Strip Malls: Causes of Failure and Success

DNSI 375 DESIGN THEORY AND RESEARCH Introduction and Literature Review You have a great start on the literature review. I would spend a little bit more time on the introduction and conclusion. The introduction should be more persuasive and can be referenced (see my comments below). 17/20 Strip Malls: Causes of Failure and Success Introduction With the economic downturn, businesses are suffering greatly and closing rapidly; because of this it is important to figure out ways to reduce these closings and help companies prosper. One business type that has seen drastic closings is the strip mall.While research suggests that location, facade design, greenery, anchor stores, store offerings and other attractions pull in much more foot traffic than malls who are missing these features (source), strip mall abandonment is still a huge problem in the United States. We have to wonder why so much new strip mall construction is occurring without the implementation of these features, or if they are why are they still failing? The purpose of this research study is to determine how facade design, location, and store offerings in strip malls affect customer shopping behaviors.This study is important to determine how society as a whole can become more sustainable by keeping new construction down and reviving failed strip malls and making them a success. Literature Review Location and Attraction to Strip Malls **(Anchor store information can be added here as an attraction) When it comes to strip malls, location is a key factor in determining where someone chooses to shop, and often distance alone is not enough to determine the success of a strip mall. Though location plays a key role in terms of proximity to its customers, e. . , nearness to main roads, travel time, and population congestion, customer psychology plays a key role in determining whether the trip is â€Å"worth it† (Rajagpal, 2009). The distance a customer is willing to travel is determined by several factors of the shopping experience: customer loyalty, ergonomics, expected/post-buying satisfaction, and multichannel retail strategies (Rajagpal 2009). Customer loyalty is built primarily through a store’s overall business model, and is expressed in strip malls by those individual stores upholding those values.If a customer finds the goods and services provided to be what they expected, they will continue to shop at that store with distance and location being a minimal factor. The ergonomics of a store refers to one’s ability to move around; a store with pleasing ergonomics will enhance the customer’s experience and encourage them to return. Expected/post-buying satisfaction refers to the discrepancies between a person’s perceived experience when shopping before they go into the store and the actual experience as they leave.Expected satisfaction can be a strong motivator for someone to visit a certain strip: if they’ve heard the way their friends ranted a nd raved about the experience, they will be more likely to visit, but if their post-buying satisfaction is not what is expected, they may not return. A multichannel retail strategy is the way that a store, or strip mall, chooses to route a customer to make the most of their spending habits. In individual stores this may mean strategically placing â€Å"impulse buys† along a customer’s path of travel (Rajagpal 2009).When applied to the strip, it refers to the way the architect has chosen to route the shopper through the center. Of the four factors listed, this is easily the biggest design factor determining the distance customers are willing to travel because it affects the overall experience that the customer will have. For example, a strip in a square or â€Å"L† shape encourages people to walk along the length of the strip, backtracking to stores they saw before, where a simple line offers fewer options and ends abruptly.Customers are naturally attracted to st rips that they have easy access to, but their social environments determine the ease of access. The early development of strip malls came about in the 19th century with the idea of a main street as a shopping destination; along main street shops were placed within walking distance of each other. However, this model has not changed or adapted very well over time and while this design is poor in suburban strip malls, where the linear progression takes you in a single direction rather than encouraging a casual hopper to explore, it is detrimental in urban areas where the original strips existed. For example, the Los Angeles urban strips are close to and have easy access to a potential shopping base, but the social environment discourages shopping. As the city expanded, the area around these strips became home to low-income housing, and the public areas were quickly taken over. The population of the area that was surveyed showed a strong desire to use the space, but noted such hazards a s gang activity and a distinct lack of comfort for pedestrians (Loukaiton-Staris, 1997).Largely the people in Loukaiton-Staris’s study wanted a place that was pedestrian friendly, incorporating things such as seating and greenery, in addition to larger walkways and space for foot traffic. Pedestrian-friendly strips serve as a major attraction to customers, and the design of these heavily influence consumers in their shopping choice. Referring to a strip as â€Å"pedestrian-friendly† typically referes to (Loukaiton-Staris, 1997): * Allowances for adequate foot traffic * Allowances for seating Greenery and other visual attractions Strips that incorporate these things, particularly greenery are given a better chance of financial survival with the attraction of more customers and businesses; strips with greater greenery were able to charge higher rent, and shoppers indicated that they would be willing to pay more at these more attractive strip malls (Wolf, 2009). From the customer’s standpoint, greenery poses more interest in a pedestrian area rather than a strip mall dominated by the parking lot due to wayfinding (Wolf, 2009).A shopper who’s allowed to take their time and wander through a strip is allowed a certain amount of interaction with their surroundings whereas a strip without this aspect can find itself hindered by greenery obscuring the signs. In addition, the amount of greenery affects the amount of time a person is willing to spend in a strip mall, as is indicated on the chart below taken from â€Å"Strip Malls, City Trees, and Community Values,† where people were shown pictures and asked to predict their behavior based on the strip malls shown. Location is and store choice is a complex marketing decision; however, the istance a customer is willing to travel to the strip is influences in no small part by its design. This is a factor of ergonomics, multichannel research strategies, pedestrian-friendly travel and greene ry. All of these contribute to the attractiveness of the strip mall and so its success. **(Discuss greenery research to follow into – Exterior Facade)** Exterior Facade The exterior facade of a store is another very important aspect of a strip mall’s attractiveness and is important to consider when determining what influences consumer’s behaviors.The facade of a store is the first thing a customer see’s and generates the first impression of the store (Yuksel, 2009). First impressions are as important to the experience as the store’s reputation to the success or failure of a store. A survey conducted by Retail Consumer Experience reveal some of the views that consumers have on building facades. In the survey it was found that 96% of people consider the businesses appearance somewhat or extremely important (Retail Consumer Experience, 2011).In addition, it was also found that 52% of people decided not to enter a store because it looked dirty from the outside and 11% because it looked outdated or old from the outside (Retail Consumer Experience, 2011). It is also found that color of the facade can determine the consumer’s experience. When examining if colors have an effect on behaviors it was found that even though the crowd level was the same, customers perceived that the blue exterior building had less crowding than the orange exterior building (Yuksel, 2009).While the colors of individual facades is often a matter of the store’s personal brand, the color of the building could potentially have an effect on consumer behavior. Although some research has been done on facade design we need to get a better understanding of how much it affects the consumers experience and what about the exterior facade is pleasing or unpleasing. Community Engagement *(It might be nice to go into detail about what went wrong with the public housing incident to help show exactly why lack of community engagement is an issue)Instead of add ing density to existing environments, contemporary cities have a decentralized pattern of growth (Rowe, 1991). Most new growth occurs in the next layer of undeveloped land outside of the existing suburbs. Because of this continuous development, there are more and more paved areas like highways and parking lots and less and less untouched countryside. Suburban sprawl leads to all kinds of unintended environmental consequences, mostly related to the lack of â€Å"walkability†. Life in sprawl developments demands up to three times as much driving as in high-density urban areas (Surface, 2000).This means that there is more air pollution in sprawl areas. Pollutants in the air, including nitrates and sulphates emitted from road traffic, construction, and industry, is linked to health problems such as stroke, cognitive decline, and heart attack (Devi, 2012). Road runoff of automobile oils and battery metals and road salt contribute to water pollution and may affect public health (Su rface, 2000). Shopping centers in suburban areas are not as conducive to pedestrians as they are to automobiles, which means that for pedestrians there is little sense of safety when walking to and from different stores.In addition, when stores go out of business and buildings are abandoned, they become a hotspot for squatters and vandals, bringing crime into the community. A study conducted by John Dimitriou (2001), states that the quality of place in American suburbs inhibits peoples’ ability to have a sense of ownership and connection to the place they live because the physical design of the environment has â€Å"repellant and disengaging characteristics† (Dimitriou, 2001, p. 7). The â€Å"confused organization and ugliness† of the built environment pushes people away and makes them feel like outsiders in their own towns (Dimitriou, 2001, p. 6). This results in a sense of isolation and lack of community engagement. Suburban settlement is driven by a popular d esire to live on the countryside to satisfy a person’s affinity for natural open spaces, fresh air, and lower populations. But people also want to have access to the culture and opportunity provided by a city. The suburban ideal is to have the best of both worlds by unifying town and country (Dimitriou, 2001, p. 10). However, as more and more people move to the suburbs, the country-living characteristics fade and the area becomes more like a city in terms of services and social problems.This leads to a continuous outward spread of housing developments in search of natural open spaces. The housing developments are followed by shopping centers dispersed throughout the area. These shopping centers are characterized by sprawling parking lots and bland, repetitive architecture. The utilitarian design of strip malls does not encourage people in the community to cultivate a sense of connection or engagement with the shopping center. The dispersed locations of the buildings are disor ienting, and foster a dependence on automobiles. Why would anyone want to feel connected to something confusing and ugly?Good design can enhance a person’s sense of belonging to a community by creating a place that they are proud to be associated with. Dimitriou suggests that if new development is focused on existing suburban centers we can improve the quality of place and reduce dependence on private automobiles. This study focuses on densification of suburban commercial centers. Dimitriou proposes broad planning solutions so that whole communities served by a particular strip center could potentially be unified through their attachment to a place. A great way to foster attachment to a place is by enhancing its sense of history.This can be accomplished by adding to the existing built environment, rather than demolishing structures, to preserve remnants of old buildings that give clues to the former life of a place (Dimitriou, 2001, p. 27). He also proposes to reorganize stri p malls to include more pedestrian friendly elements and public spaces. For example, he suggests forming continuities and connections between specific places to give the area more unity and accessibility and establishing focal points in the form of public spaces or specific buildings to organize navigation (Dimitriou, 2001, p. 27). (Along with attractions: I found a study on how actual attractions, movie theaters, restaurants, roller coasters, etc. Also bring in more foot traffic helping out store sales) LET’S TALK ABOUT PARKING. The most common argument in opposition to a more â€Å"downtown – like† pedestrian friendly atmosphere is the relative lack of parking. Parking lots are also what make strip malls so unengaging and ugly. People complain about parking a couple of blocks away from a downtown store but will walk across a huge parking lot (not to mention the size of the mall) to get to their desired destination in the mall.Conclusion Our research will focus on four specific areas related to strip mall design: facade design, greenery, pedestrian-friendliness, and entertainment attractions such as movie theaters, restaurants, and public gathering spaces. We will look at how each of these factors affects the success of strip malls. Our goal is to come up with design solutions that will help existing strip malls attract and retain customers. These solutions will aim at improving upon the existing built environment instead of demolishing structures and building new ones.This â€Å"suburban renewal† concept is more environmentally friendly and will hopefully engender a sense of history, community and pride in suburban shopping centers. **We also need to add pictures and/or graphs from previous studies REFERENCES Rowe, P. (1991). Making a middle landscape. Cambridge, Massachusetts: The MIT Press. Surface Transportation Policy Project (2000). Mean streets 2000: Pedestrian, health, and federal transportation spending. Washington, DC: Au thor. Devi, S. (2012). New studies cast dark cloud over air pollution. The Lancet 379. 9817 697. : The Lancet. Web. 29 Feb. 2012. . Dimitriou, George John. Suburban Revisions: Redesigning Suburban Strip Malls. 2001. Print. Roajagopal. (2011). Determinants of shopping behavior of urban consumers. Journal of International Consumer Marketing, 23 (2), 83-104. Loukaitou-Sidiris, A. (1997). Inner-City commercial strips: Evolutioin, decay: retrofit? Town Planning Review, 68 (1), 1-29. Wolf, K. (2009). Strip malls, city trees, and community values. Aboriculture and Urban Forestry, 35 (1): 33-40. Irwin, Elana. â€Å"Study Shows Urban Sprawl Continues To Gobble Up Land. OSU Research News Index Page. Ohio State University, 17 Dec. 2007. Web. 12 Apr. 2012. . * * Alternate Introduction * Suburban sprawl has long since taken over much of America’s scenic countryside and continues to spread further and further from center cities. More people have jobs in suburban areas, or are telecommutin g, and no longer have the need or desire to live close to the major cities (Irwin, 2007). People are also being drawn further away from cities by natural amenities in rural areas such as lakes, oceans, forests or mountains (Irwin, 2007).This desire to be closer to nature, however, does not supersede the desire to have easy access to man-made amenities such as restaurants, movie theaters, and shopping centers. The commercial sprawl that follows the residential sprawl often comes in the form of blandly designed strip malls with massive desert-like parking lots. Aside from the store selection, there is nothing to attract customers and encourage them to spend more time in the shopping center. When stores go out of business or move to a more attractive location, the strip malls often remain vacant and become not only eyesores but burdens on the community.Although strip mall abandonment is a known problem in the United States, more strip malls are being constructed all the time and the cy cle continues repeating itself. This study seeks to discover how suburban society can become more sustainable by keeping new construction down and reviving failed strip malls and making them a success. Research suggests that location, facade design, greenery, anchor stores, store offerings and other attractions are all factors that draw in customers. The purpose of this research study is to determine how these factors affect customer shopping behavior. *

Rhetorical Analysis compare Essay

This is a rhetorical essay comparing, Looking At Women, written by Scott Russell Sanders; and What Is A Homosexual?, Written by Andrew Sullivan. These two essays describe in detail how children are growing up and knowing at an early age that they are either heterosexual or homosexual. When comparing these two essays both boys are going through puberty, watching their body change and develop. Mr. Sanders essay is about boys learning when they are attracted to girls, usually it’s around the time they are going through puberty; while Mr. Sullivan essay is about when boys learn that they are attracted to boys. This also was when the boy went through puberty. Looking At Women is about when a boy realizes his body and mind are changing towards girls, and realizes his attraction toward girls. When you can look at a girl, and realize it is the opposite sex. Mr. Sander’s talks about how should the male figure look at the female when they display their body with little to no clothing. He goes on to explain that it’s natural for us to look at the opposite sex. We as humans are curious in the opposite sex, so our eyes naturally wander and look. Upon reading these essays I realized we all go through puberty and that is basically when we find ourselves. Our wants and desires for either the same or the opposite sex. Having said that, what if you were not attracted to the opposite sex, but were attracted to the same sex. What Is A Homosexual is a persuasive essay about gay adolescents realizing they are attracted to the same sex at an early age. Mr. Sullivan realizes his attraction to the same sex after he went through puberty as the boy in Mr. Sander’s essay noticing his attractions to girls. Both boys have to control their desires to look at either the opposite sex or the same sex. I realized that both boys are going through similar situations under different circumstances’. While the  homosexual cant not be caught looking at another male while dressing in the locker room. But, the heterosexual can look at the opposite sex and want be picked on. In today’s society the clothes for girls has changed sense I was a preteen and going through puberty. The preteens now wear little clothing as possible to show off their developing figure into a woman. This will attract the eyes of the young male that’s also going through puberty, and doesn’t want to be caught staring at the developing young female. This is also similar to the young boy that is having homosexual thoughts in the locker room. He has to control his action of staring at his same sex friend that has change over the summer from puberty. Both the boys are going through similar situations, one is with the same sex while the other is the opposite sex, finding sexual attraction and the urge to look and their desires for the other person. While Looking At Women and What Is A Homosexual seem very different, they are quite similar. The boys are going through the same body changes and realizing the attraction to either girls or guys. The boys are sorting out their desires on how to look at the other person weather it’s the opposite sex or the same. Interesting enough the boys learn to control their wandering eyes, and when it’s appropriate to look at either gender.

MPH503 - Infertility and Public Health Module 3 - SLP Essay

MPH503 - Infertility and Public Health Module 3 - SLP - Essay Example elated agencies and other private or public organizations, are working hand in hand to provide appropriate infertility treatment services to those who are identified as suitable recipients to respond to the increasing demand and need of such services; of course, putting emphasis on the existing state policies. Texas is one of the states which mandate the provision of infertility insurance and services for the identified recipients. The existing policies regarding infertility and the provision of treatment services are covered by the Health Coverage of the Health Insurance and Other Health Coverages section of the Texas Insurance Code. According to Section 1366.001, these services are identified and must be provided by (1) an insurer, (2) a group hospital service corporation which provides nonprofit hospital services plan, (3) health maintenance organizations or HMOs, and (4) an employer, multiple employers, union, association, trustee, or other self-funded or self-insured welfare or benefit plan, program, or arrangement (â€Å"Insurance Code,† n.d.). The state insurance commissioner, furthermore, dictates the application of the enacted laws contained in the specific legislative statutes. These particular statutes necessitate the organizations mentioned above as well as the state commissioner to offer coverage of in vitro fertilization (IVF) procedure, one of the assisted reproductive technologies (ART), to those under the group health benefit plan who are considered infertile, whether it be the employee who owns the plan or his/her spouse. In case the offer is rejected by the supposed recipients, the issuer of the services must ensure to put the refusal into writing. The institutions who are affiliated with any religious denomination are also not forced to offer such services especially if conflicting principles exist. Despite the use of these services in several states such as California, Massachusetts, New Jersey and New York among others, the issue regarding

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Royal Mail Privatisation Essay Example | Topics and Well Written Essays - 1500 words

Royal Mail Privatisation - Essay Example For purposes of this brief analysis, the author will consider the case of the Royal Mail with regards to its upcoming privatized nation. Rather than delineating whether or not this is a positive or negative in, per se, the analysis will be contingent upon the activities and obligations that the Royal Mail engenders, how privatized nation might impact this industry, a discussion and analysis of what privatized nation actually entails, a discussion of the market structure of the parcel and packet delivery industry, and analysis of the way that this might impact upon performance, business, industry, and the consumer, and finally a discussion and analysis of whether such a level of privatization might in fact be in the best interests of these respective stakeholders or not (Houghton et al., 2013). It is the hope of this author that such a level of analysis will help to elucidate a further level of understanding in the mind of the reader with regards to the Royal mail and how it is likely to be defined and evolved within the coming years (Whyman, 2009). Q1: As it stands today, the Royal Mail is responsible for delivering and processing tens of millions of pieces of mail, both domestic and international, that transit within the United Kingdom. Tracing its origins back as far as Henry VIII, the Royal Mail service has existed and evolved with the needs of the United Kingdom throughout the years. Currently, the Royal Mail is the primary and most prolific provider of posts and parcel service within the United Kingdom and its territories (The Guardian, 2012). As with many other nationalized entities, the Royal Mail has not operated with ultimate profitability as the core contingent. Although solvency and a level of profitability has been considered, the main driving force that denotes business interactions within the world has not, at least up until this time, then a prescient concern. One of the defining compliments of the Royal Mail is what is known as the â€Å"univer sal service†. This â€Å"universal service† regards the compunction that the Royal Mail has to service all corners of the United Kingdom and provide post and parcel service, as well as a litany of other services, to these individuals; regardless of whether they live in far-flung reaches of the UK (Yarker, 2013). Naturally, privatization threatens to fundamentally redefine the way in which the Royal Mail operates. Consequently, before delving too deeply into the process of privatization itself, or seeking to analyze the means by which privatization will impact upon the Royal Mail, it is necessary seek to understand privatization itself as well as the core fundamentals of what it entails for any operation that engages with such a model of production. As has briefly been referenced above, the Royal Mail has not previously operated within the bounds of seeking to maximize a level of profitability. However, by very definition, privatization is a process through which singula r or joint ownership of a given entity/business seeks to exploit the overall level of profitability that can be realized. As a function of this, privatization threatens to fundamentally shift the way in which such an industry as the Royal Mail might be evidenced within the future. Q2: Whereas the Royal Mail had a near monopoly upon the United Kingd

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What were the historical origins of the Second Amendments protection Research Paper

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THE LAW OF HEALTH AND SAFETY AT WORK - Essay Example According to the provisions of the common law, employers are required to safeguard the physical and psychological health of their employees. They are also required to provide a safe system of work, safe means of access, plant and equipment, and fellow employees. Furthermore, employees have to be protected from unnecessary risk of injury (Mcilroy, 2000). This duty of care is an implied obligation in a contract of employment. It had been the extant practice to permit employees to claim compensation from their employers if they were injured at the workplace, due to the negligence of the latter. The courts have commenced to grant compensation for psychological injuries caused by employers. In order to succeed in a claim for psychiatric injury, the applicant has to establish genuine psychological damage; presence of a causal link between the psychiatric injury and his employment; and that the psychiatric injury had been foreseeable by the employer (Mcilroy, 2000). Moreover, the applicant must submit expert opinion to establish psychiatric illness, in order to claim compensation. Stress in employment, gradually erodes the health of employees, and reduces self-esteem, confidence, and other abilities. Such employees are less likely to claim compensation from their employers (Mcilroy, 2000). ... The Employment Protection Act 1975 (Employment Protection Act (c. 71), 1975) provides rights related to time off, and these have been included in the Employment Rights Act 1996 (Employment Rights Act (c. 18), 1996). A few of these rights provide employees with paid time off and the other rights allow employees to avail themselves of unpaid time off. Specifically, section 50(4) of the Employment Rights Act 1996, requires the duration of time off and pertinent factors to be of a reasonable nature. This was clearly discernible in the Employment Appellate Tribunal’s decision in Borders Regional Council v Maule, wherein the former stressed that there was to be a balance between the needs of the employer and the rights of the employee (Borders Regional Council v Maule, 1993). Health and Safety at Work It is to be examined, whether the corporate law firm, is in breach of the provisions of the Health and Safety at Work etc. Act of 1974. In instances involving work related stress an em ployee can initiate legal action against his employer in the County Court or High Court, or apply to an Employment Tribunal. The first ruling regarding negligence arose in Walker v Northumberland County Council. In this case, it was held that it was reasonable to foresee risk of psychiatric injury, if the concerned employee had already undergone a nervous breakdown. All the same, this was not to be construed to imply that an employer could continue to subject an employee to excessive stress, until the latter suffered a stress related injury. In Garratt v London Borough of Camden, the Court of Appeal opined that a significant proportion of the population underwent nervous breakdowns and depression, and that quite a few of these individuals were

Law Essay Example | Topics and Well Written Essays - 3750 words

Law - Essay Example These damages can be physical injuries, damage to property, and pure economic loss. The pure economic loss does not necessarily have to be with the presence of physical loss and damage to property. Sometimes there are losses that are purely economic and are caused by the breach of a duty of care. The duties of care that result in pure economic loss are mostly related to the business scenarios where the loss may occur in the form of economic for the business or for any specific employee (Edwards, 2008, 357). In one scenario, because of the power cut the business had to stop their production and was forced to shut down their factory temporarily. In this scenario, the loss was purely economic as the business claimed for the loss of profit that they could have gained in the time period when the factory was shut down. The courts held that this loss was neither calculable nor recoverable. The heads of the factory had a duty of care towards the business to make sure that power supply is pro vided to the factory so that no damage to property or economic loss can occur. In another scenario, if the business has provided the employees with the damaged or defected equipment and during the working hours, they get injured due to the fault of the equipment, the business will be held liable for breaching their duty of care towards the employees to provide them safety at work, unless the work is risky or the risk is reasonably foreseeable. Under the principles of negligence, the business will have to compensate the physical injury of the employee. And the employees can also claim for economic loss by claiming for the absence at work because of which they couldn’t earn. The courts will also order the business to compensate to those losses (Okrent, 2009, 58). The defense that the business can use in the case when there is a physical injury is contributory negligence. This is a common law defense which stated that anyone who was partly responsible for the harm done to them c ould not recover in tort. In the business scenario where the equipment provided was damaged and moreover, the employee worked with it in an improper way which caused the injury, the employee will be considered contributory negligent and no liability will be imposed on the business. To make sure that contributory negligence has taken place, it is important to first find out whether the defendant was negligent or not. Thus, it was seen that in many cases the claimant’s behavior was negligent which contributed to the accident and the damages (Statsky, 2011, 131). Volenti non fit injuria is also a defense which can be used in the business scenarios. This Latin phrase means ‘no injury can be done to a willing person’. It describes a defense which applies where the claimant has in some way consented to what was done by the defendant, on the basis that in giving consent the claimant was voluntarily taking the risk of harm. This applies in many business scenarios where t he jobs are mostly risky and may need technical expertise. For these jobs, the employees should voluntarily consent to the acceptance of the risk that will be throughout their job. Thus, this defense can be used by the businesses where consent can be proven (Barnes, Best, 2007, 151). Applying elements of vicarious liability to business scenarios: Vicarious liability occurs where

Plasma Television And LCD Television Essay Example for Free

Plasma Television And LCD Television Essay Introduction Television technology has continued to evolve to be what it is today since the late 1930s when it was first commercially available. Today the television set has become a very basic household commodity in institutions and homes as source of entertainment and news. The T.V. today has evolved from the Cathode Ray Tube (CRT) to such advanced technology like the Plasma and LCD televisions that have taken the world by storm. But what’s the difference between these two latest models? Outwardly the models are almost alike, they are thin and flat. However, they differ in the technology behind them though they deliver almost similar results. (Robert Silva) The technology behind the Plasma television is based on the fluorescent light lamb and the display consists of cells. A narrow gap separates the two glass panels within each cell, where neon-xenon gas is injected and sealed in plasma form in the process of manufacturing. The LCD television on the hand uses a different technology of manufacture. LCD panels that are made of two layers of transparent material are â€Å"polarized† and bound together. (Robert Silva)   A special polymer is coated in one of the layers that hold the various liquid crystals. To create an image, current is passed through each individual crystal, these allows the crystals to pass or block light forming an image. Because the crystals by nature do not produce their own light, external lights like a fluorescent bulb are required to illuminate the created images for visibility. (Robert Silva) LCD television is more expensive than the Plasma television, however most consumers or users are never interested in the technicalities thus do not understand the difference, all they look for is a stylish set to suit their homes. (Robert Silva) REFERENCE Robert Silva: What are the Differences Between an LCD TV and a Plasma TV? Retrieved on 17th March 2008, from http://hometheater.about.com/od/lcdtvfaqs/f/lcdfaq2.htm

Hamlets Characterisation Essay Example for Free

Hamlets Characterisation Essay The aspect of Shakespeare’s Hamlet that is most interesting to me is the playwright’s intimate depiction of Hamlet’s daily struggle againt the world. Through soliloquies and characterisation, we see that Hamlet’s world is a cold, political one, unreceptive to his grief, and this fundamental incompatibility is ultimately what creates and drives the play’s great drama behind his struggle, his murderous plot, uncertainty, and finally his thoughtful, accepting resolve at the end of the play. Early in the play we see this great incompatibility between Hamlet and his society emerging, as he, stricken with grief, is surrounded by cold political plotters. Shakespeare revels in his use of irony, as Claudius utters the oxymoron â€Å"lawful espials†, and Polonius, evangelising that â€Å"this above all else: to thine own self be true†, endeavours with â€Å"this bait of falsehood† to â€Å"by indirections find directions out† and thus â€Å"take this carp of truth†. Hamlet continues this tradition of fish-related metaphors in accusing Polonius of being a â€Å"fishmonger†, a claim which reflects his own struggle to comprehend how cold and contriving his society is. Hamlet even wonders how â€Å"a beast that wants discourse of reason would have mourned longer† than his mother, Gertrude, the â€Å"pernicious woman† whose â€Å"salt of most unrighteous tears† falls from merely â€Å"galled eyes†. That she could be â€Å"like Niobe† is a twisted classical allusion which adds to the sentiment of tension which Hamlet feels against his society, which, in the disillusioned wake of his grief, he has found is superficial and immoral, especially as â€Å"one may smile, and smile, and be a villain†, while â€Å"virtue itself of vice must beg† and â€Å"rank corruption†¦mining within†¦infects unseen†. Thus this great tension forms an integral part of the early part of the play and drives the drama which underlies Hamlet’s characterisation, and his struggle to find where he belongs in this morally void society. Hamlet’s soililoquy at the end of Act II reveals how this tension has acted upon his soul. He questions his own sanity, asking if it is, in fact, the â€Å"pleasing shape† of the devil, which â€Å"abuses me to damn me†. This particular tension between Hamlet and his world is what reveals several important character elements in Hamlet. That the Player could invoke such passion in such a superficial â€Å"fiction†, and â€Å"for Hecuba† at that, while Hamlet sits statically racked with indecision, is reflective of the superficiality which frustrates him and drives him to see imself as a â€Å"dull and muddy-mettled rascal†. It drives him inwards to consider what kind of person he is, and how best to resolve the tension which has evolved as a result of his society’s immorality. Yet as the soliloquy changes tone dramatically, and marked by Hamlet’s cry of â€Å"Oh, vengeance! †, the apostrophic appeal to Nemesis herself reve als an early attempt to break free from these chains of indecision and uncertainty set upon him due to his struggle. Thus the tension between him and his immoral peers is what ultimately produces this first change of heart, from â€Å"pigeon-livered† to the successful invocation of the mythical figure, the â€Å"rugged Pyrrhus†, out to â€Å"drink hot blood†, whom he struggled to portray and rehearse earlier in the scene. That the tension is so central to this first episode of self-realisation, and subsequent ascents to personal conviction, reflects how truly crucial his struggle and journey towards self-understanding is to Hamlet’s textual integrity. Hamlet’s obsession with death, beginning with the Act III soliloquy not long after, is another seeming affliction brought on by this grievous tension with the world around our hero. That the world could so easily forget a human life, and that this life was that of a king, brings on a deep sense of aporia for the young prince, as he struggles to reconcile the significance of life with the great ease with which it is forgotten when lost. His turn to â€Å"what dreams may come when we have shuffled off this mortal coil† forms part of the plaintive introspection revealed by this soliloquy as he searches for truth, away from the â€Å"pangs of disprized love† for which he was informed that â€Å"to persever in obstinate condolement is†¦unmanly grief†. His obsession with death throughout the play and in this soliloquy is hence marked as a decided escape from the constant tension with his society and its many unknowable uncertainties, as portrayed by a play whose opening line is â€Å"who’s there! †. Death plays the role of the only certain, pure truth, as symbolised by the memento mori of Act V, the skull held in Hamlet’s hand which in all its graspable physicality and feeble perishability becomes a source of finality, and certainty for the young prince. His tension with society is characterised by great inaction and uncertain angst, but in death, all souls return to absolute dust. Whether they bear the â€Å"pate of a politician† or the â€Å"skull of a lawyer† is insignificant in this regard, for â€Å"e’en so†, even the great Alexander â€Å"looked o’ this fashion i’th’earth†. He finds great solace in the promise of this finality away from the contrarious moods of his â€Å"comrades†. This characterises the self-reckoning which ultimately leads him to his final resolvel and faith by which he stands ready to once more face his society and his fate, whatever it may be. With this sentiment he remarks â€Å"there is Providence in the fall of a sparrow†¦let be†. Lastly, Hamlet and Ophelia’s relationship with the world reveal analogous tensions which manifest in different ways and provide interesting insights into the dramatic consequences of this tension. Ophelia and Hamlet’s relationship is torn apart by Polonius’ meddling. Hamlet’s proclamation that â€Å"frailty, thy name is woman! † foreshadows the way that we soon see Ophelia being influenced to a great extent by her filial, obedient devotion to Polonius, so much so that, struggling to reconcile her personal integrity and her duty to her family, she descends into her own madness, â€Å"divided from herself and her fair judgment, without the which we are pictures, or mere beasts†. Polonius, the â€Å"fishmonger†, tells her that her love is that of â€Å"a green girl†, and her submission to such worldly expectations is what begets her destruction. Yet even in her insanity she finds a resolve which, though markedly more frenzied, mirrors Hamlet’s own. Her flowers are each symbols of denouncement of the court’s treacherous figures, whose â€Å"rue with a difference† Ophelia insists they must acknowledge for their most distressing actions. There is thus a great tension which arises out of the persistent degradation of the lovers’ relationship, and their final destruction at the hands of Laertes for Hamlet, and in the river for Ophelia. These elements are undeniably integral elements of the play which drive its enduring drama and converge to form a crucial part of Hamlet’s textual integrity. Thus we can see that the tension of the world, manipulative, cold and immoral, as it acts on the fundamentally honest, if perhaps naive prince, is the source of the great drama which underpins Hamlet’s struggle through the play to pit his own psyche against that of his peers. This tension time and time again proves to be central to a true consideration and understanding of Hamlet’s episodes of character evolution which sees him descend into the murky depths of his world’s uncertainty. It is only with the realisation and grasping of truth, whether he finds this in the finality of death or the power of fate, that Hamlet ascends once more to the safe anchorage of sanity and resolve, and finds the courage and conviction needed to face his society once more, and finally his death.

Consumer priority between cadbury and nestle chocolates

Consumer priority between cadbury and nestle chocolates In this research the product performance and buying behaviour of two famous brands of chocolates Nestle and Cadbury, which is use by people of all ages, is surveyed. This research involves interaction with people of PANIPAT. Conclusion of the research includes how people got these products on the change like advertisement, satisfaction, taste, packaging, price, quality, brand loyalty etc. and also which specialised brand of chocolate is most preferred by people of different age collections. In this research it is checked that how fast and how much chocolate they consumed, whether they buy small, big or family pack. Trend on changing basis their connection has been shown in the report. In this report it is tried to explain that the entire research and facts product wise. As already mentioned in this research the product performance and buying behaviour of two famous brands of chocolates Nestle and Cadbury, which are taking by people of all ages is surveyed. As consumers, everyone plays a vital role in the health of the economy international, local, national . The decision we make concern on our consuming behavior affect the demand for the basic raw materials, for the conveyence, banking, production; they effect the service of workers and decrement of resources and success of some few companies and failures of others. Thus marketer must understand this. PRIORITY (or taste) is a concept, used in the social sciences, particularly economics. It perceive a imagined or real choice between substitute and the probably of rank ordering of these substitute, based on gratification, enjoyment, happiness, satisfaction, utility they provide. More generally, it can be seen as a source of inspiring. In cognitive sciences, single choice enable choice of objectives/goals. The consumer significance not only emphasis on why and how consumers make purchasing decision, but also emphasize on why and how customers make some choice of the goods they make and their assesment of these goods after use. So for achieving of any company or product raise it is very necessary to take out its attention towards consumer preference. PROJECT BACKGROUND The source of chocolate can be captured back to the ancient Maya and Aztec civilizations in Central America, who first enjoyed chocolate a much-prized spicy drink made from roasted cocoa beans. Throughout its history, whether as cocoa or drinking chocolate beverage or confectionary treat, chocolate has been a much sought after food. The initial proof of chocolate was over twelve hundred years ago in the central America rain forests, where the tropical mix of high rain fall combined with high year round temperatures and humidity provide the ideal climate for cultivation of the plant from which chocolate is derived, the cacao tree. Chocolate is made from the cocoa bean, found in pods growing from the trunk and lower branches of the cacao tree, Latin name theobroma cacao meaning food of the gods Cacao was corrupted into the more familiar cocoa by the early European explorers. The Maya brewed a spicy, bittersweet drink by roasting and pounding the seeds of the cacao tree with maize and capsicum peppers and letting the mixture ferment. This drink was reserved for use in ceremonies as well as for drinking by the wealthy and religious elite; they also ate cacao porridge. The first mention of chocolate being eaten in solid form is when bakers in England began adding cocoa powder to cakes in the mid 1600s. Then in 1828 a Dutch chemist, Johannes van houten, invented a method of extracting the bitter tasting fat or cocoa butter from the roasted ground beans, his aim was to make the drink smoother and more palatable, however he unknowingly paved the way for solid chocolate as we know it. Chocolate as we know it today first appeared in 1847 when fry sons of Bristol, England mixed sugar with cocoa powder and cocoa butter (made by the van houten process) to produce the first solid chocolate bar then in1875 a Swiss manufacturer, Daniel peters, found a way to combine (some would say improve, some would say ruin) cocoa powder and cocoa butter with sugar and dried milk powder to produce the first milk chocolate. ABOUT NESTLE The  Company  was founded in  1866 by Henri Nestlà © in Vevey, Switzerland, where our headquarters are still located today. We employ around 280 000 people and have factories or operations in almost every country in the world. Nestlà © sales for 2010 were almost  CHF  110bn. Nestle strategy Nestlà ©s objectives are to be recognised as the world leader in Nutrition, Health and Wellness, trusted by all its stakeholders, and to be the reference for financial performance. We believe that leadership is not just about size; it is also about behaviour. Trust, too, is about behaviour; and we recognise that trust is earned only over a long period of time by consistently delivering on our promises. These objectives and behaviours are encapsulated in the simple phrase, Good Food, Good Life, a phrase that sums up our corporate ambition. ABOUT CADBURY Cadbury is a company with a long history in New Zealand and a passionate commitment to making everyone feel happy. Cadbury strategy This 6 Point Action Plan will help us deliver our contribution towards preventing obesity and positively influencing consumer health: 1.Innovation Through innovation were investing in the development of new products within every category that will provide consumers with more choice. These include lower calorie offerings and new sweetening options. In addition, were reducing trans-fats and salt content in our products and have discontinued marketing products with embedded toys. 2.Marketing weve introduced a Global Marketing Code of Practice with specific reference to children. We will not advertise where children under eight years are likely to be the majority of the audience. It also defines the special care to be taken when advertising to children between ages eight and twelve. 3.variety we help our consumers by providing a broader range of options across all our product ranges, to provide greater choice and flexibility for how they consume our products. We are including new portion sizes and sharing information on our labeling. Where we have larger product formats, we provide serving size information to make it clear that these products are for sharing or multi-occasions. 4.Labeling were looking for ways to help people make more informed choices about what they eat, how much and how often. This includes providing nutrition information in a format that is easier to understand and responsible consumption messages. Were applying a new global labeling standard, called Be Treat wise, to help educate consumers about the role of treats in the diet. 5.Vending We dont vend our confectionery or carbonated soft drink products in primary schools and will only vend these products in secondary schools by invitation and in line with nutritional guidelines set by the school. Guidelines for vending are included within our global marketing code of practice. 6.insight we continue to invest in consumer research that helps build our knowledge of health concerns, including obesity. Were using and sharing our consumer research and expertise to help improve understanding of concerns, both within and outside our business. PROJECT AIMS OBJECTIVES This project is based on the relative study consumer performance towards Nestle and Cadbury chocolates. Objectives of the study are: To the customer satisfaction level linked with the product and the customer first choice level. To enlarge customer satisfaction and recall the market share by satisfying the customer desires. To study the factor distressing the utilization sample. RESEARCH PROGRAM In this the method of the study is describe. This project is based on data composed from primary resources. After the complete study, an effort has been made to show full study of utilization of Cadbury and nestle chocolates taken by the people. The data had been used for various aspect like utilization, consumers first choice and customers approval regarding Cadbury and Nestle chocolates. In collecting vital data and information concerning the topic selected, I went to the people of Panipat and composed the data. Survey design: The study is a stratum study because the data were composed at a single time. For the reason of this study a connected sample of residents was selected on the basis of expediency. Sample Size and Design: A sample of 500 people was taken on the basis of expediency. The actual customer were contacted on the basis of random sampling. Time period of the Study:- The research will be take around 6 month. Research Period: Research work is carried in 8-12 weeks. Research Instrument: This work is passed out through the making of questionnaires. The questions integrated were open ended and obtainable multiple choices. Data Analysis: The data will be analyzed on the basis of appropriate tables by using mathematical techniques. The technique that I will use is bar technique. This dissertation includes the following area of research CONSUMER RESEARCH: customer research deals with customer and their troubles and solution to the problems. PRODUCT RESEARCH: Under product research variation which customers wants as to the packing, shape, quality, color and quantity etc of their desired chocolate is studied. PRICING RESEARCH: This includes capability to devour, to pay for the product, how much a person can spend on his/her favorite chocolate. ADVERTISING RESEARCH: Under this It is accomplished that whether the advertisement appeals the customer or not. DELIVERABLES Dissertation proposal Comparative study of customer response for Cadbury and nestle Review of existing literature on Cadbury and nestle Review of current market situation for Cadbury and nestle Reason for customer preference between Cadbury and nestle. Situations that are leading to customer dissatisfaction Dissertation report RESOURCES Data Collection: The data, which is collected for the purpose of study, is divided into 2 bases: Primary Source: The primary data include data survey of relative study of customer behavior towards Nestle and Cadbury chocolates. The information has been taken directly from answerer with the help of structured and unstructured questionnaires. Secondary Source: The secondary data was collected from internet, References from Library.

History of Barbados :: Essays Papers

The island of Barbados was first inhabited by an Amerindian migrant group called the Saladoid-Barrancoid around 350 to 650 AD. Their ancestors are believed to be from the Orinoco Basin in South America. The Spanish were the first Europeans to land on the island in the sixteenth century and reported the Amerindian settlement. However, when the Portuguese explorer, Pedro a Campus landed there in 1536, he claimed that the island was uninhabited. The original inhabitants, the Saladoid-Barrancoid, spoke a language which later became known as Arawakan. They were considered to be skilled farmers and fisherman while also excelling in ceramic crafts. They traded throughout the Caribbean area, which is known because artifacts of the Saladiod-Barrancoid have been found not only on Barbados, but also on neighboring islands. The slave population of Barbados increased greatly between 1643 and 1666. In 1643 the island had 6,400 slaves, and by 1666 they had over 50,000. The wealth of the planter class on the island was becoming more evident. The prosperity of the sugar industry within Barbados lasted until the early 1700s. The island of Jamaica and some of the Leeward Islands gained prosperity within the sugar industry. The diminishing sugar industry within Barbados was most directly related to their soil, which began to wear out. Barbados also faced problems with insects and drought. The life of those who worked on the plantations was not good. They endured hot temperatures, disease, and were at the mercy of their master. On almost every sugar-producing island, the death rate was higher than the birth rate, and it was known that those that worked on the sugar producing islands were up for a much harsher life than those taken to places like North America. Since the slaves died too quickly to reproduce, the plantation owners were constantly forced to bring more slaves in.

Choas Theory In Biology Essay -- essays research papers

Chaos In Biological Systems In today’s world of high-tech methods to study just about anything that exists, we are still imperfect. Scientists continue to look for ways to understand, explain, and even predict the actions and reactions of the universe. In the last two centuries, scientists have been looking in every possible place to understand the universe; from science, to math, even religion. They have turned to mathematicians and their strange theories of determinism and predictability. This search to understand the universe has spawned several new areas of science; there are now scientists devoted solely to the research of mere theories, such as chaos theorists. In the twentieth century, a new area of scientific study has been created. The goal of this new science is to turn the study of real life into a more easily understood, and more mathematical formula. This new science is called Ecology. Ecology is defined as â€Å"the science of relationships between organisms and their environments† (American Heritage Dictionary). Ecologists are, in large, generally biologists with a strong mathematical basis. This is not to say that all ecologists are also mathematicians, but the math background is a major part in the ecological studies. Scientists, by nature, have always tried to make the most complex things in the universe seem as simple as possible. â€Å"Scientists have always searched for simple rules, or laws, that govern the Universe. For example, Isaac Newton could explain how the stars appeared to move across the sky with his simple laws of motion and theory of gravitation. At the beginning of the 19th century, the famous French mathematician Pierre Simon LaPlace believed firmly in a Newtonian universe that worked on clockwork principles. He proposed that if you knew the position and velocities of all the particles in the Universe, you could predict its future for all time.† Hall 7 This new science is yet another attempt to do such a task. But, in this case, scientists have hit a few snags. In order to make a biological system into a simple, predictable formula, you must be able to count and measure every factor within that system. In ecology, however, this is nearly impossible. Because ecologists focus their studies on the relationships between organisms and their environment, everything that has an effect must be considered. This ranges from each individual ... ...nature, we can make minor judgments, never right nor wrong. The best way to truly understand and predict any system, is to truly know why it acts the way it does. One must be able to find the root of any problem that system might have, and the causes of any positive reactions also. All in all, the entire theory of using chaos to explain biological systems is pretty much a waste of time.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Coveney, Peter and Roger Highfield. Frontiers of Complexity. Fawcett Columbine: New York, 1995.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hatch, John P. â€Å"Biofeedback.† Encyclopedia of Human Biology. Academic Press: New York, 1997.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dupre, John. The Disorder of Things. Harvard University Press: Cambridge, 1993.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Norton, W.W. Exploring Chaos: A Guide to the New Science of Disorder. 1991. (Used in Freshmen Seminar packet, that is hall the information you provide.)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gleick, James. Chaos: Making A New Science. 1987. (Used in Freshmen Seminar packet, that is hall the information you provide.)  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Clarke, George L. Elements Of Ecology. Wiley & Sons, New York: 1954.

Lacanian Psychoanalytic Criticism in Harry Potter Essay -- Lacan Child

Lacanian Psychoanalytic Criticism in Harry Potter The inhabitants of a faraway country known for its ivory towers and for its export of literary monographs were forever quarreling over who might best represent them. One day two tiny factions decided to join forces: the adherents of the Princess Childlit and the followers of Prince Psychian, the great-great-grandson of Empress Psyche. Both groups had for a long time felt themselves unduly spurned†¦ by the powerful Board of Canonizers who had ruled Arkedemia for over a century. Might not a wedding between the two claimants strengthen their status?... just as the engagement was about to be announced, the whole affair was abruptly called off. What had happened?†¦Their cohorts had begun to quarrel most bitterly with each other†¦ The wedding did not take place†¦Soon the board of Canonizers issued an edict pronouncing both groups to be out of the system. Hereafter, their passports would be stamped with the word â€Å"marginal† in red gothic print. (Knoepfl macher, 131-132) [1] U.C. Knoepflmacher’s wonderful parody of the current situation of children’s literary criticism and the psychoanalytic approach to literature perfectly sums up what will be the major obstacle of this critical paper. It would seem that modern literary criticism has an unfortunate tendency to overlook children’s literature extensively; to relegate it to a position of only secondary importance in the critic’s glossary of â€Å"good literature.† On top of that, psychoanalytic criticism, as it is applied to children’s literature, seems to have taken on a startlingly simplistic, static approach to the analysis of the text, that does very little justice to the diversity and complexity that the field possesses. (132-133) ... ...nnual of the Modern Language Association Division on Children’s Literature and the Children’s Literature Association.18 (1990): 131-134. Lesnik-Oberstein, Karin. Children’s Literature: Criticism and the Fictional Child. Oxford: Oxford University Press, 1994. McGillis, Roderick. â€Å"Another Kick at La/can: ‘I Am a Picture.’† Children’s Literature Association Quarterly.20.1 (1995): 42-46. Murfin, Ross, Ed. â€Å"What is Psychoanalytic Criticism?† The Rime of the Ancient Mariner, Samuel Taylor Coleridge. Boston: Bedford/ St. Martin’s, 1999. Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York: Scholastic, Inc., 1998. Trites, Roberta Seelinger. â€Å"Psychoanalytic Approaches to Children’s Literature: Landmarks, Signposts, Maps.† Children’s Literature Association Quarterly. 25.2 (2000): 66-67.

Assessment Of Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind. †¢55 The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING. The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information: †¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide  ) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading. 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible.  Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning  Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind  Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? to enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? Each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning. †¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

The Simpsons

The Simpson or any early(a) cultural reference, illustrate an application of the display case of hardship you have chosen. You may non choose the applications provided In the lecture names or shown in class. Comment on ship skunkal that society attempts to Meltzer or eliminate the compositors case of ruin you have chosen. The Course survey project Is referable to be hand up to me In my office on Thursday the 12th of January, 2012 between pm and pm. All parts carry lucifer attach. Word Count is a supreme of 1500 words. Please submit 2 pillow slipd copies. fitting should be stapled in the top left hand corner with no new(prenominal)(a) stick to or covers. The cover page should imply the name of the author, assimilator number, the fiber of failure you ar examining, and an exact word count. cover the black stag outet of opposites is appropriately acknowledged.This fitting accounts for 8. 3% of your overall mark in chalk 104. If you fail to follow these gui delines your appellative entrust non be pass judgment. Department of economics Policy for Missed Course meet and ripe entering The Department to economics seeks to operate a Atari policy tort all students attention in-class examinations on specified dates and submitting engagements on time. A fair policy starts with recognizing the go outation callable to students who meet these requirements. 1. Missing In-Class examination 1 . A zero mark get out be assigned where an in-class examination is disoriented without remission being granted. . Permission for absence seizure is precisely granted in majestic draw (see point 3 below). 2. posthumous entree of duty appointees 3. To be fair to students shock deadlines, a penalty go out be implemented for the youthful submission of an assignment. Where work is submitted up to and including 7 days belated, 10% of the total tag available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. browse submitted 15 days late or more shall be assigned a zero mark.Where feedback on assignments has been given by lecturers before this 2 workweek period, the lecturers give indicate the final date for the late submission, after which a zero mark is assigned. Please demarcation the following Saturday and sunshine count as 2 days. recently submission of assignments to either your lecturer or disciple operate in the Department, female genitalia yet take place during familiar office hours (I. E. 9. 15-4. 30 Monday to Friday). Assignments forget only be authoritative when a Student Declaration form is signed and stamped by a member of the Department. 4. Assignments that are practice under the door of the lecturer orStudent service go out non be accepted until students sign the declaration form and it is stamped by a member of the Department. Permission for an quotation is only gr anted in majestic stack (see point 3 below). 3. stupendous Circumstances 5. Permission for absence from in-class examinations or assignments and permission for continuations for assignments lead only be granted in particular(a) circumstances (I. E. Relevant illness, bereavement or other extenuating circumstances please note holidays in term are not classified as extenuating circumstances).Medical certificates moldiness be submitted to Student go in advance of the examination date/assignment deadline if possible or, at the latest, within 2 weeks of the deadline. Medical certificates volition only be accepted after 2 weeks if an write up is provided. Medical Certificates will not be accepted if your lecturer has given feedback on assignments. You are advised that, if necessary, your medical consultant may be asked to clarify your certificate. 6. The tryouts citizens committee of the Department of Economics will carry applications for permission for absences and cites wi thin 1 week of application.Where permission for absence is ranted, the mark achieved for the emergence matter in the pass Examination (or equivalent) will be awarded for the baffled in-class examination or assignment. For example, where a module has a crinkle work comp anent consisting of two in-class examinations number tort each (I. E. summer Examination 2 businesswork) and, due to exceptional circumstances, you are granted permission for absence from whiz in-class examination, your final mark will be based on 90% for the Summer Examination mark and 10% for the coursework part attempted. For some postgraduate modules and for the following undergrad modules (Checks,Checks, Checks, Checks and Checks) the Examinations committee may, where possible, arrange for an equivalent section of coursework to be submitted. 7. Permission for absence is not granted for assignments (save in exceptional circumstances). An computer address may be granted. The period of accompaniment is familiarly 2 weeks. Where an extension for an assignment is granted, penalties for late submission will not apply for the period of the extension. Student serve http//www. USC. IEEE/USC/depth/economics/seductivenesss/suffice/index. hypertext mark-up language Monday to Friday 9. 15-1. 00 and 2. 10- 4. Pm. Room 1. 02, Arras-An-AlaiThe SimpsonsThe Simpson or any other cultural reference, illustrate an application of the type of failure you have chosen. You may not choose the applications provided In the lecture notes or shown in class. Comment on ship canal that society attempts to Meltzer or eliminate the type of failure you have chosen. The Course determine project Is due to be reach up to me In my office on Thursday the 12th of January, 2012 between pm and pm. All parts carry bear on marks. Word Count is a supreme of 1500 words. Please submit 2 typed copies. Assignment should be stapled in the top left(prenominal) corner with no other cover or covers. The cover page shoul d complicate the name of the author, Student number, the type of failure you are examining, and an exact word count. suss out the work of others is appropriately acknowledged.This assignment accounts for 8. 3% of your overall mark in nut case 104. If you fail to follow these guidelines your assignment will not be accepted. Department of Economics Policy for Missed Coursework and latish Submission The Department to Economics seeks to operate a Atari policy tort all students care in-class examinations on specified dates and submitting assignments on time. A fair policy starts with recognizing the consideration due to students who meet these requirements. 1. Missing In-Class Examination 1 . A zero mark will be assigned where an in-class examination is missed without remission being granted. . Permission for absence is only granted in exceptional circumstances (see point 3 below). 2. Late Submission of Assignments 3. To be fair to students encounter deadlines, a penalty will be im plemented for the late submission of an assignment. Where work is submitted up to and including 7 days late, 10% of the total marks available shall be deducted from the mark achieved. Where work is submitted up to and including 14 days late, 20% of the total marks available shall be deducted from the mark achieved. scat submitted 15 days late or more shall be assigned a zero mark.Where feedback on assignments has been given by lecturers before this 2 week period, the lecturers will indicate the final date for the late submission, after which a zero mark is assigned. Please note the following Saturday and sunlight count as 2 days. Late submission of assignments to either your lecturer or Student Services in the Department, can only take place during normal office hours (I. E. 9. 15-4. 30 Monday to Friday). Assignments will only be accepted when a Student Declaration form is signed and stamped by a member of the Department. 4. Assignments that are allot under the door of the lectur er orStudent Services will not be accepted until students sign the declaration form and it is stamped by a member of the Department. Permission for an prolongation is only granted in exceptional circumstances (see point 3 below). 3. special Circumstances 5. Permission for absence from in-class examinations or assignments and permission for extensions for assignments will only be granted in exceptional circumstances (I. E. Relevant illness, bereavement or other extenuating circumstances please note holidays in term are not classified as extenuating circumstances).Medical certificates must(prenominal) be submitted to Student Services in advance of the examination date/assignment deadline if possible or, at the latest, within 2 weeks of the deadline. Medical certificates will only be accepted after 2 weeks if an history is provided. Medical Certificates will not be accepted if your lecturer has given feedback on assignments. You are advised that, if necessary, your medical advise r may be asked to clarify your certificate. 6. The Examinations Committee of the Department of Economics will consider applications for permission for absences and extensions within 1 week of application.Where permission for absence is ranted, the mark achieved for the subject in the Summer Examination (or equivalent) will be awarded for the missed in-class examination or assignment. For example, where a module has a course work dower consisting of two in-class examinations calculation tort each (I. E. Summer Examination 2 coursework) and, due to exceptional circumstances, you are granted permission for absence from one in-class examination, your final mark will be based on 90% for the Summer Examination mark and 10% for the coursework component attempted. For some postgraduate modules and for the following undergraduate modules (Checks,Checks, Checks, Checks and Checks) the Examinations Committee may, where possible, arrange for an equivalent lay out of coursework to be submitte d. 7. Permission for absence is not granted for assignments (save in exceptional circumstances). An extension may be granted. The period of extension is normally 2 weeks. Where an extension for an assignment is granted, penalties for late submission will not apply for the period of the extension. Student Services http//www. USC. IEEE/USC/depth/economics/seductivenesss/suffice/index. hypertext markup language Monday to Friday 9. 15-1. 00 and 2. 10- 4. Pm. Room 1. 02, Arras-An-Alai