Assessment and Evaluation

Assessment is an interactive process that provides teachers, parents or guardians and the students themselves with valid information about progress and attainment of expected curriculum teaching. It focuses on teaching, learning and outcomes. The main goal of assessment is to improve student learning in the subject under study.Advertising We will write a custom essay sample on Assessment and Evaluation specifically for you for only $16.05 $11/page Learn More Assessments are based on achievement goals and standards developed for a particular curriculum grade. Assessment is done to collect information on individual student performance within a given time frame. Learning evidences may include tests and portfolios. It may also involve other learning tasks such as journals and written work. The outcome information can be shared with the students to make improvements. Improvement of student learning can be through changing achieved through changing the learnin g environment or the study habits. The subject of assessment can be of any type. It may be a happening or event, an individual, a place or a condition. The subject matter is learner-centered, course based and in most times anonymous and not graded. Assessment seeks to note down all data whether subjective or objective (Jere, 2010). On the hand, an evaluation is a set of activities or statements that seek to determine whether objectives were realized. It focuses largely on grades and may reflect the components of classroom other than mastery level and course content. Evaluation may include discussion, attendance, verbal ability and cooperation among others. It is the last object of an inquiry. Evaluations tell whether a set goal or a solution has been met or not. It takes place after completion of a learning activity. Evaluation is done at end of inquiry. Evaluation can result in three things: A positive change, a negative change or no change or development at all. Evaluation looks i nto whether improvements or changes have occurred in the data. Assessment and evaluation need each other and support one another (Gavi, 2011). In summary, the three differences between assessment and evaluation are; Assessment is formative in the sense that it is ongoing and meant to improve learning while evaluation is summative, that is, it is final and it is meant to gauge quality. Assessment focuses on how learning is going (process-oriented) while evaluation focuses on what has been learned (product-oriented). Assessment identifies areas for improvement (it is diagnostic) while evaluation arrives at an overall grade, that is, it is judgmental (Patty, 2004). Formal assessments have common sets of expectations from all students. These tests help teachers to understand how well students have understood theme skills and concepts taught in class. Thus teachers are able to systemically evaluate the students by use of real writing and reading experiences. They come with prescribed cri teria interpretation. Data is computed and summarized mathematically. There are criteria for scoring and scores are commonly given by standard scores, percentiles or stanines.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The teachers have statistics that can support certain conclusions such as â€Å"a student is reading below average† because these tests have had been tried before on the students. Flexibility in assessment outcomes gives teachers another chance to closely monitor the students in order to modify assessment as required. Thus these benchmarks help teachers and guardians to evaluate student progress over the entire year (Gavi, 2011). On the other hand, informal assessment indicates techniques that are incorporated into learning activities or classroom routines. Informal assessments are also called performance based measures or criterion referenced measures. They should be used in form of instruction. The type of assessment used should be in line with the purpose of assessment. They can be employed at any time without necessarily interfering with instructional time. The results obtained indicate the performance of the student on that particular subject or skill of interest. Activities associated with informal assessment include demonstrations, oral presentations, individual projects and experiments among others. This type of assessment does not compare a broader group other than the students in that particular local project. Unlike formal assessments that are data driven, informal assessments are content and performance driven (Patty, 2004). Social studies are integrated studies that are meant to improve civic responsibilities of students. I have chosen history subject as a social study in my informal assessment below. The informal assessment test is designed for students in elementary grades. A fourth-year grade teacher has just finished three hours lesso n teaching a topic on the state’s history. He intends to check the instructional effectiveness and understanding of this topic by employing a type of discussion that takes the form of written checks. The data obtained will in turn assist the teacher to plan and use data-based instructions during the next teaching period. References Gavi, R. M. (2011). Dyslexia : Special Educational Needs Series. New York, NY: International Publishing Group. Jere, E. B. (2010). Effective assessment and Evaluation. Chicago: Tylor Francis.Advertising We will write a custom essay sample on Assessment and Evaluation specifically for you for only $16.05 $11/page Learn More Patty, S. A. (2004). Making sense of Online learning: A guide for beginners and the  truly skeptical. New York, NY: John Wiley Sons. This essay on Assessment and Evaluation was written and submitted by user Maliyah Reed to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Postnatal Depression Essay

Postnatal Depression Essay Postnatal Depression Essay Postnatal depression is a type of depression some women experience after having a baby. It can develop within the first six weeks of giving birth, but is often not apparent until around six months.Postnatal depression is more common than many people realise, affecting around one in 10 women after having a baby.Women from all ethnic groups can be affected. Teenage mothers are particularly at risk.Postnatal depression can sometimes go unnoticed and many women are unaware they have it, even though they don't feel quite right.The symptoms of postnatal depression are wide-ranging and can include low mood, feeling unable to cope and difficulty sleeping. Signs and symptoms Mood changes, irritability and episodes of tearfulness are common after giving birth. These symptoms are often known as the "baby blues" and they usually clear up within a few weeks. However, if your symptoms are more persistent, it could be postnatal depression. Some women don’t recognise they have postnatal depression, or they choose to ignore their symptoms because they’re afraid of being seen as a bad mother. If you think that a partner, relative or friend is showing the signs and symptoms of postnatal depression, be supportive and encourage her to see a GP.It's very important to understand that postnatal depression is an illness. If you have it, it doesn't mean you don't love or care for your baby. "But I didn’t care. I just didn’t want to live. It was like I was in a bubble and I could see everyone, but they couldn’t see me. I knew something was desperately wrong with me but I didn’t know what. She recognised that I was depressed and prescribed a low-dose antidepressant. It took three weeks for them to kick in, but they took me from the black into the grey. I wasn’t better, but it got me out of the worst depths of depression. I went on automatic pilot – I did it all, but there was no heart or enjoyment in it. I knew I had a lovely, beautiful baby, but I couldn’t enjoy her. "My GP had increased the dosage of antidepressants after the baby was born, but no one knew how bad I was feeling. I can’t talk now about the thoughts I was having, but they were so frightening. I later learned that a lot of women with postnatal illness have very scary thoughts. I thought I was going mad. I was having these thoughts, I couldn’t sleep or eat, I was depressed, tearful and having awful panic attacks. "Everyone with postnatal illness has different symptoms and my main symptom was anxiety. I worried about everything and I just couldn’t break the cycle. "It took two-to-three years for me to feel myself again. There were good days and bad days, and sometimes it felt like I was going backwards. It was easy to do too much and it would set me back again.. â€Å"I started feeling an intense anxiety, and I went downhill very fast – I was lying on the floor crying and asking for people to help me. It got so bad a friend said I needed to call the mental health crisis team.† â€Å"I woke up feeling really sick and I felt all the anxiety coming back, and this time it was even worse. I was almost catatonic, lying on the floor in the kitchen. No one could

Critically explore the strengths and limitations of case study Essay

Critically explore the strengths and limitations of case study research with children and young people in exploring issues of race and ethnicity - Essay Example y looking at past works by Ince (2004) that focused on a small group of young black people leaving care as well as Maniam’s et al (2004) study on various methods that can be used in exploring issues of race and ethnicity. Research with children and young people is critical. It can advance understanding of how they develop and live, can contribute to theoretical debates, and its outcomes can impact directly and indirectly on the lives of those researched and others in similar situations. In this case, the study focuses on young people as well as children in reference to issues of race and ethnicity. The function of case study method in research becomes more outstanding when social issues such as drug abuse, racial segregation, poverty and ethnicity are considered. Prominence of case studies as a research technique gained recognition when researchers started raising more and more concerns regarding the limitations of quantitative methods. This was particularly in availing holistic and in-depth explanations for social and behavioral conditions. Superiority of case studies lies in the fact that the research approach incorporates both quantitative and qualitative data; these sets of data are utilized to elucidate both the procedure and result of a phenomenon through comprehensive observation, reconstruction and analysis of the case study under scrutiny. Ince (2004) carried out a qualitative research with a small group of black care leavers, through the research she demonstrated the young blacks’ identity problems resulting from their limited contact with their families and community. The research also brought to the forefront the impacts of racism as well as open and indirect discrimination in these children’s lives. Maniam et al (2004) seemed to favor use of case studies as he stated that bringing forth qualitative data on racism would be one way of researchers wittingly colluding with racism. He cited that to overcome inadequacies that have resulted due to a

Early Intervention for the Child with Autism Essay

Early Intervention for the Child with Autism - Essay Example Being a well informed and an emotionally strong parent could go a long way in ameliorating the child with Autism. Many a times parents tend to evince a lot of worry when they learn that their child has Autism. This is because they know that their child faces specific challenges and may find it difficult to socially integrate and engage in learning, if not rendered a timely professional help and assistance. Certainly, it is natural to do so. However, Early Intervention could play a decisive role in the case of children with Autism. With the help and aid of Early Intervention, parents of children with Autism could relieve themselves of much indecisiveness and confusion. The very recognition of the fact that it is possible to help an autistic child in a professional manner that could help one deal with one’s problems in an effective way is in itself much relieving and hope giving. Hence, Early Intervention is vital for children with Autism, especially in the first few years of th eir life. Early Intervention not only facilitates the salient tools required to diagnose a child in the Autism Spectrum, but also plays a crucial role in facilitating the children with the requisite help and services that go a long way in helping them develop the necessary development skills (Ross & Jolly 159). It goes without saying that early intervention also divests the parents of children having autism of much stress and tension. It is a fact that autistic children tend to face some problems in life that are not faced by other children. Precisely speaking, the autistic children happen to face difficulties in three main areas of life that are issues associated with social interaction, the affiliated communication related difficulties and difficulties associated with the capacity for imagination. Autistic children do many a time find it difficult to learn to speak or to be able to carry on and sustain a conversation (Szatmari 138). Autistic children also find to difficult to shar e their feelings with others and in understanding the varied other aspects of social interaction like body language (Szatmari 138). Though many autistic children do evince a capacity to grasp facts and figures, yet when it comes to topics like politics and religion associated with complex ideas and language, they may find it difficult to grasp such issues (Szatmari 37). One other thing that has been seen in autistic children is that they evince an affiliation to a very narrow range of activities with which they engage in a repetitive manner (Szatmari 37). For instance they may develop a strong interest in a limited and narrow range of activities, may happen to be quiet inflexible in the matter of preferred activities and interests and may exhibit body movements that are repetitive. If not helped through early intervention, the autistic children may have to face secondary issues like behavioral problems that may pose multiple challenges, sensory problems, mental health issues, and sl eep disorders (Szatmari 38). Thereby the main challenge faced by the parents and care givers of autistic children is to help them integrate in the society in a balanced and meaningful way. Therefore, much success depends as to how early an autistic child is subjected to intervention. Thereby early intervention could play a decisive role in enabling an autistic child to deal with the social, mental and communication issues faced by one. Hence, it is really important for the parents to know as to what is Early

Marketing and Nike Essay Example for Free

Marketing and Nike Essay Q. N. 1: What have been the key success factors for Nike? Ans. The key success factors for Nike are their exciting marketing strategy, product innovation and staying to the mission which is â€Å"To bring, inspiration and innovation to every athlete in the world.† These are as follows: * Nike established a strong brand name through designing innovative footwear for serious athletes. * Nike’s management has found most significant celebrity support: the right collaboration between celebrity and product. * Nike stayed focused on being an authentic sports and fitness company serving the athlete and sports minded people. * Nike’s campaign even featured an 80 year old long distance runner with the slogan â€Å"Just Do It† that placed the emphasis on self-empowerment through sports and fitness for all ages. * Making corrections and change of the American style ads in Europe also a key factor for success. Q. N. 2: Where is the Nike vulnerable? What should they watch out for? Ans. Vulnerable points of Nike as well as its solution are as below: * There is one fact, when using celebrity endorsements Nike advertisers need to keep in mind that is to never let the celebrity become your brand. If so, the company will run the risk of killing the brand as soon as celebrity becomes faded. * Selecting a spokesperson whose characteristics are congruent with the brand image. * Nike deals with only one product line that it footwear. In this circumstance, it should watch out for diversification of the products to increase the maker share. Q. N. 3: What recommendations would you make to their senior marketing executives going forward? Ans. For going forward senior marketing executives of Nike can follow the recommendations as below: * Find the right collaboration between celebrity and product. * Promote prospective display that is going global and evaluate current position rate. * Watch out for diversification of product line. * Collecting feedback from customers about the products quality * Customize the advertisement for the customer of different culture in different region. Q. N. 4: What should they be sure to do with their marketing? Ans. They be sure to manage their marketing system in a proper way that it is satisfying the customer needs and wants keeping pace with the time. They can give importance to the following topics: * Be sure that your product performance quality is ok as you advertise. * Ensure innovation on designing the product. * Collect ideas from customers to improve the product * Make aware the customer about the continuous improvement * Establish Customer Relationship Management.

Theories Of Implicit And Explicit Knowledge English Language Essay

Theories Of Implicit And Explicit Knowledge English Language Essay The distinction between implicit and explicit knowledge is of great significance for language teaching. The theoretical models emerging from SLA research have taken up differing stances on the interface between implicit and explicit knowledge in the L2 learning process. With reference to these stances, two points of particular interest to L2 classroom instruction are: which type of knowledge contributes more effectively to learning and which type of teaching, explicit or implicit, provides more assistance to the L2 learning process. This paper discusses some of the influential theories of implicit and explicit knowledge; how the two types of knowledge contribute to learning; and the impact of theory on classroom instructional methodologies. Although both types of knowledge can refer to different aspects of language, this paper focuses particularly on grammar for two reasons: firstly due to space limitations, and secondly because of its importance to language pedagogy. The paper starts by defining the two types of knowledge and providing an overview of what the corresponding learning and teaching aspects of this knowledge entail. The theories that are then discussed have been grouped according to their stance on how the two types of knowledge interface. Along with a brief description of the theories I will also look at their implications on classroom instruction. The paper concludes by reviewing form focused instruction, which is a good example of how ideas emanating from theory have influenced teaching approaches by integrating the artificiality of learning into a more natural process. 2. Defining the implicit/explict dichotomy 2.1 Implicit knowledge, learning and instruction Implicit knowledge is commonly associated with a learners linguistic competence (Ellis, 2005a). Literature on psychology and SLA research uses several overlapping terms to refer to this knowledge, for example, unconscious knowledge, intuitive knowledge/awareness, epilinguistic behaviour, spontaneous/ automated knowledge, or procedural knowledge/rules/memory. Bialystok (1981) offers the following description of implicit knowledge: The general form in which information is represented allows us to know things intuitively without being aware of the formal properties of that knowledge. For example, we know a great deal about language that defies mental examination, but the knowledge is demonstrated by our ability to produce correct, coherent utterances. Implicit knowledge underlies the fluent language skills usually associated with native speakers (Hulstijn, 2007), who have an ability to notice grammatical errors without necessarily being able to explain the rules causing them. Ellis (1994) suggests that this knowledge can be broken down into two sub-categories: formulaic knowledge consisting of pre-fabricated chunks of language; and rule-based which consists of general and abstract structures which have been internalised. Both these sub-categories are stored unconsciously and only become apparent when the language is produced in communication (ibid). Within the brain, implicit knowledge is not restricted to one specific area, but is spread over different regions of the neocortex (Paradis, 1994). Implicit learning is the forming of implicit knowledge, and is a natural process of acquiring new knowledge unknowingly, and in such way that the knowledge is difficult to verbalise (Ellis, 1994). For example, a learner may unwittingly learn a grammatical rule while working on a meaning focused activity, or notice a structural pattern during a short-term memory task. This learning takes place automatically whenever information is processed receptively, and once the process is initiated, the learner cannot choose not to encode the input (Hulstijn, 2007). Classroom instruction is considered implicit if rules are not presented and learners are not required to attend to forms (Norris and Ortega, 2000). Examples of implicit instruction include high frequency input, interaction, and recasts (Spada, 2010). Grammatical and lexical resources are a means to an end, and considering the general consensus that development of implicit linguistic knowledge results in language acquisition, the ultimate aim of classroom instruction should be to facilitate this development (Ellis, 2005b). Even though there is still disagreement on how implicit knowledge is acquired, it is generally accepted that communicative activities play an essential role in the process; therefore communicative tasks could be an effective instructional tool when the language learning focus is on implicit knowledge (ibid). 2.2 Explicit Knowledge, learning and instruction Explicit knowledge refers to different aspects of language, including grammatical, phonological, lexical, pragmatic and socio-cultural (Ellis, 2005a). As with implicit knowledge, several overlapping terms have been used to refer to L2 explicit knowledge, for example, language/metalinguistic awareness, analysed knowledge, conscious knowledge, declarative knowledge, learned knowledge, or metagrammar. Ellis (2004: 244) gives an extended definition of explicit knowledge as: Explicit L2 knowledge is the declarative and often anomalous knowledge of the phonological, lexical, grammatical, and sociocritical features of an L2 together with the metalanguage for labelling this knowledge. It is held consistently and is learnable and verbalisable. It is typically accessed through controlled processing when L2 learners experience some kind of linguistic difficulty in the use of the L2. Learners vary in the breadth and depth of their L2 explicit knowledge. Explicit learning is a conscious, deliberate process of structuring explicit, verbalisable knowledge, which can take place while learning concepts/rules in the classroom or it may be initiated independently (Hulstijn, 2007), for example, when a learner refers to a grammar book to find the past participle of a particular verb. This type of learning requires a degree of cognitive development, therefore it is unlikely to take place in early childhood (ibid). Explicit knowledge is said to reside, or at least processed in a specific area of the brain (the medial temporal lobe, including the hippocampus), which is separate to the areas where implicit knowledge is stored (Ullman, 2001). Norris and Ortega suggest that explicit instruction exists along a continuum, from instruction which is more to that which is less explicit (Norris and Ortega, 2000). A deductive approach to classroom instruction is an example of a more explicit from of instruction, where rules are explained before a structure is presented in context. An example of a less explicit form is inductive instruction, here learners are asked to attend to and make metalinguistic generalisations on a form which has already been presented in context (ibid). 3. The implicit/explicit interface The contradictory claims regarding the dichotomy of implicit and explicit knowledge have focused mainly on how these two types of knowledge interface. The interface hypothesis presents three positions which argue the extent to which explicit knowledge is involved in L2 acquisition. 3.1 The non-interface position At a certain age children stop using their language to communicate and begin to look at it reflectively (Tunman and Herriman, 1984). Childrens use of explicit knowledge is considered to exhibit different levels of consciousness depending on their literacy skills, whereas their acquisition or use of implicit knowledge shows little variation (Ellis, 2004). This implies therefore, that knowledge which initiates conscious or explicit linguistic behaviour is distinct from that unconscious or implicit knowledge which characterises natural language use. Krashen (1982), Paradis (1994) and Schwartz (1993) claim that acquired and explicitly learned L2 knowledge does not interface, arguing that the former is responsible for language fluency, and the latter is only useful to monitor communicative output. Paradis (1994) also rejects the possibility of explicit knowledge converting directly into implicit knowledge, or vice versa. He suggests that since these two types of knowledge exist in neuroanatomically distinct memory systems, they can interact but transfer of knowledge from one to the other is unlikely (ibid). Krashen (1982) argues that formal teaching of grammar is unnecessary as it has no effect on language acquisition, and explicit L2 knowledge may never actually convert to implicit knowledge. In addition he suggests learners have little ability to learn grammar. Similarly, Truscott (1996) adds that the only benefits of formal grammar instruction are in preparing learners for assessment which look to measure explicit metalinguistic knowledge rather than communicative ability. In his input hypothesis Krashen states that like L1, L2 acquisition is also a natural process which occurs implicitly while a learner is exposed to comprehensible L2 input (Krashen, 1982). If learners are motivated, they will naturally follow an in-built syllabus to develop their inter-language, and using an intuitive process of trial and error, eventually acquire the L2 (Ibid). Krashens theory was the inspiration behind the natural and communicative approaches to language teaching. Counter to Krashens claims, evidence from research has shown that despite immersion in the L2, learners continue to make grammatical errors. A study by Harley and Swain (1984), for example, showed that immersion students relying purely on comprehensible input were unable to achieve high levels of language proficiency. Effect of L1 transfer is a possible reason why implicit learning processes are less effective for L2 (Ellis, 2008). Unlike a newborn infant, the L2 learners neocortex is already configured and optimised for the L1 (ibid). L2 processing and automatisation therefore occur non-optimally, as they have to rely on implicit L1 representations (ibid). A weaker form of the non-interface position suggests a possibility of implicit knowledge being transferred to explicit knowledge through conscious reflection and analysis of implicitly generated output (for example, Bialystok, 1982). Similarly, Ellis (1994) also argues for a seperateness of the two types of knowledge, he proposes a connectionist account of implicit knowledge as a complex interconnected network which is neurologically detached from explicit language knowledge. However, he suggests that the two types of knowledge may be derived from each other and that they can interact during language use (ibid: 235). 3.2 The interface position The non-interface position has been attacked both theoretically and empirically by other SLA researchers, who have addressed the role played by explicit knowledge in language acquisition. Sharwood Smith (2004), for example, uses the interface hypothesis to argue that explicit knowledge can be gained from implicit knowledge, and similarly explicit knowledge can be transformed to implicit knowledge using: contextualised communicative practice, repeated use and corrective feedback. Taking a strong interface position, the skill building theory (DeKeyser, 2003) suggests that a procedularised form of explicit knowledge is functionally equivalent to implicit knowledge when learners are given plenty of opportunities to engage in meaningful communicative practice. This practice is an essential step in proceduralising the target language for spontaneous use; hence it is important that learners are motivated to engage in this process through non-threatening feedback (Faerch, 1986). Many studies have provided empirical evidence to justify the role of explicit grammar teaching. Ellis (1994), for example, has shown that explicit language instruction leads to faster learning, and that adhering to an implicit focus on meaning fails to provide high levels of competence. However, for grammar instruction to be effective, some researchers have found that a careful selection and sequencing of rules is essential, as well as a determination of the learners linguistic readiness to accept a new grammatical item (Ellis, 1994; Fotos, 1994). The grammar translation and cognitive approaches, which were popular in the 1960s and 70s are typical examples of explicit teaching methods. These methods were influenced by the belief that an explicit knowledge of grammatical rules precedes their use (Ellis, 2008). The PPP model is another instructional approach taking an interface stance. PPP emphasis a focus on form, and stipulates that a language feature should be: explicitly presented, then practiced and finally produced in order to procedularise the feature. Swan (2005) sees PPP as a useful approach for presenting and practicing language structures under semi-controlled conditions. However, PPP is now widely seen as lacking a firm basis in SLA theory, its linearity and behaviourist nature fails to take into consideration the stages of developmental readiness that a learner goes through (Ellis, 2003); and its systematic instructional approach is unlikely to lead to acquisition of the language feature taught (Skehan, 1996). 3.3 The weak interface position A weak interface position proposed by some theorists, suggests the possibility of transferring knowledge between the implicit/explicit systems. Two popular processing models from cognitive psychology which take a weak-interface position are McLaughlins (1987) information processing model, and Andersons (1983) ACT model. The information-processing model proposes that complex behaviour evolves from simple modular processes that can be isolated and analysed independently (McLaughlin, 1987). Within this framework L2 learners use controlled processing, requiring a lot of attentional control to generate language sequences, which are then stored in short-term memory (ibid). Through repeated activation, these sequences become automatic and are transferred to long-term memory, where they can be accessed with minimal attentional control (ibid). Based on a similar viewpoint, the ACT model (Anderson, 1983), suggests that declarative knowledge (knowing that something is the case) leads to procedural knowledge (knowing how to do something). Three types of memory are defined in this framework: a working memory (similar to short-term memory), and two types of long-term memory, declarative and procedural. Anderson maintains that during learning, declarative knowledge becomes procedural and automatised, and that both types of knowledge are stored differently (ibid). A learner might start of by studying a rule (for example, Use a and an when the following word starts with a consonant or vowel, respectively), but every time a phrase containing this rule is produced or received, the phrase is stored as an instance in memory (Logan, 1988). Increasing encounters with these instances raises their activation levels to such an extent that eventually retrieving a stored instance will be quicker than applying the rule (ibid). Other versions of the weak interface position also support a possibility of knowledge transfer but set restrictions on when and how this transfer can take place. Pienemann (1989), for example, argues that learners cannot transmit knowledge between the two systems until they are ready to acquire the linguistic form. Ellis (1994) claims that explicitly teaching declarative rules can have a top-down impact on perception, leading to saliency of the taught language features. Learners are then able to notice the feature during input, and by comparing it with their output can consciously notice the gap (ibid). Explicit knowledge in this case acts as a stimulus in activating conscious awareness and the subsequent storage in long-term memory (Ellis, 2005b). The significance of explicit knowledge in this case is not so much as a contributor to acquisition, but as a detector of specific language features in the input. Ellis suggests consciousness raising (CR) as a way of setting a linguistic focus to tasks, and encouraging learner autonomy by requiring learners to derive explicit grammar rules independently (Ellis 2005b). CR raising tasks can be inductive or deductive, in the former learners are expected to induce an explicit representation of a rule, whereas in the latter the rule is provided at the beginning of the task (Ellis et al., 2003). The main aims of CR tasks are to involve learners in goal-orientated communication and to encourage the development of explicit knowledge (ibid). 4. Form focused instruction (FFI) FFI consists of a number of approaches to teaching that advocate a focus on both meaning and form (for example, Doughty and Williams, 1998; Lightbown and Spada, 1990). The distinction between the various types of FFI is that some are implicit in nature, and others are more explicit. Ellis (2001) defines FFI as a type of instruction which includes any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form. Long (1991) distinguishes between two types of FFI: focus on formS (FonFs) and focus on form (FonF). The former involves teaching discrete grammar points according to a synthetic syllabus leading to a preselected linguistic target (ibid). FonFs is regarded as an explicit form of FFI (Housen and Pierrard, 2005) and is more in line with the interface position. A typical example of a FonFs approach is the PPP model. FonF on the other hand is a more implicit form of FFI (ibid), and aims to overtly draw the students attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication (Long, 1991: 45). FonF is based on the idea that first and second language acquisition are similar in that they both rely on exposure to comprehensible input from natural interaction (ibid). However it also takes into account important differences: that learners cannot acquire many of the grammatical aspects of language through exposure alone, and that this needs to be balanced by providing a focus on grammatical as well as communicative aspects of the second language (ibid). The instructional activities associated with the FonF approach involve a mixture of implicit and explicit techniques, for example: input enhancement where a target form is highlighted for awareness; and a structure-based task (Fotos, 2005) which requires the completion of a meaningful task u sing the target form, before the latter is explicitly taught and practiced further. Long (1991) contends that FonF instruction may be more effective than a focus on meaning (FonM) or a FonFs approach, because it is more consistent with the findings of SLA research. From a psycholinguistic perspective a FonF teaching in the classroom is justified for three main reasons: FonM may be useful in developing oral fluency, however it fails to provide high levels of linguistic or sociolinguistic competence (Ellis et al., 2003). The FonM approach is based on Krashens (1981) hypothesis which states that all that is needed to acquire a language is extensive exposure to rich comprehensible L2 input. However, while researching literature comparing instructed with uninstructed learning (FonM), Long (1991) found that instructed learning was much more effective in achieving high proficiency levels. A FonFs approach is based on the idea that classroom L2 learning is derived from cognitive processes and therefore involves the learning of a skill (Ellis et al., 2003). However empirical evidence (for example Pienemann, 1989) suggests that a FonFs approach does not guarantee that learners will develop the ability to restructure their interlanguage. Studies have shown that classroom learning follows a sequentially similar acquisition process as natural learning (Ellis et al., 2003). However, in the classroom learners may follow an inbuilt syllabus, allowing them to benefit or acquire only those aspects of FFI for which they are linguistically ready (ibid). Therefore deciding on which language feature learners are ready to acquire may pose a difficulty for FonFs instruction. A FonF instruction draws attention to the target form through a contextually meaningful communication, allowing the learners to develop their fluency and accuracy (Ellis et al., 2003). FonF is pedagogically efficient in that it can focus specifically on those language features that either need clarification or are problematic at a contextually relevant moment (ibid). FonF also gives an opportunity to learners to receive feedback in a meaningful context, allowing them to notice the gap between their interlanguage and the negative evidence provided by the feedback (ibid). Johnson (1996), in his skills building theory suggests that feedback is most useful for learners when it is presented in real operating conditions. Corrective feedback exposes learners to the correct form and encourages them to produce it themselves; leading to a possible acquisition of these forms (Ellis et al., 2003). The above discussion supports the efficacy of FonF instruction; however the effectiveness of this method in some EFL contexts is doubted. In educational contexts where teachers are obliged to follow a tightly controlled syllabus, or where class size does not permit individual feedback, a FonF instructional approach may be difficult to implement (Poole, 2005). What this suggests is that pedagogical implications of SLA studies on implicit and explicit knowledge need to be related to different learning and teaching contexts. 5. Conclusion This paper discussed some of the prominent theories that have emerged from SLA research on implicit and explicit knowledge. As well as defining the two types of knowledge, their impact on the learning process and instructional practices were also highlighted. A look at focus on form instruction showed how the ideas from different theoretical viewpoints have merged to give a teaching approach which balances both implicit and explicit learning. Although research has shown that traditional explicit grammar instruction is unlikely to lead to the implicit knowledge needed for proficiency in a language, there is still a lot of controversy regarding the best alternative (Ellis, 2006). The conflicting views on the overall role of implicit and explicit knowledge in SLA point to the complexity of the issue and suggest that a thorough understanding is still evolving. Ellis (2008) suggests that because consciousness and linguistic knowledge are so difficult to conceptualise and operationalise, improving our insight in these areas is a major challenge. In order to help gain a deeper understanding, future research needs to collaborate with developments in other disciplines such as cognitive science and cognitive neuroscience (Doughty and Long, 2003).

Caso Del Grupo Civsa

CUESTIONES PARA RESOLVER: 1. Las criticas al grupo CIVSA en cuanto a su responsabilidad social, se dirigen a los temas relacionados con las condiciones de trabajo del personal despues de la diversificacion. Esas criticas estiman tambien que las nuevas politicas de la empresa favorecen la temporalidad, las deslocalizaciones, una subcontratacion considerada como abusiva, cosa que influye en la seguridad social y laboral de los trabajadores. Por otro lado, la imagen del fundador en los medios de comunicacion, calificandole como un nuevo empresario a imagen frivola confirma la idea negativa hacia su empresa. 2. La decision del senor Vitrubio en cuanto a la operacion de † lefting† empresarial que inicio para limpiar la imagen de su empresa, es mas una tentativa superficial que no tiene nada que ver con el concepto verdadero de la RSE, y que cuyos efectos seran minimos a largo plazo. Las criticas hacia el tema de la responsabilidad social de CIVSA, le reprochan sus metodos poco honestos que perjudican la seguridad laboral. En este sentido, uno de lo grandes ambitos que cubre la idea de la RSE es la responsabilidad interna. Esta implica una inversion en el capital humano, teniendo en cuenta cuestiones de salud y de seguridad, la gestion del cambio, y las preocupaciones medioambientales en las la area de produccion. Asi pues, el compromiso de la empresa en cuanto a su RS le obliga a ser mas honesta, mas transparente en cuanto a su â€Å"contrato social† evitando el uso abusivo de la formula : Doing well by doing good, que supone que la empresa limita su responsabilidad social a sus participaciones en eventos sociales, culturales y creacion de fundaciones mientras que sus metodos de trabajo o mejor dicho sus politicas que influyen directamente a la vida de sus trabajadores, que son realmente su prioridad socialmente hablando, no corresponden a una vision etica coherente con los objetivos que pretende , con la imagen que quiere reflejar y desde luego a la confianza que quiere generar. 4. La RSE implica que la empresa tenga que incorporar todos aquellos grupos de interes afectados de forma directa o indirecta por su actividad: empleados, clientes, proveedores, consumidores, la comunidad y ONGs, el Gobierno y tambien el medio ambiente†¦ En este sentido es necesario proceder a la definici on de los grupos de interes mas revelantes, sobre los cuales la empresa dirigira sus esfuerzos para reforzar su imagen de empresa orientada hacia la RS. En el caso de CIVSA, los empleados constituyen un elemento fundamental en cuanto a los grupos de interes de la empresa. Efectivamente, muchas criticas preteden que CIVSA le da cada vez, menor importancia a su factor humano, dejando de ser una compania cuyos metodos de trabajo eran ejemplares†¦ Por otro lado, el tema de la subcontratacion y de las deslocalizaciones es de lo mas problematicos, como tiene generalmente efectos negativos sobre el empleo e indica en muchas ocasiones casos de fraudes sociales cosa que confirma aun mas esta imagen negativa. Debido a esto, la empresa deberia tener en cuenta su factor humano, ya que las relaciones con los trabajadores han de ser prioritarias para asegurar unas condiciones de trabajo mas saludables y una seguridad social, que en principio es un punto primordial en el planteamiento de la responsabilidad social. Tambien, CIVSA deberia sobre todo investigar las expectativas y necesidades de otros grupos de interes mas significados. En este caso, hablamos sobre todo de clientes, de socios e inversores, que condicionan su exito o fracaso. Las dudas que tiene las autoridades sobre algunas actividades de CIVSA, consideradas como sospechosas y poco leales, genera un ambiente de desconfianza e inseguridad, por lo cual a este nivel, la empresa tendria que optar por mas transparencia informativa. La imagen frivola asociada al fundador del grupo por los medios de comunicacion, calificandole como et prototipo del nuevo empresario espanol contribuye tambien en el deterioro de imagen. Se ve al Sr. Vitrubio como una persona muy rica y que dispone de una gran fortuna pero que no la usa para crear proyectos destinados a la comunidad social, cosa que empeora aun mas la situacion de la compania y su reputacion. 5. Cuando se trata del deterioro de la imagen de una compania y de reputacion, primero ha de buscar las verdaderas razones que la has llevado a esta situacion. En el caso de la empresa CIVSA, la falta de confianza generada por algunas politicas de la empresa en cuanto a temas como deslocalizacion y que afectan la seguridad social, plantean dudas sobre su nivel de implicacion social, y deja claro que el problema proviene de esos elementos que afectan a sus principales grupo de interes, como ya lo hemos senalado. Se trata aun mas de optar por metodos mas transparentes y honestos al momento de tomar decisiones estrategicas y de medir sus consecuencias y el efecto que tendra. Y desde luego poner en marcha acciones adecuadas para mostrar el compromiso de la empresa, su predisposicion a implicarse y a mejorar su imagen de marca frente a las criticas. A ese nivel, CIVSA deberia primero definir herramientas de desarrollo social a nivel interno y externo que refleje sus valores. †¢ Empleados: – Formacion continua – Transparencia y comunicacion interna. – Empleabilidad y perdurabilidad del puesto de trabajo – Procesos de reestructuracion – Seguridad laboral e higiene en el puesto de trabajo †¢ Accionistas : – Transparencia informativa Inversiones eticas a Largo Plazo – Gobierno de la sociedad †¢ Clientes y proveedores : – Consumo responsable de recursos naturales †¢ Comunidad local : – Aportaciones al desarrollo local – Accion social 6. La fundacion se basa en tres lineas principales: arte moderno con concesion de becas para la formacion de jovenes, otra colaborara con una ONG, en la financiacion de proyectos de salud publica o educacion infantil en paises pobres y la tercera patrocinio de equipos deportivos de elite. La eleccion de estas actividades parece poco credible ya que no responde a las necesidades de los grupos de interes vinculados con la actividad de la empresa. Es mas que esas actividades estan destinadas a una categoria social que no corresponde a la que normalmente se dirige esas acciones, y que en principio pretenden apoyar y financiar proyectos para el desarrollo local. Asi que ninguna de las actividades afecta directamente a los actores principales. Las actividades de colaboracion con la ONG, estan orientadas a nivel internacional, y las otras dos lineas de actividades se dirigen a una categoria de elite, y al final no son actividades que la gente normal y corriente practica. La empresa deberia mas focalizarse en actividades mas significativas a nivel local, y responder a las necesidades de sus grupos de interes que mas le interesan. 7. Los efectos que pueda tener este proyecto seria minimos y solo a corto plazo. Pude ser que la creacion de esa fundacion pueda limpiar la imagen de marca durante un periodo de tiempo, solo el tiempo de que la gente se de cuenta de que realmente nada ha cambiado, y que las cuestiones problematicas siguen las mismas. Ademas, las lineas de actividad de la fundacion con la que se pretende mejorar la reputacion esta destinada a un publico de elite, cosa que deja comprender que la responsabilidad social de la compania se limite a este aspecto y que el fundador vive en su propia burbuja, en su mundo ideal sin darle mucha importancia a las cuestiones de orden social que afectan a gente menos afortunada. RESUMEN Y CONCLUSIONES: Ambicion y capacidad de liderazgo. – Don Floreal Viturbio, Ingeniero industrial y Master en direccion de empresas. – Sus valores son tres: ampliar los limites al exterior, diversificar actividades, dotar al grupo industrial de un paraguas financiero fuerte, por parte de los bancos. – Busco clientes en el extranjero, y junto c on las herramientas, estructura y saber hacer de la empresa hizo de la empresa la tercera mas importante de Europa. – Llega a formar parte de la presidencia de un banco importante nacional. – Posee muchas propiedades, casas, obras de arte, caballos, yates†¦ – Se ha convertido en un personaje favorito de los medios de comunicacion. Tanta fama ha hecho que se empeore su imagen, dando lugar a una imagen frivola, despiadada lo que le quita importancia su esfuerzo a lo largo de su vida profesional. – Las autoridades economicas y los sindicatos ponen en mira a las empresas de este hombre porque consideran que no sean muy honestas. – Por ello, ha utilizado una operacion de lifting, creando una fundacion. – La fundacion se basa en tres lineas principales: arte moderno con concesion de becas para la formacion de jovenes, otra colaborara con una ONG, en la financiacion de proyectos de salud publica o educacion infantil en paises pobres y la terce ra patrocinio de equipos deportivos de elite. Conclusiones: En primer lugar hay que valorar las aptitudes del senor Floreal, por haber llegado a donde ha llegado, pues con su ambicion y su constancia se ha hecho unos de los empresarios mas ricos de Espana y ha colocado a su empresa CIVSA, en una de las mejores de Europa tanto por toda la cuota de mercado lograda como por la potencia de esta Corporacion Industrial. Cuando una persona empieza a ganar dinero, si se organiza bien y se administra correctamente, el dinero llama al dinero, queremos decir con esto, que cuando este hombre empezo a enriquecerse, todas las entidades bancarias lo reclamaban, como es una persona muy inteligente pudo llegar a formar parte de estas empresas, hasta llegar a participar en la presidencia de un banco importante nacional. Debido a todo esto, la fama y los medios de comunicacion se le echan encima, lo que da lugar a que las autoridades economicas, como Hacienda, vayan en busca de el a investigarlo, para ver si existe algun tipo de inversion en paraisos fiscales, o alguna operacion deshonesta†¦ Como solucion, decide crear una Fundacion, para limpiarse su imagen, aunque en realidad no lo ha hecho muy bien, pues es una fundacion un poco â€Å"pija†, sigue en paralelo con su actividad y su imagen. Los deportes de elite a los que va a apoyar, no son deportes corrientes que pueda practicar cualquier persona, y lo del arte moderno con exposiciones en el extranjero tampoco es muy normal. En este caso, la limpieza de imagen que pretende este empresario es algo â€Å"utopico† que dentro de su mundo esta bien, pero en esta sociedad actual no cabe, ni mucho menos.

Chapter two †Mississippi schools Essay

The following literature focuses on how schools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance. The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores. Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not. Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand what each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement. The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue & Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003). Proficiency differences among races were briefly discussed; Similar disparities exist between white students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001). Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively. These factors were beneficial in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers & Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation? (1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program investigated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program. By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate. The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of reading practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success. By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001). The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the program ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996). However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al. , 2004). However, little research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004).

Pleasing Words

Pleasing Words Pleasing Words Pleasing Words By Mark Nichol The Latin verb placere, meaning â€Å"be acceptable† or â€Å"be liked,† is the source of a number of English words pertaining to agreeability. This post lists and defines these terms. The verb please, meaning â€Å"be agreeable,† is from plaisir, the Old French intermediary of placere, which is also the origin of pleasure, meaning â€Å"give pleasure to† and, as a noun, â€Å"enjoyment† or â€Å"something enjoyed.† (The synonym pleasance is rare.) Please, as an adverb, also precedes or follows a request (â€Å"Please close the door†) or an affirmation (â€Å"Yes, please†) to make it more courteous but can also express derision (â€Å"Oh, please†). The antonyms of the verb and noun, respectively, are displease and displeasure. Something that pleases is pleasing, and someone who pleases is a pleaser. Placebo was adopted directly from a Latin term meaning â€Å"I will please.† The word refers to a substance given to a patient for mental rather than physical relief (because the patient is deceived into thinking that the placebo will have an effect on an imagined or exaggerated condition). It also applies to a similarly innocuous substance given to members of a control group in an experiment to help evaluate the effectiveness of a drug taken by test subjects; if the drug is determined to be more effective than the placebo, it is efficacious. Another close relative is the adjective pleasant, meaning â€Å"agreeable,† the antonym of which is unpleasant. A pleasantry is a polite remark made during a social occasion, or a humorous or playful one. Meanwhile, plea is also descended from placere, by way of placitum, meaning â€Å"decree† or â€Å"opinion†; the evolution of the sense is from â€Å"something agreed on because it pleases† to â€Å"something decided.† The verb form, plead, originally applied exclusively to making a plea in court but was later extended to apply to an urgent request; pleading developed as a noun from the first sense, describing the act of arguing a case. Complacence originally meant â€Å"pleasure† but came to pertain to a lack of concern or to self-satisfaction; the variation complacency has the negative connotation of clueless complacence. The homophone complaisance is a direct borrowing from Middle French meaning â€Å"desire to please.† The adjectival forms are complacent and complaisant. Placid, from placere by way of placidus, meaning â€Å"peaceful,† retains the Latin meaning. (The noun form is placidity.) The Latin verb placare, meaning â€Å"appease† or â€Å"assuage,† is related; it is the source of placate, which retains those meanings. The adjectival form is placatory, and the act is called placation. Placable is an alternative adjective, though it is rare; the antonym, implacable, is more common. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceEmpathy "With" or Empathy "For"?30 Words for Small Amounts

Assignment Week 2 Essays

Assignment Week 2 Essays Assignment Week 2 Essay Assignment Week 2 Essay Associate Level Material Appendix B Ethical Theories Chart Complete the chart below using information from the weekly readings and additional research if necessary. Include APA formatted in-text citations when applicable and list all references at the bottom of the page. |Ethical Theory | | | | | | | | | | |Utilitarianism |Deontological |Virtue ethics | | | |Definition | |Making choices that determine the sole |Describes the character of a moral agent as | | |A consequentialist theory in a |purpose of morally required, forbidden, or|a driving force for ethical behavior rather | | |normative ethics holding that the |permitted. |than by rules, consequences, or social | | |right decision making is the one | |context. | | |that maximizes overall happiness. | | | | | | | | | | | | | | | | | | | | | | | |Ethical thinker associated with| |Highly ethical person (The Germans who hid|Aristotle | |theory |Stakeholders (the involving |the Jewish family from the Naziâ„ ¢s) Corrie | | | |parties affected in the decision) |ten Boom | | | | | | | | |Mark Felt | | | | | | | | | | | | | |Decision-making process | |In order to make a decision, an individual|An individual will make a moral decision | | | |must examine the choices through a moral |based on the personâ„ ¢s professional | | |The decision making process is to |compass. |association, the regulatory community, their| | |think about all the stakeholders | |religious community, family, society, and/or| | |that can be affected by the | |the companyâ„ ¢s ethics office. | | |decision. Making sure the person | | | | |determine their decision by the | | | | |moral worth of an action based on | | | | |the resulting outcome. Think about| | | | |the societal harms and benefits of| | | | |an action. | | | | | | | | | | | | | | | | | | |Workplace example | |An employee has been overworked for the |A customer left their wallet. Company policy| | |An employee was spotted by another|last two days. The employee need the hours|states to report any lost and found | | |employee stealing baby pampers |but is too tired to focus. The manager |merchandise. The morally and ethical thing | | |from the company. Before making |made the decision to let the employee stay|would be to turn the wallet in. The | | |the decision of reporting the |on the clock, but go to the break room and|temptation that will be wrong in this | | |employee think if the outcome will|rest for thirty minutes. It is against |situation will be to take the money and | | |be better for overall harm |company policy to ride the clock. |throw away the wallet. Because of the | | |/benefit. | |religious beliefs I would turn the wallet | | | | |in. | | | | | | | | | | | | | | | | | | Reference: DECIDING WHATâ„ ¢S RIGHT: A PRESCRIPTIVE APPROACH, Trevino, L., Nelson, K. (2011).?  Managing business ethics: Straight talk about how to do it right?  (5th ed.). Ch. 2 pp.38-51, Hoboken, NJ: Wiley.

Conflict as a Team Tool-Sheila Essay Example | Topics and Well Written Essays - 1500 words

Conflict as a Team Tool-Sheila - Essay Example Team formation has been a modern management model for quite a long. Both scholars and non-scholars have argued in its favor or disfavor. In this regard, the focus of this study is not to investigate the merits or demerits of this tool but to probe the level of independence that should be tolerated within teams. It is also in the interest of this study to establish how conflicts between groups affect departmental performance. To achieve their ultimate goals, departments divide the entire project into sub-units called tasks, each of which should be delivered by each team. Eventually, the accomplished works are brought together to realize the final goal (Bezrukova, Thatcher, Jehn, & Spell, 2012). In the course of their work, these teams require some independence so that they can perform their duties efficiently. What is of concern though is the level of independence these teams should be entitled to. Conflicts are bound to arise between various teams in their day to day duties. These conflicts have impacts on departmental performance and should be pointed to concern. Independence simply means that a team works without any interference or intervention from non-team members. This freedom cannot be exercised entirely since the teams must be interdependent at some points. As a result of the interdependence, disagreements and dissatisfactions may arise leading to conflicts. Independence gives teams some sense of autonomy. The teams will be in a position to come up with work timetables suitable to them so that the members work at convenient times. Such flexible schedules are right for the minds of the team members because they feel less controlled, and they work when only ready. The performance of the workers will, therefore, be better because they will be mentally and physically prepared for working. (Bezrukova, Thatcher, Jehn, & Spell, 2012) Independence in the teams helps eliminate the barriers that

What are the key challenges facing educational leaders in relation to Thesis

What are the key challenges facing educational leaders in relation to Information and Communication technology - Thesis Example Educational leaders are excited as well. They are aware of how Information and Communication Technology (ICT) can have a great impact on education and on the students they cater to. However, there are many challenges that beset them. They need to equip students with increasingly higher levels of knowledge and skill not only through the provision of a conventional curriculum incorporating ICT, but also help them develop personal qualities such as being autonomous, self-organizing, networking, enterprising, innovative (Hargreaves, 1999), with the capability constantly to redefine the necessary skills for a given task, and to access the sources for learning these skills (Castells, 1998). Such aims are truly challenging to achieve. The openness and attitudes of teachers, being the frontliners in this particular educational reform is examined. Most teachers are not adequately prepared yet to make use of exciting new educational technologies because neither their teacher education programs nor their schools have provided sufficient time or incentives for them to learn (Norman, n.d.). Teachers themselves need to be transformed from the traditional ways of organizing teaching and learning in school to using more technical skills in more open, user-friendly, peer-controlled, interactive, virtual communities. Teachers need to model flexibility, networking and creativity which are key outcomes for students to survive the next millennium (Hargreaves, 1999). Training of teachers in ICT and staff development is one huge challenge faced by educational leaders. Psychologically, technology can pose problems for staff feeling threatened and insecure of being dispensable, and easily replaced by the new innovation (Jones & O’Shea, 2004). This is mostly appeased by effective training. Human resources strategy and practice is central to the successful staff development. Enhancing