Jrotc Mission free essay sample

Thats why is to motivate young people to be better citizens. And it also teaches you mapping Skills at first I was thinking why Im learning these but you well some point In your life. Also It Gives you more respectable as you rank up In doing that you In toured well be looking for you to set up In take charge. As you get promoted its not because of your teacher its because you Work hard and you showed that you earned it. In you showed great leadership skills. Another Reason Is Jot wants you to seek self-improvement out yourself its not just another class you Just take but you are becoming a part of a family. By being a part of these program it also Teaches you to be responsibility and to take responsibity for your actions. Then every cadet has To take a physical fitness test it Is required. We will write a custom essay sample on Jrotc Mission or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You may say to yourself that I can do It or Im not Going to do well. But thats why Jrotc mission Is to motivate young people to be better citizens. The Key word is motivate by having your ins tours there in your friends In other cadets there You wont even think about cant do It that would be the last think on your mind. It as well Teaches your deplane skills you may think I dont like people yelling at me but there not yelling. They Just helping you by bring out the best In you. In By doing all these things you be able to Teach the next class of cadets behind you. Thats how Jrotc builds character

French Expressions Using Casser

French Expressions Using Casser The French verb casser literally means to break and is also used in many idiomatic expressions. The verb is used to talk about breaking someone, boring someone stiff, warning someone, making an omelet by breaking eggs, and more. Possible Meanings of casser to breakto crack (a nut)to snap (a branch)to spoil the flavor (of wine)to demoteto annulto lower (prices)(familiar) to kill (esp. if motivated by prejudice) Expressions with casser crier casse-cou quelquunto warn someone casser du sucre sur le dos de quelquunto talk about someone behind his back casser la baraque (informal)to bring the house down casser la baraque quelquun (informal)to screw everything up for someone casser la croà »te (informal)to have a bite to eat casser la figure quelquun (informal)to smash someones face in casser la graine (informal)to have a bite to eat casser la gueule quelquun (familiar)to smash someones face in casser le morceau (familiar)to spill the beans, come clean to give the game away casser les oreilles quelquun (informal)to deafen someone casser les pieds quelquun (informal)to bore someone stiff, get on someones nerves casser les reins quelquunto ruin, break someone casser la tà ªte quelquunto deafen someone, to bore someone stiff casser sa pipe (informal)to kick the bucket, snuff it tout casserstupendous, fantastic; at the most Ça / Il ne casse pas des briques (informal) Thats no great shakes. Ça / Il ne casse pas trois pattes un canard (informal)It / He is nothing special, nothing to get excited about Ça / Il ne casse rien.It / He is nothing special, nothing to get excited about Casse-toi  ! (familiar)Get the hell out of here! Il ne sest pas cassà © le cul (slang)He didnt bust his butt. Il ne sest pas cassà © la tà ªte (informal)He didnt overtax himself, put any effort into it. Il ne sest pas cassà © le tronc / la nà ©nette (familiar)He didnt do much, try very hard. Il nous les casse  ! (familiar)Hes a pain in the neck! Tu me casses les bonbons  ! (familiar)Youre a pain in the neck! un/e casse-cou (informal)daredevil, reckless person un/e casse-couilles (slang)pain in the butt un casse-croà »tesnack casse-cul (slang adj)bloody/damn annoying un casse-dalle (familiar)snack un casse-graine (informal)snack casse-gueule (fam adj)dangerous, treacherous un casse-noisettes/noixnutcracker(s) un casse-pattes (informal)slog, difficult climb un casse-pieds (informal)pain in the neck, nuisance, bore le casse-pipes (informal)the front un casse-tà ªteclub, brain-teaser, puzzle un casse-vitessespeed bump, sleeping policeman se casser (familiar)to split, take off   se casser pour infinitive (informal)to strain oneself to do something, to work at something   se casser le couto fall flat on ones face, go bankrupt se casser la figure (informal)to fall flat on ones face, go bankrupt se casser la figure contre (informal)to crash into se casser la jambe/le brasto break ones arm/leg se casser netto break clean off / through se casser le nezto find no one in, to fail se casser la tà ªte sur (inf)to wrack ones brains about Proverbs with casser Il faut casser le noyau pour avoir lamande.No pain no gain. On ne fait pas domelette sans casser des Å“ufs.You cant make an omelette without breaking eggs. Qui casse les verres les paie.As you make your bed, so you must lie on it. You pay for your mistakes.

A Study of BP and its Stakeholders in Nigeria Research Paper

A Study of BP and its Stakeholders in Nigeria - Research Paper Example BP has got much different kind of brands under its product portfolio. Each of BP brand has got its own personality and heritage but have one common thing in them which is that all the brands symbolizes, embodies and also provides tremendous energy. Some of the most top ranked brands of BP includes, ARAL one of the trusted brand in Germany; ARCO which tends to bring in low cost fuels and cleaner in the west coast of US; Castrol which is the world’s top oil for motors and also a specialist lubricants oil; ampm which is a convenience shop brand and Wild Bean Cafe. BP work includes exploration of oil and gas, extraction, moving those extracted oil and gas, making products and fuels out of the gas and oil and finally sells the products and the fuels. BP in the process of its exploration and extraction generates low carbon energy. It has been investing in new ways to provide energy from wind businesses and innovative solar to advanced bio fuels to energy technologies. BP tends to wo rk in ways which would benefit the society, communities and the habitats. The company strives to become the safety leader in its industry, corporate citizen, world class operator and at the same time great employer. BP is working to enhance the safety measures and risk management and earn back the trust and grow value (BP, 2012). Chapter 2 A Brief Organizational and Historical Background History BP history lies from way back in 1908 and since then B has been largely associated with discoveries whether large or small which have contributed into the progress of the company. From an Anglo Persian oil company BP has managed to become the global Oil and Gas Company. In the year 1917 the Anglo Persian Oil company bought BP which was a subsidiary of German company, in order to get its product to the customers across UK. Thus 1917 marked the brand name of BP. In 1920 BP got its official name and logo which was designed by AR Saunders from the purchasing department. 1932 was marked as an ico nic year for B as it has entered the advertisement world and designed advertisement for BP Plus, BP Ethyl and BP Super. In 1961 after the post war, BP had won Academy Award for a short documentary. 1965 BP started giving service with a smurf. Few years later BP extended its product portfolio and included food for poultry, dogs and fish. It became the largest supplier of animal food in North America. In 1988, BP buys Bristol and it became the first ever company to acknowledge potential risk of global warming in the year 1997. Year 2009 marked 100 years for BP and today BP is applying the same dedication towards its work towards challenges and opportunities in the 21st century (BP-b, 2012). Business Review As per the BP Energy Outlook 2030, the world is in the form of transition into a lower carbon energy mix. Thus BP needs to supply oil and gas to meet the demands. In the year 2011, the company invested $1.6billion in the energy business and the total investment made since 2005 amoun ted to about $6.6 million. BP is trying to meet its commitment and is moving forward. 2012 is said to be a year of milestone with high financial expected in the financial year 2013 and 2014 (BP-a, 2011, p.9).

Psychology ; BEHAVIOR EXPLANATIONS Essay Example | Topics and Well Written Essays - 1500 words

Psychology ; BEHAVIOR EXPLANATIONS - Essay Example imed at the other spouse, however the interjection of myself or anyone else into the conversation (or even trying to speak with one parent immediately after the conversation) means that anger will refocus itself on whomever is speaking. The anger in the second case is non-specific and merely generalized so that nothing can be said or done without a negative comment on the part of the angry parent. There are five different basic research methods in psychology which are used to identify different behaviors and understand them better: case studies, naturalistic observation, correlational research, survey research and experimental methods. Case studies focus on specific cases, for example one person or one family; naturalistic observation relies on the direct observation of subjects in their natural surroundings and dealing with their normal stimuli; survey research is gathered through the completion of carefully crafted questionnaires that are distributed according to the research questions; and experimental methods will vary according to the research questions and possible subject candidates (Davis and Palladino -). Observing the natural way this behavior is cultivated is most helpful in understanding where it originates and how it might be changed. Naturalistic observation can help dissect parental anger over money because unlike any of the other basic research methods it offers a view directly into the repeating situation. It is, in fact, the natural situation itself that results in anger; Naturalistic observation is key to understanding this particular instance of anger because it is only with specific stimuli that this behavior is displayed. As the habit of opening the mail and sorting the bills is replayed over and over, the original anger and regret over not having the money to pay every bill resurfaces. Another factor is the behavior of overspending before it is time to pay bills; only by watching this situation can it be fully understood since no

The Role of Japan of World War ll Essay Example | Topics and Well Written Essays - 1750 words

The Role of Japan of World War ll - Essay Example Japan started a war with China in 1937. In an effort to end the war of Japan against China, President Roosevelt shut off American trade with the Japanese, which made Japan more aggressive than before. The Japanese increasingly continued to look for strategic resources and raw materials southwards. However, the United States stood firmly, in Japan’s path. The United States pacific fleet at the Pearl Harbor was the only threat force with the capacity of challenging the Japan’s navy (Black, 2003). The American bases located at the Philippines also threatened the contact lines linking the East Indies and Japan islands. Every oil tanker heading to Japan had to pass through American-held Luzon. From these constraints, the Japanese war plans emerged. In analyzing this assignment, the assignment will discuss the role played by Japan in World War II. Based on this, background information on Japan that triggered the World War II will be discussed. In addition, the outcome of the war will also be discussed. Japan stood ready to overcome the whole South Asian Peninsula and the Dutch Indies, which was rich in oil. This planned conquer was as a result of Japanese lacking raw materials for its growing industries (Williams, 2005). The desire to conquer the Dutch Indies and the South Asian Peninsula angered the United States and an embargo developed between Japan and the United States. Negotiations targeted at ending the differences between the two countries failed since the countries were at odds with each other. The United States used force to make Japan withdraw from war against China and renounce alliance with Italy and Germany in 1940 (Williams, 2005). The Japanese were against the move by the United States; Japan was secretly planning an attack on the Philippines, Hawaii, and Guam. In 1941, the Japanese attacked the Pearl Harbor, which was viewed as a desperate action by Japan to escape from an earlier choice imposed by the United States.

Strategic Management Nike | Case Study

Strategic Management Nike | Case Study Introduction: This assignment is about analyzing our own personality and behavior and focusing on developing the behavior which will help in building different characteristics that are needed to become an efficient strategic manager. We have taken Nike as the organization, where we will focus on different traits that are required to be developed in person to be a strategic manager for the particular organization. This assignment will bring into focus different skills and traits that will help an individual to build his managerial as well as leadership skills that are important for the success of an individual in an organization. LO1: Be able to identify personal skills to achieve strategic ambitions Analyse the strategic direction of the organisation Nike Inc. is worlds leading company in sports industry. The company was established in the year 1968 in the state of Oregon. It is one of the leading players in sports footwear, apparel, equipments and accessory products. Nike, the name of the company is taken on the name of the Greek Goddess of Victory. With its strong marketing strategy, Nike Inc. has been successful in stretching its reach globally. Nike has followed the innovative strategy and has captured the market by introducing different athletic brands such as Nike Air, Max Air, Zoom Air, Nike Golf, Nike Pro, Nike +, Air Jordan, Nike Skateboarding and Nike Shox. The company operates in over 170 countries globally with company operates retail outlets, and independent distributors and licensee. The principle activity of the company is design, development and worldwide marketing of its products which includes sports footwear, apparel, equipment and accessories. The company produces its footwear and apparel products outside Unit ed States, whereas the sports equipments are manufactured in United States as well as other parts of the world. With its highly recognized slogan Just do it and its distinguish swoosh logo (representing the wing of Greek goddess NIKE), Nike has been successful in building up a strong brand image which successfully captures maximum sports market and sponsors different athletes and sports teams around the world and has evolved into one of the biggest multinational corporation in sports industry. The strategic objective of Nike is to hold its position as the market leader in sports footwear sector with a strong focus on innovation, research and development. Company works on authenticity, honesty, athletic, competitiveness, performance and teamwork. These are the strategic objectives which the company follows so as to have a competitive edge in the market. Evaluate the strategic skills required of the leader to achieve the strategic ambitions Nike operates in highly competitive environment and needs to have a strong focus on innovation, research and development. To operate in highly competitive and a multinational organization it is very important to have strong communication skills, analytical skills, leadership skills, time management skills, problem solving skills and negotiation skills. Communication Skills: Communication is the base of an organization. It is one the most important skills which focuses on meeting the personal as well as organizational goals, it is one of the biggest driver which focuses on stimulating the behavior of an individual in an organization. It is very important for a manager to have effective communication skills as it helps in driving and motivating the employees behavior. It also helps in effectively expressing the feelings and emotion of the employee and the manager which helps in creating a bonding between the manager and the employee. Leadership Skills: Leadership is one of the most important aspect of an organization without leadership the organizational performance is minimal as it helps in increasing the efficiency and the working of the employees in the organization. It helps in influencing the people. Leadership can be termed as an interpersonal process that involves attempts to influence other people in attaining organizational goals (Hitt, 2009). Leaders help the employees and other members of the organization to focus on achieving the set goals and objectives of the organization. Leaders help in guiding and motivating their subordinates or followers to work on a certain perspective which helps in attaining productive results. Negotiation Skill: Being in a multinational organization it is very important for an manager to have negotiation skill as it is a skill that is needed on day to day working within the organization as well as personal working. It is important for a manager to have efficient negotiation skills so as to settle different arguments and conflicts in the organization. For being an efficient negotiator it is important for a manager to be open mindedpro active, empathic, good communicator, friendly, and intuitive. Problem Solving Skills: It is important for a strategic manager to have strong analytical and problem solving skill as the manager encounters different challenges in their day to day working where their analytical skill and problem solving skill playa a crucial rule which helps in achieving the organizational goals and objectives. Time Management: Time Management is very important tool which helps in developing the personality of the person. It basically refers to the skills, and techniques which help in managing the time in respect to accomplish the set goals and objectives. An effective time management is helpful in many ways such as effective time management helps in reducing stress and anxiety, builds a sense of achievement, helps in increasing the energy, helps in increasing productivity, helps in reducing avoidance, helps in building up the confidence. Time never stays for anyone. So time can only be managed, it cannot be controlled replaced or recreated. Assess the relationship between existing, required and future skills to achieve the strategic ambitions To achieve the strategic goals and objectives the strategic manager needs to have strong skills in respect to manage the team and their working. The manager needs to have strong analytical skills and technical skills which will help in nurturing innovation in the organization. The strategic manger needs have a strong focus on authenticity, honesty, athletic, competitiveness, performance and teamwork skills which are the pillars of Nike so as to focus on achieving the strategic objectives and goals of the organization. The manager needs to have strong leadership skills so as to achieve the strategic goals and objectives of the organization. LO2. Be able to manage personal leadership development to support achievement of strategic ambitions 2.1 Discuss the opportunities to support leadership development Nike is the organization which has a strong focus on research and development, for this the organization gives a strong focus to training and development of the employees. The organization strongly focuses on innovation, the employees are motivated to do different experiments in an innovative measure. The CEO of the company has focused on reorganizing the company into different units that are categorized in different particular sports. Mark Parker says, a conscious decision to sharpen each piece of the business so were not some big fat dumb company,. He has put strong emphasis in new global market and have made a strong emphasis on the nations like China and Japan because they are nations on low cost production, the CEO of Nike strongly focuses on eliminating the middle management and restructured the organization by down turning. This has helped in increasing the leadership skills within the organization. Nike also has an Innovation Kitchen, which is a think tank where all the desig ners work on their creativity and enhance their skills. The Kitchen is a free-range creative playpen, with every type of tool, material, machine, toy, instrument, software, game, and inspirational image at the ready. (McGrit, 2010). Kitchen is one of the most secured place in the organization where not all the employees are allowed to enter the organization. The organization focuses on open communication so as to facilitate innovation in the organization. He wants all his employees to share all their thoughts and imagination so as to build innovative company. These are different perspectives which help in developing leadership skills within the organization. The organization also urges the managers to work innovatively by collaborating themselves on different perspectives by focusing on nature, animal and building so as to inspire the employees in the organization to work innovatively and effectively. 2.2 Construct a personal development plan to direct leadership development For having effective leadership skills it is very important to work on different skills which help in enhancing the leadership qualities that are required in the organization. Nike being an organization which focuses on innovation, being creative is one of the most important perspective that is required for an efficient strategic manager, as creativity helps in building up new ideas for developing new products and will also help in facilitating the creativity within the organization. For facilitating a high creative perspective it is important for a manager to work on five P model of creativity i.e. Passion, Persistence, Persuasion, Playfulness and Positivity. It is important to have innovative thinking as well as strong visionary goals which will help in building a positive environment in the organization. For being an efficient manager it is important to have strong communication skill which will help in facilitating communication where employees share the problem with subordinates as a group, and together, they generate and evaluate alternatives and attempt to reach consensus on a solution. The manager needs to develop skills which include drive, the desire to lead, honesty/integrity, self-confidence, cognitive ability and knowledge of the business. It helps in enhancing the performance of the employees. The efficient strategic manager needs to be characterized by high Self-confidence, strong vision, ability to articulate the vision (speaking ability), strong convictions about the vision, highly creative and innovative, perceived as agents of change and Environmental Sensitivity (threats, opportunities). An efficient manager needs to ha ve enhanced time management and stress management skills which will help in increasing the efficiency of the managers and will help them in building different leadership skills which will help the employees and subordinates to work on different organizational goals and objectives. 2.3 Devise an implementation process for the development plan Improvement of skills: Time Management: For being an efficient strategic manager it is important for a manager to work efficiently on given time. It is important for a manager to set their priorities and work according to the set proprieties so that they are able to finish up the most important thing at the first stage and are able to manage the time effectively and efficiently. There are different techniques which help in setting the priorities such as ABC analysis, Pareto analysis, POSEC method, these methods helps in prioritizing different tasks by Organizing, Streamlining, Economizing and Contributing. With the help of these techniques the manager are able to manage their time effectively and also manage their meeting efficiently. With a strong focus on time management the manager will not work under stress and pressure and will have ample time to work on enhancing their creativity and building up new ideas for development of new products focusing on enhancing creativity and skills which will help the manager to achieve the set targets and goals. Stress Management:Working under a multinational organization creates stress. There are several techniques which help in managing stress, one of the most important being Yoga, yoga is one of the best exercise which helps in attaining mental peace. It helps in developing different skills and controlling different stress situation as a person is at mental ease when he does yoga. Eating healthy food is also important to minimize stress, healthy food helps in giving proper health to the person and he is able to work efficiently as healthy body helps in removing stress. Sports activities are also one of the important ways through which stress can be minimized, one can indulge himself in indoor or outdoor sports activity, it helps in relaxing the mind of an individual which in turn helps in increasing the mind power. Communication Skills: It is very important for a manager or leader to possess. They need to have strong communication skills so as to facilitate different information through different levels of the organization. To have strong communicator one need to be a good listener and believe in whatever he communicates. One should be clear in what he is communicating to the other person. Problem solving: to become a good problem solver, a person needs to be creative and innovative in every work he does, he must work on developing practical solutions so as to facilitate proper problem solving, Different strategies and methods must be used to solve problems pertaining to different areas. LO3. Be able to evaluate the effectiveness of the leadership development plan With a strong focus on enhancing the skills, the manager will be able to develop several skills which will help in enhancing the skills of the strategic manager. With adoption of the leadership development plan the manger will be able to build on Inspirational leadership quality with a strong focus on vision for the future, self awareness and empathy. The manager will also able to build on the traits of charismatic leaders, with the improvement on his communication skills, with enhancing and working on the communication skills the manager will be able to clearly communicate with the employees and maintain their enthusiastic and excitement level with a display of high level of self confidence and self esteem. With working on time management skills the manager will be able to adopt cost efficient and cost effective measures with a strong focus on increasing the productivity of the organization. The manager will focus on developing the skills of people by motivating them to accomplish t heir goals. The manager will focus on building the organization culture and environment that will help in building a strong and friendly environment. With enhancement on communication skill the manager will also focus on displaying participative leadership. The manager will focus on assigning their subordinates new tasks and involving them in new tasks enhances the performance of the subordinate. This will also help in enhancing the skills of the subordinates. LO4. Be able to promote a healthy and safe environment that supports a culture of quality 4.1 Assess the impact of corporate and individual health and safety responsibilities on the organisation Nike considers sustainability as one of the most essential part for the success of the organization. Today, the corporate responsibility approach has evolved from focusing on risk management, philanthropy and compliance to one that utilizes natural focus on innovation to transition NIKE, Inc. into a business that is more sustainable, by which it mean that it brings people, planet and profits into balance for lasting success. (Corporate Social Responsibility report 2009). Nike focuses on delivering innovative products in sustainable way. It focuses on recognizing the sustainability that routes to future profitability. With the increasing globalization and new demands across the market, according to him the company needs to focus on capturing the maximum market and provide its customers innovative and customized products. According to Mark Parker, the company needs to work innovatively which is possible only when the organization is able to succeed in a world where natural and human resources are constrained. There are several issues that will impact the business and the preferences of the consumer market, these issues concern the change in climate, depletion of natural resources, peaking oil prices and growth in population. The company focuses on working on the grounds in which it can survive in the changing conditions. With these changes around the world and economy, there will be potential effect to labor forces, working conditions, communities, dev elopment, youth, sport, supply chains, products and more. The company has built up a new strategy to focus on the coming future. It has built a new model and shift to sustainable business and innovation. The vision for SBI is to enable NIKE, Inc. and our consumers to thrive in a sustainable economy, one where people, planet and profit are in balance. To do this, the company will: Innovate to deliver enterprise-level sustainability solutions. Integrate sustainability into the heart of the NIKE, Inc. business model. Mobilize key constituents (civil society, employees, consumers, government and industry) to partner in scaling solutions. (Corporate Social Responsibility Report, 2009). The company focuses on designing products that are fully closed-loop: products produced using the fewest possible materials, designed for easy disassembly and capable of being recycled into new products or safely returned to nature at the end of their life. The company focuses on innovating its manufacturing, production, recapturing, recycling ad reusing. Nike focuses on building innovation lab focuses on delivering enterprise and industry level sustainability solutions. The company focuses on integrating corporate social responsibility to its organization on whole. This will help in upstream decision making and integrated sustainable thinking. The company has taken several efforts to improve the working conditions across its supply chain. This can be done through influencing policies in respect to improving the working conditions and encouraging collaboration between society, industry and government. Nike focuses n achieving sustainability across all its horizons of its operations. Nike has incorporated several steps so as to bring sustainable change in the working condition and for the workers of footwear, apparel and equipment industry. 4.2 Estimate an organisational culture of quality on the achievement of strategic ambitions Leadership and organizational culture are the most important part of an organization which helps in improving the efficiency and productivity of the organization. Organization culture can be termed as the set of values, and the beliefs that are shared by the individuals working in the organization whereas organizational climate is the environment of the organization, it affects the structure, performance and responsibility of the employees in an organization. It is oriented towards behavioral approach, which revolves around the creativity, innovation, and safety. Organizational culture is an element which brings into picture the organization climate and design. Organizational culture is the study of the psychology, attitudes, beliefs, values of an employee working in the organization. It encompasses personal as well as cultural value into consideration. Organizational culture is composed of three layers i.e. material culture which includes the characteristics of products, technology and equipment used in the organization, it basically represents the style of enterprise manager. Material layer is called the foundation layer of the organization. System layer which includes different code of conduct and regulations on which is there in the mind of the employees, it works as the key of the organization. The last layer of the organization is the spiritual culture which is the core of the organizational culture which includes the philosophy, strategy, value orientation, emotion of the employees. Leaders needs to set an example in an organization as being an element of culture, so as to enhance the productivity within the organization. Organization culture fosters an organization to achieve its business goals and objectives. The culture of the organization helps in increasing the efficiency of the organization as well as the employees.The corporate culture of the organization brings out the value and norms of the organization as well as the organizational behavior in respect of technologies, strategies, products and services that are used in the organization. The organizational culture also fosters changes in the organization like downsizing, technological advancement which is important for the growth of the organization. Seven dimensions of the organizational culture are attention to detail, innovation and risk taking, outcome orientation, stability, people orientation, aggressiveness and team orientation. The organizational culture can foster ethics as well unethical issues. Like Enrons leadership and organizational culture was unethical whereas 3M and apple fosters innovative organizational culture so as to improve its efficiency.Organizational culture of an helps in fostering the behavior of the employees and the future of the organization. Organizational culture helps in team building within the organization. As through the organizational culture helps in fostering creativity, innovation, and sharing of values.Organizational culture has become highly focused to innovation, through technological development and advancement the organizational culture helps in fostering change in the organization which helps in adopting total quality management. Organizational culture is one of the most important aspect of the organization which helps in fostering development and change in the organization as well as achieving the set strategic objectives and goals of the organization. It is the base of the organization which highly affects the behavior of the employees in the organization. The organizational culture can build positive behavior in an employee as well as negative behavior. It can be said that the growth of the organization highly depends on the organizational culture.

Emily Brontes Wuthering Heights - Infanticide and Sadism :: Wuthering Heights Essays

Wuthering Heights: Infanticide and Sadism    I would like to begin by simply defining the terms infanticide and sadism. Webster's Dictionary defines infanticide as the killing of an infant or the suffering of an infant. The same source defines sadism as both a disorder in which sexual gratification is derived by causing pain or degradation to others and simply pleasure in being cruel. Now, while reading Wuthering Heights, I was giving every character the benefit of the doubt. I was accounting their rough life to simple hard times. However, after reading "Infanticide and Sadism in Wuthering Heights" my eyes were opened to the perversion of the world portrayed in Wuthering Heights. To start off, I would like to take a good look at the suffering of the children. Each child does not have the benefit of their mother for a very long period of time. "Catherine Earnshaw is not quite eight when her mother dies; Cathy Linton's birth coincides with her mother's death; Hareton's mother dies the year of his birth; and Heathcliff is an orphan by the time he is seven. Even the children who receive motherly care throughout childhood do not receive it long after they reach puberty. Linton Heathcliff loses his mother when he is not quite thirteen- Linton, of course, is a child all his life- and Isabella Linton is orphaned when she is fourteen. The only exceptions- and these unimportant - are Hindley Earnshaw and Edgar Linton, who are sixteen and eighteen respectively when their mothers die (and even their mothers are apparently not very motherly)." (Thompson 139). Bronte does away with all of the mothers. Why does she so that? She kills off the mothers to help better accent th e children's struggle against all the psycho adults who are all out to kill them. The first child to receive this kind of treatment was Heathcliff when he first arrived and Mrs. Earnshaw wanted to "fling it outdoors." This sort of treatment was subjected to every child in the book, and without their mothers, there was nobody to protect thern. Hareton Earnshaw lives a more dangerous life than most of the children. He lost his mother the year of his birth and spent a great deal of his childhood hiding from his father, whose first instinct when drunk is to kill his son. Hareton manages to survive, but Linton Heathcliff is not so lucky.

Implementation of assessment for learning

Although as instructors we use many pupil activities and learning methods in our schoolroom instruction, all pupils in the category do non to the full achieve the larning aim of the lesson. Therefore, appraisals may be employed for the intent of measuring pupil attainment, be aftering future work, delegating pupil classs and comparing public presentation. There are many types of appraisal that we use for this intent. Summative, formative and ipsative are some of the appraisals that are normally used among the instructors. Summational appraisal is an appraisal which is often used at the terminal of a lesson or a peculiar period for ‘summarizing the accomplishment position of a pupil ‘ ( Sadler, 1989, p. 120 ) . Although it gives us feedback about the pupils ‘ capable cognition, sometimes it is excessively late therefore action can non be taken to better the acquisition of the pupil. More seriously instructors continue without truly detecting the existent reverse of the kid, therefore the demand of a more effectual rating tool arises. Black & A ; Wiliam ( 1998a ) province that â€Å" Assessment for larning † which is besides known as â€Å" Formative Appraisal † is one of the cardinal factors that helps the pupils to better their criterion of accomplishment. The chief focal point of this essay is how assessment for larning can be used in an effectual manner in mathematics lessons. First I will briefly define appraisal for larning. Then I will supply an overview of the chief stairss involved in the execution and the attacks to better the quality of appraisal for acquisition and eventually this paper will concentrate on the alteration of the function of the instructor and the pupil. The thoughts in this essay are aimed at bettering the quality of mathematics learning by utilizing appraisal for larning in the most effectual manner.2. Definitions of Assessment for Learning/ Formative appraisalAppraisal for acquisition is defined by a figure of research workers over the past old ages. Sadler ( 1989, p. 120 ) defines appraisal for larning as an appraisal that ‘ is concerned with how judgement about the quality of pupil responses ( public presentations, pieces, or plants ) can be used to determine and better the pupil ‘s competency by short-circuiting the entropy and inefficiency of trial-and -error larning ‘ . Tunstall & A ; Gipps ( 1996, p. 389 ) besides takes a similar position by proposing that formative appraisal is a ‘process of measuring, judging or measuring pupils ‘ work or public presentation and utilizing this to form and better their competency. In mundane schoolroom footings this means instructors utilizing their judgements of kids ‘s cognition or understanding to feed back into the instruction procedure and to find for single kids whether to reinterpret the task/concept, to give farther pattern on it, or travel on the following phase ‘ P. J. Black ( 2003, p. 2 ) explains the basic qualities in this appraisal as: ‘an appraisal activity can assist larning if it provides information to be used as feedback by instructors, and by their pupils in measuring themselves and each other, to modify the instruction and acquisition activities in which they are engaged. Such assessment becomes formative appraisal when the grounds is used to accommodate the instruction work to run into learning demands ‘ . He elaborates further and says that appraisal for larning occurs several times in every lesson therefore it is an â€Å" built-in and intimate portion of a instructors day-to-day work † ( P. J. Black, 2003, p. 2 ) In the visible radiation of the definitions given above, appraisal for acquisition can be described as a procedure of judgment and measuring the pupil public presentation and supplying feedback for the betterment of the acquisition procedure. The feedback is used to measure and modify the instruction techniques to run into the acquisition demands, so that the instructor can judge the pupil ‘s cognition and make up one's mind on the following measure to better the pupil competences.3. Execution of Assessment for larningConsciously or unconsciously instructors continuously assess their pupils while learning. But for proper opinion to be made and for the opinion to be helpful in the learning procedure of the pupil, the appraisal needs to be done in a peculiar mode. It is of import to place the cardinal factors in execution of appraisal for larning for it to be productive. Therefore the execution procedure is divided into four subdivisions: scene and sharing ends, roll uping ground s, construing grounds and make up one's minding the following measure. Each subdivision is non reciprocally sole but for easiness of elucidation I have separated them.3.1 Setting and sharing endsWhen be aftering the lesson it is the instructor ‘s duty to put clear learning ends ( aims ) . Harmonizing to Lee ( 2006 ) larning nonsubjective may be a short phrase or a sentence. It is so a challenge for the instructor to put out aims because she needs to take into history the course of study, scrutiny course of study and the pupils ‘ anterior cognition. Most significantly the aims need to be shared with the pupil every bit good. In making so both the pupil and the instructor acquire a clear image of what should be attained by the terminal of the lesson. It is of import to follow up the aim and it makes it easier for the pupils to measure their advancement of attainment. Lee ( 2006, p. 45 ) notes that ‘it is of import that the acquisition aims are shared with students an d that they are discussed in the start, during and at the terminal of the lesson, and that the students can mention to them during the lesson ‘ . This gives the pupil the chance to supervise themselves as they progress. Puting clear aims is of import for the instructor every bit good. P. J. Black ( 2003, p. 91 ) points out that the instructors are cognizant of what they want the pupils to larn, they are able to happen ‘what the ‘gap ‘ was between the province of the pupils ‘ current acquisition and the acquisition end and to be able to supervise that spread as it closed ‘ . It is of import to put command ( larning ) ends instead than public presentation ends. P. Black & A ; Wiliam ( 1998a, p. 22 ) reveals the consequences in a survey done with the 3rd and 6th classs mathematical job work outing. Newman and Schwager ( 1995 ) did this survey where one group was given the end of larning which had emphasised on the apprehension of the method of work outing the job ( ‘this will assist you to larn new things ‘ ) whereas the other was given public presentation ends where the chief importance was finishing many jobs right ( ‘how would you assist us to cognize how smart you are and what sort of class you will acquire? ‘ ) . When the two groups were compared the public presentation end pupils showed maladaptive inquiring forms. Therefore when larning ends are given, the kids concentrate more on get the hanging the larning facet instead than obtaining the concluding replies. Yorke ( 2003, p. 488 ) provinces that pupils who work to larning e nds, would recognize failure as undertaking information ‘to be assimilated or accommodated ( utilizing Piagetian nomenclature ) , whereas for kids working to public presentation ends it was a oppressing blow ‘ . Harmonizing to Lee ( 2006 ) as aims are broader and frequently generic, it can be broken down in to simpler stairss and made more specific to the lesson. These stairss are called success standards. Success standards should be planned in progress by the instructor by closely analyzing the standards the pupil should get the hang. In another case the instructor could acquire the pupils to research and discourse the acquisition aim and acquire the kids to partake in puting up the success standards so that the pupils have ownership of the success standards. When the pupil progresses along the list, get the hanging each success standard they bit by bit achieve the acquisition nonsubjective and most significantly they are cognizant of their acquisition advancement. It helps the pupils to construct up their assurance in acquisition, particularly in mathematics as get the hanging one mathematical subject would affect get the hanging in a series of mathematical operations and processs beforeha nd. ‘Pupils in cognizing what they are larning, how good they are larning and that they are larning and hence are of import in assisting the students know that they are successful scholars ‘ ( Lee, 2006, p. 49 ) . Lee ( 2006, p. 47 ) gives an illustration of utilizing larning aims and success standards in learning Pythagoras theorem. Learning nonsubjective Success standards To larn about Pythagoras ‘ theorem To larn more about the usage of Pythagoras ‘ theorem I know what a right angle trigon agencies I have: Carefully drawn three different right angled trigons drawn a square against each side, doing certain each angle is a right angle found the country of each of the three squares and set them in a tabular array inquire one other individual for the countries of their squares and put those in my tabular array found a relationship between the country of the squares and stated it utilizing algebra. I know what a square root is I can: State Pythagoras ‘ theorem and cognize which sides of the trigon the missive refer to Use it to cipher the hypotenuse of 5 different right-angled trigons with different orientations use it to happen a short side of 5 different trigons use it to happen the tallness of 2 isosceles trigons. As it is shown in the above illustration the aim of larning Pythagoras ‘ theorem is rather general and it is larning oriented. By interrupting down the aims into success standards it is made more specific to the lesson. The kids foremost learn what a right angled trigon is so draw squares on each side. Then they would happen the country of each square, put them in a tabular array and obtain informations from other pupils as good. Then they would happen the relationship between the countries and eventually come up with the algebraic look. At the terminal of the lesson the pupils can reply the inquiry whether they have mastered the Pythagoras ‘ theorem by mentioning to the success standard. As an illustration: Do I cognize what a right angled trigon is? What have I learnt about Pythagoras ‘ theorem? Harmonizing to Lee, the acquisition undertaking is achieved by get the hanging a sequence of success standards. Students can construe the standards in different ways. Wiliam ( 2005 ) supports this position by stating that ‘the words do non hold the significance for the pupil that they have for the instructor ‘ ( p.29 ) . He suggests that the pupil should be given clip to believe and discourse as to what the ‘criteria ‘ truly average. Therefore, it is really of import for the instructor to cognize whether the kids are deriving the needed cognition at each phase or whether they are able use the cognition in a different environment. One manner we can get the better of this is by acquiring them to make some illustrations at the terminal of the success standards. For illustration: which one of the trigons make a right angled triangle? A- 6cm, 8cm, 10cm B- 3cm, 2cm, 4 centimeter C- 5m, 12m, 13m When this sort of a inquiry is given, the pupils can utilize the cognition of Pythagoras theorem to reply so that the instructor gets a feedback as to whether they have mastered the standards. However, naming out the standards may restrict the cognition gained by the pupil to a specific way and degree. It may be more appropriate to allow the pupil experiment with the information and happen their way of acquisition, giving them the autonomy of make up one's minding the bounds so that some pupils may be able to larn more than the listed standards. For an illustration: the instructor could inquire them to look into whether Pythagoras theorem is valid for semi-circles drawn on the sides of the trigon. Then widen it to different forms such as isosceles trigons, Pentagons etc. Then steer the kids to research so that they could come up with a broader thought of the theorem.3.2 Roll uping groundsThe instructor needs to hold a elaborate cognition of the abilities and the ‘developmental demands ‘ of the scholar to help the pupil to ‘move to the following phase of their development ‘ ( Harris, 2007, p. 253 ) . Teachers must be after the lesson good because in formative appraisal, the accent is on ‘how I am traveling to learn this and what are pupils traveling to larn? ‘ instead than on ‘what am I traveling to learn and what are the students traveling to make? ‘ ( P. Black, Harrison, Lee, Marshall, & A ; Wiliam, 2002, p. 19 ) . It is besides of import to research the pupil ‘s thought before reasoning that the pupil ‘understood ‘ because really frequently what kids ‘understand ‘ is non the same as what the instructor intended to learn. Thus ‘assessment is the span between learning and larning ‘ and choice inquiries give instructors this ‘window into believing ‘ ( Wiliam, 2005, p. 22 ) . In two inquiries used in the Third International Mathematics and scientific discipline survey ( TIMSS ) , though the inquiries were similar the success rates were different. In Israel, 88 % of the pupils answered the first inquiry right, while 46 % answered the 2nd right, with 39 % taking response ( B ) . The ground for this is that many pupils develop a construct that ‘the largest fraction is the 1 with the smallest denominator and vice-versa ‘ . Although this leads to the right reply to the first inquiry, it does non take to the right reply to the 2nd inquiry. Furthermore if we add 46 % and 39 % it is really near to 88 % which provides grounds that many pupils who got the first inquiry right may hold used the wrong scheme. Therefore, a pupil replying a inquiry right does non ever intend that the pupil perceptual experience matches the instructor ‘s. Thus the inquiries should be good planned and rich in substance. However a ‘rich inquiry ‘ would non mer ely supply what the pupil can make, but besides what needs to be done following, to broaden or intensify understanding ‘ ( p23 ) . Item 1 ( success rate 88 % ) Which fraction is the smallest? a ) a†¦Y6 B ) a†¦Ã¢â‚¬  degree Celsius ) a†¦Ã¢â‚¬Å" vitamin D ) a†¦Y2 Item 2 ( success rate 46 % ) Which fraction is the largest? 4/5 B ) A? degree Celsius ) 5/8 vitamin D ) 7/10 ( Wiliam, 2005, p. 21 ) Wiliam ( 2005 ) describes the resolution of the undermentioned brace of coincident equations: 2a = 24 a + B =16 Many pupils found this hard and the instructors might reason that the kids need aid in work outing equations in this kind, but it was found that the trouble was non with the accomplishments but their beliefs that each algebraic missive stands for a different figure. Thus it is of import to utilize inquiries that ‘reveal unintended constructs ‘ ( Wiliam, 2005, p. 22 ) if we intend to better pupils ‘ mathematical thought. Lee ( 2006 ) notes that inquiring inquiries that enable pupils to believe and research so that misinterpretations of the constructs are revealed is an of import portion of appraisal for acquisition. Children should be encouraged to listen to the thoughts of others and ‘support one another to develop a common apprehension ‘ ( Lee, 2006, p. 51 ) . Challenging inquiries should be given so that pupils would hold to believe a great trade and take hazards when replying. Lee states that even when inquiries could be answered rapidly it can be explored at length by the altering inquiring manner. For illustration: alternatively of inquiring, â€Å" Are all premier Numberss uneven Numberss? † which requires a yes/no reply, the instructor can border the inquiry as a statement – â€Å" All premier Numberss are non uneven Numberss † – and inquire the pupils to discourse in little groups before showing the grounds and their decision to the category. It is of import that the pupils know that their part is ‘valued as an of import measure on the route to understanding ‘ ( Lee, 2006, p. 51 ) so that everyone contributes to the treatment. I feel treatments are really utile particularly in higher categories as it gives them the autonomy to research loosely in that subject while believing critically ; moreover the cognition gained by this type of acquisition is long lasting. Torrance & A ; Pryor ( 1998, p. 18 ) defines rightness of the responses in relation to classroom direction as ‘ maintaining the lesson traveling along instead than a narrowly constructed impression of a ‘correct ‘ reply ‘ . This indicates that the pupils no longer necessitate to be afraid to give incorrect replies but need to show their ideas. By looking at the account of the reply whether right or incorrect both the instructor and the pupil will be able to place the perceptual experience of the pupils and whether there are any misconceptions. Furthermore this type of larning would ‘focus on students ‘ acquisition and non acquiring through the content at any cost ‘ ( Lee, 2006, p. 52 ) . In pattern this could be really hard from the instructor ‘s point of position as the course of study is fixed and syllabus demands to be covered within the given clip. Particularly in scrutiny categories, instructors have the load of completing the cour se of study and rewriting as schools are more interested in bring forthing good consequences. P. J. Black ( 2003, p. 33 ) point outs that Rowe ( 1974 ) had looked at the effects of addition in ‘Wait clip ‘ . She had found that ‘answers were longer, failure to react reduced, responses were more confident, pupils challenged and/or improved the replies of the other pupils and more alternate accounts were offered ‘ . Lee ( 2006 ) suggests that its more appropriate to name this ‘think clip ‘ and provinces that ‘no hands up ‘ unless you want to inquire a inquiry creates an ambiance where everyone contributes and listen to the others. Another manner to increase the engagement of pupils is to inquire them to ‘brainstorm thoughts ‘ ( P. J. Black, 2003 ) , group treatments and promote pupils to explicate their ain inquiries and inquire each other ( Harris, 2007 ) . As most pupils are non used to this pattern in schoolrooms they need to be bit by bit trained to experience comfy to voice their sentiment and carry out treatments. Particularly in lower categories instructors would necessitate to work hard to acquire the ‘climate right ‘ ( Lee, 2006, p. 51 ) . All this needs a great trade of readying. Wiliam ( 2005 ) states that in most Anglophone states, instructors spend most of their readying clip taging books entirely and in some other states the bulk of the lesson readying clip is spent in be aftering how new subjects could be introduced, which context and illustrations can be used. However, in Japan most of their readying clip is spent on working together to invent inquiries to measure the success of their instruction, through ‘the procedure known as ‘lesson survey ‘ ( Fernandez & A ; Makoto, 2004 ) ‘ ( Wiliam, 2005, p. 22 ) . It is of import that instructors have a set of rich inquiries and would be more utile if they portion them among the other instructors of the school. As an illustration: simplify ( if possible ) : 2a + 5b ( where you do non anticipate to acquire the same as the reply ) , which fraction is the largest 3/7 or 3/11 ( whether the pupils are able to choose larger fraction of two ‘ordinary ‘ fractions ) ( Wiliam, 2005, p. 23 ) . However, a rich inquiry is a type of a inquiry that would turn to common misconception and enable the pupil ‘s thought and researching ability. Although holding a set of rich inquiries is of import, the instructors need to rethink and regenerate them each clip they plan the lesson and most significantly change them suitably as the lessons proceed. I think no instructor can to the full be after a lesson because different kids could react otherwise to the same inquiry. Therefore, depending on the pupils ‘ responses the instructor needs to make up one's mind the following measure to shut the spread.3.3 Interpreting groundsP. Black & A ; Wiliam ( 1998a, p. 16 ) provinces that ‘feedback between those taught and the instructor, and this is entailed in the quality of their interactions which is at the bosom of teaching method. The nature of these interactions between instructors and pupils, and of pupils with one another, will be cardinal determiners for the result of any alterations ‘ . This shows the importance of quality feedback irrespective of the beginning ( instructor or equal ) . Sadler ( 1998 ) states that the ultimate purpose of feedback should be to do the pupil an independent scholar therefore peer appraisal and self assessment gives great chance. In this subdivision I will discourse how feedback can be given in an effectual manner by instructors, equals and the scholar himself.3.3.1 Teacher feedback‘Feedback to pupils should concentrate on the undertaking, should be given on a regular basis and while still relevant, and should be specific to the undertaking ‘ ( P. Black & A ; Wiliam, 1998a, p. 8 ) . Feedback is non formative if it is non understood, can non be used by the scholar to better their acquisition or given at the terminal of a faculty as it is excessively late be used. Therefore, it is more utile if the pupils are given the chance to read the written remarks in category, so that they can do any farther elucida tions. Furthermore, the instructor should follow up as to happen out whether the pupil has taken remedial steps. If non sometimes pupils may non take any action. Butler ( 1988 ) conducted an experimental survey about the nexus between intrinsic motive and the type of rating given to the pupils. This involved 48, 11 twelvemonth old Israeli pupils who were divided into three groups. Butler gave three different feedbacks to the learners- classs, remarks and a combination of both classs and remarks. The survey showed that the group who were given remarks gained important betterment. Furthermore, the other two groups showed a diminution in the acquisition ( tonss ) . This non merely revealed that giving remarks is the best manner of supplying feedback, but when remarks are combined with ‘normative feedback ‘ ( classs ) it eliminates the good effects of the remark every bit good. ( P. Black & A ; Wiliam, 1998a ) Harmonizing to Wiliam ( 2005 ) when pupils get a higher mark they do non see a demand to read the remark whereas when they get low tonss they do non desire to read the remark as they are de-motivated. When pupils are given Markss it affects their self-esteem furthermore there is no indicant as to what they have/have non achieved or what remedial action demands to be taken. Wiliam ( 2005 ) illustrates another survey done by Butler ( 1987 ) where pupils were given remarks, classs, congratulations and no feedback. It revealed that the pupils who received remarks had improved, whereas those who received classs or congratulations made no more advancement than those who did non have any feedback. The questionnaire given to the pupils revealed that the pupils who got remarks had higher degree of task-involvement, whereas those who got classs or congratulations had well higher ego-involvement. Therefore, if classs or congratulations are given we would merely be able to ‘increase the sense of ego-involvement without increasing accomplishment ‘ ( Wiliam, 2005, p. 25 ) . When look intoing approximately congratulations, research workers found that feedback could hold inauspicious effects if it is focused on ‘self-esteem ‘ or ‘self-image ‘ ( congratulations or classs ) ( Wiliam, 2005 ) . Although congratulations can increase motive, it is necessary to keep congratulations throughout to keep the motive which is instead hard thereby praising can do inauspicious effects on a pupil. However, Wiliam ( 2005, p. 26 ) provinces that Brophy ( 1981 ) has pointed out that the quality is more of import than the measure of congratulations ; ‘teachers praise is far more effectual if it is infrequent, believable, contingent, specific and echt ‘ . I feel that a pupil who is gifted being praised for his born endowment can hold a negative consequence on others, particularly on the less able pupil ‘s self-esteem. Therefore, feedback has to concentrate on what can be done to better instead than how good they have done. For feedbac k to be formative it should ‘contain a formula for farther action ‘ ( p28 ) . As an illustration: alternatively of noticing ‘good ‘ or ‘well done ‘ , it would be more appropriate for a instructor to compose a remark as ‘ Susan, you have got the right thought here approximately seeking to explicate your regulation. Think: does it use to all trigons? ‘ ( P. J. Black, 2003, p. 45 ) . This remark helps the kid to travel a measure frontward. This does non intend the more feedback you get the better it is. Wiliam ( 2005 ) provinces that Day and Cordon ( 1993 ) looked at the acquisition of a group of pupils where half of the pupils were given a ‘scaffolding ‘ when they got stuck and the other half was given a complete reply. The pupils who received the ‘scaffolding ‘ learned more and retained the cognition longer than those who received the full reply. As an illustration: The instructor can scaffold the pupil by inquiring ; What type of a trigon is this? 5cm 13cm What theorem can be used to happen the sides of a right angled trigon? Ten cm How make you utilize the Pythagoras ‘ theorem to happen a shorter side?3.3.2 Peer-assessmentPeer-assessment is appraisal of pupils by their equals, supplying information that will assist them to travel on to the following measure. One manner that peer-assessment can be done successfully is by acquiring the pupils to measure and tag the work of others. As they know they are taging the work of another, they take involvement and duty in making so. Furthermore, when there are dissensions about the reply they discuss and come to understandings. Lee ( 2006 ) states that pupils are honorable and ambitious and accept unfavorable judgment by one another than with the instructor. I have experienced that pupils sometimes while traveling through another individual ‘s account or method may broaden their apprehension of the construct or even challenge and argue to turn out or disapprove with their ain co-workers. As an illustration: Measure the angles of the trigon given below utilizing a protractor. a angle a = 32a? ° angle B = 43a? ° angle degree Celsius = 65a? ° B degree Celsiuss If a pupil is taging the work of a co-worker he might discourse with his equal that when adding all three angles they do non add up to 180a? ° and that angle degree Celsius is an obtuse angle therefore it can non be 65a? ° . They would happen through treatment that the pupil has measured the exterior angle alternatively of the interior angle when mensurating the angle degree Celsius of the trigon. They would together mensurate the angle degree Celsius so that the pupil learns his error. Geting pupils to work in groups is another scheme that promotes peer-assessment which helps them to develop communicating accomplishments as they talk and portion their thoughts. Particularly when they discuss about the aims and what has been done and what needs to be done, it helps them to develop accomplishments needed for self-assessment ( P. J. Black, 2003 ) . Training pupils how to discourse schemes with others, linguistic communication to utilize when they critique the work of the others ( P. J. Black, 2003 ) and how to construe feedback so that they can link it to their hereafter work, is every bit of import as supplying information ( Sadler, 1998 ) . They besides need to be trained to mention to success standards and place what has been done and what needs to be done. I feel that peer assessment demands close monitoring and preparation as it can impact another individuals ‘ self-pride. Particularly when covering with low winners unless they are comfy they might experience their work is been compared and evaluated against another which in return may do adverse an consequence.3.3.3 Self-assessmentHarmonizing to Lee ( 2006 ) Self-assessment is an of import signifier of appraisal which engage pupils to speak about their ain acquisition which makes them self-critical and independent. As instructors it is of import that we train the pu pils to understand what they are meant to larn. However, harmonizing to P. Black & A ; Wiliam ( 1998b ) , most pupils are incognizant of the acquisition aims, but if they are cognizant of their marks ( aims ) , ‘their ain appraisal become an object of treatments with their instructors and with one another ‘ ( p10 ) . Geting the pupils to reexamine their ain work and enter their advancement is a method of self-assessment. Therefore, the pupil becomes ‘independent and confident scholar ‘ ( Brookhart, Andolina, Zuza, & A ; Furman, 2004, p. 214 ) . Lee suggests that inquiring the kids to make up one's mind the degree of assurance in their work as good manner of developing self-assessment accomplishments, particularly in lower categories. ‘Traffic visible radiations ‘ and ‘thumbs up ‘ method can be used to acquire the pupils to measure their assurance degree. If the pupils are confident about the construct they use green or hitchhike up, if they are still diffident gold or thumb horizontal or if they are really diffident ruddy or hitchhike down. When they are more comfy they might state â€Å" I ‘m traveling a spot ruddy on this † so that the instructor can take remedial steps easy. Through experience I feel that this is a really good method as the pupi ls can describe troubles without being noticed by other equals. This besides minimizes the distraction of the other scholars. Geting the pupils to measure exemplar pieces of work which contain common misconceptions or mistakes would assist the pupil to understand how to measure their equals and their ain work. For illustration, pull a graph with an inconsistent graduated table on the y-axis and secret plan points severely ( Lee, 2006 ) . When the pupils start discoursing about the graph they non merely understand the construct but ‘develop communicating accomplishments and math vocabulary ‘ ( Brookhart, et al. , 2004, p. 214 ) .3.4 Deciding on the following measureIn a traditional schoolroom, appraisal is used as a ‘tool for the control or alteration of behaviour, for wagess and penalty ‘ ( Sadler, 1989, p. 141 ) , but in a schoolroom where formative appraisal is practiced, appraisal is used to measure the spread between the ‘present place ‘ and the ‘desired end ‘ and to understand ‘the manner to shut the spread ‘ ( P. Black & A ; Wiliam, 1998b ) . The instructor guides the pupil in taking the following measure, but finally the pupils ‘become independent of the instructor and intelligently prosecute in and supervise their ain development ‘ ( Sadler, 1989, p. 141 ) . If the pupil has non understood the construct, the instructor spends more clip or even seek different attacks to do certain that the pupil to the full understood the construct. In an case where everyone has mastered the construct the instructor can inquire the pupil to make up one's mind what needs to be done following to make the following acquisition standards. However, with clip pupils become more independent in make up one's minding what the following measure should be to eventually achieve the aim. However, in a existent schoolroom this is non an easy measure for the instructor. The degree of attainment and single demands would be different from one kid to another. Particularly in a schoolroom with a big figure of pupils it would be a great challenge for the instructor. Monitoring the degree of attainment, make up one's mind the following measure that would drive each kid in category towards the mark and eventually covering the course of study within the given clip frame would so be a great challenge for the instructor. Therefore, holding group and whole category treatments, equal and self appraisal would cut down the load on the instructor. 4. Changing the instructor ‘s function Formative appraisal makes the teacher move off from being dominated by the completing of the course of study to being a facilitator of pupil acquisition. Teachers think of the content to be taught as a series of larning ends instead than a series of activities to be completed at any cost ( P. J. Black, 2003 ) . The instructor ‘s duty is to assist the pupils to shut the spread between the current province and the learning end while constructing their apprehension. P. J. Black ( 2003 ) states that in the King's-Medway-Oxfordshire Formative Assessment Project ( KMOFAP ) research, instructors were prepared to learn two tierces of the course of study as this is a clip devouring procedure, but in a existent category room instructors do non hold the autonomy to make up one's mind, but alternatively they are compelled to cover the whole course of study. Therefore, instructors may confront practical issues due to the nature of the course of study. Especially instructors who have been in the profession for many old ages may happen these inventions hard to accept and understand moreover they consider this as extra work to their day-to-day instruction. To get the better of this state of affairs instructors should non pattern this method of learning in add-on to the normal instruction, but should be pattern as a portion of the normal instruction. They could besides pattern this method bit by bit taking subdivision by subdivision of the course of study so that they eventually become comfy to learn the whole course of study utilizing the method. Therefore, this would take clip for the instructors to set and pattern this method of instruction. The pupils are encouraged to discourse and show mathematical Ideas. Lee ( 2006 ) states that instructors look at a schoolroom as a ‘discourse community ‘ which means they portion common ends, that there is information and feedback and that everyone understands the mathematical linguistic communication. Students are stimulated to speak and believe and the instructor guides them in these rich treatments. However, these treatments could take to the revelation of constructs. Therefore, a instructor should hold a good cognition of the topic for him to research the thoughts confidently. A instructor should non take a lesson or subject in isolation, but alternatively he should see it as a whole topic so that the treatment would associate the countries that had already been done or would be finishing in future. P. J. Black ( 2003 ) states that the instructor ‘s outlooks change with the pattern of formative appraisal. They believe that the pupils ‘ degree of ability is non fixed but that it can be improved with some support and counsel. Therefore, if a pupil finds a subject hard alternatively of believing that the pupil can non understand because of some familial lack the instructors give them clip or think of a different attack. As an illustration: work out 3ab-5ab In a traditional schoolroom if a pupil fails to reply this inquiry, the instructor would mention the inquiry to another pupil who is capable or inquire a simpler inquiry which does non affect a negative reply from that pupil, presuming that he is non capable. But when formative appraisal is practiced the instructor would remind the pupil ; state me how to work out 3 – 5? and assist the pupil so that he would eventually come up with the solution. The other major alteration of the instructor ‘s function is that the control of the lesson is besides in the custodies of the pupils. Teachers every bit good as the pupils are responsible to make up one's mind what needs to be done to achieve the end, how long they would pass on the subject and what activities they would prosecute in, therefore, the pupils become self-restraining. ‘I was concentrating on the misss understanding and non on their behavior. I frequently found that one time the apprehension was at that place, the behavior followed ‘ a instructor ‘s remark in Lee ( 2006, p. 96 ) . I have frequently experienced that the kids become restless and non prosecute in the lesson when they do non understand or when they are non occupied. When they all contribute and actively take part in a lesson they become self-restraining and as they know that their part is valued it enhances their self-esteem.5. Changing the pupils ‘ functionThe pupils ‘ function has changed from being a ‘passive receiver of cognition offered by the instructor ‘ to an ‘active scholar ‘ in the acquisition procedure who will ‘take duty for and pull off their ain acquisition ‘ ( P. J. Black, 2003, p. 97 ) . The pupils are expected to show their thoughts, think and raise their sentiments, assess themselves and their equals an d make up one's mind on remedial steps. This is non an easy alteration from the pupils ‘ point of position. All pupils may non be comfy in showing thoughts due to talking troubles or mathematical linguistic communication jobs. Another issue is the trouble in accepting the unfavorable judgment by others. Therefore, as a start the instructor can promote them to discourse group wise and so continue to category treatments. The pupils should understand that incorrect replies and misconceptions are of import as they give the chance to widen acquisition ( P. J. Black, 2003 ) . Students are frequently used to listen to the instructor and they are non use to believing critically, therefore they find it hard to believe and show thoughts. As an illustration: ‘Would your mass be the same on the Moon? ‘ ( Wiliam, 2005 ) Explain whether ‘1 ‘ is a premier figure. In these above inquiries the pupils are promoted to believe without the instructor giving the replies. However, this is one other major alteration in the function of the pupil where they sometimes might experience that the instructor is non a good instructor as he does non give out replies and they are so used to the inactive function. Therefore it takes clip and pattern for the pupils to acquire used to it, but so it is a worthwhile measure.6. DecisionIn this essay I have discussed of import points that need to be focused in utilizing appraisal for larning efficaciously in a mathematics schoolroom. As this appears to be one of the most powerful ways of learning through measuring the pupils, as instructors we need this to be embedded in our day-to-day mathematics lessons at all category degrees. However, I feel the fixed lengthy course of study which needs to be covered is a big barrier in practising this scheme. Teachers are compelled to cover the whole course of study because the pupils sit for the standard trials. Furthermore instructors have no authorization to make up one's mind on the course of study they would learn. Therefore, even if they pattern formative appraisal and continue easy in some lessons they might hold to hotfoot through some other subject. Therefore, whether it is practical to learn the whole course of study or whether certain subdivisions can be omitted demands to be researched and discussed by educationalists. Most of the schemes that are used ( oppugning, supplying feedback, measuring ) are non wholly new to instructors, but in appraisal for larning they are used in a more productive and effectual mode to assist pupil larning. Particularly in countries like oppugning, instructors may develop the accomplishments needed with experience and with clip. However, as instructors are used to the function of accountant it will non be easy for them to let go of and allow the pupils to command the acquisition as it is a great challenge for the instructor. However to be effectual these schemes need a great trade of pattern and instructors have to organize their ain ways that suit them and their pupils. Finally this method may make pupils who think, proctor and buttocks themselves and their equals and who are capable of working towards their end with the consciousness of their advancement.

Federal Reserve Essays

Federal Reserve Essays Federal Reserve Essay Federal Reserve Essay The U.S. Economy was affected in many ways by the numerous tax rate cuts; the affects include the stock market, manufacturing, retail sales, unemployment, U.S. consumer confidence, and rumors of wars.The Feds goal is to make money more available to consumers, who drive two-thirds of Americas economy, and keep them spending.Most economists think the terrorist attacks of September 11, pushed the U.S. Economy, already weak after a year-long slowdown in spending by businesses, into a recession.The terrorist attacks have significantly heightened uncertainty in an economy that was already weak, the Fed statement said.Business and household spending as a consequence are being further damped.Recent data hinted that the beleaguered manufacturing sector, which has borne the brunt of a year-long slowdown in the general economy, was beginning to recover before the attacks.But there have also been signs that consumer confidence was beginning to wane before the attacks, an d it has certainly done so in the days since. (Cnnmoney,10/02/01)One may question if the Feds policy moves are effective any more.After all, it would seem that nine rate cuts in a year would at least have had an impact on stock prices, which usually resond positively to lower rates.Instead, major stock indexes, even before Sept. 11, were below the levels they held before the Fed started cutting rates.The stock market discovered that many of the numbers it had been using to try to make a case for buying expensive stocks ranged from aggressively promotional to outright lies and one of the Big Five accounting firms was convicted of fraud. (Macleans, 9/16/02)The travel industry was in crisis, and some airlines would go bankrupt.On a fiscal side, President Bush and Congress had approved a $40-billion emergency relief package and a $15-billion bailout of the airline industry in the day.

Definition and Examples of Symbolic Action

Definition and Examples of Symbolic Action A term used by 20th-century rhetorician Kenneth Burke to refer in general to systems of communication that rely on symbols. Symbolic Action According to Burke In Permanence and Change (1935), Burke distinguishes human language as symbolic action from the linguistic behaviors of nonhuman species. In Language as Symbolic Action (1966), Burke states that all language is inherently persuasive because symbolic acts do something as well as say something. Books such as Permanence and Change (1935) and Attitudes Toward History (1937) explore symbolic action in such areas as magic, ritual, history, and religion, while A Grammar of Motives (1945) and A Rhetoric of Motives work out what Burke calls the dramatistic basis of all symbolic action. (Charles L. ONeill, Kenneth Burke. Encyclopedia of the Essay, ed. by Tracy Chevalier. Fitzroy Dearborn, 1997) Language and Symbolic Action Language is a species of action, symbolic actionand its nature is such that it can be used as a tool. . . .I define literature as a form of symbolic action, undertaken for its own sake.(Kenneth Burke, Language as Symbolic Action. Univ. of California Press, 1966)To comprehend symbolic action, [Kenneth] Burke dialectically compares it with practical action. The chopping down of a tree is a practical act whereas the writing about the chopping of a tree is a symbolic art. The internal reaction to a situation is an attitude, and the externalization of that attitude is a symbolic action. Symbols can be used for practical purposes or for sheer joy. For instance, we may use symbols to earn a living or because we like to exercise our ability to use them. However philosophically distinct the two are, they often overlap.(Robert L. Heath, Realism and Relativism: A Perspective on Kenneth Burke. Mercer Univ. Press, 1986)The lack of a clear definition of symbolic action in The Philosophy of Literar y Form [Kenneth Burke, 1941] is not the weakness some might imagine it to be, for the idea of symbolic action is just a beginning point. Burke is simply distinguishing between broad classes of human experience, with the intention of confining his discussion to the dimensions of action in language. Burke is more interested in how we craft language into a strategic or stylized answer (that is, in how symbolic action works) than in defining symbolic action in the first place. (Ross Wolin, The Rhetorical Imagination of Kenneth Burke. Univ. of South Carolina Press, 2001) Multiple Meanings The conclusion to be drawn from setting various definitions of symbolic action side by side is that [Kenneth] Burke does not mean the same thing every time he uses the term. . . . An examination of the many uses of the term reveals that it has three separate but interrelated meanings . . .: linguistic, representative, and purgative-redemptive. The first includes all verbal action; the second covers all acts which are representative images of the essential self; and the third includes all acts with a purgative-redemptive function. Clearly, symbolic action includes much more than poetry; and clearly, almost anything from the full range of human action could be a symbolic act in one or more of the senses given above. . . .Burkes almost dogmatic assertion that all poetic acts are always symbolic acts in all three meanings is one of the unique features of his system. His argument is that though any act may be symbolic in one or more ways, all poems are always representative, purgative-redemptive acts. This means that every poem is the true image of the self which created it, and that every poem performs a purgative-redemptive function for the self. (William H. Ruec kert, Kenneth Burke and the Drama of Human Relations, 2nd ed. Univ. of California Press, 1982)

The argument Essay Example | Topics and Well Written Essays - 1000 words

The argument - Essay Example Tight state budgets of the current year have drawn attention towards the efficient and effective use of taxpayer money instead of wasting it in, otherwise activities that are deemed to be used for illicit drug abuse. According to those in favor the money that is being used to help the welfare program can be saved for other public welfare expenditures where it is more needed. A Republican speaker of the Wyoming house, Edward Buchanan, said, â€Å"The idea from Joe Taxpayer is, ‘I don’t mind helping you out, but you need to show that you’re looking for work, or better yet that you’re employed, and that you’re drug and alcohol free.’ † (The New York Times). He has simply tried to put forward the motive for drug testing. To be able to be qualified to receive the welfare aid, one must be subjected to drug tests first to ensure that the taxpayer money will not be used in illegal drug activities. To support the point, Garth Everett, a Lycoming County Republican who is in support of drug testing legislation said that the workers are often tested for drug abuse by their prospective employers before their employment, however the recipients of welfare aid are never subject to such tests which may reduce the effectiveness of this program. Such drug tests will enable the government (that can be seen as an employer in this case) to ensure that the money expenditure on welfare program is being spent responsibly and in the best interest of the beneficiary. Since government can be seen as an employer of welfare recipients in this case, this shouldn’t be contrary to the law and constitution. (Hall). As opposed to those in favor of the new legislation, those against it have tried to make their point on the basis of statistical evidences and past data relating to substance abuse. The main point of their argument is that, the new legislation makes an unnecessary and unreasonable assumption about the recipients of welfare aid pr ogram that they are necessarily involved in some kind drug activity. This is strictly against the US constitution which prohibits any unnecessary search of people. Therefore testing these unfortunate citizens for drug abuse would amount to an unconstitutional search of people who sought help. Eventually this will also lead to withdrawal of public confidence in the welfare program and attract unnecessary expenses in future. Courts in US have dropped such issues in the past on the similar grounds. A Democrat state representative against the legislation, W. Patrick Goggles, said, â€Å"This legislation assumes suspicion on this group of people, it assumes that they’re drug abusers.† (The New York Times). Democrats are also of the view that the actual costs to conduct these drug tests and all other overheads preponderate the potential benefits and savings expected to be derived from it. In Idaho, such a budget analysis was conducted last year which showed that the costs of this program are likely to be more than the saving. This caused the proponents of the program to drop this idea. There are also various statistics available to support this theory, for example, one such study says that the recipients of government aid are not more likely than the general US population to abuse drugs which is 8% of the population. Maria Kayanan said, "What the states are doing

Standards Save Public Education Essay Example | Topics and Well Written Essays - 1500 words

Standards Save Public Education - Essay Example Standards are then made available and accessible to the public and the stakeholders in the education system eg teachers, parents and the textbook writers and publishers. Standards are inspired by the need to have a literate and economically competitive human resource in the country and therefore outline the important things that the students should know and understand and be able to execute perfectly. They are formulated in a way that they are appropriate in growth and development as well as relevant to future education and employment needs (McInerney, Etten, & Dowson, 2007). Standards are set in a manner that all students are able to attain them with ease and the excellent students exceed them ensuring that no student is left behind. Though students, both fast and slow learners can learn new things in their own ways the instructions that help an individual student attain the set standards is emphasized. Standardisation ensures that both excellence and equity are upheld where systemi c bias, discrimination and tyranny of low expectation are greatly reduced. Standardization also empowers the teachers to make decisions that ensure effective learning while highly discouraging social promotion of students as opposed to promotion based on their academic achievement. Reasons for standards in education Education standards ensure that teachers and schools are held accountable of teaching students what they should know in school. Teachers and the school therefore have a social responsibility to ensure that all students gain what they are supposed to gain in school and pass the standardised examination. Poor performance leads to disciplinary actions against the teachers and schools which may involve salary deductions or loss of job. If a school repeatedly exhibits poor results, it is taken over by the government or it can even be closed down. This ensures that no student is left behind or drops out of school due to low motivation or absolute loss of hope in education. Edu cation standards in the united state provide an avenue where students from different schools, districts or even states are compared which would otherwise be impossible without standardisation. Students from the same state e.g. California are expected to do the same standardised exam which allow comparison of students’ performance. Education standards are very important because people do move around nowadays and without standard education curriculum, it would be very challenging for students moving from one school to another. Many students would probably end up dropping out of school due to discontinuation or interruptions after transfers from one school to another. Education standards provide teachers with a standard framework of instructions which guide them on what and when to teach thus creating some uniformity and organisation in schools (National Committee on Science Education Standards and Assessment et al, 1995). Without the standard instruction framework for schools, maybe a teacher in fourth grade and a teacher in fifth grade would be teaching the same thing which would create confusion in the education sector. This also ensures that students who change school from other districts don’t have difficulties adapting to teaching in their new schools. Standardized tests are usually objective in nature in that the scores are awarded by computers or by individuals.