Military Vs. Civilian Life - 1270 Words

Many civilians end up thanking veterans for their service without knowing how their lives actually differ. Military life can offer many differences that civilian life cannot. Having lived both lives, I have an inside perspective on the differences between the two. These differences can include laws, regulations, and the different types of punishment one may receive. Although, everything between the two may seem different, there is also a similarity. That similarity, is encountering the same personality types in the military as one would as a civilian. The last, the biggest difference between military and civilian life is the benefits. Although the benefits may not seem like much, they are the key reason people switch from civilian to military life. Both military personnel and civilians must follow the local, state and federal law, except the military has their own laws; known as the uniform code of military justice (UCMJ). Both military and civilian citizens alike must follow all the laws of this land; an example of these laws could be speeding, assault, or even underage drinking. While civilians only adhere to federal/state law, members of the military obey these laws, as well as the UCMJ. The UCMJ is the basis for all military law; these laws make up the 146 articles that are the UCMJ. The articles cover an expansive amount of criminal offenses; such as rape, theft, and even murder. If a member of the military violates these laws they use a civilian court system and willShow MoreRelatedMilitary Life vs Civilian Life787 Words   |  4 PagesMilitary Life vs. Civilian Life When we think about the military these days, normally the first thing that comes to mind is war. However, when we think about the civilian world the one thing that stands out is freedom. As a result, in order to maintain that freedom we must have our military go out and fight wars. There are many differences between our military and the civilian life; nonetheless, similarities do exist. A few that will be discussed pertaining to military and civilian life are howRead MoreCivilian Life vs. Military Life Essay1053 Words   |  5 Pageshuge differences compared to being in the civilian life. There are many differences and there are some things that are the same, being in the Army and being in civilian life. The average day for a US Army Soldier consists of waking up at 0400 hours in the morning being to first formation; accountability formation by 0630 hours. Then from 0630 to 0730 hours a Soldier will do Physical Readiness training (PRT), wear as the average wake up time for a civilian would be around 0630 to 0700 hours. 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His line of amphibian planes became the precursor to commercialRead MoreAgent Orange : A Herbicide Mix ture Used By The Us Military During The Vietnam War Essay1350 Words   |  6 PagesAgent Orange is a herbicide mixture used by the US military during the Vietnam War. (Agent Orange Vietnam War History). The Department of defense advance project (DARPA) had an important role in the U.S development of herbicides as a military weapon (usa.gov). The first large scale defoliation by the US military took place in Fort Drum using a chemical called agent purple and a spray system that was the model for the one used in Vietnam (Buckingham). 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Trifels/ Sexism - 1085 Words

Danielle Archer Mr. Ellis November 10, 2009 Theme Essay We are All Sexist The play â€Å"Trifles† by Susan Glaspell is about the major differences between women and men. This story was written in a time period when women were treated much differently than they are today, and the women and this story are not taken seriously. This story exposes the sexism that women dealt with then, and still to some extent deal with today. Mrs. Peters and Mrs. Hale find incriminating evidence against Minnie, but the men never think to ask them their opinion; they are too busy looking for solid tangible, evidence. The â€Å"trifles† the women are worried about do not matter to the men. Although the women find evidence to believe Minnie is the killer, they†¦show more content†¦Each gender is secretly fighting a sexist battle. The women are indoors searching for clues to justify poor Minnie. They try to paint a picture of what could have happened to her, and what kind of life she must have lived. In reality, they had no idea. They were on Minnie s side for one reason, and that is because she is a female. The men are no different. Minnie could be innocent. They have found no evidence or motive against her. They are painting their own picture of the murder which suits their sexist views. After all, Mrs. Hale mentions that â€Å"there was a gun in the house (771).† The men did not mention anything about a gun, because it did not fit in their plan to blame Minnie. The theme of this story is that both men and women can be sexist in certain situations. In this time period one would assume that women would be loyal and truthful to their husbands. Mrs. Hale is a farmer s wife, like Minnie, and repeatedly defended Minnie s housekeeping, comparing it to her own. These women put themselves in Minnie s place. Could this be happening to them? In certain situations everyone has a sexist side to them. The County Attorney said to Mrs. Hale, â€Å"Ah, loyal to your sex, I see....(770),† Which is ironic. She is loy al to her sex, but he has no idea how true that statement is. The women are so loyal to their sex that they hide the evidence, or as the men would call it â€Å"trifles†, that they find in the house that would possibly link

Central Limit Theorem Essay Example For Students

Central Limit Theorem Essay CENTRAL LIMIT THEOREM There are many situations in business where populations are distributed normally; however, this is not always the case. Some examples of distributions that aren’t normal are incomes in a region that are skewed to one side and if you need to are looking at people’s ages but need to break them down to for men and women. We need a way to look at the frequency distributions of these examples. We can find them by using the Central Limit Theorem. The Central Limit Theorem states that random samples taken from a population will have a normal distribution as long as the sample size is sufficiently large. The sample mean will be approximately equal to the population mean. The sample’s standard deviation will be equal to the population’s standard deviation. The Central Limit Theorem is so important because with it we will know the shape of the sampling distribution even though we may not know what the population distribution looks like. The real key to this entire theorem is the term sufficiently large. If the sample size isn’t sufficiently large, the frequency distribution for the sample size will not look the same as it does for the population. For populations that are really symmetric, sample sizes of two or three will do. This is due to the fact that symmetric populations tend to have normal distributions already. However, if there is any skewedness at all, you will need a larger sample size to have normal distribution. In these cases, a conservative figure for a sufficiently large sample size is more than thirty. Here are the steps to finding the probabilities associated with a sampling distribution of x bar. First you need to find the sample mean by dividing the sum of the samples by the number of samples. Next you will need to define the sampling distribution. If you have a sample size that is sufficiently large, this will be approximately normal. The third step is to define the probability statement of interest. The last step is to use the standard normal distribution to find that probability of interest. You do that by finding the z-value and converting it into a probability.

Report of Experiences in Assessments in Matoska International School

Introduction At Matoska International School, assessment is one of the key elements of the teaching and learning process. Assessment is concerned with the gathering of valuable feedback from student in term of what the student know, what the students feel and what the students are able to do at various stages of the teaching learning process in response to what they have learned.Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More The school has multi faceted assessment criteria that aim at evaluating different types of learning such as skills, knowledge and attitudes. It also means that students are an integral part of the assessment process and that the students are encouraged to develop critical thinking as well as a self evaluation mentality. Assessment at Matoska International School is not only for the purpose of gatherin g information for the sake of enriching the teaching and learning process but is intended to aid in the development of students’ learning and learned abilities. As such it is an ongoing process that also involves the environment, the community as well as the student’s family members. The student is continuously informed of the assessment criteria and adequately prepared before any assessment test is administered (Matoska n.d). Assessment is therefore a continuous process of varied activities intended to develop the student and involves various parties such as the parent community, and the family members while the student is the central figure in the entire process. Assessment methods At Matoska, teaching and learning is multifaceted and as such the assessment criteria is modeled along the Bloom concept of learning domains. It evaluates various aspects of learning such as knowledge skills and attitudes. Knowledge learned is assessed through summative tests at the end of every learning unit. The learner is required to define, describe, knows, lists, or recall knowledge learned. The learner is also expected to show the ability to analyze knowledge learned. Assessment also tests the learner’s attitudes. This involves testing whether the learner’s skills, concept and beliefs have been affected by what has been learned. As such the learner will be observed to identify how he/she cooperates, influences, questions and internalizes learned values. Furthermore, assessment is also intended to evaluate the learners ‘doing’ abilities. This includes testing the learner fro creating, constructing, composing designing and such other physical abilities. Assessment involves both qualitative and quantitative evaluation.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Quantitative assessment involves awarding of numerical score or grades while qualitat ive assessment appeals to a teachers emotion and responses such as good, satisfactory, excellent are involved. Qualitative assessment is used in assessing both written and unwritten tests. Furthermore, assessment also tests a learners psychomotor skills; the ability of the students to do what they have learned in class. Therefore, the assessment at Matoska involves a variety of methods (Matoska n.d). To begin with the teachers use the paper pencil methods. This involves written response where students will write tests that may either involve multiple choices, short answers or essays. Written assessment is done both as a continuous measurement method of a student learning. Therefore it is achieved through writing daily class room assignment as well as the end of every learning unit or semesters exams. Non paper and pencil assessment involves unwritten evaluation such oral tests and manual task. A student is required to give oral responses to questions as well as completing manual tas ks such as simple laboratory experiments while following simple procedures. Unwritten assessment is also part of co curricula activities such as debating, group discussions, music, as well as sports and physical education. The teacher will also observe the student developmental needs in communication skills, interpersonal skills and the way the student relates to the environment around them (Gredler1999). The purpose of assessment The methods mentioned above are student centered and as such the main purpose of using them is to make the student be part of teaching learning process. Thus the student becomes an active participant in the learning process. Students are encouraged to develop self evaluation mechanism and as such they reflect on what they have learned. They are therefore become aware of their own personal academic progress and as such the student will make self directed effort to improve their grade (Matsoka, n.d; Badders, 2000). The tools mentioned above are also very use ful in gathering information about the teaching learning process. This information is valuable as it will inform the teaching methods applied to the whole class in general as well as for specific learners. Diagnostic tests help the teacher to understand the student entry level knowledge and learning needs. Assessment is also part of the professional teacher’s duty. At Matoska, teachers are supposed to administer tests and examinations at predetermined times in fulfillment of their professional duties. Such include Minnesota Comprehensive Assessment, administered every spring to students to grades 3 to 5 (Matoska n.d.).Advertising We will write a custom term paper sample on Report of Experiences in Assessments in Matoska International School specifically for you for only $16.05 $11/page Learn More Assessment generates valuable information As mentioned earlier, the methods of assessment are used to generate valuable information about the entire tea ching and learning process. The tools for assessment thus have been able to yield valuable information to the teacher as follows. Over a given period of learning a student takes a series of tests of which an average score is calculated. Continuous tests measures learning abilities on given topics. These tests are used by the teacher as to gauge the student’s immediate needs per topic which are addressed before progress to the next topic. Therefore the tests help in gathering information about a student’s continuous progress and needs. The averaging of tests scored is very useful in giving an accurate measure of a student’s academic performance over a given period of time, such a school semester. The series of assessment test a variety of knowledge, skills and talents. This reveals students’ strength, weaknesses and development needs (Marzano 2006). The assessment has also been very valuable in yielding information on teaching methods that will aid a stude nt’s improved learning. It is through assessment that teachers identify weak areas and thus have to vary teaching methods to address those areas (Matoska n.d.). If students score poorly in communication skills or have poor written skills, the teacher will vary the teaching methods, to incorporate teaching communication, both verbal and written. Rating assessment methods The assessment methods applicable at Matoska have been rated very highly and proved satisfactory. The purposes of using these particular methods have had a very significant impact on the curriculum at Matoska International School. These methods are very valid as have allowed students to exhibit what they know and are able to do. Such assessment includes writing down grammatically correct sentences, ability to identify herbivore from carnivores among other activities. The scores for these assessments are recorded, analyzed and used for future reference as well as improving the learning process at the school. Th e assessments are reliably useful as they can be applied to all students at all time not only in Matoska but in other schools in the district. These assessments have been able to produce similar results if applied to various schools and students at different times. They also produce data reliable data that that accurately reflects individual student’s knowledge, attitudes and skills learned.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assessment methods are also upgraded periodically to reflect the current thinking in classroom assessment. Furthermore, the methods have been structured in such a way that they address the time available. This reflects the efficiency of the methods in use (Badders 2000). Insight and problems encountered The assessment process has yielded useful insights. Credible assessment is an interactive process between teaching and the learning process where the student is the central figures in the whole process. It therefore means that communication is valuable in the whole process as goals and intentions have to be clearly communicated to the student. To facilitate this mean that the relationship between the student and teacher has to be right for any effective communication to occur. Traditional assessment only involved the teacher as the only one who would develop assessment tools. However modern methods are also encouraging the student to do a self evaluation that will help in student dir ected studying. There are also some problems encountered in using the assessment methods identified in this essay. Assessment is a much more complicated affair especially when it comes to qualitative assessment. The use of adjective such a s good, excellent and such other words that express the quality of learning do not have a universal application because of their subjective nature. What is satisfactory performance to one student may be poor performance from another. Therefore qualitative assessment becomes difficult when assessing student with varying abilities using the same criteria (Black Dylan, 1998). Conclusion Teaching, learning and assessment have symbiotic relationship. Teaching and learning are directed towards assessment while assessment is directed towards further learning which may result in further assessment. As such none can exist without the other. Traditional assessment was content oriented but with changes in the education system, a more student approach has be en adopted. This has resulted in better assessment methods being adopted which have lead to improvement of educational standards. Matoska International School values assessment as an integral part of its teaching and learning process. It is also student centered and as such other than assessing knowledge, the student’s attitudes and physical abilities are also part of assessment the intention of which is to produce an all rounded individual. Reference List Badders, W. ( 2000). Methods of assessment. Web. Black, P., Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy Practice5 (1). Web. Gredler, M. (1999). Classroom assessment and learning. New York: Addison Wesley Longman. Marzano, R. (2006). Classroom assessment and grading that work. Virginia: ASCD. Matoska International PYP assessment policy. Web. 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