Romeo And Juliet A Tragic Play Essays - , Term Papers

Romeo and Juliet A Tragic Play It is known that in Shakespeare's tragedies main characters die in the end, and in his comedies people marry. Since Romeo and Juliet are a tragedy, Romeo and Juliet are going to die in the end. Some events have to lead to their deaths, and someone makes these events happen. The person(s) who started it all and did something that led to all the other events that caused the death of a pair of star-crossed lovers. The Capulets and Montagues would be most responsible for the deaths of Romeo and Juliet because if their ancestors didn't start the fighting, and they didn't continue it, nothing terrible would have happened. The first lines of the book tell us about the hate and envy between the two houses. Choir: Two households, both alike in dignity, From ancient grudge to new mutiny,. The choir tells us that the whole conflict started a long time ago with really little things, and then grew into huge fights involving many people. No leader of either household ever though about making peace, they were all too busy to spoil everything for the rival family. Only after the death of their children they realized how wrong they were. Romeo and Juliet first meet each other at a party at the Capulets' house. They fall in love with each other at the first sight without knowing that they are from rival houses, and when they do learn about it, it is too late. Juliet says: My only love, sprung from my only hate! Too early seen unknown, and known too late!. Juliet realizes that it was a mistake to fall in love with Romeo, because he is one of the people she should watch out for. He is her first and only love, but he is an enemy of her family. Luckily for Romeo, Juliet is smart, and such dumb thing as unreasonable hate between their parents wouldn't stop her from loving Romeo and getting married with him. She is sorry that their families are enemies, though, because everything would be much easier if they weren't. So this is the first time when the hate between Capulets and Montagues becomes an obstacle to Romeo and Juliet's happiness. Only after their children die, do the Montague and Capulet come to their senses? The Prince accuses them of killing Romeo and Juliet: " . . . Capulet, Montague, See what a scourge is laid upon your hate, That heavens finds means to kill your joys with love!. The Prince makes them see how wrong they were all the time, that all because of their hate, because they couldn't let their children love each other, Romeo and Juliet died. After that, Capulet and Montague make peace, and Montague even says that he will make a gold statue of Juliet, but what is that going to do, it is too late, nothing will bring their children back. It is totally Capulets' and Montagues' fault that Romeo and Juliet died. If they didn't hate each other so much, they would let their children marry, and they would be able to live happily ever after. There was only one person that realized how unreasonable the fighting was and even tried to stop it, and he was Benvolio. Benvolio was a Montague, but the Capulets didn't have a peacemaker such as Benvolio. They only had Tybalt, whose only goal was to destroy all the Montagues. Also we don't really know how Romeo and Juliet's parents would have reacted if they had known that their children love each other. Romeo and Juliet didn't even try to tell them about love between them because they were afraid that their parents wouldn't understand them, but maybe they would. The problem is, we don't know, because Capulet and Montague learned about their children's love when they were already dead. It is still mostly Capulets' and Montagues' fault that Romeo and Juliet died, but maybe it was just their fate to die. Romeo and Juliet A Tragic Play It is known that in Shakespeare's tragedies main characters die in the end, and in his comedies people marry. Since Romeo and Juliet are a tragedy, Romeo and Juliet are going to die in the end. Some events have to lead to their deaths, and someone makes these events happen. The person(s) who started it all and did something that led to all the other events that caused the death of a pair of star-crossed lovers. The Capulets and Montagues would be most responsible for the deaths of Romeo and Juliet because if their ancestors didn't start

Fosters Australia Limited the Breach of Legal Provisions

Fosters Australia Limited the Breach of Legal Provisions Introduction The employees of an organization should be subjected to healthy working conditions. In the production companies that apply heavy machinery and equipments in their operations, the conditions of such tools need to be considered. The machines need to be regularly checked before and after use to ensure that they are in proper working conditions.Advertising We will write a custom report sample on Fosters Australia Limited: the Breach of Legal Provisions specifically for you for only $16.05 $11/page Learn More The faults that are identified during these assessments need to be fixed before the implements can be used. The employees should also be informed of the risks that are associated with a given operation in the organization to take the appropriate cautious measures. Due to the need to ensure health and safety in the workplaces, policy makers in different countries have often intervened to enact legislation that advocate for the safety of the emplo yees (Council of Europe, 2007, p.999; Stellman and International Labor Office, 1998, p.1645). The Victorian Occupational Health and Safety Act 2004 is one such legislation that is functional in Australia. The legal provisions provide an outline of what the management of organizations should put in place to ensure safe and healthy working conditions. The provisions also define the legal measures that have to be taken against an organization that goes against the provisions. Foster Australia is one organization that had found itself on the wrong side when a faulty machine caused an injury and subsequent death of an employee. The organization was then found guilty of two offences that subsequently caused the death of the employee and as such, it was fined. It has since made efforts to fix the faulty devices and increase risks awareness among the employees of the organization (Australian Food News, 2008). The accident The accident occurred at the Abbotsford premises of Fosters Australia , a company in Australia that produces and supplies beer within the country and its environs (VCC 902, 2008). The plant at this premise had two sets of bottling lines. One of the lines had two sets of depalletising machines consisting of conveyors that ferried empty bottles into the filling chamber through mechanized metal doors. The conveyor as well as a series of photoelectric sensors controlled the movements of the metal doors. There are also straps that hold the bottles into position in the pallet during conveying into the filling chamber. Before the bottles are passed into the chamber, these straps are to be removed by an employee who operates from some safe position, the main control panel just above the conveyor.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, there are instances in which the bottles or the cut straps can fall into the operating area of one of the de palletising machines. If these are allowed to accumulate, the plant cannot operate and production will be hindered. In such instances, the employees are required to get into the operating area of the conveyor and the metal doors (WorkSafe Victoria, 2008b). They are required to clear up the operating area and inspect the photoelectric sensors that control the movement of the metal doors. The accident occurred in 2006 when one of the employees, Mr. Huynh, was working in the operating area of one of the depalletising machines. It is likely that the employee entered the area to check if the reflector of the photoelectric sensor was functional. Mr. Huynh was caught in between the opening door of the depalletising machine and the handrail (WorkSafe Victoria, 2008b). The system failed for some period during which the employee was held in this position. The failure was caused by one of the photoelectric sensors that had a cracked reflector. The employee had breathing problems during the per iod, collapsed and became unconscious. He was then taken to a hospital where he later died due to health complications related to the respiratory system. It is then obvious that several factors contributed to the accident that later claimed the life of Mr. Huynh. There are standard procedures designed for the operations and cleaning of the depalletising machines. However, the standard procedures did not include dealing with the jams that would occur during the production (WorkSafe Victoria, 2008b). This implies that the employees were subjected to risks when getting into the operation area to clean the jam during the production. Besides, there was a standard operating procedure to detach the system in case such an incident is witnessed. Nevertheless, the operators have to be familiar with the procedures in time to be applied in case of an accident. Apparently, Mr. Huynh and the other employees were not informed on how the system can be detached in cases of such failures in order to prevent further damages. The causal factors and recommendations The incident that was witnessed at Fosters Australia could be avoided if certain measures. The measures could also reduce fatality of the incidence as was latter witnessed. It is necessary to identify each of the factors that contributed to the fatal accident and how they could be controlled. The precautious measures can then be adopted to prevent future occurrences of such incidences. Firstly, getting into the operating area to clear the jams that occur during the production process is very risky. There was no standard procedure to clear the jam prompting for the manual procedure. This could be avoided by developing the standard procedures that did not involve getting into the risky zone. Secondly, the employee was caught and held between the metal doors and the handrail due to a failure of one of the photoelectric sensors.Advertising We will write a custom report sample on Fosters Australia Limited: the Breach of Legal Provisions specifically for you for only $16.05 $11/page Learn More The latter, in conjunction with the conveyors, controlled the movement of the metal door to open in order to receive new pallets of empty bottles (VCC 902, 2008). The cracked reflector of the sensors indicated that proper maintenance was not provided for the risky system. There is need to check the conditions of the machine each time it is to be used to ensure that all the parts of the system are functional. The processes should be monitored regularly to check for their effectiveness and efficiency. Similarly, there are measures that could be taken immediately the failure was encountered to prevent the injuries that Mr. Huynh suffered. The failure by the management of the organization to provide adequate information to the employees on the standard operating procedures for isolating the machine in the event that some misfortune occurs led to the fatal situation that was observed. Such pro grams need to be instituted so that every employee is conversant with procedures, in case of any negative event. The instructions are provided in some standard language like English. The employees need to have proper understanding of the English language in order to learn and adopt the procedures. The conviction of Fosters Australia Limited The working conditions that led to the injury and the subsequent death of one of the employees at Fosters Australia Limited were against the legal provisions. The company was convicted for failure to comply with some sections of the Victorian Occupational Health and Safety Act 2004. The company pleaded guilty of having committed two offences that were against the sections (The Australian, 2008). Sections 21(1) and 2(a) of the Victorian OHS Act 2004 required that the companies should provide a working condition that is not risky to the health of the employees (WorkSafe Victoria, 2008a). The machines as well as the system of operation should not ex pose the employees to some health-related risks. This section was breached by the company that failed to provide proper systems of operations and good machinery. Similarly, sections 21(1) and 2(e) required that in the event that the employees are working in risky conditions, they should be given proper guidance on how they can best manage the situation (WorkSafe Victoria, 2008a). This was also breached. Having pleaded guilty for the two offences, the company was fined a total of $1.125 million (Australian Food News, 2008). This figure was reached at since the company had cooperated during the investigations and pleaded guilty of the offence. Otherwise, the fines would be higher, about $1.5m (The Australian, 2008).Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More The issue of punishment in monetary terms is acceptable. However, the verdict was not fair on the sides of those affected by the incident in terms of the amount of penalty fine charged on the company. Firstly, there was a loss life, the value of which cannot be evaluated in monetary terms. The deceased had dependants that would now not get proper provision of the necessities. The fines imposed should be enough to compensate the family members the deceased. The fines should also be imposed depending on the overall value of the company. The company could later fix some machine parts worth about $4 million (WorkSafe Victoria, 2008b). This suggests that it has the capacity to pay more for the negative consequences caused. Some compensation would also be extended to he employees that were traumatized by the fatal event that claimed the life of one of their members. The situation is also worsened by the fact that scenarios had been witnessed in the past but was not fixed until another inc ident was seen (WorkSafe Victoria, 2008b). Some moral considerations can also be applied in examining the situation. Even if there are no legal provisions requiring healthy and safety working conditions, understanding the needs of the employees and providing such condition is an ethical consideration (Maierhofer and Colley, 2004, p.4). The company should aim at improving the lives of its employees and their dependants like families, friends, and relatives. After the death of the employee, it would be of some moral value if the company assumed some if not all of the responsibilities the employee had to his family. Conclusion The health and safety of the employees of an organization should be a significant consideration in designing the strategies for the operation of the organization. Legal provisions are there to protect the rights of the employees. The legal measures should be taken depending on the fatality of the consequences that follow the breach of such legal provisions. Thus, even though the company was cooperative and pleaded guilty and despite the submissions that proper measures had been instituted since the incidence, the company was supposed to be fined higher than the stated amount. Reference List Australian Food News. 2008. Fosters receives record fine for fatal safety breaches. Web. Available from: https://docs.google.com/viewer?attid=0.1pid=gmailthid=1325bff2defed935url=https://mail.google.com/mail/?ui%3D2%26ik%3D4baa4f2379%26view%3Datt%26th%3D1325bff2defed935%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_gsgz96060%26zwdocid=67e46ec061c1a6629c866130195f4f99|e8dac3d4fa38fdbb02500f859c10ad53chan=EgAAALOBrpfCgg5SMbTJvDNTzjlgH%2Bcwb%2B12k5YKdzMUhqlQa=vrel=zip;z1;AFN+-+Fosters+Receives+Record+Fine+%28Aug+2008%29.pdf . Council of Europe. 2007. European Committee of Social Rights, European Social Charter Revised Conclusions 2007: Ireland, Italy, Lithuania, Moldova, Norway, Romania, Slovenia, and Sweden. Strasbourg Cedex: Council of Europe. Maierhofer, N . and Colley, S., 2004. Ethical considerations for using values to manage in the workplace. Web. Available from: http://eprints.qut.edu.au/652/1/maierhofer_colley.pdf . Stellman, J. and International Labor Office. 1998. Encyclopedia of occupational health and safety, Volume 1; Volume 5. Geneva: International Labor Organization. The Australian. 2008. Foster’s fined $1.1m after a work death. Web. Available from: https://docs.google.com/viewer?attid=0.1pid=gmailthid=1325bff2defed935url=https://mail.google.com/mail/?ui%3D2%26ik%3D4baa4f2379%26view%3Datt%26th%3D1325bff2defed935%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_gsgz96060%26zwdocid=67e46ec061c1a6629c866130195f4f99|e8dac3d4fa38fdbb02500f859c10ad53chan=EgAAAMHB%2BKvCqIcPw9OAVTiRQG18TushHp4hUk94T4Vw87Lia=vrel=zip;z6;TheAustralian+-Fosters+Fined+after+Work+Death+%28Aug+2008%29.pdf . VCC 902. 2008. R v Fosters Australia. Web. Available from: https://docs.google.com/viewer?attid=0.1pid=gmailthid=1325bff2defed935url=https://mail .google.com/mail/?ui%3D2%26ik%3D4baa4f2379%26view%3Datt%26th%3D1325bff2defed935%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_gsgz96060%26zwdocid=67e46ec061c1a6629c866130195f4f99|e8dac3d4fa38fdbb02500f859c10ad53chan=EgAAALOBrpfCgg5SMbTJvDNTzjlgH%2Bcwb%2B12k5YKdzMUhqlQa=vrel=zip;z2;County+Court+Sentencing+08_VCC0902.pdf WorkSafe Victoria. 2008a. Brewer pleads guilty of workplace safety charges. Web. Available from: https://docs.google.com/viewer?attid=0.1pid=gmailthid=1325bff2defed935url=https://mail.google.com/mail/?ui%3D2%26ik%3D4baa4f2379%26view%3Datt%26th%3D1325bff2defed935%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_gsgz96060%26zwdocid=67e46ec061c1a6629c866130195f4f99|e8dac3d4fa38fdbb02500f859c10ad53chan=EgAAALOBrpfCgg5SMbTJvDNTzjlgH%2Bcwb%2B12k5YKdzMUhqlQa=vrel=zip;z9;Worksafe+Victoria+-+Notices+Regarding+Fosters+Prosecution+2008-09.pdf WorkSafe Victoria. 2008b. Fosters gets record $1.125m fine for fatal safety breaches. Web. Available from: https://docs.google.com/viewer?attid =0.1pid=gmailthid=1325bff2defed935url=https://mail.google.com/mail/?ui%3D2%26ik%3D4baa4f2379%26view%3Datt%26th%3D1325bff2defed935%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_gsgz96060%26zwdocid=67e46ec061c1a6629c866130195f4f99|e8dac3d4fa38fdbb02500f859c10ad53chan=EgAAALOBrpfCgg5SMbTJvDNTzjlgH%2Bcwb%2B12k5YKdzMUhqlQa=vrel=zip;z9;Worksafe+Victoria+-+Notices+Regarding+Fosters+Prosecution+2008-09.pdf.

The History of Concrete and Cement

The History of Concrete and Cement Concrete is a material used in building construction, consisting of a hard, chemically inert particulate substance known as an aggregate (usually made from different types of sand and gravel), that is bonded together by cement and water. Aggregates can include sand, crushed stone, gravel, slag, ashes, burned shale, and burned clay. Fine aggregate (fine refers to the size of the aggregate particulates) is used in making concrete slabs and smooth surfaces. Coarse aggregate is used for massive structures or sections of cement. Cement has been around a lot longer than the building material we recognize as concrete. Cement in Antiquity Cement is thought to be older than humanity itself, having formed naturally 12 million years ago, when burnt limestone reacted with oil shale. Concrete dates back to at least 6500 BCE when the Nabatea of what we know now as Syria and Jordan used a precursor of modern-day concrete to build structures that survive to this day. The Assyrians and Babylonians used clay as the bonding substance or cement. The Egyptians used lime and gypsum cement. The Nabateau are thought to have invented an early form of hydraulic concrete- which hardens when exposed to water- using lime. The adoption of concrete as a building material transformed architecture throughout the Roman Empire, making possible structures and designs that could not have been built using just the stone that had been a staple of early Roman architecture. Suddenly, arches and aesthetically ambitious architecture became much easier to build. The Romans used concrete to build still-standing landmarks such as the Baths, the Colosseum, and the Pantheon. The arrival of the Dark Ages, however, saw such artistic ambition dwindle alongside scientific progress. In fact, the Dark Ages saw many developed techniques for making and using concrete lost. Concrete would not take its next serious steps forward until long after the Dark Ages had passed. The Age of Enlightenment In 1756, the British engineer John Smeaton made the first modern concrete (hydraulic cement) by adding pebbles as a coarse aggregate and mixing powered brick into the cement. Smeaton developed his new formula for concrete in order to build the third Eddystone Lighthouse, but his innovation drove a huge surge in the use of concrete in modern structures. In 1824, the English inventor Joseph Aspdin invented Portland Cement, which has remained the dominant form of cement used in concrete production. Aspdin created the first true artificial cement by burning ground limestone and clay together. The burning process changed the chemical properties of the materials and allowed Aspdin to create a stronger cement than plain crushed limestone would produce. The Industrial Revolution Concrete took a historic step forward with the inclusion of ​embedded metal (usually steel) to form what’s now called reinforced concrete or ferroconcrete. Reinforced concrete was invented in 1849 by Joseph Monier, who received a patent in 1867. Monier was a Parisian gardener who made garden pots and tubs of concrete reinforced with an iron mesh. Reinforced concrete combines the tensile or bendable strength of metal and the compressional strength of concrete to withstand heavy loads. Monier exhibited his invention at the Paris Exposition of 1867. Besides his pots and tubs, Monier promoted reinforced concrete for use in railway ties, pipes, floors, and arches. Its uses also ended up including the first concrete-reinforced bridge and massive structures such as the Hoover and Grand Coulee dams.

The assignment should be presented as a Journal opinion article and Essay

The assignment should be presented as a Journal opinion article and address an economic issue of current interest to Wall Street - Essay Example Political economy integrates anthropology, sociology, philosophy and sciences of nature. All these together create building blocks for methodology to comprehend social change along with styles of development. The enactment of one must affect the other. There is a worldwide agreement that politics matter a lot in developing countries which implies that study of â€Å"Political Economy† plays a crucial role in economic development. Political goodwill and stability are the vital prerequisites for any government to understand socio-economic and political growth along with development. Political instability brings ambiguity in the future economy policies of a country and deleteriously affects investors. Political stability and economic progress must be determined jointly and must necessarily remain bedfellows. Mark Zandi is one of the foremost economists of Moody’s Analytics where he performs economic based research. Moreover, Dr. Zandi is the co-founder of economy.com. Dr. Zandi’s research primarily involves financial market, macroeconomics and public policy reforms. Dr. Zandi has defined economic impact of various governments expenditure policies as well as tax systems and has also evaluated numerous monetary policies (Moody's Analytics, Inc. â€Å"Mark Zandi | Chief Economist, Moody's Analytics†). ... Zandi (Tracy, â€Å"‘Corrosive’ Political Conflict Is Holding Back U.S. Growth†). A brief government shutdown lasting for 2 or three days is capable enough to create a modest impact in reducing real Gross Domestic Product (GDP) growth by 0.2%. If it continues for two or three weeks â€Å"significant economic damage† will be the result and GDP cut would be 1.4%. Economic growth diminished noticeably during the shutdown of about three weeks in the late 1995 and in early 1996 (Newsmax Media, Inc. â€Å"Moody's Zandi: Prolonged Gov. Shutdown 'would likely bring another Recession†). In this regard, it is determined the US Congress failed to sanction legislations appropriating funds for the year 2014 which is considered to be the main reason behind the US government shutdown. Social security along with Medicare are not entirely self-funded like Federal Reserve System but partly self-funded and subjected to administrate shut-down along with failure if the g overnment becomes unsuccessful to meet the financial obligation. The 16 days long US shutdown in October 2013 was the third lengthiest government shutdown. Around 700,000 thousand federal workers had been indeterminately furloughed after arising of deadlock between Democrats and Republicans. NASA was completely closed and passport applications as well as cheques remained unprocessed (Telegraph Media Group Limited. â€Å"US Government Shuts Down As Congress Misses Deadline†). During the October 2013 shutdown Congress was trying for a temporary conciliation to raise the US borrowing limit to reopen the government. The Congress was intending to maintain the compromise till market fall sharply. The business owners should be

Feasibility study Essay Example | Topics and Well Written Essays - 750 words

Feasibility study - Essay Example A Feasibility study is an investigation of a proposed solution and the benefits of undertaking such an activity. The main Reasons why an organization conducts a study of such kind is that it helps them consider all the aspects associated with the activity and allows them to see whether they have the time and resources to implement such a system. Although it is done at the beginning of the project it can be detailed analysis (wisegeek) In this report we will analyze the current system that Bundberry uses to control their transport facility availed by the clients and the staff of the organization and then devise a plan to implement a new system that will integrate its entire system into one system using an ERP (Enterprise Resource Planning) system such as SAP in order to improve their booking system. We will also integrate an online booking system that will allow quick and easy way for the clients to use the service. Currently the organization is working on a very basic system that needs to be upgraded in such a way that it allows it to monitor and control their transport facility on a more real time basis so that they can ensure that there are no unnecessary costs incurred by the organization and that the booking system is efficient enough to provide timely service to the customers total satisfaction. An ERP system is a combination of core business practices and functions with the latest technology. (topbit). It integrates the core processes of the organization, enabling it to achieve its objectives using resources effectively and efficiently. These systems previously were only feasible for large organizations and companies to implement, However now with the help of online technologies, ERP can be virtually implemented by any kind and size of organization. It is software architecture at the heart of which lies the information that is the key to an organization’s success. At

Amateur radio

Amateur radio   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If regular communications were knocked out, Amateur Radio would be there to step in! Amateur Radio connects people in times of need during emergencies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To start ones adventure into Amateur Radio, one needs to obtain a license. There is a test required by the FCC in order to obtain a license which one needs to operate an Amateur Radio (H10). Only licensed amateurs can operate an Amateur Radio station (BARTLETT). Amateurs have to go through the different levels of licenses, which go from technician to general then to extra (HARING). With each step, they get more privilages and frequencies. Past exam questions included equipment, regulations, and morse code, all of which were dropped (HAMILTON). Now Amateur Radio is growing at a rate of 10% a year (HAMILTON). Amateur radio is growing with the new generation as well. Amateur Radio not just meant for old folks. The Amateur Community want to see a new generation of men and women try Amateur Radio, said Don Montgomery (CONRAD). Test and study materials add up to usually $40 (H11).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Amateur Radio is getting more and more in-sync with new technology and computers. Automatic Packet Reporting System (APRS) uses Global Positioning System with Amateur Radio to remotely track Amateurs movements and reports them to the APRS website (H11). All one needs to use APRS is a GPS and an Amateur Radio (H11). Anyone can go online to the APRS website to see where amateurs are at, anytime of the day. Amateurs also use APRS for use with Geocaching (H11). Geocaching is a scavenger hunt where people use a GPS unit to find treasures outside (H11). Echolink can be used as an alternative to equipment. Echolink is a software program, which hams can use to listen to and transmit audio over the Internet (H10). Echolink works by using a computer and Internet connection with a radio to listen to the repeater, and to constantly transmit audio over the Internet via Voice Over Internet Protocol (VOIP) technology to the end-user (H12). The same happens in reverse, when an end-user transmits they use VOIP technology to get to the computer, and the computer transmits audio to the radio, which the radio transmits audio to the repeater. With Echolink, licensed operators can get on other repeaters and listen and transmit on them as well (H12). There are conferences which are groups that can handle large amounts of users. These are server-based groups that are basically a middle-man or main group which people, links, repeaters, or other conferences can connect to (H12). Internet Radio Link Project (IRLP) is almost exactly like Echolink, except that it is made mainly for connecting only repeaters to repeaters via VOIP, and not for desktop clients (H10). Logging ones contacts for a record is important as well. There also is logging software which can log stations that amateurs have made contact with (H10). Mostly logging is used with High Frequencies (HF) because of contesting. It is an easy way to keep track of ones data to send QSLs to (H10). Amateurs may also use an online log book, called Log Book of the World (LBW). This is useful for contacts that are in other countries (H10). If an amateur were to send QSL postcards to everyone whom they have had contact with in other countries, it would get really expensive, really fast (H10).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Amateurs really need equipment to take their licenses to the maximum possible level. The equipment that amateurs use can be put into two main categories: basic and advanced (LINDSAY). A basic station includes a transceiver, power supply, antenna, and coax. An advanced station includes transceiver(s), power supply(s) or generator, state-of-the-art antenna(s), amp(s), tower(s), and computer(s) (LINDSAY). Past radios used tubes, while todays radios use electronics (BARTLETT). Amateurs can choose from buying pre-made kits or choose to buy do-it-yourself kits, which they can solder the connections (HARING). Usually advanced hams have High Frequency radios, while basic hams have 2 meter and 440 radios (LINDSAY).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Disadvantages of Amateur Radio are very few. The number one disadvantage of Amateur Radio is that transmissions arent secure, and can be picked up by anyone who has a radio including their enemies (H10)(BARTLETT). There really isnt much that amateurs can change in the sense of encrypting their transmissions, because it is very regulated by the FCC.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The advantages of Amateur Radio out-number the disadvantages. Amateur Radios are more reliable and still work when other forms of communication are down (telephone and internet) (H10). They are very simple to use (CONRAD). Amateurs can get communications up and into a disaster area faster, and easier than other communications and electricity companies (H10). All they need to do is install a repeater running on generators, while other communications and electricity companies need to fix or even re-build their whole entire infrastructure (H10). People get so tied into cellphones. They dont understand how the telecommunications infrastructure evolved. Sometimes the latest and greatest technology isnt the most reliable, said Shanda Rice (DYNES).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hams help out in natural disasters and emergencies. They help the USGS, NOAA, and NWS with reporting tsunamis, hurricanes, tornados, forest fires, earthquakes, and floods through SkyWarn (CONRAD). SkyWarn is a volunteer organization that is organized by the National Weather Service who spots severe weather and reports back to NWS. They help out federal, state, county, and local government agencies and organizations (CONRAD). Amateurs connect fire departments, hospitals, and EMAs when regular links of communication are down (CONRAD). Hams connect communities, police, search and rescue, explorers and scientists in remote areas (HAMILTON). Phone patches come in handy when hams need to make a long distance contact with one who is not an amateur operator (HAMILTON). A distressed sailor and Amateur Radio operator used his radio to call for help. Bert Wilson, a sailor, was badly burned by a faulty stove on his vessel at sea (HAMILTON). He turned on his ham radio and turned it to the regularly monitored Canadian frequency. Someone 3,000 KM away heard Wilson call for help (HAMILTON). He put Wilson in contact with a US Air Force Base, who put him in contact with a US freighter near him. They flew Wilson from the freighter to a hospital (HAMILTON). Most Amateurs are already prepared and ready to go for the next future emergency. Good hams are prepared twenty-four-seven (HARING). Hams help out when cell towers, internet servers, phones, and electricity are knocked out of service (CONRAD). Amateurs fall to their ham radios and transmissions to repeaters to communicate in times of need (CONRAD). Hams helped out during the 87 Edmonto tornado to register people left homeless by the tornado, keeping track of where they were to reunite families (HAMILTON). Also during the 87 tornado, Alberta government employee ham ops helped police patrol the area with ham talkies (HTs) to make sure there was no looting and let in only residents (HAMILTON). There are groups that amateurs can join if they are interested in helping in emergencies like Radio Amateur Civil Emergency Service (RACES) or ARES (HARING) (H10). Hams can get yearly practice for the BIG CALL by helping with public service such as parade and event communications (HARING). An emer gency without communication quickly becomes a disaster, said Don Montgomery (CONRAD). Amateur Radio operators come from all walks of life. They are movie stars, politicians, students, doctors, missionaries, truck drivers, and more (H11)! In fact, licensed amateurs can even talk to astronauts on the International Space Station (NASA)! There are more than one-million Amateur Radio operators (HAMILTON). The only restriction is that operators can only talk to other operators, only if the other country has an agreement with the US (H10). Amateurs talk on radio many different radio frequencies allocated by the FCC. Hams have 26 total bands that consist of many frequencies 1.8 Megahertz through 275 Gigahertz (H11). The high-frequency (HF) bands are 160 Meters (1.8-2 Megahertz), 80 Meters (3.5-4 Megahertz), 40 Meters (7-7.3 Megahertz), 30 Meters (10.1-10.15 Megahertz), 20 Meters (14-14.35 Megahertz), 17 Meters (18.068-18.168 Megahertz), 15 Meters (21-21.45 Megahertz), 12 Meters (24.89-24.99 Megahertz), and 10 Meters (28-29.7 Megahertz) (H10). The most commonly used bands (and bands with repeaters on them) are 2 Meters (144-148 Megahertz), and 70 Centimeters, hams also call 440, (420-450 Megahertz). Amateurs can also broadcast slow-scan television (SSTV) on 1.25 Meters (222-225 Megahertz) (H10). Hams shortened words down for ease of communication. Some common acryonms that amateurs use are a QTH, which is ones home, and a XYL, which is ones wife (HARING). DX-ing is long distance contesting, and amateurs send QSL postcards to their contacts as acknowledgement of contact (HARING) (HAMILTON). Amateurs sign off with a 73, which means goodbye (HAMILTON).

Assessment Of For And As 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 judgments ? 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. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teacher’s role as a learning coach versus the teacher’s role of judging the extent of a student’s achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students’ observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a student’s prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives.