Earth Operators Manual - 1072 Words

EARTH: THE OPERATORS MANUAL The climate is changing, the earth is warming and the reason this is so is analyzed by Richard Alley in his study of the relationship between climate change and energy. The questions he answers in his documentary was how much energy we consume as humans, what amount of this energy do we derive from fossil fuels, what countries are putting in place to conserve some of the energy and some other new practices we can adopt to save our planet. Fossil fuel as the number one producer of energy in todays world; 80% of the energy we use today is derived from plants which died over hundreds of thousand years ago. Even with this 80%, some people are still left without power and they use other sources to get light to see†¦show more content†¦With todays advancement in science and technology, the excess of the suns energy can even be stored for those days of no sunlight and dense clouds which don’t mostly happen in this desert part. Dams are also an alternative to minimize energy loss; although some countries don’t use that because of flooding landscapes, disrupting the eco system and displacing people but in a country like Brazil, dams give 80% of the people electricity. Hydropower can contribute to 12% of human energy use. Plants such as sugarcane can also absorb a lot of sunlight. Sugarcane can be used as biofuel because ethanol can be produced but the usage of this biofuel in countries like Brazil does not affect the price of Agriculture. The United States also produces ethanol from corn but ethanol from sugarcane is more effective for replacing fossil fuel than what is produced by corn. In some plantations, farmers use the dry waste from sugarcane to power and fuel their machines and electronics on the farm and the rest of the waste to fertilize the other crops on the farm which save them money from buying fossil fuel. Geothermal energy derived from hot springs and hot rocks is also another means of replacing fossil fuels. Although not much of the energy is obtained, mining for such energy causes little to no harm to the environment. New Zealand uses this type of energy to supply a part of their population with electricity. Wind energy mostly seen in Texas is also anotherShow MoreRelatedEssay on Shifting Efficiency584 Words   |  3 Pageshistory is the creation of the automobile. The first model was built with a manual transmission, meaning the operator of the vehicle was responsible for manually changing gears to increase speed. This method of acceleration, while efficient, required the complete attention of the operator, and it sometimes took away the enjoyment of driving. This led to the invention of the automatic transmission, a method by which the operator of the vehicle no longer had to switch gears, as this was done automaticallyRead MoreSample Job Description : Dmo ( Dish Machine Operator )1361 Words   |  6 Pages ACC selection assignment Name Institution Date â€Æ' Job description Job Title: DMO (Dish Machine Operator) Summary: This position is vital to the operation of the event. You will be working in coordination with the kitchen and wait staff to ensure a proper supply of clean dishware, utensils, glassware, as well as cooking utensils, pots, and pans. Expectations/Duties:  · Arrive on time  · Know basic kitchen vocabulary  · Look professional (hair held back, sleeves rolled up, etcRead MoreEarths Climate, Look To The Ocean By Christopher Sarro807 Words   |  4 Pagesmost of the studies about climate change have focused on greenhouse gases that have been released into the atmosphere. 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Keeping all of the manuals together createsRead MoreHow Climate Change Is Happening All Over And It Has Extreme Consequences Essay1352 Words   |  6 Pageshave increased by 40%. Some energy gets trapped in the atmosphere by greenhouse gases producing more carbon dioxide. The Earth’s orbit influences climate change. The orbit of the Earth is not a perfect circle, it varies. When the Earth is closer to the sun there is more radiation, and more heat is received by the Earth. Carbon dioxide is released into the atmosphere by several ways, through decaying organisms and volcanic emissions. But it is mainly released by the burning of fossil fuels and greenhouseRead MoreTechnology Has Made The World A Global Village1375 Words   |  6 Pagesthe other. Since the technology involves the brain technology, the researchers will be able to develop new ways to cater for brain abnormalities. The technology is believed to ease the works of pilots among other machines operators. The wheelchair will be much better than the manual wheelchair. Regarding compatibility, the technology will be adopted by many people. Paralyzed people can do whatever it takes to have them operate the wheelchair quickly. Sensors, which are part of the technology, have beenRead MoreFukushima Nuclear Disaster2687 Words   |  11 PagesUnits 1, 2 and 3.Along with this damage, the cooling system failed to work and there were hydrogen explosions which ended in damaging the nuclear plant. The damages also include extensive release of radioactive substances into our atmosphere and our earth. This accident certainly did loads of damages to Japan and its people. There are lots of theories regarding this accident’s cause, but it comes down to either natural disaster or man-made disaster. The effects of this accident were tremendous in theRead MoreTesting New Mycobacteriophage Genomes From Soil Or Water Samples929 Words   |  4 Pages ther-apeutics, and epidemiology (Mycobacterium Smegmatis). According to the SEA PHAGES Labor-atory Manual, phage s are of interest for reasons such as replacing antibiotics, traditional therapies, and for using the phage DNA as a tool for further information. Phages are no susceptible to antibiot-ics, can survive in almost all types of environment, and are the most abundant life-form on earth (Mycobacterium Smegmatis). The research we are doing in this course is significant for we are discov-ering

Marginalized Minorities Of The Media - 2024 Words

Marginalized Minorities in the Media Adam Gasper COM 325 Mass Communication and Society Professor Fisher September 2nd 2016 Marginalized Minorities in the Media It’s estimated that nearly 1/3 of people suffer from obesity in North America. Rather than being a part of the solution, the media has a portrayal of what one should and should not look like, what is beautiful and what is not, typically possessing unrealistic standards and showing those that are overweight, as weak-willed individuals, who generally are blue collared individuals. This paper shall discuss obese individuals and how they are portrayed on television or on online streaming programming. Secondly, this paper shall discuss why this group has such a negative portrayal. Third, this paper will discuss what social pressures and production forces shape these portrayals. Finally, this paper will incorporate a media theory and explain what effects it has on the audiences and how obese individuals are typically treated in society. Obese Portrayed in Media Entertainment. The portrayal of obese individuals in entertainment media varies. CBS once had a popular hit sitcom called, Mike Molly. The show shares a story of two blue collar individuals, who are two real people, who have every day issues, who are just simply trying to improve their lives, essentially a story that many others can relate to. Mike is an overweight police officer and Molly is an elementary school teacher who lives with her mother andShow MoreRelatedThe Double Standard Of Cultural Appropriation : What Is Wrong With Your Favorite Pop Stars?1474 Words   |  6 Pagesthem a significance that is completely different than the original. With pop culture, pop stars like Katy Perry, Miley Cyrus, Gwen Stefani, Selena Gomez and Iggy Azeala have all engaged in displays of cultural appropriation. This creates a stir in media and politics because there is a fine line between musical influence and cultural appropriation and some individuals are simply not aware of this difference and what consists as what. Cultural exchange in music videos and performances can be seen asRead MoreThe American Of The United States Essay1731 Words   |  7 Pagesthat are habitually disempowered by American society is their: gender, class, race, and citizenship status. Not only do these women’s feel the effects of being a female and a minority, they also are further marginalized by their class and legal status. Scholars have referred to these women as being the minority inside a minority group. Due to these intersections of their identity, they are quite susceptible to things like exploitation, abuse, blackmail, racism, and sexism. Intersectionality theoryRead MoreThe World Is Not Perfect1155 Words   |  5 Pageswould be to compare them to Samuel Huntington. 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Analyzing the ethnography Social Media in Northern Chile by Nell Haynes, Modernity at Large: Cultural Dimensions of Globalization by Arjun Appadurai, and the article, Negotiating the Global and National: immigrant and Dominant-Culture Adolescents’ Vocabularies of CitizenshipRead MoreAmericas Society in Deborah Tannens book, The Argument Culture1228 Words   |  5 Pageswhen adults are arguing at the dinner table and a child tries to speak up about their opinion, it is usually shut down. The child will be told to stop talking and may even have to say sorry. That is nice culture. I think if you look at marginalized minorities such as women, poorer people, and people of color, you tend to find more of a culture where people are taught to be nice. Being nice in this society would not be a problem if a veneer of niceness and respectability was not used to suppressRead MoreThe Medical Model Of Disability1551 Words   |  7 Pagespeople with disabilities are weak, dependent, and incapable of performing like â€Å"normal† people. This paper examines how the medical model influences society’s perceptions of disability through the use of language and the media which cause people with disabilities to be marginalized and experience inequalities. Under the medical model, disability is defined as any restriction or lack of ability, resulting from an impairment, to perform an activity in the manner or within the range considered normalRead MoreThe Role Of Critical Race Theory941 Words   |  4 PagesThe role of Critical Race Theory provides us with the idea of â€Å"racial realism†, the idea that racism, the normalcy of white supremacy is part of the everyday life of an ‘other’, in other words, racial or indigenous minorities in Canada. Consequently, the Critical Race Theory gives an understanding of the power that can be given to a definition such as ‘race’, and how heavily influence the way society functions and sparked in a cultural divide in Canada due to the simple idea that biological and aestheticRead MoreBreaking The School Of Prison Pipeline859 Words   |  4 Pagesbrutality is the sad reality that many black and Latino boys experience in their childhood. The disadvantages of their u pbringing results to the reinforcement of societal restrictions on their success. On a positive note, education becomes salvation to marginalized group because it provides them means to escape the system that prevents them from becoming successful. However, Charles M. Blows and Victor M. Rios reveal that black and Latino boys are at a disadvantage in the school to prison pattern. Therefore

College Placement Test free essay sample

The first time I took a college placement test was in December of 2015 at Bristol Community College. The test ultimately determines where students place in specific courses, such as arithmetic, reading, writing, and algebra. After months of preparation and anxiety, the pressure was on. Throughout my middle school years, I was a strong student, always on the honor roll. I never had a GPA below 3.0. I was smart, and I knew it. That is, until I got the results of my college placement test. Although the test was challenging, covering those four specific subjects of reading, writing, arithmetic, and algebra, I was sure I had passed every part. To my surprise, I did pass every part – except writing. â€Å"Writing! Yeah right! How did I manage to fail writing, and by half a point, no less?† I thought to myself in disbelief. Seeing my test results brought tears to my eyes. I honestly could not believe it. I had worked way too hard to score below the 3-point scale. Not to mention, scoring a half-point below it. I thought it was absurd. To make matters worse, most of my classmates from high school also took the test, and to my surprise again heard that they all passed, including some who were barely passing high school English. What an embarrassment I thought. How could I have failed, and they had passed that test? I was so much better at writing than they were, or at least I thought I was because I always got A’s on my English papers. What did I do wrong that made me fail, or in other words, what did I miss on the test that they got right and I got wrong? Until that time, I loved writing just as much as I loved math. It was one of my strengths. I was good at it, and I enjoyed it. If anything, I thought I might fail algebra. How could I have screwed up writing? I surely spelled every word correctly, used good grammar, and even used big words in the proper context. How could I have failed? This was definitely a debby-downer because I always knew I was a good writer and so did everyone else. Finally, I got over it and decided it was no big deal. Surely, I would pass the next time. In my honors high school English class, I worked diligently, passing with A’s. By the time I graduated high school, I knew I was ready for college and ready to conquer that writing test. Well, guess what? I failed the test again, again with only 2.5 of the 3 points needed to pass. That time I did cry, and even went to my advisor, Mr. Sanchez, and asked, â€Å"How can I get A’s in all my English classes but fail the writing part of the college pl acement test twice?† He could not answer my question. Even my friends and classmates were confused. I felt like a failure. I had disappointed my family and seriously let myself down. Worst of all, I still could not figure out what I was doing wrong. I decided to quit trying so hard. Apparently – I told myself – the people grading the tests did not have the slightest clue about what constituted good writing was. I continued to excel in class and pass the test on the third try. But I never again felt the same love of reading and writing. This experience showed me just how differently my writing could be judged by various readers. Obviously, all my English teachers and many others enjoyed or at least appreciated my writing. A poem I wrote was published online once. I must have been a pretty good writer. Unfortunately, the graders for the college placement test did not feel the same, and when students fail the test, the state of Massachusetts did not offer any explanation. After I failed the test the first time, I began to hate writing, and I started to doubt myself. I doubted my ability and the ideas I wrote about. Failing the second time made things worse, so perhaps to protect myself from my doubts, I stopped taking English seriously. Perhaps because of that lack of seriousness, I earned a D in the English 101 class at Bristol Community College, and was forced to retake it when I transferred to Dean College. I wish I knew why I failed that test, because then I might have written what was expected on the second try, maintained my enthusiasm for writing, and continued to do well. Then again, this has given me the opportunity to prove to everyone what kind of writer I am.

The Crucible do we admire Hale Essay Example

The Crucible do we admire Hale Paper Reverend Hale is trying to help, and he tries to dispel the notion that the conditions of the two girls Betty and Ruth are caused by witchcraft, but fails to do so as the town is aware of what is going on. Then he eventually spills the beans and spreads fear in that the Devil is loose in Salem. In Act 2 when Hale goes to the Proctors house to privately talk to them, the stage directions say he had a drawn and slightly guilty air giving the impression that he no longer has the atmosphere and dominance around him. He gets slightly worried when a good man as proctor could not recall the 10 commandments later saying no crack in a fortress may be accounted small meaning that even small insignificant mistakes or problems cant just be ignored. As I have said, this book is based around the events over 315 years ago in Salem, Massachusetts. In act 3 the witch trials begin and this reminds us of those that occurred in 1692. They are very similar to what happens in the crucible and the characters are also similar, for example Giles Corey was pressed to death for not revealing the name of a person wanted, and this too happened in real life with the same character and also rev john hale of Beverley and Tituba the negro slave were too there in real life, as were some of the other characters. Miller has also used the characteristics of some of these characters too. Another similarity between this play and history is the House of Un-American Activities Committee (HUAC). We will write a custom essay sample on The Crucible do we admire Hale specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Crucible do we admire Hale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Crucible do we admire Hale specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Formed in 1934, the HUAC was formed to investigate communist issues such as Nazi Propaganda and other propaganda issues as part of the United States House of Representatives. How is the crucible at all relevant to this? Well, Danforth is similar to the HUAC as he sees himself as superior to people of Salem and in the courtroom, just like how the HUAC felt about themselves, and both believe that their judgement is always the correct one. This is shown by Danforths very controlling manner in the courtroom for example this is a clear attack upon the court as he emits power and rule over John Proctor. The second similarity is that the HUAC can be easily seen as corrupted and this corruption is just like the court in the play as the courts judge Danforth wants to convict as many people as he can in Salem for his own gain. Although this isnt fair and just, this high number of convictions will make him look good and he could be promoted, noticed, moved to head judge, or something of a similar field. An example of this is when Danforth says do you know that near to four hundred are in the jails from Marblehead to Lynn, and upon my signature? Here he is being self admiring and trying to show off how good a judge he thinks he is and also shows that he is very proud that he has jailed so many people. In act 3 and 4, we realize how selfish Parris can be. At every opportunity possible, he accuses and disputes any people who may pose a threat to him and his position in the town and the church. Even in the courtroom Parris displays this sort of behaviour calling out that attacks are being made on the court and tries to create a bias feeling towards people in a negative manner. However, into act 4 Hale does the opposite and goes against the court to try and help bring justice. Now we really admire Hale and despise Parris even more. He is trying to help Proctor now as he is a truthful man and knows that proctor is innocent. He wants justice to come out of the case and wants proctor to sign the confession so that he will live. In act 4, Parris realises what he is doing is wrong, and begins to change. Like Hale, be begins to turn to the side of the accused, and wants proctor to live. However, this is no act of kindness, this change comes about as the mood of the town worsens and focuses on him. So, he is doing it for the good of himself and he realises that if Proctor was to be hung, he could lose his position as minister and even be thrown out of Salem. This makes us despise Parris further. However, if it were for the reason that he has turned to a kind and truthful man who wanted to stop it from happening we would admire him. Another thing to despise Parris is the very pathetic and selfish action at the end of act 4 before Proctor is to be hung, where Parris offers him some cider; If you desire a cup of cider, Mr Proctor, I am sure I-. He does not finish as he sees Proctor giving him an icy stare. To do this, especially when you are the man who is responsible for his hanging, is just outrageous! Parris, throughout the play, can only be described as selfish, heartless, small minded and self motivated a sort of man who no one would want to know or associate with, and especially for someone like this to be a Minister! Despisable. Rev Hale, throughout the play, has feelings for people and only wants to help and do the right thing. He knows whats right and wrong and unlike Parris, does what is right for other people and not whats best for him. A man you would want to know, a man with the true personality of a Reverend, admirable.

Application Of Theory Of Constraints In Commercial Printing Accounting Essay Example

Application Of Theory Of Constraints In Commercial Printing Accounting Essay Example Application Of Theory Of Constraints In Commercial Printing Accounting Essay Application Of Theory Of Constraints In Commercial Printing Accounting Essay This paper seeks to analyze and discourse the application of a Theory of Operations Management in an administration. I have selected a former employer, a commercial printing company, as the company to carry on a critical reappraisal of its operations. I have indentified legion jobs throughout the company s operations, but for this exercising, have decided to concentrate chiefly on the fabrication procedure. In making so, I was able to clearly place a specific country of concern within the operations procedure and use an applicable Theory of Operations Management. In my treatment I non merely applied the relevant theory, but besides justified the choice of such based upon the possible betterments in the fabrication procedure. The recommended alterations if applied will finally convey about a more efficient entity and an betterment in the quality of the merchandises and client focal point. Profitability would be realized and the measurings of which can be done with the usage of the theory as it enables for the computations of the associated execution hazard. The Company The company that has been selected for this assignment is Press-Box Printers Limited ; a household owned and operated commercial printery. The company has been in operation for over 35 old ages and is one of the taking industries of printed stuffs in the local industry. Press-Box Printers Limited has about 85 staff who are employed throughtout the four sections viz. Administration, Gross saless and Selling, Production and Ancillary. The nucleus merchandises manufactured includes books, magazines, and letter paper for a broad cross subdivision of other local Jamaican concerns and persons. The fabrication procedure incorporates the inputs of labor, electricity, paper, inks, chemicals and other applicable natural stuffs and transforms them to bring forth full service publishing solutions ( See Appendix 1. ) . The company uses Offset Lithography ( See Appendix 2. ) , Letterpress and Digital printing techniques, each of which produces a alone consequence depending on the demands of its diverse client base. The Problem The big substantial occupations are those that require the usage of Offset Lithographic printing and over the past 15 old ages, the company has lots its command to retain or to get such contracts. It was discovered that the tendered commands for moneymaking contracts were unsuccessful as they are being alternatively given to entities that are either new or have invested in new engineering and equipment. Press-Box Printers monetary value points are deemed to be uncompetitive. A major lending factor is that the printing imperativenesss are antiquated and can reproduce merely a upper limit of two colorss at a clip. Major occupations require a lower limit of five colorss. Therefore, for Press-Box to fabricate such a occupation, it would hold to go through through the printing imperativeness at least three times. This is deemed to be really inefficient. The input costs of labor, electricity and stuff to bring forth a individual five coloring materials occupation has been proven to be highly high. Further, other internal every bit good as external costs have been identified. The internal costs includes ; ( I ) bit cost of hapless quality as parts must be discarded, ( two ) the re-work cost of repairing faulty merchandises, and ( three ) downtime cost due to the repairing of equipment or replacing faulty merchandise ( s ) . External costs identified were ; ( I ) the cost of reacting to client ailments, ( two ) the cost of managing and replacing poor-quality merchandise ( s ) , and ( three ) lost gross revenues incurred because of client good will impacting future concern. In visible radiation of the above issues of concerns, I have selected to utilize the Theory of Constraints ( TOC ) to review the current fabrication pattern of Press-Box Printers Limited. By using the theory, I will be able to supply elaborate analyses and to urge the manner frontward. Discussion of relevant theory The development of the methodological analysis of TOC can be traced to the development by Dr. Eliyahu Moshe Goldratt of a commercially successful software-based fabrication scheduling plan known as optimized production Timetables ( OPT ) , but this was nevertheless changed in 1982 to Optimized Production Technology ( OPT ) ( Jacobs 1983 ) . With the publication of The Goal, Goldratt used his influential instruction manner to educate the universe about pull offing constrictions ( restraints ) and his new thoughts about public presentation ( Goldratt and Cox 1984 ) . Several early executions brought about the disclosure of the importance of ; ( I ) placing resources as constriction and non-bottleneck, ( two ) holding idle clip or protective capacity on non-bottleneck resources, ( three ) doing planetary public presentation steps an built-in constituent as opposed to efficiency based steps that are considered local and ( four ) explicating a focussed betterment procedure. Theory of Constraints ( TOC ) has evolved over the past two decennaries from a simple production scheduling technique to a systems attack which is chiefly concerned with pull offing alteration. Klein A ; DeBruine ( 1995 ) province that originally set out to invent a systematic attack to placing what was forestalling a company from accomplishing its end of maximizing net income for its stakeholders. The attack was foremost used in a fabrication environment and reported at an American Production and Inventory Control Society ( APICS ) conference in 1980. Hrisak ( 1995 ) informs that TOC is now being used worldwide by companies of varied industries and sizes. He farther states that directors who routinely use TOC were convinced they got a better apprehension of the operations of their several concerns and are able to accomplish a sense of control and take action. He says that TOC allows directors to be empowered by supplying a dependable and consistent model for naming jobs. The TOC methodological analysis encompasses a broad scope of constructs, rules, solutions, tools and attacks. The Theory of Constraints has two expansive places ; ( I ) the concern system and ( two ) a go oning sweetening of the procedure itself. From the concern system position, TOC emphasises three dimensions that of mentality, measurings, and methodological analysis ( 3Ms ) . ( Boyd and Gupta 2004 ) explains that ; Mindset is frequently referred to as finding the system s planetary end. A most of import premise of TOC is that every for-profit concern has the aim of making more money now every bit good as in the hereafter ( Goldratt and Cox 1984 ) without go againsting certain indispensable conditions. Two such conditions conferred in Goldratt ( 1994 ) are that: ( I ) present current every bit good as future fulfilling work environment for employees, and ( two ) supply value and satisfaction to the market. Foregrounding the difference between the end, the aim of which is to continuously heighten net incomes, and the necessary conditions which is to convey to a specific threshold value, TOC distinguishes itself from other direction theoretical accounts as it presents a system that when implemented, makes for a more robust model. The measuring of a system s public presentation is to presume that a house s end is to go more profitable and in so making, TOC proposes a set of planetary operational steps. These steps are throughput, stock list and operating disbursals. The operational steps are said to be: ( I ) fiscal in nature, as they can be translated to steps such as net net income, and return on investing ( 3708 M. Gupta and D. Snyder ) ( two ) they are easy applied at any degree of an administration, and ( three ) warrant that local determinations are in maintaining with the net income end of the house ( Goldratt1990a, Goldratt and Fox 1993, Noreen et Al. 1996 ) . This facet of TOC, termed throughput accounting , has been discussed extensively in accounting literature ( Corbett 1999, Dugdale and Jones 1996, Noreen et Al. 1996 ) and compared, contrasted, and incorporated with activity-based cost accounting. The methodological analysis, the last of the 3m s, speaks to the uninterrupted betterment of the system. Ever since the launch of optimized production engineering ( OPT ) as a production planning and control methodological analysis, TOC has developed into a uninterrupted betterment methodological analysis. TOC states that every concern system has at least one restraint and for the most portion, really few. A restraint is defined as that which limits the system from accomplishing greater degree of public presentation relation to its declared end. Goldratt proposed a five-step focussing procedure for pull offing restraints and continuously bettering the system. Cardinal to this focussed procedure are the constructs of V-A-T procedure construction analysis, drum-buffer-rope, and buffer direction which are used to develop the restraint s agenda, regulate and manage buffer stock lists within an organisation. TOC is possibly non normally considered by systems modellers to be portion of the systems literature, but it is a systems methodological analysis in that it strives to guarantee that any alterations embarked upon as portion of a uninterrupted procedure of sweetening will be of benefit to the system as a whole, instead than merely an stray section of the system. Even at the cardinal degree of operations, TOC provides directors with a set of tools that will maneuver them to bring out replies to the basic issues associating to alter. The issues are ; ( I ) what to alter, ( two ) what to alter to, and ( three ) how to consequence the alteration. Goldratt ( 1990b ) , Klein A ; DeBruine ( 1995 ) A ; Dettmer ( 1997 ) states that TOC views an administration as a concatenation composed of many links, or webs of ironss. Often times viewed as a forced system, a concatenation s links all contribute to the over-arching end and each nexus is really much dependant on the other links. However, the concatenation itself is merely every bit strong as its weakest nexus. With this in head, Goldratt s TOC states that the overall public presentation of an administration is limited by its weakest nexus. He farther argues that if an administration wants to better its public presentation, the first measure must be to place the system s weakest nexus, or restraint. Stairss in the procedure of ongoing betterment Goldratt ( 1990b, Goldratt and Cox 1992 ) introduced a technique called the five focusing stairss ( See Appendix 3. ) for undertaking system jobs on a uninterrupted betterment footing. The stairss are ; ( I ) to place the restraint in the procedure that is restricting the efficiency of the system. This could be a physical every bit good as a policy restraint ( two ) make usage of the restraint to accomplish the best possible end product from the restraint by eliminating insufficiencies that inhibit the flow, and cut down non-productive clip, so that the restraint is used in the most effectual manner possible ( three ) subsidiary other activities to the restraint by associating the productiveness of other operations to be suiting the restraint. This should ensue in an elementary work flow and avoid build up of work-in-process stock list. A critical point nevertheless, is to forestall the restraint from holding to wait for work ( four ) elevate the restraint and in state of affairss wh ere the system restraint still does non hold satisfactory degrees of end product, an investing in new equipment or an addition in staff is recommended to increase end product ( V ) if alteration has occurred, travel back to step one and measure whether another process or policy has turn out to be the system restraint. Goldratt ( 1990b ) states that this measure is consistent with a procedure of ongoing betterment. Predating the Five Focusing Stairss, Goldratt ( 1986, 1990b ) prescribes two excess stairss, which Coman and Ronen ( 1994 ) include in the focusing stairss, hence redefining them as a seven-step method. The two excess stairss included at the beginning are ; ( I ) specifying the system s Goal and ( two ) determine proper, planetary and simple steps of public presentation. Scheinkopf ( 1999 ) describes these as prerequisite stairss for any betterment in the procedure. As is indicated, a main rule of TOC is that all systems have restraints that prevent it from accomplishing its end. The accent therefore, is to concentrate attempts on holding those restraints produce more, either by moving on the restraints straight, or on the other operations that interact with them. TOC s Five Focusing Steps supply a straightforward but successful method to uninterrupted betterment in cases where the restraint can be easy identified. Conversely, if the restraint is caused by cases of policies or behaviors, or farther completed state of affairss, the restraint may be more hard to place, therefore doing the preparation of a solution hard. If this were the instance, the TOC Thinking Procedures are more utile in make up ones minding what to alter, what to alter to, and how to convey about such a alteration. Similar to the Five Focusing Stairss in that it focuses on the restraint, the Thinking Processes focal point on the factors that are presently forestalling the system from accomplishing its ends. The Thinking Processes achieves this by first placing the symptoms within the system, which present verification that the system is non executing every bit good as is desired. From this place, the assorted TOC Thinking Process tools are so applied to deduce the causes of those symptoms, what needs to be done to rectify those causes, and how such remedial actions could be carried out. By making this, the TOC attack is to map the system from the place of the current trouble, instead than seek to pattern the whole system. A really swoon but major discrepancy, this allows for complex jobs to be addressed without holding to wholly pattern the full system. The TOC Thinking Process begins with a Current Reality Tree, which detects what in the system, needs to be changed. The Evaporating Cloud is so used to derive a deeper apprehension of the struggle within the system environment. Additionally, the Evaporating Cloud provides thoughts of what can be changed to interrupt the struggle and decide the focal issue of concern. The Future Reality Tree uses these thoughts for alteration and ensures that the freshly established world would in fact decide the unsatisfactory systems conditions and non convey about new 1s. The Prerequisite Tree identifies obstacles to the execution and attacks to predominate over them. The Transition Tree can be seen as the creative activity of a elaborate execution program. Goldratt s tools are designed to get the better of opposition to alter as a logical way is created that can be easy followed. The five tools can be used individually or as a whole but this all depends nevertheless on the complexness of the state of affairs. Many applications of the Thinking Procedures have been published since its introduction in Goldratt ( 1994 ) ; and there have been many illustrations presented in the APICS Constraints Management Symposiums, and in books such as Noreen et Al ( 1995 ) , and Kendall ( 1998 ) . Recommendation and Justification Having identified the restraint in Press-Box Printers operational procedure, the undermentioned recommendation is being made ; the organisation should get a newer more efficient five coloring materials publishing press.The machine being proposed and the specifications are as follows: Model: Heidelberg SM 74-5-H Year: 2005 Impressions: 74 million ( approx. ) Sheet size: Width 52 centimeter Height 74 centimeter Colorss: multi-colour ( 5 ) Auto home base burden The above machine is deemed idle for the nature and range of the printing production procedure at Press-Box Printers ( See Appendix 4 ) . The acquisition would replace at least three Heidelberg, two coloring material printing imperativenesss presently in usage which have a combined mean age of 28 old ages. In using TOC to the administration s operational and systems challenges will necessitate the hazard of investing capital. The Rate of Return ( ROI ) on such an investing can nevertheless be adequately measured by using TOC. In mensurating the ROI, the specifications of the recommended printing imperativeness should include its production capacity, cost to run inclusive of care ( OE ) , net net income ( NP ) obtained from the machine over a specific clip period, and investing ( I ) that was made to obtain the machine and bring forth the net net income. If these measures are known, return on investing ( ROI ) can be calculated as follows: ROI = NP I The net net income ( NP ) can be calculated from the difference between all the money generated, called per definition the throughput ( T ) of the machine, and the operating disbursals ( OE ) of the machine: NP = T OE Therefore: ROI = T OE I The definitions of the TOC measuring parametric quantities are as follows: Throughput: The rate at which the administration generates goal units ; Operating Expense: All the money the administration spends in bring forthing goal units ; and Investing: The money tied up in the administration . It should be noted that throughput is a hard currency step and therefore gross revenues on recognition or debitors on the books should be included in the investing. However, Throughput is merely recognized when hard currency has been received for the sale generated. This is a really different construct from normal accounting patterns which identifies a sale, be it hard currency or recognition. Another measuring of corporate public presentation is that of hard currency flow. Cash flow ( CF ) is the sum of money of net net income left after alterations in investing have been accounted for: CF = T OE -I. Negative investing, or a lessening in inventories/investment, therefore additions the hard currency flow of the concern. Managed a company as per TOC rules, the Economic Value Added ( EVA ) , which is a fiscal public presentation method to cipher the true economic net income of a company, will better. This is so as the fact that net net income ( NP ) , return on investing ( ROI ) and hard currency flow ( CF ) will increase due to the focal point on the restraints of the company. Simultaneously, the plus hazard, runing hazard, size and diverseness hazard and the strategic hazard of the company will be reduced. For that ground, the hazard factors that impact the cost of capital of the company will be reduced, taking to a decrease in the cost of invested capital. Jointly ; return on investing and cost of capital, which form portion of the EVA equation are therefore influenced positively by the application of TOC direction rules. Decision By geting the above recommended Heidelberg printing imperativeness, the efficiency of the fabrication procedure will be greatly improved. This betterment will be realized through the decrease of ; ( I ) stock list, ( two ) production clip, and ( three ) direct inputs such as labor and electricity. Improvements will be realized in: ( I ) rhythm clip, ( two ) on clip bringing / due day of the month public presentation, and ( three ) fiscal place ( throughput ) . Mentions Ackoff, R.L. ( 1978 ) . The Art of Problem Solving, Wiley. Aggarwal, S. and Aggarwal, S. , 1985. The direction of fabricating operations: an assessment of recent developments. International Journal of Production Management, 5 ( 3 ) , 21-38. Boyd, L.H. and Gupta, M.C. , 2004. Constraints direction: is it a theory? International Journal of Operational and Production Management, 24 ( 4 ) , 350-371. Cook, D. , 1994. A simulation comparing of traditional, JIT and TOC fabricating systems in a flow store with constrictions. Production and Inventory Management Journal, 35 ( 1st one-fourth ) ,73-78. Coman, A. and Ronen, B. ( 1995 ) . Management by Constraints: Yoke IS to Support Changes in Business Bottlenecks. Human Systems Management 12, 65-70. Cox, J.F. III and Spencer, M.S. ( 1998 ) . The Constraints Management Handbook. St Lucie Press / APICS Series on Constraints Management: Boca Raton, FL. Dettmer, H.W. ( 1997 ) . Goldratt s Theory of Constraints: A Systems Approach to Continuous Improvement. ASQC Quality Press, Milwaukee, WI. G. Bennett Stewart. The quest for value: the EVA ( TM ) direction usher. HarperCollins, 1990. Gardiner, S.C. , Blackstone, J.H. , and Gardiner, L.R. , 1994. The development of the theory of restraints. Industrial Management, 36 ( 3 ) , 13-17. Goldratt, E.M. and Cox, J. 1986. The Goal A Procedure of Ongoing Improvement. Revised Edition. North River Press, Croton-on-Hudson, NY. Goldratt, E.M. ( 1990a ) . What is this thing called the Theory of Constraints? North River Press, New York. Goldratt, E.M. ( 1990a ) Haystack Syndrome: Sifting Information Out of the Data Ocean. Croton-on-Hudson, NY: North River Press Goldratt, E.M. ( 1990b ) . The Haystack Syndrome. North River Press, New York. Goldratt, E.M. ( 1990b ) . What is this thing called the Theory of Constraints? North River Imperativeness, Croton-on-Hudson, NY. Goldratt, E.M. and Cox, J. ( 1993 ) . The Goal, 2nd erectile dysfunction. Gower, Aldershot, England. Goldratt, E.M. ( 1994 ) . It s Not Luck. North River Press Publishing Corporation, Great Barrington, MA. Goldratt, E.M. ( 1997 ) . Critical Chain. North River Press Publishing Corporation, Great Barrington, Massachusetts. Goldratt, E.M. and Cox, J. 1992. The Goal A Procedure of Ongoing Improvement. Second Rev. Ed. , North River Press Publishing Corporation, Great Barrington, MA. Gupta, M.C. , 2003. Constraints management-recent progresss and patterns. International Journal of Production Research, 41, 647-659. Hrisak, D.M. ( 1995 ) . Interrupting Bottlenecks and TOC. Chartered Accountants Journal of New Zealand, Vol. 74, No. 7, 1995: 75. Kendall, G.I. ( 1998 ) . Procuring the Future: Schemes for Exponential Growth Using the Theory of Constraints. St. Lucie Press / APICS Series on Constraints Management: Boca Raton, FL. Klein, D. and DeBruine, M. ( 1995 ) . A Thinking Procedure for Establishing Management Policies. Review of Business. Vol. 16, No. 3: 31-37. Mabin, V.J. and Balderstone, S.J. , 2003. The public presentation of the theory of restraints methodological analysis: analysis and treatment of successful TOC applications. International Journal of Operations and Production Management, 23 ( 6 ) , 568-595. Mabin, V.J. and Balderstone, S.J. ( 1999, forthcoming ) . The World of the Theory of Constraints: A Review of the International Literature. St. Lucie Press / APICS Series on Constraints Management: Boca Raton, FL. McMullen, T.B. ( 1998 ) . Introduction to the Theory of Constraints ( TOC ) Management System. St. Lucie Press/ APICS Series on Constraints Management, Boca Raton, FL. Miltenburg, J. , 1997. Comparing JIT, MRP, and TOC and implanting TOC into MRP. International Journal of Production Research, 35 ( 4 ) , 1147-1169. Noreen, E. , Smith, D.A. A ; Mackey, J.T. ( 1995 ) . The Theory of Constraints and its Deductions for Management Accounting. The North River Press Printing Corporation: Great Barrington, MA. Plenert, G. , 2000. Bottleneck allotment methodological analysis: an incorporate fabrication direction model-a system survey. International Journal of Flexible Manufacturing Systems, 12 ( 1 ) , 81-101. Rand, G.K. ( 1990 ) . MRP, JIT and OPT. In Hendry L.C. and R.W. Eglese, Operational Research TutorialPapers, 1990. Operational Research Society, Birmingham, England. Scheinkopf, L. ( 1999 ) . Thinking For Change: Puting the TOC Thinking Processes to Use. St. Lucie Press / APICS Series on Constraints Management: Boca Raton, FL. Spencer, M.S. , 1991. The end in an MRP system. Production and Inventory Management Journal, 32 ( 4 ) , 22-28. Spencer, M.S. and Cox, J.F. , 1995. Optimum production engineering ( OPT ) and the theory of restraints ( TOC ) : Analysis and family tree. International Journal of Production Research, 33 ( 6 ) , 1495-1504. Appendix 1 The Transformation Process Beginning: Figure 13. Transformation procedure theoretical account ( Armistead, Harrison et Al. 1996, 118 ) Appendix 2 The Offset Lithography Printing Process Beginning: hypertext transfer protocol: //www.compassrose.com/publishing/offset-printing.html Appendix 3 Five Focusing Stairss Beginning: Industrial research Institute hypertext transfer protocol: //www.iriweb.org/Public_Site/RTM/free/Whats_Constraining_Your_Innovation.aspx

Trends that older workers need to watch for in 2018

Trends that older workers need to watch for in 2018 Attention Baby Boomers- not all trends are created equal. Each year, we see a variety of new workplace trends take hold, which often vary by industry, geography, and even individual demographics. One of these factors is age- simply put, there are trends in the job world that affect older individuals differently, based on their level of experience, personal needs, comfort level in a rapidly changing work environment, and longevity in the job market. Older workers- specifically Baby Boomers (individuals born between 1946 and 1964), face some unique issues and challenges in the work world. This aging population possesses a wealth of work experience, knowledge, and expertise, but is growing older in a workplace that increasingly prizes youth and vitality, and many are approaching the age where retirement is a consideration. According to a recent Pew Research Center study, approximately 29% of the workforce in the United States- which represents approximately 45 million workers- is part o f the Baby Boomer generation. Although this number continues to shrink each year, it’s still a significant amount of people. Therefore, it’s worth taking a closer look at the trends these older folks can expect to encounter in the workplace in 2018.More flexible work arrangementsAlthough this may not seem like much of a departure from the norm for younger workers, older workers who are typically more used to the traditional Monday to Friday, 9 to 5 office arrangement may need some time to get used to the changing notion of what it means to be â€Å"at work.† Advances in technology have made it easier than ever before to work remotely and telecommute- and older workers will get the opportunity to take more advantage of the flexibility this allows.Baby Boomers who work in fields in which telecommuting is a viable option and possess the technical knowhow can expect to encounter more flexible work arrangements in 2018. This is often a good thing, allowing for a fast er, easier, and less expensive commute to the office- which might now just mean walking into one of the rooms in your house.Rise in contract employmentAnother trend in the workplace that may hit Baby Boomers harder than their younger counterparts is the change in how employers are hiring individuals to meet their needs. Many companies are embracing leaner approaches to work by using technology to get more work done with less people on their payrolls. Companies are also increasingly relying on unorthodox work arrangements, which means a shift from full-time employees and towards a greater reliance on contract, freelance, and part-time workers to get things done.Why is this especially concerning for Baby Boomers? These new workplace arrangements typically don’t include benefits like medical and dental insurance, which usually become more essential as workers get older, so workers are going to have to get creative and seek out alternative means for coverage. Another thing missin g from most forms of contract employment are retirement benefits, which will impact how workers prepare and save for retirement in the future.Delaying retirementSpeaking of retirement†¦a growing trend that many older workers are facing is the notion of having to delay exiting the workforce for as long as possible. According to a recent article by U.S. News World Report, this can be attributable to a wide range of factors, including older workers not having enough money saved, needing health insurance, desiring to stay active and productive, and simply enjoying working and passing on their knowledge and skills to a new generation of employees. Whether by choice or not, older workers who are looking to delay retirement are going to have to learn how to effectively navigate the changing landscape of the work world and plan for the future.These are the biggest trends older workers can expect to encounter in 2018. Those employees who will prove most successful in coping with a rapi dly evolving workplace will stay one step ahead of these trends and strategize accordingly.

Strategies for Gathering and Evaluating Sources Essay

Strategies for Gathering and Evaluating Sources - Essay Example The information was last published in the year 2003 and has not been updated of late. There are however other resources that can be found from a variety of books. In addition, the materials found in this article do match the content in most of the other articles. In addition, this article gives case studies that highlight issues that concern censorship in many nations. The author is a music lecturer at the University of Connecticut and has dwelt on the issues affecting censorship for several years. He describes what is already known from other sources and adds little from his personal experiences. The experience that the author has in the field enables him to handle the complexities that arise from the topic under consideration. The information was last published in the year 2006 and has not been updated of late. However, there are other sources that have the latest information regarding censorship in music but which match the content of the article. The article brings forth the newest research concerning the topic of censorship in Africa along with various case studies on the issue. The article focuses on any attempts that are being made in the continent for the purpose of censoring musicians along with the strategies that the musicians have devised for resisting these moves. Nuzum describes what is already known and is unknown in the industry and adds little from his personal experiences. The experience that the author has in the field enables him to handle the complexities that arise from the topic under consideration. The information was last published in the year 2001 and was updated in the year 2008. However, other information sources also have the latest information regarding censorship in music but which matches the content of this article. This book by Nuzum provides details of everything an individual would like to know concerning music including what the parents may not like

Composition Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Composition - Annotated Bibliography Example While it may not be as complete and detailed as other biographical accounts of Hoover, it does provide enough information about his disposition and temperament when it comes to individuals whom he considered as enemies of the state. Since the research deals with the government abuse of power while Hoover was in the FBI as described by Stout in The Doorbell Rang, this book would help in explaining the character of the said director. The FBI: A History presents a detailed discussion of the history of the country’s principal crime-fighting force. It also attempts at providing analysis on the key events that occurred during the history of the FBI. It particularly highlights the era when J. Edgar Hoover was at the helm of its organization. This book by Rhodri Jeffreys-Jones is relevant to the research since it helps in clarifying the historical context of Rex Stout’s The Doorbell Rang. Select Committee to Study Governmental Operations. Intelligence Activities and the Rights of Americans. United States Senate, 1976. Web. 27 January 2012. http://www.icdc.com/~paulwolf/cointelpro/churchfinalreportIIce.htm This is basically a report submitted by a senate committee headed by Sen. Frank Church in 1976. The said committee made and investigation of all the actions that the FBI did during the time when J. Edgar Hoover was its director. The document was actually one of the very first systematic and comprehensive attempts at exposing the FBI and the CIAs abuse of power, such as the spying conducted on American citizens. This also provides substantial proofs of Hoover’s violations of the privacy of individuals, which is the gist in The Doorbell Rang. Since the research is on the theme of how The Doorbell Rang serves as a critique of J. Edgar Hoover and the FBI, it is only right that the book become a principal reference. The book written by Rex Stout is part of the Nero Wolfe detective story series. However, unlike the rest of the Nero

Use of Elemental Imagery Jane Eyre Essay Example for Free

Use of Elemental Imagery Jane Eyre Essay The use of elemental imagery in Jane Eyre, revealed throughout the novel both literally and metaphorically, is one of Charlotte Bronte s key stylistic devices. The opposition of the two elements, fire and water, highlights the need for the characters to find equilibrium between the two. Fire can describe passion and warmth, but it can also burn. Water can describe coolness and comfort, but it can also chill. Because of Charlotte Bronte s use of elemental imagery in her book, Jane Eyre, the reader can better comprehend what the characters of Jane Eyre, Mr. Rochester, St. John Rivers, and Bertha Mason are feeling and thinking. Fire imagery helps the reader understand the strong feeling of passion in the character of Jane Eyre. At Gateshead, Jane is unable to control her passions and hits John Reed after he bullies her. As her punishment, Jane is locked up in the red-room. Fire imagery here, in the form of the red room, is Bronte s way of representing Jane s passion and fury. A bed supported on massive pillars of mahogany, hung with curtains of deep red damask (20) is used by Bronte to represent, through physical manifestation, Jane s overly passionate nature. Also very significant is the direct use of fire. This room was chill, because it seldom had a fire (20) is Bronte s way of saying that Jane is the fire in the room. There was not a fire until Jane inhabited the room. This key symbolism generates a horrific image in the reader s mind of what Jane looks like and is acting like in this scene due to Bronte s significant use of elemental imagery. Another instance of fire describing Jane is when she sees Mr. Rochester s bed torched. It is ironic that Jane happens to find Rochester s bed torched. The reason, illustrated by Bronte, is because they share passion with each other. They have feelings for each other in a way that Bronte can only describe with the fire imagery. The scene s sheer coincidence makes that hard not to believe. Because Bronte used fire to describe Jane s passion in that scene, the reader can really grasp how Jane is feeling. On the contrary, that scene extinguishes the fire, thus the passion. Later in that scene, Jane extinguishes the fire in Rochester s room with water. The water that Jane uses to put out the passion flame in that scene is metaphorically telling the reader that she needs to relinquish her passion. The flame between Jane and Rochester is too hot. They need to find equilibrium. The reader can see the amount of passion that Jane feels, and the amount needed to extinguish her passion. Another instance of water imagery describing Jane s feelings is when Jane shows Rochester one of her paintings. This painting tells the reader much about Jane s concerns and values through the rich sense of imagery in them. The first painting is described as having a drowned corpse in its swollen seas of green water (143). Jane, because of her passionate nature, sees water, representing a locking out of passion and emotion, as death itself. Given that Jane has hot, fiery passion, water imagery is used by Bronte to show the reader how and equilibrium needs to be reached between the two. Another character, Mr. Rochester, shows extreme passion in his multifaceted and intricate feelings. Thornfield is usually considered a gloomy house like a grey hollow filled with rayless cells, (133) but when Rochester enters, Jane sees a warm glow in the oak staircase and a genial fire lit in the grate (133). Immediately upon Rochester s return to Thornfield, fire imagery is used more by Bronte. Come to the fire, (152) said by Rochester to Jane is seen as an invitation to indulge Rochester s passion. Bronte portrays Rochester as fire itself. His purpose is to offer passionate and romantic love to Jane. Rochester, viewed as fire, makes the passion swelling in him more obvious to the reader. St. John Rivers does not feel much passion in his life. Therefore, he can be described as cold and icy. The first and foremost evidence of this is exemplified just by reading his name, Rivers. When Jane sees St. John for the first time, she says, I have never seen that handsome face of his look more like chiseled marble as he put aside his snow wet hair from his forehead (386). Bronte writes that St. John was at the fireside a cold, cumbrous column, gloomy and out of place (393), hinting the incompatibility of Jane and St. John. Jane s nature is passionate while St. John s is not. Bronte again uses water imagery to describe the strange marriage proposal of St. John s. She compares him with imagery of cold, running water when Jane says he has no more a husband s heart for me than that frowning giant of a rock, down which the stream is foaming in yonder gorge (459). St. John Rivers feelings are better illustrated from this use of water imagery. Bronte uses fire to describe Bertha Mason. Through Bronte s use of this imagery, the reader can see the potential dangers of allowing passion to rule uncontrolled. Bertha represents unleashed, untamed passion, without any control or reason. This can be observed when she torches his bed curtains. The imagery, such as the lit candlestick on its side lying on the hallway floor, symbolizes destructive passion that Bertha possesses. Notice that the candlestick is on its side, not upright in a safe position. When Bertha torches Thornfield, she is described as having hair streaming against the flames (476). This description signifies that Bertha has almost a satanic nature bearing a head full of fire. These two scenes are designed to make the reader appreciate the grave danger of uncontrolled passion. In Charlotte Bronte s Jane Eyre, the reader understands better what Jane, Mr. Rochester, St. John Rivers, and Bertha Mason are feeling and thinking due to Bronte s use of elemental imagery. As a result of this, the reader appreciates these characters even more. Without the use of fire and water imagery to show the characters feelings, comprehending what the characters are thinking would be difficult. Basically, Bronte s use of fire and water imagery signifies her relentless pursuit to show the reader what her characters in Jane Eyre are feeling.

Discuss the reasons for the growth and decline Essay -- essays researc

Up until World War II, Imperialism had been a major part of civilization throughout the world. The conquering and occupying of other lands had been prominent in all of the major world empires. The Romans, Ottaman Turks, Egyptians, Mongols, Syrians, Greecians, Babylonians, Muslims, Persians, and others had all thrived on the occupation of other territories. However, as the advancement of military warfare and techonolgy increased, the stakes increased, the wars longer, the casualities higher, and the controlling of vast amounts of land became harder as people sought ethnic diversity and clung to their heritage harder. The last of these great imperialistic empires stands with Great Britian and France. Other european powers in the 1800's also had their hand in the cookie jar of imperialism, including belgium, italy, and Germany, but the powerhouses existed with Great Britian and France. Up until a little after World War II, in the 1950's and 60's, did imperialism last. The questions asked now is how did European powers manuever their way into the lives of other ethninticies, and why didn't it last?   Ã‚  Ã‚  Ã‚  Ã‚  Around 1870, imperialism in Africa escualted, with her coast line quickly being snatched by Great Britian, France, the Dutch, Germany, and the Italians, and then they started working their way inward. The Industrial Revolution caused new wealth to emerge, and this new wealth was invested in occupying new territories, for either a sign of prestige or dominance, probably both to an extent. Techonology is growing, and communications is increasing, thus making it easier to occupy new lands and peoples. Medical techonolgy is increasing, and the ability to combat new diseases helps the imperialistic powers overcome the new pestilences that they encounter. The increasing growth of the R.R made it easier to transport goods and materials needed to occupy territory. The population in Europe is growing, and these new lands are possible place to settle as well. But why did countries like Great Britian seek to expend enouormous amounts of money on provinces without much coming back to them?   Ã‚  Ã‚  Ã‚  Ã‚  One theory is the Accident theory that says their was no real intent in the colonization that took place. The theory says that once one land was taken, the surrounding land would... ...by the British by combining three tribal groups together. One the British left, much blood was shed over what a nigerian was or was not. There was no coherant agreement on what these new people stood for.   Ã‚  Ã‚  Ã‚  Ã‚  Goals for the future are almost dependant on the new countries ability to industrialize and keep up with the Western powers. Establishing a stable government is one step toward political and economic growth and stablity. Agreeing on what a country is about, and how they are to support themselves are vital. Holding fast to an identity, as Americans, Frenchmen, and the British do, only aids in the development of old things, and the creation of new techonology. However, as afore mentioned, because of their being no distribution of weatlth in the world, and within the new countries, the new money is only spread out over the growing population providing no real enhanced standard of living for anyone, the gap will become wider and wider economically between the more developed countries and the third world. Economic developement is the key to success, and without that, these once colonized countries will only continue to struggle.

Comparison and Contrast of Two Poems Essay

William Blake’s poems entitled â€Å"The Tyger† and â€Å"The Lamb† are depictions of human self. The narrators in these poems described their characterization through the illustration of the lamb and the tiger. There are similarities and differences between these two poems in terms of theme, tone, and literary images. By reading these poems, readers would recognize the braveness of the tiger and the calmness of the lamb. Through this, it can be said that these poems are representations of emotions and intentions of the author and narrators in the poems.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the poem â€Å"The Tyger,† the narrator already established the burning fire of the tyger’s character in the first stanza. The first line of the poem characterized the persona into a mortal hero because of the use of words and exclamation marks. In the second stanza, ironies of different literary images started to emerge. Fire and sky, wings and hands are some of the ironies that exist throughout the poem. It shows that fire and sky are interrelated concepts with the use of hands and wings to reach its aspects and sense. In the third stanza, humanistic point of view developed. From natural abstract of nature, animal body parts began to unravel as a way of showing the tyger’s being. The second and third stanzas are related to one another because these means that nature and animals are connected and cannot live without each other. The fourth stanza discussed the different threats against the tiger. Chains and hammers are depicted to be the armor against the illogical braveness of the tiger. Its terror characterization showed that humans are aloof with it. They could not able to live with the tiger that is why they were chained and hammered. The fifth stanza symbolizes the resurrection of the tiger. Once he died from the hands of chains and hammers, the sky will comfort him and give him a new life again. It was seen that once an animal died, it will still conceive a new form of life as it emerge into the nature’s womb. At the end of the poem, the tyger will live through its burning fire. It will always live at the heart of the forest by way of perceiving the eye of â€Å"symmetry.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other hand, Blake’s â€Å"The Lamb† is a representation of lamb’s beauty and keenness. She was depicted as a girl – a little girl who seeks love and comfort from within. This little lamb has simple joys in her heart. He wanted to have something to eat to be able to survive. She just wanted to have comfortable shelter to nurture her self from her surroundings and environment. She is happy and contented with what she has for she is young. The author used two stanzas to illustrate the persona of the poem. It means that simplicity of the character lies within her physical and emotional being.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the first stanza, the narrator discussed how the little lamb portrayed her self in beauty and comfort. The narrator also showed how people used the lamb’s fur for their daily lives especially their clothing.   This is how the lamb works for that is why she has simple happiness because she knows that she would become a big help to everyone. In the second stanza, showed how the persona of the poem loved and admired the lamb. The narrator wanted to tell all the people to be mild and gentle towards the lamb because she is a fragile one. The persona relates herself like a lamb that is unique, keen, happy, and contented being despite of everything that she experienced in life. At the end of the poem, the persona said â€Å"God Bless† to the lamb. It means that she must take care of her self for everything she does throughout her lifetime and beyond.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Aside from the lamb and the tyger’s being animals, the similarity with them is their attachment to nature. Nature always becomes their comfort place to live and ponder. Another similarity is the way humans thought towards and against them. People look at them as an object of economic power and raw materials. They could not look at these animals as part of the ecosystem that helps us to become what we are right now in terms of ecological perspectives. In terms of theme, these two poems are similar. They are both illustration of animal oppression and discrimination. These poems are created to express how animals think of their selves and their use in the society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the other way around, the poem â€Å"The Tyger† is more on loud images rather than the poem â€Å"The Lamb.† Even if they both express the essence and meaning of animal oppression, the poem â€Å"The Tyger† was illustrated in a direct and frank portrayal unlike the poem â€Å"The Lamb.† This poem showed indirect attack towards the issues that it wanted to discuss. â€Å"The Tyger† also used abundant literary images to show the roaring character of the tyger. In â€Å"The Lamb,† the author did not use many literary images because he illustrated the persona as a child who has limited knowledge and learning towards the real intuition of the lamb.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Based on the elaboration of the whole poems in this paper, it was seen that â€Å"The Tyger† and â€Å"The Lamb† have differences and similarities based on the literal and logical perspective. It was also seen that the author made different kind of attack from one point to the other. The target audience for the poem â€Å"The Tyger† is mainly for those who have enough vocabularies to understand the meanings of the words while the poem â€Å"The Lamb† is for children who have simple words to acquire. However, they can be seen as children and adult poems if they are entitled to unleash the essence and persona of the animals in the poems. Bibliography Blake, W. (2005). â€Å"The Lamb† 22 March 2008. http://rpo.library.utoronto.ca/poem/181.html Blake, W. (1794).â€Å"The Tyger† 22 March 2008. http://www.eecs.harvard.edu/~keith/poems/tyger.html

Assessing the English Language Learner

Assessing the English Language Learner (ELL) The Growth of ELL (ESL) The number of human beings who speak a language other than English continues to increase in the United States, Canada, and Australia, for example, as the number of immigrants grows. In 2006, 34. 70% of the population of Los Angeles, California, was foreign born; 25. 50% of Miami, Florida; 39. 60% of Vancouver, British Columbia; 45. 70% of Toronto, Ontario; 28. 90% of Melbourne, Australia; and 31. 70% of Sydney, Australia (Statistics Canada, 2008).In the United States, the National Center for Education Statistics (NCES, 2004) reported that â€Å"The number and percentage of language minority youth and young adults— that is, individuals who speak a language other than English at home—increased steadily in the United States between 1979 and 1999† (p. 1). NCES added, Of those individuals ages 5–24 in 1979, 6 million spoke a language other than English at home. By 1999, that number had more th an doubled, to 14 million. Accordingly, of all 5- to 24-year-olds in the United States, the percentage who were language minorities increased from 9 percent in 1979 to 17 percent in 1999. p. 1) The number of ESL students in U. S. public schools has almost tripled over the last decade (Goldenberg, 2006). In 2004 Crawford observed that one-fourth of the school-age students in the United States were from homes where a language other than English was spoken. The school-age population (K–12) will reach about 40% ESL in about 20 years (Center for Research on Education, Diversity, and Excellence, 2002). Between 1990 and 2000, the number of Spanish speakers increased from about 20 to 31 million (U. S.Census Bureau, 2001). The Census Bureau report also showed a significant increase in the number of speakers from other linguistic groups, particularly Chinese and Russian. Individuals at all ages enter school to learn the English skills they need to learn, gain employment and participate in society. Planning for their instruction is a significant issue for teachers at all levels and assessment becomes central. In this chapter we first define and differentiate terms such as ESL and ELL and describe the populations they represent.The use of assessment measures to place students into appropriate instructional groups is described and the distinction between interpersonal and academic language is reviewed. The use of assessment in the classroom and as a gate-keeping tool is addressed in addition to the appropriateness of the use of published measures to assess ESL students. The first issue addressed is terminology. Defining ELL Over the years students who speak a language other than English have been titled English as a Second Language (ESL) learners.However, English in some cases is not the second language (L2), but may be the third (L3), the 4th (L4), etc. , language, and, as a result, members of this population have different linguistic resources to draw on. The term â€Å"English Language Learner† (ELL) has been adopted by educators, primarily in the United States, to describe better the notion that English may not be the L2. However, it is not a particularly good term because students who speak English as a First Language (L1) are also English language learners (Gunderson, 2008).The term â€Å"Teaching English to Speakers of Other Languages† (TESOL) is used outside of the United States. Students who learn English in environments where it is not the language of the community are referred to as English as a Foreign Language (EFL) students. The pedagogy related to EFL is different from ESL (ELL) because students are not immersed in English in the community and the major task of the teacher is to try to provide them English models (Gunderson, 2008, 2009). An added difficulty with the term â€Å"ESL† or â€Å"ELL† is that it does not adequately characterize the diversity of human beings it represents.Those who use the t erm â€Å"ELL† do so to describe those K–12 students who come from homes in which the language used for daily communications is not English and who must learn English to succeed in schools where the medium of instruction is English. The ELL (ESL) Population A serious problem with the ELL (ESL) conceptualization is that it does not adequately describe the underlying complexities of differences in age, motivation, literacy background, and first and second language achievement (Gunderson, 2008, 2009).Those classified as ELL or ESL vary in age from pre-school to senior adults. Many speak no English at all, while others vary in oral English proficiency. Many have never attended school, while others have earned high academic credentials in the language of instruction in their home countries. They are from diverse cultural backgrounds that vary in the way they perceive the importance of teaching and learning. Many are immigrants to an English-speaking country, while many ELL learners are born in an English-speaking country, but speak a different language at home (Gunderson, 2008, 2009).Indeed, in the Vancouver, Canada, school district 60% of the kindergarten students are ESL and 60% of this number are born in Canada (Gunderson, 2007, 2009). Many immigrant ESL students come from impoverished refugee backgrounds, others have high levels of education and socioeconomic status. Thus, ESLs or ELLs do not adequately represent the underlying complexity of the human beings in the category. Assessment Issues in ELLInstruction in mainstream classes, those typically enrolling students of different abilities but of the same relative age in the same classrooms, is based broadly on the notion that the acquisition of English is developmental and occurs over time as human beings grow into maturity. It is also thought that there is a relationship between language development and â€Å"grade level. † Grade 1 students differ from Grade 7 students in systematic ways. Their teachers design instruction that is appropriate for their grade levels.ESL (ELL) students represent a more complex problem because their English and their cultural and learning backgrounds vary in many different ways, even in individuals who are the same chronological age (Gunderson, 2009). In addition, Cummins (1979a, 1979b, 1981, 1983, 2000) and Cummins and Swain (1986) argued there are two basic kinds of English a learner has to learn; â€Å"basic interpersonal communicative skill† [BICS] and â€Å"cognitive academic language proficiency† [CALP], the language of instruction and academic texts. BICS appears to take about 2 to 3 years to develop and CALP about 5 to 7. â€Å"Hello, how are you? and â€Å"What is your name† represent BICS, while â€Å"Identify a current controversial world political issue and develop and defend your position† is an example of CALP. Teachers are faced with the task of determining what learning activities and materia ls are appropriate for instruction and measurement of learning, while institutions such as universities and some governments are interested in determining whether or not an individual’s English ability is advanced enough for them to either enter a post-secondary program or to have the skills necessary to be integrated into a society and, therefore, be eligible to immigrate.Thus, in some instances, assessment serves to guide learning by informing teachers of students’ needs while in others it serves as a gatekeeper by excluding those who do not meet its standards. Instructional Levels—Determining Appropriate Instructional Strategies Language teachers have for some time opted to assess their students to ascertain their â€Å"level† of English language proficiency. The difficulty with the levels approach is that they do not really exist (Gunderson, 2009). A popular levels approach was developed in 1983 by the American Council for the Teaching of Foreign Lang uages (ACTFL).The assessment is a one-on-one assessment focusing primarily on oral language. Three levels of beginner, intermediate, and advanced are distinguished (see, ACTFL, 1983). A learner can be identified as a low beginner or a high intermediate, etc. The behaviors that determine inclusion in a particular group are usually described in an assessment matrix. The assessor asks a series of questions to elicit knowledge of vocabulary, syntax, and pragmatics. The following is an example of a matrix developed by Gunderson (2009) showing oral language â€Å"levels† and their attendant features. * 0-Level English 1.Cannot answer even yes/no questions 2. Is unable to identify and name any object 3. Understands no English 4. Often appears withdrawn and afraid * Beginner 1. Responds to simple questions with mostly yes/no or one-word responses 2. Speaks in 1–2 word phrases 3. Attempts no extended conversations 4. Seldom, if ever, initiates conversations * Intermediate 1. Re sponds easily to simple questions 2. Produces simple sentences 3. Has difficulty elaborating when asked 4. Uses syntax/vocabulary adequate for personal, simple situations 5. Occasionally initiates conversations * Advanced 1. Speaks with ease 2. Initiates conversations 3.May make phonological or grammatical errors, which can then become fossilized 4. Makes errors in more syntactically complex utterances 5. Freely and easily switches codes More elaborate approaches involve the assessment of English listening, speaking, reading and writing skills, e. g. , the Canadian Language Benchmarks (CCLB, 2007). The notion of levels is an important one for teachers because they are thought to predict a student’s probability of succeeding within a particular teaching and learning environment. A beginner is different from an intermediate in various ways, and the instruction they are involved in is also different.Teachers often refer to ESL students as Level 1 or Level 5, depending upon their performance on an assessment measure. The notion of levels varies widely from jurisdiction to jurisdiction. In some cases there are 3, 4, 5, 8, or 10 levels, which are determined most often by locally developed informal assessment measures (Gunderson & Murphy Odo, 2010). Good assessment is essential to the design of appropriate instructional programs. The difficulty for classroom teachers is that there are few, if any, appropriate measures for them to use. Classroom AssessmentBlack and William (1998) reviewed more than 250 studies and found that there was a relationship between good classroom assessment and student performance. Most classroom-based assessment has been developed by teachers (Frisby, 2001; Wiggins, 1998). Unfortunately, most teachers report they are unprepared to assess and teach ESL students (Fradd & Lee, 2001). According to Pierce (2002), the majority of teachers employ assessments they remember they were involved in when they were in school: multiple-choice, cloze -like measures, matching, and true/false tests.This seems to have been the pattern for 50 years (Bertrand, 1994). Unfortunately, it seems, â€Å"†¦ many teachers are unprepared for the special needs and complexities of fairly and appropriately assessing ELLs† (Ehlers-Zavala, Daniel, & Sun-Irminger, 2006, p. 24). Gunderson and Murphy Odo (2010) have recently reviewed the measures used by teachers in 12 local school districts to assess ESL students. The number of different measures and approaches in use was surprising. The Idea Proficiency Test (IPT) (see Ballard, Dalton, & Tighe, 2001a, 2001b) was the measure most often used for primary level ESL students.Other assessments mentioned were the Brigance, (1983) the Bilingual Syntax Measure (Burt, Dulay, & Hernandez, 1976), the Woodcock Reading Mastery Test (Woodcock, various dates), the Woodcock-Munoz (Woodcock-Munoz-Sandoval, 1993), the Pre-IPT, the Comprehensive English Language Test (CELT; Harris & Palmer, 1986), informal reading inventories, the Waddington Diagnostic Reading Inventory (Waddington, 2000), the Alberta Diagnostic Reading Inventory, the SLEP, the Gap (McLeod & McLeod, 1990), PM Benchmarks (a system for placing students in leveled books), the RAD (Reading Achievement District—a local assessment measure), the Peabody Picture Vocabulary Test (PPVT; Dunn & Dunn, 1997), and a variety of locally developed listening, speaking, reading, and writing assessments. A serious difficulty is that most of these measures were not designed to provide ESL instructional levels so different heuristics in different districts were developed to translate them into levels.The designation â€Å"beginner,† for instance, varies significantly across districts as a result of the measures involved and the number of levels districts chose to identify. Two school districts reported the development and norming of tests for elementary and secondary students comprised of leveled passages taken from academic textbooks that were transformed into maze passages (see Guthrie, Seifert, Burnham, & Caplan, 1974). Scores from these measures were used to compute ESL levels; four in one case and five in the other. Interestingly, different metrics were used to compute instructional levels. So, for instance, a CELT score was used to determine ESL levels based on local intuition and experience.Most often the locally developed assessments involved one-on-one interviews in which students respond to tasks that require recognition of colors, body parts, school items, and the ability to answer simple questions (see, for example, Gunderson, 2009). There are also standardized assessments used by personnel at post-secondary institutions to make decisions concerning admissions to their programs. Predicting Academic Success The best known standardized English assessment measure is the Test of English as a Foreign Language (TOEFL) published by Educational Testing Service (ETS). The publisher notes: In fact, m ore institutions accept TOEFL test cores than any other test scores in the world — more than 7,000 colleges, universities and licensing agencies in more than 130 countries, to be exact. (ETS, 2009a) There are different forms of the TOEFL. The classic paper-and-pencil form had standardized scores with 500 being the mean and 50 being the standard deviation. There are newer versions including a computer- and an Internet-based version that have different scoring criteria (see score comparison tables (ETS, 2009b)). The online version is based on a â€Å"communicative competence† model that requires learners to view clips of science lessons, for example, take notes, and respond to questions.TOEFL scores are used by post-secondary institutions to screen students for admission to their programs. The criteria for admission to programs varies from institution to institution and among departments in institutions (see, for instance, University of British Columbia, 2009). There is evidence that TOEFL scores are not highly predictive of success in university (Al-Musawi & Al-Ansari, 1999), however, although they continue to be used to do so. ETS also produces the Test of English for International Communication (TOEIC) and the Secondary Level English Proficiency (SLEP), both standardized assessment measures. The primary users of the SLEP are secondary teachers.The SLEP â€Å"measures the ability to understand spoken English,† and â€Å"the ability to understand written English† focusing on grammar, vocabulary, and reading comprehension (ETS, 2009c). The International English Language Testing System (IELTS) is a test of English language proficiency developed by the University of Cambridge Local Examinations Syndicate (2009). There are two versions: individuals who want to gain admission to a university in an English-speaking country take the academic version, while the other version is appropriate for trade schools and other purposes. Scores range f rom 1 to 9 with 1 being zero-level English, while 9 indicates native-like ability. Different universities require different IELTS scores to be eligible for admission.Both ETS and Cambridge have international centers around the world where students can take these tests. ELL assessment issues and standardized testing are procedures relevant to large-scale achievement testing in the United States. Large Scale or High-Stakes Testing According to Abedi, Hofstetter, and Lord (2004), â€Å"Historically, English language learners in the United States were excluded from participation in large-scale student assessment programs; there were concerns about the confounding influences of language proficiency and academic achievement† (p. 1). However, the United States has seen a focus on large-scale assessments due to the accountability requirements of the No Child Left Behind Act of 2001 (PL 107-110).No Child Left Behind permits assessing ELLs in their first language for up to 3 years, but few states do. In 2005 a group of school districts sued the state of California to force it to allow Spanish-speaking students to take state-mandated tests in Spanish. Plaintiffs in Coachella Valley Unified School District v. California argued that the state â€Å"violated its duty to provide valid and reliable academic testing† (King, 2007). On July 30, 2009, â€Å"The First District Court of Appeal in San Francisco rejected arguments by bilingual-education groups and nine school districts that English-only exams violate a federal law’s requirement that limited-English-speaking students ‘shall be assessed in a valid and reliable manner’† (Egelko, 2009).A lawyer for the school districts and advocacy groups stated, The court dodges the essential issue in the lawsuit, which is: What is the testing supposed to measure? If you don’t have to evaluate the testing, California gets a free pass on testing kids (who) don’t speak English, using tests that they have literally no evidence of their validity. (Egelko, 2009) The ruling was that â€Å"The law does not authorize a court to act as â€Å"the official second-guesser† of the reliability of a state’s testing methods. † The difficulty is that English measures are neither reliable nor valid when ESL students are involved. In some cases, accommodations are made for them.The procedures of providing ELL students accommodations during assessment sessions varies across jurisdictions, but includes such activities as lengthening the time allowed to take a test, allowing ELLs to be tested in separate rooms, allowing students to use bilingual dictionaries, the use of two versions of the test at the same time written in English and students’ first languages, providing oral translations for students, and composing responses in first languages. In 1998–1999, 39 states reported using test accommodations (Rivera, Stansfield, Scialdone, & Sharkey, 20 00). There is considerable controversy about providing accommodations, however.At the time of the writing of this chapter, accommodating students through the provision of L1 assessments has been judged not to be required. ELLs, Assessment, and Technology Advances in technology have made it possible for assessments to be administered as computer- or Internet-based measures. These developments have already taken place with measures such as the TOEFL (see above). An increasing use of technology to administer standardized and non-standardized assessments has raised interest in issues relating to mode-effects (e. g. , computer displays versus print form) and familiarity with computers, which have significant implications for ELLs.There is evidence that performance in paper-based and computer-based modes of assessment may vary due to ethnicity or gender (Gallagher, Bridgeman, & Cahalan, 2002). In addition, familiarity with computers is known to influence performance in writing (Horkay, Be nnett, Allen, Kaplan, & Yan, 2006) and mathematics (Bennett et al. , 2008) high-stakes tests. These issues need to be taken into consideration with ELLs particularly immigrant and refugee students. A related problem has to do with access. Indeed, access to computer and/or to the Internet is widely varied and, therefore, creates systematic differences in access. These are all areas that need further research. The State of the Art of ELL Assessment ResearchAs noted above, the category ESL or ELL is deceptive in that it represents millions of human beings who vary in age, first-language development, English achievement (both interpersonal and academic), educational backgrounds, immigration status, motivation, socioeconomic background, cultural views of teaching and learning, professional backgrounds, and social and academic aspirations. It is not, therefore, possible to review the breadth and depth of available research in this chapter. There are, however, some overall generalizations that can be made. Generally, the assessment practices and approaches designed for and used with native English speakers have been adopted and used with ELL students. This phenomenon is especially apparent in jurisdictions such as the United States where high-stakes assessments have become so important.There are serious validity and reliability concerns associated with this practice. It is not clear that the notion of accommodation, one borrowed from special education, helps in either case. Leung and Lewkowicz (2008) argue that this â€Å"common educational treatment irrespective of differences in language backgrounds† (p. 305) is emblematic of the view that both treatment and assessment should be inclusive. It does not account, among other features, for cultural differences that can cause difficulties for ESL students (Fox, 2003; Fox & Cheng, 2007; Norton & Stein, 1998). Overall, English proficiency is a significant variable in ELL assessment.In addition to the BICS/CALP dist inction mentioned above, Bailey (2005) proposes that there is a language of tests that is a different â€Å"register† or â€Å"discourse domain. † The use of such language creates a problem of â€Å"face validity. † Is the test actually testing what it is designed to test or is it a test of the language of tests? English as a Foreign Language (EFL) students around the world are assessed using many of the same measurements that are used to assess ELL students. EFL students are enrolled in programs in non-English contexts such as Japan where the language of the community is not English. They do not have ready access to native models of English that ELL students usually do. This is very much like the way students learn Latin in secondary school.It appears that EFL assessments are generally used to measure oral language ability such as the ACTFL mentioned previously. Our review of the assessment procedures and methods in use in K–12 schools in 12 school distr icts raised several issues that related to ESL learners’ assessment that were not found in studies such as Bertrand (1994), so we present them here. First, we found that there was a need for a measure that would discriminate students with language pathologies and/or learning disabilities from those who only needed English instruction. District members also expressed the need for a reliable measure to sort out secondary students’ content knowledge and their linguistic knowledge.Lastly, they contended that assessment should be developed to isolate ESL students’ specific areas of weakness so that teachers could more effectively use them to guide instruction. Summary and Conclusions The use ELL or ESL is unfortunate because it masks the underlying complexity of the human beings included in the category. ELL is inaccurate as a term because native English-speaking adults continue to be English language learners well into old age. Perceptions and pedagogical prescripti ons are the most troubling aspects of the use of these terms. In article after article the ESL or ELL is used as though they represent a homogenous group of human beings.Pedagogical recommendations are made on the notion that they are a single group with the same skills and abilities. Of course, this is far from the truth. Our experience is that teachers use the term to represent all students who speak English as an additional language. In addition, they appear to perceive ESL students as human beings who have trouble learning to read (English). And this too, is far from the truth for some students, but not for others. ESL (ELL) is a term that should either be qualified when used or discarded as a general term. The assessment of ELL/ESL/EFL learners is a significant foundational process for teachers to determine the appropriate teaching and learning programs for their students from kindergarten to the mature adult level.ELL assessment traditionally includes measures of listening, sp eaking, reading, and writing. There are three basic kinds of assessment instruments. The first is purely instructional in that it is designed to indicate the level at which students should be placed for instruction. The second type of measure is designed to provide an estimate of proficiency related to norm groups and involves scores such as percentiles and NCEs. The third is designed to provide predictive information concerning how well a student will succeed academically. Unfortunately, it appears that most measures are based on native English models. Another difficulty is that students’ English proficiency has a profound effect on their ability to succeed on a test.It is often difficult for a student to succeed on a test when the language of the test is difficult or unknown to them. Some have noted that the language of tests is also unique. Recently, assessment measures have been computerized and some have been put on the Internet. This raises serious questions of access, especially for students from countries where access is difficult or non-existent. For example, we have been told that the cost of taking an online test in a country like Zimbabwe is prohibitive. Educators from many jurisdictions have borrowed the concept of accommodation from special education to make the assessment procedures fair to ELLs who differ in various ways from native English speakers.There is disagreement concerning the validity of test results as a result of accommodations since they are not often included in the norming procedures of the instruments. We have heard some opine that accommodation is not itself fair, and that the results of standardized assessment provide information about how well students will do in an English-speaking instructional setting. It has been recommended that assessment measures be constructed that are written in different first languages. Some have argued that the number of first languages in schools would make this an expensive and impractica l approach. In July 2009 the use of English-only assessment measures was upheld in a federal appeals court in California.It is clear from a review of existing assessment practices that school-based personnel use a wide variety of instruments and procedures. It is also clear that there is the belief that it is important to identify a student’s â€Å"English level† for instructional purposes, but there is little agreement on how many levels should be identified. The precise process for determining a level is somewhat fuzzy, but it involves the interpretation of a variety of scores from a variety of tests. The research base concerning ELL assessment is not substantial. It focuses on measures originally designed for native English speakers. They do not do well generally on such measures. Indeed, they do not do well in school and a great number drops out, particularly from lower socioeconomic groups.The state of the art of assessment and instruction involving ELLs is extrem ely dire. The issues of ELL assessment needs urgent attention since ELLs are the most rapidly growing group in our schools. References ? Abedi, J. , Hofstetter, C. G. , & Lord, C. (2004). Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74, 1-28. ? Al-Musawi, N. M. &. Al-Ansari, S. H. (1999). Test of English as a foreign language and first certificate of English tests as predictors of academic success for undergraduate students at the University of Bahrain. System, 27(3), 389-399. American Council for the Teaching of Foreign Languages (ACTFL). (1983). ACTFL proficiency guidelines. Hastings-on-Hudson, NY: ACTFL Materials Center. ? Bailey, A. L. (2005). Language analysis of standardized tests: Considerations in the assessment of English language learners. In Abedi, J. , Bailey, A. , Castellon-Wellington, M. , Leon, S. , & Mirocha, J. (Eds. ), The validity of administering large-scale content asse ssments to English language learners: An investigation from three perspectives (pp. 79-100). Los Angeles: Center for Research on Evaluation/National Center for Research on Evaluation, Standards, and Student Testing (CRESSR). Ballard, W. , Dalton, E. , & Tighe, P. (2001a). IPT I oral grades K-6 examiner’s manual. Brea, CA: Ballard & Tighe. ? Ballard, W. , Dalton, E. , & Tighe, P. (2001b). IPT I oral grades K-6 technical manual. Brea, CA: Ballard & Tighe. ? Bennett, R. E. , Braswell, J. , Oranje, A. , Sandene, B. , Kaplan, B. , & Yan, F. (2008). Does it matter if I take my mathematics test on computer? A second empirical study of mode effects in NAEP. The Journal of Technology, Learning and Assessment, 6(9), 1-40. ? Bertrand, J. E. (1994). Student assessment and evaluation. In Harp, B. (Ed. ), Assessment and evaluation for student centered learning (pp. 7-45). Norwood, MA: Christopher-Gordon. ? Black, O. , & William, D. (1998). Inside the black box: Raising standards through cl assroom assessment. Phi Delta Kappan, 80(2), 141-148. ? Burt, M. K. , Dulay, H. C. , & Hernandez, E. (1976). Bilingual syntax measure. New York: Harcourt Brace Javonovich. ? Brigance, A. H. (1983). Brigance Comprehensive Inventory of Basic Skills II (CIBS II). North Billerica, MA: Curriculum Associates. ? Cambridge University Press. (2009). IELTS catalogue. Retrieved July 14, 2010, from http://www. cambridgeesol. org/. ? Centre for Canadian language benchmarks (CCLB). (2007). Canadian language benchmarks.Retrieved August 10, 2009, from http://www. language. ca/display_page. asp? page_id=206. ? Center for Research on Education Diversity and Excellence. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement final report. Retrieved August 10, 2009, from http://www. crede. ucsc. edu/research/llaa/1. 1_final. html. ? Cummins, J. (1979a). Cognitive/academic language proficiency, linguistic interdependence, the optimum age que stion and some other matters. Working Papers on Bilingualism, 19, 175-205. ? Cummins, J. (1979b). Linguistic interdependence and the educational development of bilingual children.Review of Educational Research, 49(2), 222-251. ? Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2(2), 132-149. ? Cummins, J. (1983). Language proficiency and academic achievement. In Oller, J. W. (Ed. ), Issues in language testing research (pp. 108-129). Rowley, MA: Newbury House. ? Cummins, J. (2000). Language, power and pedagogy. Toronto, ON: Multilingual Matters. ? Cummins, J. , & Swain, M. (1986). Linguistic interdependence: A Central principle of bilingual education. In Cummins, J. & Swain, M. (Eds. ), Bilingualism in education (pp. 80-95). New York: Longman. ? Crawford, J. (2004).Educating English learners: Language diversity in the classroom (5th ed. ). Los Angeles: Bilingual Educational Services. ? Dunn, L. M. , & Dunn, D. M . (1997). Peabody picture vocabulary test. San Antonio, TX: Pearson. ? Educational Testing Service (ETS). (2009a). TOEFL ® Internet-based Test (iBT). Retrieved August 10, 2009, from http://www. ets. org/portal/site/ets/menuitem. 1488512ecfd5b8849a77b13bc3921509/? vgnextoid=f138af5e44df4010VgnVCM10000022f95190RCRD&vgnextchannel=b5f5197a484f4010VgnVCM10000022f95190RCRD. ? Educational Testing Service (ETS). (2009b). TOEFL ® Internet-based Test (iBT). Retrieved August 10, 2009, from http://www. ets. org/Media/Tests/TOEFL/pdf/TOEFL_iBT_Score_Comparison_Tabl