Contribution of Tony Garnier and Le Corbusier Essay

Contribution of Tony Garnier and Le Corbusier - Essay Example Le Corbusier contributed to urban planning in a wide variety of contexts. One of his first forays into urbanism occurred during the 1920s when he was asked to develop structural ways of dealing with the growing squalor in the Parisian ghettos. Le Corbusier’s intention was to develop new ways of developing urban settings that would raise the quality of life for residents living in the region. Through a number of buildings and texts Le Corbusier would articulate a theory of urban planning that would become highly influential to 20th century urban planning. This theory was perhaps most comprehensively articulated in his five points on architecture. Within this approach the building structures would be lifted off the ground and walls that could be designed as the architect wished; he also made room for garden terraces and a view of the yard as a means of promoting improved atmosphere. In terms of specific influences, Le Corbusier is recognized as being among the first to recognize the importance of the automobile to 20th century planning. Within his theoretical work in this realm, Le Corbusier made great contributions to the notion of space as a shifting element of the contemporary world that individuals moved between. While this was initially an abstract notion, it would lead to urban developments in the construction of freeways and other pathways for automobiles. Even as Le Corbusier made great contributions to the theoretical development of the freeway system, his ideas did not go far enough in promoting modes of interaction within this space; as a result, later developers would have to change his theories to include exits and increased emphasis on interstate interaction. He is also credited as being among the first to theorize the contemporary city landscape, and many public housing designers in Europe and the United States have adopted his designs. His ideas oftentimes took the form of modernist notions wherein the messy urban landscape was replaced by well-designed and formed city-structures, with meticulously planned green areas. While these notions had great influence on later designers they also came under attack by theorists such as Jane Jacobs who argued that such design structures promoted stolid and boring social landscapes that were bad for modern living. Within the potential negative impacts Le Corbusier’s theories had was in its adoption by post World War II commercial real estate developers who sought artistic and intellectual justification for the construction of high efficiency housing domains that capitalized on land-use for the greatest potential profit. Tony Garnier’s contributions to 20th century urban planning came through a number of theoretical texts and planning projects that he undertook throughout his lifetimes. While his contributions span a wide range of mediums, his overarching theoretical approach is perhaps best articulated in the text Une Cite Industrialle (Hall 2002). In this text Garni er established the cultural context for his theories and linked 19th century planning techniques to the 20th century urban environment. Within the social climate of Garnier’s time were the prominent changes the Industrial Revolution had on daily existence. Among the most notable changes was the influx of individuals into city environments seeking work; this

Woodrow Wilson's speech Final Address in Support of the League of Term Paper

Woodrow Wilson's speech Final Address in Support of the League of Nations - Term Paper Example The paper presents a critical analysis of Woodrow Wilson’s speech as a persuasive discourse necessitates an in-depth understanding of the various aspects of a persuasive speech. Persuasive speeches are governed by both communicative intentions and persuasive intentions and the ultimate goal of such a discourse is to exert favorable responses in the minds of the audience. Any persuasive speech aims at â€Å"influencing values, ideas, beliefs and attitudes of the audience† and as such persuasive speeches try â€Å"to convince people to come a different idea, attitude and belief, react to something, consider doing things they were previously unwilling to do.† All throughout the speech Woodrow Wilson’s attempts to persuade a target audience are clearly evident. He repeatedly addresses the audience as â€Å"fellow countrymen† and â€Å"my fellow citizens.† In the very beginning of the speech itself he tries to make a rapport with the audience by e xplicitly stating that they are not far from him. Towards the second paragraph of his speech Woodrow Wilson introduces the issue of League of Nations by emphasizing that there are ‘organized propaganda against the League of Nations’ and that there are men who â€Å"have been busy creating an absolutely false impression of what the treaty of peace and the Covenant of the League of Nations contain and mean.† He goes on to purport that it is people who are sympathetic towards certain bodies of foreign nations who protest against the treaty. Wilson also takes conscious efforts to adapt the content of the speech to the ideas, attitudes and values of the audience. He was quite aware that many of the senators and the Americans regarded the treaty as a mere settlement with Germany. He purports: â€Å"It is not merely a settlement with Germany; it is a readjustment of those great injustices which underlie the whole structure of European and Asiatic society.†4 He al so argues that the treaty is the people’s treaty and that there are several treaties to follow the same line as that of League of Nations. Historical evidences show that Woodrow Wilson toured the whole nation in order to turn the American public opinion in favor of the League of Nations. He paid great value to the settlements agreed at the Paris Peace Conference and it was a very difficult task for him to convince the U.S. Congress and get their approval for the treaty of League of Nati

Fortune 500 CEO of Boeing Term Paper Example | Topics and Well Written Essays - 750 words

Fortune 500 CEO of Boeing - Term Paper Example As stated in the ‘executive biographies’, The honors and recognition he received include John W. Dixon Award (2011) from the Association of the U.S. Army, Turning Point Award (2012) from the U.S. Army War College Foundation, Semper Fidelis Award (2012) from the Marine Corps Scholarship Foundation, and National Management Association's Executive of the Year (2008). McNerney has been a big success as a strategic leader throughout his extensive career. The key aspect of his strategic leadership is the emphasis he gives to the growth of others. Unlike many other entrepreneurs, Jim gives more importance to his crew than the company’s strategy or product. He disclosed this strategy to Fortune's Geoffrey Colvin; â€Å"I start with people's growth because I believe that if the people who are running and participating in a company grow, then the company's growth will in many respects take care of itself† (Colvin). Another unique quality of this strategic leader is t hat he seldom fears change but enjoys it. Admittedly, in the current global market, the Boeing Company has numerous potential opportunities. ... This situation offers potential opportunities to the Boeing Company and its leader. The firm has a strong global network and it assists the company to spread its elements of risk. This strength also benefits McNerney to easily raise adequate resources whenever necessary. An efficient research and development department would be helpful for the organization to vie with its market rivals. Similarly, the Boeing Company and its leader face some potential challenges too. Firstly, the increasing price of titanium and aluminum is likely to threaten the market position of the organization. Referring to the law of demand, the demand for Boeing aircrafts may decline if their price increases. Hence, the company may struggle to maintain its market dominance. In addition, intense competition in the industry also affects the competitiveness of the firm. The growing competition can be a tough test for McNerney’s leadership and a major challenge to the company’s future. The company has been increasingly depending on the US government contracts. This over reliance might adversely affect the firm’s viability if the federal government terminated the contracts with the Boeing Company for some reasons. Finally, the US government has recently introduced some strict regulations on the purchase of military equipments. This change also may affect the business operations of the Boeing Company. Some major steps taken by McNerney at 3M include changes in research and development activities. Those steps gave specific focus to customer orientation. Since then the company has been focusing more on the growing Chinese market. Some changes, including strict financial control were termed

CONSTITUTIONAL POLICY Research Paper Example | Topics and Well Written Essays - 750 words

CONSTITUTIONAL POLICY - Research Paper Example The rule of law is paramount in all instances, and this is manifested by adherence to the due process clause of the Fourteenth Amendment. At any rate, the Fourth Amendment guarantees American citizens against searches and seizures which are limitless and unreasonable. The police in carrying out this mandate has to comply with the strict requirements in obtaining a court-sanctioned warrant, such as stating the probable cause, the police officer giving a sworn statement, and stating specifically the persons or things to be seized, and the place/s to be searched. This may seem cumbersome to the police but it is one safeguard put in place so that no abuses are committed by officers of the law. Discussion There have been a number of cases which were precedent setting in terms of giving out concrete applications and correct interpretations of this constitutionally-guaranteed citizen right. The Fourth Amendment is a law against unreasonable searches and seizures but jurisprudence in today's courts have shifted the law somewhat to the primary protection of an individual's privacy. But on the other hand, there have been cases also where the government intruded into the private preserves of an individual based on some security issues, such as intercepting electronic or voice communications. It is important to note also the Fourth Amendment is not a blanket general type of an implied constitutional right to privacy. Some important cases are discussed below. In Weeks v. United States (1914), the main issue was the warrantless seizure by the police on items owned by Mr. Freemont Weeks. The items seized were lottery tickets to be transported through mail, which is considered as illegal. Mr. Weeks brought action on this issue, saying the seized items cannot be used against him in court, as this was a violation of right to privacy as protected under the Fourth Amendment. This case was the first application of the â€Å"exclusionary rule† in which evidence obtained illeg ally due to the absence of a valid warrant cannot be used in court; this case became a precedent for all subsequent cases. The law applied was the legal principle that the protection of the Fourth Amendment applied to everybody alike; whether an innocent citizen or somebody who is accused, its protection is held inviolate. A final decision of the court concluded to have the seized papers returned to Mr. Weeks. In a second case law, Silverthorne Lumber Company, Inc., Et Al. v. United States (1920), the Fourth Amendment protection was also invoked by said petitioners. It was a case of tax evasion in which police agents seized the company's books of accounts and other records pertaining to their business operations. Later, the seized documents were eventually ordered returned by the court but the agents made photocopies of the same documents to be used as their evidence. The final decision of the court was a promulgation of the â€Å"fruits of the poisoned tree† principle, in wh ich any subsequent evidence obtained by virtue of a warrantless seizure is tainted as violation of the Fourth Amendment. This legal doctrine is an extension of the former â€Å"exclusionary rule† cited in the previous paragraph. Any knowledge or information obtained by virtue of an illegal seizure cannot be used in court against the accused. The final decision was to state that the protection given by the Fourth Amendment extends to corporations as well. In Mapp v. Ohio (1961), it was a similar case of a violation of the

The Bribery Scandal at Siemens AG Case Study Example | Topics and Well Written Essays - 1500 words

The Bribery Scandal at Siemens AG - Case Study Example In relation to the issues, some people analyzed different things that they could use as ways of justification of the events of the scandals and assumed that it was not a serious issue. For instance, Siemens AG officials did not accept that they had involved themselves in a case of bribery by saying that the money went to the payment of an external consultant. Otherwise, the court determined the case that the money coincided with procurement of some equipment from various international markets during the period. One of the most notable cases in the contract scandals involved â‚ ¬6 million, which some Siemens AG management had paid to some foreign officials involved in a natural gas turbine contract, which Siemens AG wanted to win. Siemens AG had involved itself in several other scandals in Germany and in other countries between 2005 and 2006, and some other cases were under investigations and not yet clarified. In defense, the convicted employees argued that the action was not a vi olation of any law because it never was for a personal gain, and said that it was a plan to secure a productive deal the company needed, and the money was part of the bid. The defense the Siemens employees raised was a misinterpretation of the law because they based their arguments on the issue that, it is the custom of multinational companies, to establish their businesses on bribery and corruption, to win international contracts. This was a deviation from the ethical laws which requires companies to exercise what is right in coming up with business deals that are related to the work they are doing. According to business ethics for multinational companies, an action is moral if doing it does not contravene the culture or the wellbeing of the host country. Although there are differences in culture, in different places in the world, a wrong act remains so regardless of the place of origin of the doer and the people who do it and the perceived benefits to the trading company (Boatrigh t 335). In some cases, differences in culture have influenced the conduct of the people in the business relations because the individuals in the context depend on the perspective of the residents of country in which they trade. Many companies practice double standards which make them neglect some ethical standards they bear from their home countries and in conforming to the standards of the foreign countries, do illegal activities (Boatright 335). This could be the reason why Siemens AG involved itself in different scandals in various countries in order to secure some opportunities in the market, and ensure their competitiveness. Question 2 In failing to extend the term of service of Klaus Kleinfeld, who was the Chief Executive officer (CEO) of Siemens AG, the supervisory board did not do the right thing. The board generalized the issues of the scandals without a clear focus to the criminals in the management in an attempt to clean up the name of the company in the world market. Des pite the fact that the supervisory board of Siemens AG did not get anything to  implicate  directly on  Kleinfeld in any of the scandals; he was an active person in establishing the company as a profitable business (Krishna and Purkayastha 11). The way of thinking of the supervisory board members to clean up the top management without considering the personal contribution of those individuals was a bad generalization. This is because the integrity of the

Math Essay Example | Topics and Well Written Essays - 1250 words

Math - Essay Example ) accounted for a fifth of homicides and gang killings accounted for one twentieth. About a third were of unknown motive and the other 10% were miscellaneous motives (Best n.d.). One third of all victims know their attacker well enough to get into an argument with them. Felonies, gang related deaths, and other unknown motives make up the reason for all homicides. This does not include just the death penalty cases, but all homicides. The death penalty varies from state to state, but death penalty cases have certain criteria. Table 1 shows the exact criteria for each state. The victims must be killed during a felony in most cases. This would include robberies, rape, or drug related homicides. The pro death penalty advocates always give the statistics portraying the victims in the most sympathetic light, with the murderer in the worst light. These statistics are used to show how bad death row inmates can be. This should be a given. Only people that are criminals commit homicides during a felony. These facts are given to scare people into becoming pro death penalty. These statistics can be manipulated for the anti death penalty individuals. Out of the homicides 91.6% are first time murderers ¸ 95.1% were not incarcerated or escaped from incarceration, and so forth. Statistics are only as good as the source they come from. Anti death penalty advocates always give statistics giving race and education levels of death row inmates. Blacks are considered to be more likely to get the death penalty. This makes the death penalty racists. The facts are only 37% of blacks compared to 57% of whites are executed (The Death Penalty in the U.S. 2008). Current death row statistics show 45% white and 42% black. Race is an emotional issue. This is due to Jim Crow laws in the South. For many years white juries would not convict a white man of killing a black, but black men would be executed for the same crime on whites. This is where the myth that more black men is

Assessment Of Learning Essay Example for Free

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