Assessment Strategies Paper Essay Example | Topics and Well Written Essays - 750 words

Evaluation Strategies Paper - Essay Example The last viewpoint that should be acutely considered is the assessment devices to be utilized. The FLEXnet course can utilize various instruments as a result of the understudy decent variety so as to comprehend the particular needs of every one of the understudies. Moreover, it turns out to be anything but difficult to recognize the qualities and shortcomings of the students. This implies the understudies will be assessed in various settings, either in the study hall, in gatherings, as people, and in their separation learning condition. The significance of individual assessment is that it enables the understudy to understand their individual shortcomings and quality. As recommended by Billings and Halstead (2009), diaries fill in as a significant assessment instruments particularly for a gathering of students that epitomize such assorted variety as the FLEXnet course understudies. Preceding the resumption of learning, the student is required to record their desires for the course just as the information that they have of the course. This stage offers the students a chance to communicate in a non-formal way. The perspectives on the individual students are not just significant in getting the opportunity to comprehend the student yet additionally encourage the appropriation of important educating approaches. Aside from the pre-class diary, customary assessments during the learning procedure are fundamental. For this situation, the student is required to record what they have obtained over the span of learning just as t erritories that require improvement (Oermann et al, 2012). These individual assessments guarantee that the understudies procure information, can interface associations with factors just as encouraging the staff in usage of understudy focused educating procedures. A thought of an assessment test is additionally significant so as to guarantee that the understudies are in line with what they realize. Working in gatherings can enable the student to upgrade their mindfulness in a gathering setting. A significant system for the FLEX net course is the utilization of gathering

Language Settings and Social Classes in Blood Brothers :: Blood Brothers Willy Russell Social Class Essays

Mickeys first line in the scene is mother are you going to open the draining entryway for sure he is just seven and is swearing as of now which shows that he could have had a harsh childhood and we as of now realize that the mother isn't off. The mother answers Mickey? addressing who it is Mickey at that point answers whats up mam did you think I was the lease man. the mother is clearly staying away from the lease man because of money related battle. He clarifies how he has been playing cow young men and Indians which appears he should not have numerous tows and has figured out how to utilize his creative mind. His mother asks where had he been playing not down the harsh end I trust which demonstrates she doesn't believe herself to be of a lower class. he discloses to her he was up close to the huge houses she reveals to him how she doesn't like him up there however she doesn't give him an explanation he addresses her furthermore, she advises him to quiet down which is a lower class word (lower standard English) at that point they goon to discuss how his mum used to work up there and she stops the discussion as though she doesn't need to discuss it. Mickey at that point returns out and begins to play again then Mickey breaks in rhyme The sonnet is showing that he needs to be much the same as his sibling he looks to him like the more remote he never had. The manner in which he says the sonnet appears as though he really needs to be capable to spit in somebody's eye structure 20 yards he thinks its satisfactory and it appears Sammy has been rehearsing. Sammy has a lair which shows he could be getting away from a mind-blowing truth. Sammy draws explicit pictures of women in the pool which shows he knows about sex what's more, the male and female life systems. Mickey swears in the sonnet dying again is the ordinary language due to his group and the territory he is living in. toward the end he shoots a fanciful Sammy which could appear indications of envy or he could simply be shooting Sammy as the injustice. The way that in the sonnet Mickey makes reference to how Sammy is permitted to play with matches and heads to sleep late which shows that there mother doesn't generally have authority over what her youngsters do. All the things Sammy did appeared to be adequate by the youngsters in the regular workers zone. Act 2 scene 2 Eddie approaches Mickey first in the scene sure and expected also, says hellow the w is stretching the vowel so he is utilizing

Dictionaries to the Rescue On the Importance of Words in a Post-Truth Era

Dictionaries to the Rescue On the Importance of Words in a Post-Truth Era In his 1946 essay, Politics and the English Language, George Orwell discusses the consequences and causes of sloppy language. Its  a vicious cycle: “[Language] becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts.” In this “post-truth” age of “alternative facts”, when we can’t seem to agree on the most basic principles, Orwell’s essay is more relevant than ever. We are hungry for accurate language, desperate to find some way to at least agree on what words mean, even if we can’t agree on anything else. Dictionaries, the stuffy authorities of the grade school classroom, are stepping up into the gap. As Katherine Rosman wrote in a recent New York Times article, dictionaries are making a comeback. People are returning to them as a touch-stone of authoritative knowledge. A dictionary is no longer simply a book that is too big to fit into your purse; it’s an active presence in political discourse, entering the conversation in real-time on social media. Merriam-Webster (@MerriamWebster) and Dictionary.com (@Dictionarycom) are not only defining words, but also providing biting political commentary. Rosman reports that, according to the head of Dictionary.com’s marketing department, “the intent is not to be political or partisan”, but rather to “demonstrate the relevance and usefulness of an expanded vocabulary”. This may be true, but here’s the thing. Language, and our use of it, is inherently political. In an atmosphere of confusing rhetoric and blatant falsehoods, the very act of defining a word is political. Rooting out bad habits in language is essential in the fight against oppression. As Orwell says, “If one gets rid of these habits one can think more clearly, and to think clearly is a necessary first step toward political regeneration: so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers.” If you needed any proof of the power of books, here it is. Words, and how we use them, matter. Dictionary.com and Merriam-Webster are not just entertaining and informing us. They are taking an essential step towards freeing us: giving us the tools, the words, to free ourselves. This is important work, and in a world where the president of the United States is a Twitter troll, it’s risky work that takes bravery and stamina. These dictionaries are part of a community of people and organizations with the audacity to use words with precision in the face of mendacious power. Where words come from and what they mean matters. The history of a word is the history of a concept, and thats the foundation of our ability to talk about anything. Certain forces would like to redefine key concepts like racism and religious freedom. Dictionaries are on the front lines of that battle. They may not have set out to be political, but like many other respected institutions (e.g. libraries and schools), at the moment the very act of continuing to fulfill their function is political. I started out being amused by Merriam-Webster’s tweets, but as time goes on I’m increasingly in awe. As a writer and reader, I believe in the power of words to help carry us through this turbulent moment in history. It’s incredibly comforting to know that those benevolent linguistic deities of my childhood, the reliable old dictionaries, are on side.

Male Dominance In Hills Like White Elephants and The...

Both Ernest Hemingway’s Hills Like White Elephants and John Steinbeck’s The Chrysanthemums portray oppressed female characters in the early 1900s. In Hemingway’s short, Jig is oppressed by her lover known only as â€Å"The American,† whereas, the main character in The Chrysanthemums, Elisa Allen, feels the weight of oppression from society (male dominated) as a whole. Although the driving force of the two women’s subjugation varies slightly, their emotional responses to such are what differentiate the two. Throughout Hills Like White Elephants, the American refers to his girlfriend only as Jig (which is a device used for measuring whiskey). This nickname implies that he sees her only as an object; a companion to his wolfish†¦show more content†¦It’s really not anything. It’s just to let the air in. (†¦) We’ll be fine afterward. Just like we were before† (pg 639). Although she does seem to struggle with the decision, it isn’t long until she relinquishes her objection, giving him authority over her morality and judgment. In The Chrysanthemum, Elisa Allen’s character is clearly the result of oppression in a male dominated community. Early on, Steinbeck makes it a point to establish her femininity (or lack there of) as the result of her marriage to, and life with, a common rancher and farmer: â€Å"Her figure looked blocked and heavy in her gardening costume, a man’s black hat pulled down over her eyes, clodhopper shoes, a figured print dress almost completely covered by a big corduroy apron with four big pockets to hold the snips, the trowel and scratcher, the seeds and the knife she worked with† (pg 1611). Elisa has obviously taken on a more masculine faà §ade due to her years spent on the farm. However, it seems apparent, both early on and later in the story that she has tried to maintain what femininity she has. She does not help with the ranch or the cultivation of the orchard, but rather tends to her own garden. Her reportedly stellar chrysanthemums represent her delicate side. By maintaining and ensuring a yearly exemplary flourish, Elisa sustains and nourishes her suppressed womanly essence. Although Steinbeck reveals that, â€Å"The

Impact of Social Networking Websites on Business - 2526 Words

IMPACT OF SOCIAL NETWORKING WEBSITES ON BUSINESS | Asheri George MatembeleApril 16, 2013 | Table of Contents Abstract 2 Introduction 3 Literature Review 3 Comparison of Social Networking Websites 5 Benefits of using social network websites for business 6 How to Use Social Networking Websites for Business 8 Problems Associated with Social Networking Websites 10 Conclusion 10 References 11 Abstract A social networking website is a social structure build-up of individuals or organizations called â€Å"nodes†, which are connected by one or more specific types of mutuality, such as friendship, common interest, financial exchange, dislike relationships of beliefs, knowledge, prestige and information. This paper focuses on social†¦show more content†¦MySpace is easy to use for anyone to submit profile information, even if they have lack of online experience. Comparison of Social Networking Websites There are several different social networking websites and hard to decide which are best for the business. Following figures and tables will give insight to choose suitable one for business somehow. Figure 1: Number of registered users on Major Social Networking Websites According â€Å"Figure: 1†, vast amount of users are registered in Facebook. Google+ and Twitter has only 25% of number of Facebook’s registered users. Businesses can be reached many targeted users on the Facebook easily more than other social networking websites. Figure 2: Percentage of Gender distribution by major social networking websites Benefits of using social network websites for business Businesses are getting insight about the benefits of using social networking websites to retain and attract customers. They began to see that their competitors are taking many advantages because of using social networking efforts, they quickly followed suit. Nowadays most of the businesses can be found on asocial networking websites. They are communicating with their customers and clients via social networking websites. They are updating their information or statuses and occasionally acting like they are a part of community. 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Research Study on Gender Bias in Education Free Essays

string(96) " given a general description of the study and asked whether they would be willing to volunteer\." Gender Biases in Education: Math Nicole S. Tester Bryant University Abstract This research project conducted was to find out whether women were more affected by gender based expectations than men. This was done by giving both young men and young women a simple standardized math test which most likely they had all been taught and exposed to in the past. We will write a custom essay sample on Research Study on Gender Bias in Education or any similar topic only for you Order Now This particular test was designed to be at or below the performance level of most college students. There was two versions of the test instructions, with one version providing information about men typically outperforming women on the test, and the other version stating the opposite. These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Does Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases. There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008). It was found that both sexes are more likely than ever to complete their high school education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth. Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies. Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender. This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with their gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses. There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told th ey will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods Participants Forty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer. You read "Research Study on Gender Bias in Education" in category "Essay examples" Each participant was tested individually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk. Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedures Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study. They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself. At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them. Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions. Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to collect data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit. It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participation and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above da ta. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study. When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperform the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math. The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from. This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relationship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion. Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test. Using a standardized that does not give anything in return to these participants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world. My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal. The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412 Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one) Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (example: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 – v3 )? = [pic]A. 5 – 2v6 [pic]B. 5 – v6 [pic]C. 1 – 2v6 [pic]D. 1 – v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3 How to cite Research Study on Gender Bias in Education, Essays

Reagans Address at Challenger Memorial free essay sample

A critique of former President Reagans address at the Challenger Memorial from a speech communications perspective. This paper discusses ethos, pathos and logos, the five canons, the organizational pattern, aspects of delivery, visual aids, audience, and strengths and weaknesses of Ronald Reagans speech. On January 28th, 1986, the spaceship Challenger was set to take off. NASA and the crew on board were ready, and the Challenger was launched. Only 73 seconds after takeoff, the Challenger blew up, killing all seven crew members. Ronald Reagan, the current president of the United States of America, gave a memorial speech for the Challenger crew that perished on January 31st, 1986. He spoke about the loss of the seven families and the loss of the nation as well. He described each member of the crew, saying what their achievements were, and why they were important to the team. He also said that the space program would continue, despite this tragedy. We will write a custom essay sample on Reagans Address at Challenger Memorial or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He said that every family member that he had spoken to felt that each crew member would have wanted it that way. Reagan spoke at the memorial because the explosion was such a shock.