E-portfolios Essay Example | Topics and Well Written Essays - 1250 words

E-portfolios - Essay Example As results, the e-portfolio is termed as a repository that learners hold as proof for their development and a foundation to reflect on the learning process. It further encompasses education, delivery and receipt of comment, making plans and setting targets. In addition, collaboration and presentation to a group of people for a variety of reasons for instance partying, display of achievement and during recruitment into jobs. (Cambridge, 2012) States that a portfolio that is electronic consists of technologies that are electronic and gives the developer of the portfolio a variety of formats to organize the artifacts. E-portfolios are complex with functionalities like an administration tool to run and present work build with a number of applications and to establish who has the privilege to see the work. In general e-portfolios enable learners to gather various works and present their portfolios in varied formats. That is inline with the understanding that knowledge dwells in the perspe ctive of both the past and current relationship socially. Teachers traverse five levels in the process of using E-portfolios to weigh their learners. The first stage includes identification of intent, the standards, and addressees. An illustration is the basis of the outcome of the students target by the teacher like establishing cohesion and coherence in essay writing. Teachers then create a means to evaluate the e-portfolio like a framework or behaviors that are observable. Next involves determining the category of the audience as teachers, parents or professors because these addressees affect the designing of the e-portfolio. The following is the selection of the location for the storage, choosing the software tool and assembling artifacts meeting the standards. For proper utilization of the e-portfolio, make a suitable choice of the software. As a result, the consideration by teachers is suitability and availability of software

Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James [emailprotected] com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Measuring Photosynthetic Activity In Plants

Measuring Photosynthetic Activity In Plants Photosynthesis is a process in which plants obtain food by converting light energy into glucose. Photosynthesis occurs in all plants and is essential to humans because it creates an Oxygen rich atmosphere. As Frank James states, in his book Photosynthesis in Plants that even the modern developments are still heavily dependant on plants that undergo photosynthesis. Things such as medicine, clothes, Furniture etc all come from plants so thats why I believe, plants are key players in transforming us from the stone age to the modern 20th century and the reason why they still are used for Modern development( Frank 1) Photosynthesis doesnt only occur in day light but, it also happens at night. As Anne Helmenstine states that in Photosynthesis there are two types of reaction: the reactions that require light are called light dependant reactions. In this reaction light is captured from the suns rays to make a molecules called ATP. On the other hand there are those reactions which dont require light to function these reactions are called the dark reactions(Calvin cycle). They occur at night- time and their role is to use the used ATP which was made during the light reaction and convert into glucose. (Helmenstine 4) One way to measure Photosynthetic activity in plants is that you can measure the starch production. Darrell Vodopich states in his book Biology Lab Manuel that the Sugars(Glucose) which is the end product created by the photosynthesis reaction are often stored as starch. Therefore we can clearly see that the starch production found in the leaves indirectly measures photosynthetic activity in plants.(Vodopich 143) My hypothesis based on my lab experiment on Photosynthesis : Out of the geranium leaf, variegated or purple coleus leaf; the plants kept in dark will exhibit a lesser amount of starch production then the plants which were exposed to light as a result of photosynthesis. I used the Lugols test for my hypothesis and test its validity the iodine test basically uses iodine to indicate the presence of starches by producing a bluish black color (Vodopich 58). Materials and Methods Procedure 13.6 In this Procedure the main objective was to qualitatively observe the starch production of the Geranium leaf. We first took the Geranium leaf and dipped it in the boiling water for a minute. Then we took the same leaf and again boiled it but this time it was with methanol and we let the leaf sit for about 3-5 minutes. After that we placed the leaf onto the Petri dish and stained the leaf with iodine to reveal the indication of the starch production (Vodopich 144). The Color of the leaf was green when it was boiled with the water alone, then after the leaf changed to a pale white color stripped of its green pigment. After we stained the leaf with Iodine we saw a yellowish/white color along with purple where the veins were located. Procedure 13.7 In this Procedure the main objective was to find the condition of light for the photosynthesis process. In this procedure  ½ of the geranium leaf was covered completely with a foil or paper for 3-4 days before being operated upon in the lab. Then we placed the leaf into the boiling water and let it sit there for a minute before putting it into another boiler containing methanol for about 3-5 minutes. After that we placed the leaf onto the Petri dish and stained the leaf to show the starch production (Vodopich 146). Just like 13.6 the color of the leaf was green when it came out of the boiling water and after wards when the leaf from removed from the boiling methanol its green pigmentation was stripped leaving a pale white color behind. Then after we stained the leaf with the iodine we saw more purple spots on the side which was exposed to light then the other darker  ½ of the leaf which contained little to no spots of purple which indicated the starches production. Procedure 13.8 In this procedure the main objective was the find the requirements necessary for chlorophyll for the photosynthesis process. First we had to obtain a variegated coleus leaf and a purple coleus leaf; both were kept in areas exposed to light prior to the start of the experiment, unlike procedure 13.7. Then we extract the pigments in the leaves by first putting both the leaf in the boiling water for a minute. Then we placed the two leaves in another boiler containing methanol for about 3-5 minutes. After that we place both the leaves onto a Petri dish and we stain them with iodine.(Vodopich 146). We saw both the leaves exhibited different properties after undergoing the methanol boiling phase. The variegated leaf had a green color with white spots and the purple leaf had green color and areas of brown. After that when the 2 leaves were stained with iodine we saw that the variegated leaf had white edges and a purple sections in the middle of the leaf whereas in the purple leaf there were several dark purple big spots on the leaf instead of a distinctive isolated area where the starch production takes place. One of the trends found in this table is that during the beginning phase when the leaves are boiled in water alone they retain their color pigmentation but during the second phase when the same leaves are boiled in methanol their green pigment is almost entirely stripped leaving behind a fine pale white/ greenish color. Another trend which is also found from the table is that the geranium leaf kept in conditions with light has more Staining Intensity( Starch Production) in contrast to the Geranium leaf kept in the dark. Discussions The trend that the Starches production is higher in leaves that were already had pre existing condition of being exposed to light where as compared to leaf being half exposed to light environment and the other half covered or in dark environment. Plants who are exposed to light are more likely to produce starch as a result of photosynthesis rather than plants which are kept in the dark. As Vodopich mentions in his Biology Manuel that the end product (glucose) of the photosynthesis process is stored as substances called starches. So there fore the starch production is an indirect measure of photosynthesis and vice versa. Also in photosynthesis we need some kind of a light source so therefore we can predict that if an environment has no light it will halt the photosynthesis production and if that happens then we wont be able to makes sugars in the form of starch and get a lack of starch production (Vodopich 143). Some of the things I expected was for the leaf to keep its green color throughout the experiment and I expected the  ½ exposed/ unexposed leaf to show a distinct pattern in starch production but instead the results showed no such clear distinction in the leaf and also the green color also didnt last after the leaves went under the process of being boiled in methanol. For future investigation I would suggest doing an experiment with more types of leaves for a better accuracy in results. I would also suggest finding the wave length spectrum of t he leaves and how much their absorbances are to see if whether the absorbance spectrums of the leaves correlate with the amount of photo synthesis thus indirectly measuring starch production. Also I would try going outside in the morning and at night and do the procedure mentioned in 13.6 13.8 to see is there is any difference in starch production. Also I would try experimenting the leaves under different light rather than the standard sun light and compare the amount of starch production between the two different wavelengths of light. Source Citations Brooker, Robert, Eric Widmaier, Linda Graham, and Peter Stiling. Biology. Eighth Edition. New York, NY: McGraw-Hills Companies Inc, 2008. 0-1299. Print Franck, James and Loomis,W. Earl. (1949). Photosynthesis in plants. Ames: Iowa State College Press. Helmenstine, Anne Marie, and Ph.D.. Photosynthesis Study Guide. Chemistry Periodic Table, Chemistry Projects, and Chemistry Homework Help. The New York Times Company, n.d. Web. 23 Mar. 2010. Vodopich, Darrell, Randy Moore, and. Biology Laboratory Manuel. Eighth Edition. New York, NY: McGraw Hills Companies Inc, 2008. 0-567. Print.

My Philosophy of Teaching :: Philosophy of Education

Philosophy of Education Deciding what you want to do for the rest of your life is a very important and hard decision. But for me, this decision was not hard at all because ever since I was a young child, I have always wanted to become a teacher. Many people find it amusing when I tell them of my aspirations of becoming a teacher, and they respond by saying that the only reason why I want to be a teacher is because my parents are both teachers. I respond to them by describing what teaching means to me and tell them what I could bring to the teaching professional to enhance it. To me, teaching is such a rewarding career because you have the ability to shape the minds of the future. But with this rewarding career also comes many responsibilities. As a teacher you must be able to realize all the needs of your students and be able to accommodate these needs. I think that this is one of the most important things that teachers must achieve. They should be able to teach not only to the smartest child in the classroom, but also to the slowest child in their classroom. Another very important part of being a teacher is the impression that you make on your students. For many children, their only role model is their teacher. So I believe that as a teacher you must strive to make a positive impact on your student’s lives. When children are young, they are not always taught what is right from wrong. They model the behavior in which they see. If a child sees you as a teacher being caring, loving, and respectful to others then they will in treat other s in the same way that you did. I know that many of my teachers had this impact on me, and I only hope that some day I can have that impact on a child. When looking at the different philosophies of education I realized that I do not want to just be a Progressivist, I also want to be a Behaviorist and an essentialist. This is due to the fact that I like different aspects of each philosophy, and I believe if I could tie them all together then I would have a successful classroom.

Gender Implications in Web Development/HCL Essay

There are many women just as men who use internet on the web pages. The number of users from both genders continues to increase and this leads to a size doubling of the World Wide Web every two to three months. However, despite the fact that both female and male users are many, there are fewer women compared to men in the IT professions dealing with web design and development. Objectives †¢ To identify factors of web-design that appeal to men and those that appeal to women †¢ To evaluate how the factors affect the usage of web across the two gender groups Background Internet usage is growing for both commercial and personal purposes. In website-development for commercial purposes, appeal is important because substantial studies show that visitors stay longer on the web site they are visiting if they perceive it to be appealing (Moss, Gunn & Heller, 2006). The more the visitors stop and the longer they stay at a page the more likely the success of the web’s purpose will be achieved. Research shows that customer preferences are varied and more so the difference is sharp between the male and female consumers segments. However, there are many men website-developers as compared to females and it is assumed that various web designs will thus be aligned to suit the male’s preference. Does this mean that female consumer preferences are sidelined in web designs and if so how does this affect the mushrooming e-commerce activities? Research Questions 1. What are the factors of web designs that are likely to appeal to women and how frequent do they occur in web designs? 2. How does the lack or presence of these factors affect on-line businesses? Literature Review Moss, Gunn & Heller, (2006) show the importance of women as consumers and web users. Moss, et al. , (2006) address previous study on web development in which demographics like age, social status, and geographic locations are factors identified to be most considered in web development. However, there is a growing interest on how gender-perceived factors influence the usage of web. Moss, et al. , (2006) conducted an interactionist in which data from Cyber Dialogue data of 1998 was used to measure the number of male and female visitors attending to various sites like news, fitness, health and fashion. The study tries to evaluate factors that attract the customers to particular sites. This research will be based on the same methodology but on a more current date because internet innovations occur at a first rate. The study will compare the factors in the current female and male consumer segments by answering why each group prefers particular websites to others. Proposed Methodology A rating system will be used in which respondents will be asked to rate different kinds of websites against a set of criteria that will be determined from Jakob Nielsen’s factors of an appealing website. The respondents will be required to indicate whether they are male and female. During the analysis stage, a chi-square test of association will be used to compare the rates achieved between the males and females. A quantitative rating system is a justified system for the study because individual preferences can be identified. Jakob Nielsen (1989) a primary researcher of human computer interactions revealed usability issues that have the most impact on the hypertext interfaces and showed how some of them are related to individual differences as far as hypertext systems are concerned. References Moss, G. , Gunn, R. & Heller, J. (2006). â€Å"Some men like it black, some women like it pink: Consumer implications of differences in male and female website design,† Journal of Consumer Behavior, 5: 328-341. Nielsen, J. (1989). â€Å"The matters that really matter for hypertext usability,† Proceedings of Hypertext ’89, Pittsburgh, PA, ACM Press, 239-248

Soggy Sweats Famous Whiskey Speech

Soggy Sweats Famous Whiskey Speech One of the craftiest orations in the history of American politics was the Whiskey Speech, delivered in April 1952 by a young Mississippi legislator named Noah S. Soggy Sweat, Jr. The House had been debating whether to finally pop the cork on Prohibition when Sweat (later a circuit court judge and a college professor) decided to demonstrate his prowess for talking out of both sides of his mouth. The occasion was a banquet at the old King Edward Hotel in Jackson. My friends, I had not intended to discuss this controversial subject at this particular time. However, I want you to know that I do not shun controversy. On the contrary, I will take a stand on any issue at any time, regardless of how fraught with controversy it might be. You have asked me how I feel about whiskey. All right, here is how I feel about whiskey.If when you say whiskey you mean the devils brew, the poison scourge, the bloody monster, that defiles innocence, dethrones reason, destroys the home, creates misery and poverty, yea, literally takes the bread from the mouths of little children; if you mean the evil drink that topples the Christian man and woman from the pinnacle of righteous, gracious living into the bottomless pit of degradation and despair and shame and helplessness and hopelessness, then certainly I am against it.But if when you say whiskey you mean the oil of conversation, the philosophic wine, the ale that is consumed when good fellows get together, that pu ts a song in their hearts and laughter on their lips, and the warm glow of contentment in their eyes; if you mean Christmas cheer; if you mean the stimulating drink that puts the spring in the old gentlemans step on a frosty, crispy morning; if you mean the drink which enables a man to magnify his joy, and his happiness, and to forget, if only for a little while, lifes great tragedies, and heartaches, and sorrows; if you mean that drink, the sale of which pours into our treasuries untold millions of dollars, which are used to provide tender care for our little crippled children, our blind, our deaf, our dumb, our pitiful aged and infirm, to build highways and hospitals and schools, then certainly I am for it.This is my stand. I will not retreat from it. I will not compromise. Though were tempted to call Sweats speech a lampoon, that words etymology (from the French lampons, let us drink) may betray a certain bias. In any event, the speech stands as a parody of political doublespeak and an artful exercise in employing audience-flattering connotations. The classical figure underlying the speech is distinctio: making explicit references to various meanings of a word. (Bill Clinton used the same device when he told a Grand Jury, It depends on what the meaning of the word is is.) But whereas the customary aim of distinctio is to remove ambiguities, Sweats intention was to exploit them. His initial characterization of whiskey, addressed to the teetotalers in the crowd, employs a series of dysphemismsdisagreeable and offensive impressions of the demon drink. In the next paragraph he shifts his appeal to the wets in his audience through a far more agreeable list of euphemisms. Thus he takes a firm standon both sides of the issue. In these days of duplicity in the land of spin, we lift our hearts and our glasses to the memory of Judge Soggy Sweat. Sources Orley Hood, On June 3, Soggys Speech Will Come to Life, The Clarion-Ledger (May 25, 2003)M. Hughes, â€Å"Judge Sweat and ‘The Original Whiskey Speech,’ The Jurist (Vol. I, No. 2, Spring 1986)If by Whiskey, The Clarion Ledger (February 24, 1996)