Friday, June 5, 2020

Assessment And Evaluation Methods Direct Vs Indirect Methods - 1100 Words

Assessment And Evaluation Methods: Direct Vs Indirect Methods (Research Paper Sample) Content: Assessment and Evaluation Methods Name Institution Date Assessment and Evaluation Methods Validity and Reliability According to Banta and Palomba (2014), Assessment and evaluations must be free of distortion and bias for them to be sound. Validity and reliability are two concepts that are crucial for measuring and defining bias and distortion. Validity refers to the precision of an assessment-whether or not it evaluates what it is expected to measure. A trial may not deliver a sound evaluation even if it is reliable. For instance, a shower scale that is constantly showing that you weigh 130 pounds. The consistency (reliability) of this scale is better, but it is not valid (not accurate) since your actual weight is 145 pounds (sounds like the scale was re-set in a weak period). Since parents, school districts, and teachers make resolutions concerning students derived from assessment (such as graduation, grades, and promotions), the validity deduced from the assessments is crucial-even more essential than reliability. Furthermore, an assessment is valid, it is nearly consistently reliable. Reliability refers to a range in which assessments are reliable. Just as one loves having cars (Cars that depart every moment one needs them), one strives in having reliable, consistent instruments for measuring student achievement. Another way of thinking of reliability is imagining a kitchen scale. If five pounds of potatoes are weighed in the morning, and the scale is consistent, the same scale should record five pounds for the potatoes an hour afterward (except if, of course, one peeled and prepared them). Also, mechanisms such as national regulated exams and classroom tests should be dependable-it should not be making any dissimilarity whether a student is taking the test one day or the following; in the morning or afternoon. Internal consistency of items is another evaluation of reliability. For instance, if a student is able of solving a math problem, one would assume that the student will also solve another math problem. Direct vs Indirect Methods It is crucial to understand the difference between direct and indirect assessment of student learning. Direct assessment of learner learning is measurable, solid, and inclines to be more convincing proof of precisely what learners have and have not learned. This is the case since one can look at the students’ performance to determine what they have learned. Indirect assessment methods tend to be constituted of proxy indications that students are presumably learning. A case of indirect assessment is a research asking learners to provide details of what they have learned. This is verification that learners are probably learning what they give an account of what they have learned but is not as convincing as a faculty associate literally looking at learner's performance. It is not unusual in learners' providing details to either inflate or underrate what they have literally learned. While it is simple to differentiate between what is the direct assessment of learner learning and w hat is indirect, some verification of learning is not so much clear. For instance, peer evaluation of learner's work. While learners are literally presenting in demonstrating what they have learned, a faculty associate may never view this work or have a chance to assess it. Direct methods This method of assessment is based on an evaluation of a learner's products or behaviors in which they are demonstrating how well they have grasped learning results. Direct assessment allows one to gather evidence of a learner's learning or attainment directly from students and the works that they present to you. Examples include portfolio evaluation, video and sound evaluation, and capstone course evaluation. Portfolio Evaluation This is an assessment form that students do together with their faculty members and is different from the typical classroom test. It contains the demonstrations of the students work and displays growth over time. Reflection is the keyword because, by reflection of a student's work, one can begin to identify his/her own strength and weaknesses (Suskie, 2009). Video and Sound Evaluation The faculty has used video and audio instruments as a sort of pre-test/post-test measure of learner's skills and knowledge. Disciplines such as music, art, communication, and theatre, might contemplate this resource as an evaluation tool. Capstone Course Evaluation Capstone courses combine concepts, knowledge, and skills incorporated with a whole progression of research in a program. This assessment technique is unique since the courses themselves become the tools for assessing learner’s teaching and learning. Using Indirect Assessment Method Ethnographic Research Selected learners serve as contributor-observers who gather information concerning a student and/or learning involvement through talks with colleague students, surveys, and reflection on their own surveys. Contributor-observers meet frequently with staff and/or faculty conducting the research to clear questions, share results, assess them, and plan next moves. Advantages * Providing a participant viewpoint or else unavailable. * Allowing longer-term enquiry, for instance, a semester as an object to one-moment interview. * Allowing in-depth research. * Providing an approach to elusive attitudes, values. * Is flexible, e.g., to a learner's life and also academic issues. * Can incorporate non-verbal info such as demeanor and body language. * Has potential for producing unexpected and surprising discoveries. * Has high chances of producing useful and actionable info. Disadvantages * Is...

Sunday, May 17, 2020

Small Businesses Are Essential For The Growth Of Any Economy

Background: Small businesses are essential for the growth of any economy since they are considered as building blocks. They can be equated to stem cells in the human body that have the ability to self-generate and differentiate into various structural forms. Small businesses can be established to cut across industries, countries, and communities. One of the primary roles of small businesses is the creation of employment for large numbers of people in society. In the United States (US), small businesses are estimated to create jobs for approximately 64 percent of the population with most of them having less than 500 employees. In other countries like Australia, small businesses are classified as those having less than 20 employees.†¦show more content†¦Importantly, strategies play a significant role in the growth of small businesses. This is because they offer a company a direction and come up with the way through which the goals can be achieved. However, early research indicates that sm all businesses do not take into consideration the role played by strategy in ensuring that their growth is attained. Moreover, much of the existing literature emphasizes large businesses entities with no explicit theoretical frameworks explaining the management of small businesses. The results of the studies confirm the relevance of the subject and the need to conduct more research on this topic to develop the strategies that will offer small businesses guidance and direction on the various development strategies. Problem Statement: Business growth relies on the strategies that are applied in production and marketing of products. Managers should set goals and the timeframe within which the goals should be achieved. This can be done only if there is sufficient knowledge regarding the market. Therefore, it is important that adequate research on growth strategies for small businesses is carried out. Currently, there is limited knowledge about small businesses which can be justified by the small level of interest, inadequate economic data, and the assumption that small businesses do not use growth strategies. It is important to note that small businesses working withShow MoreRelatedWhat Does The Study of Regional Economy Teach Us?1436 Words   |  6 Pagesscience is a sub field of social sciences that analyzes approaches to urban, rural, or regional problems. It involves the study of spatial patters to analyze the economic factors of a region. The study of regional science is necessary to improve the economy in todays competitive global market. This study helps the government organizations to identify and make efficient use of public resources by implementing best practices to meet the expectations of the general public. The primary goal of regionalRead MoreAccounting Software Bridge Gap For Small Businesses1607 Words   |  7 PagesAccounting Software Bridge Gap for Small Businesses Small Businesses face more challenges than large corporations, it is often difficult for small businesses to remain competitive in a constant changing economy. Many small businesses lack the capital, know how, and budgetary allocation that helps small businesses build and expand. Therefore, small businesses depend on accounting software to narrow the gap between large corporation and small businesses by reducing cost, boost efficiency, reduce manualRead MoreAnalyzing Three Levels Of Entrepreneurship : Individual Level, Firm Level And Macro Level1322 Words   |  6 Pagesindustries and national economies, the sum of entrepreneurial activities constitute of new ideas and initiatives. This competition of new ideas and initiatives leads to change and variety in the marketplace and this can lead to economic growth. 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The White House website features a piece in which President Obama explains, â€Å"An open internet is essential to the American economy, and increasingly to our veryRead MoreThe Businesses and Development of AKH Group Essay example1161 Words   |  5 PagesIntroduction to AKH Group – AKH Group has various businesses spread across IT, Consumer Products, BPO and Telecom. The group has a history of being in business for the last 35 years. The founder of the company follows an austere way of working. The business expansion has been organic as well as inorganic. The IT business was fostered through organic form and the BPO was an acquisition. Similarly, the Consumer Product business was a mix of organic and inorganic through foreign acquisitions. TheRead MoreEconomics For Business Assignment : Economics1362 Words   |  6 Pagesjudgement. The degree of government intervention may depend on many factors affecting the economy as a whole, a specific market and the businesses operating within it. 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Wednesday, May 6, 2020

The Differences Between Beowulf And Faustus - 1757 Words

There are two stories which one can analyze and put into comparison, that being the stories of the mighty Beowulf and that of the arrogant Doctor Faustus. In Beowulf a story is told from the view of a warrior becoming a hero and displaying amazing feats. While in Christopher Marlowe â€Å"Doctor Faustus†, he is recognized as an ambitious self- centered individual with an eager sensation to learn more knowledge of the Arts. He decided to takes his learning a step further and ultimately becomes his main wrongdoing for his entire life. By reviewing the text of both tales, there are a set of both similarities and differences able to be made between Beowulf and Faustus. In the story, â€Å"Beowulf†, he is faced with multiple monsters that have endangered the lives of nearby villages. Beowulf being the vigilant strong warrior is brave enough to face these monstrosities in combat. His extraordinary strength allows him to take on such feats and come out victorious as a champion . Beowulf is presented with a warrior like virtues that make him a preeminent figure in the perspective of the people of Hrothgar, because of his actions he’s seen with the traits of a noble warrior, which consist of bravery, generosity, and heroism. These trait are very popular and have shown to be unique when it comes to being a great leader. While in, Christopher Marlowe, â€Å"Doctor Faustus†, a significant difference that is shown between the two is that Doctor Faustus is not perceived as a warrior or a nefarious

Tuesday, May 5, 2020

Cognitive and Affective Characteristics of Gifted Children free essay sample

There are many cognitive and affective characteristics of intellectually gifted adolescents which differ from those of their non-gifted peers. These characteristics have the potential to assist academic and social development, or conversely may present social and academic difficulties for the adolescents. Two cognitive characteristics and two affective characteristics typically associated with gifted adolescents will be examined to explore the relationship between these characteristics and their effect on social and academic development. The two cognitive characteristics that will be examined is self-regulation, and their dislike of slow paced work. And the two affective characteristics is the possible exhibition of perfectionist tendencies, and their emotional intensity. The first cognitive characteristic is self-regulation. Self-regulation is a characteristic in which all students will generally have. It is comprised of metacognition, thinking about thinking, and motivation. It is the process of self-regulation employed by intellectually gifted adolescents which differ from those of their non-gifted peers. The metacognition component requires students to plan and self-check their academic performance. These students tended to plan strategies and checked their solution processes and answers while solving problems. The motivation aspect of self-regualtion involves self-efficacy and effort. Highly intrinsically motivated students expended greater effort for completing relevant tasks, and also tended to be self-efficacious. Hong Aqui, 2004) It has been asserted that gifted student’s use of cognitive and metacognitive strategies enhance perception of self-efficacy, which as a consequence provide the motivation for self-regulation. Confidence in their own abilities causes their efforts in the face of failure to increase exponentially until success us achieved. (Hong Aqui, 2004) Gifted students have the ability to apply more conscious control over their use of metacognitive processes, such as controlling the solution process. This characteristic translates to a positive influence onto gifted student’s academic development, since gifted students are more self-efficacious. This means that they are more aware of what their level of ability is, and can strive to the best of their ability. With this increase in self-efficacy, since the students know what they can do, expend greater amounts of effort in achieving the desired results. Such effort, although generally positive, may lead to negative perfectionist tendencies, which will be discussed later. Another aspect of self-regulation which can be seen to directly benefit academic development is planning and self-check. Planning may involve activities such as time management for successful balance between studying and leisure, planning the processes required to reach the desired solution when completing a task, or even planning how to disrupt a classroom in their bid to mask their giftedness. Gifted students will generally be more proficient with the planning processes than non-gifted peers, thus allowing them greater opportunities for academic success. (Hong Aqui, 2004) Research conducted by Hong Aqui appear to indicate that male gifted students have higher self-efficacy than their female counterparts, whereas the female gifted students have higher motivation for success. An explanation proposed is that â€Å"female adolescents [to] examine their work meticulously even when they attain high levels of achievement in school [†¦], male high achievers might believe that they can do well in school [†¦] without exerting much effort. † (Hong Aqui, 2004) The next cognitive characteristics to be discussed is gifted adolescent’s dislike of slow paced work. Intellectually gifted students have larger, more efficient memories, they have larger and more elaborately organised schemata, and as mentioned before, exert greater conscious control over metacognitive processes. All of this indicates that gifted students require less time to learn new material, master it, and to be able to effectively reproduce the material in original ways. (Robinson Clinkenbeard, 1998) In a typical classroom without a curriculum devised for gifted and talented students, the progress of the class will be perceived as being slow paced. The gifted students will have already mastered the current material, and in all likelihood, have already predicted correctly the next process, and may be planning on studying by themselves to escape the slow pace. There are various positive and negative aspects of this characteristic towards academic development. The major disadvantage of a slow paced classroom is that the gifted students may feel excessive levels of frustration at constantly being held back by the class. Unless this frustration is addressed, this can lead to underachievement, or constant disruption of the classroom environment. Teachers can address this frustration by providing more challenging work for the gifted students once they finished their assigned work, or possibly include challenging material for the whole class to complete, as research has indicated that even non-gifted students may find some aspects of the current curriculum to be mere revision. (Robinson Clinkenbeard, 1998) Another consequence of gifted students’ dislike of slow paced work is boredom. In a classroom where the students are not provided with challenging and engaging work, the gifted students may slowly develop underachievement tendencies, such as disengagement from the curriculum, or completing tasks at an adequate level, but well below their capability. Once again, material for students must be engaging and challenging to meet gifted students’ needs. The boredom in the classroom can lead to different types of disruptive behaviour, such as constantly being provocative, being a ‘class clown’, or even non-attendance. (Robinson Clinkenbeard, 1998) Despite the many negative consequences of the dislike of slow paced work, there are positive aspects, though not particularly for the gifted student’s benefit. When the gifted students have completed their set tasks, they may then proceed to provide assistance to their non-gifted peers. The gifted want the pace to increase, so by ‘tutoring’ their peers, can provide the assistance for more students to finish the work quicker, thus increasing overall pace. This generally helps the other students, but by teaching other students, their own understanding and mastery of the material also have the potential to increase. This practice however, can be perceived as discriminatory and unfair, in that the student is doing the teacher’s job. (Robinson Clinkenbeard, 1998) Another possible positive aspect is that in a slow paced classroom, gifted students have the opportunity to seek out knowledge from their own interests, and become autonomous learners. Once the gifted student has completed the required tasks, they can then maybe proceed with extra credit work, or do research and learn material not in the curriculum, but peaks their interests. For example, learning about bath houses and the ‘unseen’ history, when studying a unit on Ancient Rome. Becoming an autonomous learner is a desired outcome for academic development. (Robinson Clinkenbeard, 1998) Two affective characteristics of gifted adolescents is exhibition of perfectionist tendencies, and emotional intensity. Being a perfectionist means that a person wants everything they do to be the best physically possible. For gifted students, this may mean the drive or motivation to achieve standards the student knows they are capable of (self-efficacy), or negatively, may develop into a fear of failure, resulting in submission of work which is correct, but below the level of their true capacity. Lovecky, 1994) Gifted adolescents appear to have â€Å"logical imperatives related to their complex though patters [†¦]. The necessity for the world to be logical results in a need to argue extensively, correct errors, and strive for precision of thought. † (Lovecky, 1994) The result of this is that gifted students may find simple tasks to be complex, and complex tasks to be simple. An example to illustrate this point is asking a gifted student a simple question like ‘What can a computer do? ’. A non-gifted student may answer with ‘I can play games. , but for a gifted student, they may know so many possible answers to the question that they can’t settle for a simple answer. To combat such a situation, the student may either choose to answer in as many ways possible to be ‘perfect’, or ‘dumb down’ and give a simple correct answer in fear of failure to ‘correctly’ answer the question. (Lovecky, 1994) When a gifted student exhibit perfectionist tendencies, it can lead to social rejection. During adolescence when social acceptance and conformity is most important in their eyes, social rejection is the worst possible outcome. When a gifted student exhibit perfectionist tendencies, their peers may give them labels such as ‘geek’ or ‘nerd’. Such labels can act as barriers against social acceptance. The gifted student may, as a result, stop exhibiting such tendencies, and ‘dumb down’ to act average for social integration. The aim is to encourage the positive aspects of perfectionism. This can be achieved by setting long term tasks for the class to complete, with checks at regular intervals to monitor progress. This gives students the opportunity to strive for their best over an extended period of time, and encourages all students to expend greater effort in completing the task. (Lovecky, 1994) The last characteristic examined is the affective characteristic, emotional intensity. Gifted adolescents tend to experience emotional reactions at a deeper level than non-gifted peers, and have a heightened capacity to respond to intellectual or emotional stimulus, which sometimes causes them to appear immature. Theis translates over to a high capacity for empathy, and for them to experience the emotions of others. Emotional intensity suggests that gifted students are easily over-excited by regular stimuli, for example with humour. Gifted adolescents also have an unusually well developed sense of humour, so they may find something which others do not, overly funny. Also during events causing much grief, such as the death of a relative, they may feel sadness at a much deeper level, and may display such emotions with little conscious control. (Lovecky, 1994) Empathy is ordinarily referring to the projection of â€Å"oneself into another’s persona and determine what the other is feeling†. It can also mean the ability to transform their emotions into a physical entity, such as with writers or artists creating books and sculptures. (Lovecky, 1994) There are various effects this capacity for empathy can have on the social development of gifted students. Being highly emotionally sensitive during a time when they are still understanding and establishing their identity, this can cause some confusion. They may be experiencing sadness when world disasters occur, but not understand why it should affect them so, for example. The emotions of those close to them may also ‘bleed’ over and ‘infect’ them. For example, a parent may be under the effects of depression. Being emotionally sensitive may cause the gifted student to pick up on the symptoms, and begin exhibiting such symptoms themselves. (Lovecky, 1994) This can be positive in that gifted students can judge what others are feeling, and adjust certain behaviours to suit the situation. For example, a friend may be frustrated or sad over something. The gifted student may realise this, and try to remedy the situation. Another positive effect for their high capacity for empathy is that they have the ability to imagine themselves as part of their own creative products. They may also be able to project themselves into the process of problem solving. For example, with musical compositions, the best compositions will cause the listener to fully experience the motions intended by the composer, such as with Beethoven’s Moonlight Sonata. (Lovecky, 1994) As it can be seen, the cognitive and affective characteristics of gifted adolescents are interwoven with each other, and can’t really be considered on their own, as each characteristic have an effect on each other. Each characteristic can also be seen to have an effect both positively, and negatively on the academic and social development of gifted adolescents, as can be expected from the multidimensional characteristics of giftedness.

Sunday, April 19, 2020

The Life Of Charles Dickens (1113 words) Essay Example For Students

The Life Of Charles Dickens (1113 words) Essay The Life of Charles DickensINTRODUCTION This report will talk about the life of a famous author, Charles Dickens. It will tell you about his early, middle, and later years of his life. It will also talk about one of his great works of literature. In conclusion, this report will show a comparison of his work to his life. EARLY LIFECharles Dickens was born at Landport, in Portsea, on February 7, 1812. His father was a clerk in the Navy Pay-Office, and was temporarily on duty in the neighborhood when Charles was born. His name was John Dickens. He spent time in prison for debts. But, even when he was freehe lacked the money to support his family. Then, when Charles was two they moved to London. 1 Just before he started to toddle, he stepped into the glare of footlights. He never stepped out of it until he died. He was a good man, as men go in the bewildering world of ours, brave, transparent, tender-hearted, and honorable. Dickens was always a little too irritable because he was a little too happy. Like the over-wrought child in society, he was splendidly sociable, and in and yet sometimes quarrelsome. In all the practical relations of his life he was what the child is at a party, genuinely delighted, delightful, affectionate and happy, and in some strange way fundamentally sad and dangerously close to tears. 2 At the age of 12 Charles worked in a London factory pasting labels on bottles of shoe polish. He held the job only for a few months, but the misery of the experience remain with him all his life. 3 Dickens attended school off and on until he was 15, and then left for good. He enjoyed reading and was especially fond of adventure stories, fairy tales, and novels. He was influenced by such earlier English writers as William Shakespeare, Tobias Smollet, and Henry Fielding. However,most of the knowledge he later used as an author came from his environment around him. 4MIDDLE LIFEDickens became a newspaper writer and reporter in the late 1820s. He specialized in covering debates in Parliament, and also wrote feature articles. His work as a reporter sharpened his naturally keen ear for conversation and helped develop his skill in portraying his characters speachrealistically. It also increased his ability to observe and to write swiftly and clearly. Dickens first book, Sketches b y Boz (1836) consisted of articles he wrote for the Monthly Magazine and the London Evening Chronicles.5 On April 2, 1836 he married Catherine Hogarth. This was just a few days before the anoucement that on the 31st he would have his first work printed in The Posthumous Papers of the Pickwick Club. And this was the beginning of his career. 6 Then, at 24, Dickens became famous and was so until he died. He won his first literary fame with The Posthumous Papers of the Pickwick Club. Published in monthly parts in 1836 and 1837 the book describes the humorous adventure and misadventures of the English Countryside. After a slow start, The Pickwick Papers as the book was usually called gained a popularity seldom matched in the history of literature. 7 Then in 1837, Catherines sister Mary, died. Because of her death Dickens suffered a lot of grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Catherine was a good woman but she lacked intelligence. Dickens a nd Catherine had 10 children. Then later in 1858, the couple seperated. 8 LATER LIFEHis later years was basically consisting of two main additions to his previous activites. The first was a series of public readings and lectures which he began giving it systematically. And second, he was a successive editor. Dickens had been many things in his life; he was a reporter , an actor, a conjurer, a poet, a lecturer, and a editor and he enjoyed all of those things. 9 Dickens had a remarkable mental and physical energy. He recorded all his activites in thousands of letter, many of which made delightful readings. He spent much of his later life with crowded social friends from arts and literature. He also went to the theater as often as he could, cause heloved drama. Dickens also produced and acted in small theaters to give public readings of hiswork.10 Besides doing all this after his retirement he got involved in various charities . These charities included schools for poor children and a loan society to enable the poor to prove to Australia. 11 Then about 1865 his health started to decline and he died of a stroke on June 9, 1870. 12Dickens Work The Great Expectations This story talks about a guy who is in love with a girl. It is the theme of a youths discovery of the realities of life. An unknown person provides the young hero, Pip, with money so that he can live as a gentleman. Pips pride is shattered when he learns that he loses Estella forever, the source ofhis great expectation. Only by painfully revising his values does Pip reestablish his life on a foundation of sympathy, rather than on vanity, possesions, and social position. .u72b21fed35e9d19b71ca3e0a69cfad4a , .u72b21fed35e9d19b71ca3e0a69cfad4a .postImageUrl , .u72b21fed35e9d19b71ca3e0a69cfad4a .centered-text-area { min-height: 80px; position: relative; } .u72b21fed35e9d19b71ca3e0a69cfad4a , .u72b21fed35e9d19b71ca3e0a69cfad4a:hover , .u72b21fed35e9d19b71ca3e0a69cfad4a:visited , .u72b21fed35e9d19b71ca3e0a69cfad4a:active { border:0!important; } .u72b21fed35e9d19b71ca3e0a69cfad4a .clearfix:after { content: ""; display: table; clear: both; } .u72b21fed35e9d19b71ca3e0a69cfad4a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u72b21fed35e9d19b71ca3e0a69cfad4a:active , .u72b21fed35e9d19b71ca3e0a69cfad4a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u72b21fed35e9d19b71ca3e0a69cfad4a .centered-text-area { width: 100%; position: relative ; } .u72b21fed35e9d19b71ca3e0a69cfad4a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u72b21fed35e9d19b71ca3e0a69cfad4a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u72b21fed35e9d19b71ca3e0a69cfad4a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(; position: absolute; right: 0; top: 0; } .u72b21fed35e9d19b71ca3e0a69cfad4a:hover .ctaButton { background-color: #34495E!important; } .u72b21fed35e9d19b71ca3e0a69cfad4a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u72b21fed35e9d19b71ca3e0a69cfad4a .u72b21fed35e9d19b71ca3e0a69cfad4a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u72b21fed35e9d19b71ca3e0a69cfad4a:after { content: ""; display: block; clear: both; } READ: Salem witch trials Essay We will write a custom essay on The Life Of Charles Dickens (1113 words) specifically for you for only $16.38 $13.9/page Order now Conclusion His work of Great Expectation is very related with his life. It deals with the same problems he faced when he lost Catherine and how his life was before he became rich and famous. He also created scenes and descriptions of places that have longed delighted readers. Dickens was a keenobserver of life and had a great understanding of humanity, especially of young people. The warmth and humor of his personality appeared in all of his works. Perhaps in no other large body of fiction does the reader receive so strong and agreeable impression of the person behind thestory. Endnotes1. G. K. Chesterton, Charles Dickens The Last of The Great Men, American Book-Stratford Press, NY., 1942 pg.192. Ibid, pg. 21-22 3. Johnson, Edgar, His Tragedy and Triumph. Rev. ed. Viking, 1977, pg. 204. Ibid, pg. 275. World Book Encyclopedia, Random House, NY., 1990 pg. 1936. G. K. Chesterton, Charles Dickens The Last of the Great Men, American Book-Stratford Press, NY., 1942 pg. 507. World Book Encyclopedia, Random House, NY., 1990 pg. 1938. Johnson, Edgar, His Tragedy and Triumph. Rev. ed. Viking, 1977, pg. 539. G. K. Chesterton, Charles Dickens The Last of the Great Men, American Book-Stratford Press, NY., 1942 pg. 16710. World Book Encyclopedia, Random House, NY., 1990 pg.195BIBLIOGRAPHYChesterton, G.K., The Last of the Great Men American Book-Stratford Press, NY., 1942. Johnson, Edgar, His Tragedy and Triumph Rev. ed. Viking, 1977. World Book Encyclopedia, Random House, NY., 1990

Sunday, March 15, 2020

U.S. Citizenship Test Questions

U.S. Citizenship Test Questions On Oct. 1, 2008, the U.S. Citizenship and Immigration Services (USCIS) replaced the set of questions formerly used as part of the citizenship test with the questions listed here. All applicants who filed for naturalization on or after October 1, 2008, are required to take the new test. In the citizenship test, the applicant for citizenship is asked up to 10 of the 100 questions. The interviewer reads the questions in English and the applicant must answer in English. In order to pass, at least 6 of the 10 questions must be answered correctly. New Test Questions and Answers Some questions have more than one correct answer. In those cases, all acceptable answers are shown. All answers are shown exactly as worded by the U.S. Citizenship and Immigration Services. * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. AMERICAN GOVERNMENT A. Principles of American Democracy 1. What is the supreme law of the land? A: The Constitution 2. What does the Constitution do? A: sets up the governmentA: defines the governmentA: protects basic rights of Americans 3. The idea of self-government is in the first three words of the Constitution. What are these words? A: We the People 4. What is an amendment? A: a change (to the Constitution)A: an addition (to the Constitution) 5. What do we call the first ten amendments to the Constitution? A: The Bill of Rights 6. What is one right or freedom from the First Amendment?* A: speechA: religionA: assemblyA: pressA: petition the government 7. How many amendments does the Constitution have? A: twenty-seven (27) 8. What did the  Declaration of Independence  do? A: announced our independence (from Great Britain)A: declared our independence (from Great Britain)A: said that the United States is free (from Great Britain) 9. What are two rights in the Declaration of Independence? A: lifeA: libertyA: pursuit of happiness 10. What is freedom of religion? A: You can practice any religion, or not practice a religion. 11. What is the economic system in the United States?* A: capitalist economyA: market economy 12. What is the rule of law? A: Everyone must follow the law.A: Leaders must obey the law.A: Government must obey the law.A: No one is above the law. B. System of Government 13. Name one branch or part of the government.* A: CongressA: legislativeA: PresidentA: executiveA: the courtsA: judicial 14. What stops one branch of government from becoming too powerful? A: checks and balancesA: separation of powers 15. Who is in charge of the executive branch? A: the President 16. Who makes federal laws? A: CongressA: Senate and House (of Representatives)A: (U.S. or national) legislature 17. What are the two parts of the U.S. Congress?* A: the Senate and House (of Representatives) 18. How many U.S. Senators are there? A: one hundred (100) 19. We elect a U.S. Senator for how many years? A: six (6) 20. Who is one of your states U.S. Senators? A: Answers will vary. [For District of Columbia residents and residents of U.S. territories, the answer is that D.C. (or the territory where the applicant lives) has no U.S. Senators.] * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 21. The House of Representatives has how many voting members? A: four hundred thirty-five (435) 22. We elect a U.S. Representative for how many years? A: two (2) 23. Name your U.S. Representative. A: Answers will vary. [Residents of territories with nonvoting Delegates or resident Commissioners may provide the name of that Delegate or Commissioner. Also acceptable is any statement that the territory has no (voting) Representatives in Congress.] 24. Who does a U.S. Senator represent? A: all people of the state 25. Why do some states have more Representatives than other states? A: (because of) the states populationA: (because) they have more peopleA: (because) some states have more people 26. We elect a President for how many years? A: four (4) 27. In what month do we vote for President?* A: November 28. What is the name of the President of the United States now?* A: Donald J. TrumpA: Donald TrumpA: Trump 29. What is the name of the Vice President of the United States now? A: Michael Richard PenceA: Mike PenceA: Pence 30. If the President can no longer serve, who becomes President? A: the Vice President 31. If both the President and the Vice President can no longer serve, who becomes President? A: the Speaker of the House 32. Who is the Commander in Chief of the military? A: the President 33. Who signs bills to become laws? A: the President 34. Who vetoes bills? A: the President 35. What does the Presidents Cabinet do? A: advises the President 36. What are two Cabinet-level positions? A: Secretary of AgricultureA: Secretary of CommerceA: Secretary of DefenseA: Secretary of EducationA: Secretary of EnergyA: Secretary of Health and Human ServicesA: Secretary of Homeland SecurityA: Secretary of Housing and Urban DevelopmentA: Secretary of InteriorA: Secretary of StateA: Secretary of TransportationA: Secretary of TreasuryA: Secretary of Veterans AffairsA: Secretary of LaborA: Attorney General 37. What does the judicial branch do? A: reviews lawsA: explains lawsA: resolves disputes (disagreements)A: decides if a law goes against the Constitution 38. What is the highest court in the United States? A: the Supreme Court 39. How many justices are on the Supreme Court? A: nine (9) 40. Who is the Chief Justice of the United States? A: John Roberts (John G. Roberts, Jr.) * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 41. Under our Constitution, some powers belong to the federal government. What is one power of the federal government? A: to print moneyA: to declare warA: to create an armyA: to make treaties 42. Under our Constitution, some powers belong to the states. What is one power of the states? A: provide schooling and educationA: provide protection (police)A: provide safety (fire departments)A: give a drivers licenseA: approve zoning and land use 43. Who is the Governor of your state? A: Answers will vary. [Residents of the District of Columbia and U.S. territories without a Governor should say we dont have a Governor.] 44. What is the capital of your state?* A: Answers will vary. [District of Colu*mbia residents should answer that D.C. is not a state and does not have a capital. Residents of U.S. territories should name the capital of the territory.] 45. What are the two major political parties in the United States?* A: Democratic and Republican 46. What is the political party of the President now? A: Republican (Party) 47. What is the name of the Speaker of the House of Representatives now? A: Nancy Pelosi (Pelosi) C: Rights and Responsibilities 48. There are four amendments to the Constitution about who can vote. Describe one of them. A: Citizens eighteen (18) and older (can vote).A: You dont have to pay (a poll tax) to vote.A: Any citizen can vote. (Women and men can vote.)A: A male citizen of any race (can vote). 49. What is one responsibility that is only for United States citizens?* A: serve on a juryA: vote 50. What are two rights only for United States citizens? A: apply for a federal jobA: voteA: run for officeA: carry a U.S. passport 51. What are two rights of everyone living in the United States? A: freedom of expressionA: freedom of speechA: freedom of assemblyA: freedom to petition the governmentA: freedom of worshipA: the right to bear arms 52. What do we show loyalty to when we say the Pledge of Allegiance? A: the United StatesA: the flag 53. What is one promise you make when you become a United States citizen? A: give up loyalty to other countriesA: defend the Constitution and laws of the United StatesA: obey the laws of the United StatesA: serve in the U.S. military (if needed)A: serve (do important work for) the nation (if needed)A: be loyal to the United States 54. How old do citizens have to be to vote for President?* A: eighteen (18) and older 55. What are two ways that Americans can participate in their democracy? A: voteA: join a political partyA: help with a campaignA: join a civic groupA: join a community groupA: give an elected official your opinion on an issueA: call Senators and RepresentativesA: publicly support or oppose an issue or policyA: run for officeA: write to a newspaper 56. When is the last day you can send in federal income tax forms?* A: April 15 57. When must all men register for the Selective Service? A: at age eighteen (18)A: between eighteen (18) and twenty-six (26) AMERICAN HISTORY A: Colonial Period and Independence 58. What is one reason colonists came to America? A: freedomA: political libertyA: religious freedomA: economic opportunityA: practice their religionA: escape persecution 59. Who lived in America before the Europeans arrived? A: Native AmericansA: American Indians 60. What group of people was taken to America and sold as slaves? A: AfricansA: people from Africa * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 61. Why did the colonists fight the British? A: because of high taxes (taxation without representation)A: because the British army stayed in their houses (boarding, quartering)A: because they didnt have self-government 62. Who wrote the Declaration of Independence? A: (Thomas) Jefferson 63. When was the Declaration of Independence adopted? A: July 4, 1776 64. There were 13 original states. Name three. A: New HampshireA: MassachusettsA: Rhode IslandA: ConnecticutA: New YorkA: New JerseyA: PennsylvaniaA: DelawareA: MarylandA: VirginiaA: North CarolinaA: South CarolinaA: Georgia 65. What happened at the Constitutional Convention? A: The Constitution was written.A: The Founding Fathers wrote the Constitution. 66. When was the Constitution written? A: 1787 67. The Federalist Papers supported the passage of the U.S. Constitution. Name one of the writers. A: (James) MadisonA: (Alexander) HamiltonA: (John) JayA: Publius 68. What is one thing Benjamin Franklin is famous for? A: U.S. diplomatA: oldest member of the Constitutional ConventionA: first Postmaster General of the United StatesA: writer of Poor Richards AlmanacA: started the first free libraries 69. Who is the Father of Our Country? A: (George) Washington 70. Who was the first President?* A: (George) Washington B: 1800s 71. What territory did the United States buy from France in 1803? A: the Louisiana TerritoryA: Louisiana 72. Name one war fought by the United States in the 1800s. A: War of 1812A: Mexican-American WarA: Civil WarA: Spanish-American War 73. Name the U.S. war between the North and the South. A: the Civil WarA: the War between the States 74. Name one problem that led to the Civil War. A: slaveryA: economic reasonsA: states rights 75. What was one important thing that Abraham Lincoln did?* A: freed the slaves (Emancipation Proclamation)A: saved (or preserved) the UnionA: led the United States during the Civil War 76. What did the Emancipation Proclamation do? A: freed the slavesA: freed slaves in the ConfederacyA: freed slaves in the Confederate statesA: freed slaves in most Southern states 77. What did Susan B. Anthony do? A: fought for womens rightsA: fought for civil rights C: Recent American History and Other Important Historical Information 78. Name one war fought by the United States in the 1900s.* A: World War IA: World War IIA: Korean WarA: Vietnam WarA: (Persian) Gulf War 79. Who was President during World War I? A: (Woodrow) Wilson 80. Who was President during the Great Depression and World War II? A: (Franklin) Roosevelt * If you are 65 years old or older and have been a legal permanent resident of the United States for 20 or more years, you may study just the questions that have been marked with an asterisk. 81. Who did the United States fight in World War II? A: Japan, Germany, and Italy 82. Before he was President, Eisenhower was a general. What war was he in? A: World War II 83. During the Cold War, what was the main concern of the United States? A: Communism 84. What movement tried to end racial discrimination? A: civil rights (movement) 85. What did Martin Luther King, Jr. do?* A: fought for civil rightsA: worked for equality for all Americans 86. What major event happened on September 11, 2001, in the United States? A: Terrorists attacked the United States. 87. Name one American Indian tribe in the United States. [Adjudicators will be supplied with a complete list.] A: CherokeeA: NavajoA: SiouxA: ChippewaA: ChoctawA: PuebloA: ApacheA: IroquoisA: CreekA: BlackfeetA: SeminoleA: CheyenneA: ArawakA: ShawneeA: MoheganA: HuronA: OneidaA: LakotaA: CrowA: TetonA: HopiA: Inuit INTEGRATED CIVICS A: Geography 88. Name one of the two longest rivers in the United States. A: Missouri (River)A: Mississippi (River) 89. What ocean is on the West Coast of the United States? A: Pacific (Ocean) 90. What ocean is on the East Coast of the United States? A: Atlantic (Ocean) 91. Name one U.S. territory. A: Puerto RicoA: U.S. Virgin IslandsA: American SamoaA: Northern Mariana IslandsA: Guam 92. Name one state that borders Canada. A: MaineA: New HampshireA: VermontA: New YorkA: PennsylvaniaA: OhioA: MichiganA: MinnesotaA: North DakotaA: MontanaA: IdahoA: WashingtonA: Alaska 93. Name one state that borders Mexico. A: CaliforniaA: ArizonaA: New MexicoA: Texas 94. What is the capital of the United States?* A: Washington, D.C. 95. Where is the Statue of Liberty?* A: New York (Harbor)A: Liberty Island[Also acceptable are New Jersey, near New York City, and on the Hudson (River).] B. Symbols 96. Why does the flag have 13 stripes? A: because there were 13 original coloniesA: because the stripes represent the original colonies 97. Why does the flag have 50 stars?* A: because there is one star for each stateA: because each star represents a stateA: because there are 50 states 98. What is the name of the national anthem? A: The Star-Spangled Banner C: Holidays 99. When do we celebrate Independence Day?* A: July 4 100. Name two national U.S. holidays. A: New Years DayA: Martin Luther King, Jr., DayA: Presidents DayA: Memorial DayA: Independence DayA: Labor DayA: Columbus DayA: Veterans DayA: ThanksgivingA: Christmas NOTE: The questions above will be asked of applicants who file for naturalization on or after October 1, 2008. Until then, the Current Set of Citizenship Questions and Answers remains in effect. For those applicants who file prior to October 1, 2008, but are not interviewed until after October 2008 (but before October 1, 2009), there will be an option of taking the new test or the current one.

Thursday, February 27, 2020

The Fast Track Program of Florida Institute Essay

The Fast Track Program of Florida Institute - Essay Example The Fast Track Program of FIT gives an opportunity for undergraduate students to take graduate coursework; thus, they are able to finish a master’s degree in less time than in traditional programs (Florida Institute of Technology 1). Furthermore, the students will not have to shoulder the cost of graduate admission requirements and eliminate the anxiety of applying to a graduate program. The time commitment will also be greatly reduced. Â  Another major advantage of the FastTrack program is that most students who graduate from this program usually earn higher starting salaries. They also gain access to the latest trends in technology and are better exposed to real-world scenarios. They become exposed to industry leaders and are able to expand their professional network (Florida Institute of Technology, par.1). Students from the program acquire major-related work experience, professional skill-honing, co-op earnings and insight into one’s professional strengths (Florida Institute of Technology, par.4). Â