Strong Report Card Comments for Language Arts

A comment on a report card is meant to provide additional information about the students progress and level of achievement. It should give the parent or guardian a clear picture of what the student has accomplished, as well as what he or she has to work on in the future. It can sometimes be hard to think of a unique comment to write on each students report card. To help you find the right words, use this compiled list of language arts report card comments. Positive Comments Use the following phrases to make positive comments regarding students’ progress in language arts. Reading Reads eagerly during silent timeMakes good use of our classroom libraryUses text and pictures to predict and confirmElects to read or look at books during free timeTakes home books from our classroom libraryCompares books to others by the same authorIs choosing suitably challenging reading materialHas a good attitude about booksReads with expressionChooses suitably challenging reading materialReads at (__) grade levelHas good reading comprehension and decoding skillsHas read __ chapter books so far this quarterIt is refreshing to see that __ enjoys reading in his/her free time Writing Chooses to write during classroom free timeShares his/her written work with the whole classWrites legiblyIs a creative writerHas a refreshing sense of voice, clarity, and styleHandwriting is very legible/a joy to readIs very successful in note-takingWorks to make his/her handwriting legibleHas many interesting story ideasHas well-developed characters in his/her storiesWorks on his/her editing processIs writing on a variety of topicsIs writing in a variety of styles: friendly letter, factual reports, imaginative retelling, poetry, fictionOrganizes his/her writing wellApplies skills to all written workPuts a great deal of time and effort into his/her writingMakes an effort to make his/her handwriting legible Analytical Skills Analyzes characters actionsAnalyzes story plotsCompares and contrasts similar and dissimilar ideasSelf-correctsAsks thought-provoking questionsUses imaginationStrives to be accurateExplains himself/herself clearlyDeduces meaning from information givenCompares and contrasts similar and dissimilar thingsIs competent using the dictionaryIs learning to do independent research Grammar and Vocabulary Recognizes high-frequency wordsUses approximations for spelling, which is very appropriate at this timeUses beginning and ending sounds to identify wordsSpells many difficult wordsHas a strong command of the English languageUses correct grammarIs developing a fine vocabularyUses expansive vocabulary Verbal Skills Is a major contributor at our brainstorming sessionsProduces oral reports that demonstrate knowledge and research skillsSpeaks very well before classContributes at our brainstorming sessionsListens as well as shares during classroom discussions and presentationsCommunicates with accuracyRetells stories in the correct sequenceIs eager to speak in front of a groupIs a good audience as well as presenter during our presentation time Other Is rapidly mastering the fundamental skillsShows increasing confidence and competence in...Is showing good growth in...Has shown an increased interest in...Is trying hard and continues to make steady progress in...Is making progress in all areas, especially in...Strongest work is in the area of...Has turned in extra-credit work Needs Improvement On those occasions when you need to convey less-than-positive information on a report card, use the following phrases. Note that you can easily convert comments from both groups into positive or encouraging ones. Reading Does not use our classroom libraryDoes not choose books or writing as an activity for free timeShows some attention to print, but mostly makes up meanings from picturesHas trouble sitting while listening to a storyDoesn’t seem to enjoy books or stories to readI would like to see __ read for 20 minutes each day at homeStill making many reversals of letters, words, and phrasesHesitant to read stories to the classStruggles with reading comprehensionHas difficulty understanding what he/she readsNeeds to choose books at his/her own reading levelIs choosing books that are too difficult/simple for his/her levelNeeds to take his/her time and think about what he/she readsSkims quickly through books without attention to detailIs unable to retell a story with much accuracy Writing Unwilling to rewrite or make changes in written workDoes not edit work carefullySpeech development may be hindering correct spellingI would like to see __ check his/her writing more carefully before handing assignments inNeeds to work on creating stories that are realisticOften forgets capital letters and punctuationHis/her stories lack a clear beginning, middle, and endHas difficulty getting his/her thoughts on paperNeeds to add more detail to his/her workHandwriting indicates that student is inclined to hurryCould improve his/her written papers with more attention to detailWritten work lacks description/detail/varied vocabulary Analytical Skills Cannot predict story outcomes with confidenceIs not making use of a dictionary or resource booksIs not using our classroom library Grammar and Vocabulary Has difficulty with high-frequency wordsHas a limited vocabularyLacks sight vocabularyNeeds to build his/her reading vocabularyHas difficulty using reading strategies to decode new wordsNeeds to focus on rules of grammarReluctant to use approximation with word spelling, wants to be correct Participation/Other Reluctant to speak in front of the group or whole classHas trouble sitting while listening to a storyHas difficulty focusing on the assignment at-hand during __ workshopGets discouraged when...Wants to talk instead of listening to others share their ideasI would like to see ___ participate more in more independent...Is easily discouraged when...Is hesitant to...

`` Because I Could Not Stop For Death `` - 880 Words

Death is an aspect of life that everyone becomes acquainted with sooner or later. The poem, â€Å"Because I Could Not Stop for Death,† by Emily Dickinson, is seen as a reflection of the passing of time in one s life while living. No one knows when it is their time to die, and we live everyday as if tomorrow it promised. Dickinson is saying that since we as humans tend to live on the expectation for tomorrow, we don t think about the end of our life or when it will be. That time will stand still when, and only when, life draws to a close, yet it will no longer matter. Dickinson starts the first stanza of the poem with, â€Å"Because I could not stop for Death – He kindly stopped for me† (807). Clearly she was not ready to go, death simply took her by surprise and brought her busy life to a halt. This could be seen as a beautiful way to take on death because death is usually said in such a morbid tone and the fact she associated â€Å"kindly† with death makes it beautiful. The second line says, â€Å"The Carriage held but just Ourselves – and Immortality† (Dickinson 807). The author emphasizes Carriage, Ourselves, and Immortality. Dickinson seems to be talking about her own death chariot and by immortality, she believes her death is not the end, but rather as a step to eternal life. She continues in the second stanza with, â€Å"We slowly drove – He knew no haste and I had put away my labor and my leisure too† (Dickinson 807). Dickson explains how death did not rush her, she simply stopped livingShow MoreRelatedBecause I Could Not Stop for Death1444 Words   |  6 PagesBecause I could not stop for Death In Emily Dickinsons poem Because I could not stop for Death the main theme seems to be the acceptance of Death. Emily gives reference to the theme by using death in the first line. The poem is unique and interesting because she presents Death in a different way by referring to it as an escort taking her on a journey towards eternity rather than making it seem like something frightening. Each stanza of the poem breaks down the journey through the stagesRead More`` Because I Could Not Stop For Death ``1229 Words   |  5 PagesEveryone will die one day. It is a true, but unpleasant fact. Since death is therefore universal, it is easy to understand why a theme of death occurs so often in films and literature. Poetry is no exception to this trend. Poetry is filled with references to death or dying, as death is one of the most significant human conditions. A number of poets in particular have used death frequently in their writing. Emily Dickinson and Dylan Thomas are two of those poe ts. Emily Dickinson was born in 1830 andRead More`` Because I Could Not Stop For Death ``1354 Words   |  6 PagesBecause I could not stop for Death is one of the most puzzling poems Emily Dickinson wrote. â€Å"Scholars who stress these subversive qualities note that this poet appropriated conventional language, images, and themes and twisted them, disrupting their usual meaning.† (Dunlap, 2) In this poem, she describes death in hindsight. She commentates the experience play by play, chronicling her actions and vision from the time he arrived to pick her up in his carriage to her final resting place. In theRead More`` Because I Could Not Stop For Death ``876 Words   |  4 Pages We cannot leave death of death can â€Å"Because I could not stop for Death† by Emily Dickinson has written in 1863. Emily Dickinson was born in 1830-86, she is one of the greatest poets in American literature. Dickinson wrote love poems which it indicates strong attachment because of this it s difficult to know if does poems where subjects of her feelings or just part of her poetic imagination. The different tension that comes from her work is due to the cause of not accepting orthodox religion, â€Å"theRead MoreBecause I Could Not Stop for Death700 Words   |  3 PagesRead over Because I Could Not Stop for Death by Emily Dickinson. 1. List as many examples of metaphors and similes as possible. The carriage, in stanza 1, is a metaphor for a hearse. When they â€Å"passed the setting sun† (12) it implies that she has finally died. When they â€Å"paused before a house that seemed / A swelling of the ground† (17-18), the word house is a metaphor for grave. 2. Explain the personification. In Emily Dickinsons poem, â€Å"Because I Could Not Stop for Death†, death is personifiedRead MoreBecause I Could Not Stop For Death1886 Words   |  8 PagesEvery major religion has an answer to what is expect in death. However, contrary to major religious beliefs the reality is that no one knows when death will come or exactly what death entails - because those that die cannot communicate with the living. This is precisely the issue that Emily Dickinson tackles in her poem â€Å"Because I Could Not Stop for Death†. The speaker begins by offering a sanguine outlook in the eyes of death, however, the speaker eventually rejects her initial optimism. DickinsonRead MoreAnalysis Of Because I Could Not Stop For Death963 Words   |  4 Pagesâ€Å"Because I Could Not Stop For Death,† and â€Å"The Bustle in a House† are two poems by Emily Dickinson that portray death in very different ways. â€Å" Because I Could Not Stop For Death† is written from the perspective of a woman who has recently died about her eternal journey with a kind Death. â€Å"The Bustle in a House,† on the other hand, is about how one reacts to the death of a loved one. Through these two poems, Dickinson employs literary devices such as personification and metaphor to portray two differentRead MoreAnalysis Of `` Because I Could Not Stop For Death ``870 Words   |  4 PagesThemes of death all ring loud and clear in Dickinson’s â€Å"Because I could not stop for Death†, Donne’s â€Å"Death, be not proud†, and Cherry’s â€Å"Alzheimer’s†. The poems are not explicitly about the act of dying, but death is personified or even foreshadowed in the work. Each piece has a different tone when referencing Death. Two of the poems reference Death by name, the last poem doesn’t specifically speak about dying or death per se, but based on the title, â€Å"Alzheimer’s†, it is clear that death is imm inentRead MoreAnalysis of Because I Could Not Stop for Death2013 Words   |  9 PagesAnalysis of Because I Could Not Stop for Death The poets of the nineteenth century wrote on a variety of topics. One often used topic is that of death. The theme of death has been approached in many different ways. Emily Dickinson is one of the numerous poets who uses death as the subject of several of her poems. In her poem Because I Could Not Stop for Death, death is portrayed as a gentleman who comes to give the speaker a ride to eternity. Throughout the poem, Dickinson develops herRead MoreBecause I Could Not Stop For Death Literary Analysis918 Words   |  4 Pagesand a positive subject, death, on the other hand, has numerous definitions between each person. Some people consider death to be morbid, horrifying, and a negative thing, whereas others celebrate death and believe that their soul will live forever. Each of the countless observations of life and death are portrayed in diverse types of literature. One contributor and writer of such literature includes Emily Dickinson. In her poems â€Å"Because I Could Not Stop for Death† and â€Å"I Felt a Funeral in My Brain†

Review Of Literature Employee Performance Measurement

Question: Discuss about theReview Of Literaturefor Employee Performance Measurement. Answer: Introduction Performance measurement is a complex area for business leaders. Organizations need to measure the performance of their employees, and using this, decide on their career path and fair compensation. In a typical organization, the performance measurement is an annual activity. Employees are assessed on their performance, usually using written forms and lengthy discussions between leaders and the employees. These appraisals are conducted in batches, and take a long time to complete, taking, as in the case of Deloitte, millions of hours every year. Deloitte has come up with a new method of performance measurement that does not look at past performance as the basis of employee performance and future prospects. It has also decided that batched appraisals are not as representative as they should be, if they were to be done as performance happens. Due to this, and the need for employers to constantly align their employees performance to the overall strategy of the organization, which involves examining employees performance in terms of expected future performance, rather than historical data. In this, the authors determine that a drastic change in appraisal is needed, which will be more objective. Current objectivity tests are highly dependent on the rater, sometimes as much as 62%. This should therefore be changed to reflect more on other aspects of an employee. Secondly, performance measurement should be geared towards the need to have employees utilizing their strengths, by focusing on their skills. In terms of performance, the organization needs to have a standard and fair way that helps in defining and recognizing performance. Change The assertions above by Buckingham and Goodall (2016) on performance are also echoed by Watts and McNair-Connolly (2012), who believes that organizations should measure performance depending on their specific circumstances. Generalized performance measures that only happen periodically, and long after the performance has been delivered, are unlikely to give a true measure of the employees ability. Watts and McNair-Connolly chronicle changes in performance management and measurement, using such instruments such as a balanced scorecard, key performance indices, and the application of smart objectives. However, Watts contends that these measures are all meant to measure past performance, and use it as an indicator of what to expect. This is what Buckingham and Goodall (2016) had argued against, saying that historical performance is hardly dependable in showing how well employees will perform in future situations, when their roles are aligned to more closely match organizational objectiv es. Ratings and Objectivity Mughal, Akram and Ali, (2014) have also explored the weaknesses associated with ratings and forms of performance measurement in organizations, in their case focusing on the Alfalah Bank. According to their analysis, the bank has been enjoying low motivation of its employees. This demoralization has been linked strongly to the performance measurements that the organization employs. The performance management system is such that it does not provide for a proper reward system, meaning that highly performing individuals feel that their performance goes unrewarded. Performance measurement issues are widespread in the banking sector, as they are in other services industries. This problem is in part brought about by the insistence on employees appraisals to be done by their managers, meaning that the objectivity of the report on appraisal is severely compromised. For instance, if an employee enjoys good relations with the manager, their report is likely to be favorable. If, on the other han d, relations are not so positive, the employee may suffer a negative appraisal, and potentially derail their career. At the same time, ratings are too simplistic, as Buckingham and Goodall (2016) show, meaning that they may fail to capture some key performance areas. Strengths Orientation Dobre (2013) is also an advocate of organizations that try to utilize employees strengths, seeing it as a major source of motivation for employees. Dobre adopts Theory Y by McGregor to describe this importance. The theory sees a pleasant work environment where employees welfare is well taken care of, and in which their goals are well aligned with those of the organization. Productivity levels are likely to be high and turnover low when the organization enables them to do what they are best at. This is best seen when the employees feel that the organization actually values them, and believes they can be self motivated and self directed in pursuing goals the organization cares about. In short, motivated people work hard to achieve their own goals. When this is well aligned with organizational goals, the organizations performance is more likely to be achieved. Talent dependent companies such as Deloitte are more likely to see the sense in applying this approach. Definition, Recognition and Compensation of High Performance According to Buckingham and Goodall (2016), there is a strong correlation between compensation and high performance, especially when such compensation is in recognition of exemplary performance and the value an organization places on the employee. Compensation does not only involve monetary rewards, but indirect compensation as well. This involves things such as paid holidays and other perks. Companies need to come up with a clear and simple method of measuring performance, and accurately correlating it to compensation. This way, it will be clear that better performance will automatically lead to higher reward, and such an employee will be valued by the organization (Hameed, 2014). References Buckingham, M. Goodall, A., 2016. Reinventing Performance Management. Harvard Business Review, 1, 1-14. Dobre, O., 2013. Employee motivation and or ganizational performance . Review of Applied Socio-Economic Research, 5(1), 53-60. Hameed, A, 2014. Impact ofCompensation on Employee Performance (Empirical Evidence from Banking Sector of Pakistan). International Journal of Business and Social Science, 5(2), 302-309. Mughal, F, Akram, F, Ali, S, 2014. Implementation and Effectiveness of Performance Management System in Alfalah Bank. Journal of Public Administration and Governance , 4(4), Published online. Watts, T. McNair-Connolly, C., 2012. New performance measurement and management control systems. Journal of Applied Accounting Research, 13 (3), 226-241.

Visible Light Communication

Question: Describe about the Visible Light Communication? Answer: Introduction Visible Light Communication (VLC) falls in the category of the highly developed technology of the optical wireless communication division, in this visible region (0.375um-0.780um) light is utilized as a data transmission medium with enhanced security and higher data rates features in comparison to the predictable technologies similar to Wi -Fi, Wi-max etc., which accomplish the communication by the radio waves. While making use of wireless internet the system bandwidth got bothered at the lower data rate or slow speeds frequently in the case of multiple devices using the same network. To conquer the lack of bandwidth we can make use of light for data transfer and the process is called as ILLUMINATION DATA . The thought at the back is that, infra-red remote is somewhat customized i.e., LED light bulb that bring intensity contrasts which cannot be tracked by normal human perception. It is probable to encode the data in the light by modulating or altering the light to make the LEDs flic ker and make it on and off to provide the binary strings of 1s and 0s.At the same time as using combinations of green, blue and red LEDs to change the frequency of light encoding a dissimilar data channel. System Components It utilizes fast changing light pulses to send out the information wirelessly. The major parts of this system of communication are A high intensity white LED, that is the source of communication A photodiode is made up silicon having high-quality visible wavelength response region which is acting like the receiving element. Amit rawat Switching the LED in the on and off mode is done to produce binary 1s and 0s strings. Encoding of data can be performed in the light to produce a novel stream of data by changing the LED flickering rate. To be precise, through the process is about modulation of the data signal using the LED light, the illumination of the LED light can be utilized like a source of communication. Due to the fast flickering rate, the output at the LED end comes into view like a constant light to the naked eye. Using suitable techniques for multiplexing it is possible to have data rate more than 100 Mbps. In case of parallel data communication the VLC data rate can be augmented. In this each LED transmits a dissimilar data stream and combined forms an array. LED Model Fig. 1 demonstrates the standard demonstrator block diagram. The link contains of two DSP boards first one is transmitter (Tx) and second is the receiver (Rx). In exacting, the evaluation board of TMS320C6000 DSP using Texas Instruments C6713 based on floating-point processor that is structured of VLIW very long instruction word architecture is utilized. Speed of processor is 250MHz. The evaluation boards has 32-bit stereo analogue output and input port with a utmost sampling frequency 96kHz. Fig.1 Visible light data transmission prototype For the function of exhibition, data source of digital image is utilized. The produced D/A (digital/analogue) changed modulation signal from the correspondent DSP is feeder to the circuit of optical transmitter which constrains the white LED. At the end of receiver, a circuit containing a photodiode is utilized to change the signal of optical range to the signal of electrical domain. The converted signal is then conceded through an ADC converter trailed by elimination of cyclic prefix and process of demodulation. These processes are headed by a frame synchronization routine Fig.2 VLC test-bed system using an array of 16 resonated white LEDs. Concept Illustration The VLC transmitter has components like a power supply, an amplifier, a bias-T. The receiver includes a PIN type diode as a photo-detector or APD or Avalanche Photo Diode. LED acting as a source of light from the transmitter side produces visible light radiation and then absorbed by the receiver all the way through free space spread. The signal source and a terminal analyzer component is made up of two-port network analyzer, giving output in form of a small sine wave and calculating the received amplitude too. The LED modulation bandwidth is limited with the frequency of response. Though, the lifetime of the minority carriers in semiconductors have an effect on this reaction frequency. Consequently, there exists a limit on the LEDs theoretical bandwidth upto 2 GHz. at present; the practical LED bandwidth is much lower than this limit of theoretical value. Therefore, the resulting LEDs lower modulation bandwidth influences its function in the communication with the high-speed bandwidth. Results and Discussion For analysis consider the three different LEDs which are further separated into three categories, which were calculated using same intensity of light, and after that the only variable is the current density. Consequently, the consequences can straightly replicate the association of the 3 dB LED bandwidth and current density. In below Figure 3, the Y coordinates gives amplitude, tells that the proportion of power at output and power at input and it reproduces the LEDs 3 dB bandwidth. Since noise is present in the background the curvature in Figure 3 shows big fluctuations. Although, these curves with non-smooth nature does not moving the in general experimental results trends. As given in figure 3 that the LED As 3 dB bandwidth was 10.5MHz if the biasing current is 20 mA and the significance quickly increased to value of 44MHz for the biasing current of 100mA. In adding, the other LEDs B and C also established this regulation and the consequences were revealed in Figures 3(b) and (c), correspondingly. Consequently, the calculated 3dB bandwidth of three dissimilar sizes LEDs were all enhanced considerably with the amplified current density. This occurrence can be established with the probability of bimolecular recombination, that was relative to the carrier density of injected into the dynamic volume. Fig. 3 The normalized frequency response of (a) LED A, (b) LED B and (c) LED C measured under different bias currents Summary and Conclusions In this report, a dimension association of modulation individuality for VLC systems is explained and the dissimilar-sized blue LEDs with different bandwidths have been accounted. The results obviously discloses alike linear association between 3dB bandwidth and its LED current density. This occurrence can be credited to the bimolecular recombination likelihood that is relative to the density of injected carrier into the dynamic volume. Consequently, growing the LED current density is a possible method in VLC systems to improve the rate of data transmission. Furthermore, this experiment demonstrates that series resistance of high value is one main concern that puts restriction on modulation speed of LED. Therefore, additional study will spotlight on optimizing layout of device in addition to dropping material bulk resistance to decrease the resistance. References 1. H.L. Minh, D. OBrien, G. Faulkner, L. Zeng, K. Lee, D. Jung, Y. J. Oh and E. T. Won, 100-Mb/s NRZ Visible Light Communications Using a Postequalized White LED inIEEE Photonics Technology Letters, Vol. 21, No.15, August 2009. 2. F. L. Jenq, T. J. Liu and F.Y. Leu, An AC LED Smart Lighting System with Visible Light Time-Division Multiplexing Free Space Optical Communication, 2011 Fifth International Conference on Innovative Mobile and Internet Services in Ubiquitous Computing.3. Z. W, J. Chau and T. Little, Modeling and Designing of a New Indoor Free Space Visible Light Communication System, Networks and Optical Communications (NOC) in16th European Conference,July 2011, pp. 72-75. 4. J. Cao, Z. Liang and Z.Ma, White LED Modulation Bandwidth and Modulation Characteristics of the Study Hans Journal of Wireless Communications, 2012. 5. J. VuÄ iĆ¡, C. Kottke, S. Nerreter, K.-D. Langer and W. Waleski, 513 Mbit/s Visible Light Communication Link Based on DMT-Modulation of a White LED, Journal of Light Technology, Vol. 28, No. 24, 2010.6. J. VuÄ iĆ¡, C. Kottke, K. Habel and K.-D. Langer, 803 Mbit/s Visible Light WDM Link based on DMT Modulation of a single RGB LED Luminary, Optical Fiber Communication Conference and Exposition (OFC/NFOEC), 2011 and the National Fiber Optic Engineers Conference, Conference Publications, March 2011, pp.1-3. 7. Z. Xu, H. Liang, Z. Zhong, L. He and X. Gu, Effect of High-Power LED Spatial Light Intensity on Amplitude-Frequency Characteristics of VLC, Optical Communication Technology, Vol. 35, 2011.8. R. D. Koudelka and J. M. Woodall, Light Emitting Devices with Increased Modulation Bandwidth, Yale University, 2011. 9. P. Bhattacharya, Semiconductor Optoelectronic Device, Pearson Education, 2003, pp. 216-218.10. K. Ikeda, S. Horiuchi, T. Tanaka and W. Susaki, Design Parameters of Frequency Response of GaAs-(Ga,Al) As double Heterostructure LEDsfor optical communications, IEEE Tansactions on Electron Device s, Vol. ED-24, No. 7, 1977, pp. 1001-1005. 11. J. Grubor, S. C. J. Lee, K.-D. Langer, T. Koonen, and J. W. Walewski, Wireless high-speed data transmission with phosphorescent whitelight LEDs, inProc. Post Deadline Session Eur. Conf. Opt. Commun. (ECOC 2007), Berlin, Germany, 2007, pp. 12, [06.11].12. S.-B. Park, D. K. Jung, H. S. Shin, D. J. Shin, Y.-J. Hyun, K. Lee, and Y. J. Oh, Information broadcasting system based on visible light signboard, inProc. Wireless Opt. Commun. 2007, Montreal, Canada, May 30Jun. 1, 2007, pp. 311313