Effective Assessment Practices Paper Essay Example | Topics and Well Written Essays - 1000 words - 1

Effective Assessment Practices Paper - Essay Example Therefore, enrolled medical attendants need to utilize various sources to distinguish answers for clinical practice issues, including perusing through proficient nursing diaries. The following are some of the pros and cons of the various assessment method used in nurse practice: While numerous educators incorporate reflection as part of their practice, fewer use basic steps is crucial to further student’s obligation regarding their learning. High-stake choices incorporate sound appraisal systems that profit both the learner and the clients (Ancess 2000). Once stated, the comprehensive assessment process must approve the information, aptitudes and judgment needed by the student’s medical attendant to practice proficiently and securely. Accessible quantitative and qualitative information has proved that the portfolio might be a valuable and dependable evaluation tool, if the fitting measures and backups are set up also (Ancess, 2000). These backups incorporate furnishing assessors with a sound and comprehensive evaluation tool, and concentrated preparation. Portfolios are suitable as blended reports of their prosperity are developed. Portfolios in post-graduate health awareness instructions are useful in helping intelligent practice, conveying summative appraisal, supporting information administration forms, and are a key association between learning at authoritative and individual levels. However, the length of formal evaluation focuses on the logic of estimation, portfolios are hard to evaluate and require the improvement of similar systems for appraisal (Ancess, 2000). Moreover, they give people a hard time when ranking contributors or certain programs that base on quantity or unvarying processes; all the same, if a person decides to rank nurses’ performance using portfolio, the only way to do it is through judgment, but this

Gimme an A (I Insist) by Abigail Sullivan Moore Article

Gimme an A (I Insist) by Abigail Sullivan Moore - Article Example In order to study the extent of it a survey was conducted in about 400 colleges and universities, interviewing the students and the outcome is the feeling that Something is amiss†. It was seen that those who received A were about fifty percent, about 18% high since 1968. It is the outcome of heavy pressures put on the teachers by pupils and parents. They have only one desire, and that is to get admission in the reputed colleges. This is an alarming situation because no one is aware of what is at stake. They seem to be ignorant of future challenges. Apart from the pressures, being put by the students and parents, on the teachers for getting a higher grade, the students also resort to other ways of presenting themselves as good. Cheating has become common. The availability of information and knowledge through the internet has been tempting students to download them easily and submit them to the teachers as their own work. Then the habit of outsourcing the assignments are on the rise. It has been noticed, says Sullivan, that while the senior’s grade climbed the SAT score remains unchanged. This trend, he found, started increasing since the 199s. The reasons for this could be the rise in the people from the middle-income group becoming aware of the â€Å"hard-to-get† colleges. They try to send their wards to such reputed places. Also, their â€Å"discretionary income† enables them to pay more. He quotes the board’s vice president, Wayne J. Camara, who said that ‘‘Everyone cant get As†. The author believes that the days of the grading system is over. Learning is going to be high and constant. Grades or no grades, the students constantly make advancement in their knowledge.  

Hw Speech or Presentation Example | Topics and Well Written Essays - 1000 words

Hw - Speech or Presentation Example Compute the results from a hypothesis test of p1=p2 (with a 0.05 significance level) and a 95% confidence interval estimate of p1-p2 A study investigated survival rates for in- hospital patients who suffered cardiac arrests. Among 58593 patients who had cardiac arrest during the day, 11604 survived and were discharged. Among 28155patients who had attacks at night, 4138 survived and were discharged. We want to use 0.01 significance level to test the claim that survival rates are the same for the days and nights. .In a randomized controlled trial in Kenya, insecticide treated bed nets were tested as a way to reduce malaria. Among the 343 infants using bed nets, 15 developed malaria. Among 294 infants not using bed nets, 27 developed malaria. (Based on data from sustainability of reductions in malaria transmission and infant mortality in western Kenya with use of insecticide treated bed nets. By Lindblade et al. Journal of the American medical Association.) We want to use a 0.02 significance level to test the claim that the incidence of malaria is lower 9n infants using bed nets. The results are statistically significant since they provide the information required for statistical estimation. However, the results are not practical since it is not easy to estimate and improve the

The City in Literature Essay Example for Free

The City in Literature Essay This sweeping literary encounter with the Western idea of the city moves from the early novel in England to the apocalyptic cityscapes of Thomas Pynchon. Along the way, Richard Lehan gathers a rich entourage that includes Daniel Defoe, Charles Dickens, Emile Zola, Bram Stoker, Rider Haggard, Joseph Conrad, James Joyce, Theodore Dreiser, F. Scott Fitzgerald, and Raymond Chandler. The European city is read against the decline of feudalism and the rise of empire and totalitarianism; the American city against the phenomenon of the wilderness, the frontier, and the rise of the megalopolis and the decentered, discontinuous city that followed. Throughout this book, Lehan pursues a dialectic of order and disorder, of cities seeking to impose their presence on the surrounding chaos. Rooted in Enlightenment yearnings for reason, his journey goes from east to west, from Europe to America. In the United States, the movement is also westward and terminates in Los Angeles, a kind of lands end of the imagination, in Lehans words. He charts a narrative continuum full of constructs that represent a cycle of hope and despair, of historical optimism and pessimism. Lehan presents sharply etched portrayals of the correlation between rationalism and capitalism; of the rise of the city, the decline of the landed estate, and the formation of the gothic; and of the emergence of the city and the appearance of other genres such as detective narrative and fantasy literature. He also mines disciplines such as urban studies, architecture, economics, and philosophy, uncovering material that makes his study a lively read not only for those interested in literature, but for anyone intrigued by the meanings and mysteries of urban life.

Stereotypes and Prejudice Essay Example for Free

Stereotypes and Prejudice Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Gender |Not good enough (women) |Too controlling (Men) |Lazy workers (Women) | |Age |Lacks concentration and focus |Lacks professionalism (younger) |Want more money for less work just| | |(younger) | |because of their age. (older) | |Race | Criminals |Lacks education |Doesn’t work hard but gets more | | | | |money. | Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? There are a few positive aspects of stereotypes. Positive ones are not the ones that come to our head first. Positive aspects of stereotypes include thoughts of a boss when interviewing a potential candidate for a position. For example, an article by Shelly Barclay on life123. com gives ways that positive aspects are used even though we don’t quite see when we use them. She stated that â€Å"Asians are good at math† In my high school days I learned that this was true. I had Asian friends that would help me with my math all the time. This can definitely benefit an Asian for a great job opportunity. (Barclay, 2013) What are the negative aspects of stereotypes? The negative aspects of stereotypes could affect you because you could be wrong in certain situations. Majority of the time we are. One stereotype for African Americans is that they are all trouble and the black men are mostly criminals. This isn’t true, but it is a popular stereotype for African Americans. We as humans tend to let the words that have been â€Å"put into our heads† slowly become facts. Negative stereotypes can cause you to miss out on making a good friend or even a good business decision. Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. According to the online dictionary, (thefreedictionary.com) prejudice means an adverse judgment or opinion formed beforehand or without knowledge or examination of the facts. An example of the famous quote â€Å"Don’t judge a book by its cover. † Being prejudice is having a negative attitude towards an entire group of people according to the text in chapter 2 of the EBook. (Company, 2000) Stereotyping is basically just your personal opinion on someone or something based off just want you believe. This can be towards race, gender, age, ethnicity, and religion. For example, people say â€Å"blondes are stupid† this isn’t true. It’s just another way of people separating types of women. Another example for stereotypes is when people say â€Å"Americans are friendly† this is a nice stereotype, and then again it’s not a true for all. What is the relationship between stereotyping and prejudice? The similarities between stereotyping and prejudice is that they are both personal opinions of what you may think of someone by race, religion, age, gender, ethnicity, and even a disability. They are not known facts or proven statements. They are both things that you do or say to judge a person or put them into â€Å"groups† in your mind. Being prejudice is just a lot worse than developing a stereotype towards people. What can be done to prevent prejudice from occurring? I’m not sure if much can be done at all, but just starting to talk differently and keeping personal opinions to ourselves. We need to start by teaching our children the positive ways of life and not to judge people. We should tell teach them to love everyone and pray for our future. Basically, just become a positive example for the younger generation so that they will pick up what’s positive and let go of the entire negative ways slowly, but surely.

Assessment Of Learning Essay Example for Free

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  Ã¢â‚¬ ¢ 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.

Essay Comparing Glass Menagerie and Streetcar Named Desire

Comparing Glass Menagerie and Streetcar Named Desire   Ã‚  Ã‚   Tennessee Williams is one of the greatest American playwrights. He was constantly shocking audiences with themes such as homosexuality, drug addictions, and rape. He broke free from taboos on such subjects, paving the way for future playwrights. Williams wrote about his life. The Glass Menagerie is a very autobiographical play. A Streetcar Named Desire, although meant to a play that anyone can relate to, also contained characters and situations from his life. In both plays, the characters are drawn from his life. This essay  will discuss is the similarities between The Glass Menagerie and A Streetcar Named Desire, which have similar characters and themes throughout them.   A Streetcar Named Desire takes place in New Orleans. The characters are Blanche Dubois, Stanley Kowalski, Stella Kowalski (Blanche’s sister, Stanley’s wife), and Mitch, a friend of Stanley’s. The play focuses on Blanche and how she falls deeper and deeper into her delusional state, until, finally at the end, a doctor and a nurse take her away. The Glass Menagerie takes place in St. Louis. The play features the Wingfields. Amanda is the mother and her two children are Tom and Laura. A gentleman caller named Jim O’Connor comes in at the end of the play.   This play is basically about Tom’s memories of the last bit of time he was with his family, before leaving them as his father did. Since the play takes place in the memory, it is dark and some things are very exaggerated. Laura is a cripple who is lost in her own world, with no hope of ever finding someone to love her. Amanda is also living in her own world, one where she is still a southern beauty. She feels that if Laura doesn’t marry so... ... one in The Glass Menagerie.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout both of these plays run many common themes, often themes from Williams own life. He was a writer who broke taboos and wrote about depraved people, people going crazy and many other themes that weren’t considered appropriate at the time. His own life was very chaotic. Works Cited A Streetcar Named Desire. By Tennessee Williams. Dir. Scot Whitney. Harlequin Productions, Olympia. September 1998. 2.â€Å"Remember Tennessee Williams.† Tom Sullivan. 21 June 2000. http://www.lambda.net/~maximum/williams.html Roudane, Mathew C. Ed. The Cambridge Companion to Tennessee Williams. New York: Cambridge Press, 1997 Williams, Tennessee. â€Å"The Glass Menagerie†. Anthology of American Literature: From Realism to the Present. By Tennessee Williams. Ed. McMichael, George et. al. New Jersey: Prentice Hall, 2000. 1445-   

Romeo and Juliet - Movie vs. Book :: Movie Film comparison compare contrast

Romeo and Juliet - Movie vs. Book Often times people say that William Shakespeare was and still is a legend. They are correct. It is amazing how Shakespeare's play Romeo and Juliet written centuries ago can be better than Franco Zefferelli's movie production of Romeo and Juliet, which had much better technology to work with only decades ago. Although the movie appeared better, it left out some major parts. The play had better mood and plot details which made it much more dramatic and by far a better presentation. One major difference between the play and the movie occurs in mood. An example of this is the marriage scene. In the marriage scene of the play, Romeo and Juliet act very serious. The reader can tell this by the way the two speak. Romeo says that the Holy Words the Friar speaks can make something without an equal (Act II, Scene 6, Line 4) which is a very intelligent thing to say. Whereas, in the movie they kiss and giggle the entire time. This leads the viewer to believe that Franco Zefferelli wanted the two to look like fools, that they could not do anything the way it is normally done because they are children in search of quick love. This is bad because it is not very realistic. In real-life, young adults would take the matter seriously because they know it is a major step in life. Because the play is not entirely trying to make the two look bad, it is the better production. Another major difference in the mood of the play and the movie is in the funeral scene. The funeral scene of the play is a very serious event. Juliet's family is very upset and think that they are the cause of her "death". Also, the Friar soothes the family of the loss of young Juliet's life (Act IV, Scene 5, Line 65). However, in the movie version of the funeral scene, again everyone is sad but this time the Friar lets out a giggle as he pretends to pray for Juliet. This is a major difference because if someone had seen the Friar giggle, it may have changed the entire play. They may have questioned him why he giggled but since

Mitochondria Essay -- essays research papers

Mitochondria Mitochondria are tiny organelles found in nearly all eukaryotic cells. They are rather large organelles ranging from 0.5Â µm to 10Â µm in length and 1Â µm in diameter. The mitochondria are the energy factories of the cell and are located in the cytoplasm. They are the sites of cellular respiration. The mitochondria are responsible for generating ATP from such organic fuels as simple sugars and fats in the process of cellular respiration. This doubled-membrane organelle has its own DNA and can reproduce by splitting itself. The mitochondria are sausage-shaped structures that move, change their shape and divide. They are distinct organelles with two membranes, the inner membrane and the outer membrane. The outer membrane is smooth and limits the organelle. It is highly permeable to small solutes such as molecules and ions, but it blocks off passages of proteins and other macromolecules. The inner membrane of the mitochondria is folded into shelf like structures called cristae. The cristae does not even allow the passage of small ions and so it maintains a closed space within the cell. The many infoldings of the cristae are responsible for providing the mitochondrion with a large surface area which enhances the productivity of respiration. The inner membrane and outer membrane effectively divide the mitochondria into two internal compartments. The space located between the outer and inner mitochondrial membrane is called the intermembrane space. The space enclosed by th...

Nike CSR Challenge Essay

1. Several cases of abusive treatments were reported in more than 1/4th of the South Asian factories. Another report states that about 25% – 50% of plants restricted their employees from drinking water & accessing toilet during the working hours. Almost the same percentage of factories denied workers at least a day off of the seven days that they work. Nike’s CSR Challenge highlighted the difficulties of bringing change to a company that isn’t centralized. In fact, the challenge was to alter the way business is done. Traditionally, leadership was seen as guidance to steer your employees towards the company’s goal. What’s required is a more open kind of leadership that calls for cooperation among mutually dependent groups so as to deal with systematic issues. The hurdles are to modify the signals given out by its supply chain groups and its rivals so that the companies run in a continual and sustainable way, which is financially feasible. 4. Leadership Beyond Borders gives a substructure for defining global citizenship. It assists any of us to find the commonalities in between differences everywhere in our day to day life, be it home or work. It’s a type of leadership that exceeds the borders of a person’s professionalism and limits to attract people on collective objectives. It is also called as â€Å"transcending leadership† because this kind of leadership transcends the need of a single leader and inspires others to lead. The best example for leadership beyond borders would be Mahatma Gandhi. 1. Several cases of abusive treatments were reported in more than 1/4th of the South Asian factories. Another report states that about 25% – 50% of plants restricted their employees from drinking water & accessing toilet during the working hours. Almost the same percentage of factories denied workers at least a day off of the seven days that they work. Nike’s CSR Challenge highlighted the difficulties of bringing change to a company that isn’t centralized. In fact, the challenge was to alter the way business is done. Traditionally, leadership was seen as guidance to steer your employees towards the company’s goal. What’s required is a more open kind of leadership that calls for cooperation among mutually dependent groups so as to deal with systematic issues. The hurdles are to modify the signals given out by its supply chain groups and its rivals so that the companies run in a continual and sustainable way, which is financially feasible. 4. Leadership Beyond Borders gives a substructure for defining global citizenship. It assists any of us to find the commonalities in between differences everywhere in our day to day life, be it home or work. It’s a type of leadership that exceeds the borders of a person’s professionalism and limits to attract people on collective objectives. It is also called as â€Å"transcending leadership† because this kind of leadership transcends the need of a single leader and inspires others to lead. The best example for leadership beyond borders would be Mahatma Gandhi. 1. Several cases of abusive treatments were reported in more than 1/4th of the South Asian factories. Another report states that about 25% – 50% of plants restricted their employees from drinking water & accessing toilet during the working hours. Almost the same percentage of factories denied workers at least a day off of the seven days that they work. Nike’s CSR Challenge highlighted the difficulties of bringing change to a company that isn’t centralized. In fact, the challenge was to alter the way business is done. Traditionally, leadership was seen as guidance to steer your employees towards the company’s goal. What’s required is a more open kind of leadership that calls for cooperation among mutually dependent groups so as to deal with systematic issues. The hurdles are to modify the signals given out by its supply chain groups and its rivals so that the companies run in a continual and sustainable way, which is financially feasible. 4. Leadership Beyond Borders gives a substructure for defining global citizenship. It assists any of us to find the commonalities in between differences everywhere in our day to day life, be it home or work. It’s a type of leadership that exceeds the borders of a person’s professionalism and limits to attract people on collective objectives. It is also called as â€Å"transcending leadership† because this kind of leadership transcends the need of a single leader and inspires others to lead. The best example for leadership beyond borders would be Mahatma Gandhi. 1. Several cases of abusive treatments were reported in more than 1/4th of the South Asian factories. Another report states that about 25% – 50% of plants restricted their employees from drinking water & accessing toilet during the working hours. Almost the same percentage of factories denied workers at least a day off of the seven days that they work. Nike’s CSR Challenge highlighted the difficulties of bringing change to a company that isn’t centralized. In fact, the challenge was to alter the way business is done. Traditionally, leadership was seen as guidance to steer your employees towards the company’s goal. What’s required is a more open kind of leadership that calls for cooperation among mutually dependent groups so as to deal with systematic issues. The hurdles are to modify the signals given out by its supply chain groups and its rivals so that the companies run in a continual and sustainable way, which is financially feasible. 4. Leadership Beyond Borders gives a substructure for defining global citizenship. It assists any of us to find the commonalities in between differences everywhere in our day to day life, be it home or work. It’s a type of leadership that exceeds the borders of a person’s professionalism and limits to attract people on collective objectives. It is also called as â€Å"transcending leadership† because this kind of leadership transcends the need of a single leader and inspires others to lead. The best example for leadership beyond borders would be Mahatma Gandhi.

Knowlege of nursing Essay

How does knowledge of the Foundation and History of nursing provide a context in which to understand current practice? Identify at least three trends in nursing practice demonstrated by the interactive timeline. How has these trends influenced your perspective of nursing practice. The knowledge of primitive nursing or Foundation and History of nursing does aid in understanding the root of nursing practice as relevant to understanding the past, defining the present and in determining the future of nursing. The challenges faced in the past, the obstacles overcome, and an understanding of the progression of events and ideas have influenced the profession. The knowledge of the History and Foundation of nursing also allow us the opportunity to ask â€Å"why† and then get an answer for today’s practices from documented evidence. Learning from past mistake and successes, like the revolutionary work of Florence Nightingale, which improves sanitation, further improves the nursing profession. Understanding today’s practices is directly related to the understanding and documentation of past practices. The nurses of today have the ability to make positive changes in the practice and also set goals for the future of nursing. For instance, the hand washing in nursing stemmed from the awareness of historical practices but only gets better with time. With information from history and the incorporation of the information into practice,† nursing will continues to be a vital force in the healthcare system† (White, 2005 pg41). Looking back on history and research of practices, it is incredible how far medical technology has come. Three trends in nursing practice demonstrated are: First, Education, Training and also quality of care was elementary prior to the 1800’s but today it is quite advance. Today there are regulations, policies, procedure, and standard of care. Nursing has moved from the rudimentary, uneducated profession to one requiring advance technical skills. There are different areas of nursing, (ADN, BSN and MSN) and continue education required in some states for renewal of License. At first there was no formal education in the care of the sick rather than knowledge that was being handed down verbally and practically (observation) until 1860 when The Florence Nightingale training school for nurses was created at ST Thomas Hospital in London (K.J.Egenes ch.1.pg 5) Then, in 1872, the first three training schools were established, one at New York, one in Connecticut then another one Massachusetts. According to the timeline, Linda Anne Richards was awarded the first Diploma in 1873 (K.J.Egenes, ch.1. Pg 8). The second trend demonstrated is the shift of the nursing profession to women. Naturally, nursing is a job for a woman. Generally, women care for the sick members of their family, but in the military where nursing started; nursing work was dominated by male of religious calling. The trend is a progression of a male dominated to female dominated profession. Nursing used to be healing the sick and wounded and also compassion towards the needy. Women’s dominance is shifting gradually, as men are coming back into the profession and as it becomes bi-gender dominated. The third trend demonstrated in nursing practice is the movement from nursing â€Å"cap and pin† to a complete uniform profession. In those days during graduation, nurses wore pins, caps, white gown and aprons, but today the â€Å"scrubs† have taken over for both male and female nurses. Understanding the foundation and history of nursing helped to be even more proud than ever about my carrier, and to help me appreciate how far nursing has come and continues to be a vital force in the healthcare system. References: http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs430V_timeline.php White, L. (2005), Foundations of basic learning (2nd, pg 41.) Creasia and Friberg (2011). Conceptual Foundation: The Bridge to Professional Nursing. 5th ed. Egenes, K. (2008), History of Nursing Ch 1, (pp.5, 10)

Itm †Organizations, Management and the Networked Enterprises

In 2008, ICT (Information and communication technologies) sector of the Canadian economy totaled $59. 2 billion Cellphones, delivery service, social medias, internet advertising are growing and growing Three changes 1) emerging mobile digital platform (iphone, bb, netbooks ) 2) growth of online software as a service and 3) the growth in â€Å"cloud computing† where more and more business software runs over the Internet > organizations can rely more on telework, remote work and distributed decision making, think decentralization, firms can outsource more work, and rely on markets rather than employees to build value. It also means that firms can collaborate with suppliers and customers to create new products or make existing ones more efficiently. Thomas Friedman world is now â€Å"flat†, Internet and global communications had greatly reduced the economic and cultural advantages of developed countries. Digital firms: most of significant business relationships (with customers, suppliers, and employees) of an organization are digital. Core business process are accomplished through digital networks spanning the entire organization or linking multiple organizations. Key corporate assets- interellectual property, core competencies, and financial and human assets are managed through digital means. Time shifting ( 24/7) and space shifting (globally accomplished) are the norm There is a growing interdependence between a firms information systems and its business capabilities, changes in strategy, rules, and business processes increasingly require changes in hardware, software, databases, and telecommunications. What the organization would like to do depends on what its systems will permit to do. Six strategic business objectives: 1) OPERATIONAL EXCELLENCE- improve efficiency and productivity to achieve higher profitability. Eg Walmart,linked supplier, stocking just-in-time 2) NEW PRODUCTS, SERVICES AND BUSINESS MODELS ( which describes how a company produces, delivers, and sells a product or service to create wealth). Eg: Ipod/apple/itunes deliverying music 3) CUSTOMER AND SUPPLIER INTIMACY- satisfied customers will return purchasing more and engaged suppliers lowers costs. Eg: Mandarin Oriental in London, England hotel record the preference of customer and store data to program the room conditions as desired. Nygard suppliers are informed expecting just-in time delivery, inventory is near zero as storage cost. 4) IMPROVED DECISION MAKING- using real time data from the marketplace when making decisions. Eg: Trimac, uses a dashboard project 5) COMPETITIVE ADVANTAGES: achieving one or more of these business objectives. Eg: Toyota Motor Company high level of efficiency and quality. TPS( Toyota Production System) focuses on organizing work to eliminate waste, make improvements, optimizing customer value, producing vehicles based on what customers actually ordered. 6) SURVIVAL- because they have to keep up with the industry and business- Eg: all banks had to implement ATM machines IT(Information Technology): all hardware and software that a firm needs to use in order to achieve its business objectives. ( hadware, software, programs, applications) Information systems are complex and can be best understood by looking at them from both a technology and a business perspective. It’s a set of interrelated components that collect, process, store and distribute information to support decision making and control in an organization as well as help analyzing problems, visualize complex subjects and create new products. It contains information (data-raw unprocessed fact- that have been shaped into meaningful and useful) about significant people, places and things within the organization or in the environment surrounding it. Eg: supermarket checkout counters scan data from bar codes that can be totaled and analyzed to provide meaningful information. Four activities in information system to produce information: 1) Input: captures or collects raw data from the org of external environment 2) Processing: converts raw input into meaningful form. 3) Output: transfers processed information to people or activities that will be used for 4) Feedback: output that is returned to appropriate members of organization to help them evaluate or correct the input and processing stages. computers provide equipment for storing and processing information *computer programs or software’s are sets of operating instructions that direct and control computer processing information systems literacy- technical dimensions of a system computer literacy- knowledge of information technology MIS(Management information Systems) deals with behavioural and technical issues surrounding the development use and impact of information sys tems used by managers and employees in a firm. Dimensions: )ORGANIZATIONS: pyramid with upper levels of hierarchy consisting of managerial, professional and technical employees and lower levels operational personnel (authority and responsibility levels) -senior managemet: long- range strategic decisions about products and services and ensures financial performance of the firm -middle management: carries out programs and plans of senior management Knowledge workers: engineers, scientists, design products or services and create new knowledge for the firm -operational management: responsible for monitoring the daily activities of the business. Data workers: secretaries or clerks, assist with paperwork at all levels of the firm Production or service workers: produce the product and deliver the service. Major business functions: Sales and marketing, Manufacturing and production, Finance and accounting, Human resources. Culture-fundamental set of assumptions, values and ways of doing things that has been accepted by most of its members 2) MANAGEMENT: make sense, make decisions, formulate action plans to solve organizational problems. They must exercise responsible leadership. They must do more than manage what exists, by creating new products and services and re-creating organization from time to time. 3)INFORMATION TECHNOLOGY(INFRASTRUCTURE): one of many tools managers use to cope with change, which provides foundation or platform on which the firm can build its specific information systems. computer hardware- physical equipment used for input, processing and output activities in an information system. Includes computers of various sizes including mobile devices, various input output and storage devices, and telecommunication devices that link computers together. Computer software- detailed, preprogrammed instructions that control and coordinate the computer hardware components in an information system Data management technology- consists of the software governing the organization of data on physical storage media Networking and telecommunications technology- consists of both physical devices and software, links the various pieces of hardware and transfers data from one physical location to another. A network links two or more computers to share data or resources, such as a printer. The internet (a business necessity and a competitive advantage) is a global network of networks that uses universal standards to connect millions of different networks with more than 1. 4 billion users in more than 230 countries. Intranets- internal corporate networks Extranets private intranets extended to authorized users outside the organization . World wide web> service provided by Internet that uses universally accepted standards for storing, retrieving, formatting and displaying information in a page format on the Internet (web pages). g IS are part of a series of value-adding activities for acquiring, transforming, and distributing information that managers can use to improve decision making, enhance organizational performance, and , ultimately increase firm profitability complementary assets: assets required to derive value from a primary investment- organizational and managerial capital Important organizational investments: supportive business culture that values efficiency and effectiveness, an appropriate business model, efficient business processes, decentralization of authority, highly distributed decision rights, and a strong information system development team. Important managerial investments: strong senior management support for change, incentive systems, that monitor and reward individual innovation, an emphasis on teamworl and collaboration, training programs, and a management culture that values flexibility and knowledge Important social investments: internet, supporting internet culture, educational systems, network and computing standards, regulations and laws and the precense of technology and service firms. IS are sociotechnical systems but are composed by machines devices and hard physical technology that require substancial social, organizational and intellaectual investments to make them work properly Technical Approach: Management Science, Computer Science Operations Research Behavioural approach: Psychology, Economics, Sociology Socio-technical approach: the performance of a system is optimized when both the technology and the organizational mutually adjust to one another until a satisfactory fit is obtained.

Btec Business Level Essay

TESCO’s customers want a quality product they can buy for a reasonable price. They want these products to be of good standard because the customer is spending their money on the products. Customers want the money they spend on purchasing these products to be worth it and that the quality they receive from the amount they have paid to be of a good standard. TESCO respond to this need by making sure to they sell the right products for their store because if they don’t they could lose a valuable customer, customers are the one putting their money into the revenue of the company. TESCO are always building new stores around the world all of the time but some people disagree with them building them, as we have found out in Bristol last year when there was riot over TESCO being built. TECO’s business objective of ‘To be a creator of highly valued brands’ is influenced by the customer stakeholder. This is because the part of the objective ‘be a creator’ this means that they want to have a high valued brands to make sure the customers return again to buy their products that they are selling in the store. Directors/Managers Directors want to have the business to strive and make sure their employees are happy with the conditions they are working in. They always are working to improve the business. TESCO’s business objective ‘’To grow the UK core’’ is influenced by the directors because they want to the company to be the best that it can be and to strive well by creating new opportunities for their employees and building new stores to give the unemployed jobs to go too. Government Government influence TESCO because they make the decisions on how much tax is given to the company, they also influence TESCO by deciding when they can build the stores and whether its applicable to be in that particular area. TESCO business objective ‘’To grow the UK core. ’’ The government influence this because they set the tax and make sure they are operating within the guidelines, they read through the planning applications for where they want the stores to be. Suppliers Suppliers influence TESCO by the growth of purchasing the long term contracts, this links to the business objective of ‘’To grow retail services in all our markets’’ because when they want to expand their business they want to make sure that the suppliers can supply the same product for every store they have. A benefit of having local suppliers is that it supports the community, and as Tesco has different stores all around the world which means different countries require different suppliers. Employees TESCO workers want a regular work and pay, good wages for the work and hours they do and to be a valued member of the team. To be listened to when they have a problem or they have a fault that affects their working conditions and they are all given training to make sure they can work to the full maximum of what Tesco wants. TESCO’s business objective ‘To build our team so that we create more value’ is influenced by the employee stakeholder this is because TESCO are always looking for new employees and that new people are joining the team every day to expand the business even more. Employees are key for customers to return. Shareholders TESCO’s business objective ‘’To be an outstanding international retailer in stores and online’’. This influenced by the shareholders because they are suggesting improvements that affect the quality of what they are selling and expanding their business with help with the directors of the company. Tesco need shareholders money to expand because they are the ones who are investing in the company but also shareholders do expect a dividend at the end. Communities TESCO communities always have preservations on whether they like the store where it is and whether they think it is right for the area. TESCO try and work together with the communities where their stores are, TESCO business objective ‘’To put our responsibilities to the communities we serve at the heart of what we do. ’ This influenced by the community because they suggest ideas to the store. Tesco are providing a local service to the community with providing jobs which is means more money going to the government. TESCO try their best to change these and make the store a better place for customers.

Education is the key to a bright future

â€Å"Education is the key to a bright future†, a statement that my parents have constantly reminded me of and has become a reality. My ambition and determination to succeed in education has prompted me to maneuver through the thickets of financial constrains to which I was predisposed throughout my early schooling life. In many occasions in the course of my education, I have been forced to halt my progress to give my parents an opportunity to gather more resources to push me forward. The hardships I encountered have shaped me into a determined student and consequently, I have engaged in many activities with the aim of ensuring that I cultivate a better life is for myself as well others in society. After completing my high school studies in Russia, the top grades attained gave me an opportunity to access college education, although this leaning stage was not a bed of roses bent on the several challenges encountered. However, my zeal to reach my goals and objectives could not give any room to despondency and hopelessness. Complacency and dwelling in the comfort zone have always been my worst enemies which I have overcome with sober mindedness and hard work. At the time, the course that I decided to study was Japanese and English studies. My choice of course was in line with my bigger vision of studying not only in Russia but also in other countries like U. S and Japan since I believed in looking for higher opportunities which can only come forth with sharpened multi-lingual abilities. It bears mentioning that financial constrains forced me to seek employment especially during the holidays. Luckily I found an opening in a certain tourism agency where I worked as an assistant record keeper, carrying out all the duties assigned diligently and effectively. The money however was inadequate since I only worked for a few hours after school and therefore I had to find some more work to adequately meet my needs. Consequently, I volunteered to teach English language in several high schools from which I earned some more income. This was a greatly supplement to what my parents earned from their cloth selling business. Eventually, my three years in college were complete and wonderful credits could not fail to reflect in my certificates. After graduating from my first college, my parents concurred with me that it was the high time I explored the academic world in a different environment having acquired the great foundation. However, the financial aspect of it had to be addressed quite explicitly to ensure that problems do not crop up in the middle of the journey. My dreams had always been to further my studies in the United States. My parents had to look for all the available means to ensure that my quest for excellence in the world of academia was fulfilled. Eventually they managed to raise funds for my flight and a part of my college tuition fee at Hunter College in New York. The background I had in Russia was of great help in my new environment where most students are English speakers. Therefore, my persistence and ability to make the right choices and appropriate decisions seemed to be paying off as my dreams of studying in America had finally come true. As a Russian transfer student, my English skills facilitated my interaction not only with my fellow college mates but also with the highly qualified teaching staff. I decided to further my studies in English and Japanese translation for which the progress was quite commendable and the grades encouraging. However, my hopes of finishing the second college were overshadowed by severe shortage of finances to cater for tuition and also my upkeep. Despite the wonderful efforts made by my parents and friends to sponsor my studies at Hunter College, there was always a deficit which made me to be in and out of college on several occasions. More often than not, I had to plead with the college administration to allow me stay in class for more days since the amount paid intermittently for my tuition was inadequate to sail me through to the end of each semester. Unfortunately, I could not make it to complete the stipulated three years period of study and therefore had to terminate my studies. However, I have never believed in impossibilities since my optimistic disposition gives no room for hopelessness. I am determined to climb the next available rung in the diverse opportunities in Berkeley College where I intend to study a Bachelors degree in Fashion Marketing and Management. As I have explained, my greatest obstacle has been shortage of funds. Therefore with a scholarship, I am sure I will have the ability to study this business course to its full length. After acquiring this precious knowledge, I intend to help my parents in marketing the various fashions of clothes they deal with and also assist them in expanding their business through good management skills. I also envision establishing my own business empire in the long run.

Tomorrow is a Fresh Start

Any day has the opportunity to be a good one as well as any day has the opportunity to be a bad one. Each individual day is on its own, having no relation to any previous day. Those days where it just keeps dragging on, and you can’t wait for the sun to rise in the morning to have a fresh start. This dreadful day has finally come to an end, but nothing picks you up more than the sunrise the next morning. The sunrise is saying that it is a new day, and is giving you an opportunity to either put the previous day behind you, or keep it with you and make the most out of your past experiences.Even though we look at the sunrise as just the sun rising above the horizon, there is much more to this action that not only affects us day to day, but for a lifetime. There are many times where you are not looking forward to the sunrise the next morning. It could be because of a big project due the next day, a test, or just going on with your unamusing life. Going to school is a big part in n ot wanting to get up in the morning. You may think that you are the only one who dreads waking up and having to take three tests, then run around the gym for 25 minutes, but you’re not alone.Many thoughts come into your mind on trying to figure out why you have to take these actions. You ask yourself; when will I ever use algebra in real life, why do I need to know what the 17th amendment is, or wonder what good it will do to know the capital of Zimbabwe. Everyone is forced to take these actions whether or not you think they are necessary. If laying in your bed for days was an option, everyone would take the easy road out. Some people go with this option and end up not making anything of themselves, because they are lazy and avoid any sort of challenge.Those who choose to get up, know where they would rather be, but are accepting any future challenges. When you finally do decide to get up in the morning and see the sunrise, you get that feeling in your gut that is really hopi ng for the day to just be over. Many emotions can come from the action of the sun rising, which happens every 24 hours. You know that there is nothing you can do to stop it, but will do everything in your power to avoid it. A sunrise can and should be looked at as a positive action.. It can be looked at as another day to add to your accomplishments, or to start over on a clean slate.When you wake up in the morning and the sun is slowly rising, an excitement occurs as the new day is approaching. Every day comes with a new challenge. This could be a big test, a championship game, or something as simple as buying a new dress for a special occasion. Many people are afraid . Some of these obstacles you may want to avoid or pass on to another day, but the sunrise is helping you conquer that obstacle. As the day of October 29th was coming to an end, I could not wait for the the sun to rise. There was so much that was going on the next day. I could barely sleep; all I wanted was it to be th e next day.When the sun finally rose, my birthday had arrived. I jumped out of my bed in excitement because this day had all the right tools to be perfect. I had a big soccer game going on, a nice lunch made for me, and no big test or quizzes going on during the day. Everything was going great until I looked outside for a moment. The sun was gone, and the moon had taken its place. I didn’t want this day to end. I was unsure on what the next day would lead to. As I thought about the day coming to an end more, I realized that the unknowingness is the best part of a new day.It may be bad, but I will never know what will happen unless I accept the sunrise. I woke up the next morning unamused to start the new day, knowing that it will not compare to the what had happened yesterday. But I did go in with an open mind, and ended up receiving hand fulls of candy. Not only was is Halloween, but the day had a positive vibe to it, that I never would’ve expected. If I had keep my m ind in the past and only focused on what had happened the day before, none of this could’ve happened. One specific sunrise that not only myself but everyone involved had mixed feelings about is the day of and after graduation.We have seen our peers go through it, and never imagined ourselves being in that situation. Some will look at the sunrise as it all coming to an end, and others will look at it as a new beginning. I am unsure on what my reaction will be when this day comes but know that I am forever grateful for everything that I have learned prior to this anticipated sunrise. This is one that can not be avoided, no matter how hard you try. When the sun rises on that perfect night, all of our lives will change. It won’t be instantly, but over time that sunrise will forever affect how we are as people.

Aristotle Biography essays

Aristotle Biography essays Aristotle, the famous Greek philosopher, was born in 384 BCE in Stagira, in Thrace, at the northern end of the Aegean, near Macedonia.. His father, Nicomachus, was the personal physician to Amyntas II, king of Macedonia. In 367 BCE at the age of eighteen Aristotle was sent to Athens, Greece to attend Platos Academy. He went to school there for twenty years until in 347 BCE Plato died. At this time Aristotle took Platos place at the Academy along with Platos nephew Speusippus and Xenocrates. Later he joined a circle of "Platonists" living at the Assos in the Troud under the protection of the tyrant Hermias of Atarneus. In 345 BCE he moved to Mytilene on the Island of Lesbos. Two years later Aristotle reached the court of Macedonia. Aristotle returned to Athens in 335 BCE. He spent the next twelve years running his own version of an academy, which was called the Lyceum, named after the place in Athens where it was located, an old temple of Apollo. In 324 BCE Aristotle was invi ted by Philip of Macedon to educate the man who would later be known as Alexander the Great. Two years later, in 322 BCE Aristotle died in Chaleis Eubea, Greece. Aristotle is said to have written over 150 philosophical treaties, thirty of which are still around today. Many of these treaties are thought to be "lecture notes" as opposed to complete treaties. One of Aristotles main accomplishments was his classification of animals into groups. These groups included blood and no blood, which correspond with our vertebrae and no vertebrae. He also used flying, land, and water groups to classify animals. Another accomplishment was distinguishing the difference between whales and fish. Many think of Aristotle as the founder of modern natural science. He wrote about 500 different kinds of animals including 120 types of fish and sixty kinds of insects. He used dissection extensively well before anybody ...

The Stages of a Purchase

The Stages of a Purchase Free Online Research Papers Everyday consumers go through a series of self questions, prior to the purchase of goods or services. In this paper we will discuss the Buyer Decision Processes questions with Steve and Dan pertaining to their recent computer purchase. 1. Need Recognition (Q). Dan, what was it that made you want to go out and buy a computer? (A). I’ve had a computer for about four years now, which had recently been acting up. I saw an ad. on TV that Circuit City was having a sale, and decided it was time to upgrade and Circuit City just so happened to be right around the corner from my house. (Q). Steve, what was it that made you want to go out and buy a computer? (A). I recently enrolled in online courses for college and my current computer was extremely slow due to music songs and games on it, so I wanted a faster one just for school. Comparing Dan and Steve’s reasons for wanting to buy new computers I would have to say that Dan’s motive to purchase was an external stimuli which was created by a companies special offer and Steve’s computer purchase was forced through an internal stimuli based off the reasoning being he felt he was driven to the need because his current computer is so slow. One thing that stands out however is that Dan and Steve both are having some type of issue with their current computer which is what is pushing them to a new one. 2. Information Search (Q). Dan, where did you get the information on the computer you purchased? (A). I got the information from the Circuit City sales person on the computer that was advertised. (Q). Steve, where did you get the information on the computer you purchased? (A). I went online to www.consumerreports.com where I looked up computers and then made my purchase. Looking at how Dan and Steve went about collecting information on their purchases I would sat that Dan was extremely driven to the computer which he saw in the TV ad while Steve went into his purchase more objectively by looking at what some of the better computers were on the consumer report website instead of relying on a sales persons advice. 3. Evaluation of Alternatives (Q). Dan, what three things were most important to you while looking for your new computer? (A). The first thing was the price, I had to stay with in a budget so it was most important. The second thing was screen size, I wanted something that was larger then 13 inches. The third thing was the graphics card because I wanted good graphics for my games. (Q). Steve, what three things were most important to you while looking for your new computer? (A). My first concern was the amount of memory the computer had. Number two was a computer with the Vista operating system by Microsoft. The third thing I wanted in my computer was a key pad located to the right of the letters. After analyzing what each person wanted in their computers it was obvious that Steve was more concerned about the quality of his computer where as Dan cared more about his personal budget then the quality of the computer he was buying. 4. Purchase Decision (Q). Dan, why did you decide on the computer you bought? (A). After looking at the computer that was in the ad and talking to the sales representative I realized the computer was still what I needed that was in my price range. (Q.). Steve, why did you decide on the computer you bought? (A). Well after looking at consumer reports and reading the reviews on each of the computers that had the things I wanted I went with the highest rated computer that would make my online schooling easier. During the purchase decision both Dan and Steve continued on the same path they had started from the beginning. Dan went with his pocket book while Steve researched online and went with higher quality through recommendation. (Q). Dan, were you happy with the purchase you made? (A). No, I actually wish I would have looked into some other choices besides the one I picked. My computer continues to freeze up in the middle of what I am doing very similar to my old computer. (Q). Steve, were you happy with the computer you bought? (A). Yes, my computer works great for a school computer and having a number key pad off to the right has been a life saver being a math major. After compiling all of the information from both Dan and Steve I will say that they both went at their computer purchase with two different styles. Looking at how Dan started his process it seems that he may not have really been ready to purchase a computer or initially did not think the cost of a computer related to the quality of the computer. I would have to say that Dan’s purchase had a lot to do with his demographics seeing that he was more concerned with getting in and out as well as purchasing at a low cost. Steve on the other hand took his time and researched his computer; he was not worried about the cost of the computer as much as he was worried about what was offered with the computer and its quality rating, based on how Steve went into his purchasing process I would say his experience was based on behavioral tendencies. Research Papers on The Stages of a PurchaseIncorporating Risk and Uncertainty Factor in CapitalInfluences of Socio-Economic Status of Married MalesThe Project Managment Office SystemAnalysis of Ebay Expanding into AsiaThe Hockey GameTwilight of the UAW19 Century Society: A Deeply Divided EraThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of Self

Free Essays on Success Of A Salesman

In the world of business it is everyone’s dream to become rich, powerful, important, and well liked. Although it is their ultimate goal to attain these characteristics most businessmen have their priorities in order; family and kids come before success, work, and all of the previously mentioned. Yet Willy Loman’s priorities in Arthur Miller’s Death of a Salesman are completely the opposite of what they should be. By having his priorities mixed up Willy drives Biff away from him, turns Happy in to an attention seeking fool, and creates misery for his wife. Sadly, Willy Loman thinks success and fame are more important than his relationships with the members of his family. It is obvious in reading Death of a Salesman that Biff was very important to Willy. That doesn’t mean they weren’t destined to have problems. The main problem was that Willy feels if Biff enjoys his life working on ranches instead of trying to become a business player he is wasting his life. Instead of accepting Biff’s decision to enjoy himself rather than work to become successful Willy takes the childish route and insults Biff every chance he gets. â€Å"Willy: No, you’re no good, you’re no good for anything.† (Death of a Salesman, 1260.) Every time Willy pushes Biff to make something of himself the two grow farther apart. As you know this is generally not good for a family relationship. Sometimes Willy is so focused on Biff’s and his own success both Willy and the readers forget that he has another son. Somewhere along the line Willy became so wrapped up in the potential success of Biff he forgot about poor Happy. Since Happy doesn’t get any attention from anyone he constantly says annoying, outrageous statements all the time just to become noticed by his father. â€Å"Happy: I’m gonna get married. Willy: Keep up the good work. (Changes the subject back to Biff) God†¦remember that Ebbets Field game? The championship of the city?† (Death of a S... Free Essays on Success Of A Salesman Free Essays on Success Of A Salesman In the world of business it is everyone’s dream to become rich, powerful, important, and well liked. Although it is their ultimate goal to attain these characteristics most businessmen have their priorities in order; family and kids come before success, work, and all of the previously mentioned. Yet Willy Loman’s priorities in Arthur Miller’s Death of a Salesman are completely the opposite of what they should be. By having his priorities mixed up Willy drives Biff away from him, turns Happy in to an attention seeking fool, and creates misery for his wife. Sadly, Willy Loman thinks success and fame are more important than his relationships with the members of his family. It is obvious in reading Death of a Salesman that Biff was very important to Willy. That doesn’t mean they weren’t destined to have problems. The main problem was that Willy feels if Biff enjoys his life working on ranches instead of trying to become a business player he is wasting his life. Instead of accepting Biff’s decision to enjoy himself rather than work to become successful Willy takes the childish route and insults Biff every chance he gets. â€Å"Willy: No, you’re no good, you’re no good for anything.† (Death of a Salesman, 1260.) Every time Willy pushes Biff to make something of himself the two grow farther apart. As you know this is generally not good for a family relationship. Sometimes Willy is so focused on Biff’s and his own success both Willy and the readers forget that he has another son. Somewhere along the line Willy became so wrapped up in the potential success of Biff he forgot about poor Happy. Since Happy doesn’t get any attention from anyone he constantly says annoying, outrageous statements all the time just to become noticed by his father. â€Å"Happy: I’m gonna get married. Willy: Keep up the good work. (Changes the subject back to Biff) God†¦remember that Ebbets Field game? The championship of the city?† (Death of a S...

Lucius Quinctius Cincinnatus, Roman Statesman

Lucius Quinctius Cincinnatus, Roman Statesman Lucius Quinctius Cincinnatus (c. 519–430  BCE) was a farmer, statesman, and military leader who lived in early Rome. He considered himself a farmer above all, but when he was called to serve his country he did so well, efficiently, and without question, even though a prolonged absence from his farm could mean starvation for his family. When he served his country, he made his stint as dictator as brief as possible. For his faithful service, he became a model of Roman virtue. Fast Facts: Lucius Quinctius Cincinnatus Known For: Cincinnatus was a Roman statesman who served as the kingdoms dictator during at least one time of crisis; he later became a model of Roman virtue and public service.Also Known As: Lucius Quintius CincinnatusBorn: c. 519 BCE in the Kingdom of RomeDied: c. 430 BCE in the Roman RepublicSpouse: RacillaChildren: Caeso Early Life Lucius Quinctius Cincinnatus was born around 519 BCE in Rome. At the time, Rome was still a small kingdom made up of the city and its surrounding territory. Lucius was a member of the Quinctia, a patrician family that produced numerous state officials. Lucius was given the name Cincinnatus, meaning the curly-haired. Historians believe that Cincinnatuss family was wealthy; however, little else is known about his family or his early life. Consul By 462 BCE, the Roman kingdom was in trouble. Conflicts had escalated between the wealthy, powerful patricians and the lesser plebeians, who were fighting for constitutional reforms that would have placed limits on patrician authority. Dissension between these two groups eventually turned violent, weakening Roman power in the region. According to legend, Cincinnatuss son Caeso was one of the most violent offenders in the struggle between the patricians and the plebeians. To prevent the plebeians from assembling in the Roman Forum, Caeso would apparently organize gangs to push them out. Caesos activities eventually led to charges being brought against him. Rather than face justice, however, he fled to Tuscany. In 460 BCE, the Roman consul Publius Valerius Poplicola was killed by rebel plebeians. Cincinnatus was called in to take his place; in this new position, however, he apparently had only moderate success in quelling the rebellion. He eventually stepped down and returned to his farm. At the same time, the Romans were at war with the Aequi, an Italic tribe about whom historians know very little. After losing several battles, the Aequi managed to trick and trap the Romans. A few Roman horsemen then escaped to Rome to warn the Senate of their armys plight. Dictator Cincinnatus was apparently plowing his field  when he learned he had been appointed dictator, a position the Romans had created strictly for emergencies, for six months. He was asked to help defend the Romans against the neighboring Aequi, who had surrounded the Roman army and the consul Minucius in the Alban Hills. A group of Senators was sent to bring Cincinnatus the news. He accepted the appointment and dressed in his white toga before traveling to Rome, where he was given several bodyguards for protection. Cincinnatus quickly organized an army, calling together all the Roman men who were old enough to serve. He commanded them against the Aequi at the Battle of Mount Algidus, which took place in the region of Latium. Although the Romans were expected to lose, they quickly defeated the Aequi under the leadership of Cincinnatus and his Master of the Horse, Lucius Tarquitius. Cincinnatus made the defeated Aequi pass under a yoke of spears to show their subjugation. He took the Aequi leaders as prisoners and brought them to Rome for punishment. After this great victory, Cincinnatus gave up the title of dictator 16 days after it had been granted and promptly returned to his farm.​ His faithful service and lack of ambition made him a hero in the eyes of his countrymen. According to some accounts, Cincinnatus was appointed dictator again for a later Roman crisis in the wake of a grain distribution scandal. This time, a plebeian named Spurius Maelius was allegedly planning to bribe the poor as part of a plot to make himself king. There was a famine going at the time but Maelius, who was in possession of a large store of wheat, was allegedly selling it to other plebeians at a low price to curry favor with them. This worried the Roman patricians, who feared he had ulterior motives for his generosity. Once again, Cincinnatus- now 80 years old, according to Livy- was appointed dictator. He made Gaius Servilius Structus Ahala his Master of the Horse. Cincinnatus issued orders for Maelius to appear before him but Maelius fled. During the ensuing manhunt, Ahala ended up killing Maelius. A hero again, Cincinnatus resigned his post after 21 days. Death There is little information about Cincinnatuss life after his second term as dictator. He is reported to have died around 430 BCE. Legacy The life and accomplishments of Cincinnatus- whether true or merely legendary- were an important part of early Roman history. The farmer-turned-dictator became a model of Roman virtue; he was celebrated by later Romans for his loyalty and brave service. Unlike some other Roman leaders, who plotted and schemed to build their own power and wealth, Cincinnatus did not exploit his authority. After he had performed the duties required of him, he swiftly resigned and returned to his quiet life in the country. Cincinnatus is the subject of several notable artworks, including Riberas Cincinnatus Leaves the Plough to Dictate Laws to Rome. Many places are named in his honor, including Cincinnatti, Ohio, and Cincinnatus, New York. A statue of the Roman leader stands in Tuileries Garden in France. Sources Hillyard, Michael J.  Cincinnatus and the Citizen-Servant Ideal: the Roman Legends Life, Times, and Legacy. Xlibris, 2001.Livy.  Rome and Italy: the History of Rome from Its Foundation. Edited by R. M. Ogilvie, Penguin, 2004.Neel, Jaclyn.  Early Rome: Myth and Society. John Wiley Sons, Inc., 2017.

Russian Tsars essays

Russian Tsars essays The history of Russia began many centuries ago. Russia had many tsars, not all of them were as great as these people that Im going to talk about. Russian history is amazing, because I was born there and I learned history from six to ninth grade there. You probably know that I already knew almost every little aspect, but now in this essay I can prove it to you. My four main Tsars are Vladimir which is Prince, Ivan the Terrible, Peter the Great and Catherine the Great and Michael Romanov. I chose them because every single of them has done amazing thing in making Russian history very memorable. First, Im going to talk about Prince Vladimir and his great achievements. The first Russian state was Kiev-Rus. By the 800s Slavic groups had founded many towns in what is now the European part of Russia and Ukraine, of which the two most important once are Novgorod and Kiev. In 970, Vladimir was sent by his father to govern Novgorod. His baptism, in 988 or 989, was followed by his marriage to Anna, sister of the Byzantine Emperor Basil II. was the grand prince of Kiev who converted to Christianity in 988, and proceeded to baptize the whole Kievan Rus. Early Russia was controlled by religion and it starts dominate everything He was the one who brought cristianity from Constantinople (byzantyne empire). Also terms like Caesaropapism which basically means government and church combined. Second, Ivan the terrible (Ivan grozni) is one of my favorite tsars, because he not just great Tsar-he is the cruel tyrant. All of his family died when he was a little boy when he was little he heard all kinds of screams. In 1547 Ivan was finally crowned Tsar of all Russians. Ivan was a real patriot he tried to unite Russia, but boyars tried to steal and bring country down. After reorganizing the army, Ivan conquered Kazan (1552) and Astrakhan (1556). Mongols were feared by Russians. Ivan was extremely smart he even faked his own dea...

Film Version of A Midsummer Nights Dream essays

Film Version of A Midsummer Night's Dream essays A Midsummer Night's Dream by English poet and dramatist William Shakespeare is a comedy combining love, fairies, magic, and dreams. Today, William Shakespeare's literary works are just as contemporary as when they were being written. In the modern day film version of 'A Midsummer Night's Dream,' director Michael Hoffman successfully combines the different elements of drama to awaken the audience's imagination to the themes of enchantment and illusion. This is achieved by emphasizing place, characterization, mood, a tension of relationships and dramatic meaning. In retrospect, 'A Midsummer Night's Dream' is an opulent, magical and enchanting movie that seeks to explore the realms of illusion. Set in Tuscany at the end of the 19th century, the film successfully explores the themes of enchantment and illusion by choice of setting and place. Unlike the text, the film version takes place in Tuscany, Italy in the Victorian Age. Perhaps Hoffman chose Italy instead of Greece due to the universal romantic feeling that it creates. Unlike today, Greece was the center of classical history, therefore popular within the people of his day. The invention by Hoffman of the town, Monte Athena, located in Tuscany draws parallels between the text and film versions. 'A Midsummer Night's Dream' is the most romantic and intricate of Shakespeare's works and therefore a beautiful setting such as Tuscany was needed to fulfill the play's themes of enchantment and illusion. A talented cast including popular romantic leads Rupert Everett and Michelle Pheiffer attempt to bring this beautiful 'dream' to life. 'A Midsummer Night's Dream encompasses three worlds: the romantic world of the lover s; the working day of the rude mechanicals and the fairy world of Titania ...

Prime Minister Joe Clark Biography

Prime Minister Joe Clark Biography At the age of 39, Joe Clark became the youngest Prime Minister of Canada in 1979. A fiscal conservative, Joe Clark, and his minority government were defeated after just nine months in power on a non-confidence motion on a budget of tax increases and program cuts. After losing the 1980 election, Joe Clark stayed on as Leader of the Opposition. When Brian Mulroney took over as Leader of the Progressive Conservative Party of Canada in 1983 and then Prime Minister in 1984, Joe Clark continued as an effective Minister of External Relations and Minister for Constitutional Affairs. Joe Clark left politics in 1993 to work as an international business consultant, but returned as Leader of the Progressive Conservative Party from 1998 to 2003. Prime Minister of Canada:Â  1979-80Birth:Â  June 5, 1939, in High River, AlbertaEducation:Â  BA - Political Science - University of Alberta, MA - Political Science - University of AlbertaProfessions:Â  Professor and international business consultantPolitical Affiliation:Â  Progressive ConservativeRidings (Electoral Districts):Â  Rocky Mountain 1972-79, Yellowhead 1979-93, Kings-Hants 2000, Calgary Centre 2000-04 Political Career of Joe Clark Joe Clark began his political career as Director of Organization for the Alberta Progressive Conservative Party from 1966 to 1967. He was Special Assistant to a Conservative member of parliament Davie Fulton in 1967. He served as Executive Assistant to a Conservative member of parliament Robert Stanfield from 1967 to 1970. Joe Clark was first elected to the House of Commons in 1972. He was elected as Leader of the Progressive Conservative Party of Canada in 1976 and was Leader of the Opposition until 1979. Joe Clark was sworn in as Prime Minister of Canada after the 1979 general election. The Conservative government was defeated in 1980. Joe Clark was again Leader of the Opposition from 1890 to 1983. Joe Clark called a Progressive Conservative Party leadership convention and lost the party leadership to Brian Mulroney in 1983. In the Mulroney government, Joe Clark served as Minister of External Affairs from 1984 to 1991. He was President of the Privy Council and Minister Responsible for Constitutional Affairs from 1991 to 1993. Joe Clark did not run in the 1993 general election. Joe Clark returned as Leader of the Progressive Conservative Party of Canada in 1998. He was re-elected to the House of Commons in 2000. In 2002, Joe Clark said he had carried the Progressive Conservative Party as far as he could. Joe Clarks resignation as Progressive Conservative Party leader was effective at the leadership convention in May 2003. Unhappy with the subsequent merger of the Progressive Conservative Party and the Alliance Party into the new Conservative Party of Canada, Joe Clark decided not to run in the 2004 general election.