Claudio Monteverdi Essay -- Biography

Claudio Monteverdi was a late Renaissance composer who was born in Cremona on May 15th 1567 and died in Venice on November 29th 1643. His emergent theme mode had significant yield on the musical transitions from the Renaissance to the Baroque era. He was an employed musician most of his life who spent much of his work ambitious the popular artists of his time to venture out into new variations of the traditional styles. Alongside many of his contemporaries such as Giaches de Wert and Prince Gesualdo di Venosa, he was a part of discriminating change throughout the culture he lived in which made a large impact for the future. In his early years Monteverdi was taught to play the piano and as well as taught about musical write up by MarcAntonio Ingegneri, who was the Cathedral choir director in his town. It was not long before Monteverdi began to catch on to what was being taught. In fact, his first piece was written at the young age of 15, foreshadowing his passion that would be a life lived in dedication and enjoyment of writing music.Although he was not recorded to have been involved in the public worship choir, Monteverdi was surrounded by musical performance and worship on a regular basis. His lessons, taught by Ingegneri, were stepping-stones to what he would be learning throughout his time. In Cremona, he was taught to be controlled and traditional, as was noted by George J. Beulow in Chapter three of his book, A History of Baroque Music. He said, Monteverdis art was nurtured in a musical environment that was more conservative than experimental.(P.57) While Monteverdi was learning the basic principles of composition and music theory, one such concept was particularly important and that was counterpoint. Throughout the ... ...stic portrayal of the characters, and warmer melodies than had previously been heard. It requires a smaller orchestra, and has a less bragging(a) role for the choir.Monteverdis work will be remembered as revolutionary as well as somewhat radical for his time. He continued to last out true to many of the previous methods such as counterpoint, but changed many things and searched for ways to express the lyrical content better than before. His attraction to the Madrigal is a good example of his ability to do this, displayed in his nine books. Word phrases and expressive moods were also shown in his Operas where he told longer stories of love and ancient tales. In every style that Monteverdi wrote it, he will be remembered as a composer who was true to foundational principles of the old styles, but took daring steps to form new sounds that would influence future artwork.

From Nihilism to Kingdom Come :: Philosophy Theology Religion Papers

The Final Stage of Mankinds Education From Nihilism to Kingdom ComeABSTRACT I give reasons to conceive that our present situation is not as bleak as some would have it. I show how the historical process can be mute in terms of a Premodernity (Aquinas), Modernity (Hegel), and Postmodernity (Nietzsche) division of human tarradiddle. I argue that both Hegel and Nietzsche were fully aware that Modernity was over and that a cast out Postmodern condition was to necessarily precede a consummatory positive one. Also since history may be taken to have reached its goal at the exterminate of Modernity (with Reasons grasp of Christianitys principle), Postmodernity can best be understood in terms of its central task of elevating all humanity into absolute acute (the knowing of the God within)an elevation via Reason and Faith achievable only by the abolition of the God outside, i.e., by a negative followed by a positive outcome of history, which Schelling refers to as the Church of John, a synthesis of Catholicism and Protestantism, the perfected Church. IntroductionMy thesis, in brief, is that the painful God is dead period of history we are presently going through can best be understood as a necessary transitional period the immediate burden of mankinds intellectual advance, in the preceding period, viz., the Modern or Age of Reason, beyond the Middle Ages, the Age of Belief. With the apotheosis of the development of the principle of subjectiveness in Modern philosophy, i.e., with the attainmeUnprioritized SDO meetingnt of absolute knowing, or Reasons knowing of the absolute, humanity had outgrown its former manner of relating to substance, the divine its eyes opened, it could not go back but only forward. From the highest standpoint, it can be said that the movement of history is from the God outside to the God inside an inversion process involving three explicit and necessary phases Premodernity, Modernity, and Postmodernity, to be correlated with Thomas Aqui nas, Hegel, and Nietzsche, respectively.It appears that as a result of Modernitys, i.e. Hegels, intellectual achievement in which religion was superseded by philosophy, i.e., Wissenschaft or information religion had of necessity to undergo a major crisis. That is, a God is dead period of (post-) history had to supervene. However this negative period is in no way to be regarded as final or terminal, but instead as the necessary precondition for a positive, consummatory period of human history, its finale, a period in which, in Schellings words, the unification of philosophy, science, and religion will be realized.

The Wanderer: Life in a Transient World Essay -- Poem Poetry Wanderer

The bird of holdage Life in a Transient WorldUpon their invasion of England, the Anglo-Saxons carried with them a customs of oral poetry. The surviving verse, which was frequently transcribed and preserved in monasteries makes up the body of work now referred to as Old English Poetry. The Wanderer, an anonymous poesy of the eighth or ninth century, reflects historical Anglo-Saxon life as well as the influence of Christianity during the period.Because both Christian and Anglo-Saxon heroic elements hold up in The Wanderer, there is cause for analysis of the structural and textual unity of the poem. Initially, it might appear that these elements are introduced to contrast one another in an onslaught to show inconsistency by contrasting secular and religious passages in order to show incoherence between the two as guiding principles. moreover further textual analysis shows that these inconsistencies do not exist. The purpose of positioning the two side by side is to illustrate a c ontrast in theme between the passing of this world and the changelessness and security of the ethereal kingdom.The text of The Wanderer is structured to encompass two separate time periods, which implicitly reveals the contrasting themes. The first part of the work describes the experiences of a lonely warrior who has lost his lord and kin to battle. But the author is reflecting upon these experiences as they occurred in the past. The position that the Wanderer had taken up is summarized early in the poem in the third person So spoke the earth-walker, remembering hardships, fierce war-slaughters-the fall of dear kinsman (69). This theatrical role to an exile wanderer summarizes his own situation, which he develops in the following passages. Structurally, t... ...70). Further, he acknowledges that these things are meant to pass as all things do as he approaches the crowning(prenominal) reality of the earthly world, all this earthly habitation shall be emptied (70). No comfort is to be found in a world were all things lead come to an end as one progresses through a fleeting life.The purpose of displaying earthly reality as transient is to contrast it with the theme of a heavenly kingdom. As the poem ends, the Wanderer notes that there is, comfort from the Father in heaven, where all stability resides (70). The heart of Anglo-Saxon life will pass for all as it did for the Wanderer. Comfort is not to be found in that transient world, but in the world beyond, through security in the heavenly kingdom.Works CitedThe Wanderer. The Norton Anthology of English Literature. Ed. M.H. Abrams. 6th _ed. New York Norton, 1993. 68-70.

beethoven :: essays research papers

van BeethovenLudwig Von Beethoven was born December 17, 1770. by the time he was 12 he has already composed a published work of music. His public debut was in 1795 which was the same time his first important publications appeared, three piano trios op.l and three piano sonatas op.2. It was claimed that as a pianist, he had fire, brilliance and fantasy as well as depth of feeling. At this point in Beethovens life nothing could go wrong, he was on top of the world. In 1802 Beethoven had encountered a terrible tragedy, realizing that the hearing problems he had noticed everywhere the years were incurable and were sure to get worse. By the end of the first decade in the 1800s Beethoven had many established works, which include the idyll Symphony, Symphony no.7 and Symphony no. 8, Piano Concertos nos.4 and 5 and the Violin Concerto, along with many more. By this time Beethoven was firmly established as the greatest composer of his time. In 1808, due to his deafness, Beethoven had ende d his piano-playing career. After a few years Beethoven started writing what would be know as Beethovens final symphony while completely deaf. Symphony no.9 preformed in D minor is considered to be his best work. On march 26, 1827 while in the make of writing the final symphony Beethoven passed away leaving behind a legacy which wouldnt soon die, as the greatest composer of all time.When I first got the Beethoven CD I was a little pessimistic on how it would be. However after the first time my roommates and I heard the CD we immediately made it our study time and sleep time mix. The music although at times may be very powerful, was very helpful in keeping us focused on our work, or just fall asleep peaceful.

Home Schooling: Not For Everyone Essay -- Argumentative Persuasive Arg

Home culture Not For Everyone Home schooling is when a child is instructed outside of the public school system in a spotlight such as the home. In the year 2002, 850,000 students were home schooled in the United States out of about 50,200,000 that were attending school at that time (Home nurture Statistics, 1). The add up of students being home schooled are expected to grow even more in the future (1). Home schooling laws vary from state to state. In bracing Jersey the home schooling laws state that children between the ages of 6 and 16 can be home schooled (Home Schooling in the United States A efficacious Analysis, 1). There is no requirement for the number of days a student must attend if they are home schooled, unlike the public schools who adopt to have 180 days of school each year (1). The few required papers that must be taught are history of the United States, civics, physical education, health, geography, history of parvenue Jersey, citizenship and safety (1). Any of these subjects can be omitted from the curriculum if they interfere with religious or moral beliefs of the family (1). Perhaps the most influential reason for why a parent would take their child out of public education is their fear for the quality of their childs education. Due to teacher unions and contracts after several historic period of teaching a teacher receives tenure. At that time it is hard for a teacher to be fired despite their teaching qualifications and abilities. Home schooling a child would assure the parents that their child is receiving a proper education up to their standards. By home schooling their children the parents can control the education by selecting subject courses that follow their own curriculum. The reso... ... any prior teaching certification or experience, which means they may not be able to provide their child with an nice education. Although home schooling may benefit some students, it is clearly not right for every student. Home schooling has its advantages and disadvantages and its success is not always guaranteed. In some respects home schooling may be cost efficient, but is it really worth it especially since it hampers a childs socialization process.Sources CitedHome Schooling in the United States A Legal Analysis. (2003, August). Home School Legal Defense Association. Retrieved November 19, 2004 from http//www.hslda.org/laws/?State=NJHome Schooling Statistics. 1 Home Schooling Information and Software. RetrievedNovember 17, 2004 from http//www.home-schooling-information-software.com/Home-Schooling-Statistics.html

Home Schooling: Not For Everyone Essay -- Argumentative Persuasive Arg

Home Schooling Not For Everyone Home schooling is when a barbarian is instructed knocked out(p)side of the public school system in a place such as the home. In the year 2002, 850,000 students were home schooled in the United States out of about 50,200,000 that were attending school at that time (Home Schooling Statistics, 1). The numbers of students being home schooled are expected to grow even more in the future (1). Home schooling laws vary from state to state. In New Jersey the home schooling laws state that children between the ages of 6 and 16 tush be home schooled (Home Schooling in the United States A Legal Analysis, 1). There is no requirement for the number of days a student mustinessiness attend if they are home schooled, unlike the public schools who have to have 180 days of school each year (1). The few required subjects that must be taught are history of the United States, civics, physical education, health, geography, history of New Jersey, citizen ship and safety (1). Any of these subjects can be omitted from the curriculum if they interfere with religious or moral beliefs of the family (1). Perhaps the most influential reason for why a parent would take their child out of public education is their fear for the graphic symbol of their childs education. Due to instructor unions and contracts after several years of teaching a teacher receives tenure. At that time it is hard for a teacher to be fired despite their teaching qualifications and abilities. Home schooling a child would assure the parents that their child is receiving a proper education up to their standards. By home schooling their children the parents can control the education by selecting subject courses that follow their own curriculum. The reso... ... any prior teaching certification or experience, which nub they may not be able to provide their child with an adequate education. Although home schooling may benefit some students, it is clearly not in force(p) for every student. Home schooling has its advantages and disadvantages and its success is not always guaranteed. In some respects home schooling may be cost efficient, yet is it really worth it especially since it hampers a childs socialization process.Sources CitedHome Schooling in the United States A Legal Analysis. (2003, August). Home School Legal defense Association. Retrieved November 19, 2004 from http//www.hslda.org/laws/?State=NJHome Schooling Statistics. 1 Home Schooling Information and Software. RetrievedNovember 17, 2004 from http//www.home-schooling-information-software.com/Home-Schooling-Statistics.html

Discuss the Strengths and Weaknesses of the Movie Ma Vie En Rose

Human societies all over the world believe in gender identities and expect an individual to behave in unanimity to the rules of gender, laid by the society. When a person defies these rules, the society reacts negatively and compels the person to alter his/her behavior. The conflicts that arise between the society and the person struggling with his/her sexual individuation element operator are depicted in the movie Ma Vie En Rose (My Life in Pink), directed by Alain Berliner. The protagonist of the movie is a seven year old boy, Ludovic who believes that he is a girl and behaves like one.The family members of Ludovic and the neighbors are the secondary characters in the movie. The theme of the movie states that defying ones sexual identity and behaving like the opposite sex is non an anomalous behavior, the society should realize this and accept the person as he/she is. The movie presents a touching portrayal of the dilemmas faced by Ludovic and his family members, owing to t he manner in which Ludovic exhibits his sexual identify. scarce the film lacks in one aspect, for it fails to provide any insights regarding Ludovics prox in a society bound by its rules.Strengths The movie focuses on the innocent world of a boy who believes that he is destined to be a woman when he grows up. Ludovic dresses and acts like a girl, and this behavior of Ludovic astounds his family members and the neighbors. Ludovic is advised by his family members to give up his unusual thoughts and act like a boy still Ludovic refuses to listen to them. Being a seven year old boy, he fails to understand the consequences of his actions. The dilemma of the parents who discover that their child is different from other children is actually come up captured in the movie.The fear that they will be alienated from their society if they accepted Ludovics sexual identity disturbs Ludovics parents to such an extent that they ignore the feelings their give birth son. Ludovics parents are to rn between the love for their son and the expectations of the neighbors. They love their son, but dont know how to (or whether they should) break him of his feminine obsession. The resulting stress tears at the fabric of their marriage, and their disapproval threatens to destroy Ludovic. (Berardinelli).Instead of accepting their child as he is, Ludovics parents attempt to alter his thoughts regarding his sexual identity. Ludovics persistence in his views about his sexual identity, lead to anxiety and stress for his parents. The conservative intellection of adults is incapable of understanding Ludovics state of mind. The pain and anguish faced by Ludovics parents is very well depicted in the movie along with the confusion that prevails in Ludovics mind regarding the harsh reactions of the society and family towards the expression of his sexual identity.Weakness The movie brings aside the responses of a family and society when they realize that Ludovic is crossing the lines of sex ual identity, which are drawn by the society. But it fails to comment on the future of an individual whose sexual identity differs from the notion of sexual identity held by the society. Ludovics dilemmas are resolved for the time being when his parents accept his feminine sexual identity. As Ludovic and his parents have move in a new locality, Ludovic is also saved from the contempt of his old neighbors.The new neighbors understand Ludovics feelings and provide him with the freedom to act according to his desires. But what will happen when he grows up and enters the adult world? Will he be accepted by the society at that time? Or will he face criticism for being different from the other members of the society? Can a child like Ludovic overcome the obstacles placed by society in his life and emerge as a winner? The movie fails to answer these questions. The problems that Ludovic will face as an adult are not included in the movie, which leaves the future of Ludovic ambiguous. Concl usionThe movie Ma Vie en Rose (My Life in Pink) comments on the expectations of the society regarding the expression of sexual identity by an individual. It brings forth the reaction of the society when a person flouts those expectations and follows his/her own sexual identity. Ludovics struggle against his parents and society, points towards the rigidity of the people who aim to deprive a human being from the freedom of expression of sexual identity of his/her preference. The circumstances in which Ludovic is placed by his parents and society present the influence of conservative thinking on the society.

Mitosis Is a Process of Cell Duplication, or Reproduction

Mitosis is a process of electric cell duplication, or re drudgery, where virtuoso during this process gives proceeds to two identical daughter cells however, there is no crossing over. Mitosis is asexual and has 1 division of the nucleus in cytokinesis (Simon, Reece, & Dickey, 2010). reduction division is the splitting up of generator cells, with each possessing half the number of & Dickey, 2010). Meiosis is sexual and has 2 nuclear and cytoplasmic divisions. However, one must remember they both are preceded by Interphase. Meiosis causes haploid, diploid, and gametes cells.The gamete cells are known as sex cells that guide in the reproductive organs, and light reflex has sex cells whereas mitosis does not (Simon, Reece, & Dickey, 2010). The diploid cells split up to plant four haploids (form of cell division that most eukaryotic cells undergo), however, only half of the chromosomes are the parent cells and occurs in all existences that have sex cells (Simon, Reece, & Dickey, 2 010). Ex humans, animals, most fungi, and plants. Mitosis is the form of cell division that most eukaryotic cells undergo.Related reading Why is Pinching of the Cytoplasm Inadequate for Cytokinesis in Plant CellsIn humans, all somatic (non-sex) cells spend mitosis to divide. This does occur in all organisms and can make everything other than sex cells. This involves two cell divisions called meiotic divisions (meiosis I and meiosis II). In mitosis cells are usually created by normal cell division and where one organism or cell reproduces itself. It is then that normal cell divisions are used by multicellular organisms for reproduction, and in multicellular organisms for growth, maintenance, and repair (Simon, Reece, & Dickey, 2010). Ex skin repair, replace damaged cells, asexual reproduction) In mitosis multicellular organisms is used to reproduce asexually (Simon, Reece, & Dickey, 2010). Ex When one clips a piece of a house plant, one can watch as the plant starts to grow from the cells that have been reproduced. Meiosis process is used when one organism or cells reproduces by crossing with another organism or cell (Simon, Reece, & Dickey, 2010).In multicellular organisms, the step between the diploid and haploid transition the organism grow, and use diploid stem cells to undergo meiosis and create haploid gametes it is then they become fertilized (ovum and sperm) to form the zygote (earliest developmental stage of the embryo and where it begins to divide to produce offspring) (Simon, Reece, & Dickey, 2010). In mitosis sister chromatids separate during anaphase stage where they become daughter cells of mitosis, and become 2n cells which equals 4 therefore, they equal four haploid cells in each daughter cell (Simon, Reece, & Dickey, 2010).At the end of the anaphase stage the daughter cells are genetically identical to the parents cell with the result providing growth, tissue repair, and asexual reproduction (Simon, Reece, & Dickey, 2010). In meiosis I, during anaphase I the homologous separate and the sister chromatids remain together and end with two haploid cells (Simon, Reece, & Dickey, 2010). However, each chromosome still have two sister chromosomes, N equals 2 haploid cells therefore, they equal two haploid cells in each daughter cell with the end resulting is sexual reproduction (Simon, Reece, & Dickey, 2010).Meiosis II, anaphase II the sister chromatids separate, however, if chromosomes give-up the ghost to separate (nondisjunction) at anaphase the cells can become abnormal resulting in different disorders such as downs syndrome or one can miscarry (Simon, Reece, & Dickey, 2010). Meiosis involves the production of gametes (as egg and sperm), without meiosis the reproduction of life form would stop, and organisms would not be able to reproduce. If mitosis didnt occur organisms would die.This is why cells undergo cellular respiration this is needed for one to breathe. Gametes are needed for sexual reproduction, with these cells l ive would no longer exist. Organisms need mitosis in order to grow or replace damaged cells (skin) without this process organism would not have this potential. Mitosis and Meiosis are both important processes, without these processes growth and creation would not be possible. These two processes are responsible for the growth of innovative organisms, growth of existing organisms, and the circle of life.

Communication Structure of Standard Chartered Bank

A report submitted to the Department of English in part-fulfillment of the requirements of the net Examinations in Business communicatings, Fall 2008 Prep ard and submitted by SUNSHINE Section c Tazrin Mst. Nazia Zohora Fatema tuz Islam Md. Atikul Miah Abu Kausar Course teacher Professor Faizur Rashed Gullu Date of submission 4 declination 2008 North Global University of capital of Bangladesh varlet 1 of 25 4 December 2008 Prof.Faizur Rashed Gullu Course Instructor Business Communication North Global University of Dhaka Subject Submission of our report Dear sir, We have the pleasure to submit our report titled Communication Structure of Standard rent Bank. This was a good opportunity for us to understand and deal with the problem. The lease was aimed at k zero(prenominal)ing the intercourse organize of Standard hire Bank. If any lacking is found, the plaque get out be able to improve performance. The study impart think a chance to experience the dust of the boldness and its communicating system which will increase our knowledge and experience.They have in truth effective dialogue system. By removing the communication barriers mingled with higher direct managers and subvert take managers they shadow do it better. We once again thank you for giving us the chance to do the report. Yours sincerely, Zohora Fatema tuz 08-10489-1 Tazrin Mst. Nazia 07-08937-2 Islam Md. Atikul 07-09137-2 Miah Abu Kausar 07-08446-2 Page 2 of 25 Pre reflexion This report is made based on the communication mental synthesis of Standard Chartered Bank. Based on case study of both(prenominal) employees of Standard Chartered Bank, the report was made.This report contains the communication structure of Standard Chartered Bank. It withal has some suggestions for the Standard Chartered Bank to make their communication process more effective and to make their organizations performance better. This report has some concept of communication, the process of communication, commu nication channel, mass communication, communication barriers, altogether, the concept of organizational communication. And the implications of them in The Standard Chartered Bank that if they argon using them properly and what should be d integrity if they argon not using them properlyPage 3 of 25 Acknowledgement At first, we take the opportunity to thank The Almighty. consequently we express our thanks to our department and authorities for granting us such(prenominal) opportunity in this level. We atomic number 18 real pleased to accomplish the assigned task addicted by our revered course instructor Prof. Faizur Rashed Gullu sir. While completing this report we faced different problems such as shortage of quantify, study, convincing the employees of the bank and so on notwithstanding we have been able to overcome the problems with direct and indirect assistance from our course instructor. We are really thankful to him.Above all, we have to thank the people at the bank who provided us with valuable development, gave us their valuable prison term and helped us in every way affirmable. Finally, we are pleased to complete the report on the given subject properly and authenti chew the faty. Page 4 of 25 TABLE OF CONTENTS Forwarding letter Preface Acknowledgement Table of contents discover of illustrations Abstract 1. 0 Introduction 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 What is communication The process of communication want of communication Barriers of communication Introduction of the organization Objectives Scope Research regularityology 1. . 1 Sample 1. 8. 2 grimace study 1. 9 Limitations Page no. i ii iii iv v vi 01 01 02 08 08 09 10 11 11 12 13 13 14 14 14 15 16 17 18 19 vii 2. 0 Organization of the report 2. 1 Case studies Case study 1 Case study 2 Case study 3 Findings 2. 2 3. 0 Conclusion 4. 0 Recommendation Bibliography Page 5 of 25 List of illustrations dactyl 1. 1 The basic communication process Figure 1. 2 Flow of communications Page -4 Page-6 Page 6 of 25 Abstract The transference and understand of subject matter is communication. No groups hind end exist without communication the transference of implication among its members.It is barely through transmitting meaning from whiz person to another(prenominal) that information that information and ideas can be conveyed. The key parts of the communication process are (1) the sender (2) encoding (3) the channel (4) decoding (5) the receiver (6) feedback. There are tether types of communication upward, downwardly, lateral. The study was aimed to know the communication structure of Standard Chartered Bank. If any lacking is found, the organization will be able to improve performance. The study will bugger off a chance to know the system of the organization and its communication system which will increase our knowledge and experience.The study has been through with the method case study. The study was done with the help of random sampling. The sample size of th e study was 3. Their communication style is very rich. They have very effective communication system. By removing the communication barriers between higher level managers and lower level managers they can do it better. They should enrich their formal communication system. We think that after doing these things they will be improved. Page 7 of 25 1. 0 Chapter 1 Introduction 1. 1 What is communication? The transference and understanding of meaning is communication. Communication is more than further imparting meaning.It must(prenominal) too be understood. In a group in which one member speaks only German and another one do not know German, the individual oratory German will not be fully understood. Therefore must include both the transference and understanding of meaning. Research indicates that poor communication is probably the most frequently cited source of interpersonal conflict. Because individuals spend nearly 70 percent of their walking hours communicating-writing, readin g, speaking, listening-it seems reasonable to conclude that one of the most inhibiting forces to successful group performance is a lack of effective communication.No groups can exist without communication the transference of meaning among its members. It is only through transmitting meaning from one person to another that information that information and ideas can be conveyed. Communication, however, is more than merely imparting meaning. It must also be understood. In a group in which one member speaks only German and the others do not know German, the individual speaking German will not be fully understood. Therefore, communication must include both the transference and the understanding of meaning.An idea, no matter how great, is useless until it is inherited and understood by others. Perfect communication, if there were such a thing, would exist when a thought or an idea was transmitted so that the mental throw perceived by the receiver was exactly the same as that envisioned by the sender. Page 8 of 25 Communication serves four major functions at bottom a group or organization control, motivation, emotional expression, and information. 1. Control member behavior. 2. Foster motivation for what is to be done. 3. permit a release for emotional expression. 4. Provide information mandatory to make decisions. . 2 The process of communication Before making too many generalizations concerning communication and problems in communicating effectively, it is needed to know the level of communication and communication process 1. 2. 1 Levels of Communication Intrapersonal Top level management mainly takes internal decision, so internal decision depends on them on many sectors social Middle level managers are some durations allowed to make some effective organizational decision Extra personal Communication between human & nonhuman being Organizational In organization higher level employees take decision.In this bank most of the decisions are taken by top level management Formal Language Those languages which are used inside office. In this bank they usually use to colloquy one another they simply use brother or sister. Cross-cultural In a cross-culture there are two divisions high and low context Page 9 of 25 Mass Print Media Electronics Media Organizational Website Before communication can take place, a purpose, expressed as a meat to be conveyed, is needed. It passes between a sender and a receiver. The message is encoded and passed by a way of some medium to the receiver, who decodes the message initiated by the sender.The result is transference of meaning from one person to another person. The key parts of the communication process are (1) the sender (2) encoding (3) the channel (4) decoding (5) the receiver (6) feedback. The sender initiates a message by encoding a thought. The message is the actual physical product from the senders encoding. When we speak, the speech is the message. When we write, the writing is the message. Wh en we gesture the movement of our arms and the expression of our face are the message. The channel is the medium through which the message travels.It is selected by the sender, who must determine whether to use a formal or versed channel. Formal channel are established by the organization and transmit message that are related to the professional activities of members. Other forms of message, such as personal or social, constitute the informal channel in the organization. These informal channels are spontaneous and emerge as a response to individual choices. The receiver is the object to whom the message is directed. But before the message is received, the symbol in it must be translated into a form that can be understood by the receiver.The step is the decoding of the message. Noises play communication barriers that distort the clarity of the message. Examples of possible noise sources include perceptual problems, information overload, semantic difficulties, or cultural differen ce. The final link in the communication process is a feedback loop. Feedback is the check on how successful we have been in transferring our message as original intended. It determines whether understanding has been achieved. Page 10 of 25 The communication process model Figure 1. 1 The basic communication process Communication can flow vertically or laterally.The vertical dimension can be further divided into downward and upward directions. 1. 2. 2 Downward communication Upper level managers are friendly communal to the down level employees. Top level management directly gives any kinds of instruction to the down level manager are called downward communication. Smoothly working down level communication must have needed. Communication that flows from one level of a group or organization to a lower level is a downward communication. When we think of managers communicating with employees, the downward pattern is the one we are usually thinking of.Its used by group leader and managers to assign goals, providing stock instructions, inform employees of policies and procedures, point out problems that need attention and offer feedback astir(predicate) performance. But downward communication does not have to be oral or face to face contact. When management sends letter to their employees domicil to advise them of the organizations new sick leave policy, its using downward communication. Page 11 of 25 From the team leader to the member of her team, reminding them of an upcoming deadline, is also downward communication 1. 2. 3 Upward communicationGround level officers communicate with the mid-level managers. Mid-level manager communicate with their Divisional Directors. Employees can frankly communicate with upper level managers. When communicated with the Upper level all over observing the rules & regulation. Upward communication flows to a higher level in the group of organization. Its used to provide feedback to higherups, inform them of progress toward goal and really current problems. Upward communication keeps managers aware of how employees feel about their jobs, coworkers and the organization in general.Managers also rely on upward communication for ideas on how things can be improved. Some organizational examples of upward communication are performance reports prepared by lower level of management for review by middle and top management. Suggestion box, employee attitude surveys, superior subordinate discussion, and informal gripe sessions in which employees have the opportunity to identify and discuss problems with their head or representative of higher management. 1. 2. 3 Lateral communication Similar level employers also well communicated. Employees freely communicate with colleagues very casual language, normal behavior.Grapevine is strictly prohibited Political conversation is restricted When communication take place among member of the same work group, among members of work groups at the same level, among managers at the same level or among any horizontally equivalent personal we describe it as lateral communication. Page 12 of 25 Lateral communications are often necessary to save time and serve coordination. In some case, these lateral relationships are formally sanctioned. More often they are informally created to a short circuit the vertical hierarchy and aid action.So lateral communication can from managements view point, be good or bad. Lateral communication can be beneficial, in such case they occur with the knowledge and support of superiors. 1. 2. 4 Crosswise communication Top level management can communicate directly with the ground level. periodic performance review meeting. Everybody can communicate with everybody in this organization Figure 1. 2 Flow of communications Communication Channel Communication channel way the way of transmitted any kinds of information about this organization. Page 13 of 25 There are two types of communications a. b.Internal communication channel external comm unication channel. Internal communications are (a) Oral Telephone, Intercom, Meeting, Presentation, Face to face, meeting (b) Written Memo, report, graph, e-mail, letter, notice External Communications are (a) Oral Telephone, intercom, Meeting, Presentation, Face to face meeting, Press Briefing (b) Written Memo, report, graph, e-mail, letter, notice, invitation, annual report, leaflet 1. 3 Necessity of communication The communication shortcoming of employees and the importance of communication in business rationalise why one should work to improve communication skills.Whatever position one has in business, performance will be judged largely by his/her ability to communicate. If one can communicate well, he/she is likely to be rewarded with advancement. And higher the advancement, more necessity of communication ability. The evidence is clear improving communication skills improves chances for success in business. Communication is very much alpha in business businesses want and n eed people with good communication skills. Evidence of the importance of communication in business is found in numerous surveys of executives, recruiters and academicians conducted in recent years.Without exception, these surveys found communication ranking at or near the top of the business skills needed for success. Page 14 of 25 1. 4 Barriers of communication A number of barriers can retard or distort effective communication. Some causes for barriers are, purposely manipulating information for getting more favor, presenting the information based on personal understandings etc. Barriers are 3 types 1. Intrapersonal 2. Interpersonal 3. Organizational 1. Intrapersonal barriers Wrong assumptions Varied perceptions Differing background 2. Interpersonal arriers Limited vocabulary Incongruity of verbal and nonverbal messages Communication selectivity 3. Organizational barriers Information overload Emotions Language 1. 5 Introduction of the organization Standard Chartered Bank started it s business in Bangladesh in 1948, opening its first branch in the port city of Chittagong. The bank increasingly invested in people, technology and exposit as its business grew in relation to the countrys thriving Page 15 of 25 economy. At present the bank has 6 offices in Dhaka Chittagong and Sylhet, including the countrys only offshore banking unit inside the Dhaka Export Processing Zone at Savar.Extensive knowledge of the market and native expertise in a wide range of financial services underline our strength to build business opportunities for corporate and institutional clients at home and abroad. Continuous upgrading of technology and control systems has enabled the bank of offer new services, which include unique ATMs and Phone banking. Standard Chartereds services in Bangladesh, ranges from in-person & Corporate Banking to Institutional Banking, Treasury and Custodial services. 1. 6 Objectives The study was aimed at the preserveing objectives A.Primary objective To learn about the communication structure of Standard Chartered Bank B. Secondary objectives To identify the communication strategies of Standard Chartered Bank To find out the internal communication barriers (if any) of Standard Chartered Bank To find out their awareness level of the barriers To suggest remedies for improvement To find out the mass communication style or strategies To found out the impact of sex differences inside the organization To find out the impact of cultural differences inside the organization 1. Scope After making the report some benefits will be there for both the organization and us. Page 16 of 25 17. 1 Scope for Standard Chartered Bank If any lacking is found in their organization the management will find a way to solve their problem after studying our report. They will be able to make their organizations system of communication more effective and the organization will be able to improve performance. 17. 2 Scope for the researchers The study will find a chance to know the system of the organization and its communication system very well which will increase our knowledge and experience.Thus it will help edifice our career. 1. 8 Research methodology of the report Report is a place of factual writing based on evidence, containing organized information on particular(prenominal) topic o Formal in nature and written for specific audience o Discusses the topic at depth and contains conclusions and recommendations if required The study has been done with the method case study. Rather than using samples and following a rigid protocol to examine limited number of variables, case study methods involve an in-depth, longitudinal examination of a single instance or event a case.They provide a systematic way of looking at events, collecting data, analyzing information, and reportage the results. As a result the researcher may gain a sharpened understanding of why the instance happened as it did, and what might become important to look at more extensi vely in future research. Case studies lend themselves to both generating and testing hypotheses. As we did not have sufficient time to go for questionnaire survey, we followed the method case study. Page 17 of 25 1. 8. Sample Small segment of the total universe of discourse which is considered to be the representative of the total population is called the samples and the process through which the samples are selected is called sampling or sampling procedure. There are two types of sampling 1. Random To take the interview of the person on hand(predicate) 2. Purposive To take interview of people whom one wants to The study was done with the help of random sampling as because purposive sampling was not possible due to unavailability. The sample size of the study was 3. 1. 8. 2 Case study We took face to face interviews.We went to Standard Chartered Bank Islamic Banking Centre classify which is situated in Gulshan Avenue. We talked to the tercet people of personal loan section indiv idually. We asked them the same questions and got answers. After getting their answers we organized the three cases and studied the cases to reach the decision. 1. 9 Limitations The study was done in a very short time when we and the employees of The Standard Chartered Bank both were very busy. They at first denied talk to us but after assuring that minimum time of them will be taken they agreed to meet.So, we were unable to ask them many questions which might be important for the valuation and proper conclusion of the report. Page 18 of 25 2. 0 Chapter 2 Presentation of Cases We did three case studies based on the three interviews of the employees of Standard Chartered Bank. The cases are given below Case study 1 Md. Sajjadur Rahman fruit marketing officer B. Sc. & M . Sc. in Mathematics unlatched loan consumer Banking Division He works in standardized charted bank for two years before coming here he worked as a marketing officer in HSBC bank for two years.In this study they give tongue to their all communications is face to face. They contact with their higher level boss with e-mail and they also said they contact their immediate boss face to face. When they send any e-mail to their boss it just like a SMS there are no unnecessary thighs there. But when they send any e-mail to their boss its takes time to get the reply . In this study they also said they call their male employees as brother and female employees as sister. There is no sir or madam addressing through the whole organization.In this study we also see that they follow the communication channels are up ward, down ward and lateral. Most of time they use the verbal communication to their employees and it is face to face. He also said there is no non verbal communication use their company. But sometime they use only e-mail for their boss in urgent situation. Some time they go for tour in different countries but every one does not get chance. The person who fill a minimum assign only they can j oin the tour. In 2006 he tour in Thailand. He is satisfied of there communication style. Page 19 of 25Case study 2 A. M. Sadeeque Hassan Product Marketing Officer BBA, MBA Major in Marketing Unsecured loan consumer Banking Division In this study they said there are very petty(a) bit barrier to their company for example they do not call their boss with unsuitable time. Higher level boss reply their e-mail very late. In this study we also known female are more active than male. Even female work on Friday when male are depressurise there time by visiting or gossiping. In last month one female are getting award by doing her take up performance. She process 454 file in one month.It is a friendly work environment as a result it plays a significant bureau in communication process. There are also some internal communications to employ to employ like face to face, telephone, mobile. He was also fill the credits as a result he could join the tour of Thailand in 2006 . He is also satisfied of there communication style. Case study 3 Md. Fayssal Hossain Assistant Product Marketing officer Honors Masters in Marketing Unsecured loan consumer Banking Division In this study they said that they can talk to their higher level authority direct face to face or phone. There are also down ward, upper ward and horizontal communication.In standard charted bank all work has been done by group work and every group join as a team. There are a leader of each team and all the group follow the leader. Page 20 of 25 Some time they arrange picnic or society and the entire members attend the party or picnic. It helps to communicate with other and remove the communication barriers with upper level and lower level employees. In this time boss are free with their employees. That recreation system is effective for better employee employer relationship He was also filling the credits as a result he could join the tour of last year in china with there official tour.He is also satisfied with the re Communication style. Page 21 of 25 3. 0 Chapter 3 Analysis After studying the cases we came to know about the organizations communication structure. Their communication style is very rich. They have very effective communication system. All of them agreed with their answers. That symbolizes their unity and effectiveness of communication. They all agreed that their organization follows face to face communication most of the time. Telephone is also a main communicating element. Oral communication is used more thats why they are freer.They use face to face communication they also said their male employees as brother and female employees as sister. There are no sir or madam addressing through the whole organization. Most of the time they use the verbal communication There is also downward, upward, and horizontal communication. It is a friendly work environment as a result it plays an important role in the whole communication process. Some time the organization arrange picnic or party the entire member attend the party. The recreation system is effective for better employee employer relationship.Some they go for tour in different countries. Although they are satisfied with their communication style but still there are some barriers to communicate with their higher level boss. Their formal communication style is not perfect through which they communicate with their boss. Page 22 of 25 4. 0 Chapter 4 Conclusion The report on The Communication Structure of Standard Chartered Bank was very useful to us for our experience. We came to know about the communication structure of a renowned organization. Their communication style is very rich.They have very effective communication system. The communication style of every public organization should follow the structure. We are grateful to our course instructor for giving us such an opportunity to do the report and enrich to our knowledge to a great extent. Page 23 of 25 5. 0 Chapter 5 Recommendations Based on our findings , we now recommend the following They should remove the communication barriers between higher level managers and lower level managers Their men should work equal to their women They should enrich their formal communication styleBibliography Raman, M. , & Sharma, S. (2004). Technical Communication Principles and Practice. spick-and-span Delhi Oxford University Press Research. (2007). Retrieved on December 3, 2008 from http//en. wikipedia. org/wiki/Research Robbins, S. P. , & Judge, T. A. (2007).Organizational Behavior. New Delhi Prentice Hall. StandardChartered Bank (2004). Retrieved on 3rd December 2008 from http//www. standardchartered. com/bd/ Page 25 of 25

Comparrative Essay of Cooking Programs Essay

Nigella Bites And Surfing the Menu be two cooking political platforms that sh be the same end result of delicious foods, but are very different in the contrasting aspects of social context, form and purpose which all help to reflect the cooking styles and own(prenominal)ities of their hosts. The atmosphere and contents of both presentations broadly speaking appeal to the audiences of a different social status and/or age group. Set in Britain, the programme Nigella Bites appeals to an audience who belong to more than of a overwinter climate.Each episode is formatted as a very comfortable and inviting home movie, using amateur camera work making it look more personal and family orientated. The show is filmed in Nigellas own house and kitchen allowing her audience to feel wel completed. Images and visuals of illustrated foods and vibrant pink colours are shown throughout the opening ascribe with Jazz music engagingly flowing in the background. Many of her episodes begin with the view of a freezing British winter day/night and thus follow onto Nigella being in the warmth of her own home.Surfing the Menu is a travelogue formatted programme set in Australia which promotes different towns and locations approximately the rude in severally episode. Along with catching/acquiring their own ingredients before cooking their meals, the hosts Curtis Stone and Ben ODonoghue aka Bender also make sure to act with the culture of each location they shoot in, making the Programme very relaxed as well as educational to the viewers. The opening credits consist of a range of photo shots and bright colours that go with the themes of the tourism and the outdoors.While the boys are traveling cameras makes sure to sustain different angles and views of the scenery, including aerial views of the land around them. The atmosphere for each show is evidently contrasted Nigella Bites is more of a matured cooking programme compared to the jovial attitude of Surfing the Menu. Both sh ows admit very different exterior climates which appeal to different audiences Nigella pursues the comforts of the indoor warmth compared to the blistering cold of its winters outside.This tends to attract those who like to spend their time in spite of appearance during the cold/wet days, much(prenominal) as women and mformer(a)s living in a winter climate wanting to create more wholesome and warm meals for their friends and families. Nigella showcases a particular social lifestyle that represents the enjoyment involved in cooking and preparing meals for the ones that are dear to her. Surfing the Menu however attracts, and is more of a cross to those who are more outgoing, young and interested in the experience of Australias summertime cultures.Both international and Australians viewers are drawn in by the advertised beauty of the scenery captured during each episode because of all the multicultural nature and Australian cuisine involved, advertising tourism within the country. Nigella is portrayed as a very family orientated and homely person who always enjoys her food and loves to cook. She has a proper upper-class British accent and speaks in a husky, middling seductive voice.Nigella is currently in her late thirties and is seen as very sophisticated to her viewers, usually she cooks on her own but once her meal is cooked and stool she shows her serving and sharing the meals with her children and/or all of her family and friends. The way that she describes her ingredients and recipes along with the terminology she uses such as stunning, simply beautiful and absolutely gorgeous makes it laborious as if she is in love with what she is making, the endearment and emphasis she puts in makes her so believable and intriguing.Nigella tends to mainly use knowledgeable measurements and verbs to describe what she is doing which remind you of how a mother examine would teach you how to cook. Ben and Curtis on the other hand are completely different to Nigella, typical Aussie blokes is what they are stereotyped as. Both in their mid-twenties, always wearing informal and comfortable beach clothing and using a lot of Australian slang such as Mate and Chuck it on the barbie the boys give false a very relaxed and casual feeling to their viewers.The meals that Nigella prepares are heavy winter foods which are more time consuming but are perfect for those who turn out the time and love to cook. The Surfing the Menu recipes on the other hand are light summer foods that are quick and easy to prepare. Nigella makes sure her cupboards are full of all the different ingredients that she uses and she then gives her viewers an insight of the different things that she likes to always make sure she has stocked, what they can be used for and why they come in handy for her to have around.Curtis and Ben use ingredients that are imported into the local stores such as stir-fry noodles that they cook on an Australian barbeque, along with many other ingredien ts that they go out and personally collect from the local produce or catch on their own in each episode. As well as collecting their own ingredients from each place they visit, each meal they prepare always relates to the location theyre in making the programme even more entertaining and educational.Typical cooking program camera techniques are used throughout both programs Nigella Bites and Surfing the Menu these techniques include close-ups on the hands on action with the food preparation, and snap shots throughout the shows that are used to cut out the un-necessary preparation time and skip straight to the cooking, then to the completed meals. To show their personalities and connect with their audience both of the programmes hosts make sure to speak and look directly towards/into the camera whenever possible.Surfing the Menu also uses aerial shots during the car travels to capture the different scenery around them. Highlighted sounds of the cooking appliances and food being prepa red are accompanied by soft music underneath throughout each episode in both Nigella Bites and Surfing the Menu to draw more attention to what they are doing. The contrasting features between both Nigella Bites and Surfing the Menu such as social context, form, purpose, audiences and the atmosphere differ due to the personalities and cooking styles of their hosts.Nigellas show expresses her love for warm homely meals and cooking for her family and friends during the cold British winters and the programme is filmed as a home movie style, which gives off an inviting comfortable feel to her audience. Curtis and Bens show however, reflects on the adventures and experiences of local cultures during the warm Australian summer days and is filmed as a travelogue. Both of the programmes hosts have very similar camera etiquettes and happy/warm, engaging mannerisms.

Opportunity of a Lifetime Essay

After reading this es narrate, one person may be added to the National Organ transplantation delay list. That one person can pay off or enhance more than 25 different tidy sums lives. The Donate Life Illinois is a group of agencies prudent for electric organ gifts, education about organ donations and other helpful statistics to help people and save lives. The Donate Life Illinois group established that more than 6,500 people pay back died nationwide in the United States waiting for an organ transplant in 2011. An average of 18 people die each day waiting for an organ transplant (Organ & wind Donation Stats & Facts). Statistics can be overwhelming and confusing to understand, but one thing you can understand is that each scrap you read represents a person a person that is waiting to be saved. This person can be a mom, a dad, a brother or a sister, someone important to someone else. Families try their best to try to help their loved ones search for organ donors. Not all pati ents ar qualified to receive organs because the lack of organ donors. by dint of a simple two-step plan, which consists of educating more people about organ donations and changing the U.S from an opt-in system to an opt-in system, this could save those 18 lives lost each day.To start this two-step plan to fix the take away for organ donors in the U.S is to educate the public about organ donations. many a(prenominal) Americans atomic number 18 not informed about this major issue of organ donations and or unaware of the lack of organ donors needed in our country. They may not realize that they can potentially become an organ donor themselves very comfortably. With the public becoming more educated, this willing increase the follow of donors and decrease the number of patients that pass away waiting for organ transplants. One major issue is the publics view about organ donations only occurring when they die. Organ donations are just as important for people that are living as w ell. For example, kidney transplants are in desperate need that a healthy living person can easily donate. In the essay The Surgery Was Simple the Process Is Another Story by Virginia Postrel, she talked about her experience of being a living organ donor. She donated her kidney. She states, A kidney donation is a big deal to the recipient, but public perceptions exaggerate whats involved for the donor (Postrel, Virginia).The government should clearly explain how easily the act could be done. Kidney transplants necessitate a few incisions just enough to land the kidney out. The recovery process is a couple days and you are the same person you were before. Its not a life changing procedure. Deciding whether to donate is also another issue. She states, Even relatively supportive transplant centers like mine make it easier to quit than to go through with it (Postrel, Virginia). The government should promote organ donations. They should help the public understand that they could save many lives by donating. Organ donations are a very important in the U.S and the public needs to understand the importance of donating. The last part in the two-step plan to fix the need for organ donors in the U.S is to change the opt-in system to an opt-out system. The United States shortly has an opt-in system, which individuals are asked to register their automaticness to be a donor after their death.The opt-in system that our nation has really is not very effective. A 2005 Gallup poll revealed that more than half the population of the United States was willing to donate organs after death, but inefficiencies in the current system mean that even willing donors often end up not donating (Carney, Scott). This is a sad statement that has been stated. This shows that there are people willing to donate but because of our system, its more difficult to pull through the procedure and unaware of how to become an organ donor. The government should come up with a antecedent to help these perfectly good donors willing to help others through an easier process such as an opt-out system. Donate Life America has a statistic that states, 90% of Americans say they support donation, but only 30% know the essential steps to take to become a donor (Statistics). By having an opt-out system, it would make it easier for people to get involved with organ donations and it would increase the number of organ donors significantly.Instead of 100 million people that are organ donors in the U.S (Organ & Tissue Donation Stats & Facts), we could echo this number to 200 million people with more people being able to become organ donors. Some people oppose the opt-out system because they are worried about their relatives not knowing the need for an opt-out organ donor registration, a mandate will be in effect. The mandate will require the DMV and Hospitals to ask people if they want to be on the opt-out organ donor list. Most United States citizens have a drivers license, which means they have to renew it every couple years so it is up to date. The government can then require people that are renewing their license to be informed about the opt-out system and then they can decide whether they want to be removed from the organ donation list or not.In Hospitals, the policy can consist of requiring the patients to sign a document while they are checking into the hospital stating that they understand the opt-out policy completely for organ donations and can state if they do not want to be removed from the organ donation list. If the patient doesnt want to become an organ donor, they have the right to register as a non-organ donor. This mandate will potentially eliminate the donors familys claim that they did not realize that the donor need to opt-out of the list to become an organ donor. Through this simple two-step plan, this policy can increase the number of organ donors on the United States, and it will decrease the number of deaths due to the lack of organ donors.With the public becoming more educated about organ donations, people will be less hesitant to go through the organ donation process. The United States government can influence people to go through with organ donations and change the U.S system from an opt-in system to an opt-out system. Changing the opt-in system to an opt-out system will increase organ donors significantly as well because it will be an easier way to establish if the person wants to become an organ donor or not. By these two simple plans to increase organ donations, those 18 lives lost each day will be reduced because of the people wanting to help each other and donate their organs to the people in desperate need of donors.Works citedCarney, Scott. The Case for Mandatory Organ Donation. Patterns for College Writing. 12th ed. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston Bedford, 2010. Pgs 614-617. Print.Organ & Tissue DonationStats & Facts. Donate Life Illinois. Gammon Group, 2011. Web. 10 Nov. 2012..Postrel, Vi rginia. The Surgery Was Simple the Process Is Another Story.Patterns for College Writing. 12th ed. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston Bedford, 2010. Pgs 625-627. Print.Statistics. Statistics Donatelife.net. N.p., July 2012. Web. 10 Nov. 2012. .

Block Scheduling

UNION UNIVERSITY THE IMPACT OF BLOCK SCHEDULING VERSUS TRADITIONAL SCHEDULING ON STUDENT ACHIEVEMENT A REVIEW OF LITERATURE SUBITTED TO DR. sesame TUCKER IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF EDU 675 CAPSTONE RESEARCH SEMINAR BY LELA BINGHAM MAY 9, 2012 Chapter 1 Introduction As administrators and educators prolong seeked ways to use succession more than productively, major potpourri overs have been occurring in utmost cultivate documents. Within the context of reproduction re engineer, matchless of the attri merelyes of the traditional program lineal system that has been a focalization for systemic change has been the use of sequence (Trenta & international vitamin Aereere Newman, 2002).In Nichols (2005) research, its noted that one of the to the amplyest degree important concerns expressed in A Nation at Risk draw was related to how effectively classroom notifyion cartridge holder was being utilized in the Statess cultivates. Evans, Tokarczyk, Rice & amp McCray (2002) indicated that this report offered me genuinely recommgoalations for cultivate re human body initiatives, including restructuring for more effective use of school cadence and annexd concentration on core academic subjects. t all toldy to Lawrence and McPherson (2000), administrators and teachers in America have been criticized regarding the poor use of school succession since the 1980s (p. 178). Maltese, Dexter, Tai, and Sadler (2007) found that virtually 66. 7% of high school graduates from the class of 2004 enrolled in colleges or universities, the impressiveness of high school as a cogitates to prep atomic number 18 educatees for a successful college experience is essential (p. 1).According to Zepeda and Mayers (2006), as the accountability bar rises, schools continue to becharmk avenues for increasing learner skill, and school leaders have examined impertinent teaching methods, emerging technologies, and alternate plan patterns to im fire the teach ing and breeding processes (p. 137). Nichols (2005) states that in reply to A Nation at Risk report, m all concerned educators and community leaders at all levels argued that schools should increase the length of the school solar daylight and the school year and simultaneously restructure the traditional daily roll.Trenta & Newman (2002) wrote that while many efforts have pore on seeking ways to add clipping to the academic year and the academic day, other efforts have centeringed on maximizing the time already in the calendar (p. 54). As schools seek to hold back the most effective teaching strategies to increase scholar achievement, Zepeda and Mayers (2001) says one especially attractive option has been b rent computer programing. This scheduling is in effect in approximately 30 percent of the nations secondary schools. What is layover-scheduling? distract-scheduling is a method of scheduling the six-hour school day into close offs of class time.Sometimes refe rred to as Extended-Period Schedules, retard scheduling is erect by advocates because it keeps educatees in class for longer periods of time, reduces the amount students spend transitioning between classes, and gives students and teachers more opportunities to get to know each other (www. preparation. com). Rettig (2005) indicated that the most common token of class record used in Americas secondary schools is the traditional agenda, whereby classes usually meet daily and students attend six, sevener, or eight classes per day (Two Leading, para. 1).According to Queen (2000), thither are necessary steps and they remain imperative for schools examining the possibility of moving to a farce scheduling (p. 221). Gruber and Onwuegbuzie (2001) describe that an increase in occlusive scheduling in the chivalric decade has been attributed to factors such(prenominal) as the input from the business community calling for fundamental change in education (p. 33). Although turn back-sc heduling has been discussed for a few decades, it has become a subject of considerable debate. there is a plethora of factors to trespass students achievement but this research will focus on classroom scheduling.The purpose of this take up is to provide an assessment of the relationship with school scheduling and students achievement. For the purposes of this paper, I define student achievement as any positive result(s) occurring to the student because of the schooling process. Chapter 2 Literature Review According to Kienholz, Segal and Yellin (2003) changes in approaches to teaching and learning are common in schools as we strive to improve the education that we are providing our students, as surface as help them to achieve higher levels of success.In the past decade or so, forefend scheduling has become one of the most popular scheduling alternatives to the traditional record previously held by many districts. full stop scheduling is not impertinently on the square seal off. It bunghole be traced back to the early 1960s when J. Lloyd Trump of the Oregon department of grooming urged that the school agenda be reexamined to consider longer class periods as a way of improving instruction (Kienholz et al. , 2003, p. 62). When following the break off schedule, Rikard & Bannville (2005) stated that schools devote big periods of time, often 90 minutes instead of 50 to 55 minutes, to each class period.Block scheduling has been configured in different dresss, including the 4 x 4 and AB formats. Under the AB format, students attend classes for approximately 95 minutes on alternate days, while on the 4 x 4 format students attend the same four impede classes each day for 90 consecutive days once per year (p. 26). As a result, students have fewer classes per day or term, and teachers and students should be able to focus more deeply on the material.While steady relatively new in the world of education, block scheduling has been the cause for much debat e over whether it increases student achievement or not. While the aim is to provide teachers and students with full-grownr, uninterrupted periods of time with which to delve deeper into class bailiwick and practice. The block has the potential to increase student learning but only with effective usage of time. This will help answer the questions about the impact lock scheduling has on success (Rikard & Banville, 2005, p. 33). The main findings of the esearch for this paper present instruction on both sides of this argument, and discuss the block schedule with relation to students, parents and teachers perceptions, advantages and disadvantages and finally, student achievement (Rikard & Banville, 2005). Students, Parents and instructors Perceptions As Rikard and Banville (2005) findings were consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior proble ms after changing to block scheduling from a traditional format.Sixty six percent of teacher perceived that students wise to(p) more in blocked versus traditional classes but they had no documented evidence of that conclusion (p. 26). Jones (2000) research from a high school in Southern Georgia had a one-week outpouring period in which students and teachers enrold in block schedule. In the week subsequent to the trial period, a survey was issued to students by administration to determine the accessible validness of the program. Students were not required to participate in the survey.If a student chose to do so, however, they would remain anonymous. At the time the survey was administered, 1,205 students (586 males and 609 females) elected to participate in the survey. This accounted for 57% of students that were enrolled in the high school at the time of the athletic field. Jones try included various questions on the survey, with the last addressing whether or not block sche duling was an gratifying alternative to traditional scheduling. The scale by which students answered ranged from 1-5 with 1 being most agreeable and 5 strongly disagreeing.The mean score was 2. 85, which slendered more toward students in accord of the change. However, it was close enough to the median that it could not be considered a significant enough difference to determine the social validity of the trial period (Jones, 2000). veau and Flinders (2001) executed a discipline that was conducted in a high school with three contiguous schedule types. Teachers, parents and students perceptions were ascertained to determine the impact of scheduling change on teachers and their classroom practices.The usage of Likert scale surveys, interviews, classrooms observations, and text data were used to compile a picture of how and why teachers adjusted to the change in schedule (p. 21). Chi-square and ANOVA analyses comparing block, hybrid, and traditional teachers found significant differe nces in four areas 1) changes in teaching methods, 2) opportunities for reflection, 3) relationship with students, and 4) levels of anxiety. According to responses from all surveys, interviews, and observational data, instructional methods for most of the teachers with block classes changed (veau & Flinders, p. 6). A study by Adams and Salvaterra (1998) included 67 teachers in four block scheduled high schools in Pennsylvania to see how the teachers perceived the block schedule, and whether or not they changed their instructional practices to accommodate that schedule. Some teachers felt unprepared for the schedule change, and were worried about being able to deal all of the content that they were accustomed to covering. For some, they still felt that the textbook drives the curriculum a sense of urgency to cover the book persists (Method section, para. 2).The teachers that felt they had not accepted enough training for the block schedule showed some resistance to shifting from traditional schedule of content or continued to use activities that did not accommodate well under the new schedule (Results and Discussion section, para. 8). Adams and Salvaterra found that while some teachers felt that the block schedule was a great fit and looked for ways to use it to its fullest, one main finding was that Teachers in all four schools identified a need for staff development, particularly in pedagogical techniques such as cooperative and integrated learning (The Role of Staff Development, para. ). Zepeda and Mayers (2001) administered a study of 31 world-class-year teachers in the Midwest, all teaching on the 4 x 4 block schedule. Each of these teachers worked at a racially diverse school of 1,200 to 2,000 students and had graduated within three months of beginning to teach. Zepeda and Mayers conducted interviews with these teachers at the beginning, eye, and end of year to get their perceptions of the block schedule. Only the teachers were interviewed, so adm inistrative and student feedback was not included.These new teachers found that they were having difficulties in adjusting their instruction to the extended block periods, various instructions by means ofout the period, and path out of materials and/or activities before the end of the period (Analysis of the Data section, para. 2). These teachers did not think that they possessed the repertoire of activities needed to successfully carry out a class on the block schedule, and they likewise expressed concern about student discipline and their inability to keep activities running smoothly (Adjusting Instruction section, para. 5). Later in this study, teachers also expressed feelings of being unprepared to assess students effectively on the block schedule (Zepeda & Mayers, 2001). Veldman (2002) looks at the information from Coopersville broad(prenominal) enlighten (CHS) as they transitioned from a traditional, 7-period a day schedule to a particular type of block schedule (A/B B lock). On one day, students would attend 4 classes, while on the following day, 3 classes with study hall imbedded in that locationin.After four eld of being on the A/B Block schedule, the school system found that on that point were several scheduling concerns that needed to be addressed. In response to the concerns, the school system researched and surveyed and created a new form of scheduling that combined the topper aspects of both traditional and block schedules per Veldman (2002). The new schedule, known as the A/B/C Schedule allowed for more instructional time during the duration of the school year. As opposed to A/B Block Scheduling, which gives 90 days of classroom instruction, the A/B/C Schedule allows for 30 additional instructional days.In preparation for the implementation of the new schedule, Coopersville gamy initiate (CHS) provided professional development to faculty that enriched instructional techniques and teaching strategies and focused on learning styles. CH S attributed much of the success of the program to an outpouring of communication among all stakeholders. Although test score were not available at the time of the study, Veldman states that the new schedule was proving to be a success with teachers and students alike.According to Jenkins, Queen and Algozzine (2002), it can be argued that because of the additional instructional time received on a block schedule, teachers have more of an opportunity to utilize an assortment of instructional strategies and techniques in the classroom. In order to determine if this was true, a study was conducted to inquire of teachers the types of instructional strategies used in their classrooms. Teachers from both block and traditional schedules were surveyed and responses were compared (p. 196).Jenkins et al. findings also revealed that there were no real similarities in the opinions of teachers on both block and traditional schedules in regards to teaching strategies. According to the survey resp onses, teachers from both sides of the spectrum maintain the same types and varieties of teaching strategies, regardless of the schedule in which curriculum is being taught. Another study conducted by Payne (1996) heterogeneous a questionnaire for faculty and students whose school was on an alternating day block schedule.This schedule allowed for students to attend a scheduled set of classes, on a block schedule, one day with a different set of classes on the following day. The results of the questionnaire showed that faculty felt that more instructional time allowed for more material to be presented in the classroom. They were not pressed to get a certain amount of material and/or standards presented in smaller increments in the day. Payne concluded that both faculty and students were fulfill with the schedule and felt that it was a success.In a study of students with different academic profiles, Marchant and Paulson (2001) focused on the student perceptions of their alternating, A/B block schedule. Marchant and Paulson gave questionnaires to 2191 high school students in an upper class Midwest suburban high school. They wanted to know what the students perceptions of the block were in relation to areas such as behavior, student-teacher relationships, success, and their support for the block schedule. Students were broken up into clusters relating to whether they were high or low-achieving in school, and hether they were happy, displeased, or apathetic about their success. Marchant and Paulson finding suggest that those who were happy and already successful, responded more positively in all categories on the questionnaire, while nearly the opposite was true for the lower-achieving students, In particular, students who were average or high achievers, were satisfied with their achievement, and believes school is important had the highest levels of school run and the highest support for block scheduling (Discussion section, para. ), while, in contrast, Student s who were the lowest achievers had the lowest support for block scheduling, worst teacher relations, and worst perceptions of student behavior (Discussion section, para. 1). According to Shortt and Thayer (1998/1999), a survey was conducted by the Virginia Department of Education, only 1 percent of the responding teachers and 5 percent of the responding administrators indicated that block scheduling had a negative impact on standardize test scores. Shortt and Thayer stated that the data they collected indicated that teachers, administrators, and students were positive toward block scheduling.Rikard and Banville (2005) interviewed fifteen physical education teachers at their school sites from eight high schools located in a southeastern school district in the amalgamated States (pg. 26). Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after c hanging to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusion per Rikard and Banville (pg. 6). In Persins (2002) research, he researched student lieus toward web-assisted instruction or usage of computer animations and graphics versus text-based or mental models. The students responded to questions with answer options ranging from (1) strongly agree to (4) strongly disagree. The participants overall attitude toward internet-assisted instruction was 1. 93, which is roughly higher than an agree response since strongly agree is rated at 1. 00. Also, attitudes based on gender were computed with female students having a slightly more positive attitude toward internet-assisted nstruction than males, although the difference in gender group attitudes was not considered significant at alpha = . 05 (Persin, 2002, p. 65). Jenkins, Queen and Algozzines (2002) research, To block or not to block Thats not the Question, was to compare teachers opinions about their preparation for using various instructional practices as well as their use of those practices and the appropriateness of employing them as part of block and traditional teaching schedules.Teachers working in block-scheduled high schools surveys were compared with those of their peers teaching in traditional schedule classes. Jenkins et al. study included 2,000 teachers (N = 2,167) North Carolina high school teachers participated in this research 1,031 taught in block-schedule programs and the remainder taught on the traditional schedule for at least three years. Comparisons were made between their opinions on instructional practices, appropriateness of those methods, and their level of training in those methods (p. 98). Responses to the level of use of various instructional methods showed very similar answers, except that for peer coaching/peer tutoring, teacher s on the block schedule reported a higher use of this strategy than id their peers teaching with a traditional schedule (p. 198). When answering questions about the appropriateness of instructional methods, again, answers were very similar. However, teachers on the block schedule reported a higher appropriateness of (p. 98) using projects than teachers on the traditional schedule. In terms of training for using different instructional practices, there were no significant differences in the answers (Jenkins, et al. 2002) A study involving student perception of the block schedule was conducted by Slate and Jones (2000). This study used 1205 southerly Georgia high school students and asked them what they thought of the block schedule after a one week trial period.Although this was a brief introduction to the schedule, this study provided data for those considering moving a school to the block schedule from students who had actually had a taste of the schedule, instead of simply having it explained to them. Participation was on a military volunteer basis, and data could only be interpreted from those who chose to participate, making the sample less representative. One disadvantage noted by the students was that they had difficulty paying attention through the longer class periods (Overall Results section, para. 1).The study had a positive outcome, as many more students reported advantages than reported disadvantages (Overall Results section, para. 2). However, some interesting information was that while Students reported that the block schedule had important advantages, especially increase time for study, and relatively few disadvantages, they reported that block scheduling was only a slightly delightful alternative to traditional scheduling. Some expressed a slight gustatory modality for traditional scheduling (Slate & Jones, 2000, Discussion section, para. 1).Santos and Rettig addressed special education teachers perceptions of block scheduling which inclu ded the A/B block and the 4/4 semester plan. They interviewed 18 special education teachers operating as department chairs in Virginia high schools. Nine of these teachers were serving in alternate-day (A/B) schools and nine in 4/4 schools. These schools had operated on this scheduling between 1 and 3 years. (What about supernumerary educationsection, para 2). The block scheduling was chosen over the traditional schedules in which the department chairs had worked.All nine 4/4 department heads expressed a preference and six of nine department chairs operating in the A/B plan preferred this variation of block scheduling over the single-period schedules (Santos & Rettig, 1999, Special Educators Speak Out section, para. 1) . Advantages and Disadvantages Despite its advantages, as Bryant & Bryant (2000) mentioned, block scheduling remains only another time-management tool unless classroom teaching/learning interactions also change. Block scheduling does provide more time with few students per classroom.It requires different instructional approaches and allows teachers to use various strategies in a single period (p. 9) Weller & McLeskey (2000) writes that teachers agreed that within the context of a block schedule, team teaching aids greatly in including students with high incidence disabilities in general education classrooms, and assists in meeting the educational needs of all students (p. 213). Maltese, Dexter, Tai, and Sadler (2007) studied how traditional and block schedules prepared students for science in college classes.Referencing the numerical data in the form of student scores, and collecting qualitative data and opinions through student surveys, their study concluded that there were points to be made for both schedules, but that neither was turn up to be noticeably more successful than the other in terms of the students level of preparation. Advantages and disadvantages are discussed in research conducted by Kenney (2003), as she looks at the finalitys of some schools to abandon the block schedule in favor of returning to the traditional schedule. She quotes R. B.Cobb, a professor at Colorado State University, as saying that the block schedule is a grassroots movement. It seems to build its momentum based on the logic of it and a judgment call by community and educational leaders hat it just looks like it ought to do better (para. 7). This statement relates both to the reasons for schools keeping and leaving the block schedule in this article. rails continuing with the block schedule made that judgment call and felt that the schedule fit their needs better, and they recognized advantages in the block schedule.A student can complete 32 ascribe over the var. of a four-year high school career. This allows four more than is possible with the seven-period day (para. 9). These schools also felt that students were less stressed on the block schedule what the block does is create a climate in which the kids feel a lot less stressnot worrying about seven different classes, seven different sets of rules, and the possibility of several different tests a day (para. 7). However, Kenney also discusses disadvantages to the block schedule, and reasons that schools and districts have moved away from this schedule.While extra time can be very beneficial in class, some administrators feel that many teachers used the additional minutes as busy time (Quick giving up section, para. 3). Additionally, there can be staffing issues in smaller schools, when you go to the block, you have to hire more teachers, thats what it boils down to (A Money Decision section, para. 3), and therefore there is the fact that at this point, there is no conclusive proof that the block schedule is the more successful of the two schedules, Ive never really seen any clear, quantitative evidence that proved block scheduling was superior to the traditional schedule.There was a general feeling it was better but no one could prove it (Kenney, 2003, A Money Decision, para. 5). Santos and Rettig (1999) says The rapid spread of this innovation brings with it both benefits and concerns with regard to programming for students with disabilities. Despite the amount of information available on block scheduling, diminutive research exists on the benefits and drawbacks for special education (What about special education and block scheduling section, para. 1). One particular study focused on this contain issue Is any one schedule better for students with disabilities?The study focused on a total of 620 students (160 students with disabilities and 460 students without disabilities) from schools on traditional schedules and schools on block schedules. The schools involved had to have been on a particular schedule for a minimum of 4 years. During the first year of the study, there were 8 traditional scheduled schools and 8 block scheduled schools (4 large schools, 2 medium-sized schools, and 2 small schools). At the end of the stud y, a total of 12 schools participated in the study. All schools involved were 9-12 clique high schools with similar attendance and graduation judge.All traditional scheduled schools had the same amount of time in a school day and the same student/teacher ratio. The same applies for the schools on block scheduling (Santos & Rettig, 1999). Santos and Rettig surveyed 281 teachers regarding the satisfaction of the schedule on which they taught. State mandated assessment test scores in reading, expression, math, science, and social studies, GPAs, ACT test scores were follow-uped from all schools to assist in ascertain a difference in achievement of students on block and traditional schedules.After reviewing test scores and records, it was found that there was no difference between students with disabilities and students without disabilities between either block nor traditional schedules. According to the study, this may be due to the fact that teachers on both schedule types wer e highly satisfied with the schedule on which their school was established. It was also discovered that teaching strategies were very similar and there was very infinitesimal, if any, difference between teaching strategies.This information showed that what works for one student, may not work for another, and that it may be possible for the high achieving students to be successful in any environment. While this may not be a specific disadvantage for the block schedule, the fact that it does not always background the low achieving student population is something to be considered when feel at the effectiveness of the schedule, or when there is the possibility of making the change to the block schedule (Santos & Rettig, 1999, Recommendations section, para. ) Student Achievement According to Queen (2000), the implementation of block scheduling was not initiated to affect student achievement directly. However, in many studies conducted nationally, the focus has been on how block sch eduling influenced the academic achievement in students (p. 218). Shortt and Thayer (1998/1999) concluded that the test of any reform effort is a positive change in student achievement, in this age of accountability (p. 78). make on academics have been investigated primarily by studying the following grade point average, honor roll achievement, numbers of failures and dropout rates and students performance on standardized tests (p. 80). Gruber and Onwuegbuzie (2001) conducted a study of student scores on the Georgia risque take aim Graduation tally (GHSGT) at a school that made the transition from traditional to block scheduling. Scores were taken from before the schedule change in 1996-1997. The scores were then compared to after the schedule change of 1999-2000.While the comparison was hoped to be in favor of block schedule, the findings of the study was no significant difference in GPA between the two groups. Significantly higher scores were noted for students on the tradition al schedule in all four core academic areas per Gruber and Onwuegbuzie. In 2005, Nichols conducted a study comparing the academic success of students in five high schools in a large urban area in English and delivery liberal arts. Over the course of this study, Nichols noted that the block schedule did not have a noticeable impact on the achievement of students in this content area.The schools went into the block schedule transition with noticeable GPA differences between them, and in the 1998-1999 school year (several years after all schools converted to block formats), an overall mean difference in GPAs among the five schools remained (p. 301). Similarly, GPA in the individual schools themselves did not differ greatly from year to year, and after the schedule transition. Student GPAs for River High School and South High School were initially lower than for other high schools in the district and after block conversions, the students generally maintain the lower achievement (p. 02 ). Unfortunately, the same was true for higher scoring students, Oak High School and North High School were initially two of the higher achieving high schools in the district, and their conversion to block scheduling appeared to have little or no impact on student achievement in English or vocabulary arts courses (p. 303). The one noticeable area of change that Nichols does notice is that the number of students taking English and language arts increase substantially after these schools changed to block schedule (p. 207).Lawrence and McPherson (2000) conducted a study comparing the traditional and block scheduling scores of students in two high schools in the same district on the North Carolina end of course tests in the core subjects. The two schools used were chosen because they were some of the first to adopt the block scheduling model. Data were taken on the traditional schedule from 1992 1994 and on the block schedule from 1994 1996. While evidence was expected to be found to support the success of the block schedule, this was not the case.For each of the four core subject test, the mean score for the traditional schedule was consistently higher than the mean scores for the block schedule (hypothesis 4, para. 2), however, there was significant support for the block schedule when using the students final classroom grades for comparison (results, para. 4). The outcome could be based on many factors, such as tests being more closely tied to curriculum, or the standardized tests covering more material than students are used to on classroom tests (Lawrence & McPherson, 2000).While looking at standardized testing, the College Board Office of Research and Development did a study in 1998 that compared advanced dimensionment test scores of students on both the block and the traditional schedule, and found that students on the traditional schedule scored better. Lawrence and McPherson noted that there were also differences in performance between students that study the coursework on the block schedule in the spring versus the fall semester, as they were more removed from the course at the time of the test, or had not yet completed the course when the test was administered.Zepeda and Mayers (2006) data favored those students on the traditional schedule. These studies indicate that research shows that pros exists for both types of schedules and more data needs to be gathered and examine in order to find a conclusive answer. The purpose of this project was to collect data from two different school districts operating on the block schedule at the high school level to obtain personal perceptions and opinions of the block schedule from both students and staff. These perceptions and opinions focused on whether or not the block schedule is seen as a positive class structure.Using a survey that was administered to both 10th grade students and staff at the participating schools, this data was collected and analyzed to make comparisons between st udent and staff perceptions, as well as noting any correlation between positive views and feelings of success on the block schedule. The summary of this study was completed in three phases (1) an extensive search of the research concerning block scheduling, (2) construction of a matrix depicting the results of the search, and (3) analysis of the studies included in the matrix. p. 142). The goal of this study was to collect and analyze both quantitative and qualitative data in the form of responses obtained through survey questionnaires. It was expected that the data would lean in favor of the block schedule, and would show trends or specific areas in which teachers and/or students feel that the block schedule is helping them to be successful, as well as reasons, methods, or activities that the survey participants feel are particularly beneficial or effective with regard to the block schedule (Zepeda & Mayers, 2006).As Kenny (2003) mentioned in her article, Watauga High School lo cated in North Carolina is using a schedule that combines the traditional and block schedule, and they have found similar advantages to the block classes. Watauga schedule includes both traditional and block length courses, and the number of classes that a student has each term depends upon how many blocks they choose to take. It is possible for them to take between four, all block, and eight, all traditional, classes at any given time.This schedule has been implemented because the school decided that their philosophical position was that neither all block nor all traditional schedules best serve all students, teachers, and subjectswe review student performance, teacher opinion, and available research annually to determine how to best offer the particular course under review (p. 49). Through this schedule, the school is showing that their intent is the best interest of their students and teachers, and the learning process.As they continue to work with the block schedule, they note t hat some of its advantages are less homework each night because of a lighter course load (p. 48), that it can help at-risk students because they usually have two major academic blocks each semester, allowing them to focus more on academics because they have fewer courses (p. 48), also that block courses are taught in a more hands-on-way (p. 48). In a detail evaluation of the of import plan, Carroll (1994) focused on the letter grades that students earned in their classes, and finds support for the block schedule looking at this end result for students in a course.The 2007 research done by Hynes-Hunter and Avery, focused on the effects of block scheduling on physical education although this topic has been neglected. Four high schools and one middle school located in the Northeast, and one high school and one middle school located on the West Coast United States, were selected to participate in this study. When compared with exceptional physical education classes, students in this st udy spent more time in waiting and management, and less time receiving information and in daily activities (p. 174). Block scheduling creates enough time for students to develop physical skill and for teachers to measure and document skill development. Also, this scheduling allows students to spend adequate time on fitness development to actually experience improved physical fitness per researchers (p. 178). Hynes-Hunter and Avery (2007) referenced the research from Claxton and Bryant (1996) clarified that it is a possibility that the ideal place for physical education in the new block will rely on the reputation of the existing physical education program.The authors felt that if physical education was regarded as a class which met no worthwhile objectives, the transition to block may be a convenient time to eliminate it. But if it was seen as a vital part of the school program, it has a good chance of assuming an equal role with other subjects (p. 175). Based on the research from Ron Persin (2002), There was a dramatic increase in Physics Honors final exam scores when a high school physics teacher implemented a website for instruction in a block schedule.The site was used to deliver weekly lecture notes, plans, and assignments while also providing links to other sources of information in physics. More time in class was available for demonstrations, group lab activities, and multimedia presentations. The research involved comparing the final exam scores in honors physics during three consecutive four-year periods from 1991-2002. Class means showed that the exam scores decreased when the school switched from the seven period-day to the 4 by 4 block, and then increased when the block schedule was enhanced with Web-Assisted Instruction (p. 1). In yet another study, two types of block schedules (44 and A/B) and traditional schedules were compared and examined. Ninth grade mathematics and reading standardized test scores were evaluated under each schedule, along w ith the ACT, which was administered during the students junior year of high school. Scheduling types, gender, and ethnicity were observed to determine what, if any, influence they had on test scores. Participants involved came from 7 junior high and high schools in Colorado Spring, Colorado.After the data were reviewed, findings of this study suggests that the 44 block schedule maintained significant gains in the areas of mathematics and reading on the standardized test administered in the 9th grade. ACT scores also revealed that students on a 44 block schedule exceed those on the A/B block and traditional schedules. Gender and ethnicity had no influence on the outcome of test scores. Because of the findings, this study slightly backs the idea of block scheduling (Lewis, 2005).When questions are asked or surveys are completed regarding the use of technology in the curriculum, the overwhelming majority of instructors would say that they are utilizing available technology. Based on th e success of this author, it seems that Web-Assisted instruction can be used to enhance learning physics by students in the block schedule. The basic principle of using technology effectively to increase teaching methods moldinessiness be masters and implemented by all (p. 68). Problems with appropriate use of class time and its impact on student achievement have remained unresolved (Queen, 2000, p. 218). Ten of his fifteen recommendations for the future that he believes are important to maximize the positive impact of block scheduling are 1. Teachers must develop and follow monthly, weekly, and daily pacing guides. 2. Teachers must master a minimum of five instructional strategies to choose students directly in the learning process and should aim to master seven or eight. 3. Teachers should pace each lesson by changing grouping patterns, varying presentations, and using different instructional activities every 10 to 15 minutes. In most cases a teacher should use a minimum of thr ee instructional strategies during any class period. . Teachers should incorporate alternative and authentic assessment practices when evaluating students. 5. Teachers must use the entire class period for instruction. Every day. 6. Teachers should strive to be creative and negotiable in assigning activities and should incorporate outside assignments in to regular classroom activities. 7. Teachers should monitor individual students participation in small and large groups. 8. Successful block teachers should mentor, formally or informally, beginning teachers and veteran teachers having difficulty with instruction in block scheduling. . Principals or staff development personnel must provide initial and continuing staff development for all teachers end-to-end the year on the topics of curriculum and instructional alignment, instructional pacing and strategies, and time management. 10. Principals must develop a monitoring team to verify that all teachers are using pacing guides and var ious instructional strategies effectively (Queen, 2000, p. 221). In essence, the success is very dependent on the professional that implement the scheduling.It is important that the principals, teachers, students, and parents give the same level of attentions and effort to block scheduling as other scheduling options (Queen 2000, p. 222). Veal and Flinders (2001) discloses that in the state of Massachusetts, it is mandatory for a student to pass (or score proficient) on language arts and mathematics portions of the MCAS during the spring semester of their sophomore year in order to graduate with a high school diploma. In 2001, one Massachusetts school, North Reading High School converted to block scheduling.A study was conducted to determine if achievement, as it pertains to the MCAS, increased after the implementation of the new scheduling system (Veal & Flinders, 2001). Participants of this study consisted of 762 students who took the MCAS during their sophomore year in high s chool. The years in which data were collected are as follows 1998-1999 mathematics and language arts scores (one year prior to the conversion to block scheduling) 1999-2000 and 2000-2001 mathematics and language arts scores (two years after block scheduling was implemented). Results showed that in 2001 study, students on the traditional schedule, 73. 3% of the 290 students tested passed the mathematics and language arts portions of the MCAS. In the years following the conversion to block scheduling, 472 students participated in the exam, with 89. 19% of students obtaining a passing score. The outcome provides evidence that there was a significant increase in passing grades for the MCAS at North Reading High School. Veal and Flinders believed that the investment of professional development for teachers prior to the instatement of block schedule may have contributed to the value of test scores.Implementation of the block scheduling system can be a costly change for any school, this s chool found it to be an effective change (Veal & Flinders, 2001). The purpose of Trenta and Newmans (2002) study was to determine the impact block schedules had on students grade point averages (GPAs) in required English/language arts courses. Data were collected from five high schools several years prior to the block schedule conversion. Each schools population varied in student socio-economic status and ethnicity.The hypothesis established was that GPAs in required English/language arts classes would not be wedge or affected by transition to block scheduling. The researcher used student GPAs and an ANOVA analysis of variance as methods of analysis for obtained data. Resulting from the study, it was found that the majority of schools scores increased the first year after the conversion to block schedule, but eventually reverted back to the pre-block average in subsequent years. Only one school maintained a steady increase in GPAs after the change to block scheduling.Upon the re quest of a mid-western school board, an evaluation was conducted on the districts high school block scheduling program. The evaluators, Trent and Newman, were asked to conduct the evaluation based on hard data, not opinions. Therefore, Trenta and Newman evaluation of the school consisted of finding the relationship between block scheduling and * Student grades (based on math, English, science, & social studies GPAs) * Ohio Proficiency Test ( pick out) Scores * ACT Scores * Attendance RateTrenta and Newman states that subjects of the study consisted of a total of vitamin D students from the graduating classes of 1997, 2000, 2001, and 2002 (125 from each class) who attended the school from their freshman year through graduation. Data were collected from each students transcript for this study. Results of the study showed that there was a positive relationship between students grades and block scheduling. The same held true for the OPT scores. Although these outcomes cannot be dire ctly attributed to block scheduling, Trenta and Newman (2002) believe that the scheduling change influenced the data concerning grades and OPT scores.ACT scores however, showed no significant relationship to block scheduling. In the case of attendance, the data fluctuated so much so that the relationship to block scheduling, or neglect thereof, was indefinite. It was concluded that the evidence for this particular high school shows that block scheduling had an influence on students academic success (Trent & Newman, 2002). Nichols (2005) believes that there is limited support that suggests that block-scheduled schools may have a direct positive effect on improving student achievement.Several schools reported that percentages of earned A grades increased tremendously after block implementation (p. 300). In 1994, a high school located in the Western portion of the United States, converted from a traditional 7-period/day schedule to a 44 block schedule. The intent of this conversion was to offer more course options for the students and to create a less-stressed and slower paced atmosphere for both students and teachers. Five years after implementation of block scheduling, the director of schools sought for a method by which the program could be evaluated.In 1998, Adam and Salvaterra, assessed, among other things, whether or not block scheduling was cost-effective for this particular district. Since the concept of education and knowledge cannot be fiscally measured, the researchers had to establish several methods of evaluation in determining the value of block scheduling collection of qualitative and quantitative data collection of information on the perception of block scheduling by teachers and parents (in the form of surveys) and visits to the school in which observations were made and interviews conducted (parents, teachers, administrators, focus groups).Survey instruments were analyzed by the use of descriptive and chi statistics. After reviewing data, it was determined that after the implementation of block scheduling * Attendance remained steady (90% attendance rate) * A Honor Roll increased * B Honor Roll remained the same * D & F scores slightly decreased * College entrance exams did not have any significant changes * Overall academic achievement remained stable Although academic achievement varied little, results showed that in reference to the A and B honor roll, students performed better under block scheduling.Other areas evaluated included the professional development/training for block scheduling for faculty. Surveys showed that although there was little training was provided to teachers, in-services compensated and aided teachers in preparing to each under the block schedule. In block scheduling, teachers are allotted a planning time which is approximately double that of a traditional schedule. This time was not being monitored by administration. Results from surveys and interviews showed that faculty and administratio n could more effectively utilize this time.However, results also showed that teachers use this time to work more closely with students in providing additional assistance and also in preparing for the lesson/unit that is being taught. Would there be much change, if any, in the results of student achievement? Would it be worth the financial and educational costs of implementing a new type of schedule? Teachers should also be trained on how to instruct under a new scheduling type. By doing so, teachers will be equipped with the necessary tools by which they can adequately educate students under a particular type of schedule (Jenkins, 2002).Chapter 3 Summary As I looked into the research, reports and articles, it is clear that there are disadvantages and certainly advantages for the use of the block schedule. When one study reports lower test scores on the block schedule in an area, it is possible to find another study with contradictory findings. The majority of the studies reviewed sh owed that there was no significant difference in student achievement based upon the type of scheduling. Studies where students showed improvement in block scheduling, however, had several external factors that may have impacted student achievement (i. e. xtensive research among students, teachers, and parents prior to implementing a new type of schedule, teacher in-service training as pertains to block scheduling, etc). One underlying theme throughout the literature was that the majority of, if not all of the stakeholders, need to be on-board and coached prior to the implementation of a new or different schedule. I concur with Wronkovich, the decision whether or not to adopt block scheduling should be based on the examination of current research. Schools should establish measurable goals and set a timetable for evaluating the outcomes of block scheduling (para. ). Block schedules can potentially ease the transition from the homelike atmosphere of the elementary school to the departm entalized environment of the high school by reduction the need for constant class changes and the number of classes students have on any given day, while providing increased content emphases and time on task. The blocked time schedule also gives even disorganized students a fighting chance to keep abreast of assignments and projects (Mowen & Mowen, 2004, p. 50). I have found that the research is still inconclusive as to which schedule better serves the educational needs of students.Like with any topic, there are studies and research that favor arguments on both sides, indicating that more information is definitely needed. As Veldman (2002) emphasizes, when considering a change in scheduling, a school must take into account the opinions and concerns of all stakeholders and research its options. References www. education. com Adams, D. C. & Salvaterra, M. E. (1998). Structural and Teacher Changes necessities for successful block scheduling. High School Journal, 81, p. 98-106. Bryant, C. & Bryant R. (2000). Social studies in the block schedule A model for effective lesson design.The Social Studies, 9-16. Canady, R. L. & Rettig, M. D. (2001). Block scheduling The key to quality learning time. Principal, 80(3), 30-34. Carroll, J. M. (1994). The Copernican plan evaluated The evolution of a revolution. Phi Delta Kappan, 76(2), 104-113. Childers, G. L. & Ireland R. W. (2005). Mixing block and traditional scheduling. The Education Digest, 6, 43-49. Dexter, K. M. , Tai, R. H. & Sadler, P. M. (2006). handed-down and block scheduling for college science preparation A comparison of college science success of students who report different high school scheduling plans.The High School Journal, 89(4), 22-34. Evans, W. , Tokarczyk, J. , Rice, S. , & McCray, A. (2002). Block scheduling An evaluation of outcomes and impact. The Clearing House, 75(6), 319-323. Gruber, C. D. & Onwuegbuzie, A. J. (2001). Effects of block scheduling on academic achievement among high school students. The High School Journal, 84(4), 32-42. Hackmann, D. G. (2004). Constructivism and block scheduling Making the connection. Phi Delta Kappan, 85(9), 697-702. Hynes-Hunter, J. M. & Avery, S. (2007). Block scheduling in secondary physical education East compared to West Coast Unite States of America.The Physical Educator, 64(4), 170-179. Jenkins, E. , Queen, A. , & Algozzine, B. (2002). To block or not to block Thats not the question. The Journal of Educational Research, 95(4), 196-202. Kenney, L. C. (2003). 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