Evaluation and Critique Research Paper Example | Topics and Well Written Essays - 2250 words

Evaluation and Critique - Research Paper Example The Montana edges an unidentified foreign object (UFO), which causes the submarine to stall as it malfunctions and sinks (The Abyss). In the meantime, media reports attribute the sinking of the Montana to a Soviet attack. The US military arrives at the location above the sinking, which happens to be near communist Cuba. Other vessels arriving in the area are believed to be Soviet spies. The US military dispatches group of SEAL officers to occupy an underwater exploration site with the intention of rescuing nuclear warheads carried by the Montana and to ensure that the ship is out of the Soviets’ reach. Tensions are building throughout, highlighting US-Soviet Cold War tensions, the dangers of environmental and nuclear damages as it becomes clear that a hurricane is fast approaching and could heighten the risk of a catastrophe. All the while SEAL officers dispatched below are showing signs of the ill-effects of the pressure associated with being under water (The Abyss). The alie n encounter is perhaps more telling as it brings the preceding themes of political tensions to a head and underscores the dangers of capitalism, both of which are the hallmarks of postmodernism thought. The aliens come into contact with SEAL lieutenant and shows him video images depicting past, present and future damages caused by mankind. The underlying message is man’s greed and mismanagement have led to self-destructive behaviour. Images of tsunamis, nuclear explosions and even the Vietnam War (The Abyss). As Simpson explains, Cameron’s approach in The Abyss distinguishes it from other futuristic science fiction film. A majority of this genre predicts disaster at some time in the future or presents a disaster and focuses on who will come out alive. The Abyss however, draws attention to past disasters, disasters in the present and predicts disaster in the future and in doing so attributes this to man’s own behaviour (Simpson). In line with postmodern thought, The Abyss focuses on post-war behaviour which has set up a series of bad and destructive behaviour fuelled by political tensions and capitalist greed (Forsyth). The narrative in The Abyss does not directly comment on capitalism, but it is inferred from the underlying political tensions and the technological progression that is a part of the destruction of the environment. The film’s narrative is more direct in its political commentary. The alien encounter represents a confrontation in which the SEAL lieutenant is able to see the damages caused by post-war political tensions from the perspective of an outsider. The underlying message is that this behaviour is counterproductive and will only grow worse with time and the results will be catastrophic. Postmodernism is about commandeering positive change, by highlighting flawed ideology and its corresponding behaviour (Forsyth). In this regard, the alien encounter in The Abyss serves as a soul searching exercise and a moment of re cognition. The underlying question for the viewer is whether or not the capitalist ideology is more sophisticated than the Communist ideology. After all, the capitalist structure shares equal responsibility for the stockpiling of nuclear weapons, and is arguably more responsible for environmental damages that contribute to and heighten the risk of natural disasters such as tsunamis and hurricanes. The postmodern message in The Abyss is therefore that the world is divided into two factions: man against nature as opposed

Effect of Unethical Behavior Essay Example for Free

Effect of Unethical Behavior Essay The Securities and Exchange Commission was created in 1934 to police the U. S. financial markets. Today, the Securities and Exchange Commission continues to create legislation tightening reporting standards and providing more transparency. Unfortunately, increasing standards often comes after a failure of the system. The Sarbanes-Oxley Act of 2002 is a primary example of legislation following financial market failure. Sarbanes-Oxley influenced public businesses through transformation of the financial system. The July 2002 enactment of the Sarbanes Oxley Act, co-authored by U. S. Sen. Paul Sarbanes of Maryland and U. Â  S. Rep. Michael Oxley of Ohio, followed a series of large public company failures that included Enron, Tyco and WorldCom. Sarbanes-Oxley addressed investor confidence and fraud through reform of the public company reporting standards. However, much damage in the market occurred with the collapse of several major companies between 2002 and 2004. (smallbusiness. chron. com). The impact of unethical behavior is known by many companies, and have done damage to individuals, and businesses as well. The results of unethical behavior on a large scale would be the Enron, Tyco, and Global Crossing, or WorldCom. Greediness led to accounting unethical promises, and with that certain individuals became the ones who had told on their companies. Falsifying financial reports is dishonest and unethical because the financial records are supposed to show financial results of a business, and how it is growing. When accountants or managers lie about the revenue and cash flow it misleads prospective investors, stockholders, employees, and the U. S. government. So many billions of dollars have been hidden in the paperwork, and financial statements. If I had found inconsistencies in the financial statements where I worked I would have to go through the chain of command to let them know of what I have found and if there was nothing done then I would then think about going outside to tell someone so I could cover myself. Unethical behavior led to the end of Enron, and the other companies, and to financial issues for many individuals all over the United States. As a result of the unethical behavior of several companies there is now the Sarbanes-Oxley Act. All companies, must comply with the Sarbanes Oxley Act of 2002. The Sarbanes-Oxley Act set guidelines for ethical accounting practices.

Social Phenomena Essay -- Functionalist and Interactionist Perspective

Over time, three main theories have developed to explain social phenomena. While each theory has significant differences, there are points of each one that can help shed light on how society works. While some theories attempt to explain our social reality based on how each part of a society works together, other theories focus on the conflicts in the society, or the interaction between individuals in a society (Kendall, 23). The three classic theories of sociology include the functionalist perspective, conflict perspective, and symbolic interactionist perspective. The functionalist perspective aims to explain sociological phenomena based on the belief that our society is a balanced system that depends on each part of the group to work together in order to survive. Most people in the group share that same morals and ethics. This varies greatly from the perspective of conflict theorists, who believe that each part of society is constantly in a struggle. One of the key figures in developing the conflict perspective was C. Wright Mills. He believed that crucial decisions in the United States are mainly made by people in private, known as the â€Å"power elite† (Kendall, 26). This means that decisions made in this country are typically made by top bureaucrats and politicians. The conflict perspective does not say that society is a system that is based on the functions of each part like the functionalist perspective states; rather, each part is constantly in a â€Å"power struggle† (Kendall, 25). Both of these perspectives focus on the larger aspect of society, also known as macrolevel analysis. The symbolic interactionist perspective is based on microlevel analysis, which means that it focuses on smaller groups and individuals instead of larg... ...uing questions and insights for the future. Our interactions with others play a large role in developing our society. The symbolic perspective does not believe in reality as we believe it; rather we create our own values through interaction with others. It also helps shed light on how new cultures and customs become accepted into a society. For instance, the pià ±ata was once used in China, and it is now something used during celebrations in various cultures (Kendall, 85). This shows how one society can adopt the symbols of another and take them as their own. When we combine these perspectives and focus on our interactions with one another, what function we each play in the society, and take into account the power struggles that occur, we gain a better understanding of society as a whole. Each of these theories helps explain different aspects of our social reality.

Research Paper on the Effects of Mass Media on the Perfect Body Image

How can you determine what body image should be? The desire for the perfect body has been prevalent throughout society for a vast majority of time. What makes teenage girls feel the need to strive for this â€Å"perfect body†? Some have asked, â€Å"†¦a rapidly growing body of research addresses the question of whether body perfect ideals in the mass media are a core risk factor for negative body image, particularly in women† (Dittmar, Helga) My hypothesis is â€Å"Does the media influence adolescent girl’s weight concerns and their perceptions of body weight and shape? The media in many aspects controls the way that people see themselves and the way they do things. So with teenagers striving to look like what they see in the media some of them go through drastic means to achieve these looks.â€Å"The role of mass media influences and parental marital status in the onset of eating disorders. In particular, teenagers tend to be the main target of trying to look like this image. † (Irala-Estevez, Martinez-Gonzalez, Lahortiga, Alonso, Cervera, Gual) Eating disorders is a major medical problem that most teens face. Among girls, eating disorders symptoms were directly affected by sociocultural influences, in particular media influences†(Rodgers, Paxton, Chabrol). If the media keeps influencing how teenagers see themselves it can not only damage their life but their families. The Health Information Network as done research on diets has shown â€Å"Anorexia is the Number one killer of teenage girls and in total more than 90% of those with eating disorders are adolescent young women.In many girls, the problems appear to set in from a very early age and is caused by peer pressure and exposure to media advertising† Does media have a major influence in the way teens look at themselves? â€Å"Media causes body dissatisfactions since they are the ones who define this perfect body. † ( Furnham, Greaves) I will test whethe r different outlets of media from T. V advertisements and shows, magazines, and street ads have a strong influence on how teenage girls look at themselves.Also to what measures will they go to, to achieve the perfect body that they see in the media. In this ever changing society the perfect body has had many different definitions. â€Å"This ideal standard of beauty is conveyed to individuals via a number of sources including family, peers and the mass media. † (Hargreaves) There has been other research down to measure the influence media has on the perception of the perfect body image. A study was done by psychologists with individuals from Fiji where there was little edia influence. Their results showed that, â€Å"Key indicators of disordered eating were significantly more prevalent following exposure. Narrative data revealed subjects' interest in weight loss as a means of modeling themselves after television characters. † (Becker) After being exposed to American TV shows there was a huge change in body image. Not only with T. V shows but as well as magazines have a great influence on body perception.One researcher as shown the relationship between magazines and body image, from the Department of Medicine from Harvard Medical School they concluded â€Å"There was a positive linear association between the frequency of reading women's magazines and the prevalence of having dieted to lose weight because of a magazine article, initiating an exercise program because of a magazine article, wanting to lose weight because of pictures in magazines, and feeling that pictures in magazines influence their idea of the perfect body shape. With my research, this type of study would hard to replicate because it’s impractical to find a somewhere in the United States that has no or little media influence. The ideal woman and man portrayed in the media practically do not exist.It sets up images that fool viewers and readers to think that there are actual ly people that look like models. â€Å"The average American woman weighs 140 pounds and is 5’4† tall, reports Eating Disorders and Prevention, Inc. In contrast, the typical model is 5’11† and weighs 117 pounds. That makes the model thinner than 98 percent of American women. (Strahan) This makes young people have enormous pressures and when they can’t measure up to this image prevailed by the media, their self-esteem suffers. So in my research I will test girls from the ages of 13-19 from high school and college. I will give them surveys that will ask how much media they are exposed to. With questions that see if they are watching TV shows like 90210, or Melrose Place and magazines such as Seventeen, and Cosmopolitan. Then the girls can then be split into two groups; Group 1 with the girls that are exposed to little forms of media, and Group 2 with girls that are exposed to many forms of media.They then will be given another survey that will ask how much they weigh, how they see themselves, and what type of body image they desire. Body-image is being measured by the â€Å"conceptualized as a multidimensional construct that represents how individuals think, feel, and behave with regard to their own physical attributes† (Morrison , Kalin) If Group1, the group with little exposure to media, has a normal body perception and doesn’t desire a skinnier body image in contrast to Group 2. Where Group 2, the group an immense exposure to media, has poor body perceptions and desires a skinner body.The conclusion then can be made that the amount of media exposure has an influence on body image and perception. There are many challenges that can come up during research on the â€Å"perfect body† image. Some teenage girls might show a change in how they view themselves during the course of the experiment. But it may not be because of media influence but maybe their peers influenced them or their culture demands for a certa in body image. â€Å"Both peers and popular culture, independent of each other, exert influence on girls' weight control beliefs and behaviors. (Field, Camargo, Taylor, Berkey, Colditz) If we come to the conclusion that media indeed has a great influence on body perception; how are we going to try to fix the damage media causes on many individuals? Why not media? â€Å"Social activism and social marketing approaches are suggested as methods for fighting negative media messages. The media itself is one potential vehicle for communicating productive, accurate, and deglamorized messages about eating and shape-related disorders. † (Thompson, Heinberg) If media has such a great influence on creating negative body image, we can use media to create a positive body image.With media showing normal body image it might help teenage girls feel less pressured to desire an unhealthy body image. Therefore, over time it will become clearer as to whether actions will be taken against the med ia in order to end teenagers from trying to achieve the perfect body. Teenagers need to see that being different is good and the media is only brainwashing them to be like everyone else. Hopefully with more research done to show the great effects media has on teen’s body perception and the measures they go to, to obtain that perfect body image.Media will stop putting out such a negative body image, and more of a natural, average body image.

Teaching as a profession has changed drastically

This is besides a timely issue in southern Florida since one of its school territory ‘s gained national attending late because parents used a societal computing machine web forum to develop the group TINT ( Testing is Not Teaching ) . This grassroots organisation was started by parents who felt that their kids were being overly tested in the public school system. The parents were joined by instructors and pupils and used the societal web to form protests and mass meetings. Two of the groups purposes were to hold the CAO ( Chief Academic Officer ) removed from his place, along with the Superintendent who hired him. The group felt that the CAO was passing out a â€Å" written plan † , particularly in reading, that all instructors were mandated to follow. This plan was designed to increase trial tonss on the FCAT ( Florida Comprehensive Assessment Test ) , given to all pupils in classs 3 through 10. In the terminal both the CAO and Superintendent resigned and TINT is now cl osely watching local and national developments in instruction. In this epoch of high bets proving, territories, schools and instructors depend on the success of their pupils ‘ success on standardised trials. These trials are correlated with national and province criterions and are farther broken down by benchmarks. These benchmarks provide the guidelines for the content instructors cover during the school twelvemonth. Research has shown that effectual instructors participate in the planning and implementing of the course of study but the authorizations from the Federal, province, and local authoritiess take the ownership of learning off and replace it with a course of study that is out of their control. This instance survey will look at the effects of the high-stakes testing motion on single instructors and analyze the functions and duties these instructors believe they have in fixing their pupils for the high-stakes testing. This instance survey was designed to analyze the relationship between the execution of increased high bets proving and teacher efficaciousness and to reply the inquiry do teacher believe they have a function or any duty in determining instructional schemes in fixing their pupils for taking high bets trials? The focal point was on analyzing what educational patterns are working to increase instructor efficaciousness with province mandated standardised testing and looking at schools which have implemented successful plans to help instructors. Three instructors will be interviewed to determine their position in determining instructional schemes within their school that prepare their pupils for the province mandated trials. This qualitative research designed instance survey will interview three instructors in public schools in a territory in South Florida. The interview inquiries will be predetermined and the topics will hold the chance to read these inquiries before being interviewed. There will be four inquiries for each one to reply. These inquiries will be developed by the interviewer and concentrate on the instructor ‘s function sing high bets proving and if it has changed their instruction patterns. They will besides be asked what function they have in their peculiar school in determining instructional schemes for their pupils to win on these trials. The interviewer will both transcribe and tape all the interviews and after the written text is complete it will be given to the instructors for their reappraisal.History of testing:The construct of aptitude testing was introduced during World War II as a method of happening the best and most intelligent soldiers for the United States military, ( Schmidt 2008 ) . In the old ages after the war these trials became incorporated into the American society as a manner to happen persons with superior scholarly capablenesss. The SAT was adapted from Yerkes ‘ trials for the military and was used by colleges and universities as one factor in finding admittances to their installations. By the 1960 ‘s SAT scores began to worsen, raising political and public concerns about the quality of the state ‘s educational system. Before this diminution, many Americans held a positive position of public instruction in the United States. American instruction was thought to both work out society ‘s jobs and besides endeavor to include pupils from diverse backgrounds, ( West & A ; Peterson, 2003, p. 4, as cited in Schmidt, 2008 ) . After publication of the diminution in trial tonss, many Americans became concerned with the province of the American educational system. The standardised testing motion is the consequence of the a series of jurisprudence ‘ passed by the state ‘s Presidents, climaxing in 2001 with the transition of No Child Left Behind ( NCLB ) , by so president George W. Bush. The authorizations of NCLB have proved to be controversial although basic end was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of rea ding, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. No Child Left Behind was the latest reproduction of President Lyndon Johnson ‘s reform of educational reorganisation known as the ESEA ( Elementary and Secondary Education Act of 1965 ) . Both steps stressed the thought that public instruction â€Å" aˆÂ ¦requires a federal presence to guarantee academic advancement and academic equality for all pupils † . Schmidt ( 2008 ) Since the ESEA was passed at that place have been alterations made to its base, with the latest being No Child Left Behind ( NCLB ) The federal authorities has played an of import function in altering public instruction in the United States, the motive for these alterations in public schools were motivated because of concerns for America ‘s worsening trial tonss. The two chief drifts for alteration were worsening trial tonss on the Scholastic Aptitude Test ( SAT ) and the publication of A State At Risk by Terrance Bell. Three of import causes were named in the passing of the ESEA statute law. The first was the worsening public presentation of pupils on the SAT test. The second was studies conducted during this clip that repeatedly placed the United States in the lowest percentile of overall academic accomplishment when compared with foreign educational systems, ( West & A ; Peterson, 2003, pp. 4-5 ; Nichols & A ; Berliner, 2007, p. 4 ) . The 3rd factor was the relentless accomplishment spread that separated minorities and low-income pupils ‘ tonss from kids who came from a more affluent background. ( Nichols & A ; Berliner, 2007 ; p.4. & A ; Kantor, 1991, p. 51 ) . A State at Risk was published 18 old ages after the transition of the ESEA and was written by so Secretary of Education, Terrence Bell â€Å" Nation at Risk: The Imperative for Education Reform in America ( West & A ; Peterson, 2003 p. 5 ; Berry, 1993, p. 215 ) . This study focused on the United States ‘ low academic accomplishment in malice of the federal authorities ‘s focal point on bettering pupil public presentation in public schools when the ESEA was passed. The study stated that, â€Å" aˆÂ ¦the educational foundations of our society are soon being eroded by a lifting tide of averageness that threatens our really future as a State and a people † ( Bell, 1983 ) . Furthermore, the United States achieved a low academic rank when compared to other states and the authors of the study believed that America ‘s educational system was in demand of a drastic reform. The publication radius of a series of reforms that the writers believed would â€Å" aˆÂ ¦reverse the downward spiral of an unequal educational system, ( Schmidt, 2008 ) . The reforms included parental and community engagement at local schools, engaging instructors with advanced grades who were more motivated to learn, and a higher degree of engagement from all degrees of authorities. Although this publication did non excite any alterations on the federal degree, it still remained an of import factor in American public instruction. In 1994, so President Clinton passed a reauthorization of the ESEA called Goals 2000. This federal reform plan was ambitious in nature since it provided pecuniary inducements for public schools that implemented annually proving to demo student advancement towards proficiency, ( West & A ; Peterson, 2003, p.7 ) . This plan provided Title 1 schools with â€Å" aˆÂ ¦federal support â€Å" for developing ‘local reformsaˆÂ ¦the developme nt of standardsaˆÂ ¦enhanced professional development, bettering in engineering, and alterations in administration for answerability † † with the end of increasing pupil public presentation in the aˆÂ ¦ † nucleus capable countries such as, reading and mathematics ( Fuhrman, 1994, p. 84 ) . Goals 2000 laid the basis for NCLB. It was during this clip that the term â€Å" answerability † became of import since it was used as an inducement for provinces to get federal financess. This thought was added to NCLB, but President Busch extended the significance by doing the relationship stronger between the federal, province, and local bureaus. Although the answerability measures set Forth by NCLB have proved to be controversial, its basic end of the Act was â€Å" aˆÂ ¦to create an inducement for pedagogues to guarantee that no one pupil, or group of pupils, is left behind in their reading, linguistic communication, and mathematics abilities † . NCLB had legion demands that provinces and school territories had to follow in order to have federal support. The foundation of the NCLB jurisprudence is that provinces must make AYP ( Annual Yearly Progress ) each twelvemonth. The jurisprudence specified that every province â€Å" aˆÂ ¦must develop, and incorporate into their course of study, a standards-based answerability plan that demonstrates student proficiency degrees in the nucleus capable countries of reading, linguistic communication humanistic disciplines, and mathematics † ( Schmidt, 2008 ) . These proficiency degrees are measured by standardised trials given to all pupils one time a twelvemonth and these trials had to be approved by the Department of Education prior to being given ( Abernathy, 2007, p.5 ; Sunderman et. al. , 2005, p. 5 ) . By carry oning one-year testing, territories can closely supervise the advancement, or deficiency thereof, of pupils. The standards-based instruction reform and answerability motion started in the mid-1980s and raised outlooks of public presentation for U.S. schools ( Buttram & A ; Waters, 1997 ) . The province of Florida took the enterprise to better K-12 instruction and so Governor Jeb Bush instituted the A+ Plan in 1999. This program was created as a standards-based answerability system, concentrating on bettering the public presentation of all pupils, irrespective of their ethnicity, gender, poorness degrees, native linguistic communication or disablement position. The chief premiss of the A+ Plan was that â€Å" every kid can larn and no kid should be left behind † ( Executive Office of the Governor, nd. ) . A brief reappraisal of the literature found a clear division between research workers who found that standardised trials are good vs. those who believe these trials are damaging to education as a whole. Many writers began their Hagiographas by depicting the necessity of standardised testing in today ‘s schools. Bandalos ( 06 ) explained the demand for standardised testing within educational scenes today since these high-stakes trials are the method in which pupil acquisition is assessed and continuously evaluated by instructors, principals, and school territories. Bandalos besides stated that acquisition is the end in all of instruction and the function of appraisal is to assist professionals understand the degree of larning pupils have achieved. Hammeran ( 10 ) besides felt that it was possible to â€Å" learn to the trial † while still covering the of import course of study for a category. This writer studied learning a scientific discipline plan that was aligned to the National Science Education Standards ( NSES ) . She wrote that since the province criterions reflect the national criterions, and standardised trials reflect both the province and national criterions, so concentrating on learning to the trial would guarantee that pupils were having the of import content in scientific discipline category. The significance of the job is clearly discussed The significance of the inquiry of instructor beliefs in their function in determining instructional schemes to fix their pupils for proving is a timely one in the province of Florida. Performance-based appraisal is now compulsory in many schoolrooms but instructors and parents have become concerned about the genuineness of these appraisals and how assessment information can be used as formative feedback to better instruction and acquisition. Although these newer attacks are driven by a motive to do pupil appraisal informations more utile and meaningful than some traditional attacks this alteration was viewed as a positive progress by some research workers while others felt that it was hard to judge the theoretical benefits of these alterations or to get down to consistently research the nature of instructors ‘ schoolroom appraisal patterns. This trouble arises because research workers, protagonists, and specializers in school territories in the state have non arrived at a cons istent definition of what these footings mean or what these patterns look like ( Frey & A ; Schmitt, 2007 ) . Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University Those who advocate for â€Å" aˆÂ ¦test-based accountabilityaˆÂ ¦ † argue that it increases pupil success by helping instructors to set more accent on the of import content in their capable country, provides wagess for good instruction, and produces informations that is used to do determinations about pupils, instructors, and schools. For such systems to work every bit intended, the policies must advance good direction, and any resulting additions in trial tonss must back up valid illations about increased pupil accomplishment. Research has shown that high-stakes testing does so act upon direction, but these effects are complex and consist both desirable and unwanted alterations in pattern. For illustration, instructors in territories or provinces where high bets are associated with trial consequences tend to concentrate on tried stuff and de-emphasize unseasoned stuff ( see Stecher, 2002 ) . Similarly, research indicates that the additions in tonss on high-stakes trials frequently generalize ill ( or non at all ) to other trials of the same sphere, raising uncertainties about the extent to which these additions provide valid grounds of improved pupil public presentation ( Klein, Hamilton, McCaffrey, & A ; Stecher, 2000 ; Koretz & A ; Barron, 1998 ; Koretz, Linn, Dunbar, & A ; Shepard, 1991 ; Linn, 2000 ) . The literature on high bets proving is clear sing the history and development of these trials and how they are being implemented in school territories today. Conversely, the literature is divided into two factions-authors who believe that standardised testing is a good step of pupil acquisition and instruction, and writers who feel that high-stakes proving is a negative influence for instructors and pupils. The function that instructors believe they play in implementing in determining instructional schemes to fix pupils for proving is non a topic that has much coverage in the literature, but the branchings of † learning to the trial † is covered. The research inquiry is designed to understand the function instructors feel they play in determining instructional schemes to guarantee that their pupils achieve success on these compulsory province and authorities needed trials. These are the trials that they themselves are held accountable for the consequences by their schools and territories. If instructors feel they have no function in determining the direction for their ain pupils so for them it will be a affair of â€Å" learning to the trial † . If, on the other manus, they feel in control of direction the term â€Å" teacher efficaciousness † will be applicable to these instructors. Teacher self-efficacy refers to a instructor ‘s belief about his or her competency in holding a positive consequence on pupil larning accomplishment, Ashton, 1984 as cited in Denzilel, 2005. Prior research conducted in the field indicates that teacher self-efficacy is related to a instructor ‘s success in curriculum invention ( Berman & A ; McLaughlin, 1977 ) , beliefs about pupils ‘ capablenesss ( Ashton, 1984 ) and intelligence ( Klein, 1996 ) , quality of pupil relationships ( Ashton & A ; Webb, 1986 ) , assurance in working with parents ( Hoover- Dempsey, Bassler, & A ; Brissie, 1987 ) , clip spent on academic acquisition ( Allinder, 1995 ) , self-efficacy of low-achieving pupils ( Midgley, Feldlaufer, & A ; Eccles, 1989 ) , and the instructor ‘s ability to keep pupils accountable for their acquisition and public presentation ( Ashton & A ; Webb, 1986 ) . In the original Rand surveies, teacher self-efficacy was measured by inquiring two inquiries: ( a ) ‘When it comes right down to it, a instructor truly ca n't make much because most of a pupil ‘s motive and public presentation depends on his or her place environment ‘ , and ( B ) ‘If I try truly difficult, I can acquire through to even the most hard or unmotivated pupils ‘ . The first inquiry was hypothesized to measure instructors ‘ result outlooks, typically labeled learning efficaciousness ( TE ) . In contrast, the 2nd point was hypothesized to reflect personal instruction efficaciousness ( PE ) . From this position, TE relates to a instructor ‘s outcome outlooks and PE is based on the instructor ‘s judgements of his or her personal ability to act upon pupil acquisition. Early Rand research workers grounded teacher self-efficacy in Rotter ‘s ( 1966 ) venue of control concept and placed important accent on outcome outlooks and p ersonal duty when construing efficaciousness tonss. Later, Ashton and Webb aligned the concept with a societal cognitive theoretical position of self-efficacy ( 1977, 1978 ) . In contrast to the venue of control position, the social-cognitive attack emphasizes the dealingss between efficaciousness beliefs and outcome outlooks. Harmonizing to Bandura, result and efficaciousness beliefs are related but can be conceptually and through empirical observation differentiated ( 1986, 1997 ) . For Ashton and Webb, TE and PE represent steps of result outlooks and efficaciousness outlooks, severally. Teacher efficaciousness can be affected by the function they play in fixing pupils for mandated standardised trials. Author Kenneth Vogler ( 2006 ) stated in his article that in the past instructors were merely accountable to their decision makers and local school boards. It was those local boards that developed the course of study every bit good as the criterions for their school system. Now, instructors, every bit good as decision makers, are being held accountable to the populace for the academic public presentation of pupils in their charge. Standardized testing is a world in south Florida and that fact is non altering in the foreseeable hereafter. Students, parents, and instructors have mobilized to alter the importance and weight of these trials, but there is still â€Å" FCAT blackout † where no schools are allowed to take field trips, no personal yearss are given to instructors, and no conferences are held by the territory. After the blackout comes â€Å" FCAT season † where schools are on practical lock-down until all the testing is complete. From personal experience, instructors are ranked by the additions their pupils made, particularly in reading, math, and scientific discipline. When the CAO was in office, each instructor received a â€Å" book † to be completed that twenty-four hours. Sometimes the day-to-day book was 15 pages or longer. All of the control was taken away with respect to instructional schemes and learning to the trial began on the first twenty-four hours of school. The resea rch says that this focussed instruction can be positive or negative. The focal point of this survey is to inquire instructors if they fell they have control fixing their pupils for these high-stakes trials and to analyze what works in their readying and which countries they feel they have no control in direction. The consequences will be good to both the school and territory as we struggle to equilibrate the ends set Forth by the authorities with our pupil ‘s single demands. Teachers ‘ RESPONSES TO HIGH-STAKES TESTING AND THE VALIDITY OF GAINS: A PILOT STUDY. Daniel M. Koretz CRESST/Harvard Graduate School of Education Laura S. Hamilton CRESST/RAND Education Coming to Footings With Classroom Assessment 2007 Bruce B. Frey-University of Kansas, Vicki L. Schmitt-Missouri State University British Journal of Educational Psychology ( 2005 ) , 75, 689-708, 2005 The British Psychological Society www.bpsjournals.co.uk. Confirmatory factor analysis of the Teacher Efficacy Scale for prospective instructors. Gypsy M. Denzine1* , John B. Cooney2 and Rita McKenzie3 1Northern Arizona University, USA 2University of Northern Colorado, USA 3Buena Vista University, USA

Free Essays on Internal Analysis

1. Mission and Objectives The Revlon Company’s goal is to provide glamour, excitement and innovation to consumers through high quality products at affordable prices. Lately the company has been experiencing many challenges to their success. Some of these challenges are global economic problems, increasing competition, and debt concerns from within the company. Despite all of these challenges Revlon has seen some strong growth but have also been experiencing some strong challenges. Revlon has many different categories of which it sells products and they are skincare, cosmetics, personal care, fragrance, and professional products. Revlon has many recognizable names within these categories and the company’s ultimate goal is to emerge as the dominate cosmetics and personal care firm through the twenty-first century. 2. Current Corporate and Business Strategies A. Corporate Strategies Revlon’s believe is in individual values and the integrity of the firm and its actions. The company established a strong team of experienced managers that work to achieve leadership in the cosmetics and skincare industry. The company established the Revlon Learning Center and training programs to communicate its principles to employees. This helps ensure the company’s teamwork approach stays effective I. Concentration / Related or Conglomerate Strategy Revlon has a related strategy in that all of its businesses are not the same but are all towards personal care or cosmetics. Revlon has products in theses business categories: cosmetics, skincare, fragrances, personal care products, and profession products. II. International Strategy Revlon is prominate in many foreign markets which include China, Spain, Mexico, Ireland, Venezuela, New Zealand, Brazil, Argentina, Italy, Russia, South Africa, and France. In 1999 Revlon’s foreign sales were a little more than forty-three percent of their total sales. Revlon’s foreign Net Sa... Free Essays on Internal Analysis Free Essays on Internal Analysis 1. Mission and Objectives The Revlon Company’s goal is to provide glamour, excitement and innovation to consumers through high quality products at affordable prices. Lately the company has been experiencing many challenges to their success. Some of these challenges are global economic problems, increasing competition, and debt concerns from within the company. Despite all of these challenges Revlon has seen some strong growth but have also been experiencing some strong challenges. Revlon has many different categories of which it sells products and they are skincare, cosmetics, personal care, fragrance, and professional products. Revlon has many recognizable names within these categories and the company’s ultimate goal is to emerge as the dominate cosmetics and personal care firm through the twenty-first century. 2. Current Corporate and Business Strategies A. Corporate Strategies Revlon’s believe is in individual values and the integrity of the firm and its actions. The company established a strong team of experienced managers that work to achieve leadership in the cosmetics and skincare industry. The company established the Revlon Learning Center and training programs to communicate its principles to employees. This helps ensure the company’s teamwork approach stays effective I. Concentration / Related or Conglomerate Strategy Revlon has a related strategy in that all of its businesses are not the same but are all towards personal care or cosmetics. Revlon has products in theses business categories: cosmetics, skincare, fragrances, personal care products, and profession products. II. International Strategy Revlon is prominate in many foreign markets which include China, Spain, Mexico, Ireland, Venezuela, New Zealand, Brazil, Argentina, Italy, Russia, South Africa, and France. In 1999 Revlon’s foreign sales were a little more than forty-three percent of their total sales. Revlon’s foreign Net Sa...

Love Quotes From One Tree Hill

Love Quotes From One Tree Hill As these love quotes from the WB television series One Tree Hill attest, the characters are connected to each other by unbreakable threads of love. They fight and even get separated, but they are never far from each others thoughts. From Nathan and Haley to Karen, Lucas, and Dan, to the triangle formed by Brooke, Lucas, and Peyton, love links them all. These love quotes from One Tree Hill are like soulful music to a lovelorn heart: Brooke I wanted you to fight for me! I wanted you to say there is no one else that you could ever be with and that you would rather be alone than without me. I wanted the Lucas Scott from the beach that night; telling the world that hes the one for me. Karen I know youre searching for things, Lucas. And I hope with all my heart that you find the answers to your questions. But the answers that youre looking for are closer than you think. Theyre in your heart. And in the hearts of those who love you. Nathan You love this girl. And even if you catch pneumonia, your ass is gonna stay out here in the rain until you convince her to forgive you. Peyton At this moment there are 6,470,818,671 people in the world. Some are running scared. Some are coming home. Some tell lies to make it through the day. Others are just not facing the truth. Some are evil men, at war with good. And some are good, struggling with evil. Six billion people in the world, six billion souls. And sometimes... all you need is one. Peyton Dont laugh... but anytime I have a dream about my mom or Ellie, I like to think its their way of contacting me from the other side. Like dreams are emails for ghosts, and its their way of sending me a message. Nathan And if you’re lucky, if you’re the luckiest person on this entire planet, the person you love decides to love you back. Peyton I read a poem once... about a girl who had a crush on a guy who died. She imagined him up in heaven with all the beautiful angels... and she was jealous. Ellie is gone. I imagine her with all the badass angels now. Hanging out with them in their black leather jackets, causing trouble. But Im not jealous. I just... miss her. Peyton Imagine a future moment in your life where all your dreams come true. You know its the greatest moment of your life and you get to experience it with one person. Whos standing next to you? Peyton Losing your hearts desire is tragic, but gaining your hearts desire is all you can wish for. So if thats tragic, then give me tragedy! Rachel OK, let me get this straight. You dont have feelings for Lucas anymore, Peyton does, but shes willing to hide those feelings if you asked her to. Sounds like a pretty great friend to me.