What Is the Significance of Grading Sysytem Essay Example for Free

What Is the Significance of Grading Sysytem Essay With the implementation of the K to 12 Basic Education Program, the traditional numerical values in the report cards of students will no longer appear. Instead, the Department of Education (DepEd) will be using a new grading system to assess and rate learning outcomes of students in public elementary and high schools. Effective this school year, DepEd said parents and student will no longer see numbers in the report cards of students from Grades 1 to 10. Based on DepEd Order No. 31, Series of 2012, or the â€Å"Policy Guidelines on the Implementation of Grades 1 to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013,† Education Secretary Armin Luistro ordered public schools to implement the K to 12 BEC, particularly on Grades 1 and 7 which will be most affected by the new curriculum, and challenged schools â€Å"to implement the guidelines in creative and innovative ways for the curriculum can be localized without compromising the philosophy of total learner d evelopment. † â€Å"The new grading system seeks to measure the students’ level of proficiency at the end of each quarter,† Luistro said. â€Å"The assessment process is holistic and aims to ensure the quality of student learning with emphasis on formation and development,† he explained. DepEd, Luistro said, â€Å"will also release another separate order with more details on the new rating system.† In the new grading system, letter â€Å"A† will reflect as highest the grade; letter â€Å"P† as second highest; and letter â€Å"B† as the lowest. Luistro explained that the letters actually represent â€Å"levels of proficiency as abbreviated†. To rate the learning outcome of students, teachers will be giving a grade â€Å"A† (â€Å"Advanced†) to students with 90 percent and above rating; â€Å"P† (â€Å"Proficient†) to students with 85 to 89 percent rating; â€Å"AP† (â€Å"Approaching Proficiency†) to s tudents with 80 to 84 percent rating; â€Å"D† (â€Å"Developing†) to students with 75 to 79 percent rating and â€Å"B† (â€Å"Beginning†) to students with 74 percent and below rating. Luistro said that teachers will still measure students’ progress with numerical values, but their letter equivalents above will be used in report cards â€Å"so that the focus will be less on competition and more on achieving standards of learning.† At the end of the quarter, Luistro explained that the performance of students shall be described in the report card based on the level of proficiency. When the teacher gives â€Å"B† it means that the student â€Å"struggles with his/her understanding; pre-requisite and fundamental knowledge and/or skills have not been required or developed adequately to aid understanding.† Students given with â€Å"D† are those that â€Å"possess the minimum knowledge and skills and core understandings but needs the help throughout the performance of authentic tasks† while those given â€Å"AP† are students that have â€Å"developed the fundamental knowledge and skills and core understandings and with little guidance from teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.† Those that are given â€Å"P† are students that have â€Å"developed fundamental knowledge and skills and core understandings and can transfer them independently through authentic performance tasks† while students given with â€Å"A† are those that â€Å"exceeds the core requirements in terms of knowledge, skills, and understandings and can transfer them automatically and flexible through authentic performance tasks.† Luistro said that the assessment process to be used is holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. â€Å"It is also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards,† he added. Luistro added that student performance will still be assessed at four levels, including Knowledge with 15 percent; Process or Skills with 25%; Understanding with 30%; and Products/Performances with 30 % with a total of 100%. The results of the student’s performance, Luistro added, will be summed up based on these levels to come up with a numerical value. â€Å"The corresponding level of proficiency will appear on the report card at the end of the quarter,† he explained. At the end of the four quarters, Luistro explained that the Final Grade for each learning are shall be reported as â€Å"average of the four quarterly ratings, expressed in terms of the levels of proficiency.† Also, he said that â€Å"the general average will be computed based on the final grades of the different learning areas, and will be expressed in terms of the levels of proficiency with the numerical equivalent shall appear in parenthesis.† Luistro also stressed that promotion and retention of students shall be by subject meaning those students whose proficiency level is â€Å"B† at the end of the quarter or grading period â€Å"shall be required to undergo remediation classes† after class hours so that they can immediately catch up as they move to the next grading period. â€Å"If by the end of the school year, the students are still at the ‘B’ level, then they shall be required to take summer classes,† he said. Meanwhile, some parents and students – particularly those who are grade-conscious – expressed reservation to the new grading system. When showed that sample report card to Mylene Cuevas, mother to fourth year high school (Grade 10) student Liza Mae, she was confused. â€Å"Kung ganito ang gagamitin na grading system, ano ang mangyayari sa ranking ng mga bata? Paano pipiliin kung sino ang magiging first at second honors? (If they will use this grading system, what will happen to the ranking of students? How will they choose who will be the first or second honors?)† she asked. Last school year, Liza Mae ranked second honor. This year, she is eyeing to be the first honor to increase her chances to avail of scholarships once she enrolls in college. â€Å"Kasi sa scholarship or discounts sa tuition, mas malaki ang coverage kapag first honor or valedictorian ka. Kapag ganito ang grading, (letters instead of numbers), mahirap ang ranking, (In getting scholarships or discounts in tuition, bigger coverage is given if you’re first honor or valedictorian. If letter grades will be used, ranking will be more difficult),† she said. The DepEd, on the other hand, said that when it comes to honor students, â€Å"they shall be drawn from among those who performed at the Advanced Level.† â€Å"We will come up with subsequent guidelines will be issued as basis for ranking of honors,† Luistro assured. Meanwhile, Catholic Bishops Conference of the Philippines (CBCP) Episcopal Commission on Youth (ECY) Executive Secretary Fr. Conegundo Garganta called on the DepEd to look into the possibility of using idle buildings as a way of addressing classroom shortage. Garganta said the government can use idle buildings, such as those that have been sequestered by the government, to house additional classrooms. â€Å"Maybe the government can use their police power to ask permission to use these abandoned structures,† he said in a church-organized forum. (With a report from Leslie Ann G. Aquino)

Recidivism of Sex Offenders Essay -- Adult Sex Offender Recidivism

Sex offenders have been a serious problem for our legal system at all levels, not to mention those who have been their victims. There are 43,000 inmates in prison for sexual offenses while each year in this country over 510,000 children are sexually assaulted(Oakes 99). The latter statistic, in its context, does not convey the severity of the situation. Each year 510,000 children have their childhood's destroyed, possibly on more than one occasion, and are faced with dealing with the assault for the rest of their lives. Sadly, many of those assaults are perpetrated by people who have already been through the correctional system only to victimize again. Sex offenders, as a class of criminals, are nine times more likely to repeat their crimes(Oakes 99). This presents a problem for the public, as potential victims, and the legal system which is entrusted by the public for protection. It would be irresponsible for the legal system to ignore the criminal class of sex offenders, for they are subject to a recurring physiological urge that requires the use of effective restraints that would curb the habitual repetition of episodes producing the harmful consequences to the public(Schopf 95). In light of this realization, steps beyond treatment have been taken to reduce the recidivism rate of sex offenders. Notification laws, special supervising techniques by parole officers, and both surgical and chemical castration are techniques used in various forms in this country and abroad with success. However, notification laws and both forms of castrations have not come about without criticism on constitutional grounds. Any criticism should take into account the extraordinary recidivism rates found only in the criminal class of the s... ...Interpersonal Violence, Vol. 15. pp. 279-290 Martin, R. (1996). Pursuing Public Protection Through Mandatory Community Notification of Convicted Sex Offenders: The Trials and Tribulations of Megan's Law. The Boston Public Interest Law Journal, Vol. 6, Issue 29 Oakes, S. (1999). Megan's Law: Analysis on Whether it is Constitutional to Notify the Public of Sex Offenders Via the Internet. The John Marshal Journal of Computer and Information Law Sampson, E. (1999). Supervising Sex Offenders: Alternatives to Incarceration, Bethpage, Vol. 5, pp.6-7 Schopf, S. (1995). "Megan's Law": Community Notification and the Constitution. Columbia Universtiy School Journal of Law and Social Problems, 29 Seto, M. & Barbaree, H. (1999). Psychopathy, Treatment Behavior, and Sex Offender Recidivism. Journal of Interpersonal Violence, Vol. 14, pp.1235-1248

Differences Between Walt Whitman and Emily Dickinson Essay

Walt Whitman and Emily Dickinson’s works have numerous differences. Compared to Dickinson’s short and seemingly simple poems, Whitman’s are long and often complex. Both pioneered their own unique style of writing. Walt Whitman and Emily Dickinson both have been hailed as original and unique artists. They each have distinctive voices that many have attempted to replicate and have been unable to do so. Whitman wrote in epic like proportions; he developed his own rhythmic structure, creating complex lines and stanzas. Whitman’s style of free verse become synonymous with his name and works, and helped distinguish him as a great American poet. By using free verse poetry, Whitman tore down the boundary and structure of traditional poetry with the rhythm of cadence, allowing all types of people to use poetry as a form of expression. Whitman’s poems tend to run on and on; there was no set length for his poems, stanzas, or even lines. Dickinson, on the other hand, wrote poems with a definite structure. She wrote ballad stanzas, which were four line stanzas alternating in iambic tetrameter and trimeter. So the structure of their poems is very different. Another difference between their poetry is the use of rhyme. As with structure, Whitman’s poetry has no rhyme. In this way Whitman also breaks from tradition. Dickinson’s poems, unlike Whitman’s, made use of slant rhyme. This is the use of near or approximate rhymes, and is a relatively modern idea. So this is yet another way in which they differ in style. First, the most forthcoming evidence of their differences would be the structure that the poets use to express themselves through. Whitman uses free verse in his poems. A clear representation of this is any excerpt from â€Å"Song of Myself†. This poem has a set rhythm, but no definite rhyme scheme. â€Å"The Yankee clipper is under her sky-sails, she cuts the sparkle and scud, / My eyes settle the land, I bend at her prow or shout joyously from the deck. † (Whitman- â€Å"Song of Myself 10. † lines 6-7) This makes the poem less appealing to read but leaves a lot more room for expression from the author. Dickinson, however, uses well planned out short lines of rhymes. Her poems don’t usually consist of many more than 6 words per line and are written in verse. This gives each poem an easier pattern and flow to comprehend. These poems may not sound as sophisticated, but are equally brilliant. â€Å"If you were coming in the Fall, / I’d brush the Summer by / With half a smile, and half a spurn, / As Housewives do a fly. † (Dickinson- â€Å"If you were coming†¦ His preoccupation with sex, the human body, and numerous other â€Å"taboo† subjects, changed the American publics view of poetry. Dickinson’s works are just as unique, due mainly to her odd placement of punctuation, unusual grammar, and simplicity of language. Her lines end abruptly, outwardly innocuous words are often capitalized, and her tendency to write meters typical of hymnals all distinguishes her from other writers Although they were both Romantics, Whitman and Dickinson were so different from each other. Whitman grew up reading a myriad amount of literary works, including Homer’s Odyssey and the Bible. His poetry is reflective of the works he read in his early years. Dickinson, on the other hand, learned how to read and write in a time period of male authority. Her poetry is metaphysical, and expressive of her soul. Together, Whitman and Dickinson marked a turning point in American poetry. In the poem, â€Å"Song of Myself,† Whitman opens with an oceanic scene of a skipper who struggles to save the weary passengers of a sinking ship that is hit by a violent storm. As the skipper watches the wrath of the storm, Whitman uses personification to bring life out of the scene. â€Å"How the skipper saw the crowded and rudderless wreck of the steam-ship, and Death chasing it up and down the storm† (Whitman 1). The death that chases the ship up and down the storm is the waves that relentlessly crash against the hull. In the same way that death is the end of life, the wrath of the waves is the end of the passengers. When the skipper cannot bear the tragic scene no more, and decides to save all the stricken passengers, Whitman uses a Biblical allusion to add a deeper meaning to the skipper’s heroic act. â€Å"How he follow’d them and tack’d with them three days and would not give it up, how he saved the drifting company at last† (Whitman 1). The skipper’s strife to save the drifting passengers for three days is an allusion to the death and resurrection of Jesus Christ. In the Bible, Jesus dies to save mankind from sin, and resurrects three days later. Whitman uses this Biblical allusion to bring the skipper up to the level of Jesus Christ, making the two saviors equal. As the skipper looks onward at the faces of the survivors, Whitman applies imagery to describe the passengers. â€Å"How the silent old-faced infants and the lifted sick, and the sharp-lipp’d unshaved men† (Whitman 1). The passengers that survive the ship wreck are no longer the same people that stepped foot on that ship. The image of old babies doesn’t describe their age, but their sense of maturity, even though babies cannot be mature. Likewise, the image of the sharp-lipp’d unshaved men doesn’t describe their lips and hair, but their burden of being unable to save their own families from the storm, even though that is the duty of a father. At first, it may seem as if the skipper is the sole hero in the poem, but that is not the case. Through â€Å"Song of Myself,† Whitman illustrates that a hero is not defined by an act of salvation, but rather by the hardship a person endures. The skipper and the survivors of the shipwreck are all heroes, because they endure a hardship nobody knows. The skipper endures the hardship of saving each passenger and the passengers endure the waves of the violent storm. Their endurance through troubling times is what counts them as heroes. In the poem, â€Å"Success is Counted Sweetest,† Dickinson centers all attention on an ambitious soldier who comes close to victory, but fails to grasp it in his hands. As the soldier lays wounded on the ground, Dickinson uses taste to interact the reader’s senses with the moment. â€Å"Success is counted sweetest by those who ne’er succeed† (Dickinson 1). Something that is sweet tastes very good, because it creates a very pleasing sensation. In the same way that a candy bar is sweet, success is also sweet because it feels good. However, Dickinson expresses that success is sweetest to those who almost reach it. Victory means the most to the wounded soldier because he comes so close to winning, but ends up losing. It’s as if he can almost taste victory, but his tongue never touches it. When the dying soldier sees the opposing army in victory, Dickinson adds irony to apply a deeper meaning to the poem. â€Å"Not one of all the purple Host who took the flag today can tell the definition so clear of victory† (Dickinson 1). The army that has the flag is the army that wins the battle. However, Dickinson expresses that the victorious army does not know the true definition of victory. This is ironic, because the one that wins should be able to describe victory, and the one that loses should be able to describe failure. It is not the other way around. As the soldier and his comrades listen to the sound of the other side’s victory, Dickson uses imagery to end the scene. â€Å"As he defeated – dying – on whose forbidden ear the distant strains of triumph burst agonized and clear† (Dickinson 1). The solider is dying on the ground from his battle wounds and he is in complete agony. However, his agony is amplified because the soldier can hear the sound of victory from the other side. This is more painful to him than his physical wounds, because their sound of victory is the impending sound of his failure. Although it may seem as if the heroes in the poem are the victors, the dying soldier is the actual hero. Through â€Å"Success is Counted Sweetest,† Dickinson illustrates that a hero is not defined by his victories, but by his sacrifice for a cause. The dying soldier is a hero because he sacrifices his life for the cause of his army. Likewise, the victorious soldiers are also heroes because they also sacrifice their lives for the cause of their army. It doesn’t matter which cause emerges victorious, because not every army succeeds. It’s because heroes don’t always win – they sacrifice. As the greatest Romantics of their age, Walt Whitman and Emily Dickinson influenced American literature and poetry to the highest degree. Through his works, Whitman changed poetry by creating cadence and free verse. Again the long roll of the drummers, again the attacking cannon, mortars, again to my listening ears the cannon responsive† (Whitman ). By using free verse poetry, Whitman tore down the boundary and structure of traditional poetry with the rhythm of cadence, allowing all types of people to use poetry as a form of expression. Aside from Whitman, Dickinson was a lonely woman who wrote poetry to express her inner feelings. Having never found true love, she spent many days isolated from others, allowing her imagination to grow wild. She found ways to superficially describe objects, ideas, and feelings. However she only meant for her writings to remain in a box. Through her works, Dickinson expanded poetry by way of rhyme and meter. â€Å"If you were coming in the fall, I’d brush the Summer by with half a smile, and half a spurn, as Housewives do, a fly† (Dickinson 1). By using rhyme and meter, Dickinson opened American literature to women, showing that men were not the only ones who knew how to use ink and paper. Through her unique writing style, she took poetry to a higher level, making it a complete and concise language of the soul. Dickinson’s poetry followed a much stricter meter and rhyme scheme. She is known for her carefully worded and arranged poems. Many of Dickinson’s poems are in quatrains, which are four lines per stanza. Together, Walt and Emily are the reason behind today’s American literature. Although Walt Whitman and Emily Dickinson could paint pictures with words, their contributions to American Romantic literature were not equal. They often wrote about the American hero, but both authors are the living American heroes. The greater author is Walt Whitman, because he didn’t solely speak for himself. He spoke and wrote for the American people. This is important because he wanted the voice of all American people to be heard as testimony to world peace. Dickinson, on the other hand, only hid in her house to write, not making her voice heard. She made poetry metaphysical, but Whitman made poetry powerful. Dickinson opened doors for women, but Whitman opened the houses of America’s ideology. Through cadence and free verse, or rhyme and meter, Dickinson and Whitman changed American Romantic poetry. However, Walt Whitman gains the title, Master of the Word. There are by far more differences in the writing styles of Whitman and Dickinson than there are similarities. One difference is the way they structured their poems. Basically, the structures of Whitman’s poem is the lack of any structure. Whitman’s poems tend to run on and on; there was no set length for his poems, stanzas, or even lines. Dickinson, on the other hand, wrote poems with a definite structure. She wrote ballad stanzas, which were four line stanzas alternating in iambic tetrameter and trimeter. So the structure of their poems is very different. Another difference between their poetry is the use of rhyme. As with structure, Whitman’s poetry has no rhyme. In this way Whitman also breaks from tradition. Dickinson’s poems, unlike Whitman’s, made use of slant rhyme. This is the use of near or approximate rhymes, and is a relatively modern idea. So this is yet another way in which they differ in style. First, the most forthcoming evidence of their differences would be the structure that the poets use to express themselves through. Whitman uses free verse in his poems. A clear representation of this is any excerpt from â€Å"Song of Myself†. This poem has a set rhythm, but no definite rhyme scheme. â€Å"The Yankee clipper is under her sky-sails, she cuts the sparkle and scud, / My eyes settle the land, I bend at her prow or shout joyously from the deck. † (Whitman- â€Å"Song of Myself 10. † lines 6-7) This makes the poem less appealing to read but leaves a lot more room for expression from the author. Dickinson, however, uses well planned out short lines of rhymes. Her poems don’t usually consist of many more than 6 words per line and are written in verse. This gives each poem an easier pattern and flow to comprehend. These poems may not sound as sophisticated, but are equally brilliant. â€Å"If you were coming in the Fall, / I’d brush the Summer by / With half a smile, and half a spurn, / As Housewives do a fly. † (Dickinson- â€Å"If you were coming†¦ Whitman began a new era in the writing world; he was the first not to conform to the usual standards of writing. His poems don’t have specific rhyming patterns, and some don’t rhyme at all, where as Dickinson’s poems fit more into the form that had been set at that time. Dickinson’s poems usually have at least two end rhymes in each stanza, which was usually how poetry was written. While Whitman’s poems are large and expansive, the lines long and visually descriptive, Dickinson’s works, in contrast, are highly compressed, squeezing moments of intense emotions and thought into tight four line stanzas which contract feeling and condense thought. Whitman doesn’t use metaphors in his poetry which creates a more democratic form of poetry, in which not has pride of place. His voice submerges and surfaces at odd intervals, losing itself in a†¦ She wrote her poetry for herself rather than others. Whitman tended to write as a representative of all the American people. Dickinson wished to reserve her poetry to herself, as she did not want her works to be judged by others. (Gall4) â€Å"Whitman sees the poetic act as a means of reconciling the solitary self with the world while Dickinson views consciousness as always at war with a recalcitrant, ultimately alien and unknowable universe. â€Å"(Library Journal 82) While they vary in numerous ways, Whitman and Dickinson endure as this nation’s most prominent contributors to American poetry and are our greatest understanding of the distinctively American Essence One of the hallmark differences between them is in the length of lines they use in their poems. Characteristically, Whitman employs, and is indeed the master of, the long line. Dickinson, on the other hand, makes use exclusively of short, staccato, unadorned lines. A case can be made for the notion that a relationship exists between line length and the kinds of ideas expressed by these poets. The ideas Whitman presents in his poems are more individual, personal, and emotional, whereas Dickinson presents ideas which seem more universal and at times almost factual in nature. This basic difference between the two can be supported by examining a â€Å"typical† poem by each poet. When Whitman presents the idea of death in his poetry it is very personalized, almost to the point of being unique to him. In â€Å"Song of Myself,† stanza 49, he addresses Death directly: â€Å"And as to you Death, and you bitter hug of mortality, it is idle to try to alarm me† (Norton, p. 33, l. 1289). He admits that Death has the power to do as he wishes, to do him harm, to take him away in his â€Å"bitter hug of mortality,† but he will not be afraid. He is not readily resigning himself to Death, and he will certainly not be intimidated. â€Å"And as to you Corpse I think you are good manure, but that does not offend me† (Norton, p. 3, l. 1294). He sees the good that can come from Death. â€Å"I smell the white roses sweet-scented and growing, I reach to the leafy lips, I reach to the polish’d breasts of melons† (Norton, p. 33, ll. 1295-96). Furthermore, even though Death may take him now, killing him, bringing him down, â€Å"(No doubt I have died myself ten thousand times before)† (Norton, p. 33, l. 1298). He is going because he has no choice, but it is not the end, and he will argue and put up a fight. He will rise above the inevitable: Emily Dickinson, on the other hand, presents the idea of death in a much different way. In her poem, â€Å"Because I could not stop for Death,† one simple idea is expressed, that Death is inevitable. Because most people do not ask for Death, â€Å"He kindly stopped for me† (Norton, p. 52, l. 2). Then he went slowly about his business, taking her along with him on his journey. They passed by life, youth, children, and the fields and light of Earth. They â€Å"paused before a House that seemed / A Swelling of the Ground† (Norton, p. 52, ll. 17-18) before continuing â€Å"toward Eternity. † Not once does she fight the inevitable tug of death. She is going just like everyone else has gone and must go. It is a simple thing. There is nothing to be done about it, so go along just like everyone else. She is uninterested in persuading or in even discussing the subject. Instead she presents her idea as it is, almost factually – Death is here and I am going with him. She is resigned to her fate, a universal fate, not particularly personalized for her. In this case, it is almost a pleasant experience, a comfortable resignation to what is inevitable. We can see then that the long and complex lines of Whitman are used for deep and complicated and emotional expression. His ideas are seldom simple, but instead, multifaceted and sprawling in scope. They are steeped in individuality, rooted in and reflecting the frequently illogical fluctuations of personality. There is plenty of room in his lines for such expression. Whereas Dickinson, due in part to the abbreviated, staccato nature of her lines, is much more limited. There is no room in her poems to expand and explore, demonstrate, preach, convince, and implore. Yet both, needless to say, say what they must clearly and beautifully.

The importance of Integrity and Honesty in criminal...

Integrity and Honesty Integrity can be defined as an uncompromising adherence to a code of moral, artistic or other values, utter sincerity, honesty and candor, avoidance of deception, expediency, artificiality or shallowness of any kind (Websters 3rd New International Dictionary 1174). In simpler words this means to maintain high standards and follow the rules, even when no one is watching. Integrity is very important in our everyday life if we wish to be good people. The sad thing is that if you ask some people what integrity means to them they will probably tell you that it doesnt mean much and some may not even know what integrity is. Certain people feel that in order to get ahead in life they need to break certain rules. It is†¦show more content†¦Having a high standard of personal integrity and honesty will really help prepare one for employment in the justice field in many different ways. Integrity and honesty is one of the most important requirements for any criminal justice career. It is extremely important to know what is right and wrong and to be honest no matter what the consequences if you are planning on entering the justice field, especially a police officer. Police officers must commit to the highest moral and ethical standards, they cant be prejudice or favor someone without knowing every single detail, must show good personal conduct, have high integrity on and off duty, and plenty more. One major reason to have a high standard of integrity and honesty at all times is because if you are a person who has ever been in trouble for something that showed you had been dishonest (such as theft, cheating, lying, and more) and you apply for a job in the justice field, they will most likely find it no matter how off your record it supposedly is and you will not be hired. In their minds they are most likely thinking that if you could be dishonest once then you can be dishonest again and they dont want someone likely that employed with them. Another reason to have a h igh standard of integrity and honesty at all times would be because if you were ableShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 Pagesan HRM Skill: HR Certification 53 Enhancing Your Communication Skills 54 PART 2 THE LEGAL AND ETHICAL CONTEXT OF HRM Chapter 3 Equal Employment Opportunity 56 Learning Outcomes 56 Introduction 58 Laws Affecting Discriminatory Practices 58 The Importance of the Civil Rights Act of 1964 59 Affirmative Action Plans 59 Demonstrating Comprehension: Questions for Review 80 Key Terms 80 81 HRM Workshop Linking Concepts to Practice: Discussion Questions 81 Developing Diagnostic and Analytical Skills