Sir Walter Scott :: Essays Papers

Sir Walter Scott Sir Walter Scott was born in a tenement at College Wynd, in Edinburgh, on August 15, 1771. There is evidence that he may have been born in 1770 and when his mother was asked about it she said she had forgotten the detail of when he was born. There was no deep warmth between parents and children in the Scott family. The Scott family had no fewer than twelve children and young Walter was the ninth. Him and his two other brothers were the only children to survive. All other nine children had died because they were premature or they died shortly after they had been born. At the time of Walters birth his mother was thirty-nine and his father was forty-two and having a child was not exciting to them anymore. His parents had named one of their first siblings Walter who was born and died in 1766 and after they named young Walter that he always felt that he had a second hand name. Walter was a healthy child until he was about eighteen months and he got a very bad fever, which kept him in bed for awhile. One day when he was recovering he was in the bath and they realized he had lost the movement in his right leg. He had infantile paralysis. Doctors tried to help him and fix it but it was a lost cause. He was not fully crippled but his right leg would never be the same. His mother became pregnant again and she could not deal with Walter while he was sick. Therefore she sent him to him to his grandfather's farm at Sandy Knowe in the spring of 1773. He stayed at this farm until he was three and a half. It was hear that his grandfather taught him to walk and eventually run. Everyone on the farm also encouraged Walter to talk Walter's aunt; Janet Scott brought it upon herself to raise Walter. Over the next six years she was Walter's foster mother and first teacher. Walter's relationship with his father lasted twenty-eight years and went though many different stages. Dominating over everything else Walter knew that he was not an important child. Robert his oldest brother did not go to the High Sch ool like his brothers did but was sent to a superior boarding school. He also had the freedom to pick his profession unlike Walter.

Looking at THE MATRIX Films

When Robert Gibson created the science-fiction subgenre known as â€Å"cyber-punk† in the novel NEUROMANCER most people had high hopes for this literary movement. This was because the concept of a technologically advanced corporatist dark future had a sense of realism that STAR TREK and STAR WARS missed. Yet, cinematic endeavors in cyber-punk never truly succeeded. Then, along came THE MATRIX which remains one of the most brilliant of the realistic science-fiction films ever devised. Created by Larry and Andy Wachowski, the plot of THE MATRIX centers on a world where humans live in an internal pseudo-reality world where life is crafted to perfection. When the hero, Neo, discovers this he launches a rebellion against the machines that have placed humans into a suspended animation sleep. At the core of this rebellion is the theme of the film: if reality is not reality then does it have any value? This can be seen as a metaphor for a number of ways in which humans numb themselves into alternative realities whether it is drugs, videogames, consumer culture et al. As such, THE MATRIX was the right movie for the right time and it has become a science-fiction masterpiece with millions of fans. It would be difficult to discuss THE MATRIX without discussing the world in which the story takes place. (That is, THE MATRIX itself) Probably the most difficult aspect of creating science-fiction is making a believable world. Often, science-fiction crafts worlds that while entertaining simply aren't believable. This detracts greatly from the ability for the film to work. In THE MATRIX, we have an incredibly believable world because the â€Å"the world† exists almost exclusively in the mind. As such, the viewer  becomes drawn into the story because there exist some credibility to the fact that the world of THE MATRIX could actually exist. This is the brilliance of THE MATRIX and what makes it such a classic work. THE MATRIX REVOLUTIONS is the third film in THE MATRIX TRILOGY (The less said about the second film the better) and it is a sweeping action-adventure film that seeks to bring a final conclusion to the series. The goal of the film is the same as the original film: dissolve alternative reality and bring humans to their original state. This is what makes THE MATRIX REVOLUTIONS such an excellent film. It centers on the notion of revolutionary struggle for a good cause. In a way, one could even see parallels to the American Revolution and other colonial liberation struggles and struggles against totalitarianism. As such, THE MATRIX REVOLUTIONS becomes a thrilling and engaging film that taps into the natural human sentiment to be free. Yes, it takes place in a fantastic world but this does not make the film any less â€Å"real'. Well, perhaps this is not 100% accurate. If there ever was a major flaw found in THE MATRIX REVOLUTIONS it would be that the world of the story deviates from the earthen realness of the original film and delves into the â€Å"space opera† genre. There is nothing inherently wrong with this approach although it does make the themes of the film less striking. However, the themes of â€Å"what makes a human† remain as the central focus of the film never deviates from the human struggle for self-actualization. That is a powerful theme no matter how it is presented. Personally, I found the first film in the trilogy to be a brilliant exercise in science-fiction mainly because its mix of realism and surrealism made the film a unique experience. The shift to action-adventure in the third film was somewhat disappointing but the film was still a quality work. Ultimately, it is the themes that appealed to me the greatest and this is why I consider these two films seminal works in the science-fiction genre. Bibliography Hanley, Richard. (2006) â€Å"The Philosophy of THE MATRIX.† Retrieved April 15, 2008 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.onwardoverland.com/matrix/philosophy.html#reflect Takle, Brian. (2006) THE MATRIX REVOLUTIONS EXPLAINED. Retrieved April 15,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2008, from http://wylfing.net/essays/matrix_revolutions.html                  

Can negotiations occur without trust

Can negotiations occur without trust BY Richer The nature of negotiation and its process constitutes a number of various factors that leads to an effective or ineffective process and outcome. One of the primary purposes of a negotiation is to come an agreement with another party by exchanging offers and to find solutions to a common issue, â€Å"whenever we cannot achieve our objectives single-heartedly' (Thompson, 2009).Some believe that in order to conduct a negotiation, trust is an utmost important factor as negotiators depend on the information provided by the other party, on the outcomes to which the parties omit throughout the negotiation process, and on the other party to deliver the commitments (Licked, Poplin, 2013). This essay aims to discuss whether trust is a precondition for negotiation. As such, it will attempt to reach to a deeper understanding of trust in a negotiation, before understanding how it may influence the outcome, and whether a negotiation may take place be tween us and the people whom we do not trust.Examples of trust and distrust within negotiations are given, before the essay will conclude with reasons why it is impossible to successfully negotiate with people whom we do not trust. Trust is commonly defined as a confident and positive expectation of the actions of another party (Lessons, Smith, 2012). Trusting gives us the assumption that the other party would meet the expectation by considering our welfare and honoring their commitment towards the agreement.Trust in negotiations, like in any other independent relationships, is characterized by dependency and vulnerability to the other party. Trust in this case, according to Lessons, implies to the positive expectation to sought common solutions to create value, integrate interests, and find mutually beneficial solutions (Lessons, Smith, 2012). This brings us to the characteristic of an integrative negotiation, which seeks to create value and achieving joint gains. In such cases, ne gotiators are in dependence to each or one another for the sharing or exchange of information.According to Licked and Poplin, even though a negotiator may have a certain level of doubt in the other party, he or she still has to have at least a bit of trust, otherwise, it may be impossible to accept anything the other party says at face value or reach a viable agreement (Licked, Poplin, 2013). As a result, being constantly afraid and doubtful with what is being shared would not low us to take a step further. This is further aggravated by the fact that negotiators may not be able to verify the received information.Here, trust is more about acceptance rather than further scrutiny and serves as stepping-stones to have an exchange of information during the negotiation process. Without trust, we are not able to move on further to create solutions and agreements based on the information received. As such, the negotiation is impossible to proceed further due to an absence of trust. In a neg otiation, many parties tend to focus on positions, not interests. The relevance f how interests could halt a negotiation seems to interlink with the problem of having trust.If we do not trust the other party, we lack an openness to share our objectives and understand their interests in the negotiation. In an example of the story shared by (Fisher, Our, 2006), two men were in conflict in a library as one wanted the window open and the other wanted it closed. Both could not come to an agreement on how much to leave the window open. When a third party, the librarian asked why both mean wanted it closed or open, one shared that he wanted to get fresh air, but the other wanted to avoid the draft (Fisher, Our, 2006).Here, we can see how both men focused on the position, the â€Å"what†, and not each other's interests, the â€Å"why'. As such, we can see that without understanding each other's interest, both men came into conflict and could not negotiate on a solution. As a result, it then becomes virtually impossible to really identify or appreciate the problem that actually needs to be addressed (Fisher, Our, 2006). To build on this, trust is extremely important as it serves as a foundation for understanding each other's interest before working on the solutions or agreements.Without trust, both parties will not seek to understand each other, and end up being fixated on their positions due to their own interests. This prevents both parties to successfully negotiate on the issue. In order to negotiate, trust is important in order to avoid retaliation due to a conflict of views and ideas. Without trust, every solution and idea will be met with suspicion and skepticism. This lack of trust not only inhibits cooperation and successful negotiation, it may also result in retaliation that causes the escalation of conflict (Coleman, et al. 2000). In addition, according to (Kramer, 1994), this may even result n paranoid cognitions in which one may feel that he or she is subject to the other party malevolence. These perceptions may then drive him or her to the point of hyper vigilance and rumination, resulting in a faulty diagnosis of the result of working with the other party (Licked, 2006). As such, conflicts would then arise, as the negotiator would increasingly focus on his or her position, and end up reluctant to come into agreement.The negotiation will then come to an impasse as both sides end up using their negative perceptions to retaliate each other, causing the conflict to escalate beyond control. As explained above, trust seems to be indispensable in order to negotiate. However, according to a writer Bonnie Change, claiming trust is necessary for all negotiation seem to be an overstatement as the significance of trust is culture and context specific (Change, 2009). In her example of how two people may conduct a negotiation without trust, she gave a scenario of negotiation with hostage- takers.A negotiator and a hostage-taker do not kno w each other and thus, will not have any trust between them. However, both of them may still engage in a negotiation to lay down the benefits of letting the hostage go. The negotiator's main objective is to talk the hostage-taker into revealing information about him or herself, and find out what kind of concessions to make for the release of the hostage. The hostage-taker's main objective is to use the hostage to obtain what he or she needs, including the escape from the crime.The succession of the negotiation in such cases are a result of the weight of the gains and losses, depending on which side has more power to influence the outcome. For example, if the hostage were to be a high profile person, the hostage-taker would have more power to negotiate through to his or her wants. Therefore, through this example, negotiations may occur even though both parties do not trust each other. According to (Choc, 2013), should there be no trust between two parties, relying on formal legal mec hanisms such as preparing contracts are constructive ways to proceed with a negotiation.These formalized documents remind people of what they had agreed upon and serves as documentation, minimizing miscommunication that may occur if a deal is made based on fertilization. Creation of such agreements usually requires elaborate consequences and penalties for violating the terms of agreement (Licked, Poplin, 2013). These consequences of violation commonly includes penalties such as monetary compensations and mechanisms such as law and the police force will be brought in to become part of the system of enforcement, should any agreements be violated.With a contract to force people to keep to a certain agreement, trust is not required in order for a negotiation to occur. We meet new people everyday, and sometimes, negotiations may occur whether or not we know the person. Of course, trust is not immediately established. Rather, like impressions, our Judgments of trustworthiness can occur ra pidly at the start of a stagnation. This trustworthiness may result from what the negotiator has learned about the other party's reputation. For example, if I wanted to buy something for a shop owner for the first time, I will naturally exhibit skepticism in the shop owner and the quality of the goods.However, if I see a crowd at the shop with people snapping up the items, naturally, I would have the trust in the shop owner that the goods sold would be good. Here, we can see how the reputation of a person may easily create trust in us, towards the other party, even if we were to be meeting for the first time. In addition, many negotiations seek trust as the objective and continue to build trust throughout the negotiation process. In the example of the negotiation with a hostage taker, the negotiator and hostage-taker may have not trust between each other at the very start.However, along the way, trust is built when both sides seek to understand the concessions that they can make, in order to gain what they want. While these initial impressions may also change as a negotiation unfolds, they create a powerful frame for interpreting the other party behavior and also provide a heuristic for duding negotiators' strategy choices (Lessons, Smith, 2012). As such, trust is important to keep a negotiation process going, and it is definitely an important factor to determine the relationship and outcome of the negotiation with the other party.As such, we cannot negotiate with people whom we do not trust. Earlier, contract binding was mentioned as a way where negotiation may occur even if there is no trust between two parties. Here, it is true that the two parties may have no personal trust in each other. However, according to Shapiro, even if there may be o personal trust, an institutional trust, also known as trust in a system, is what is present, leading to the creation of contract making (Shapiro et al. , 1992). With a trust in the legal enforcement system, it also cre ates a deterrence-based trust in order for a negotiation to proceed.Shapiro further added that this is a basic and ‘minimal condition' of trust in all negotiations (Shapiro et al. , 1992). This depends on the consistency in behavior and the threat of punishment if they do not maintain their promises to a certain commitment, and violate the documented agreements. In edition, it also depends on the gains for adhering to the agreements, such as rewards. Thus, the mentioned forms of trust will still be present even if we may have no personal trust.According to (Licked, 2000), even the most complex and sophisticated formal contract cannot stipulate every detail or possible contingency about the deal. Therefore, having personal trust in the other party is still critical. Without personal trust, a negotiation would not occur. This essay aims to discuss whether it is possible to negotiate with people whom we do not trust. Trust in this case, refers to having a positive expectation of the other arty and allowing ourselves to be dependent and vulnerable to the other party.There may seem to be cases where we may not have personal trust in a person and yet will still be able to negotiate. However, as mentioned in the essay, it may seem that trust is not present, but we may have a different form of trust, an institutionalized trust and most definitely, a deterrence based trust to ensure that we do not fall victim to breaches in agreements. The essay may show that it requires trust to form only cooperative agreements. However, likewise in competitive negotiations, it can still occur as deterrence based trust will be present to ensure hat agreements are not breached.As mentioned in the essay, without trust, we will only focus on our own objectives and interests and thus, will not allow the other party to gain anything. As a result, the negotiation will only come to an impasse if agreements cannot be made. In addition, without trust, we will be suspicious and skeptical of the information that is shared with us. This causes us to develop paranoid conditions and result in a conflict instead of being able to negotiate. To conclude, it is certainly critical to have some form of trust in a negotiation. However, it s also good to have relative trust, rather than an absolute trust.Having a fair share of distrust will definitely help us draw caution to what concessions we make. Ultimately, we cannot negotiate with people we do not trust at all. Trust will enable both parties to reach a solution that is needed or accepted by both sides, when we are not able to achieve them on our own.

Worked Chemistry Problem Examples

Worked Chemistry Problem Examples This is a collection of worked general chemistry and introductory chemistry problems, listed in alphabetical order. Included are printable pdf chemistry worksheets so you can practice problems and then check your answers. You may also browse chemistry problems according to the type of problem. Alphabetical Index of Chemistry Problem Types Absolute ErrorAccuracy ReviewAcidBalancing Redox Reactions and TutorialBalancing Redox Reactions in a Basic SolutionBalancing Redox Equations- TutorialBohr Atom Energy LevelsBohr Atom Energy ChangeBoiling Point ElevationBond Energies EnthalpiesBond PolarityBoyles LawBoyles Gas LawCalorimetry Heat FlowCarbon-14 DatingCelsius to Kelvin Temperature ConversionCharles Gas LawClausius-Clapeyron EquationConcentration and Molarity- Determine a Concentration From A Known Mass of Solute Concentration and MolaritysDaltons Law of Partial Pressuresde Broglie Wavelength CalculationDensity CalculationDensity of a Solid and a LiquidDensity Example Problem- Finding Mass From DensityDensity of an Ideal GasDiamagnetismDilutions from Stock SolutionsElectron ConfigurationElectron Volt to Joule ConversionElectronegativityEmpirical FormulaCalculate Empirical and Molecular Formula of a CompoundEnthalpy Change - Enthalpy Change of a ReactionEnthalpy Change - Enthalpy Change of a Reaction of a Given MassEnthalpy Change - Enthalpy Change of WaterEntropy CalculationEntropy ChangeEntropy of ReactionEquation of a LineEquilibrium ConstantEquilibrium Constant for Gaseous ReactionsEquilibrium ConcentrationExperimental ErrorFeet to Inches ConversionFree Energy and PressureFree Energy and Reaction SpontaneityFormal Charge - Lewis Structure Resonance StructuresFreezing Point Depression Frequency to Wavelength ConversionGrahams LawGram to Mole ConversionGuy ProblemIdeal Gas LawIdeal Gas Problem Problem–Unknown GasIdeal Gas vs Real GassIonic Bond from ElectronegativityIsotopes and Nuclear Symbols 1Isotopes and Nuclear Symbols 2Joule to Electron Volt ConversionLaw of Multiple ProportionsLength Conversion- Angstroms to MetersLength Conversion- Angstroms to NanometersLength Conversion- Centimeters to MetersLength Conversion- Feet to KilometersLength Conversion- Feet to MetersLength Conversion- Kilometers to MetersLength Conversion- Miles to KilometersLength Conversion- Millimeters to CentimetersLength Conversion- Millimeters to MetersLength Conversion- Micrometers to MetersLength Conversion- Nanometers to MetersLength Conversion- Nanometers to Angstroms Length Conversion 2Mass Relations in Balanced EquationsMean of a Set of NumbersMean, Median, Mode and Range ExampleMolalityMolar MassMolarityMolarity to PPM ConversionMole 2pH of a Strong AcidpH of a Strong BasePhosphate Buffer PreparationpOH CalculationPolyprotic Acid pH Population Standard DeviationPrecision ReviewPredicting Formulas of Compounds with Polyatomic IonsPredicting Formulas of Ionic CompoundsPrepare a Solution (Molarity)Pressure Conversion 2Protons, Neutrons, and Electrons in Atoms/IonsRadioactive Decay 1Raoults Law 2Raoults Law 3Rate of Radioactive DecayRates of ReactionReactions in Aqueous SolutionReaction QuotientRedox ReactionRelative ErrorRoot Mean Square Velocity of Ideal Gas MoleculesSample Standard DeviationScientific NotationSignificant FiguresSimplest Formula from Percent Composition Solubility from Solubility ProductSolubility Product from SolubilityTemperature ConversionsTemperature Conversions- Kelvin to Celsius FahrenheitTemperature Conversions- Celsius to FahrenheitTemperature Conversions- Celsius to KelvinTemperature Conversions- Kelvin to CelsiusTemperature Conversions- Fahrenheit to CelsiusTemperature Conversions- Fahrenheit to KelvinTemperature That Fahrenheit Equals CelsiusTheoretical YieldTheoretical Yield #2Titration ConcentrationUncertaintyUnit Cancelling- English to MetricUnit Cancelling- Metric to MetricUnit ConversionsUnit Conversion- What Is The Speed Of Light In Miles Per Hour?Vector Scalar ProductVolume Conversions- Cubic Centimeters to LitersVolume Conversions- Cubic Feet to Cubic InchesVolume Conversions- Cubic Feet to LitersVolume Conversions- Cubic Inches to Cubic CentimetersVolume Conversions- Cubic Inches to Cubic FeetVolume Conversions- Cubic Meters to Cubic FeetVolume Conversions- Cubic Meters to LitersVolume Conversions- Gallons to Li tersVolume Conversions- Cubic Inches to Liters Volume Conversions- Fluid Ounces to MillilitersVolume Conversions- Liters to MillilitersVolume Conversions- Microliters to MillilitersVolume Conversions- Milliliters to LitersVolume PercentWavelength to Frequency Conversion Chemistry Worksheets (pdf to download or print) Metric to English Conversions WorksheetMetric to English Conversions AnswersMetric to Metric Conversions WorksheetMetric to Metric Conversions AnswersTemperature Conversions WorksheetTemperature Conversions AnswersTemperature Conversions Worksheet #2Temperature Conversions Answers #2Moles to Grams Conversions WorksheetMoles to Grams Conversions AnswersFormula or Molar Mass WorksheetFormula or Molar Mass Worksheet AnswersPracticing Balancing Chemical Equations- WorksheetBalancing Chemical Equations- AnswersPracticing Balancing Chemical Equations- Worksheet #2Balancing Chemical Equations- Answers #2Practicing Balancing Chemical Equations- Worksheet #3Balancing Chemical Equations- Answers #3Common Acid Names Formulas- WorksheetAcid Names and Formulas- AnswersPractice Calculations with Moles- WorksheetMole Calculations- AnswersPractice Mole Relations in Balanced Equations- WorksheetMole Relations in Balanced Equations- AnswersGas LawsGas Laws AnswersGas Laws Answers- Shown WorkLimiting Reagent- Worksheet Limiting Reagent- AnswersCalculating Molarity- WorksheetCalculating Molarity- AnswersAcid Base pH- WorksheetAcid Base pH- AnswersElectron Configurations- WorksheetElectron Configurations- AnswersBalancing Redox Reactions- WorksheetBalancing Redox Reactions- Answers

Bus Essay Example | Topics and Well Written Essays - 250 words

Bus - Essay Example Plainly, this is the adjustment period of a team. d. Performing – the stage where each team member has already adjusted with each other and can already work together. Each team member can now disagree constructively because they are now fully adjusted with each other (Zenger, n.d.). Typical example is a new student where he or she has to adjust to the members of the class. In the class, the new student is anxious on how he or she would fit in and gain new friends (forming). Eventually, differences of personality between him or her and other member of the class emerges which usually leads to clashes or conflicts (storming). Then each member of the class found a way to avoid such conflicts and adjust with each other (norming). Finally, each class member has fully adjusted with each other and are able to carry group projects smoothly (performing). Zenger, John G. et. al. (n.d.).FOUR PHASES OF TEAM DEVELOPMENT: Forming-Storming-Norming-Performing. Leading Teams. Business One Irwin, 1818 Ridge Rd., Homewood, IL 60430. Available at http://www4.uwsp.edu/centers/sieo/documents/pdf/leadershipLibrary/FOURPHASESOFTEAMDEVELOPMENT.pdf. retrieved on January 23,

Potential reasons for the increase of gas prices Essay

Potential reasons for the increase of gas prices - Essay Example It is not believed by everyone, but it is a fact that the total quantity of crude oil is not utilized for the production of gasoline. Gasoline is produced by converting only fifty-one percent of an oil barrel. Subsequently, heating oil, jet fuel, refinery gas, and a number of other oil products are produced by rest of the oil barrel. In the result, the role of a high demand commodity is played by the oil, and as oil is not produced by most of the countries, import of oil has been a regular and necessary practice in most parts of the world. (Jaffe, pp. 23-25, 2006) This also results in the increase in the high prices of the oil and gas around the globe. Thus, fluctuation of prices can vary due to the demand and supply of different countries in a global oil and gasoline market. For instance, a flourishing economy has been represented by China, which has resulted in its high requirement of oil, as compared to its oil and gas requirement in the previous years. In the result, crude oil becomes shortage due to an increment in its global demand, and consequently, gasoline, jet fuel, lubricants, and prices of similar products become high. Therefore, increase in the demand of oil in a stabilized and economical country can affect the price of gasoline in other countries of the world. Thus, fluctuation of oil demand and supply is another potential factor that results in the higher prices of gasoline and other oil products in different regions of the planet.

Student Assessment Assignment Example | Topics and Well Written Essays - 1250 words

Student Assessment - Assignment Example They also fail to measure the need for student growth which is needed to plan future instruction or lecture strategies (Tsagari). This has called for re-examining the traditional or conventional approach to testing qualities, hence a movement of alternative testing (Rachmnn 2005). Wiggins (1998) and Darling-Hammond, Ancess and Falk (1995) also pointed out the problem of deep understanding with conventional testing, emphasizing that deep understanding is robust learning which can be applied to different situations. The criticism pointed out by Wiggins and Darling-Hammond is that conventional forms of testing such as exercises, quizzes and multiple choice questions are not capable of gauging this understanding among students (Williams 2007). Due to these criticisms Wiggins and Darling-Hammond, Ancess and Falk are in favor of performance assessment, in which instead of testing a student using multiple choice questions, they are to work on projects, conduct interviews, and presentations in order to demonstrate their understanding to the reviewers/teachers (Ross 2006) . The basic premise of the vision of authentic achievement as proposed by Newmann, Secada, and Wehlage (1995) outlines the creation of more interesting yet challenging assessment tools for students. Teachers can encourage students to produce more intellectual work in the form of real world applications, and hence increase their performance. Although the basic assumption behind traditional and authentic assessment is common, which is to develop prolific citizens, the former approach tests the students on the possession of certain knowledge while the latter tests the students on the application of knowledge (Mueller 2008). Another difference between the two approaches is that in the traditional approach knowledge is the curriculum determined prior to delivery while in the latter the task to be executed by the students is determined first, which would include the application of knowledge and the curriculum to enable the students to perform the task is determined later (Mueller 2008). Dictionary definition of rubric is "an authoritative rule, especially, a rule for conduct of a liturgical service" (Dictionary 2008). Rubrics basically are assessment tools with the help of which the teacher can predefine what basis the paper or work will be judged on and how scoring will be done on the basis of the predefined criteria (ALTEC 2008). Hence, I agree with the statement that "using rubrics to code student work makes the expectations for success clear, and thereby solves a major problem of traditional assessment, namely, the mystery of marking/evaluating student performance" (Course Resource). If a student does not get a good grade despite knowing the rubrics, the teacher is to a point faultless because the student was informed about the assessment criteria and both students and teacher share with each other the requirements for a particular project (Holbrook 2001). Assessments by rubrics are very detailed and give students a much more clear idea of what they are expected (Walvoord n.d.).It is also very helpful as an assessment tool as it is an ongoing review process where students can also self assess themselves on the basis of preset criteria before submitting their work (Andrade 2001).