Dub Turbo Download

Are You Looking For Dub Turbo Torrent? The Dub Turbo torrent has been the most widely searched torrent on the internet recently. The latest sensation in the music industry is the Dub Turbo software which is a user-friendly software aimed at helping musicians who are looking to create their own music. It allows musicians to experiment with mixing beats and creating quality tunes. The best part of the software is that it is not only for professional use and even beginners can use it because it includes video tutorials in laymen terms.Why Are The Masses Looking For A Dub Turbo Torrent? Torrents are the most widely used peer-to-peer file sharing technique. The peer-to peer file distribution system consists of a wide network of people who share files through a peer-to-peer file sharing software via torrents. Torrents can be used to download various softwares, books, music and other online material. Most of the people are looking for a Dub Turbo torrent these days. This is mainly because t hey want to save up money and get the software for free.Some also argue that they want to try it for free before paying for the software, but then again, what is the free 60 day trial included in the original package for? Where to get a Dub Turbo Torrent From? A Dub Turbo torrent is easily available on the internet. The torrent file can be downloaded and a peer-to-peer software can be used to enable Dub Turbo torrent download from the host site. But in order to make the right choices, it is a must that one reads all the reviews before taking a step. It is important to know what other people have to say about the torrent file before you download it.What to expect from a Dub Turbo torrent? There is a high probability that a Dub Turbo torrent free download may not contain the full features of the original package. Also, it does not provide the facility of automatic updates that the paid for Dub Turbo software provides. It is vital that one is aware of the fact that a free download may come with virus, spyware and malware which can harm your PC. In addition to all this, the quality of the pirated software may not be up to the mark and might be a cause of major disappointment. Poor video quality is just one example. What Is The Alternate To A Dub Turbo Torrent?A free download for a software that is available for as low as $50 does not seem just on ethical and legal grounds, to say the least. It is not morally right to steal a software the producers of which have spent precious time and money on developing. It is a way better option to buy the software instead as that would save you from the legal hassle related to copyrights and will also provide full features of the software. The original software also contains automatic updates which do not come with the pirated one. When all of this is available at a nominal rate and with a free 60 day trial, who needs a Dub Turbo torrent?

Unit Labor Costs Matter Much More Than Actual Levels of Pay

Nga Discuss the view that unit labour costs matter much more than actual levels of pay. Unit  labour  costs is the  cost  of  labour  per  unit  of. It is determined by the growth of wages and the rate of growth of  labour  productivity. Labour costs include the complete range of costs employers incur when they employ workers. They include not only wages but also the cost of recruiting and training workers, national insurance contributions, redundancy payments and benefits in kind. Wages do, however, constitute over 80% of total labour cost.So they, together with productivity, are the two key influences on unit labour costs. If productivity increases at a faster rate than the wages paid, unit labour costs are likely to fall. During the recession, the UK has seen falls in real wage growth. If real wages are lower, firms may   be more willing to employ labour rather than capital. In other words low wage growth means labour is relatively more attractive than usual. Therefore with lower labour costs, firms are willing to employ more workers and labour intensive production methods.If a country’s firms have higher unit labour costs than firms in rival countries, this may make their products less price competitive. The country will be unlikely to benefit from increased exports, as a result of a depreciating exchange rate. The increasing unit labour costs have caused firms to demand workers from abroad, who are willing to work for lower wages, to decrease the cost of production. But this has caused unemployment in the UK, and therefore a reduction in income. The result is AD shift to the left, which decreases the rate of economic growth.Rising unit labour costs have the potential to cause cost push inflation. This is caused by wage increases which exceed any improvement in productivity. There are those who feel that unit labour costs matter much more than actual levels of pay and this is because  ULC contains within it all total labour co sts divided by output. This includes wages, national insurance and redundancy payments. Wages are only a component of ULC  , which leads people to feel that it does not matter as much; it is only the amount paid to a worker for working a certain number of hours.Unit labour costs can be said to matter more because it  helps determine productivity. If total labour costs are at ? 5000 and output is 5000 units, then ULC would measure at ? 1. If however output increased to 10,000 units, then ULC would measure at 50p. This means that it now costs less per worker and also shows that workers are now more productive. On the other hand, if companies were becoming less productive, then  ULC can help governments decide whether to apply supply-side policies or not.An example of this would be education and training, if a worker gains more knowledge in the field of work, then they should be able to produce more units than they did before. What can be also be noted from the graph is that  t here is a reduction of inflation from A to B when increasing productivity. Therefore ULC are very important and matter more than wages because it helps determine productivity, inflation and helps with decisions on supply-side policies. ULC does have some flaws however in thatsupply-side policies are not entirely determined by ULC, it can also be used to lower inflation as shown in the above graph.While it is agreed that ULC is important, some would argue that wages are more so. Wages make up 80 per cent of ULC  and may suggest that wages determine ULC. If wages increased, then total labour costs would also increase. If total labour costs were at ? 20,000 and output was at 10,000, then ULC would measure at ? 2. If however total labour costs increased to ? 50,000 due to because of wages, and the level of output stayed the same, then ULC would measure at ? 5. This suggests a decrease in productivity as well as a relatively low level of international competitiveness.In countries where minimum wage doesn’t exist, wages may be considerably lower and the result from ULC would suggest high productivity but would not consider infringement of rights. To summarise, wages are more important than ULC because not only is it a significant proportion of ULC itself and can change the result independently , but it alsoallows people to see their independent income; wages are more important to consumers  whereas ULC is more important to firms.In most developed countries however, there exists a minimum wage so wage abuse is not common. Also, the figures used previously assume that output remains at a fixed level, in the case that it doesn’t shows more factors involved and thus weakens the actual levels of pay’s effect. Actual levels of pay are important, but more so to the individual than to the collective. ULC allows a broader scope of how the country is performing economically compared to others and is therefore more important.

Virtue ethics and the ethics of care Essay Example | Topics and Well Written Essays - 1000 words

Virtue ethics and the ethics of care - Essay Example There are arguments about the existence of single tradition in virtue ethics that emphasize virtue being knowledge and focus on direct unselfishness. There is no disagreement about that form of ethics of care and virtue ethics. Moreover, there are moral objections to generalize the essentially asymmetric relationships of justice case as reciprocal fairness to an ethic of care. Virtue ethics notes the character matter above everything else. Staying a life that is ethical or acting in a right manner requires demonstrating and developing virtues of compassion, courage, temperance, and wisdom. In addition, it needs avoiding vices such as jealousy, selfishness, and greed. Care of ethics concerns with ethical consideration on relations before any other factors. Consequently, acting in a right manner involves, strengthening, maintain, and building strong relationships (Slote, 134). Acting in a right manner thus shows care and concern for others and for their relationships. Care ethicists feel that relationships are essential to thinking ethically. According to Slote (174) Manning Rita and Aristotle both, have varying theories whenever it comes to ethics. Aristotle utilizes virtue ethics when answering morality questions while Manning use care of ethics to answer morality questions. Virtue ethics claim actions of people focuses on achieving happiness. From happiness, virtues of morality stems from causes managing soul desires. On the other hand, Manning believes that actions of morality widen from persons caring each other on an individual level. Through growing the abilities to care for other persons, people become aware morally of how to behave on particular cases. When asking, â€Å"How do I live?† Manning and Aristotle will approach with variant factors (Slote, 201). The manner in which individual people reply to the question contains unique excellence areas and areas that the question poses challenge. Basing on how each theories work, Rita and Aristotle

The United State Automotive Industry Essay Example | Topics and Well Written Essays - 500 words

The United State Automotive Industry - Essay Example From the paper it is clear that  most of the Japanese, Korean and India companies have assemblies in the U.S. such as Chrysler-Toyota, Hyundai Mercedes among others.   Moreover, more companies are coming to set up manufacturing plants due to the high demanding market in the country.   The latest company to come to the U.S. is Volkswagen in 2011.As the study stresses the automotive industry has different sectors that define the success of the industry. The industry has and engine plant that solely manufacture engine for the companies. In addition, the companies have separately and jointly own research and development department that researches on the efficiently way of producing vehicles at cheap costs and for a better environment. In addition, the industry I characterised by design and testing autonomous departments.  The automotive industry contributes approximately 4% to the country GDP. In addition, the industry directly employs 786,000 as of the end of 2012. The automotiv e industry employs a high percentage of indirect employee through distribution, suppliers and other service sectors. In 2012, the industry supplied vehicles and other parts for $225 billion to other countries of the world.  The industry faces the problem of polluting the environment as most of the vehicles are made to use petroleum. The industry, therefore, faces a tough time researching for efficient vehicles that are made to use efficient energy.

Report 2 Essay Example | Topics and Well Written Essays - 250 words

Report 2 - Essay Example c Growth that significant developments in the trade across the Atlantic Ocean only acted as the catalyst for the strong rise of Western Europe after 1500. That is, European countries on the West side had number of ports along the Atlantic Ocean, and these ports facilitated substantial trade with the New World, Africa, and Asia. This trade aided the merchant groups and the monarchy to become strong forces, gaining not only financial resources but importantly political clout. As Acemoglu, Johnson and Robinson (551) point out the trade opportunities made the monarchy to ally with the merchant groups, and both were the â€Å"main beneficiaries of the early profits from Atlantic trade and plunder,† and no anti-establishment groups favoring changes in political institutions could become powerful enough to challenge them. In addition, due to this heightened trade in the Atlantic Ocean, ports cities underwent urbanization, thereby even changing the ‘physical outlook’ (infrastructures) of Western Europe. Although, anti-establishment groups could not do anything, the merchant groups started becoming a strong force due to the economic clout they had, and even started dictating terms to the Monarchy. â€Å"Atlantic trade strengthened merchant groups by constraining the power of the monarchy, and helped merchants obtain changes in institutions to protect property rights.† (Acemoglu, Johnson and Robinson 546). These changes mainly led to subsequent positive economic growth that was particularly witnessed in Western

Client Letter Essay Example | Topics and Well Written Essays - 750 words - 1

Client Letter - Essay Example However, on the flip side, there is an advantage that de loan payment is tax deductible and that means that the corporation ends up savings on its tax burden as the progressing payment are made. Given above considerations, the issue is which of the two, debt financing and equity capital in relation to the new corporation; it is advisable to use equity for capital formation. This choice would reduce the risks for the corporation given that it is a new venture. Since the corporation is venturing in a new territory, it is advisable to consider the high risk involved as well as the tax obligations. In this respect, equity capital formation is advised because the corporation will not be in the hook in case of failure. It also offers a flexible payment regime for the corporation .On the same note; the choice would have a positive attribute to the new venture if it is able to acquire investors. That would boost the chances of future prospects for the

Rewrite Essay Example | Topics and Well Written Essays - 250 words - 1

Rewrite - Essay Example It is sponsored by the Pegem Akademi YayÄ ±ncÄ ±lÄ ±k EÄŸitim DanÄ ±Ã…ŸmanlÄ ±k Hizmetleri Tic. Ltd., located in Ankara, Turkey. Its stated aim is â€Å"to serve the needs of researchers and experts in educational sciences and specifically in educational administration, policy, planning, supervision and economics of education† (EÄŸitim Yà ¶netimine, 2012). The source is therefore credible. The second source selected for the topic of Social Media is an article by Rebecca Walker Naylor, Cait Poynor Lamberton and Patricia M. West. It is titled Beyond the "Like" Button: The Impact of Mere Virtual Presence on Brand Evaluations and Purchase Intentions in Social Media Settings, and it was published in the Journal of Marketing in 2012. This source is credible because the journal is long established (for more than 7 decades); it is stated to be a recognized leader in the field, and it is a â€Å"premier, broad-based, scholarly journal of the marketing discipline that focuses on substantive issues in marketing and marketing management† (AMA, 2012). The third source selected for the topic of Work Shop is an article by Haiyan Huang and Zheng Wang. It is titled Solving coupled task assignment and capacity planning problems for a job shop by using a concurrent genetic algorithm, and it was published in the International Journal of Production Research in 2010. This journal is published for researchers around the world interested in production systems and processes (IFPR, 2012). The organisation behind it is The International Foundation for Production Research (IFPR), which has been holding conferences every two years since 1971, and which was founded by a former head of the Production Engineering Department at the University of Birmingham in England. The source is therefore credible. The use of credible sources is very important for academic and professional research because it determines its likelihood of reliability, validity, reputability, and

Cigarettes in Fashion Essay Example | Topics and Well Written Essays - 2500 words

Cigarettes in Fashion - Essay Example The essay "Cigarettes in Fashion" discovers the symbol of cigarettes in the fashion images. The Hazlitt observation’s of fashion as race of appearances, mode of symbolic expression which has been widely agreed by different sects of the society. Images of models smoking cigar featuring in fashion magazines, movies, posters, etc. have been the main cause for increased level of smoking among the youngsters as well as women which is well supported by Gilly Andrews (2005:47) as smoking is the UK’s largest cause for preventable death and disability, responsible for over 120,000 deaths a year which comprises of 30,000 women costing â‚ ¤1.7 billion each year. M.A.H. Russell et al (1974) mentioned Tomkins psychological theory, wherein smoking was classified into four groups viz; positive effect smoking that produces or increases pleasant feeling, negative effect smoking that reduces unpleasant feelings, anger or fear, shame, etc., habitual smokers who smoke without affect and addictive smokers who smoke continuously without which he gets restless. The present study makes an attempt to collect necessary and appropriate study and findings from the previous studies in order to analyze how images of smoking used by fashion magazines and other editorials impact the people and especially women and will try to answer whether the cigarettes in fashion images increase the women’s sexual appeal or is it just an fashion element to sell the products. Gilman and Zhou (2004) mention that smoking prevailed in the past.... The Mayans, Aztecs, Caribs and many others used to smoke one form or other tobacco. Smoke which was initially taken for curing later became a passion and a source of pleasure for most of the smokers. With tobacco having such a long history, from late 18th century, cigarette smoking was viewed as part of modernity according to Penny Tinkler (2006:5), but the process of modernity had already begun in 1880 in the western societies as it was believed as a quality of social experience and practical negotiation of one's life and identity within the complex and fast changing world. Fred C. Pampel (2001) states that there has been considerable increase in women smokers due to the fact they were having limited access or treated unequally in the past, and thereafter because of narrowing sex differences in times of gender equality and strengthening values of female independence has lead to newfound freedom and higher status of women creating a desire in the women to do things all good and bad, due to increased level of income, power and equal social status comparatively to men. Thus the fact that woman were denied certain luxuries and equalities in the past; has lead to increased level of smoking due to high income, equality and increased level of social status in the present which in turn provided stimulus to tobacco companies to market their product keeping specifically for women. Penny Tinkler (2001) further mentions that in 1996/97, 28% of British women were smokers of manufactured and hand rolled cigarettes as compared to 31% men and it is suggested that cigarettes was more used as fashion accessory for affluent, upwardly mobile city living women. There has been considerable increase in

Immigration from Africa to Europe Research Paper

Immigration from Africa to Europe - Research Paper Example In the recent time, labor migrants and asylum seekers have shaped migration to these countries. For many centuries, Europe was a leading contributor of migration to other places. This was the case from 1500 to 1800. In contrast, migration from other places to Europe was limited. This was the case until the First World War as only few of Amerindians, Africans, and Asians moved to Europe due to lack of money (Emmer and Lucassen 1). Others were restricted by immigration restrictions, especially those restricting migrants from the colonies. In Europe, there were fewer barriers to immigrants. This moved to other areas to check for business and investments opportunities. This gave them opportunity to increase their income and their life expectancy, at least in non-tropical countries (Emmer and Lucassen 1). In some European countries, they developed legal instruments that enabled citizens without savings to migrate to other continents. These forms of assistance were not available to non-Eur opeans. For this reasons, most of the non-Europeans only came to Europe as slaves. In the southern part of Europe, slaves were available due to the Arab congest. On the other hand, slaves in North-Western Europe were the one who accompanied their masters when visiting Europe. This paper seeks to explore on immigration from Africa to Europe. ... In addition, the Italian cities employed slaves from the eastern part of Europe in their countries and colonies (Emmer and Lucassen 1). The demand of slaves continued to increase than before, as more sugarcane was grown. As a result, African salves began to replace slaves from the east due to growth of Turkey blocked the regular slave trade routes. The other factor that contributed their attention to Africa was because the Muslims and Christians prisoners of war were no longer available. This prompted thousands of African slaves brought to Portugal, Spain, and Sicily, where they worked as domestic slaves or artisans and in agriculture (Emmer and Lucassen 1). Hundreds of thousand Africans moved to Europe in the 16th century. Other Africans were forced to grow sugar canes in Southern Spain and Portugal (Emmer and Lucassen 1). Moreover, a few Africans were brought to Europe through the new world; some of them had been born in the America. These immigrants were accompanying their master while they retained their slave place in Europe. In the middle of the 18th century, London had about 15,000 Africans (Emmer and Lucassen 1). However, at this time the numbers of Africans in Europe were small. Some of the abandoned slaves fought successful legal battles not to be taken back to West Indies. These legal cases established that forced migration had no legal basis in British law. On the other hand, Dutch and French laws did not recognize slavery, and this made it difficult for slave masters to move to these countries accompanied by their slaves (Emmer and Lucassen 1). The end of the 18th century saw few non-Europeans relocate to Europe due to the end of slavery. The migration to Europe rose significantly in the 20th century. The

Formal letter for request sponsorhip Essay Example for Free

Formal letter for request sponsorhip Essay Good day! My name is Ang Teck Kui and I am a business student from ALC college, Klang is organizing a charity fundraising event for our final year project. I represent my team Raiser of Hope Carnival 2014 which is consists of 13 passionate business students from ALC College to write this letter to your esteemed organization to request for a sponsorship. We are given an opportunity by ALC College, Klang to organize this special event to help create awareness on social responsibility by companies and the public to the society. In addition, we as business students will be able to gain experience as business person through this project. The event that we have chosen is carnival and the details are as follows: Event Type: Charity Fund – Raising Carnival Event Venue: SMK Tengku Ampuan Jemaah No. 1, Jalan Pandamaran, 42000, Pelabuhan Klang, Selangor, Malaysia Event Date: 30th November 2014 (Sunday) You can refer to our Sponsorship Benefits on our proposal to find out about the sponsorship benefits packages according to the amount sponsored. We accept sponsorship in both monetary value and as well as products by your company. We hope to receive a favourable reply form your good organization regarding the sponsorship. For further inquiries, please do not hesitate to contact me Ang Teck Kui at 016-9967729 or email me at [emailprotected] . Your organization kind support and assistance to our cause is greatly appreciated by our team.

John Dewey, My Pedagogic Creed

John Dewey, My Pedagogic Creed The ideas of the great American philosopher, John Dewey, transformed the American education system. While all Dewey did was simply apply some of his pragmatist philosophical ideals to the classroom, the results of his work changed education forever. In the short essay, My Pedagogic Creed, Dewey gives his readers great insight into his ideas regarding what education is, how it should be done, and why its important. Today, he is considered a father of education and his views are being adapted in all sorts of ways in classrooms around the world. Dewey first stood out by rejecting the traditional ideal of American education which was built around teachers standing up in the front of the classroom and pouring information into the minds of their students. Instead, Dewey suggested a new form of education that utilized applicable experience as the key element of learning. Thesis sentences here John Dewey embodies many of the pragmatic ideals that define American philosophy. He was born around the time that Charles Darwins Origin of Species book came out, so the debates surrounding that topic had a monumental influence on his philosophy. Along with many other American philosophers of Deweys time, such as Charles Sanders Peirce, there was a desire to respond to these new discoveries in evolutionary science and find out how they related to philosophy. Dewey believed that knowledge was best discovered through the scientific method. As I will later talk about, this is nowhere more prevalent than in Deweys model for education in which he defaults to hands-on experience and inquiry as the paramount key to learning. Going out into the real world and having a live experience that could be tested and criticized by others in order to progress to something better was essential to Deweys view and a foundational belief of many American pragmatists. In the eyes of Dewey, education and life were one in the same. Dewey is quoted as saying, education is a process of living and not a preparation for future life (8, My Pedagogic Creed). A proper education of the individual was essential to the functioning and growth of that individual and the society they lived in, as school was first a social institution. School was to be centered on the community and the student was being developed in school so they could be an active member of the community. Dewey advocated that what a child does in their home life should be incorporated into the curriculum in the classroom. Also for Dewey, the student had to be invested in their education for it to mean anything. The way that he suggested this be accomplished was to let the students learn about something they were interested in. An education could only be valuable if the student was learning material that they could actually apply to their real everyday life as evidenced by Deweys quote, True edu cation comes through the stimulation of the childs powers by the demands of the social situations in which he finds himself (2, My Pedagogic Creed). Dewey believed that education was a process of discovery where students would study what they were interested in at their own pace as they were gradually becoming more aware of where their interests laid. Deweys education system is perhaps most well known for how it stresses the importance of hands on experience in the learning process. Dewey believed that people learned best by going out and interactively doing. Out were the days where teachers would lecture on facts and information, forcing their ideas onto the students. Dewey criticized teachers and the current education system for protecting students too closely and not letting them go out into the real world so they could blossom saying, the situation approaches learning to swim without going too near the water (The Relation of Theory to Practice, Dewey). For Dewey, a teachers job was more about being a facilitator to the students, helping them discover what they were interested in and then creating ways for them to actively do these things. Ultimately for Dewey, learning grounded in experience combined with subject matter that was interesting and applicable to the student would lead to a greater society. I think that both good and bad come from John Deweys ideas for education. First off, I like Deweys movement away from teaching styles that stressed only memorization and the regurgitation of facts. Hands-on experience is a proven way for students to learn. It is much more enjoyable for the student and seems to be directly applicable to their future. I also agree with Deweys view that students should learn about something that interests them. Stuffing facts that kids do not have any desire to learn down their throats is not beneficial to anyone. When students can actually connect with the material they are learning, they are more likely to put in the time and effort that is necessary to fully develop their knowledge and understanding of a subject. Lastly, I believe that its a good idea to focus your studies in one particular area as it is very difficult to master a multitude of subjects. I think its better to be extremely proficient in one subject than to have an average amount of kno wledge in multiple subjects. This way, everyone can pick an area of study that interests them and then, as a community, each person can bring their one unique area of expertise to the table and the rest of the people that arent as fluent in that subject can benefit. With that being said, I think the preceding principles need to be applied in moderation. While memorization and repetition is not a perfect form of teaching, the results are hard to argue with. I believe that there is something to be said for mastering a subject. For example, my major area of study is accounting. It is one thing for me to get hands on experience directly applicable to my major, but learning cannot just come through playing so to speak. I must first study all the foundational information that is out there. There are many people in the world that are much more knowledgeable on the subject than me and there are a lot of valuable things I can learn from them. Secondly, to be a successful accountant, there are other core subjects that I must be competent in. For instance, I need to be knowledgeable in English to be able to communicate with my coworkers and I need to know math so I am able to compute the formulas required in accounting. There is a proven value in having a rounded education. Learning about subjects that may not directly apply to your area of st udy can benefit you in many different ways. As an example, perhaps it could sharpen your critical thinking skills. And on top of that, a student might think they are not interested in a certain subject until they actually take a class and learn about it. Hard work and long hours spent in the library-sometimes memorizing principles and formulas-is necessary for me to be a master of accounting, although I may not enjoy that work. To me, Deweys education system seems to encourage skipping the main course and going straight to dessert. I believe that I first need to master the principles of accounting in order to deserve a shot of going out into the real world and actually doing accounting. Dewey stayed true to his pragmatic ideals by testing out his own education theories in a real-life environment. He created what became to be known as his very own laboratory school. Deweys school was radically different than any other of its time. The students did not sit at desks and listen to a teacher lecture or do homework problems out of a textbook. Instead they would be moving about the classroom doing varying physical activities, such as sewing or cooking. As I stated earlier, Dewey believed that students could learn the critical skills (math and science for example) that they needed by doing these types of activities instead of the more traditional studying the textbook method. The children were broken down by age and every different age group was always doing something different. Dewey had the kids going on field trips, building models, acting out plays, and playing games among many other active things. He preached that teachers should hold off on having kids do things like reading and writing until the student found it necessary and appealing to do so (Dewey Article, Enotes). Deweys school had its successes and failures and there is a lot that can be taken away his grand experiment. While I do admit that a lot of great education practices were first developed at Deweys laboratory school, I cannot help but notice the fundamental flaws that existed in it. If I was to apply what Dewey showcased in his school to todays world of education, I think his system would fail. The reason for this is first that Dewey seemed to be looking at education through rose colored glasses so to speak. In my opinion, a theory on education should be able to apply to any situation. I think about what Dewey had put together in his school, where the home life was heavily incorporated into the class curriculum. But, what about children that come from broken homes, as we see so often in todays society? If a child is being abused or suffering under the watch of alcoholic parents, who could care less about their childs education, how would that fit into Deweys system? Deweys school would probably work well in a case where a child has very supportive parents that are extremely interested in the ir childs education, but how often is that not the case in todays world? Henry Perkinson, an author and educator at New York University, makes a comment about Deweys lab school saying, Deweys educational philosophy depicts a school or school enterprise that never existed and probably never could exist. To carry it out would require superteachers and superstudents (Perkinson). While I believe Dewey is taking education in the right direction, I think he first needs to find a way to develop a theory on education that can apply to each and every student. Another area that I just cant agree with Dewey in is how he resorts to experience as the primary way for a student to learn. Without a doubt, I believe that his method of inquiry can add a lot to a students education. In his school, the kids were doing so many amazing things that I wish I could have done in my years as a young boy. But, looking at the big picture, there seems to be so many things that a child must learn over their lifetime that they cannot possibly discover and do everything. Yes, you can learn math when measuring out the flour required to bake a cake, but can that form of math be applied to everything? There are other things out in the world like measuring liquids or counting coins. How would one child have the time and the means to experience every single thing? I think that at some point, students will need to use some form of memorization of information or facts as a basis of knowledge that they can then use to learn about other things. A quote from a parent that had a child in Deweys school really sums up this problem saying, We have to teach him how to study. He learned to observe last year (Storr). I think that Dewey had the right idea, but he had everything backwards. First, the student should learn a foundation of knowledge, from something like a textbook, and then they can go out and experiment and apply that knowledge to real everyday situations. John Dewey was a great philosopher that made ground-breaking advances in education. He was a man that practiced what he preached and for that I have great respect. I do like Deweys ideas in doses. In the end, I think that a good balance of his experiential learning in combination with a disciplined study of information and textbooks is the best form of education. While his ideas did have their flaws, the direction that he took American education was for the better.

A Place Of Your Own :: essays papers

A Place Of Your Own Reading chapter 36 of The Malling of America, of William Kowinski, I see a man who does not like how America is progressing in time. He believes that we are heading towards a time when everyone will be preprogrammed to be hard-core consumers and the world is going to be dominated by money. In chapter 36 of his book, he explicitly blames the mall as being the cause and proponent of this change. I agree with Mr. Kowinski’s ideas of the changing world, but I do not agree that the shopping malls are to blame for the changes. The malls purpose is to produce a profit for the investors. If shopping centers were not profitable then it would not be there. Unlike Kowinski’s views of the mall, I see a place where people, especially young adults, congregate in a safe environment. The mall offers working opportunity to young adults. Opportunities where someone with no experience and qualifications can work. I believe it can be quite hard for a young adult to obtain a job where there are many responsibilities and the requirements are experience and knowledge. I disagree with Kowinski’s that the benefits of a job in the mall are overrated. With a job at the mall, young adults learn to set goals. Even thought these goals might be little goals, but the little goals also have many lessons that shape members of our society. Kowinski writes about a young girl who works at an establishment in the food court of some mall. Kowinski underestimates the influence of the perfect curl on top of the ice-cream cones. The girl learns to take pride in what she does. Not the pride in a perfect curl but pride in the fact that she has accomplished a goal that has thought here perfection, alertness. And some of these lessons might help her in the future. The mall also provid es job for young adults who need the paycheck for living and/or education. A study by the International Council of Shopping Centers found that there are many teenagers in shopping malls and the mall is a place where teenagers like to go. The International Council encouraged the teenage presence because ‘the vast majority support the same set of values as does shopping center management.

Helsinki European Summit :: European Union and Turkey

1. INTRODUCTION It is certain that being a member of the European Union (EU) is a very hot debate for Turkey since 1950s. According to some journalists, Turkey-EU relations remind you of a couple who live together without a legal marriage bond. Though, this process has evolved for the past fifty years and effected both interior and exterior relations of Turkey with the other states and vice versa. Whether Turkey’s own internal problems or to qualitative changes in European integration over time, her efforts at adaptation are significantly older than most of the other candidate countries. Turkey is ahead of the countries that are seen as our equals regarding the admission criteria. When the historical facts based on the agreements and acts are examined, the EU-Turkey relations could be divided into three parts; such as â€Å"preparation†, â€Å"transition† and â€Å"final† periods. Preparation period could be considered as the establishment of the first relations between European Economic Community by Ankara Agreement and transition period is seen as the way to the full membership of Turkey by being a member of the Customs Union Joint. In this case, Helsinki Summit would be the heart of the ongoing process. Most of the thinkers and academicians assume that Helsinki Summit paved the way for Turkey's full membership to the EU. For this reason it would be the final period. Most of the comments and criteria were finalized and EU Commission declared its most recent opinion on enlargement process and submitted its views on each country expecting to become a member at the Summit. In this context Helsinki Summit would be the main theme of the paper. While depicting the importance of the summit for Turkey, the Turkey-EU relations would also be explained briefly. Since this study has its own limitations, in spite of a vast amount of source –journals, speeches, official records and more- the case would be examined in a descriptive perspective and would follow the chronological line of the case. 2. THE HISTORICAL BACKGROUND OF TURKEY-EU RELATIONS European Union (EU) has been through a series of transformations from the date it was established. First Organization of European Economic Community (OEEC) has developed day by day and came to the point where it is today. The idea of EEC was to establish a peaceful and integrated Europe after the Second World War. For this reason, the main theme of the ongoing organization has never been changed during the process of transformation.

Jeannine :: Personal Narrative Papers

Jeannine She had seen things and experienced a life that I only knew about through the movies. She acted as though she knew I would not be able to understand her, but I could see in her eyes that she hoped I could. e stood in the driveway, physically closer than we had been to each other in two weeks. Jeannine, my sister, did not stay at home too much anymore. She had dedicated her existence to her boyfriend Steven and chose to live with his family so that the two of them could be closer. My parents were supportive and open, but they would never have let their seventeen year old daughter sleep in the same bed under their roof with her nineteen-year-old boyfriend. So after countless years of tension and arguments, my sister had achieved what she had sought for years, independence from her family, but most of all from her older brother. Now standing in that driveway, our childhood playground, as I prepared for the long journey to James Madison University, we realized that the past five years of our lives had been wasted. Her constant struggles to get out of the house coupled with my harsh attempts to see that she met that goal consumed our adolescent years, the period where we needed each other the most. My parents told me that they were ready to leave, and I gave Jeannine a long hug. It was the first time in half a decade that I gave her a meaningful show of affection. I met her with the love that I had suppressed for so long, rather than the hate and loathing that was quick to my aid in the many years of confrontation that we shared. It was then, as her head rested on my chest and her arms wrapped around me, that I realized the wrongs I had done to her. All of a sudden, I did not want to leave. I had my sister back, how could I abandon her again? No one can really claim to have a perfect childhood sibling relationship, but we were still very close. At times, we could even be proud of one another. Yet, as in all sibling bonds, these good tidings never lasted. Our games of tic-tac-toe or kickball with our friends would go from friendly backyard, Little- House-on-the-Prairie type moments to screaming matches in a matter of days. Jeannine :: Personal Narrative Papers Jeannine She had seen things and experienced a life that I only knew about through the movies. She acted as though she knew I would not be able to understand her, but I could see in her eyes that she hoped I could. e stood in the driveway, physically closer than we had been to each other in two weeks. Jeannine, my sister, did not stay at home too much anymore. She had dedicated her existence to her boyfriend Steven and chose to live with his family so that the two of them could be closer. My parents were supportive and open, but they would never have let their seventeen year old daughter sleep in the same bed under their roof with her nineteen-year-old boyfriend. So after countless years of tension and arguments, my sister had achieved what she had sought for years, independence from her family, but most of all from her older brother. Now standing in that driveway, our childhood playground, as I prepared for the long journey to James Madison University, we realized that the past five years of our lives had been wasted. Her constant struggles to get out of the house coupled with my harsh attempts to see that she met that goal consumed our adolescent years, the period where we needed each other the most. My parents told me that they were ready to leave, and I gave Jeannine a long hug. It was the first time in half a decade that I gave her a meaningful show of affection. I met her with the love that I had suppressed for so long, rather than the hate and loathing that was quick to my aid in the many years of confrontation that we shared. It was then, as her head rested on my chest and her arms wrapped around me, that I realized the wrongs I had done to her. All of a sudden, I did not want to leave. I had my sister back, how could I abandon her again? No one can really claim to have a perfect childhood sibling relationship, but we were still very close. At times, we could even be proud of one another. Yet, as in all sibling bonds, these good tidings never lasted. Our games of tic-tac-toe or kickball with our friends would go from friendly backyard, Little- House-on-the-Prairie type moments to screaming matches in a matter of days.

Perserving Nature, Perserving Us Essay

When John Berger suggests, â€Å"It is within this bleak natural context that beauty is encountered, and the encounter is by its nature sudden and unpredictable† (Berger 92) he establishes that even though there are rare moments of beauty found in nature, none of them are permanent. He goes further to explain that these moments of beauty are examples of art: â€Å"Art is an organized response to what nature allows us to glimpse occasionally† (Berger 94). This suggests that nature is only beautiful when these infrequent flashes are captured in art. For example, the idea of the white bird that Berger discusses in his essay is taken from nature and is molded into a delicate, precious handmade piece. When the real bird is mentioned in his essay he says, â€Å"Outside, in minus 25 °C, the real birds are freezing to death† (Berger 94). His outlook on nature is portrayed as beastly. Only the idea of the white bird sculpture is beautiful to him. Though the suffering bird isn’t the most appealing thought; it is nature, it is real. He is referring to his idea that â€Å"within these bleak natural contexts, beauty is encountered.† of beauty, how can these people continue to be so dedicated with preserving nature? It is advocated that nature is consistently beautiful alone. These organizations and groups are devoted to preserving and allowing nature to be beautiful permanently. Like Berger says art is the permanence of nature’s beauty, the goal of these people is to transform the art, or the instant of beauty into an endless aesthetic. A picturesque moment in the eyes of Berger is instants that provoke aesthetic emotion. These brief seconds in time portray hopefulness within nature. He says that by organizing these hopeful and beautiful moments in time, art is therefore formed. Art by definition is â€Å"any of various pursuits or occupations in which creative or imaginative skill is applied according to aesthetic principles† (OED). These moments are found so sparingly because nature is and will always be uncertain. Even in today’s world with all the technology, we are still not prepared for the wrath of nature, let alone to fathom how harsh or when these unstable moments will arise. The idea Berger offers that nature solely has brief periods of beauty supports my question of why people try so hard to preserve nature itself. Today people are involved with  environmental programs such as Greenpeace and recycling, all with the same goal of trying to preserve and save the future of our planet. If Berger’s point of view is that nature only has a certain extent of beauty, how can these people continue to preserve nature? We see beauty all around us. It starts right here at home. Being a student at NYU it’s customary to walk through Washington Square Park each day. While in the park we see many forms of art. The question arises that why in an urban city do we have parks? We have an assortment of parks, from central park to Union Square Park and many more through out the city. Well the logic behind having these parks is that they portray beauty in the most desolate areas. After a long day of being locked up in classes, the only thing that acts as an outlet from classes and school is sitting in Washington Square Park. The park not only acts as an escape, but it allows one to find peace within the stressful and chaotic city. When I am in the park I can clear my mind as well as be one with nature. Nature is beautiful. Nature or these parks will always be beautiful even in the winter. How many times have you seen pictures of Washington Square Park with snow covered benches, and the frozen fountain, and it still be the most breath-taking scene? The community and these organizations thrive on upholding, and protecting parks such as these. It is because of people like this, people who care, people who see beauty where it may not be all the time is why nature and these parks are aesthetic. Ann Zwinger, the author of â€Å"A Desert World† allegorizes the representation that nature holds. Her core ideas of endurance, empathy, and anguish that each grain of sand holds exemplify her reason for constructing this essay. Nature gives us a certain consideration for how the world cultivates itself and how it has fashioned our daily lives. Zwigger views the most desolate environment as beautiful and hopeful. Similarly, Berger’s essay implies that nature’s beauty comes and goes whereas Zwinger makes it clear that nature always demonstrates beauty and stories. She furthers her thinking by clarifying, â€Å"I tally the physiological adjustments of blood and urine, hearing and seeing, of adaptations in behavior that make life in the desert not only possible with verve, qualities seen and unseen that spell out not only survival, but survival with zest† (Zwigger 416). These things that survive in nature are not hardly getting by, but yet they flourish because of innovation forced upon them when evolution occurs. It is important to remember how the world  came to be signifying the optimism of aesthetics, and yet there is still an immense area for development. The sight of a visually appealing landscape is irreplaceable, but also a memorandum of where we come from. If we take a step back and try and interpret what Zwinger is trying to say, she is saying beauty is in the eyes of the beholder. To me what may be beautiful is the opposite of what Zwinger thinks. She views the cave and the desert to be the most beautiful thing. However, to me I find the sparkling waters in the Caribbean simply spectacular. As she finds the ability of animals to survive and evolve in the desert to be beautiful and intriguing, comparably, I find these sea creatures to be the same. The amount of ocean life that is flourishing that we don’t even know about is not only unfathomable but is beautiful. Even the unknown of nature is beautiful. Damien Hirst perfectly depicts art that is nature frozen in time similarly to the concept that John Berger discusses in his essay. Hirst’s series â€Å"The White Cube,† are these simple, transparent glass boxes with motionless animals inside them. These animals are not just examples, but they are nature’s beauty captured by art. This explicitly illustrates my thoughts on the biggest contrasts between how Berger views nature and my own views. I feel that by capturing these moments they become stuck or full of tension. Moreover, Hirsts artwork can are arguably not be beautiful in that life cannot be seen in these still pieces of art. On the other hand, to further my thinking, Zwinger may view his work to imprison nature. These freely roaming creatures are now fixed. The question posed in this essay was why do we preserve nature? I believe that nature is kept preserved because if we do not uphold nature, we will not be alive. There are many things in this world that we take for granted, nature being one of them. Even Berger describes nature as being â€Å"energy and struggle† he goes further to articulates, â€Å"Nature has no promises.† Berger fully understands the delicacy of nature but he fails to recognize its overall beauty. Furthermore I think that from nature’s beauty humans can learn about themselves. An example of this can be hunting. Humans hunt for animals, however hunting teaches you a lot more then just how to shoot a gun. Hunting teaches you how to be patient. It teaches you to respect and to be thankful. Hunting is a form of nature. It is a way of life that happens within nature everyday. If we keep these positive attributes of nature in mind we will want to preserve the wilderness. The more we look into why we  keep nature around the more we can learn about ourselves. Works Cited Berger, John. â€Å"The White Bird.† The Sense of Sight. NY: Vintage, 1993. 5-11. Zwinger, Ann. â€Å"A Desert World.† Trans. Array Occasions for Writing- Evidence, Idea, Essay. Boston, MA: Wadsworth Cengage Learning, 2008. 415-416. Print.

Strategic Management and Production Differentiation Efforts

Government policies can have a significant impact on the average profitability of firm s in an Industry. Government, however, Is not Included as a potential threat In the five forces model. Should the model be expanded to include government (to make a â€Å"six forces† model)? Why or why not? 2. How would you add complementary to the five forces model? In particular, if an Indus try has large numbers of complementary, does that make It more attractive, less attractive, or does it have no impact on the industry attractiveness?Justify. 3. Which firm will have a higher level of economic performance: (a) a firm with valuable, rare, and costly-to- Imitate capabilities competing In a very attractive Industry or (b) a firm with valuable, rare, and costly-to-imitate capabilities competing In a very unattractive Industry? 4. Will a firm currently experiencing competitive parity be able to gain sustained advent age by studying another firm that is experiencing competitive advantage? Why or why not? 5.Firms engage In an actually called â€Å"forward pricing† when they establish, during the e rely stages of the learning curve, a price for their product that is lower than their actual costs, in an dedication of lower costs later on, after significant learning has occurred. Under what conditions, if any, does forward pricing make sense? What risks, If any, do firms engaging In forward pricing f ace? 6. When GOES exist, firms with large volumes of production will have lower costs than too SE with smaller volumes of production. The realization of these economies of scale, however, is far from

What’s Wrong in Marrying?

On reading Catherine Newman essay â€Å"I Do. Not. : Why I Won’t Marry? ,† the first point that arises in the mind is the amount of power and choice that women enjoy today. One cannot simply imagine this kind of freedom of thought or expression from a woman say, a hundred years back. Those were the times when most women didn’t even have the liberty to analyze or acknowledge their needs and desires. While the freedom that women enjoy today is a welcome change, Newman’s essay is wrought with a number of misconceptions and apprehensions. It appears that she hasn’t gotten over the fear of slavery that people experienced centuries ago, especially the one brought by the institution of marriage. The invisible bond that keeps together any relationship is trust. It may a bond between a child and its mother or father, between friends, between a student and a teacher, between two life partners, or between husband and wife. In today’s world a man and a woman have every freedom to choose their life partners. And, they can also choose on how they wish to live—whether they want to formalize their relationship by marrying or simply carry on until they are sure of each other. Prudent people will use their wisdom in weighing the pros and cons of any relationship that they may get into. Newman’s objection to marriage is the way in which a bride is â€Å"given away† by her father to her husband in the altars. She argues that the number of gifts that the father bestows on the daughter and the heavy money that he spends on the wedding make the bride look like a â€Å"commodity† that is being transferred from one to another for a sum. By this argument she overlooks the love and care that the father has for the daughter, and the last thing that will be in the father’s mind at the altar will be the welfare of his daughter and her new family and definitely not the money that he is spending on the occasion. There are many marriages that take place in a very simple manner and there are many that take place in a pompous manner. It all depends on the spending capacity of the families concerned and that doesn’t have any relation to the bondage and goodwill that goes with the ceremony. Newman mocks at the ritual where the bride blows the candle from her father by telling that the bride blows away her â€Å"naughty old independent self. † This straw man argument totally misrepresents the bride’s position and it is a negative way of looking at things. It would have been healthier if she had looked at the ritual from the point of view of the bride lighting up one for her husband and had said that it portrays that beginning of a new life. This only goes to strengthen Newman’s misconceptions of marriage. Another lame argument that Newman puts forth against marriage is by projecting the gay people. She argues that married people fail to acknowledge gay people and even humiliate them. This is a gross generalization and her fear of marriage is further proved when she asks the readers to assume marriage as a â€Å"fragile and gasping little injured bird† in trying to promote the cause of the gay community. She acknowledges that she had had gay relationship in the past until she found her partner, Michael. Her thoughts are baseless when she argues that she will be doing injustice to her gay friends â€Å"if I put on a beaded cream bodice and vowed myself away in front of all our gay friends. † She assumes that they will be â€Å"gossiping wickedly† against her and even goes to justify that â€Å"what they’re snubbing should certainly be a viable option. † Newman states out loud and clear that she doesn’t believe in monogamy. The argument that closely follows this statement is purely sensual in nature. She argues if â€Å"climbing onto the same exact person for fifty years† will maximize our â€Å"brief fling on the earth. She argues for variety and says that â€Å"it seemed cruel and unusual that one should have to give up so much in order to commit to a man. † She agrees that she and her partner do not practice monogamy and doesn’t seem to have any regrets about it. This doesn’t justify her stand against marriage nor are her arguments sound enough to rationalize polygamy. Some fears that Newman expresses towards marriage are the fear of losing her individual identity and the life-long commitment that wedlock demands. She conveys that neither she nor her partner ever felt the need to get married. She argues that strongly held beliefs on marriage and commitment can be aloof â€Å"from the world where people actually feel things†¦ The best life partner is exactly the sort of person who doesn’t crave possession. † She claims that marriage brings with it the baggage of possession of one’s wife or husband! This argument is feeble in today’s world. People are quite independent to do what they want, and what keeps a family together is not â€Å"possession† but simple caring, and love and take. Newman seems to enjoy the fact that she gets to choose and be chosen to continue her relationship with her partner every day. She says that when a couple is not married and when they remain partners, they have to constantly keep choosing each other. She seems to take pleasure in the choice that she and her partner make every day to keep the relationship going. This way they feel more wanted and the â€Å"unmarried space† helps them to move forward and keeps them going she says. Dr. Neil Clark Warren in The Cohabitation Epidemic sums up this attitude beautifully well: â€Å"The fundamental agreement upon which live-in relationships are based is conditional commitment. This attitude says, â€Å"I’ll stick with you as long as things go well. But if we run into problems, all bets are off. † Relationships that begin with a quasi-commitment carry the same mind-set into marriage. When things become trying, as inevitably they will from time to time, the spouses say goodbye. † Newman says that they are quite devoted to each other, and with the birth of her child the bond between them has only grown stronger. She feels that there cannot be anything more â€Å"permanent soul binding than the sharing of the child. † She proudly confesses that her partner has taken on to his duties as a father like a fish to water. But somehow, the fear of getting married seems to linger on and she continues arguing against marriage. Newman’s fears are purely psychological in nature and they do not have any solid reason behind them. In putting forth pseudo intellectual arguments she does not offer clarity of thought. Her thoughts are distorted views coming from an immature person with some kind of a psychological fear for commitment. It is natural that a person who seems to have a fear psychosis towards marriage objects to it. Wedding or live-in relationship—it all depends upon the individuals. As Nancy L. Van Pelt and Fleming H. Revell put it, â€Å"Whatever happiness is achieved results from personal effort, knowledge, love, and commitment. † No magic happens with marriages in making individuals better. There are men and women who walk out of marriages even after having children. So, Newman’s argument that kids are â€Å"permanent soul binding† is void. However, with marriage, the commitment becomes legal and the people involved in the break up are legally bound to fulfill certain obligations to each other. So even while the break up is painful, there is still a legal protection offered. In a live-in relationship, this protection doesn’t exist.

Learning Analysis

I wanted to apply for a job maintaining databases; however, the company I was applying for used a different program which I needed to learn before being considered for the application. Although I had no assurance of being hired, I bought the program and the book and resolved to learn the program on my own. Whether I get the job or not, I have learned something new to add to my rà ©sumà ©. In my Human Resources Management class, we were taught that the best way to gather information about the prospective applicant is to look at their rà ©sumà ©Ã¢â‚¬â„¢s and that it is often the most used preselection tool. A rà ©sumà © that is complete and presents current information about one’s qualifications and skills will get the most points during selection (Newell & Scarborough, 2002). Moreover, it is also important that when a skill or expertise is listed on a rà ©sumà © it is actually verifiable and that one could demonstrate it if needed.This meant that if I really wanted that job, I should be able to master this program or be able to work with it before I submit that application letter. I approached the task with a sense of urgency since the deadline for the application was in a week. I recalled that in the recruitment process, it is important to have a time frame of the recruitment activities as sometimes the need for an applicant to the position is immediate (Newell & Scarborough, 2002), since the time frame for the application process was in a week, I figured the company must really be in a hurry to fill the job vacancy.A vacancy in the company can be brought about by external turnovers, where the employee voluntarily leave the company, or an internal turnover, where the employee is promoted to a higher position (Mathis & Jackson, 2006). Database administrators usually work alone and it is a very specific job that its job description is basically about how to enter and update information in the company’s database and based on this, I deduced t he former employee of the company I was setting my eyes on resigned. Voluntary resignations often occur because of the need for better paying jobs, job dissatisfaction, disagreement with the management and a whole lot more. However, it would be too much of me to think so far ahead about the reasons why the former database administrator left; it’s the case of counting the rotten eggs even before finding the hen.I was in the middle of my thoughts when I realized that I was not yet working on the program. So I proceeded to install the program on my computer and scanned the guidebook to familiarize myself with the icons and the layout of the interface. Setting up the program on my computer was easy; I followed the instructions carefully and installed the software tutor to help me. Then, I had the book of instructions and proceeded to punch out some commands and clicked on the icons on the screen in front of me. Then after 10 minutes, I realized I was not learning anything!I could not make heads or tails about what the program was about really, and it was like a tangle of senseless letters and numbers. Besides, my head was spinning from straining my eyes at the monitor and then looking at the guide book and asking help from the program tutor. In this predicament, I found myself looking back at the human resource management theories that I took up this semester at the university. HR concepts and theories are actually valuable instruments that would help organizations become productive (Ulrich& Brockbank, 2005)I remembered that motivating people to learn something new or to have them attend skills training is one of the most difficult tasks that an HR manager have to face. Research had found that employees willingly attend trainings and workshops since it would free them from their daily work routines, however, whether they learn anything from it or not has not been established (Kraiger & Ford, 2006). Although, researchers agree that an employee who have posit ive attitudes towards the training program would likely benefit more from the training while a negative attitude towards the training sessions would mean that the possibility of learning has already been blocked. Designing an effective training program should be based on motivation theories and adult learning.Motivation theories indicate that in order for the individual to accomplish a task, the goal itself should be one that the individual values (Mathis & Jackson, 2006). This would mean that the training should be one that is related to the work tasks of the employee and that it could be perceived as an opportunity for growth and development. Training activities should also be designed to provide opportunities for the participants to succeed and feel that they are competent, thus, if the skills training is about making performance evaluation instruments then the participants could be asked to make their own instrument and input can be given in how to make performance evaluations w hich would either validate the participants skills or teach them new ones.The needs theory of motivation also says that trainings should answer a need; this means that the employee will perceive the training as personally important to him/her if it satisfies a need. The need for growth, for achievement, for competence and for affiliation is answered by training programs. When an employee is required to attend a training workshop, it tells him that the company wants him to become better at his job, that they care about his personal quest for professional growth, and that the company is looking after their employees (Pfeffer &  Veiga, 1999). Aside from motivation, a key factor in effective training programs is adult learning theories.The effectiveness of trainings and workshops is measured by the amount of skills transferred from the training to the actual job (Kraiger & Aguinis, 2001). However, literature says that training effectiveness in terms of learning transfer has not been a dequately studied due to the difficulty of monitoring learning in the workplace. Adult learning theories suggests that adults learn experientially, that is by doing and applying what is being taught (Nkomo, Fottler & McAfee, 2005). Thus, if the skills being taught are customer service courtesy, it would be more effective if the skill is taught using role playing techniques and applying it to real life situations than if it was just taught using lectures.Moreover, learning happens in a continuum, one being effective learning and remembering and the other is end is forgetting and decay. Thus, trainings should be given periodically, it should not be a one-shot deal where you would expect that everything is learned and that it should not be repeated (Salas,  Cannon ­Bowers,  Rhodenizer  &  Bowers, 1999), however it makes no sense to train employees on something that they do not need or one that is not relevant to their jobs. After, this musings and theoretical exercise, I went back to my database program and begun learning it in a different approach.First off, I delegated a time for my learning schedule that is on the same time everyday, then I chose between the guide book or the tutor to help me since using both would be confusing and exhausting. From what I learned on adult learning, the training session should be interactive, one that I can work on and see concrete results or outputs, so settled for the tutor and ditched the guidebook. Second, on my first session, I read the introductory part of the program and had the tutorial run to give an overview of the program, because the HR texts said one must first understand what the training is for and where it could be used to make the person’s job easier or more meaningful.The tutorial was interactive so I got to associate the different commands with its specific functions and I remembered it easily because I could visualize the icon, no wonder programs have icons, it makes the manipulation of the program simpler. After several tutorials I then proceeded to work on the program on my own, I printed the sample exercises and then proceeded to work on the database using the exercises and if I could not make sense of it, I then asked the tutor for help.The best thing about the activities was that it worked on an actual data, although it was fictitious, I had something to work with and could treat them as real. What was gratifying was that every time I was able to complete an exercise and produce the output exactly as it was presented in the training program, I felt I accomplished something and I was sure that I was really learning. At present, I am still on the third chapter but it has been a good run, and that job application seems to be on the positive side since many of those who applied are also not familiar with the program.ReferencesKraiger, K. & Ford, J. K. (2006). The expanding role of workplace training: Themes and trendsinfluencing training research and practice.   In L. L. Koppes (Ed.), Historical perspectives in industrial and organizational psychology.   Mahwah, NJ:   Lawrence Erlbaum Associates.Kraiger, K. & Aguinis, H. (2001). Training effectiveness: Assessing training needs, motivation,and accomplishments.   In M. London (Ed.), How people evaluate others in organizations:   Person perception and interpersonal judgment in I/O psychology.Mathis, R. & Jackson, J. (2006). Human resource management 11th   ed. Boston:Thomson/Southwestern.Newell, H. & Scarborough, H. (2002). HRM in Context – A Case Study Approach. London:Palgrave.Nkomo, S.,   Fottler, M. & McAfee, R. (2005). Applications in human resource management:Cases, Exercises, and Skill Builders 5th   ed. Boston: Thomson/Southwestern.Pfeffer,  J.,  &  Veiga,  J.F.  Ã‚  (1999).  Ã‚  Putting  people   first  for  organizational  success.   Academy  ofManagement  Executive,  13,  37 ­48.Salas,  E.,  Cannon ­Bowers,  J.,  Rhodeniz er,  L.,  &  Bowers,  C.  (1999).  Training  inorganizations:  Myths,  misconceptions,  and  mistaken  assumptions.  Research  in  Personneland  Human  Resources  Management,  17, 123 ­161.Ulrich, D.& Brockbank, W. (2005). The HR Value Proposition. Boston: Harvard BusinessSchool Press.

SODIS in Winter Lab Report Example | Topics and Well Written Essays - 1000 words

SODIS in Winter - Lab Report Example The plastic bottles were then shaken for a period of twenty seconds followed by filling the bottles completely. One bottle was directly taken to the lab for the initial E.Coli count of the available raw water sample. The remaining eight bottles were labelled as 1, 1F, 2, 2F, 3, 3F, 4, 4F with the numbers on the bottles corresponding to the number of days of heat and sunlight exposure. In this case, F was used to mean foil. Then the F bottles were all wrapped in a foil in ensuring that the samples were prevented from receiving sunlight and thus limited to receiving heat. After being exposed in the heat in the first day, the one and 1F bottles were brought to the lab for purposes of carrying out a E.Coli analysis. This procedure was repeated for the second, third and fourth subsequent days of exposure. In this experimental set up the control experiments were water without the UV-A exposure or sunlight and water without heat or solar reflector. In essence, this was just but raw water sa mple Observations In this experiment the observation were noted following a certain chronological order. In the first day in which the experiment was carried out outside for a period of 2 hours and thirteen minutes, starting at 12.17pm extending to 2.30 pm with the conditions of the day characterized by a cloudy sky with light snow furries along with a little sun shine, it was such that from 1pm to13:40pm, a cling wrap was inserted on the opening in helping prevent snow from interfering with the solar reflector. It was observed that the cling wrap inside surface steamed up necessitating the removal of the cling wrap. In day two in which the experiment was carried out inside and behind glass given that snows were falling outside. In this second day of experiment, the experiment was carried out starting at 12.28 pm extending to 4.40 pm conditions being such that there was no direct sunlight or SNOWING. On day three of the experiment, the experiment was carried out behind glass. From 1 1 am extending to 1 pm, there was a cloudy sky. However, the experiment was not facing the sun’s direction since the direction of the sun could not be determined. From 1 pm extending to 1:30 pm light rain was observed and the experiment was halted at 3.30pm following heavy downfall. On the last day of the experiment, which was on day four, the experiment was carried out from 12:30pm extending to 4:30pm and it was behind glass given that it was slightly snowing outside. As was observed on this day, the bottles had a green/brown colouring sediment and was not attached on the plastic bottle, though as observed it was somewhat denser than water. Results The data wereplotted in table 1 Table 1showing number of E. Coli (in Colony-Forming Units or CFU) and the exposure time (sunlight and heat) for the SODIS Method Experiment E.Coli J+1 J+2 J+3 J+4 Traite UFC/100ml 202 95 96 18 Controle UFC/100ml 427 418 205 241 Discussion According to the graphical representation of the experimental results in F1 above, it was clear that the heat treatment group had fewer E. Coli relative to the raw water sample (control group). More evidently, the sunlight, as well as the treatment group h

Four Types of Experimental Designs Essay Example | Topics and Well Written Essays - 4000 words

Four Types of Experimental Designs - Essay Example This report examines four fairly common research methodologies: survey research, case study research, ethnography, and mixed design. The pros and cons of each design are assessed, and examples are given. A survey or questionnaire is considered to be a relatively accessible, flexible research option. Generally, flexible designs offer benefits to research that is willing to change as new variables come up throughout the process, whereas fixed or quantitative designs such as will be mentioned later, offer benefits to research that is about stabilizing and controlling a certain state of variables or predictions. The quantitative or qualitative survey method is a popular choice among researchers. This methodology differs from explicit ethnography in that it is more rationalized and quantitative in nature, and primarily seeks to answer research questions through the proposition that scientific research cannot be proposed without substantive or grounded data to back it up. This makes the us e of statistical information very popular with other type theorists, but getting statistics on the future is difficult, and therefore this is another appropriate reason for the research subject to be covered in a quantitative survey manner, rather than grounded theory or ethnographic methods. When researchers use a survey, they often wind up finding out new research questions and directions, while measuring the opinions and attitudes of subjects. At the same time, they can present their data in a scientific way, through the use of ANOVA, SPSS software, and other methods.

Titus Andronicus Questions, Civility vs Barbarity Assignment

Titus Andronicus Questions, Civility vs Barbarity - Assignment Example en intervenes in an argument between Saturninus and Bassianus which he saw would lead to violence saying that that was not the way the Romans should behave. Titus also murders Tamora’s son despite her pleadings and this is a show of barbarism. He also shows civility by pleading with Titus to allow Mutius be buried within the family grave . This all happens before Tamora is married by Titus to become the queen. Tamora has all along planned to have her revenge on Titus. In the forest, Aaron and Tamora discuss of the revenge they were plotting of killing Bassianus and raping his bride Lavinia who was Titus most treasured daughter. After this act, lavinia is mutilated in the arms and tongue so that she cannot report the people who had raped her. When Titus finds his daughter in this state, he murders her because she had been raped which is quite uncivilized. This happens during the feast. This act is again followed by a series of other murders where Titus kills Tamora and is killed by Saturninus. Lucia then kills Saturninus to avenge the death of his father. At this point Lucia becomes the emperor asking for Saturninus to be given a state burial, Tamora body is thrown to be fed by the Beast and Aeron is buried alive. All these events are a revelation of the barbarism that exists in Rome despite their claim of being a civil

Why We Cant Wait Essay Example | Topics and Well Written Essays - 750 words

Why We Cant Wait - Essay Example People of color especially African Americans were seen as people who belonged to the lower or second class in society. As a result, African Americans were not allowed to access certain areas, and were not admitted to same schools as whites. It is clear that Martin Luther stated that African Americans could no longer wait for the followings things; ii. Lack of trust in government and politicians especially after the perceived failures of President Kennedy in that during his reign, Kennedy failed to establish a stance housing desegregation policy and did not address the issue of African American voting rights in states such as Virginia and Texas. It is vivid from the article that the media in American helped to propagate racial sentiments against black people. For instance, the media propagated racial segregation in their articles where they referred to black people as darkies, coons, and niggers. Their messages in the articles spread anti-black information and stereotypes. In schools, white children saw black children as inferior and worthless. All social institutions such as schools and churches reinforced oppression of the people of color particularly African Americans (Luther 56). Many things happening in the American society prompted Luther to write the book. For instance, King argues that the white race mistreated black people. He documents the following practices and norms to depict how pervasive and inclusive racial segregation was entrenched in society. Violence was used to place African Americans at the bottom of the racial hierarchy. For instance, the Jim Crow used war on drug to discriminate black people whereby, police applied excess force to arrest black men on conception that they were drug dealers. This reveals how the criminal justice system in America was racist in trying to connect the dots between earlier forms of social and current system of mass incarceration (Luther 61). There was rebirth of the

Managerial Acconting Essay Example | Topics and Well Written Essays - 2500 words

Managerial Acconting - Essay Example Product prices mean both fixed and variable factors and the cost unit bears a full burden of all the costs. The paper focus to illustrate the validity of the variable and absorption models of costs of production, which determines the levels of profitability of a product. It outlines the justification for difference in profits when using variable and absorption costing systems. It is imperative to note the main difference in profits when using variable and absorption costing systems. In absorption costing methods, fixed overhead costs are applicable to manufacturing costs, calculated per unit. That is, fixed costs divided by the units manufactured and sold over a period considered during costing. It results to the cost, per unit, of every unit that the firm manufactured or sold over a period. In variable costing, the fixed overhead is applied as a lump sum expense, rather than a unit. The fixed overhead include the summation of all variable costs such as raw materials and supplies among other costs. A sum of fixed overhead costs over a period is added. Instead of figuring the expenses on a unit basis, they are subtracted from the revenue as a lump sum figure. The unit profit calculated under absorption costing, therefore, is lower than that calculated under variable costing. Managements have interests that each product should have its total cost, both fixed and variable, and still generate profits. For every business, generating profits is the key target. If a product does not give benefits, then the management may consider discontinuing production over time. That implies that a product needs to recover all the costs involved in its production as well as provide returns to warrant profitability. Not all the goods provide the same contribution towards profitability. Some products may sell at a cost that covers variable costs to the maximum levels but fail to meet

Organizational Culture Procter & Gamble Essay Example | Topics and Well Written Essays - 1250 words

Organizational Culture Procter & Gamble - Essay Example The recruitment process at the company deploys innovative elements that help candidates implement self-assessment during the testing process (Recruiting Blueprint). Further on, the company philosophy declares equal opportunities for open positions and supports promotion from within, through on-the-job, formal and on-line training programs. P&G's corporate values can be found on its international website (Careers Global). These are leadership, Ownership, Integrity, Passion for Winning, and Trust. To me the most appealing aspects of the corporate value system are leadership and passion. In my opinion strive for leadership and passion are values a person is born with, but need to be developed and guided and this requires a proper corporate culture. P&G promotes these principles through strategic focus on work, dedication to innovation, and by valuing "personal mastery". Further on, integrity and ownership mean that individual and company interests are one and the same, which makes P&G's employees and associates owners of the company successes. Most of the company's products are manufactured in company owne... 486), namely: Attention to detail Most of the company's products are manufactured in company owned facilities (Sustainability Report, 2004). Being a consumer products manufacturer, details are important, because they create value for P&G's customers. Innovation Central to P&G's strategy is the company's capability to develop and introduce new products within short time limits (Ball et al, 2005, p. 450). Annually the company spends nearly $2 billion on R&D in 150 science areas (Huston et al, 2006). People orientation The power of people at P&G is focused on the following statement by one of the company's former CEO's: "[] But if you take away our money, our buildings, and our brands, but leave us our people, we can rebuild the whole thing in a decade" (Recruiting Bluepring). Aggressiveness Aggressiveness and competitive spirit is promoted through the stated values of "leadership" and "passion for winning". 4. Does the organization you identified have a strong or weak culture Explain. Is this culture ethical, customer-responsive, or spiritual Being a global employer to 98,000 people in 80 countries (Company Profile) is not an easy task. It requires wise management of people and processes, and a strong organizational culture. In my opinion P&G's culture is strong, because it promotes the same core values and principles in all its subsidiaries. Strong sustainable culture is sustained through strong selection practices worldwide; strong P&G's brand name, universal English language for internal communication, a Worldwide Business Conduct Manual (Sustainability Report, 2004) and other tools. When analyzing the culture, I can define P&G as a customer-responsive culture. There are many aspects that

Negative Effects of Illegal Immigration in the U.S Term Paper

Negative Effects of Illegal Immigration in the U.S - Term Paper Example Legal immigration benefits the U.S. each year; however, it’s illegal counterpart does not. Illegal immigration in the Unites States creates big problems for many businesses. "Three hundred thousand illegal immigrants enter the Unites States each year" (Green 4). Every year many illegal immigrants sneak across the U.S. borders, or forge the right papers. Many businesses in rural areas hire illegal immigrants knowingly for outrageously low prices. This hiring is not only degrading to the appearance of the US, but is unfair to other businesses that hire U.S. citizens. Illegal immigrants create greater competition between businesses, but for the ones that don't hire them it unbalances their earnings. Since illegal immigrants can be hired for much less than minimum wage, companies can maximize their profit by buying products cheaply, and cutting costs in staffing their facilities. The United States government has tried to enforce laws about the employment of illegal aliens, but has given up time and time again. Some employers may have even employed an illegal immigrant without even knowing it. Some immigrants obtain the papers for a citizenship, but instead of getting them signed by officials, they forge them and end up getting away with it. â€Å"Politicians, scholars, and citizens alike pronounce the immigration policy â€Å"broken,† as the number of illegal immigrants has reached an estimated 11 million.† (Papademetriou 2005). The issues of both immigration and naturalization are currently extremely sensitive and important issues facing the United States. The Immigration and Naturalization Act of 1952 clearly asserts that no illegal aliens are allowed into the United States. â€Å"In 2008 alone, 1,305 bills related to illegal immigration were introduced in the United States; 206 laws and resolutions were passed in 41 states.† (National Conference of State Legislatures 2009). Immigration and naturalization laws must be enforced in the U nited States, and without it America would become overpopulated and immigration would be out of control. The INS was organized in 1952 for the sole purpose of controlling immigration in to the United States. There are two ways of becoming a citizen of a country, which are by birth and naturalization. Naturalization is a process by which people become citizens from one country or region to another. Some countries do not allow naturalization or immigration due to over population circumstances. (Levey. 67). Illegal immigrants are breaking the federal law when they do not follow this process. Regardless of their reasons, they need to be held accountable for their actions. On February 7, 2003 the Immigration and Naturalization Service (INS) released its latest estimate for the size and growth of the illegal alien population in the United States. "The INS estimates that there were five million illegal aliens living in the United States, with the number growing by 275,000 each year."(Kobac h) New numbers are for the long term, illegal population is those who have been in the United States for at least one year. Many people question exactly how many illegal immigrants are really in the country. â€Å"In 2009 the Department of Homeland Security estimated that there were 1.68 million undocumented immigrants living in Texas. (The nation as a whole is said to have 10.8 million, according to the DHS; Texas has the second highest number of

Assessing Learners in Lifelong Learning Essay Example for Free

Assessing Learners in Lifelong Learning Essay Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009). By researching assessment and using a variety of formative assessment methods to assess learners during the courses and subjects that I run within my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, ‘Such informal assessment includes question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I have identified for improvement within  my own self reflections; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs of the group that it was a valid assessment method.’ (DTLLS Course, Day Five Reflective Journal). Having discussed in detail assessment on Day Five DTLLS Course has given me more confidence in identifying current, reliable and up to date assessment methods; ‘Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t criteria are about. I now feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference between formal and informal assessment has enabled me to become more confident in how I assess learners; I use a variety of informal assessments throughout my session plans’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, I regularly use self and peer assessment to promote learner involvement; ‘I also observe learners when they are peer assessing, completing activities through role play or discussion so I can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching in further and adult education)’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings back to the class, and other learners to give feedback.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s work. Within this session, I have also shown how peer assessment can be used to promote learner involvement; ‘This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class, most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning; When supporting learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/ 14). Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to; ‘learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivated them to do well.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what emotional  and physical health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive information about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learner’s difficulties more quickly and get them back on track (Hillier, Y 2005. ‘Reflective Teaching in Further and Adult Education’).’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc†¦. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011). I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘Following previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). I have found that, by asking learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and Training in Lifelong Learning’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own  professional development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme. It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). 2.b) How you carry out and record assessments to meet internal and external processes and requirements There are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; Assessment for Learning Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic; there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences Assessment for Learning Booklet.’ Each section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for devel opment for me for future self reflections. 2.c) How you communicate assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify i t as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal). Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and enco urages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole. 3.a) ways in which minimum core elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and application to assessing learners. I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session. I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, mad e decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and  09/04/14). Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). 4.a) the effectiveness of own assessment practice taking account of the views of learners It is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them; they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, and  the effectiven ess of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment. However, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to independent work on tasks or activities; learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment is  effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative Assessment in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). 4.b) ways to improve own assessment practice Having had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment; observation, written English, through completion of  tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment. Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this; ‘Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Conclusion There are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitioner;’ Reflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14) Jones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014) Jones, P. (2014) Reflection Journal Day Five (May 2014) Appendix One; PSYA2 Individual Differences; Assessment for Learning Booklet