Usefulness Of Special Stains Example

Usefulness Of Special Stains Example Usefulness Of Special Stains – Coursework Example Usefulness of Special Stains Affiliation Introduction Pathologists carry out the complex diagnosis in terms of histology and pathology (Ramos-Vara & Miller, 2014). No matter how high the clinical suspicion index is, the diagnosis cannot be conclusively established or safely assumed in the absence of any tissue diagnosis. Therefore, in the task of the pathologists to give specific, accurate and sufficiently comprehensive diagnosis, it is significant to diagnose each tissue. Hence, how do the special stains and IHC aid the pathologists in making the diagnosis?In Immunohistochemistry (IHC), pathologists use both the IHC counterstains and special stains for a diagnosis (Kiernan, 2008). The counterstains give immunodetection to enhance the primary label visualization or stain the specific structures. Both fluorescent and chromogenic counterstains are available.Special stains are important in non-routine immunohistochemical staining for the specific cells, organisms, and tissues identifica tion. Moreover, they are also useful in evaluating the state of the disease and in cell biology and histology. For instance, the Alcian Blue (pH 1.0) Stain Kit, stains mucins for the visualization of strongly sulfated mucosubstances. Giema Stain Kit (May Grunwald) is a Hematologic stain used in visualizing hematopoietic tissues and other microorganisms (Joyner & Wall, 2008).Additionally, through innovative H&E solutions, IHC and special stains, digital pathology, and advanced workflow empower laboratory professions and anatomic pathologists to maximize testing efficiency. The integrated, intuitive slide staining and management of workflow platforms optimize the laboratory operations to reduce errors, inform treatment pathology and support diagnosis for anatomic pathology professionals.ConclusionTherefore, from the discussion, it is evident that both special stains and IHC are significant in aiding pathologists in making their diagnosis. They are important as they help them to maximi ze testing efficiency.ReferencesJoyner, A. & Wall, N. (2008). "Immunohistochemistry of Whole-Mount Mouse Embryos". ColdSpring Harbor Protocols Vol. (2):Kiernan J., (2008). Histological and Histochemical Methods. Theory and Practice. Bloxham,UK: Scion.Ramos-Vara A., & Miller A., (2014). "When tissue antigens and antibodies get along: revisitingthe technical aspects of immunohistochemistrythe red, brown, and blue technique.". Veterinary Pathology Vol. 51 (1): 42–87

Advantages of buying custom case studies Essays

Advantages of buying custom case studies Essays Advantages of buying custom case studies Essay Advantages of buying custom case studies Essay Many students face problems during their education in college. It could be extensive workload, sport obligations and everything that leave you less time for completing everything that your college had provided you with. The main problem is getting good grades for student especially when he lack of skills or knowledge. Some of the students spend sleepless night trying to get their assignment done on their own and that is a brave decision, however, such loads can and would leave to body and mental exhaustion. Nobody desire to suffer from it and the recovery from sleepless nights isnt a painless process and it wont go smoothly. We understand how hard the exam period could be for you and particular tasks as all our professional writers had that kind of experience. We would rather spare you from that and our professional writers will be there when you place your first order. A part of students, however, are aware of getting a professional help until they have no other option. Though, they change their opinion at first acquaintance with the service and later they become core customers when they get a complicated assignment as they know the value of time. Custom writing is fast becoming attractive to many students from all corners of the globe. It allows students to buy all types of academic pieces including research papers, term papers, book and movie reviews with all advantages of buying custom case studies among others. In particular, custom case studies are associated with a long list of advantages. If you decide to buy custom case studies, rest assured that you will have all your needs and expectations met and even surpassed. We have never failed in delivering the object whether it is quality or deadline issue and the satisfaction rate with 95% of customers gives you a presentation of our work. Custom case studies are written by custom paper writers who have immense case study writing experience. There is no doubt that case studies require a significant level writing experience and skills. If you lack these, you have no reason to worry because someone will always be there to come to your rescue. Professionalism with which these case studies are written is mind blowing. Our company is one of the best paper writing companies on the market and knows all our customers needs. We provide them with the best quality papers and guarantee the authenticity and delivery in concise terms. Our professionals have completed hundreds of assignments before they work on your order and you can be sure about your case study quality and delivery. Here we are always ready to help you with your academic problem and all you have to do is contact us and place an order. The decision to buy custom case studies also allows students to concentrate on some other activities. It is a foregone conclusion that students have more than one activity to do at any given time. Modern students have part-time jobs while others have families to take care of and give attention. Anyway, every student has his own duties he has to deal with and sometimes these duties are more important than education. Better still; students take many credits all of which require a lot of attention. Some of the credits that some students take have little or no impact on a persons career ambitions. In such a case, hiring a custom case study writer makes a lot of sense. The professional writer considers all customer demands and with preorder consultation you wont get any questions or anxiety during your order accomplishment. Affordability of custom papers is another reasonable ground for buying custom case studies. Some students refuse to buy custom papers because they have been made to believe that custom papers are exceedingly expensive. This is not the case. Custom writing services offer quality services at a price that students can pay for without much strain. Affordability of custom papers, case studies, research papers or otherwise, is something that potential customers should take advantage of. Along with our main advantages such as top quality, authentic and quick delivery we consider ourselves as one of the cheapest custom paper companies at this segment. Our competitors set high prices for their service but we think that prices should be affordable to all customers and that is how we differ from them in a good way. We care about you because we like working and see your satisfaction.

Google human resources practices Assignment Example | Topics and Well Written Essays - 2000 words

Google human resources practices - Assignment Example The analysis should involve a brief overview of the model that will be used. The latter was developed by Edgar Schein and consists of three elements. The first of them focuses on artefacts of an organisation which is anything visible that has a connection towards the company. Indeed, an artefact is not only the logo, it is also the colour that a company primarily uses in its products, the way employees great customers, even the design of the building. In other words, it is the physical manifestation of the company.The second level included espoused values. It must be noted that the elements of the model differ in the way they are connected to the material world; therefore, the second element which will more abstract. Thus, values also stand for the image of the company, but a mental one. In other words, this level includes goals, mission statement and other elements that were designed to explain the manner in which a company operates. In other words, this level of organizational cult ure focuses on the long term perspective of business and encourages people to do their best in order to live up to these expectations.The third element that should be analyzed carefully is underlying assumptions. Indeed, one might suggest that the highest level of manifestation of organisational culture should be extremely perfect and not embodied into anything. While artefacts are physical objects and values can be physically written on a piece of paper, the underlying assumptions are those ideas about the organisation that people take for granted.

Australian Wine Exports to the Market of the USA Assignment

Australian Wine Exports to the Market of the USA - Assignment Example In this market, when the supply of one currency decreases, the demand for the other currency simultaneously falls. When the Australian exports of wine to the US market decrease, this indicates that US citizens are supplying less US dollars to buy less of Australian dollars in exchange which are required to buy a smaller quantity of exports. This, in turn, will lead to a depreciation in the foreign exchange value of the Australian dollar. (Jackson, McIver, Wilson 2011) (2) A strong Australian dollar indicates a high value of the currency with respect to the other currencies of its partner trading nations. When the Government maintains a strong currency, it prevents the currency from evaluating. Under the Aggregate Expenditure Model: If Australia maintains a strong currency, its trading partners will be discouraged to buy Australian exports. Therefore, the value of the country’s exports will fall. Thus in equation (1), X falls. Since X is an important determinant in the Aggregate Expenditure of an economy, a decrease in X causes the AE of Australia to fall. The AE, in turn, determines the GDP of the country. With a decrease in AE, the GDP of the nation will decrease. A decrease in the GDP cannot be a healthy sign for an economy. Thus, if Australia maintains a strong currency this might prove to be a threat to the overall economy of the nation. In the short run, this will have a positive effect on the Balance of Payments (BOP). The advertisement campaign will make Australia’s regional wines more attractive to the US customers and they will buy more of this wine. Thus Australia’s export of wine rises, i.e X rises. In the short run, exports will increase in Australia’s Balance of Payments and the exchange value of the Australian dollar will appreciate. In the long run, the effect of an increase in investment will be ambiguous.  

Merit Pay Essay Example for Free

Merit Pay Essay Merit pay is any salary increase in an employee pay based on the performance of the employee . A bonus is not considered to be merit pay because this is a one time thing and merit pay becomes a part of the employees salary. I think this award is a great idea, this allows the employee to know their efforts of achieving their companys goals has not gone unnoticed. This gives employees the incentive to want to learn more and continue to perform well in order to keep receiving their pay raise. In today’s workplace there are numerous reasons for low productivity. Employee conflicts are one of the main culprits to this problem in the workplace. Employee conflicts not only affect productivity, it also affects coworker’s attitudes, customer service, and it changes the work environment for coworkers that are caught in the backlash of the conflict. Employee conflicts were not as complex three decades ago as they are now. If the boss did not want to deal with the conflict he or she would fire the employee, my way or the highway. Now employee conflicts are more complex than not eating lunch with a coworker because she did greet the group this morning. We now have workplace violence, sexual harassment, and competition for limited resources, and dealing with difficult employees. Now there are laws in place that protect employees from being fired because their boss did not want to solve the conflict. . I have enlisted the help of two people to help me see different aspect of employee conflicts within their work environment. Their background deals with the retail industry and the food industry. Both of these environments deal with employees being knowledgeable of the product they are selling, team work and customer service. I spoke with them about employee conflicts in their workplace and how they overcame the issues. After listening to the situations and their solutions, I noticed some of the solutions for resolving their conflict were sensible and other resolutions should have been handled differently.

Transformational Leadership Essays -- Leadership

James MacGregor Burns has defined leadership as â€Å"leaders inducing the followers to act for certain goals that represent the values and the motivations – the wants and needs, the aspirations and expectations – of both leaders and followers† (Burns 1978. p.19.) The concept of leadership as a whole encompasses different explanations, theories and leadership styles and has been popular not only from the organizational perspective but in the educational and political context as well. This essay aims to address the key concepts of Transformational leadership which belongs to the more recent approach taken towards leadership. From around the mid-19th century, social scientists have been engaged in understanding and developing the nature of leadership in social evolution. This has led to the development of various theories and approaches to leadership. The early approach to leadership began with the Great man theories and has gradually led to the formation of the ‘New Leadership Approach’ (Bryman 1992) which included ‘visionary’ (Sashkin 1998) , ‘charismatic’ (Conger 1989; Conger and Kanungo,1988; House 1977) or ‘Transformational models’ (Bass 1985; Tichy & Devanna,1986). While the early approaches to leadership focused on the traits of the leader the subsequent approaches gave more importance to additional variables such as skill level and the situational factors ( google- dads link) Review of Literature Max Weber’s (1947) approach to leadership was based on charisma and it was based on his approach that James MacGregor Burns proposed the theory of Transformational Leadership. In his book titled Leadership (1978), Bur... ...t of the early research on Transformational leadership Theory originated from studies that were conducted in the United States. Therefore there was a need to develop a UK version in order to address some of the problems of generalizability and to most importantly, determine whether the dimensions of Transformational Leadership that have emerged in the North American studies were similar to those found in the UK. (Alimo- Metcalfe & Alban –Metcalfe, 2001) What must be taken into account is the fact that Leadership as a part of the â€Å"New Paradigm Model’ has been viewed as a process of â€Å"Social Influence† (Bass 1998a, b; Bryman 1992). The main objective in developing and designing a UK instrument was to create one that is of practical value to managers at all levels (Alban-Metcalfe & Alimo-Metcalfe,2000) (MENTION 14 DIMENSIONS)

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.