Philip of Macedon essays

Philip of Macedon essays The internal reforms that took place under Philip, strengthened Macedonia and enabled him to conquer the Greek states. Philip used the League of Corinth to consolidate and maintain his power through terms of peace. To test the validity of this hypothesis we must look at three things: The major reforms in Macedonia under Philip How Philip went about conquering the Greek states The policies and terms under which the League of Corinth operated Following the death of Perdiccas, Philip came to the throne in the autumn of 360B.C. He realised that great reforms were essential if he intended to remain the King of Macedonia. Macedonia underwent a major reconstruction at the hands of Philip but it was his military and political reforms that truly strengthened his kingdom. Due to Philip's intentions of immediate expansion, there was a large emphasis placed on the reforms of his military. Philip made vast improvements in his cavalry and siege engines, both of which were widely exploited by his son and successor, Alexander the Great. These two improvements may have been important, but according to Tritle (1997:179), the most telling tactical innovation of the famous Macedonian phalanx was the introduction of the sarissa. The sarissa was a large pike up to 18 feet long, twice as long as the Greek hoplite spears. To compensate for the size and weight of this weapon, the Macedonian soldiers wore lighter, cheaper and more maneuverable armour. This, combined with their famous rigorous training and discipline, proved to be decisive in the battlefield. The military reforms of Philip were decisive, but without the internal strength and effective foreign policy built by his political reforms, Philip would not have been able to capitilise on his military supremacy. It can be said that the might of the Macedonians came from their unity. After Philip came to power, he worked to strengthen and expand hi...

How to Self-Publish a Book in 2019 7 Steps to Bestselling Success

How to Self-Publish a Book in 2019 7 Steps to Bestselling Success How to Self-Publish a Book: 7 Simple Steps to Success Learning how to publish a book and getting your ideas into the world is easier than it’s ever been. There is a wealth of knowledge available online, shared by authors who have developed proven techniques for selling more books. There are also a number of ways new authors can get access to professional services without breaking the bank.In this post, Reedsy will share a common-sense, jargon-free approach to ascending the heights of the self-publishing world.A History of Self-PublishingHow to Get a Literary Agent for Your Book Read post So far, we’ve covered writing your book, editing and designing it, planning your launch, and growing your marketing efforts. You now have enough knowledge to actually go and self publish - assuming that your finances are in place...The Financial ImplicationsMoney is an obstacle that nearly all self-publishing authors will face at the start of their career. After all, they are solely responsible for funding everything to do with the book. That being said, it doesn’t always mean that the author needs to empty their savings account.The Cost of Self PublishingHere are two resources that can help you determine your costs and find alternate ways to cover them:How Much Does it Cost to Self Publish a Book? – Based on data pulled from the Reedsy marketplace, we’ve determined the average costs of book editing services and designing a book.Crowdfunding for Authors (Free Course) – Discover tips and hacks for running a crowdfunding campaign that will help fund your book’s production and boost your launch.The upside to all this, as we hinted at earlier, is that by bearing most of the costs, the self-publishing author also gets to enjoy most of the spoils.RoyaltiesTo give you an idea of the money you can expect to make from each copy sold, let’s look at the royalties offered to both independent and traditionally published authors.Author royalties on paperbacks:Traditionally published authors can expect around 5%.Indie authors will see 20-50% depending on printing costs.Author royalties on ebooks:Traditionally published authors tend to see 20-25% of net (after the retailer’s cut).Self-published authors enjoy up to 70% if their book is priced reasonably.This massive disparity is one of the reasons why J.K. Rowling has dipped her toes into self-publishing. The ebooks and audiobooks (great, incidentally, for road trips) of her Harry Potter series are now released by her own company, Pottermore, allowing her to take the publ isher’s share of sales as well  as the author's.Additional ResourcesKnowledge is power, and for indie authors, it’s also our greatest asset. There's plenty to learn when it comes to becoming a smart and efficient publisher, so as a send-off, here are a few more resources to help you on your way to the top of the bestseller charts:Scams and Publishing Companies to Avoid – Outlining the basic scams that await indie authors, including vanity presses.ISBN for Self Publishers: The Complete Guide – Everything (and more than) you wanted to know about International Standard Book Numbers.What is Ghostwriting? And Why Do People Turn to Ghostwriters? - An intro to the world of ghostwriting, including reasons why many indie authors employ their services.How To Copyright A Book: A Definitive Guide – Tackling a fear every author shares: having their intellectual property stolen!The journey to publishing a book can be treacherous, but if you prepare yourself a dequately, and surround yourself with the right people, it can also be one of the most satisfying challenges of your life.Do you have any thoughts or questions about how to self publish a book? Drop a comment in the box below and the folks at Reedsy will get back to you.

Chronic heart disease Essay Example | Topics and Well Written Essays - 1000 words

Chronic heart disease - Essay Example This is a slowly progressing condition that ultimately acts to restrict blood flow to the heart, thus the supply of oxygen to the brain and body. More formally known coronary artery disease, the build-up of plaque in the arteries, atherosclerosis, narrows and hardens the arterial passages. Fats and cholesterol are the main substances found in plaque (â€Å"Heart Disease FAQs†, 2007). Heart diseases can also be congenital (born with the disease), caused by an abnormality of the heart valves, arrhythmia (an electrical malfunction within the heart) or a deteriorating of the heart’s ability to pump effectively because of toxins or infection (â€Å"Heart Disease†, 2005). Heart disease causes the deaths of nearly one million people in the U.S. every year, accounting for more than 40 percent of total fatalities. It is the primary cause of death worldwide among both women and men. The American Heart Association reports that â€Å"cardiovascular disease accounts for more deaths per year in the United States than the next six causes of death combined† (â€Å"Heart Disease Overview†, 2007). Nine controllable factors are the basis for almost all instances of heart disease. Diet and exercise are two and will be discussed more at length following a brief discussion of the other seven. Obesity, particularly of the abdomen, more than doubles the risk for heart disease. A large ‘tummy’ causes hormonal issues which produces high blood pressure, high cholesterol and diabetes, all of which puts the individual at greater risk. Having diabetes or abnormally high cholesterol quadruples the risk for heart disease. High blood pressure triples the risk. The moderate use of alcohol (one drink per day) actually reduces the risk for heart disease, by 12 percent for men and an amazing 60 percent for women. Drinking too much promotes heart disease. The inability to successfully manage the stresses of everyday life which

Security Risk Mitigation Policies Coursework Example | Topics and Well Written Essays - 500 words

Security Risk Mitigation Policies - Coursework Example The first option should involve different methods for making it more intricate to intercept and locate the wireless signals. This way, hackers will have a hard time locating the organization’s signal. Additionally, the other principal option will involve utilization of encryption in order to preserve confidentiality even when the wireless signal gets intercepted (Choi et al., 2008). It will also be imperative for the organization to utilize signal-hiding techniques so as to properly intercept wireless transmissions. This is because for any attacker to successfully intrude into a wireless network, they will first need to locate and identify the wireless network. This will be achieved by utilizing numerous steps that will make it extremely difficult to locate the organizations wireless access point. Therefore, the company should include some of the easiest as well as least costly methods which include turning off the service set identifier (SSID) which broadcasts by wireless access points. This will not only make it hard for hackers to have no access, but also, it will make it hard for them to access the company’s servers and download sensitive and personal materials. Moreover, assigning cryptic names to the SSIDs will also make it hard to access the organizations data. Additionally, reducing the organization’s signal will provide requisite coverage.

Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

The Red River Settlement :: Free Essay Writer

The Red River Settlement The Red River Settlement was founded by the Fifth Earl of Selkirk, Thomas Douglas, In the year 1812. He called his settlement Aissinidoia. Aissinidoia was a close knit community whose economy was built around the Hudson Bay Company. The settlement was split into two major groupings: The French speaking and predominate Roman Catholic Metis and the English speaking and predominate Protestant â€Å"country born†. The Earl of Selkirk, Thomas Douglas, bought the Hudson Bay Company in 1811 and was able to get a grant of land for 300 000km2. The Earl called this settlement Aissinidoia. The Earl hoped his settlement would attract some former Hudson Bay Company employees. He hoped the settlement would produce enough food for his company. The Metis were half-breed French/Natives. They were extremely helpful to the settlers when the first moved to the red river area. Some historians believe that if it was not for the Metis that the settlement would not have survived. Eventually the Metis allied with the North West Company who were highly opposed to the Hudson Bay Company moving in. The Nor’westers were worried that they could lose their fur supply and pemmican. In 1815 the Nor’westers tempted people to move to Upper Canada with offers of better land. The Earl of Selkirk quickly resettled the colony. Some tension between the nor’westers, with their allies the Metis, and the settlers led to violence. North West Company men and half-breeds now resorted to violence on a large scale, killing 22 in the massacre of Seven Oaks (June 19, 1816). Upon hearing of the violence the earl went to the fighting with a group of Swiss soldiers. Not only did they win the battle but also captured the Nor’westers trading post of Fort William. Other attacks followed. The result of these moves was a series of court charges and counter charges that ruined Selkirk. When Lord Selkirk's legal battles were finally settled, he returned to England. He died in France in the year 1820, just a few months before the two bickering companies resolved their differences and merged. Once Selkirk heard what happened he made his way to where the fight was happening with some Swiss soldiers. Selkirk re-established his colony and also took controlled fort William. The last fight proved to be the last straw for the fur trade companies in the area. The Red River Cart was an excellent transportation method invented by the Metis.

Returning College Students

When high school is over, many students choose to work full time or start college right away. Those students, who choose to go to start college sooner, makes the right choice because they want to get a career started as soonest possible. Seventy-five percent of students from high school decided to start college late. A long absence of no school causes no motivation for a college education. Another cause, they can have a hard time being surrounded with younger students. They can find it hard using technology such as computers, and getting into the habit studying can be a problem.Several areas, it can be difficult for such students to succeed. New college students need all the support not to find college a difficult experience. First, must students start from the bottom, which means enrollment is number one on the list, so returning students need to enroll and choose their major carefully. Many students choice their major based on a good career where they can be happy and not everythin g is about money. Many students start off with their basics and then transferred to another college/university. Other students start off right away with their associate’s degree; is a type of undergraduate degree.It requires a minimum of study of sixty semester credits. The traditional Associates degree program consists of three points: general education, major requirements, and electives. Besides the associate’s degree, all universities offers bachelor’s degree is an academic conferred by a college or university upon those who completed the undergraduate curriculum. Above the bachelor’s degree, there’s another higher degree is called master’s degree; is an academic degree granted to individuals who have undergone study demonstrating a mastery or high order of a field of study professional practice.Returning students might have a job history that would like to try a new occupation in their lives. Besides the enrollment and degrees, tuition i s a huge part of college, so returning students need to understand there’s ways to pay college. Colleges and Universities will provide a flat rate for tuition. This is a unique challenge for parents and students are making sure; they’re getting their money’s worth by taking enough classes each semester. There’s two ways to pay for your tuition. One is with financial aid; students apply at the beginning of year to get it. Financial aid pays all the classes and books for each semester.Scholarships are a great source to help them pay half of the tuition. Where to apply for scholarships? Online, school or anywhere there’s good places that can offer scholarships. Sometimes when students don’t qualify for either scholarships or financial aid, they paid their tuition with their savings. In addition, today students are allowed to use computers, laptops and recorders on campus, Therefore, returning students to college should use one these technology to help them with their assignment. A college campus can have over two-hundred computers to have access to the internet or any other sources to complete any assignments.Laptops are allowed to use in class because instructors knows best that students use laptops to work in an assignment. Other than, it can be a distraction for the teacher and for other students. Recorders are also available to use if a student has a disability to remember. Students take advantage for these opportunities and use them for their benefit to succeed in their classes. The fourth step returning students to be successful is to have a flexible schedule. Flexible schedules are for students to make it to class without struggling and have free time to get assignments done.Most students have jobs and sometimes they take morning or nigh classes. All depends on student’s availability. The most recommended for a college student is to take four classes, equal twelve hours to be a fulltime student. Some student s take five or six classes in a semester, but are really stressing and hard to handle. As a returning student, is a good way to start off with a flexible schedule with four classes. Furthermore, returning college students need good study habits to do well in their classes. Especially for freshman students, who would like to know some good study methods? One method is to form a study group to help each other.No matter what field study, don’t not worry about hanging out with old or younger students, they have the same right to learn. Other classmates can learn from each other. Another study method, whenever college students take an exam, they always study at least four hours of the material. Make sure to take good notes in class, pay attention and read the chapters twice every night. The last method, make sure to find a good quiet place to study with no distractions around the area. Like at home it can be difficult to study because you have TV’s, video games and other en tertainment systems; that a house can hold.But one great place to study it can be a library or study rooms from campus. Another place it would be a good peaceful park, to enjoy the fresh air and a good view for a small break. Overall, a college education can be hard and expensive. But the end, everything will be worth it with excellent opportunities later on in life. Just remember hard work always pays off at the end. Never is too late to start a college education. These five steps can help an older student prepare for a new college life and help them to become a successful student.