Implementation of assessment for learning

Although as instructors we use many pupil activities and learning methods in our schoolroom instruction, all pupils in the category do non to the full achieve the larning aim of the lesson. Therefore, appraisals may be employed for the intent of measuring pupil attainment, be aftering future work, delegating pupil classs and comparing public presentation. There are many types of appraisal that we use for this intent. Summative, formative and ipsative are some of the appraisals that are normally used among the instructors. Summational appraisal is an appraisal which is often used at the terminal of a lesson or a peculiar period for ‘summarizing the accomplishment position of a pupil ‘ ( Sadler, 1989, p. 120 ) . Although it gives us feedback about the pupils ‘ capable cognition, sometimes it is excessively late therefore action can non be taken to better the acquisition of the pupil. More seriously instructors continue without truly detecting the existent reverse of the kid, therefore the demand of a more effectual rating tool arises. Black & A ; Wiliam ( 1998a ) province that â€Å" Assessment for larning † which is besides known as â€Å" Formative Appraisal † is one of the cardinal factors that helps the pupils to better their criterion of accomplishment. The chief focal point of this essay is how assessment for larning can be used in an effectual manner in mathematics lessons. First I will briefly define appraisal for larning. Then I will supply an overview of the chief stairss involved in the execution and the attacks to better the quality of appraisal for acquisition and eventually this paper will concentrate on the alteration of the function of the instructor and the pupil. The thoughts in this essay are aimed at bettering the quality of mathematics learning by utilizing appraisal for larning in the most effectual manner.2. Definitions of Assessment for Learning/ Formative appraisalAppraisal for acquisition is defined by a figure of research workers over the past old ages. Sadler ( 1989, p. 120 ) defines appraisal for larning as an appraisal that ‘ is concerned with how judgement about the quality of pupil responses ( public presentations, pieces, or plants ) can be used to determine and better the pupil ‘s competency by short-circuiting the entropy and inefficiency of trial-and -error larning ‘ . Tunstall & A ; Gipps ( 1996, p. 389 ) besides takes a similar position by proposing that formative appraisal is a ‘process of measuring, judging or measuring pupils ‘ work or public presentation and utilizing this to form and better their competency. In mundane schoolroom footings this means instructors utilizing their judgements of kids ‘s cognition or understanding to feed back into the instruction procedure and to find for single kids whether to reinterpret the task/concept, to give farther pattern on it, or travel on the following phase ‘ P. J. Black ( 2003, p. 2 ) explains the basic qualities in this appraisal as: ‘an appraisal activity can assist larning if it provides information to be used as feedback by instructors, and by their pupils in measuring themselves and each other, to modify the instruction and acquisition activities in which they are engaged. Such assessment becomes formative appraisal when the grounds is used to accommodate the instruction work to run into learning demands ‘ . He elaborates further and says that appraisal for larning occurs several times in every lesson therefore it is an â€Å" built-in and intimate portion of a instructors day-to-day work † ( P. J. Black, 2003, p. 2 ) In the visible radiation of the definitions given above, appraisal for acquisition can be described as a procedure of judgment and measuring the pupil public presentation and supplying feedback for the betterment of the acquisition procedure. The feedback is used to measure and modify the instruction techniques to run into the acquisition demands, so that the instructor can judge the pupil ‘s cognition and make up one's mind on the following measure to better the pupil competences.3. Execution of Assessment for larningConsciously or unconsciously instructors continuously assess their pupils while learning. But for proper opinion to be made and for the opinion to be helpful in the learning procedure of the pupil, the appraisal needs to be done in a peculiar mode. It is of import to place the cardinal factors in execution of appraisal for larning for it to be productive. Therefore the execution procedure is divided into four subdivisions: scene and sharing ends, roll uping ground s, construing grounds and make up one's minding the following measure. Each subdivision is non reciprocally sole but for easiness of elucidation I have separated them.3.1 Setting and sharing endsWhen be aftering the lesson it is the instructor ‘s duty to put clear learning ends ( aims ) . Harmonizing to Lee ( 2006 ) larning nonsubjective may be a short phrase or a sentence. It is so a challenge for the instructor to put out aims because she needs to take into history the course of study, scrutiny course of study and the pupils ‘ anterior cognition. Most significantly the aims need to be shared with the pupil every bit good. In making so both the pupil and the instructor acquire a clear image of what should be attained by the terminal of the lesson. It is of import to follow up the aim and it makes it easier for the pupils to measure their advancement of attainment. Lee ( 2006, p. 45 ) notes that ‘it is of import that the acquisition aims are shared with students an d that they are discussed in the start, during and at the terminal of the lesson, and that the students can mention to them during the lesson ‘ . This gives the pupil the chance to supervise themselves as they progress. Puting clear aims is of import for the instructor every bit good. P. J. Black ( 2003, p. 91 ) points out that the instructors are cognizant of what they want the pupils to larn, they are able to happen ‘what the ‘gap ‘ was between the province of the pupils ‘ current acquisition and the acquisition end and to be able to supervise that spread as it closed ‘ . It is of import to put command ( larning ) ends instead than public presentation ends. P. Black & A ; Wiliam ( 1998a, p. 22 ) reveals the consequences in a survey done with the 3rd and 6th classs mathematical job work outing. Newman and Schwager ( 1995 ) did this survey where one group was given the end of larning which had emphasised on the apprehension of the method of work outing the job ( ‘this will assist you to larn new things ‘ ) whereas the other was given public presentation ends where the chief importance was finishing many jobs right ( ‘how would you assist us to cognize how smart you are and what sort of class you will acquire? ‘ ) . When the two groups were compared the public presentation end pupils showed maladaptive inquiring forms. Therefore when larning ends are given, the kids concentrate more on get the hanging the larning facet instead than obtaining the concluding replies. Yorke ( 2003, p. 488 ) provinces that pupils who work to larning e nds, would recognize failure as undertaking information ‘to be assimilated or accommodated ( utilizing Piagetian nomenclature ) , whereas for kids working to public presentation ends it was a oppressing blow ‘ . Harmonizing to Lee ( 2006 ) as aims are broader and frequently generic, it can be broken down in to simpler stairss and made more specific to the lesson. These stairss are called success standards. Success standards should be planned in progress by the instructor by closely analyzing the standards the pupil should get the hang. In another case the instructor could acquire the pupils to research and discourse the acquisition aim and acquire the kids to partake in puting up the success standards so that the pupils have ownership of the success standards. When the pupil progresses along the list, get the hanging each success standard they bit by bit achieve the acquisition nonsubjective and most significantly they are cognizant of their acquisition advancement. It helps the pupils to construct up their assurance in acquisition, particularly in mathematics as get the hanging one mathematical subject would affect get the hanging in a series of mathematical operations and processs beforeha nd. ‘Pupils in cognizing what they are larning, how good they are larning and that they are larning and hence are of import in assisting the students know that they are successful scholars ‘ ( Lee, 2006, p. 49 ) . Lee ( 2006, p. 47 ) gives an illustration of utilizing larning aims and success standards in learning Pythagoras theorem. Learning nonsubjective Success standards To larn about Pythagoras ‘ theorem To larn more about the usage of Pythagoras ‘ theorem I know what a right angle trigon agencies I have: Carefully drawn three different right angled trigons drawn a square against each side, doing certain each angle is a right angle found the country of each of the three squares and set them in a tabular array inquire one other individual for the countries of their squares and put those in my tabular array found a relationship between the country of the squares and stated it utilizing algebra. I know what a square root is I can: State Pythagoras ‘ theorem and cognize which sides of the trigon the missive refer to Use it to cipher the hypotenuse of 5 different right-angled trigons with different orientations use it to happen a short side of 5 different trigons use it to happen the tallness of 2 isosceles trigons. As it is shown in the above illustration the aim of larning Pythagoras ‘ theorem is rather general and it is larning oriented. By interrupting down the aims into success standards it is made more specific to the lesson. The kids foremost learn what a right angled trigon is so draw squares on each side. Then they would happen the country of each square, put them in a tabular array and obtain informations from other pupils as good. Then they would happen the relationship between the countries and eventually come up with the algebraic look. At the terminal of the lesson the pupils can reply the inquiry whether they have mastered the Pythagoras ‘ theorem by mentioning to the success standard. As an illustration: Do I cognize what a right angled trigon is? What have I learnt about Pythagoras ‘ theorem? Harmonizing to Lee, the acquisition undertaking is achieved by get the hanging a sequence of success standards. Students can construe the standards in different ways. Wiliam ( 2005 ) supports this position by stating that ‘the words do non hold the significance for the pupil that they have for the instructor ‘ ( p.29 ) . He suggests that the pupil should be given clip to believe and discourse as to what the ‘criteria ‘ truly average. Therefore, it is really of import for the instructor to cognize whether the kids are deriving the needed cognition at each phase or whether they are able use the cognition in a different environment. One manner we can get the better of this is by acquiring them to make some illustrations at the terminal of the success standards. For illustration: which one of the trigons make a right angled triangle? A- 6cm, 8cm, 10cm B- 3cm, 2cm, 4 centimeter C- 5m, 12m, 13m When this sort of a inquiry is given, the pupils can utilize the cognition of Pythagoras theorem to reply so that the instructor gets a feedback as to whether they have mastered the standards. However, naming out the standards may restrict the cognition gained by the pupil to a specific way and degree. It may be more appropriate to allow the pupil experiment with the information and happen their way of acquisition, giving them the autonomy of make up one's minding the bounds so that some pupils may be able to larn more than the listed standards. For an illustration: the instructor could inquire them to look into whether Pythagoras theorem is valid for semi-circles drawn on the sides of the trigon. Then widen it to different forms such as isosceles trigons, Pentagons etc. Then steer the kids to research so that they could come up with a broader thought of the theorem.3.2 Roll uping groundsThe instructor needs to hold a elaborate cognition of the abilities and the ‘developmental demands ‘ of the scholar to help the pupil to ‘move to the following phase of their development ‘ ( Harris, 2007, p. 253 ) . Teachers must be after the lesson good because in formative appraisal, the accent is on ‘how I am traveling to learn this and what are pupils traveling to larn? ‘ instead than on ‘what am I traveling to learn and what are the students traveling to make? ‘ ( P. Black, Harrison, Lee, Marshall, & A ; Wiliam, 2002, p. 19 ) . It is besides of import to research the pupil ‘s thought before reasoning that the pupil ‘understood ‘ because really frequently what kids ‘understand ‘ is non the same as what the instructor intended to learn. Thus ‘assessment is the span between learning and larning ‘ and choice inquiries give instructors this ‘window into believing ‘ ( Wiliam, 2005, p. 22 ) . In two inquiries used in the Third International Mathematics and scientific discipline survey ( TIMSS ) , though the inquiries were similar the success rates were different. In Israel, 88 % of the pupils answered the first inquiry right, while 46 % answered the 2nd right, with 39 % taking response ( B ) . The ground for this is that many pupils develop a construct that ‘the largest fraction is the 1 with the smallest denominator and vice-versa ‘ . Although this leads to the right reply to the first inquiry, it does non take to the right reply to the 2nd inquiry. Furthermore if we add 46 % and 39 % it is really near to 88 % which provides grounds that many pupils who got the first inquiry right may hold used the wrong scheme. Therefore, a pupil replying a inquiry right does non ever intend that the pupil perceptual experience matches the instructor ‘s. Thus the inquiries should be good planned and rich in substance. However a ‘rich inquiry ‘ would non mer ely supply what the pupil can make, but besides what needs to be done following, to broaden or intensify understanding ‘ ( p23 ) . Item 1 ( success rate 88 % ) Which fraction is the smallest? a ) a†¦Y6 B ) a†¦Ã¢â‚¬  degree Celsius ) a†¦Ã¢â‚¬Å" vitamin D ) a†¦Y2 Item 2 ( success rate 46 % ) Which fraction is the largest? 4/5 B ) A? degree Celsius ) 5/8 vitamin D ) 7/10 ( Wiliam, 2005, p. 21 ) Wiliam ( 2005 ) describes the resolution of the undermentioned brace of coincident equations: 2a = 24 a + B =16 Many pupils found this hard and the instructors might reason that the kids need aid in work outing equations in this kind, but it was found that the trouble was non with the accomplishments but their beliefs that each algebraic missive stands for a different figure. Thus it is of import to utilize inquiries that ‘reveal unintended constructs ‘ ( Wiliam, 2005, p. 22 ) if we intend to better pupils ‘ mathematical thought. Lee ( 2006 ) notes that inquiring inquiries that enable pupils to believe and research so that misinterpretations of the constructs are revealed is an of import portion of appraisal for acquisition. Children should be encouraged to listen to the thoughts of others and ‘support one another to develop a common apprehension ‘ ( Lee, 2006, p. 51 ) . Challenging inquiries should be given so that pupils would hold to believe a great trade and take hazards when replying. Lee states that even when inquiries could be answered rapidly it can be explored at length by the altering inquiring manner. For illustration: alternatively of inquiring, â€Å" Are all premier Numberss uneven Numberss? † which requires a yes/no reply, the instructor can border the inquiry as a statement – â€Å" All premier Numberss are non uneven Numberss † – and inquire the pupils to discourse in little groups before showing the grounds and their decision to the category. It is of import that the pupils know that their part is ‘valued as an of import measure on the route to understanding ‘ ( Lee, 2006, p. 51 ) so that everyone contributes to the treatment. I feel treatments are really utile particularly in higher categories as it gives them the autonomy to research loosely in that subject while believing critically ; moreover the cognition gained by this type of acquisition is long lasting. Torrance & A ; Pryor ( 1998, p. 18 ) defines rightness of the responses in relation to classroom direction as ‘ maintaining the lesson traveling along instead than a narrowly constructed impression of a ‘correct ‘ reply ‘ . This indicates that the pupils no longer necessitate to be afraid to give incorrect replies but need to show their ideas. By looking at the account of the reply whether right or incorrect both the instructor and the pupil will be able to place the perceptual experience of the pupils and whether there are any misconceptions. Furthermore this type of larning would ‘focus on students ‘ acquisition and non acquiring through the content at any cost ‘ ( Lee, 2006, p. 52 ) . In pattern this could be really hard from the instructor ‘s point of position as the course of study is fixed and syllabus demands to be covered within the given clip. Particularly in scrutiny categories, instructors have the load of completing the cour se of study and rewriting as schools are more interested in bring forthing good consequences. P. J. Black ( 2003, p. 33 ) point outs that Rowe ( 1974 ) had looked at the effects of addition in ‘Wait clip ‘ . She had found that ‘answers were longer, failure to react reduced, responses were more confident, pupils challenged and/or improved the replies of the other pupils and more alternate accounts were offered ‘ . Lee ( 2006 ) suggests that its more appropriate to name this ‘think clip ‘ and provinces that ‘no hands up ‘ unless you want to inquire a inquiry creates an ambiance where everyone contributes and listen to the others. Another manner to increase the engagement of pupils is to inquire them to ‘brainstorm thoughts ‘ ( P. J. Black, 2003 ) , group treatments and promote pupils to explicate their ain inquiries and inquire each other ( Harris, 2007 ) . As most pupils are non used to this pattern in schoolrooms they need to be bit by bit trained to experience comfy to voice their sentiment and carry out treatments. Particularly in lower categories instructors would necessitate to work hard to acquire the ‘climate right ‘ ( Lee, 2006, p. 51 ) . All this needs a great trade of readying. Wiliam ( 2005 ) states that in most Anglophone states, instructors spend most of their readying clip taging books entirely and in some other states the bulk of the lesson readying clip is spent in be aftering how new subjects could be introduced, which context and illustrations can be used. However, in Japan most of their readying clip is spent on working together to invent inquiries to measure the success of their instruction, through ‘the procedure known as ‘lesson survey ‘ ( Fernandez & A ; Makoto, 2004 ) ‘ ( Wiliam, 2005, p. 22 ) . It is of import that instructors have a set of rich inquiries and would be more utile if they portion them among the other instructors of the school. As an illustration: simplify ( if possible ) : 2a + 5b ( where you do non anticipate to acquire the same as the reply ) , which fraction is the largest 3/7 or 3/11 ( whether the pupils are able to choose larger fraction of two ‘ordinary ‘ fractions ) ( Wiliam, 2005, p. 23 ) . However, a rich inquiry is a type of a inquiry that would turn to common misconception and enable the pupil ‘s thought and researching ability. Although holding a set of rich inquiries is of import, the instructors need to rethink and regenerate them each clip they plan the lesson and most significantly change them suitably as the lessons proceed. I think no instructor can to the full be after a lesson because different kids could react otherwise to the same inquiry. Therefore, depending on the pupils ‘ responses the instructor needs to make up one's mind the following measure to shut the spread.3.3 Interpreting groundsP. Black & A ; Wiliam ( 1998a, p. 16 ) provinces that ‘feedback between those taught and the instructor, and this is entailed in the quality of their interactions which is at the bosom of teaching method. The nature of these interactions between instructors and pupils, and of pupils with one another, will be cardinal determiners for the result of any alterations ‘ . This shows the importance of quality feedback irrespective of the beginning ( instructor or equal ) . Sadler ( 1998 ) states that the ultimate purpose of feedback should be to do the pupil an independent scholar therefore peer appraisal and self assessment gives great chance. In this subdivision I will discourse how feedback can be given in an effectual manner by instructors, equals and the scholar himself.3.3.1 Teacher feedback‘Feedback to pupils should concentrate on the undertaking, should be given on a regular basis and while still relevant, and should be specific to the undertaking ‘ ( P. Black & A ; Wiliam, 1998a, p. 8 ) . Feedback is non formative if it is non understood, can non be used by the scholar to better their acquisition or given at the terminal of a faculty as it is excessively late be used. Therefore, it is more utile if the pupils are given the chance to read the written remarks in category, so that they can do any farther elucida tions. Furthermore, the instructor should follow up as to happen out whether the pupil has taken remedial steps. If non sometimes pupils may non take any action. Butler ( 1988 ) conducted an experimental survey about the nexus between intrinsic motive and the type of rating given to the pupils. This involved 48, 11 twelvemonth old Israeli pupils who were divided into three groups. Butler gave three different feedbacks to the learners- classs, remarks and a combination of both classs and remarks. The survey showed that the group who were given remarks gained important betterment. Furthermore, the other two groups showed a diminution in the acquisition ( tonss ) . This non merely revealed that giving remarks is the best manner of supplying feedback, but when remarks are combined with ‘normative feedback ‘ ( classs ) it eliminates the good effects of the remark every bit good. ( P. Black & A ; Wiliam, 1998a ) Harmonizing to Wiliam ( 2005 ) when pupils get a higher mark they do non see a demand to read the remark whereas when they get low tonss they do non desire to read the remark as they are de-motivated. When pupils are given Markss it affects their self-esteem furthermore there is no indicant as to what they have/have non achieved or what remedial action demands to be taken. Wiliam ( 2005 ) illustrates another survey done by Butler ( 1987 ) where pupils were given remarks, classs, congratulations and no feedback. It revealed that the pupils who received remarks had improved, whereas those who received classs or congratulations made no more advancement than those who did non have any feedback. The questionnaire given to the pupils revealed that the pupils who got remarks had higher degree of task-involvement, whereas those who got classs or congratulations had well higher ego-involvement. Therefore, if classs or congratulations are given we would merely be able to ‘increase the sense of ego-involvement without increasing accomplishment ‘ ( Wiliam, 2005, p. 25 ) . When look intoing approximately congratulations, research workers found that feedback could hold inauspicious effects if it is focused on ‘self-esteem ‘ or ‘self-image ‘ ( congratulations or classs ) ( Wiliam, 2005 ) . Although congratulations can increase motive, it is necessary to keep congratulations throughout to keep the motive which is instead hard thereby praising can do inauspicious effects on a pupil. However, Wiliam ( 2005, p. 26 ) provinces that Brophy ( 1981 ) has pointed out that the quality is more of import than the measure of congratulations ; ‘teachers praise is far more effectual if it is infrequent, believable, contingent, specific and echt ‘ . I feel that a pupil who is gifted being praised for his born endowment can hold a negative consequence on others, particularly on the less able pupil ‘s self-esteem. Therefore, feedback has to concentrate on what can be done to better instead than how good they have done. For feedbac k to be formative it should ‘contain a formula for farther action ‘ ( p28 ) . As an illustration: alternatively of noticing ‘good ‘ or ‘well done ‘ , it would be more appropriate for a instructor to compose a remark as ‘ Susan, you have got the right thought here approximately seeking to explicate your regulation. Think: does it use to all trigons? ‘ ( P. J. Black, 2003, p. 45 ) . This remark helps the kid to travel a measure frontward. This does non intend the more feedback you get the better it is. Wiliam ( 2005 ) provinces that Day and Cordon ( 1993 ) looked at the acquisition of a group of pupils where half of the pupils were given a ‘scaffolding ‘ when they got stuck and the other half was given a complete reply. The pupils who received the ‘scaffolding ‘ learned more and retained the cognition longer than those who received the full reply. As an illustration: The instructor can scaffold the pupil by inquiring ; What type of a trigon is this? 5cm 13cm What theorem can be used to happen the sides of a right angled trigon? Ten cm How make you utilize the Pythagoras ‘ theorem to happen a shorter side?3.3.2 Peer-assessmentPeer-assessment is appraisal of pupils by their equals, supplying information that will assist them to travel on to the following measure. One manner that peer-assessment can be done successfully is by acquiring the pupils to measure and tag the work of others. As they know they are taging the work of another, they take involvement and duty in making so. Furthermore, when there are dissensions about the reply they discuss and come to understandings. Lee ( 2006 ) states that pupils are honorable and ambitious and accept unfavorable judgment by one another than with the instructor. I have experienced that pupils sometimes while traveling through another individual ‘s account or method may broaden their apprehension of the construct or even challenge and argue to turn out or disapprove with their ain co-workers. As an illustration: Measure the angles of the trigon given below utilizing a protractor. a angle a = 32a? ° angle B = 43a? ° angle degree Celsius = 65a? ° B degree Celsiuss If a pupil is taging the work of a co-worker he might discourse with his equal that when adding all three angles they do non add up to 180a? ° and that angle degree Celsius is an obtuse angle therefore it can non be 65a? ° . They would happen through treatment that the pupil has measured the exterior angle alternatively of the interior angle when mensurating the angle degree Celsius of the trigon. They would together mensurate the angle degree Celsius so that the pupil learns his error. Geting pupils to work in groups is another scheme that promotes peer-assessment which helps them to develop communicating accomplishments as they talk and portion their thoughts. Particularly when they discuss about the aims and what has been done and what needs to be done, it helps them to develop accomplishments needed for self-assessment ( P. J. Black, 2003 ) . Training pupils how to discourse schemes with others, linguistic communication to utilize when they critique the work of the others ( P. J. Black, 2003 ) and how to construe feedback so that they can link it to their hereafter work, is every bit of import as supplying information ( Sadler, 1998 ) . They besides need to be trained to mention to success standards and place what has been done and what needs to be done. I feel that peer assessment demands close monitoring and preparation as it can impact another individuals ‘ self-pride. Particularly when covering with low winners unless they are comfy they might experience their work is been compared and evaluated against another which in return may do adverse an consequence.3.3.3 Self-assessmentHarmonizing to Lee ( 2006 ) Self-assessment is an of import signifier of appraisal which engage pupils to speak about their ain acquisition which makes them self-critical and independent. As instructors it is of import that we train the pu pils to understand what they are meant to larn. However, harmonizing to P. Black & A ; Wiliam ( 1998b ) , most pupils are incognizant of the acquisition aims, but if they are cognizant of their marks ( aims ) , ‘their ain appraisal become an object of treatments with their instructors and with one another ‘ ( p10 ) . Geting the pupils to reexamine their ain work and enter their advancement is a method of self-assessment. Therefore, the pupil becomes ‘independent and confident scholar ‘ ( Brookhart, Andolina, Zuza, & A ; Furman, 2004, p. 214 ) . Lee suggests that inquiring the kids to make up one's mind the degree of assurance in their work as good manner of developing self-assessment accomplishments, particularly in lower categories. ‘Traffic visible radiations ‘ and ‘thumbs up ‘ method can be used to acquire the pupils to measure their assurance degree. If the pupils are confident about the construct they use green or hitchhike up, if they are still diffident gold or thumb horizontal or if they are really diffident ruddy or hitchhike down. When they are more comfy they might state â€Å" I ‘m traveling a spot ruddy on this † so that the instructor can take remedial steps easy. Through experience I feel that this is a really good method as the pupi ls can describe troubles without being noticed by other equals. This besides minimizes the distraction of the other scholars. Geting the pupils to measure exemplar pieces of work which contain common misconceptions or mistakes would assist the pupil to understand how to measure their equals and their ain work. For illustration, pull a graph with an inconsistent graduated table on the y-axis and secret plan points severely ( Lee, 2006 ) . When the pupils start discoursing about the graph they non merely understand the construct but ‘develop communicating accomplishments and math vocabulary ‘ ( Brookhart, et al. , 2004, p. 214 ) .3.4 Deciding on the following measureIn a traditional schoolroom, appraisal is used as a ‘tool for the control or alteration of behaviour, for wagess and penalty ‘ ( Sadler, 1989, p. 141 ) , but in a schoolroom where formative appraisal is practiced, appraisal is used to measure the spread between the ‘present place ‘ and the ‘desired end ‘ and to understand ‘the manner to shut the spread ‘ ( P. Black & A ; Wiliam, 1998b ) . The instructor guides the pupil in taking the following measure, but finally the pupils ‘become independent of the instructor and intelligently prosecute in and supervise their ain development ‘ ( Sadler, 1989, p. 141 ) . If the pupil has non understood the construct, the instructor spends more clip or even seek different attacks to do certain that the pupil to the full understood the construct. In an case where everyone has mastered the construct the instructor can inquire the pupil to make up one's mind what needs to be done following to make the following acquisition standards. However, with clip pupils become more independent in make up one's minding what the following measure should be to eventually achieve the aim. However, in a existent schoolroom this is non an easy measure for the instructor. The degree of attainment and single demands would be different from one kid to another. Particularly in a schoolroom with a big figure of pupils it would be a great challenge for the instructor. Monitoring the degree of attainment, make up one's mind the following measure that would drive each kid in category towards the mark and eventually covering the course of study within the given clip frame would so be a great challenge for the instructor. Therefore, holding group and whole category treatments, equal and self appraisal would cut down the load on the instructor. 4. Changing the instructor ‘s function Formative appraisal makes the teacher move off from being dominated by the completing of the course of study to being a facilitator of pupil acquisition. Teachers think of the content to be taught as a series of larning ends instead than a series of activities to be completed at any cost ( P. J. Black, 2003 ) . The instructor ‘s duty is to assist the pupils to shut the spread between the current province and the learning end while constructing their apprehension. P. J. Black ( 2003 ) states that in the King's-Medway-Oxfordshire Formative Assessment Project ( KMOFAP ) research, instructors were prepared to learn two tierces of the course of study as this is a clip devouring procedure, but in a existent category room instructors do non hold the autonomy to make up one's mind, but alternatively they are compelled to cover the whole course of study. Therefore, instructors may confront practical issues due to the nature of the course of study. Especially instructors who have been in the profession for many old ages may happen these inventions hard to accept and understand moreover they consider this as extra work to their day-to-day instruction. To get the better of this state of affairs instructors should non pattern this method of learning in add-on to the normal instruction, but should be pattern as a portion of the normal instruction. They could besides pattern this method bit by bit taking subdivision by subdivision of the course of study so that they eventually become comfy to learn the whole course of study utilizing the method. Therefore, this would take clip for the instructors to set and pattern this method of instruction. The pupils are encouraged to discourse and show mathematical Ideas. Lee ( 2006 ) states that instructors look at a schoolroom as a ‘discourse community ‘ which means they portion common ends, that there is information and feedback and that everyone understands the mathematical linguistic communication. Students are stimulated to speak and believe and the instructor guides them in these rich treatments. However, these treatments could take to the revelation of constructs. Therefore, a instructor should hold a good cognition of the topic for him to research the thoughts confidently. A instructor should non take a lesson or subject in isolation, but alternatively he should see it as a whole topic so that the treatment would associate the countries that had already been done or would be finishing in future. P. J. Black ( 2003 ) states that the instructor ‘s outlooks change with the pattern of formative appraisal. They believe that the pupils ‘ degree of ability is non fixed but that it can be improved with some support and counsel. Therefore, if a pupil finds a subject hard alternatively of believing that the pupil can non understand because of some familial lack the instructors give them clip or think of a different attack. As an illustration: work out 3ab-5ab In a traditional schoolroom if a pupil fails to reply this inquiry, the instructor would mention the inquiry to another pupil who is capable or inquire a simpler inquiry which does non affect a negative reply from that pupil, presuming that he is non capable. But when formative appraisal is practiced the instructor would remind the pupil ; state me how to work out 3 – 5? and assist the pupil so that he would eventually come up with the solution. The other major alteration of the instructor ‘s function is that the control of the lesson is besides in the custodies of the pupils. Teachers every bit good as the pupils are responsible to make up one's mind what needs to be done to achieve the end, how long they would pass on the subject and what activities they would prosecute in, therefore, the pupils become self-restraining. ‘I was concentrating on the misss understanding and non on their behavior. I frequently found that one time the apprehension was at that place, the behavior followed ‘ a instructor ‘s remark in Lee ( 2006, p. 96 ) . I have frequently experienced that the kids become restless and non prosecute in the lesson when they do non understand or when they are non occupied. When they all contribute and actively take part in a lesson they become self-restraining and as they know that their part is valued it enhances their self-esteem.5. Changing the pupils ‘ functionThe pupils ‘ function has changed from being a ‘passive receiver of cognition offered by the instructor ‘ to an ‘active scholar ‘ in the acquisition procedure who will ‘take duty for and pull off their ain acquisition ‘ ( P. J. Black, 2003, p. 97 ) . The pupils are expected to show their thoughts, think and raise their sentiments, assess themselves and their equals an d make up one's mind on remedial steps. This is non an easy alteration from the pupils ‘ point of position. All pupils may non be comfy in showing thoughts due to talking troubles or mathematical linguistic communication jobs. Another issue is the trouble in accepting the unfavorable judgment by others. Therefore, as a start the instructor can promote them to discourse group wise and so continue to category treatments. The pupils should understand that incorrect replies and misconceptions are of import as they give the chance to widen acquisition ( P. J. Black, 2003 ) . Students are frequently used to listen to the instructor and they are non use to believing critically, therefore they find it hard to believe and show thoughts. As an illustration: ‘Would your mass be the same on the Moon? ‘ ( Wiliam, 2005 ) Explain whether ‘1 ‘ is a premier figure. In these above inquiries the pupils are promoted to believe without the instructor giving the replies. However, this is one other major alteration in the function of the pupil where they sometimes might experience that the instructor is non a good instructor as he does non give out replies and they are so used to the inactive function. Therefore it takes clip and pattern for the pupils to acquire used to it, but so it is a worthwhile measure.6. DecisionIn this essay I have discussed of import points that need to be focused in utilizing appraisal for larning efficaciously in a mathematics schoolroom. As this appears to be one of the most powerful ways of learning through measuring the pupils, as instructors we need this to be embedded in our day-to-day mathematics lessons at all category degrees. However, I feel the fixed lengthy course of study which needs to be covered is a big barrier in practising this scheme. Teachers are compelled to cover the whole course of study because the pupils sit for the standard trials. Furthermore instructors have no authorization to make up one's mind on the course of study they would learn. Therefore, even if they pattern formative appraisal and continue easy in some lessons they might hold to hotfoot through some other subject. Therefore, whether it is practical to learn the whole course of study or whether certain subdivisions can be omitted demands to be researched and discussed by educationalists. Most of the schemes that are used ( oppugning, supplying feedback, measuring ) are non wholly new to instructors, but in appraisal for larning they are used in a more productive and effectual mode to assist pupil larning. Particularly in countries like oppugning, instructors may develop the accomplishments needed with experience and with clip. However, as instructors are used to the function of accountant it will non be easy for them to let go of and allow the pupils to command the acquisition as it is a great challenge for the instructor. However to be effectual these schemes need a great trade of pattern and instructors have to organize their ain ways that suit them and their pupils. Finally this method may make pupils who think, proctor and buttocks themselves and their equals and who are capable of working towards their end with the consciousness of their advancement.

Arthur Miller’s “A View from the Bridge” Essay

In Arthur Miller’s â€Å"A View from the Bridge†, the character of Alfieri can be described as the ‘hidden leading role’. He bears several roles, most of them more significant than assumed by the casual reader. His dual-role onstage as a character who interacts both with other characters and the audience provides him with the responsibility of bringing about some understanding to the events of the play, while his background makes him the vital link between two conflicting cultures. Alfieri is the symbolic bridge between American constitutional law and Italian social law. The son of a Sicilian, he was raised in America and pursued an education in American law, providing him with a suitable dose of both backgrounds. Like a bridge, Alfieri connects with both shores. Like a bridge, Alfieri leans on the solid foundations of both cultures. But also like a bridge, Alfieri is elevated above, and therefore watches more often than he interferes. Hence the title â€Å"A View from the Bridge†. The whole play is Alfieri’s perception of the events that took place. It is almost a secondary source – that is, a collection of primary sources with his personal interpretation mixed in at relevant moments – but it isn’t a complete secondary source, because there are significant times during the play when Alfieri himself is involved. Alfieri provides vital continuity at points in the play when the story cannot be told in any way other than narration. One example is on page 31, once the cousins have arrived and all the characters have been introduced, Eddie visits him for legal advice, for a legal way to prevent a Catherine/Rodolfo marriage. Alfieri provides literal descriptions of a storyline which, up until now, has been conveyed only through physical actions and behaviour. His eyes were like tunnels, describes Eddie’s single, unchangeable aim, whereas †¦but soon I saw it was only a passion that had moved into his body, like a stranger describes how clear it was to Alfieri that Eddie was possessed by his motive. There is also an element of foreshadowing in my first though was that he had committed a crime – this phrase also reiterates that the events of the play have already taken place. There are further examples of continuity to promote understanding, provided by Alfieri, throughout the play. Give some of these. As mentioned earlier, the play is Alfieri’s story, told by Alfieri. As such, and based on the important ‘bridge’ position he maintains, he has attempted to present the story from a reasonable, objective point a view, a point of view that would suit his position. However, he is awestruck by the events that played out, and tells much of the story as a legend. On page 4, †¦every few years there is still a case, and†¦the flat air in my office suddenly washes in with the green scent of the sea, the dust in this air is blown away and the thought comes that†¦another lawyer†¦sat there as powerless as I, and watched it run its bloody course is reflective of this. Alfieri considers the Eddie Carbone case to be a case of exception, one that triggers the romantic feelings he describes in the quotation. As a result, even though one of Alfieri’s roles in the play is to bring about some form of understanding to a potentially incomprehensible storyline, this quotation shows that the character of Alfieri is not an emotionless, â€Å"robot-like† narrator, but a real human, with a natural tendency to tell magnificent stories with an element of excitement. This can also be seen in his closing remarks on page 64, where he ‘admits’ to mourning Eddie. He’s only human, and he’s torn between sympathy and pity. He is a bridge between two cultures, and he cannot make a choice to devote himself completely to one side. It is the job of a bridge to link two sides together. Similarly, it is his job to maintain a link between the American and Italian cultures, yet he is torn between the two. Here we truly see Alfieri’s dual-character, making him both a narrator and a character.

Mgt 401 Week 2 Essay

Business Model Comparison Most small businesses require some outside funding. Not many entrepreneurs have enough personal capital to open and maintain funding for a business. To attract investors and attain partnerships, a business owner should consider a business model necessary. This paper will compare two restaurant businesses, identify the business model and forms of ownership for each business by completing a Comparison of Business matrix, describe benefits by building a sustainable competitive advantage, and giving advantages and disadvantages of each business ownership. Great introduction. You state the purpose and what you plan to address! McDonald’s restaurants are among the most recognizable in the world. Their quintessential arches can be identified in almost every country. This fast-food mogul is one of the biggest and most profitable corporations in the industry (what industry? Make sure you provide information on the restaurant industry). Serving as a polar opposite is Datillo’s restaurant in Hemet, California. This small restaurant is known as the only fine dining experience in town and has only one location. The companies both represent the polar opposites of forms of business ownership. Comparison of Businesses Matrix |Comparison Items |McDonald’s |Datillo’s | | |Fast food, low quality, low prices. |Sit-down restaurant, high quality, and | | | |mid-level prices | |Value Proposition |â€Å"We place the customer experience at the core|â€Å"Welcome home, here you can enjoy a casual | | |of all we do† |lunch or dinner in a warm, festive | | | (â€Å"Values In Action†, 2013). |atmosphere.† | | | | (â€Å"Datillo’s Ristorante: About Us†, 2013). | |Target Market |All Markets, all classes |All Markets, all classes | |Value Chain |Attractive to people looking for inexpensive |Attractive to people looking for a fine dining| | |and fast food. Fast growth rate. |experience. Can compete with rivals on quality| | | |and service. | |Revenue |In 2012 gross income was $27.6 Billion. |In 2012 gross income was | | | |$459,000. | |Position |More opportunity for expansion and |Unique cuisine (niche) offers competitive | | |competitive advatange |advantage, less opportu nity for expansion | |Competitive Strategy |Serving food at the lowest possible price |Only fine dining in town. Authentic Italian | | |while reserving as much quality. Also reliant|food, very high quality products. | | |on nostalgia to bring customers back. | | |Form of Ownership |Corporation: When a business is owned by |Sole Proprietorship: a business that is owned | | |multiple people and run by lower-lying |and managed by one person. | | |managers and employees. | | Good information! Benefits To Building A Competitive Advantage When evaluating the benefits of each business, it is important to consider the size of each business. As an example, both sole proprietorships and partnerships are relatively small in size and may perhaps provide more personalized service to each of their clients. In many businesses, customers appreciate personalized service and may in turn hire small businesses for that service. On the other hand, a larger business, like McDonald’s, typically is composed of more resources and may offer the prospective customer a lower price. Another competitive advantage of a smaller business, like Datillo’s, is the ability to provide customers with a higher level of quality. Because customers of small businesses deal more closely with a ‘tight nit’ group of employees, the quality and service provided to the customer is much greater than a larger corporation composed of numerous locations. Both small and large businesses each have distinct advantages that enable them each to thrive. Although some customers may appreciate the more personalized service of small businesses, others may prefer a lower price and a larger name brand. Make sure paragraphs are a minimum of 3 sentences! Advantages and Disadvantages of Business Ownership McDonald is known for the quality the restaurant serves, and the opportunities the McDonald restaurant offer. McDonald’s has been number one in the fast-food market in the United States, and the most memorable brands, products, and mascots. McDonald’s franchise owner can be safer than lesser-known franchises because the McDonald’s name and operational model comes packaged with its own legion of loyal customers and industry-best practices for restaurant success. A franchise store such as McDonald’s can help business owners to achieve financial independence by associating with an international powerhouse that can almost guarantee a certain degree of success. Another advantages of McDonald have is that McDonald’s cis that they can invest behind any market research it does and eliminates the need for a franchisee to do expensive research. Although McDonald it has its advantages, there are disadvantages associate with McDonald’s. The restaurants have been target in a battle against what has been term the obesity epidemic, casting McDonald’s outlets along with their owners in a highly negative light in the media, and their communities. McDonald’s and its peers respond to this negativity by attempting to add healthy options to their menu, but the stigma is likely to linger. One of the advantages Dattilo’s Restaurants is that the restaurant’s offers an extensive classic Italian menu, comprised of items made from locally sourced premium quality ing redients, cooked to order for each guest. The restaurant uses authentic and healthy Italian accent. Dattilo’s also offers Internet special discounts and family gathering for its customers (Dattilo’s Ristorante, 2013). The disadvantage is Dattilo’s restaurant location are limited, the restaurant has not expanded their services statewide. Confusing sentence, consider rewording! Conclusion A business model is one essential factor in the success of a business. The business models of McDonald’s and Dattilo’s are much different but both successful. McDonald’s is a major corporation with thousands of locations and Dattilo’s with just one, but both have been in business for many years. There are advantages and disadvantages of both types of businesses, but regardless building a sustainable competitive advantage is achievable. The two restaurants compared in this paper offer different levels of quality, service, and cuisine, thus requiring a different level of ownership that each business model relays. References Datillo’s Ristorante: (2013).About Us, 2013, rRetrieved from: http://dattiloristorante.com/?page_id=8 McDonald’s: Values in Action, 2013, retrieved from: http://www.mcdonalds.com/us/en/home.html |Content and Organization |Points |Comments: | |70 Percent |Earned: 6.5 | | |Profile of a Small Business (Week 2) | |All key elements of the | | | |assignment are | | | |covered†¦good job! | | |Y | | | | | | | | |You clearly identify the| | | |two businesses but make | | |Y |sure you clearly | | | |identify the industry. | | | | | | |N |Good job explaining the | | | |advantages and | | | |disadvantages. | | |N | | | | |Make sure you provide | | | |academic and business | | | |research to validate | | | |your thoughts and | | |Y |opinions. | | | | | | | | | | | |Your introduction | | | |clearly states your | | | |purpose and what you | | | |plan to address. | | |Y | | | | | | | | |Your conclusion needs to| | | |review the major points | | |Y |of the paper- good job | | | | | | | | | | | | | | |Y | | | | | | | | | | | |Y | | | | | | | | | | | | | | | |Y | | |All key elements of the assignment are covered in a substantive way. | | | |700 to 1050 word count | | | |The content is comprehensive, accurate, and/or persuasive. | | | |The paper develops a central theme or idea, directed toward the appropriate | | | |audience. | | | |The paper links theory to relevant examples of current experience and industry | | | |practice and uses the vocabulary of the theory correctly. | | | |Major points are stated clearly; are supported by specific details, examples, | | | |or analysis; and are organized logically. | | | | | | | |Identify an industry with which you are familiar, and then choose two | | | |businesses in that industry. | | | | | | | |Identify the business model and forms of ownership for each business, then | | | |complete the Comparison of Businesses Matrix. | | | | | | | |Describe benefits associated with each business by evaluating how they built a | | | |sustainable competitive advantage. | | | | | | | |Explain advantages and disadvantages of each business’s ownership. | | | |The introduction provides sufficient background on the topic and previews major| | | |points. | | | |The conclusion is logical, flows from the body of the paper, and reviews the | | | |major points. | | | | | | | |Readability and Style |Points Earned: 1.5 |Comments: | |15 Percent | | | | | |Great job†¦your sentences| | | |are well-written and | | |Y |error free. | | | | | | |Y | | | | | | | |Y | | | | | | | |Y | | | | | | | | | | | |Y | | |Paragraph transitions are present and logical and maintain the flow throughout | | | |the paper. | | | |The tone is appropriate to the content and assignment. | | | |Sentences are complete, clear, and concise. | | | |Sentences are well-constructed, with consistently strong, varied sentences. | | | |Sentence transitions are present and maintain the flow of thought. | | | | | | | |Mechanics |Points |Comments: | |15 Percent |Earned: 1 | | | | | | | | |Research adds validity | | |N |to your thoughts and | | | |ideas. Continue to | | | |expand your use. You | | |N |provide no business | | | |research or materials | | |N |from class. | | |Y |Ensure paragraphs are | | | |complete thoughts and | | |Y |flow into each section. | | | | | | | | | | | |Please continue to | | | |review the CWE and APA | | | |guidelines. | |The paper, including the title page, reference page, tables, and appendices, | | | |follow APA guidelines for format. | | | |Citations of original works within the body of the paper follow APA guidelines.| | | |The paper is laid out with effective use of headings, font styles, and white | | | |space. | | | |Rules of grammar, usage, and punctuation are followed. | | | |Spelling is correct. | | | | | | | | | |Comments: | | | |Great work team! | | |Points earned: |9 |

Sociology Essay Example | Topics and Well Written Essays - 1500 words - 13

Sociology - Essay Example Looking at the daily newspaper and the stories of violence between white Australians and Lebanese-Australians or violence perpetuated against Indian students in Victoria, one senses that racism is an ever-present aspect of the social condition here in Australia. Seeking to explore social stratification and racism through my personal experiences working in this country, the following will discuss this concept with relation to major sociological theories. Following this I will apply the issue of social stratification to modern Australian society and conclude with an overview of the major issues discussed. What have been my experiences with racism here in Australia? Have there been positive aspects about race here? What emotions and symbols are associated with my racial experiences in this country? How has this impacted your life? What could have happened differently and what would I change about race in this country? These questions and many more will be explored in relation to my anal ysis of racism and social stratification in Australia. I now turn to an analysis of social stratification through an exploration of the major sociological theories (Shaefer, 1998: 254-266) Functionalism, one of oldest theoretical perspectives within sociology, focuses on the individual within society and seeks to apply scientific method to the social world. Furthermore, Functionalists argue that society is in fact an organ and espouse what is described as the organic unity of society. Thus, social systems exist for Functionalists because institutions themselves serve a variety of purposes (re: functions). Social systems are homeostatic and work to maintain equilibrium. Equilibrium is achieved, according to this theory, through socialization, where members of society are taught basic values and norms of society. Social control mechanisms – also known as sanctions – help maintain social equilibrium and keep individuals within the social unit in check.

Health Care Delivery System As One of Vital Component of Public Welfar Essay

Health Care Delivery System As One of Vital Component of Public Welfare Schemes of the Government - Essay Example The needed reforms, therefore, require not only a comprehensive feedback of delivery system as a whole but a careful consideration to all the various pros and cons of the developing situations in the concerned areas of the public health care, has become the need of the hour.   The NHS1 facing multi-pronged problems needs to introduce some radical organizational changes to improve the health delivery systems. â€Å"Organizations must change because their environments change† (Bateman, 1990). They implement necessary changes in the organization to not only survive but also to improve their overall performance. But it is equally true that people tend to resist any kind of change and therefore it is important that changes are implemented in a manner that mitigates the resistance of the employees and instils confidence in them. A good leadership ensures effective communication with the employees with the shared vision of the new technology and methods of administration, thus promoting better understanding among the employees for easy changeover. The NHS, in one of its trust hospital, had tried to introduce the concept of multi-skilled working in the wards on a pilot basis. We would be analyzing the particular case study with reference to the implementation of the generic model of working. The trust hospital provides the full range of acute and midwifery services to roughly quarter of a million population. It has a strength of 2800 staff, 62% of who are part-time workers. 43% of the staff is female. The hospital is plagued with the increasingly low number of staff presence which is adversely affecting the quality of its health delivery system which resulted in a long waiting list and low quality of healthcare services. To cope up with the increasing ‘absenteeism’ and improve the quality of services which could reduce the waiting list while complying with the government initiatives, a concept of multi-skilled working was introduced. It involved about 250 people, in ward-based teams of support workers. On the pilot basis, this multi-skilled concept was launched with porters and domestic staff who were required to provide services in different areas like cleaning, transporting patients, moving types of equipment and serving food, on ‘as and when’ required basis.  Ã‚  

Quality and environmental management systems 111 Essay

Quality and environmental management systems 111 - Essay Example If Timmerhus wishes to integrate its QMS and EMS into a single system, then this can be achieved because the International Standards ISO 9000:2000 governing the QMS and ISO 14001:1996 have been designed in such a way as to be compatible with one another. Many organizations find integration easier when they have already implemented QMS (Darnall 2002, 143). These systems can thus be integrated to increase their overall effectiveness and to achieve efficiency in the use of organizational resources. Curkovic (2004, 164) explains that the two systems can be integrated with minimal extra expenditure to achieve significant synergy. The eight principles of QMS (Singhal and Singhal 2008, 15) and the five principles of EMS have much in common to enable them to be integrated to a great extent (Bose 2011, 380). For instance, much of the planning requirements for the QMS and EMS can be met by a single set of procedures and resources. For instance, the documentation requirements for QMS specified in Section 4.2 of ISO 9001, including documentation control and control of records, can be prepared through the same procedures used to prepare the EMS documentation required under Section 4.4.4 of ISO 14001. ... Communication channels can also be integrated for the two systems. Finally, the internal audit required under Section 8.2.2 of ISO 9001 and the EMS audit required under Section 4.5.4 of ISO 14001 can also be achieved through an integrated system that uses a common pool of organizational resources and processes (Whitelaw 2004, 133). In general, a number of activities including planning, management review, internal audit and control mechanisms can be shared in common by the QMS and EMS in an integrated system. Kymal (2004, 74) recommends a common internal communication system for the integrated QMS and EMS. However, Timmerhus management needs to ascertain whether the employees are sufficiently fluent in the use of the existing QMS system to make the integration of the new EMS system a profitable decision. Significant Environmental Aspects of Timmerhus UK Ltd Although prefabricated construction is said to be environmentally friendly compared to traditional forms of construction, the lik elihood of Timmerhus having significant environmental aspects of its own manufacturing processes and operations cannot be excluded. The company is likely to have an impact on the environment as a result of its use of natural resources in the process of manufacturing, transportation of supplies and finished goods, and in the disposal of defective items and waste. These actions can have an impact on the communities and the natural environment. Hence, it is essential that the company be aware of such environmental impacts and take steps to address them in its environmental policy and the EMS. The primary natural resource used in the manufacturing process of custom-designed prefabricated housing materials is

Americans with Disabilities Act Essay Example | Topics and Well Written Essays - 750 words

Americans with Disabilities Act - Essay Example Title I of the Act clearly states that all the employers who have at least fifteen employees working under them, must give equal chances of employment to qualified disabled persons as well so that they get all the benefits that the organization is giving to the otherwise fit persons. The emphasis is on the elimination of discrimination which may arise in â€Å"recruitment, hiring, promotions, training, pay, social activities, and other privileges of employment† (U.S. Department of Justice, 2005). The employers do not have to ask them questions about the applicants’ disabilities until the job has been offered. Also, the employers are required to make such accommodations that should be appropriate for the physical or mental impairment that person is going through. The U. S. Equal Employment Opportunity Commission (EEOC) holds the responsibility to file complaints and charges against persons non-complying with the Act (U.S. Equal Employment Opportunity Commission, 2008). . .. job tasks; making equipment available for them; arranging medical examinations; modifying policies; or, arranging for special examiners and interpreters. Not all accommodations are needed by one disabled person. Every one of them would require a different sort of accommodation to be adjusted. But before making these accommodations, I would give a deep consideration to whether or not I should perceive the conditions being told as serious enough impairments that should require some accommodations made by me as a business manager. As far as obesity is concerned, Carrier (2000) states that â€Å"although courts initially were reluctant to recognize obesity as a qualifying disability for purposes of ADA protection, courts are increasingly willing to consider obesity as a disability giving plaintiffs status to raise ADA claims.† If I keep in mind the definition of disability as stated by the Act, then obesity is also one such claimed disability that restricts one to perform major li fe activities due to problems like in mobility. However, the point where obesity is defined should be considered. I will see that the person claiming accommodation is just fat or has higher than average fatness, and will see if there is a physical disorder that is causing obesity. If I find that there is some complication really associated with the person’s physique, I will make certain arrangements for him to make him feel at ease while at work but this decision would be more ethical than legal. Same is the case with depression as one cannot work properly when he suffering through anxiety, stress or trauma. If he is otherwise qualified, then I will consider arranging psychotherapists for the person. Again, this would be more of an ethical decision. Dyslexia is a serious impairment and under

Primark- Between Affordability and Ethics Essay

Primark- Between Affordability and Ethics - Essay Example Primark’s name has also come to be associated with the employment of child labour and illegal immigrants. The company has a good ethical record in the sphere of environment and animal rights. However, the corporate practices of Primark do leave scope for ethical scrutiny. The top management of the company does need to formally recognize these ethical lacunas and take immediate steps to arrest its dwindling ethical credentials. Executive Summary Table of Contents 1.0 Introduction 4 2.0 Discussion 4 2.1 Labour Practices 4 2.2 Environmental Concern 6 2.3 Ethical Corporate Practices 6 2.4 Animal Rights 6 3.0 Conclusion 6 4.0 Recommendations 7 Reference List 8 1.0 Introduction Primark is a clothing retailer of Irish origins that has its stores in United Kingdom, Austria, Netherlands, Spain, Belgium, Germany, Portugal and Ireland. Primark primarily tends to sell clothing items that affiliate to the budget segment of the market. Thereby it has to face an immense competition from vari ed other budget segment clothing retailers. Ostensibly speaking Primark commits allegiance to a code of ethics and the company expects its suppliers to follow the principles inherent in this code of ethics and strictly requires the suppliers and factories dealing with Primark to make it certain that the products supplied to the Primark are made by workers employed in good working conditions, and that these workers are treated in a humane and decent manner and are paid fair and wages (Primark 2013). However, in the recent times Primark has been in the eye of the storm owing to a range of issues that happen to go starkly contrary to the company’s professed code of conduct. This report intends to analyze the fact as to how Primark lives up to its ethical claims by considering the performance of Primark over a range of ethical parameters like the international codes of labour practice, complying with environmental norms, affiliating to corporate ethics and animal testing of produ cts. The report in the light of the conclusions drawn from this analysis also intends to facilitate some recommendations. 2.0 Discussion A careful perusal of the official website of Primark testifies to the fact that formally speaking the company has a code of ethics in place that claims allegiance to a range of imperatives pertaining to labour practices, environment, animal rights and ethical corporate practices. However, an extensive research into the media reports tells a different story. In the light of the available facts, it will be utterly insightful to analyze the ethical claims of Primark over a range of parameters. 2.1 Labour Practices The official code of ethics promulgated by Primark expects its suppliers to assure that the products supplied to Primark are made in working conditions that are good, safe, hygienic and humane (Primark 2013). The company also expects the suppliers and factories manufacturing Primark products to make it certain that at no time and in no way t hey violate internationally recognized codes of labour practice and abstain from practices like child labour, forced labour, paying unfair wages, excessive working hours, and meting inhuman and illegal treatment to workers (Primark 2013). Moreover, Primark joined Ethical Trading Initiative in 2006, an organization that tends to solicit the support and cooperation of a range of stakeholders like Non-government Organizations, corporations and trade

Short Article discussion about Sex, Gender and Society Essay

Short Article discussion about Sex, Gender and Society - Essay Example Society establishes many norms, it would seem, as it pertains to gender and sexuality and, in some instances, it would seem that the average person does not consider where these values and norms actually came from. In American society, as described by the article, men often see women’s physical attributes as being objects for manipulation. This is clearly a social construction as described by the article. It is not astonishing, actually, considering that psychology and the domain of sociology reinforces the social belonging is one of the most fundamental and universal needs for improving one’s self-esteem and ensuring healthy social development. Perhaps in today’s society, with such strong norms and expectations about what is acceptable for men versus women, that going along with these social norms and complying with their dominant expectations actually underpins the desire to be accepted at the social level. For instance, when men socialize, they often make either derogatory comments about women’s anatomy or express, as a group, how beautiful and sexy they find these attributes. To not go along with this banter could mean social humiliation or ostracizing. It would seem, based on the reading, that fitting in might underpin conceptions of gender today and only when social belonging becomes less prevalent as a human need will gender roles and expectations evolve as well. Social norms in a society are clearly potent and powerful concepts. It is interesting to consider how stereotypes and biases also fit into what constructs norms and whether they are widely accepted or individual in society. In the domain of social sciences, there is a plethora of literature about cultural differences and how individuals in domestic versus foreign societies see gender roles, group roles, and cultural values in general. For instance, in China, losing face in front of others is a very strong emotional component of behavior and when reputation is lost, people feel

Existentialism and Finitude - Why existentialists prefer to speak of Essay

Existentialism and Finitude - Why existentialists prefer to speak of finitude rather than death - Essay Example We come into existence without prior definition; we merely come to be. It is when we gain an awareness of self that we come to define ourselves. Man becomes what he makes of himself; if he does not attribute any useful purpose to his life, then his existence remains to be inconsequential (Aquila, 1977). â€Å"’Finitude’ has a particular meaning within Existential thought, of which death is only part. By ‘finitude’ is understood that out lives are finite, they have an end in death.† (Earnshaw, 2006, p. 18). Physical death is of little consequence in life; it is in the realization that we will someday day, that we are constrained to make choices in life. Earnshaw points to an example in the movie Groundhog Day (1993). The hero of this story, faced with a day that recurs without end, lives each repeated day in a different way, and finds out that whatever he does, does not matter because he has eternity to live his life anyway, and he may choose to live well and virtuously in some days, and even live the life of a criminal in other days. He even commits suicide repeatedly, only to awake the next day and discover he is still alive. If life is eternal, then there will always be enough time to experience infinite possibilities. However, when everything bec omes possible, life loses its meaning and therefore its preciousness. It is only in the context of finitude that there is any meaning to the consequence of choices. Theories on finitude predated existentialism as an area of discourse. Karl Solger (1780-1819), German romantic philosopher, believed that in man’s finitude, he could only grasp fragments of reality. His desire to return to infinity requires therefore his sacrifice of his finitude. Solger and other similar thinkers have laid the groundwork for a discussion of man as both finite and infinite, a course of inquiry that led to what became known as the field of existentialism. Soren Kierkegaard (1813-1855), the Danish philosopher generally acknowledged to be the first existentialist, regarded our common sense regard for human finitude as grounded on our limited understanding of things; however, because of our awareness that infinite possibilities exist (mainly in our concept of God) that in some way we ourselves were infinite. In Kierkegaard’s mind, the two conflicting concepts could only be reconciled by a belief in a Divine Being. Absent this reconciliation with the existe nce of God, man would find himself in a quandary as to how he may conceive of himself as being both finite and infinite (Moore, 2001; Wang, 2006). Kierkegaard differs with French philosopher Jean-Paul Sartre (1905-1980), in that the latter was convinced that humans would be finite even though they were immortal (Moore, 2001). For Sartre, finitude was rooted in the â€Å"brute contingency of human existence,† and the fact that the exercise of freedoms consequently excluded certain possibilities precluded by that which was opted. Sartre reasoned that it was due to our finitude that we are aware of things that appeared inexhaustible; their very objectivity makes us aware of the infinite points of view such objects may be regarded, not all of which we may occupy because of our finitude (Due, 1995; Jones, 1980). German philosopher Friedrich Nietzsche (1844-1900) was directly opposed to Kierkegaard and Kant and reacted emphatically against the

The US military's role in domestic disaster response. Is it an Research Paper

The US military's role in domestic disaster response. Is it an effective use of resources or danger to civil liberties - Research Paper Example This same assistance was provided during the 2010 Haiti earthquake, the 2009 typhoon which flooded the streets of Manila, the Christchurch, New Zealand Earthquake, and other global disasters. The utilization of military disaster relief has not however been welcomed by some politicians, with most critics defining such relief as an ineffective use of military resources and as an interference with the civil liberties of citizens. Others have been quick to point out however that providing disaster relief is not a waste of military resources and in fact is a necessary function of the US military, an adjunct to their peace and order function. This paper shall now review this issue, specifically on the US military’s role in domestic disaster response and whether or not it is an effective use of resources or a danger to civil liberties. Disasters are significant and widespread events which involve the loss of life and which cause significant damage to property and infrastructures (Weeks, 2007). Accidents on the other hand are at a smaller scale with less lives and property lost. In these situations, failure of communication seems to be one of the more persistent issues often faced, along with the inability to establish clear links with other agencies. Disasters imply the significant loss of life and it usually occurs without warning (Weeks, 2007). It also has a significant impact on society, including its culture and geography. These events are difficult to assess because of the widespread impact they cause. The major challenges which first responders often face are difficult areas to evaluate. Much preparation must be carried out in order to evaluate disaster situations because they involve a significant amount of elements which cannot be easily controlled and observed (Weeks, 2007). Marret and Brimmer (2008) discuss that the military has increasingly found itself managing disasters and

Research Literature Review Breast Cancer in USA Essay Example for Free

Research Literature Review Breast Cancer in USA Essay Introduction Breast cancer continues to be an important focus of attention for medical professionals, policy-makers and general public in the US. The high incidence of the disease and its devastating, in many cases, fatal, outcomes rivet the attention of the professional public. Studies identified for this literature review are for the most part practically oriented, in the sense that they deal with topics that are of primary importance in detecting, treating, and preventing breast cancer. Thus, two sources deal with the programs aimed at women education in the US concerning breast cancer, and two others cover the research into environmental causes of breast cancer. The problem of treatment options for breast cancer is also considered. Education Programs In the US where the population is extremely diverse, creation of special education programs targeting various population groups in accordance with their status is of special importance. Armando Valdez, Kakoli Banerjee, Lynn Ackerson, and Maria Fernandez in their article â€Å"Multimedia breast cancer education intervention for low-income Latinas† outline a special program aimed at the segment of women including Latino women. The problem with detection and early treatment of cancer among Latino women is connected to the fact that Latina women’s screening rate is considerably lower the required government standards and the rate for other ethnic groups. The researchers arrive at the conclusion that, given the availability of subsidized mammograms for poor Latina women, the main deterrent for improvement in the screening rate is lack of knowledge about cancer risks and treatment options. Complicated level of education materials prepared for the target group by the American Cancer Society was identified as an important factor blocking the access of Latina women to adequate information as materials presented often required a superior level of reading skills and the materials were not prepared in Spanish. The paper reports â€Å"the results of a multimedia breast cancer education intervention, tailored to the needs of low-education, low-income Latinas, and attempt to document specific changes in womens knowledge, attitudes and intentions toward mammography screening† (Valdez et al., 2002). Using the Breast Cancer Multimedia Kiosk including instructional videos exposing the target group to the dangers of breast cancer, the authors were able to conclude that interactive multimedia technologies are an effective tool in raising awareness of cancer risks among low-income women. Although the women had some prior knowledge of cancer (â€Å"the majority of baseline study participants (over 80%) knew age and family history as risk factors†), the post-exposure assessment revealed a significant increase in knowledge after the program. Krystal Ngoc-Thy Luong and Jenny K. Yi in â€Å"Apartment-Based Breast Cancer Education Program for Low Income Vietnamese American Women† evaluate a similar program targeting a different ethnic group. As in the case with Latina women, breast cancer is the leading cause of death in this subgroup. Although Asian/Pacific Islander American, or APIA, women have a lower incidence rate of breast cancer (102.0 per 100,000 versus 140.8 per 100,000 for White American women), exposure to Western lifestyle tends to push these rates up. In addition, APIA women tend to be younger when diagnosed with breast cancer than other categories. The study aimed â€Å"to develop, implement, and evaluate the effect of an apartment-based breast cancer educational program for the hard to reach low income Vietnamese women† (Luong, Yi, 2005). The program was designed to be based on apartment visits as it provided a convenient way to reach women, covering neighbourhoods with high concentration of Vietnamese families in Houston. The intervention was carried out by two educators who delivered 20 educational sessions over the period of 3 months that provided the Vietnamese women with information concerning screening, recommendations and referrals to screening. Women were supplied with promotional materials including printed educational information and videos. Measurement of the knowledge levels through telephone surveys concerning breast cancer issues demonstrated that they were â€Å"significantly higher in the intervention group after receiving education about breast cancer when compared to women in the control group† (Luong, Yi, 2005). The researchers drew the conclusion that an apartment-based program has many advantages as compared to other ones because it addresses women in comfortable home settings, giving them a chance to relax and open up more to the conversation with the educator. Environmental Hazards and Breast Cancer Another important direction of research concerns the impact of pollutants and other environmental factors on incidence of breast cancer in women. Thus, Peggy Reynolds, Susan E. Hurley, Robert B. Gunier, Sauda Yerabati, Thu Quach, and Andrew Hertz in â€Å"Residential Proximity to Agricultural Pesticide Use and Incidence of Breast Cancer in California, 1988-1997† evaluate the connection between the facts that California is the most important agricultural state and also demonstrates the highest breast cancer rates in the US. The purpose of the study was formulated as desire to find out â€Å"whether California breast cancer rates were elevated in areas with recent high agricultural pesticide use† (Reynolds et al., 2005). The research was based on the assessment of 176,302 invasive breast cancer cases including â€Å"70,968,598 person-years of observation† (Reynolds et al., 2005). Using Poisson regression analyses, the authors were not able to find a consistent link between living close to the areas of pesticide distribution and having breast cancer. The upshot of the study was that breast cancer was hardly driven by pesticide use, but was more closely related to various social factors such as socioeconomic status. Julia Green Brody and Ruthann A. Rudel in â€Å"Environmental pollutants and breast cancer† address a wider ranger of substances that can lead to breast tumors. The proliferation of breast cancer in North America has caused the need to look for more sources of this disease, examining a wider range of factors. The study covers â€Å"chemicals that may be breast carcinogens, promote growth of breast cells and hormonally sensitive tumors, or affect mammary gland development and susceptibility† (Brody, Rudel, 2003). The researchers identify already known breast cancer risk factors including reproductive factors, exposure to pharmaceutical hormones, diet, ionizing radiation, socioeconomic status and posited the need to identify more factors. Thus, the scholars point to the need to further investigate the risk associated with occupational hazards including exposure â€Å"to the mammary carcinogens benzene, PAHs, and certain organic solvents† (Brody, Rudel, 2003). For instance, speaking of organic solvents, one study identified a connection between breast cancer rates in Danish women and their exposure to these substances in the workplace. The research, after examining 7,802 women with cancer diagnosis, registered a 20-66% rise in breast cancer risk for women who have been employed in occupations that envisaged active exposure to organic solvents. Other studies demonstrated increased risk of breast cancer development for women employed in the chemical industry, textile manufacturing, or nuclear power plants. The authors conclude by saying that more research is needed in the area, but the literature available so far clearly indicates that the link exists between cancer rates and environmental factors. Treatment Options Finally, another issue which has been identified to inspire researchers is the availability of treatment options for cancer and choice between various alternatives. Kathleen B. Donaghy in â€Å"Fostering Sound Medical Treatment Decision Making: A Focusing on Treatment Choices for Breast Cancer† explores this problem. Invoking the decision-making theory, the author evaluates the potential for adequate decision-making in patients struck with this shocking diagnosis. Donaghy (2003) believes that hasty decisions concerning treatment options made on insufficient information are often regretted by the patient later on. As common deterrents that prevent responsible decision-making she identifies five key points: 1.) cognitive overload 2.) failure to fully comprehend treatment options 3.) inability or refusal to process information in the presence of a denial defense 4.) hurried presentation of information by the physician 5.) self-imposed time constraints to get decisions made. (Donaghy, 2003) The article identifies the key strategies that can be employed by the physician to help the patient in the choice, such as providing maximal possible information to guide the patient’s decisions, improving communication, framing information in an appropriate format, obtaining informed consent etc. Using the decision theory to define decision-making as a choice between status quo and other alternatives shed light on patient values that can be involved in decisions regarding breast surgery. Conclusion The pervasiveness of breast cancer in the US makes research related to the issue highly topical. Examination of causes including environmental factors can help craft governmental policies that will prevent the spread of the deadly disease. On the other hand, developing policies aimed at early detection and effective treatment can be instrumental in curbing the death rate from breast cancer. In this light, creation of programs specifically tailored to the needs of individual groups can be an effective solution. Finally, research oriented toward helping the patient make the best decision concerning treatment options will be an important prerequisite of effective treatment programs. References Ackerson, L., Banerjee, K., Fernandez, M., Valdez, A. (2002). A Multimedia Breast Cancer Education Intervention for Low-Income Latinas. Journal of Community Health 27(1), 33+. Retrieved April 14, 2006, from http://www.questia.com/PM.qst?a=od=5000714747 Brody, J.G., Rudel, R.A. (2003). Environmental Pollutants and Breast Cancer. Environmental Health Perspectives 111(8), 1007+. http://www.questia.com/PM.qst?a=od=5002005585 Donaghy, K.B. (2003). Fostering Sound Medical Treatment Decision Making: A Focusing on Treatment Choices for Breast Cancer. Annals of the American Psychotherapy Association 6(4), 6+. Retrieved April 14, 2006, from http://www.questia.com/PM.qst?a=od=5002578878 Gunier, G.M., Hertz, A., Hurley, S.E., Quach, T., Reynolds, P., et al. (2005). Residential Proximity to Agricultural Pesticide Use and Incidence of Breast Cancer in California, 1988-1997. Environmental Health Perspectives 113(8), 993+. Retrieved April 14, 2006, from http://www.questia.com/PM.qst?a=od=5010885312 Ngoc-Thy Luong, K., Yi, J.K. (2005). Apartment-Based Breast Cancer Education Program for Low Income Vietnamese American Women. Journal of Community Health 30(5), 2005, 345+. Retrieved April 14, 2006, from http://www.questia.com/PM.qst?a=od=5011756419

Medusas Creation In Clash Of The Titans Film Studies Essay

Medusas Creation In Clash Of The Titans Film Studies Essay An examination of analogue and digital tools utilized in the creation and animation of Gorgon Medusa in Clash of the Titans (1981) and in Clash of the Titans (2010). This essay aim to discuss, compare and bring forth an understanding of the tools and techniques implemented in the creation of the Medusa Creature in Clash of the Titans (1981) using the technique of stop-motion animation and miniatures and in the use of digital computer generated model and motion-capture in Clash of the Titans (2010). Clash of the Titans (1981) is a Greek Epic which was directed by Desmond Davis and Produced by Ray Harryhausen and Charles H. Schneer. Ray Harryhausen, the most successful, innovative and leading animator and Visual Effects artist. He is the landmark for the stop-motion animation. A man who has inspired us all, one frame at a time. (THE SECRET LAB DISNEY FEATURE ANIMATION AND WALT DISNEY COMPANY). He was inspired by King Kong (1933) which was animated by Wills OBrien, first Stop-Motion Animator, and it changed his life. Ray Harryhausen and Charles H. Schneer are long-time colleagues. Their first combination movie was It Came from Beneath the Sea (1955). Both decided to produce Clash of the Titans (1981), a low budget product with a predictable and dependable margin of profit but it happened to develop into a big-budget production (Cinefex, 1981). Because of big-budget Ray produced extra dose of stop-motion effects. Movie took nearly three years of development and preproduction and its budget was $16 million and become the 11th highest grossing film of 1981 (CG World, 2010). He did lot of work for creating city of Argos miniature, puppets of winged horse Pegasus, Calibos, snake-tailed Medusa, Dioskilos, Scorpions and the Kraken. This was Rays last film; he took retire after the Clash of the Titans. Its been 29 years since Ray Harryhausen and Desmond Davis released the original Clash of the Titans (1981). Now the Greek Gods are back again for another battle in Warner Bros. Pictures remake of the original Clash of the Titans, directed by Louis Leterrier. Louis Leterrier was a fan of the original Clash of the Titans and he wanted to make sure this new Clash of the Titans. Nick Davis, the visual effects supervisor divided the visual effects work into three main parts because of 900 visual effects shots and short postproduction. Postproduction completed in 25 weeks by artists at The Moving Picture Company, Framestore and Cinesite (Cinefex, 2010). A colossus of stop motion goes head to head with the new giants of CG, as Jim Thacker discovers how three VFX houses re-imagined Ray Harryhausens final creature feature for the digital era (3D World, 2010). We divided it into three main parts, playing to the strengths of the different houses, and locking together those sequences that, logically, would stay together. Whoever did the Kraken, for example, would have to do the city of Argos. So that block of work stayed together and went to MPC. The Scorpioch battle was very much a stand-alone sequence, and we felt it lent itself quite well to the skill sets of Cinesite. That left everything else Hades, Medusa, Calibos, and all of the other environments to Framestore. By Nick Davis (Cinefex 2010) CLASH OF THE TITANS (1981) GORGON MEDUSA, terryfying female creature in Greek Mythology, She is one of the three Gorgon sisters. Medusa had once looking good, but after a assault in Athena Temple the goddess, Aphrodite, turned her into a weird creature having serpents on the head instead of hair and her lower body look like snake, upper body is albeit green and covered in reptilian scales and her curse of turning human life that looked at her into stone. Ray Harryhausen developed Medusa into a dynamation( it is the name of the technique used by Ray Harryhausen used to combine stop-motion footage with live action by means of split screen and rear projection) character. He researched about the Medusa creature how the art and literature painted and he discovered two paintings by Caravaggios Medusa and Leonardo da Vincis Testa di Medusa (An Animated Life, page 272). By watching the portrait of Caravaggios Medusa Ray realised that this look attractive rather than Gorgon. He saw an attractive statue of Perseus holding frightening Medusas head by Cellini in Florence and decided to design Cellinis Medusa in his film. The torso of her should give the ugliness to her face so he decided to give her a non human body. After a long debate Ray opted to twelve snakes on the head, instead of arise from the skull he laid them on head to take more space and for the lower body added a rattlesnake tail for the interesting opening sequence. When he was setting up for animation he had no idea about how the Medusa is going to move because of her lower snake body and the heavy weight of her top. He took a reference image from the 1932 Tod Browning Film Freaks, in this film a handicapped man move forward by the support of hand (An Animated Life, page 272). The model of Medusa is 14 inches high and 24 inches long from the tip to the head of the Medusa. The Medusa contains 150 armature joints (the kinematic chains used in computer animation to simulate the motions of virtual characters). Initially Ray planned to build two Medusa characters one with full body and another with only head for the close up shots. But for the close up shots with big head had to use bag filters to look good so he decided to manage with the single Medusa it is enough to shoot her face, tail and lower body individually. The animation of Medusa took days for the simple movement like moving her hand to reach the bowstring and few more days to pick the arrow and few more days to release the arrow. And also animating the general movement of the mouth, eyes and fingers and the realistic movement of her tail took more time to complete the perfect animation. Including this he had to animate the twelve individual snakes at every point on the head and the head and tail of the twelve snakes are separate and he had to move them separately, so totally twenty four movements plus one more around her wrist (An Animated Life, page 274-275). In the film the Medusa sequence is six minute and it contains fifty-three stop-motion cuts (The Stop-Motion Filmography, Page 139). The most successful achievement of the medusa sequence is it doesnt appear like composite photography. The whole shots of medusa were shoot on a full size set of chamber except some steps and the pillar is constructed in miniature. To show the creepy in the scene the opening sequence of the medusa is seen only in the part of shadows, the raising tail on the wall and the head with snakes on her hair writhe, in this part of the sequence the wall and the column are the miniatures set, placed in front of the rear-projected with flaming braziers ( The Stop-Motion Filmography, page 140). Miniature is a representational model which are built, operated and photographed so as to appear to be genuine in character and full-scale of size ( Special Effects of Cinematography, page 322). Rear-Projection and Miniatures were the common tool for the visual effects artists in early history. Miniatures presents three -dimensional, lighting can be changed from shot to shot. In long shot Medusa drags herself along with her arms enter into the scene. This is the scene which was composited by rear-projection technique. A rear projector and camera positioned on either side of a central assembly consisting of a rear process screen and an intermediate pane of glass between it and the camera. Small areas of live-action footage to be projected onto the screen and then surrounded with elaborate glass paintings. Background temple is a live action footage which was projected on to translucent screen by rare projector and camera is used to shoot on to the translucent screen, in between the camera and the translucent screen Medusa is placed and animated. To interact the character with background they used a brazier on the left of the rear projection. Fig. Dynamation by Ray Harryhausen Fig. Rear-Projection Technique In the next two shots, a composite of Medusa into the centre of shield of Perseus by using a matte technique. Matte is a technique of combining foreground and back ground image elements into one final image by compositing. In those days before computer graphic technology they used glass shots, mirror shots, travelling matte shots, in camera matte shots, optical printing and aerial image printing for matte. In this movie they used travelling matte to compose Medusa onto the Perseus shield. In travelling matte the compositing is done on a optical printer. Both the foreground and background scenes are printed onto a duplicate negative. While compositing the Medusa onto the shield the background image (Perseus with shield) looks like a still image it is used to avoid more complicate on the scene. Fig. Travelling matte Fig. Medusa on the shield of Perseus using matte. Another rear projection used in this movie is when the Medusa looks into the fallen soldier and he turned into stone because of her curse. This is a scene where the background is a live action shoot and the Medusa is composed onto background by using rear-projection. In the foreground the camera zooms in from the medium shot to close up of Medusas face to show her eyes more lighting and the skin with scaly green and her jagged teeth ( The Stop- Motion Filmography, page 140). In this scene her eyes are composed for lighting by using matte. Fig. Medusa with lighting eyes to show her power to turn into stone. In the next shot Medusa passes behind a statue. It shows the depth between the foreground, midground and the background. In the background is the live shoot and in the midground Medusa passes along on her tail and in the foreground a statue. The statue is actually a miniature and some brazier is used for lighting on a statue. This is a scene mixed of rear projection, miniature and matte techniques. The next scene Perseus is ready to cuts off the Medusas head. In this sequence the foreground Medusa puppet is actually a far off and behind live action figures. In this scene they used a camera technique by using dollies to show the foreground puppet is beside the Perseus to create the depth in the scene. This type of technique is called reality sandwich , it fools the eye to think that a foreground puppet is actually far off and behind live action figures ( The Stop-Motion Filmography, page 141). The sequence fallowed by cutting the head of the Medusa. This scene is shot by using wires for the animation of the separated head of Medusa. And one of the Medusas hand scratches with the fingernails onto the pillars. In this scene the pillar, it is actually a miniature and the scratches are drawn on a cardboard and they animated it after the Medusas hand. After the body fell down the red goo comes out from the neck, actually the goo was shot separately, it is mixed of red-tinted wallpap er paste. They cut a tube that would match the size of the neck and it is tied with the black velvet and it is poured it down the tube, it looks like oozed out. After that it is matted it into the scene ( An Animate Life, Page 274). The Medusas sequence ends with a final shot with static matte contains Perseus stands and holding the Medusas head on right and to the left the lower body of Medusa lying in a pool of red ooze ( The Stop-Motion Filmography, page 141). CLASH OF THE TITANS (2010) Warner Bros. Pictures remake original Clash of the Titans. Much as the fondly remembered 1981 feature is a reworking of the myth of Perseus, this 2010 release is director Louis Leterriers reimagining of the Harryhausen original (3DWorld, page 30). Aaron Sims Company (Production and Character Design Company) designed the variety of creatures based on the Greek mythology characters and the characters appeared in Rays original film. Weve seen so many Greek mythology characters done in films, Aaron Sims. Sims team designed more than 1000 designs by the end of the project time. The team started with pencil designs, Photoshop paintings and 3D models, textured and rendered lot of 3D characters still images. These were given to the visual effects crews and previsualization team to utilize them in the production (Cinefex 2010). Fig: Medusa Designs of Aaron Sims company (Character Design Company) Because of the short time of post production and the 900 shots of computer graphics Nick Davis divided work into 3 parts and gave to three main visual effects houses in London. Framestore got the work of Medusa, Hades and Olympus. Framestore carefully distributed the snakes on Medusas head to convince the viewer that her head and neck are capable of bearing thier weight ( 3DWorld, page 30). Based on the designs of Aaron Sims Company visual effects artists made Medusa with a massive snake body on lower part and snakes replaced with hair on the head of the Medusa and her body slithers into a womanly shape. Medusa is a beautiful lady because of the curse by gods she turned into gorgon, so they took some reference photos of Natalia Vodianova to design the face of Medusa. We had to try to make the snake body merge seamlessly into a human body and still feel snake-like, Webber says. The 50-foot snake starts changing into a human body and still hips. You see a slight bulge, a hint of stomach muscle, and the scales smooth out. She has metal armor a kind of metal bra with a snake design.( CGWorld, ) In Clash of the Titans(2010) Medusa is completely designed and animated by using Computer Graphics. When compared to original movie Ray Harryhausen used a puppet Medusa and rear projection techniques for mixing the live footage and the Medusa character for the entire sequence. To animate snakes on her hair they wrote a plug-in for Maya (Autodesks) to manage the scales. Every snake is individually animated by using this plug-in. In the original movie Ray is the only person who animated the snakes individually by hand. Eventhough she doent have any dialouges, she had facial expressions based on the Vodianova, they had full-on facial animation rig to show creepy in the audience. They modelled two models in 3D, both are animatable. One with beautiful face and the another with scary snake. They used morph to change from beautiful face to scary snake. When she pertifies people, her head changes from beautiful women to a scary snake (CGWorld, ). In the morphing the model could change, the texture could change, and the skin surface could change. It is not possible to change all at same time. She again changes from scary snake to human, in this scene the animators managed the timing for the morph and for the snakes. Because of the individual behavior of the snakes procedural techniques are not worked and so the animation of snakes ended up a lot with a hand animation. Fig. Medusas head transform from scary snake to beautiful women