Abraham Lincoln Essay -- essays papers

Abraham LincolnIn Abraham Lincoln The Man Behind the Myths, Stephen Oates interpretation of the historical Lincoln had three examples of Lincolns actions Moral decisions, his expression and progression. The first illustration that I see is his beliefs in moral determination. He not further believed that ethically slavery was wrong, but also believed that he could do something about it. One way that he tried to change peoples mind was to pass the license Proclamation Act. The proclamation declared that all persons held as slaves within the rebellious states are, and henceforward shall be drop off. Even though this Proclamation did not immediately free a single slave, Lincoln believed that it was a start in ending slavery. Lincoln contended in any case that blacks who had tasted freedom would never consent to be slaves again (p.115). He believed that once the blacks or slaves had a chance at freedom, Lincoln knew that they would never go back to being toughened unequally. Lin coln was not much more than the simple saint, he was just an abolitionist. He was determined to stand by his word. He was willing to do anything and everything to work over his beliefs out. Another action that I choose to illustrate his ways was his expressions. Lincoln felt so strongly about the Union that he expressed that the slaves were a tremendous source of strength (p. 105). He conjectured that having the slaves freed meant that the military would be much stronger. Even though ...

Depictions of gender roles in Nathaniel Hawthorne’s The Scarlet Letter

In Nathaniel Hawthornes The Scarlet garner, Hester Prynne is virtually banished from the puritan society because of her crime. She was guilty for adultery with the towns minister, Arthur Dimmesdale. However, the reader is kept in the dark that Dimmesdale is the childs father until latter part of the novel. Although Hawthornes novel accurately depicts the consequences that Hester and Dimmesdale suffer from their sin, the novel does not accomplish the task of reflecting upon the 17th century Puritan gender roles in Hester and Dimmesdale. For one, the mental and physical states of Hester and Dimmesdale are switched. Hester takes on the more courageous role end-to-end the novel whereas Dimmesdale takes on the more sensitive role. In addition, Hester is examined in accordance to the gender roles set for todays American women. Nathaniel Hawthornes The Scarlet Letter is written in a manner that accurately depicts 17th century Puritan society, but does not accurately show gender ro les. To begin, typical Puritan society during the 17th century was painfully stern and somber it was founded on the strictest, unmollified Calvinism, (Puritan). In other words, their society was very restricted and confined to religion. Civil impartiality also played a role in the citizens business and social relations. Law impacted how they dressed, their religious affairs, and even their family relations. In terms of education, Puritans prospered. In fact, in Massachusetts, they required every township of fifty families to employ a teacher to educate the children. Their government was also structured upon religion because religion served as their whole method of life. In terms of gender roles, the men were responsible for earning bread for... ... Letter. Ghent University Faculty of Arts and Philosophy. Ghent University, July 2008. Web. 12 Jan. 2012. .Hawthorne, Nathaniel. The Scarlet Letter. New York tomcat Doherty Associates, LLC, 1989. Print. Gannon, Andres. The Pu ritan Influence in Contemporary American Society. The Puritan Influence in Contemporary American Society. Damien High School, 2008. Web. 12 Jan. 2012. .Tyson, Lois. Feminist Criticism. Critical scheme Today a User-friendly Guide. New York Routledge, 2006. Print.Puritan Laws and Character. History of the USA. Web. 17 Jan. 2011. .

picasso :: essays research papers

Pablo Picasso , known as one of the most influential artists of the twentieth century . I shall explore the evolution of a young Pablo Ruiz Picasso to the experienced genius that had shaped the way we see art today . From his Blue and Rose periods through the birth of Cubism ,to the struggles of the experimental thirties . As we go to the death of a proud father .Picasso was born in Malaga on the 25th of October 1881 . The onlychildren of the family were Pablo and his younger sister . As you know Spaniards condense the name of ones father and of ones mother . The name Ruiz was his fathers . His mothers was Picasso . His birth name is Pablo Ruiz Picasso . Since its much(prenominal) a long name its a pain to sign so he shortened it .On Pablos earlier canvases he signed Pablo Ruiz precisely later changed his name to who we know of now , Pablo Picasso . Picasso is of Italian origin and the Picasso were bullionsmiths . Physically Pablo resembles his mother , small and robust with a v igorous body , dark-skinned , orderly not very fine black hair .Picasso used to always say that his father was like an face-man . His father , Jos Ruiz Blasco was tall and had reddish hair and an English way of carrying himself .As a child Picasso was making drawings , not the drawings of a child would have but one a catamount would have miscellaneous . When he was fifteen years old he would make oil portraits of his younger sister . He painted like a born painter . Then at age nineteen Picasso was off to Paris . Two months later he went back to Barcelona sold some films . Picasso settled in capital of Spain and starts the magazine Arte Joven with the writer Francisco de Assis Saler.Soon after Picasso goes back to Barcelona and then back to Paris again .Picasso had friends but none of where painters , no they were all writers .In 1902 Picasso returned to Spain and painting in his Blue period .Being in away from Spain for a while he forgot how colorless it is . The colors of Sp ain are white , black , silver and gold yet it was still beautiful .Span in a sense is not like other southern countries ,

Quebec, The Province, The People, The History :: essays research papers

Quebec, The Province, The People, The History     Quebec is a province in eastern Canada, bordered on the conglutination by HudsonStrait and Ungava Bay on the east by Labrador (Which is a part of impudentfoundland),the Strait of Belle Isle, and the gulf of Saint Lawrence on the south by NewBrunswick, Maine, New Hampshire, Vermont, New York, and Ontario and on the westby Ontario, James Bay, and Hudson Bay.     The name Quebec is derived from an Algonquian term for "place where theriver narrows," referring to the Saint Lawrence River near the site of present-day Quebec City, the great of the province.     Quebec is sometimes called "the Storied Province," Quebec became part ofthe Canadian Confederation on July 1, 1867, as one of the four originalprovinces.     The province of Quebec was first colonized by France and was formallyacquired by Great Britain in the Treaty of Paris of 1763. T he stilt major(ip)ity ofQuebecs population today use French as their first language. Beginning in the1960s the Quebecois (French-speaking residents of Quebec) made strong efforts topreserve their French heritage as well as to gain additional powers for theprovince, which led to conflicts with the national organization that have yet tobe fully resolved. This is apparent in the recent "Referendum" wheretheQuebecois tried to get Quebec special provincial concederations based on thefact the mass majority of Quebec residents speak French.     Quebec is the largest of all the Canadian provinces. Its large area of1,540,680 sq km (594,858 sq MI) accounts for 15.5 percent of Canadas total areaand includes 183,890 sq km (71,000 sq MI) of inland freshwater surface. This isa major draw for Industry in Quebec. Elevations in Quebec range from sea levelto 1622 m (5322 ft), atop Mont DIberville in the Torngat Mountains in thenortheast. Anticosti Island and the Magdalen Islands, (which are both in theGulf of St. Lawrence), are part of Quebec, which has a tidal shoreline of some13,775 km (some 8560 MI).     Montreal is the leading industrial and commercial center and largestcity in the province of Quebec.     The mode of Quebec varies drastically. Quebecs climate is effectedby regional variations in altitude and by the pces northern location, and itsexposed position between the cold waters of Hudson Bay and the cold maritimecurrents along the Labrador coast. Montreal has an average January temperatureof about -9 C (about 16 F) and an average July temperature of about 22 C(about 72 F). The recorded temperatures in the province have ranged from -54.4C (-65.9 F), in 1923 at Doucet in the south, to 40 C (104 F), in 1921 at

Essay --

I believe you dont grow into creativity, we grow out of it, or rather get educated out of it. Once a course of instruction one thousand remarkable slew gather in Monterey, California to exchange something of incalculable value, their ideas Sir Ken Robinson is one of those remarkable people. During his talk Robinson takes the opportunity to spliff his listening to the wall while talking about his views and ideas on education. Robinson is a talented author as well, in his latest book he negotiation about natural talent. There is a point in the book when he says, The element is the point at which natural talent meets personal passion. When people arrive at the element, they feel most themselves and most inspired and achieve at their highest levels. And during his speech he makes it clear that our education system is stunting our childrens creativity, therefore preventing them from achieving their very best. Ken Robinson speaks out of a true passion for education and his thoughts on the ideas that, though born with a true sense of creativity, as we age our education makes no room for our creative side to truly blossom and grow into something special. There are two main themes in Sir Robinsons speech, the first being that everybody is born with a natural desire and ability to be creative and that our schools are in fact minimalizing those abilities. The second is that we need to quite of suppressing those talents we need to cultivate and mature them. We need to re-examine the way we educate and find new ways to involve creativity in our schools education system. In the duration of his conversation with the audience Robinson lays out the idea that our education system is mostly geared towards our left-brain thinking, and therefore is squashing out... ...human imagination, and we need to be wise with the way we lend oneself this gift. He says that as a society we have to adopt a new plan of human ecology, one in which we start to reconstitute our conception o f the richness of human capacity. It is our job to find ways to help mature and grow the creative capacity of our children, instead of strip-mining their minds for a single resource. He leaves his audience with the idea that the only way to avoid doin this is to start looking at ourselves and our childrens creativity in new light and finding the value in it. Our students face an unknown future, and the only way to help prepare them for it, which is our job, is to teach to their whole selves, educate to their whole being, so they can face this future He challenges us to find new ways to help them do something worth their talents for the life ahead of them.

Essay --

I believe you dont grow into creativity, we grow out of it, or rather get educated out of it. Once a year one thousand remarkable people gather in Monterey, California to exchange something of incalculable mensurate, their ideas Sir Ken Robinson is one of those remarkable people. During his talk Robinson takes the chance to pin his audience to the wall while talking about his views and ideas on genteelness. Robinson is a talented author as well, in his latest book he talks about natural talent. There is a point in the book when he says, The element is the point at which natural talent meets face-to-face passion. When people arrive at the element, they feel most themselves and most inspired and achieve at their highest levels. And during his speech he makes it clear that our education system is stunt flying our childrens creativity, therefore preventing them from achieving their very best. Ken Robinson speaks out of a true passion for education and his thoughts on the ideas that, though born with a true grit of creativity, as we age our education makes no room for our creative side to truly blossom and grow into something special. There are two main themes in Sir Robinsons speech, the first being that everybody is born with a natural desire and ability to be creative and that our schools are in fact minimalizing those abilities. The second is that we contend to instead of suppressing those talents we need to cultivate and mature them. We need to re-examine the counseling we educate and find new ways to involve creativity in our schools education system. In the duration of his conversation with the audience Robinson lays out the idea that our education system is mostly geared towards our left-brain thinking, and therefore is squashing out... ...human imagination, and we need to be wise with the way we use this gift. He says that as a society we have to adopt a new conception of human ecology, one in which we start to restructure our conception of the r ichness of human capacity. It is our job to find ways to help mature and grow the creative capacity of our children, instead of strip-mining their minds for a single resource. He leaves his audience with the idea that the only way to avoid doin this is to start looking at ourselves and our childrens creativity in new light and finding the value in it. Our students face an unknown coming(prenominal), and the only way to help prepare them for it, which is our job, is to teach to their whole selves, educate to their whole being, so they can face this future He challenges us to find new ways to help them do something worth their talents for the life ahead of them.

Work Culture

* Career Interest Profiler, Competencies, and Work Culture Preferences * After completing the Career Interest Profiler, Competencies, and Work Culture Preferences activities I take in a get around understanding in how I will fit in and how my strengthens can help me be successful in my desired land of study. The Career Interest Profiler activity has determined a good career match would be a credit analyst, inspector, risk management specialist, and an accountant.Possible degree options that would better fit these potential careers are Bachelors of Science in accounting, in business with a concentration in finance, and a Bachelors in Science in business with a concentration in global management just to name a few. The competencies activities abide revealed my strengths are in Delivering Results, Following Instructions, Coping with Pressure, Organizing, Taking initiative, and finally adhering to Values.The Work Culture Preference activity has determined that my ideal work environm ent would have a genuinely high work load, be a fast moving, demand goals and expectations of high performance, have career advancement, high salaries with rapid promotions and other benefits, career development, and the chance to produce new skills, career would be secure and stable, the company would focus on employment welfare, and have lots of personal development and feedback.A couple possible employers based, on my strengthens determined by the competence activity in relation to the job market research tool are McGladery, PriceWaterHouseCoopers, and Ernst & Young. McGladery, McGladrey LLP is the largest U. S. provider of assurance, tax and consulting services rivet on the middle market, with nearly 6,500 professionals and associates in more than 75 offices nationwide.McGladrey is a licensed CPA firm. (www. mcgladery. com/about/about). PriceWatersHouseCoopers, PwC focuses onaudit and assurance,taxandconsulting services. Additionally, in the US, PwC concentrates on 16 key ind ustries and provides targeted services that include but are not limited to human resources,deals,forensics, andconsulting services. We help resolve complex issues and identify opportunities. (www. pwc. om/us) All tether of these employers are here in Tucson. McGladery in specific offers a few different internships in different seasons throughout the year, in different fields. These internships are offered to students that have 12-16 months left in obtaining there bachelors degree. After some research I believe a career in accounting, risk management, audit planning, and compliance would fit my Work Culture Preferences activity well.

A Game of Thrones Chapter Thirty-two

AryaThe adept-ea chromatic dull tom arched his back and hissed at her.Arya embellish d aver the skittle alley, balanced lightly on the balls of her bare feet, listening to the flutter of her heart, breathing slow deep breaths. settle down as a shadow, she t of age(predicate) herself, light as a feather. The tomcat watched her come, his eyes wary.Catching cats was sternly. Her trades were covered with half-healed scratches, and both knees were scabbed over where she had scraped them raw in tumbles. At first however the cooks huge expound kitchen cat had been able to elude her, just Syrio had kept her at it day and night. When shed run to him with her hands bleeding, he had verbalize, So slow? Be quicker, young lady. Your enemies entrust set in you more than scratches. He had dabbed her wounds with Myrish fire, which burned so bad she had had to bite her lip to keep from screaming. Then he sent her out after more cats.The loss Keep was full of cats lazy old cats dozing in the sun, algid-eyed mousers twitching their tails, quick little kittens with claws like needles, la dies cats all combed and trusting, ragged shadows prowling the midden heaps. maven by maven Arya had chased them down and snatched them up and brought them proudly to Syrio Forel . . . all scarcely this one, this one-eared black devil of a tomcat. Thats the real king of this fort decently there, one of the metallic cloaks had told her. Older than sin and twice as mean. One season, the king was feasting the queens father, and that black bastard hopped up on the plank and snatched a roast quail right out of Lord Tywins fingers. Robert laughed so hard he like to burst. You stay forth from that one, child.He had run her middle(a) crossways the castle twice roughly the Tower of the Hand, across the inner bailey, through the stables, down the serpentine steps, knightly the small kitchen and the pig yard and the barracks of the gold cloaks, along the base of the river wall a nd up more steps and back and forth over Traitors Walk, and then down again and through a ingress and around a well and in and out of strange buildings until Arya didnt k in a flash where she was. no. at last she had him. High walls pressed close on both side, and ahead was a blank windowless mass of stone. Quiet as a shadow, she repeated, sliding forward, light as a feather.When she was three steps away from him, the tomcat bolted. Left, then right, he went and right, then go away, went Arya, cutting false his escape. He hissed again and tried to dart between her legs. apace as a snake, she thought. Her hands closed(a) around him. She hugged him to her chest, whirling and laughing aloud as his claws raked at the front of her leather jerkin. Ever so fast, she kissed him right between the eyes, and jerked her head back an twinkling before his claws would make believe found her face. The tomcat yowled and spit.Whats he doing to that cat?Startled, Arya dropped the cat and whirl ed toward the voice. The tom merelyt oned off in the blink of an eye. At the end of the alley s in like spellnerd a girl with a mass of golden curls, dressed as pretty as a doll in blue satin. Beside her was a run low little blond boy with a prancing stag sewn in pearls across the front of his doublet and a miniature sword at his belt. Princess Myrcella and Prince Tom manpower, Arya thought. A septa as large as a draft horse hovered over them, and behind her two big men in crimson cloaks, Lannister house guards.What were you doing to that cat, boy? Myrcella asked again, sternly. To her companion she said, Hes a ragged boy, isnt he? Look at him. She giggled.A ragged dirty shitty boy, Tommen agreed.They dont know me, Arya reachd. They dont correct know Im a girl. Small extol she was barefoot and dirty, her hair tangled from the long run through the castle, clad in a jerkin ripped by cat claws and brown roughspun pants hacked off preceding(prenominal) her scabby knees. You d ont wear skirts and silks when youre catching cats. Quickly she lowered her head and dropped to one knee. Maybe they wouldnt recognize her. If they did, she would never hear the end of it. Septa Mordane would be mortified, and Sansa would never deal to her again from the shame.The old fat septa moved forward. Boy, how did you come here? You pitch no business in this part of the castle.You cant keep this sort out, one of the red cloaks said. Like trying to keep out rats.Who do you belong to, boy? the septa demanded. Answer me. Whats wrong with you, are you mute?Aryas voice caught in her throat. If she answered, Tommen and Myrcella would know her for certain.Godwyn, get hold of him here, the septa said. The taller of the guardsmen started down the alley.Panic gripped her throat like a giants hand. Arya could not have spoken if her life had hung on it. Calm as still water, she mouthed silently.As Godwyn reached for her, Arya moved. Quick as a snake. She leaned to her left, letting h is fingers brush her arm, spinning around him. Smooth as summer silk. By the time he got himself turned, she was sprinting down the alley. Swift as a deer. The septa was screeching at her. Arya slid between legs as thick and white as marble columns, bounded to her feet, bowled into Prince Tommen and hopped over him when he sat down hard and said Oof, spun away from the second guard, and then she was past them all, running full out.She heard shouts, then pounding footsteps, closing behind her. She dropped and rolled. The red cloak went careening past her, stumbling. Arya sprang back to her feet. She axiom a window above her, extravagantly and narrow, scarcely more than an arrow slit. Arya leapt, caught the sill, pulled herself up. She held her breath as she wriggled through. Slippery as an eel. Dropping to the blow out of the water in front of a startled scrubwoman, she hopped up, napped the rushes off her clothes, and was off again, out the brink and along a long hall, down a st air, across a hidden courtyard, around a corner and over a wall and through a low narrow window into a ignominious cellar. The penetrates grew more and more distant behind her.Arya was out of breath and rather thoroughly broken. She was in for it now if they had recognized her, but she didnt think they had. Shed moved too fast. Swift as a deer.She hunkered down in the dark against a damp stone wall and listened for the pursuit, but the only sound was the beating of her own heart and a distant drip of water. Quiet as a shadow, she told herself. She wondered where she was. When they had first come to Kings Landing, she utilise to have bad dreams about getting lost in the castle. Father said the Red Keep was smaller than Winterfell, but in her dreams it had been immense, an endless stone maze with walls that seemed to shift and change behind her. She would arise herself wandering down gloomy halls past watery tapestries, descending endless circular stairs, darting through courty ards or over b disengageges, her shouts echoing unanswered. In some of the live the red stone walls would seem to drip breed, and nowhere could she shape a window. Sometimes she would hear her fathers voice, but always from a long way off, and no matter how hard she ran after it, it would grow fainter and fainter, until it faded to nothing and Arya was alone in the dark.It was very dark right now, she realized. She hugged her bare knees tight against her chest and shivered. She would anticipate quietly and count to ten thousand. By then it would be safe for her to come creeping back out and find her way home.By the time she had reached eighty-seven, the room had begun to lighten as her eyes adjusted to the blackness. Slowly the shapes around her took on form. Huge empty eyes stared at her hungrily through the gloom, and pallidly she saw the jagged shadows of long teeth. She had lost the count. She closed her eyes and bit her lip and sent the fear away. When she looked again, th e dickenss would be gone. Would never have been. She pretended that Syrio was beside her in the dark, whispering in her ear. Calm as still water, she told herself. Strong as a bear. Fierce as a wolverine. She opened her eyes again.The monsters were still there, but the fear was gone.Arya got to her feet, moving warily. The heads were all around her. She touched one, curious, wondering if it was real. Her fingertips brushed a massive jaw. It matte up real enough. The bone was smooth beneath her hand, cold and hard to the touch. She ran her fingers down a tooth, black and sharp, a dagger made of darkness. It made her shiver.Its dead, she said aloud. Its just a skull, it cant hurt me. Yet somehow the monster seemed to know she was there. She could feel its empty eyes watching her through the gloom, and there was something in that dim, cavernous room that did not love her. She edged away from the skull and back into a second, larger than the first. For an instant she could feel its te eth digging into her shoulder, as if it wanted a bite of her flesh. Arya whirled, felt leather catch and tear as a huge fang nipped at her jerkin, and then she was running. Another skull loomed ahead, the biggest monster of all, but Arya did not even slow. She leapt over a ridge of black teeth as tall as swords, dashed through hungry jaws, and threw herself against the adit.Her hands found a heavy iron ring set in the wood, and she yanked at it. The door resisted a moment, before it slowly began to swing inward, with a creak so loud Arya was certain it could be heard all through the city. She opened the door just far enough to slip through, into the hallway beyond.If the room with the monsters had been dark, the hall was the blackest pit in the seven hells. Calm as still water, Arya told herself, but even when she gave her eyes a moment to adjust, there was nothing to see but the vague grey outline of the door she had come through. She wiggled her fingers in front of her face, felt the air move, saw nothing. She was blind. A water dancer sees with all her senses, she reminded herself. She closed her eyes and steadied her breathing one two three, drank in the quiet, reached out with her hands.Her fingers brushed against rough unfinished stone to her left. She follo follow the wall, her hand skimming along the surface, taking small gliding steps through the darkness. All halls lead somewhere. Where there is a way in, there is a way out. Fear cuts deeper than swords. Arya would not be afraid. It seemed as if she had been walking a long ways when the wall ended utterly and a draft of cold air blew past her cheek. Loose hairs stirred faintly against her skin.From somewhere far below her, she heard noises. The scrape of boots, the distant sound of voices. A flickering light brushed the wall ever so faintly, and she saw that she stood at the top of a great black well, a ray of light twenty feet across plunging deep into the earth. Huge stones had been set into the curving walls as steps, circling down and down, dark as the steps to hell that Old Nan used to tell them of. And something was coming up out of the darkness, out of the bowels of the earth . . .Arya peered over the edge and felt the cold black breath on her face. Far below, she saw the light of a single burn, small as the flame of a candle. Two men, she made out. Their shadows writhed against the sides of the well, tall as giants. She could hear their voices, echoing up the shaft. . . . found one bastard, one said. The rest will come soon. A day, two days, a fortnight . . . And when he learns the truth, what will he do? a second voice asked in the liquid dialects of the Free Cities.The gods alone know, the first voice said. Arya could see a wisp of grey smoke drifting up off the torch, writhing like a snake as it rose. The fools tried to kill his son, and whats worse, they made a mummers farce of it. Hes not a man to put that away. I warn you, the wolf and lion will soon be at each others throats, whether we will it or no.Too soon, too soon, the voice with the accent complained. What good is war now? We are not ready. Delay.As well bid me stop time. Do you take me for a wizard?The other chuckled. No less. Flames licked at the cold air. The tall shadows were about on top of her. An instant later the man holding the torch climbed into her sight, his companion beside him. Arya crept back away from the well, dropped to her stomach, and flattened herself against the wall. She held her breath as the men reached the top of the steps.What would you have me do? asked the torchbearer, a stout man in a leather half cape. charge in heavy boots, his feet seemed to glide soundlessly over the ground. A round scarred face and a stubble of dark beard showed under his marque cap, and he wore charge over b oil coloured leather, and a dirk and shortsword at his belt. It seemed to Arya there was something oddly familiar about him.If one Hand can die, why not a second? rep lied the man with the accent and the forked yellow beard. You have danced the dance before, my friend. He was no one Arya had ever seen before, she was certain of it. Grossly fat, hitherto he seemed to walk lightly, carrying his weight on the balls of his feet as a water dancer might. His rings glimmered in the torchlight, red-gold and pale silver, crusted with rubies, sapphires, slitted yellow tiger eyes. each finger wore a ring some had two.Before is not now, and this Hand is not the other, the scarred man said as they stepped out into the hall. Still as stone, Arya told herself, quiet as a shadow. Blinded by the blaze of their own torch, they did not see her pressed flat against the stone, only a few feet away. maybe so, the forked beard replied, pausing to catch his breath after the long climb. Nonetheless, we must have time. The princess is with child. The khal will not bestir himself until his son is born. You know how they are, these savages.The man with the torch pushed at something. Arya heard a deep rumbling. A huge slab of rock, red in the torchlight, slid down out of the ceiling with a resounding crash that almost made her cry out. Where the entry to the well had been was nothing but stone, solid and unbroken.If he does not bestir himself soon, it may be too late, the stout man in the steel cap said. This is no longer a game for two players, if ever it was. Stannis Baratheon and Lysa Arryn have fled beyond my reach, and the whispers say they are gathering swords around them. The Knight of Flowers writes Highgarden, urging his lord father to send his sister to court. The girl is a maid of fourteen, sweet and beautiful and tractable, and Lord Renly and Ser Loras intend that Robert should bed her, wed her, and make a new queen. Littlefinger . . . the gods only know what game Littlefinger is playing. Yet Lord Starks the one who troubles my sleep. He has the bastard, he has the book, and soon enough hell have the truth. And now his wife has abducted T yrion Lannister, thanks to Littlefingers meddling. Lord Tywin will take that for an outrage, and Jaime has a queer affection for the Imp. If the Lannisters move north, that will bring the Tullys in as well. Delay, you say. Make haste, I reply. Even the finest of jugglers cannot keep a hundred balls in the air forever.You are more than a juggler, old friend. You are a true sorcerer. All I ask is that you work your magic awhile longer. They started down the hall in the direction Arya had come, past the room with the monsters.What I can do, I will, the one with the torch said softly. I must have gold, and another lambert birds.She let them get a long way ahead, then went creeping after them. Quiet as a shadow.So many? The voices were fainter as the light dwindled ahead of her. The ones you need are hard to find . . . so young, to know their letters . . . perhaps older . . . not die so easy . . . No. The younger are safer . . . treat them gently . . . . . . .if they kept their tongue s . . . . . . the risk . . . Long after their voices had faded away, Arya could still see the light of the torch, a smoking star that bid her follow. Twice it seemed to disappear, but she kept on straight, and both times she found herself at the top of steep, narrow stairs, the torch glimmering far below her. She hurried after it, down and down. Once she stumbled over a rock and fell against the wall, and her hand found raw earth supported by timbers, whereas before the tunnel had been dressed stone.She must have crept after them for miles. Finally they were gone, but there was no place to go but forward. She found the wall again and followed, blind and lost, pretending that Nymeria was padding along beside her in the darkness. At the end she was knee-deep in foul-smelling water, wishing she could dance upon it as Syrio might have, and wondering if shed ever see light again. It was full dark when finally Arya emerged into the night air.She found herself rest at the mouth of a sewe r where it emptied into the river. She stank so badly that she stripped right there, dropping her soiled clothing on the riverbank as she descend into the deep black waters. She swam until she felt clean, and crawled out shivering. Some riders went past along the river road as Arya was washing her clothes, but if they saw the scrawny naked girl scrubbing her rags in the moonlight, they took no notice.She was miles from the castle, but from anywhere in Kings Landing you needed only to look up to see the Red Keep high on Aegons Hill, so there was no danger of losing her way. Her clothes were almost dry by the time she reached the gatehouse. The portcullis was down and the gates barred, so she turned aside to a postern door. The gold cloaks who had the watch sneered when she told them to let her in. Off with you, one said. The kitchen scraps are gone, and well have no begging after dark.Im not a beggar, she said. I live here.I said, off with you. Do you need a clout on the ear to help your hearing?I want to see my father.The guards change a glance. I want to fuck the queen myself, for all the good it does me, the younger one said.The older scowled. Whos this father of yours, boy, the city ratcatcher?The Hand of the King, Arya told him.Both men laughed, but then the older one swung his fist at her, casually, as a man would swat a dog. Arya saw the blow coming even before it began. She danced back out of the way, untouched. Im not a boy, she spat at them. Im Arya Stark of Winterfell, and if you lay a hand on me my lord father will have both your heads on spikes. If you dont believe me, fetch Jory Cassel or Vayon Poole from the Tower of the Hand. She put her hands on her hips. Now are you dismissal to open the gate, or do you need a clout on the ear to help your hearing?Her father was alone in the solar when Harwin and Fat Tom marched her in, an oil lamp glowing softly at his elbow. He was bent over the biggest book Arya had ever seen, a great thick tome with cra cked yellow pages of crabbed script, bound between faded leather covers, but he closed it to listen to Harwins report. His face was stern as he sent the men away with thanks.You realize I had half my guard out searching for you? Eddard Stark said when they were alone. Septa Mordane is beside herself with fear. Shes in the sept praying for your safe return. Arya, you know you are never to go beyond the castle gates without my leave.I didnt go out the gates, she blurted. Well, I didnt mean to. I was down in the dungeons, only they turned into this tunnel. It was all dark, and I didnt have a torch or a candle to see by, so I had to follow. I couldnt go back the way I came on tarradiddle of the monsters. Father, they were talking about killing you Not the monsters, the two men. They didnt see me, I was being still as stone and quiet as a shadow, but I heard them. They said you had a book and a bastard and if one Hand could die, why not a second? Is that the book? Jons the bastard, I be t.Jon? Arya, what are you talking about? Who said this?They did, she told him. There was a fat one with rings and a forked yellow beard, and another in mail and a steel cap, and the fat one said they had to delay but the other one told him he couldnt keep juggling and the wolf and the lion were going to eat each other and it was a mummers farce. She tried to remember the rest. She hadnt quite understood everything shed heard, and now it was all mixed up in her head. The fat one said the princess was with child. The one in the steel cap, he had the torch, he said that they had to hurry. I think he was a wizard.A wizard, said Ned, unsmiling. Did he have a long white beard and tall pointed hat speckled with stars?No It wasnt like Old Nans stories. He didnt look like a wizard, but the fat one said he was.I warn you, Arya, if youre spinning this thread of airNo, I told you, it was in the dungeons, by the place with the secret wall. I was chasing cats, and well . . . She screwed up her f ace. If she admitted knocking over Prince Tommen, he would be really angry with her. . . . well, I went in this window. Thats where I found the monsters.Monsters and wizards, her father said. It would seem youve had quite an adventure. These men you heard, you say they spoke of juggling and mummery?Yes, Arya admitted, onlyArya, they were mummers, her father told her. There must be a dozen troupes in Kings Landing right now, come to make some coin off the tourney crowds. Im not certain what these two were doing in the castle, but perhaps the king has asked for a show.No. She shook her head stubbornly. They werentYou shouldnt be following people about and spying on them in any case. Nor do I cherish the notion of my girlfriend climbing in strange windows after stray cats. Look at you, sweetling. Your arms are covered with scratches. This has gone on long enough. Tell Syrio Forel that I want a word with hirnHe was interrupted by a short, sudden knock. Lord Eddard, pardons, Desmond ca lled out, opening the door a crack, but theres a black brother here begging audience. He says the matter is urgent. I thought you would want to know.My door is always open to the Nights check out, Father said.Desmond ushered the man inside. He was bow and ugly, with an unkempt beard and unwashed clothes, yet Father greeted him pleasantly and asked his name.Yoren, as it please mlord. My pardons for the hour. He bowed to Arya. And this must be your son. He has your look.Im a girl, Arya said, exasperated. If the old man was down from the Wall, he must have come by way of Winterfell. Do you know my brothers? she asked excitedly. Robb and Bran are at Winterfell, and Jons on the Wall. Jon Snow, hes in the Nights Watch too, you must know him, he has a direwolf, a white one with red eyes. Is Jon a ranger yet? Im Arya Stark. The old man in his smelly black clothes was looking at her oddly, but Arya could not seem to stop talking. When you ride back to the Wall, would you bring Jon a letter if I wrote one? She wished Jon were here right now. Hed believe her about the dungeons and the fat man with the forked beard and the wizard in the steel cap.My daughter often forgets her courtesies, Eddard Stark said with a faint smile that softened his words. I beg your forgiveness, Yoren. Did my brother Benjen send you?No one sent me, mlord, saving old Mormont. Im here to find men for the Wall, and when Robert next holds court, Ill bend the knee and cry our need, see if the king and his Hand have some scum in the dungeons theyd be well rid of. You might say as Benjen Stark is why were talking, though. His blood ran black. Made him my brother as much as yours. Its for his sake Im come. Rode hard, I did, near killed my horse the way I drove her, but I left the others well behind.The others?Yoren spat. Sellswords and freeriders and like trash. That inn was full o them, and I saw them take the scent. The scent of blood or the scent of gold, they smell the same in the end. Not all o t hem made for Kings Landing, either. Some went galloping for Casterly Rock, and the Rock lies closer. Lord Tywin will have gotten the word by now, you can count on it.Father frowned. What word is this?Yoren eyed Arya. One best spoken in private, mlord, begging your pardons.As you say. Desmond, see my daughter to her chambers. He kissed her on the brow. Well finish our talk on the morrow.Arya stood rooted to the spot. Nothing bads happened to Jon, has it? she asked Yoren. Or Uncle Benjen?Well, as to Stark, I cant say. The Snow boy was well enough when I left the Wall. Its not them as concerns me.Desmond took her hand. Come along, milady. You heard your lord father.Arya had no choice but to go with him, wishing it had been Fat Tom. With Tom, she might have been able to lie in wait at the door on some excuse and hear what Yoren was saying, but Desmond was too single-minded to trick. How many guards does my father have? she asked him as they descended to her bedchamber.Here at Kings Lan ding? Fifty.You wouldnt let anyone kill him, would you? she asked.Desmond laughed. No fear on that count, little lady. Lord Eddards guarded night and day. Hell come to no harm.The Lannisters have more than fifty men, Arya pointed out.So they do, but every northerner is worth ten of these southron swords, so you can sleep easy.What if a wizard was sent to kill him?Well, as to that, Desmond replied, drawing his longsword, wizards die the same as other men, once you cut their heads off.

Fundamental Rights of the Individual Essay

The forefront of American politics was drastically shaken at the turn of the American Revolution as the monarchial order once imposed on the Patriots had finally collapsed. The implementation of the Articles of Confederation into the states bestowed a great sense of independence that had never forward been experienced while under British rule. The Articles of Confederation served its purpose by launching a political structure which opposed a monarchial system and specify what that meant to the people.Despite the inherent flaws of the Articles of Confederation, this newly adopted political sympathiesal structure established a mission statement of American politics which still exists in our government today the top executive of the fundamental rights of the individual. The states had gained true independence under this confguration and this ideal was something that many opp hotshotnts of the ratification of the Constitution were refusing to sacrifice.Implementing a central governme nt would shift power from the newly monarchty of that states that had not been easily obtained and this ignited a fear of possible tyranny of the majority if the Constitution was eventually ratified. Submitting to a Constitution meant that they would be in possession of to place a sense of trust into a strong central government and this was not something taken lightly. Facing a declining economy amongst other problems brought on by the Articles of Confederation, something had to be done to remedy the unforeseen issues between the states.Both federalists and anti-federalists induced a great debate through the means of numerous globeations released to the public prior to the ratification of the Constitution. In the Declaration of Independence, doubting Thomas Jefferson asserted that all Men are created equal, that they are endowed by their Creator with certain infrangible Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Govern ments are instituted among Men, deriving their powers from the consent of the goverened (Dolbeare, 59).This pivotal statement became the crux of the ideal that the opponents of the Constitution had feared losing. The opponents to the Constitution would not waive this mental picture of maintaining the power of the individual to secure rights that they found to be rightfully theirs after the overthrow of the British Crown. Due to the fact that many of the federalists held positions of power, there was a coarse amount at stake for the opponents to lose if the Articles of Confederation were to be redefined into a system that may not emphasize states rights.The above transition contains one of Jeffersons most quoted, ambitious statements as its meaning has evolved through time and played a great role in shaping what we today call the American Dream. For instance, today, society has the evolved the meaning that all people of this nation are created equal and not Just the Caucasian, pr operty owning men. In this doctrine, hese rights professed by Thomas Jefferson are not Just theatre to certain groups rather, all people, who may wee-wee separate interests, fundamentally let the right to express and lobby for the authorisation of interest. ajority as they lay out and define the checks and balances in within the governmental system that would be in place by the Constitution. For example, the federalists outline that the proposed branches of the government would have power to compel one another. For instance, the Supreme Court holds the power to interpret the constitutionality of a law put into place by the federal government, the president ould have the power veto a proposed bill from the legislature, and the legislature would be able to override the president with a two-third majority in each compartment.Pitting these powers against one another would keep them in check and ensure that the majority would not solely hold the supreme power. In the Federalist No. 3 9, The Conformity of the Plan to republican Principles, advocating for the adoption of the Constitution, James Madison references the conditions of the adversaries of the Constitution They ought, with equal care, to have preserved the federal form, which regards the Union as a confederacy of overeign states instead of which, they have inclose a national government, which regards the Union as a consolidation of the States (Madison).Madison acknowledges that the opponents refuse to let the formulation of a national government to take excessively much power from the states. The opponents view the Constitution as transforming the federal form of government that the Articles of Confederation had been intended for to national form of government, thus making the citizens of the states subject to that national power rather than only subordinates to their respective state.However, Madison elaborates That it will be a federal and not a national act, as these toll are understood by the obje ctors the act of the people, as forming so many independent States, not as forming one aggregate nation, is obvious from this single consideration, that it is to turn out neither from the decision of a majority of the people of the Union, nor from that of a majority of the States (Madison).In this passage, Madison argues that the under the Constitution, the central government will contain two elements. For instance, if the states vote to go through with the ratification, this ill be a federal act, not an overarching national act of tyrannical power. At this moment, the states are seen as sovereign bodies, and the ratification would be a result from unanimous assent from the states as well as its own voluntary act (Madison).

Working with vulnerable populations can be very stressful

I find that keeping with a predictable routine has a calming effect on my day-after-day life. It also creates a sense of security and reliability within my relationships with co-workers and knobs.This is important as interpersonal relationships should not become an additional source of stress, just now kind of an integral part of team-building within an organisation. I would both be a mentor and find a mentor and with reciprocal understanding and direction toward a common goal of doing what is best for the common good, my co-workers and I would help each another(prenominal) work through our similar stresses.I would also be kind but rigid with invitees and help in any way that is required without taking any clients success or relapse as a personal sorrow or conversely a thing that I created rather than initiated. I think it is very stressful to believe that one has total power to transmit others, as this creates a sense of being that is unrealistic.I will help when I can and do my best to help others in achieving their goals and not puzzle my experiences at work with me when I exit the door to go home. I will use my personal time to refresh for the next work day.2. What specific approaches would you take with your clients?I believe that this depends on the individual clients goals and particular stage of functioning. Sometimes, it is obligatory to undertake crisis stabilization and make sure that a client is not going to harm him or herself. This is the primary focus and sometimes demands one to restrain and assist a doctor in medication statute to get the client to a point to initiate the next step in treatment.Identification of issues and maintenance of levels of functioning and increasing self-efficacy in a clients behavior is necessary in a secondary stage approach to client management.Management on a tertiary stage would include helping with individual growth and increment to assist each person to becoming as healthy as possible and at the high est level of functioning possible. At this point, goal-setting and group therapy would be a good approach.3. Do you believe that there are any clients that you would not be able to effectively care for?No, I am a firm beli incessantly of Carl Rogers person-centered therapy and the need to assist others with unconditional positive regard. As a Humanist, I believe that each person should help others achieve what goals they set for themselves and to deny personal judgment on each individuals sense of person, reality, and future. Since I waive all judgment as a person of this school of thought, I do not foresee having any person that I cannot properly deal with.If for some strange, idiosyncratic reason, I find myself unable to assist a client properly, I would ethically and without sense of failure ask a colleague for assistance. I do know my limitations and think that only case overload would ever be an issue. I need to have enough time to devote to each of my clients and would clearl y address any issues with overload or any other issue promptly and professionally.

Expense of tourist spending for travel in bkk

Penetration is acquire new household or customer although can divided by to term, phratry and brand. Mix is to make do up to premium merchandises. Last requirements to increase of share of requirements and growth category requirements. Brand Growth Strategies More Stuff More People More gold More Often Expansion Penetration MIX Requirement Expand to new domain Acquire new startside flow householder or category customer -Category -Brand Trade up to premium product -Increase share of requirements Expansion is to attract new user of brand, non take on line consultation or variants of current products.Using when the category growth maturing, unmet needs, and benefits transferable to another category. Penetration can include line extension or variant of current product can separate by two parts. First category penetration are more(prenominal) people utilize category using when low of category development, gain frost mover advantage, and opportunity to motivate to gratify the needs also new channels opportunity. Second brand penetration are more people using brand at least one in category using when developed category or rejected brand out of date, opportunity or adoption or point of entry. Mix can include line extension or variant of current product using when brand being dominant, opportunity for current consumer spend more money to purchases. Requirement can include line extension or variant of current product can separate by two part. First category requirement for developing new user, make more chance for brand to meet other needs. Second share of requirement(SORE) to stealing current chance from direct competitor. Integrate Marketing Planning (IMP)IMP is process helps you to produce a commercial computer program in more efficient way of managing marketing communication activities that center around an idea, which create behavior changing to meet commercial objective How to open to my group project? Our group project is Sky wife smart pen so lib raries smart pen which are innovative device include function that support you to record audio transfer information via wife access to your smart phone or laptop, also can send your compose information too.As guest speaker say our group project will apply libraries pen to sell we can expand more stuff not specific with pen to attract interest of consumer, selling product for more people to explain overall of our products functional and usage for people who dont know by doing marketing, more money absolutely all of business need more money so company can upgrade quality of products and increasing charge when products quality meet demand of consumer, more often by integrate new buyer to known exactly value of product of company and put up good appearance of product before competitor.

The Importance of School Uniforms

educate Uniforms They ar definitely to be worn School uniforms read long been a topic of debate between those who suppose the public develop system should offer personal freedoms and those who believe it helps provide an appropriate environment for learning. There are many reasons uniforms can be implemental in enhancing the students learning experience. It helps if you look at these dress codes as you would a uniform for work, as school is a childs work. While uniforms may be pricy for parents, they save money in the future with trends changing, laundry, and students can focus on learning.So unlike trying to catch up with the different season styles, you could say that uniforms are a timeless investment. any(prenominal) students may find it difficult to find an outfit to wear in the morning, particularly females. But when you have a school uniform, you are provided with a relatively easy selection of what to wear to school. Uniforms help to change the attitude of those wearin g them. Unlike regular clothing choices, you are not likely to pick on soul wearing the exact same thing as yourself. Many schoolyard fights have begun with someone making fun of someone else regarding the clothing they are wearing.Dressing nicely withal helps students to live up to their clothing. There is an innate sense of decorum when we dress for success. People tend to act other than depending on the clothing they are wearing. By creating a uniform specifically designed for attending school, the attitude falls in line. When those clothes are on, it becomes as regular as putting on pajamas, so a brain knows it is time to focus and learn. If a student could choose their own apparel, could you even theorise the amount of laundry ones parents would have to do?Consider this a new pair of under garments, a shirt or blouse, bloomers or jeans, possibly a jumper, some socks, and even some extra clothes for recreational activities, multiplied by every day of the week, and add in ev eryone elses clothes A lot of people have two, three or even four children so as you could imagine, this would be extremely unnecessary. School uniforms have the potential to save parents money on clothing. Plain uniform clothing is less expensive than the brands that middle and high school students like to wear. Furthermore, because at that place is no variety in a chool uniform, children who wear them need fewer outfits in their wardrobes. Having a uniform is popular in secondary and intermediate schools. Some people believe that primary schools should be included, and I agree completely. As mentioned before, kids and teenagers go through a lot of clothing. But could you imagine a undersized boy running around the playground ripping his new clothes? I believe that having a uniform would help teach children to respect their belongings. It also saves money down the track with trends changing constantly, and this can prove to be very costly for parents.Having a compulsory uniform r epresents the school as creation tidy and disciplined, whereas mufti would crumble the impression of low standards. Uniforms should definitely be in schools all over New Zealand. They save time in the morning decision making what to wear and students can concentrate on the learning, instead of trying to impress others. They do not form as many problems with students and teachers do not have to deal with bullying or other negative comments. Uniforms are an all-around money and time saver. While some uniforms are not attractive they give the wearer a sense of equality. By Niki

Listo Systems: Cami Machado, Trainer

Listo Systems Cami Machado, Trainer Context Listo Systems is a vivid service agency and is one(a) of the leading companies within the sector. They recently implemented a new lightlessness stroke technology which resulted in a demand for trainings for the employees as well as train-the trainer sessions. Cami Machado is responsible for conducting these sessions and she feels well prepargond. She is also the one who represents the familiarity at an annual Computer Graphic return Trade Show. Key Issues and Problems Cami Machado has previous experiences and in that respectfore feels confident and eager for the first session of the trainings.However, the habitual evaluations of the course were poor and most of the trainers had no clue of what was expected from them. Although Cami is not worried, her manager realizes that something needs to be done. The second issue is related to the Graphic Service Trade Show where Cami routinely represents Listo Systems. This year beca office of t he occurring changes, Listo has scheduled a private presentation for key contacts. Cami is assigned to give a flashy, multimedia overview of the clients benefits of the new black box constitution.However, she is procrastinating and thinks that from sales or marketing would be better suited for this task. Applying concepts Cami knows that she could do a good job making the glamour present, however she wants to have the presentation reassigned. In this case Cami is able only when unwilling and therefore her mathematical operation readiness is R3 (at take aim 3). She prefers to talk to the real concourse with real questions. As for the trainings that she has been assigned to organize, Cami feels herself able, confident and willing (R4). In the past she has taughtInformation Technology courses at a local university and for that source she feels well prep bed. She has spent both weeks preparing detailed manuals however the professional trainers do not share her enthusiasm and con fidence. From their perspective, Cami is an R2, because even though she is very motivated and willing to accomplish this task, the otherwise trainers are not satisfied with her work. She is not very effective in giving precise directions of what should be done and what is expected, and the majority of the trainers are lost and confused.It is important to telling that the concepts of ability and willingness are an interacting influence system. In other words, that they are interconnected and a significant change in one will instill the whole. This is why the amount of knowledge, experience and skills often hazard confidence and motivation. Cami feels that she knows what is required for the trainings to be successful because she has had experience at the University. However, it is hard to say whether she has all the skills that are needful to train-the-trainers.Comments from the trainers also included lots of smoke but no fire and talks down to us. We can therefore conclude that the designer why the trainers where not satisfied was not necessarily because of Camis technical skills, but maybe her relationship with the employees. Her directive behavior is very high but her relationship and keepive behavior not as much. Looking at the Situational Leadership model, Cam is using S4 leadership style, which includes low relationship and mostly delegating. Alternative Courses of implementIn assign to be to a greater extent than successful in leading the others, Cami should use the S2 leadership style, which includes selling and most importantly explaining what she expects from the trainers. Cami considers herself well prepared and experienced however the evaluation of the course was poor because of lack of explanations. Another reason why the employees were not satisfied was because Cami was talking down to them. To avoid this, Cami should be more supportive and use participative leadership style that will allow her to interact with the other trainer and to i mprove her relationship with them.To make everything more certain, Cami should clarify the cut by explaining the followers in this case trainers work role. Only then she should display her motivations and effort to accomplish the work outcomes. The Chosen course of reach The combination of all the above-mentioned resolvings would work beat out for Camis situation. However, I believe that the biggest issue in this cause was that the trainers where unaware of what was expected from them. And therefore the best solution would be that Cami clarifies the goals of the trainings and only then tries to motivate and encourage the trainers.Action Plan Although Cami is a very valuable employee, I believe that her manager should be more directive towards her. For example, he shouldnt let her procrastinate and reassign her tasks. It is obvious that Cami loves her job and making her tasks more certain and a bit stricter would make a positive change for everyone. The trainers and employees of the organization are already dedicated and hard-working, therefore no big changes are necessary. However, slight alterations could be beneficial as discussed above. Listo Systems The unfermented Security System Buying In ContextListo Systems is a graphic service agency and is one of the leading companies within the sector. They recently implemented a new black box technology that caused different reactions from the employees. Key Issues and Problems One of Camis squad members, Steve, was unsatisfied because he just got used to the former(a) system and doesnt want to start all over again. He is thinking about transferring to another department within the company that doesnt involve the use of the black box. The main issue in this case is that the implementation of the new security system can be a potential risk for losing the employees.There king be other employees like Steve, who are not willing to adapt and who might take to decision to leave. In the long run this could negat ively affect the company because the turnover ratio would increase. Applying concepts Even though Steve was having difficulty adapting to the new system, there are other employees who are willing to do whatever is necessary to keep the customers happy and them employed. The majority of the employees want to keep their current jobs and this is what motivates them to learn and to adjust to the new security system.The company is doing everything that is necessary in stage to train the employees, so the main factor that is required for an overall success is the motivation of the employees. It is clear that Steves movement readiness was at the very bunghole (R1) because he was unable, insecure and unwilling to learn how to work with the black box. He is displaying frustration and has a complaining behavior, which is typical to the level 1 employees. Angie, the second team member, is an R2, because even though the new black box is foreign to her, she is willing and is motivated to lear n.The third member, Dorothy, has an extensive experience with the black box, and therefore she is at the highest performance readiness level (R4). She has the right skills and at the same time we can see that she is willing to work with the new system, because shes encouraging all the other members to support it as well. According to Maslows hierarchy of needs, employees motivation and performance depend on various factors that need be satisfied at the first place. In this case, we can assume that the physiological, social and safety needs are satisfied. However, as some of the employees dont feel confident, their esteem nd self-actualization factors are not fully satisfied. This demotivates the members of the company and negatively affects the productivity level. Alternative Courses of Action As stated in the case, in order to diagnose the performance readiness level, the indicators of ability and willingness should be combined. You have to assess whether the respective(prenominal ) is able (presently performing) and whether he is willing or unwilling to perform a certain task. A good way to do that would be by running an emergency survey, right after the implementation of the black box.This would second to have out in which areas the employees need assistance and guidance, as well to assess the overall satisfaction level. In order to avoid losing more employees, the management should have more individual approach towards its employees. Some people are quick-learner while the other dislike major changes. The results of the survey would show who needs additional foster, and the trainers could focus more on this specific group of employees. There is not an appropriate leadership style for this case, because every member needs to be approached in a different way.The S3 level would be the most appropriate because the manager would be able to encourage and help its employees by participating more. The Chosen course of Action The best solution would first of al l be to run a quick survey within the department. After determining the indicators of ability and willingness, it will be much easier to find out the employees performance readiness and to decide which leadership style is the most appropriate. Action Plan Different employees have different opinions and it is hard to keep every single member satisfied.The survey would allow to asses the common weaknesses within the group and to fill the gap by organizing trainings. Listo Systems Cami Machado System Conversation Context Listo Systems is a graphic service agency and is one of the leading companies within the sector. They recently implemented a new black box. Cami, the responsible for the system has taken the black box through all the recommended steps tests and it performed perfectly. The system has also been tested by a former CIA computer specialist and its was declared to be flawless. Nevertheless, Cami insisted to keep the honest-to-god system just in case.Key Issues and Problems Even though everything turned out to work perfectly, Cami confessed that she has never been so nervous in her life. She had asked to keep the old system as well, however she was still very anxious and was sleeping only a few hours at night. Applying concepts Camis performance level in this situation is R3, because even though she was able to make the switch, she was still not confident and very hesitant. However, she had asked to keep the parallel system, so in case if something went wrong, there was an alternative solution. There was no reason for Cami to feel nervous, even if the black box failed.The leadership style that Camis manager should use is S3. He should support her in risk-taking and compliment the work. Alternative Courses of Action The manager should not disempower Cami, because she has done a hard work and deserves appreciation. He should be very supportive and help her to deal with her nervousness. As mentioned above, this would be a S3 leadership style, which would result in building confidence, actively listening and encouraging. The employees should try to adapt to the new system, instead of expiration the department and creating more issues to deal with.They should also be supportive towards Cami, and appreciate her effort. The Chosen course of Action Camis manager should take more confederacy in the implementation of the black box. He should leave everything on Camis shoulders, even though shes the one responsible for the project. A supportive leadership style would be very effective in this situation and would help Cami to work more productively with less stress and anxiety. Action Plan With the help of her manager and her employees, Cami should be able to overcome the difficult period at her workplace and gain more confidence in the work that she is doing.The management should help her to increase her performance readiness level to R4, by showing more support and encouragement. Listo Systems ruttish Mack, Trainer, Listo Systems Conte xt Randy Mack is an experienced trainer for Listo Systems and has worked with the company for a number of years. His evaluations have always been first rate and he has been able to develop a rapport with the people whom he trains. Key Issues and Problems Recently, Randy is not happy with his job and had received below-par evaluations for the first time. His main concern is the lack of public life advancement at Listo Systems.Some of his training have ended in confrontations with the trainees. Applying concepts Maslows hierarchy of needs explains clearly why Randy is dissatisfied with his job. Even though he has performed perfectly for so many years, the lack of self-actualization and career advancement demotivates him. With all the new changes occurring with Listo Systems, the management is possibly more focused on profit and the technology rather then promoting its employees. This lack of attention has resulted in demotivation because Randy feels that his work isnt much appreciate d anymore.His performance readiness is at R3, considering that he knows his job very well and his has been number one for a long time. However the lack of career advancement made him unwilling and decreased his productivity. Alternative Courses of Action The management should use S3 leadership style, in order to improve Randys performance readiness level. Considering that he is a valuable employee, it would be a big loss for the company of Randy left. In order to avoid that, the management should try to show more encouragement and offer possible ways of growth within the company.For example, another solution would be motivating him with financial bonuses. The Chosen course of Action Its Randys experience that makes him a valuable employee, and he cannot be easily replaced. For that reason the managers should compromise by either promoting Randy or suggesting other potentials ways of career advancement. Action Plan The managers should make a quick decision in front it gets any worse . They have to motivate Randy to stay by offering bonuses and showing that they appreciate his work.

Assessing the English Language Learner

Assessing the side wrangle Learner (ELL) The auxiliary of ELL (ESL) The issue of human beings who give tongue to a wrangle other than face continues to incr expertness in the united States, Canada, and Australia, for example, as the material body of immigrants grows. In 2006, 34. 70% of the population of Los Angeles, atomic tot 20, was foreign born 25. 50% of Miami, Florida 39. 60% of Vancouver, British Columbia 45. 70% of Toronto, Ontario 28. 90% of Melbourne, Australia and 31. 70% of Sydney, Australia (Statistics Canada, 2008).In the f totally in States, the National Center for knowledge Statistics (NCES, 2004) reported that The derive and percent get along of speech minority youth and young adults that is, individuals who speak a expression other than English at homeincreased steadily in the get together States between 1979 and 1999 (p. 1). NCES added, Of those individuals ages 524 in 1979, 6 million spoke a dustup other than English at home. By 1999, that num ber had to a greater extent than than doubled, to 14 million. Accordingly, of on the whole 5- to 24-year-olds in the United States, the percentage who were language minorities increased from 9 percent in 1979 to 17 percent in 1999. p. 1) The number of ESL assimilators in U. S. public cultivates has almost tripled over the die decade (Goldenberg, 2006). In 2004 Crawford observed that wiz-fourth of the groom-age students in the United States were from homes where a language other than English was spoken. The school-age population (K12) will reach about 40% ESL in about 20 years (Center for inquiry on Education, Diversity, and Excellence, 2002). Between 1990 and 2000, the number of Spanish speakers increased from about 20 to 31 million (U. S. enumerate Bureau, 2001). The Census Bureau report in like elbow room showed a significant increase in the number of speakers from other lingual groups, curiously Chinese and Russian. Individuals at all ages enter school to assure th e English skills they conduct to choose, assoil employment and participate in society. Planning for their instruction is a significant issue for teachers at all levels and opinion be watchs central. In this chapter we first define and diametricaliate terms much(prenominal) as ESL and ELL and come upon the populations they fiddle.The enjoyment of appraisal valuates to place students into give up instructional groups is described and the distinction between interpersonal and faculty member language is reviewed. The intention of treasurement in the classroom and as a gate-keeping tool is addressed in accessory to the appropriateness of the hold of published measures to assess ESL students. The first issue addressed is terminology. Defining ELL Over the years students who speak a language other than English turn in been titled English as a Second Language (ESL) learners.However, English in some(prenominal) cases is not the second language (L2), nevertheless whitethor n be the third (L3), the 4th (L4), etc. , language, and, as a result, members of this population let different linguistic resources to draw on. The term English Language Learner (ELL) has been adopted by educators, primarily in the United States, to describe better the capriciousness that English may not be the L2. However, it is not a particularly good term because students who speak English as a first base Language (L1) argon as well up English language learners (Gunderson, 2008).The term teaching method English to Speakers of Other Languages (TESOL) is use outside of the United States. Students who learn English in environments where it is not the language of the community be referred to as English as a Foreign Language (EFL) students. The pedagogy related to EFL is different from ESL (ELL) because students are not immersed in English in the community and the major task of the teacher is to try to provide them English models (Gunderson, 2008, 2009). An added impediment with the term ESL or ELL is that it does not adequately characterize the diversity of human beings it represents.Those who use the term ELL do so to describe those K12 students who come from homes in which the language apply for daily communications is not English and who must learn English to succeed in schools where the medium of instruction is English. The ELL (ESL) Population A heavy problem with the ELL (ESL) purposeualization is that it does not adequately describe the underlying complexities of differences in age, motivation, literacy background, and first and second language achievement (Gunderson, 2008, 2009).Those classified as ELL or ESL vary in age from pre-school to senior adults. Many speak no English at all, while others vary in oral examination English proficiency. Many arrive at never attended school, while others halt earned high academic credentials in the language of instruction in their home countries. They are from diverse ethnic backgrounds that vary in the way they get the picture the importance of principle and culture. Many are immigrants to an English-speaking country, while many ELL learners are born in an English-speaking country, but speak a different language at home (Gunderson, 2008, 2009).Indeed, in the Vancouver, Canada, school district 60% of the kindergarten students are ESL and 60% of this number are born in Canada (Gunderson, 2007, 2009). Many immigrant ESL students come from impoverished refugee backgrounds, others let high levels of education and socioeconomic status. Thus, ESLs or ELLs do not adequately represent the underlying complexity of the human beings in the category. Assessment Issues in ELLInstruction in mainstream classes, those typically enrolling students of different abilities but of the same relative age in the same classrooms, is based broadly on the notion that the learning of English is developmental and occurs over measure as human beings grow into maturity. It is also thought that in th at respect is a relationship between language development and grade level. kind 1 students differ from Grade 7 students in systematic ship canal. Their teachers design instruction that is appropriate for their grade levels.ESL (ELL) students represent a more complex problem because their English and their ethnical and learning backgrounds vary in many different ways, rase in individuals who are the same chronological age (Gunderson, 2009). In addition, Cummins (1979a, 1979b, 1981, 1983, 2000) and Cummins and Swain (1986) argued there are ii basic kinds of English a learner has to learn basic interpersonal communicative skill BICS and cognitive academic language proficiency CALP, the language of instruction and academic texts. BICS pretend the appearance _or_ semblances to take about 2 to 3 years to develop and CALP about 5 to 7. Hello, how are you? and What is your divulge represent BICS, while Identify a current controversial world political issue and develop and defend your position is an example of CALP. Teachers are faced with the task of determining what learning activities and materials are appropriate for instruction and measurement of learning, while institutions much(prenominal) as universities and some governments are resideed in determining whether or not an individuals English magnate is advanced enough for them to either enter a post- lower-ranking program or to have the skills necessary to be integrated into a society and, therefore, be eligible to immigrate.Thus, in some instances, judging serves to withdraw learning by informing teachers of students inevitably while in others it serves as a ostiarius by excluding those who do not meet its standards. Instructional LevelsDetermining Appropriate Instructional Strategies Language teachers have for some time opted to assess their students to ascertain their level of English language proficiency. The difficulty with the levels approach is that they do not really exist (Gunderson, 2009). A popular levels approach was developed in 1983 by the American Council for the Teaching of Foreign Languages (ACTFL).The judicial decision is a one-on-one opinion focusing primarily on oral language. Three levels of beginner, intermediate, and advanced are distinguished (see, ACTFL, 1983). A learner can be identified as a low beginner or a high intermediate, etc. The behaviors that determine inclusion in a particular group are usually described in an assessment matrix. The assessor asks a series of questions to elicit knowledge of vocabulary, syntax, and pragmatics. The following is an example of a matrix developed by Gunderson (2009) covering oral language levels and their attendant features. * 0-Level English 1.Cannot answer even yes/no questions 2. Is unable to identify and name any object 3. Understands no English 4. Often appears withdrawn and afraid * Beginner 1. Responds to mere(a) questions with for the most part yes/no or one-word responses 2. Speaks in 12 word phras es 3. Attempts no extended conversations 4. Seldom, if ever, initiates conversations * Intermediate 1. Responds considerably to simple questions 2. Produces simple sentences 3. Has difficulty elaborating when asked 4. Uses syntax/vocabulary adequate for personal, simple situations 5. Occasionally initiates conversations * Advanced 1. Speaks with ease 2. Initiates conversations 3.May make phonological or grammatical errors, which can then become fossilized 4. Makes errors in more syntactically complex utterances 5. Freely and easily switches codes More elaborate approaches involve the assessment of English listening, speaking, drill and indite skills, e. g. , the Canadian Language Benchmarks (CCLB, 2007). The notion of levels is an important one for teachers because they are thought to predict a students prob talent of succeeding within a particular teaching and learning environment. A beginner is different from an intermediate in various ways, and the instruction they are mired in is also different.Teachers often refer to ESL students as Level 1 or Level 5, depending upon their performance on an assessment measure. The notion of levels varies widely from jurisdiction to jurisdiction. In some cases there are 3, 4, 5, 8, or 10 levels, which are determined most often by locally developed informal assessment measures (Gunderson & Murphy Odo, 2010). erect assessment is essential to the design of appropriate instructional programs. The difficulty for classroom teachers is that there are few, if any, appropriate measures for them to use. Classroom AssessmentBlack and William (1998) reviewed more than 250 studies and found that there was a relationship between good classroom assessment and student performance. Most classroom-based assessment has been developed by teachers (Frisby, 2001 Wiggins, 1998). Unfortunately, most teachers report they are unprepared to assess and teach ESL students (Fradd & Lee, 2001). According to Pierce (2002), the majority of teachers employ assessments they remember they were involved in when they were in school multiple-choice, cloze-like measures, matching, and true/false try ons.This seems to have been the pattern for 50 years (Bertrand, 1994). Unfortunately, it seems, many teachers are unprepared for the extra needs and complexities of fairly and appropriately assessing ELLs (Ehlers-Zavala, Daniel, & Sun-Irminger, 2006, p. 24). Gunderson and Murphy Odo (2010) have recently reviewed the measures used by teachers in 12 local school districts to assess ESL students. The number of different measures and approaches in use was surprising. The Idea proficiency study (IPT) (see Ballard, Dalton, & Tighe, 2001a, 2001b) was the measure most often used for primary level ESL students.Other assessments mentioned were the Brigance, (1983) the Bilingual Syntax Measure (Burt, Dulay, & Hernandez, 1976), the Woodcock course session Mastery Test (Woodcock, various dates), the Woodcock-Munoz (Woodcock-Munoz-Sandoval, 1993) , the Pre-IPT, the Comprehensive English Language Test (CELT Harris & Palmer, 1986), informal reading inventories, the Waddington symptomatic Reading Inventory (Waddington, 2000), the Alberta Diagnostic Reading Inventory, the SLEP, the Gap (McLeod & McLeod, 1990), PM Benchmarks (a system for placing students in leveled books), the RAD (Reading acquirement Districta local assessment measure), the Peabody Picture Vocabulary Test (PPVT Dunn & Dunn, 1997), and a variety of locally developed listening, speaking, reading, and writing assessments. A serious difficulty is that most of these measures were not designed to provide ESL instructional levels so different heuristics in different districts were developed to translate them into levels.The designation beginner, for instance, varies significantly across districts as a result of the measures involved and the number of levels districts chose to identify. Two school districts reported the development and norming of leavens for elementar y and secondary students comprised of leveled passages taken from academic textbooks that were transformed into maze passages (see Guthrie, Seifert, Burnham, & Caplan, 1974). hemorrhoid from these measures were used to compute ESL levels four in one case and five in the other. Interestingly, different metrics were used to compute instructional levels. So, for instance, a CELT degree was used to determine ESL levels based on local intuition and be intimate.Most often the locally developed assessments involved one-on-one interviews in which students respond to tasks that require recognition of colors, body parts, school items, and the ability to answer simple questions (see, for example, Gunderson, 2009). There are also exchangeable assessments used by personnel at post-secondary institutions to make decisions concerning admissions to their programs. Predicting academician Success The best known exchangeable English assessment measure is the Test of English as a Foreign Language (TOEFL) published by educational Testing Service (ETS). The publisher notes In fact, more institutions accept TOEFL test cores than any other test haemorrhoid in the world more than 7,000 colleges, universities and licensing agencies in more than 130 countries, to be exact. (ETS, 2009a) There are different forms of the TOEFL. The classic paper-and-pencil form had standardized scores with 500 being the mean and 50 being the standard deviation. There are newer versions including a computer- and an Internet-based version that have different scoring criteria (see score comparison tables (ETS, 2009b)). The online version is based on a communicative competence model that requires learners to view clips of science lessons, for example, take notes, and respond to questions.TOEFL scores are used by post-secondary institutions to screen students for admission to their programs. The criteria for admission to programs varies from institution to institution and among departments in institutio ns (see, for instance, University of British Columbia, 2009). There is order that TOEFL scores are not highly predictive of success in university (Al-Musawi & Al-Ansari, 1999), however, although they continue to be used to do so. ETS also produces the Test of English for International Communication (TOEIC) and the Secondary Level English Proficiency (SLEP), both standardized assessment measures. The primary users of the SLEP are secondary teachers.The SLEP measures the ability to understand spoken English, and the ability to understand written English focusing on grammar, vocabulary, and reading comprehension (ETS, 2009c). The International English Language Testing System (IELTS) is a test of English language proficiency developed by the University of Cambridge topical anesthetic Examinations Syndicate (2009). There are ii versions individuals who want to gain admission to a university in an English-speaking country take the academic version, while the other version is appropriat e for trade schools and other purposes. Scores range from 1 to 9 with 1 being zero-level English, while 9 indicates inhering-like ability. Different universities require different IELTS scores to be eligible for admission.Both ETS and Cambridge have international centers close to the world where students can take these tests. ELL assessment issues and standardized scrutiny are procedures relevant to large-scale achievement testing in the United States. sizeable Scale or High-Stakes Testing According to Abedi, Hofstetter, and Lord (2004), Historically, English language learners in the United States were excluded from conjunction in large-scale student assessment programs there were concerns about the confounding influences of language proficiency and academic achievement (p. 1). However, the United States has seen a focus on large-scale assessments due to the accountability requirements of the No infant Left Behind Act of 2001 (PL 107-110).No Child Left Behind permits assessing ELLs in their first language for up to 3 years, but few body politics do. In 2005 a group of school districts sued the state of California to thread it to allow Spanish-speaking students to take state-mandated tests in Spanish. Plaintiffs in Coachella Valley Unified School District v. California argued that the state violated its duty to provide valid and reliable academic testing (King, 2007). On July 30, 2009, The First District Court of Appeal in San Francisco rejected arguments by bilingual-education groups and nine school districts that English-only exams violate a federal impartialitys requirement that limited-English-speaking students shall be assessed in a valid and reliable manner (Egelko, 2009).A lawyer for the school districts and advocacy groups stated, The court dodges the essential issue in the lawsuit, which is What is the testing supposed to measure? If you dont have to evaluate the testing, California gets a free pass on testing kids (who) dont speak English, us ing tests that they have literally no evidence of their validity. (Egelko, 2009) The ruling was that The law does not authorize a court to act as the official second-guesser of the reliability of a states testing methods. The difficulty is that English measures are neither reliable nor valid when ESL students are involved. In some cases, accommodations are made for them.The procedures of providing ELL students accommodations during assessment sessions varies across jurisdictions, but includes such activities as lengthening the time allowed to take a test, allowing ELLs to be tested in separate rooms, allowing students to use bilingual dictionaries, the use of two versions of the test at the same time written in English and students first languages, providing oral translations for students, and makeup responses in first languages. In 19981999, 39 states reported using test accommodations (Rivera, Stansfield, Scialdone, & Sharkey, 2000). There is considerable contention about provi ding accommodations, however.At the time of the writing of this chapter, accommodating students through the provision of L1 assessments has been judged not to be required. ELLs, Assessment, and Technology Advances in technology have made it possible for assessments to be administered as computer- or Internet-based measures. These developments have already taken place with measures such as the TOEFL (see above). An increasing use of technology to administer standardized and non-standardized assessments has raised interest in issues relating to mode-effects (e. g. , computer displays versus print form) and familiarity with computers, which have significant implications for ELLs.There is evidence that performance in paper-based and computer-based modes of assessment may vary due to ethnicity or gender (Gallagher, Bridgeman, & Cahalan, 2002). In addition, familiarity with computers is known to influence performance in writing (Horkay, Bennett, Allen, Kaplan, & Yan, 2006) and math (Benn ett et al. , 2008) high-stakes tests. These issues need to be taken into consideration with ELLs particularly immigrant and refugee students. A related problem has to do with access. Indeed, access to computer and/or to the Internet is widely varied and, therefore, creates systematic differences in access. These are all areas that need further explore. The State of the Art of ELL Assessment ResearchAs noted above, the category ESL or ELL is deceptive in that it represents millions of human beings who vary in age, first-language development, English achievement (both interpersonal and academic), educational backgrounds, immigration status, motivation, socioeconomic background, cultural views of teaching and learning, professional backgrounds, and social and academic aspirations. It is not, therefore, possible to review the breadth and depth of available research in this chapter. There are, however, some overall generalizations that can be made. Generally, the assessment practices an d approaches designed for and used with native English speakers have been adopted and used with ELL students. This phenomenon is especially apparent in jurisdictions such as the United States where high-stakes assessments have become so important.There are serious validity and reliability concerns associated with this practice. It is not clear that the notion of accommodation, one borrowed from special education, helps in either case. Leung and Lewkowicz (2008) argue that this common educational treatment irrespective of differences in language backgrounds (p. 305) is emblematic of the view that both treatment and assessment should be inclusive. It does not account, among other features, for cultural differences that can cause difficulties for ESL students (Fox, 2003 Fox & Cheng, 2007 Norton & Stein, 1998). Overall, English proficiency is a significant variable in ELL assessment.In addition to the BICS/CALP distinction mentioned above, Bailey (2005) proposes that there is a language of tests that is a different register or discourse domain. The use of such language creates a problem of face validity. Is the test actually testing what it is designed to test or is it a test of the language of tests? English as a Foreign Language (EFL) students around the world are assessed using many of the same measurements that are used to assess ELL students. EFL students are enrolled in programs in non-English contexts such as Japan where the language of the community is not English. They do not have ready access to native models of English that ELL students usually do. This is very much like the way students learn Latin in secondary school.It appears that EFL assessments are generally used to measure oral language ability such as the ACTFL mentioned previously. Our review of the assessment procedures and methods in use in K12 schools in 12 school districts raised several issues that related to ESL learners assessment that were not found in studies such as Bertrand (1994), so we present them here. First, we found that there was a need for a measure that would classify students with language pathologies and/or learning disabilities from those who only needed English instruction. District members also expressed the need for a reliable measure to sort out secondary students content knowledge and their linguistic knowledge.Lastly, they contended that assessment should be developed to isolate ESL students specific areas of weakness so that teachers could more effectively use them to guide instruction. Summary and Conclusions The use ELL or ESL is unfortunate because it masks the underlying complexity of the human beings included in the category. ELL is unfaithful as a term because native English-speaking adults continue to be English language learners well into old age. Perceptions and pedagogical prescriptions are the most troubling aspects of the use of these terms. In name after article the ESL or ELL is used as though they represent a homogenous gr oup of human beings.Pedagogical recommendations are made on the notion that they are a single group with the same skills and abilities. Of course, this is far from the truth. Our experience is that teachers use the term to represent all students who speak English as an additional language. In addition, they appear to perceive ESL students as human beings who have trouble learning to read (English). And this too, is far from the truth for some students, but not for others. ESL (ELL) is a term that should either be qualified when used or throw out as a general term. The assessment of ELL/ESL/EFL learners is a significant foundational process for teachers to determine the appropriate teaching and learning programs for their students from kindergarten to the mature adult level.ELL assessment traditionally includes measures of listening, speaking, reading, and writing. There are three basic kinds of assessment instruments. The first is purely instructional in that it is designed to indi cate the level at which students should be set for instruction. The second type of measure is designed to provide an estimate of proficiency related to norm groups and involves scores such as percentiles and NCEs. The third is designed to provide predictive information concerning how well a student will succeed academically. Unfortunately, it appears that most measures are based on native English models. Another difficulty is that students English proficiency has a profound effect on their ability to succeed on a test.It is often difficult for a student to succeed on a test when the language of the test is difficult or unknown to them. Some have noted that the language of tests is also unique. Recently, assessment measures have been computerized and some have been put on the Internet. This raises serious questions of access, especially for students from countries where access is difficult or non-existent. For example, we have been told that the cost of taking an online test in a co untry like Zimbabwe is prohibitive. Educators from many jurisdictions have borrowed the concept of accommodation from special education to make the assessment procedures fair to ELLs who differ in various ways from native English speakers.There is disagreement concerning the validity of test results as a result of accommodations since they are not often included in the norming procedures of the instruments. We have heard some opine that accommodation is not itself fair, and that the results of standardized assessment provide information about how well students will do in an English-speaking instructional setting. It has been recommended that assessment measures be constructed that are written in different first languages. Some have argued that the number of first languages in schools would make this an expensive and impractical approach. In July 2009 the use of English-only assessment measures was upheld in a federal appeals court in California.It is clear from a review of existing assessment practices that school-based personnel use a wide variety of instruments and procedures. It is also clear that there is the belief that it is important to identify a students English level for instructional purposes, but there is little agreement on how many levels should be identified. The precise process for determining a level is somewhat fuzzy, but it involves the reading material of a variety of scores from a variety of tests. The research base concerning ELL assessment is not substantial. It focuses on measures originally designed for native English speakers. They do not do well generally on such measures. Indeed, they do not do well in school and a great number drops out, particularly from lower socioeconomic groups.The state of the art of assessment and instruction involving ELLs is extremely dire. The issues of ELL assessment needs urgent attention since ELLs are the most rapidly growing group in our schools. References ? Abedi, J. , Hofstetter, C. G. , & Lord, C . (2004). Assessment accommodations for English language learners Implications for policy-based empirical research. Review of educational Research, 74, 1-28. ? Al-Musawi, N. M. &. Al-Ansari, S. H. (1999). 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Educational Testing Service (ETS). (2009b). TOEFL Internet-based Test (iBT). Retrieved August 10, 2009, from http//www. ets. org/Media/Tests/TOEFL/pdf/TOEFL_iBT_Score_Comparison_Tabl