Love Song Of Prufrock Essays - Chapbooks, , Term Papers

Love Song Of Prufrock In his poem "The Love Song of J. Alfred Prufrock," Eliot explores the timeless issues of love and self-awareness - popular themes in literature. However, through his use of Prufrock's profound self-consciousness he skews the reader's expectations of a "Love Song" and takes a serious perspective on the subject of love, which many authors do, but few can create characters as deep and multi-layered as Prufrock; probably the reason that this poem still remains, arguably, Eliot's most famous. The beginning of the poem is pre-empted by an excerpt from Dante's Inferno which Eliot uses to create the poem's serious tone, but also to begin his exploration of Prufrock's self-consciousness. By inserting this quote, a parallel is created between Prufrock and the speaker, Guido da Montefeltro, who is very aware of his position in "hell" and his personal situation concerning the fate of his life. Prufrock feels much the same way, but his hell and the fate of his life are more in his own mind and have less to do with the people around him. The issue of his fate leads Prufrock to an "overwhelming question..."(10) which is never identified, asked, or answered in the poem. This "question" is associated somehow to his psyche, but both its ambiguity to the reader and Prufrock's denial to even ask "What is it?"(11) gives some insight into his state of internal turmoil and inability to reason. Prufrock's dissatisfaction in his personal appearance is one, but not the most important of his idiosyncrasies. Not only is he unhappy with the nature of his appearance, having "To Prepare a face to meet the faces that you meet;" but he is fearful of what others will have to say about him: "(They will say: ?How his hair is growing thin!')"(41) and "(... ?But how his arms and legs are thin!')"(44). Prufrock is insecure and frightened of peoples' reactions to his balding head and slim, aging body. Unfortunately, his lack of confidence isn't limited to his looks. Prufrock has difficulty communicating with people - not surprising considering his extreme lack of confidence in his appearance. He's indecisive and unsuccessful in his attempts to communicate with other people, repeating "visions and revisions"(33) and "decisions and revisions..."(48). Eliot uses repetition here to emphasize the concept of Prufrock's alterations in behavior - whether he does change his behavior or not is another issue... most likely he doesn't because he also repeats the question "?Do I dare?' and, ?Do I dare?'"(38). Possibly, he's asking if he should dare "and drop a question on your plate;"(30) meaning one of his "dares" could be something that he'd like to ask a woman but can't; he also asks "Do I dare/ Disturb the universe?"(45-46). In this case Eliot uses hyperbole to give the reader the impression of the seriousness of Prufrock's insecurities - they are his whole "universe." However, this is only one explanation where there are a number of possibilities. Once again, Eliot uses the device of ambiguity to reflect the internal struggle in Prufrock and lead the reader to ask themselves again "What is the ?overwhelming question' that Prufrock is asking?" Unfortunately even Prufrock himself doesn't have the answer... even recognizing the issue itself is beyond the simplicity of his mind, which he confesses by saying "I am no prophet- and here's no great matter;"(84). By downplaying the importance of the issue, Prufrock echoes his lack of self-worth. In fact, to Prufrock, the issue is extremely important - the fate of his life depends on it. His declaration that he isn't a prophet indicates Prufrock's view on his position in society, which he is as confused about as everything else. To interject a little history: Eliot wrote this poem during a time in which social customs, especially in Europe, were still a very important issue. There were basically two classes - rich and poor, neither of which Prufrock really fits into. Eliot creates the idea of Prufrock being caught between the two classes in the very beginning of the poem, (if not by J. Alfred Prufrock's unusual pompous/working class sounding name) when he juxtaposes the images of "restless nights in one-night cheap hotels/ And sawdust restaurants with oyster-shells"(4-5) and the women who "come and go Talking of Michelangelo."(13-14). These two images represent two completely different ways of life. The first image is of a dingy lifestyle - living among the "half-deserted streets"(4) while the second is the lifestyle that Prufrock longs to be associated with - much like the image of Michelangelo's painting on the ceiling of the Sistine chapel where God

Project Deliverable Business Requirements

Project Deliverable Business Requirements Business Requirements Document Background information of the company Designing quality Information Systems (IS) is an integral element that institutions must adopt. The designing process entails securing viable and superior operating provisions (including IT software) to streamline the integration processes. Project managers in the Data Company should understand their roles in executing the implementation of new IT systems.Advertising We will write a custom essay sample on Project Deliverable: Business Requirements specifically for you for only $16.05 $11/page Learn More This is to ensure that the project design initiatives are sustainable. They should identify and put in place requisite infrastructure, human capital, and development of performance: Task has a duration of 2 weeks, and initial resource assignment of one unit of Resource A, and therefore an initial total work of 80 hours. Fixed Duration With Effort Driven Duration Units Work Add one unit o f same resource (A) 2 weeks 200% of Resource A 80 hours each 160 hours total Add one unit of different resource (B) 2 weeks 50% of Resource A 50% of Resource B 40 hours 40 hours 80 hours total Fixed Duration Without Effort Driven Duration Units Work Add one unit of same resource (A) 2 weeks 200% of Resource A 80 hours each 160 hours total Add one unit of different resource (B) 2 weeks 100% of Resource A 100% of Resource B 80 hours 80 hours 160 hours total Advertising Looking for essay on project management? Let's see if we can help you! Get your first paper with 15% OFF Learn More Microsoft project samples Course learning outcomes The learning process equips individuals with pertinent project management skills and system development guidelines. The project also seeks to enable project managers to understand the challenges that affect superior implementation of project plans. The outcomes are significant in ensuring the development of quality systems of operation and reduction of wastages. This is a critical provision when considered critically. It is vital to understand how the Microsoft project software works so as to focus on the results. Evaluation on the organization through the lens of non-IT senior management Data management organization that operates minus IT manager and quality administration system operates in the brinks of collapse. IT managers play an integral role in the management of data by ensuring proper adherence to the operating procedures and programs. They perform systematic assessment on the operating systems to establish evident gaps tha t cannot be identified by non-IT specialists. In most institutions, IT managers are responsible for planning, coordinating, an development of control protocols as well as maintenance of software(s). They also give advice on the best systems and infrastructural support programs that are viable in driving operations in diverse settings (Shelly Rosenblatt, 2010). Consequently, they coordinate the integration on new and modern systems of operation that enhances effectiveness in data management. Therefore, data management institutions (Data Company for example) should institute a strong IT department with highly qualified head to facilitate the realization of set objectives. Issues in information systems Major issues affecting the effectiveness of IT systems arise due to poor planning, irregular maintenance of software(s), integration of outdated programs, and inappropriate utilization of the systems. These issues hold the capacity of stalling the effectiveness of data collection, proce ssing, storage and distribution (Shelly Rosenblatt, 2010). They affect the credibility and reliability of the information conveyed that influences the quality of decisions made in diverse facets of operations. The project manager of Data Company should develop viable approaches to counter the effects of the IT issues that may impede the progress of the activities that are on schedule. Strategic issues and practices in the information systems Strategic issues that affect projects appertain to current and future expectations that are influenced by the environmental and structural factors. The strategic issues that affect the implementation of projects include internal infrastructural capacity, policy, social, economic and culture. Managers should develop strategic approaches to ensure prior mitigation of the issues through the development of contingency planning system. References Murch, R. (2004). Project management: Best practices for IT professionals. Upper Saddle River, NJ: Prent ice Hall PTR Shelly, G., Rosenblatt, H. (2010). Systems analysis and design. Boston, MA: Thomson Course Technology

Analysis Case Studies

Analysis Case Studies Analysis Case Studies Analysis Case Studies: You Will Find Some Help Here! Probably, a lot of case studies could be considered as the reflection of business deals: the reader imagines he/she is a manager and he/she is able to find the solution of some current issue. Actually, the most of case studies imply the presence of clear decision, however sometimes situation requires almost absolute inaction. Before you are going to be occupied with a case study analysis, first, try to figure out the purpose and structure of the case study. First, you should look through the case carefully, single out the key factors and then you may follow our guideline. Do not neglect the possibility to read the text several times: it will help you to understand the organizations issue better. Analysis Case Studies: Main Steps When you have processed the information thoroughly, you could start your writing with the following manual that will ease your work under case study analysis:Examine and Take a Deep Analysis of the C ompany, Its History and Development. Definitely, a companys presence and future could be reflected in the past. So, make a critical review of organizations history, its origins, path of development, possible ascend and descent, inner structure before your case study analysis; Define Advantages and Disadvantages of Investigated Company. Now, when you have collected the necessary information about the organizations historical path, keep on writing your case study analysis by searching the weak and strong sides of the company. It means you can identify that the company has a lack of big funds, however, it always stand against the hard competitiveness in the climate of constantly changed market; Describe External Environment and Companys Position. This kind of sub-analysis let us to find threats and opportunities from the outside. There are the threats of sudden competitors appearance, change in the exchange rate, economical instability and import of more qualitative pr oducts; Provide a Wide Analysis of Gathered Information. In other words, provide the comparison between your finding from point 2 and conclusions from point 3. Try to figure out the companys potential on the market, its position in the competitive field, and think about the possible changes and improvements for this organization; Determine Corporate Policy. It means you identify and find the companys mission, corporate strategy, intentions and purposes. Define, what type of business does the company occupied in? Describe Companys Business Strategy. It will help you to understand and analyze the business potential of every organization, find out the main weapons in the competitive wars, and identify the management, marketing setting and so on; Think, How Does the Company Realize the Goals? It some kind of inner structure and controlling systems examination, and identification of companys business tools; it also includes the hierarchical working structure, ethical culture, staff policy, system of rewards and other factors; Provide Conclusions. Each part of your analysis is finalized by your personal recommendations for the organization. Every recommendation you give should be directly connected with your case study analysis; Thereby, the aim of any case study is to demonstrate your own views, based on the researches and personal experience, on the actual problems that the selected company is facing.

Airline operations management (MRO case study) Assignment

Airline operations management (MRO case study) - Assignment Example He is a true mentor and a persistent oasis of ideas and concepts that motivated my progress as a student and professional. I am undoubtedly obligated to him. It is my pleasure to express my gratitude to all the staff and faculty members of Department of ABC for their valuable supportive remarks and observations. I would also appreciate the dedicated help of all my class fellows whose constructive comments and notes played vital role in presenting detailed explanations of the project. I would also appreciate my online friend, ABC, who uninterruptedly helped in identifying and gaining access to relevant contents that proved significant to my research. We engaged in fruitful discussion on online forums that contributed in extraordinary way to accomplish this assignment with best possible result. I would like to thank the staff in university library for their smiling attitude. I would also mention National Library which provided me access to great texts of academic literature. Recent technological advancements in software development and increasing trend in implementing such IT based solutions in Aviation MROs is a major step forward in providing, controlling and tracking maintenance information. Vendors developing such specialist software are continually endeavoring to improve their products over past many years. In the same context, vendors are heavily investing in making their ERP (Enterprise Resource Planning) solutions more specific to particular industry. The purpose of this research project is to develop in-depth understanding of how airline operations are managed. Further, the study aims to investigate and evaluate commercially available various options for software implementation in an airline, which currently consists of Jetstream 31 aircraft is planning future expansions with commission of new BAe aircraft. This study also focuses on identifying regulatory requirements enforced by EASA for aviation industry operators and

Possible Future Strategies for Research in Motion Essay

Possible Future Strategies for Research in Motion - Essay Example The major competitors of RIM in the segment of mobile operating system platforms comprise of Nokia Corporation (Symbian), Apple Inc (iOS), Microsoft Corporation (Windows Phone), HTC Corporation, Google Inc (Android) and Motorola (Research in Motion (a), 2012,p.9). This is a highly competitive market and in recent years RIM has experienced a progressively declining market share that has led the organization to a current crisis situation. Currently, the organization is tasked with making large-scale strategic changes or even potentially prepare for sale or takeover (De la Merced 2012). In terms of recent developments, the next generation systems (4G) like HSPA+, WiMax and LTE were commercially introduced for the first time in 2011 (Research in Motion (a), 2012, p.10).. The wireless communication industry is also observing the union of computing with personal entertainment competences on wireless communications gadgets throughout the world. In the present day market, almost all the Blac kBerry Smartphones include multimedia facilities that consist of music, playback, video recording, camera, and entrà ©e to content, games and other applications (Research in Motion (a), 2012, p.10). Increasingly, however, tablet technology has come to dominate the wireless market. The tablet, as originally released through Apple’s iPad, operates as a medium between handheld Smartphone’s and the larger-scale laptop. PEST is an ellipsis for political, economic, social, and technological analysis. The political issues in the analysis generally comprise of government policies pertaining to the industry, tax regulations, laws and policies, trade limitations and duties among others (Wheelen et al, 2008, p. 58). In comparison to other industrialised countries, the United States has the maximum corporate tax rate. The tax rates pertaining in the developing countries are much lower than that of the US, where RIM predominantly operates. A deduction in the tax rate would have en abled the management of RIM to have more cash to pay out dividends or reinvest.  

Armageddon & Physics Essay Example for Free

Armageddon Physics Essay In 2007, the September 1st issue of The New Scientist alleges that the film Armageddon is shown by the management training programs of the National Aeronautics and Space Administration (NASA). A 1998 Jerry Bruckheimer-produced disaster thriller directed by Michael Bay in which deep core drillers attempt to avert an asteroid’s collision with the planet Earth, The New Scientist contends that NASA’s screening of a razzle-dazzle blockbuster claiming ground in science, is purely for entertainment purposes. â€Å"†¦the screenings are just a game for NASAs space geeks: who can find the highest number of impossible things in the movie? The record, [†¦] stands at 168. † Regarding the scientific fallaciousness of Armageddon, astronomer Philip Plait has many contentions. Plait notes that the introductory premise of the film, in which an asteroid of the same size which humanity faces was a â€Å"dinosaur killer† that possesses the same destructive capacity of â€Å"10,000 nuclear weapons. † However, he asserts that this is a severe underestimation, for the fictional asteroid would actually release at the very least, eight hundred thousand nuclear weapons, based on conservative estimates. Plait implicitly infers that the writers were going for a dramatic figure, but one whose complete lack of scientific basis leads to a severe underestimate. It is also preposterous for it to be impossible to communicate the drilling experience of an oil rig crew to astronauts or engineers, former engineer turned writer Tom Rogers notes. However, this is how the movie rationalizes the oil rig crew’s participation in Earth’s salvation despite their complete lack of astronautical experience. But even excusing such a premise, Rogers notes that the film stretches credulity when the Mir space station rotates at high velocities to induce artificial gravity. Amazingly enough, it rotates so fast that it can create gravitonic conditions in under half a minute, despite the fact that the Mir station’s mass exceeds a hundred tons. Rogers’ contention in this scenario is that the planetary gravity conditions could not be possibly simulated unless the human’s height is a small percentage of the rotational radius. As such, the astronauts would only experience gravitonic force on both ends of their bodies, which would feel â€Å"disorienting and probably cause [them] to stumble and vomit. † The Jupiter Scientific Organization also asserts that NASA’s plan of inserting a hydrogen bomb eight hundred feet deep into an asteroid that is three hundred miles wide – essentially a Texas-sized asteroid, which is exactly what it is called at one point in the film – does not actually scale very well. The film’s core (all pun intended) premise is actually absurd: attempting to split an asteroid with two pieces by exploding it with a hydrogen from within would be like hypothesizing that a single hydrogen bomb could fracture the state of Texas. It’s â€Å"like a pin-sized hole no deeper than a scratch in a ten-foot rock. † Such a hydrogen bomb â€Å"would roughly be like lighting a match. Can the ignition of such a match split a ten-foot rock? † Rogers also observes that a flaming shuttle crash site contradicts what the astronauts are told earlier about the gravity being about a tenth of that on the planet Earth. Such a low gravity cannot support an atmosphere – which is why they wear space suits in the first place: the asteroid surface does not and could not hold oxygen – yet for some reason, flames burn in the absence of oxygen. Lastly, a successfully halved asteroid would still be disaster, as the gravitonic forces they exert would cause catastrophic tidal changes that would eradicate most of the Earth’s population. â€Å"Sometimes theres just no way to have a happy ending,† Rogers notes. Works Cited â€Å"Feedback. † The New Scientist, Issue 2619. 01 September 2007.Plait, Phil. â€Å"The Astronomy of Armageddon. † Phil Plait’s Bad Astronomy. 08 August 2007. Retrieved June 6, 2008 from: http://www. badastronomy. com/bad/movies/armpitageddon. html â€Å"Movie Review of Armageddon (and Deep Impact) from a Scientific Viewpoint. † Jupiter Scientific Information. July 1998. Retrieved June 6, 2008 from: http://www. jupiterscientific. org/sciinfo/armageddon. html Rogers, Tom. Insultingly Stupid Movie Physics: Hollywood’s Best Mistakes, Goofs and Flat-Out Destructions of the Basic Laws of the Universe. Connecticut: Sourcebooks Hysteria, 2007.

The Future of Traditional Retailing :: GCSE Business Marketing Coursework

The Future of Traditional Retailing Retailing can be vaguely described as the business of selling goods or services to the final customer. This particular area of business is extremely important to the economy, totaling an estimated three trillion dollars in sales per year. Retailers are in constant battle among themselves to find new and innovative ways to meet the customers’ needs and wants in order to secure a share of the market. There are numerous channels through which retailing can be performed. The most prominent form is the brick-and-mortar operation. This category consists of the physical store locations where customers can go to browse through the selection of merchandise. These operations have been a staple in communities for years past and will most likely remain for years to come. However, their stronghold on the retail industry is being seriously threatened by the extraordinary growth of e-commerce. E-commerce is defined as the business of retailing conducted over the Internet. Although the retailing industry is a driving force behind the economy, its magnitude leaves little room for growth. The industry has reached its maturity, sales have not grown in great proportions, and expansion has slowed (Loeb, May 1998). In addition, the level of competition is at a high. Customers have more choices than ever on how to spend their dollar with the abundance of stores and catalogs (Maruca, Jul/Aug 1999). These conditions have lead retailers to search for a different channel by which to reach consumers. A relatively new development has been the introduction of Internet-based retailing. It is estimated that online sales have tripled between 1997 and 1998, reaching roughly nine billion dollars. With the growing number of households joining the Web each day, projections indicate no signs of slowing down anytime soon (Anonymous, Aug 1999). Interactive retailing can prove to be a real threat to existing businesses. A recent article by Bob Woods discussed a report from Jupiter Communications LLC which â€Å"claims that most of the growth will come at the expense of traditional retailing† (Aug 13, 1999, p. 11). The report goes on to state that a large part of Internet sales is not growth, but a shift in dollars from traditional retail channels. In order to regain lost sales, many brick-and-mortar outlets have ventured into the World Wide Web.

Interview with a Counselee

This interview was conducted one month after the counseling took place. The counselee was an average high school student who attempted to take suicide by slashing her wrist and cutting her tongue. The counselee informed the author of this paper that she made a suicide attempt due to feelings of abandonment by her family and friends. At present, the student is still undergoing follow-up sessions with the school counselor, and being observed by her class adviser.During the interview, the student showed some mannerisms of biting her fingers, and narrowing her eyes. She and the author (interviewer) sat in front of each other in a small counseling room. 1. When asked about her thoughts and feelings as she prepared for the counseling experience, the student said that she felt a little nervous that the counselor would get mad at her for attempting suicide. She did not want to open up at first because the counselor was unknown to her.Although she often saw the counselor in the school wheneve r she passed by the counseling room and during the orientation for freshmen, she had not come as close to the counselor as that time when she had counseling. Due to unfamiliarity with the counselor, she somehow felt that she could not trust her, and that the counselor would relay her secrets to other people. 2. The counselee also expressed that when she came inside the counseling room, the counselor smiled at her at once, and asked her to sit. The first words that the counselor uttered were, â€Å"How are you?† When the counselor spoke this, the student said she felt appeased that the counselor was not mad at her. She sensed then that the counselor was concerned about her. During the session, the counselor said that she would value whatever the student would share to her, and her feelings are very precious. She also told the student that everything they would talk about would be confidential, and as long as the counselee promises never to do the attempt again, the counselor w ould not inform her parents of what the student shared to her.Because of this, the student said she felt comfortable with the counselor and could not help but to express what she felt and thought that day. In assurance, the counselor said that she could be of help to the counselee if the counselee would allow her to help. In this particular counseling situation, we may note that the counselor was successful in building up rapport between her and the counselee. She did this by expressing that she values the feelings of the counselee (Wexler, as cited in Lambie, 2004 ), and the counselee could trust her with secrets. 3.As regards the obstacles that hindered the counselee from sharing her experience with the counselor, the counselee commented that due to the friendly approach and concern of the counselor, she felt at ease with her. 4. When asked what she learned about the helping/counseling process after undergoing it, the student said that she was very glad that they have a service li ke this in school and through this program she realized a couple of things. First, she realized that some people are concerned about her and she could find a friend among them, such as the counselor and other counselors as well.She also stated that she felt lucky that her school has a friendly and compassionate counselor who would listen to her, without condemning what she did. She also appreciated the fact that the counselor was not grading her for how she performed during the counseling session, and she did not have to be conscious of what she would tell the counselor. In other words, the process made her express her real self and provided her someone whom she felt was concerned. 5.As we can see, the counseling process that took place was of great help to the student. Through the school counseling program, students like the interviewee in this report are given the attention they need. Just like any counseling process, it is very important for every counselor to listen attentively, offer advice when needed, and make the counselee feel comfortable. In the case of the student, we may say that a lot of students nowadays have a different view of counseling unless they have undergone one.The misconceptions expressed by the counselee before the session include imagining the counselor getting mad at her, or relaying her secrets to her parents. These are the same examples of how some students view counseling. However, these misconceptions are proven wrong once they encounter the real counseling experience. Reference Lambie, Glenn. Motivational enhancement therapy: A tool for professional school counselors working with adolescents. Professional School Counseling. Retrieved February 1, 2008, from http://findarticles. com/p/articles/mi_m0KOC/is_4_7/ai_n6033401

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Colleges affiliated with Granola Board. My first school was The Educators High School for Boys Cantonment Plaza Shallot where I have studied till my Matriculation. I passed my matriculation in 2011. I always wanted to study abroad and after a lot of research I choose Australia as my destination for further education, because Australia offers an educational experience that makes a real difference.Australia is a dynamic, vibrant country with energetic, friendly people. Multicultural Australia is English-speaking and a safe and friendly society in which students can learn and travel freely. I choose Sydney because Sydney offers a great lifestyle and high level of safety, making it the number one choice for many international students. Students who choose to study there can be sure they will find the charming combination of a laid-back yet inspirational place to study, learn, and live.I wish to study at the King's Owns Institute of Sydney, because t offers a unique educational experience that fosters self-belief, rewards independent thought and fuels inquiring minds. Business Management provide you with both soft skills such as communication, problem solving and ethical understanding to enable you to work with people, as well as the hard skills associated with particular areas of study, including accounting, computing, economics, finance, law, management, marketing, mathematics, operations and project management.Workplace learning subjects will offer strategic and international perspectives that will prepare you for employment in regional, national and international organizations. After completing my course in Australia I have a lot of opportunities to be availed in Pakistan. I can establish my own business as well as I will devote my services to any reputed or Multinational Organization. I will be skilled enough to work in any Multinational organization as I already have the best communication skills. There is a lot which attracts me to return and render my servic es to any organization or to my family business.I achieved 5. 5 bands, overall in my LILTS test. I virtually have command over English language. English is the Basic need of an international student. I will be working to improve my English language and for that I first applying to PIPE (Australian Institute of Professional Education) in PUPAE-English for Academic Purposes course. Pakistan is my final destination since I have my community and family lives here. I am only allowed to study abroad and then I have to come back and live In Pakistan. I also want that.I have to support my family morally in future. I can't live without my parents and they will be in Pakistan forever. I belong to a rich family. My father runs his own business, and the name of the company is Bolder Sports. He exports motorbike leather and textile garments. My father is my sponsor; he earns a highly stable and healthy income. My father also has real estate properties worth millions to make sure that I should ne ver face any problem. I may work part-time to learn the organizational culture as well and to have Study Study

Long Island University C.W. Post Admissions Statistics

Long Island University C.W. Post Admissions Statistics Long Island University Admissions Overview: LIU University Post has an acceptance rate of 81%, making it largely accessible. In general, students with good grades and test scores have a good chance of being admitted. Students interested in Post will need to submit an application (the school uses the Common Application), along with high school transcripts and scores from the SAT or ACT. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): LIU C.W. Post Acceptance Rate: 81%Test Scores 25th / 75th PercentileSAT Critical Reading: 480 / 570SAT Math: 490 / 590SAT Writing: - / -What these SAT numbers meanACT Composite: 21  / 26ACT English: 21  / 30ACT Math: 22  / 25ACT Writing: - / -What these ACT numbers mean Long Island University Post Description: Long Island University C.W. Post Campus is a private university located in Brookville, New York, and the largest campus of the Long Island University system. The 307-acre suburban campus sits among the rolling hills of the Brookville area of Glen Head along the north shore of Long Island, just 50 minutes from New York City. Academically, the university has a 13 to 1 student / faculty ratio, and class sizes typically average between 15 and 20 students. LIU Post offers more than 70 undergraduate majors and over 60 graduate degree programs, including three doctoral programs in information studies, clinical psychology and interdisciplinary educational studies. Popular undergraduate areas of study are business administration, childhood education and criminal justice, while graduate students commonly study library and information science, business administration and special education. Student life is active with over 80 clubs and organizations and an active Greek life. The LIU Post Pioneer s compete in the NCAA Division II in the Eastern College Athletic Conference, the  East Coast Conference  and the Pennsylvania State Athletic Conference. Enrollment (2016): Total Enrollment: 8,634  (6,280 undergraduates)Gender Breakdown: 42% Male / 58% Female46% Full-time Costs (2016- 17): Tuition and Fees: $36,256Books: $2,000 (why so much?)Room and Board: $13,426Other Expenses: $2,500Total Cost: $54,182 Long Island University Post Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 95%Percentage of New Students Receiving Types of AidGrants: 94%Loans: 64%Average Amount of AidGrants: $21,178Loans: $7,843 Academic Programs: Most Popular Majors:  Business Administration, Criminal Justice, Elementary Education, PsychologyWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 74%Transfer Out Rate: 40%4-Year Graduation Rate: 27%6-Year Graduation Rate: 46% Intercollegiate Athletic Programs: Mens Sports:  Basketball, Lacrosse, Soccer, Wrestling, Track and Field, Cross Country, Football, BaseballWomens Sports:  Field Hockey, Fencing, Soccer, Volleyball, Swimming, Tennis, Softball, Lacrosse, Track and Field, Cross Country Data Source: National Center for Educational Statistics If You Like LIU Post, You May Also Like These Schools: Adelphi University: Profile | GPA-SAT-ACT GraphFordham University: Profile | GPA-SAT-ACT GraphStony Brook University: Profile | GPA-SAT-ACT GraphHofstra University: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphCUNY Brooklyn College: Profile | GPA-SAT-ACT GraphSt. Johns University: Profile | GPA-SAT-ACT GraphSUNY Cortland: Profile | GPA-SAT-ACT GraphPace University - New York: Profile | GPA-SAT-ACT GraphMolloy College: Profile

Assessment Of For And As Learning Essay Example for Free

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. Assessment Of For And As Learning. (2016, Sep 26).

Marketing Research Research Paper Example | Topics and Well Written Essays - 7000 words

Marketing - Research Paper Example It has not only reconfigured the way different firms do business and the way the consumers buy goods and services, but it has also become an effective instrument in transforming the value chain from manufacturers to retailers to consumers, creating a new retail distribution channel (Donthu and Garcia, 1999). E-marketing is a powerful tool used by different business organizations around the world. It is defined as the process of achieving marketing objectives through the use of electronic communications technology. Smith and Chaffey (2001) have provided a 5Ss' mnemonic for how the internet can be applied by all business firms for different e-marketing tactics. These 5S's are selling, serve, speak, save and sizzle. E-marketing is also known to be the online marketing strategy utilized by different company whose objective is to be the best company in their field. In various countries worldwide, more and more business firms have been using e-marketing strategy in order to be competitive. From books, foods and beverages, automobiles and other products and services, various firms, irregardless of their company sizes, are trying to survive by means of e-marketing strategy. Aside from being a promotional medium, the internet is a tool for marketing communications as well. Due to its interactive nature, the internet is an efficient method used in communicating with the consumers. Hence, several companies are beginning to realize the advantages of using the internet as a tool for communication. Companies then started to concentrate on designing web-related strategies and employing interactive agencies that will facilitate their development of specific company web sites as part of their integrated mark eting communication strategy. There are companies however, that are effectively using the internet by incorporating their web-related strategies with the other areas of their IMC strategies. The approach now becomes integrated and more strategic. On-line marketing is considered to be the most expensive yet seems to be the most comprehensive marketing strategy that every company wants to implement and apply. At present, people, particularly those in the business arena, tend to engage themselves within the trend of rapidly growing technology so as to stay competitive. Upon surfing the internet, various companies have put up their official sites online for customers and potential consumers to view. Online or e-marketing is the latest marketing approach for any firm who wants to effectively market its products and services. In addition, e-marketing enables the company to be known worldwide since more and more people are able to access information derived from the internet. Within the business world, where competition is strict, internet marketing is one essential marketing strategy applied by most industries. By taking Sainsbury and its online marketing as an example, the significance of budget in marketing communication can be understood further. Sainsbury has naturally allocated financial support in order to pursue its online services. Since this online access will allow the increased consumer access to Sainsbury, the budget allotted for marketing communication will eventually be recovered through online purchases. True enough, Sainsbury was able to recover great profits out of the marketing communi