Energy conservation Term Paper Example | Topics and Well Written Essays - 1500 words

Energy conservation - Term Paper Example The other thing is that the fossil fuels could yield large amounts of energy and happen to be easily combustible (Borowitz, 2004). Fossil fuels are portable and have been in use since centuries. Fossil fuels happen to have a high calorific value and do yield large amounts of energy on combustion (Borowitz, 2004). That is why they are the most preferred source of energy on earth. The other good thing about fossil fuels is that being primarily composed of carbon and hydrogen atoms; they are very stable and easy to handle unlike other sources of energy like the nuclear energy (Borowitz, 2004). Fossil fuels are thereby hassle free and risk free. In the contemporary context the fossil fuels happen to be the most affordable and cost effective source of energy (Borowitz, 2004). However, the one big lacuna with fossil fuels is that they cause pollution and global warming. The burning and combustion of the fossil fuels produces gases like carbon-dioxide, carbon-monoxide and methane that not o nly pollute earth’s atmosphere, but also cause global warming. ... This global warming caused by the burning of fossil fuels gets further augmented by the other polluting human activities like deforestation, which not only denude the earth but also hamper the natural processes that lead to absorption and assimilation of carbon-dioxide and other green house gases produced by human activities like industrialization, transportation, thermal energy generation, etc (Posner, 2004). Thereby fossil fuels are one major cause of global warming. To understand the threat posed by global warming to earth’s environment and ecosystems, the thing that needs to be kept in mind is that the life that evolved on the planet earth over millions of years could only thrive and sustain itself in a specific climate and temperature. Till now the earth’s natural greenhouse effect had kept the temperature on earth ideally suitable for the survival of the dependent flora and fauna and ecosystems (Posner, 2004). However, with the accelerated greenhouse effect caused by pollution unleashed by the rampant and sustained usage of fossil fuels, the temperatures on earth are gradually augmenting. This is giving way to climate change, which simply means that owing to the rising pollution, around the earth the temperatures are raising, sea levels are rising and seasons are shifting (Posner, 2004). The survival of life on earth requires resources like food and water. However, with the augmenting global warming a day may come when the phenomena like droughts, storms and hurricanes, threatened ecosystems, and changing landscapes caused by global warming may threaten the existence of life on earth. To restrain and slow down the negative

Private and corporate information Essay Example | Topics and Well Written Essays - 250 words

Private and corporate information - Essay Example Moreover, there are hackers who victimize other people for their own benefit of breaking into computer systems to destroy or steal information in the form of cyber-terrorism. Lastly, there is the spyware, adware, and Trojans, usually installed with other programs without the users consent. They monitor an individual’s behavior on the internet, display targeted advertisements, and even download other malicious software onto a computer. It is the every responsibility of individuals to protect their own information. I play my role in ensuring information security through keeping it safe in backup devices. I secure the information from the system by the use of safe browsing practices. This occurs through an evaluation of the browser’s security settings before making any online transactions. In addition, I am keen when using email attachments, using safely the instant messaging and chat rooms. To improve information security I will install antivirus and antispyware software program and make sure they are up to date for the protection against any attacks. Furthermore, I will disable non-essential software’s from the computer as they increase the opportunities for attack. In conclusion, I will ensure the use of strong passwords to prevent unauthorized access to

Chemistry and Math Essay Example for Free

Chemistry and Math Essay Education is the best legacy. This has been a lifelong statement that I have come to believe. Personally, I believe that learning continues until the death of a man. This is because no man can claim to know everything. Life faces us with new possibilities daily and there is the next thing waiting in line; a new ladder to climb and a new goal or dream to achieve. Therefore, while we appreciate our present academic achievement, we should strive more by seeking more knowledge to improve ourselves. Furthermore, I believe that the achievement of one goal should lead to the desire to set a higher one. In this context, I strongly subscribe to the idea that knowledge is imperishable and thus should be a priority for every person. There should naturally be a curiosity that will instigate the desire to know more and to acquire more knowledge from time to time. Consequently, I have educational and professional goals that I hold dear to my heart. Presently, I am a double major student studying Chemistry and Math. As part of my desire to learn more and add more to myself, I intend to enroll for postgraduate studies so that I can earn a Ph D in Chemistry. Due to my interest in Chemistry and Biology, I hope to attend medical school so that I can become a medical doctor. As a medical doctor, I want to specialize in the field of endocrinology or surgery. I have always dreamt that one day I will be able to open up my own private practice where I can help people with imbalances in their endocrine systems and help reduce pain that people go through daily. In addition to this, I hope that later in life I will be able to lecture Chemistry and also work with a pharmaceutical company in hopes of being able to synthesis new drugs in the fight against HIV. I know it takes a lot of dedication, focus and hard work to achieve all these but I believe nothing good comes easy and I live with this mindset every single day of my life. Consequently, I have developed a keen interest in and an unrivaled thirst for learning. As a professional, I would love to be a valuable asset so that I can give back to the community.

Symbolism and Allusion in Maya Angelous My Arkansas Essay -- Maya Ang

Symbolism and Allusion in Maya Angelou's "My Arkansas" "There is a deep brooding/ in Arkansas." Arkansas is stuck in the past, its memories of hatred and crime from ante-bellum days hindering the progression towards Civil Rights. Maya Angelou's poem of the struggle to a new wave of equality uses both general symbolism and historical allusion to make its theme clear to the reader. The poem uses general symbolism in nature, in time, and historical allusion to make the theme clear in a concise but vibrant poem. The general symbolism relating to nature assumes a common base of knowledge from which symbolism can be built. The poem opens with a description of Arkansas: "Old crimes like moss pend/ from poplar trees./ The sullen earth/ is much too/ red for comfort." The first example of general symbolism in this passage is the reference to moss. Moss is considered the base of the forest, the lowest level from which all of the other plants grow. Although moss is vital to a forest, it is often thought of as slimy and dirty. The moss "pend(s) from poplar trees," our second natural symbol. The poplar tree is weak and useless. Nothing can be built from its wood, and it often bends and breaks during storms. The visual image of the moss clinging to the poplar tree shows the slimy moss as "old crimes" and the poplar tree as the frail attempt at growth and a new but weak beginning. The reader gets a clear sense of the struggle toward a new life that is hindered and held back by the old, dependable moss t hat has been and always will be present. The second part of the passage discusses the "sullen earth" that is "much too red." Red earth can be symbolic in two ... ...e. Finally at the end of the poem the historical allusion brings the poem to a complete closure, and the theme of starting fresh is put into a more specific context. The "old hates" and "old crimes" are referring to those against African-Americans in the days of slavery. the new beginning for Arkansas is the attempt to reach equality, leaving the past behind. "Today is yet to come in Arkansas." Reading Angelou's poem shows the reader a new perspective on civil rights and its applicability in society. The use of general symbolism found in nature through the weak poplar tree hindered by moss and the cautious sun, paired with the historical allusion to the ante-bellum times make the theme of the poem clear. The past cannot be forgotten, and may hinder the future. Arkansas' struggle toward the future "writhes in awful/ waves of brooding" of the past.

Essay on The Holy Bible - The Nature of God in Genesis -- Holy Bible G

The Nature of God in Genesis  Ã‚   The depiction of God in the Bible’s story of creation, namely Genesis, brings to mind the image of an omnipotent, almighty and all-powerful child playing in a sandbox. Like a child his sole purpose seems to be to simply amuse himself, and possibly acquire a source of unconditional love. These needs are in contrast to the classic view of God acting with the idea of an ultimate plan. His actions clearly show that there is no perfect plan, or if there is it must be grossly overcomplicated. Consistently God makes poor decisions, and then eventually acts to fix the situation. The whole scenario conjures up an image of the crew of Apollo 13, alternately breaking things and then patching it together with duck tape.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   God’s initial idea was a good one. He was alone in the void. Either out of boredom or perhaps out of a need to have someone else to confirm his greatness, he creates the Earth, plants, animals and most important (both for the sake of this argument and in God’s own mind) mankind. By design, man is supposed to be ignorant. So, for a time, God is happy and he has a source of praise. This is a rather mundane existence, however. As any kid will tell you, the game is no fun if you know you are going to win. Sure, it’s amusing for a while, but in the long run what the hell good is it? The game, in this case, is life, namely God’s life. (If that concept strikes you as odd, feel free to call it God’s existence) In any case, God makes sure there is temptation for man. It’s no accident that Adam and Eve have been made to live in close proximity to the one thing that is forbidden to them, the tree of knowledge. God wants his children to not o... ...en dominion over animals, which is completely different. Dominion would mean that mankind were the keepers of animals, looking after them essentially. With Noah, God specifically says that the animals will fear man, and they will provide mankind with food. Once again, this forces us to ask why God didn’t just do this in the first place, with Adam? Once again this indicates not a plan on the part of God, but more like him throwing things together on the fly.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If God does have a plan, it seems to hold mankind’s welfare in little regard. A great example of this is the tower of Babel, where God willfully acts to destroy the clear progress of man. If God is not interested in mankind’s evolution, then it seems very clear to me that we should have as little to do with him as possible. It appears to be working so far.    Essay on The Holy Bible - The Nature of God in Genesis -- Holy Bible G The Nature of God in Genesis  Ã‚   The depiction of God in the Bible’s story of creation, namely Genesis, brings to mind the image of an omnipotent, almighty and all-powerful child playing in a sandbox. Like a child his sole purpose seems to be to simply amuse himself, and possibly acquire a source of unconditional love. These needs are in contrast to the classic view of God acting with the idea of an ultimate plan. His actions clearly show that there is no perfect plan, or if there is it must be grossly overcomplicated. Consistently God makes poor decisions, and then eventually acts to fix the situation. The whole scenario conjures up an image of the crew of Apollo 13, alternately breaking things and then patching it together with duck tape.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   God’s initial idea was a good one. He was alone in the void. Either out of boredom or perhaps out of a need to have someone else to confirm his greatness, he creates the Earth, plants, animals and most important (both for the sake of this argument and in God’s own mind) mankind. By design, man is supposed to be ignorant. So, for a time, God is happy and he has a source of praise. This is a rather mundane existence, however. As any kid will tell you, the game is no fun if you know you are going to win. Sure, it’s amusing for a while, but in the long run what the hell good is it? The game, in this case, is life, namely God’s life. (If that concept strikes you as odd, feel free to call it God’s existence) In any case, God makes sure there is temptation for man. It’s no accident that Adam and Eve have been made to live in close proximity to the one thing that is forbidden to them, the tree of knowledge. God wants his children to not o... ...en dominion over animals, which is completely different. Dominion would mean that mankind were the keepers of animals, looking after them essentially. With Noah, God specifically says that the animals will fear man, and they will provide mankind with food. Once again, this forces us to ask why God didn’t just do this in the first place, with Adam? Once again this indicates not a plan on the part of God, but more like him throwing things together on the fly.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If God does have a plan, it seems to hold mankind’s welfare in little regard. A great example of this is the tower of Babel, where God willfully acts to destroy the clear progress of man. If God is not interested in mankind’s evolution, then it seems very clear to me that we should have as little to do with him as possible. It appears to be working so far.   

Assessment of Learning

ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning.References to this concept can be found in the majority of project Country Reports on national assessment systems (www. european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by c lass teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching.As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions.This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment ) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with argets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education planAdapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. –The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning.Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning.Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possi bly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future.The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers.The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, b ut how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006).These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN.Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3 upils themselves. Wit hin the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN?If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied.However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment.Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation.Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’.Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents .Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al. 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and ass essment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils.Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the re search literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements.Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction b etween the pupil and teacher during the ‘feedback loop’).For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream ettings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point.More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe.For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the B lack Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca. rg. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. 1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journ al, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protoc ol for Collaboration in Education. 8 www. european-agency. org

Mt 355 Unit 2

Kinshasa Abroad – African Cuisine and Culture Jennifer Johnson MT/355 – Marketing Research Theodore Alex 5/1/2012 Introduction The purpose of this paper is to refer to the case Kinshasa Abroad – African Cuisine and Culture, define the problems that appear regarding this case, and trying to find answers and solutions to these problems. As it can be noticed in the case, there are marketing problems regarding this business. There are two questions that need to be addressed.The first question is about the type of information that needs to be collected to help diagnose the marketing problem in this case. The second question, however, it is interesting because it asks to create a list of probing questions that should be asked the owner of the restaurant to help him specify research problems and also the manager’s decision problem. Kinshasa Abroad The case goes this way. Youlou Kabasella is an African entrepreneur that had a business running in his own country.It was a restaurant that was opened for more that 14 years. However, since the political context was not advantageous, the owner decided to move with his family in the United States. He manages to open the same business he had in his home country, in the downtown area of Columbus, Ohio. However, the strategy chosen by the entrepreneur with respect to his business may not be appropriate since it does not show any positive results. He considered keeping most of the aspects of his business similar to his home country.The paper tries to identify the problem and spot certain solutions through marketing research. Before getting deeper into this concept, the term marketing research must be defined. According to Churchill, Brown, and Suter (2008), marketing research represents the function that connects the consumers to the marketer through information that is used in identifying and defining marketing problems and also opportunities. Marketing research helps generating, refining, and valuati ng marketing actions; it helps monitoring performance and it enhances the understanding of marketing as a complete process. A research consultant requires various valuable data from Mr. Kabasella to identify the problem of his inefficiency. At first, a marketing consultant would require Kabasella information about his advertising and promotion practices, about the local customer preferences and habits, precise information about the prices and his menu and business activities, and other information as well.Here is a list of questions that a marketing consultant addresses Kabasella to help him with his business problems: 1. How come most of your products are African based? 2. Why did you choose to advertise without using the most important advertising mean which is the Internet? 3. Did you consider doing a marketing analysis to determine your potential competition in this area? 4. Did you consider offering free meals or other points of attraction to try and increase the number of cust omers? 5. Did you consider selling more local products?Conclusion These from above are only few of the potential questions that a marketing researcher needs to ask the employer to help him with his problems. The marketing researcher needs to focus identifying the competition for this company; it also needs to focus on advertisements and promotion to include the company in the list of the customers. The will have to find the proper marketing mix, which refers to product, place, price, and promotion (the four Ps of marketing) to help the company become more efficient and profitable.It clearly needs to add more local meals and drinks to its menu; it needs to use and promote local bands in the restaurant because clients would come and serve meals that they are aware of (at first), and then they may try to choose the African specialties. There are many elements to be considered; the solution to this case is not difficult to be identified and implemented. Reference Churchill, G. A. , Brow n, T. J. , & Suter, T. A. (2008). Basic Marketing Research (7th Ed. ). Cengage Learning.