Paricutin(Volcano) essays

Paricutin(Volcano) essays Paricutin, also known as the wonder of the cornfield, is the most recent volcano to form in the Western Hemisphere. Paricutin is a part of the Mexican volcanic belt, which extends 1,200 km from west to east, from the Pacific Ocean to the Caribbean Sea. The volcanic activity here is related to the Middle American Trench, a subduction zone near Mexicos Pacific coast. Paricutin stands near the city of Uruapan in southwestern Mexico, about two hundred miles west of Mexico City. It received its name from the village of Paricutin. This volcano is rare because scientists were able to watch the birth, growth, and the death of it. Geologists from many parts of the world came to study this vast volcanic event and from then on it was under constant observation. Also along with scientists, many people from all around the world came to observe it. The knowledge gained by these scientists greatly expanded our understanding of volcanism and of cone formation. Three weeks before the eruption, the people near Paricutin village heard the rumbling noises that resembled thunder, but they were confused because the skies were clear and there were no clouds. These noises were associated with earthquakes at depth near Paricutin. The Paricutin volcano is a type of volcano called a cinder cone. The common order of events for a cinder cone volcano is eruption, formation of the cone and crater, and then a lava flow. The eruption that created Paricutin began in a cornfield on February 20, 1943 and continued through 1952 from a crack in the earth. A farmer, Dionisio Pulido, and his wife witnessed this happen. They said they saw the earth crack before-them and smoke rise that smelled like a rotten egg. Most of the explosive activity was during the first year of the eruption when the cone grew to 1,100 feet and lava rose to about fifty feet above the crater's rim. The cone continued to grow for another eight years. M...

What Its Like Being a Chemist

What It's Like Being a Chemist Have you ever wondered what its like being a chemist? Here, real chemists share their job experience, including the pros and cons of working in chemistry. I asked chemists to address the following questions  about the career so that someone thinking about becoming a chemist could make an informed decision. What type of chemist are you?What do you do as a chemist?What is the best/worst part of your job?What training did you need? Was it easy/difficult to find a job as a chemist?Are you happy being a chemist? Why?What advice would you give someone interested in chemist? Keep in mind, some respondents come from non-English-speaking countries. The poll was taken in 2014. Here are their answers: thinking about change major I am coming from top 5 Chinese university and I did internship at senior year. I am a synthesis intern. From what I learned, there are a lot of jobs in the market, many new pharm companies. But the problem is the payment is very low (3k RMB in Nanjing. too low to survive in the city, but the company is in the poor area of the city, living standards are low) and the working condition is really bad, and working hours are long. One group member left the company because of health reasons, the doc warned him. I applied to US school then. It is nice to study aboard with stipend, but it is not enough to live in the city. It seems like chem job in US is impossible, and I certainly dont wanna go back china to work in chem job. So I am thinking about changing majors to biostatistics, CS or business. really struggling now. - chineseStudent 2014 and the job market is still bad. So many of the chemistry jobs are low paid contract positions with no job security. Most chemistry majors are not working in a lab or even in science. They are managers, sales people, regulatory, etc. In many companies at some point you are deemed too old to be working in a lab and no one will hire you, and the branding of too old is now about 35 years old. Sometimes even younger. Or you have low paid new grads as lab techs to do all the actual lab work while you sit in meetings all day and work 60 hour weeks. And businesses are all about profit and market share, not actual RD or science. Its sad sad sad.... - Unemployed/Underemployed Found a Job I have graduated from a university with a Bsc in Chemistry in 2013. After four months, I was able to find a job although not a good pay but I still want to continue with chemistry related job because am working as a Petroleum Officer. I am looking forward to develop my career in chemistry as I aspire to be a Chemical Engineer. - Sulayman Camara Life ruined I studied hard for 8 years straight only to find that there are absolutely no jobs anywhere. Ive been applying for jobs as a chemist for the last 3 years and havent found anything, Im still in debt from school loans and wonder why I ever went into this field. I now work 2 jobs, one at burger king and another shoveling dog sh** at a kennel. I cry myself to sleep most nights. - My life is over Poor choice of career My suggestion to anyone want to get into this field is STAY AWAY from chemistry. I graduated with a MS in chemistry back in 2007 and worked in several chem and pharma companies. I can tell you that 90% of people I worked with, including me regretted going into this field and I have yet met a person likes working with chemicals. Chemistry is over-saturated and underpaid. As an analytical chemist you will get around 30k to 45k. if you have a PhD and dont mind risk you life to work with explosive chemical reactions then you can get 45K to 70K. The reality is that there are just too many candidates available in the job market and many of them are PhD. There are no job security in this field. Many big company already moved their RD and manufacturing facility to Asia and they rarely offer perm position to technical positions. Ive seen too many people ordered to leave the company without a minute notice because they are on contract. - Peter L Tough but worked out so far I recently received my Ph.D. in organic chemistry (top 35 school). I had to work very hard for a long time including a 1 year industrial post doc. Now I work at the same company as a process chemist synthesizing active pharmaceutical ingredients. The pay is 80,000 and I love my job. It was very hard to find a job after my Ph.D. and I sent resumes all over the country. I love my job now and have even received calls from recruiters for other job opportunities. I think the job market is competitive and the supply is greater than the demand at the BS/MS level. I had a low paying temp job with my BS in chemistry before I decided to go to grad school. I think if your going to work as a chemist get your Ph.D. The work is more interesting and the pay is better. Also there are so many BS/MS chemists one of the best ways to beat the competition is to get your PhD. BS/MS chemists use to have more opportunity for advancement but now the job market seems saturated with them. - Organic chemist Graduate in 2004 I love chemistry. Its really fun and challenging, but only in terms of theories...working in lab sucks! long hours sometimes until midnight depends on experiment...underpaid...but thats not the main concern...I realize my health deteriorate significantly...lab work makes me dizzy. - K No jobs As a synthetic organic chemist with a PhD, 4 patents and a bunch of papers, 15 years of research, I am now a self-employed cleaner in Melbourne, Australia. If I had completed pharmacy, instead of doing my PhD, and wasting my time in medicinal chemistry I would be having a job now with at least some chemistry. - Ada Just got laid off, again! I got a job working in a chemistry lab, entry level Research Associate, early this year. Just got a pink slip and was told my last day is May 28th. I graduated in 2008 and I have gone through a series of odd jobs, low paying gigs, just to get by. Chemistry is the worst degree you can get, so much time and effort spent in class for nothing. If I knew I was gonna be jobless pursuing science, I would have taken a lighter route and studied business instead. All these undergraduate students running around blogging about the marvelous potential of chemistry career, parroting corporate propaganda is very annoying. I hope younger chemists can learn from older chemists mistakes and take a different approach to choosing careers. - Jobless Chemist If you havent finished, you dont know. Anyone who is still an undergrad is not qualified to speak on the state of the industry. You dont know what its like, so stop acting like you do. We all liked chemistry in our undergrad years, but the reality of chemistry very different. You all think its fun and challenging when your experiments arent working because youre learning. If someone is paying for your research and youre under pressure to perform, its not fun to fail. You spend most of your time writing grants, reading papers and getting walked over. When youre not doing that, youre dealing with idealistic students telling you Chemistry is for smart intelligent people there are no limits to what you can do! Education, skill, and ambition. Use it. You dont know, so shut up. I cant wait until you get into the real world and are back head posting the same stuff as everyone else. - Be quiet students chemistry is leaving the states I graduated with a BS in chemistry with a 3.89 gpa in 2010. I struggled to find a job. Everyone said I didnt have enough experience. I only had one interview and I got lucky they offered it to me as I was leaving the interview. I made 51K last year. My company just bought a lab overseas in India. They are opening a lab that does the exact same thing that we do but the cost will be a 1/3 of ours. I applied to a MBA program in the fall. Even though I love science and chemistry I just dont think there is a future in the USA for it. - wvchemist Its not a place for a career I am a recent graduate with an undergraduate degree in chemistry. Unlike most I was fortunate that during my summers I worked in a commercial analytical laboratory. It was miserable, no one seemed to enjoy themselves and many were looking for other avenues of employment. I personally struggled with it myself. It had approximately 20 employees 10 of whom Im still great friends with of those ten five remained and five returned to school for something unrelated or medical professions. I myself saw the job prospects early and balked, after discussing with my family I decided to go back and do my MBA I start in about a month and a half and my job prospects look infinitesimally larger, Ive already had a family friend offer me a well paid position upon graduation. To all those suggesting its easy to find a job its not. Chemistry is merely a stepping stone and Id never advocate doing a Chemistry degree and stopping there. Many of my friends who are also graduating are following my route. - Donewithchem Still cant find a job I am a fairly recent graduate (2010) with a BSc in Chemistry. I cannot get a job in Chemistry to save my life, despite having been trying continually for the last two years. I do have a job as a Radiological Controls Technician at a Naval shipyard, which pays decently and is a stable job, but I would much rather be working as a chemist. I love science and dont care about money, and chemistry is a great field. It breaks my heart to read all these posts from people working as lab techs whining about low pay and poor job security. I would do anything to be in their shoes! Anyways, I guess what I am trying to say advice-wise is this: dont go into chemistry if youre out to make money, because there isnt any to be made. - Aspiring Chemist Working as a Research Chemist I finished a PhD recently, and am now in a post-doctoral position. Furthermore, I am in Australia, and I notice that in this place we tend to get paid substantially more as Postdocs than in many other countries, such as the US. I have thoroughly enjoyed the whole research process, and the process of putting together journal articles for publication. I can understand that for those in industrial settings, the job market can be particularly volatile. The situation in academia is not much better if you are not able to come up with novel research and dedicate the time necessary to put out high-impact articles. However, personally, I enjoy the intellectual stimulation and I will try to do as much as I can for as long as I can. - OxathiazoleChemist MD BS BIOCHEMISTRY 1968, NO JOB OFFERS SO WENT TO GRAD SCHOOL, THEN NO JOB SO WENT TO MED SCHOOL...MANY PHYSICIANS WERE CHEMISTS, OR BIOCHEMISTS , NO JOBS SO MEDICINE IS A GOOD ENDPOINT FOR A CHEMIST....TRY TO ALSO GET PRE MED COURSES DONE AS PREREQUIRED. MY DAD WAS ALSO A CHEMIST BS BERKELEY, ENDED UP WORKING FOR THE STATE OF CALIFORNIA IN WATER POLLUTION REGULATION... SO CHEMISTRY IS JUST THE FIRST STEP, YOUR FINAL CAREER IS SOMEWHAT DIFFERENT, BUT THE CHEMISTRY BACKGROUND PERMITS YOUR ABILITY TO ENTER ANOTHER FIELD. BEST OF LUCK, ROBIN TRUMBULL,MD - DRTRUMBULL Other Options I have a BSc honours in physical chemistry. After struggling to get a job in the field, I eventually found a job writing and developing high school science resources. I am loving my job and get paid well. Yes, the job market sucks and it is a harsh environment but if you love it, stick with it. So my advice would be to consider other things that use your knowledge. And I would strongly urge all prospective chemists to learn about technology and learn to program or major in both computer science and chemistry. That really widens your field of possible jobs. Chemistry is not dead, we just need to get with the program and adapt to the brave new world of technology. There is so much more we can still do with this incredible and fascinating field but we need to accept that technology is part of it now. - Heather Forget about It! Just another voice to add to the choir from a mid-career PhD. If you are interested in chemistry and it is your passion, by all means pursue it as a hobby. But dont expect to make a career out of it, gain respect, and/or provide adequately and steadily for a family. - Forget about it! chemistry sucks I have a Bsc in Chemistry and still can not find a decent job, if I had known better I would never have majored in chemistry. - annoyed chemist Senior Chemist Quality and Quality assurance chemist last 20 years. I am working in petrochemical companies as a technical consult as well as QC QA and R D departments in sophisticated laboratory. - Mohammed Iqbal Job Market is Terrible I graduated last year with a BS in Chemistry with a 3.8 GPA, and so far for a year straight Ive been looking for a decent paying job that pays more than my current job. So far its a no go....beginning to get frustrated, and may just go back and get my PhD in Chemical Engineering. With student loan companies wanting their money, and no jobs to be found, thats about my only choice. - Aphyd Dont bother at all. Chemistry is dead I am a chemist, I have a B.S. and an M.S. with thesis from one of the top schools in this country (consistently ranked #1 for its masters program). I have worked at a multinational and I can tell you that chemistry is dead. If you are in school, study engineering or computer science. Do not waste your time. People do not appreciate chemistry. The value is on engineering or computer programming. The era of materials and chemistry-driven research on a scale to support newly graduates or mid-career individuals is over. I have been laid off two to three times and thats with awards, patents, publications, etc. from these companies. The bottom line is that its all about applied science (engineering) or computers (programming). I have over 5 years of experience and I would tell you not do it. Its wasteful. - wish I knew better Not a good career at all. Well as of 2012 I can say that I have actually been offered jobs, however they paid around 35-40k a year. On the other hand my part-time job that I had as an undergraduate is paying me now as full time 50-65k at a manufacturing plant (last year I made 50k and only worked 9 months). I have been looking for a job that will pay 50k and have steady day hours, so far its a fail. I dont know if I will ever find such job. When I talk to my undergraduate friends who are working in chem it is clear that I am doing much better than they are. Dont go into chemistry, from what I hear grad school is a waste of time for most people too. - 2010 Graduate working as a chemist Hi, Chemistry is a very interesting subject to study. All branches of Chemistry are more or less related to one another, so the more you know, the better you understand. As for jobs, it all depends on what one likes best. Personally, I was lucky to work in the marketing of Chemicals to industry. Here the sky is the limit because Chemicals find use in so many industries. See how many Chemicals are used in the paint industry as an example. Blending scientific background with modern management practices is a formula for success. - a.haddad Student vs Working Perspective Ill remind the student that there is a big difference between sitting in a classroom, being amazed by the possibilities of chemistry and actually attempting to make a living from it. The negativity comes from those who ARE in the field APPLYING chemistry. Notice the title of this thread Working as a Chemist? We all loved our undergrad years, but the simple fact is that the industrial chemistry profession in the U.S. actually decreased by 2% according to the ACS. When you get a job, work for years, survive waves of layoffs and the get told youre overqualified for much of anything out there, come back to the thread and let us know how you coped with it all. Most of us were as optimistic about this profession as any undergrad. Then we graduated into reality. - WorkingChemist Chemistry I graduated with my BS chemistry in 2007 started out as production chemist around $50,000. I chose to go back and get my MS Chemistry while working (employer payed most of it) and in 2011 I graduated and took a new job as a process chemist at $85,000. I love my job, it is fast paced and steady. I have seen very little turn around in chemists, but lab techs come and go pretty quick. Overall I would definitely recommend it as a profession. Only big downside is there are not many women chemists on the industrial side, and at any plant/ refinery safety is always a slight compromise. - MS Chemist very happy to say i am a chemist Really i am very happy to say I am a chemist, i have faced so many problems to stand as a chemist in a field of chemical. I think that chemistry is evergreen. - swathi Chemistry was a waste of money for me I wanted to post here just so that people can read, understand, and hopefully not make the same mistakes I did. I graduated with a BS degree in 2005 and even STILL am battling constant layoffs and unemployment. Its really a horrible economy out there for us Chemists. I decided against Graduate school because I just didnt have the passion for it. I worked low paying job after job and gained a lot of industry experience. At the beginning I thought that I would just work my way up, but after about 7 years Im unemployed yet again after being laid off. At every job Im always thought of highly, wow youre the best temp weve ever had It doesnt matter I still get laid off and not hired. Whatever you do do not major in chemistry, and if you are considering graduate school unless you can get into one of the best, say f*** it. I repeat its a sh*tty career and job. - ChemDude contractor Would you please add another loser chemist here? With PhD in polymer chemistry as well as 2 years of postdoc. What I can do is short contract as a technician. BTW, I have no way to renew my membership of chemistry. - yoho chemistry and good jobs? It was a great punishment that God gave to me_BSc Chemistry. chemistry! chemistry!! - oli Has worked out for me I have a BS in chemistry and started my first job as a process chemist in 2005 making $42,000/yr. From 2007-2010 I did QC work for the same company. I took a job with a different company in 2011 and have been doing primarily ingredient preparation. For me, this consists of formulation, production of different blends, syntheses, and some minor mechanical maintenance. Counting bonuses, I grossed over $70,000 in 2011. I have worked under PhD chemists who make 6 figures a year. My short term objective at this point is to obtain my MS in chemistry. I have applied for Fall 2012 semester and will find out my acceptance status in May 2012. Obviously, due to the job market, employment will be tight but that is true for most job types. Some people will find success and others will not. This should go without saying. - Chemist81 Dead end career I have 15 years of synthetic chemistry experience, including process development and medicinal chemistry, I am published and have numerous patents. Our chemistry department was cut and outsourced. I now work as an analytical chemist, treated like a slave for 2/3 of what I used to make, in a job that is not intellectually stimulating in any way. I was lucky to get a job of any sort, synthetic jobs are impossible to find unless you want to move to India or China. My former coworkers have struggled to get interviews and are still unemployed. I agree with the poster that stated chemistry is dead in the USA. - formersyntheticchemist Chemistry is powerless Chemists are indeed smart but businesses treat them like very smart fools. The person just saying chemists can get a job anywhere clearly has no idea how the job market works. The only way a chemist can switch careers is to go back to school which is financially difficult or hide their degree and take a blue collar job. I took the police exam because at this point that would be a huge improvement. Many chemists like myself are trapped and unable to escape the never ending abuse and exploitation by companies who treat them worse than unskilled labor. - MSChemist *There was not space here for all the responses submitted by chemists, but I have posted additional replies on my personal blog, so you may read them all  and post your own opinion.

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. More specifically, internal and external factors can impact the function of planning more often than none. When evaluating the planning with Toyota and their various recalls, the sources managementRead MoreEth 501 Case 3 Mnc1771 Words   |  8 Pagescouldn’t help but notice how similar a case study this was to another multinational corporation (MNC). That corporation is Nike. It seems that around the time I was entering my teenage years more and more corporations where being placed under this microscope. This was a direct correlation of globalization. Every industry leader has gone through this as a result of being a industry leader and a trailblazer in globalization; Wal-mart in retail, Nike in shoes and Mattel in toys. Still, in all investigativeRead More Microsoft Analysis Essay1894 Words   |  8 Pagesleave alone on technology advancements, the co mpany has still managed to keep pace with both felt and perceived needs of its customers and its niche remains robust thus far. Nevertheless disturbing winds have begun to blow. Its corporate governance is under the microscope and the world is watching as to how Microsoft is bracing itself for the challenges posed both by competition (however innocuous it may be at present) and technology proliferation. Let us look at Microsoft ¡Ã‚ ¦s expansion plans andRead MoreRole Of A Product Manager For Romberg2637 Words   |  11 Pagesthe Marketing Planning Process. A marketing audit consists of both internal and external audits. Internal Audit Internal factors are within an organisation’s own control. This is an opportunity to look at their marketing function under the microscope and discover if they know as much about their own situation as they should. Internal audits should focus on areas such as: the effectiveness of the marketing strategies, organizational structure, information system etc. In other words theRead MoreEmbedded-Sustainability---a-Strategy-for-Market-Leaders Essay3141 Words   |  13 Pagesstrategy for market leaders By Chris Laszlo and Nadya Zhexembayeva Consumers, employees, and investors are beginning to demand socially and environmentally-savvy products without compromise, while radical transparency is putting every company under a microscope. n recent years three big trends – declining resources, radical transparency, and increasing expectations – have redefined the way companies compete. The linear throw-away economy, in which products and services follow a one-way trajectoryRead MoreTASK 1 Case Study MICI Done4147 Words   |  17 Pagesthe key result areas (KRAs). Include discussion on Performance with regards to: a. quality - design/manufacturing b. sales c. profit d. supply chain performance (delivery) e. business growth - staff and management performance and/ turnover 7. 1960. Discuss the following in your report: a. market share b. reputation c. stability d. profit e. sales f. ability to adapt to change g. customer service standards h. innovation i. employee performance j. production and manufacturingRead MoreTotal Quality Management: Ability to Deliver High-Quality Products and Services to Customers4370 Words   |  18 Pagesimprovement. Increased quality comes from systematic analysis and improvement of work processes. Quality improvement is a continuous effort and conducted throughout the organization. The Navy used the following tools and techniques: The PDCA cycle to drive issues to resolution Ad hoc cross-functional teams (similar to quality circles) responsible for addressing immediate process issues Standing cross-functional teams responsible for the improvement of processes over the long term Active managementRead MoreProject Report on Performance Appraisal5788 Words   |  24 Pagessystem to all concerned which sets out its objectives and methods of operation. It also clarifies the benefits that need to be achieved for the organization and its employees. 9. Pilot test. The whole PA system cannot be pilot tested because the cycle lasts generally for 12 months. Performance appraisal includes drawing up performance agreements, objective setting, document completion etc. These can pilot tested. Based on the experience gained, the system may be fine-tuned. 10. Plan implementationRead MoreFinal Project Financial Statement Analysis of Bank Al Falah and Habib Bank Limited15389 Words   |  62 Pagesunique risks. Banks take deposits from savers, paying interest on some of these accounts. They pass these funds on to borrowers, receiving interest on the loans. Their profits are derived from the spread between the rate they pay for funds and the rate they receive from borrowers. By managing this flow of funds, banks generate profits, acting as the intermediary of interest paid and interest received and taking on the risks of offering credit. As one of the most highly regulated banking industriesRead MoreMonsanto: Better Living Through Genetic Engineering96204 Words   |  385 Pageseffective case analysis: The full story Hearing with the aid of implanted technology: The case of Cochlearâ„ ¢ – an Australian C A S E O N E high-technology leader Delta Faucet: Global entrepreneurship in an emerging market C A S E T W O DaimlerChrysler : Corporate governance dynamics in a global company C A S E T H R E E Gunns and the greens: Governance issues in Tasmania C A S E F O U R Succeeding in the Sydney indie music industry C A S E F I V E Nucor in 2005 C A S E S I X News Corp in 2005: Consolidating