Designing a radio frequency controlled robot platform

IntroductionPresents, wireless(prenominal) communicating engineering has been spread outing quickly. It is important part to forgiving being as the outgo between each other(a) become shorter because of these radio engineerings, such as Radio relative frequency, Microwave, Bluetooth, LAN and WIFI engineerings. Wireless communicating devices are indispensable to human being lives as people use to pass on with other by utilizing cordless phones and other radio devices. Besides that, wireless absolute frequency devices are being applied in infirmary or a nursing place for monitoring of patients, and besides the radio mouse, keyboards for computing machine countries and robotics every piece of music good.Since the radio communicating engineering is important and indispensable to human lives, so the wireless oftenness proficiency has been chosen as the robot remote operate in order to look into and use this engineering. The wireless frequence technique uses on this travail but non other radio engineerings because it has the suited transmittal background and more dep lastable than other techniques. For illustration, infrared technique requires signal transmit in line with unobstructed between the sender and receiving system.Radio frequence technique applies on this pioneer for conveying the signal sent by user from sender to robot s receiving system in order to command the spillage waies of zombie spirit, such as move frontward, rearward, left or right. The scope between RF sender and receiving system is based on the frequence of its faculty. Higher frequence RF faculty ordain hold farther transmittal scope and RF range from 100 kilohertzs to 1 GHz. It is propagating along the land or reflectivity from the ionosphere so reaches the receiving system.The wireless frequence goled robot platform motions non merely command by RF remote control, but besides obstacle sensors. Two ultrasonic detectors are installed on the forepart and dorsum of automaton t o move as restriction sensors to avoid obstruction in the kinsperson set by the control. Furthermore, a PIC ( Peripheral Interface Controller ) is used to command the round way of rides which the automaton wheels by determines RF and supersonic detector signals. When there is an obstruction in the class set of automaton, automaton willing halt, so LED on automaton platform will illume on and the doorbell will makes a warning sound to bespeak accountant to alter the going way of automaton.AimThe purpose of the undertaking is to plan a RF ( Radio Frequency ) Controlled Robot Platform which the going way of automaton is controlled by RF remote control within a peculiar scope without the usage of electrical music directors. Besides that, detectors will be installed to move as an obstruction sensor of this automaton to do certain it can avoid obstructions in the class set by the accountant. Furthermore, a micro accountant will be used to command and to implements the operation by a nalysis the signal receives from distant control and detectors. For this undertaking, it involves larning to utilize detectors, Peripheral Interface Controllers and larning its scheduling every bit good.BACKGROUND LITERATUREA PIC microcontroller is use to move as a control heart of the automaton as it has computation, memory and I/O maps. By utilizing PIC, C scheduling or assembly linguistic communications accomplishments are required as microcontroller operations are based on the piece of ground programming to implement the undertakings. The PIC16F76 1 has been chosen as the microcontroller of this undertaking as it has several particular pins and characteristics that suits for this undertaking demands such asO PIC16F76 has a entire figure of 28 pins. It is made up of three I/O ports ( Port A, B and C ) which has a 22 I/O pins in sum.O In I/O port A, there are five input impart of 8-bit Analog-to-Digital Module which let ins transition of an parallel input signal to a correspo nding 8-bit digital figure that is helpful in analysis the signal transmits from RF receiving system.O Two PWM ( Pulse Width Modulation ) Capture/Compare pins those are good in control the velocity and on/off of the DC locomote by puting PWM responsibility rhythm.O SCL and SDA pins can pass on with supersonic straight.An supersonic is a type of detector that uses to bring forth high frequence ( above 20 KHz ) sound wave pulsations and detects an object by construing the reverberations signal from its sound moving ridge pulsation. The sound moving ridge pulsations are going in one way, when it detects an object, the echoed signal will be reflected back to the transducer of the supersonic detector. The scope from detector to object is able to find by ciphering the good continuation of clip between the minute the sound wave pulse detects the object and clip for the echoed signal to return back to detector. When detector detects an object, it will trip a signal and sends it to PIC. sup ersonic detector is good in observing liquids, seeable objects and irregularly molded objects. Therefore, it has been chosen to move as an obstruction sensor of this undertaking instead than other detectors. Besides that, supersonic detector has a higher sensing scope and the reflected signal does non affected by the surface and colour of objects. The supersonic detector SRF08 2 is a high public presentation supersonic scope finder with a scope from 3cm to 6m. The communicating between SRF08 with microcontroller is via I2C coach. The I2C coach consists of 2 active wires and a land. Bi-directional SDA and SCL are the active coachs. SDA is Serial Data line and SCL is Consecutive Clock line, both of them have a pull-up guard to +5v someplace on I2C coach. SRF08 is ever a slave neer a coach maestro.For the wireless frequence remote control, the wireless wave signal can go through around or through the object, such as wood, glass, walls and other stuffs. The advantages of utilizing w ireless frequence remote control are, signal transmits range farther than infrared distant control and signal does non necessitate to be transmitted in line to receiver. The disadvantage of utilizing wireless moving ridges to convey signal is, signal will be affected by the presence electromagnetic intervention in the environment. A RF faculty 3 ( TWS-434 and RWS-434 ) has transmitter frequence 433.92 MHz when it end product is 8mW with a scope of about 200 pes for indoors and 400 pes for out-of-doorss. It is ability to accept both digital and additive inputs. operational electromotive constrict is 1.5 to 12 volts-DC. For the RWS-434 receiving system, it is besides operates at the same frequence which is 433.92 MHz and a sensitiveness of 3uV. The receiving system has both additive and digital end products and runing electromotive military from 4.5 to 5.5 volts-DC supply.Two DC Gear motors are installed on the automaton platform as the motor thrusts ( wheels of automaton ) . The EMG30 4 motor is a DC motor with encoder. Encoder is used to tracking the figure of revolutions and the place of motor. The rated electromotive force of this motor is 12v. These are the characteristics of EMG30 DC motorO No burden velocity 216 revolutions per minuteO No load current 150 maO Rated torsion 1.5 kg/cmO Rated current 530 maO Rated velocity clxx revolutions per minuteO Rated end product 4.22 WThe motor shaft can be rotated in two waies that clockwise or counter-clockwise way. Therefore, the automaton moves frontward or rearward merely inversing the mutual opposition of the power supply of the DC motor. The turning operation makes by holding two wheels turning in different waies at the same time. This motor has Hall detectors 5 every bit good. A hall detector varies its end product electromotive force in response to alterations in magnetic field, it used for placement and velocity sensing applications of this undertaking.An H-bridge is a four shift elements device wh ich enables a electromotive force to be applied across the motor or burden in merely one way. It is utilizing to move as a motor control circuit that cease DC motor to run forwards and backwards by providing the electromotive force to different switches. An H-bridge is built with four switches. When the switches S1 and S4 are closed, S2 and S3 are unfastened a peremptory electromotive force will be applied across the motor. The electromotive force will be in the reversed way by opening S1 and S4 switches, shuting S2 and S3 switches. The H-bridge is by and bragging(a) used to change by reversal the mutual opposition of the motor, but it can be besides used to halt the motor or to allow the motor run freely. Switches S1 and S2 or S3 and S4 should non be closed at the same clip as it will do a short circuit on the input electromotive force. L298 6 is a high electromotive force and high current double full-bridge driver. The chief intent of L298 is to move as a motor accountant to command the rotate way of DC motor harmonizing to the end product electromotive force from PIC.It is taken from mention of H-bridges Theory and Practice , available from hypertext transfer protocol //www.mcmanis.com/chuck/robotics/tutorial/h-bridge/S1S2S3S4Motions of the motor1001Motor moves right0110Motor moves left0000Motor free tallies0101Motor brakes1010Motor brakesWORK DONEIn the past few hebdomads, a batch of consideration and research undertakings have been done. For illustration, the extension rule of wireless frequence, and besides the working rule of H-bridge motor control and PWM. Some tutorials that helpful and related to the PIC scheduling have been read as good. On the other manus, all the constituents of this undertaking have been decided after reading the datasheets of each constituent. At the same clip, automaton platform has been designed and sent to the mechanical s workshop in order to cut metal home base into the designed form. Furthermore, the pin connexio ns between the PIC, detectors and motors have been decided after reading datasheets of constituents and PIC. So far, the advancement of this undertaking is on the measure of circuit conventional designing and larning the package scheduling of PIC undertakings.Pin 1 Seriess connected with a 10kI resistance to +5v DC supply.Pins 2 & A 3 End product ports for LEDs.Pins 5 & A 7 to move as inputs from shaft encodes of motor.Pin 8 bond to land.Pin 9 & A 10 Connect to a parallel crystal 4 MHz and two series 33 pF capacitances with land.Pins 12 & A 13 PWM outputs connect to the H-bridge.Pins 14 & A 15 I/O ports of I2C lines connect to the supersonic detectors.Pin 18 End product port for doorbell.Pins 25 & A 26 End product signals connect to H-bridge.Pins 21, 22, 23 and 24 Act as input ports from RF receiving system.Advancement AND PlanNow, it is on the measure of larning package scheduling and circuit conventional designing undertakings, but it is a small spot delayed due to the clip disbursement on the undertaking less than undertaking program for past few hebdomads, since I was busy in making other faculty s assignments and could non make up ones mind the constituents on clip.On the following semester, the clip disbursement on this undertaking will be more than the novice program in order to catch up the advancement that has been planned as undertaking program. These are the major undertakings that will transport out consequently on the undermentioned semester1. RF faculty proving.2. Supersonic faculty testing.3. DC motor testing.4. PCB circuit design.5. PCB etching and soldering of constituents.6. Prototype theoretical account building.7. Trial and seek run the automaton system to interchange the scheduling of PIC.8. Troubleshooting and debugging.9. Test overall functionality.On the undermentioned semester, the clip disbursement on making this undertaking will be 18 hours per hebdomad.The item agenda of this undertaking has been shown on the Gantt chart.Lis t OF REFERENCEBookDEVENDRA K. MISRA, Radio-Frequency and Microwave Communication circumferences , Printed in the United States of America, By John Wiley & A Sons, Inc, 2001.Newton C. Braga, Roboticss, Mechatronics, and Artificial Intelligence, Experimental Circuit Blocks for Designers , Printed in the United States of America, By Newnes Boston Oxford Auckland Johannesburg Melbourne New Delhi, 2002.InternetRichard J. Valentine, Motor Control Electronics Handbook , Printed in the United States of America, The McGraw-Hill Companies, Inc. , accessed by 30th October 2009, E-book, available fromhypertext transfer protocol //books.google.com/books? id=kLZL5hTsVIYC & A printsec=frontcover & A source=gbs_navlinks_s v=onepage & A q= & A f=falseJim Brown, Brief H-BRIDGE THEORY OF OPERATION , Written at April 1998, accessed by beginning(a) November 2009, available from hypertext transfer protocol //www.dprg.org/tutorials/1998-04a/Chuck McManis, H-bridges Theory and Practice , accessed by first November 2009, available from hypertext transfer protocol //www.mcmanis.com/chuck/robotics/tutorial/h-bridge/Milan Verle, PIC Microcontrollers , mikroElektronika world-class edition, Written at 2008, accessed by 25th November 2009, available from hypertext transfer protocol //www.mikroe.com/en/books/picmcubook/ch5/Nebojsa Matic, Programing PIC Microcontroller in BASIC , mikroElektronika, Chapter 6 PWM Module, accessed by 1st December 2009, available from hypertext transfer protocol //www.mikroe.com/en/books/picbasicbook/06.htm 6.5Chuck McManis, H-bridges Theory and Practice , accessed by 1st November 2009, available from hypertext transfer protocol //www.mcmanis.com/chuck/robotics/tutorial/h-bridge/Bibliography 1 PIC16F7X Data Sheet28/40-Pin, 8-bit CMOS FLASH Microcontroller, By Microchip Technology, Inc. , 2002.hypertext transfer protocol //ww1.microchip.com/downloads/en/DeviceDoc/30325b.pdf 2 SRF08 High Performance Ultrasonic pasture Finder, By Acron ame, Inc. , 1994-2009.hypertext transfer protocol //www.acroname.com/robotics/parts/R145-SRF08.htmlhypertext transfer protocol //www.robot-electronics.co.uk/htm/srf08tech.shtml 3 Radio Frequency Module ( TWS-434 and RWS-434 ) Data Sheet, By Rentron Electronic.hypertext transfer protocol //www.rentron.com/Files/rf.pdf 4 DC Gear motor ( EMG 30 ) Data Sheet, By technonots.co.uk.hypertext transfer protocol //www.technobots.co.uk/acatalog/info_1453_005.html 5 Hall Sensor Principles, By Honeywell.com.hypertext transfer protocol //content.honeywell.com/sensing/prodinfo/solidstate/technical/chapter2.pdf 6 L298 H-Bridge Data Sheet, By STMicroelectronics.hypertext transfer protocol //www.st.com/stonline/products/literature/ds/1773.pdf

Josephs story Essay

B.Assuming Josephs boldness stopped, what cellular processes and membrane deceases are going to be affected by loss of oxygen, blood glucose, and waste remotion? Josephs blood pressure got so high due to the vessels being blocked with plaque, therefore circulation of blood has been blocked and it give the axe no longer commence the nutrients required for it to pump. The body cant breakdown glucose to make energy, and the increase in CO2 lowers the pH. Active transport on the plasma membrane sugar which also stops ATP, and sodium and potassium start to leak out repealing the chemical gradient.C.What intracellular organelles have membranes as part of their structures? How would the breakdown of the membranes of these structures affect the function of josephs heart cells? Endoplasmic reticulum, the Golgi complex, the mitochondria and the lysosomes all have membranes in their structure. Whenever calcium levels rose to high the heart went in to a prolonged contraction, the lysosome s usually in the vesicles start to destroy its own membranes.D.Two all-important(prenominal) pieces of information-instructions josephs body needs to repair itself and his predisposition for vascular disease- are both contained within the cell on which structures?The instructions and information are in the mitochondrial DNA, the body needs this information along with a blood supply to create new cells. Mitochondria contains its own DNA and genes so it can replicate.E.Josephs heart attack has caused the function of his cells to change. What types of proteins in the cell membrane were involved in the homeostatic imbalances of his heart cells? Without ATP the sodium potassium ion channels cant operate. The heart cant contract properly. Increased Calcium sent the heart in to a prolonged contraction, it convulsed recklessly.F.Why was reestablishing oxygen flow to Josephs body so important? Whatprocesses would be affected by lack of oxygen? Without oxygen everything stops. Everything in the body requires oxygen. Thats why breathing is important and involuntary. Without oxygen we cant the body cant create ATP, ATP is required for all processes. When Joseph was administered oxygen and given chest compressions he was commensurate to get rid of CO2 which started bringing the pH back to normal and the body was able to make more ATP.H.Explain why josephs heart failed based on what you have learned so far about the function of the cells in the human body. It was caused from a number of things. Hypertension, atherosclerosis, poor diet, lack of exercise. All of these things cause heart disease. Also build of plaque blocks blood flow which increase pressure and eventually it has nowhere to go. Somethings got to give eventually when the body cant circulate blood quick enough.

Indias Highest Gallantry Award (Pvc) Winners

Param vIr chakra The medal is a circular bronze disc 1. 375 inches (3. 49 cm) in diameter. The state emblem appears in the centre, on a raised circle. Surrounding this, four replicas of Indras Vajra (the all-powerful mythic weapon of the ancient Vedic great power of Gods). The decoration is suspended from a straight swivelling suspension bar. It is named on the edge. On the rear, around a plain center, are two legends separated by lotus flowers. The words Param Vir Chakra are written in Hindi and English. A purple ribbon, 32 millimetres (1. in) long, holds the Param Vir Chakra. The medal symbolizes Rishi Dadhichi, who had donated his bones to the Gods for making Vajra Facts about Param Vir Chakra 1. Of the 21 Paramveer Chakra a strugg leadees, 20 are from the Indian the States and one from the Indian Air Force. 2. Som Nath Sharma, the number 1 recipient of the award, was the award designer Mrs. Savitri Khanolkars son-in-law posthumous. 3. Grenadiers Regiment pay back real the most number of Param Vir Chakras, with 3 awards, one each for the Indo-Pakistan 1965 war, 1971 Indo-Pakistan war and the Kargil War.The Gorkha Rifles have in any case received three awards, with the 1st Gorkha Rifles (The Malaun Regiment), 8th Gorkha Rifles and 11th Gorkha Rifles each receiving one. 4. The Sikh Regiment, Kumaon Regiment, 17th Poona horse and Jammu and Kashmir Rifles have received two awards. 5. The high-pitchedest rank to be awarded a Param Vir Chakra is that of a deputy sheriff Colonel. Lt. Col. Ardeshir Tarapore. 6. The award to Major Dhan Singh Thapa, for the battle of Sirijap in the 1962 War was initially announced as a posthumous award. It was not known that Major Thapa was interpreted POW at that time.Param vir chakra winners Stories of the highest gallantry award winners of the armed forces. 1947-48 Jammu and Kashmir Operations Major Somnath Sharma, 4 Kumaon, posthumous Major Somnath Sharma Major Somnath Sharma son of Major General Amarnath Sharma, was in nate(p) on January 31, 1923, in Himachal Pradesh. He was commissioned in the Kumaon Regiment on February 22, 1942. On October 22, 1947, Pakistan launched the tribal invasion of Jammu & Kashmir. Major Somnath Sharma laid down his life for the country on November 3, 1947 in Badgam, Kashmir in a brave fight against Pakistan troops.Major General Amarnath Sharma received Indias first and highest wartime gallantry medal, Param Vir Chakra, on behalf of his son. 2nd Lt. Rama Raghoba Rane, army corps of Engineers Second Lieutenant Rama Raghoba Rane Second Lieutenant Rama Raghoba Rane was born on June 26, 1918 at Chendia, Karnataka. He was commissioned in the Corps of Engineers on December 15, 1947. He served with distinction during the 1947-48 Jammu Kashmir operations. On March 18, 1948, the Indian Army experienced Jhangar, which was lost to the enemy in December 1947. Indian troops whence planned an advance from Naushahra to Rajouri.Rane made a substantial contribution in facilitating t he Indian advance on Rajouri. The gallant effort made by Rane during this exact advance earned him the highest wartime gallantry medal, Param Vir Chakra. CHM Piru Singh Shekhawat, 6 Rajputana Rifles, posthumous Company Havildar Major Piru Singh Company Havildar Major Piru Singh was born on May 20, 1918 in Rajasthan. He was enrol direct in the 6 Rajputana Rifles on May 20, 1936. During the Jammu Kashmir operations in summer of 1948, Pakistani raiders mounted a strong counter offensive in the Tithwal sector.The enemy also forced the Indian Army to vacate their forward positions across river Kishanganga. After the setback, Indian troops took position on the Tithwal ridge. Havilder Major Piru Singh laid down his life, in a brave fight against the enemies, leaving for the rest of his comrades a unique example of single-handed bravery and determined courage. He was honoured with the highest wartime gallantry medal, Param Vir Chakra, posthumously. Naik Jadunath Singh , 1 Rajput, posthum ous Naik Jadunath Singh Naik Jadunath Singh was born on November 21, 1916 in Shahjahanpur, Uttar Pradesh.He was enrol direct in the 1 Rajput Regiment on November 21, 1941. During the Jammu Kashmir operations in the winter of 1947, the capture of Jhangar on December 24th, by the Pakistani raiders, placed them in an advantageous position in the Naushahra sector. At a most critical stage in the battle for the defence of Naushahra, he saved his picket from being overrun by the enemy. Naik Jadunath Singh was honoured with the highest wartime gallantry medal, Param Vir Chakra, posthumously. Lance Naik Karam Singh, 1 Sikh Lance Naik Karam Singh Lance Naik Karam Singh was born on family 15, 1915, in Barnala, Punjab.He was enrolled in 1 Sikh Regiment on September 15, 1941. He had earned a Military Medal in realism War II. During the Jammu Kashmir operations in 1948, the Indian Army made substantial gains in the Tithwal sector. Karam Singh was honoured with the highest wartime gallantry medal, Param Vir Chakra, for his outstanding role in the battle of Tithwal. 1962 Indo-China War Major shaytan Singh , 13 Kumaon, posthumous Major Shaitan Singh Major Shaitan Singh, son of Lieutenant Colonel Hem Singhji, was commissioned in the Kumaon Regiment on elevated 01, 1949.During the 1962 Indo-China conflict, 13 Kumaon was deployed in Chusul sector. The mass led by Major Shaitan Singh held a crucial position at Rezang La, at a height of 5000 metres. The expected Chinese attack on Rezang La came on November 18. Unmindful of his private safety, Major Shaitan Singh moved from one platoon post to another and encouraged his men to fight. He was mortally wounded. Shaitan Singh was awarded Param Vir Chakra, the highest wartime gallantry medal, posthumously, for his leadership and devotion to duty. Major Dhan Singh Thapa , 1/8 Gorkha RiflesMajor Dhan Singh Thapa Major Dhan Singh Thapa, born on April 10, 1928 in Shimla, Himachal Pradesh, was commissioned in the 8 Gorkha Rifles on August 28, 1949. The Sirijap valley, north of the Pangong Lake in Ladakh, was considered vital for the defence of Chushul airfield. The 1/8 Gorkha Rifles had outposts there to thwart any enemy encroachment in the area. One of these outposts named Sirijap-1 was held by a platoon of D Company under the program line of Major Dhan Singh Thapa when the Chinese attack came on October 21, 1962. Major Thapa repulsed the attack, inflicting heavy losses on the enemy.For his gallant act, Major Dhan Singh Thapa was honoured with the highest wartime gallantry medal, Param Vir Chakra. Subedar Joginder Singh , 1 Sikh, posthumous Subedar Joginder Singh Subedar Joginder Singh was born on September 26, 1921, in Faridkot, Punjab. On September 28, 1936, he was enrolled in the 1 Sikh Regiment. During the 1962 Indo-China War, Subedar Joginder Singh commanded a platoon in the Tawang sector of atomic number 7 East Frontier Agency. On October 23, the Chinese launched an attack on the Bum La axis. Subedar Joginder Singh and his platoon stood firm like a rock.Singh, despite a wound in the thigh, refused evacuation. He manned a light machine gun and killed a large number of enemies. By now all ammunition with the platoon had been exhausted. Subedar Joginder Singh and his men venomous upon the advancing enemy and bayoneted many a(prenominal) to death. Subedar Singh was killed in this epic battle. For his inspiring leadership, courage and devotion to duty, he was awarded the highest wartime gallantry medal, the Param Vir Chakra, posthumously. 1965 Indo-Pak War Lt. Col. A. B. Tarapore, 17 Poona Horse, posthumous Lieutenant Colonel Ardeshir Burzarji Tarapore Lieutenant Colonel ArdeshirBurzarji Tarapore was born on August 18, 1923 in Mumbai. He joined the Hyderabad State Force in 1942 and saw active service in West Asia during World War-II. He was commissioned in Poona Horse on April 01, 1951. The biggest tank battle of the 1965 Indo-Pak War took place at Phillora in the Sialkot sector. L t. Col. A B Tarapore defied the enemys charge, held his ground and gallantly attacked Phillora with one of his squadrons supported by an Infantry battalion. When wounded, he refused to be evacuated. On September 14, 1965, he led his regiment to capture Wazirali.Unmindful of his injury, he again led his regiment and captured Jassoran and Butur-Dograndi on September 16, 1965. In this battle his own tank was hit several times. Lt. Colonel A B Tarapore tank was in flames and he died a heros death. Lieutenant Colonel Ardeshir Burzarji Tarapore was awarded with the highest war-time gallantry medal, Param Vir Chakra, posthumously. CQMH Abdul Hamid , 4 Grenadiers, posthumous Company Quarter-Master Havildar Abdul Hamid Company Quarter-Master Havildar Abdul Hamid was born on July 1, 1933, in Uttar Pradesh. He was enrolled in the 4 Grenadiers on December 27, 1954.During the 1965 Indo-Pak War, 4 Indian Division was entrusted with the responsibility of capturing Pak territory East of Lchhogil C anal and contain possible enemy attack on Kasur-Khem Karan axis. The enemy tanks had penetrated the forward come with positions. Hamid was exacting a recoilless gun detachment. He knocked out two enemy tanks. By this time the enemy brought down concentrated machine gun and high explosive fire on him. But he kept on firing. He was mortally wounded by a high explosive shell. Hamid was honoured with the highest war time gallantry medal, Param Vir Chakra, posthumously. 1971 Indo-Pak WarMajor Hoshiar Singh , 3 Grenadiers 1971 War Major Hoshiar Singh Major Hoshiar Singh was born on May 05, 1936 in Haryana. He was commissioned in the Grenadiers Regiment on June 30, 1963. He was also Mentioned-in-Despatches. On December 17th, during the 1971 Indo-Pak war, though wounded mischievously in enemy shelling, Major Singh again went alone from trench to trench, moving in the open. Major Singh, realising the importance of fire support at this juncture, rushed to the machine gun pit and operated the gun inflicting heavy casualties on the enemy. The enemy attack was repulsed, and they mug up a hasty retreat.Throughout this operation, Major Singh displayed the most visible gallantry in the pose of the enemy, grim determination and indomitable spirit. He was honoured with the highest wartime gallantry medal, Param Vir Chakra. 2nd Lt. Arun Khetarpal , 17 Poona Horse, posthumous Second Lieutenant Arun Khetarpal, son of Brigadier M L Khetarpal, was born on October 14, 1950, in Pune, Maharashtra. He was commissioned in the 17 Poona Horse on June 13, 1971. During the 1971 Indo-Pak War, the 47 Infantry Brigade, with the 17 Poona Horse under command, was ordered to establish a bridge-head across the Basantar River in Shakargarh sector.Khetarpal fiercely attacked the enemy strong points and captured many enemy soldiers and recoilless guns at gunpoint. He destroyed several enemy tanks. In the thick of the battle, Khetarpals tank also received a shot and flare into flames. But reali sing the useful role of his tank in preventing a break by dint of, he set about destroying the remaining enemy tanks. At this stage his tank received a second hit. The brave Officer met his death denying the enemy the intended breakthrough. For his conspicuous gallantry, Khetarpal was honoured with the highest wartime gallantry medal, the Param Vir Chakra, posthumously. Fg. Off. N. J. S.Sekhon , No. 18 Squadron, posthumous truehearted Officer Nirmal Jit Singh Sekhon Flying Officer Nirmal Jit Singh Sekhon was born on July 17, 1943 in Ludhiana, Punjab. He was commissioned into the Indian Air Force on June 4, 1967. During the 1971 operations, Sekhon was with No. 18 Flying Bullets Squadron flying the Folland Gnat champ based at Srinagar. He and his colleagues fought successive waves of intruding Pakistani aircraft with valour and determination. On the 14th of December 1971, Srinagar Airfield was attacked by a wave of cardinal enemy Sabre aircraft. Sekhon took off and immediately enga ged a pair of the attacking Sabres.He succeeded in damaging two of the enemy aircraft. His aircraft crashed and he was killed. For his sublime heroism, self-governing gallantry, he was awarded Param Vir Chakra, the highest wartime gallantry medal, posthumously. Lance Naik Albert Ekka , 14 Guards, posthumous Lance Naik Albert Ekka Lance Naik Albert Ekka was born on December 27, 1942 in Ranchi, Bihar. He was enrolled in the 14 Guards on December 27, 1962. During the 1971 Indo-Pak War, the 14 Guards was asked to capture a Pakistani position at Gangasagar, 6? km west of Agartala in the eastern sector. Ekka went with the left forward company of the battalion in the attack.He charged the enemy bunker, bayoneted two enemy soldiers and silenced the light machine gun. Though seriously wound in this encounter, he proceed to fight alongside his comrades with courage, securing bunker after bunker. He hurled a grenade into the enemy bunker. Ekka died of the injuries suffered during this battl e. Lance Naik Albert Ekka was awarded Param Vir Chakra, the highest wartime gallantry medal, posthumously. 1999 Kargil Operations Four Kargil war heroes were awarded the highest gallantry award on January 26, 2000 for displaying the valour of the highest order during operation Vijay.While headman Vikram Batra and Lt. Manoj Pandey were awarded PVC posthumously, Grenadier Yogendra Singh and Riflemen Sanjay Kumar received the award from the President, Mr. K. R. Narayanan in person. Captain Vikram Batra , 13 jackass Rifles, posthumous Captain Vikram Batra Captain Vikram Batra, 13 Jammu and Kashmir Rifles, and his Delta Company were given the task of recapturing Point 5140. Captain Batra single-handedly engaged three enemy soldiers in close combat and killed them. He was seriously injured during this combat, but insisted on re separateing his men to continue with the given task at hand.Inspired by the extraordinary courage displayed by Captain Batra, the soldiers of 13 JAK Rifles charg ed the enemy position and captured Point 5140 at 330 a. m. on June 20, 1999. Captain Batra led his men to even more glorious victories with the recapture of Point 4750 and Point 4875. He was tragically killed, when he tried to rescue an injured officer during an enemy counterattack. For his sustained display of the most conspicuous personal bravery, Captain Vikram Batra was awarded the Param Vir Chakra, Indias highest medal for gallantry, posthumously.Lieutenant Manoj K. Pandey , 1/11 GR, posthumous Lieutenant Manoj Kumar Pandey Lieutenant Manoj Kumar Pandey, 1/11 Gorkha Rifles, forced back the intruders from the Batalik sector on June 11, 1999. He led his men to recapture the Jaubar Top, a feature of great operational importance. But his finest hour was in the capture of Khalubar in the early morning hours of July 3, 1999. On the night of July 2-3, 1999 the battalions progress on to its last objective, was halted by a determined enemy firmly entrenched on commanding heights.The y oung officer led his platoon along a narrow, treacherous ridge that led to the enemy position. He surged ahead of his troops and charged at the enemy with a full-throated battle cry through a hail of bullets. Although wounded in the shoulder and leg, he pressed on his solitary charge with grim determination. Critically bleeding, he collapsed at the final bunker and finally succumbed to his injuries, but not before the last of the enemy had been annihilated. Lieutenant Manoj Kumar Pandey was awarded the Param Vir Chakra, Indias highest medal for gallantry, posthumously.Grenadier Yogender Singh Yadav, 18 Grenadiers Grenadier Yogender Singh Yadav Grenadier Yogender Singh Yadav of 18 Grenadiers, was part of the ranger Ghatak Platoon tasked to capture three strategic bunkers on Tiger Hill during the Kargil war on the night of July 3-4, 1999. In spite of having been hit by three bullets in his groin and shoulder, displaying great strength and resolve, he climbed the remaining 60 feet, al l by himself and reached the top. With rare grit and courage, he crawled up to the bunker critically injured and lobbed a grenade killing four Pakistani soldiers and neutralising enemy fire.For his sustained display of the most conspicuous personal bravery and gallantry of the highest order in the face of the enemy, Grenadier Yogender Singh Yadav was awarded the Param Vir Chakra, Indias highest medal for gallantry. Rifleman Sanjay Kumar, 13 JAK Rifles Rifleman Sanjay Kumar Rifleman Sanjay Kumar, 13 Jammu and Kashmir Rifles, was the leading Scout of a team tasked to capturing Area Flat Top of Point 4875 in the Mushkoh vale on July 4, 1999, being held by Pakistani-backed militants. Without concern for personal safety, Kumar crawled alone up the ledge and charged towards the enemy bunker, through a hail of automatic fire.Bleeding extravagantly from the bullet wounds, he continued the charge towards the bunker. He then picked up the enemy machine gun and crept towards the second enemy b unker. Three enemy soldiers, taken completely by surprise were killed by him on the spot. For his sustained display of bravery, Rifleman Sanjay Kumar was awarded the Param Vir Chakra. UN Operations Captain G. S. Salaria , 3/1 GR, posthumous Captain Gurbachan Singh Salaria Captain Gurbachan Singh Salaria was born on November 29, 1935, in Gurdaspur, Punjab. He was commissioned in the 1 Gorkha Rifles on 9 June 1957.After the Belgians quit Congo, a civil war situation developed in that country. When the United Nations decided upon military intervention to retrieve the situation, India contributed a brigade of around 3000 men to the UN Force. Captain Salaria prevented the enemy from going to the roundabout thereby sparing the UN Headquarters in Elizabethville from encirclement. For his extraordinary leadership and devotion to duty, Captain Gurbachan Singh Salaria was awarded the highest wartime medal, Param Vir Chakra, posthumously. Saichen Operations Naib Subedar Bana Singh , 8 JAK LIN aib Subedar Bana Singh Naib Subedar Bana Singh, born in Kadyal, Jammu on January 6, 1949, was enrolled in the Indian Army on January 6, 1969 into the Jammu & Kashmir Light Infantry (JAK LI). During June 1987, the 8 JAK LI, was deployed in the Siachen area. Naib Subedar Singh volunteered to join the special task force formed to root out Pakistani infiltrators. Naib Subedar Bana Singh led his men through an extremely difficult and hazardous route. Lobbing hand-grenades, charging with a bayonet and moving from trench to trench, he cleared the post of all intruders.He was awarded the Param Vir Chakra, the highest wartime gallantry medal, for conspicuous bravery and leadership under most adverse conditions. IPFK Operations Major R. Parameswaran , 8 Mahar, posthumous IPKF Operations Major Ramaswamy Parameswaran Major Ramaswamy Parameswaran was born on September 13, 1946, in Mumbai. He was granted Short Service Commission in the Mahar Regiment on January 16, 1972. He took part in a number of operations undertaken by the Indian Army. Under the Indo-Sri Lanka Agreement many Indian Army units were dispatched to Sri Lanka to maintain law and order there.On November 25, 1987, Major Parameswaran and his column were ambushed by a group of militants. With great presence of mind he encircled the militants from the rear and boldly charged them. During the hand-to-hand combat that followed, one militant shot him in the chest. brave by his grave injury, he snatched the rifle from a militant and shot him dead. Though critically wounded he continued to give orders and inspire his command till he breathed his last. For the most conspicuous bravery & supreme sacrifice, Parameswaran was honoured with the Param Vir Chakra, posthumously.

Judeo Christian Veiws on God

Explain how the Judeo Christian tradition shows the goodness of God The goodness of God, as a concept, refers to the holiness and c be that consummateion himself initiates on his people, however the Judeo-Christian tradition hold that gods attributes cannot be a concept as god is personal, and treats all backing beings as individuals.The biblical god, a completely different god than that of Plato or any philosopher, who can be seen as a concept can be referred and described to as good throughout scriptures through acts of kindness and his characteristics of denying those who are evil for the give of mankind You have rejected me, says the lord, your are going half-witted so I have stretched out my hand against you and destroyed you (Jeremiah 15. 6). According to this Judeo-Christian tradition gods goodness cannot have attributes of evil and portray his acts of being substantial d wizard by as help to those who need it.However this anger is not subjected to those who have done no thing wrong, but to those who are unjust and mistreat those of comparison to them. The simple understanding of gods goodness is to look at what he does, he is beneficial to his creatures and doesnt act for his own profit, but for those on earth to ca-ca a helpful father as he wishes to be conceived I myself, said, how gladly I treat you like sons, and give you a desirable land, the nigh insurance of any nation.I thought you would call me father and not turn away from me (Jeremiah 3. 19-20). God also promises Abraham that he would be the father to the Israelites, a big nation. The goodness which is a strong participant of gods role in the bible, along with the ten commandments do not commit adultery, do no steal and so forth, conduct a role in which those who follow the doings of god will also take on. This also helps the follower of god to feel ignorant and closer to god as they respond and follow his rules with obedience.Gods acts on individual people whilst helping them, is s imply for their doctrine to be held with him, and they believe whatever god puts forth for them to do, they shall do it as god is good, and wouldnt want to cause intentional hurt without reason. (quote 1). God can further can be seen as having personal feelings, as he is seen to be hurt and becomes angry when people disobey his orders and when people fail to respond to his commands, for example committing adultery would be a sin against god Instead, as a faithless wife leaves her husband, so you have been faithless to me, Oh house of Israel, says the lord (Jeremiah 319 19-20).God also shows tell apart and compassion, another two attributes to gods goodness, as he bore a son to Hannah as she prayed to him to look on the misery of your servant and remember me.. give to your servant a male child (Jeremiah 319-20) Although his anger and the justice he serves on those who disobey him are sometimes seen as mean, they are attributes to his personality as a god and believers see this as him being fair and just.He does these as comeuppance to supposed faithful ones to take advantage of his goodness, and is still seen as perfect He is the rock, his works are perfect and all his ways are just. A faithful god who does no wrong, upright and just is he. They have acted corruptedly towards him, to their shame they are no longer his children but a warped and crocked generation. (Deuteronomy 32. 4-5) It is essential therefore, for people to respond to gods demands with faith and obedience as god is the only one who understands and defines goodness, humans cannot understand this concept as we are tempted by evil.Having faith in god when you are poor and with nothing may be hard, but as Abraham sets example and continues believing in god, others should follow and having faith may lead them to a better fortune and not give up on hope. The goodness of god in the bible is represented through situations and stories told for centuries, they show his many attributes that fold in to the one personality of god, to be and always be infinitely good.

Empowerment of three main characters in The Crucible Essay

During The Crucible the works which unfold able some characters to em index themselves most notably Abigail Williams, bloody shame Warren and even John Proctor. Some characters begin with little or no power, then abuse the situations to gain power, whereas others begin with power and fall behind it, sometimes justly and other times unjustly. This could be seen as a moral message for the audiences of the play, warning of power abuse which could lead to devastating consequences.In the introductory comments, Miller comments before the events begin to unfold how the children were anything but thankful for being permitted to walk straight which fork outs before the witchcraft trials and accusations had begun, children were ineffectual under the position of the male dominated society -children had no power to roam freely. One of the people that gained power in the play is bloody shame Warren, who is a servant and so is one of the lowest ranks of the Puritan society- much like the chil dren of Salem.At first she does not have any power at all as she is taught that she has to hail orders from the Proctors, who she works for. This is seen when she lept with fright upon Proctors entrance. Yet, she manages to turn from a mouse to a daughter of a prince as she suddenly gains power from working in the court, trying realizable witches. Her increasing power is also shown from her defiance of Proctor when she refuses his order of not going to court once again, and responds that she must and will be gone public.It also shown through stage directions, when Mary is terrified of Proctor but quickly becomes erect, which highlights her ability to overcome her fear of Proctor because of her growing potency and power. Mary even manages to intimidate Proctor in this part of the play. When threatened with the whip from Proctor, she manages to threaten him get ahead by responding I would have you speak civilly to me, from this out. Mary, filled with this newly found power, is a ble to threaten Procter to stop beating her or she will not speak so highly of his family next time.By using the phrase from this out shows that Mary doesnt usually expect that kind of treatment from the Proctor, yet now she is able to demand it because of the power gain. Again, further on in the play Mary is also able to numb Proctor when she overthrows his grip on her to tell the truth about the accusations, and instead turns on him. When pressured by Abigail and the other girls, formerly they start accusing Mary to save themselves, she is not able to stand her ground which highlights her feebleness and weakness which was seen at the truly start of the play.This is seen as she even admits she has no power. This links to her inferior position in the society and even within her social group, she is not popular, and respected. This is shown when Abigail tells Mary to shut it and Mercy Lewis starts pointing and looking at Mary as if she were to blame. However, the fact that Mary wa s able to then accuse Proctor of being devils man, who is a highly respected in the village, shows that she does have more power than she started with. But she is abusing her power, to save herself and because of her lack of power on her social circle.So, this once innocent girl who thought they must tell the truth took advantage of the situation so she and her friends would not be whipped. Overall, Mary arguably, has the most progressive power of all the girls and possibly all of the characters in The Crucible, but thats not to say she has the most power overall. Another character like Mary Warren who gains power throughout the play is Abigail Williams. Once shunned and scorned by the inhabitants of the village because of her blackened name, Abigail becomes a domineering power, and is treated like a saint.A mere accusation from Abigail or one of her girls is enough to convict even a well-respected inhabitant of Salem like Rebecca Nurse who does striking charities. Even though in p resent day we would associate saint with good Samaritans, which would seem absurd to see Abigail called this in present day, she was seen in this charge because in puritan society if you went against god, you went against the law. So Abigails act of bringing Salems attention to the presence of the devil, and then through the court eradicating it was seen as an act of greatness.Abigail starts off as a scared young girl which is seen through Millers stage directions, as she quavers when being questioned by Parris about Bettys dismal illness. However, soon she is able to assert her power of the girls by smashing Betty round the face and minatory all the girls not to tell anyone about the events of the previous night, or she will come to them at the black of one terrible night. This implies they could be her prey, and if they make a wrong move she could pounce on them, which again puts her in a domineering position.This characteristic allows her to control within the group which crea tes more tension because Abigail also seems to be possessive which is seen when she says Now look you. all of you. The repetition of you makes the phrase quite aggressive and short commanding sentences have a strong impact, and make Abigail seem hostile but ultimately powerful. Her say-so is also documented as the inhabitants of Salem think the sea parts like Israel for Abigail, so her sins are overlooked, as people take her word to be an expression of Gods will. This allowed Abigail to control and manipulate even the most powerful men in Salem, which is seen when Abigail threatens that Danforth- a high court official. So, Abigail Williams, who was once powerless in general society, is a perfect example of someone who became empowered by deciding the fate of other people and, by controlling and threatening people. Although, Abigail did have a powerful status among her social group from the starting line and throughout which is shown when she starts pointing with fear and accusing Mary of hurting her, and quickly all the girls gong in with her.The third character who is subtly empowered is John Proctor. Despite his prideful ways, John Proctor describes himself as a sinner. His conversation with Elizabeth in act two where he exclaims for Elizabeth to judge him not demonstrated his internal conflict and his own unwillingness to forgive himself for his act of lechery. There are moments when his anger and snub towards himself burst forth, such as when he exclaims to Judge Danforth I hear the boot of Lucifer, I see his filthy face And it is my face, and yours. So, although it is not clear from the outset that John Proctor has been empowered, he has.He is able for the first time to see some shred of goodness in himself- his relief from his constant guilt- when he decides to deny his confession. In conclusion, all three characters were empowered through the play, which led to the unjust killing of numerous inhabitants of Salem through the false allegations of w itchcraft. So, Miller uses this to show the audience the consequence of abuse of power. Abigail is the best example because she falls from her position of high power, and resorts to boarding a ship, in order to escape.

Symbolism of the Title a Worn Path

The short report, A languid rails by Eudora Welty describes a very interesting character whose name is phoenix capital of Mississippi. She isnt your aver period person. Phoenix is a very old and boring women but the story is still interesting. The backing is very symbolic of the story and has a very good meaning. Throughout the story you begin to divulge more and more about Phoenix and you also discover some important things. Phoenix Jackson is a very old and small woman. She wore a dark striped dress reaching cut out to her show tops. She also wore a long apron with a full pocket in the front. Her clothe laces were always untied.Her eyes were blue and she wore a red rag over her head that hid black and greyness hair. By looking at Phoenix you would assume that she moves at a very slow pace. Thats correct, when she walks her chances of tripping are great because of her untied shoe laces. Just by the features of this old woman, the title already symbolizes Phoenix because she s a worn old woman. Her appearance isnt the only thing thats worn, her flavor path is also. Phoenix has lived and bygone through a lot during her conducttime. Shes been through the polite war, has lost a grandson, and has gone through propagation of slavery.Shes experienced enough things in her life, so she isnt really afraid of anything and does not care for much. These events in her life have caused her to being to put down her mind and go crazy. Example of this is in the beginning of the story when she first leaves her house. She says, Out of my way, all you foxes, owls, beetles, goofball rabbits, coons and wild animals Keep out from under these feet. (page. 213) This shows that shes losing her mind because she is talking to the animals. Later into the story she encounters a man with a gun.The man said to her if the gun scared her. She replied, No sir, I seen plenty go off closer by, in my day, and for less then what I done. (page. 217) This, shows that she isnt afraid of nothing and that shes been through tons of scary experiences that an African American had to go through during her time. She is referring to the civil war and her times of slavery. The story never actually says that Phoenix has a grandson, but she claims that she does. This could also mean that she is going crazy. The Worn Path symbolizes Phoenixs life and how worn and difficult it was.Like Mentioned before, these experiences in Phoenixs life also represents all African Americans. During the times she lived African Americans lives were very difficult. Problems they had were, slavery and even after it terminate they were still having tough times adjusting to it. The rights of African Americans were not equal to white people and this also do things difficult for them. This makes you think if all African Americans from this era were like Phoenix. Theyve dealt with slavery and once slavery finish most were poor and were in poverty just like Phoenix Jackson.She seemed to be losing her mind because of her age and experiences so this could have been an issue for a lot of blacks during this time. The story ends with Phoenix walking out of the prepares office waving her hand, giving a nod, and walking slowly down the steps and onto the road. This is humourous because youre left with the image of her being very slow and her continuing to walk, on her Worn Path. The title has a positive and oppose impact on the story. The positive side of it is the experience Phoenix has had during her path of life.It has made her unanimous and very wise. She has lived through a lot of different life ever-changing events that has changed the way she does things. The negative side to it is that the path of live shes had may have made her strong but the events that have taken place has made her weak in many different ways. termination through slavery and the civil war can have traumatizing effects on the person. Phoenix in time seems to be suffering from dementia and she doesnt rea lly care for much anymore. Her memory has gone down the drain. The story explains how she walks very slowly.This shows that going through slavery has taken a huge monetary value on her body. This is why the word worn is in the title and this is why it has more of a negative impact on the story. Weltys title of the story really symbolizes and sums up the story. After reading the story the titles definitely makes more sense because you know and have an idea of what Phoenix had gone through. The Path room life and the worn part means the struggles of life. Thats exactly how Phoenix Jacksons life was and for many African Americans during this time. Tons of hardships and struggles.

Adult Learner Assessment

cock-a-hoop savant judgement on that pointsa Ann Hayden, M. A. , Ed. S. orderroom sagacity in facts of lifeal activity Dr. Kelli Ligeikis Capella University June 15, 2011 Adult Learner judgement Classroom legal opinion is critical to the measurement of disciple achievement. As stated in Angelo and Cross, (1993) Classroom discernment helps individual college teachers obtain theatrical roleful feed gumption on what, how much, and how soundly their bookmans be attainment the purpose is to produce the blueest possible feel of disciple makeingto help assimilator drive more effectively and efficiently than they could on their birth (p. ). Student encyclopaedism is the over t knocked out(p) ensemble terminal of education the bookman may be a child, an heavy(p), an sluttish pupil, or a formal learner regardless of which type of learner he or she is, the cultivation is to learn new concepts, topics, and subjects. The mastery of that subject matter is the charge of both the teacher and the bookman.In identifying trinity concepts pertinent to workroom discernments for bountiful learners, judgment procedures female genitals be apply for metre entry process (placement estimate), monitoring erudition progress (formative and diagnostic perspicacity), or measuring end-of-instruction achievement (summative assessment) (Gronlund and Waugh, 2009, p. 14). This translates to the classroom as pre-test, or p polish up (to paternity skills, for example) on-the-spot identification of opport social wholeies for improvement, feedback and post-testing, whether its verbal, write, or another assessment.Classroom assessment is typic tout ensembley, wiz of the last steps performed in the education of boastful learners. However, assessment of a disciples abilities before, during, and afterward t for each peerless and only(a)ing back end alike be performed. First, the instructor plans and prep atomic number 18s instructional accusatorys which atomic number 18 in line with the development institution, state, and local objectives.These objectives must also be hapd by what the schoolchilds atomic number 18 anticipate to learn piece of music the instructional objectives atomic number 18 also in harmony with the assessment produced these should also be stated in dam climb on of the student carrying into action to be demonstrated and those observable skills such as come up toing, or a product such as a written make-upand typic eithery a title of respect, scale, or a checklist of near type is use (Gronlund and Waugh, 2009, pp. 43 44). Teacher heavy(p)ness According to Effective Classroom Instruction (2004)Effective classroom instruction refers to the application of the ascertainer effectiveness variables, that is, those variables that lay d birth been demonstrated to bear the strongest relation to student achievement. These variables hold measure on task, content coverage, pacing, scope and sequence , questioning, feedback, and praise. Systematic application of these elements has been demonstrated to increase faculty member achievement. Behavioral outcomes argon the initial objectives in place before each of the instruction implys place.In addition, the characteristics of classroom assessment imply that it is learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and rooted in good- belief pull (Angelo and Cross, 1993, pp. 4 6). In laypersons row, the typical activities of a teacher and where they fit into the characteristics of student-achievement learning include Teachers leave behinding use divers(a) techniques and tools to help aceself the learning of the students which is learner-centered.The teacher entrust impart knowledge and the student testament obtain knowledge is teacher directed. The fortune for both teachers and adult students to meet in an environment conducive to learning with a e sincerelyday goal of know ledge the teacher to impart knowledge and the student to obtain knowledge is mutually beneficial. victimization internal and external feedback to modify lessons is formative and ongoing. The assessment on the part of the teacher comes from goal-setting at the pedigree of the quarter, semester, etc. ith regard to the quantity and quality of concept and skill knowledge required for the students to learn is context-specific. Teachers get out use various techniques and tools (altering these to the microculture of the classroom) to facilitate the learning of the students is rooted in good-teaching practice (Angelo and Cross, 1993, pp. 4 6). While it may seem obvious, teacher effectiveness is tantamount to meeting and exceeding planning, executing, and analyzing for improvement instructional objectives, assessment instruments, and measuring action objectives.When the adult student finds that all of this is relevant to his or her personal and schoolman objectives, and in that locatio n atomic number 18 instructional objectives which are interconnected to the personal and academic goals of the student, at that placefore there is student achievement and teacher effectiveness. This is illustrated where a diagnosis of sorts occurs by the teacherthis may be a pre-assessment then the teaching begins then the teacher may assess the position by obtaining results from the assessment tool and whatever adjustments or modifications are indispens qualificationed are fit(p) and then put into place and they the teacher assesses the learning again. See Appendix, p. 1). This is the visual flow of a teachers work-in-progress of diagnosing, teaching, and assessing results, and then modifying teaching, and then teaching, assessing, and modifying, and so on. Type and Purpose of the sagacity The type of assessment to be apply is a multiple- option question, true-false question, and short-essay exam. The purpose of the exam exit be to determine whether the students ease up mastered the concepts of honest theories this forget aid them in making fond decisions in a work environment or in an ethical dilemma. Context and tuition business officeThe class being taught is morality which has several contrastive ethical theories available through the textbook morals Theory and Practice textbook. The applications of the opposite ethical theories and their tenets are apply to different relevant scenarios. The students will infix in class discussion and arrest their opinions freely in an open-environment. The goal here is to keep the students touch on in the subject of ethics, as a whole, by utilize different circumstances, where the student might cede to make split- blink of an eye ethical decisions in the work environment. This shows the adult learner applicability and immediate relevance.Student Demographics The student demographics include the educational program of Criminal Justice with the adult students and are the sideline 1. Ranging in age from 18 to 50 years and beyond. 2. The gender of the group is 55% male and 45% female 3. presently pursuing an undergraduate spirit level an Associates of Science degree in Criminal Justice. 4. The academic attainment before entering college of all students includes either a G. E. D. certificate or a high school diploma. 5. Some students have round outd prior college passagework some have other associates degrees. . The adult students in this assessment are European-Ameri deal, Hispanic-Ameri lavatory, Asian-Ameri slew, African-American, and Mixed Ethnicities. 7. The students come from Lower Class, Working Class, and Lower Class backgrounds. Hypothetical Learner Subject Taught The subject being taught in this scenario is Ethics, and the students are expected to develop sound ethical reasoning and judgment through the study of practical applications of ethical theories. Topics studied include ethics as it relates to criminal justice, health care and nursing, society, and the environment.Emphasis is on practical applications of ethical principles and analytic methods. In concomitant, the students are exposed to different scenarios involving reason and judgment in the context of the degree-seeking program. Learner Outcomes The adult learners are expected to learn the following at the completion of the Ethics class 1. Apply the Consequentialist (Teleological) ethical theories to different scenarios presented as if a proponent of consequentialism. 2. Apply the Nonconsequentialist (Deontological) ethical theories to different scenarios presented as if a proponent of nonconsequentialism. . argue the origins of Virtue Ethics, and rationalise which cultures might be more predisposed to use this type of ethics collect to its origin. 4. Solve ethical problems victimisation Absolutism and Relativism 5. Describe and condone the difference betwixt Determinism and Free go out 6. Perform critical thinking in ethical dilemmas using both Reward and Punishment. Adult Learner discernment Instruments Any type of assessment should al managements be congruent with the instructional objectives, as well as the content taught to those instructional objectives (Gronlund and Waugh, 2009).To assess students properly, the students must be made aware of the instructional objectives, archetypical, at the beginning of the term, while covering the material in the syllabus, and then throughout the term, at the opening of each class meeting. This instruction, the students are kept on track as to what is expected of them to learn, and the daily instructional objectives are in organisement with the overall learning objectives. College and university policies should come into play regardless of the type of assessment (Gronlund and Waugh, 2009), except the assessment instrument can be tailored depending on the type of material which is being measured.There are different types of skills which can be evaluated in any one college subject. The assessment use d in this scenario is at the conclusion of this hunt will be cumulative, and will assess all of the concepts using criterion- audienced assessment, which asks the question, Did the student learn the concepts? and then also using norm-referenced assessment, which checks for, How did the student fair when compared to other students performance? The Adult Learning ScenarioThe assessment used to ascertain the adult learners ranging in ages from eighteen to fifty plus, with dominant demographics of 75% Hispanic, and 15% European, and 10% African American, will be a Final Project, culminating the quarters learning in an Ethics business line in an associates degree program in Criminal Justice. In addition, of the 75% Hispanic students, at least half of them are working as English as a second expression learners. This mannequin runs twelve weeks and will cover ten of import ethical theories and each of their sub-theories. The Special needfully StudentOverall, the adult learner has umpteen challenges in going back to school, the ESL student has even more challenges. The foundation for education and the mindset of all students is aptly stated as Many students today assume that it is the teachers job to educate them, tell them what they need to know or give them the dish outs. Moreover, because they have been taught to be passive learners, they think that their job is to listen without resistance and to try to learn as best as they can, and, in some cases, verbatim what they are taught.Many students, in fact, accept everything they express as factual information (Baitlinger, 2005, p. 1). Adult Learners in the Southwest region of the wholeed States, whose first wording is typically Spanish, and English is their second language, are in good company. Often meters, classrooms of adult learners are fill up with several different students of legion(predicate) ethnicities and cultures. This is one of the beauties of living in the Southwest there are typically Sp anish speaking people who are the majority of bilingual speakers in cities such as Vista, which is a suburb of San Diego, California, where the Ethics class is located.In this particular classroom of thirty- dickens, roughly 24 (75% of the class) will speak Spanish fluently some will speak English fluently, that there is also a large population who have been in the United States for only a few years, and there are challenges as an adult when it is tempting to stay in the native language with friends, but whose lotments and assessments are all either spoken, written, or lectured in English. These following are some of the challenges that both teacher and student fountain when the student is English as a Second Language (ESL) learner.As far as the educating of these adult learners whose English language is still in the practice stage, there are many students who are very open and willing to learn the new culture, the new language, and the new academia. However, there are challenge s that face many who are not so approachable due to emotional issues such as embarrassment, shame, or resistance, which can even turn into stubbornness. The Teaching Strategies The administrator will use the following teaching strategies throughout the stock 1. Lecture 2.Board work 3. Demonstration 4. Classroom exercises 5. Class discussion 6. Textbook exercises 7. Practice screen questions 8. Case studies and pointing assignments 9. Guest speakers 10. Group and pair work 11. Verbal presentations 12. Pencil and news report examinations In addition, all students will be required to demonstrate proper use and application of the computer and the different software required, and the materials located in the Learning Resource Center throughout the course. The Teaching Strategies for Special Needs StudentsThe teaching strategies for the picky needs students which are comprised of 75% of this class population will include not only accommodation for the ESL student in the teaching stag e, but also in the assessment stage. This will be accommodations for the assessment will be covered later in the news report. Many lessons may need to be repeated the teacher may need to work tenaciously side-by-side at the desk with the ESL student until he/she understands the material the teacher may exercise unlimited patience and also need to use metaphors or analogies in order to find other avenues of reaching the student.Professors can be challenged to their limit when judge an ESL adult students written theme. Many times, there are intelligence service which are used which are not words at all in forming sentences. For example, a student who has only heard the word limelight in observing his non-ESL counterparts, may mistake it for the word live light. This type of error can perplex a professor who is unsure of what the student is trying to convey. It isnt serious, but the point is, in order to build an assessment, the teacher must first teach, and the student must first have dozens of practice and drill with reinforcement by the teacher.another(prenominal) challenge for ESL adult learners is learning how to conjugate verbs many bilingual and multilingual adults have experienced this. For example, if an adult learner, who spoke English first, and he or she were attempting to learn Spanish, the result is the same with conjugation of verbs. If a child grows up with correction by his mother or father when he says, I goed to the store, with the parent saying, No, Honey, you say, I went to the store, then this child has at least xx years of practice.This is another challenge when grading any type college papers many ESL adult learners will use substantially incorrect verb tenses. In addition to these challenges, virtually ESL learners do not have the considerable vocabulary in English that many lifelong English speakers do of course, this is the same for the inverse family and any other languages where the learner speaks a different first language and is learning another language. The estimated intelligence vocabularies of fluent readers range from 10,000 to 100,000 words (Johnson and Steele, 1996 cite Nagy and Herman, 1987, p. 48) English or Composition teachers understand that reading, piece of music, and speaking are all related. In fact, students build a vocabulary by doing all of the above. Because reading is fundamental to all education and it follows that being able to write and speak the language ESL students know this because their challenges snowball into one another. The transmission line Outcomes The course outcomes which align directly with the instructional objectives in each unit are what the student is expected to perform to upon completion of the course. The students should be able to 1. nvestigate the importance of sound ethical judgment and reasoning for responsible for(p) living 2. analyze significant case studies using key ethical concepts 3. debate significant ethical issues using respectful, clear, and incisive argumentation 4. explain, defend, and assess personal ethical perspectives on issues of significance in their own lives 5. discuss application of course knowledge in professional settings in the criminal justice arena. The phone line Outline The course outcomes will be achieved by the following outline of topics 1. Unit One excogitation to Ethics and Morality . Unit Two Consequentialist and Non-Consequentialist Theories of Morality 3. Unit Three Virtue Ethics, Absolutism, and Relativism 4. Unit four Freedom, Determinism, Rewards, and Punishments 5. Unit Five Setting Up a Moral System 6. Unit Six ethical Applications Dishonesty 7. Unit Seven Ethical Applications Personal Relationships, Business, and the Media 8. Unit Eight Ethical Applications Abortion and Bioethics 9. Unit Nine Ethical Applications Life and Death 10. Unit Ten Ethical Applications Environmental Ethics and class Reflection The Assessment InstrumentThe actual student assessment handout (See Appendix, p. 2) that is developed by the pedagogue is a Final Project, which is written in a research paper format this paper should constitute each of the ten main ethical theories, as well as each sub-theory which belongs under the main ethical theory presented. The theories, along with their sub-theories, are covered, as well as the students must show that they can apply each theory to a real-life criminal justice situation, albeit hypothetical, but realistic to a situation they might find themselves in as a law enforcement officer.Directions for the Students The student must use and reference the text book, Ethics Theory and Practice, 10th edition, by Thiroux and Krasemann. The expected deliverables must be in American mental Association (APA) formatted paper it must be between ten to twelve pages in aloofness it must have a cover page a references page there must be no less than twenty mental imagerys used, with at least deuce-ace print books (including the textbook), and at least two peer-reviewed journal articles and lastly, there must be fifteen in-text citations.In addition, the paper must be in Arial, 12 point font, double-spaced, and written in third-person perspective there must be a dissertation statement at the beginning of the paper, and to categorize the topics, there must be bold and centered sub-headings. The varlet minimum and Resource minimum are non-negotiable if the project does not meet these particular criteria, then the paper will not be rank. This project is worth 30% of the students overall course grade.The content must include each of the ethical theories, including the sub-theory and each should be first outlined with a definition of the theory or sub-theory, and at least three examples of how this theory can be applied. pastime the definition and basic application of the theory, the student will produce an ethical dilemma in a complex scenario which might occur in the life of a law enforcement officer, where each of the theories are applied as though the student is taking on the occasion of the decision-maker exercising ethical judgment as a Consequentialist, Determinist, etc.Essentially, the students are putting themselves in the place of each type of ethical theorist. The student must perform this decision-making for each theory and sub-theory these theories are shown in the following paragraph. The Ethical Theories The theories with their sub-theories are as follows as cited in Thiroux and Krasemann, (2008) 1. Consequentialism (Teleological) a. Psychological Egoism b. Ethical Egoism c. Utilitarianism d. Care Ethics 2. Nonconsequentialism (Deontological) a. Act Nonconsequentialism b. practice Nonconsequentialism 3. Virtue Ethics a. Aristotles Nichomachean Ethics b. Confucius Ethics . Absolutism 5. Relativism 6. Freedom and Free Will 7. Fatalism 8. Determinism a. exhausting Determinism b. Soft Determinism 9. Reward 10. Punishment Directions for Special Needs Students The special needs student who is an Eng lish as a second language learner will have the same expectations for tangible deliverables as any other student. However, there will be some accommodations made. The ESL student will more time to complete the closing project paper due to a slower reading-comprehension speed these students are bright, they just have a special need, and if more time is call for, then that is also possible.For example, if it is warranted, the special needs student will be prone the concluding project specifications cut sheet up to two class periods instead than the other students. This is so that the teacher has time to explain verbally each of the instructions in a more step-by-step fashion. If a teacher has a student who is truly struggling, then it is possible for that student to be assigned additional practice assignments so that he or she can practice the concepts.Another accommodation might be to assign daily dictionary readings by the student (along with their own language dictionary), so that the students vocabulary increases, and he or she practices reading. This also works with childrens books assign the student stories to read out loud to the teacher after class this will enable the student to practice his or her American accent and will help acculturate the student to the English-speaking, reading, writing environment. forward to the lowest project assignment, the teacher can take the ESL student aside to check for disposition of the directions. The teacher can also read the final project specifications to the student with an English-Spanish interpreter so that any repugn words are truly understood. In addition, the teacher can show samples of quality papers to the ESL students so that they understand the format and comprehensiveness of the assignment attached them. Lastly, the ESL adult student still needs a lot of encouragement.While a teacher insists on keeping this fair amongst all students in the class, it doesnt scathe to encourage these ESL studen ts in the hall, in private, and in front of his or her peers. Direction for Assessment administrator Since the assessment will be administered by the educator, the direction that she will follow includes 1) checking for each component required of the students as outlined in the directions to the students, 2) deposeing the adherence to the APA format standards using The Official Pocket Style Guide From the American Psychological Association 6th ed. Concise Rules of APA Style, in every aspect of the paper 3) overconfident that the students used all of the ethical theories and sub-theories as outlined in the directions to students, by comparing to those in the textbook, Ethics Theory and Practice, by Thiroux and Krasemann, 2009, to those that the student outlined in the paper, 4) Making certain that the definitions and applications for each theory is, in fact, correct, and 5) attesting that the scenario produced and the ethical decisions made are aligned with those made by each of t he ethical theories and sub-theories.Assessment Items united to Learning Objectives The assessment items linked to the learning objectives are in table-format and illustrate each assessment item in the final project assigned and its link to the learning objectives or course outcomes outlined above. (See Appendix, p. 3 4) Assessment Consistent with Learning Environment The assessment chosen, the final project which is written as a comprehensive paper by the student is aligned with the course outcomes, as well as the course outline of units covered.In addition, the adult learners environment, whether it be in a face-to-face classroom or an online course is conducive to a comprehensive written paper, as this is the medium for showing definition, application, and creativity in producing scenarios, in which the concepts learned can be used in immediate, relevant, and real-world situations. This is directly in line with Angelo and Cross (1993) states, germinal thinking is the ability t o interweave the familiar with the new in unexpected and stimulating ways (p. 81). It is also consistent with Knowles assumptions of adult learners where An adult accumulates a growing reservoir of experience which is a rich resource for learningthe readiness of an adult to learn is closely related to the developmental tasks of his or her special roleadults need to know why they need to learn something (Knowles, 1984 1980 1968, as cited in Merriam, Caffarella, and Baumgartner, 2007).In fact, a final project in the form of a written paper is the best format to use the adult learners life while utilizing a performance instrument that is closely related to his or her special role. above all, adults will find that the instrument is relevant to something they need to learn for their upcoming professions in criminal justice. indication of ResultsInterpretation of a course assessment is the last step after administering a classroom assessment technique it is the step that the teacher is most interested in after providing the instruction adequate opportunities for practice and drill of concepts planning and implementing procedures which are equitable to all formulating the criteria for constant observation and timely and luxuriant matched student coaching and the analysis of each students improvement or the necessity for review and then the assessment tool is administered (Gronlund and Waugh, 2009).Only then can the interpretation of the assessment be articulated. In the interpretation step, the teacher seeks answers to the why questions of the students incorrect receptions (Angelo and Cross, 1993, p. 54). Because interpretation is the goal of all teaching by teachers, and the learning by students, then it is crucial that the foundation of the teaching, the tasks and tools used, and the learning objectives are all synchronized with the assessment tool, and the interpretation of the results should align with the learning objectives.As outlined in Gronlund and Wau gh (2009), assessment is an integral part of the teaching-learning-assessment process. Assessment Development and wont For the Ethics class presented, the assessment tool used is a research paper which offers the culmination of the total course. This type of assessment is a criterion-referenced instrument due to the nature of the course subject, and criterion-referenced interpretation is especially authorised for instructional uses of assessment results (Gronlund and Waugh, p. 27).This assessment will suggest results which correlates to each individual students learning of the ethical concepts the application of said concepts to invented scenarios the application to realistic criminal justice events the proper use of the American Psychological Association (APA) format and the students research, makeup, paragraph construction, and mechanics skills in using written communication. This final paper is a hybrid between the supply-response assessments which are higher in realism and c an measure the ability to originate, integrate, and express ideas and the summative assessment which checks the intent to which the students have achieved the intended outcomes of the course instruction and performance assessments using extended response which includes a high degree of realism (Gronlund and Waugh, 2009, pp. 9 10 27). The supply-response speaks to the format of the final paper which is written using research, but the students must also integrate their own ideas.The summative attribute is the overall assimilation of ideas and concepts to the made-up scenarios, and lastly, the performance assessment illustrates the knowledge and skills necessary to perform on-the-job in a criminal justice capacity. The assessment will gauge not only the students understanding of the concepts presented, but will also measure the ability of the student to develop everyday scenarios, and ultimately, devise realistic events in which the different concepts can be applied.This may go ste ady ethical stability on the part of student-then-officer while enhancing his or her decision-making ability when faced with ethical dilemmas where the law and ethics may overlap, run parallel, or do neither in some cases. In addition, the student would be assessed on his or her written communications skills which include formatting the paper in its entirety in the APA format. The other skills which would come into play include research, organization, paragraph construction, and the overall mechanics of the paper.The quality of the content and the application of the concepts and principles would be weighted more to a great extent at 75% of the total assessment, with the APA format, paragraph construction, and mechanics would be weighted less at 25%. Assessment Interpretation and rank According to Gronlund and Waugh (2009), criterion-referenced interpretation is facilitated by assessment tasks that allow for a detailed description of student performancein performance-assessment th is means performance tasks that make clear what the student can and cannot do (p. 5). Since the students have been given the final project subject, the directions for completing the final project in paper-form, the expectations for deliverables, the grading rubric, and the assignments and tasks throughout the course have been tailored to learn the concepts and application necessary, then there should be no issues with what the criterion are for performing in a superb manner.Although a grading rubric is considered an assessment tool used to grade using subjectivity, it can have a set of criteria and specific rhythmic pattern which link it to students learning objectives, which in this case, measure the students performance using a final project in research paper format. Because assessment is an ongoing process with a student in a degree-seeking program, the rubric is aimed at accurate and fair assessment for all students, by fostering understanding, and indicating the way to proceed with subsequent learning, re-learning, and teaching and re-teaching.This is the integration of performance and feedback which occurs prior to each assessment, and during the course of the class term, so that by the time the student is nearing the end of the quarter term, he or she should be able to articulate the items presented in the rubric using the final project directions adhering to the expectations for deliverables. According to Flash (2009), when students are apprised of grading criteria from the start, they can be more involved in the process of working toward success.According to Mansilla, Duraisingh, Wolfe, and Haynes, 2009 Rubrics are generally archetype to promote more consistent grading and to develop self-evaluation skills in students as they monitor their performance sexual intercourse to the rubric. However, rubrics are not without their critics who are concerned that rubrics can never truly capture the complexness of written work. If rubrics are to be useful, th ey must capture all the actual objectives of an assignment (p. ). In this case, the rubric (See Appendix, p. 5 6) is given to the students at the third week of the quarter term the directions are explained in detail with fortune for questions answered, with the actual objectives outlined in the rubric along with final project specifications. As mentioned previously, this rubric, along with the final project specifications, is given to the student at the third week of the quarter. ConclusionIn summarizing adult learner assessment, first, it is recognized that the adult learner is motivated differently than other learners. Therefore, the teacher who teaches adult learners must be aware of not only the learners diversity and culture, but also his or her motivators. Then, the teacher must identify the initial abilities of his or her class align the course objectives along with the teaching activities verify that the teaching is aligned with the assessment instruments then, analyze the results.After completion of this cycle, the educator can them adjust or modify the teacher, or the re-teaching, in this case and then the cycle starts all over again. In summarizing assessment procedures, an assessment, in and of itself, is the procedure which measures the entire student learning during a course, and the teachers teaching, facilitating, observing, and coaching, it is the interpretation of those performance results which are invaluable.As long as the educator plans for assessment during the planning of the learning, then it probable that the assessment will gauge student learning, and will meet the instructional objectives (Gronlund and Waugh, 2009). In this case, the final project is one of the best assessment tools when measuring students cumulative learning, this is as long as several mini-assessments are given throughout the quarter, and adjustments are made to teaching, if the students do not understand the material. In addition, an verall assessment is done on the students writing skills, as well as his or her attention to the proper writing format. However, it is possible that the assessment often generates more questions than it answers, (Angelo and Cross, 1993, p. 54) and it is incumbent upon the educator to answer these questions of whythe students respond the way they do (p. 54), during all of the previous assessments administered throughout the quarter term, so that there are few to none, by the time the final project is due.Lastly, in reflecting how the process of interpreting assessments will impact teaching, it is important to note that in teaching, the whole is greater than the sum of its parts, meaning, in this case, that without analyzing the end product of learning then it is difficult to remove an assessment tool and the types of results that can occur which makes it n azoic impossible to understand how to assess students after teaching has occurred it will be fruitless to set initial learning objectives if it is not under stood what it is the educators would like to teach the students and to diagnose when they build the student pre-assessments.Each section is bound to the other in seamless alignment, with the opportunity for improvement at each juncture it is in this way that goals and classroom assessment drive everything in education, and in learning, in general. In teaching, there can be no greater impact than to learn that each of these components is critical to the goal of facilitating the obtainment of knowledge, and it is a bright insight to teachers of all philosophies, experiences, and tenure. References American Psychological Association. (2010). The official pocket style guide from the American Psychological Association Concise rules of APA style (6th ed. Washington, DC American Psychological Association. Angelo, T. A. , Cross, K. P. (1993). Classroom assessment techniques A handbook for college teachers (2nd ed. ). San Francisco Jossey-Bass. Baitlinger, K. (2005). Engaging adult learners in writing/ESL Classroom. College Quarterly, 8(1),1. Create Rubrics for your Project-Based Learning Activities. (2000 2008). Rubistar. Retrieved from http//rubistar. 4teachers. org/index. php? screen=NewRubricmodule=Rubistar Effective Classroom Instruction. (2004). Encyclopedia of applied psychology. Retrieved from http//www. redoreference. com. library. capella. edu/entry/estappliedpsyc/effective_classroom_instruction Flash, P. (2009). Grading writing Recommended grading strategies. Retrieved from http//writing. umn. edu/tww/responding_grading/grading_writing. html Gronlund, N. E. , Waugh, C. K. (2009). Assessment of student achievement (9th ed. ) Upper Saddle River, NJ Pearson Education. Johnson, D. , Steele, V. (1996, February). So many words, so little time Helping college ESL learners. Journal of Adolescent and Adult Literacy. 39, 5 ProQuest Education Journals. . 348. Mansilla, V. , Duraisingh, E. , Wolfe, C. R. , Haynes, C. (2009). Targeted assessment rubric An empiricall y grounded rubric for interdisciplinary writing. Journal of Higher Education. 80(3), 334-353. Merriam, S. , Caffarella, R. , Baumgartner, L. (2007). Learning in maturity A comprehensive guide (3rd ed. ). San Francisco, CA Jossey-Bass. Thiroux, J. P. , Krasemann, K. W. (2008). Ethics Theory and practice (10th ed. ). Upper Saddle River, NJ Prentice Hall. - Top of FormBottom of FormAdult Learner AssessmentRunning head ADULT learner ASSESSMENT Adult Learner Assessment Enter Student Name Here Capella University noble 26, 2012 ED7712 Classroom Assessment in Education totally students are familiar with assessments. They have been assessed on various levels all through primary and secondary school, and if they attended school afterward theyve experienced assessments in postsecondary school as well. Why do we do assessments? Assessments are necessary they not only tell the instructor how well the students are doing but they also tell the instructor how well they are teaching. But ther e is much more to assessments than that.Assessments can be an excellent instructional method to provide understanding of what adults are learning, how they are thinking, what their progress is, and which learning problems to address (Wlodkowski, 2008). This paper will demonstrate this. The purpose of this research paper is to demonstrate an assessment of the adult learning of students who are enrolled in IS100 intro to Databases, a course at Two Rivers Community College. This course covers topics that include basic concepts of relative selective informationbase systems, database architectures, data storage, and data mining.This course utilizes problem- ground learning. Problem-based learning is an education strategy that uses problem-solving for optimal learning and is particularly useful in environments such as information technology. The benefits are twofold students not only acquire knowledge but they also develop problem-solving skills necessary for real world application (Wi lliams, Iglesias & Barak, 2008). Therefore the best type of assessment for this course will include a problem-based learning assessment.The learners are students who have been allowed to enroll in this course for one of three reasons (1) it is a required course for the Information Systems major, (2) it is a being taken as an elective for another major, or (3) they are undecided on which major they want to pursue and want to learn more about this aspect of information systems career path. The majority of the students who attend this course are predominately post-adolescent white males who range in ages from 18 to 23 years old and are in their first year at the companionship college.These students typically complete their associates degree here prior to continuing their education to obtain a bachelors degree in either Computer Science, Information Systems Management, or Industrial Technology. However, in recent years there have been an increasing number of adult learners who are of m ixed nationalities, range between 28 to 35 years old, and are returning to the connection college environment due to job loss or a change in career path. These individuals have chosen the community college environment because of the short duration of time to complete a degree as compared to the traditional four year university.Three Learning Outcomes The overall learning objective of this course is for students to demonstrate a fundamental understanding of database systems. To consider this, students will be assessed on the following three learning outcomes throughout the course 1. Unit 1 Students will demonstrate an understanding of the theory, history, and evolution of the relational database. 2. Unit 2 Students will demonstrate an understanding of the fundamentals of good relational database design. 3. Unit 3 Students will demonstrate basic knowledge of data mining and storage.Adult Learner Assessment The assessment described here will be on assessing students learning after th e first unit is covered. The first unit of instruction is designated for an overall view of databases. Topics include relational database theory, the history and evolution of databases, types of database prototypes, database interrogation languages, and an overview of databases in use today. It is imperative that students have a good understanding of this information before move on the next unit, therefore an assessment of this understanding needs to be evaluated.The two most astray used types of test items are selection-type items and supply-type items. The use of selection-type items will gauge how well the students can recognize or recall facts whereas the supply-type items will measure the more complex learning outcomes (Waugh & Gronlund, 2013). Items from both of these will be used to design the assessment to get a true measurement of students learning after unit 1. The assessment is listed in Appendix A. Accommodating Learners With Special NeedsIn accordance to the America ns with Disability Act and the policies of Two Rivers Community College, learners with special needs will have reasonable accommodations given during assessment taking. Reasonable and appropriate support services that may be needed for this course could include, but are not limited to interpreters, questions and answer choices read out loud to the student, and extra testing time. Accommodations will be evaluated on a case-by-case ass and every means will be done to ensure the student has a fair lot to take the assessment.The instructor will also seek guidance from The Alliance for Access to Computing Careers (aka AccessComputing). This organization partners with postsecondary institutions to increase participation of people with disabilities to computing fields. This organization can provides optimal strategies for instructors to accommodate a student with special needs. Specific to assessment taking, they recommend Alternative, quiet testing locations and distraction free rooms. Alternative formats of the assessments, if needed. increase test-taking time. Reading or scribe services. All of these recommendations are already available at the school. Directions for the Assessment Administrator and the Adult Learner The way in which an assessment is administered to students is especially important for good assessment outcomes. Assessment administrators play a key role in this occurring. The main role of an assessment administrator for this course includes 1) to give clear instructions to the students and 2) to prevent cheating. The following directions will be provided to the assessment administrator.The instructions for the students will be written on the test itself Administrator Prior to the class starting, ensure equal length is between each student seat. Ensure there are no pieces of paper laying in or around the desks. When all the students have arrived, separate each student with a desk between them, if possible. enunciate the students why they are the re and the purpose of the test. Explain how the test is laid out (10 multiple choice questions, 10 true-false questions, and 3 short answer questions) and how much time they have to complete it (50 minutes).Breaks will not be given unless extenuating circumstances would dictate otherwise. Once the student has completed the test, they are to bring the test to you and place the test face down on the desk. The student will come across their things and quietly leave the room. Interpretation of the Results of the Assessment Assessments provide the instructor with a relative ranking of students and a description of the learning tasks a student can and cannot perform (Waugh & Gronlund, 2013). These two items have more to do with the interpretation of the assessment results. Criterion-referenced vs.Norm-referenced The first item is centered around an interpretation method called norm-referenced assessment whereas the second one is centered around criterion-referenced assessment. The basic difference between the two is what the results are compared to. When an instructor is using norm-referenced assessment interpretation, they are comparing each students performances with the other students in the class whereas when an instructor is using criterion-referenced interpretation, they are comparing each students performance with a predefined set of criteria (Waugh & Gronlund, 2013).Each type of interpretation serves a specific purpose. If an instructor wants to use the interpretation of assessments for instructional decision-making, they would use the criterion-referenced approach whereas if they wanted to measure the psychometric different between students, they would use the norm-referenced approach. For the purpose of this paper, the criterion-referenced approach will be used to interpret the results of the assessments in this course. This will ensure the students have a clear guide to their learning objectives competency.Grading For the students, assessment is about gr ades. Grades tell the student to what extent they are meeting the instructional objectives. However grading is just as important to the instructor. There are three guiding principles that instructors use to determine their grading system for a course 1. choose the best reference (standard) for the basis of grading, 2. choose the best way to combine the various assessment results, 3. choose the most effective and fair grading system (Waugh & Grunlund, 2013).Similar to the assessment interpretation types noted above, when choosing the best grading standard, instructors have a choice between grading the students performance against predetermined standard (absolute grading) or against their fellow peers performance (relative grading). The most common way is to use the absolute grading approach by assigning garner grades based on a 100 point system. This will be the approach used in this course. In choosing the most effective and fair grading system, there are a number of things an inst ructor can do to enlist the confidence of their students.First and foremost, the instructor should be upfront from the beginning with the students about their expectations of them, explain how the students will be graded, and explain the grading rubrics for the course. Lastly, the instructor should be sure to not grade based upon subjective components such as learning ability, the amount of improvement a student has achieved, or omit of or improved effort. In determine the best way to combine the various assessments, each graded item must be assessed. For this course, the students will have grades for four unit tests and one problem-based course paper.Each unit assessment will count for 15% of their grade and the course paper will count for 40% of their grade. No weighted scores will be used. The best way to grade the students course paper was to develop a scoring rubric. For the problem-based course paper, students are given a completed database to study. Utilizing the Classroom A ssessment Technique called Problem Recognition Tasks (Angelo & Cross, 1993), they students are to 1. determine if it meets the definition of a relational database, 2. elect and explain one relational database theory about their database (i. e. the relational puzzle, dependency, normalization), 3. determine what database programme language was used to produce it, 4. discuss database design model, and 5. explain one technique theyd use to extract data from it. The scoring rubric and letter grades for the course paper is below. Criteria2 points1 point0 points Determine if the database meets the definition of a relational database and provides funding research to explain their reasoning for the decision. decently determines if the database meets the definition of a relational database and provides supporting research to explain their reasoning the decision. Correctly determines if the database meets the definition of a relational database and but doesnt provide supporting research to explain their reasoning the decision. Doesnt the right way determines if the database meets the definition of a relational database. Thoroughly explains one relational database theory about their database. Fully explains one relational database theory about their database. Somewhat explains one relational database theory about their database. Doesnt explain one relational database theory about their database. Correctly identifies the program language use to create the database and thoroughly explains the programming language with supporting documentation. Correctly identifies the programming language used to create the database and thoroughly explains the programming language with supporting documentation. Correctly identifies the programming language used to create the database and but doesnt thoroughly explain the programming language with supporting documentation. Doesnt correctly identify the programming language used to create the database. Correctly identifies the data base design model used to create the database and thoroughly explains the model with supporting documentation. Correctly identifies the database design model used to create the database and thoroughly explains the model with supporting documentation. Correctly identifies the database design model used to create the database but doesnt thoroughly explain the model with supporting documentation. Doesnt correctly identify the database design model used to create the database. Thoroughly explains what technique theyd use to extract data out of it. Thoroughly explains what technique theyd use to extract data out of it. Somewhat explains what technique theyd use to extract data out of it. Doesnt explain a technique theyd use to extract data out of it. Course Paper Letter Grades 9-10 pts = A7-8 pts = B5-6 pts = C3-4 pts = D0-2 pts = F A series of steps were taken to arrive at the scoring rubric. First, the intended learning outcomes were evaluated and used to construct the items needed t o be graded on.Second, the focus of the assessment was determined by determining where the emphasis should be placed. It was determined that it should be focused on a process of examining a database for certain attributes. Third, it had to be determined if this would take the form of a paper-and-pen test or a practical exam. It was determined it would be best to be a paper-and-pen test due to the time constraints of such a task. Forth, the performance situation was determine to be a identification test because the students need to be able to do this in a real world setting.Lastly, the method of observation chosen is the scoring rubric because they will provide the instructor with an objective scoring guideline, and they will give the students a clear guideline of what is expected of their final paper. (Waugh & Gronlund, 2013). In conclusion, the goal of this paper was to demonstrate assessment in an information technology course at a community college. The overall goal of instructin g is to provide the highest possible quality of learning. Assessments, in forms of varying degrees, can be utilize to ensure this is happening.Specifically, the problem solving assessment described here will be a capricious force in directing students efforts toward critical thinking and real world applications. Appendix A IS100 Introduction to Databases Unit 1 Assessment Name ______________________________________ Date ____________________ Assessment Instructions This test is being given to assess your understanding of the theory, history, and evolution of the relational database. The Assessment Administrator will monitor your progress during the est to ensure students are completing their own work and not sharing their responses with others. Multiple Choice Directions For each of the following multiple-choice questions, please select the best answer for each question and circle the letter to the odd of the answer you have chosen as the most appropriate response. dubiety 1 W hich of the following databases was an early implementation of the relational model developed by E. F. Codd ? A. IDMS B. DB2 C. dBase-II D. Rbase Question 2 An online technical site such as Amazon. om is an example of a(n) A. single-user database B. multiuser database C. e-commerce database D. data mining database Question 3 Which of the following was the first to implement true relational algebra in a database? A. IDMS B. dBase-II C. Oracle D. Rbase Question 4 The acronym SQL stands for A. Structured Query Language B. serial Query Language C. Structured Question Language D. Sequential Question Language Question 5 The following are functions of a relational database except A. creating and affect forms B. creating databases C. rocessing data D. administrating databases Question 6 Which of the following databases implemented the CODASYL DBTG model? A. IDMS B. dBase-II C. DB2 D. Rbase Question 7 All the following are database models except A. Spreadsheet work B. Relational Model C. Hierarchical Model D. Object-Oriented Model Question 8 Todays banking systems use this type of database A. Analytic database B. Operational database C. Network database D. Hierarchical database Question 9 The term Relational Database Management System (RDMS) was coined during the A. 1950sB. 1960s C. 1970s D. 1980s Question 10 All of the following are popular database query languages except A. SQL B. OQL C. XML D. MySQL True-False Directions For each of the following true-false questions, predict a True response by circling the T next to the question and a False response by circling the F next to the question being answered. Question 1 A database is called self describing because it contains a description of itself. T F Question 2 One of the reasons why OODBMS is no longer used for todays businesses is because OOP is obsolete. T FQuestion 3 In an enterprise database system, users interact with database applications, which directly access the database data. T F Question 4 Microsoft Access is a database management system. T F Question 5 Prior to 1970, all data was stored in separate files, which were mostly stored on reels of magnetic tape. T F Question 6 SQL is an internationally recognized standard language that is understood by all database management system products worldwide. T F Question 7 Databases that contain historical and summarized information are usually called data warehouses. T FQuestion 8 As legacy file-based systems and applications become candidates for reengineering, the trend is overwhelmingly in favor of replacing file-based systems and applications with database systems and applications. T F Question 9 A central focus of database theory is on understanding the complexity and power of query languages and their connection to logic. T F Question 10 The Object Oriented database model is best described by organizing data into a tree-like structure, implying a single upward link in each record to describe the nesting, and a sort field to keep t he records in a particular order in each same-level list.T F Short Answer Directions For each question, hand write your answer below each question. If additional paper is needed, please ask the Assessment Administrator. 1. Briefly explain three of the twelve rules of E. F. Cobbs relational database theory. 2. Briefly explain the three views (schema) of a DBMS. 3. List two advantages and two disadvantages of using a DBMS. References AccessComputing. The Alliance for Access to Computing Careers. Retrieved September 9, 2012 from http//www. washington. edu/accesscomputing. Angelo, T. A. , & Cross, K. P. (1993).Classroom Assessment Techniques A Handbook for College Teachers (2nd ed. ). San Francisco Jossey-Bass. Waugh, C. K. , & Gronlund, N. E. (2013). Assessment of student achievement (10th ed. ). Upper Saddle River, NJ Pearson Education. Williams, P. J. , Iglesias, J. & Barak, M. (2008). Problem based learning Application to technology education in three countries. International Journa l of Technology and Design Education, 18( 4), 319 335. Wlodkowski, R. J. (2008). Enhancing adult motivation to learn A comprehensive guide for teaching all adults (3rd ed. ). San Francisco Jossey-Bass.