Using Blooms Taxonomy for Effective Learning

The hierarchy of Blooms Taxonomy is the widely accepted framework through which all teachers should guide their students through the cognitive learning process. In other words, teachers use this framework to focus on higher-order thinking skills. You can think of Blooms Taxonomy as a pyramid, with simple knowledge-based recall questions at the base. Building up through this foundation, you can ask your students increasingly challenging questions to test their comprehension of a given material. Utility By asking these critical thinking questions or higher-order questions, you are developing all levels of thinking. Students will have improved attention to detail, as well as an increase in their comprehension and problem-solving skills. Levels There are six levels in the framework, here is a brief look at each of them and a few examples of the questions that you would ask for each component. Knowledge: In this level students are asked questions to see if they have gained insight from the lesson. (What is... Where is... How would you describe?)Comprehension: During this level, students will be asked to interpret facts that they learned. (What is the main idea... How would you summarize?)Application: Questions asked during this level are meant to have students apply or use the knowledge learned during the lesson. (How would you use... How would you solve it?)Analysis:Â  In the analysis level, students will be required to go beyond knowledge and see if they can analyze a problem. (What is the theme... How would you classify?)Synthesis: During the synthesis level of questioning students are expected to come up with a theory about what they learned or use predictions. (What would happen if... What facts can you compile?)Evaluation: The top level of Blooms Taxonomy is called evaluation. This is where students are expected to assess the information learned and come to a conclu sion about it. (What is your opinion of...how would you evaluate... How would you select... What data was used?) Corresponding Verb Examples Remembering: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, stateUnderstanding: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translateApplying: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, writeAnalyzing: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, testEvaluating: appraise, argue, assess, attach, choose, compare, defend estimate, judge, predict, rate, core, select, support, value, evaluateCreating: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

Risk Management Questionnaire - 1438 Words

Model Question Paper MF0009 Insurance and Risk Management Section A: 1 – 20: each question carries 1-mark Section B: 21 – 31: each question carries 2-mark Section C: 32-38: each question carries 4-mark Section A 1. What does risk imply? a) Bright future b) Doubt about future c) Worse position d) No future 2. Chance may be defined as: a) A favourable outcome b) A different outcome c) Fluctuating outcome d) Undefined outcome 3. One of the following is not the meaning of Risk – a) Risk as the cause b) Risk as loss c) Risk as the subject d) Risk as the likelihood 4. Chance is _________ Risk a) Same as b) Different from c) Similar to d) Not related to 5. Objective risk is defined as a) Relative variation of actual and expected loss b)†¦show more content†¦The higher the probability that an unwanted event will occur, _________ the risk. a) The Smaller is b) The Greater is c) No change in d) Can’t say anything about 26. The highest authority to settle a consumer dispute under COPRA Act a) Dist forum b) State commission c) National commission d) Apex court 27. The order issued by the consumer forum does not include one of the following – a) To remove the defect pointed out from the goods in question b) To replace the goods with new one c) To pay compensation awarded by the forum d) to return the defective product 28. Which of the following is true? a) The agent gets 2% commission on single premium b) The agents gets 7.5% commission on annuity business c) 40% commission is paid on first years premium d) No commission is paid for revival of policy 29. Treaty method is a formal and ---------- agreement between two insurers. a) Legally binding b) Informal agreement c) Contract d) Mutual Consent 30. Which of the following is not true with Joint Venture Model? a) It is between one or more banks with an insurance company b) Distribution is done through Bank s network c) Balance share holding is between the bank and insurer d) Exclusive products are offered to the customers 31. Bank personnel may resist the sale of insurance in the bank due to – a) Lack of product knowledge b) If savings are diverted from bank c) Lack of training d) Sales Section C 32. State which of the followings are true or false – i)Show MoreRelatedThe Requirements Of Risk Management1737 Words   |  7 PagesAd Hoc is basic level, which the organizations do not realize the requirement of risk management, and has no systematic solution to deal with the risk. At this level, the project always deal the risk after it happened, which lead to weak situation in conducting the project. Level 2: Initial. At this level, the organization can use rudimentary manner to manage risk. However, even aware of the need of risk management, there is still lack of the capability of implement. Level 3: Defined. This is aRead MoreReview on the Impact of Management Integrity on Audit Planning and Evidence948 Words   |  4 PagesReview on the Impact of Management Integrity on Audit Planning and Evidence Objective This research is done to assess the correlation between management integrity and RMM, audit planning and misstatement detection, which leads to analysis of the impact of management integrity information on audit conduct. 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Postmodern film making An analysis of Moulin Rouge Essay Example For Students

Postmodern film making: An analysis of Moulin Rouge Essay With close mention to the selected movie Moulin Rouge , go beyond the beds of spectacle and fiction to show the multiple and contradictory discourses to be found in postmodern movie devising, and what these tell us about nucleus world. Postmodernist film has frequently been criticised in academic circles for its â€Å"ill-famed medley esthesias, retro-obsessionisms, and empty simulations of simulations† . The characteristic technique of citing earlier plants, every bit good as the eternal name-checking of popular civilization points and icons, is frequently seen as a deficiency of originality, creativeness, prowess, and hence a deficiency of worthiness. In this essay I shall analyze Baz Luhrman’sMoulin Rouge( 2001 ) and its relationship to thoughts of the postmodern, pulling comparings to the overtly postmodern plants of Quentin Tarantino as agencies of contextualisation, and comparing impressions of postmodernity with impressions of high construct film in an effort to understand what Luhrman calls the â€Å"high construct comedy† of the movie, and how this effects the film’s nucleus world. If the most exciting and luring grade of postmodernist film is its engagement of the informed spectator through the reclaimation and referencing of popular civilization points and images, so it would so look sensible to propose a comparable relationship between postmodern film and the high construct movies whose most memorable and recognizable elementsarethese iconic images, images which are used non merely to market the movie but frequently to move as a simple microcosm for the movie as a whole. Much of postmodern film can be seen as an act of reclaimation, and of recontextualisation, and much of this reclaimation relies on the sorts of iconic images and characters The iconic images which are frequently used to drive and to market high construct movies ( those of the fierce foreigners inAlien Resurrection or of Luke Skywalker exerting his visible radiation saber inStar Wars episodes 4, 5 and 6 ) are frequently the victims of this intertextual reclaimation – an illustration being the scene inWayne’s World( Penelope Spheeris, 1992 ) in which Robert Patrick reprises his function as the T-1000 fromExterminator 2: Judgement Day( James Cameron, 1991 ) . This scene relies upon the audience’s cognition of the Terminator movies for its comedy: as Mike Myers speeds off shouting from the T-1000, the audience is partly express joying at the saddle sore of Myers and carbon monoxide in puting Robert Patrick in this state of affairs, but to a far greater extent the com edy comes in the signifier of verification and comprehension – the immature viewing audiences pat each other on the dorsum in self-satisfied felicitation of the popular civilization cognition that their befuddled parents deficiency. This pat-on-the-back syndrome is behind much of the pleasance derived from postmodern film by its postmodern audience, and so by its younger, less informed viewing audiences who know little of postmodernism but a great trade about the importance of allowing popular civilization points in youth civilization ( the coolest childs are the 1s that can recognize the most mentions, and anyone who misses a mention is out of the cringle, like the child whose parents don’t let him to watch 18 certificate movies ) . Indeed to this younger audience a movie likePulp Fiction( Quentin Tarantino, 1994 ) may supply a similar sort of enjoyment that a high construct movie such asArmageddon( Michael Bay, 1998 ) might supply – iconic images, memorable soundtrack and a root in popular civilization. The older, more cinematically literate spectator consumes the movie in a different mode – they understand the name-checking and referencing, and can warrant their furiously self-indulgent b ack-patting through the complex narration and intelligent authorship. In this manner postmodern movies can be sold to the younger, less knowledgable, more waxy audience in the same manner as the high construct movie whilst still go throughing muster for the cinephile market. This relationship between postmodern film and high construct film will go of import to my analysis ofMoulin Rouge, and another component of postmodern film which is of great relevancy to an apprehension of the movie is the reclaimation of popular civilization icons, images and sounds. This procedure of reclaimation is surely non limited to popular film, but instead to any recognizable component, point, trade name or icon. Geoff Andrew provinces: â€Å"The eternal allusions and courts to cult heroes and famous persons, favorite films, Television shows, comic-strips and vocals, urban myths and trade name names, non merely establishes a direct line of contact and complicity with the audience which exists over and above the plot lines, but encourages viewing audiences to believe about and his movies in the same obsessional way.† Take for illustration the extended mentions to popular civilization points inPulp Fiction: there are many references of fast-food eating houses such as McDonalds, Burger King, Wendy’s and Jack In The Box, references of Madonna,The Guns of Navarone( J. Lee Thompson, 1961 ) , the Television series Kung-Fu, Kool A ; The Gang, Sprite, and about anything to make with 1950s pop civilization you could conceive of at Jack Rabbit Slim’s diner. But the film’s postmodern plausibleness does non halt at that place. The method of citing earlier plants through mimicking movie manner has been much criticised ( Anne Friedberg describes postmodernism as â€Å"texts that refer merely to texts and reliable experiences replaced by simulation† ) , but remains a characteristic characteristic of postmodern film, and is made overtly clear by Tarantino on a figure of occasions: for illustration, the cryptic briefcase with the aureate freshness, borrowed from Robert Aldrichâ€℠¢sSnog Me Deadly( 1955 ) , or the referencing ofThe Texas Chainsaw Massacreas Butch selects his arm of retaliation, which are both presented really clearly as borrowed plants. Luhrman can besides be seen to be citing earlier plants through mimicking movie manners: the gap sequence in which Christian arrives into Paris on a train is evocative of the celebrated Auguste Lumiere movie of 1895, and as Christian and Satine kiss on the rooftop, the Moon above them is drawn precisely as Melies drew it in his 1890 movieMan On The Moon. InMoulin Rougeit is non high construct film or old cult television shows that are mature for looting, but instead all aspects of dad music and the musical genre, phase musicals, and the history of aureate epoch film. However, in his director’s commentary, Baz Luhrman speaks of the manner he constructed the gap movie to promote â€Å"an gap agreement with the audience†¦ where they understand that it’s both high construct comedy and high construct tragedy†. The movie can be seen to stand for a melding of postmodernity with narrative elements of the high construct: the film’s success relies on a contract with the audience, that they discard their suspension of incredulity to take an active portion in a musical comic-tragedy based on the history of musical comedies and dad music. In the same manner that people would be attracted to see a Van Damme action movie, others would be attracted to see a Luhrman musical-comedy. The Fall Of The House Of Usher Persuasive EssayThird, we have the movie within a movie, or more exactly the drama within a movie. A typical trait of postmodern filmmaking is a self-reflexive consideration of the structural conventions of cinematic storytelling, as can be seen inThe Gallic Lieutenant’s Woman( Karel Reisz, 1981 ) andA Cock A ; Bull Story( Michael Winterbottom, 2005 ) . Typically this is described as another device for promoting the audience to abandon the suspension of incredulity. InMoulin Rouge, a movie about musicals, the characters break into vocal about how good their musical is traveling to be. It’s a musical public presentation, about a musical, in a musical. In the film’s flood tide we watch the theatre audience watching the drama whilst besides at the same time watching the love trigon between Christian, the Duke and Satine play out. We see their confusion as the Duke’s flunky is flung onto the phase, dropping his gun, and they laugh, presuming this to be portion of the public presentation, presuming the ‘reality’ of their love narrative to be the show. When Christian comes up with the narration for their drama by parodying the narrative that they are taking portion in, the world of the movie becomes capable to notice merely like the narrations of the ‘40s and ‘50s musicals that Luhrman is citing throughout. By the clip we are shown the characters practising and so executing their drama, we are seeing a lampoon of a lampoon. But this barely seems to take away from the cumulative consequence of a movie so rooted in lampoon, so rooted in its ain mix tape aesthetic, or from the powers of its DJ manager. So so between these separate beds of discourse, where lies the nucleus world of the movie? What is the point of all this fiction? The nucleus world could be seen to be in the love narrative of Christian and Satine – surely on a narrative degree the movie is about two lovers, and the fact that in their narrative they are forced to execute in a staged version of their narrative does non take away from the effects of the archetypal narrative construction where male child meets girl and loses miss and poses the active inquiry ‘will they end up together? ’ , but simply alters our perceptual experience of it. But this love narrative feels slightly auxiliary, as if one time Luhrman had got into the concern of making characters to dwell his universe of aural nostalgia he had to happen a manner to warrant their being. I would reason that the film’s nucleus world lies in it’s forging of a touchable relationship between film maker and witness, in this postmodern reclaimation and recontextualisation. In Tarantino’s work his song choice is characteristic but still really much playing as soundtrack, and his popular civilization mentions, although ever-present, are sewn into the cloth of the narrative. His movies are recognisably Tarantino-esque – he is an auteur – but their narrations exist in their ain immersive worlds. Luhrman’s mix tape pop-song referencing plants on another degree. His â€Å"high construct comedy† comes in the signifier of his musical referencing, which takes topographic point in duologue, in word picture, in soundtrack and in mark. The comedy is his comedy, and as he says, our enjoyment of the movie relies on non on the playing out of narrative, but on this agreement with him. Bibliographies: Stranger Than Paradise,Geoff Andrew, Prion Books Limited, London 1998 A Cinema Without Wall, Timothy Corrigan, Routledge, London 1992 Window Shopping, Anne Friedberg, University of California Press, 1993 Art and Science of Screenwriting,Philip Parker, Intellect Books, Exeter 1998 High Concept,Justin Wyatt, University of Texas, 1994, 1

AP Physics Atwood Machine Lab Essay Example For Students

AP Physics Atwood Machine Lab Essay The two objects of equal masses are suspended over a light pulley, the objects will move only until they are both at equal distances from the ground. Then they will not move at all. 2. Net force, mass of an object, and acceleration. 3. (A) Acceleration would increase. The mass of one side is greater than the mass of the other, meaning the heaver side has a greater weight force (MGM) acting upon it equating to a greater acceleration. B) the acceleration will remain the same because ratio of masses are equal. 4. (A) If the total mass is constant, and mass is moved from one side to the other, the acceleration would stay the same. (B) If the mass were to gradually increase on both sides, the acceleration would slow down. 5. Two masses have the same acceleration because the forces are the same. Analysis 2. There is a direct relationship between difference in mass and acceleration. As the difference increased the acceleration increased. 4. As our total mass increased, the acceleration decreased. The relationship was inverse. If there is more mass, acceleration will be slower. It would take more force to make it accelerate at the same rate as if there was less total mass. The result of changing only the total mass and not the force making it accelerate or other variables gives you the inverse relationship between total mass and acceleration. 5. 6.