Modernism to Postmodernism in Fashion and Design Essay

Modernism to Postmodernism in Fashion and Design - Essay Example The essay "Modernism to Postmodernism in Fashion and Design" states modernism, postmodernism and its relation to fashion and design. In the 1930s, a great deal of the art being produced throughout Western Europe was typically classified as Modern art, although it was then further divided into several different subcategories such as Impressionism, Fauvism, Expressionism, Art Nouveau, Art Deco, Surrealism and Abstract art. The characteristic feature of most of these art forms was that they sought to pursue the ideas behind the art rather than seeking to portray a life-like rendition of the subject matter. They also broke the rules of art, which had, until this time period, conformed to specific rules of creation and was always created within a studio where all elements could be controlled. The movement began with Impressionism, which focused on the effect of light on objects and typically portrayed scenes such as landscapes and daily life. Recognizable works from this genre include tho se of Claude Monet, Edouard Manet, Edgar Degas and Pierre Auguste Renoir. Manet’s painting, Dejeuner sur l'herbe, created in 1863, is roughly considered to be the start of the Impressionist, and therefore the Modern, movement. Fauvism represented a wilder side of Impressionism in its use of strong, vivid colors and simplified designs in expressive, meaningful ways. Artists in this movement were Henri Matisse, Andre Derain and Maurice de Vlaminch. The Expressionist movement, existing as the step-sister to Fauvism.

Question 3 Assignment Example | Topics and Well Written Essays - 3500 words - 1

Question 3 - Assignment Example The aim of this research is to review and critically evaluate secondary sources for insights into discrimination in organizational hiring practices. The following objectives will mark the scope of this study: This study will evaluate important elements and features of conducting literature reviews. To this end, the paper will examine some important secondary sources and how they work together with other aspects of research in order to define a core and a key concept. The process will involve amongst other things, the critique of literature and how these forms of literature work together to help in understanding theories and making inputs into various ideas and concepts. The analysis of the literature review will involve the critical assessment and evaluation of core concepts from recent scholarly articles. This will include peer-reviewed articles that were published over the past five years. This will involve the assessment of insights on discrimination in the workplace and how efforts have been made to deal with it. From thence, the study will propound a theory on how to develop human resource management theories and strategies for reducing discrimination in organizations. A literature review is a systematic review of scholarly sources and similar materials in order to identify important concepts and theories that are integrated into a given study (Rocco & Hatcher, 2011). A literature review is concerned with the analysis of critical points of current knowledge and substantive findings in order to draw a theoretical and methodological structure for the conduct of a given research or study (Collins, Onwuegbuzie, & Jiao, 2010). This therefore gives the framework for explaining and drawing the parameters of a given research. Concerning this study, there is the need to draw the context and framework for concepts like organizational hiring practices, discrimination practices and other elements and aspects of constructively dealing with the situation and

Evaluation Of Fountas And Pinnell Benchmark

Evaluation Of Fountas And Pinnell Benchmark The Fountas and Pinnell Benchmark Assessment System, created by Irene Fountas and Gay Su Pinnell, is designed to place students appropriately into a guided reading program, show the gains in student achievement, progress monitoring and identify students in need of intervention (those who are not meeting the districts proficiency levels). In short, it relates reading ability. The sub-contents addressed include: Word Analysis Skills, Reading Strategies, Comprehending Reading Materials, Literary Elements and Techniques and Literary Works. The test consists primarily of running records, in which the teacher records oral fluency, reading errors and self-correction ratios. In addition, it is followed by a retelling and comprehension conversation between the student and teacher. Finally a writing prompt (optional) is given to the student. In the setting where I am directly working with the Fountas and Pinnell Benchmark, we are requiring all students to complete the writing prompt. I have addressed the reason for the issue below in the evaluation portion. The test is administered in kindergarten through eighth grade at the end of each quarter. The assessment usually takes twenty to thirty minutes. This could take longer if more than one assessment is needed to find the appropriate benchmark level. Specific features of the Fountas and Pinnell Benchmark Assessment System allows you to determine your students independent and instructional reading levels, group students for reading instruction, select texts that will be produc tive for a students instruction, assess the outcomes of teaching, assess a new students reading level for independent reading and instruction, identify students who need intervention and extra help, document student progress across a school year and across grade levels, create class profiles and inform parents. (Heinemann, 2011) In addition to an accuracy percentage, reading rate, self-correction rate and fluency score, the assessment has a Comprehension Conversation that completes the assessment procedures. Students are required to read a text and to have this comprehension conversation, with specific prompts to obtain key understandings for three kinds of thinking- Thinking Within the Text (getting the literal meaning by processing words and stated ideas), Thinking Beyond the Text (getting the implied meaning and synthesizing information) and Thinking About the Text (responding to the authors craft). (Placeholder1) The content that is covered in the benchmark includes reading accuracy, reading comprehension, reading fluency and self-correction ratio. This is similar to the informal assessments being given to students through- out a literacy block in a reading workshop approach. This assessment can be used both formatively and summatively. It is a standardized, teacher-administered, one-on-one assessment; it is hand-scored by the teacher. The assessment should be administered by classroom teacher after they have been trained to administer the test. A video is provided to view for staff development or individual teacher viewing. This can help to ensure that the assessment is delivered in a standardized way. The BAS (Benchmark Assessment System) is based on research in language development, vocabulary expansion, reading acquisition, and reading difficulties. Five areas addressed by the National Reading Panel as fundamental to student success in literacy acquisition are assessed in the BAS. These are: phonological awareness, phonics, vocabulary, fluency, and comprehension. The assessment also addresses student motivation and interest in overall reading. According to the official field study document of the assessment: The field data were collected systematically and analyzed on an ongoing basis to determine the programs achievement of its objectives. Reports were developed and used as a basis for determining the soundness, complexities, and utility of the program. Due to the process incorporating ongoing feedback gathered by field-test examiners, the program authors and developers were able to make informed decisions regarding adjustments and refinements. At the conclusion of the field study, an independent data-analysis team was brought in to evaluate the programs reliability and validity. This formative research was conducted in two phases. Phase I of the study addressed research questions 1 and 2; Phase II addressed research question 3. Prior to the formative evaluation, an editorial process was used to establish the text leveling. Field testing included a total of 497 students spanning grades K-8. Field testing of System 1 included 252 students and System 2 included 245 students. School sites from which these students were drawn were socioeconomically, ethnically, and geographically diverse. The research goal was to identify typical students. Accordingly, students were selected on the basis of their ability to read and understand texts that were written approximately at grade level or above. Participants were also proficient speakers of English. Each field test examiner determined an individual students eligibility after discussing his or her reading profile with their respective teachers. Thirteen field-test examiners were selected. All field-test examiners were educators who had extensive training in administering running records and in using other forms of benchmark assessments to assess students reading levels. Field-test examiners were not affiliated with the field sites and therefore could be objective in both identifying students and in administering assessments. Prior to the beginning of the field testing, a two-day intensive training session led by the authors, guided the field-test examiners in the formative evaluations protocols and procedures. A total of 22 different schools participated in field testing of either System 1 or System 2 (some schools participated in both field tests). Field testing took place across the following geographic regions of the United States: Boston Metropolitan area 1 examiner; 1 school / Providence, Rhode Island 1 examiner; 2 schools / Houston Metropolitan area 2 examiners; 5 schools / Los Angeles area 4 examiners; 6 schools / Columbus, OH, area 3 examiners; 5 schools / Orlando, FL, area 2 examiners; 3 schools. (Field Study of Reliability and Validity of the Fountas and Pinnell Benchmark Assessment Systems 1 and 2). (Fountas and Pinnell, 2011, pp. 2-3) Assessment Appearance and Content The assessment includes two options of books for each level- System 1 (Grades K-2, Levels A-N) contains 28 Books (14 Fiction and 14 Nonfiction) and System 2 (Grades 3-8, Levels L-Z) contains 30 Books (15 Fiction and 15 Nonfiction). The Fountas and Pinnell levels gradient is a defined continuum of characteristics related to the level of support and challenges that a reader meets in a text. At each level (A to Z) texts are analyzed using ten characteristics: (1) genre/form; (2) text structure; (3) content; (4) themes and ideas; (5) language and literary features; (6) sentence complexity; (7) vocabulary; (8) word difficulty; (9) illustrations/graphics; and (10) book and print features. Texts are leveled using a highly reliable process in which teams of trained teachers, working independently and then through consensus, assign a level to books after analyzing them according to the ten factors. They are then analyzed by Fountas and Pinnell. The benchmark books were actually created to pre cisely match the gradient, and they were independently analyzed using the same process. (Heinemann, 2011) The Assessment Guide to the BAS describes the administration of the assessment as follows: The students appropriate reading level for the assessment to be administered is based in the students current guided reading level, or can be determined by a Where to Start word list that was developed by the authors to assist examiners in quickly placing a student at his or her appropriate reading level. Next, the administer is to assess the students ability to read and comprehend three levels of books. They are to determine one book that is easy the students independent reading level; one book that offered just enough difficult vocabulary and/or concepts to make the reading interesting and challenging , the students instructional reading level; and a third book that was too challenging the students hard reading level. Accuracy of reading guidelines, consistent with Fountas and Pinnells framework (2006b), is as follows: independent level (95-100 percent accuracy); instructional level (90-94 percent accuracy), and hard level (below 90 percent accuracy). (Fountas Pinnell, pp. 180- 181) The assessment should be given in the classroom or other familiar setting. A reasonably quiet and comfortable environment is necessary so that distractions do not interfere with the assessment. All materials should be ready to go accessible to the teacher, so that the assessment may run smoothly with few distractions. If the student seems to be getting frustrated after reading one or two texts, it may be necessary to stop the assessment and begin at a later time. Each of the areas assessed relates to the content and sub-content (in various levels) taught to kindergarten through eighth grade students during their literacy block. The BAS lets the administrator think about, assess and identify a variety of different skills and strategies the reader may have strengths or deficits in. It is designed to measure progress in each of the sub-skills in a way that informs instruction. It is linked to a continuum of observable behaviors to assess and teach for at every level. (Heinemann, 2011) Each teacher in grades kindergarten through eighth grade has a copy of the continuum. The assessment format is similar to the informal assessments (running records and conferring with readers) used in the classroom. These informal assessments are used periodically throughout the quarter. The Fountas and Pinnell Benchmark Assessment System does require a more in-depth conversation than traditional classroom conferences. The students fluency level is also assessed using the following criteria: Readers phrase or group words, through intonation, stress, and pauses. They emphasize the beginnings and endings of phrases by the rising and falling of pitch or by pausing. Students adhere to the authors syntax or sentence structure, reflecting their comprehension. Readers are expressive; their reading reflects feeling, anticipation, and character development. Once a students instructional reading level is determined, the student is engaged in a comprehension conversation about that particular book. If students are unresponsive or give an incomplete response, educators may prompt them according to a predetermined set of questions. Next, the teacher rates the students understanding of a text using the Fountas and Pinnell comprehension guidelines. The areas are rated on a scale from 0-3: Thinking within the text, thinking beyond the text and thinking about the text. Evaluating the Fountas and Pinnell Benchmark Assessment System A review of the benchmark assessment shows no bias towards individuals or groups based on race, ethnicity, gender or disabilities. Students with disabilities are given the assessment that aligns with their individual progress along the literacy continuum and text gradient for the reader. At times, when the fluency level is timed, an educator may note on the side specific speech issues. All other accommodations as mandated by their IEPs are allowed. The assessment is used to determine reading ability, therefore, students with IEPs requiring that test be read for certain circumstance are not allowed this accommodation for the benchmark. The wording and content of the benchmark assessment is predominately age and grade appropriate. However, for students reading extremely below their age or grade level peers, the text may seem immature for their age. The gradient levels of difficulty of the text chosen for the assessment were carefully thought out and field tested. I feel the content validity of the Fountas and Pinnell Benchmark Assessment System can be improved by adding a more rigorous requirement in the writing about reading area. I do not feel that one prompt adequately show how a student can write about reading. In addition, I feel that as students move into the older grades, that comprehension should be judged more on the students writing about the text than a comprehension conversation. One other area of the assessment could be improved. There are only two books, one fiction and one nonfiction, at each level. This does not give educators much room for error or special education teachers room to reassess at a similar level, identifying strengths in a particular sub-content and not just text level gradient. There is at least one item per target, with some items having more than one item per target. Some of the sub-content areas did not have a target for each taxonomy level, but with further investigation (into the upper grade Benchmark Assessment, possibly) it would most likely cover each taxonomy level. In addition, each item does belong on the assessment and relates to a specific sub-content area/taxonomy level. The Illinois Reading Standards addressed include: 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials, 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions), 1.B.2d Read age-appropriate material aloud with fluency and accuracy, 1.C.2b Make and support inferences and form interpretations about main themes and topics, 1.C.2d Summarize and make generalizations from content and relate to purpose of material, 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor), 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation, 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning and 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others. Classroom Assessment Blueprint and Learning Targets The classroom assessment blueprint and the list of learning targets appear below. Assessment items and the number of the associated learning target are included in the blueprint. Remembering Understanding Applying Analyzing Evaluating Creating Total Targets Word Analysis Skills 1. Identify the meaning of unfamiliar words using prior knowledge 2. Discover the meaning of unfamiliar words using context clues. 22. Monitors own understanding and accuracy. 20. Constructs literal meaning of the text through solving words. 4 Reading Strategies 4. Reads primarily in larger, meaningful phrases or word groups. 23. Predicts information about the text. 5. Demonstrates fluency by reading using mostly smooth, expressive interpretation and pausing guided by authors meaning and punctuation. 3. Assess and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, and use meaningful substitutions). 4 Comprehend Reading Materials 6. Recall ideas by reference to details in the text. 18. Identify the main ideas and supporting details of a story or fiction passage. 9. Summarize a story or non-fiction passage. 19. Demonstrate excellent understanding of the text through summarizing. (Includes almost all important information and main ideas.) 10. Demonstrate understanding of characters in a story or non-fiction passage (i.e. through retell). 11. Identify connections with prior knowledge or personal experiences. 25. Infers what is implied but not stated in the text. 22. Monitors own understanding and accuracy. ** Two places** 17. Tell the main idea of a non-fiction paragraph. 27. Write a response about the reading (from given prompt). 10 Literary Elements and Techniques 7. Define setting in a story or fiction passage. 8. Recall sequence of events. 12. Summarize the major events in a narrative. 29. Demonstrate an understanding of the craft and structure of a text (literary language, story structure, perspective, etc.). 16. Distinguish elements of the authors craft. 30. Support knowledge and ideas (and act on them) to include ones thinking by writing in response to text 15. Construct chronological sequence of events after reading a story or fiction passage. 7 Literary Works 24. Identify key details when summarizing a story or non-fiction passage. 28. Remember and report key ideas and details from texts, including understanding characters. 13. Point out the authors purpose. 14. Interpret how the authors purpose affects the interpretation of the reading selection. 26. Tells new information by synthesizing and changing own ideas. 5 Learning Targets Students will be able to: 1. Identify the meaning of unfamiliar words using prior knowledge. 2. Discover the meaning of unfamiliar words using context clues. 3. Assess and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, and use meaningful substitutions). 4. Reads primarily in larger, meaningful phrases or word groups. 5. Demonstrates fluency by reading using mostly smooth, expressive interpretation and pausing guided by authors meaning and punctuation. 6. Recall ideas by reference to details in the text. 7. Define setting in a story or fiction passage. 8. Recall sequence of events. 9. Summarize a story or non-fiction passage. 10. Demonstrate understanding of characters in a story or non-fiction passage (i.e. through retell). 11. Identify connections with prior knowledge or personal experiences. 12. Summarize the major events in a narrative. 13. Point out the authors purpose. 14. Interpret how the authors purpose affects the interpretation of the reading selection. 15. Construct chronological sequence of events after reading a story or fiction passage. 16. Distinguish elements of the authors craft. 17. Tell the main idea of a non-fiction paragraph. 18. Identify the main ideas and supporting details of a story or fiction passage. 19. Demonstrate excellent understanding of the text through summarizing. (Includes almost all important information and main ideas.) 20. Constructs literal meaning of the text through solving words. 22. Monitors own understanding and accuracy. 23. Predicts information about the text. 24. Identify key details when summarizing a story or non-fiction passage. 25. Infers what is implied but not stated in the text. 26. Tells new information by synthesizing and changing own ideas. 27. Write a response about the reading (from given prompt). 28. Remember and report key ideas and details from texts, including understanding characters. 29. Demonstrate an understanding of the craft and structure of a text (literary language, story structure, perspective, etc.). 30. Support knowledge and ideas (and act on them) to include ones thinking by writing in response to text.

American Vinyl Products

Allocate our resources? 3 methods to decide 1. Tradition been used for the longest period of time by all countries traditions used in US allocate our resources to aid the most needed like in hospital emergency room services allocate concrete tickets, first come first serve 40 hours a week Seniority Getting off a sinking boat, women and children first, then the men, then the crew, last is the captain Advantages: 2.Political system or Political method let the government decide such as kings and queens public goods and goods with externalities Advantages: Market system – supply and demand Hasn't been around as long as other two, relatively new Whoever has the money to pay for the product gets it first Most used method Allocated to where the profit is, follows the money most efficient of the 3, others rely on other values like being fair because of most attention to opportunity cost, what am I giving up for what I am doing least wasteful f resources How do you decide?Tradition â⠂¬â€œ promise and obligations Efficiency – money, getting the most for your money Have to do it because someone told u like your boss or parents Opportunity cost: how much you lost because you did something else. Went to Chicago and didn't work so lost work money 9/8/14 – Opportunity cost (Chip 1) Opportunity cost graph – (Production Possibility curve) Wheat Grapes Point A: Availably but not efficient Points should be on curve or inside Our land, from hills to flat.

Corporate Profits Cycle Under The Microscope - 1742 Words

US Profits Cycle Under the Microscope It seems hard to believe that the current US economic expansion is the fourth longest in duration since the Great Depression. Despite growth averaging â€Å"only† 2% since the 2009 Q2 trough, the performance of corporate profits was impressive, at least up until 2014 H1. The structure of the US economy has shifted with the passage of time, notably the gravitation away from manufacturing to services. This shift has, therefore, impacted the composition of corporate profits. Historically, corporate profits have grown in tandem with nominal GDP over the course of the economic cycle, but, more recently, earnings have been able to outpace economic growth due to a number of special factors, both endogenous and exogenous. Some of these tailwinds, such as falling interest expenses and unit labour costs, are now becoming obstacles for further corporate profits growth. There are three main drivers behind corporate profits expansion: 1) operational gearing, 2) labour productivity, and 3) interest expenses. Meanwhile, there is also the important issue of pricing power to be considered. The prevalence of low inflation in the US economy is seemingly indicative of limited corporate pricing power. Historically, corporations have raised selling prices to preserve profit margins due to rising cost pressures, notably labour. Growing pricing power is, therefore, synonymous with the economy entering overheating territory. Continued economic growth willShow MoreRelatedInternal and External Factors Influencing Management1538 Words   |  7 Pagesfunctions are: globalization, technology, innovation, diversity, and ethics. Managers need to use delegation to manage all functions and factors to reestablish the credibility the company. Planning is a decision making process that incorporates a cycle in which outcomes are analyzed, evaluated, and revised. 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Police Corruption - 3338 Words

Analysis of Police Corruption Police corruption is a complex phenomenon, which does not readily submit to simple analysis. It is a problem that has and will continue to affect us all, whether we are civilians or law enforcement officers. Since its beginnings, may aspects of policing have changed; however, one aspect that has remained relatively unchanged is the existence of corruption. An examination of a local newspaper or any police-related publication on any given day will have an article about a police officer that got busted committing some kind of corrupt act. Police corruption has increased dramatically with the illegal cocaine trade, with officers acting alone or in-groups to steal money from dealers or distribute†¦show more content†¦They have known of narcotics vilolations and have failed to take proper enforcement action. They have entered into personal associations with narcotics criminals and in some cases have used narcotics. They have given false testimony in court in order to obtain dismissal of the charges against a defendant. (Sherman 1978: p 129) A scandal is perceived both as a socially constructed phenomenon and as an agent of change that can lead to realignments in the structure of power within oraganizations. New york, for instance, has had more than a half dozen major scandals concerning its police department within a century. It was the Knapp Commission in 1972 that first brought attention to the NYPD when they released the results of over 2 years of investigations of alleged corruption. The findings were that bribery, especially among narcotics officers, was extremely high. As a result many officers were prosecuted and many more lost their jobs. A massive re-structuring took place aftewards with strict rules and regulations to make sure that the problem would never happen again. Be that as it may, the problem did arrise once gain... 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Essay about Global Poverty - 1599 Words

In today’s world, poverty is an element of every nation’s economy. Whether on a large or small scale, some strand of poverty is visible in every community worldwide. Somewhere in the world, a young man is homeless, a single woman cannot adequately supply for her children, a sick, elderly woman cannot afford her medication, a young lady has to settle for drinking water from the puddles of the street, and people are on the verge of total financial collapse. No matter the reason or cause, some human being is counted in the 45.4% worldwide poverty rate as less-fortunate, underprivileged, etc (Hope International, 1). But what causes this startling fact? How is it that as the years progress, so does the rate of poverty worldwide? Some argue that†¦show more content†¦For example, Maureen Bodie in GOD’s Angry Babies couldn’t go to school when she was younger because her father prevented her from going, And Maureen was the smartest†¦Ã¢â‚¬ ¦And John Bodie, though proud of his daughter, would not send her to the Government New School†¦Ã¢â‚¬ ¦That privilege was reserved for his two living sons. His two sons, who would always carry his name. And not a daughter. Not Maureen. Maureen didn’t need high school. Maureen needed a husband (Strachan, 27). Prohibited the right to education, a basic necessity of life, Maureen’s knowledge was limited for quite some time, leaving her to learn how to cook, clean, and iron for those days of her life. Also, as Ms. Bodie sits her son Mark Bodie down to teach him things about life and how to be a man, she states: And never once did I see Mercer Stone put his hand in his pocket to buy so much as a candy for one of his sons. Mercer Stone would go to Kentucky Fried Chicken to buy food, and sit right in the living room and eat every last piece. Suck the bone dry, while his sons watch him wit’ dey mout’ white. And never offer dem so much as a French fry! (Strachan, 34) Even so much as the necessity of food and nutrition is limited by the hands of another human being, thus causing other human beings to suffer in some form of poverty. In such regard, according to literature, mankind is toShow MoreRelatedThe Problem Of Global Poverty1609 Words   |  7 PagesPoverty is one of the largest dilemmas plaguing the world today. Solutions to solving the global issue of poverty are constantly debated, as world leaders try to find the best possible approach. However, in order to work towards solving the problem of global poverty, we must first identify the key cause. The main source of global poverty is the inaccessibility to food as a necessary biological need, otherwise known as world hunger. 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