Essay --

Summary RDA is a new content standard for resource description and access designed for the digital world. RDA supersedes AACR2; it builds on what was good in AACR2 and takes different approach to resource description. It focuses on user and the information they need. The guidelines are based on principles that guide not rule that constrict. When look at these principles, starting with â€Å"Convenience of the user,† it is clear that used terminology should be easy for users to understand. RDA provides more flexible framework to address the challenges of describing digital resources data that is compatible with existing records already in online library catalogs because of RDA’s foundations in the principles set by AACR. RDA is designed as an online product for use in a Web environment. It is based on Functional Requirements for Bibliographic Records and related new data models Instructions for recording data presented independently of guidelines for data display to provide mor e flexibility for records used in a variety of online environments. More â€Å"user-friendly" layout and formatting, with instructions written in â€Å"plain† English so that the code can be used more easily beyond the library world. It is important that information we provide to be bibliographically significant to the needs of our users. To standardize descriptions and the constructions of access points as much as possible. Such consistency increases the ability to push bibliographic and authority data worldwide. The International Cataloguing Principles expand beyond just author and title access to declare that we want to find resources by subject and even want to enable limiting a search or filtering a search by other criteria like language, country, date of publicati... ...the descriptive rules, some punctuation rules from ISBD, new 3xx MaRC codes, and the general concept of recording relationships. While the Scholastic library staff is far too small to allow drawing any concrete conclusions, the fact that the intern catalogers often produced RDA-compliant cataloging without ever reading an RDA rule is surely a hopeful sign that training new catalogers to use the new code will be relatively easy. If the basics of description, some punctuation, and the general idea of specifying relationships are likely to be understood immediately and done correctly with little more than a cursory introduction, training and teaching will be able to concentrate on those aspects of RDA that are more difficult to grasp. In addition, supervisors and teachers will be able to put increased emphasis on the important question of why the code is the way it is.

Carrie Chapter Eighteen

‘I came to kill you, Momma. And you were waiting here to kill me. Momma, I †¦ it's not right, Momma. It's not †¦ ‘ ‘Let's pray,' Momma said softly. Her eyes fixed on Carrie's and there was a crazed, awful compassion in them. The fire light was brighter now, dancing on the walls Up dervishes. ‘For the last time, let us pray.' ‘Oh Momma help me!' Carrie cried out. She fell forward on her knees, head down, hands raised in supplication. Momma leaned forward, and the knife came down in a shining arc. Carrie, perhaps seeing out of the tail of her eye, jerked back, and instead of penetrating her back, the knife went into her shoulder to the hilt. Momma's feet tangled in the legs of her chair, and she collapsed in a sitting sprawl. They stared at each other in silent tableau. Blood began to ooze from around the handle of the knife and to splash on to the floor. Then Carrie said softly: ‘I'm going to give you a present, Momma.' Margaret tried to get up, staggered, and fell back on her hands and knees. ‘What are you doing?' she croaked hoarsely. ‘I'm picturing your heart, Momma,' Carrie said. ‘It's easier when you see things in your mind. Your heart is a big red muscle. Mine goes faster when I use my power. But your is going a little slower now. A little slower.' Margaret tried to get up again, failed, and forked the sign of the evil eye at her daughter. ‘A little slower, Momma. Do you know what the present is, Momma? What you always wanted. Darkness. And whatever God lives there.' Margaret White whispered: ‘Our father, Who art in heaven-‘ ‘Slower, Momma. Slower.' ‘-hallowed be Thy name-‘ ‘I can see the blood draining back into you. Slower.' ‘-Thy Kingdom come-‘ ‘Your feet and hands like marble, like alabaster. White.' ‘-Thy will be done-‘ ‘My will, Momma. Slower!' ‘-on earth-‘ ‘Slower.' ‘-as †¦ as †¦ as it†¦' She collapsed forward, hands twitching. ‘-as it is in heaven.' Carrie whispered: ‘Full stop.' She looked down at herself, and put her hands weakly around the haft of the knife. (no o no that hurts that's too much hurt) She tried to get up, failed, then pulled herself up by Momma's stool. Dizziness and nausea washed over her. She could taste blood, bright and slick, on the back of her throat. Smoke, acrid and choking, was drifting in through the windows now. The flames had reached next door; even now sparks would be lighting softly on the roof that rocks had punched brutally through a thousand years before. Carrie went out the back door, staggered across the lawn, and rested (where's my momma) against a tree. There was something she was supposed to do. Something about (roadhouses parking lots) the Angel with the Sword. The Fiery Sword. Never mind. It would come to her. She crossed by back yards to Willow Street and then crawled up the embankment to Route 6. It was 1: 15 A.M. It was 11:20 P.M. when Christine Hargensen and Billy Nolan got back to The Cavalier. They went up the back stairs, down the hall, and before she could do more than turn on the lights, he was yanking at her blouse. ‘For God's sake let me unbutton it-‘ ‘To hell with that.' He ripped it suddenly down the back. The cloth tore with a sudden hard sound. One button popped free and winked on the bare wood floor. Honky-tonkin' music came faintly up to them, and the building vibrated subtly with the clumsy-enthusiastic dancing of farmers and truckers and millworkers and waitresses and hairdressers, of the greasers and their townie girl friends from Westover and Motton. ‘Hey-‘ ‘Be quiet.' He slapped her, rocking her head back. Her eyes took on a flat and deadly shine. ‘This is the end, Billy.' She backed away from him, breasts swelling into her bra, flat stomach pumping, legs long and tapering in her jeans; but she backed toward the bed. ‘It's over.' ‘Sure,' he said. He lunged for her and she punched him, a surprising hard punch that landed on his cheek. He straightened and twitched his head a little. ‘You gave me a shiner, you bitch.' ‘I'll give you more.' ‘You're goddam right you will.' They stared at each other, panting, glaring. Then he began to unbutton his shirt, a little grin beginning on his face. ‘We got it on, Charlie. We really got it on.' He called her Charlie whenever he was pleased with her. It seemed to be, she thought with a cold blink of humour, a generic term for good cunt. She felt a little smile come to her own face, relaxed a little, and that was when he whipped his shirt across her face and came in low, butting her in the stomach like a goat, tipping her on to the bed. The springs screamed. She pounded her fists helplessly on his back. ‘Get off me! Get off me! Get off me! You fucking greaseball, get off me!' He was grinning at her, and with one quick, hard yank her zipper was broken, her hips free. ‘Call your daddy?' he was grunting. ‘That what you gonna do? Huh? Huh? That it, ole Chuckie? Call big ole legal beagle daddy? Huh? I woulda done it to you, you know that? I woulda dumped it all over your fuckin squash. You know it? Huh? Know it? Pig blood for pigs, right? Right on your motherfucking squash. You-‘ She had suddenly ceased to resist. He paused, staring down at her, and she had an odd smile on her face. ‘You wanted it this way all along, didn't you? You miserable little scumbag. That's right, isn't it? You creepy little onenut low-cock dinkless wonder.' His grin was slow, crazed. ‘It doesn't matter.' ‘No,' she said. ‘It doesn't.' Her smile suddenly vanished, the cords on her neck stood out as she hawked back – and spat in his face. They descended into a red, thrashing unconsciousness. Downstairs the music thumped and wheezed (‘I'm poppin little white pills an my eyes are open wide/Six days on the road and I'm gonna make it home tonight!'), c/w, full throttle, very loud, very bad, five-man band wearing sequined cowboy shirts and new pegged jeans with bright rivets, occasionally wiping mixed sweat and Vitalis from their brows, lead guitar, rhythm, steel, dobro guitar, drums; no one heard the town whistle, or the first explosion, or the second; and when the gas main blew and the music stopped and someone drove into the parking lot and began to yell the news, Chris and Billy were asleep. Chris woke suddenly and the clock on the night table said five minutes of one. Someone was pounding on the door. ‘Billy!' the voice was yelling. ‘Get up! Hey! Hey!' Billy stirred, rolled over, and knocked the cheap alarm clock on to the floor. ‘What the Christ?' he said thickly, and sat up. His back stung. The bitch had covered it with long scratches. He'd barely noticed it at the time, but now decided he was going to have to send her home bowlegged. Just to show her who was boss.. Silence struck him. Silence. The Cavalier did not close until two; as a matter of fact, he could still see the neon twinkling and flicking through the dusty garret window. Except for the steady pounding (something happened) the place was a graveyard. ‘Billy, you in there? Hey!' ‘Who is it?' Chris whispered. Her eyes were glittering and watchful in the intermittent neon. ‘Jackie Talbot,' he said absently, then raised his voice. ‘What?' ‘Lemme in, Billy. I got to talk to you!' Billy got up and padded to the door, naked. He unlocked the old-fashioned hook-and-eye and opened it. Jackie Talbot burst in. His eyes were wild and his face was smeared with soot. He had been drinking it up with Steve and Henry when the news came at ten minutes of twelve. They had gone back to town in Henry's elderly Dodge convertible, and had seen the Jackson Avenue gas main explode from the vantage point of Brickyard Hill. When Jackie had borrowed the Dodge and started to drive back at 12:30, the town was a panicky shambles. ‘Chamberlain's burning up,' he said to Billy. ‘Whole fuckin town. The school's gone. The Centre's gone. West End blew up – gas. And Carlin Street's on fire. And they're saying Carrie White did it!' ‘Oh God,' Chris said. She started to get out of bed and grope for her clothes. ‘What did-‘ ‘Shut up,' Billy said mildly, ‘or I'll kick your ass.' He looked at Jackie again and nodded for him to go on. ‘They seen her. Lots of people seen her. Billy, they say she's all covered with blood. She was at that fuckin prom tonight†¦ Steve and Henry didn't get it but †¦ Billy, did you †¦ that pig blood †¦ was it-‘ ‘Yeah,' Billy said. ‘Oh, no.' Jackie stumbled back against the doorframe. His face was a sickly yellow in the light of the one hall lightbulb. ‘Oh Jesus, Billy, the whole town-.' ‘Carrie trashed the whole town? Carrie White? You're full of shit.' He said it calmly, almost serenely. Behind him, Chris was dressing rapidly. ‘Go and look out the window,' Jackie said. Billy went over and looked out. The entire eastern horizon had gone crimson, and the sky was alight with it. Even as he looked, three fire trucks screamed by. He could make out the names on them in the glow of the street light that marked The Cavalier's parking lot. ‘Son of a whore,' he said. ‘Those trucks are from Brunswick.' ‘Brunswick?' Chris said. ‘That's forty miles away. That can't be . . .' Billy turned back to Jackie Talbot. ‘All right. What happened?' Jackie shook his head. ‘Nobody knows, not yet. It started at the high school. Carrie and Tommy Ross got the King and Queen, and then somebody dumped a couple of buckets of blood on them and she ran out. Then the school caught on fire, and they say nobody got out. Then Teddy's Amoco blew up, then that Mobil station on Summer Street-!' ‘Citgo.' Billy corrected. ‘It's a Citgo.' ‘Who the fuck cares?' Jackie screamed. ‘It was her, every place something happened it was her! And those buckets †¦ none of us wore gloves†¦' ‘I'll take care of it,' Billy said. ‘You don't get it, Billy. Carrie ‘Get out.' ‘Billy-‘ ‘Get out or I'll break your arm and feed it to you.' Jackie backed out of the door warily. ‘Go home. Don't talk to nobody. I'm going to take care of everything.' ‘All right,' Jackie said. ‘Okay. Billy, I just thought-‘ Billy slammed the door. Chris was on him in a second. ‘Billy what are we going to do that bitch Carrie oh my Lord what are we going to-‘ Billy slapped her, getting his whole arm into it, and knocked her on to the floor. Chris sat sprawled in stunned silence for a moment, and then held her face and began to sob. Billy put on his pants, his tee shirt, his boots. Then he went to the chipped porcelain washstand in the corner, clicked on the light, wet his head, and began to comb his hair, bending down to see his reflection in the spotted, ancient mirror. Behind him, wavy and distorted, Chris Hargensen sat on the floor, wiping blood from her split lip. ‘I'll tell you what we're going to do,' he said. ‘We're going into town and watch the fires. Then we're coming home. You're going to tell your dear old daddy that we were out to The Cavalier drinking beers when it happened. I'm gonna tell my dear ole mummy the same thing. Dig.' ‘Billy, your fingerprints,' she said. Her voice was muffled, but respectful. ‘Their fingerprints,' he said. ‘I wore gloves.' ‘Would they tell?' she asked. ‘If the police took them in and questioned them-‘ ‘Sure,' he said. ‘They'd tell.' The loops and swirls were almost right. They glistened in the light of the dun, flyspecked globe like eddies on deep water. His face was calm, reposeful. The comb he used was a battered old Ace, clotted with grease. His father had given it to him on -his eleventh birthday, and not one tooth was broken in it. Not one. ‘Maybe they'll never find the buckets,' he said. ‘If they do, maybe the fingerprints will all be burnt of. I don't know. But if Doyle takes any of 'em in, I'm heading for California. You do what you want.' ‘Would you take me with you?' she asked. She looked at him from the floor, her lip puffed to negroid size, her eyes pleading.

Birds of Feathers Stick Together

I have never hunted day in my life,or even liked to watch hunting shows. But wen I saw a commercial for the television show Duck Dynasty, I had to watch just because it looked so hilarious. Now I watch the show every time its on, even the ones that I have seen over and over and still laugh just like its the first time seeing it. Duck Dynasty is for anyone that likes duck hunting,comedy,drama,and life lessons. Duck Dynasty focuses on a reality television hit on A&E Wednesday nights at 10:00 pm. Duck Dynasty's third season ‘s final episode brought in a 9. 6 million in viewers compared to American Idol, who had a 3. million in viewers in their last episode (James Hibber) . That makes Duck Dynasty the highest viewed reality television show. Phil Robertson established the family business. He crafted the first duck call in 1973, In a small run down shed out back of his home in Louisiana. Willie, Phil s' son with his business degree took and turned the small low budgeted operation and turned it in to a multimillion-dollar business the Duck Commander. Before the guys of Robertson family starter the Duck Commander business, they filmed their own hunts and sold them on video tapes. The Robertson family was also on the outdoor channel on a show called â€Å"BENELI PRESENTS DUCK COMMANDER† back in the 80's. Phil told ABC news †We use to have a reality show but it was just a bunch of rednecks shooting duck†. Patriarch Phil and Willie are only two of the Dynasty’s family members. Jase titled(Willies brother)and Jep(Willies other brother) also help with the family business. Jase is the COO of the company he he runs the manufacturing of the parts, Jase fabricates the calls making sure each one is finely hand tuned. Jase is always trying to pull some kind of shenanigan over Willies head and trying to get out of work. His motto is duck hunting,family,and god. Jep helps put the duck calls together, he is the editor and cameraman for the family business. He is able to think like a hunter behind the camera to catch excellent footage for their Duck Men DVD. Jep is Miss Kay baby . Miss Kay, Phil's wife is the head of the family. What Miss Kay says goes. Miss Kay is a little bit of aunt Bee and a hint of Roseann to spice thing up. She thinks her cooking is a gift and should be shared,so most nights she will cook up a big feast for the whole family, sometimes for the entire neighbor hood. Wives of Jase, Willie and Jep have to infuse a bit of sanity to the proceedings. Then we have Si the crazy uncle, Phil's youngest brother and best friend . Si has the job of fashioning the reeds, the most important part of a duck call is the reed its what makes the duck sound. Si is a Vietnam war vet who loves to tell crazy unbelievable stories and say thing like â€Å"HEY†ADN â€Å"JACK†. Duck Dynasty is part of up coming category titled Redneck television thrown in to the mass of My Redneck Vacation , But the two's comparisons can can only go so far. Yes both shows have southern accents and redneck past times. Redneck vacation focuses on an extended southern family, that takes their southern hospitality and traditions to the uppity lifestyle of the Hamptons, but still highlights on how they can manage to get along despite the differences in culture. Redneck vacation has salty language ,violence,and drinking is visible . The show makes fun of rednecks as opposed to showing its lifestyle. Duck Dynasty also features the family being a little out of the ordinary to most of its viewers tuning in. We watch the Robertson's tromp threw the backwoods hunting duck, fishing, blowing tings up like beaver damns. But what saves Duck Dynasty from the Redneck Vacation fate, Is Dynasty's characters are in on the joke so that no one is getting hurt. Some of the situations at hand may seem to be fashioned for television and everyone know it and seem to play their positions well. As you watch the show you might fall down laughing at the family's redneck phenomena, but you may also be a little jealous of them . The Robertson's do pick on one another but only out of family admiration. They all give a helping hand and enjoy sharing astonishing meals; They never shy from their religious belief . No its not a perfect show bathroom humor is not uncommon with this clan, We do hear some references to sex mainly when Phil is giving one of the grand-kids a lecture. After sitting down and watching the show it didn’t make me want to go out and hunt duck,blow things up or even eat squirrel brain stew. But it did make me want to pull a chair up to the Robertson's table and exchange laugh’s with the family instead of at them .

Physical education Essay

Introduction Recent educational changes have spurred the need for assessment within the Physical Education field. Although it has always been part of the instructional process – Plan, Teach, Evaluate -it has not received the attention of many physical educators until recently. In the past it was not necessary to use assessment techniques for several reasons. Educators were not required to provide information on student performance to anyone. Both practicality of useful instruments and time needed to complete such assessments appeared to take away from the more relevant parts of teaching. In addition, professionals in the physical education field were not required to have defined learning outcomes for their students. Today, with the increased emphasis on accountability, physical education teachers in New Hampshire must rethink the place of assessment within their programs. The newly revised NH STANDARDS for Public School Approval (Ed 306 – effective 7/1/2005) addresses assessment in physical education as part of section 306. 41. It states: In the area of physical education, the local school board shall require that each school physical education provides: Sound assessment practices in physical education that: 1. Match goals and objectives; 2. Require evaluation and synthesis of knowledge and skills; 3. Emphasize higher-order thinking skills; 4. Clearly indicate what the student is asked to do; 5. Are at an appropriate skill level according to: a. State standard; and b. The needs of the individual; 6. Have criteria that are clear to students and teachers; 7. Are engaging and relevant to students; 8. Link to ongoing instruction; 9. Provide feedback to students; 10. Provide cost-effective benefits to students; 11. Reflect real-world situations; and 12. Emphasize use of available knowledge and skills in relevant problem contexts. In addition, assessment plays a key role in Follow the Child, a recently established New Hampshire Department of Education initiative, under the leadership of Commissioner Lyonel B. Tracy. This initiative, offered to New Hampshire schools and districts, helps schools foster student aspirations to promote student success through an emphasis on personalized learning and assessment and focuses on measuring student growth through all areas of each child’s life. To become a Follow the Child designated district, the school administrative unit (SAU) must show a commitment to several beliefs including the use of continuous assessment strategies. Therefore, it is imperative that physical education teachers are knowledgeable about assessment and utilize sound practices. 6 What is Assessment? Assessment refers to the process of testing and evaluating students to determine progress towards program goals. It is an important part of any sound physical education program because it helps teachers to measure students’ current levels of ability, progress, and their own teaching  effectiveness. A quality assessment model in physical education involves: 1. formally stating the instructional objectives (cognitive, psychomotor, affective) 2. pre-assessing the students 3. measuring the achievement of objectives using valid and reliable tests during and after the delivery of appropriate instructional activities 4. evaluating student progress towards meeting the objectives 7 What are the Principles that Guide Assessment? A quality assessment model is based on three principles: 1. Establish appropriate instructional objectives using national, state, and local standards or guidelines. 2. Select/use appropriate measures to determine student progress towards meeting instructional objectives. Assessment can take many forms. Both formal and informal tools can be used. (See â€Å"What are the Approaches to Assessment? †) 3. Develop an evaluation scheme that reflects the attainment of instructional objectives. While grading is part of the evaluation scheme, it should not be the only outcome. (See â€Å"What is the Relationship between Assessment and Grading? †) 8 What Do the Components of an Effective Assessment Measure? For an assessment measure to be effective, it needs to include: 1.validity – Does it measure what it claims to measure? There needs to be agreement between what the assessment measures and the performance, skill, or behavior the assessment is designed to measure. For example, if a test is designed to measure cardiovascular endurance, one must be confident it does so. It is important to remember that validity is specific to a particular use and group. An assessment might be valid for one age group, but not valid for a different age group. 2. reliability – Does it measure consistently? A reliable assessment should obtain approximately the same results regardless of the number  of times it is given. For example, an assessment given to a group of students on one day should yield approximately the same results if it is given to the same group on another day. 3. objectivity – Does the measurement yield highly similar results when administered by others? For example, an assessment has high objectivity when two or more people can administer the same assessment to the same group and obtain approximately the same results. 4. feasibility – Is the measure straightforward and easy to set up and administer? The following administrative considerations may help one determine the feasibility of an  assessment. a) Cost: does the assessment require expensive equipment that one does not have or cannot afford to purchase? b) Time: does the assessment take too much instructional time? c) Ease of administration: Does one need assistance to administer the assessment? If so, how will these people be trained? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those being assessed? d) Scoring: If another person is needed to help administer the assessment, will it affect the objectivity of the scoring? (For example: A person is needed to pitch the ball to  the hitter in a softball hitting assessment. ) 5. usefulness – Can the results be used for valid educational purposes such as self-appraisal, program planning, or reporting progress? For example: A worksheet is given to a student so one can demonstrate knowledge of skills/games. The results could provide to the student an idea of how much is known about skills/games (self-appraisal), to determine where in the lesson this information should be covered (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of Assessment? 1. Student Learning: Assessment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-term, and post- test to gauge student learning. This may take place throughout a unit or the entire school year. 2. Improvement of Teaching: Teachers use assessment to determine what is effective in their teaching practices; what is working and what needs improvement. A variety of assessment tools may be used in order to determine what types of instruction are most beneficial in meeting the needs of students. 3. Communication: Assessment should serve as a means of communication between educators, students, administrators, and parents. Parents and students often look at assessment to see WHAT is being learned, HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to evaluate teaching practices and to determine if there are gaps in the curriculum. 4. Program Evaluation: Assessment can prove a good measure of one’s program, revealing evidence of the effectiveness of that program, throughout the year, assessment can offer  direction to the program and modifications can be made to increase both student and instructional success. 5. Program Support: Consistent assessment can be used to validate one’s program. Data gained is objective and can show evidence of goals and objectives being met by both student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation: Assessment shows progress. When improvement is shown, students feel Positive about their learning environment. Documented assessment can offer proof of growth, thus enhancing students’ motivation to perform to the best of their ability. 10 What Should be Assessed? The Three Domains of Learning Throughout a child’s development there are three domains of learning that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are essential in allowing a child to explore the learning environment and obtain as much information about the world as possible. The three Domains are: 1. Psychomotor- The performance component; exploring one’s environment and gaining skills throughout the process. 2. Cognitive-The knowledge component; thinking, associating experiences with learning. 3. Affective-Personal and social development. Providing children with opportunities to interact with others in order to gain a sense of themselves and those around them. Incorporation of the 3 Domains in Physical Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to movement. When children understand WHY their body functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities. b. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement. c. Affective domain – development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group. Assessment of the Three Domains in Physical Education When assessing the psychomotor domain, one is measuring the development of motor skills and health related fitness. For example, at the primary level, students demonstrate skipping by  performing the skill using the step, hop pattern or at the intermediate level, students participate in the FitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, strategies and tactics. For example, at the middle school level students articulate the skill pattern of the underhand throw (â€Å"ready, swing back, step, follow through†) or describe a strategy used to defend territory during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings. For example, at the high school level, students fill out a self reflection about their performance, complete a peer evaluation or identify, follow and, when appropriate, create safety guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and Informal Assessment? Teachers can collect information using either formal or informal evaluation. Formal assessment is usually standardized. This standardization allows the teacher to interpret student performance and provides an objective way to assess learning. Informal assessment, sometimes termed alternative/authentic assessment, often relies on observation techniques. What is Traditional Assessment? The term traditional assessment is used to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as well as essays. These approaches are particularly useful in assessing students’ knowledge of information, concepts, and rules. They are also appropriate for assessing students’ knowledge of the terms and processes involved in a career. Because factual knowledge of information is one important aspect of applied technology, carefully  designed multiple-choice and matching questions can enable the teacher to quickly assess student mastery of content knowledge. However, an effective assessment evaluates knowledge of facts as well as the connection to a broader body of knowledge. Proficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry into useful constructs. What is Alternative Assessment? Teachers from all academic fields are now being held accountable for the performance of their students. This level of accountability requires teachers to document student learning. In addition to  traditional assessment, more physical education teachers are incorporating â€Å"real-life† learning in their classes. These alternative or authentic assessments focus on the use of what is learned in real- life settings. â€Å"Alternative assessment techniques can be applicable to using assessment as a â€Å"learning experience† that is part of the instructional process rather than something that is â€Å"done to† students (Rink, 2006). Alternative assessment takes time. The teacher must balance the need for reliable and valid information against the practical issues involved in limited program time and too many students. Yet these assessments are gaining in popularity because they tend to focus on more meaningful â€Å"real-life† learning. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be used for all of the learning domains and are most applicable to using assessment as a â€Å"learning experience† that is part of the instructional process. Most alternative assessment relies heavily on the assessor making a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13 What are the Different Types of Assessment that are Used in Physical Education? Many types of assessments can be used by educators to collect information and provide students with a variety of learning experiences. The following are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . Observation is one of the most common forms of assessment used in physical education. Observational data is a useful form of assessment for the teacher to assess student performance. It is also one of the most useful self and peer assessment activities. When the students are provided a set of criteria to assess their performance or the performance of others, they are learning what is important in what you are trying to teach them and learn to focus their efforts on improvement. (Rink, 2006). An example of each assessment noted below has been placed in Appendix I. †¢ Checklist: associate with observation data; used to identify a particular behavior or characteristic of performance with established criteria. Informal †¢ Performance task: are meaningful â€Å"culminating† experiences that can be accomplished within a single instructional period. Examples would include a dance routine, warm-up routine, locomotor skill sequences, skit, role playing, and oral report. Informal †¢ Rating scale: associated with observation data; determines degree Informal †¢ Record of performance: ‘Snapshot’ of performance from daily tasks (i. e. win/loss, fitness scores, skill assessments) Formal †¢ Rubric: used to assess complex behavior; a multidimensional rating scale. Formal †¢ Student interview, survey and questionnaire: used to gather information on student thinking and feeling. Informal †¢ Student journal: are often used as a â€Å"notebook† where students are asked to reflect on their  performance/ express their feelings, perceptions and attitudes about their experiences in physical education. Informal †¢ Student log: Establish a record of participation or some other behavior or characteristic over time. Formal †¢ Student project: designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal †¢ Written test/worksheet: Is the most common form of assessment in all content areas. It is considered the best way for teachers to determine student knowledge. Formal A portfolio has not been listed above as a type of student assessment. Although it may mean many things to some, within this document a portfolio is considered a representative collection of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio-visuals (posters, white boards, easels) and computer-assisted techniques (i. e. mind mapping, imovies, powerpoint, movement skill videos). These knowledge or performance assessments can be compiled in an electronic portfolio that would demonstrate learning over time. 14 Types of Student Assessment Used in Physical Education. There are many types of assessments that can be used by teachers to collect information. The type of assessment chosen needs to match the student learning goals. The chart on the following page is an attempt to provide several examples of both traditional and alternative assessments. The format was modified from the following resource: Hopple, C. J. (1995). Teaching for outcomes in elementary physical education. Champaign, IL: Human Kinetic 15 TYPES of STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response. Formats Limited Open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, written response constructed Generated for exhibition/display Written response generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True & false Short answer Photo exhibit Research paper Officiate a game Matching /association Label diagram Artwork – black & white Anecdotal Fitness assessment Corrective true & false Fill-in-the- blank Videotape Student journal Debate Concept maps Personal fitness plan Oral report. Poster Student log Instruct a lesson Powerpoint Advertisement Interview imovie Brochure Showcase Audiotape Checklist Movement sequence – dance, gymnastics, locomotor, etc. Rating Scale Warm-up routine Rubric – teacher, peer, self Game play Model of athlete (clay, styrofoam) Record of performance Newspaper Magazine construction Reflection Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of potential ways to assess within physical education. In order for assessment to be successful, it must be practical. The following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be completed by the teacher, student, or peer. The more traditional model where the teacher is assessing is often not feasible from a practical perspective. However, if one of the teacher’s objectives is to plan and provide opportunities that result in student responsibility, then it appears logical to involve students in the assessment process whenever appropriate. Self Assessment: Self assessment can be used throughout the instructional process. This provides  both a quick and practical way for the teacher to collect information. Student progress can be recorded using one or more of the following tools – student journal, notebook, index cards – that are completed and submitted to the teacher. Teacher Assessment: Simple checklists, rating scales, and/or rubrics can be used by teacher to assess student performance. In addition, the use of technology in the classroom or gymnasium can be used to assess student performance and student behavior. The videotape, CD and DVD can be viewed at a later time. Peer Assessment: With clear directions from the teacher, peers can collect information that can  indicate student progress. Again, checklists, rating scales, or rubrics can provide criteria for making judgments. Peer assessment requires students to focus on the criteria, allowing them to develop observation skills. For peer assessment to be effective, the teacher needs to teach the observational process. 17 When Should Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used prior to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment used during instruction can provide feedback to both the teacher  and students. Finally, assessment at the end of instruction (post assessment) can determine if learning objectives were met and/or if changes or more work in a particular area is warranted. 1. Formative versus Summative: a. Formative Assessment is done continuously throughout the learning and instruction period. This type of assessment provides feedback that can be used to alter, fine-tune, or modify what has been done. Both teacher and student can use the information gained to improve either teaching practices or learning methods. Traditionally, this is not graded but used as a diagnostic tool. b. Summative Assessment occurs at the end of the learning unit. â€Å"The purpose of summative assessment is to measure how well students have learned key content and skills as defined by the unit’s learning goals and objectives† (http://www. state. ct. us/sde/dtl/ta/seminarseries/online_seminars/phys_ed/4. htm) 2. Pre-Assessment versus Post Assessment: a. Pre-assessment tools are used at the beginning of instruction. Results from pre- assessment are used as a basis for setting reasonable and attainable goals. This allows teachers and students to identify and work on areas that need improvement. b Post assessment tools are used at the end of the learning unit to evaluate student progress and achievement. The post assessment results can be compared to the pre assessment results to measure how well individual students have mastered content and skills and to evaluate the effectiveness of instruction. c. Some of the assessment tools may be used for both pre-assessment and post assessment. For example, the Fitnessgram can be administered in the fall (as a pre-assessment) to help establish health-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals. 18 Where Should One Begin? Using performance tasks for assessment: A performance task is a type of performance assessment in which students physically perform the skill or desired product to be assessed. If one chooses to use performance tasks for assessment the following suggestions should be kept in mind: 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only assess 1-2 specific classes until becoming familiar with the process. 3. Find performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5. Use assessment stations, when possible. That way one can focus attention on fewer students at a time. 6. Record the names of students who do not perform the task (usually there are fewer). 7. When planning units, specifically plan for assessment time. Do not wait until the last minute to think about assessment. Using portfolio tasks for assessment: Portfolios provide teachers with an authentic form of assessment. They can be used by teachers and students to see progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique classroom setting. Useful strategies to do this include: 1. Portfolios need to last over time. Therefore, they need to be sturdy enough to handle a variety of papers. Students can personalize them, if desired. Make sure their names (last name, first name) are written in a common, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- class and out-f-class work. Examples might include fitness scores, skill checklists, journal logs, fitness logs, reflections, and worksheets. 3. Store the portfolios by class in a crate or box with handles. Store them in an accessible place. 4. Develop a protocol for students to use when submitting work. 5. Make sure to plan time to review the work in the portfolios. 6. Begin using portfolios with 1-2 classes. In the beginning portfolio tasks may not be necessary for every unit. 19 How Do I Manage This Thing Called Assessment? Management is crucial in implementing any assessment strategy. Establishing assessment protocols will save teachers time and effort. The first step in effective management of assessment is to develop, teach, support students in practicing assessment protocols. Scheimer (1999) stated that assessment protocols provide students with an organized method for obtaining the assessment materials (i. e., paper, pencil, or portfolio), selecting a private area in the gym to complete the assessment, and collecting the materials at the end of the assessment episode. Examples of assessment protocols include: 1. distributing assessment materials 2. collecting assessments 3. ensuring names and dates on papers 4. arranging assessment materials (when teaching back to back classes) 5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with special needs The following are suggestions for assessment protocols that have been used by effective teachers,  both within the context of physical education and regular classroom teachers. Each protocol can have its drawbacks – experimentation may lead to perfection. Each protocol may need to be modified depending upon the number of students, age/grade of students and use of student aides. Distributing Assessment Materials The key to this assessment protocol is getting the students involved. A class can be divided into smaller groups (no more than 8 students per group). Each group then has a specific equipment area where the necessary assessment materials (as well as the equipment needed for that lesson) are located. Before class begins, the teacher places the necessary assessment materials (and/or equipment) in each equipment area. When it is time to work with the assessment materials (and/or equipment), students go to their group’s equipment area, select the materials (and/or equipment) needed, and return to their designated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders with identified markings as tabs. These 25† x 15† systems hold approximately 300 folders, depending on the amount of information collected. It is the students’ responsibility to submit or remove papers from the class or personal  student folder as requested by the teacher. Within each personal folder, files can be categorized by color paper inserts. 20 Ensuring Names and Dates on Papers To keep accurate track of submitted papers, have students write their name or school code, date, and class on each paper. The teacher can fill in the information for students who are absent as this will help keep track of students who have not completed assessments. Arranging Assessment Materials When Teaching Back to Back Classes One of the easiest ways to organize materials is to color code them. Use different colored folders for each class/grade level. Place the assessment worksheets and/or record keeping sheets to be used for that class/grade in each folder. Teachers can help students learn to find the correct folder for their class and take the materials from it. Dealing with Insufficient Assessment Materials Due to the tightness of school budgets, money is often focused on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is inventive and frugal. Paper: Use recycled paper (one side) and cutting the paper in half or quarters (elementary). Provide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry erase boards with the teacher making notations on a separate sheet. Writing utensils: Often times at the end of the year, teachers give away crayons that are no longer part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they clean the buildings after school. Upper level students may be asked to provide their own pencils or if stations are used, students can share writing implements. In addition, do not be afraid to ask business or community groups for help. Getting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. Accommodating Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor and/or translator in the gymnasium, however, not all schools budget for this. However, since visual models are a key component in helping these students, the following could be used: A. large pictures posted on the walls B. large words with phonetic break downs C. the English alphabet posted on the walls D. flash cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with Special Needs. Each student’s Individualized Education Plan (IEP) should be reviewed for necessary accommodations. When a paraprofessional is available, he/she should guide students using a variety of specific modifications as specified in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is critical in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each student’s IEP for both program development and student assessment. These may include the use of adaptive equipment and/or peer partners for guidance to  assist the student. 22 What is Grading? Grading reports a student’s level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to motivate students and help them understand that learning is important. Grades provide students and parents with feedback regarding progress and achievement. In addition, grades may provide insight for teachers about instructional planning and for administrative purposes. Grades are needed for student rank, credits, and promotion. 23 What is the Relationship between Assessment and Grading? Assessment is information gathered that examines what has been taught, practiced and learned. Many different assessment techniques may be used to evaluate students’ progress. Grading is a report on students’ level of performance. Goals and objectives should be set prior to assessment used for grading. The students’ grade should reflect a level of achievement compared to the objectives. Assessment reflects performance; grading attaches value to performance. 24 New Hampshire Curriculum Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1: Engages in a physically active lifestyle Since Guideline 1.

Inamo restaurant in London Essay Example | Topics and Well Written Essays - 2500 words

Inamo restaurant in London - Essay Example It is evidently clear from the discussion that modern world pace has now started to dictate every walk of life that even includes the time we are not working. Work has taken primarily the majority of our time in the week. Therefore the cooling time of the human machinery has been taken up by business individuals calling it the restaurant and catering industry. Many high rise and catchy building surface everyday offering food and entertainment for the consumers which are deprived of a cool off time at home due to their busy schedules. Therefore, generating an air of competition among rivals and between rival food joints. Each and every food providing facility incorporates methods to stand aloof of the rest of the bunch which is a major factor contributing towards the success and profit of the business. Technology as it stands in the present time is the lone factor which can propel any business to the stars or to the ground, from the lack of it. Similarly new fashion modern eat-out pla ces are integrating technology with their restaurants to enable an environment for the consumer that is self pulling in its own manner. The hospitality industry inspired by the James Bond’s technology stunts have entered into the technology race, just like the Russian American space race in the early 60’s. The only difference, there are many moons that can be conquered. The inamo restaurant website gives a very interactive look while selecting of the dishes and table reservation. According to a recent survey, a larger percentage of new entrepreneurs employ internet to enhance their business appeal (McKendric,1999). These internet applications, like the e-ordering system has great interest for researchers and developers as the information sharing is the core part of the business operation. Given the competition from old-school businesses and their firm hold on the market, an e-business can only survive if it provides the following facility to the customer: reduced price s, broader selection bracket, better options and better services (Vassos, 1996). All these mentioned qualities are available in the form of e-ordering system of the â€Å"inamo† restaurant. The wide variety can also be seen in a pictorial view, making it far easier for the customers to choose their food from their comfort of their homes before reaching the place itself. Some services like the actual delivery of food cannot be controlled online; therefore physical presence of the customer is needed in this case in the restaurant. The restaurant implies an interactive menu table for the pleasure of the customer to avoid the fuss of waiter interaction once he

The war Essay Example | Topics and Well Written Essays - 750 words

The war - Essay Example The period between the first gulf war in 1990s and the second in early 2000 has witnessed many changes in the military. The changes include application of more advanced technology and overhaul of tactical approaches, transformations that have achieved mixed results. This paper discusses the benefits and drawbacks of applying United States’ advanced military technology in Iraq and Afghanistan. The war in Afghanistan is one of the major United States military offensives aimed at destroying the terrorists’ hideouts that had inflicted heavy damages on American interest around the globe. Iraq war was launched to overthrow the regime of Saddam Hussein accused by the government of possessing weapons of mass destruction with intention of using them to spread terror. Both wars were executed with highly sophisticated weapons that allowed the United States forces to demolish the enemy defenses with high precision aerial weaponry and at unprecedented rate. The quick demolition and annihilation of strategic enemy areas enabled subsequent entrance of the ground forces into the countries to finish off the remaining resistance (DOD, 2007). According to Anne(2004,p15), the execution of both wars heralded a new era of military tactics, which heavily relied on technologically enhanced devices in carrying out of both aerial and ground combat. This strategy was more precise, faster, and resulted to lower number of military and civilian casualties. DOD (2007) noted that the war strategy in both wars was culmination of coordination high technology military hardware with enhanced communication devices that enabled them to strike with pinpoint precision. The war in Afghanistan witnessed the first application of robots that were used to carry out surveillance, clearance of mines, identification of targets and rescuing soldiers. The robots included Unmanned Aerial Vehicles (UAV) that undertook the aforementioned tasks without carrying human operator in them (David, 2005, p2 7). These robots helped in protecting soldiers from enemy attacks. According to David (2005, p 28), advanced technology has produced better robots that are equipped with high precision equipment and artillery to strike detected target. The 2003 war in Iraq saw a combination of precision weapons, exemplary surveillance of the targeted enemy grounds, and swift ground combatants aided by highly advanced communication network that enabled monitoring of distant operations from a remote region (DOD, 2007). Though the application of advanced military technology enabled quicker executions of the mission, the war has dragged on for many years, resulting to heavy economic and human loss. According to DOD (2007), the number of United States troops killed in both Iraq and Afghanistan exceeds those killed in actual combat at the beginning of the war. Anne (2004, p31) notes that threat of improvised explosive devices or roadside bombs continue inflicting damage on American forces. According to DO D (2007), the explosive devices have killed over 2000 American soldiers in Iraq, while more than 21,000 have suffered debilitating injuries that have effectively compromised their physical and psychological performance for life. In Afghanistan, the improvised explosive devices have claimed lives of over 250 American soldiers, with over 1,700 suffering serious injuries (DOD, 2007). Anne (2004, p21) notes that the explosive devices are the highest killer of the Allied forces in both countries and they have greatly undermined the efforts achieved the application of the advanced military technology. However, continuous innovation in the American military has produced mine- resistant ambush –protected all terrain vehicle(M-ATV) that offers better protection from roadside bombs than the heavier mine- resistant- ambush-

Federal Liability Law Essay Example | Topics and Well Written Essays - 1000 words

Federal Liability Law - Essay Example They also started destroying the properties of the Black Americans so that they can accomplish their objections and influence the forthcoming elections. Moreover, they started discriminating in the registration of voting on the basis of color and race. In order to stop the violence of the Ku Klux Klan Act, President Ulysses Grant took power in his hands and implemented the Civil Act of 1871 against the southerners on April 20, 1871. President Ulysses Grant made use of his power and sent federal troops to the south to stop the harassment and slaughtering of the Black Americans. During his period many supporters of the Ku Klux Klan Act were under arrest and prisoned for the massacres they had committed. He also had forbidden discrimination on the basis of color and caste (Kappeler, 2006). According to the section of 1983, if any police officer, government officer, mayor or municipality violates any constitutional law then he will be sued by the citizens. In the past the government and the municipalities could not be sued under the law because they enjoyed immunity. According to the section of 1983, the state enjoys immunity but the municipality and other government parties do not. The Supreme Court has developed various tests to check whether the conduct constitutes the state or the private action of the state officer. These tests include the public function test, the nexus test and the state compulsion test. A policy was established by plaintiff to create municipal liability for the conduct of the police officer. In order to establish municipal liability a police officer must violate a constitutional right. According to the Supreme Court, the failure to train results in deliberate differences. The concept deliberates that indifferences exist when police officers com e in contact with the rights of the people. Therefore various steps were taken by the Supreme Court to reduce the deliberate differences. Training programs