Ibm Ceo Virginia Rometty

Female CEO Biography Virginia (Ginni) Rometty, IBM CEO Abstract IBM recently promoted Virginia (Ginni) Rometty to its top leadership position. Ms. Rometty will become the first white female chief executive officer in the company’s 100-year history and every move she makes will be carefully watched. Rometty has truly earned this position and has an impressive history with IBM to show it. There are challenges ahead but Ms Rometty’s education, experience and determination will suit her well in this new role. Female CEO Biography Virginia (Ginni) Rometty, IBM CEO On January 1, 2012, Ms.Virginia Marie Rometty took the helm as CEO of the 19th largest revenue generating company in the world and 5th largest in market value, IBM (Hempel, 2012). At age 55, she will earn a $1. 5 million salary to add to her current net worth of $25 million. Rometty began her ascent at Big Blue over 30 years ago and hasn’t looked back. Research into her background, education and experience p aint a picture of a woman who is the true embodiment of success. Rometty has paved her way up the corporate ladder using unparalleled determination and drive that can only be admired by career women (and men) worldwide.Born in July 1957 as Virginia Marie Nicosia, the IBM leader grew up outside of Chicago, IL. She is said to come from a close-knit family, the eldest of four and raised by a single mother who saw great potential in all of her children. Ginny and her siblings were pushed to aim high. Brother Joseph is a figurehead in the commodities trading world and recently stepped down from Allenberg Cotton after serving 30 years as the CEO. One sister is a partner at Accenture and another is a senior executive at Coca-Cola. In September of 1975, Rometty entered the McCormick School of Engineering atNorthwestern University on a General Motors scholarship (Waters, 2011). She went on to intern for the automobile giant during her junior and senior years and graduated in 1979 earning a B achelor of Science with high honors in computer science and electrical engineering, an area of study dominated by males. Upon graduating, she accepted a position at GM where she was responsible for application and systems development. It is also where she met her husband, Mark Anthony Rometty. They married in 1980. Rometty & Rometty have been married for 32 years and have no children.They live their personal lives as far out of the spotlight as possible. They own homes in New York and Florida and enjoy scuba diving, Broadway plays and golf. Ginni credits her husband with providing great strength, support and encouragement throughout her career; something critics have interpreted as sacrificing his own career in the process (The New York Times, 2011). This societal stereotype that women should stay at home (or have a less successful career) and men should be the primary breadwinners is detrimental to the advancement of women.Mark Rometty should be applauded for his self-assurance and not falling victim to this mainstream thought process. Shortly after her second year with General Motors, Rometty accepted a systems analyst/technical consultant position at IBM (Hempel, 2012). She spent the first 10 years working her way up through sales and management positions in a variety of industries such as banking and insurance and made headlines in 2002 when she was credited with leading the largest professional services acquisition in history. Bloomberg (2011) reports that the $3. billion acquisition of PricewaterhouseCoopers Consulting gained her the attention of then CEO, Sam Palmisano. Palmisano promoted her to senior vice president of Enterprise Business Services in 2005 and within 2 years of the move, she increased EBS’ profit by 42%. In 2008, she was made Managing Partner of the Business Consulting division and rose to head IBM global sales where she was responsible for IBM’s worldwide results exceeding $99 billion in 2010 (IBM, 2012). It was at this p oint she became recognized as one of the most powerful women in business and a potential successor to Sam Palmisano.A strong voice of women’s initiatives, Rometty has been instrumental in IBM’s Women in Technology Council and the Women’s Leadership Council. She has been named to Fortune Magazine’s annual â€Å"Most Powerful Women in Business† list for eight consecutive years and is also a regular on the presentation circuit speaking at industry and business conferences. She continues to serve on the Board of Trustees of Northwestern University and the Board of Overseers and Managers of the Sloan-Kettering Cancer Center (Daily Finance, 2012).Her strategic approach, innovative mind and keenness toward risk-taking define her leadership style. Ginni Rometty has said, â€Å"I learned to always take on things I’d never done before† (Hymowitz, 2011). She admits to having an ever-present internal critic who judges everything she thinks and do es. She quite enjoys this process of objective analysis and believes â€Å"growth and comfort do not coexist† (Hymowitz, 2011). Rometty has a magnetic personality and has always been comfortable engaging people and forging lasting relationships.This strength helped her to be at the top of her game in a career she has spent largely courting big name clients. Ms. Rometty’s new role is a first in her career, a first for IBM and a giant leap forward for career women everywhere. However, all eyes will be focused sharply on Ms. Ginni Rometty. While many have high expectations and are watching in hopeful anticipation, it is understood that there are significant challenges ahead. Some believe Rometty is not up to this task and is only promoting her predecessor’s vision and strategy for the future of IBM.She has stated her goal of adding $20 billion in revenue growth between now and 2015, and has further confirmed she will be following a plan put in place by Palmisano to do it (Zolman, 2012). However, it should be noted that Rometty had significant input into this plan and has implicit faith and trust in its underlying principles. Rometty does not accept second best and would not take stock in any plan for the future that she did not whole-heartedly believe in. Another area of concern expressed by Zolman (2012) is the change in corporate culture at IBM.Skeptics are critical of the inefficiency and ineffectiveness resulting from the layers of management that have accumulated over the last decade. These layers slow the decision making process, hide true accountability and cost the company large sums of money to provide salaries to managers hiding virtually undetected within these layers. Further, IBM has changed from a hardware company to a professional services corporation. While this decision has served them well for the most part, the sales culture is quite possibly tainted in that their product knowledge is limited and their desire for higher and higher margins is criminal.Rometty will need to address culture issues to keep IBM ahead of its industry. While the challenges are many, there is no one better suited to lead this icon of corporate America into the second century. Her technological expertise along with her storied business and management success at IBM make her a top choice to lead IBM. Ginni Rometty is driven and unrelenting and will only accept the highest levels of achievement in her pursuit. At the same time, her feet are planted firmly on the ground. She knows this will not be a walk in the park, and she prefers it that way. pic] References Daily Finance. (2012). IBM Key Executives. Retrieved November 17, 2012 from http://www. dailyfinance. com/quote/nyse/international-business-machines-corp/ibm/key-executives Hempel, J. (2012, September 20). IBM’s Ginni Rometty looks ahead. CNN Money. Retrieved October 16, 2012 from http://management. fortune. cnn. com/2012/09/20/powerful-women-rometty-ibm/ Hymowitz, C . , & Frier, S. (2011, October 26). IBM’s Rometty breaks ground as 100-year-old company’s first female leader. Bloomberg. Retrieved October 19, 2012 from http://www. loomberg. com/news/2011-10-25/ibm-names-rometty-to-succeed-palmisano-as-its-first-female-chief-executive. html IBM (2012). Virginia M. Rometty Bio. Retrieved November 15, 2012 from http://www03. ibm. com/press/us/en/biography/10069. wss Stewart, J. (2011, November 4). A C. E. O. ’s support system, a k a husband. The New York Times. Retrieved September 30, 2012 from http://www. nytimes. com/2011/11/05/business/a-ceos-support-system-a-k-a-husband. html? pagewanted=all&_r=0 Waters, R. (2011, October 28). More than a

Humor in Huck Finn Essay

Mark Twain depicts various types of humor in The Adventures of Huckleberry Finn. Satire is the first type of humor evident in the novel. Religion is the most common example of Twain’s satire, which he communicates through the character Huck Finn. Throughout the novel Twain satirizes prayer through Huck. In Chapter One, the Widow Douglas attempted to convey the importance of religion to Huck. She took out her bible and read stories of Moses to Huck. Huck was intrigued by the story of Moses and broke into a deep sweat as he waited to find out more about the biblical figure. However, once Huck learns that Moses is dead, he immediately loses interest in the stories. This example demonstrates Twain’s opposition to the blind faith found in church teachings. Parody is a second type of humor revealed in The Adventures of Huckleberry Finn. Parodies are most obvious in the exploits of the character Tom Sawyer. When Tom Sawyer’s gang of robbers was created Tom describes where he was able to think of such a â€Å"beautiful† oath. The book states, â€Å"Everybody said it was a real beautiful oath, and asked Tom if he got it out of his own head. He said some of it, but the rest was out of pirate books and robber books, and every gang that was high toned had it† (Twain 10). This is an example of parody because Tom Sawyer bases his life and actions on adventure novels and in this case created an oath out of them. A third type of humor that Twain employs is burlesque, specifically through caricature. This can be seen through the description of Huck’s father. In the following passage caricature is predominantly noted. He was most fifty, and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long mixed up whiskers. There weren’t no color in his face, where his face showed; it was white; no like another man’s white, but a white to make a body sick, a white to make a body’s flesh crawl – a tree toad white, a fish belly white. (Twain 24) Pap’s character generates an excellent example of burlesque through caricature. Huck describes his father as one would visualize him. From the description provided to the readers, Pap Finn is seen as an older man, very unkempt, pale as a ghost, and very hairy with a frightening appearance. Farce is yet another form of humor found in The Adventures of Huckleberry Finn. This type of humor is evident when Huck is kidnapped by his father in Chapter Six. Pap keeps Huck locked in their cabin, never letting Huck go anywhere unless Pap accompanies him. Pap hid the key under his pillow so that Huck would not escape. In a later scene, Pap chases Huck around the house with a gun. Although in modern society these scenes would be considered dark and dangerous, in Twain’s day it was thought to be a farce due to Pap’s physical use of humor.

Discuss the themes of identity explored Essay

Identity is made up of individual characteristics by which a person is recognized individually, as a member of a group, and of a wider society. We can draw this identity from our environment and setting, other individuals, memory, and also by contrast and similarities. Identity is needed to give people the ability to know who they are and to exude their individuality, as a form of existence, upon others. The forms of identity explored in these two plays are; the confirmation of identity and the sense of self. We can then maintain our identity by having physical identification and keeping personal relationships. The search for identity is a theme in Sophocles’ Ancient Greek tragedy, â€Å"King Oedipus†. Oedipus lacks sense of self because of a curse set upon him from birth. Before he was born, a curse stated that he would fulfill the prophecy of killing his father and marrying his mother. The play focuses on the gradual and delayed revelation of this oracle that he has already fulfilled. Moreover, it specifically focuses on Oedipus’ quest for his inner identity. In â€Å"King Oedipus†, Oedipus has drawn his identity from his surroundings. The setting of the palace, the riches, and the status define Oedipus, which is one reason as to why he is very confident at the beginning of the play. He also exudes confidence because he had previously saved the city of Thebes from the curse of the Sphinx and became king. However, his confidence is ironic, because he begins to question â€Å"who am I?† as his quest for the identity of the murderer of King Laius is eroding his own identity. Therefore, the revelation that Oedipus was the man who killed his real father, King Laius, married his true mother, the Queen, and raised a family through incest, begins to erode his confidence. Further evidence of this loss of identity is presented, when Oedipus goes through this discovery that he has fulfilled the prophecy. After insisting on hearing the truth, again and again, in the face of reluctant tellers, and after calling for an investigation of La ius’s murder, Oedipus says:  Ã¢â‚¬Å"Then once more I must bring what is dark to light.† This brave statement is ironic because it is not brave at all. The underlying meaning is that these words foreshadow his future blinding. It is foreshadowing because the investigation will reveal the dark secret of his incest, which metaphorically enlightens him with the truth, therefore giving him back his identity and individuality, but literally blinds him. This foreshadowing comes to the forefront when presented in the desperate tone of the comment: â€Å"Let all come out,  However vile! However base it be,  I must unlock the secret of my birth.†Ã‚  At this point Oedipus realizes he can no longer bear to look at his family, so he blinds himself by extracting his eyes with the Queen’s brooches. He is famed for his clear-sightedness and quick comprehension, which is ironic because he has been blind to the truth and is now physically blind. This blinding symbolizes that he cannot accept his true identity and has therefore lost his sense of self. The search for identity is also a theme in Samuel Beckett’s â€Å"Waiting for Godot†. The character Pozzo is constantly in need of confirmation of his identity, since he does not truly know whether he is recognised as an individual entity by those in his surroundings. The two most frequent characters, Vladimir and Estragon also need confirmation of existence. However, this is due to the fact that they are contemplating whether they truly exist. In complete contrast to these characters, there is Godot. He is a character that never appears, and rather than having his own obscure beliefs about his own identity, it is questioned by Vladimir and Estragon. Although, he does not have a search for identity, Vladimir and Estragon question his identity. A display of the constant need for confirmation of existence is shown through the character Pozzo. He attempts to achieve this confirmation through needing to be witnessed at all times. He demonstrates this in two ways: through material possessions, and through voice. Pozzo owns many material items such as a watch, a slave, and a food basket with wine and chicken, which is in complete contrast to the turnips and carrots consumed daily by Vladimir and Estragon. This contrast between Vladimir and Estragon and Pozzo provide Pozzo with his identity, and because he can compare himself to them, he knows he is Pozzo. He often consults his possessions such as his watch and his slave, he also pretends he has a need to use them like when â€Å"he puts on his glasses†¦he takes off his glasses.†3 Pozzo is lonely and starving for attention, which is why he strives for companionship in Lucky and attempts to stay as long as possible in Vladimir and Estragon’s company. A strong proof for this need of attention is presented in his â€Å"|terrifying voice|†;  Ã¢â‚¬Å"I am Pozzo! Pozzo! Does that name mean nothing to you? I say does that name mean nothing to you? †¦PPPOZZZO!† This authorative language is a faà ¯Ã‚ ¿Ã‚ ½ade covering his insecurities with himself, as is his use of power and cruelty over his slave, ironically named Lucky. Pozzo knows who he is, it is evident in the way he informs everyone he is â€Å"PPPOZZZO!† However, he needs confirmation of his identity from other people’s perception, which is why he always consults Vladimir and Estragon, questioning, â€Å"I am perhaps not particularly human, but who cares?†5 In this there is a great lack of self-acceptance, which demonstrates Pozzo’s strongest weakness. Additionally, Pozzo wants to make an impression on whomever he meets so that they can confirm his existence for him.

Power Quality in Electrical Power System Assignment

Power Quality in Electrical Power System - Assignment Example Hence the load that develops is one of the most prominent reasons as well as the most important victim of power quality related issues. Since they are non-linear in nature this causes great load which results in turbulence in the waveform of the voltage.   Ã¢â‚¬Å"Component  can be established. It is possible in the same way to correlate certain disturbances with consumption patterns of electricity, such as the early evening television peak in the harmonic distortion and signal Processing of  Power Quality etc.† (Bollen, 2006) Thus in order to overcome this disturbance there are numerous components used. These components prove to be quite efficient as they manage the load. Basically these devices are capacitors which are responsible to store electrical charges within them. This is designed according to the task that they need to cater. These capacitors aid in effective functioning of the machine ensuring standard power quality. The ranges may vary depending on the purpose they are meant to serve, today it has been observed that they also posses self healing capabilities which increase the life of the capacitor and moreover the product. This not only helps to increase voltage quality but also is economical. †¢ Why is it important to maintain high power quality? It is extremely important to maintain high power quality. It is noted that the best power quality is when the frequency of the electric supply results in a steady magnitude which coincides with the frequency of the sinusoidal waveform of the voltage. Since there is always some error and non-zero impedance occur in the supply system which is because of the great amount of load that might be faced by the system. This gives birth to another phenomenon of transients and outrages which fluctuates the reality. Hence when one considers the power quality they consider to what extent the power supply system is in correspondence with the ideal power supply system. â€Å"The targeted  power qualit y disturbances on the utility side include input voltage harmonics, voltage unbalance, and input inductor unbalance.† (Lee, 2008) these are the major causes of power disturbance which make it essential to maintain high power quality. Hence if the power quality of a system is good, reliable and efficient then any load which is associated with it will work effectively and efficiently. Also it will help to cut down the installation cost and minimize the carbon footprints. On the contrary if the power quality of a system is not satisfactory then the life of the product will fade furthermore the effectiveness of the installation will be badly affected. Economy would hamper as well as the cost of installation would eventually maximize and the carbon footprint will also be affected. This can result in no operation what so ever. The following reasons justify so as to why maintaining power quality is essential They will help to avoid unexpected power failures. Failure or malfunction of product is less. Causes no or little damage to sensitive devices. Avoids interference in communication. Saves loses and protects the systems. There is no requirement of increasing the installation in order to deal with failures resulting in economical solutions.

Homework 5 Essay Example | Topics and Well Written Essays - 500 words

Homework 5 - Essay Example The main aim of getting enlightened is to gain confidence in extricating themselves from minority, a public should enlighten itself hence have its freedom since in each society there is always a few independent thinkers, who are beyond the yoke of minority and embraced a spirit of rational valuing of one’s own worth which summons everyone to think of their own. Individual who by themselves are unable to be enlightened cannot be able to redeem the society from the yoke of minority which only deals with being dependent. For enlightenment to take place, freedom to make public use of one’s reason in all matters, this implies that one can argue as much as possible but obey due to the limits that exist with freedom. a person should obey the laid down procedures and process but also should be allowed to make remarks about the errors and also putting them before his public for appraisal. Though slowly, the society is becoming enlightened due to emergence of many scholars. Teachers and clergymen in schools and religious institutions who encourage people to be rationale thinkers, we cannot comfortably say that we are in an enlightenment age but we can conclude that wee are in an age of enlightenment. Kant states that were are in the genuine age of criticism where he explains that the power of judgment should no longer be put off with illusory knowledge and demands that reasons to be taken on a new difficult task which is called self-knowledge which shall be a way of instituting a court of justice, where the reason may secure its rightful claims while dismissing all its own eternal and unchangeable laws. In addition, the decision about the possibility or impossibility of a metaphysics in general and the determination of its sources which is mainly determined by the principles. for a critique to be complete it should have comprehensive system which should require derivative concepts to be present, however it cannot be pre-estimated in a

Airline labor-management conflict Case Study Example | Topics and Well Written Essays - 1000 words

Airline labor-management conflict - Case Study Example Therefore, he was balanced in his assessment of the situation. Ott (2006) had clearly pointed out that the fate of the airline rested with the management, ALPA representatives, the industrial court and the team of arbitrators who are mandated to manage the ALPA contract in the event that both sides in the conflict failed to reach an amicable solution. According to Ott (2006), the collapse of Delta would have created a big gap in the America’s aviation industry, leaving the remaining players to heighten their competition and inherit Delta customers and clientele base. A consensus on the issue of picketing pilots who were protesting pay cuts would stem the fallout following the airline’s move to control labor expenditures. The article is extensive in the sense that it touches on the future of would-be pilots who may start to wonder how they will survive in an industry coupled with risks and lower incomes. Factually, such cuts could have had negative repercussions on the then aviators, other professionals and stakeholders in the industry as well as subsequent pilots. Ott (2006) had painted out a clear picture of the short-term and long-term impacts of the likely collapse of Delta, suggesting that an estimated 50,000 jobs would be lost immediately. And with the exit of such a significant population of human resources and profitable assets, key Delta hubs such as Jackson International Airport would be reduced to idleness due to under capacity. And whereas other busy hubs that are dominated by Delta such as Salt Lake City and Cincinnati would face a similar fate, the airline’s rivals in the market like Continental Airlines would struggle to provide alternative air transport mechanisms. Ott (2006) had foreseen that the failure of Delta’s rivals to fit in its shoes would reduce the former busy hubs to hubs for more local flights. A complete reversion to the current bee-hive of activity in those hubs from fewer regional

The Theology of the Emerging Church Research Paper - 1

The Theology of the Emerging Church - Research Paper Example At the beginning of the 21st century, the emerging church arose characterized by a myriad of theological boundaries. Consequently, the emerging churches renamed their theological boundaries to represent their faith. Since many people consider the emerging church as a movement, various issues have come out about transcends of liberalism, conservatism and even modernism. The paper discusses how various transcends within the emerging church continues to affect theology. The paper will also discuss how emerging churches have led to the deconstruction of modern Christian worship, and the role of emerging churches in the postmodern society. Introduction Over the recent years, the world has witnessed the tremendous growth of faith-based and religious movements like never before in the history of the world. Across the dry land, millions of people streams into worship centers on selected days of the week to worship their creator. The newspapers have also carried the same stories since the est ablishment of the emerging churches that exhibit certain trends in the religious fraternity. The bookshops are full of books that speak about different religions and the same is true over the internet1. Undoubtedly, religious movements are second to political movements that sway people to follow certain customs and practices. To many people, the emerging churches have become the save haven of protection and many believe they are doing the right thing in their places of worship. Both print and broadcast media is full of coverage that highlights church activities and some even have gone ahead to stream live performances from churches. The speed at which the emerging churches spread is notable, and we can see movements in schools, universities, villages, and towns all professing inclination towards certain church. Each church has its own dogmas that differentiate it from the rest. However, it is important to note that these churches, no matter how diverse they are, they worship the sam e Creator—God. The proponents of the emerging churches believe that participants should support the movement as it draws heavily from the precepts of faith and thus, this is the foundation of worship. They continue to say that the emerging churches are like a new reformation that pulls people from headlong and headstrong and brings them into spiritual growth and intellectual lightness. The participants of the emerging churches are keen followers of the Bible. However, many of them do not understand the existence of the movement, and the foundations that formed their once-sound churches, seminaries or Christian Union movements in high schools and colleges. Consequently, a litany of sincere believers has fallen prey to a number of self-confessed church leaders who are out there to exploit them. This has led to a new trend in theology that goes against the set principles of the ministry of worship and praise. Some of these participants are men and women committed to diversify th eir choices of worship2. Moreover, these people are always ready to propel the movements they are part of up the theological spectrum for their own benefits. Then we have a question as to whether we really have inexplicable liberals and conservatives who are ready to cling to the old conventional labels that are not only genuine, but does not change theology even a piece. If we can define â€Å"emerging† in this context, it will mean something that â€Å"is budding, generative comradeship among Christians, that is, those committed towards a certain goal—achieving the love of Jesus Christ†. Thus, any emerging church has to base its doctrines of theology on this principle;

Objective and Projective Techniques Assignment Example | Topics and Well Written Essays - 250 words

Objective and Projective Techniques - Assignment Example At such times, projective techniques can provide information about the covert aspects of an individual’s personality (Gregory, 2004). Projective techniques like the Rorschach’s Inkblots or the Thematic Apperception Test use ambiguous stimuli that need to be interpreted by the individual. There are no limits to the kind of interpretations possible; and thus, the test allows the clinician to understand aspects of the individual’s personality that may not be accessible to them otherwise (Anastasi, 1997). The more ambiguous the test material, the more likely it is to elicit honest responses that reflect latent aspects of personality. This is because when the test material is ambiguous, it is difficult for the individual to predict how a response would be interpreted (Gregory, 2004). Projective techniques are often criticized as having less reliability as compared to objective techniques. This criticism comes from the fact that there are many different interpretations of a response, and subjective evaluation can play a strong role in this process (Gregory, 2004). The validity of these tests is also difficult to verify as the motivations they measure are unconscious ones. In order to counter these criticisms, many clinicians have published means of standardizing the interpretations and research that helps in accepting them as valuable clinical tools (Anastasi, 1997). Projective techniques are useful in assessing personality as a global construct and to identify latent anxieties and attitudes (Anastasi, 1997). These tests provide valuable information about factors that the individual is unable to tap directly; and can help in bringing together the results of other objective tests (Gregory, 2004). The one concern is that over exposure to the test material can reduc e the efficacy of these tests; and that the interpretations are best used when supported or complimented by data from other more objective

Disaster Safety Management Essay Example | Topics and Well Written Essays - 500 words

Disaster Safety Management - Essay Example This resulted in increased pressure and temperature over 200Â ° centigrade. Due to the blowing North-Westly winds, the vented gases were introduced to Bhopal. Regarding the safety issues, in November 1984 most of the safety problems persisted in the industry. The safety system was not good at that time as many pipes and valves were not in good conditions. The 42 tons of MIC was above the safety lines allowed. Due to these lacking and increased temperature and pressure, presence of contaminants, resulted in the emergency venting from MIC tank that caused release of toxic gases. Due to lack of safety instructions to the workers that cleaned pipes from water, without having slip-blind water isolation tap, the water entered the tank 610 and caused the problem. But these safety issues were denied by the corporation. The health effects at the start was the burning eyes, suffocation and vomiting. The Hamidia hospital reported the patients had symptoms of respiratory difficulties, blindness and visual impairments. Due to the toxic gases that were denser than air, these gases stayed near the ground. The people that ran rather than using vehicle were more exposed to these primary symptoms of suffocation, coughing, vomiting and eye irritation. Similarly the height differences caused more effects on short heighted persons.

Markting 3000 Essay Example | Topics and Well Written Essays - 500 words

Markting 3000 - Essay Example This paper analyses the different aspects of brand image on the development and implementation of a new product. Branding should be unique and attractive in order to catch the attraction of the customers. Logos or trademarks are important in developing a brand. Logos must reflect the theme of the product we are going to develop. It should not be confusing to the customers. It is not possible to convince the customers by selling high quality products for cheaper rates alone. Low prices, superior quality, great advertising, stunning packaging etc are part of brand development. All these things develop a psychological attraction among customers towards the brand, not the product. Market is overcrowded with millions of products of same and different natures which made the customer’s task more difficult in selecting a suitable product for them. In such circumstances they will put their trust on brands rather than the products. New product developers must keep all the above points in their mind when they planning to develop a product. New product development is a difficult and complex thing for entrepreneurs. The entrepreneur must research thoroughly in the market in order to realize the needs of the customers which were unmet by other suppliers in order to conceptualize the new product development process. In other words, realization of opportunity is the first step in the development of a new product. These opportunities must be analysed thoroughly in order to learn more about the possible success and failure factors of the new product which is going to be developed. If the entrepreneur was confident about the success of the product, then he can start the idea generation process. During this period, he must evaluate different ideas about the production, packaging delivery and marketing of the products which will help him to fix

Ultimate Project Essay Example | Topics and Well Written Essays - 2500 words

Ultimate Project - Essay Example Civil projects, on the other hand, are concerned with the study of public infrastructure such as roads, bridges and ports. In a construction project, members of a group subdivide themselves into design, financial advisors and legal teams. The three groups must work together to achieve results in the construction projects. When a construction project is taken seriously, and all its recommendations followed, it can lead to substantial achievements. A construction project is, therefore, a strong basis in the foundation of building construction. The following sessions were assistive in the course, and they are listed in line with their importance. In the above classifications, session one to eight had greater impacts on the construction project than the others. Introduction to Project Management The main topics, to begin with section four, are co-operation and togetherness. Co-operation entails offering assistance and having the willingness to assist in situations where possible (Taylor 45). When people work together, their productivity is increased. This is due to the belief that there is strength in numbers. Togetherness refers to the act of keeping closeness towards each other (Muller 43). Togetherness entails being united and acting as a group to boost levels of understanding. Some of the most essential aspects of this quality are in unlocking barriers that hinder teamwork. The importance of cooperation and togetherness cannot be underestimated under any circumstance. This session’s topic bears great relevance to the construction project. In a construction project, a lot of concentration is demanded. The group members need to come up with new techniques that are transformative in the construction sector. Members’ need should have a clear mind so as to note minor sensitive issue and discuss them effectively. This requires full concentration and cooperation. In these types of projects, every member’s contribution counts. Introduction to Finan ce In session five, focus and patience are the main topics. Patience refers to a virtue that enables people to wait for something to happen without hesitation. When a group is working on a project, they expect quality results out of the project. An excellent project requires a lot of time since the members have to execute conclusive and elusive research to determine facts. The members need to be patient in order to discover good results. Patience plays a substantial role in determining the success of any activity. Patience must be advocated every time since it carries the secret to success (Taylor 24). In our day-to-day lives, we encounter a lot. Sometimes we are faced with situations that are hard to manage, but we still make the right choices. When a person encounters something that is not clear to them, how they react to it matters a lot. When they analyze the situation, they can find ways of solving the problem (Taylor 4). The same scenario is faced by people who are handling a project. Construction project relates deeply to these virtues. When members are conducting research and trying to come up with meaningful ideas, they are faced with a lot of challenges that might makethem lose their patience. Members have to search deep into books to find hidden information that will assist then in perfecting their projects. Patience and focus, in this case, will give them perseverance. Business Development Business Developm

The Complete Works of Shakespeare Essay Example for Free

The Complete Works of Shakespeare Essay Helen Keller once said â€Å"The Fearful are often caught with the bold. † This was with reference to danger. She believed that those who avoided danger met danger as often as often as those who confront it. Shakespeare’s Hamlet has its share of the fearful and the bold, and both fearful and bold were met by a tragic death. There were numerous instances in the play that presented this. The whole cause of the plot of the play, the death of King Hamlet, is an example of this. He is known to have conquered lands and fought a lot of wars. He can be considered one of the bold for he faced death head on and yet the reason why he died was not through his wars but instead he got killed in his own backyard, literally. This example is a perfect specimen as to why Helen Keller made the statement. It is exactly this, wherein he was killed in his own home, that she has this belief. Death, need not be found in dangerous grounds, for it can standing right outside your door. Somehow, the proverb hints at some form of fate or destiny but in the case of Hamlet, the proverb is made true because of a miasma of actions between King Claudius and Hamlet. Due to their need to resolve the issues between them for Claudius to hide his crime and for Hamlet to avenge is father – collateral damage in the form of the lives of the people around them were affected, if not taken away. It is Claudius and Hamlet that face their destinies and yet, the ones fearful for them received the same fate. Ophelia is the most innocent character in the play. She followed her father’s advice after being told that Hamlet will just break her heart. For fear of it being true, she obeyed her father, but this didn’t save her from the sorrow that she will experience later. In the process of helping Hamlet, Polonius dies by his hand and this drives Ophelia insane due to the extreme sorrow that she felt. She couldn’t protect herself from emotional pain that she tried to avoid. Queen Gertrude, who just wanted her son and her new husband to get along, ended up being poisoned. She, too, wanted to help her son and protect him from whatever malady it was that he was experiencing. She was afraid for Hamlet’s health and life. In the end, she was poisoned by a drink that was meant for Hamlet. Rosencrantz and Guildenstern are the dynamic duo that tried to help their friend. The reason why they went to Denmark was to try and console Hamlet for the death of his father and try to unite him with his stepfather and uncle. Unknowingly, they were bringing Hamlet to his death. In their minds, all they were doing was bringing Hamlet to England to allow him time to recuperate. Rosencrantz and Guildenstern were killed instead. In the case of Hamlet, the proverb â€Å"The fearful are caught as often as the bold† applied to the people that surrounded Hamlet. This is what usually is called collateral damage, the damage that is inflicted on those beside the actual target. Also, these people who surround Hamlet are not at all mindful of their own danger. As a matter of fact, it never occurred to them that they will encounter death. However, they were afraid for Hamlet. Due to their affection for Hamlet, these characters tried to make him happy, protect him from himself, and protect him from others. In the end, all these people, afraid him, died tragically, even before Hamlet himself died. Therefore, those who were fearful for Hamlet were caught as much as the bold Hamlet in the tragedy of his vengeance. Reference: Shakespeare, William. â€Å"Hamlet†. The Complete Works of Shakespeare Ed. George Lyman Kittredge. Boston: Grolier Incorporated,1936: p. 1147

Importance of Monitoring Assessment Record keeping and Reporting

Importance of Monitoring Assessment Record keeping and Reporting Over the course of the previous 30 years assessment has been a major focus of educational discussion and research. It is generally accepted that assessment is a vital part of a teachers role which needs to be carefully considered. According to Kellough and Kellough (1999, p. 417), Teaching and learning are reciprocal processes that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching. Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning. Although this is a fairly broad definition, it does allude to the wider importance of assessment. Assessment is used to measure teaching and learning and to inform future practice by individuals on various levels related to education: Pupils to identify current achievement, attainment and areas for progression. Parents / carers can identify and aid student progression; additionally understanding individual and school performance compared to national standards. Teachers to identify areas of strength and weakness in their pupils skills and knowledge, thus informing planning, providing work of an appropriate challenge, covering the national curriculum and ensuring progression. Senior Leaders / Governors to identify schools areas of strength and areas of development with regard to national standards and additionally to local issues and demographics thus informing the school development plan. Government can use a variety assessment data and statistical testing to measure school performance, identifying good / best practice or areas which may need closer monitoring and support. The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, assessment of learning (AOL) and assessment for learning (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (ONeill Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002). The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990). Clearly, assessing achievement encompasses ipsative assessment, assessing pupils progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tab les. Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy. Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions as ked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by coached pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made. Coaching or teaching to the test is somewhat of a topical issue within keys stage 2 and 3 education; with many schools choosing not to entre students into Standard Assessment Tests (SATS) at the end of key stage 2 and 3 because of aforementioned issues. As mentioned coaching for a test can provide weakness in subject knowledge resulting in overinflated expectations of a pupils ability causing problems for teachers and senior leaders. Firstly teachers will have to retest or find true baseline information allowing for effective provision and challenge of work; later difficulties can be created due to students having over estimated predicted grades or potential. This is an obvious concern for senior leadership as school results may be affected by a child not achieving potential, a potential which may be unrealistic before intervention and provision. For senior leaders at key stage 2 and 4 the figures could produce a rather insignificant league table of results affecting reputation and i ntake. Such problems are trying to be resolved with alternative forms of testing. The Middle Years Information System (MidYis) test is now commonly used. Midyis tests are sat with no prior preparation and are designed to test ability and aptitude for learning rather than achievement (http://www.cemcentre.org/midyis). The tests are available for students at the end of key stage 2 and 3 and have good correlations with attainment. The test measures a whole host of skills including reading, writing, maths, perception and skills such as visualisation, block counting and spatial awareness. As no prior preparation is involved, teaching to the test is removed. Many schools now deploy assessment points throughout the year to monitor progression of pupils. There are many ways of collecting this data to monitor progression. Some schools may use the discretion of the teacher to produce a level based on their professional judgement; this can be done for academic ability / achievements and also personal qualities such as effort level. Additionally data can be produced from blanket assessments across faculties for particular year groups; or again with discretion of teachers to provide an assessment for their particular classes. Both rationales have merits and drawbacks to be considered before advancing with a particular methodology. Indeed at key stage 4, summative assessments are mainly produced by or with reference to qualifications being studied by pupils. Qualification boards provide the criteria to judge students objectively within cohorts studying the same qualification; however differences in qualification expectations are vast. There is great provision set aside for young people in an attempt to ensure every child can achieve, make a positive contribution and ultimately develop and become employed. Depending on demographics and catchment the provision made by the school will vary greatly. A more affluent catchment area consisting of employed families with a higher regard for education is more likely to encourage academic achievement and qualifications, such as triple award science and GCSE qualifications; providing a more academic qualification base instead of a more skills, practical base. From limited experience these differences have been apparent; with a more affluent lead school offering a wider ran ge of academic qualifications and GCSEs compared to a more deprived second school which provided a whole host of alternative qualifications such as BTEC, OCR National or applied GCSEs. Indeed this reflects engagement and choice from students but also shows the judgments which must be made by schools to match students to appropriate qualifications and assessments. Due to the nature of KS4 assessment teaching to the test is not an option. Skills based, practical qualifications often involve students producing evidence of meeting benchmark standards or gaining experience. The more academic qualifications ask questions in a variety of ways, including open questions, forcing students to understand their subjects. There is some discrepancy and controversy in data being produced at the end of key stage 4 due to GCSE equivalent qualifications. Schools currently use equivalents as a part of the data produced for Key stage 4 A-C grades; with many arguing that equivalents do not have the same rigour as GCSEs, an issue currently being reviewed at Government level by Professor Alison Wolf on behalf of the Department of Education. The data being produced at the end of key stage 4 via summative assessment plays a vital role in school performance. RAISEonline provides analysis of school and pupil performance data with aims of allowing school to better self evaluate, provide common data analysis for schools, LA, inspectors and school improvement partners and better support teaching and learning; it will enable schools to examine context, attainment and value added data explore hypotheses about pupil performance and moderate pupil targets (https://www.raiseonline.org/About.asp). The subjects mainly covered by RAISEonline are English, Maths and Science with some information on all GCSE subjects at the end of Key Stage 4. The document can provide a comparative of the school relative to national standards not only on attainment but also context and demographics. It is possible to see percentage of pupils on free school meals indicating deprivation, looked after children, percentage of pupils from ethnic backgrounds or that has Special Educational Needs status; all of which bring about varied challenges for schools. This allows schools to be put into to context in terms of pupils, catchment and demographics. Additionally prior attainment can be considered. Those schools with a higher than average number of pupils achieving a level 4 (on average) and a lower than average achieving a level 5 at the end of Key Stage 3 will find it more difficult to achieve a higher percentage of A-C grades (as with second school experience). This may result in more intervention being made for a larger number of students on C/D borderline to help increase attainment levels. RAISEonline uses an average point score (each level given an equivalent number to allow for statistical testing) to provide a picture of the attainment of pupils of all abilities. This can be used as mentioned above or it can be used to identify groups which may need more assistance e.g. a high score for GCSE points but low A-C points would suggest many students received qualifications for GCSE or equivalents but only managed 4 or less and not 5. This may suggest that middle ability students need to be extended further to achieve a C or that equal opportunities could be better promoted as other schools on average attain more C grades. At the lead school, average point score for English, Maths and Science is consistent with the national average however A*-C score is higher, this may suggest that middle ability students are focused on more for the core subjects with optional subjects being better resourced and focused to achieving higher grades. The final piece of RAISEonline data I will consider is the Contextual Vale Added (CVA) score. CVA is a prediction of attainment that accounts for pupil background, prior attainment, demographical or situational difficulties (as mentioned). If a school has a high CVA score (as with second school) it would suggest that the school is making very good progress with students, this may not be reflected in the average point score for A-C grades; but catchment area of pupils will limit that potential. If a school is very high in CVA it would suggest that the pupils are making more progress than predicted compared to national average. If this is not the case, further investigation can be complete to determine areas which need more attention and support to raise attainment, thus affecting the school development plan; an area which should continually evolve with the use of RAISEonline data. Over the next few months and years RAISEonline itself is likely to be adapted and evolved as current gove rnment reviews will change how schools and education is measured. The aforementioned Wolf Review will focus on vocational qualifications to determine which are sufficiently rigorous and useful to students and economic society. The recently released White Paper The Importance of Teaching is set to change how schools are measured; with an inclusion of Science to English and Maths as a floor target. The paper also outlines the importance of GCSEs and the movement away from vocational qualifications; rendering such vocational or alternative qualifications as obsolete and ineffectual. Within the exploration of summative assessment, there have been improvements in my knowledge of the range of assessments (Q12 appendix 2), which have incorporated the assessment requirements for those who I need to teach and their qualifications (Q11 appendix 1). The range is vast and importance must be placed on suiting the student to the qualification, considering rigour of qualification, strengths of the student and their aspirations. This is particularly important for student attainment and achievement and also school performance. Due too much of the data generated in summative assessment being used to provide data for statistical analysis (Q13 appendix 3); its importance must not be undervalued. Having accurate information on student ability, school context and issues can only serve as a benefit for teachers, a benefit which should be maximised. The information can be used coherently as part of the teaching and learning process, raising standards and levels of attainment. The second strand of assessment, Assessment For Learning (AFL), is very different to AOL. AFL is more concerned with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue, rather than assess the learning taken place Assessment Reform Group, 1999; 2002). The term formative assessment is commonly used in place of AFL being described by Bell and Cowie (2001) as assessment which is intended to enhance teaching and learning. An analogy of making soup describes the difference most clearly; when a soup is being prepared, the cook tastes the soup, adjusting amounts of ingredients and determining what needs to be added, this is formative assessment. When the soup is served and tasted by customer that is summative assessment (Guskey 2000, cited in Lund and Tannehill 2010 p86). AFL is usually an informal process, entrenched in all facets of teaching and learning (Black et al 2003). As figure 1 illustrates, formative assessment can be best described as an ongoing process that interlinks with other elements such as planning, teaching and learning (Casbon and Spackman, 2005) Figure 1. The plan-teach-learn-assess cycle (cited Bailey, 2001 p141) The cycle illustrated reflects the relentless approach needed by teachers to meet best practice. Assessment must be used in order for the teacher to glean understanding of ability and set appropriately challenging work. This clearly links to planning to organise such work, allowing effective teaching and progressive learning. As teachers glean this knowledge of the group, they often require baseline data to assist their own judgments. Diagnostic Assessment (DA) is often used; it involves teachers assessing pupils progress against a given criteria (a potentially summative task), allowing them to become informed about their next steps in planning for effective learning (a largely formative task). There is debate over DA forming a part of formative assessment, summative assessment or being an individual, separate entity. In my opinion, due to its very nature of ascertaining previous knowledge, strengths, weaknesses and skills to inform planning, it is a part of the assessment for learni ng process. Indeed the DA may be an overlapping area of the 2 strands of assessment; completed in a more summative or formative way, largely depending on teaching style and preference. Upon completion of DA, the continual cycle mentioned above will become an inherent focus for the teacher. As emphasised by ONeill Ockmore (2006), assessment should not be viewed as a separate entity, but rather an imbedded principle as the other elements are dependent on this to develop and progress effectively. Using the levels ascertained in summative or diagnostic assessment, the teacher can then enhance learning and future attainment. An influential paper by Black and Wiliam (1998) Inside The Black Box; raising standards through classroom assessment showed formative assessment to have a pivotal role in raising standards, particularly when students are actively involved in the assessment process; and the results of assessments are used to inform planning. This information is invaluable to teachers. As mentioned via the learning cycle assessment is vital to inform planning and thus facilitating effective teaching and learning. By incorporating students into the process, focusing o n quality of learning and feedback, educational and learning standards can be raised. Additionally, Black and Wiliam (1998) explored developmental areas for improvement; providing some indication of evidence to support particular improvements of formative assessment methodology; indicating that the process requires further developments. The Assessment Reform Group (ARG) attempted to provide such developments; as a follow up to Inside The Black Box, the ARG produced Assessment For Learning: Beyond The Black Box (1999) identifying five key factors in effective AFL: providing effective feedback to pupils; actively involving pupils in their own learning; adjusting teaching to take account of assessment results; recognise the influence of assessment on pupil motivation and self-esteem, both vital to learning considering the need for pupils to be able to assess themselves and to understand how to improve. In practice, for educators, the factors clearly allude to facilitating understanding of what good learning or work is to students; they can therefore identify their stage of learning, areas to develop and how to improve. The ARG (1999) also provided risk factors with regard to assessment, factors which undermine the AFL process and should be avoided, these include; having an emphasis on quantity and presentation rather than valuing quality of learning; lowering confidence / self-esteem by concentrating on judgements and thus not providing advice for improvement; providing feedback to serve managerial / social purposes rather than helping pupils learn more effectively; working without a sufficient understanding of pupil learning needs. Building on the ARGs work and their own work in developing formative assessment Black and Wiliam et al (2002) produced Working Inside The Black Box; Assessment For Learning In The Classroom; hoping to pick up where they had left off and further develop AFL pedagogy under four main headings: Questioning To develop educators questioning skills, asking pertinent questions, allowing thought and response time for students, having follow up activities that are meaningful, and finally, only asking questions for which the teacher requires information or that the students need to think about. These are fairly simple points and a concept which can be considered and introduced to teaching practice quickly and efficiently; improving teaching and learning with a fairly immediate effect. Peer and Self Assessment Criteria for evaluating learning must be shared with and be clear to pupils; thus facilitating a clear overview of the aims of the work and what it means to be completed successfully. Pupils should be taught the habits and skills of self and peer assessment so that students can keep in mind the aims of the work and assess progress as they proceed. This will hopefully allow pupils to develop learning in a unique way which cannot be achieved in any other way. Practically this means sharing learning objectives and outcomes of lessons and activities and making self and peer assessment a common process. Revisiting aims of learning and assessing success can then be used to guide learning both for the teacher and by the student, promoting independence. Feedback Through Marking Written tasks should encourage pupils to develop and show understanding of key features of the subject studied. Written feedback should identify areas of strength, improvement and how to make that improvement; additionally providing opportunity for the improvements to be made. And finally to be effective, feedback should stimulate thinking to take place. In an area often rushed, it is clearly invaluable for teachers to consider their comments. Providing effective feedback empowers the student and allows for independent improvement; indeed, opportunities for learners to make the improvements are vital. The effective feedback concept is one which can be closely linked to peer and self evaluation. Having a consistent approach with clear criteria, making assessment and feedback a habitual process, will assist all feedback to be thought about and considered by the learner. Formative Use Of Summative Tests Summative tests should be seen to be a positive part of the learning process. Pupils should be engaged in a reflective way of the work they have done to revise effectively. This may and should involve students setting and marking questions within given criteria, to help them understand how the assessment process works and ways to improve. This can be linked closely to peer and self assessment and effective feedback once again promoting self ownership to students. It is imperative that teachers consider the formative assessment process and apply principles effectively and frequently. Teaching and learning goes hand in hand emphatically underlying the need for an open, clear process, which involves the student to think and consider at every possible opportunity. At the lead school many different activities have been engaged as part of the formative assessment process; many of which reflect the aforementioned principles and features of AFL. There is however a clear scope for improvement; especially in providing a transparent criteria for students to understand in completing their work. This does not reflect coaching to the test as mentioned in summative assessment, more of an understanding of what is expected to classify excellent work and how expectations can be met. To improve practice it is important to habitually employ the features of good AFL technique; this will assist students in becoming very aware of the learning process and their own learning needs whilst allowing teachers to facilitate the learning to maximal effect and efficiency. Within my exploration of AFL there have been vast improvements to my pedagogy and practice of assessment. The formative assessment process has immense importance to ensure effective teaching and learning (Q12 appendix 2). The AFL process can encapsulate all other forms of assessment to make the purpose more beneficial to the student; enhancing the learning cycle and thus teaching and learning. Statistical data and national information (Q13 appendix 3) can be used to inform the AFL process; likewise AFL can be used to enhance the summative process. In my opinion, AFL is one the most important aspect of classroom practice. It will allow further knowledge of students and ability, both by the student themselves and the teacher; leading to better planning, teaching and learning. This can only better serve the student and facilitate improvements in attainment. An area for development at the lead and second school was the recording of AFL. Formative assessment can provide a far more holistic picture of a child, the learning journey and performance comparatively to summative assessment. It removes individualised responses to the test condition and pressure felt at the time. Additionally, recording the formative assessment process enables teacher reflections of the learning taken place; ensuring all range and content is covered whilst facilitating better planning and enhancing the active learning cycle. This is an area which has little focus but could play a vital part in best practice for teaching and learning. A particularly important area for me is to ensure improved links between the formative and summative process. The summative process must be used in a more engaged, learning centred way stimulating thought and encompassing more AFL ideology. Thus making the learning journey more meaningful and enjoyable for students; hopefully promoting confident, motivated, independent, life long learners; of which all reach their full potential. In conclusion, all forms of assessment have merits and advantages. It is however the skill and knowledge of the teacher, in selecting the best suited assessment for the task, student ability and aims of learning which is most vital. The assessment process for the student must be transparent and informed allowing for though and reflection thus facilitating higher standards and superior learning. Appendices Appendix 1 Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Appendix 2 Q12 Know a range of approaches to assessment, including the importance of formative assessment. Appendix 3 Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Orientalism In Film Or Animation Cultural Studies Essay

Orientalism In Film Or Animation Cultural Studies Essay Due to the intuitive and emotional characteristics of the film, video screen is easier to stimulate the audience, so description of other countries people, history, image and customs in the film has always been a very sensitive side. Hollywood always portrayed Muslim, Chinese and Indians as thieves, warlords and terrorists, and the East itself has been described as indecent and strange land, where life is very cheap and eroticism is pleasure and abundant. In American film history more than one century, the Chinese peoples images have already constituted a very prominent phenomenon of Hollywood films, not only sizeable, but also diverse genre. Hollywood movies often gives the image of the Chinese is a kind of uncomfortable feeling, and some even have been distorted or be smeared. The theme of Hollywood movie shot in China, China (including the United States, Chinatown) has been portrayed as mysterious and playing with the local conspiracy, showing that the Chinese were more indecent w ay of life. Chinese people are not melancholy mysterious, that is heinous villains and criminals. Rampant criminal gangs, prostitutes everywhere, arms smuggling, smoking opium, the development of chemical weapons and nuclear proliferation activities all related to the Chinese image as a stereotyped in Hollywood films, when he still does not rise again, filled with a thick atmosphere of Orientalism . Due to the intuitive and emotional characteristics of the film, video screen is easier to stimulate the audience, description of other countries people, history, image and customs in the film has always been a very sensitive side. Western movies always Muslims, Chinese and Indians are portrayed as thieves, warlords and terrorists, the East itself has been described as indecent and strange land where life is very cheap and with abundant sexual pleasure. In more than a century of American film history, the Chinese peoples images in western films have already constituted a very prominent phenomenon, not only sizeable, but also diverse genre. Chinese peoples images in western films often give a kind of uncomfortable feeling, and some even have been distorted or smeared. In the films of Chinese theme in West videos, China (including the Chinatown in western countries) has been portrayed as mysterious place playing with the local conspiracy, showing that the Chinese more indecent ways of l ife. Chinese people are not only melancholy mysterious, but also are heinous villains and criminals. Rampant criminal gangs, prostitutes everywhere, arms smuggling, smoking opium, the development of chemical weapons and nuclear proliferation activities all related to the Chinese image as a stereotyped in the western films still float back again, filled with a thick atmosphere of Orientalism. All along, the use of salvation mode, the tragedy of love mode, super vulgar romantic mode, assimilation mode of narrative and discourse mode of operation in Western films, in a history of film with one hundred years has interpretation of the stories concerning Chinese peoples images. From Western silent films in the early twentieth century to the contemporary story of the films, Chinas social environment is deplorable, and the Chinese people often lack the basic normal human emotions, cynical demeanor, temperament catchy and metamorphosis, long sleeves, long braids and the three-inch golden lotus and the love and marriage patterns of East woman and white man have repeatedly been paraded across the screen and relish. More recent emergence of Red Corner, Little Buddha, Seven Years in Tibet in the United States with nature of anti-Chinese, shame China, due to a deliberate distortion of Chinas national image have been condemned by the international media, nowadays the veil, Nanking, Ch ildren of Huang Shi and other American films are not tortuous to express the Americans mentality to save the world. Western movies are the most important medium of the mainstream ideology in the United States and the Western countries. In the history, Western films with their strong racist prejudices and Orientalist thinking played vanguards to demonize China. The West often take out a virtual image of the Eastern world, resulting in the images of the Chinese people have been misunderstood or misread. Behind all this is intertwined with the complex social and cultural psychologies, such as desire, or fear, or hatred, however, the more important is the western mainstream consciousness, especially the important post-colonial theory Orientalism, provides the ideological and theoretical foundation for the East to construct and image the West. In short, the Chinese academic circles is both familiar and unfamiliar with Western films, familiar with the western films soon spread to China, especially since 80s, 90s in the twentieth century, split large entry and commercialism in Chinas emergence, the West has the underestimated impact on Chinese peoples entertainment and cultural life. The studies on connotation and extension of the Western films already yielded fruitful results, from the rise of the United States films to the old and new development and changes of the West, from the construction of the mechanism of films to the establishment of cultural and political functions, from experience in entertainment and cultural industry to the significance of the world films have promoted the Western films to a new stage. Unfamiliar still is that many still remain in the critical level of perception and fragmentation on the understanding, many of the problems go beyond that, have not been thorough clean-up and analysis systematica lly, resulting in a true sense of the criticism and the absence of the phenomenon of aphasia. Clearly, the studies of Chinese peoples images in the Western films have been started in the multi-dimensional perspectives. In particular, some Chinese scholars living abroad have outstanding performance in this field of study, and in some studies have already achieved outstanding results. The results of research embodied in two aspects: First, in a comprehensive study, from the perspective of film history, outlined the historic combing out the image of the Chinese American Film in the evolution of the approximate trajectory; Second, in the case studies, the right of a more representative to reflect the Chinese peoples images in Western films would be a more in-depth explanation, but mostly are the outline and comments for specific texts and phenomena, stay in the descriptive study on the superficial aspects of the miss. Then, in the growing and deepening of globalization today, from a dee per perspective, the Chinese peoples images in the western films with one hundred years have formed what the main types, different types of images showing how the themes and contains, as well as the mainstream ideology how to affect the statements of movie media, etc., which are yet to be carefully combed and revealed. Orientalism is one of the latest theories in the following of the post-modernist thought in the West, indicating the consciousness and mature of post-colonial theory, and is also a research hotspot in the academic community since the 90s. Western Movies are the most cultural industry with considerable global influence in the Western world, of which the ways of thinking of Orientalism and discourse hegemony are fairly typical. Therefore, Orientalism, as the main theoretical tool, is based on specific interpretation of the text, to systemically inspect the cultural elements and their narrative strategies behind the Chinese men and Chinese women images in Western movies more than a century, it is not only feasible, but the theories of value and practical significance are also very obvious, which is the main objective of this study. Chapter One Orientalism Thinking in Western movies In accordance with Foucault and Edward W. Saids theory, the otherness in cultural studies refers to a culture image establish its own value and power to order and identity itself, while to shape a confrontation with itself and less than its own. In dealing with the issues of ethnic and cultural diversity, the Western films have a profound tendency to the stereotyped images of the Chinese as the right to enter their domain, although is related with the images of the Chinese with the experience in the West and Western mainstream culture for the hundred years, the Chinese peoples images as the otherness of marginalization in the Western images, in its behind of fictional mold, it reflects the Western mainstream filmmakers Orientalism thinking. From a social psychological viewpoint, although non-ego stereotype is inevitable, the stereotyped image in the films is derived directly from the instinct of self-identification strategies on the main images of the Western discourse in the current context of globalization. Shaping the image of China in West there is a certain historical continuity, in western culture psychological structure, the potential prototype of Chinas image is more firmly secure than any objective experience or external experience, with more power to shape and inclusiveness. The Chinese peoples images in the films, or wicked, evil, cunning, or humility and supple, this change is not overnight, but showing a historic consistency, stability and continuity. So, it can be said that Western films to shape the Chinese peoples images will suffer at least two factors, one is the bilateral relation between East and West in reality, and second is the prototype of Chinas image in the concept of Western culture. These two factors offset each other, influence each other. The so-called prototype of Chinas image is the imagination of the building of heaven and hell about the styles of otherness and Orientalism. 1.1 Definition of Orientalism As an important part of post-colonial theory Orientalism has its own development process. As early as the late 18th century, Orientalism as a discipline has obtained an independent status. It originated a series of studies by Britain to India, including language (Sanskrit, etc.), laws, customs, and literature and so on. Up to the advent of decolonization, Orientalism is usually considered to be neutral, which is an instructive subject for the West. After World War II, people have the gradual in-depth understanding of the Orientalism, Orientalism is no longer refers only to scholars and their works on Orientalism, or the East national character, lifestyle or quality, but also the main means is used to handle the East affairs approach and a tool of Western imperialism. Edward Said, as the representative who holds this view, in his book Orientalism gave the definition: Orientalism is not to express an explanation distinctly different with its own (or novel, alternative) in some cases it is even annexation desire or intention to control and manipulate. It has a strong and special historical connection with imperialism. Said believes that, regardless of which one stage in the history of the West, any essentialism statement writing about the basic dichotomy of the East and the West as a starting point with the Orient, Oriental, Oriental custom, the East Mind, the fate of the East and so on belong to Orientalism. Historically, the West led by a fictional East make the West have the ontological differences with the East, and make the West to use for adventures and biased vision to see the East, thereby creating its own nation completely different with itself, so that himself is finally able to grasp the dissidents. It can be felt in point from a number of literary works: Saids Orientalism theory has a strong color of ideological and political criticism, its criticism directed at the idea of Western cultural hegemony and power politics. The reflection of Western on the exotic, there are two basic attitudes, one is fear, and one is desire. Thus, in the statements of a large number of classic Western movies on the Orient, it can be found the intertextuality between them and this group of type-oriented art film: chaos, noisy, yellow arm and yellow legs, people as ant colony, in which contain the magic power can not claim of solution. Also in this yellow crowd, unexpectedly will break out unimaginable states of human nature for the Westerner, the so-called is more likely linked with the Far East (mainly China and Japan). Said believes that the West for the understanding of Orient did not like Europeans to understand in depth, although they should have adopted a series of adventures in the Far East to obtain a more sober, more realistic Orient consciousness. In fact, the formation of West the East doctrine is rooted the Orient twisted imagination in the early 16, 17 century European immigrants arrived in North America. They imagine that the East is brutal, ugly, and weak. The image of the East has become the quintessence of irrational, immoral, childish and ridiculous and preposterous. In 18th century, when the European empires expanded the global, the origin of this concept has already become a long-standing prejudice. Later, the concepts of Eastern and Asia from the West are built on top of such a bias. Westerners on their own racial and ethnic have proud sense of superiority, Orientalism, only became an excuse so as to promote a political culture that it is superior to Asian countries, especially C hina and Japan as a basis. This kind of discrimination and prejudice to Orient, especially China, in the West screen there is also a large number of embodiments and the Orientalism in the West complexly exists.

Vitamins Essay -- Health Nutrition Papers

Vitamins What Are Vitamins? Vitamins are a group of organic food substances or nutrients found only in living things, plants and animals. They are needed to maintain normal body functions. The body cannot synthesize its own vitamins so we must get our vitamins from the foods we eat, or from dietary supplements. Vitamins are essential for metabolism, growth, and physical well-being. Why Do We Need Vitamins? To put it plainly, if we did not consume adequate amounts of vitamins our bodies would not be able to function properly. Vitamins are essential to so many processes within the body that it would be very difficult for me to tell you all of the things vitamins are needed for. The fundamentals of cells depend greatly upon vitamins. Vitamins are responsible for keeping cells strong, binding tissues, fighting infections, etc. Without vitamins our cells would not function properly and thus our organs would suffer and eventually we would no longer be able to survive. Vitamins help regulate metabolism, help convert fat and carbohydrates into energy, and assist in forming bone and tissue. Vitamin A works in our immunological systems strengthening membranes thus fighting infections, it works in our eyes aiding vision, it helps our ears by treating otosclerosis, it helps jawbone and tooth formation, healthy mouth membranes and gums, keeps our skin clear and keeps our reproductive systems healthy including fertility and sperm production. The vitamin B complex is probably one of the most essential groups of vitamins to our health. There are twelve B vitamins: B1, B2, B3, B5, B6, B12, biotin, pantothenic acid, choline, folic acid, inositol, and PABA. These vitamins together are responsible for helping enzymes releas... ...tlesey, MJ; Deschenes, MR. "Dietary supplements and improved anaerobic exercise". International Journal of Sports Nutrition. 4(4):387-97, 1994 Dec. Mills, JL and Conley, MR. "Periconceptual vitamin supplementation to prevent neural tube defects: how can we do it?". European Journal of Obstetrics, Gynecology, and Reproductive Biology. 61(1):49-55, 1995 Jul. Null, Gary. The Complete Guide to Health and Nutrition. Dell Publishing. New York, New York. 1984. Oakley, GP Jr.; Adams, MJ; Dickinson, CM. "More folic acid for everyone, now". Journal of Nutrition. 126(3);751s-755s, 1996 Mar. Seymour, J. "Nutrition: vitamins and supplements". Nursing Times. 91(17):48-50, 1995 Apr 26- May 2. Steen, SN; Mayer, K; Brownell, KD; Wadden, TA. "Dietary intake of female collegiate heavyweight rowers". International Journal of Sports Nutrition. 5(3):225-31, 1995 Sep.

The Influence of the FLN on De Gaulle and Algerias Independence Essay

The Influence of the FLN on De Gaulle and Algeria's Independence In 1957, French Forces were able to militarily defeat and temporarily subdue FLN. However, to the surprise of the whole world, French President Charles De Gaulle opted for a political solution and announced independence for the Algerians in 1962. To what extent did the activities of FLN influence De Gaulle and what other factors can be identified which led to his surprising decision to grant independence to Algeria? Introduction 1. The Algerian War of Independence (1954–62) was a period of guerrilla strikes, maquis fighting, terrorism against civilians on both sides, and riots between the French army and colonists in Algeria and the FLN (Front de Libà ©ration Nationale) and other pro-independence Algerians. Although the French government of the time considered all Algerian violence, including violence against the French military, to be crimes or terrorism, some French people, such as former anti-Nazi guerrilla and lawyer(Jacques Verges) have compared French resistance to Nazi German occupation to Algerian resistance to French occupation. 2. The struggle was touched off by the FLN in 1954, only two years before France was forced to give up its control over Tunisia and Morocco. The FLN's main Algerian rival — with the same goal of Algerian independence — was the later National Algerian Movement (Mouvement National Algà ©rien, MNA) whose main supporters were Algerian workers in France. The FLN and MNA fought against each other in France, and sometimes in Algeria, for nearly the full duration of the conflict. 3. Algeria was the greatest and in many ways the archetype of all anti-colonial wars. In the 19th century the Europeans won colonial wars because the indigenous peoples had lost the will to resist. In the 20th century the roles were reversed, and it was Europe which lost the will to hang on to its gains. Algeria was a classic case of this reversal. 4. In 1830 Algeria became a French territory and in 1848 was made a dà ©partement attached to France . During this period political and economic power were held mainly by the minority of white settlers, and the indigenous Moslem minority did not have equal rights. Moslems were killed before independence was declared on July 5, 1962. Later that year the Algerian provisional government transferred authority to the Poli... ...ely compelled French authorities to announce independence for the Algerian people. This war of independence passed through many ups and downs and millions of innocent people suffered badly but the ultimate will of the people found its way to the final success. Movement of such nature should always remain a source of inspiration and motivation for the deprived and suppressed people of the world. BIBLIOGRAPHY 1. Books Alistair Horne; A Savage War Of Peace, Algeria 1954 – 1962, Macmillan London Limited, London. Tania Matthews; War in Algeria: Background for Crisis, Fordham University Press. Dorothy Pickles; Algeria and France: From Colonialism to Cooperation, Methuen and co.ltd. 2. Internet a. www.crimesofwar.org/thebook/algeria.html b. encarta.msn.com/Algerian_War_of_Independence.html c. www.usfca.edu/fac-staff/webberm/algeria d. http://en.wikipedia.org/wiki/Algerian_War e. http://www.absoluteastronomy.com/encyclopedia/A/Al/ Algerian_War_of_Independence.htm f. www.free-definition.com/Algerian-War-of-Independence.html g. www.country-studies.com/algeria/political-movements.html h. http://www.sahara-overland.com/routes

Human History Essays -- Informative, Civilizations

God began His greatest work of creation. When God said, "Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the air, over the livestock, over all the earth, and over all the creatures that move along the ground"(Genesis 1:26). As with the story of Adam and Eve in the Hebrew Bible, their goal was to define the moral principles that people thought should govern their dealing with the supernatural world, with each other, and with the rest of nature (Bulliet, â€Å"et al.† p.5). Evidences began to accumulate that human being had quite different origins somewhere in the nineteenth century. How can anyone believe in evolution, how could they think that it was possible for humanity to exist after being evolved from apes? To believe that this statement is true is to also believe that God was an ape too if we were created in his image. Evidences has also point out discoveries found of humans living in other part of the continents by their paintings and engravings on stone from thousands of years early. Migrations from Africa early humans first expanded their range in eastern and southern Africa. They ventured out of Africa. This also points out that this new species displaced older human populations, such as the Neanderthals in Europe, and penetrated for the first time into the Americas, Australia, and the Arctic. People would have been able to cross a land bridge from northeastern Asia in to North America, perhaps beginning around 18,000 B.C.E. some scholar date it earlier or later (Bulliet, â€Å"et al† p.9). It is believe that some early colonizer of the Americas may also have come by boat along the Pacific coast. Some of these early colonizers of the Americas have migrated southwa... ... his crew of ninety men â€Å"departed Friday the third day of august of the year 1492† toward â€Å"the regions of India.† However, there was this question, â€Å"Is the world flat?† Which bring up another question â€Å"What is holding the world up?† And one man quest to find out the answer. The meaning of human history is to realize the purposes of God to make a paradise on earth, to prepare a people for a life in community with a loving and holy God and for all humanity to know who He is. Nevertheless, if Columbus had not decided to taken this voyage one of the consequences would be people of the New World would have been left without the potential knowledge of Christianity and what they needed to know for their salvation. Indians and all other people were converted to the faith of Jesus Christ by the preaching of the word of God and by the example of good and holy living.

Describe the Limitations and Constraints of Marketing

P2-describe the limitations and constraints of marketing Limitations and constraints include; Sales of Goods Act 1979 Trade Descriptions Act 1968 Consumer Credit Act 2006 Data Protection Act 1968 Voluntary constraints Direct Marketing Association (DMA) Pressure groups and consumerism Acceptable language Sales of goods act 1979 The sales of goods act needs sellers to trade goods that are as they advertised and described. The good or service has to be of satisfactory quality.Effectively meaning that for an organisation like micro-soft, the goods and services must be described precisely when promoted because the company needs to be able to prove that the product can do what they say. Trading Regulations 2008 This act enables clients to equal treatment from businesses they deal with. Within this act, businesses can’t use fear to sell their products. Businesses can’t lie to promote products for example ‘closing down sale’ when they are going to stay open after t hem sale. So blackberry can’t advertise their products with features that they don’t have.The latest Blackberry boasts the best resolution screen of its kind, which then had to be verified and researched by an independent organisation to see it the statement, was true. Consumer Credit Acts 2006 These acts apply to businesses that offer goods or services on credit or companies that lend money to consumers. To be in this category, businesses must be licensed by the Office of Fair Trading (OFT), this would handle and include the method of calculating APR and the form and content of the agreement.The consumer credit act 2002 defends consumer’s rights when they purchase things on credit. When lending money, companies much have interest rates clearly identified and these can’t be changing them after. The Data Protection 1968 This Act means that any information taken by a salespersons can only be used for the reasoned mentioned when taken , it has to be precise and up to date, it can’t be taken for a longer period of time than the time mentioned when it was taken , and can only be taken properly and lawfully.It must be kept up to date because if someone dies it is put on the up date. Furthermore your information is protected from unauthorised use, and cannot be given on to other companies without your permission. Voluntary codes This is when businesses volunteers that they will never do something or they will always do something. This might include signing a code of practice mentioning specific behaviours and rules ethically, even though it can’t be legally enforced.

Educational Theories And Learning Styles On Teaching Practice

The procedure of thought and reading has be to be enthr onlying and interesting for umpteen philosophers, faculty members and scientists for centuries. Due to psychological and neurological research, pace has been ga in that respectd ab turn up fashion of intelligence operation and the encephalon s operation. cultivation, some(prenominal) teachinging and in white-tie, occurs both twenty-four hours and thither atomic number 18 m both definitions depicting its procedure. These definitions part harmonizing to theoretician s own(prenominal) locates and attacks towards larning ( Pritchard, 2009 ) .When scholarship, someones ofttimes choose to habituate or go a prefer adapted-bodied achievement dash. in that location be some(prenominal) defined attainment politeness and one vogue of natural event break through which dash is the 1 that an person prefers, is by replying and measuring a skill modal value questionnaire. Depending on consequences, scholars be existence described in salwaysal(a) footings such as ocular, reflector, pragmatist and some(prenominal) much. Not wholly theories go forth questionnaires or trials to graze dateing penchants. These theories, for illustration Gardner s Multiple intelligence agencys, atomic number 18, however, multipurpose tools assisting recognise wagerries of strengths and failings.In this assigning I discuss consort larning theories and how they be germane(predicate) to passe-partout and in the flesh(predicate) design. I play a scope of larning styles/theories and sketch their party boss points, for illustration Myers-Briggs Type Indicator, Visual, Audio, Kineasthetic skill manner, Gardner s Multiple Intelligences and Goleman s Emotional Intelligence. I contrast various(a) larning courtesy and as sealed how they be implemented into the field run for of understand. I assess how realistic it is to aim the encyclopaedism address in anatomy and I anyhow reflect on my ain variety and envisions.Learning manners and theoriesA science sup thought, perchance more(prenominal) associated with grownup acquisition and staff employment, that identifies and classifies respective(a) individual(prenominal) display cases, is Myers-Briggs Type Indicator ( MBTI ) . The supposition originates from thoughts of Carl Jung and it identifies four penchant graduated tables, they be Extraversion ( E ) / Introversion ( I ) , Sensation ( S ) /iNtuition ( N ) , Thinking ( T ) /Feeling ( F ) and Judgement ( J ) /Perception ( P ) . By wholeing the four letter of each penchant the personalizedity event is established. In entire, in that location are 16 tout ensemble types that describe single penchants ( Myers, I. Briggs, 1995 ) . or so critics of MBTI are speedy to indicate out that the descriptions of different personal types are anyways obscure, general and some convergence ( Bayne, 1997 ) . supererogatoryly, assorted f figureors that bear recreate u pon persons when replying inquiries bring to be considered, such as Have they got grey-haired experiences of specific state of affairss when depicting their fashion and actions? How many experiences grass they compare? How do they experience that singular twenty-four hours? Is at that place a possibility of a wages when falling into a certain class? ( For illustration publicity ) . Who is traveling to be reexamining questionnaires, employer or an outside dressing table? Are consequences traveling to act upon any vicissitudes in current occupation place? Are persons traveling to be separate? Are they traveling to be boost to spurt with their strengths and non given chance to split their failings?Despite the defects, the MBTI enables multitude to derive a split up apprehension of themselves and how other people think and interact with each other. It is anyhow of atomic number 42 to retrieve that each peculiar personal type is as of minute and utile as the remainder o f them, and that there is no fit out, incorrect or better type.Another theory, strongly promoted by the segment for Education and Skills ( 2004 ) , is the Visual, Audio, Kinaesthetic ( VAK ) larning manner. One manner of happening out which manner is the 1 that an single prefers is by replying and measuring a knowledge manner questionnaire. These penchants put forward be ocular, audile, kinesthetic, or sometimes a conk of two or third manners.The VAK acquisition manner is supported by many pedagogues who are provided with valuable apprehension of what larning manner is preferred by an person, which larning environment enables the educatees to pervade out their acquisition and, which learning schemes provide a balance of chances for the pupils.However, there are in equal manner many professionals who argue that formal VAK trials are misdirecting for teachers. Alternatively of pulling attending to how small frys learn and how assorted facets stand act upon their acquisi tion, the theory has led to pupils cosmos label as peculiar types of scholars. Many theoreticians, including Dunn and Dunn and Gregorc, utilization the VAK attack. Although, Gregorc s theoretical circular was theoretically and psychometrically flawed and both of their manners should non be apply at cultivates ( Coffield et al, 2004, pp. 31, 33 ) harmonizing to the blueprinte section for Education and Skills ( 2004 ) , both theories should be considered by instructs. The writers of the VAK or VAK-uous? demonstrate, based on their study, thatRubing at a lower place the surface of it all, we find a sooner challenging universe of accelerated and brain-based acquisition, a universe of pseudoscience, psychobabble and neurononsense. ( Bowker et al, 2008, p. 311 )Some of the theories take into biography other intelligences apart from lingual and numeric accomplishments. Howard Gardner ( 1993 ) recognises assorted intelligences, originally there were septette lingual, logical /mathematical, musical, spatial/visual, kineasthetic, interpersonal, intrapersonal. He is right to believe that intelligence is non linked with IQ provided some of his intelligences can be viewed as endowment. His theory encourages pedagogues to look beyond reading, composing and mathematics, and to reflect on and be nailm their patterns. Teachers are persuaded to concentrate on pupil s countries of strengths, to detect their accomplishments, and give them to draw and raise self-pride of pupils who are differently classed as belowachievers . The Department for Education and Skills ( 2004 ) recommends Gardner s agencyl of multiple intelligences to be using up to be after lessons and activities guaranting that they are inclusive for allkids, taking into history a scope of larning manners determine by instructors.However, Gardner s theory lacks research and rationality to back up this. His critic rump White ( 2006, pp. 82-83 ) openly says that because it is backed byautho rization of a celebrated Harvard professor does non intend that it is veracious and even Gardner himself admits that it is just by opportunity that he ( Gardner ) contumacious to name his classs intelligences .Another theoretician that focuses on intelligence separate from IQ is Daniel Goleman. In his act upon he speaks of Emotional Intelligence ( EI ) . EI has become omnipresent and is widely used in assorted countries, which proves that many grownups, every(prenominal)(prenominal) mo good as kids, can profit from utilizing Goleman s rules in pattern every twenty-four hours. Goleman ( 2004 ) identifies five aftermathant rules ego and other consciousness, temper direction, self-motivation, empathy and direction of relationships. The term delirious intelligence is k todayn global and closely associated with working environment. Goleman ( 2004 ) argues that EI is more of import than IQ. For illustration when sing using a babys room practician, emotional and societal ac complishments are more of import than academic accomplishments as the practician needfully to be able to associate to parents, kids, co-workers and other professionals involved in a kid s attention. Additional preparation, to tell that the practician has appropriate making, can be provided by employer or desire by an employee.One of the cardinal points of Goleman s response to criticisms is that he is non showing a new theory but a topic that has been studied for archaic ages under personality research. The theory was originally introduced by Jack Mayer and Peter Salovey, whom Goleman seldom references in his work. He uses the term emotional intelligence excessively loosely as he anyhow includes facets of personality and behavior. Even so, many schools in the United States of America exhaust successfully incorporated programmes on emotional intelligence in their course of study and concord been running them for a decennium ( Gilbert, 2008 ) .Both, Goleman and Gardner, suggest that non besides academic accomplishments, such as authorship and reading, but besides other intelligences are portion of the acquisition procedure. They suggest the intelligences are every bit of import, and need to be considered when organizing inclusive acquisition environment for kids andgrownups.With the Department for Education and Skills ( DfES, 2004 ) and the speckle for criterions in instruction ( Ofsted, 2006 ) advancing individualise tailored larning for all pupils and raising criterions, pedagogues are put under force per unit area to guarantee that larning demands of all pupils are met. DfES ( 2004, unit 19, p. 2 ) provinces that theory of larning manners is based on tried and tried techniques and draws on academic research and the experience of rehearsing instructors . However, the unit 19 was withdrawn in 2007.Assorted larning theories offer their ain account of a learning manner, their point of position and frequently besides a formal trial or questionnaire. T hey all call positive consequences and an account why a scholar prefers a peculiar acquisition manner. It is so up to a instructor to happen ways how to implement the national course of study that best suits the scholar. However, harmonizing to Susan Greenfield ( 2007 ) the pattern is nonsense from a neuroscientific point of position and she stresses that after 30 old ages of educational research, there is no independent intellect that any learning manner fall list has any direct educational benefits.Evaluation of my pattern and past experiencesFor me, the close to important facet of this assignment was the whole construct of larning manners and theories. Initially, I did non experience much more or less the topic and I found it more and more absorbing as I continued in my reading. Previously, I learnd that kids s larning penchants can be monitored through elaborate observations and ratings, I was able to concentrate on kids s strengths and failings. I think that observation s are every bit of import as questionnaires but I besides realise that they are more get dressed consuming, which was seldom an show up for me as I capture merely antecedently worked with little groups of immature kids. Having analysed assorted larning manners I now wonderment how utile they are to my pattern. I realise that kids s different attacks to larning demand to be recognized. However, I am non confident about benefits of assorted larning manners to kids sacquisition, specially after reading Coffield s hypercritical points of position that arose from his research.In my pattern I have ever believed that advancing empathy and positive attitudes amongst kids would understate unwanted behavior, hence, supplying a composure and exciting learning environment. As kids grow they become certain of their ain feelings and responses they receive when exposing a peculiar emotion. By furthering empathy, instead than sympathy, kids and grownups can derive a better apprehension of e ach others feelings and emotions, what triggers them, how to command and cover with them. I would non travel every bit far as stating that these facets should be classed as intelligences , they are, in my sentiment, more associated with personal/social accomplishments and behavior, therefore holding an collision on larning attitudes. A theoretician who recognised empathy as an of import portion in kids s acquisition and development was Carl Rogers. He identified that non merely kids but besides grownups need to experience valued, respected and hardened with fondness. Rogers ( 1989 ) speaks of unconditioned positive respect, intending that parents and others, who play of import portion in a kid s life, birth and love a child/person for what they are no affair their actions and behavior. To make emotionally raw environment where all kids are certain but besides going more effectual in interpersonal relationships, instructors need to expose empathetic apprehension and surpass op enly and candidly.Learning manner questionnaires and my acquisition attitudesBy finishing one of VAK self-assessment questionnaires I identified that my preferable learning manner was a ocular 1. On contemplation, I can see elements of this manner in the manner I learn and develop undertakings as I do work best from lists and written waies. I besides write worst notes and slug points when reading, repair lessons and activities for kids or be aftering staff meetings. I frequently use different symbols or colorss to associate up topics. I have discovered that seeing something written down enables me to do connexions quicker and retrieve culture better. Harmonizing to MBTI on-line study my personalitytype codification is likely ESTJ or possibly ESTP. After carefully reexamining the results I total with most of the consequences. I ever plan in front, I have got rattling good organizational accomplishments and I use them good in my professional and personal life. Although, I prefer undertakings to be through in a certain manner, I am besides willing to accept new suggestions ( see appendix A ) .Having analysed results of other trials I undertook, such as Belbin s Self-perception Inventory and Honey and Mumford questionnaire, I discovered new facets of myself and I identified forms that are dominant in my personal penchants. Furthermore, it confirmed that I am effectual and dependable, and I like construction and modus operandi. However, I am introspective, I do non like role-play in forepart of looker-ons, I am loath to depute ( which was commented on in an assessments by my old employer ) and sometimes I do non react to new thoughts. Additionally, I do non like being bucket along though I seem to work better under force per unit area. I besides stand by my determination or position if I am certain that I can back up it with a binding statement.The rating was helpful as it do me aware of my preferable learning mode but besides encouraged me to admit, see and develop other manners, as on many occasions I have expected people to portion my acquisition penchants.As a following measure, I need to utilize the cognition of my larning attitudes in my surveies and implement my study program . I have devised a new structure timetable and monthly program, which enables me to clearly see my marks. I made certain that I allowed myself a sufficient sum of clip for program library research, visits and reading and I besides took into history clip that I spend set abouting online research. Equally, I made certain that I took regular interruptions and I besides allocated clip for regular exercising.It has been a twosome of old ages since I fill ind degree three in Children s Care, Learning and Development, and the hold to instruction was exciting but besides a nervous measure. I was cognizant that the surveies were traveling to be more demanding. earlier than roll uping grounds and information, edifice portfolio and being assessed at work eve ry bit required in the yesteryear, future surveies would bebased on thorough grounds based research and personal and professional contemplations. Having acknowledged strengths and identified failings, I now feel that I can utilize them to my advantage. In the past I lettered how to cover with unfavorable discretion, which I did non ever take good, but being cognizant of this encouraged me to work on my accomplishments. at one time I use unfavorable judgment to my benefit and expression at it from a positive angle as a tool to better myself.DecisionIn decision, the chief rule that we are all different to each other, and that we develop and learn in a different manner is still core. The cognition of assorted larning manners provides instructors and practicians with utile information on how to go up kids s acquisition. The instructors are so able to be after lessons and organise activities accommodate assorted larning manners that consequences in a lesson that engages all of the p upils in the category. Pritchard ( 2009, p. 43 ) provinces that Learning manners are non fixed traits which an person will ever expose . thither are many factors that can act upon scholar, therefore do a alteration of a learning manner.As this assignment shows, every acquisition manner and its theory have its dedicated protagonists and house critics. It is up to pedagogues to happen a balance and guarantee questionnaires and trials do non overpower kids.When utilizing questionnaires to set up acquisition manners, it is of import to retrieve that consequences are non one hundred per cent accurate and some questionnaires are easy to forge. Nevertheless, they are practical tools to assist persons happen out more about their strengths and failings. However, clip and resources should non be wasted on measuring consequences that whitethorn hold an insignificant or no impact on pupils acquisition. Besides there is a certain sum of pretend of kids being confused with assorted labels and attacks, which may alter as students leave school scenes. Alternatively, a broad assortment of learning methods and an apprehension of an person s needs consequences in a category environment that is inclusive, appealing and that makesscholars aware of their ain qualities. some significantly, kids should comeout of a school system as whole complete scholars able to dispute and accommodate assorted attacks to larning. They should derive an apprehension of what their strengths are and how to utilize them so they can maximize their possible, and be cognizant of their failings and how to better and better themselves.Word count 2706