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DKSH Group
DKSH achieves EcoVadis silver rating for Sustainability May 14, 2019
DKSH has been rewarded for its commitment to Sustainability with the internationally recognized EcoVadis silver rating. With an overall score of 50 points, DKSH ranks among the top 14% of companies in the industry. As a Swiss company with a legacy of over 150 years in Asia, Sustainability is an integral part of DKSH's business model.
DKSH achieves EcoVadis silver rating for Sustainability
Zurich, Switzerland, May 14, 2019 – DKSH, the leading Market Expansion Services provider with a focus on Asia, has received a silver rating from the French agency EcoVadis. The independent assessment places DKSH within the top 14% of its industry. EcoVadis uses a methodology that rates companies according to 21 sustainability criteria in four main areas: environment, labor and human rights, ethics as well as sustainable procurement.
2019 is the third year in which DKSH is evaluated by EcoVadis. A key factor for having achieved the silver rating is DKSH's report according to the Global Reporting Initiative guidelines (GRI), which the company published for the first time last year.
DKSH places continuous efforts to further progress its sustainable business practices. The company's vision for Sustainability is to support economic and social progress in the Asian communities it operates in. This includes fulfilling the fundamental purpose of bringing key consumer goods, healthcare, performance materials or technological products to markets, while operating with integrity, trust and reliability.
EcoVadis was founded in 2007 in Paris. Through its global platform, the firm provides buyer companies with evaluation data of suppliers on Sustainability. Its network connects suppliers and buyers across 198 industry sectors in 155 markets.
Stefan P. Butz, CEO of DKSH Group said: "The silver rating from EcoVadis is a significant recognition, both for us as well as for our clients and customers around the world. As a company with a history that spans more than 150 years, being a responsible corporate citizen has always been part of the DKSH mindset. Subjecting ourselves to Ecovadis' independent assessment clearly demonstrates how committed we are to make continuous progress in the area of Sustainability."
DKSH is the leading Market Expansion Services provider with a focus on Asia. The Group helps other companies and brands to grow in the Consumer Goods, Healthcare, Performance Materials and Technology sectors. DKSH's portfolio of services includes sourcing, market insights, marketing and sales, distribution and logistics as well as after-sales services. Publicly listed on the SIX Swiss Exchange, the Group operates in 35 markets with 33,000 specialists, generating net sales of CHF 11.3 billion in 2018. With its strong Swiss heritage and long business tradition since 1865, DKSH is deeply rooted in Asia Pacific.
DKSH Holding Ltd.
Till Leisner
Head, Investor & Media Relations
Phone +41 44 386 7315
till.leisner@dksh.com


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Autobiography SampleTemplate is needed for composing different Sorts of autobiographies andautobiography connected files. The large misconception concerning autobiography writing is that itmay simply be written by the primary character of this narrative. As an example, your very own personal filmmay revolve around compassion.Biography Essays are incredibly different from the autobiographical ones in which the writer is thefield of conversation or the book. There are tons of essay writing alternatives which believe they're the verybest, and so do not be duped and evaluate the real assortment of the ideal. An autobiography essay relies on the writer'slife from the standpoint of the writer. The master composition writing firm has grown over time.
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Writing effective covering letters might not be your absolute best skills. A letter of absence must clarify the most important reason to be absent in addition to specify when the employee is called to return. Composing an official letter is often believed to be an intimidating endeavor by individuals. Last, you must remember that writing an official letter isn't difficult if you know and adhere to the fundamental rules and the arrangement of the letter. Thus, it's all-important to understand how to write an official letter efficiently. Should you decide to write your sales letter, keep in mind there are a few templates accessible to direct you online.
The correspondence should be well prepared and delivered that the moment the employee or student knows the obligation to be in court. Simply speaking, it must be carefully and invisibly composed. In summary, the letter must contain info about who you are, what is your connection with the concerned person, duration of your relation, what you know more about the fees levied along with your comprehension of the personality of the individual. Ensure that you clearly define the most important reason to be absent, so the receiver of this letter understands of your circumstance. You're able to personalize the cover letter depending on your requirement. Before your resume, it is the cover letter that will be seen and that is why it needs to be composed with utmost care. A well drafted cover letter may increase your likelihood of receiving a meeting with a business.
In case of this measure, it is necessary to send a cover letter together with the restart. A cover letter is essential when searching for employment. It is essentially a preface for your resume and it helps you to attract the interest of an employer to your own qualities, skills, and skills.
Observing the policies and criteria of a company is extremely critical for each and every employee who works there. The company should know exactly why you think you are not able to operate in your position for a time period. Any employer may opt to send a conditional letter of employment into some brand-new hire in any business, but it is quite common in the public sector. Leave without pay is a choice that is made by the employer or the employee in situations where the employee needs to be away from his job and will not be compensated.
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In the event the sender's speech isn't cited on top, it may be contained under the touch. The contact information is the initial section of a cover letter, also contains your contact info, in order to allow it to be simple for the company to get in contact with you, if need be. An inordinate quantity of information gets confusing. At length, you can hurt yourself if you give an excessive number of information on your demonstration.
The intent of a memo is normally to share information in a office. Listed here are a few tips and guidelines that can help you draft a character recommendation letter for your own court. Always be sure that you thank the person you're addressing at the finish of the letter. The remaining part of this letter format is comparable to that mentioned previously. Write the precise period of time you're asking unpaid leave. When it is time to repay, grow some roots and buy a house, you almost have to trust in magic. Always find out more about the business that you are applying to and also ensure the kind of work they perform is something you want to know more about.
Learning how to write a cover letter for a resume is very simple, whatever the job which you are applying for. It is not ideal that you continue and on about your own knowledge in a notice. In case you have some work experience as an office assistant, it's going to be less difficult for you to find work at the business.
Lots of people lose since they don't maintain a careful personal record. Again, another pair of eyes reviewing your entry can help save you from overlooking important details. There are a whole lot of elements to a booming industrial training program letter. An inordinate quantity of info gets confusing. In the end, you can hurt yourself if you devote an excessive amount of info on your demonstration. Using a to-do list can help remind you of what ought to be achieved.
State why you'd like to turn into a nurse. Your physician is going to be more able to assist you handle your pain if they can locate a sense of what you're going through. Candidates must likewise be able to prioritize projects with minimal supervision and meet tight deadlines. What's more, candidates appearing to start a career in healthcare marketing can complete internships with a health care business to increase their odds of obtaining an entry-level full-time position. Job prospects are favorable for people with solid technical abilities and appropriate work experience.
Whether you're prepared to put in the area or are already employed as a RN, there are steps to take to give help. Generally speaking labour, it's very important to tailor your goal into the place you desire. Concentrate on why you would be an advantage to the business, business, organization or practice you want to intern at. Health and healthcare templates in in the event that you do not find an openoffice template layout or category which. By way of instance, there is a particular space for writing aJr.a.
Organize your thoughts and make certain that your letter is well organized. The letter must specify any work-related limitations associated with a health care condition, in case the reason for your depart was medical. A normal small company letter consists of an introductory paragraph, followed by a couple of paragraphs about the topic of your recommendation.
You do not know anything about the folks that are reading your private statement. It is risky to plagiarize a statement online, or hire a individual to compose the entire statement for you. So you know you should write the most powerful, most persuasive private statement you're able to. You may also employ a individual to compose a personal statement for you. Like every well-written narrative, your personal goal statement should tie the limitation to the beginning.
If you are interested in reinstatement because of a situation that is your fault, then explain how you've remedied the scenario. To be able to acquire an internship, then you might be requested to compose an essay with your application. The very first step of composing an amazing reflective essay is selecting a topic, so select wisely!
Occasionally people are dealing with various issues simultaneously without realizing it. For the own motivation letter to be prosperous, it should address specific key issues and should also maintain the most suitable format. To make a question and answer sheet, you will need to prepare your questions ahead and set them in a reasonable purchase. Use the tab key to depart an area for the student to compose their response after every query. Writing about yourself can be hard, so begin by organizing your ideas and record examples of your best traits, which you might then use in your letter to create your case. The point is to allow companies know what you'd like. Don't neglect to think about books or movies you may know that could provide you great ideas.
Discover to dedicate time on what's important and distinguish between important and urgent. You've got to receive a new prescription each time. Shoot for higher and you'll be rewarded for the difficult work. If you're applying for work in building with a family-owned business, you might choose to focus on that on your goal, indicating that you're ready to make a private investment in assisting a tiny organization grow and thrive. When you compose a resume to your work, you include what job you wish to acquire. If you are tailoring your resume to a specific job, your very first section may be tagged Objective" and highlight your unique job objective.
Time management is the capacity to plan your time efficiently so as to become more effective. Nurse managers play a critical part in medical care. The company affairs manager plays a significant part in the communications inside and beyond the provider. At precisely the exact same period, the corporate affairs manager is astutely aware of their company's pricing policies and how they affect earnings. A health assistant at an orthopedic office ought to have knowledge of musculoskeletal systems since that's the major focus of an orthopedist. In some centers, the manager is also educates a specific number of hours daily or week to get a portion of the standard schedule. Directors are liable for overseeing the curriculum employed at the middle.


There are two general categories of test items: (1) objective items which require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement; and (2) subjective or essay items which permit the student to organize and present an original answer. Objective items include multiple-choice, true-false, matching and completion, while subjective items include short-answer essay, extended-response essay, problem solving and performance test items. For some instructional purposes one or the other item types may prove more efficient and appropriate. To begin out discussion of the relative merits of each type of test item, test your knowledge of these two item types by answering the following questions.
1. Essay exams are easier to construct than are objective exams. T F ?
2. Essay exams require more thorough student preparation and study time than objective exams. T F ?
3. Essay exams require writing skills where objective exams do not. T F ?
4. Essay exams teach a person how to write. T F ?
5. Essay exams are more subjective in nature than are objective exams. T F ?
6. Objective exams encourage guessing more so than essay exams. T F ?
7. Essay exams limit the extent of content covered. T F ?
8. Essay and objective exams can be used to measure the same content or ability. T F ?
9. Essay and objective exams are both good ways to evaluate a student's level of knowledge. T F ?
1. TRUE Essay items are generally easier and less time consuming to construct than are most objective test items. Technically correct and content appropriate multiple-choice and true-false test items require an extensive amount of time to write and revise. For example, a professional item writer produces only 9-10 good multiple-choice items in a day's time.
2. ? According to research findings it is still undetermined whether or not essay tests require or facilitate more thorough (or even different) student study preparation.
3. TRUE Writing skills do affect a student's ability to communicate the correct "factual" information through an essay response. Consequently, students with good writing skills have an advantage over students who have difficulty expressing themselves through writing.
4. FALSE Essays do not teach a student how to write but they can emphasize the importance of being able to communicate through writing. constant use of essay tests may encourage the knowledgeable but poor writing student to improve his/her writing ability in order to improve performance.
5. TRUE Essays are more subjective in nature due to their susceptibility to scoring influences. Different readers can rate identical responses differently, the same reader can rate the same paper differently over time, the handwriting, neatness or punctuation can unintentionally affect a paper's grade and the lack of anonymity can affect the grading process. While impossible to eliminate, scoring influences or biases can be minimized through procedures discussed later in this booklet.
6. ? Both item types encourage some form of guessing. Multiple-choice, true-false and matching items can be correctly answered through blind guessing, yet essay items can be responded to satisfactorily through well written bluffing.
7. TRUE Due to the extent of time required by the student to respond to an essay question, only a few essay questions can be included on a classroom exam. Consequently, a larger number of objective items can be tested in the same amount of time, thus enabling the test to cover more content.
This conclusion should not be surprising; after all, a well written essay item requires that the student (1) have a store of knowledge, (2) be able to relate facts and principles, and (3) be able to organize such information into a coherent and logical written expression, whereas an objective test item requires that the student (1) have a store of knowledge, (2) be able to relate facts and principles, and (3) be able to organize such information into a coherent and logical choice among several alternatives.
9. TRUE Both objective and essay test items are good devices for measuring student achievement. However, as seen in the previous quiz answers, there are particular measurement situations where one item type is more appropriate than the other. Following is a set of recommendations for using either objective or essay test items: (Adapted from Robert L. Ebel, Essentials of Educational Measurement, 1972, p. 144).
1Gilbert Sax and LeVerne S. Collet, "An Empirical Comparison of the Effects of Recall and Multiple-Choice Tests on Student Achievement," Journal of Educational Measurement, vol. 5 (1968), 169-73.
the group to be tested is small and the test is not to be reused.
you wish to encourage and reward the development of student skill in writing.
you are more interested in exploring the student's attitudes than in measuring his/her achievement.
you are more confident of your ability as a critical and fair reader than as an imaginative writer of good objective test items.
the group to be tested is large and the test may be reused.
highly reliable test scores must be obtained as efficiently as possible.
impartiality of evaluation, absolute fairness, and freedom from possible test scoring influences (e.g., fatigue, lack of anonymity) are essential.
you are more confident of your ability to express objective test items clearly than of your ability to judge essay test answers correctly.
there is more pressure for speedy reporting of scores than for speedy test preparation.
measure almost any important educational achievement a written test can measure.
test understanding and ability to apply principles.
test ability to think critically.
test ability to solve problems.
test ability to select relevant facts and principles and to integrate them toward the solution of complex problems.
In addition to the preceding suggestions, it is important to realize that certain item types are better suited than others for measuring particular learning objectives. For example, learning objectives requiring the student to demonstrate or to show, may be better measured by performance test items, whereas objectives requiring the student to explain or to describe may be better measured by essay test items. The matching of learning objective expectations with certain item types can help you select an appropriate kind of test item for your classroom exam as well as provide a higher degree of test validity (i.e., testing what is supposed to be tested). To further illustrate, several sample learning objectives and appropriate test items are provided on the following page.
After you have decided to use either an objective, essay or both objective and essay exam, the next step is to select the kind(s) of objective or essay item that you wish to include on the exam. To help you make such a choice, the different kinds of objective and essay items are presented in the following section of this booklet. The various kinds of items are briefly described and compared to one another in terms of their advantages and limitations for use. Also presented is a set of general suggestions for the construction of each item variation.
(a) Item Stem: Which of the following is a chemical change?
versatility in measuring all levels of cognitive ability.
objective measurement of student achievement or ability.
a wide sampling of content or objectives.
a reduced guessing factor when compared to true-false items.
different response alternatives which can provide diagnostic feedback.
are difficult and time consuming to construct.
lead an instructor to favor simple recall of facts.
place a high degree of dependence on the student's reading ability and instructor's writing ability.
1. When possible, state the stem as a direct question rather than as an incomplete statement.
Desirable: How are allows ordinarily produced?
Present a definite, explicit and singular question or problem in the stem.
Eliminate excessive verbiage or irrelevant information from the stem.
Desirable: Which of the following ways of heat transfer explains why Jane's hand was burned after she touched a hot iron?
4. Include in the stem any word(s) that might otherwise be repeated in each alternative.
a. chosen by the people.
b. chosen by members of Congress.
chosen by the House of Representatives.
*d. chosen by the Electoral College.
c. the House of Representatives.
Use negatively stated stems sparingly. When used, underline and/or capitalize the negative word.
Undesirable: Which of the following is not cited as an accomplishment of the Kennedy administration?
Make all alternatives plausible and attractive to the less knowledgeable or skillful student.What process is most nearly the opposite of photosynthesis?
7. Make the alternatives grammatically parallel with each other, and consistent with the stem.
Undesirable: What would do most to advance the application of atomic discoveries to medicine?
*a. Standardized techniques for treatment of patients.
Train the average doctor to apply radioactive treatments.
Remove the restriction on the use of radioactive substances.
Establishing hospitals staffed by highly trained radioactive therapy specialists.
What would do most to advance the application of atomic discoveries to medicine?
Development of standardized techniques for treatment of patients.
Training of the average doctor in application of radioactive treatments.
Removal of restriction on the use of radioactive substances.
Addition of trained radioactive therapy specialists to hospital staffs.
8. Make the alternatives mutually exclusive.
What is the daily minimum required amount of milk a 10 year old child should drink?
9. When possible, present alternatives in some logical order (e.g., chronological, most to least, alphabetical).
At 7 a.m. two trucks leave a diner and travel north. One truck averages 42 miles per hour and the other truck averages 38 miles per hour. At what time will they be 24 miles apart?
10. Be sure there is only one correct or best response to the item.
11. Make alternatives approximately equal in length.
lack of valuable productive services to sell.
What is the most general cause of low individual incomes in the United States?
A lack of valuable productive services to sell.
The population's overall unwillingness to work.
The nation's increased reliance on automation.
an increasing national level of inflation.
12. Avoid irrelevant clues such as grammatical structure, well known verbal associations or connections between stem and answer.
the length of the reservCTE behind the dam.
the volume of water behind the dam.
theheightof water behind the dam.
the strength of the reinforcing wall.
13. Use at least four alternatives for each item to lower the probability of getting the item correct by guessing.
14. Randomly distribute the correct response among the alternative positions throughout the test having approximately the same proportion of alternatives a, b, c, d and e as the correct response.
Use the alternatives "none of the above" and "all of the above" sparingly. When used, such alternatives should occasionally be used as the correct response.
The acquisition of morality is a developmental process.
If this statement is false, what makes it false?
the widest sampling of content or objectives per unit of testing time.
an objective measurement of student achievement or ability.
incorporate an extremely high guessing factor. For simple true-false items, each student has a 50/50 chance of correctly answering the item without any knowledge of the item's content.
can often lead an instructor to write ambiguous statements due to the difficulty of writing statements which are unequivocally true or false.
do not discriminate between students of varying ability as well as other item types.
can often include more irrelevant clues than do other item types.
can often lead an instructor to favor testing of trivial knowledge.
Base true-false items upon statements that are absolutely true or false, without qualifications or exceptions.
Nearsightedness is hereditary in origin.
Geneticists and eye specialists believe that the predisposition to nearsightedness is hereditary.
Express the item statement as simply and as clearly as possible.
When you see a highway with a marker that reads, "Interstate 80" you know that the construction and upkeep of that road is built and maintained by the state and federal government.
The construction and maintenance of interstate highways is provided by both state and federal governments.
Express a single idea in each test item.
Water will boil at a higher temperature if the atmospheric pressure on its surface is increased and more heat is applied to the container.
Water will boil at a higher temperature if the atmospheric pressure on its surface is increased.
Water will boil at a higher temperature if more heat is applied to the container.
Include enough background information and qualifications so that the ability to respond correctly to the item does not depend on some special, uncommon knowledge.
The second principle of education is that the individual gathers knowledge.
According to John Dewey, the second principle of education is that the individual gathers knowledge.
Avoid lifting statements from the text, lecture or other materials so that memory alone will not permit a correct answer.
If you were to stand in a canoe and throw a life jacket forward to another canoe, chances are your canoe would jerk backward.
Avoid using negatively stated item statements.
The Supreme Court is not composed of nine justices.
The Supreme is composed of nine justices.
Avoid the use of unfamiliar vocabulary.
According to some politicians, the raison d'etre for capital punishment is retribution.
According to some politicians, justification for the existence of capital punishment is retribution.
Avoid the use of specific determiners which would permit a test-wise but unprepared examinee to respond correctly. Specific determiners refer to sweeping terms like "all," "always," "none," "never," "impossible," "inevitable," etc. Statements including such terms are likely to be false. On the other hand, statements using qualifying determiners such as "usually," "sometimes," "often," etc., are likely to be true. When statements do require the use of specific determiners, make sure they appear in both true and false items.
False items tend to discriminate more highly than true items. Therefore, use more false items than true items (but no more than 15% additional false items).
On the line to the left of each factual statement, write the letter of the principle which bests explains the statement's occurrence. Each principle may be used more than once.
Fossils of primates first appear in the Cenozoic rock strata, while trilobite remains are found in the Proterozoic rocks.
The Arctic and Antarctic regions are sparsely populated.
Plants have no nervous system.
Large coal beds exist in Alaska.
There have been profound changes in the climate on earth.
Coordination and integration of action is generally slower in plants than in animals.
There is an increasing complexity of structure and functions from lower to higher forms of life.
All life comes from life and produces its own kind of living organisms.
Light is a limiting factor to life.
require short periods of reading and response time, allowing you to cover more content.
provide objective measurement of student achievement or ability.
provide highly reliable test scores.
provide scoring efficiency and accuracy.
have difficulty measuring learning objectives requiring more than simple recall of information.
are difficult to construct due to the problem of selecting a common set of stimuli and responses.
Include directions which clearly state the basis for matching the stimuli with the responses. Explain whether or not a response can be used more than once and indicate where to write the answer.
On the line to the left of each identifying location and characteristics in Column I, write the letter of the country in Column II that is best defined. Each country in Column II may be used more than once.
Use only homogeneous material in matching items.
On the line to the left of each compound in Column I, write the letter of the compound's formula presented in Column II. Use each formula only once.
Arrange the list of responses in some systematic order if possible (e.g., chronological, alphabetical).
Directions: On the line to the left of each definition in Column I, write the letter of the defense mechanism in Column II that is described. Use each defense mechanism only once.
Hunting for reasons to support one's beliefs.
Accepting the values and norms of others as one's own even when they are contrary to previously held values.
Attributing to others one's own unacceptable impulses, thoughts and desires.
Ignoring disagreeable situations, topics, sights.
Avoid grammatical or other clues to the correct response.
Directions: Match the following in order to complete the sentences on the left.
through the solid-ification of molten lava.
Avoid sentence completion due to grammatical clues.
Keep matching items brief, limiting the list of stimuli to under 10.
Include more responses than stimuli to help prevent answering through the process of elimination.
When possible, reduce the amount of reading time by including only short phrases or single words in the response list.
According to Freud, personality is made up of three major systems, the _________, the ________ and the ________.
can provide a wide sampling of content.
can efficiently measure lower levels of cognitive ability.
can minimize guessing as compared to multiple-choice or true-false items.
can usually provide an objective measure of student achievement or ability.
are difficult to construct so that the desired response is clearly indicated.
are more time consuming to score when compared to multiple-choice or true-false items.
are more difficult to score since more than one answer may have to be considered correct if the item was not properly prepared.
1. Omit only significant words from the statement.
Every atom has a central(core)called a nucleus.
Every atom has a central core called a(n)(nucleus).
Do not omit so many words from the statement that the intended meaning is lost.
The ___________were to Egypt as the____________were to Persia and as __________were to the early tribes of Israel.
The Pharaohs were to Egypt as the__________were to Persia and as ____________were to the early tribes of Israel.
Undesirable: Most of the United States' libraries are organized according to the(Dewey)decimal system.
Be sure there is onlyonecorrect response.
Trees which shed their leaves annually areseed-bearing, common).
Trees which shed their leaves annually are called(deciduous).
Make the blanks of equal length.
In Greek mythology, Vulcan was the son of(Jupiter)and(Juno).
When possible, delete words at the end of the statement after the student has been presented a clearly defined problem.
(122.5)is the molecular weight of KClO3.
The molecular weight of KClO3 is(122.5).
Avoid lifting statements directly from the text, lecture or other sources.
Limit the required response to a single word or phrase.
The essay test is probably the most popular of all types of teacher-made tests. In general, a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his/her ability to (a) recall factual knowledge, (b) organize this knowledge and (c) present the knowledge in a logical, integrated answer to the question. An essay test item can be classified as either an extended-response essay item or a short-answer essay item. The latter calls for a more restricted or limited answer in terms of form or scope. An example of each type of essay item follows.
are easier and less time consuming to construct than are most other item types.
provide a means for testing student's ability to compose an answer and present it in a logical manner.
can efficiently measure higher order cognitive objectives (e.g., analysis, synthesis, evaluation).
cannot measure a large amount of content or objectives.
generally provide low test and test scorer reliability.
require an extensive amount of instructor's time to read and grade.
generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader).
1. Prepare essay items that elicit the type of behavior you want to measure.
The student will be able to explain how the normal curve serves as a statistical model.
Describe a normal curve in terms of: symmetry, modality, kurtosis and skewness.
Briefly explain how the normal curve serves as a statistical model for estimation and hypothesis testing.
Phrase each item so that the student's task is clearly indicated.
Discuss the economic factors which led to the stock market crash of 1929.
Identify the three major economic conditions which led to the stock market crash of 1929. Discuss briefly each condition in correct chronological sequence and in one paragraph indicate how the three factors were inter-related.
Indicate for each item a point value or weight and an estimated time limit for answering.
Compare the writings of Bret Harte and Mark Twain in terms of settings, depth of characterization, and dialogue styles of their main characters.
Ask questions that will elicit responses on which experts could agree that one answer is better than another.
Avoid giving the student a choice among optional items as this greatly reduces the reliability of the test.
It is generally recommended for classroom examinations to administer several short-answer items rather than only one or two extended-response items.
Choose a scoring model. Two of the more common scoring models are ANALYTICAL SCORING and GLOBAL QUALITY.
Each answer is read and assigned a score (e.g., grade, total points) based either on the total quality of the response or on the total quality of the response relative to other student answers.
"Americans are a mixed-up people with no sense of ethical values. Everyone knows that baseball is far less necessary than food and steel, yet they pay ball players a lot more than farmers and steelworkers."
WHY? Use 3-4 sentences to indicate how an economist would explain the above situation.
Salaries are based on demand relative to supply of such services.
Excellent ball players are rare.
Ball clubs have a high demand for excellent players.
Avg. Avg. Avg. Avg. Avg. Avg.
In total, nine discriminations can be used to assign test grades in this manner. The number of stacks or discriminations can vary to meet your needs.
Trynotto allow factors which are irrelevant to the learning outcomes being measured affect your grading (i.e., handwriting, spelling, neatness).
Read and grade all class answers to one item before going on to the next item.
Read and grade the answers without looking at the students' names to avoid possible preferential treatment.
Occasionally shuffle papers during the reading of answers to help avoid any systematic order effects (i.e., Sally's "B" work always followed Jim's "A: work thus it looked more like "C" work).
When possible, ask another instructor to read and grade your students' responses.
Another form of a subjective test item is the problem solving or computational exam question. Such items present the student with a problem situation or task and require a demonstration of work procedures and a correct solution, or just a correct solution. This kind of test item is classified as a subjective type of item due to the procedures used to score item responses. Instructors can assign full or partial credit to either correct or incorrect solutions depending on the quality and kind of work procedures presented. An example of a problem solving test item follows.
It was calculated that 75 men could complete a strip on a new highway in 70 days. When work was scheduled to commence, it was found necessary to send 25 men on another road project. How many days longer will it take to complete the strip? Show your work for full or partial credit.
minimize guessing by requiring the students to provide an original response rather than to select from several alternatives.
can most appropriately measure learning objectives which focus on the ability to apply skills or knowledge in the solution of problems.
can measure an extensive amount of content or objectives.
require an extensive amount of instructor time to read and grade.
generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the grader when partial credit is given).
1. Clearly identify and explain the problem.
During a car crash, the car slows down at the rate of 490 m/sec2. What is the magnitude and direction of the force acting on a 100-kg driver?
During a car crash, the car slows down at the rate of 490 m/sec2. Using the car as a frame of reference, what is the magnitude and direction of the gram force acting on a 100-kg driver?
Provide directions which clearly inform the student of the type of response called for.
An American tourist in Paris finds that he weighs 70 kilograms. When he left the United States he weighed 144 pounds. What was his net change in weight?
An American tourist in Paris finds that he weighs 70 kilograms. When he left the United States he weighed 144 pounds. What was his net weight change in pounds?
State in the directions whether or not the student must show his/her work procedures for full or partial credit.
A double concave lens is made of glass with n = 1.50. If the radii of curvature of the two lens surfaces are both 30.0 cm, what is the focal length of the lens?
A double concave lens is made of glass with n = 1.50. If the radii of curvature of the two lens surfaces are both 30.0 cm, what is the focal length of the lens? Show your work to receive full or partial credit.
Clearly separate item parts and indicate their point values.
A man leaves his home and drives to a convention at an average rate of 50 miles per hour. Upon arrival, he finds a telegram advising him to return at once. He catches a plane that takes him back at an average rate of 300 miles per hour.
If the total traveling time was 1 3/4 hours, how long did it take him to fly back? How far from his home was the convention?
Show your work for full or partial credit.
Use figures, conditions and situations which create a realistic problem.
Ask questions that elicit responses on which experts could agree that one solution and one or more work procedures are better than others.
Work through each problem before classroom administration to double-check accuracy.
A performance test item is designed to assess the ability of a student to perform correctly in a simulated situation (i.e., a situation in which the student will be ultimately expected to apply his/her learning). The concept of simulation is central in performance testing; a performance test will simulate to some degree a real life situation to accomplish the assessment. In theory, a performance test could be constructed for any skill and real life situation. In practice, most performance tests have been developed for the assessment of vocational, managerial, administrative, leadership, communication, interpersonal and physical education skills in various simulated situations. An illustrative example of a performance test item is provided below.
An urban planning board makes a last minute request for the professional to act as consultant and critique a written proposal which is to be considered in a board meeting that very evening. The professional arrives before the meeting and has one hour to analyze the written proposal and prepare his critique. The critique presentation is then made verbally during the board meeting; reactions of members of the board or the audience include requests for explanation of specific points or informed attacks on the positions taken by the professional.
The performance test designed to simulate this situation would require that the student to be tested role play the professional's part, while students or faculty act the other roles in the situation. Various aspects of the "professional's" performance would than be observed and rated by several judges with the necessary background. The ratings could then be used both to provide the student with a diagnosis of his/her strengths and weaknesses and to contribute to an overall summary evaluation of the student's abilities.
can most appropriately measure learning objectives which focus on the ability of the students to apply skills or knowledge in real life situations.
usually provide a degree of test validity not possible with standard paper and pencil test items.
are useful for measuring learning objectives in the psychomotor domain.
are difficulty and time consuming to construct.
are primarily used for testing students individually and not for testing groups. Consequently, they are relatively costly, time consuming, and inconvenient forms of testing.
generally do not provide an objective measure of student achievement or ability (subject to bias on the part of the observer/grader).
Prepare items that elicit the type of behavior you want to measure.
Clearly identify and explain the simulated situation to the student.
Make the simulated situation as "life-like" as possible.
Provide directions which clearly inform the students of the type of response called for.
When appropriate, clearly state time and activity limitations in the directions.
Adequately train the observer(s)/scorer(s) to ensure that they are fair in scoring the appropriate behaviors.
This section of the booklet presents two methods for collecting feedback on the quality of your test items. The two methods include using self-review checklists and student evaluation of test item quality. You can use the information gathered from either method to identify strengths and weaknesses in your item writing.
EVALUATE YOUR TEST ITEMS BY CHECKING THE SUGGESTIONS WHICH YOU FEEL YOU HAVE FOLLOWED.
____ When possible, stated the stem as a direct question rather than as an incomplete statement.
____ Presented a definite, explicit and singular question or problem in the stem.
____ Eliminated excessive verbiage or irrelevant information from the stem.
____ Included in the stem any word(s) that might have otherwise been repeated in each alternative.
____ Used negatively stated stems sparingly. When used, underlined and/or capitalized the negative word(s).
____ Made all alternatives plausible and attractive to the less knowledgeable or skillful student.
____ Made the alternatives grammatically parallel with each other, and consistent with the stem.
____ Made the alternatives mutually exclusive.
____ When possible, presented alternatives in some logical order (e.g., chronologically, most to least).
____ Made sure there was only one correct or best response per item.
____ Made alternatives approximately equal in length.
____ Avoided irrelevant clues such as grammatical structure, well known verbal associations or connections between stem and answer.
____ Used at least four alternatives for each item.
____ Randomly distributed the correct response among the alternative positions throughout the test having approximately the same proportion of alternatives a, b, c, d, and e as the correct response.
____ Used the alternatives "none of the above" and "all of the above" sparingly. When used, such alternatives were occasionally the correct response.
____ Based true-false items upon statements that are absolutely true or false, without qualifications or exceptions.
____ Expressed the item statement as simply and as clearly as possible.
____ Expressed a single idea in each test item.
____ Included enough background information and qualifications so that the ability to respond correctly did not depend on some special, uncommon knowledge.
____ Avoided lifting statements from the text, lecture or other materials.
____ Avoided using negatively stated item statements.
____ Avoided the use of unfamiliar language.
____ Avoided the use of specific determiners such as "all," "always," "none," "never," etc., and qualifying determiners such as "usually," "sometimes," "often," etc.
____ Used more false items than true items (but not more than 15% additional false items).
____ Included directions which clearly stated the basis for matching the stimuli with the response.
____ Explained whether or not a response could be used more than once and indicated where to write the answer.
____ Used only homogeneous material.
____ When possible, arranged the list of responses in some systematic order (e.g., chronologically, alphabetically).
____ Avoided grammatical or other clues to the correct response.
____ Kept items brief (limited the list of stimuli to under 10).
____ Included more responses than stimuli.
____ When possible, reduced the amount of reading time by including only short phrases or single words in the response list.
____ Omitted only significant words from the statement.
____ Did not omit so many words from the statement that the intended meaning was lost.
____ Included only one correct response per item.
____ Made the blanks of equal length.
____ When possible, deleted the words at the end of the statement after the student was presented with a clearly defined problem.
____ Avoided lifting statements directly from the text, lecture or other sources.
____ Limited the required response to a single word or phrase.
____ Prepared items that elicited the type of behavior you wanted to measure.
____ Phrased each item so that the student's task was clearly indicated.
____ Indicated for each item a point value or weight and an estimated time limit for answering.
____ Asked questions that elicited responses on which experts could agree that one answer is better than others.
____ Avoided giving the student a choice among optional items.
____ Administered several short-answer items rather than 1 or 2 extended-response items.
____ Selected an appropriate grading model.
____ Tried not to allow factors which were irrelevant to the learning outcomes being measured to affect your grading (e.g., handwriting, spelling, neatness).
____ Read and graded all class answers to one item before going on to the next item.
____ Read and graded the answers without looking at the student's name to avoid possible preferential treatment.
____ Occasionally shuffled papers during the reading of answers.
____ When possible, asked another instructor to read and grade your students' responses.
____ Clearly identified and explained the problem to the student.
____ Provided directions which clearly informed the student of the type of response called for.
____ Stated in the directions whether or not the student must show work procedures for full or partial credit.
____ Clearly separated item parts and indicated their point values.
____ Used figures, conditions and situations which created a realistic problem.
____ Asked questions that elicited responses on which experts could agree that one solution and one or more work procedures are better than others.
____ Worked through each problem before classroom administration.
____ Prepared items that elicit the type of behavior you wanted to measure.
____ Clearly identified and explained the simulated situation to the student.
____ Made the simulated situation as "life-like" as possible.
____ Provided directions which clearly inform the students of the type of response called for.
____ When appropriate, clearly stated time and activity limitations in the directions.
____ Adequately trained the observer(s)/scorer(s) to ensure that they were fair in scoring the appropriate behaviors.
The following set of ICES (Instructor and Course Evaluation System) questionnaire items can be used to assess the quality of your test items. The items are presented with their original ICES catalogue number. You are encouraged to include one or more of the items on the ICES evaluation form in order to collect student opinion of your item writing quality.
The information in the booklet is intended for self-instruction. However, CITL staff members will consult with faculty who wish to analyze and improve their test item writing. The staff can also consult with faculty about other instructional problems. The Measurement and Evaluation Division of CITL also publishes a semi-annual newsletter called Measurement and Evaluation Q & A which discusses various classroom testing and measurement issues. Instructors wishing to receive the newsletter or to acquire CITL assistance can call the Measurement and Evaluation Division at 333-3490.
102--How would you rate the instructor's examination questions? 116--Did the exams challenge you to do original thinking?
103--How well did examination questions reflect content and emphasis of the course? 118--Were there "trick" or trite questions on tests?
114--The exams reflected important points in the reading assignments. 122--How difficult were the examinations?
117--Examinations mainly testedtrivia. 123--I found I could score reasonably well on exams by just cramming.
119--Were exam questions worded clearly? 121--How was the length of exams for the time allotted.
115--Were the instructor's testquestions thought provoking? 109--Were exams, papers, reports returned with errors explained or personal comments?
125--Were exams adequately discussed upon return?
Ebel, Robert L. Measuring educational achievement. Englewood Cliffs, New Jersey: Prentice-Hall, 1965, Chapters 4-6.
Ebel, Robert L. Essentials of educational measurement. Englewood Cliffs, New Jersey: Prentice-Hall, 1972, Chapters 5-8.
Gronlund, N. E. Measurement and evaluation in teaching. New York: Macmillan Publishing Co., 1976, Chapters 6-9.
Mehrens, W. A. & Lehmann, I. J. Measurement and evaluation in education and psychology. New York: Holt, Rinehart & Winston, Inc., 1973, Chapters 7-10.
Nelson, C. H. Measurement and evaluation in the classroom. New York: Macmillan Publishing Co., 1970, Chapters 5-8. Measurement and Evaluation Division, 247 Armory Building. Especially useful for science instruction.
Payne, David A. The assessment of learning. Lexington, Mass.: D.C. Heath and Co., 1974, Chapters 4-7.
Scannell, D. P. & Tracy, D. B. Testing and measurement in the classroom. New York: Houghton-Mifflin Co., 1975, Chapters 4-6.
Thorndike, R. L. (Ed.). Educational measurement (2nd ed.). Washington, D.C.: American Council on Education, 1971, Chapter 9 (Performance testing) and Chapter 10 (Essay exams).


The horse has an alter-ego too.
Now I have to find a way to work "My horse has an alter-ego, too" into conversations.
What does she call Blackie when he's like this, though?
Color changing horse, nice. Brings back momories of the Wizrd of Oz.
Wait! The horn is a fake!
I like to think that the horn is retractable.
She certainly looks mild mannered. I expect the facade fools most villains.
Is it just the superhero dress she doesn't like to ride side-saddle in?
Nope, she'd never pass as a princess. They'd know something was up when they see her dress. A princess NEVER matches her dress color exactly to her hair, that's a terrible fashion statement.


You know, I believe it was Illogical Associate Anna who said it best when she said, "These "Get Mad and Keep Walking" Shirts are available for 29 days more. This week, if you order a shirt and any other item from our shop, you'll get a second shirt from our former collection, free!"
There's a lesson there for us all, methinks.


Austria is a peaceful and advanced country in Europe. This is the reason why students, workers, etc. seek to come to Austria. Austria Immigration is also possible under its Red-White-Red Card and its Red–White-Red Card Plus scheme which are on offer to third party workers and their dependents.
The Red-White-Red card is a single card for working and living in Austria. An applicant seeking to work in Austria has to apply for a Red-White-Red card or a Red-White-Red card plus. The Austria Red-White-Red card is given for a duration of twelve months and it lets its possessor to a predetermined period of work employment by a specified employer. Only some select categories of persons are eligible to obtain a Red-White-Red card and these are workers who are highly skilled, skilled workers in occupations facing shortage, other important category of workers, those who have passed out of of Austrian universities and colleges of higher education and self-employed key workers.
In the process of Austria Immigration, if the applicant applies for a Red-White-Red Card, the AMS (Austrian Public Employment) Service will evaluate the application and the relevant documents submitted according to certain criteria, and will award some points. This evaluation by the AMS is decisive for proceeding further.
Thus, points are awarded for age, language skills, education, professional experience, etc. The points calculator of Austria Immigration is only a indicative service only for the applicant's guidance. It does not replace an application and does not comprise the official evaluation that can only be undertaken by the Austrian authorities in the process of Austria Immigration.
EEA and Swiss citizens also may stay in the country for a duration of more three months. This is so provided they work at a work place or are earning their own livelihood in Austria. They are also eligible if they are enrolled in and studying in an Austrian school or some other recognized educational institution and satisfy some other criteria. Certain types of family members of these nationals are also issued extended residency permit.
Swiss nationals or EEA nationals who have or possess the 'right to reside' according to EU law will get the right to long-term residence after the completion of residing for 5 years lawfully on the Federal territory with no interruption or break. They can thus be issued a 'Long-term Residence Certificate'.


text:
Upturn in planning applications reflect turnaround in Longford construction sector
Eleven planning applications were received by Longford County Council in the week ending March 31 in what is being viewed as further evidence of the turnaround in Longford's construction sector.
Local engineer Mark Cunningham said there had been a 47 per cent rise in planning applications during the first three months of 2017 compared to the same period last year.
In a post on his own Facebook page, Mr Cunningham said the vast majority of these were for starter homes and starter businesses.

redpajama_set_name: RedPajamaCommonCrawl


The death of David Bowie—why is it that Stephen Glover always gets it right about our overreaction and hysteria when a pop star goes the way of all of us?—twigged something that happened long ago, with Iman, his still-beautiful widow. It was exactly thirty years ago, on a rainy and cold night in New York. But first, a brief background to the story.
In the winter of 1985 the mother of my children had taken them to Paris, to her mother's, as a warning to me that my constant womanizing would no longer be tolerated. At the same time, an English friend of mine in London had run off with yet another friend, a male, thus making it obvious that I was about to lose both a wife and a mistress. Even more catastrophically, an Englishwoman in New York was dropping hints about having a child, about as welcome at that point in my life as some North Africans are in Cologne nowadays.
Needing to be alone to think, I went for dinner at Mortimer's, now defunct, a chic watering hole three blocks from my house on the Upper East Side. I had a couple bottles of wine and had started to relax when André Leon Talley, a very tall and talented African-American who works for Vogue—known to us as the African Queen—came into the place accompanied by a beautiful and almost-as-tall black lady. The place was jammed so I waved them over and they sat down to dinner with lonely old me. Her name was Iman, and she had recently arrived, having been discovered in deepest Africa by my good buddy Peter Beard, the photographer.
To call it a convivial dinner would be an understatement. I was in my cups and my guests were laughing at my predicament until I invited them over to my house for a drink. André had to work early and begged off. Iman agreed to one drink. We walked over to my house and then, to my horror, I realized I had not taken my keys with me. Worse, I had told the live-in help to take the night off as I had not planned to go out. The terror mounted after I failed to break the door down by kicking it hard on the lock. Iman was beginning to get scared as I became more and more desperate. I found a crowbar nearby and began to chop away at the damn door when she suddenly ran off and jumped into a passing taxi. Just then the f—-ing door gave in. There I was with a door I could not shut, crime being still very high in the Bagel, and Iman having fled the scene. On top of all my other problems. Poor little Greek boy never had it so bad.


text:
The Last Chance () is a 1968 Italian spy film written and directed by  and starring  Tab Hunter. It was the last film of Daniela Bianchi, who married shortly later and abandoned showbusiness to  devote herself to her family. It is also the only spy film of Carlo Delle Piane, but his scenes were removed from the final cut.

Plot

Cast

  Tab Hunter  as   Patrick Harris
  Daniela Bianchi  as  Helen Harris
  Michael Rennie  as  George McConnell
  Luisa Baratto as  Stephanie McConnell
  Umberto Raho  as  Carlo
  Luciano Rossi  as  Besive
  Bill Vanders  as  Clark
  Franco Ressel  as  Inspector
  Mario Maranzana

References

External links

Italian spy thriller films
1960s spy thriller films
Films directed by Giuseppe Rosati
Films scored by Carlo Rustichelli
1960s Italian-language films
English-language Italian films
1960s English-language films
1960s Italian films

redpajama_set_name: RedPajamaWikipedia


text:
Michigan Extends COVID-19 Related Emergency Order for 12 More Days
Russ McNamara, Meta Stange
The "pause," which was originally slated to end Wednesday, is aimed at limiting indoor gatherings with people of different households or where people come together without wearing masks.
Michigan will extend the COVID-19-related emergency order for an additional 12 days.
The "pause," which was originally slated to end Wednesday, is aimed at limiting indoor gatherings with people of different households or where people come together without wearing masks. This includes a bans indoor dining, in-person instruction at high schools, and closes casinos and movie theaters.
"Right now, 79% of all hospital beds are occupied," warned Gov. Gretchen Whitmer in a press conference on Monday.
The Michigan Health and Hospital Association, which represents all of the state's community hospitals, urged the state to extend the restrictions beyond the originally scheduled three weeks and through the holiday season, saying that the order is "slowly stabilizing the spread of COVID-19 and leading to stabilized hospitals."
There is concern a current spike in deaths could rise further following the Thanksgiving holiday where thousands of people gathered despite warnings by public health officials.
"Unfortunately we are now seeing over than 100 deaths per day on some days — more than seven times the number of deaths we saw in early October," says Dr. Joneigh Khaldun, the state's chief medical executive.
Khaldun hopes the cycle isn't repeated with the upcoming holiday season.
"We know the way this virus works: someone gets infected. Then they have a positive test. And then hospitalizations rise. And after that we know that some people will, unfortunately, lose their battle with COVID-19, and they will die," Khaldun says.
Michigan passed 400,000 confirmed cases on COVID-19 on Monday, 16 days after reaching 300,000 cases on November 21. It took five months for the state to reach 100,000 cases.
Trusted, accurate, up-to-date
WDET is here to keep you informed on essential information, news and resources related to COVID-19.
This is a stressful, insecure time for many. So it's more important than ever for you, our listeners and readers, who are able to donate to keep supporting WDET's mission. Please make a gift today.
Russ McNamara
Russ McNamara is the host of All Things Considered for 101.9 WDET, presenting local news to the station's loyal listeners. He's been an avid listener of WDET since he moved to metro Detroit in 2002.
Meta Stange
Meta Stange is the Digital Content and Engagement Manager for 101.9 WDET, overseeing the station's digital editorial content. She enjoys reading, making bad jokes, and hanging out with her dog, Salmon.


The theme of Financial Inclusion must be an essential part of the political agenda of any party, whether it be Labour or Conservative. This is the message which transpired during the two receptions hosted by Prospect and the Financial Inclusion Commission in partnership with Mastercard to encourage conversations about what action is necessary in order to develop effective strategies aimed at delivering economic growth for all tiers of society.
Combating these challenges with effective policies becomes even more urgent in the face of Brexit. As Chris Pond, Vice-Chair for the Financial Inclusion Commission, informed his audience, "research has showed that increasing number of people are expecting to be unemployed as a result of the decision last year in terms of our membership of the European Union." Furthermore, this type of anxiety is enhanced when considering that many of them do not necessarily have a cushion to land on in case of hardship. In the words of Yvonne Fovargue MP, Shadow Minister for Communities and Local Government: "people are financially excluded because they are poor. What they lack, is an income sufficient to allow them to access mainstream financial services, that many of us here will take for granted. . . [and] being financially excluded, makes people poorer still." Thus, Fovargue described a vicious cycle by which people are unable to resolve issues of financial crisis because the only solutions that are readily available are those which indebt them even further in the long run such as pay-day and guarantor lenders.
On the other hand, when speaking at the Conservative Party Conference reception, Guy Opperman MP, Parliamentary Under Secretary of State for Pensions and Financial Inclusion focused on the successes for which we have cause to celebrate, and looked with a more positive eye at the possible solutions which may be implemented in the future. He also recognized the significance of his new parliamentary brief: "I am lucky enough to be the country's first Financial Inclusion Minister, it is a great privilege, and I am acutely conscious of both the benefits of being given this job [… and] the burden of it" since the accompanying expectations are quite significant.
Opperman also drew on his experience of setting up the Tynedale Community Bank (TCB) in his constituency. The bank provided for its community by trying "to stop people from going to pay day lenders." He also noted the government's successful implementation of auto-enrollment which allowed 8.5 million people to sign up for a pension.


Videos posted to social media showed a man in a Brink's uniform running through traffic trying to collect money that had escaped the truck.
An armored Brink's truck accidentally scattered money across a northern New Jersey highway Thursday morning, and as drivers got out of their cars to grab cash there were crashes.
Police said they received a call about 8:30 a.m. ET about an armored truck spilling cash along Route 3 West in East Rutherford.
Several drivers got out of their cars and attempted to grab cash off the road, causing two separate motor vehicle crashes, police said. But at least one person tried to help the Brink's driver, who was seen on video posted to social media running through traffic trying to collect the scattering cash.
"One Good Samaritan had scooped up some money and handed it back to the security guard," East Rutherford Police Capt. Phillip Taormina told NBC News, adding a malfunction with the rear door of the truck caused the money to spill out.
He said the man left the scene immediately afterward because he was late for work. Police hope to speak to him today as part of their investigation.


Although pimple patches are not very well known in our Indian Beauty Industry, it is a very common product in the Korean Beauty World. Cosrx Acne Pimple Master Patch is my first pimple Patch and I was very pretty excited when I stumbled upon it. I got them about a year ago when I hauled on Daisy Skin Fix, an Indian website that stocks up Korean Beauty Products. I have finished this complete sheet of patches and here I am with my thoughts on this popular acne patch.
Packaging: Cosrx Acne Pimple Master Patch comes in a neatly packed, sealed zip lock, aluminum pouch. Inside the pouch, there is a single sheet with 24 acne patches of varying sizes adhered to it. The pouch has various details about the patches such as the patch material used, usage directions, but most of the details are in Korean language, so I couldn't understand them.
Texture & Feel: The patches are round shaped and off white in color, they are almost translucent. They have an adhesive on one side that helps to stick the patch on the skin. The patch sits comfortably and you will not feel that you have glued something onto the skin. I could only notice a glistening reflection when I come under direct sunlight. Otherwise it is not very noticeable and one can easily wear during outings as well as under makeup.
Fragrance: There is absolutely no fragrance.
My experience: I have used these patches various times and I find them really useful, especially if you are prone to breakouts and pimples, these will come handy.
Effects are highly noticeable for tiny/small pimples with heads. The patches make them disappear with almost no scarring in less than 4 days. The patch should be left 24/7 and can be replaced whenever necessary. I mostly replace it every 12 hours, in every morning and night CTM.
These patches would not show much results for painful, huge non pus filled cystic acne. They just help to calm the red angry acne and keep our hands away from pricking. Despite that, they do fasten the healing process compared to when not using them.
Three things that made me fall in love with these patches.
These patches do make a difference in the healing process and scarring is zero to minimal.
They actually hide(make them almost invisible) my red pimples under their translucent patch.
I do not have the urge to prick or keep touching the pimple when I have this on.
In a nut shell, this has been my most recent favorite acne product. I like the concept of patches and above all, I'm happy with the results of using this.
Clean and user friendly packaging.
Speeds up healing of pimples.
Takes time to work on huge pimples.
Would I recommend? Yes. The Cosrx Acne Pimple Master Patch is very much handy and effective than those over the counter topical acne medications. I would highly recommend getting these as they are super great!
heard about this product before also. I think i should try it.
I like that this helps get rid of pesky acne and also reduces the chances of scarring.


Before the arrival of the internet, computer files were exchanged via storage media, similar to what happened with music cassettes or videotapes. Floppy disks were sent by post or delivered by foot, bike, car or train.
After the appearance of the internet, computer freaks invented a term for this: the sneakernet. Now that the internet is established, and our connections have become faster, the sneakernet sounds outmoded. Nevertheless, the opposite is true when somewhat larger files are considered. Because storage media evolve much faster than internet connections, it becomes ever more interesting to choose the route of physical transport over the internet.
Portable hard disks now come with a capacity of up to 500 gigabytes, while the maximum capacity of a single hard disk in a desktop computer is around 1,000 gigabytes (or 1 terabyte). That is twice as much as one year ago.
Since 1990, the information density of hard disks has increased by 100 percent per year. The capacity of internet connections evolves only by 30 to 40 percent per year. By comparison: the calculation speed of computers – described by Moore's Law – increases by 60 percent per year. Storage media are thus by far the fastest evolving information technology. No matter how large the capacity of a hard disk is, it never seems to be a problem to use it all. It is not even necessary to store more files. For example, digital cameras can take pictures with ever higher resolutions, so that every picture takes up much more storage space. But, since internet connections evolve 3 times slower than storage media, the information on our hard disks becomes less and less mobile.
The relatively slow evolution of internet connections is not a technological issue. There exist much faster connections than the ones that most of us are using now. However, the necessary improvements of the network infrastructure (for laying fibre connections straight into every home, for instance) demand a lot of time and money, which has to be provided by the telecommunication companies.
New storage media, on the other hand, are applied much faster because this investment is made by the end users, in small steps. We are making the sneakernet more relevant every day by continuously buying hard disks and other storage media with ever higher capacities.
Whether or not the sneakernet is faster than the internet depends on four factors; the size of the digital file, the speed of the internet connection (both from sender and receiver), the speed of the sneakernet (by foot, truck, ship, carrier pigeon, etcetera) and the distance between sender and receiver.
Some parcel services offer the possibility to send whatever package to whatever place in the world within 24 hours. If we assume this to be the speed of the sneakernet, when does it become interesting to send a file by parcel service instead of the internet?
A dial-up connection achieves a speed of 56 kbits per second, which corresponds to a transfer of 7,000 bytes of information per second. (Storage capacity is measured in bytes, internet speed is measured in bits, and one byte equals 8 bits.) This means that 420 kilobytes can be sent or received every minute. That is 25.2 megabytes per hour, and 612 megabytes per day.
Thus, compared to a dial-up connection, it already becomes interesting to use the sneakernet with a file size of 600 megabytes. That is about the storage capacity of a cd-rom. In fact, it is interesting with only 300 megabytes, because the receiver also needs to download the file. If both sender and receiver have only a dial-up connection at their disposal, the transfer of a 300 megabyte file will take about 24 hours.
Broadband connections are obtainable with many different speeds, but to express well the difference with a dial-up connection, let's choose a fast DSL-connection with a download speed of 8 Mbits per second. This equals to 60 megabytes per minute, 3.6 gigabytes per hour and 86.4 gigabytes per day. A dial-up connection would need more than 150 days to send 86.4 gigabytes. Yet, even this fast DSL-connection has to surrender surprisingly fast when compared to the sneakernet.
That is because the upload speed of a DSL-connection is about 8 times lower than the download speed: only 1 Mbits per second in this case, or 8 megabytes per minute, 480 megabytes per hour and 11.5 gigabytes per day. This means that a file which is larger than 11.5 gigabytes (only a small pie from an average hard disk) is faster to send by parcel service than by a fast broadband connection – and in this case we do not even consider the receiving time (which is 8 times faster).
Increasing the speed of broadband connections has its limits and is largely dependent on the distance from the telephone switchboard (see the article "faster internet is impossible"). Fibre connections do not have these limitations. In most countries, these connections are reserved for large companies, universities and the government, but in Scandinavian countries they are already established.
To express the difference well with the broadband connection, let's choose a fibre connection with an upload and download speed of 100 Mbps (the fastest connection available for private persons in Scandinavia). It can send 12.5 megabytes per second, 750 megabytes per minute, 45 gigabytes per hour and 1 terabyte per day.
In this case, the sneakernet becomes interesting only when the file is larger than 500 gigabytes or 0.5 terabytes (upload + download). This compares to a half or a full hard disk of a computer. However, by the time that fibre connections are established in all countries, one terabyte will not mean a thing anymore.
Let's assume it takes another ten years for all of us to receive a fibre connection in our home. By that time, if storage media keep evolving the way they do today, the average computer has a hard disk of 1,024 terabytes (or 1 petabyte). Sending a full hard disk will then take considerably more time than it does today, in spite of the faster connection.
The sneakernet does not need the impressive delivery speed of UPS or FedEx to beat the internet. Imagine you put a portable hard disk of 500 gigabytes in your backpack and start walking (10 hours per day, 5 km/h). In which cases are you faster than your internet connection?
A dial-up connection needs about 2.5 years to send 500 gigabytes, and if the receiver also has a dial-up connection, it takes 2.5 years more.
The result is clear: a hiker is always faster than a dial-up connection transferring 500 gigabytes, even if he walks until the other end of the world (which would take him – in theory at least – 400 days there and 400 days back).
A DSL-connection can send 11.5 gigabytes per day and thus needs 43 days to send 500 gigabytes. Our hiker covers 2,150 kilometres (1,336 miles) in 43 days. If the receiver also has a DSL-connection, the download is much faster. The file can be downloaded in just less than 6 days, while our hiker needs 43 days to come back. Conclusion: sending 500 gigabytes goes faster by foot than by internet from the moment the distance is less than 1,225 kilometres (761 miles).
But, if our hiker gets into a Citroen 2CV from 1974 and drives to his destination at the car's top speed of 100 kilometres an hour (62 miles per hour), then he is faster than the broadband connection as long as the distance is less than 24,500 kilometres (15,223 miles). That is 49,000 kilometres (30,447 miles) divided by two, because the driver has to come back.
In this case we arrive at the same conclusion as before: a guy in an antique car is always faster than the internet when transferring 500 gigabytes of information, even if he drives to the other end of the world. The Earth has a circumference of 40,000 kilometres (25,000 miles) so 20,000 kilometres (12,500 miles) of driving takes you to the other side – in theory, that is.
Of course a fibre connection is hard to beat – or is it? Fibre transfers 500 gigabytes in just 24 hours (12 hours of uploading, 12 hours of downloading). Since our hiker only walks ten hours a day, he is only faster than the fibre connection if the distance is less than 25 kilometres or 15.5 miles (50 kilometres or 30 miles divided by 2). But, also in this case it is not hard to find a transport service that is faster than the internet.
If our hiker boards a plane and flies with a speed of 1,000 kilometres an hour (620 miles per hour) to his destination, then he is faster than the fibre connection as long as the distance is less than 10,000 kilometres or 6,200 miles. (He loses 4 hours waiting in the airport). This means that, finally, the internet connection scores better than any other means of transport but only when the data has to be sent to the other side of the world.
Unfortunately, this advantage disappears when our guy puts two 500 gigabyte hard disks in his backpack. The fibre connection needs twice as much time to send this amount of data (48 hours), while our guy maintains his speed.
The larger the file is, the more interesting the sneakernet becomes compared to the internet, because the amount of data has no influence on the speed of the sneakernet (except in the case of the hiker, who can take a few extra hard disks without lowering his speed or endurance, but not 20 of them). If you fill up a freight train, a cargo ship or a large plane with hard disks, then of course even the fastest internet connection crumbles to nothing compared to the sneakernet, whatever the distance.
There is another way to send digital data: via carrier pigeon. This may sound ridiculous (and it has been a popular joke for many years), but thanks to shrinking storage media, the speed and capacity of the pigeon internet promises to become quite amazing.
Pigeons were the fastest means of communication for thousands of years, from early Antiquity to the arrival of the electrical telegraph in the 19th century. Pigeons were used by private persons, governments, the military, press agencies and stockbrokers.
A well trained contemporary carrier pigeon can maintain a speed of 50 kilometres an hour (31 mph) over a distance of 600 kilometres (373 miles), and carry a weight of 1 gram. More 'freight' is possible, but then the performance goes down.
One gram does not seem to be much, but thanks to the increasing information density of storage media, this weight can already contain quite some data. For instance, the Transcend Micro SD card (meant for use in mobile telephones) weighs 1 gram and has a capacity of 2 gigabytes. Then how does the carrier pigeon resemble the internet?
Compared to a fibre connection, the pigeon has to surrender quite fast. This internet connection only needs 2.6 minutes to send 2 gigabytes. A carrier pigeon only flies 2 kilometres (1.2 miles) far in that time. A carrier pigeon is thus faster than a fibre connection when the distance is shorter than 2 kilometres or 1.2 miles. A broadband connection needs 4 hours to send 2 gigabytes, while the pigeon can reach a distance of 200 kilometres (125 miles) in 4 hours.
This means that sending 2 gigabytes of information from Amsterdam to Brussels goes faster by carrier pigeon than by a fast broadband connection. (The download goes faster, so if you also consider that the pigeon has to fly back, its advantage becomes smaller). A dial-up connection needs 3.3 days to send 2 gigabytes, so in that case, the pigeon (flying 600 km or 370 miles per day) is faster than the internet up to a distance of about 2,000 kilometres (1,250 miles).
The bandwidth of a carrier pigeon increases faster than the bandwidth of the internet. Ten years in the future, the information density of storage media will have multiplied by a thousand, while the speed of the internet will only have multiplied by 350. This means that a pigeon will be able to carry 2 terabytes (around 2,000 gigabytes) while our fibre connection will need 8.5 minutes for sending the same amount of data. The carrier pigeon is then faster than a fibre connection if the distance is less than 7 kilometres – compared to 2 kilometres today.
Compared to today's internet connections, a pigeon carrying 2 terabytes beats both the dial-up and the DSL-line, even if it has to fly to the other end of the world. While the pigeon needs 33 days to reach the other end of the world (flying 600 km or 370 miles per day), a dial-up needs 10 years to send 2 terabytes, a DSL connection 172 days. A fibre connection needs 2 days to send 2 terabytes, so in ten years a pigeon will be faster than today's fibre connections up to a distance of 1,200 kilometres (745 miles).
The above calculations are a bit too simplistic. There is another factor to consider: if you choose to send digital data via postal service, a hiker or a pigeon, you first have to transfer it from the computer to an external storage medium. If you use the internet, this is not necessary. The now obsolete USB 1.1 has a transfer speed of 12 Mbits per second (which is still faster than our broadband connection). USB 2.0, which most of us use now, reaches 480 Mbps – almost 5 times faster than a fibre connection.
Transferring 500 gigabytes from your computer to an external hard disk thus takes an additional 2 hours. The receiver has to transfer the information from the external hard disk to his or her computer, so this takes another two hours. The sneakernet thus needs an extra 4 hours to send 500 gigabytes – unless you choose to send the complete computer (without the monitor, of course). This sounds ridiculous, but it happens more and more.
For most consumers today, a fibre connection of 100 Mbps would be more than enough. But for many companies and institutions, this is not the case. For instance, in the financial world, the movie industry and in scientific research, data files with a size of many terabytes are no exceptions. If they have to be sent, the sneakernet is the preferred option. Microsoft (in 2002) as well as Google (in 2007) developed logistic services for sending data files up to 120 terabytes.
There is another reason why the sneakernet is preferred in those cases: if you decide to send 500 gigabytes via the internet, your fibre connection is occupied for 12 hours. You could use it for other things at the same time, but only at the expense of an even longer upload or download speed. This advantage also plays on a much smaller scale; it is faster and more practical to transfer your music collection from one music player to another, instead of making a detour via the internet. Privacy is another advantage here.
The fact that it is many times faster and more practical to send the contents of a hard disk via courier does not mean that the internet is obsolete, or that we all have to start training carrier pigeons. The advantage of the sneakernet only applies to files above a certain size. This threshold lowers every year, but most internet applications require only a very limited transfer of data.
Downloading an email or a webpage rarely takes more than a minute, and the sneakernet will never be able to compete with that. (Some nerds did transfer a webpage with pigeons, but that was another joke).
The sneakernet is being used for transferring emails and websites, but that happens only in places where there are computers but no internet connection. Also, streaming of movies and music would be impossible with the sneakernet, because you could only start to watch or listen to the file once it arrived completely. An application like videoconferencing would be impossible, too.
However, the good performance of the sneakernet does raise a couple of questions. For example: is the internet suited for the large scale distribution of high resolution movies or television programs? Many people see this as the future, but it seems not so plausible. It might turn out that it will always be faster, cheaper and more practical to send high-res movies by postal service than by internet - companies like Netflix are already doing this.
The good performance of the sneakernet for sending large files is also another dent in the environmentally friendly image of the information society. Energy-guzzling datacenters, toxic production methods and mountains of e-waste have already stained this perception. Are truckloads of hard disks crossing the country another part of the 21st century information society? The virtual world seems to become more real every day.
Note: Whether or not the sneakernet is cheaper than the internet is much harder to calculate, but some good efforts were made.
There are two small problems with this article.
First is the notion that you must upload a file to an intermediary and then download from it. This actually isn't necessary. One can upload directly to another person. Provided the download speed from the receiving end is equal or faster than the upload speed from the sender, the file will be received at maximum upload speed.
Second is the notion about pigeons "flying back". As far as I know, this doesn't happen. A pigeon only flies in one direction: towards its home, the place it was born. Thus, if you want to use carrier pigeons to receive something, you must have some raised with you, the sender must take them with him for when they're needed, and once he wants to send you something, he frees the pigeon. Two way communication is only possible as long as both sides have a "livestock" of mutually raised pigeons. As soon as both are depleted, the only way to replenish is for both parties to have their pigeons shipped again to each other.
Correcting both things would fix a few results. But overall the conclusions wouldn't change much.
The article also neglects to acknowledge multicast. That is, one can distribute a large amount of data to a large number of recipients in a locality simultaneously (eg an ISP maintaining a local FTP mirror of popular content), whilst Sneakernet is very much a 1-to-1 distribution method.
@ Alexander: "One can upload directly to another person"
Agreed, by using p2p. But in most cases (http, ftp, email), this is not the case. You upload to an intermediary server, and I download from it. P2P has disadvantages, and not everybody knows how to use it.
Never underestimate the bandwidth of a station wagon full of tapes hurtling down the highway. —Tanenbaum, Andrew S. (1996). Computer Networks. New Jersey: Prentice-Hall. pp. 83. ISBN 0-13-349945-6.
The original version of this quotation came much earlier; the very first problem in Tanenbaum's 1981 textbook Computer Networks asks the student to calculate the throughput of a St. Bernard carrying floppy disks (which are said to hold 250 kilobytes of data). The first USENET citation is July 16, 1985, and it was widely considered a chestnut already, possibly dating from the 1970s. Other alleged speakers included Tom Reidel, Warren Jackson, or Bob Sutterfield. The station wagon transporting magnetic tapes is the canonical version, but variants using trucks or Boeing 747s and later storage technologies such as CD-ROMs have frequently appeared.
This is a very interesting arguement but you have to be moving some very large files to make it worthwhile. How many 500 GB files are there in the world that the average user would need to send to someone.
Also, I can't take the time from my job to walk one mile (each way) let alone 25.
I am thinking of massive databases, but when I do a pull from a database (such as the Census database) I am not need the entire database, but simply a small subset that I can download in few seconds.
You wrote "After the appearance of the internet, computer freaks invented a term for this: the sneakernet."
Sneakernets were in use long before the internet. In 1986 we used the term "sneakernet" to describe carrying 5.25" DSDD floppies up and down the hall for file sharing. We learned the term at a conference held by then-fledgling and soon-to-be-giant Novell.
They did that carrier pigeon with a memory stick a few years ago in South Africa, and the pigeon bet the upload by an hour.
To correct the middleman requirement for FTP: Of course one can start an FTP server on the very same machine that is the source or the destination of the data. Then just download from or upload to that FTP server and there is a file transfer between two machines.
Same procedure works using SSH and is the standard for transfering data from or to remote controlled servers in the internet now. The masses fear everything that is called server software. But its there and it is used by them who do not fear it.
Interesting thought. However, you rarely need to send such an amount of data at once. Now is fibernet pretty common in the world. I don't know about Asia or Africa though, but most countries that had no network before have it actually faster than the developed world, because they start with fibernet and not already obsolete technologies.
Sneakernet is now basically used only if the computer to receive data is very close to you / in the same building. So for example it is faster to upload a movie on a USB stick and then give it to your friend to download it. But even then, it might be faster to upload it via Wifi, which I believe now everybody has, through the router directly to the other computer.
And, in the end, you should count the time one spends when sending a medium, when you are uploading, you just need to spend few minutes and the process goes automatically. You do not need to go to the post of contact delivery service, or go by foot.