User:Audrey Beyersdorfer/sandbox

From Dr. Hildebrandt (June 27): This is excellent work, Audrey.

Assignment #17

 * 1) I chose the site about Alessandra Facchinetti because I am currently interested in fashion and want to know more about people involved.
 * 2) At the bottom of the article, it is stated that "this Italian autobiographical article is a stub" as well as "this article about a fashion designer is a stub."
 * 3) Compared to Gianni Versace's article that has 38 references, Alessandra Facchinetti's article only has 7. Versace has 8 sections including facts about his early life, personal life, fashion designs, and more. Facchinetti does not have any contents. Information about her early life or personal life is nonexistent besides the SISMI-Telecom Scandal. While Versace has a whole section with subsections dedicated to filmography, Facchinetti does not have anything outside of fashion. She also does not have any details about her fashion design work.
 * 4) Out of the 7 references, 3 links did not work. The most recent article was written in 2018 which was 3 years ago. There was a large time gap between references from 2008 and 2016. That is 8 years of missing information.
 * 5) In comparison to the well developed article, the stub provides information about work history and big projects. It is missing information about early life, personal life, and more specific details about her fashion work.

Assignment #18

 * 1) Regine Chevallier
 * 2) Amish preaching soup
 * 3) Academic grading in Japan

Assignment #19

 * 1) I chose the article on Regine Chevallier.
 * 2) The Biographies guide is the best option because this article focuses on an individual's life. Primary sources such as self-published books or blogs are not appropriate sources of information. Also, if someone finds a detail in only one source, it should not be used. Use sources that are neutral such as articles, work descriptions, and historical books.
 * 3) Compared to the article on Stella Jean, the article on Regine Chevallier is very short and does not include as much detail. Chevallier's article is missing major parts of her early life such as when she was born and who her family is unlike Jean's article where there is information about her early years and her education. Chevallier's career needs to be expanded more to include who she has worked for and any major projects she partook in. There also needs to be more information on her life outside of fashion as well.
 * 4) This article about Haitian fashion can help be a jumping off point for further research: Hammond, Charlotte. “Stitching Time: Artisanal Collaboration and Slow Fashion in Post-Disaster Haiti.” Taylor & Francis, www.tandfonline.com/doi/abs/10.1080/1362704X.2018.1441001?journalCode=rfft20.

Assignment #20

 * These links give information based on where the designer was from and brands that she worked for.
 * 1) “PVH Corp. Updates on License Agreements with BH Fashion Retailers for IZOD and Van Heusen Brands.” Telecommunications reports, wireless news 2013: n. pag. Print.
 * 2)   Pape, Jean William, Warren D Johnson, and Daniel W Fitzgerald. “The Earthquake in Haiti — Dispatch from Port-Au-Prince.” The New England journal of medicine 362.7 (2010): 575–577. Web.

Assignment #21

 * Stub #2 is Amish preaching soup. The first article is about how Amish Adults cook and prepare their food. The second article is about the customs of the modern Amish religion.
 * Cuyun Carter, Gebra B et al. “Dietary Intake, Food Processing, and Cooking Methods Among Amish and Non-Amish Adults Living in Ohio Appalachia: Relevance to Nutritional Risk Factors for Cancer.” Nutrition and cancer 63.8 (2011): 1208–1217. Web.
 * Holmes, David, and Walter E Block. “Amish in the 21st Century.” Religion & theology 20.3-4 (2014): 371–383. Web.

Assignment #22
Academic grading in Japan


 * Sources:
 * Akiba, Motoko. “Nature and Correlates of Ijime—Bullying in Japanese Middle School.” International journal of educational research 41.3 (2004): 216–236. Web.
 * Shimizu, Kokichi. “Shido: Education and Selection in a Japanese Middle School.” Comparative education 28.2 (1992): 109–129. Web.\
 * What I want to do:
 * The main issue with this article is that it needs citation for verification. I will be researching some facts that are stated to see if they are correct or not and will be adding proper references.
 * I also want to divide the grading systems by public schools, private schools, possible homeschools, as well as different age classification such as middle school, high school, and university.

= Academic grading in Japan = Education in Japan has many different ways of approaching their grading system.

Public schooling below the high school level is classified as compulsory education (義務教育, gimu-kyōiku), and every Japanese child is required to attend school until they pass middle school. An interesting phenomenon is that even if an individual student fails a course, they may pass with their class regardless of grades on tests. The grades on tests have no effect on schooling until taking entrance exams to get into high school.

The motivation behind Japanese children's report card is not the grade, but their behavior "because the report card in modern Japan shows and evaluates more children’s attitudes in their school life than their academic grades (Gordenker, 2001; Murata & Yamaguchi, 2010)." For example, Japanese students are graded how they greet each other in the morning, if they remember their supplies, and how they treat plants and animals.

High School Level
In order to attend high school in Japan, younger students must pass an entrance exam and if they do not pass, then they are not allowed to go to high school.

Parents often send their children to cram schools (塾, Juku) or private schools, for test training purposes.

Most high schools in Japan have a numerical grading system from 5 to 1 with 5 being the highest grade and 1 being the lowest.

University Level
Like the high school level, Japanese students must pass a standardized test to be accepted into a university.

Most national universities employ a 4-scale grading system (only with A, B, C and F). Below-average students are given an F, and are encouraged to retake the same subject(s) in the following semesters.

GPA is a simple numerical representation of college results in Japan. As of 2014, 497 Japanese universities use this system. University grades are determined by a score between 0 and 100. This score (GPA) is determined by the total of three points: "test score", "attendance score", and "report score". (Example: Test score [65 points] + attendance point [20 points] + report score [10] = 95)

Some professors are only based on test scores, while others are based on report scores and attendance points. In addition, universities evaluate kanji for "Hide" or "Yu" or English for "S" or "A" according to their scores.

For universities, graduation requires a minimum of 124 credits and the required number of credits for each university. To earn 1 credit, 45 hours of study time is required, including preparation and review time.