Attention Deficit Hyperactivity Disorder ( Adhd ) - 948 Words

What do Ryan Gosling, Michael Phelps, and David Blaine all have in common? Their success? Their gender? Their amazing bodies? Although they do share these similarities, they also have another aspect to their lives which impacts them everyday. All three of the celebrities have Attention Deficit Hyperactivity Disorder. ADHD is a mental disorder which affects millions of people from all ages. It affects the brain and typically includes attention difficulty, hyperactivity, and impulsiveness. Typically beginning in childhood, ADHD can last a lifetime. Notably, boys are more than twice as likely to be diagnosed with ADHD than girls. Unfortunately, there is no cure for the disorder. ADHD contributes to difficulty at school or work, problems with†¦show more content†¦So far, there is no cure, the number of people that deal with this disorder is not going to drastically decrease. The people with ADHD coping with the challenges of the disorder are not the only ones that are affected; friends, family, teachers, etc. are also finding ways to accustom to the student’s, friend’s, or family member’s differences. I believe it is important to cover the effects of ADHD on family dynamics because that is where an individual spends a majority of their time, and that is the environment where people develop. There are a few other important and major questions that I would like to figure out and answer. First question, what are the different kinds of symptoms? There are people out there that might not be completely educated or aware of ADHD. Thus, he or she might not know he has ADHD because he is unsure what his symptoms mean. With an increase of knowledge, people can get help and better their conditions. Next question, what are the causes of ADHD? Is there only one cause or are there several causes? That goes to my next question, is ADHD genetic? If so, are people born with the disorder? Having ADHD and documenting his experiences while growing up with the disorder, Blake S. Taylor is a reliable source for describing what it is like dealing with ADHD. In his memoir, ADHD

Mobile Security and Why it’s important Free Essays

Commonplace so developers had to build in security from the start†¦. Storing surnames and passwords in plain text on the device is a rookie mistake. † (Prince, 2010) Rooting and Jail breaking is a process where users tamper with a device allowing them to bypass any restrictions that were put on the phone to prevent the end user from having access. We will write a custom essay sample on Mobile Security and Why it’s important or any similar topic only for you Order Now After rooting or Jail breaking a device the user obtains superset access rights. These rights allow for full control and customization which also makes the device more susceptible to attack. (Hang, Wright Samurai’s, 2014) Security And Why It’s Difficult Although security is an important factor in development it is sometimes hard to get developers to focus on security. Competitive pressure to deliver more functionality at a lower cost is one force that works against improving security. Grabbing market share as soon as possible also slow developers urge to improve security. (Halibut, Voss, Miller, 2011, p. 10) Many Application Developers are most concerned in an app being secure enough to not bring their system down. Therefore, fixing the security of APS is somewhat challenging. Recent reports show that up to 80% of APS fail to employ with security standards. Using data fertilization will keep devices that are lost or stolen from leaking valuable data. The Bureau of Alcohol, Tobacco, Firearms and Explosives’ Office of Science and Technology are preparing to begin its own development of mobile APS for use by employees that would be more secure than APS available to the public. (Curran, 2012) Security, What Can Be Done Mobile application security should not simply focus on data and applications. Mobile platforms are used in various new settings and impact users in ways that could never apply to a PC. An attacker could compromise systems connected to mobile devices through vulnerabilities identified at any point (Line, Hang, Wright, Samurai’s, 2014, p. 22) Some researchers focus on analysis, detection and evaluation of malicious applications while others focus on designs meant to improve data security. Controlling permission usage or isolating the execution environment is two examples of such. (Hang, Wright Samurai’s, 2014) Fortunately, the UN-trusted entry points to an application are limited to the particular platform features you choose to use and are secured in a consistent way. Android applications do not have a simple main function that always gets called when they start. Instead, their initial entry points are based on registering Activities, Services, Broadcast Receivers or Content Providers with the system (Burns, 2008, p. 5) Developers should assume that an attacker will install the device on their phone and then be able to inspect the application. By Jail breaking their phone it allows the attacker to retrieve the actual code making it easy for them to plan their attack. (Prince, 2010) Information leakage must be curtailed during the architecture phase and managed with strict controls in plowmen. Rouse, 2009, p 44) Developers need not only consider how to keep users data safe but to deal with power usage and memory consumption. You cannot allow mallard to access your applications special permissions. (Burns, 2008) In conclusion, Security for mobile devices is something users and developers need to take more seriously. Developers must understand that m aking sure an application is great is top priority but security for those applications can be Just as important. Should there be more strict submission rules for security to force developers to make security a priority? Mobile Application Developers Face Security Challenges. Retrieved August 28, 2014. Rouse, March 23, 2009, Securing Mobile Applications Illuminating Mobile Threats, HTTPS://www. Spas. Org/index. PH? Title=The_future_of_mobile:_developing_secure_mobile_applications=57231 Appendix A: Critical Thinking Six Steps Used to Draft Your Paper Compose your reflections below. Attitude towards this assignment. I was overwhelmed at first but I took a breath and just followed the suggested path in the instructions for the assignment. Step 2. Focus on the accuracy of the assumptions and conclusions. I followed the assignment instructions and highlighted them on my printed out sheet as I completed each necessary step. Step 3. Break the problems into workable parts. I broke this into easily tackled parts by following each step of the instructions. I would worry about each section at a time and tried to keep my mind off the length of the entire paper and Just worked on each section as necessary and then move onto the next. Good strategy. Step 4. Do not guess or Jump to conclusions. I printed out the material for Unit 5 Assignment and highlighted as each step was completed. I used the grading criteria to hopefully achieve a distinguished grade. Step 5. Employ meaningful self-dialogue throughout the process, including written or drawn prompts as well as spoken words. I printed out my previous â€Å"draft† from Unit 4 and further organized the information, expanding on this information also. I highlighted all referenced material to make sure I did not use the information in more than one section. I also made a lot of notes on the Unit 5 assignment instructions making sure not to forget all that I needed to do. I have a copy of this assignment open as well as to not forget the instructions. Great strategies! Step 6. Briefly describe what it felt like to go through the process. I enjoy going through the critical thinking process. It really helps me slow down and do things one at a time. Highlighting each step as I complete it and using the grading charts have really helped me in this course to not only know what is expected of me to get a distinguished grade but also so that I do not leave out vital information or miss important steps. 0 Appendix B: Critical Thinking Six Steps Used to Revise Your Paper (Unit 6) Step 1. Demonstrate a positive attitude toward solving a problem. I tried to keep a positive attitude throughout this research paper. I became a little frustrated after reading my peer reviews. I wasn’t sure that some of the suggestions I received were good. I calmed down and Just decided to ask. Step 2. Focus on the accuracy of the assumptions and conclusions. I was unsure about some of the suggestions that were given to me by my peers because of instructions that were given to us. I make sure to read all instructions and know that I’m doing what I’m supposed to but I didn’t want to completely throw my peers suggestions out so I wanted to make sure and asked. Step 3. Break the problems into workable parts. I broke this assignment into workable sections by picking one thing to focus on then going to the next. For example I started by reading everyone’s feedback. I then broke it up and went through my paper first, fixing any spelling mistakes. Next I fixed any citation mistakes that needed corrected. I went over my paper several times working I did not guess or Jump to conclusions. I read all instructions more than once to make sure I was doing what I was supposed to. When I was unsure of a peer’s suggestions I asked. Step 5. Employ meaningful self-dialogue throughout the process, including written or drawn prompts as well as spoken words. I printed out all feedback and wrote myself notes accordingly. I highlighted all adjustments/notes as I completed them to make sure I didn’t forget anything. Step 6. Briefly describe what it felt like to go through the process. I thoroughly enjoy using the critical thinking process. It helps me to ensure Vie done what is expected of me to get a good grade and understand exactly what I’m doing. Instructions when you are finished finalizing your paper for Unit 6, assignment 1 : How to cite Mobile Security and Why it’s important, Papers

Reading Philosophies Essay Example

Reading Philosophies Essay Reading Philosophies Katy J. Kaldenberg Grand Canyon University: EED-470 Curriculum, Methods and Assessment: Literacy and Language Arts K-3 Monday, March 11, 2013 Reading Philosophies Chart Reading Philosophy| Brief Description| Reading Activities| Reading Assessments| Constructivist Reading Instruction| Constructivists view the student as an active participant in the learning process who constructs a personal meaning from each experience (Ying-Tien Chin-Chung, 2005). One Constructivist reading activity for teaching a student a new word is that the student is taught to use picture cues to learn to read (Ying-Tien, Chin-Chung, 2005). For example, if the student cannot read a word, he or she is taught to look at the picture then go back and to the word and guess the meaning. Another activity for constructivist reading instruction would be that the teacher would have students work in small groups to discuss a book that was read to the class. The small groups of students may then also create their own story. Constructivist reading assessments would include the teacher collecting daily performance samples of work, observing and recording student’s behavior, audio and videotaping students in different situations, and building a portfolio filled with information about each student (Ying-Tien Chin-Chung, 2005). The evaluation process is for the teacher, parent, and child. Conferences can also be held to discuss progress. | Explicit Reading Instruction| Explicit reading instruction is teacher directed (Goeke, 2009). The teacher uses explanation and demonstration to teach specific reading skills and strategies (Goeke, 2009). The teacher also provides corrective feedback to his or her students as the students attempt to apply the new knowledge (Goeke, 2009). | An example of explicit reading instruction would be that the teacher would state the sound and spelling of a specific letter-sound correspondence and then demonstrate by modeling how to read words that include that feature to the class (Taylor, Peterson, Pearson, Rodriguez, 2002). The students then would practice but only after the teacher has modeled the process first. A second example of explicit reading instruction would be to teach decoding to students that have deficits in word reading. A third example of explicit reading instruction would be having students use the mnemonic DISSECT (Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary) to read unknown words (Adams Engelmann, 1996). The teacher would teach each strategy step explicitly (Adams Engelmann, 1996). We will write a custom essay sample on Reading Philosophies specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reading Philosophies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reading Philosophies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer An important part of explicit reading instruction is that the teacher always describes the strategy, provides the rationale for its use, and states how and when to implement a strategy explicitly to the students and the instruction is always implemented systematically (Adams Engelmann, 1996). | Explicit reading assessments would include having student answer multiple-choice questions about selected text passage; decoding assessments can also be given (Taylor, Peterson, Pearson, Rodriguez, 2002). One example of a decoding assessment would be that the student is given isolated words one at a time, and the student is asked to say the word aloud. The words selected for a decoding assessment should be words that are within the student’s spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words (Goeke, 2009). Another type of assessment is that of standardized tests such as the Diagnostic Assessments of Reading (DAR) and the Florida Assessments for Instruction in Reading (FAIR). | Reading Philosophies Summary The educational realm is not free from disputes. Disputes on reading instructional practices have been ongoing for more than half a century. On one side of this debate is composed of those who believe that students learn best when they are able to discover and construct the essential information for themselves. This type of instruction is often called student-centered or constructivist instruction (Confrey, 1990). On the opposite side of this debate are those who believe that students only thrive when full, explicit instruction is given and student should not have to discover essential content (Goeke, 2009). This type of instruction is often referred to as direct or explicit instruction (Goeke, 2009). When speaking about reading instruction, this debate has often been coined as the â€Å"reading wars†. Constructivist Reading Instruction is derived from the theory of constructivism. One could assume that constructivism is derived from Piaget’s own reference to his views as being a â€Å"constructivist† or possible from Bruner’s description of learning discovery as â€Å"constructionist† (Gruber Voheche, 1977). Some other terms that have been used to reference a constructivist way of learning include generative learning, situated learning, authentic learning, and educational semiotic (Wittrock, 1985; Cunningham, 1992). Constructivists believe that all learning should be student centered. They think that knowledge is obtained only during a meaning-making search where the student is involved in the process of constructing their own interpretations of their experiences. Constructivist generally agree that students much construct their own learning, all new learning is dependent on the student’s existing understanding, social interaction plays a critical role in learning, and authentic learning tasks are necessary for learning to be meaningful (Bruning, Schraw, Ronning, 1995; Pressley, Harris, Marks, 1992). According to constructivists, in order for a student to construct new meaning he or she needs to make every effort to make sense of all new experiences and then must relate those to experiences to what is already known (Confrey, 1990). Constructivists also claim that a catalyst for acquiring knowledge is dialogue and social interaction facilitates understanding (Brown, 1994). Constructivist teachers aim to provide cooperative learning tasks and peer tutoring for their students. Constructivist teacher often believe that students learn faster when they are actively involved in dialog with their peers about significant problems (Brooks Brooks, 1993). The constructivist classroom would be filled with students roaming about the classroom obtaining supplies, conferring with peers or the teacher, and working on self-directed projects (Brooks Brooks, 1993). Constructivist teachers pride themselves in asking big questions, providing time for student to think and explore to find answers (Brooks Brooks, 1993). In an actual classroom, there are many flaws involved in practicing constructivist instruction. The first major problem is that often only the brightest students make the discovery that is needed (Pace, 2011). Another issue is that many students become frustrated. This frustration many cause some students to disengage and other students may simply copy whatever their peers are doing regardless in either case the students never actually discover anything (Pace, 2011). A third issue is that some students may believe they have made a discovery but in fact, they have only learned a misconception (Pace, 2011). These misconceptions can then interfere with future learning and problem solving (Pace, 2011). Studies have shown that once a student has believed one of these misconceptions that even after they have been show the correct answer they are still likely to recall the original discovery and not the correction (Pace, 2011). Along with the above four issues studies have shown that constructivist instruction can result in an increase in achievement gap (Pace, 2011). Decades of research has validated that explicit instruction is much more effective for reading instruction when compared to constructivist reading instruction. Kirschner, Sweller, and Clark (2006) states, â€Å"After a half-century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance. Kirschner, Sweller, and Clark (2006) also reports, â€Å"†¦ Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge. † Research has shown that when teaching new skills and content to students, providing explicit instructions accompanied with practice and feedback is more effective than requiring student s to discover many aspects of what they are to learn (Hall, 2002). Explicit instruction is teacher directed. The teacher provides the students with a full explanation of the new skill or concept that the student is required to learn (Hall, 2002). The teacher also uses a variety of accommodations such as lecturing, modeling, videos and other media, and demonstration to provide the students with proper guidance (Hall, 2002). Students need to be explicitly shown what to do and how to do something first and then they need to be given the opportunity to practice doing it while they receive corrective feedback from the teacher (Hall, 2002). Extensive research supports explicit instruction’s success as an evidence-based practice. Adams and Engelmann (1996) found thirty-seven research publications validating the effectiveness of explicit instruction. These research publications all reported that explicit instruction had a significant outcome on reading instruction. Research also found explicit instruction to be as valuable for typical students, as for students with disabilities. The National Follow-Through Project studied multiple models of instruction to determine the most effective instructional models for students who were economically disadvantaged (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). The results concluded that children who received explicit instruction in literacy and mathematics scored above those taught with other approaches. An additional result was increased self-esteem due to success in school (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). The National Follow-Through Project belonged to a group of studies on teacher effectiveness, which determined that explicit instruction effectively taught students what they needed to learn (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). Baumann and Duffy (2001) reported on five years of research that showed that reading skills and strategies are most effectively taught with systematic and explicit instruction. In conclusion, explicit instruction is vital for initial instruction in skill acquisition (Goodman, Goodman, Hood, 1989). This is especially the case for struggling readers, who often require intense support to acquire reading skills (Goodman, Goodman, Hood, 1989). Beginning reading instruction should emphasize explicit instruction, particularly for phonics instruction (Goodman, Goodman, Hood, 1989). Constructivist instruction is important when generalizing skills to other contexts (Goodman, Goodman, Hood, 1989). It can also be used when children explore children’s literature. Story structure can be taught with constructivist instruction and may be more meaningful to children than teaching it explicitly (Goodman, Goodman, Hood, 1989). The Whole Language Movement is built upon Constructivist principles (Goodman, Goodman, Hood, 1989). References Adams, G. and Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Brooks, J. G. Brooks, M. G. (1994). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Brown, A. L. (1994). The advancement of learning. Educational Researcher 23: 4-12. Bruning, R. H. , Schraw, G. J. Ronning, R. R (1995). Cognitive psychology and instruction, 2nd ed. Englewood Cliffs, NJ: Prentice Hall. Baumann, J. F. , Duffy, A. M. (2001). Teacher-research methodology: Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher N. Noddings (Eds. ), Constructivist views of the teaching and learning of mathematics (Journal for Research in Mathematics Education, Monograph No. 4, pp. 107-122). Reston, VA: National Council of Teachers of Mathematics. Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic. Educational Psychology Review 4: 165-194. Goeke J. L. (2009). Explicit instruction: Strategies for meaningful direct teaching. Boston: Merrill/Pearson. Goodman, K. , Goodman, Y. Hood, W. (1989). The whole language evaluation book. Portsmouth, NH: Heinemann. Hall, T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved Wednesday, March 13, 2013 from http://aim. cast. org/learn/historyarchive/backgroundpapers/explicit_instruction. Kirschner, P. A. , Sweller, J. , Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75–86 Pace, D. (2011). Best practice: The use of explicit instruction and culturally responsive teaching. Insights on Learning Disabilities, 8(2), 5-14. Pressley, M. , Harris, K. R. , Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review 4: 3-31. Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262–268. Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28(3), 259. Taylor, B. M. , Peterson, D. S. , Pearson, P. D. , Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the â€Å"how† as well as the â€Å"what† in effective reading instruction. The Reading Teacher, 56, 270–279. Wittrock, W. C. (1985). The generative learning model and its implications for science education. Studies in Science Education 12: 59-87. Ying-Tien, W. , Chin-Chung, T. (2005). Effects of constructivist-oriented instruction on

Free Essays on Womens History

For centuries, women were considered to be weaker than men. They were thought of as squeamish, and unable to perform tasks requiring muscle or intellect. Therefore, men acquired the â€Å"tougher,† more muscle-related jobs. Because of these views, for many centuries women were left in the home, left with no options but to cook, clean and take care her family. However, over the turn of the 19th century, women began to fight back, rioting and picketing, proclaiming their rights. How Women Were Discriminated Against Being thought of as the weaker sex kept a great majority of from accomplishing many things. Women were not allowed to vote, because men thought of the female to be intellectually inferior to him. In the first several decades of the United States, women were not allowed to own property, make a contract, to sue, or to be sued. In certain work areas a female was not permitted to work more than eight hours or to earn the same wage as a man doing the same job. Women were also unable to hold many professional vocations. A pregnant woman was often denied the option of abortion, unless her life was at stake. Often, when a woman was claimed harassment, people viewed her as crazy, or that she brought it upon herself. In early America young girls and women were also unable to pursue their dreams of an education. Of course, with no education, a lady was ineligible to hold any type of political office. Before women’s suffrage, a woman was practically incapable of doing anything other tha n cooking, cleaning, and taking care of her family. Women’s fight to stop sexual discrimination By 18th century, women had begun to speak up and organize. In 1848, the first women’s rights meeting was held in New York. The main issue was women’s suffrage, or the right for them to vote. For many years, thousands of women fought for the right to vote, among them was Susan B. Anthony, Alice Paul, and Lucretia Mott. â€Å"Some battle for woman s... Free Essays on Womens History Free Essays on Womens History For centuries, women were considered to be weaker than men. They were thought of as squeamish, and unable to perform tasks requiring muscle or intellect. Therefore, men acquired the â€Å"tougher,† more muscle-related jobs. Because of these views, for many centuries women were left in the home, left with no options but to cook, clean and take care her family. However, over the turn of the 19th century, women began to fight back, rioting and picketing, proclaiming their rights. How Women Were Discriminated Against Being thought of as the weaker sex kept a great majority of from accomplishing many things. Women were not allowed to vote, because men thought of the female to be intellectually inferior to him. In the first several decades of the United States, women were not allowed to own property, make a contract, to sue, or to be sued. In certain work areas a female was not permitted to work more than eight hours or to earn the same wage as a man doing the same job. Women were also unable to hold many professional vocations. A pregnant woman was often denied the option of abortion, unless her life was at stake. Often, when a woman was claimed harassment, people viewed her as crazy, or that she brought it upon herself. In early America young girls and women were also unable to pursue their dreams of an education. Of course, with no education, a lady was ineligible to hold any type of political office. Before women’s suffrage, a woman was practically incapable of doing anything other tha n cooking, cleaning, and taking care of her family. Women’s fight to stop sexual discrimination By 18th century, women had begun to speak up and organize. In 1848, the first women’s rights meeting was held in New York. The main issue was women’s suffrage, or the right for them to vote. For many years, thousands of women fought for the right to vote, among them was Susan B. Anthony, Alice Paul, and Lucretia Mott. â€Å"Some battle for woman s...

Calculate Federal Income Tax

Calculate Federal Income Tax The average American wants to share as little of his or her earnings with Uncle Sam. How does the saying go? Don’t tax you. Don’t tax me. Tax that man behind the tree. Gnawing on a worker’s wages, income tax is an everyday example of percent decrease at work.   This article focuses on using percents to calculate disposable income, the amount of money that remains after paying federal income tax. How to Calculate Income Tax When you get that first real job and learn that you’ll have an annual salary of $36,000, realize that you don’t have $3,000 a month to spend.Let’s say that your income tax rate will be 5%. What will be your disposable income?1. Find the amount of taxes that you’ll pay.36,000 * .05 $1,8002. Subtract the amount of taxes from your income.$36,000 – $1,800 $34,200Disposable Income:   $34,200Disposable Income per Month: $34,200/12 $2,850  Ã‚     Don’t run out and get a mortgage and car note that total $2,500 a month. Otherwise, you will be the hungriest person living the American Dream. Exercises Answers and Explanations Use each annual salary and tax rate to calculate disposable income.1. Annual salary: $350,000Federal income tax rate:   28%Disposable income: 2. Annual salary:   $10,000Federal income tax rate: 5%Disposable income: 3. Annual salary:   $80,500Federal income tax rate:   10%Disposable income: 4. Annual salary: $175,000Federal income tax rate: 23%Disposable income:   5. Annual salary: $50,400Federal income tax rate:   10%Disposable income: 6. Annual salary: $93,550Federal income tax rate:   18%Disposable income: 7. Annual salary:   $27,950Federal income tax rate:   5%Disposable income:

Evaluations and Assessments Essay Example | Topics and Well Written Essays - 500 words

Evaluations and Assessments - Essay Example The purpose of these assessments is to ensure that students are acquiring the essential skills, concepts and subject knowledge in social studies; that they have the opportunity to engage in a broad range of social topics that include civics, economics, geography, history, and general social studies skills. The plan is to eventually these across the state by 2008-09 in order to measure student learning in social studies. 9 CBAs are targeted for elementary school. They are believed to be better able to assess the subject as compared to standardized multiple choice and short answer questions for instance as well as have other advantages. The main component of the CBA is the rubric page. This details how a student can reach proficiency for the particular assessment. Besides this, the CBA mentions support materials, provides a student checklist, suggested resources etc. Both formal and informal assessments are similar in that they seek to provide a measure of student performance, usually as a summative assessment of learning. However, formal assessments are conducted under stricter exam conditions because their scores are noted on the student records. On the other hand, informal assessments are typically used to provide students with practice for the real formal assessments and may not be conducted under such strict conditions. The CBA issued by the Office of Superintendent of Public Instruction are formal assessments. Any other student assessments conducted entirely by the teacher would be considered as informal. The Content and Regional Focus for GLEs for grade 1 is based as Families and the concepts of near and far, now and then; for grade 2 is based on Community and the same concepts. A simple example of a pre-assessment question is given below. Another question could test the student’s knowledge and understanding of a

Mid Term Exam (there are 4 questions) Scholarship Essay

Mid Term Exam (there are 4 questions) - Scholarship Essay Example The sum of these roles covers all aspects of managerial performance though Mintzberg was careful enough to state that they might not describe the process of managing comprehensively. Mintzberg (1973) defines the role as "a set of certain behavioral rules associated with a concrete organization or post" (p.36) and groups the manager's roles into the three large blocks: interpersonal, informational and decisional. Each of these blocks consists of several roles: Figurehead - involves obligation of manager to act as symbolic head performing many routine duties (social or legal). This role is inspirational and activities associated with it are not central to the manager's job. Leader - involves responsibility for motivating of employees and also staffing, training, development and associated duties. This role is especially important during organization of group: it facilitates adequate integration between organizational goals and individual needs of subordinates. Each of these roles is important and may be viewed as the most essential for a manager under a specific set of circumstances. Therefore, ranking them in order of importance is a very difficult task. One possible way to fulfill this task is to use the existing models of managerial work as the basis. Thus, one of the most popular models of management known as POLCA includes planning, organizing, leading, controlling and assessing (Morgan, 1986). This model suggests that Mintzberg's roles may be ranked as follows: Resource allocator (planning), Liaison (organizing), Leader/Figurehead (leading), and Monitor (controlling and assessing). However, when an organization faces inevitable changes other roles such as Disseminator or Disturbance handler may be more important than others. 2. Managers sometimes make poor decisions because of cognitive bias in their decision-making process. Discuss three of the four sources of bias that can adversely affect the ability of managers to make a good decision, and illustrate each of them with a realistic business decision-making situation. Cognitive biases represent a broad group of observer effects that often distort our perception of phenomena related either to external environment or inner world of human being. There are several categories of