Air Polution Essays - Smog, Air Pollution, Pollutants,

Air Polution AIR POLLUTION Some causes of air pollution are Smog, Acid Rain and Nuclear Problems. Smog is a word that discribes a mixture of smoke and fog. In some places you are advised to stay indoors when smog is bad. One of these places is Mexico City in Mexico. It has some the worst air pollution in the world. If you were to fly over Mexico City, you would be able to see the smog hanging over the city. As you were landing you would be able to smell and see the smog in side the airplane.Common air pollution is carbon monoxide which is found in most city streets.Carbon monoxide is mostly from cars and is highly poisonous. The combustion of coal, oil, and gasoline accounts for much of the airborne pollutants. More than 80 percent of the sulfur dioxide, 50 percent of the nitrogen oxides, and 30 to 40 percent of the particulate matter emitted to the atmosphere in the U.S. are produced by fossil-fuel-fired electric power plants, industrial boilers, and residential furnaces. Eighty percent of the carbon monoxide and 40 percent of the nitrogen oxides and hydrocarbons come from burning gasoline and diesel fuels in cars and trucks. Other major pollution sources include iron and steel mills; zinc, lead, and copper smelters; municipal incinerators; petroleum refineries; cement plants; and nitric and sulfuric acid plants. Potential pollutants may exist in the materials entering a chemical or combustion process (such as lead in gasoline), or they may be produced as a result of the process itself. Carbon monoxide, for example, is a typical product of internal-combustion engines. water pollution? There are many causes for water pollution but two general categories exist: direct and indirect contaminant sources. Direct sources include effluent outfalls from factories, refineries, waste treatment plants etc.. that emit fluids of varying quality directly into urban water supplies. In the United States and other countries, these practices are regulated, although this doesn't mean that pollutants can't be found in these waters. Indirect sources include contaminants that enter the water supply from soils/groundwater systems and from the atmosphere via rain water. Soils and groundwaters contain the residue of human agricultural practices (fertilizers, pesticides, etc..) and improperly disposed of industrial wastes. Atmospheric contaminants are also derived from human practices (such as gaseous emissions from automobiles, factories and even bakeries) Science Essays

APA Referencing †Citing a Movie or TV Show (Proofread My Paper)

APA Referencing – Citing a Movie or TV Show APA Referencing – Citing a Movie or TV Show The vast majority of citations in academic writing are for books, journals and other written sources. Sometimes, however, you might need to cite a movie or TV show. E.g., If you want to squeeze Steve Buscemis strange, beautiful face into your thesis somehow.(Photo: David Shankbone/wikimedia) Are there special rules for this, you may be wondering? You bet there are, sonny! Herein, for instance, we take a look at how to cite a motion picture or TV show with APA referencing. Citing a Motion Picture You might think this is only relevant if you’re studying film and media, but it can also be crucial in many subject areas (e.g., if you want to quote something from a documentary). The in-text citation format to use here is similar to that used for print sources, except that you name the producer and director instead of the author, along with the year of release: Renà © Griffiths eventually found success in South America (Ramasut Goch, 2010). This is accompanied by full detail of the source in the reference list, using the following format: Last Name, Initial(s). (Producer), Last Name, Initial(s). (Director). (Year). Title [Motion picture]. Country of origin: Studio or distributor. In the case of the documentary cited above, this would appear as: Ramasut, C. (Producer), Goch, D. (Director). (2010). Separado! [Motion picture]. United Kingdom: Soda Pictures. Citing a TV Show The format for citing a TV show depends on whether it’s a one-off broadcast, a single episode of a series or a complete series. For each, however, in-text citations require you to name an authority (e.g. a director, writer or producer) and a year of broadcast: The game itself was preceded by a six-hour pre-game show (Esocoff, 2015). For a one-off broadcast, include the following in the reference list: Last Name, Initial(s). (Title of Authority). (Year, Month Day). Title of show [Television broadcast]. Location of broadcasting company: Broadcasting Company. The show cited above would therefore appear as: Esocoff, D. (Director). (2015, February 1). Super Bowl XLIX [Television broadcast]. Stamford: NBC Sports. The highlight of Super Bowl XLIX was when everyone fell over, creating a big heap of sweaty sport men. If you’re citing a series as a whole, the format changes slightly: Last Name, Initial(s). (Title of Authority). (Year of First Series). Title of series [Television series]. Location of broadcasting company: Broadcasting Company. When citing a particular episode, the details are included before the series information: Last Name, Initial(s). (Writer), Last Name, Initial(s). (Director). (Year). Title of episode [Television series episode]. In Name of Producer (Producer), Title of series. Location of broadcasting company: Broadcasting Company. As such, an episode of the show Last Week Tonight would appear in the reference list as: Avery, K. (Writer), Perota, J. (Director). (2014). Military translators [Television series episode]. In J. Oliver (Executive Producer), Last week tonight. New York: HBO. Time Stamps If youre referencing a particular section of a movie or TV show, you’ll need to include a timestamp in the citation, just as you’d give page numbers when quoting a print source. This involves indicating the time at which the relevant section begins: Rhys ends his search at the final residence of Butch Cassidy and the Sundance Kid (Ramasut Goch, 2010, 1:17:20). The citation above, for instance, shows that the section in question starts at one hour, seventeen minutes and twenty seconds into the video, making it easier to find the information referenced. Separado! is presented by a Welsh rock star who teleports using a magical Power Rangers helmet. Its awesome. (Image: Soda Pictures)

Islamic Financial Instruments on stock markets in GCC Essay

Islamic Financial Instruments on stock markets in GCC - Essay Example The term Sukuk is an Arabic word that is identical to the aspects of a financial instrument and is an equivalent instrument such as a bond under Islamic perspective of banking. But contrary to the usual financial instrument Sukuk is different as there are no fixed incomes as under the laws of Islam interests are seen as a crime. Therefore as an alternative it has been instrumented to use such non tangible or tangible assets that are could be classified according to the basic non tradability or tradability. But once again, under the principals of Islam these formulations could only be used in the secondary market. (Zia-ud-din, 229) According to the estimation of the 'Islamic Banking and Financial Institutions: The Progress and Probability' published in 2005, there are around $521 billion worth of financial assets that are circulating in the fiscal market as per year ending March 2005. (Asif, 337) The entire amount of this investment regulated by principals of Islamic investment plans it could be enumerated that the entire procedure is regulated by the moral and spiritual obligations of the 'Shari'ah'. Therefore it is seen that the Islamic financials instruments traded on GCC financials markets are huge and there are a number of countries who regularly uses this form of banking. The countries can be enumerated as USA, UK, Yemen, UAE, Turkey, Tunisia, Switzerland, Sudan, Sri Lanka, South Africa, Senegal, Saudi Arabia, Russia, Qatar, Palestine, Pakistan and around 150 countries all over the world. Malaysia is one of the key player of this form of banking. Dallah Al Baraka (Malaysia) Holding Sdn Bhd, Malayan Banking Berhad (Maybank), Kuala Lumpur, Islamic banking & Takaful Dept, Bank Negara Malaysia, United Malayan Banking Corp. Berhad, Kuala Lumpur, Labuan Offshore Financial Services Authority (LOFSA) and Lembaga Urusan Dan Tabung Haji (Fund), Kuala Lumpur are the few most important financial institutions of the country. (Syyed, 98) The financial institutions that that deal with the instruments can be enumerated as International Islamic Financial Markets, Mudaraba Companies, Takaful Companies (These are basically insurance companies), Islamic Mortgage Companies, Islamic Windows, Islamic Investment Funds and Banks and Islamic Banks. Under these institutions there are different plans such as Mudaraba which are basically Capital trust financing where the basic implementation is the contact which accumulates the capital along with the cost. However there are also other schemes that are marked up. Then there are also other plans under which leasing comes into consideration. This called Ijara. There is also another technique that is defined Ijara wa Iktin wa which is basically the contract of hire purchase. (Iqbal, 33) The basic limitations of these plans are based on the contracts between the parties but the over all scenarios are based on the principals of Islam where a financial instrument like Musharaka is treated as long termed investment under the parameters of equity arrangement. The capital supplied in this case is the bank and the clients. The profit in this case is shared among the concerned parties in according to prior agreement whereas the loss is shared in accordance to the capital invested. On the other hand another financial instrum

The foreign policy and the domestic life of the United States from Essay

The foreign policy and the domestic life of the United States from 1945 to 1965 - Essay Example Before World War II the US went through the great depression and during the cold war most of the resources were used on defenses. The main initiator of the rivalry between the US and USSR was the Bolshevik Revolution lead by Lenin in 1917. This was the key event that made the United States and the USSR against one other for a massive seventy years. Basically it can be said that it was this revolution that fueled the Race for Power and becoming the super power of the world. This became a serious concern for the Americans as Mitchell Palmer, an attorney general, suffered a bomb explosion at his home and numerous other such incidents were intercepted. This brought terror within the nation. There were Russian workers present in the US and after such incidents riots rose against them. Palmer was late in deciding that this was revolutionary act and ordered for a massive operation of arrest and deportation of the workers. During these acts many were arrested and though later it was considered a human rights violation act and people went after Palmer. However this action by Palmer reduced the terror within the city. Coming forth it was recognized that since the revolution the American attitude became an anti-Soviet one. Further heat to this problem was that the US has always supported the capitalist regime whereas the Russians were against it as they were from the communist side. Thus a strong hostility arose between the two nations and the World War II was th e highlight of this hostility. And this hostility continued till the very end of the century. The Cold War People from the cold war era do have the memories of the key features involved within. It has been for almost five decade, i.e. starting from the late 1940s until the termination of the USSR. The Cold War pictured the main outlines of the international background. It was, at its foundation, an ideologically stimulating conflict between the United States and its allies and the Soviet Union. As a fact Americans were okay with the point that this was nothing more than a preservation of the way of living. The viewpoint of a nuclear power gave both sides a venture in maintaining a constant poise of terror, a sense of balance both sanctified and symbolized in a series of arms control conformity. The better part is both parties avoided a direct military confrontation. The cold war is referred to as a war between the giants. It had an overall effect on the world with a steady threat to peace and rising terror. But the steadiness was struck at an outrageously high and costly level. In this race both nations equipped themselves far more than their need for self defenses as their main aim was to deteriorate the other foe. For that reason they made up above a thousand Nukes. How much it could be, to our amazement those weapons, with further usual weaponry, cost these superpowers a great deal which was around trillions of dollars. Through the economic point of view much of this money was wasted and could have easily been diverted to other social needs, however we can not be sure of this fact that could it be used elsewhere as at that time the hype was crushing the other super power. During the cold war regime the defense spending was very high. In 1955 President Eisenhower told that it was very difficult to manage the defense spen

Using Your adopt a Business Assignment Example | Topics and Well Written Essays - 500 words

Using Your adopt a Business - Assignment Example On that note, pre-purchase involve an awareness of the clients such as the products and services they want. Additionally, in sensitization of awareness, the retailer must learn the preferences and tastes of clients and receive a reliable feedback (Jefferson). That aspect brings us to information search. In order to gather a database related to customers, the business retailer should venture in the field and ask questions. Similarly, after information search an evaluation of alternatives and decision concerning purchase is significant. Furthermore, in a service encounter stage, an evaluation of contacts in terms of low and high should be considered. This assists in understanding of the servuction system and implications on service delivery in the business and how it affects clients. Additionally, in the post-purchase stage, a strict analysis of service performance is imperative in order to plan for future intentions. However, in Flower of Service Model there are various dimensions of how the business fits. For example, starting with business core service, payment before any delivery is extended to the customers. Furthermore, in terms of customer satisfaction, when one petal of the flower is broken such as hospitality during service, clients are bound to complain. Therefore, in applying Flower of Service Model, the retailer receives information through consultation from various sources (Mary). In addition, the retailer should consider taking orders earlier to avoid running out of stock. This will involve recording billings of stock and purchases made and profits and losses incurred. Alternatively, in terms of enhancement and facilitation of customer processes, the model, customers need to given relevant information connected to commodities and services offered by the retailer. Additionally, information should cover issues of sales, product change, warnings and reminders among others. There are numerous

Definitions Of Assessment And Classroom Based Assessment English Language Essay

Definitions Of Assessment And Classroom Based Assessment English Language Essay The aim of this chapter is to look at relevant research studies in relation to assessment in the classroom context, and to explore the role of classroom assessment in more details, with a specific focus on formative language assessment. It appears that the teachers classroom assessment practices and strategies may directly impact learners learning, and this includes young learners.(Oksana:not only with young learnersà ¢Ã¢â€š ¬Ã‚ ¦..so what should I put here) Classroom teachers are in the front line of helping learners learning and assessing their performance in the classroom. Thus, the literature review is mainly concerned with the role of classroom assessment and the relationship between classroom assessment practices and learning. The following section clarifies some terminology and explores the links between assessment and learning with young language learners in the EFL context through a review of literature on experiences of assessment with primary-age learners. 2.2 Definitions of assessment and classroom-based assessment In this section, the definition of the term assessment is provided and the definition of classroom-based assessment (CBA) is discussed to provide more details of the relationship between assessment and learning in classrooms. In the educational context, the term assessment is often associated with testing for most of the teachers, learners and other stakeholders. However, testing is only one element of assessment and it actually encompasses a wider range of factors from tests to dynamic and collaborative activities and tasks. Therefore, it is necessary to clarify the difference between assessment and testing before looking at the definition of classroom-based assessment(Oksana: insert page numberà ¢Ã¢â€š ¬Ã‚ ¦what?). 2.2.1 The distinction between assessment and testing Ioannou-Georgior and Sophie (2003: 4) provide a broader interpretation of assessment; they describe assessment as a general term which includes all methods used to gather information about childrens knowledge, ability, understanding, attitudes and motivation. Assessment can be carried out through a number of instruments (for example, test, self-assessment), and can be formal or informal. This definition suggests that teachers may use both formal and informal methods to collect information in relation to learners performance, such as their ability and attitudes, as an evidence of learning. Ioannou-Georgior and Sophie (ibid) point out that assessment refers to all kinds of methods, whether they are formal or informal, with the aim of collecting evidences of learners learning.(Oksana: similar to above, suggestion: remove it) The studies of Rea-Dickins(2000), Lambert and Lines (2000) go further to suggest that assessment is a constant ongoing process rather than a onetime thing. Rea-Dickins (2000) illustrates assessment as the general process of monitoring of keeping track of the learners progress. (p. 376). She highlights that such process is a continuous method to monitor the learners performance. Lambert and Lines (2000) also show the similar view of point, they define assessment as the process of gathering, interpreting, recording and using information about pupils responses to educational tasks (p. 4) From their viewpoint, assessment is related to what teachers do during the process of teaching and learning, including gathering, diagnosing, recording and using information about pupils performance and feedback. As can be seen, assessment is a part of both teachers and learners life within classroom and is integrated to the process of teaching and learning. It is also used to monitor and respond to lea rners regular work, such as learning activities, tasks and tests. On the other hand, testing refers to a procedure that is used to measure learners ability by teachers and examiners (Rea-Dickins, 2000). According to Ioannou-Georgior and Sophie (2003), testing is a procedure with a certain objective and is used by teachers to assess learners performance in order to understand whether the learner has achieved this objective or not. They also point out that testing used tasks or exercises and assigns marks or grades based on quantitative results (p. 4) This seems to suggest that testing is one of the tools that used by teachers to assess their learners ability and is a way to demonstrate what learners have learnt. It also implies that testing is a onetime thing rather than an ongoing process. As can be seen, testing is a procedure with a certain objective and is used to collect quantitative results, in terms of marks or grades. It is used to measure what the learners have learnt and to check whether they have met their goal or not; meanwhile, assessme nt refers to all methods of collecting both quantitative and qualitative data in relation to learners performance and is a continuous process. (Oksana: Yes, but it is classroom based assessment specifically that does thisà ¢Ã¢â€š ¬Ã‚ ¦..what?)In fact, through clarifying the boundaries between testing and assessment may help us to get insight into the meaning and definition of classroom-based assessment. 2.2.2 Definition of Classroom-Based Assessment Classroom-based assessment is defined by Airasian as the process of collecting, synthesizing and interpreting information to aid in classroom decision making (2005, p. 2). He highlights the work that teachers need to take during the process of assessment in the classroom context, with the aim of supporting teachers in decision making, such as deciding what forms of assessment are most appropriate for gaining information about learners learning and measuring achievement. In classrooms, teachers collect data in relation to learners needs, strength, and weakness and try to interpret the information on the basis of teachers own beliefs, capacities and knowledge. They then provide help to learners and may be able to support individual learning needs. Such ongoing processes, including assigning grades, providing feedback and learning opportunities, and modifying the teaching and learning, are aiming to renew, keep track and record learners performance in the classroom. By doing so, teacher s may be able to enhance learners learning and help them to close the gap between their current status and their target level (Sadler 1989). Further, Mckay describes that classroom assessment or teacher assessment refers to assessment carried out by teachers in the classroom (2006, p. 140). He then notes that classroom assessment may be formative, for instance, when the purpose is to provide feedback to help learners improve learning, or it may be summative, when the purpose is to record and report pupils achievement and attainment (Rea-Dickins 2000). As can be seen, the purposes for classroom assessment may lead to using assessment information formatively or summatively by teachers. For example, they may need to use formative assessment to identify learner needs and use summative assessment to provide learners achievement to school authorities in the end of a school year. In fact, there are a variety of purposes for teachers to use classroom assessment. Rea-Dickins suggests three objectives of using classroom assessment: teaching, nurturing learning, and measuring learning (2000). In other words, teachers may use classro om assessment to modify their teaching methods and materials, provide appropriate help to learners and meet the bureaucratic demands. Classroom assessment plays a significant role in collecting information about learners learning and can also be used to support teachers teaching and learning (Rea-Dickins, 2001). It is a continuous and integrated process which can be planned in advance as well as be unplanned, such as observing learners language performance during the course of teaching and assessment activities. The roles of teachers may have an impact on learners learning in the classroom, whether as facilitators to develop learners language development or as assessors to measure learners language learning, (Rea-Dickins, 2008). Teachers may use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. It is important for teachers to develop classroom assessment skills and strategies, and bring about positive change in classrooms. The aims of adopting classroom assessment strategies are to support learners learning and te achers teaching, and to meet the ultimate achievement of the curriculum goals. Rea-Dickins (2001) provides a model of classroom assessment which illustrates teachers roles in four stages in the classroom assessment process (see Figure 2.1). It also reveals the fact that teachers may need to play a mediating role in order to deal with various demands from improving learning and modifying teaching. For instance, in stage 1, the Planning stage, teachers may be interpreters to explain the learning goals and assessment criteria with learners and evaluators to identify learners needs and levels. They may become supporter in stage 2 in order to scaffold learners and provide feedback to them. As for stage 3, teachers may also need to be interpreters to interpret the learning evidence and improvers to refine the assessment process; meanwhile, they may need to be reports to report and record the learning progress to administrative authorities. Stage 1: Planning Identifying the purpose for the assessment?(why?) Choosing the assessment activity(how) Preparing the learners for the assessment Who chooses/decides for each of the above Stage 4: Recording Dissemination Recording reporting progress toward NC Formal review for LEA or internal school purposes Strategies for dissemination of formal review of learners Stage 2: Implementation Introducing the assessment(why, what, how) Scaffolding, during assessment activity Learner self- peer monitoring Feedback to learners(immediate) Stage 3: Monitoring Recording evidence of achievement Interpreting evidence obtained from an assessment Revising teaching and learning plans Sharing findings with other teachers Feedback to learners (delayed) Figure 2.1 Process and strategies in classroom assessment  [1]   However, teachers may not be able to predict the complex interaction between these two assessment purposes before actually implementing the assessment active. For instance, teacher-planned summative assessment may also provide formative assessment opportunities for students during the teaching process. Rea-Dickins (2006) points out that the boundary and interaction between formative and summative purposes of assessment cannot be identified in any watertight way in advance, as they will unfold and be enacted through the classroom discourse (p. 183). As can be seen, teachers need to be flexible with their classroom assessment practices and be able to use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. Thus, it is important for teachers to understand the functions of both formative and summative assessments and how to use them to modify their teaching, enhance pupil achievement, and report to school authorities, parents and other stakeholders. 2.3 The Functions of Classroom Assessment: Formative and Summative Assessment On the basis of the definition of classroom assessment (2.2), classroom assessment may be used as a variety of instruments by teachers to collect data in relation to learners needs, ability, knowledge, understanding and performance in the classroom. This seems to imply the primary role teachers play in classroom assessment process and the importance of linking formative and summative assessment to effectively enhance learners learning and report it to other stakeholders, including parents, other teachers, learners themselves, and school authorities. In this section, the functions of classroom assessment, in terms of formative and summative assessment, will be discussed, particularly with assessment for learning, through a review of the literature in relation to the role of both formative and summative assessment in classrooms. 2.3.1 The Role of Formative and Summative Assessment Classroom teachers are in the front line of assisting learners to develop their ability and enhance their learning, thus, it is crucial for teachers to recognize the different functions and characteristics between formative and summative assessments and to integrate them into everyday teaching and learning. Harlen and James (1997) share the different roles of formative and summative assessment in classroom assessment. They urge the need to distinguish the differences between formative and summative assessment, in terms of the functions and characteristics, and then connect and wave them together. To reveal the complexities of the differences between formative and summative, some research reports have provided a variety of interpretations to help teachers to clarify the concept of formative and summative assessment. According to the report of Task Group on Assessment and Testing, known as TGAT, it defines formative and summative assessment through clarifying the different purposes and timing between them. For formative assessment, teachers may use it to understand the the positive achievements of a pupil (DES/WO, 1988, para. 23) (Oksana: This is quite an old reference, is there anything newer/more recent on this point?)and then plan their teaching in order to help the pupil to reach to the next step. It highlights the dynamic process of teaching and learning in the classroom and more importantly, it points out the future direction through using the results of assessment. Formative assessment is a continuous process of adjusting teachers teaching and learners learning; meanwhile, summative assessment is used for systematic recording of learners overall achievement. In other words, teachers may use summative assessment to note learners performance, such as recording the grade or scores of teacher made and standardized tests, after a certain period of time. In 2001, Clarke expressed similar views in providing a clear illustration for formative and summative assessment: If we think of our children as plantsà ¢Ã¢â€š ¬Ã‚ ¦summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but, in themselves, they do not affect the growth of the plants. Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants directly affecting their growth (p2). As can be seen, the main function of formative assessment is to nurture pupils and improve learning, which is a continuous process of interaction between teachers and learners. For instance, in classrooms, teachers provide guidance for learners toward improvement through formative assessment feedback during the processes of teaching and learning. As for summative assessment, it takes place after the teaching and learning. Teachers may grade or make judgments in relation to learners learning in order to inform and report to other stakeholders. In the classroom, teachers use formative assessment to help learners learning as well as modify their own teaching methods and materials. They also use summative assessment to assign grades and report attainment at the end of a school year for administrative purposes (Bachman Palmer 1996). As such, formative assessment requires the ability of the teacher to diagnose learners performance, in terms of what causes him or her to get struck, and to help learner to understand what to learn, how they learn, and how well they have learned. 2.3.2 Formative Classroom Assessment: assessment for learning More recently, the focus of the classroom assessment studies has shifted from forms of test to the interactions between assessment and classroom learning. This shift also highlights the importance of the improvement of learning through formative teacher assessment. Black and Wiliam (1998) review a variety of past research studies in relation to classroom formative assessment. They point out that several empirical studies show evidence to support the claim that improving formative assessment do raise standards and help pupils learning, particularly with low ability pupils. They also present evidence in relation to how teachers use formative assessment practices and strategies to enhance pupils learning in the field of general education. A broader explanation of formative assessment is provided by Black and Wiliam, they illustrate that all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (1998, p.7). Their interpretation not only points out that formative assessment activities can be used by both teachers and learners but also indicates how teachers and students use feedback to adjust the teaching and learning. From this perspective, formative assessment is embedded in teaching and learning and can be used to prompt learner learning. Key formative assessment strategies, such as effective teacher feedback, teacher scaffolding, self- and peer- assessment, and raising learners self-esteem and motivation, may be integrated and embedded within teacher-learner(s) interactions(Rea-Dickins 2006). As can be seen, the activities that conduct by teachers, such as observation, teacher made tests, take-home tasks, and learners, including self- and peer- assessment, would provide information to help both teachers and learners improve themselves. Further, Brindley (2001) points out formative assessment should undertake by teachers during the learning process, by doing so, teachers can use the results to improve instruction (p. 137). In addition, Sadler (1989) connects formative assessment with feedback and believes that feedback to teachers and to learners are separate. He suggests that the aim of using feedback for teachers is to diagnose learners performance and modify their teaching in order to help learners to enhance their abilities; meanwhile, for learners, the purpose of using feedback is to monitor their performance and understand their own learning weaknesses and strengths. Further, Tunstall and Gipps (1996, p.393) identify two types of feedback used by teachers in classrooms: evaluative and descriptive feedback respectively. They suggest that the former seems to be more close to affective and conative (effort-based) aspects of learning with a performance goal, whereas the latter places the emphasis on the cognitive development with a mastery goal. Teachers act as facilitators in providing descriptive types of feedback, such as making suggestions and questioning as part of discussion, rather than directing (p. 401). As can be seen, there is a greater links between descriptive feedback and formative assessment. However, Torrance and Pryor (1998) point out that teacher feedback may have a negative influence on learners, for instance, when the teacher tries to correct learners mistakes which may lead to the impression of learners producing wrong answers. It may even be seen as criticism by the pupils and discourage learners self-esteem. Further, teacher feedback with praise may result in encouraging competition among learners instead of increasing learners motivation. Thus, it is important for teachers to recognize the influences and impact of formative assessment feedback on learner motivation and self-esteem. To sum up, classroom assessment is used by teachers to collect data in relation to the process and attainment of learners with aim of responding to individual needs and curricular demands. Formative assessment is crucial in enhancing learner learning and closing the gap between learners actual level and potential level. The following section explored assessment of young language learners in a foreign classroom context through review of past research studies in relation to classroom assessment in practice. 2.4Research on Assessment of Young Learners in the EFL Classrooms In this section, the relevant research studies of classroom assessment of young language learners are explored, followed by introducing a unique Taiwanese educational context, in terms of learning English in private ESL schools, as the classroom assessment context in this research. 2.4.1 Classroom Assessment of Young Language Learners Rea-Dickins (2000) points out that since the 1990s research studies in relation to assessment for foreign language learners has been more in evidence (e.g., Low et al., 1993; McKay et al., 1994; Edelenbos and Johnstone,1996; Breen et al., 1997; Leung and Teasdale, 1997). Language Testing proposes a special issue that is focusing on assessment for young language learners, who ages 5 to about 12, in the school system. The key idea of these reports in this issue is related to a variety of purposes for assessment for young language learners within an early years language learning curriculum which results in raising the awareness of wider issues in relation to assessment of young language learners, such as how the validity of classroom-based assessment is achieved. Teadeale and Leung (2000) draw the attention to the validity of implement alternative assessment and monitoring learners learning performance through teacher assessment. Rea-Dickins and Gardner (2000) also look at the same issue in relation to the implementation of formative classroom assessment, in terms of keeping track of learners language development, in the English as a Second Language (ESL) context. Their findings suggest the potential variables which may influence the validity of teacher assessment during the assessment procedure. This is followed by Gattullo who explores the way to implement formative assessment in the Italian primary foreign language classroom, where English is taught since grade 3 (age 8). She investigates different formative assessment processes through analyzing classroom assessment discourses and she also observes the everyday interactions between teachers and learners. The results suggest that instead of using formative assessment actions which may be m ore beneficial for learning, including observing process, examining product and metacognitive questioning; teachers use more common actions, such as questioning, correcting and judging. Continuing the theme of formative assessment of primary learners in the EFL context, Zangl (2000) provides the methods of assessment to gain information in relation to primary-age learners language skills. She argues that teachers may be able to draw a developmental picture for individual learners, including their general interactional skills and specific language skills, through ongoing assessment throughout primary school. Hasselgren (2000) looks at the innovative ways to develop materials, such as tests, teacher assessment, and learners self-assessment, which can improve both teachers and learners assessment skills in Norwegian primary schools. In the context of Norway, one significant difference is that there is no tradition of testing for young language learners due to local policy. This contributes to high-demand assessment methods, particularly in materials development and task design, and to the implementation of formative assessment, in terms of assessment for learning. Both teachers and learners are encouraged to develop their ability to assess. As can be seen, the national policy is one of important variables that influences teachers attitude towards integrating classroom-based assessment into their everyday language teaching. It is also crucial to take variables, such as learners prior cultural knowledge, teachers knowledge and ability in assessment, and the English curriculum, into account when assessing primary-age learners of English as a foreign language. Teachers should choose and design the appropriate assessment material for Young language learners. The material should be well adapted to learners cognitive and linguistic skills and to their interests. The work of Hasselgren suggests that classroom assessment may be influenced by a variety of factors, particularly by the national policy. These external elements, such as the government policy and English curriculum, may have direct impact on the implementation of assessment, teachers attitude towards classroom assessment and their classroom assessment practices in the EFL context. A brief history of primary school English education in Taiwan is explored in the next section to gain insight into a special English classroom in Taiwan. 2.4.2 ESL Program in Taiwan English teaching and learning for young learners has become increasingly important in Asian countries, such as Taiwan, China, Japan and Korea, where learners study English as a Foreign Language (EFL) over the past few decades. At this point it is useful to clarify some terminology before introducing the English educational context in Taiwan. The term English as a Second Language (ESL) used in countries, , such as Canada, North America and Australia, which refers to learners who are using English as the medium of instruction in school contexts but who are not English first language (L1) speakers (Rea-Dickins, 2000, p. 115). On the other hand, the term English as Foreign Language (EFL) refers to when English is taught to non-native English speakers in non- English speaking areas, such as Europe, Asia, and Africa. In 1997, the Ministry of Education (MOE) in Taiwan decided to implement curricular and instructional reforms in elementary and junior high school education. One of the most significant changes is that English courses are officially introduced in grade 3 (age 9) with two 40-minute lessons per week (Ministry of Education, Republic of China, 2010). Since then, learning English has become a popular movement for young learners from the ages of 5 to 12 across the country. Butler (2004) points out that some Asian countries, such as Korea, Taiwan, and Japan, have introduced English language instruction at the elementary school level, with special focus on oral communication skills. Although the officially suggested starting age is 9, most parents want their children to learn English as soon as possible. The assumption of the younger the better in foreign language acquisition is supported by many Taiwanese parents, who believe an early start will help their children to achieve greater profici ency. These factors above contribute to the significant growth in the number of cram schools and private language schools across the country over the last decade. Cram school also known as abuxiban in Taiwan are very common and popular in competitive Asian countries, particularly in Taiwan and Japan. The aim of these schools is to help pupils to enhance their achievement scores (Harnisch, 1994; Oneil Fukumura, 1992; Stevenson Stigler, 1992). In 1999, a report from China Central News, on 6 April 1999, stated that at least more than one quarter of elementary pupils attend private language institutions after school to learn English. Tsai and Kuo (2008) report that there are more than 5,000 cram schools in Taiwan. Most English cram schools offer additional after-school teaching to enhance pupils English ability. In particular, numerous so-called ESL schools aim to help Taiwanese learners to learn English as a Second Language (ESL) through using American elementary textbooks and teaching all subjects, including handwriting, computer, music, social science, reading, math, science, grammar, phonics and writing, in English. They also offer an ESL p rogram to kindergarten children of 3 years old up to students in grade 6 (age 12). In general, kindergarten pupils and grade 1 to 2 learners receive an average of 4 to 5 lessons a day, each 30 minutes long. As for grade 3 to 6 learners, they receive approximately 2 to 3 lessons a day due to their longer elementary school hours. Such ESL schools provide a unique educational context to investigate these ESL English teachers perceptions of classroom assessment and their own classroom assessment practices.

Stanley Kramer’s Inherit the Wind :: Stanley Kramer Inherit the Wind

Stanley Kramer’s Inherit the Wind    History is consistently used in films as a technique to teach the values and morals of events that occurred. But what’s the point in teaching history through films when they are terribly fictional? In films, the director finds the best scheme to intrigue their audience only by changing the actual event to satisfy their interest. This is true for Stanley Kramer when he made the history of John Scopes and his â€Å"monkey trial† into a film called Inherit the Wind. Kramer knew the exact stereotypical â€Å"Hollywood history† his audience enjoyed. The trial itself had a series of conflicts, the main one being evolution vs. religion. Yet there was also a series of tensions throughout the movie, including the argument between individual vs. society. The same themes from Inherit the Wind can also be seen from the actual â€Å"monkey trial† event in Dayton, Tennessee. It is sometimes said that truth is stranger than fiction and according to this film, truth is al so stronger than fiction. Inherit the Wind ignored the true dramatic moment, which is essential to the actual trial that happened in Dayton, Tennessee. Kramer even portrayed his own opinion of this trial in this film. The truth was so distorted in the film so now the argument is not individual vs. society or evolution vs. religion but history vs. fiction. Inherit the Wind is set in the little town of Hillsboro when Bertram Cates (played by), a biology teacher, was thrown into prison for teaching Darwin’s theory of evolution. Two famous lawyers were behind this case, Henry Drummond (played by) as the defender and Mathew Harrison Brady (played by), as the prosecutor. Mathew Harrison Brady who was â€Å"voted 3 times for a presidential candidate† was sent to Hillsboro is carry out the job as a prosecutor for this trial. As for Cates, a journalist from Baltimore Herald by the name of E.K. Horrbeck willingly provided a lawyer named Henry Drummond for him. Horrbeck was inter ested in the Cates, expecting to make big bucks from this big â€Å"media† case. The two opposing lawyers, Drummond and Brady, were Kramer’s two main characters, both with different opinions on how humans arrived on earth. Drummond supported the evolution theory, while Brady, the creation theory. In this film, Kramer distorted the facts of the actual trial to make this film more of a drama than a history documentary.

History of Non Profit Horse Rescue Essay

At present, there are plentiful of non profit organizations for horse rescue and all of them share the same goals and objectives. These organizations’ main goal and mission is to provide rescue, rehabilitation, foster care, and have a positive environment for those horses and equines that have either been abandoned, abused, unwanted, mistreated, neglected, tortured, retired, or are at risk of going to slaughter. Each non profit organization for horse rescue has its own history. Before long, horses and equines were used for transportation. In 1950’s when motorized vehicles were becoming more practical and affordable, horses were replaced as means of transportation by these lower maintenance and faster vehicles. Because of this, many horses were abandoned and neglected and were being sent to slaughter. Thus in 1952, a non profit horse rescue organization called HorseWorld was established to take care of the many working horses whose jobs were taken away and replaced by the motorized vehicles (HorseWorld, 2008). May wild horses or mustangs or more accurately termed as feral horses freely roam on public lands in several states of America like Arizona, California, Idaho, and Wyoming. But the numbers of mustangs were declining as time passes. Mustangs are horses whose ancestors were domestic horses that first arrived in America with Christopher Columbus on his voyage in 1493 (Lifesavers Inc. , 1997). Many of these domestic horses were freed or escaped from early explorers, native tribes, etc. to become free-roaming horses all across America. In order to protect and rescue these horses, the Wild Free-roaming Horse and Burro Act was passed by Congress in 1971 and many non profit horse rescue organizations have come out to protect, manage, and control wild free-roaming horses on public lands. One of these organizations is the Lifesavers Wild Horse Rescue. There are many other non profit organizations that protect and rescue not only horses but also dogs and cats from dangerous situations. The important thing is that these organizations give a chance for these animals to have a better life. This reflects how these animal rescue organizations give value to the rights of animals to safety and just treatment.

The Nicaraguan and Cuban Revolution

Nicaragua, the state with the least â€Å"fertile dirt for the proliferation of Left groups† , was the lone state where a revolution prevailed following the Cuban Revolution ( 4 ) . Despite many similarities between Cuba and Nicaragua, they established rather distinguishable revolutions. InSandinista, Matilde Zimmermann, frequently compares and contrasts the FSLN motion with the Cuban Revolution. In add-on, she besides provides non merely a thorough survey of the military and ideological leader Carlos Fonseca, but offers insight into the development of the FSLN. Unlike the Cuban Revolution, the Nicaraguan revolution under the leading of the FSLN was chiefly a societal revolution. Harmonizing to Zimmermann, the FSLN of Carlos Fonseca was responsible for mobilising the Nicaraguans into a societal revolution. However, following Fonseca’s decease, Zimmermann attributes the death of the revolution to the fact that the Sandinistas failed to follow Fonseca’s vision. Although Cuba and Nicaragua both suffered from inhibitory and weak democratic establishments, their revolutions are distinguishable. On the one manus, Cuba experienced a political revolution. The societal ends of the revolutionists were 2nd to the political 1s and remained mistily defined even after 1959. The revolution in Nicaragua was a societal revolution. The bulk of the Nicaraguan population massively supported the actions of the FSLN. The same can non be said about Cuba, where the bulk of the Cuban population was non mobilized by the Rebels. The radical battle against Somoza was marked by category struggle and the resistance against Batista was non. Despite the differences, the Cuban revolution in peculiar the leading of Che Guevara and Fidel Castro had a important impact on the development of Carlos Fonseca’s political political orientation. Zimmermann argues that the Cuban revolution had a profound influence on Fonseca’s thought and the Sandinista motion ( 9 ) . The voluntarism of Che Guevara and the personal appeal of Fidel Castro captured the attending of Third World hereafter revolutionists. For Fonseca, the triumph of the Cuban Revolution convinced him that revolution was possible and that a new organisation was needed to take it ( 56 ) . Fonseca found a hero in Che Guevara and became influenced by Che’s Hagiographas. Fonseca set out to double the Cuban triumph in Nicaragua. Similar to Fidel Castro’s usage of Jose Marti in Cuba, Fonseca appealed to the nationalist image of Augusto Sandino. Sandino’s battle in the 1930s divine Fonseca and as a consequence Sandino became a Nicaraguan rallying symbol for the revolution ( 61 ) . Fonseca’s political authorship remained committed to both socialist revolution and national release from imperialism. Sandino and Che Guevara were the two most of import influences on Fonseca’s political idea. Guevara’s Marxism and Sandino’s patriotism became rooted in a motion capable of doing a successful revolution. Carlos Fonseca’s political political orientation became woven into early FSLN literature and philosophy. Carlos Fonseca was really much the motivation force behind the Sandinistas. In the Historic Program, Fonseca outlined his doctrine of encompassing the experiences of the Nicaraguan workers and provincials. This doctrine was cardinal to the FSLN initial platform ( 208 ) . Unlike the 26th of July Movement, whose forces merely represented a minority of the Cuban population, the Sandinista alliance was genuinely representative of the lower sector of Nicaraguan society. From the get downing the FSLN was organized chiefly to stand for workers, provincials, and the urban hapless. They believed in educating the lower category by transfusing in them an apprehension of Nicaraguan history, which taught them about the Nicaraguan battle against imperialism ( 191 ) . In add-on, this doctrine contributed to the entreaty of the FSLN and helped mobilise immature activists. Throughout the sixtiess, Fonseca and the little group of vernal revolutionists launched a guerrilla motion. Fonseca helped form g uerilla units, recruited clandestinely for future action, and endured prison. Despite the frequent lickings, Fonseca’s strength and dedication to the cause helped keep the integrity of the organisation during long periods of belowground being. In the late seventiess, the members of the FSLN became divided and frequently argued over scheme and tactics. Zimmerman demonstrates that Fonseca understood the grounds for the divisions and differ with the cabals ( 184 ) . In 1975, Fonseca returned to Nicaragua to repair the rifts in the FSLN and to re-validate his leading. However, Fonseca died on his manner to a jungle acme meeting he called with the purpose of mending the divisions. Following his decease, the factional struggle became significantly worse. The three different cabals in the FSLN: the Insurrectional Tendency, the Prolonged People’s War, and the Proletarian Tendency, strayed off from the Historic Program designed by Fonseca ( 208 ) . In add-on the FSLN became more moderate. Zimmerman argues that the 1978 revision of the 1969 Historic Program foreshadowed a continual series of via medias intended to lenify the national businessperson resistance ( 208 ) . The FSLN bit by bit abandoned their ain radical docket. In 1979, the Sandinistas succeeded in subverting the Somoza government. The FSLN without Fonseca lost Fonseca’s focal point on apprehension and reacting to hapless Nicaraguans and their diverse signifiers of development. Rather than prosecuting them as radical topics, they made the multitudes the object of radical policy, a displacement that produced opposition instead than dialogue. In add-on, the arguments that gave rise to the FSLN cabals remained integral within the nine leaders of the National Directorate ( 226 ) . The Directorate lost sight about what was best for Nicaraguan workers and provincials. Although the FSLN claimed to be regulating in the involvement of workers and provincials, their refusal to convey new leaders from oppressed societal categories to the Directorate did non back up their claim. In the 1990s, National Directorate led to another split. That, along with the civil war took a important political toll on the FSLN. In February 1990, after a disruptive decennary in power, the FSLN was voted out of office when Conservative leader Violeta Chamorro round Daniel Ortega in the presidential race ( 228 ) . By taking to concentrate on the political vision and political orientation of Carlos Fonseca, Zimmermann was able to explicate the flight of the Nicaraguan Revolution as a gradual procedure. Carlos Fonseca was influenced significantly from the successes of the Cuban Revolution. Although certain facets of the Cuban Revolution were different, it did supply Fonseca with a political design of how he planned on conveying about a revolution in Nicaragua. Fonseca’s thoughts were to a great extent influenced by the instructions of Che Guevara and Augusto Sandino. He chose to concentrate on the Nicaraguan workers and provincials. This doctrine became the FSLN initial political platform. The early FSLN under Fonseca used this platform to make out to the laden categories and mobilized them against the Somoza Regime. Following the decease of Fonseca, the FSLN in power became more moderate, to a great extent divided, and bit by bit strayed away from Fonseca’s vision. By 1990, the FS LN had wholly changed. They still honored Fonseca as a radical icon, but they no longer incorporated his doctrines into their policies. The FSLN in power shifted off from the involvements of the workers and provincials which created much opposition. Zimmermann finally argues that it was the Sandinistas’ treachery of the thoughts and illustrations of Carlos Fonseca that attributed to the death of the revolution.

AP Capstone Essay Essay Example

AP Capstone Essay Essay Example AP Capstone Essay Essay AP Capstone Essay Essay In order for women to purchase clothe Eng, money was an element that separated wealthy fashions from poor fashions. William Norwich h, Times Style Entertaining editor, claims that the runners of New Works fluidity is cash, and the society of cash is fashion(Norwich 7). He believes that the way we talk about money is I n resemblance to how we talk about fashion. This statement is true for the 19th century where different fashions corresponded to how much money an individual has, however this perception n has changed over time Throughout the 19th century, people could easily identify whether an individual al strictly belonged in the upper, middle, or lower class based on their clothing; however re, overtime, women have gained the freedom to determine what clothing they want to we r despite their economic class. In the 1 9th century, wealthy people participated in balls, went to theatres, attended operas, enjoyed concerts, viewed horse races and art exhibitions, and went to luncheons. All these events differ in activity, however they all possess one similar classification on an elegant dress code. In order to be seen as being in the upper economic class, proper fashion attar IS a must. These were set social norms that people lived with, usually wealthy Poe peel. According to the Victorian Albert Museum, fashions worn by the wealthy reflected their I ivies and aspirations (V 1). This was their way of life and what people usually lived f or. Meaning that their life value depended on if they had access to appropriate clothing for the time period and had an ability to maintain inclusion in the upper economic class. This put a lot of pressure on women in this century, where they prepared for numerous hours for events t hat they were going to attend for an hour or so. This popular culture of elegant clothing for extra again events created a society where the amount of money defined whether an individual Was in the upper class or not. Careers such as dressmakers and tailors thrived since they been fitted tremendously from many wealthy men and women who required these services for their eve ready clothing. But what was fashion like for the middle class or lower class in the 1 9th cents woman who was poor in the 19th century maintained a sole purpose to survive e and provide for their families. Due to the lower classs consistent need to survive and work, fashions of the [1 9th] century were not practical for working women (Tussling 3). Women esp. NT all day constantly moving, and the extravagant dresses of the wealthy werent specific ally fit for high class women. Socially and economically, women of the lower class were display cede and this culture influenced women to wear fashions fit to their economic class. The luxuries of the wealthy were things that they desired, but they couldnt economically afford b cause the little money they made was focused on eating and paying important bills. Women I n the middle class however, possessed clothes similar to wealthy, but they werent usually as ext ravaging or the same elegant fabrics of the wealthy women. Overall, during the 19th century, fashions of extravagant dresses and elegant clothes resembled wealth while fashions of s implicitly and comfort resembled the middle class and poor. Today, in the 21st century, the wealthiest of Americans are either lawyers, physicians/ doctors, or married into the wealth ( NY Times 1). Of these wealthy American s, do they carry the legacy of the 1 9th century, where fashion symbolized their weal the? Overtime the definition of fashion has altered drastically. Many wealthy people of America t happily wear regular clothing through online shopping, thrift stores, or other common SSH popping locations such as Macys and etc (Adrian 6). The focus has shifted from traditions Of lee gang and extravagant clothing for simple events such as horse races and luncheons, an d has shifted to rather simple clothing (usually composed of Theists and jeans) to basketball g Ames, sporting events, or other common activities. In todays century, fashion has rather beck mom more of an art rather than an outlet for wealthy, rich people. More wealthy people that are I n the top 1 percent of America usually are focused on their careers and making money. For exam peel, the Dallas Mavericks owner, Mark Cuban, wears a simple Mavericks This that supports is team and jeans on a daily basis, but he owns a 765 million dollar basketball team gyms bobbling his extreme wealth ( ESP. News Services 2). His fashion is similar to an average A American Mavericks fan. The only thing that separates Mark Cuban from the average A American is his ownership of a multimillion dollar basketball team. Rather than fashion reflect ting ones wealth, like in the 19th century,currently people in the lower or middle class can wear clothes that resemble clothes Of the wealthy, while people who are wealthy can wear clot hinge that one would identify as middle or lower class. This differs the 19th century where this free doom of choosing how clothing reflects ones economic level wasnt present. However an individual al sets themselves out to be, essentially establishes economically where they stand including the choices they make in life good or bad. Whereas in the 1 9th century if you were born p or, you were usually stuck poor; however, in the 21st century, if you are born poor, but word k hard to gain a quality education and apply certain aspirations in life, qualifies one to establish h themselves anywhere in the economic hierarchy whether its upper, middle, or lower class So the question is, what changes have occurred over time? Well, during the 19 the century, the amount of or lack of money defined who and where you were in society s socially and economically. Wealthy people are all over America, but sometime we wouldnt be able to spot the difference from an extremely wealthy American to a normal, average Name Rican just by looking at the type of clothing they wear. Also someone who flak nuts wealthy c looting/fashions isnt essentially as wealthy as they appear to be. Now currently in the 21st Cent turn, the century of change and innovation, has shifted from traditional norms to more opening d and intuitive thinking. Many people find very nice and presentable clothing from simple pal sec such as thrift stores and other name brands that arent as expensive. Our society has become me less vain and has began to focus on ways to express themselves through clothing based on per sonar preferences, In contrast to previous times, where your fashion solely defined who you are. D urinating 19th century, fashion dominated wealth, however in the 21st century, despite echo ionic level, one can dictate their fashion style. Fashion has become a way of one expressing them selves, as theyre re many different styles (hobo, nerd, memo, gothic, preppy, etc. In comparison n to the 19th century where there was one traditional style. As Coco Channel stated, and hi chi still lingers on today is that, fashion changes, but style endures. The main focus of the research was to effectively provide information on ha t caused and initiated the change of womens fashion over time throughout the 19th c entry in comparison to the 21st century. Initially, I believed that money didnt affect fashion any did fervently than it did in the 19th century versus now. After approaching and reviewing the con mimic classes of the 19th century and its effect on womens clothing my perception about women s fashion and its connection with money changed. Throughout the 1 9th century, there was a h age divide between the have and the havent. This illustration of the have and havent was high helmeted through the wealthy ability to possess extreme amounts of luxury items and the ability t o travel and enjoy life worry free. The wealthy were also well clothed to an extreme, so there WA s an undeniable and obvious difference in the fashion of the upper class and the working class women. With that Egan to realize that money was a tool in determining where one stood con amicably in the 19th century whereas in the 21 SST century this establishment of economic class sees based on fashion was more liberal and varied. When writing at first, I solely focused the simple connection between money and fashion. I failed input multiple perspectives and view nuts that all contribute to an argument. Was simply stating information that I learned and not essentially presenting an argument. Not only did this make me have to reevaluate what I was communicating but it was also a huge learning experience in understanding how to draw injections between outside viewpoints. Varied viewpoints werent the only t hinge that changed my initial views of fashion overtime, but diverging opinions such as crediting t genealogical advances for the widespread liberal like feeling and freedom of clothing for w omen often emerged. This may have helped produce an abundance in the amounts of cool thing in society, however this is not the main and sole reason of why women began to wear a variety of clothing. With social movements such as the Womens Rights Movement and the wide parade popularity of affordable thrift shopping enhanced and allowed women of all socioeconomic ICC classes to wear what they desired. This diverging opinion helped enrich my opinion and Reese rich, and made me think of our research problem thoroughly because it opened my viewpoint to different lenses and realize how fashion effected all sorts of political, scientific, social, ethical, con mimic,and other perspectives that Ive previously didnt consider in researching. With looking a t historical museums, such as the Victorian and Albert Museum, that described the con mimic divide between classes to observing how individuals with power and influence shape how we think of fast ion assisted in learning how fashion changed. By selecting evidence that truly sup ported my claim, analyzing and evaluating this evidence, and understanding the context and the e argument, I realized how fashion was much bigger than just a simple piece of decorated material. With all the new perspectives, diverging opinions, and new discoveries , was able to conduct research on the factors that attributed to the change of fashion overt mime. Our group decided to approach the research question by picking different lenses that woo old deem to be necessary in truly understanding the effects of fashion overtime. Our group c NC duded that the historical, ethical, religious, social, and economic lenses accurately establish a well structured argument. The difficult part of this component was ensuring that throughout our research that we were essentially on the same page throughout the entirety of the project. Co mining together our group decided to write our theses and a main idea of our topic in order to all effectively understand what was going on throughout the research. This was an effective choice because was able to understand fully the whole idea of the project which assisted in la term creating a thesis for our group paper. We came up with a thesis that covered all of our claims under three main points. The steps taken throughout the research were all focused in ensuring that the group continued to cohesively be on one page. Overall, I was satisfied in the way our group worked together in order to understand the effects on fashion. This procedure of eke ping in mind to be on the same page helped our research, analysis and presentation to be executed in a preserve manner.

Government Essay Example | Topics and Well Written Essays - 250 words - 5

Government - Essay Example The names given to these government forms might vary depending on the state. However, the number, size and population also vary from state to state (Steytler 386). States do provide county governments with a various organizational structure. The county board has the power to govern most counties in a given state, although the name of this board varies from one state to another. Some of the commonly used names include county board of supervisors, the board of county commissioners, and the board of free commissioners. These members are popularly elected officials and that the state law strictly limits their legislative powers. However, their main responsibilities include deciding on the county budget, taxes, as well as zoning codes (Bowman and Kearney 107). In most counties, the county board supervisor has both executive and legislative authorities. The board members usually share the executive authorities with each member responsible for a different county unit and officers who are elected. The officers may include attorney, clerks, coroner, auditors, sheriff, recorder of deeds, treasurer, superintendent of schools and others (Steytler 28) County government further, issue licenses, supervise elections, keep records of vital statistics and over see many essential services including hospitals, sports facilities, as well as public welfare

Effect of sound on oyster Essay Example | Topics and Well Written Essays - 750 words

Effect of sound on oyster - Essay Example sts $15,000 $10,000 $10,000 $35,000 Total Direct Costs $72,498 $62,064 $64,130 $198,692 Indirect Costs (Overhead) $18,849 $16,137 $16,674 $51,660 Indirect Cost Rate (%) 26% 26% 26% 26% Total $91,347 $78,201 $80,804 $250,352 Budget justification Senior personnel and fringe benefits The PI is involved in three other projects of equal work load which implies that this particular project consumes 25% of his time. The result is that the project takes care of 25% of his annual income. A post doctoral research associate is contracted to provide services and technical advice on the growth characteristics of oyster and oyster eggs. He is expected to do an evaluation of the proceedings once every month. Since he is attached at the center, he is paid on service offered which results into twelve days in one year. The post doctoral research associate is therefore paid for twelve days as a fraction of a year depending on the annual income of the first, second and third years which are $37,000, $39 ,000 and $41,000 respectively. Two undergraduate students are required to set the experimental set ups and make necessary corrections depending on the emerging changes. They also maintain the system and ensure the preset conditions prevail (Preparing a budget: expert solutions to everyday challenges, 2009). The work of collecting and recording the information in terms of changes in mass and doing the statistical analysis is also for the two undergraduate students. This gives an annual pay of $10,500 each and translates to the annual $21,000 for both. The fringe benefits are calculated for the PI and the two undergraduate students who seem to be contracted on permanent or regular basis. The post doctoral research associate only provides his service once a month and is therefore not entitled to fringe benefits. For the PI, it is calculated as 27.5% of the salary while for the two undergraduate students, it is calculated as 7.65%. Supplies and services An amount to the tune of $20,000 is requested to take care of some of the materials such as seeds of oyster, food and special sound devices to be used in the aquarium (Ogden, & Goldberg, 2002). In the first year, the cost is estimated at $10,000 since some of the requirements are onetime costs and will only be incurred in the initial stages. The subsequent years are allocated $5,000 each for provision of the maintenance requirement for the project. The costs incurred here include all the consumables and disposable during the project (Hood & Husband, 2002). Travel For year 1, the PI requests $2,000 to take care of travel expenses as he seeks to use the ABC center for the study. The travel expense will also include collaborative travel expenses to set up and run the system for all the other participants including the undergraduate assistants and the post-doctoral research associate (Blomquist & Newey, 1999). During the second year, the cost decreases to $1,500 as there are reduced travel cost