loved education. Religion was much less significant in Virginia unlike in Massachusetts. The puritans believed that science is religion because it explains God. They also believed that God does not like poor people and they did not like handicapped people. Massachusetts also brings family; unlike Virginia who brought only men at first. Massachusetts also didn’t spread out like Virginia did. Massachusetts was a self governing colony Virginia and Massachusetts did not provide freedom for their people. The puritans in Massachusetts expected their people to follow their beliefs and they were very strict on you, even though Virginia was not a religious colony you still did not have freedom because you were either going to be a servant or a slave. The life expectancy in Massachusetts was much better than Virginia because in Virginia a lot of people died and suffered from diseases and salvation. How to cite Virginia vs. Massachusetts, Essay examples

The Prioress of The Canterbury Tales Canterbury Ta Essay Example For Students

The Prioress of The Canterbury Tales Canterbury Ta Essay les EssaysThe Prioress of The Canterbury Tales In the poem, by Geoffrey Chaucer, The Canterbury Tales, Chaucer depicts the people of the church and describes them as people who are not the sole embodiment of people who have sworn themselves to God, and to live by the four vows that the church requires them to commit themselves to. The Prioress, a Nun, is no exception, but Chaucer does not directly say how she represents the four vows but rather it is what he does not say that leads people to believe the Prioress is the exact opposite of what is expected of a nun that has committed herself to the four vows. Men and women of the church are expected to live in poverty and hold no worldly possessions. The Prioress spoke of owning little dogs, which is strictly prohibited in a convent, and treating them exceptionally well and being extremely attached to them. By owing these dogs she violated the vow of poverty but the most apparent item that she owns is a gold broche that and leads the reader to believe that she was not entirely devoted to the church. Chaucer spent a great deal of time explaining how she was extremely obsessed with her etiquette, that hints to the reader that she is more suited to be a beloved lady rather than a nun. In the days of Chaucer, women used excellent etiquette to attract and keep lovers. This indicates that the Prioress in not completely faithful to her vow of chastity, but rather a woman of promiscuity. The vow of obedience, in reference to the Prioress, is probably the most odd vow of the four, since he never mentions it. While Chaucer is describing the Prioress he never once mentions how she serves God or nothing of that sort. This leaves the reader wondering if she serves God well or does not, but it is obvious that she has failed to follow the other vows and that this one is no exception. A nun should pray, study, do service to God, and live a confined life free from temptation, but the Prioress has already violated the first three vows and those have to be followed to successful fulfill the vow of obedience. It is obvious that she does not pray everyday since Chaucer never mentions it and her service to God. She is not obedient to the Rule of order because she acts as an individual rather than a servant to God. Chaucer explained the Prioresss etiquette, appearance, and her possessions. With that knowledge the reader can conclude that the Prioress does not live a sheltered life or a life that is solely dedicated to the service of God. It can be easily said that she has violated every vow, but Chaucer never comes out and say it straight forward. He leaves it up to the reader to decide how they picture the Prioress.

Gloablization free essay sample

The Globalization of Misconstrued African American Beauty and HIP-HOP Culture Kerri A. Reedier-Morgan Georgia State university [emailprotected] Gus. Du Abstract From news coverage to entertainment, the media shapes, reflects, reinforces and defines the world in which we live. In publishing, theatre, films, television and popular music-industries largely controlled by white menBlacks continually struggle for both a voice and representation. Many scholars write about the stereotyping of Blacks in the media (Meyers, 1999: Davis, 1989).Light skinned Black women with classic European features predominate in beauty pageants, music videos, and in the world of modeling. It is with respect to the world of modeling and music that this discussion will examine the globalization and communication of Black female beauty. I will examine the historical creation of Black beauty In the United States and Europe and how theses misconstrued Images play out globally. Image Is what colonizes the mind John Hendricks Clarke Introduction A number of writers discuss the adverse effects of this false definition of Black beauty e. We will write a custom essay sample on Gloablization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page G.Kathy Russell, 1992; Alice Walker, 1982; Maroon Meyers, 1999). These writers show clear links between this offensively constructed definition of Black beauty and the negative self -view It Imposes Researchers expose how the erroneous characterization of Black beauty/culture has created and reinforced this destructive definition of Black beauty/culture that is based on an American/European ideal. Investigating these historically racist systems leads us to ask four serious questions: How are misrepresentations of Black beauty/culture played out in the modeling industry, cosmetic corporations?How does the media contribute to the global transmission of these Images? What are the negative consequences of transmission of these misrepresentations? Finally, are there any positives that come from the global transmissions of African American beauty/and culture? An exploration of African American Hip-Hop sub-culture will expose how younger generations of people are defining themselves outside of the commodities, globalizes mainstream Ideal of beauty and c ulture. Modeling and Televising Black Beauty and Culture in The united States and EuropeThe media portrayal of images that support the ideal that /hite is right and white is beautiful, has created and maintained the American / European beauty ideal; pale to fair skin, long straight hair (preferably blond) light eyes (preferably blue), slim nose and skinny. Unfortunately, this does not embrace the diasporas of Blackness, the many shades, shapes and colors of African American women. After much struggle a were able to break the color barrier did so only because of their likeness to the beauty ideal Jackson et al. 1979, Green 1991, Ferguson 2002).These women were students of slaves who though tragically created, were given the label mulatto and oftentimes passed for white or a close enough likeness to be accepted by mainstream society. In the U. S. Specifically, many Black women were faced with a beauty ideal that did not resemble the reflection in the mirror. Many entrepreneurs began and sustained successful businesses based on selling the white ideal to the Black woman. Skin lightning became a common practice in the Black community (Russell 1992). There are still remnants of this practice visible at your local Walgreen.In 1991 The New York Department of Consumer Affairs survey of over 1,000 ads in 27 magazines and of 22,000 pictures in 157 catalogues found that while African American women comprised 12% of America and 11% of the readers of magazines, only 3% of all models in magazines ads were Black. The pattern is similar with Latino and Asians. The few minority figures that did appear in these advertisements were overwhelmingly cast in stereotypical roles: athlete, musician, menial worker, object of charity, or child (Green 1991).The range of acceptable images was narrow and the depictions of women were particularly debased: a maid or housekeeper. If in print, she represented the woman selling feminine hygiene products. Not until later in history did the Resurrection vision of Black beauty infiltrate America media. During the late asss Diane Carroll an African American model and actress was portrayed as a middle-class widowed single mother with one child. The Diane Carroll Show portrayed a slim fair skinned, docile nurse typifying the American ideal of African American family, that of the single mother, beautiful which equaled lighter skin and assimilated. During the ass and ass there were very few African American leading males or females. The ass and ass saw a few more leading men come along. After Bill Cowboys The Cubby Show more Black women were seen in commercials yet, for Black women, the roles were as predictablethe housewife, the overweight cleaning expert, sweet grandma, and soda-drinking teenagers-as they were few. This visual disparagement is not an oversight. What we see or dont see affects how we think and feel about others and ourselves.Strongman (1984) investigated the role of television representations of African Americans and how these representations affect attitudes and social habits. Americas lack of investment n minority consumerism only reinforces the view that minorities are seen as second- rate citizens. As a matter of practice, African Americans were shot only in-group pictures. This practice has been defined by Breather (1957) as inoculation, a process in which advertisers or other capitalist consumer systems incorporate small elements of ethnicity into the media.By including small doses of ethnicity into mainstream media, advertisers reinforce racist ideals of separation, exclusion and acceptance at a cost. Additionally, advertisers help make certain that there is no significant allegations of their product with Blacks, while creating the hallucination that Blacks are significantly included in advertisements. For the advertising industry, the emergence of the ethnic market has not meant that many more minority images are used in general advertising.Instead, ethnic minorities are used in separate ad campaigns targeted outside the general market, in Black, Latino and Asian media. As reaction to this exclusion, Black models wanted to discard the tired notion that dark brown skin pre destined danger, fear, and poverty, and at the same time, sexual power and primitive authenticity. They wanted to dispel as well the outmoded haughtiness that lighter skin signified safety, accomplishment and astuteness, but also instability and yearning.In Summers (1998) Skin Deep: Inside the World of Black Fashion Models, we see a very different view of Black womans beauty. The runways of Paris and Milan served as the stepping-stones of many highly paid Black fashion models. Despite the pervasiveness of racism, many Black models found acceptance in this part of the world. We can trace this acceptance to the lifes work of Josephine Baker. Although her story is by far not an exceptionally happy tale she did gain romance and acceptance in Europe long before her popularity began in America. Man, Naomi Campbell and many other African American models Jump started their careers on runways in Europe. One model Carol Labile suggests that she was openly accepted in Europe because she was a beautiful Black woman. Unfortunately, this beauty was and remains for the most part the European ideal of slim, fair skinned, with long straight hair and light eyes. Despite the acceptance of Black models as beautiful in Europe, there are definite racist corollaries between Europe and the United States. Both countries operated on an uneven accounting field.As noted in Skin Deep (Summers 1998), double bookings were performed (a practice of booking a white model and a Black model for the same shoot to target specific print audiences) and Black models received less that half the salary of white models. Another negative consequence that many Black models faced in these Euro-dominant societies was distaste for natural Black hair (kinky, curly, braids, etc.. . ). As long as the unsuspecting public was appeased with the new, beautiful, and still fair skinned faces, the cosmetics companies who sponsored them could breath an uneasy sigh of relief.As preventatives of a race, Black models always had to answer by their presence- loaded questions e what to do with their hair? The simplistic rhetoric of the asss equating processed hair with processed minds had left a bitter feeling behind. However no subject carried more weight than an age-old issue that mixed the personal and the political with the paycheck: The bottom line is that many Black women conformed to societies ideals of beauty. We were willing to conform. We didnt fight it. If you dont give much thought to your identity you didnt wear it right. You didnt wear it with confidence. You had to feel and accept it. But most of us dont have that type of strength. We Just go with the flow. (Summers 1998:141) While Black models and women in general in the developed worldblithely conducted experiments on themselves, they were also being observed and imitated by women in less developed countries.Top fashion model Elaine Evans comments, Black people in Africa looked up to African American women for beauty in hair and hair but not fashion, because they think we dress terribly. But for hair and makeup, they know were the most advanced, so theyre following us (Summers 1998:142). Globalizes Beauty Elaine Vans comments on a trip to Africa where she witnessed first hand the effects have taken skin whitening creams to the limit. Vie seen them mix those creams with Colors, and paint it all over their body.They burn all their skin off, and then put oil on it, suffering all that pain Just to become light. But theyre following us (Summers 1998:142). Bertha, a barmaid in Dares Saloon, Tanzania, said in the past she used McGregor because a lighter skin means beauty, and most men go for white women(Munroe 2001 :11). The Uganda and Kenya government has taken measures o ban skin lightning concoctions because they caused serious aliments and even death. This skin lightning process is even popular an India.Current scholars are asking the question why are women doing this to themselves. After decades of being ruled by the British, havent we learnt anything about pride in our color? Why are our girls being raised with the notion that if they are dark they arent accepted? In a country of brown people how did looking normal come to be looked down upon (Eagle 2002:MM) According to Sandals through the differential, we find a strategy of contrasting philosophy that operates thorough mobility.Furthermore, Sandals suggests that the power of the differential can be thought of as not drifting, but rather cinematographic: a kinetic motion that maneuvers, poetically transfigure, and orchestrates while demanding alienation, perversion and reformation in both spectators and practitioners. Unfortunately, the differential may not always be used for positive transformation. The media consistently uses the differential to maintain cultural oppression thru, inoculation, which allows the consumer to believe that difference is acceptable in a narrow spectrum and connected to the dominant perception of ideal beauty.Berths 1957) This beauty ideal is taken even one step further when the media portrays in a country of bottle shaped women all westernizes movies and commercials that depict the average women as a stick figure that all men want. M-Net, which shows mostly American movies and TV Shows, chose a skinny 62 teenager from Largos, Alcoholic Arguable, who is not considered particularly pretty here but became a hit on the runways (Monish 2002). This trend is becoming more popular in Nigeria and other counties in Africa and worldwide. Among young fashionable Nigerian voluptuousness is out and thin is in (Monish 002). Print media, television, music and specifically music television are large tools in globalization. Through the images that are transmitted globally, women are bombarded with ideals of beauty that are not representative of themselves. It is through these mediums that women are attempting to construct their identities. The pervasiveness and influence of music and television on people is well documented (e. G.Brown and Campbell 1986; Curtain 1999; and Emerson 2002). Studies say identities are constructed thru popular culture (Hebrides 1979, Labeled 1999). A Very Brief History of Women in Hip-Hop A major pop culture influence globally is that of Hip-Hop. Constraints limit the degree to which this article can discuss the very rich legacy of Hip-Hop culture. However, Hip-Hop culture has been around longer than its antagonists anticipated-?over 25 years, and despite a predominately hostile reception.Michael Tyson (1994 as quoted the Culture of Hip-Hop stating that: It is difficult for a society that maintains social arrangements, economic conditions, and political choices [which] create and reproduces poverty, racism, sexism, classics, and violence, to appreciate a music form] that contests and cannibalizes such problems. (1994; 100-101) The development of the music for both male and female artists, the definitions of, and the connection between Hip-Hop and rap are relatively straight forward: they share roots within the African American community and are both forms of resistance against dominant systems of power.Hip-Hop is a modern, aesthetic cultural characteristic of urban youth within the African American community. Hip-Hop culture consists of the music (rap), baggy but fashionable clothing, the arts (graffiti), the dance (break Nanning), large sound systems, manual mechanical sound effects (cutting and scratching on turntables), Digging (the disc Jockey), Mincing (the microphone controller or master of ceremonies), and the language (I. E. , You, Hippo, a way of life, holly-?Peace).Hip-Hop is an extension of the African American culture that includes for instance, the Harlem Renaissance and its music, Jazz, which also had fresh forward thinking forms of literature, art and music that represented expressions and experiences of African Americans (Aziza-Hashish 1999). Hip-Hop is a part of Black music, which in unreal, is a cultural communicative expression, deeply embedded within African American experiences (Epstein Berry, 1994). Hip-Hop is a dominant force in the music industry, making a formidable impact on popular culture worldwide (Summer 2000).Vastly different marginalia groups ranging from the Maori have appropriated hip-Hop and Aborigines in New Zealand and Australia, to workingmans whites in post communist Poland. Each of these groups uses Hip-Hop to express their own political resistance against the dominant social structures. In the United state the roots of Hip- Hop are embedded deeply within the struggle of a enervation to resist dominant political and societal expectations and representation.During the early sass, the typically male-dominated venues were located in poor streets of the South Bronx, New York, where rap and Hip-Hop originated. In the late sass Hip-Hop finally opened to include female artists (Epstein Berry, 1994). Early music videos showcased tough Black women who served as a female version of the typical male rap and Hip-Hop artist. Female rappers wore the dress code of the streets: designer urban street wear, baggy denim Jeans or overalls and name-brand nines shoes (Bender, 2002, Summer, 2000 Epstein and Berry, 1994).When African American female Hip-Hop and rap artists such as Queen Latish and Salt N Pepper finally did emerge from the shadows of their male counterparts, they were a bit sexier in lyrical style that followed the vein of Billie Holiday and Retreat Franklin incorporating a bluesy sexiness that expanded the genre of Hip-Hop beyond where the male artists had developed. By the late sass, a new model of women in music television videos began to emerge. The images were very progressive and sometimes shocking when compared to the earlier milder music videos.In earlier videos a fully clothed Queen Latish sang about self-awareness and promoted the message that all Black women are queens in Ladies First. Today, artists like Ill Kim showing a lot of skin, and the nasty girl of Hip-Hop Foxy Brown sing such l yrics as mina pitches sucking disproportionately negative images shown on Music Television (MET), Video Hits I(VII), and Black Entertainment. Unfortunately, these images, despite the overwhelming availability of more politically and diversified images negative images, are the ones that get airtime and notoriety by the mainstream. Despite this Hip-Hop entities to resist stereotypes, gender assignments and political execution, through music and clothing that are detached form mainstream ideals. Globalizes and Commodities Hip-Hop Culture Like television and other forms of media, music today is commodities, subject to a global economy. Hip-Hop as a term includes dance, dress and style. These things considered Hip-Hop has been primed for cross over first into white America and subsequently into the global market. Hip-Hop has been marshaled to the promotion of clothing, soft drinks, and other items appealing to youth.Despite the attempts by reparations to remodel the sub culture of Hip-Hop by suppressing many of its resistance signifying codes and reproducing them globally, Hip-Hop roots are resistance, and lovers of Hip-Hop do not miss the embedded messages. Introduced through MET, movies and commercials, Hip-Hop culture can be found in Japan England, France and Germany. Youth in each region adapt African American culture to their demographics. In Japan the influence of Hip-Hop culture is overwhelming (Summer 2000:3).Additionally, Cortez suggests that the acceptance of Hip-Hop style signifies a transnational identity, whereby particular groups of people from efferent cultural, religious, ethnic, social, moral background and/or experiences can freely participate. Hip-Hop traditionally is an all-inclusive phenomenon. This inclusively is appealing because of its propensity for racial and gender identification revolution. In Japan, female Hip-Hoppers use the genre to defy gender restrictions for women (Summer 2000:3).By reconfiguring Hip-Hop and thus Blackness as desirable provides greater opportunities for interactive dialogue between groups that otherwise would maintain and reinforce old racist controlling ideals. Instead, we e groups of youths engaging Hip-Hop as a mechanism worldwide to speak up and out about the injustices that they face. In the Japanese reproduction of Hip-Hop, the origins may be elided but most notably they are not whitened. According to Cortez (1994) these youth choose to use Hippo as a rebellion against adult mainstream society. In London marginalia East Indian youth blend Indian melodies and Hindi with English rap as a street form of protest. In Paris, poor Jewish, Middle Eastern and West African youth coming out of the projects use Hip-Hop styles and rap to talk about their poverty and police brutality (Summer 2000:3). Conclusion: Breaking Down The Politics As we look at Hip-Hop we see an ever-changing cultural apparatus, one that is inclusive of many faces and voices. There are still battles to be fought in this artistic/ social genre but currently this subculture has demonstrated the capacity to change the world, as we know it. Shivers (2000:BE) notes this trend, When one looks at the scantily clothed women gyrating in front, or in back, of male rapper and the female emcee selling her sexuality to sell hit records. Although this trend can be seen in Hp-Hop, I would assert that this is not specific to Hip-Hop but to the music industry in unreal. In fact, current trends in Hip-Hop reveal more women interested in consciousness raising rather than sex. Shivers (2000:BE) suggests that Lauren Hill is perceived as political first and foremost and that her shows are filled with intelligence exuberance and simple entertainment.There are many other young women who continue to choose this high path to entertainment and self- representation: Eric Baud, Lauren Hill, Nonchalant, and Jill Scott, to name a few. Fighting resistance from the male dominated music industry, these women choose to stand up for women instead of succumbing to the pressures of an industry that loud stereotype them as vixens. Through positive imag es and powerful lyrics consumers are provided with realistic views of society and themselves. These women are the mothers of a Hip-Hop- MET generation where music, fashion, beauty all merge.Scholars note that in younger generations of women we see the influence of subcultures redefining beauty and the media has had no choice but to follow suit. (Swell, 1983;White, 2001; Winter, 2002) Many advertisers are now using celebrities from the music industry to gain consumer confidence. Additionally, these advertisers are using African American women who are part of the Hip-Hop culture. Advertisement campaigns are now using more Black celebrities such as Abeyance from Destinys Child for LOreal and Eureka Baud in A Gap clothing campaign (Gordon 2001 : 3).Dry. Melissa Stevenson notes that the acceptance by younger generations of the natural you is a generational change that youth are using to create their own identity without having to conform to the traditional confines of American Society. She like many others credits this self-identity development to the genre of Hip-Hop culture (Mitchell 2001; Minus 2001). If you look at MET on any given day the intermingling of Hip-Hop and beauty is a notable thing articulacy on Fashionably Loud, a program designed to incorporate fashion and music into one entity.La La and Molly Sims along with co-hosts, Kimono Lee Simmons DC Clue, present collections from the Spring 2003 urban designer lines. The hottest models and celebrities, including Charlie Baltimore, Loon, and MAC Late, will be wearing the clothes everyone wants to rock. And this is no normal runway. While Sexy models parade the stage youll witness series of hot, banging, live performances by some of the biggest names in Hip-Hop music. A few even moonlight as million dollar designers (MET. Com 2002)!As an African American woman, I maintain that we are finally at a point when we get to say who we are what we are and to demand that the representation of what is beautiful and cultural no be static but fluid like everything else in the global market. That time has come to recognize and include the voices, faces, desires, opinions and concerns of those considered minorities, is supported by the creation of new cosmetic lines that support the multi-ethnic world we live in. In an interview by Renee White, Caroline Coulombs says: Women of color are looking for makeup made especially for themThankfully the notion of a womans beauty is now cosmopolitan and universal, and no longer limited to images of pallid European runway waifs. Heres to racial diversity and color (White 2001:19). White also found approach. Fernery asserts: l believe that women of color are the women of the world African American, Native American, Hispanic, Middle Eastern, Indian, African and Asian. These women live right here in this country. It is time to address the concerns of the invisible consumer (White 2002: 19).Many cosmetic companies are following examples set by major firms to broaden their consumer base by adopting or starting with a ultimately approach. The founders designed a custom skin-care line that can carefully be matched to the skin care needs of individuals in 40 ethnic groups (Limn 2002:24). Roger Hall a professor in Media studies asserts that the use of multi ethnic women in advertising is a signifier of changing times and a change of what is considered beautiful. He credits the influence of the Hip-Hop subculture in the mainstream (Gordon 2001).As a member of the Hip-Hop subculture, it is good to hear and see more women deciding for themselves who they are and that they are beautiful, no matter what Vogue or MET may say. Admittedly there are still those who are unjustly influenced by the dominant view of what is beautiful and cultured, but with the current trend of Hip-Hop dominated, post-colonial inclusively in full swing they have a greater chance of seeing their natural selves as beautiful. Things are definitely changing; slowly but surely. In times of DSL and high speed Internet access many more voices are heard.

buy custom Student Assessment and Program Evaluation Process essay

buy custom Student Assessment and Program Evaluation Process essay The gathering of information by educators on student learning outcomes has been going on for several years. Some of the terms that have been used to describe this process are observing, examining, testing, quizzing, measuring, evaluating, appraising and assessing, but the primary goal of determining the educational achievement of students has remained constant. According to Popham (1999), assessing the students learning goals of professional development is a more complex process than most people anticipate. This is because it entails more than simply documenting students current learning status. Changes in students are the components of most development goals and more specifically, they involve improvements or positive changes. This shows that relevant information must be gathered and at appropriate points in time. To determine whether the students are improving, it may be necessary to assess them at the point of entry and then at a later point. Comparisons with other students may al so be necessary to isolate the effects of the professional development program (Johnson Johnson, 1994). Without knowing the students position at the beginning or without comparing them with others in the same level, it might be difficult to determine if any improvement or change has actually occurred. Gathering information at a later point is also important to measure retention and long time learning (Popham, 1999). The intended student learning goals of a program are usually the basis of determining the procedures to be used in collecting evaluation information. The outcomes to be measured can either be cognitive, affective or psychomotor (Popham, 199). In any educational program, the procedures and instruments used to assess the programs effects are central. Teachers have several ways of measuring students learning and the choice of an assessment procedure will depend on the stated objectives. This paper will critically evaluate the standardized tests and other alternative assessment programs. Importance of Assessment According to Linn Gronlund (2000), measurement refers to assigning numbers to certain characters of people, objects or events according to a rule governed system. In a classroom context, the rules that are used in assigning the numbers will normally create a ranking that shows how much of the attribute different students possess. They also defined evaluation as the making judgments about the worth or value of a set of measures using a rule governed system. It is important to assess students learning to provide all involved parties with a clear summary of how the student has managed to meet the teachers goals. Assessment of students is also important in order to monitor their progress. Teachers need to know whether their students synthesize their instruction and their understanding of all the material covered over time. This enables the teacher to make arrangements for students whose understanding is slower or faulty, such as remedial instruction (Linn Gronlund, 2000). Discovering that a student has any difficulty in understanding, and cannot learn at the same pace, like the rest of the students, it allows the teachers to decide on the appropriate and timely course of action. Other positive effects on various aspects of learning and instruction also arise from assessing a students performance. According to Brookhart (2000), classroom assessment directs students on what is important to learn, influences their motivation and understanding of competence. Assessment also structures students approaches to personal study and fosters the development of improved learning strategies and skills. It is one of the most potent forces influencing learning. Standardized Tests Goals and Strengths Commercially available standardized tests are commonly used by many programs to measure academic achievement of the students. Standardized tests are administered and scored in a standard or consistent manner. They are composed of a set of open ended or constructed responses items meant to measure higher degree of cognitive skills (William, 2006). The manner of scoring is usually predetermined and the procedures, conditions of administration and the interpretations consistent and standard. This consistency in administration and scoring allows more reliable comparison of results across test takers. The use of standardized exams in the U.S started in the 20th century after the Second World War. This was contributed by the need to standardize the highly de-centralized education system. The design of standardized tests is to provide the best match possible to what is viewed as the typical curriculum at a specific grade level. They provide quantifiable information (scores, proficiency levels, etc.) and outcomes that can be used in screening programs, for example, in identifying students whom may require additional assessment (Silbert Hintze, 2005). Using standardized tests is also advantageous because they provide information on a students areas of strength and weakness. Standardized tests also allow a comparison between a student and his peers in the same grade or age, and hence, assess development. These tests can also be used to assess a students progress over time, for instance, by re-administering a test after an intervention or a remedial program. The results of these tests can also be used to generalize a students skills. The results of one test can also be used to measure whether a student is improving uniformly by comparing one subject results with results of a different subject (Silbert Hintze, 2005). Critics Many people are of the view that standardized tests are important because they help measure students using a consistent process, teachers are held more accountable and it becomes easier to understand where problems occur. However, there has been criticism on the social and cultural repercussions of standardized tests. Becker (2001), argues that since these tests are designed by people in a position of power, it is possible for cultural bias against the have nots to arise. Since high performing schools are rewarded, while poorly performing schools are sanctioned by the current system, critics propose that standardized tests reward those at an advantage while the disadvantaged continue to hurt. This system is viewed to be exacerbating the race and class divide in the society through the education system (Burns, Dean Klar, 2004). Another concern is the increasing pressure on teachers to produce high test results. This comes about since teachers will teach for the test purposes instead of exploring approaches that may not produce results onpaper. Research on student achievement has highlighted problem associated with over-reliance on standardized tests. Such tests are now administered at every grade level and success or failure of programs defined in terms of test scores. Teacher and administrator salaries and their job securities are also linked to student performance in the standardized tests. The main areas of criticism are the content of assessment, formatting of items and item bias (Fuchs et al, 1991). Standardized tests generally often rely on multiple-choice questions. This item format provides for greater coverage of content and objective as well as efficient scoring. However, the item of interest by the format is the identification of the right answer. This type of response does not necessarily correspond to the type of responses regularly exhibited by students in the classroom, for example, the acquisition and synthesis of information (Deno, 2003). If the students are not familiar to the structure within which they are required to respond by the item format, then, their test performance may be affected. In another scenario, a student may identify the correct form when it appears as a discrete item in a test format, but use the form incorrectly in communication contexts. In this case, the results of a standardized test may make a student appear more proficient than performance would show (Shapiro, 2004). Inclusion of items that are biased against some kinds of students has also been a cause for criticism. These include ethnic minorities, limited English proficient, rural or inner city students. This criticism is based on the fact that the items reflect the culture, language, and/or the style of learning of the middle class majority (Shapiro, 2004). Test companies have endeavored to remove culture based items in tests, but this omission of questions from a meaningful context has been challenging for minority students. There are arguments that this method only measures superficial knowledge or learning. This is because students can easily cram what they think will appear in the test and fail to give other areas much attention. Standardized tests may also fail to match specific objectives and goals of a program or institution (Klecker, 2000). This therefore makes them more unlikely to provide the most appropriate way to evaluate the program. Criterion referenced data is considered more useful than norm-referenced data, the type produced by standardized tests. This arises from the premises that norm-referenced data does not clearly show the progress of a student over time. Criterion based data also allows easy administration of pre and post tests to measure development, while a standardized test may be cost prohibitive to administer such (Becker, 2001). Norm data may use norms rather than true national sample, thus making it unfair to those taking it. Another challenge is that it may prove difficult to isolate what changes are required since it is more summative than formative. This makes it difficult to identify areas of weaknesses and develop means to assist students with difficulties. In addition, receiving the results on time is also a challenge (Brookhart, 2000). Critics argue that the measures used in standardized tests fail to inform instruction adequately. For some students with disabilities, the standardized administrations may not be possible. Some accommodations may need to be done to allow the disabled students to take some test in the established standardized way (Becker, 2000). However, these accommodations can become modifications to then trait under measurement. The items used in standardized tests are also frequently unrelated to the behaviors and tasks required in a classroom setting. Recommendations for Improvement Non cognitive factors such as fatigue, attention, anxiety, can influence the test results taken at one point in time. These results will therefore be a reflection of the students ability or behavior at that point in time. The results of standardized tests also fail to provide the necessary information required in restructuring curricular or instructional change (Gay Airasian). These procedures also prevent the examiner from determining conditions under which the students performance may improve. Students with a language deficit can be used better to explain the shortcomings of this system. Assessing the performance of these students on their language proficiency will be unfair since their level of performance may be higher if instruction is delivered using a language they are proficient in (Popham, 1999). The goal of education is to produce morally developed citizens who fit well in the society. Education also provides an individual with an opportunity to develop skills and learn how to solve problems. Since people have different skills and abilities, it is important to acknowledge this and provide different forms of evaluating student achievement to avoid bias (Griffin, 1994). Measuring the cognitive (knowledge and understanding), affective (attitudes, beliefs and dispositions) and psychomotor (skills, behaviors and practices) outcomes of a program is important. Cultural, racial, class and gender differences must be taken into account by any assessment task or procedure. In this context, there are strong arguments favoring educators considering using alternative methods of assessing students and evaluating the program (Klecker, 20000. Even as educators continue to use standardized tests, it is necessary to supplement them with other types of assessments. Such additional forms of assessment are; Group Tasks or Activities Student learning can alternatively or supplementary be assessed by their performance on group tasks or activities. For instance, if the written test covered 25 of the 50 items covered, then the students can be put into groups and the remaining 25 items covered. These groups are composed of students who work together to tackle a complex problem or carry out a detailed experiment. The structuring of an appropriate group activity is such that each student has a vital role in the task. Group tasks, like any other authentic cooperative learning activities, should include a combination of individual accountability and group responsibility (Johnson Johnson, 1994). A popular design of group tasks is assigning students to perform an activity as a group. Each student is then expected to produce a written product based on that experience. Most group tasks and activities are used by individual teachers as part of their instructional process, but some large scale assessment systems include them as well. As explained by Popham (1999), they provide information on two key learning goals: They give information on a students ability to apply skills to produce outcomes that can be evaluated. They show a students ability to work with others in a team to find solutions to problems. However, it is important to address the limitations of group tasks and activities. Ensuring involvement of all students in developing group tasks and activities can prove challenging and time consuming (Popham, 1999). Scoring students responses can also be time consuming especially if the class is a large one. With proper planning, group tasks and activities are the best way to assess students if involving students in team work is one of the cognitive goals. Group tasks can also provide an important source of information on complex learning results when paired with specific scoring criteria that students are taught before the group activity (Klecker, 2000). Cooperative groups enhance a students understanding of concepts through interaction with peers verbally. They also provide information to the teacher on the cognitive processes students employ in giving responses. Group tasks are also an important aspect in reinforcing the learning environment in a classroom (Johnson Johnson, 199 4). Portfolios and Other Collection of Students Work These are compilations of students work that show what they have achieved so far. Most portfolios include collections of students written papers and other works completed in their process of learning (William, 2006). These collections demonstrate the progress of a student over the years. This form of assessment encourages the participation of all interested individuals (teachers, students, parents) in the documentation of the learning process. The papers are derived from a students daily classroom work. It involves taking samples of a students work, recording of students observations of learning experiences, and evaluation of students processes and outcomes. Although information from this type of assessment can be used for grading purposes, the main goal is to improve the instruction methods and students learning (Shapiro, 2004). Curriculum Based Assessment Although it falls under criterion-referenced testing, curriculum based assessment is considered an alternative to traditional standardized norm-referenced academic testing. It refers to a measurement that relies on direct observation and recording a students performance in the local curriculum as a basis of gathering information to make instructional decisions (Deno, 2003). Curriculum based assessment (CBA) has also been termed as direct assessment of educational skills, and is based on the assumption that assessment should be on what has been taught. CBA involves repeated measurement of a students academic skills (Linn Grolund, 2000). In each area of learning, probes are selected and used to gauge student performance. The probes are developed from curricular materials available in the students immediate learning environment. CBAs therefore provide a structured method to assess a students performance based on curricular assignments used in their actual learning environment (Brookhar t, 2000). The basic argument underpinning this assessment approach is that in evaluating their progress, students should be observed in their academic environment. Dynamic Assessment This refers to a type of learning assessment that makes use of an active teaching process. The goal of this process is to provide a modification in an individuals cognitive functioning and observe the changes that result in the examinees learning and problem solving strategies. The main goals of dynamic assessment are to: Assess the ability of a student to identify the principles behind a problem and use this understanding to provide a solution. Assess the most appropriate type and amount of teaching required to teach a student a specific principle. Understand any cognitive deficits and non cognitive factors that help explain failure in students performances and whether teaching can modify such factors (Gay Airasian, 1999). Dynamic assessment is a contrast of standardized assessment where examiners present items to examinees without providing any guidance or any other form of intervention designed to improve the students performance (Brookhart, 2000). In static assessment, an individuals deficits and disabilities are accepted and modification is done on the environment to allow the person work within the identified limitations (Johnson, Johnson Holubec, 1994). On the contrary, dynamic assessment is based on active modification where efforts are made to remediate the deficits or provide the individual with alternative strategies to solve probes to supplement their areas of weakness. Conclusion High stakes testing is linked to overreliance on standardized tests as the primary means of assessment and as the principle source of curriculum content. These high stakes testing poses critical consequences to students since use of a single measure (standardized test score) may determine graduation or promotion to the next level. Instructors are now held accountable of students performances (Becker, 2000). Without doubt, testing and accountability are important aspects of a program since assessment practices are the key to accountability and improved teaching processes. However, opposition arises from the use of a single measure of assessment through standardized tests. The decisions regarding progress, promotion and gradation using a single indicator to measure an individuals learning violate the ethics of teaching. The higher the stakes for testing, the greater the emphasis teachers will place on test preparation and teaching to the test as opposed to meaningful learning. Assessment should be driven by innovative curriculum design and effective teaching practices. Other types of assessments should be used to supplement standardized tests to enhance the spirit of research among students. As asserted by Becker (2001), no clear evidence exists that high test scores reflect actual improvement in student learning either at the individual or group level. No single measure can be used as a definitive measure of a students knowledge. Student assessment is constructive if the educational approaches used are research oriented and emphasize on equity in the academic processes. Not all students demonstrate well what they have learnt using standardized tests, biased assessment, policies and practices should not be used since they limit learning opportunities for individuals and hinder curriculum development and teaching. Buy custom Student Assessment and Program Evaluation Process essay

Myrrh (Commiphora molmol) Essay Example | Topics and Well Written Essays - 3500 words

Myrrh (Commiphora molmol) - Essay Example and 60 essential oils are normally used by the professional aromatherapist, and most suppliers offer in the region of 70-80; these oils generally belong to just a few of the many plant families, and the families dealt with below include the majority of plants utilized in the production of essential oils’. Current paper refers specifically to the plant commiphora molmol (or myrrh as most commonly known) and its use in the area of medicine and aromatherapy. A series of clinical data is also presented in order to support the theoretical views that are related with the use of myrrh as a basis of several remedies applied in modern medicine. The word myrrh origins from the Arabic word ‘murr’ that means ‘bitter’. In Encyclopedia Britannica (2007) myrrh is referred as a ‘bitter-tasting, agreeably aromatic, yellow to reddish brown oleoresinous gum obtained from various small, thorny, flowering trees of the genus Commiphora, of the incense-tree family (Burseraceae); the two main varieties of myrrh are herabol and bisabol’. The study of Hanrahan (2007, 1) also refers to myrrh and its origin. In the specific study it is mentioned that ‘myrrh (also known as Commiphora molmol, abyssinica, or myrrha) is a close relative and member of the Burseraceae family, native to the eastern Mediterranean, Ethiopia, the Arabian peninsula, and Somalia; myrrh is a shrubby desert tree known variously as gum, myrrh tree, guggal gum, guggal resin, didin, and didthin’ (Hanrahan, 2007, 1). The most significant characteristic of myrrh is its distinctive colour. More specifically, as it is stated in a report published by the Tillotson Institute of Natural Health (2005), ‘myrrh gum has an intense dark color, reflecting its medicinal potency; it exerts a strong and certain action against specific types of pain and swelling, such as that of rheumatoid arthritis while it is strong enough to soften hard swellings and carbuncles;Â  like all plant resins, myrrh can also lower blood

Do cultural differences influence HRM practices Essay

Do cultural differences influence HRM practices - Essay Example The same extends to the human resource management practices as they were presumed free from external factors and constraints. Earlier research had revolved around one geographical area leaving many gaps in case an organisation went globally. This brought the need for extensive research, which indeed proved that cultural difference influenced human resource practices (Moran, Harris and Moran, 2011). Adapting an organisation’s customary ways of operation is crucial when setting up new institutions in different environments, as it enables the transfer of efficiency and rules into another geographical position. It is also vital to observe the cultural practices carried out in the new place of establishment. With the world increasingly moving towards being a global village, expansion of businesses across borders has been prioritised to ensure maximum profits. They have also realised that the human resource management practices have to be adapted in the cultural settings suitable to the relevant socio-cultural environments rather than imposing their own (Muratbekova-Touron, 2008). What are these cultural practices and how do they influence human resource management practices? Cultural practices are notions, values and premises in a society, established through conditioning throughout people’s lives and help to mark them out from others in a different society (Milikic, 2009). These notions and beliefs play a key role in an individual’s life; therefore, an organisation should be keen on ensuring that they are not overstepped. With the introduction of new members in a group, a culture may undergo some alterations, but some invisible and unconscious components that lie within may not change. Cultural practices differ from one society to another as human resource management practices differ from one organisation to the other (Muratbekova-Touron, 2008). Human resource management practices are described as the activities and decisions, which relate to t he act of managing employees at all tiers in the business enterprise. They are also concerned with the elaborate execution of strategies and schemes aimed towards achieving and maintaining a competitive advantage (Stone and Romero, 2008). As a result, it is essential for organisations to formulate a culture that promotes of appropriate work practices. A few of the human resource management practices include, remuneration systems, recruitment exercises, staff-appraisal systems, and work flexibility arrangements among others (Milikic, 2009). Employees perceive human resource management practices differently due to the separate cultural values and identities. Some employees react differently towards certain practices and the degree to which they commit to their jobs and the organisation relies on the familiarity with the ongoing activities. The training and recruitment of people with diverse cultural interests, backgrounds and nationalities, would be a difficult task especially when lo oking into their cultural differences. However, studies have led to discovery of theories that enable easier analysis (Stone and Romero, 2008). Managers are likely to encounter cultural differences that might hinder effective management frequently, especially in this multicultural worldwide business environment. Studies indicate that successful comparisons between different cultures can be made by testing Hofstede’

Piaget Drawing Development

Piaget Drawing Development Luquet was one of the first to start researching into the development of drawing using a cognitive development theory and releasing a book in French during 1927. He described differing stages of drawing development which a child will pass through; this became known as the stage account. Luquet thought that after a period of scribbling that children go through, there were four stages of realism which children will also go through. These were thought to be fortuitous realism, failed realism, intellectual realism and visual realism. Fortuitous realism shows the childs drawing as mostly scribbles but the child can see real life objects within the marks. The child will do this again and again and notice these accidental representations, until they reach the point where they will set out intending to draw something representational from real life. The child will be entering the second stage which is failed realism when they consistently set out with the intent to draw something resembling real life. During this stage an adult can see an adult can see what the child has set out to draw although it can look like there are many mistakes with important features missed out and objects not always where they should be, (such as a childs drawing of a parent, where the parent has a face but no body, with its legs and arms extending out from the head). Intellectual realism occurs when improvements of the childs concentration and attention occurs, meaning the drawing will depict prominent important features of the object. This is the stage where the child will feel it is important that the defining features in the shape are drawn. To achieve this, the child will use transparency, draw certain features as if like a plan, and draw certain things broken down. However this prospective is different to how the object is seen in real life and the child notices this and will start to become concerned about drawing this way. This leads to the child wanting to draw life like representations of an object and this takes the child into the fourth stage, visual realism, which means that the child will draw on object from one perspective and will only draw the objects features from the same perspective. In 1956 Piaget took the work of Luquets (1927) stages of drawing to use to develop his framework, which too was using a cognitive development theory, Piaget didnt see drawing as a special part of development, but rather a window into the general cognitive development of a child. For him, a drawing showed the cognitive competence of a child rather than what stage of development they were at. For the most part, Piaget agreed with Luquets theory and both of there frameworks has similar stages of development for childrens drawing. There are certain strengths for their theory which include that they seem to explain seeming stages of acquisition, supporting evidence for this was shown by Clark (1897) who studied children aged 6 to 16, they were asked to draw an apple with a hatpin passing through it, the younger children were found to draw a continuous line while the older children tended to only draw the visible parts of the pin, and Freeman Janikoun (1972) who studied cups that were dra wn by children. The cups had a flower pattern and were positioned so that handle or flower pattern was either visible for the child or not visible for the child, they found that they younger children drew the handle even when it was not visible where as the older children only drew what they could see. However, the weaknesses for Luquet/Piagets stage theory are that the roles of culture and environment had not been taken into consideration. Evidence against their stage theory has been shown by Selfe (1977, 1995) who studied artwork of gifted children and autistic savants. She studied a young girl with autism who could draw remarkable pictures, the drawings she studied were produced by the child between the ages of 3 and 9, and said that the girls pictures were remarkable because they were done while she was so young and because Nadia (the young girl) did not show that she had any type of ability to see conceptually. This goes towards showing that not all children will go through the stages that Luquet and Piaget suggest, but whether this is just for children with conditions such as autism is not currently known. Barret, Beaumont Jennett (1985) also provide evidence against Luquet and Piagets stage theory by talking about the instructions which the children received, for instance, did the children receive standard instructions (with the instructor saying draw exactly what you see from where you are sat) or whether the child received explicit instructions (with the instructor saying draw exactly what you see from where you are sat, look at it very carefully so you can draw it just as you see it). They found that when children received the standard instructions 11% of the children got the drawing correct, and when the children received the explicit instructions 65% of the children got the drawing correct. According to Luquet (1927), children move gradually from one stage to the next and that they can still draw from pervious stages in when they are in that last stage, this is because they may still want to represent something in a different way. He suggests that the reason children will draw the same things over again without them varying much is not due to habit but that they prefer to draw it in that way. Luquets theory should not be considered as just a stage theory as he had many other points to add to it, including the two above, for this reason childrens drawing ability should be seen as more of a fluid motion, since a child will progress through the stages but can easily slip back if they want to, allowing them to represent not only the part of the object that they see but the whole of the object. Kellogg (1970) used a generalist theory and took a different approach by suggesting that drawings of children are just patterns as children only draw things that show what they perceive as good form. She found that usually when a child reaches 5 or 6 years old, that most children will be able to draw a fairly accurate and complete person; this is because by this age most children will have formed a drawing formula which allows them too continuously and consistently draw an accurate picture of a person. She thought that some shapes can be seen in childrens scribbles and that it is these shapes that can then be used to form a picture. Kellogg did agree that drawing made use of the base of representational experience but says that the use of the lines would differ. Kellogg did come up with a descriptive classification that had the appearance of developmental progression by looking at thousands of childrens drawings and examining them closely. These drawing showed that the development pa ssed from basic scribbles then diagrams, then shapes finally moving to combining shapes, she suggests that when a child reaches that stage the child is functioning as an artist. Willats (1977) used a perceptual theory but agreed that drawings can be seen as representations but thought that children could possibly experience perceptual problems when they try to draw a 3D image on paper (a 2D space). He also suggested that children can change the solutions to these problems as they grow older and develop. Willats (1977) took children aged from 5 to 17, and showed then a real scene, the children were asked to draw what they saw from a fixed view point. When the children had finished their drawing Willats chose to classify the drawings using a drawing system which gave a certain score to a picture. The score was given based on the number of correct representations of occlusion by overlap. There are many drawing systems and during this investigation six were found, and it was shown that it was the older children who used the more complex systems. Willats found that there were discrete stages at which the development took place which was found to cover all the age s of the children tested, this also showed that the ability to use overlap appears continuous, with few children using overlap at under 9 years old with children learning fast between the ages of 10 and 12 years old. Arnheim (1974) used a generalist theory and had suggested that a child will draw an object which will show the defining features (as the child sees them) in the simplest way for the child to be able to draw them within a piece of paper (2D space). One example that was given of this is that a child will most likely draw an animal from the side so that the relationship between its legs, tail, and any other defining features are visible allowing people to clearly see what animal it is, while a child will draw a person from the front, allowing the facial features to be depicted and also showing the symmetry of these features making it clear that it is a person. This was supported by Ives Rovet (1979) who consistently found that children of any age who had passed the scribble stage, and were asked to draw an object that was familiar but without seeing the object, all used those specific ways of drawing. Luquet and Piaget are the two big names when it comes to looking at the development of drawing in children, but much more research has been done since Luquets initial research in 1927 which was popularised in 1956 by Piaget. They both took the cognitive development approach to drawing development which may have been why they both agreed on the stage theory, with research by others looking into different approaches to drawing development. There is a lot of support for Luquet and Piagets theory of stages of drawing development, and although it has a few criticisms, the main one being that it does not account for any cultural differences, most psychologists will agree that there is some form of stages of development that a child will go through when it comes to drawing development. Another criticism of Luquet and Piaget is that it does not think about the children with such developmental conditions as autism and asperger syndrome. These conditions can involve delays and impairments in t he development of the childs communicative and social skills, which may delay the child in some areas of development, while other children with these types of disorders have been shown to be good at certain things which including drawing, with some children showing remarkable advancement in drawing. It also depends on the instructions that the children are given as to whether they get the drawing correct or not, and so the instructors have to be careful how they ask the children to draw the object otherwise it may influence how they draw the object.