Free Essay

Re: Db Ethel Stanford

In: Religion Topics

Submitted By elstanfo
Words 5185
Pages 21
MAED Capstone EDU 695 Ethel Stanford Instructor Kathleen Lunsford December 6, 2014

MAED Capstone Title | Holocaust Web Quest: Evaluation and Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical value. The library media specialist will model how to evaluate a web site related to the study and cite information from that web site. Students will then practice their evaluation skills, gather information using suggested web sites, cite their sources, and relate the information to background and setting of The Diary of Anne Frank. The teacher will follow up with a virtual tour of the Anne Frank House online. (http://www.annefrank.org/en/Subsites/Home/) | Overview | As part of a unit on the Holocaust and their reading of The Diary of Anne Frank, students will learn how to evaluate internet sources; record information, including quotes and images; and provide formal citations. Students will be able to answer the following questions. Are selected internet sources reliable and useful? How do I cite sources in a formal, universally recognized format? How is the information related to The Diary of Anne Frank's setting? They also can judge the reliability of information you find on the Internet. | Final Product: | Two electronic worksheets: one for evaluation and citation and one for the Holocaust web. I can also provide a rubric as a guide of what is expected. | Library Lesson: | Students will learn how to evaluate internet sources for reliability and how to cite information properly, in the MLA format, using the reference tools provided in Microsoft Word. They are also shown how to do references manually in Microsoft Words. | Estimated Lesson Time | 120 minutes | Assessment | | Product: | Students with a Face Book sheet for each person featured in Anne Frank's diary, and students will fill out responses to questions about each person. The teacher will grade the pages for completeness and will look for an understanding of how the time, place, and the historical context influenced the actions of people living in the Secret Annex and working in the office building. Students will complete and turn in the Face Book pages to their language arts teacher after the library lesson. | Process: | On the Face Book pages, students will provide information about each person's age, profession, personality traits and actions (as observed by Anne), and what motivated each person to behave as he or she did. Included in the list of people, are those who hid and protected the Frank family and others in the Secret Annex. As part of the overall lesson, students will visit web sites featuring information on the Holocaust, especially on death camps and how some prisoners survived. This is the library research lesson. The background research will help students understand why it was necessary for the Franks and others to hide as well as why Otto Frank's colleagues were willing to hide them. Studying the setting will enable students to understand the underlying tone in the diary, the fear everyone felt and how it influenced what people said and did. Maybe send instruction home the day before on PowerPoints so they can practice before with parents. | Student self-questioning | : Students will ask questions such as: "Are these web sites reliable as long as the answers to the five W questions are acceptable?" "How do I properly cite quotes, images, paraphrased passages, and interviews using reference tools in Microsoft Word?" "Why did Anne Frank's family and others have to hide?" "Why were Mr. Frank's colleagues willing to hide the family and others while risking their own lives?" | Instructional Plan | Resources students will use | Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Software Text (books, letters, poems, newspapers, etc.) Interactive Resource URL: http://iwitness.usc.edu/SFI/ | Resources instructor will use | Projector Laptop White board Smart board | Instruction/Activities: | Direct instruction: | The library media specialist will explain what each of the five W questions mean when applying them to the evaluation of web sites. Students will evaluate the IWitness web site using the 5 W method, asking who, what, when, where, and why? The library media specialist and students will discuss and come to a consensus on the reliability of the IWitness web site. | Modeling and guided practice | The library media specialist will post a research and a web quest worksheet on the school library web page to make electronic copies accessible. In the library, students will fill in the research worksheet at their computers as the library media specialist models the process using a projected image of the worksheet on a screen. The library media specialist will demonstrate exactly how students can find the reference tools in the Microsoft Word software and fill out each prompt accurately to create formal citations. In Microsoft Word, under the "References" tab, students will choose the proper style of citation, such as MLA Seventh Edition. The library media specialist will model and ask students to click on the "Insert Citation" link and choose "Add New Source." A box will open, and the library media specialist will explain how to choose either "Web Site" or "Document from Web Site," depending on precisely what students are citing. The library media specialist will model and guide students as they type the information required in each labeled field, and click on "OK." Once students have completed taking notes and creating citations, the library media specialist will show the students how to click on the "Bibliography" link, under the "References" tab, and choose the format requested by the teacher, either "Bibliography" or "Works Cited." Microsoft Word will generate the bibliography in the proper format.Do an interactive one on YouTube to show the different links they will be access in the library before the class the day before so students have some idea of what they will be doing before class the day before? | Independent practice: | In the second session, students will visit web sites listed on the web quest worksheet, evaluate the web sites, answer the questions, and cite their sources. They may work individually or in pairs as instructed by their teacher. In this session, students apply what they learned in the first session. After completing the library lesson, students can relate what they have learned to the motivation sections of the Face Book sheets. Send digital notes to you tube with important information about how to site sources. | Sharing and reflecting | Students will share their opinions on why the Frank family and their friends went into hiding. They will reflect on why Mr. Frank's colleagues were willing to help the families hide during the Holocaust based on what they learned about concentration camp conditions. Students will evaluate the actions and words of those in hiding, knowing how frightened they were at the time. Students will also complete exit slips asking if they feel confident that they can evaluate and cite internet sources. Students can use Facebook to compare answer and for discussion. | Strategies for differentiation | This lesson may be adapted for social studies lessons on World War II and the Holocaust. It may be used in conjunction with a field trip to any of the Holocaust museums located throughout the country. The lesson may be adapted for a study of Elie Wiesel's book, Night, if students spend more time watching and responding to the video clips from the Oprah Winfrey special broadcast from Auschwitz when Wiesel was a guest on her show. | AASL/Common Core State Standards Crosswalk | English Language Arts: CC.7.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7)CC.7.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (7)CC.7.W.9.a » English Language Arts » Research to Build and Present Knowledge » a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). (7) | Research: 5 W Evaluation and Citation of Internet Sources | Name Many internet sources found through searching the World Wide Web can be very informative, authoritative, accurate, and useful. Unfortunately, many web sites are biased or created and supported by people we cannot trust. Before recording any information from a web site for your research project, please evaluate the web site. There are five simple W questions you should ask about any web site before considering it reliable. Go to http://iwitness.usc.edu/SFI/Default.aspx and answer the questions below. 1. Who sponsored the web site? Who or what institution approved the articles on the web site, and what are his/her/their credentials? Can you trust the sponsor? 2. What is the focus of the web site? What subjects are addressed? 3. When was the website last updated? Can you tell? Is the information current? 4. Where is the person or institution that is sponsoring the web site, and does the location impact the information found on the web site? Is the site aimed at Americans, Europeans, Asians, etc.? 5. Why was the web site created? Was it created to provide readers with valuable, honest, unbiased information, or is there an intended bias found in the information? Proper citations and avoiding plagiarism Always record the full bibliographic information for each source and give credit for quotations, photos and other images, sound files, videos, and your background information. Use the built-in citation features in Microsoft Word or Google Docs and choose the latest version of MLA for your citations as you respond to the prompts below. 1. From the IWitness web site, copy and paste a brief statement from the “”Watch” page. Copy a statement related to the treatment of Jews during the Holocaust. This is a quotation, so use quotation marks. Provide a source citation. 2. Under the “Watch Testimonies” section, click on any of the links, such as “Auschwitz” or “Camps (Labor/Concentration)”. Read the description and watch at least part of a video. In your own words, write two or three sentences about the subject. This is paraphrasing and summarizing. Provide a source citation. 3. On the IWitness web site, you will find many photographs. Copy and paste a photo onto this paper. Provide a source citation. 4. Generate a bibliography. Name Holocaust Web Quest This is a list of web sites that may be used for gathering information about conditions in concentration camps during the Holocaust. Choose at least two web sites from the list, evaluate them using the criteria learned in class, and use the web sites to answer the questions below. Be sure to provide a formal MLA citation for each answer and generate a bibliography on the last page. Oprah Winfrey’s interview with Elie Wiesel, tour of Auschwitz School Tube videos with multiple short segments http://www.schooltube.com/video/7d5afe2a261101d87e45/ United States Holocaust Memorial Museum Background information on the Holocaust, a search option where you can search through a photo gallery, a timeline, information on specific concentration camps, and more http://www.ushmm.org/museum/ The Memorial Library and Home of the Holocaust Educators Network A video gallery includes clips of interviews with survivors; there is information about those who fought to educate the world about atrocities. http://www.thememoriallibrary.org/ IWitness from the University of Southern California’s Shoah Foundation This web site features over 1,300 video testimonies, multimedia activities, and digital resources that document Holocaust survivors’ stories and afford a wealth of primary resources for research. http://iwitness.usc.edu/SFI/ Questions Part I: Answer the five W questions for each of your chosen web sites: who, what, when, where, and why? Part II: As you answer each question below, insert a place marker citation, or footnote, using the builtin reference tools in Microsoft Word or in Google Docs. Make sure you choose the latest MLA style. After answering all questions, generate the bibliography on a new page. 1. What is the name of the concentration camp you are studying, and where was it located? 2. What is the name of at least one survivor of the concentration camp you chose? 3. After reading or listening to testimonies, describe the conditions in the concentration camp in your own words. This is paraphrasing. 4. Search one of the photo galleries in the web sites listed, and copy and paste a photo related to your chosen concentration camp or of the survivor you featured. Write a descriptive sentence to go with it. 5. From one of your chosen web sites, copy and paste a quote from a written passage, or type a short quote from one of the video interviews. Be sure to include quotation marks. 6. Now that you have learned about the conditions in concentration camps during the Holocaust, ask a classmate why he or she thinks Otto Frank’s colleagues were willing to risk their lives to hide the families in the “Secret Annex?” Record his or her response and explain why you agree or disagree. Anne Frank Images were taken from http://www.annefrank.org/en/Anne-Frank/All-people/Anne-Frank/ and http://www.facebook.com Personal Information (age, favorite things to do) Important Quotes Important Actions Motivation (Why did Anne hide and keep quiet about others hiding in the Secret Annex?) Do you like Anne Frank? Why or why not? Otto Heinrich Frank Images were taken from http://www.annefrank.org/en/Anne-Frank/All-people/Otto-Frank/ and http://www.facebook.com |

Introduction The 21st century learning style has change the way we see education to day. We have moved from just simple work she and blackboard to a more modernized way such as using smart boards and social media sites to help students. It is more of a technology revolution. We now live in a progressively diverse, globalized, and complex, media-saturated society. It is particularly important engage educators and representatives of the business community in this dialogue (Wagner, 2008). According to Dr. Douglas Kellner at UCLA this technological revolution will have a greater impact on society than the transition from an oral to a print culture (Kellner, 2010). ISTE, The International Society for Technology in Education, is dedicated to the improvement of teaching and learning through the effective integration of technology in education. NETS-S – Equipping students with 21st century technology and learning skills to become effective global digital citizens. The way education is imparted now is totally shifting. As educations, we have to learn how to adapt to these changes. These issues lead to a need for students to be able to communicate, function and create change personally, socially, economically and politically on local, national and global levels.

RANKINGS OF PLO’S
PLO 1 Instructional Planning for Learner Development
I think this PLO should be number one. The reason I say this is because, this is where the teacher began to develop instruction for the students. Teachers need to understand the child and how they grow and develop. The teacher can learn what style of learning the student use. They might be visual learner and you just teaching auditory. If you if you know how the child learns then you know how to set up the right designs and implement developmentally appropriate and challenging learning experience. As a teacher this will be valuable to me because I can make sure instructional planning is alignment to standards which will allow students to be ready for either a career or college. If I know how to plan for a student it will help me meet the individual learning needs of each student in the classroom instead of guessing what to teach. It will also reduce the time and guessing what to teach them. Teachers need to organized and make sure they align units with identified standards. This is important because we do not want to tech a child the wrong thing. We need to assess more and find out what we need to teach and be observant of our students. I can use instructional planning by using essential question and aligning units and grade–specific standards. For example I would not use fourth grade common core state standards for a child on a third grade level. I can use whole class and small groups, and students and teacher directed instruction. I can use instructional planning to record student learning progress. I can use variety instructional strategies to empower student to develop a deeper understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

PLO 2 Differentiated Practice for Diverse Learners
I chose this as number because I think everybody should be treated fairly and have a chance to learn and not be left out because of differences. As teachers, we have to labor with others to construct and surrounding support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. We have to ensure that they are including in inclusive learning environments that will allow them to reach their fullest potentials. No child should be left out because they have vision problems. Effective differentiate on does not call on a teachers to be all things to every student at all times of day (Sousa & Tomlinson, 2011). Differentiated instruction helps to create an environment in which differentiated instruction can grow. For example, the climate can help you to provide a safe and positive learning environment for the student. With the learning profile we can learn what student’s strengths and weakness are. For example, we can use multiple observations to learn how a student learn and find out what they know and they do not know, then the teacher can tailor the instructional strategies to suit them. Adjustment assessments are designed to get a better fit for all students. Teachers can use instructional strategies to add novelty, and choice to the learning. A leader can use the information to better the school by see what is effective and what is not. I believe that this supports differentiation because one of the principles of differentiation is building community in the classroom (Sousa & Tomlinson, 2011). I think this could easily be translated into the education field. As a teacher I want to strive to do in the classroom is create a safe environment in which students are best able to learn and be successful. If teachers are able to use empathy to create individual connections with their students they will be better able to teach the student and understand the student’s learning process. Make sure my planning is geared to all students.
PLO 3 Assessment for Learning in the 21st Century
This one is important because it provides you with important feedback. I t basically make sure the teacher is meeting every child needs. So they use different assessment such as formative ns summative assessments. Assessment can be valuable if I want to know what type of learner the student is or if the students is mastering a task or need assistance. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Summative assessments are used to measure what a child has learned from day-to-day instructional effectiveness. Summative assessment can be used by instructor if they are teaching a class and administer comprehensives test at the end of semester to see what child have learned. This is a good assessment to measure child learning after they have given them instruction. Formative Assessment is part of the instructional process and when incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening (Garrison & Ehringhaus, 2007). Formative assessment is more of a decision making process. An educator can use to instruct the teacher and the child of the need to be adjusted in the child learning. Without assessments we would not be able to effectively provide feedback on student’s strengths and or weaknesses and find the appropriate method/s of learning to meet the needs of each specific individual. Assessments are also used for improving teaching techniques. Critical reflection not only provides students opportunities to examine and question their beliefs, values and opinions but also it provides teachers with the opportunity for observing, asking questions, and collecting data to enhance their teaching and bring new meaning to learning for their students.

PLO 7 Content Knowledge
Content knowledge is important because you have to know what you are teaching. You have to be competent in the area you are teaching and what the students are expected to learn. Content knowledge usually refers to the facts, concepts, theories, and principles that are taught and learned, rather than to related skills. The teacher should know what they are going to teach, the tools they will use and structures of the discipline they will teach and create learning environment that will be available and significant for learners to assure mastery of the content. For example, how is a proof in mathematics different from a historical explanation or a literary interpretation? Teachers who do not have these understandings can misrepresent those subjects to their students (Ball, & McDiarmid, 1990). This is valuable because we take the knowledge and find various ways to link learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. The teacher use instructional planning to make sure every students is comprehending their learning goals and objectives. As teachers we can use this by knowing our content knowledge and applying to makes sure every students is mastering their goals.

PLO 8 Communication and Collaboration in a Digital Age
We have to communicate and collaborate with many participants through written communication, verbal communication, and a variety of current and emerging digital age tools to ensure learner growth and to advance the profession. Teachers are building relationships online with other professors in their districts and over the world because of the use of technology to solve problems and issues in the classrooms. They connect through Facebook, Twitter, Pinterest, and other social media site to communicate with others online for advice, reflections, and ideas. Students build leadership skills, find and fulfill their role in a group, and develop career-ready skills while using technology while being supported by educators. When students talk with other on different subject they are learning to become more engaging and Students are more engaged as they provide peer feedback to others which promote social skills and digital etiquette. Teachers can use this as a way to motivate students to open up more that is shy in the classroom but talking to other online they open up more. As a teacher I can talk with parents using digital methods such as email or Facebook or simply the school website.

PLO 6 Professional Growth, Leadership, and Ethical Practice in the 21st Century
S teachers we have to be professional and follow rules and regulation because they are there for a reason. We have to be polite and courteous to other. We have to be example setters for the students, parents, colleagues, administration and others. We have to be professional through leadership in educational environments and the demonstration of legal and ethical behavior in professional practices. We have to take the role of the one that’s being responsible for the student learning and make sure we are growing as professionals. When we allow student to use internet they must understand as teacher so also that there is a right and a wrong way to use digital technology. We have to be the one to show them what is right or wrong when it comes to ethical issues. We can not do wrong on the internet and expect the students to do right. As a teacher I would show them the proper way of me being a professional teacher. I would be honest and fair and treat everybody he same.

PLO 9 Information, Media, and Technology Skills
I think as a teacher we have to use what student are used too. We have to make thing engaging for students and allow them to be creative and ways to do that is thought the use of technology and media. Most students are used to that virtual environment and I think it is a great way to teach them. NET-S encourages student creativity and innovation, critical thinking, communication and collaboration, and the effective use of technology. Technology-enhanced items (TEIs) may be administered online, which allows assessment developers to take advantage of new technologies that can supplement human observation, such as audio- or video-recording devices, chat software, programs like Power Point, and basic word processing programs (Dolan et al., 2011) “21st century skills” and “college and career readiness” have recently become watch words in education. The Partnership for 21st century skills advocates adoption of local, state, and federal policies that support explicit integration of 21st century skills into instruction for all students (P21, 2009Technology has replaced workers who perform routine work, while it complements workers with higher-level skills— and empowers them to be more productive and creative (Autor, Levy, & Murnane, 2003). We can use this as a way to communicate with parents and students. We can use technology to connect to a parents works during the day but want be a part of the child learning environment, a teacher can connect with the parents through social media or email. I can use.

PLO 4 Leading Change through Research
We all know that research is essential. Action research is not like typical research in which we are searching for information on a particular subject matter or content yet it is rather furthering our own knowledge as to how we can improve to benefit all stakeholders i.e. our students and schools. Action research places control and direction in the teacher’s hands rather than administrators or researchers that may not know the ins and outs of the classrooms like the teacher’s do. Action research can be seen as individual or in a group collaboration as long as everyone is looking for the same outcome; improvement. The benefits to action research, is that the educator has the opportunity to act in the direction of the solution of their own problems. More the educator has the ability to evaluate the outcomes of their own practice and modify their problems, ideas and action through their evaluations. It fosters an openness towards new things and learning new things. There are no experimental or control groups, independent or dependent variables, or hypotheses to be supported. Teachers are always looking for ways to better themselves and elevate their teaching and learning. The teachers employed the action research cycle of data gathering and reflection about teaching practice and learner needs, planning and implementation of change to address the problem, and additional data gathering and reflection to assess the effects of the change and to determine future modifications. I wanted to develop an authentic learning experience for the children.

Conclusion
With the 21st Century leaning skills, it gives every child that is able to learn a chance to be educated and included n regular classrooms. Lesson plan are more open to every students and not just particular student. Ways of instructing is more open-minded to multiple learning styles of the students in the classroom. The 21st century has brought about many changes to education. It is more of a technology revolution. We now live in an increasingly diverse, globalized, and complex, media-saturated society. It is particularly important engage educators and representatives of the business community in this dialogue (Wagner, 2008). It’s critical for states, districts, and schools to have these conversations and agree on the student outcomes they value and then to create systems that can deliver in this environment, manual labor and routine tasks have given way to interactive, non-routine tasks, even in many traditional blue-collar occupations. The use of visual, media and other digital technology to help them advance in the future and provide meaning to what they are doing.

Narrative – Challenges/Solutions
When first started out, design and development of ePortfolio in Pathbrite was a big challenge for me. I did not know how add my work to the ePortfolio and did not know how to change different thing in the ePortfolio. Thank God for my classmate. She told me how to maneuver around and add my work. Other than that I had no other issues.

References
Autor, D., Levy, F. & Murnane, R. (2003). The skill content of recent technological change: An empirical exploration. Quarterly Journal of Economics, 118(4), 1279-1333.
Ball, D. L., & McDiarmid, G. W. (1990). The subject matter preparation of teachers. In R. Houston (Ed.), Handbook of research on teacher education (pp. 437-449). New York: Macmilla
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx.
Kellner, Douglas. (2010). New Media and New Literacies: Reconstructing Education for the New Millennium. Retrieved from http://www.21stcenturyschools.com/what_is_21st_century_education.htm.
Partnership for 21st Century Skills (2008). 21st century skills, education & competitiveness. Tucson, AR: Author.
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.
Wagner, T. (2008) The global achievement gap: Why even our best schools don’t teach the new survival skills our children need—and what we can do about it. New York, NY: Basic Books.
http://pathbrite.com/portfolio/P0DyFPw8V/all-about-me…...

Similar Documents

Premium Essay

Db Testing

...the bug, is architecture a problem? What component is responsible, who can fix the problem? Data Is app server running properly, is Sys Admin hardware at fault? Copyright Sammamish Software Services 2003. All rights reserved. DBA QA 6 Copyright Sammamish Software Services 2003. All rights Reserved 6 8/26/2004 Complexity of database interaction Web Service Data Store Data Store Web Client Internet Web Server Intranet Client Computer Multiple Data Stores: Oracle, SQL Server, DB2, etc. 7 Copyright Sammamish Software Services 2003. All rights reserved. Copyright Sammamish Software Services 2003. All rights Reserved 7 8/26/2004 Why test database objects? ! ! ! If you don’t test DB objects, stored procedures and views, you’re missing critical application functionality Increasingly stored procedures and views are used on the database backend in modern applications Application functionality is moved to the database, Why? ! ! ! Performance optimization by the DBMS Security: access can be limited Robustness against hacks Copyright Sammamish Software Services 2003. All rights reserved. 8 Since you’re a tester, you always ask “why”? Why am I here? What’s the point? With the increasing use of data on the internet and in every application, the need for skilled testers in databases is growing quickly. Stored procedures are increasingly used by experienced database developers to ease the complexity of calls to......

Words: 5030 - Pages: 21

Premium Essay

Stanford Essay

...Sample MBA Essay - Stanford Graduate School of Business - Ben | MBA ... Page 1 of 3 « Back to Sample Essays for Top Business Schools Print Ben Below is one of Ben's essays for his Stanford application. We present the essay in its original form, with just cosmetic changes made to protect the author's identity. We then provide comments and suggestions, based on the advice available in Your MBA Game Plan. The question that he answers in this essay is: What are your short-term and long-term career aspirations? How will an MBA education further your development? Why does the academic experience offered at the Stanford GSB appeal to you? (Unlimited length) I work at the Information Technology industry since 1993, when I was recruited to the classified electronic surveillance unit of Israel Defense Force (IDF). Since I've advanced to management positions in a very early stage of my professional career (at the age of 19 I've already finished the IDF Technical Officers course and was positioned as a Team Leader commanding 8-10 network professionals and computer technicians), it was a natural step to continue my career on management positions in the industry after my release from the active duty at 1997. I started my civilian career as an Information Systems Manager at Mobile Solutions Ltd., a dynamic Ireland-based start-up company developing various hardware devices for mobile satellite antenna’s technology. During my military service I've come to realization that in order......

Words: 2709 - Pages: 11

Free Essay

Db Oracle

...DB (duomenų bazė) apibrėžimas ir pavyzdžiai Galimi veiksmai su DB Duomenų bazių valdymo sistemos (DBVS) DBVS funkcijos 1. DBVS turi minimalizuoti duomenų perteklių (dubliavimą), t.y. reikia projektuoti sistemą taip, kad skirtingos tos pačios organizacijos tarnybos nenaudotų “savų” duomenų ar “savų” failų kopijų 2. DB turi būti suprojektuota taip, kad tuo pat metu keli vartotojai galėtų naudotis ta pačia DB. Tai pasiekiama taikant duomenų blokavimą, t.y. kai vienas vartotojas keičia DB įrašą, kiti vartotojai tuo pat metu gali peržvelgti ar net keisti kitus įrašus. 3. DB turi būti vientisa, t.y. jei ji atitinka tam tikras duomenų saugojimo sąlygas, ji turi išlaikyti tas sąlygas ir atliekant įvairius keitimus DB. Pvz. Studento_bakaluro kurso numeris negali būti didesnis už 4, o magistranto daugiau nei 2. Atliekant pakeitimus reikia tikrinti šių sąlygų užtikrinimą, 4. DB duomenys neturi prieštarauti . Tam pačiam objektui bazėje negali būti kelių įrašų, tai ir neleis jo aprašyti skirtingai. 5. DB saugumas. Turi būti numatyti veiksmai, kurie apsaugo duomenis bazėje nuo tyčinio ar netyčinio sunaikinimo, pakeitimo ar nesankcionuoto duomenų peržiūrėjimo. Tam administratorius naudoja priemones , kurios leidžia suteikti tam tikras teises į duomenų vartojimą. DBVS pagal tas suteiktas vartotojams teises prižiūrivisus vartotojo veiksmus. 6. Neplanuotų užklausų organizavimas DB tipai, jų projektavimas ir keliami reikalavimai Viena iš DB tipų yra Reliacinė duomenų bazė......

Words: 6730 - Pages: 27

Premium Essay

Stanford Prison Experiment

...Research on Stanford Prison Experiment The whole purpose of the Standard Prison Experiment was to see if roles affect people’s behavior and to see if you were to put decent people in an evil place if the humanity would remain or disappear. Phillip Zimbardo believed that roles had a power effect on behavior and he was right! The experiment location was in the basement of Jordan Hall, Standard’s psychology building. “The experiment that inspired a novel, two films, countless TV programs, re-enactments and even a band.” http://www.spring.org.uk/2007/09/our-dark-hearts-stanford-prison.php They advertized the experiment in the news paper and for fifteen dollars a day, a lot of people volunteered. They accepted boy college students who had to be: psychologically stable, healthy, and have no criminal background in order to participate. They randomly chose who played what role by tossing a coin. They had twelve people playing the guards and twelve people playing the prisoners plus some extra people just in case some quit the experiment. The prisoners were allowed to quit during the experiment, but some of them seemed to forget or misunderstand that they could actually leave. The experiment got to be so real and serious, that the prisoners would tell each other that there was no way out of this hell. The role was turning them depressed and made them feel as if they were really trapped, just like real prisoners. About half of the......

Words: 1008 - Pages: 5

Premium Essay

Stanford

...“Must We Choose between Inflation and Unemployment?” by Milton Friedman Stanford Graduate School of Business Bulletin 35, Spring 1967, pp. 10-13, 40, 42 © The Board of Overseers of the Leland Stanford Junior University We have been told repeatedly that, if we are to have full employment, the price we must pay is some inflation. On the other hand, we are told that the goal of price stability should be put above the goal of full employment. In a way the view that we must choose between unemployment and inflation, or between price stability and full employment, is something of a modern version of Karl Marx’s view about the reserve army of the unemployed. In his development, Marx believed that capitalism would always need to keep a large reserve army of the unemployed to keep the proletarians in their places. The modern version of that doctrine says that only a reserve army of unemployed will prevent workers and laborers, whether organized in unions or not, from pushing for ever higher wages. The widely expressed argument insists that if you seek to expand aggregate demand through the kind of governmental measures envisaged in the Full Employment Act, if you seek to expand aggregate demand beyond that point at which enough unemployment will keep workers from trying to get ever higher wages, if you try to push it beyond that point, you can reduce unemployment. But, the argument goes, the reduction of unemployment is possible only by paying the price of inflation. What you must......

Words: 2371 - Pages: 10

Free Essay

Dbs Research

...Regional Morning Pack DBS Group Research . Equity 01 October 2009 Spotlight On (SP) Hiap Seng: Undervalued oil and gas play (Initiate Coverage) BUY; S$0.69; HSE SP; Price Target: 12-Month S$0.90 • • • • Huge 40-60% discount to peers is unwarranted. Expect high dividends of 4.0-4.5 Scents per share. Margins improvement to support earnings growth. Initiate coverage with a BUY rating. 30% upside to our target price of S$0.90. Ideas & Updates REGIONAL US Fed: Two collision courses SINGAPORE Banking: Positive uptick in loans Hiap Seng (Initiate Coverage) – See Spotlight MALAYSIA Tanjong PLC: Attractive yield play BUY; RM15.00; TJN MK; Price Target: 12-month RM19.25 HONG KONG PUBLIC HOLIDAY THAILAND Charoen Pokphand Foods – See Spotlight (TB) Charoen Pokphand Foods: Earnings surge, costs remain low BUY; Bt7.95; CPF TB; Price Target: 12-Month Bt9.60 (Prev Bt7.50) • • • 3Q09F will beat record high 2Q09 earnings Promising outlook with firm product prices, low raw material costs, and improving margins Raised earnings, and TP to Bt9.60. Undemanding valuation, 21% upside, maintain BUY. Singapore Research Team – 6533 9688 research@dbsvickers.com www.dbsvickers.com “In Singapore, this research report or research analyses may only be distributed to Institutional Investors, Expert Investors or Accredited Investors as defined in the Securities and Futures Act, Chapter 289 of Singapore.” “Recipients of this report, received from DBS Vickers Research (Singapore) Pte Ltd......

Words: 21991 - Pages: 88

Premium Essay

Zurcher V. the Stanford Daily

...Zurcher v. the Stanford Daily (p. 523) 436 U.S. 547 (1978) On April 8th of 1971, a group of students of The Stanford University began protesting the firing of several black employees at the Stanford University Hospital. They seized the administrative office and began a 30-hour sit in. The next day, the protesting turned violent when police broke down the door with a battering ram and began to storm the students, some of which were armed with clubs. Nine officers were injured in the brawl where one suffered a broken shoulder and another was hit repeatedly in the head. The officers on scene were only able to identify 2 of the protestors that were involved. A representative of school newspaper, The Stanford Daily, was there during the time of the violent protesting and took several pictures of the confrontation. The next day, the newspaper published articles on the brawl as well as releasing some of the pictures that were taken at the scene. Believing that some of the pictures in the possession of a staff reporter would help the authorities determine the identities of the other assailants, the Palo Alto police department obtained a search warrant from the District Attorney. Police entered the building, read documents, examined negatives and sorted through filing cabinets for incriminating evidence on the protestors. The fifteen-minute search produced little to no results. The Stanford Daily then sued on the basis that the search was unconstitutional siting......

Words: 666 - Pages: 3

Premium Essay

Stanford Ebay Case Study

...  eBay Inc.: A Case Study of Organizational Change Underlying Technical Infrastructure Optimization Nicole Schuetz*, Anna Kovaleva* and Jonathan Koomey**, *Stanford Graduate School of Business & Emmett Interdisciplinary Program in Environment and Resources, School of Earth Sciences, Stanford University **Steyer-Taylor Center for Energy Policy and Finance and Stanford University Steyer-Taylor Center for Energy Policy and Finance, Stanford University Stanford Law School Crown Quadrangle 559 Nathan Abbott Way Stanford, CA 94305 September 26, 2013 http://www.law.stanford.edu/organizations/programs-and-centers/steyer-taylor-centerfor-energy-policy-and-finance/publications Short URL: http://goo.gl/qDf4rp     1     2   eBay Inc.: A Case Study of Organizational Change Underlying Technical Infrastructure Optimization Nicole Schuetz*, Anna Kovaleva*, and Jonathan Koomey** *Stanford Graduate School of Business & Emmett Interdisciplinary Program in Environment and Resources, School of Earth Sciences, Stanford University **Steyer-Taylor Center for Energy Policy and Finance, Stanford University Executive Summary This work provides a case study of the organizational changes necessary at eBay Inc. to support the development and operation of efficient data center infrastructure, hardware, and software. As a part of this process, the eBay Inc. infrastructure Engineering and Operations team (responsible for the delivery of technical......

Words: 9148 - Pages: 37

Free Essay

Stanford Prision Study

...No matter how many times I am exposed to the experiment it will always blow my mind with the direction it took. The man behind the experiment primary wanted to test people’s reactions. He wanted to test whether putting good people in an evil place made a difference. He wanted to know does the environment influence behaviors or is it your moral beliefs and values that determine your behaviors. In the Stanford Prison experiment conducted in 1971 there were two parties: guards, and the inmates. Of course the authority was given to the guards. The experimenter wanted to create a sense of power over others to examine if this influenced people’s behaviors. In reality, inmates have to obey whatever it is that the guards tells them, so he wanted to see if this re-make would do the same as it does in reality. This case proved to do just what it does in real life. Initially the experiment was assumed to be a failure. The experiment had changed direction once the prisoners became rebellious. People of authority do not take kindly to being disrespected by people of no power. Although this was not real, and anyone could have left whenever they wanted to everyone stayed until things had to cease. One prisoner did express that he wanted to leave the experiment, but the other inmates begin to chant, “Prisoner 412 did a bad thing.” That prisoner had begun to cry, and felt compelled to stay there. The problem with this experiment was the use of power. The ordinary......

Words: 968 - Pages: 4

Premium Essay

Stanford University Experiment

...The Stanford Prison Experiment was unethical for a number of reasons. According to McLeod (2007), for research to be considered as being ethical, there should be informed consent from the participants. Informed consent can only result if all participants have been given adequate information on the purpose of the research and the procedures to be used in the study. Additionally, informed consent depends on the participant’s full understanding of any dangers they may face during the research. However, in the Stanford case, participants were not fully debriefed on risks of participation in the experiment (Chang, 2015). Additionally, the researcher, Zimbardo promoted an unpredictable research that himself could not predict the outcome. Consequently, any consent may have been gotten through deception (McLeod, 2007). Again, the research was unethical as it exposed participants to unknown dangers. As a result, two participants had to remove from the experiment before its conclusion. Indeed, participants playing the role of prisoners were exposed to psychological and physical abuse. For instance, one participant who played the role of a prisoner had to be released before the due time because of uncontrollable bursts of screaming and crying after being subjected to abuse (Rubina, 2015). Again, the Stanford research was unethical since it was ended prematurely before fully debriefing participants about its success or failure. More importantly, the study broke research......

Words: 299 - Pages: 2

Free Essay

Res 111 Presentation Essentials Unit 1 Db Rhetorical Triangle

...RES 111 Presentation Essentials Unit 1 DB rhetorical_triangle Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser http://hwguiders.com/downloads/res-111-presentation-essentials-unit-1-db-rhetorical_triangle/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) Use the Internet, library, and unit resources to research each of the following four approaches for developing a presentation: a speech or lecture a workshop a discussion a group activity You are expected to do the following: Explain the reasons why or when you would use each of these approaches. Describe how the three attributes of the Rhetorical Triangle (speaker, audience, and situation) are utilized in each of the four approaches LAYOUT OF PAPER: Part 1: A speech or lecture - Begin this section of your paper by explaining how, why and/or when you would use a speech or lecture to develop a presentation. - Then you should explain how the three components of the Rhetorical Triangle (i.e., the speaker, the audience, and the situation) operate within the dynamics of a speech or lecture. Part 2: A workshop - Begin this section of your paper by explaining how, why and/or when you would use a workshop to develop a presentation. - Then you should explain how the three components of the......

Words: 3311 - Pages: 14

Premium Essay

Mkt the Ethel Chocolate Lounges

...Ethel’s Chocolate Lounges 1 Ethel’s Chocolate Lounges Jose Echavarria Strayer University Professor Phil Campos Marketing 100 Ethel’s Chocolate Lounges 2 Ethel is owned by Mars Incorporated and was named after his mother. Mars opened Ethel’s chocolate lounges in the Lincoln Park neighborhood of Chicago in April of 2005. Mars organization may prove to be a very excellent marketing strategy to boost the sales of chocolate. The Lounge will cater to the female and male consumer. The male gender will be in search of sweet treats for their wives and girlfriends for special events. Male gender will visit the shop to make a purchase for somebody special. Describe the type of consumer buying decision that best describes the choice to indulge at Ethel’s . The Mars brand is very popular and has produced familiar products for alot of years. M&M’s is a Mars chocolate that is well known and well liked by many around the world. . However, it's the extensive decision that will support the chocolate lounge. Interested constomers will take there time to research the new product in order to make an informed decision. Ethel’s Chocolate Lounges 3 Discuss the factors that influence a consumer to spend money and time at Ethel’s. There are several factors that would influence a consumer to spend money and time at Ethel’s Chocolate Lounge; they include environment, type of product, and exclusivity. The first factor is the attractiveness of the lounge with the......

Words: 865 - Pages: 4

Premium Essay

Re: Db 1

...PSYC 255 DB3 Thread and Replies Topic: Consider these statements: "Research methods can be godly." "Research methods can be ungodly." Thread Prompt: Present an argument in your thread that supports EACH of these 2 statements. Separate your writings (do not mix these 2 statements as 1 statement), and label them as “Statement 1” and “Statement 2” in your post. Include in your post a Scripture verse that you could use to support each statement. Explain how the Scripture you chose supports your statements. There will be 2 parts to your thread, and you should have 2 separate verses; 1 for each statement. For this Discussion Board post, you may ask a friend, a church staff member, or someone else to help you identify some Scripture references for you to use with your original writings. Although this person can help you identify Scripture that might be applicable, you need to do your own thinking and writing about it. You are not required to ask someone for help, but that option is available to you if you want to do that. If you use someone’s help, be sure to include appropriate APA style citations and references for that person. Reply Prompt: Respond to 2 posts from other students. Include in your responses ideas including, but not limited to, the following: Is there something you learned? What do you agree and/or disagree with? Address any questions you have, etc. Your reply posts need to be thoughtful and respectful. Your thread is due by 11:59 p.m. (ET) on Friday of...

Words: 828 - Pages: 4

Premium Essay

Re: Db Forum

...Foundation: The Orthodoxy and the Canon 4/25/2016 Submitted To- Professor C Paul King CHHI-301 2 Foundation: The Orthodoxy and the Canon Many in today’s culture follow this sad, but dangerous view: there is no truth that can be deemed as absolute truth. A few years back, I can recall sitting in a classroom at a Union County High school here in Tennessee, as the teacher begins to introduce himself and his stance on philosophy. The teacher, in his introduction states an ignorant statement in a very arrogant manner: “There is no such thing as absolute truth, just personal opinion.” He continued by stating, “Because there is no absolute truth, there is no absolute truth in the matter of what is right and wrong.” A few students were shocked by this statement and raised their hands to ask about whether certain issues were right or wrong–– such as stealing, murder, drug use, abortion, and similar issues. He attempted to shoot all their examples down, with a sense of arrogance on his face. I slowly slipped my hand up and asked him the following statement: “What about incest, where relatives molest and rape their children?” I will never forget the look on his face, his smirk swiftly dropped to the floor. As he stumbled through his incoherent response, I thought about the importance of absolute truth. Christians need to realize the importance of what our Canon represents: a book of absolute truth given to us by our God. We are living in a generation......

Words: 2036 - Pages: 9

Free Essay

Ethels Lounge

...Ethel’s Chocolate Lounges Principles of Marketing April 26, 2012 Chocolate Lounges Taste Sweet Success Centuries have passed, and the American palate has distaste of chocolate. Now Ethel's Chocolate Lounges, named in honor of Ethel Mars's the matriarch of the Mars family, who founded the candy company with her husband Frank in 1911; whose name adorns the signs at the company's latest attempt to breathe fresh life into chocolate. Influenced by the seventeenth-century London’s chocolate houses, the Mars family envisioned an up scale café, providing a luxurious setting where people could relax and even socialize while enjoying the gourmet chocolate. Mars president John Haugh what makes Ethel's special is that "You don't have to be a millionaire to enjoy the sweet taste of the good life. People indulge at Ethel’s Chocolate Lounges because of their limited decision-making. This occurs when the consumer has previous experience with a product but is unfamiliar of the brand; but has low levels of involvement because consumers expend only moderate effort in searching for information or in considering various alternatives defined by Lamb, C. W, & J. Hair, & C. McDaniel. (2011). Marketing. (Vol. 2010 Custom Edition, Maureen. Staudt, Ed.). Mason, Ohio: Cengage Learning. Many consumers are familiar with other chocolate brands such as, Godiva and Hershey, but might not be with Ethel’s chocolates and may be curious to try. Ethel’s menu that features icons and descriptions of...

Words: 598 - Pages: 3