Assessment in mathematics teaching in regards to the National Curriculum

â€Å" The subject of detecting what goes on in a schoolroom and reflecting on whether it is every bit good as it can be, improves the quality of a instructor ‘s ain instruction and their ability to portion it with others. † ( Mason, in Lee, 2006, p10 ) There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.

Weekly Reflection

I was comfortable with this weeks topic. Currently working in a Business Process Outsourcing (BOP) unit, economic cost concepts are part of my daily routine. Applying economic cost concepts is crucial to my Fortune 500 Company and the clients we serve. Forecasting and cost analysis is another vital part of my business for both process Improvement and staffing. Difficult Topics I did not quite get the economic cost concepts relating to equilibrium, but after further discussion with team members the comparison was understandable on how companies apply the demand and pricing of economic concepts In business sessions.Team members provided an explanation of Wall-Mart rollback pricing, and school tax-exempt weekend. This enabled me to grasp the concept. Consequently, In my opinion, applying economic cost concepts In making business decisions Is imperative for an organization within the company. In addition, the following factors are vital in decision-making pertaining to economic cost with in a business profit, capital, pricing, demand, forecasting, and cost analysis. Application In the Workplace As veterans, we can relate to how economic costs affect the military.In particular, deiced cost for active duty, retired, and disabled military members. For example, the military pays Injured members dillydally and medical expenses; however, the pay Is at the present rate of medical expenses but does not take Into account future payments at a higher cost. The military may consider reducing the cost of future pay, the variance Involving dillydally pay, and the member's future earnings. Conclusion In conclusion, Team Bi's discussion of the week two objectives was helpful In understanding the material for the week.The objectives for week two Include Identifying production level to maximize profits, explaining balancing fixed and variable costs, and applying economic cost concepts In making business decisions. By tripping another vital part of my business for both process improve ment and staffing. Companies apply the demand and pricing of economic concepts in business school tax-exempt weekend. This enabled me to grasp the concept. Consequently, in my opinion, applying economic cost concepts in making business decisions is capital, pricing, demand, forecasting, and cost analysis.Application in the Workplace he military pays injured members disability and medical expenses; however, the pay is at the present rate of medical expenses but does not take into account future the variance involving disability pay, and the member's future earnings. In conclusion, Team Bi's discussion of the week two objectives was helpful in understanding the material for the week. The objectives for week two include identifying production level to maximize profits, explaining balancing fixed and variable costs, and applying economic cost concepts in making business decisions.

Gender Discrimination Essay

An unfair or unequal treatment which is directed at a person based on his or her sex or gender is defined as gender discrimination. Most typically it resulted from the stereotypical association of certain character traits with women as well as men, the identification of feminine character traits as less desirable and the disadvantage s that result. 3 Most often the victims of gender discrimination are women, however, in principle it can also be directed to men. Discrimination can either be direct or indirect, deliberate or accidental. There are two kinds of gender discrimination which includes: 1) Disparate treatment is a direct treatment wherein an employee for instance is treated differently because of his or her gender; and 2) Disparate Impact on the other hand, is complex which happens when a company policy for instance, excludes certain people from the jobs or promotions. Although company policy is not designed to exclude these result becomes unfair. 4 This research aims to answer the question of what is gender discrimination, the disadvantage that women faced due to gender discrimination, gender discrimination not only in women but also in men and its occurrences in different settings, the laws that prohibits gender discrimination as well as statistical evidence of charges based on gender discrimination. Disadvantages faced by Women Most women around the world experienced lower pay for work of equal value, illiteracy rates are high and in addition to that, access to health care are poor. Recent report of the United Nations Development Fund for Women (UNIFEM) have shown that in many of the main indicators that measure progress towards gender equality and women empowerment, women fall short. Worldwide rate of literacy for women is 71. 4 percent, while men on the other hand, is 83. 7 percent. Research showed that out of 960 million illiterate adults, two-thirds of them are women. With women employed in industry and services, gender gap in earning persists earning 78 percent of what men earn in the same sector is typical. The share of women in decision making positions, have reached 30 % in only 28 countries in the 1990s. In addition to that, out of 1. 3 billion people living in poverty, 70 % are women. 1 Gender Discrimination Occur in Different Settings In many different settings gender discrimination can take place which include the following: 1) Employment setting includes claims in which employers asked discriminatory questions based on gender during the process of an interview; that employer failed to hire and promote, or wrongfully terminated an employee on the basis of his or her gender; unequal pay claims; as well as claims for employee’s sexual harassment; 2) Education setting wherein claims for exclusion from educational programs or the opportunities based on gender and claims for sexual harassment of students are included; 3) Housing Setting includes claims for refusal to negotiate with a person who wants to seek housing, claims for imposition of different lease or contract terms as well as claims for refusal to extend a loan on the basis of gender of the applicant, tenant, or buyer; and 4) Borrowing or credit setting wherein it claims that there is a refusal to extend credits, imposition of unequal loan terms and i mproper inquiries during the credit or loan process of approval, based on the gender of the applicant. 3 Laws Prohibiting Gender Discrimination Most laws were originated at the Federal level, through federal legislation such as the Equal Pay Act which guarantees and regulates civil rights including the law relating to gender discrimination. Through federal court decisions such as those which are handed down by the supreme court of the U. S. , civil rights have been defined and interpreted. Usually very similar to those at the federal level, the States have also pass their own civil rights law, even municipalities like cities as well as counties can enact ordinances and laws which are related to civil rights and gender discrimination. 3 Title VII Civil Right Act of 1964 In order to protect individuals against employment discrimination on the basis of sex, race color, nation origin as well as religion the Title VII of the Civil Right Act of 1964 was enacted. This applies to those employers with 15 or more employees, which includes the state as well as the local governments. Moreover it is also applied to employment agencies, labor organizations and the federal government. Civil Right Act of 1964 states that, to discriminate against employee or applicant for employment because of his or her sex with regards to hiring, termination, promotion, compensation, job training, or any other term, condition or privilege of employment is unlawful. Employment decisions based on stereotypes and assumptions about abilities, traits, or the performance of the individuals on the basis of sex are prohibited by the Title VII. In addition to that, intentional discrimination and neutral job policies which disproportionately exclude individuals on the basis of sex and that are not job related is also prohibited. Prohibitions of Title VII against sex-based discrimination also includes: 1) Sexual harassment which includes practices ranging from direct requests for sexual favors to workplace conditions which create a hostile environment for persons of either gender, including harassment with the same sex; and 2) Pregnancy based discrimination (Pregnancy Discrimination Act) which prohibits discrimination on the basis of pregnancy, child birth as well as related medical conditions. 5 Equal Pay Act of 1963 This Act requires that equal pay for equal work must be given to men as well as women in the same establishment. The jobs need not be identical however they must be substantially equal. Compensation discrimination based on sex is also prohibited in Title VII however, not like the Equal Pay Act, the Title VII does not require that the claimant’s job be substantially equal to that person of the opposite sex with higher payment or require the claimant to work in the same establishment. Based also on research, it also states that to retaliate against an individual for opposing employment practices which discriminate on the basis of sex or for filling discrimination charge, testifying, or participating in any way in an investigation, proceeding, or litigation under Title VII is also unlawful. 5 Equal Credit Opportunity Act It prohibits the creditors from discriminating the credit applicants based on race, color, religion, national origin, sex, marital status, age or for the reason that an applicant receives income coming from a public assistance program. 2 Fair Housing Act It prohibits discrimination in sale, rental, as well as financing of housing based on color, race, national origin, sex, religion, familial status, as well as disability. 2 Family and Medical Leave Act This Act gives employees the right to take time off from their work in order to take care of their newborn or recently adopted child, or to look after family member who are ill patients. 2 Title IX of the Education Amendments of 1972 This Education Amendments prohibits gender discrimination in programs of education which receives federal funds, to increase educational as well as athletic opportunities for females in schools and colleges nationwide. 2 U. S. Code Title 42, Chapter 21 Civil Rights This prohibits discrimination against persons on the basis of their age, gender, disability, race, national origin, and religion in a number of settings which include education, employment, access to businesses and buildings, federal services and others. In this chapter one can find a number of federal acts which are related to Civil Rights have been codified which includes the Civil Right Act of 1866, Civil Right Acts of 1964, as well as the Civil Rights of Institutionalized Persons Act. 2 Statistical Evidence of Charges Based on Gender Discrimination Based on Statistics, in Fiscal Year 2006, the EEOC have received 23,247 charges based on gender discrimination. According to study, EEOC have resolved 23,364 gender discrimination charges in FY 2006 and have recovered in monetary benefits for charging parties and other aggrieved individuals $99. 1 million. This does not include monetary benefits obtained through litigation. 5 Conclusion Gender discrimination is the unequal or unfair treatment on a person based on his or her sex or gender resulted from the stereotypical association of certain character traits with women as well as men. Most often the victims of gender discrimination are women, however, in principle it can also be directed to men. There are two kinds of gender discrimination which includes: 1) Disparate treatment is a direct treatment wherein an employee for instance is treated differently because of his or her gender; and 2) Disparate Impact on the other hand, is complex, which happens when a company policy for instance, excludes certain people from the jobs or promotions. Although company policy is not designed to exclude these result becomes unfair. Gender discrimination can take place in different settings such as employment setting, education setting, housing setting as well as borrowing and credit setting. Moreover, in order to protect individuals against discrimination there are laws that should be implemented. Most of these laws originated at the federal level through federal legislation such as Equal Pay Act which regulates and guarantees civil rights including the law relating to gender discrimination. Among the civil rights laws which prohibits gender discrimination are 1) Title VII Civil Right Act of 1964, 2) Equal Pay Act of 1963, 3) Equal Credit Opportunity Act, 4) Fair Housing Act, 5) Family and Medical Leave Act, 6) Title IX of the Education Amendments of 1972, as well as 7) U. S. Code Title 42, Chapter 21 Civil Acts. Works Cited 1â€Å"At the Crossroads of Gender and Racial Discrimination. † http://www. un. org/Wcar/e- kit/gender. htm. 2â€Å"Gender Discrimination: Applicable Laws,† FindLaw for the Public. FindLaw. 2007. 3â€Å"Gender Discrimination Basics. † FindLaw for the Public. FindLaw p. 1-2. 2007. 4â€Å"Gender Discrimination in the Workplace. † Allison and Taylor, Inc. 2007. 5â€Å"Sex-Based Discrimination. † The U. S. Equal Employment Opportunity Commision. Modified 2 July, 2007. retrieved 9 Dec 2007 http://www. eeoc. gov/types/sex. html.

5 Discoveries Re-write Assignment Essay Example | Topics and Well Written Essays - 500 words

5 Discoveries Re-write Assignment - Essay Example I have been enrolled in a well sorted course at a renowned university where I am mentored to attain skills of hotel management, convention and leadership in order to become competitive in the market. My targets are high but realistic and I being a student find myself on right track of acquiring appropriate skills and expertise to begin my entry level career in convention business. However I find few gaps while attaining my desirable outcome that I tend to focus and improve to be at par with the competitors in the market. My strengths in the context of my life objectives include courtesy, politeness, customer management, planning and execution. At the same time I have few weaknesses in parallel like being introvert, least expressive and weak in research abilities. Being an entry incumbent or executive in convention, it is required to have sound communication skills and knowledge about applying innovative techniques. I need to improve my communication skills and be aware of contemporary practices in convention to overcome my skill gaps. I like to follow up some on job training or internship to fill the skill gaps. I would like to mold my behavior and attitude in order to be the best incumbent for branded convention centers. In order to improve my communication skills and research abilities, I need to overcome the fear and introversion so I become more social and interactive. I need to brainstorm myself so that I think and propose at alternative angles in order to enhance my analytical and research skills. The first step is to acquire opportunity of internship at convention centers to learn practical aspects of managing convention business and shaping myself as further suitable incumbent. There are always people in our social circle who discourage or hamper growth. However, I have been duly supported by my family and I am blessed to find kind support and right guidance from home. Moreover, my

Summer Olympic Games in China Essay Example | Topics and Well Written Essays - 1500 words

Summer Olympic Games in China - Essay Example to boycott the Olympic opening ceremonies. The Chinese constitution was drafted in 1921 and included no references to religion. This was part of the beginning of China's move toward communism and atheism. With Mao Tse Tung's Red Book and Cultural Revolution came the persecution of anything associated with religion. During the Cultural Revolution more than 6000 monasteries were destroyed (Time For Kids, p1). For all intensive purposes the political leadership took the place of religion and religious leadership. Recently the Chinese politicians have revised their constitution to include the word "religion" for the first time since 1921 (America, p6(1)). In addition the politicians included key wording that opened up the possibility of religious observance within China: "The Party strives to fully implement its basic principals for its work related to religious affairs and rallies religious believers in making contributions to economic and social development" (America, p6(1)). The Chinese Communist Party leaders have also been quoted as saying that "religion can play a role in creating a "harmonious society", a term they associated with economic growth and social cohesion" (The Christian Century, P19(1)). As stated above, a religion can be practiced if it "rallies religious believers in making contributions to economic and social development". In essence, if your church contributes to the social welfare of the community than it will be approved by the Religious Affairs Bureau (RAB). Why the Change For many Chinese, daily life consists of a meager existence. It is better than forty years ago when many Chinese were starving. Many social programs do not meet the needs of the many rural Chinese. Many rural Chinese turn to religious organizations within their villages to fund social programs such as schooling and health care. Because of the great need, and the Chinese Communists Party's inability to meet the need, the Party is turning a "blind eye' to the religious organizations in rural villages (The Economist, p25). In one village they worship the Black Dragon. Their temple has been rebuilt (it was destroyed by Maoists) and children are encouraged to work hard in the name of the "Black Dragon". The village services are supplemented by funds from the Black Dragon Temple. The Chinese Communist Party has turned a blind eye to the Black Dragon Temple because it does support social services needed by the community that the government cannot afford to provide. The "officials in Yulin, the prefecture to which Hongliutan (the village) belongs, give the Temple their blessing" (The Economist, p25(3)). Religions Currently, in atheist China, there exists many religions that are practiced. Some who practiced go unnoticed by the Chinese government while others are persecuted. Harmony is used as a determinant as to whether or not a religion is tolerated. If the religion brings social support, like in Hongliutan, then it is allowed (or not noticed). Aproximately 59% of the Chinese population are atheists while the 41% left worship as Taoists, Buddhists, Christians, Muslims, Hindus, Dongbaists, Bons, Xiantianists, and Falun

Gender Criticism Essay Example | Topics and Well Written Essays - 250 words

Gender Criticism - Essay Example The husband in this case is the object of betrayal. The author allows the reader to view the thoughts and feelings on the side of the cheating husband, as he is shown to feel guilty of the affair. For instance, when the cheating husband was waiting for his lover, Sarah, in the cafà ©, he was hoping that she did not show up, as deep inside him, he felt he was doing wrong. He expressed this feeling of guilt by saying, â€Å"How strange† (Vivante 2). Because of this, the story seems to go against the standard stereotypical gender role in adultery. Ideally, in a situation where a person feels guilty for betrayal or cheating, like in this story, it is stereotypical for a female character to play the role. At the story’s conclusion, when the husband is with his lover, he keeps thinking of his wife. This represents double irony, as he cheats on both his lover and his wife. He thinks about his wife doing the can-can dance. His reactions to this can be considered to represent the male nature. He hopes for Sarah to be absent during the date, but continues to wait for her. Additionally, he has sex with someone he is not supposed to, but in the process, he thinks of his wife, and is attracted to her. This shows this husband is confused and does not know what he wants. This can be considered to be stereotypical of males in society, as most cheat on their wives yet they are not ready to let go of them. Overall, the aspect of gender criticism has played a major role in examining how the concept of gender has influenced the way this story was written. This has also made an important contribution to the revelation of different themes in the story. Using gender criticism, it has been possible to see how the story reveals some of the stereotypes that are linked with the male and female genders in society. These also include the expectations that have been socially constructed for men and women in the marriage institution. However, the

The digital and online marketing strategies adopted by the main UK Essay

The digital and online marketing strategies adopted by the main UK grocery supermarkets - Essay Example This research will begin with the statement that over time, aggregate demand generated for consumer use goods and services has substantially increased in major economies of the world. Higher demand has carved the way for increased production-oriented activities. Furthermore, higher production participation has enhanced the degree of market rivalry between profit-making commercial firms. At this juncture, without the essence of modern cost-efficient marketing activities, a company cannot achieve success in business. The researcher in this assignment is a marketing consultant, responsible for this report that summarizes online and digital marketing strategies implemented by grocery supermarkets of the U.K. The summary will include critical analysis of the strategies, based on a comparative analysis framework. In 2013, it was estimated that net worth of the U.K. grocery market was  £169.7 billion. The surplus value of the industry had increased by 3.7% from 2012 to 2013. It is forecas ted that by 2018, worth of the industry would be  £205.9 billion, along with an annual growth rate of 21.3%. Since the U.K. grocery supermarkets operate in an Oligopolistic market, they are exposed to cut-throat competition. Each profit making company undertakes decisions regarding price and output on the basis of strategic behavior. In the current epoch, the internet has helped in formulating new strategies and business models for firms across several industries. Online shopping or retailing approaches have substantially changed the U.K. supermarket retailing process. These changes are noted in channel coordination and development, business scope, central business model, core processes, buyers’ value creation and online partnerships related to firms. Tesco has started to conduct trade over digital marketplaces from 1994, which was named as â€Å"Tesco Direct†. Later in 2000, the company had launched its official website, Tesco.com. Tesco is considered to be the larg est online U.K. based grocery retailer in the world. The company had invested large sums of money for online marketing purposes. It had conducted advertisement campaigns for internet phones it had sold. The company promoted these internet phones by providing free call facility the owners. Tesco was also the first online grocery retailer, which had initiated home delivery facilities to customers. However, all activities of the company are highly sustainable to the environment.

The evolving nature of masculine and feminine roles in relationships Research Paper

The evolving nature of masculine and feminine roles in relationships - Research Paper Example Thornton, Axinn, and Xie observe that there are emerging cases where couples prefer cohabitation to legalised marriages based on their personal experiences, circumstances attitudes and family history (Thornton, Axinn, and Xie 36). Masculinity and femininity are socially determined components of gender. They define behaviours and characteristics observable in either male or female beings. Many times masculinity is associated with maleness while femininity is associated with femaleness Masculinity and femininity being a component of gender is a complex issue. According to Lippa, the concepts surrounding the subject of masculinity and femininity transform over time. Some of the factors responsible for these changes include family influences, biological influences, social influences, cultural influences, peer influences and individual feelings and influences. There is proving that parental socialization of boys and girls in interaction with biological predispositions defines how boys and girls interact with their peers. These interactions determine the femininity or masculinity characteristics that children adopt during their development (Lippa 187). There has been a transformation in the social perceptions of what it means to be feminine. Traditionally femininity entails being nice, submissive, unengaged and reliance. Masculinity and femininity determine the interaction among peers. Masculinity and femininity has also been associated with personal interest. According to psychologists individuals who exhibit masculine characteristics tend to show interest in mechanical and scientific subjects whereas individuals exhibiting feminine characteristics enjoy cultural and art related subjects (Lippa 44). Lippa argued that there are arguments that femininity is considered good for men and masculinity is considered good for women. This concept stands to explain the evolving nature of masculinity and femininity into instrumental traits and expressive traits. Instrumental tr aits include independence, dominance, assertiveness, and leadership abilities whereas expressive traits include sympathy, warmth, sensitivity and compassion. The instrumental traits define masculinity whereas the expressive traits define femininity. The instrumental traits explain why there are women who take up huge roles like taking care of the family, pursuing competitive such as managerial positions and politics. Individuals with expressive traits are considered feminine (Lippa 45). Men who possess expressive traits tend conform to feminine roles. Men who possess expressive traits taking up careers that are considered feminine such as nursing, teaching, and art related careers. Men with expressive traits have no problem raising taking care of the family while their women work to provide for the family. Roughgarden states that culture and society are responsible for imposing on individuals the appropriate way of expressing their sexual identity. According to Roughgarden masculini ty and femininity defines appearance, and behaviour humans. Roughgarden states that masculinity and femininity determines how an organism carious out a sexual role. Biologically masculinity and femininity differentiates the the characteristics possessed by males and females. However, Roughgarden points out the cross gender manifestation and behaviour is acceptable (Roughgarden 28). Roughgarden

Canada's fight against ISIS Essay Example | Topics and Well Written Essays - 1000 words - 1

Canada's fight against ISIS - Essay Example ents of ISIS, especially the United Nations, have labeled the group as an active terrorist organization while secondary opponents like Colombia views ISIS as an extremist organization (Emma 46). As of June 2014, the ISIS had intensified violent attempts to topple the Iraqi government in Baghdad. Two months later, ISIS had increased their insurgent activities towards Iraqi government forces and civilians, plus foreign forces led by the US military. In the light of ISIS’s brutal advancement of their objectives, the US have committed a small portion of its military personnel and resources in helping the Baghdad government. Specifically, the US tries to deter advancement of the insurgents through air strikes. In the last two weeks alone, US military used both manned and unmanned aircrafts to launch more than 100 missile strikes in ISIS stronghold regions. Despite numerous air strikes in their strongholds, ISIS militants repeatedly bubble to the surface with additional strength and zeal. Last week, US secretary of state John Kerry asserted that the ISIS presents a substantial challenge to stability in the Middle East and even the world in general. Kerry stressed the necessity of concerted efforts between NATO nations in quenching the ambitious and genocidal ISIS insurgents. In this regard, US government has reached out to allied nations, including Canada, for support. On 5th September, 2014, Canadian Prime Minister Stephen Harper announced that Canada will offer support to the US in their fight against ISIS. Harper agreed on the need to display solidarity with the US government and its foreign policies in Iraq (Murray 01). Inasmuch as the premier denied of a full deployment of Canadian military, he mentioned of providing combat advisers. The alleged advisers will be drawn from the Canadian Special Operations wing. In addition, the Canadian military will provide two cargo planes meant to ferry weapons and other military equipment to the Baghdad forces. Harper further

Business Environment Essay Example | Topics and Well Written Essays - 1500 words

Business Environment - Essay Example Singla also mentioned that the organisation can be of two different types in broader perspective; formal and informal. The formal organisation is an organisation where the structure of it is designed by the management to achieve or accomplish a predefined objective or task. Where as, in case of informal organisation, it is a general grouping of people in the work situation to achieve a particular goal (Singla, 187-188). According to Cole the overall objective of any organisation is to grow as a successful business unit, keeping in mind the benefit of the customer, employee, and stakeholders and also for the community in which they are operating. (Cole, 149).The importance of any organisation can be classified in to following heads namely: synergy effect, team spirit, attainment of common goal, economic development, minimizing economic disparities and transfer and adaptation of technology. Synergy effect: In any organization, people with different sets of skills and expertise work tog ether to develop the synergetic effect with the use of latest technology.  Ã‚  The benefit of working in a group is always higher compared to that of any individual work. Organizations make possible the complex activities completed more effectively. Team Spirit: The most important part of any organizations is the team spirit among the staff members. It always enhances the unity within the members of a particular organization. The culture of working in a team within an organization will also help to build the team player attitude among the individuals which in turn helps in the development of the society. In any public limited company it is a very important aspect towards its success. Attainment of Common goal:  Ã‚  Different individuals in every organization have different goals in respect of their social values. They join the organization in the expectation of the fulfillment of the same. A successful and effective Organization structure fulfills their goals by creating the sui table work environment, and simultaneously achieves the organizational goals with the individual goals. Economic Development:  Ã‚  With the help of the employment, purchasing power will increase as well as the organization has to pay tax which ensures more revenue collection for government. This revenue will help in the infrastructure development of the country like roads, hospitals etc. More over the success of organization directly helps country’s economy to grow farther. Along with that, employment generation is also a key part in the economic development for any nation. Employment generates income, income develops the purchasing power, purchasing power responsible for demand, and to meet that demand production should be increased. To produce more, additional employment is necessary. By this, any country’s economy get stronger. Minimize Economic Disparities: with the development of the organization and the country’s economy, people of the lower level get th e opportunity to work and get remuneration. As a result the gap between different levels of the society in terms of economy gets reduced. Transfer and Adaptation of Technology: Any organization is involved in ongoing process of research to enhance its level of services. In this course, it adapts the

Personal statement Example | Topics and Well Written Essays - 750 words - 26

Personal Statement Example s to Steve Jobs and from Warren Buffet to Ratan Tata, and from a very young age I have focused on making sure I understand the delicate intricacies of the business world from these people who I consider to be my role models. As I decide to go to college, I have a clear picture in my mind of the direction I have to head in to achieve the goals that I have always aspired to. Being a people’s person, I believe is one quality that would greatly help me both, with my studies in business management, as well as my professional career once I move into it. To be able to do well in business, communication is highly essential, and that only comes in if one is able to connect to other people, understand their needs and requirements, as well as get our point through to them. I believe being a people’s person puts me at a natural advantage compared to others, and this quality is likely to give me an edge over others in my professional career. Studying business management would allow me to deeply understand what theorists have to say about the way businesses work, and then go on to apply those lessons learnt in real life business scenarios in order to reap the benefit of my education. I have always believed that to succeed in a field, one need to know about it inside out and that is one of the key reasons why I have decided to study about business management. Though I currently have a limited amount of knowledge in the field of business management, one thing I know for sure is that it involves effective teamwork to achieve something big out of a business structure. My belief in working in teams dates back from the time when I was in fifth grade. It was at the annual sports day function at my school when I was the captain of my class’s tug of war team. Prior to the actual competition, my team was losing out in all the practice sessions, primarily due to the fact that my team members were not really putting in their hundred percent into the activity. It was then that I

Organization of relationships Essay Example for Free

Organization of relationships Essay Functionalism Functionalism is perhaps the oldest, and still dominant theoretical perspective in sociology. This paradigm is based upon two related emphases: application of the scientific method to the objective social world, and use of analogy between the individual organism and society. The perspective was developed by Emile Durkheim, and expanded by Talcott Parsons in the 1950s. The perspective assumes: 1) that the application of the scientific method extends to the social world, 2) values provide general guidelines for behavior in terms of roles and norms, 3) institutions are generally composed of interrelated roles and norms, and 4) the society is a functioning organism composed of functioning institutions. Functionalists perceive the social world as objectively real – observable with methods such as surveys and interviews. Rules and regulations assist in the organization of relationships between members of the social body. These institutions of society such as the family, religion, the political system, even the economy are interwoven. They function congruent to social needs and aspirations. They are directed to the attainment of social objectives. Functionalism has the following assumptions: 1) the interrelatedness of institutions, roles, and norms is congruent with social needs; 2) social need is not necessarily physiological in orientation (it can be in the form of status acquisition); 3) gradual change is the main motor of social change (abrupt change is seen as something unnecessary and leading to social dislocation of actors); 4) objectivity is the primary qualification of social research (functionalism, later structural functionalism is highly correlated with the empiricist approach to social research); 5) the social world is generally governed by social actors. Functionalism addresses the following issues: 1) the evolution of roles and norms in a particular social setting, 2) the development of interrelated institutions, 3) the efficacy of long-term change, 4) the cohesive functioning entity, and 5) the importance of role-making and empiricist research. From the five sociological paradigms discussed, conflict theory seemed to be the least useful because: 1) It fails to answer the evolution of roles and norms in the society (it views morality as something created by power politics); 2) While it explains the efficacy of short term (abrupt) change, it fails to fully substantiate the saliency of long-term (gradual) social change; 3) It saw conflict as the only effective means of altering social arrangements, roles, and norms of the society here, conflict is seen as a positive force of social change (the word ‘positive’ here is morally neutral).

Social Policy Essay: What is Social Policy?

Social Policy Essay: What is Social Policy? What is social policy? Social Policy Social Policy refers to the development of welfare, social administration and policies of the government used for social protection. Social policy is related to the governmental approach of development of social services towards formation of a welfare state (Alcock, 2003). British welfare state is associated with poor laws established to cater to the needs of the poor. Social policy is not just a mere academic subject but relates to social and economic conditions of a country, how to promote these conditions for the development of a welfare state. Social policy, administration and social work are all aimed at the administration of welfare and the main areas of concern include tackling of social problems, administration of health, education and employment services, community care, crime and disability. Social policy is also related to issues of race, poverty, gender and the relevant collective responsibility of society and community (Coffey, 2004). Social policy is heavily dependent o n related disciplines of social work, psychology, law, economics, sociology, politics, economics, philosophy and public health. According to Burch et al (1991), Policies are courses of action, whether intended or unintended, that are deliberately adopted or can be shown to follow regular patterns over time., and Social policies have to do with human beings living together as a group in a situation requiring that they have dealings with each other. (1991, p.2) Burch et al further claim that Social Policy is associated with de jure, de facto and default claims, which means that Social policy is rooted in legal framework and tends to follow a particular form of practice. Yet, social policies are also subject to failures and an absence of implementation. Explaining Social Policy Emphasizing on the need for proper implementation of policies, Krysik et al (1998) suggest that social policy is about decision making and choosing among many alternative courses of action. Giving a complete administrative and procedural description to social policy, they claim that implementation strategies towards particular goals should deal with: issues of financing and reimbursement, e.g., sources of revenue and formulas for sharing costs; whether to use market mechanisms or public provision, or some combination of both; appropriateness of administrative mechanisms for a particular policy; and level(s) of government involvement and appropriateness of roles. (Krysik et al 1998, p.3) Krysik et al bring out an important aspect of social policy suggesting that social policy and the concept of individual well being is mainly a consequent process of the Social Security Act 1935 that identified the following needs: economic security; employment (the Federal Employment Act of 1946 expressed the goal of full employment for everyone able to work); housing [the Housing Act of 1949 (P.L. 81-171) stated that all Americans have the right to decent housing, in decent surroundings of their choosing]; health (the Comprehensive Health Planning Act of 1967 stated that Americans have the right to the highest quality of health care services available); education for handicapped children (P.L. 94-142 of 1975 insured the provision of a free, appropriate public education for all). (Krysik et al, 1998, p.5) Social policy addresses two main aspects of welfare and administration. Welfare economics is understood in terms of utility or peoples well being and refers to the range of services that can protect people against sicknesses, old age and the associated term welfare state, is used synonymously with social protection referred to within the European union. Welfare is thus a broad term and a description of welfare state would aim to achieve not just a realization of peoples needs but a general physical and psychological well-being as well. Social policy towards a welfare state approach is guided by several humanitarian, democratic, religious and practical concerns. Humanitarian concerns are related to eradication of poverty and practical necessities deal with economic and social provisions and benefits (Hill, 2000). Religious aspects emphasize on the charitable duties towards the community at large and democratic concerns highlight social protection as a fundamental democratic right of every individual. In this sense social policy has political and sociological aspects concerned not just with well being but tends to highlight proper living as a fundamental right of an individual. Principles and values applied to social policy can refer to needs, interests or wants of people with conditions such as poverty being identified as projecting lack of well-being. Social well being is generally considered in the interests of families, communities and individuals as people depend on social interaction, education and cooperative work to achieve social targets and rely on social interdependence for personal well-being. Social policy and administration is closely associated with individual perception of society, social values and social interaction as a means to fulfill specific social responsibility aimed at common good. When considering the ideal conditions of a welfare state or the factors of a lack of well being, several aspects on poverty, necessity, unemployment, old age, mental illness, disability and social exclusion are brought into focus. These refer to problems or obstacles in attaining the condition of welfare or a state of well being for all. Poverty can mean a deprivation of basic needs such as food, clothing and shelter, education but along with economic deprivation can also mean social exclusion, poor material conditions of living and is defined by normative or felt needs. However, poverty has its own stigma and can carry implications of inequality as poor people are the ones considered socially inadequate, who adapt themselves to a culture of poverty and poor due to the inequalities in social structure. Unemployment and social exclusion are other negative factors that tend to retard social policy towards welfare aims. Unemployment can be due to inadequacy in appropriate skills, or due to physical limitations such as old age and disability. Illness and old age are associated as health of old people are below average and most elderly individuals also suffer from some disability. All this is added to problems of isolation and mental dissatisfaction or some sort of psychological crisis in old age. According to the World Health Organization disability is however either an impairment as in problems in bodily structure or functions, a disability or inability to perform certain activities or a handicap which relate to problems with social participation (WHO, 2005). Disability of any form of permanent illness can have social, physical or psychological implications and forms a significant aspect of welfare considerations. Although social policy is focused on the more politically active and conscious younger generation and tends to attend to social needs of employment and rights and justice issues that concern young people. Social policy is thus an all-inclusive diverse di scipline with varied academic and socio-political aspects with active concerns on public health and welfare. Daly (2003) emphasizes on the importance of governance as a frame of analysis in social policy and investigates the usage and utility of governance as a discipline to study aspects of social policy. Using governance and political decisions as tools for development of social policy in the UK, Daly considers the public sphere, policy implementation, societal incorporation and policy making through governance examining the various strengths and weaknesses of governance including it focus on power and different levels of action and analysis. Daly approaches an important question as to whether a strong focus on state and governance leads to residualization of social policy and society. Taylor (1998) takes on a different approach and emphasizes the importance of social identity in social policy research. Taylors attempt was to go beyond for or against postmodernism arguments and argues that identity and difference from a social perspective and an analysis of social relations should also be considered alongside structural inequalities within the theoretical considerations of social policy. Taylor suggests that there are problems in the understanding of the concept of social policy which according to him is clearly misunderstood and delineates the necessity of a provisional theory that can distinguish between ontological and categorical identity in social policy. This he suggests would help to improve an understanding of the role of soils policy in the process of social identity formation. Franklin (2003) analyses the concept of social capital as an important instrument to political change. Franklin writes that the idea o social capital reconfigures the dynamics between social justice and economic efficiency and makes social relationships a key factor in explaining levels of inequality, economic prosperity and political participation (Franklin 2003, p.349). The concept of social capital as the focus of social policy shifts the focus of responsibility from government to individual, from economy to society informing policies that highlight social behavior reducing costs to government providing in turn economic solutions to social problems. The human as agency has also been taken up in social policy research extensively and Deacon and Mann (1999) focus on individual behavior in sociology and social policy research. The focus of the article is on the individual and the increasing moral and ethical dilemmas faced by an individual in a contemporary society, an aspect that has broad implications of social policy that is concerned with a general well being of every individual and a sense of well being is an important part of moral and ethical values. The authors suggest that moralists such as Field and Mead share the need for restructuring welfare to encourage responsible moral behavior. However sociologists Beck and Bauman believe that such a forced method might prove not only futile but even dangerous. Individualistic approaches and theories face considerable resistance from quarters that fear any support for atavistic individualism. However, the authors realize the need for a revival of theories based on the individual hu man agency that can create opportunities within social science and make it more sensitive to the activities of poor people and to the necessities and differences of a contemporary diverse British society. Conclusion: In this essay we analyzed the definitions of social policy and highlighted the all-encompassing nature of social policy and practice and how this is related to the concept of British welfare state. In this context we also analyzed the concept of welfare as government action to promote well-being considering the necessities of unemployed young people as also disabled or ill elderly persons. The needs of the poor and socially excluded are also considered in drawing up polices based on national health system and social security concerns. In our analysis of recent research papers, we discussed individual behavior, social identity, moral and ethical responsibility, and political issues in governance as important aspects of social policy research. Bibliography PC Alcock. 2003. The Subject of Social Policy (In The Students Companion to Social Policy, second edition, PC Alcock, A Erskine, M May (Joint Editors), Oxford, Blackwell, ISBN: 1405102918). Publication: 14532. Pete Alcock   Social Policy in Britain: Themes and Issues. Macmillan Press. 2003 Hobart A. Burch, Donna G. Michaels; The Whys of Social Policy: Perspective on Policy Preferences Praeger Publishers, 1991 Coffey, Amanda,  1967- Reconceptualizing social policy :  sociological perspectives on contemporary social policy /  Amanda Coffey. Maidenhead :  Open University Press,  2004. MARY DALY Governance and Social Policy Journal of Social Policy, Volume 32, Issue 01. January 2003. pp113-128 ALAN DEACON, KIRK MANN Agency, Modernity and Social Policy Journal of Social Policy, Volume 28, Issue 03. June 1999. pp413-435 Strengthening social policy :  lessons on forging government-civil society policy partnerships /  editors Laura Edgar, Jennifer Chandler. Ottawa, Ont. :  Institute on Governance,  c2004. Hankivsky, Olena A. R.  (Olena Areta Renata) Social policy and the ethic of care /  Olena Hankivsky. Vancouver, B.C. :  UBC Press,  c2004. Jane Franklin Social Capital: Policy and Politics Social Policy and Society, Volume 2, Issue 04. October 2003. pp349-352 PAUL HOGGETT Agency, Rationality and Social Policy Journal of Social Policy, Volume 30, Issue 01. January 2001. pp37-56 Heck, Ronald H. Studying educational and social policy :  theoretical concepts and research methods /  Ronald H. Heck. Mahwah, N.J. ; London :  Lawrence Erlbaum Associates,  2004. Howard Glennerster   British Social Policy since 1945. Second Edition. Blackwell. 2000 Michael Hill   Understanding Social Policy. Sixth Edition. Blackwell. 2000. Lowe, Rodney. The welfare state in Britain since 1945 /  Rodney Lowe. 3rd ed. Basingstoke, Hampshire :  Palgrave Macmillan,  2005. Nicholas Timmins   The Five Giants: A Biography of the Welfare State. HarperCollins. 2001. Thomas and Dorothy Wilson   The State and Social Welfare the objectives of policy. Longman. 1991. Michael Hill Glen Bramley   Analysing Social Policy. Basil Blackwell.   1986. Eric Midwinter   The Butskellite consensus (c.1951-1973/9) (Chapter 7) in The Development of Social Welfare in Britain. Open University Press. 1994. DAVID TAYLOR Social Identity and Social Policy: Engagements with Postmodern Theory Journal of Social Policy, Volume 27, Issue 03. July 1998. pp329-350 Social Policy and Social Work: Critical Essays on the Welfare State Judy Krysik, Robert M. Moroney; Aldine De Gruyter, 1998 WHO www.who.int/en/

Overview of the Data Protection Act

Overview of the Data Protection Act Task 2 For the purpose of this task. I am going to do the following: I am going to discuss the Data Protection Act. I am going to discuss what the data protection is. I am going to discuss the rights to a persons personal protection. I am going to look at the aims to their rights. I will identify the rights of people in relation to the data protection, and give eight samples. I will look at when these rights do not apply. I will discuss how a person can have access to their details. I will discuss the role of the Data Commissioner. I will also discuss the role of the Data Receiver. The role of the Data Controller will also be discussed. I will give two examples of breach of data legislation relating to healthcare. 1. What is Legislation? Legislation governs communication in Ireland concerned with communication freedom of information act. It was amended in 2003 and is called the Data Protection Act. What is the Data Protection When you give personal details to an organisation or individual, they have a duty to keep these details private and safe. This process is known as Data Protection. They refer to organisations or individuals who control the contents and use of a persons details as data controllers. Most people give information about themselves to groups such as Government bodies, i.e, banks, insurance companies, medical professionals and telephone companies to use their service or meet a certain source. Under data Protection Law, you have the rights regarding the use of these personal details and data controllers have certain responsibilities in how that handle this information. Identify the rights of people in relation to Data Protection: The right to have your details used in line with Data Protection Regulations. The right to information about your personal details. Thee right to prevent the use of your personal details. The right to change or remove your personal details. The right to remove your details from a direct marketing list. The right to refuse direct marketing calls or mail. The right to object. The right to freedom from automated decision making. When have you the right to Data Protection? You Have the right to Data Protection when your details are: Held on a computer. Held on paper or other manual form as part of a filling system. Made up a photograph or video recordings of your image or recordings of your voice. What are the aims of these rights? Data Protection rights will help you make sure that the information stored about you is Factually correct. Only available to those who should have it. Only used for stated purposes. When do Rights not Apply? The rights does not apply, however, in a small number of cases, where it could harm certain interests for example, when someone ids investigating an offence. How do I request access to my details? You can ask for a copy of all your personal details by writing to any organisation or any You can also ask the Data Controller to inform you of any opinions given about you, unless the Data Controller considers that the opinions are confidential. Even in such cases, your rights to such information will usually be greater than the right of the person who gave this information will usually be greater than the right of the person who gave this opinion in private. 8. What is the Role of the Data Commissioner? The role of the Data Commissioner aims to make sure that those rights are being upheld and that Data Controllers respect data protection rules. Summary proceedings for an offence under the Data Protection Act may be brought and prosecuted by the data Protection Commissioner. The Role of the Data Controller: A Data Controller is the individual or the legal person who controls and is responsible for the keeping and use of personal information on a computer or in structured manual files. Will keep or process any information about living people. They are responsible for the personal data which it holds. They decide what personal information is going to be kept. They decide the use to which the information will be put. The Role of the Data Receiver. A Data Receiver is a person who provides personal information about themselves to a variety of organisations for a whole range of purposes i.e, when you go to the doctor you give him/her information about yourself, name, address, date of birth, if you have children, and your phone number. Give two examples of Data Legislation: Sample One: The office received a complaint from a solicitor acting on behalf of a data subject concerning the alleged further proceedings of the complaints personal data contained in medical records held by her General Practitioner (G.P.). It was alleged that medical records relating to the complaint were released to an Insurance Company by her G. P, following a request made to her G.P. The complaint stated that the G.P, had received a request from an Insurance Company, seeking the complainant medical records, relating to a knee injury she had suffered. It was alleged that, in replying to this request, the G.P, not only realised data relevant to the knee injury, but also disclosed other sensitive medical information including cervical smear test results, colposcopy, correspondence regarding lesions and records relating to Carpel Tunnel Syndrome, none of which were related to the knee injury. We wrote to the G.P, and we asked that he provide an explanation as to what had occurred in this case. He responded stating that an Insurance Company had requested relevant information with respect to the patient concerned and her knee injury. He informed us that the request received, stated that it required copies of clinical consultations/surgery notes, investigations and associated results, treatments, referrals, out-patients appointments and repeat prescriptions from 18 02 2009 to the present date. He stated that, inadvertently, copies of the patient records were supplied to the Insurance Company with some details which were not relevant to her knee injury and that this was obviously an oversight. He stated that he was deeply sorry that he has caused any distress or upset to his patient, whom he has known for thirty-five-years. The G.P, stated that the company knew he always endeavoured to keep high standards in the practice and that she should understand his disappointment that the system used in releasing this information fell below that standard expected by the complainant and himself. He further stated that he hoped that she would accept his unreserved apology for the inadvertent disclosure of her records to the Insurance Company and that he completely understood how upset and appointed she must be. He said that since this unpleasant and unfortunate error he had overhauled his practice procedures. We wrote to tell the solicitor for the complainant outlining the G.Ps response and also conveying the G.Ps apologies. We stated that this offices approach to complaints is to try to seek an amicable resolution to the matter which is the subject of the complaint and we asked if his client would like to try to reach an amicable resolution of the complaint. They responded stating that their client wished for a formal decision of the commissioner on the matter. In considering this case, the key issues from a Data Protection perspective was the issue of consent. It was noted from the material provided that the complainant had completed and signed an insurance claim form which contained the following consent clause: I authorise Financial Insurance Company Limited (the underwriters) to make any enquires and get any information they consider relevant from my doctor, employers or elsewhere. I understand that I must provide evidence to Financial Insurance Company Limited to prove my claim form. On the same claim form, the complainant supplied details of her accident and explained as follows, Why it prevented her from walking? left knee injury, tore ligaments, recovery time unknown, waiting for knee surgery, on waiting list. The Insurance Company concerned had sought the complainants medical records, supplied the relevant consent form and used the following terms in its request to the G.P.: Can you please provide us with copies of the claimants medical records relevant to this claim. This includes all records relating to the medical conditions and associated symptoms which are subject of this claim. It was clear from the Insurance Companies request for medical records that it sought medical records relevant to the claim only. As the claim related to the complainants knee injury, the medical records sought related to that injury and the request did not extend beyond that. Equally the complainants consent authorised the Insurance Company to make injuries and to get any information concerned relevant from her doctor and others. The consent was clearly limited to relevant information and it could not be interpreted as extending to all medical records held by the G.P. This office issued a decision on this complaint which stated that the commissioner was of the opinion, following the investigation of this complaint, that section 2 (1) (C) (ii) of the Data Protection Acts, 1988 2003 had been contravened by the G.P, by the further processing of the complainants sensitive Personal Data in the form of medical records unrelated to her knee injury. The contravention occurred when the G.P, in responding to a request from and Insurance Company, disclosed to that Insurance Company certain medical records of the complainant without her consent.

College Admissions Essay: The Importance of Disabilities Awareness :: College Admissions Essays

The Importance of Disabilities Awareness    Disabilities Awareness has played an important role in my life. My present interest in it grew out of my early involvement as a child. In elementary school I was given the chance to serve as a student judge for disabilities awareness art contests sponsored by the NYS Commission on Quality of Care. Children from schools all across New York State were asked to send in drawings to express their personal message of equality and acceptance of people with disabilities. It was frightening to see how many drawings inadvertently depicted a negative message instead of the positive one called for by the contest guidelines. Later I experienced the same feeling when I judged a disabilities awareness writing contest and read many of the entries submitted by middle school students.    After seeing so many negative representations of people with disabilities, I decided I wanted to do something to help change the common misconceptions the general public had. I started to take notice of the challenges that people with disabilities faced every day. Some of them were concrete problems like the inaccessibility of buildings and the lack of accessible public transportation. I began to notice where people with disabilities couldn't go. I began to see that some of the worst challenges they faced, however, were attitude problems like the endless teasing or using the names of different disabilities as insults. I began to notice how people communicated (or failed to communicate) with disabled people. I observed that people thought someone with a disability was only a disability, therefore less human, and inferior to us. Expectations were low for them and they were more often sitting alone in a school cafeteria or not included in social events after school.    I hoped that my involvement in a New York State publication like the Disabilities Awareness Newsletter would help correct some of the misconceptions and lack of information I observed in my own world. I began to write articles that centered around positive accomplishments achieved by active members of our community who happen to have a disability.

marxism Essay -- essays research papers

How convincing was the Marxist critique of the capitalist state? This next unit of theory is entitled "Ideology and Discourse." The theorists we're examining--Althusser, Bakhtin, and Foucault--are discussing how ideology works, and how ideologies construct subjects. All of these theorists are coming from a Marxist perspective, using ideas and terms developed in Marxist theory, though only Althusser actually claims to be a Marxist. So to start off, I want to talk a bit about some basic ideas of Marxist theory. Marxism is a set of theories, or a system of thought and analysis, developed by Karl Marx in the nineteenth century in response to the Western industrial revolution and the rise of industrial capitalism as the predominant economic mode. Like feminist theory, Marxist theory is directed at social change; Marxists want to analyze social relations in order to change them, in order to alter what they see are the gross injustices and inequalities created by capitalist economic relations. My capsule summary of the main ideas of Marxism, however, will focus on the theoretical aspects more than on how that theory has been and is applicable to projects for social change. As a theory, Marxism is pretty complicated. You can think of Marxism as being three types of theory in one: philosophy, history, and economics. First, Marxism is a philosophical movement; Marx's ideas about human nature, and about how we know and function in the world come from traditions articulated by Hegel, Feuerbach, Kant, and other German philosophers. All of these guys, including Marx, are interested in the relation between materialist and idealist philosophy. As a philosopher, Marx helps create and define a branch of philosophy called DIALECTICAL MATERIALISM. Materialism in general is the branch of Western philosophy from which science (Aristotelian or Newtonian) comes. Materialist philosophy is based on empiricism, on the direct observation of measurable or observable phenomena; materialist philosophy is interested in studying how the human mind, via the senses, perceives external reality, and particularly with the idea of how we know things "objectively," without the interference of emotions or preconceived ideas about things. Materialist philosophy often wants to ask how we know something is real, or, more specifically, how we know that what is real IS real, and... ...other forms of ideology (like religious ideology), and thus can provide insights into how ideologies are structured, and what their limits are. This view is also followed by Georg Lukacs, who argues that Marxist literary criticism should look at a work of literature in terms of the ideological structure(s) of which it is a part, but which it transforms in its art. For other Marxists, including Bertolt Brecht, Walter Benjamin, and Louis Althusser, literature works the way any ideology does, by signifying the imaginary ways in which people perceive the real world; literature uses language to signify what it feels like to live in particular conditions, rather than using language to give a rational analysis of those conditions. Thus literature helps to create experience, not just reflect it. As a kind of ideology, literature for these critics is relatively autonomous, both of other ideological forms and of the economic base. You can't trace one-to-one direct ties between literature and any particular ideology, or between literature and the economic base. (When you can, we call it bad literature; literature directly linked to an ideology we call "propaganda," for instance).