Qualitative Assessment of Text Difficulty Essay Example for Free

Qualitative Assessment of Text Difficulty Essay Chapter 5 aims at finding the answer whether all textbooks have to be we-written to fit the grade level of the student or they are intended only for teacher. It is argued in the chapter that many factors are important when it goes about reading of the material. Furthermore, the author suggests that sometimes material isn’t easily understood by students. Therefore the factors involved have to determine the readability of the textbook and to help student to understand it better. The factors are listed: load of concept, abstractness, format, length, sentence structure, sentence length, vocabulary and inclusiveness. The author admits that the specific materials have to be presented in proper format and style and, furthermore, they have to be easily read by students. For example, sometimes the font is too little and it is very difficult to read the text. It is suggested that sentence structure should be simple enough, though it should be concise as well to outline the main points. (Allen 2004) The teacher must also take into consideration the level of understands when reading materials. There are three levels listed: independent reading, instructional and frustrational levels. The chapter advises the Qualitative Assessment of Text Difficulty as it aims at determining difficulty rate of the specific materials. The test is qualitative and is able to assess the grade level of the material provided within the text. The chapter outlines that teachers should consider student’s interest. Nevertheless, the conclusion claims that textbooks are just created to help teachers rather than students. (Allen 2004) Chapter 6 provides detailed description of assessment process and defines the terms and definitions used in assessment. The author mentions that assessment must be used in schools, because it can used â€Å"to place more emphasis on investigation where students are in the process of learning, not just the products of their learning†. (Allen 2004, 197) Furthermore, the chapter discusses the importance of the triangular paradigm and strategies used to improve the learning process of students. The triangular paradigm pays special attention to standardizing available information. The triangle assessment involves assessment of student portfolios and informal assessment in content areas. The author admits that equity along with fairness have to be center points, because they aim at protecting students from biasness and harm. Quick standardized screening tools are used as well with the purpose to assess students in situations when information isn’t available. The chapter operates provides the following definitions and terms used to be introduced to students. Four types of assessment are involved in the method. Authentic assessment is flexible for cultural diversity and provides reading in â€Å"real† situations. Formative assessment aims at providing the constructive feedback â€Å"feedback to student prior to handing in projects†, whereas performance-based assessment is setting criteria for passing the requirements. (Allen 2004, 198) Rubrics are used to describe the set criteria. The next assessment is norm-performance assessment and its goal is to test systems used to indicate the specific ranking. Finally, aggregating and disaggregating data is known to be collection of the data available from large groups of children. Nevertheless, the weakness of this type of assessment is that it may create indifference among students. (Allen 2004) It is possible to say that the information provided in chapters 5 and 6 is of great importance as the question of textbook difficulty is a matter of concern not only in the USA, but also in the most countries of Europe. Furthermore, the chapters touch not only problems, but also provide relevant solutions of the current issue. It is impossible to agree that the textbooks are intended only to help teachers, because teachers have to consider student’s interest in the studying process. Moreover, the triangle paradigm will significantly contribute problem solving. It is necessary to outline that findings presented in the chapters significantly contribute the evidence that some textbooks are hardly readable because of small font, difficult vocabulary or sentences structure. The book chapters read lead through abundant data presented to show that the problem can be resolved. It seems that improvements in this area will lead to improvements in students’ abilities to study better. References Allen, J. (2004). Tools for teaching content literacy. Portland, Me. : Stenhouse Publishers. Wolpow, R. , Tonjes, M. (2006). Integrated content literacy (5 ed. ). Dubuque, IO: Kendall/Hunt.

Gender in Bram Stokers Dracula Essay -- Bram Stoker Dracula Essays

Gender in Bram Stoker's Dracula During the Victorian Era, women struggled to attain gender equality by challenging the traditional roles that defined them. These women no longer wanted to remain passive and obey the demands of their husbands nor be domestic and the caretakers of their children. They strived to attain the role of a 'New Woman', an intelligent, liberated individual who was able to openly express her ideas (Eltis 452). Whereas some women were successful in attaining this new role, others were still dominated by their male counterparts. The men felt threatened by the rising power of women and repressed them by not allowing them to work, giving them unnecessary medications, and diagnosing them with hysteria (Gilman 3). When reading Bram Stoker's Dracula through gender lenses, this rising power, specifically sexual power, is apparent. After Dracula bites Lucy Westenra and Mina Murray (Harker), they are liberated from their conventional womanly roles and transformed into new sexual creatures; new be cause sexuality was usually ascribed to men. The men feel threatened by this blurring of the traditional, male defined gender boundary and therefore returned the women, by killing Dracula, to a manner that was prescribed as culturally appropriate for their sex (Hughes 86). This form of repression kept Lucy and Mina from attaining the role of the ?New Woman?. Before Dracula bites Lucy and Mina, they are passive, obedient, and domestic, but also have hidden qualities of the ?New Woman.? These ?New Woman? qualities are only shown to each other, never to the men. Lucy represents the societal mold of the female: sweet, beautiful, and attractive to countless men. However, she also possesses the flirtatiousness an... ...nd Degeneration of the Race: Dracula and Policing the Borders of Gender?. Case Studies in Contemporary Crticism. Ed. Ed. John Paul Riqulme. New York: Palgrave. 2002. Geddes, Patrick J. and J. Arthur Thomson. The Evolution of Sex, London: Walter Scott. 1889. Gilman, Charlotte Perkins. ?The Yellow Wallpaper.? Literature and Society: An Introduction to Fiction, Poetry, Dram, Nonfiction. Pamela J. Annas and Robert C. Rosen. Upper Saddle River New Jersey: Prentice-Hall, Inc. 2000. Hughes, William. Beyond Dracula: Bram Stoker?s Fiction and its Cultural Context. New York: Palgrave. 2002. Murfin, Ross C. ?Gender Criticism: What is Gender Criticism Case Studies in Contemporary Crticism. Ed. Ed. John Paul Riqulme. New York: Palgrave. 2002. Stoker, Bram. ?Dracula?. Case Studies in Contemporary Criticism. Ed. John Paul Riqulme. New York: Palgrave. 2002.

Choose a Career

Passion or Money Does money make people incentive toward their career or job selection? The pressure of the dream life in which everything is achieved can drive people to select a carrier or a job that isn’t their favorite. Robert Sullivan in How to Choose a career that will not get you rich discusses how society had driven people to choose something that they don’t love by saying, â€Å"These days, a good education is a must if you planning on working your entire life and ending up with little or nothing†(Sullivan 407) .A good career is consider on how much that person will earn, that is why sometimes students aren’t motivate since what they love isn’t going to pay them as good as other careers. â€Å"How to Choose a Career That Will Not Get You Rich No Matter What Anyone Tells You† by Robert Sullivan argue that people should choose majors or jobs depending on what they are really interested in. Sullivan expresses his opinion with a sarcasti c humor to poke fun of the attitude of society by given examples of mediaeval literature, wildlife biologist, and traditional music.Sullivan states that medieval literature is â€Å" Wonderful area of essentially not-for-profit study, and, indeed , a study of just medieval poetry will only reinforce the improbability of retiring on what you will earn, even though you may see the world as more beautiful, and , through the sight of such beauty, you will be stock-poor but soul-enhance† (Sullivan 408). In other words if a person decide to become a poetry nothing touchable will be earn however passion and love will be always present. What happens is that students start to study in career that assures them money without thinking if that is going to make them happy.If a person goes to Nurse School just because the high salary rate but they don’t like it is not worth it. There must be a balance between what is loved and what will pay the bills. Further, Sullivan states that â €Å"the one universal important thing to keep in mind when choosing a career that will not be making you loaded is to choose a field assured of not getting rich† (Sullivan 411). Doing what is loved is more important than doing something hated. Society needs to understand this balance and let people to choose something they want to do.In the reading â€Å"Traditional Music â€Å" is used to shown how personal interest like becoming a pianist is opposite of someone choosing a career that statistics indicate will manage to keep him or her alive, career such as health care, education and engineering. In this society economy health is important to survive and some careers are unsafe. Work Cited Sullivan, Robert. â€Å"â€Å"How to Choose a Career That Will Not Get You Rich No Matter What Anyone Tells You†, James S. Acting Out Culture, Boston: Bedford/St. Martin’s,2011. 300-307. Print.

Office Of An Ad Hoc Homeless Tent City - 2373 Words

Background In December of 2014 the Albuquerque downtown experienced the establishment of an ad hoc homeless tent city of approximately 80 homeless living in 36 tents located at First and Iron SW. Over the course of two months city social services along with community agencies attempted to address the needs of the tent city residents. By February 4, 2015 the tent city had been reduced to 14 tents. On February 9, city government ordered eviction notices to the tent city residents. Following the February 9 eviction order, significant public criticism of the city’s handling of the homeless tent city was voiced at the February 18, and March 2 Albuquerque city council meetings. During the February 18 city council meeting, homeless advocates†¦show more content†¦Contents Methodology Albuquerque Homeless Demographics Government Approach to Sheltering Homeless Albuquerque’s Ad Hoc Tent City Las Cruces’s Tent City Discussion Recommendations Methodology This report’s methodology consists of the following: 1. Homeless demographic research using the New Mexico Coalition to End Homelessness (NMCEH) 2013 Point in Time (PIT) Homeless Count. Demographic research will focus on total homeless, age, behavioral health, and transitional housing/sheltered/unsheltered status. 2. Research of Albuquerque’s city government position on sheltering approaches for the homeless using inputs from city officials and homeless advocates 3. Research of Albuquerque’s ad hoc tent city for the homeless focusing on inputs from tent city residents, community residents, and homeless advocates. 4. Research of Las Cruces’ Hope Village for the homeless focusing on inputs from tent city residents, community residents, homeless advocates and Las Cruces city officials. Albuquerque Homeless Demographics On January 28, 2013, New Mexico Coalition to End Homelessness coordinated the 2013 PIT Count in collaboration with Albuquerque Heading Home. The U.S. Department of Housing and Urban Development (HUD) considers a person to be homeless if he or she is staying in an