A Race for Rats in The Winter of Our Discontent Essay -- Winter of Our

A Race for Rats in The Winter of Our Discontent Some runners look only to the finish line, choosing to ignore what they step on or who they pass along the way. In The Winter of Our Discontent, Steinbeck portrays the dawning of a selfish American society concerned solely with winning personal races. Set in a small New England town during the early sixties, the story focuses on the life of Ethan Allen Hawley, an intelligent man with prestigious family history who is employed as a grocer to the dismay of members of his family and the community. At the beginning of the novel, Ethan had not yet adopted the new religion of America, to "look after number one" (26,291) in order to gain money and social standing. However, as the story transpires, Ethan, like other characters, chooses to succumb to temptation and to put himself above others as all costs, as though focusing on a shiny red, white and blue finish. Ethan’s downfall represents America’s loss of family, social, and moral values as individual success becomes all-impo rtant. The Hawleys’ conflicts typify the breaking down of the American family as selfish desires distance each member from the family unit. Ethan and his wife, Mary, pursue different goals in life and lack communication. Unlike Ethan, Mary "dreamed of good fortune†¦" (46). Ashamed of her husband’s job, she tells Ethan "A grand gentlemen without money is a bum" (43) in one of the few arguments the couple have. Often, Ethan and Mary avoid confrontation by acting silly because they accept the separation in their marriage. Ethan admits, "so many things I don’t know about my Mary, and among them, how much she knows about me." (56) Because they’d rather chase their own goals instead of meeting in the middle, ... ...eal to rob a bank where his friend, Morph is employed (284). His greed inspires him to plot several money-making schemes, unstoppable until he has more than enough money, and his lust pushes him to Margie’s house one evening (341). Ethan becomes "possessed" (99) with the new values of American and drops his morals on the sideline. After his possession, Ethan commits selfish act after selfish act until the close of the novel when he chooses not to kill himself in order to save his daughter (358). Ethan knows he’s been running in a rat’s race. America’s new obsession with "taking care of number one" at any cost sacrifices family, social and moral values that are priceless. Selfishness makes for a lonely America in which each person is so blinded by his own goals that he cannot become close to anyone else. Those who choose not to run that race win their souls.

Article Review of Organizational Culture Essay

It was not expected that the hierarchical model would be dominant given the previous attempt to change the culture. The altruistic values of those surveyed indicated they are committed to social development and public interests and are most comfortable with a hierarchical dominate culture. The sample size of 530 participants obtained from the Public Sector Directory was an adequate size. All of the executives in the directory were included in the survey, which suggests a less than random selection process for the final candidates. However, the six varied departments selected represented central coordination, infrastructure provision and social services. Although an almost two to one ratio of male to female employee responses were utilized, none of the demographic variables collected in section C of the three part survey affected the perceptions of the current culture. Sections A and B of the survey gathered information on character, managers, cohesion, emphases and rewards. Results indicated that Departments A – D preferred the internal process or group culture. Department E preferred the internal process model, but it was equally comfortable with rational goal model indicating goal fulfillment was a requirement. Department F results indicated a comfort level with the rational goal model most likely due to their interactive responsibilities with other departments. Forcing change from a formalized, rules and rewards based culture to a more flexible, decentralized culture could create individual-organization value conflict resulting in stress. Of the population surveyed only 191, 36%, was usable and the male respondents outnumbered the female respondents nearly 3 to 1. The survey, divided into three sections dealing with perceptions of the current culture, respondent ideal culture, and demographic information. The survey reviled 4 out of 6 public sector departments in the study held to the traditional model. The findings also suggest organizational culture is driven at the non-managerial employee level and the deeply embedded cultural values can’t be forced any form of management. The article mentions the constant state of transition is the Queensland government over a twenty year period; employees may value the stability and predictability of the traditional bureaucratic model. Base on the research and finding in the article, culture change must target the organization at the non-managerial level in order for the culture change to be effective. In order for Queensland traditionally bureaucratic organizations to embrace high performing teams, the change must address the needs of the driving force of the traditional model culture; the non-managerial employees. In forming high performing teams for the Queensland public sector, it is important to investigate the factors/components of those teams. Also, because most teams are unique in their goals and focus, there is no â€Å"off the shelf† solution for all teams (Davenport, 2001) and that â€Å"there is no singular, uniform measure of performance effectiveness for groups† (Guzzo and Dickson, 1996. p. 309). By creating a customized plan for transitioning, Queensland public sector can move from a control hierarchical organizational culture to a culture of change, flexibility, and productivity. The Queensland public sector was managed for so many decades using the top down management that the culture of the organizations productivity depended on it. The results of the study can be supported by the need for stability which can only be changed by small adjustment to small changes (Bhide 2010). The culture of the organization is controlled by political authority, so it was not surprising that a hierarchical process model was so deeply rooted in to the essence of the government employees who understood the leadership values (Goodwin and Neck, 1998). Organizations lack of understanding of their members caused employees to be less adaptable to change, and with that less productive. Employees will move to do only their specific functions and only respond to the tasks directed by their manager, which is contradicting to the desired results of flexibility, and supports the article results (Miller S 2009). â€Å"Beyond top-down and bottom-up work redesign†, explains â€Å"Authority is traditionally conceptualized as hierarchical†, but the informal authority operates day to day work of organizations. This proved to be true for the Queensland public sector with few exceptions such as a high commitment to the rules and the attention to details. These changes have also been achieved on a federal level with similar setbacks who still managed to overcome the existing dominant culture (189). Just because the organization is not dominated by the â€Å"new managerialist thinking† as stated in â€Å"Organisational culture in the public sector† article, Sting and Loch explain that this does not mean that there is not a need for a â€Å"bottom-up participation† which was part of the work environment before the values of the employees were, in a way, forced to be changed for unexplained reasons to them. As a result of such, this did cause setbacks in the cultural change that was attempted. Changing the value of a large group of people within the company is next to impossible when it’s so closely tied to their private beliefs such as the members of the Queensland public sector. In order to move from a hierarchical process model of an organization to a more flexible and change oriented one, organizations must first understand their employees preferred organizational structure, and then create a corporate culture which employees can slowly get accustom to. In the case of six organizations in the Queensland public sector, the transformation required a culture change from the â€Å"Mechanistic† to ‘Organic† organizational structure and this should have been done very slowly only after understanding the values of those involved. One easy way to get this information is to have employees perform a self-assessment. Because â€Å"a corporate culture is influenced by the industry in which the organization operates†, outside factors such as political control have to be considered in a path taken to change employees assumptions, values, and artifacts (McGraw-Hill Companies, 2002-2009). Before an organization can move from a hierarchical process to a more flexible one employees must understand the benefits of shifting their culture from â€Å"control† to â€Å"performance†, where their input is valued. Through our research and critical analysis of the six organizations in the Queensland public sector, it is evident to us that the paradigm public organizations are functioning in will not change easily. Though the employees have to be able to accept change and shift, employers must understand that the need to create an environment that fosters a corporate cultural environment is vital. Change is inevitable but a positive response to the change is not. Without the strategic planning of organizational leaders, we will continue to see results like we saw with the six organizations in Queensland; the entire organization has to be a part of the implementation, intimately, in order for it to be effective. Unfortunately, when employees of any organization settle for the â€Å"norm,† they will not only resist change but they will fear it.

Customer Segmentation Study for Brazil Market Essay

Early childhood from 0-6 years is under the responsibility of the municipalities , and primary education between sates and municipalities. We could aim our main targets (children) between the age of 6- 25 in schools, colleges, etc. We could promote our innocent smoothy drinks at schools and other places for cheap prices or of no price at all at the beginning when our business would need recognition. We could have different flavours with different kinds of fruits to attract children and make it a more healthier drink for them and as acai berry is high in nutritional value and it contains vitamin a, vitamin e, iron, calcium,etc which is required for a growing The acai berries are found from a palm that has a long thin trunk unto 25m high with a group of branches at the top from which hangs ribbon like leaves. It has a life span of 24 hours (the properties in the juice are active till 24 hours only), so they should be loaded into baskets and onto the boats by the west part of Brazil, Belem’s market. Then they can be crushed and mixed in smoothies, juices, ice creams, etc. Consumers and distributors across the world have recognised the health benefits of Acai juice and sales have confirmed this trend. Acai is taken in liquid juice form. It is safe to say that Acai juice that is cold processed and not dried out will be a superior product over the rest. Another thing to watch for are the ingredient lists on these products. Many companies are producing Acai juice with 20% or less of the actual Acai juice. The remainder is filled with water, sugar, preservatives and other cheaper juices. With the Acai’s great anti-inflammatory properties, adding sugar (and effectively cancelling out Acai juice’s benefits) simply doesn’t make sense. However to the credit of some companies there are juices available that are 80% to 85% Acai juice. 100% Acai juice can seem too strong in taste to many people. Naturally the Acai berry is not sweet. When the pulp of many berries is blended it is easy to see the oils that come to the surface.

The Role of Assesment in Higher Education

Table of Content NoTitlePage No 1Introduction 2Role of assessment in curriculum design , learning & teaching 3Assessment for learning v Assessment of Learning 4. Issues and concerns ? Abstract Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences.Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, c ommon assessment practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning. 1. What is curriculum and the role of assessment in curriculum development and enhancement? 2. What is Assessment of learning v Assessment for Learning and the practices in higher education 3.Issues and concerns on assessment in teaching and learning at institutions of higher learning? 2. Assessment as a part of curriculum practice Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 199 5) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the process of curriculum development can be seen in short where one develops a product, which involves an ongoing improvement. Curriculum development is a long cyclic process of research, designing, implementing and evaluating learning outcomes based on the interest, needs and capabilities of learners, and the many stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any process that evaluates an individual’s knowledge, understanding and skills. Van den Akker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates about student learning, the curriculum and the academic policies. Thus educators strongly believe that assessmen t and curriculum be integrated in the curriculum cycle. For example, Students achievement of knowledge and skills are determined by assessment.Lecturers manage teaching and assessment of student competence according to the level of the course, giving grades, guiding and counselling and so on. These can only be possible if there are effective assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment Forum of the American Association of Higher Education led by Thomas A. Angelo went through an interactive process to develop a definition of assessment. The end-result of that definition process is as follows:† â€Å"Assessment is an ongoing process aimed at understanding and improving student learning.It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expec tations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)† In order to measure a student’s learning outcome, progression and competence attained, various types of information need to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. Various methods of formal and informal observation of students during their learning, examinations and quizzes, performance on assignments, projects and presentations are used to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and lesson level, which is often overlooked.As P ratt (1998) stated, to make sure student achievements and grades reflect the learning outcomes established, assessments must be carefully planned, conducted, subject to continuous analysis, evaluation and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But some students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & Downing, 2004) stated when students progress from one semester to another they become displeased and suspicious about the assessment practices, and regarding them to be unfair and a means to demonstrate favouritism and punishment. † In institutions of higher learning, educators have the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive le arning environment and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an important component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the classroom is also an important kind of assessment. This allows the instructor to gauge how well the lesson is going and whether learning is taking place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning difficulties, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment provides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government sectors, accreditation body, and professional bodies.Assessment in the form of quizzes, tests, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. Classroom questions test and examinations would indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their perspective to curriculum. Assessment motivations, improves self image and a sense of self power of students. When assessment is well designed, it produces su ccess in learning; it motivates and stimulates student confidence and wanting to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students’ strengths and weaknesses.Assessment gives lecturers an opinion on students’ learning. Assessment results enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of the significant role of assessment in curriculum and thus have the skills and tools to effectively setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be defined as: †¢a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] †¢provides informal feedback [ e. g. dialogue teaching; peer interaction] †¢i t gives an opportunity to the student to try and apply knowledge, skills and their understanding †¢ assessment tasks that are relevant †¢it guides students to develop independence and †¢it has an appropriate balance between summative and formative assessment. There should be a balance between formative and summative assessments. Continuous assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for theoretical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts really do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practice. It is noted that students’ beha viour and attitude towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging problems with assessment for learning. Problems identified by Black and William (2004) with regards to assessment for learning in institutions of higher learning as: †¢Assessment methods used by lecturers are not effective to promote good learning †¢Grading practices gives rise to competition rather than self improvement and †¢Feedback on assessment if practiced, often has a negative impact on less performing students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the basic problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria used by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstra te critical thinking and problem solving skills, but the assessment type used would most frequently focus on recalling and recognition of content learned. Assessment used for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that promote enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on progression until the outcome is well met. This sort of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners needs and difficulties (Black & William 1998). Assessment is part and parcel of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs and Simpson ( 2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be blended to contribute to the goal of improving learning. Good instructors do pay careful attention to assessment and teaching, and to have learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real importance of assessment. As Black & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the critical and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transferable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions have fast inclined to formative, holistic form of assessment which is described as ‘authentic’ assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be easily replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that conventional assessment method based on theories and psychometric principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher marks. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guiding principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning: †¢Ensure ssessment methods used promote and reward desired learning activities and outcomes. †¢Students have got clear instructions on assessment requirements. †¢Provide effective and timely feedback with comments on a continuous basis. The first principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are likely to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective responsibility for candidates is maint ained, full openness between colleagues and demonstrable internal consistency of courses and related assessment procedures are vital importance† There can be a problem in generalised good assessment practices for learning. Different subject discipline like Engineering versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different subjects (Black & William, 2004).Boud (1990) suggests alternate developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students’ learning. Teaching will be effective when teaching activities, learning outcomes and assessment methods are well aligne d.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. †¢Is my lesson going well? Is there progression in student leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, response to questions and students’ interactions. †¢How can I improve to make the learning activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. †¢What feedback to be given about the student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. †¢Finally are the students ready to progress to the next level? Informal observation, checking and questioning students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructions. Lecturers should use a variety of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but other forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, collaborative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are moving away from traditional methods to a variety of new approaches. For instance, Observation is greatly used by experienced teachers to identify students’ progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of file where student’s written works are kept. Portfolios provide cumulative evidence of learning over time in much detail and substance than a mere list of scores. Self and peer assessment are also essential to learning. Students’ self-reflection and their understanding are used to inform for further teaching and areas the lecturer needs to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessm ent is also another important form of assessment. The learning task is placed in the hands of the students. While the lecturer is able to observe and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment require student active learning. As one student stated ‘after a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also’ (Black & William, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state ways for improvement.Grades or marks are not providing enough feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; while only feedback and comments help them to improve. Research studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers emphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will be the lecturers. Especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in investing in training. Another factor is lecturers have heavy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. Cost Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use innovative methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weightage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. Validity and reliability of assessment could be questionable. ConclusionAssessment is a vital component of curriculum practice that has important contribution for effective practice and operations of curriculum. Lecturers’ acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students e ngaged in the assessment process. Finally lecturers should change their views and practices of assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the market place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P. ,and William,D. (2004). Inside the Black Box: Phi-Delta kappan, 86(1):9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5): 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). Successful students’ formative and summative use of a ssessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. Paper Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational measurement:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. London: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & Psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice Hall Pratt,D. 1998). Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). Relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of personnel Evaluation in Education, 11,57-67.

Monetary policies and how they affect various sectors of the economy Term Paper

Monetary policies and how they affect various sectors of the economy - Term Paper Example A proper monetary policy is essential for the growth of the economy. The rate of interest and the inflation rate in the economy are the major factors which would determine what monetary policy would be implemented in the economy. The rate of interests existing in an economy is under the control of the central bank. The monetary policy is governed by the principles of demand and supply. In order to control to taper the amount of liquidity in the economy the central bank would increase the rates of interest of the bonds. As a result people would cut down on their spending and would park their funds in the bonds. This is done because the opportunity cost of spending would be very high. The aggregate demand as a result would come down and therefore the total production of the economy would come down. This would lead to a reduction in the amount of liquidity in the economy. On the other hand when the central bank wants to increase the amount of liquidity it reduces the rates of interest. As a result the people stop keeping the money in the banks and start spending. Thus the amount of liquidity in the economy increases. Thus through the conduct of the monetary policy the central bank not only controls the money market in the economy but also influences the commodity market. This happens because the aggregate demand of the economy would depend on the amount of money that the individuals have with them for spending. The central bank however does not come into direct contact with the general public. However, they regulate the money supply through interaction with the commercial banks. The inductive effect falls on the common people (Mankiw 482). The apex banks generally change the short term interest rates more frequently which affect the long term rate of interests. The central bank would take the help of various tools to tackle the monetary policy of the country. These tools have been explained subsequently. Open Market Operations The most popular tool used by the cen tral bank of a country is through the buying and selling of the bonds and government securities. This method helps the bank to increase or decrease the amount of liquidity in the economy depending on the inflationary pressures. The short term interest rates are manipulated by the central banks and thereby influencing the supply of money in the economy. When the central banks want to increase the amount of liquidity in the economy it goes to the open market and buys the government securities. The cash going out of the fund of the central bank actually comes out into the economy thereby increasing the monetary base. On the other hand when the central bank wants to reduce the money supply it sells the bonds or the securities in the market and the money comes into the possession of the central bank. The monetary base of the economy gets reduced and thereby liquidity is controlled by the central bank (Arnold 311). The chief reasons for conducting such open market operation are to control the level of inflation in the economy. However, the government takes the help of the debt instruments for conducting this technique. These instruments are generally the short term ones. Changes in Reserve Requirements Every bank operating in an economy has to maintain necessary reserve requirements with the central bank of the country. Being the apex body of all the banks the central bank is the regulatory controller of the commercial ba

LITERATURE Essay Example | Topics and Well Written Essays - 1250 words

LITERATURE - Essay Example Marduk is our next hero from Enuma Elish: The Babylonian Creation Epic. Marduk was born in Apsu, the region of fresh water beneath the surface of the earth. Ea, one of the gods created him and Damkina, his lover bore him. He suckled the teats of goddesses; he was powerful from the start. When Anu, his father’s begetter beheld him, he rejoiced. He made his grandson so perfect that his godhead was doubled. For were his eyes, four were his ears. When his lips moved, fire blazed forth. His four ears were enormous and likewise, they eyes. They perceived everything. Highest among the gods, his form was outstanding. His limbs were very long, his height outstanding. Our third hero is Jesus – God made man in The God of Job. In a mysterious manner, he is believed to b e whole god and whole man. His mother, the Blessed Virgin Mary, conceived him through the power of the Holy Spirit of God the Father Almighty. All this happened to fulfill what the Lord had said through the prophet: â€Å"The Virgin shall be with child and give birth through a son and they shall call him Emmanuel†, a name which means â€Å"God is with us† We can see by now that our three heroes of the Creation are all gods. But where as Jesus (Emanuel) is described as being kind and compassionate to his people, Marduk took advantage of his own, and the men of Uruk became anxious. The dramatic action and dialogue of the Babylonian Creation Epic can be compared to epic writing from the Epic of Gilgamesh and the Homeric epics, which treat human conflicts against a background of divine violence. The introduction of Enkidu into the epic of Gilgamesh was for the purpose of taming Gilgamesh, who, conscious of his own power, was taking advantage of the people of Uruk. The valiant Enkidu, a human counterpart of Gilgamesh himself, served as some kind of a check-and –balance so that,

Suicide bombing and why it is a common terrorist act Essay

Suicide bombing and why it is a common terrorist act - Essay Example Early 1990's, Palestinians is trying to resist against Israeli occupation in West Bank and Gaza where young Palestinian men, and women to strap themselves with explosives making their way to Israeli Jewish areas whether crowded with soldiers or civilians and blowing themselves up killing and injuring dozens of people around them including police, men, women and children (Asad, pars 11 ). An act resulting from humiliation by the army, and/or seeking revenge for the killing or injury of a relative or a friend, desperation and frustration from the oppressive Israeli occupation, unemployment and confinement, imprisonment and torture, hopelessness, racism, discrimination, as well as other reasons , (Ateek, pars 10 ). These young people were not born "terrorists". But they are born a in the image and likeness of God. They were born human beings with love of life and freedom. But all of them, with no exception, were born under the Israeli military occupation. The only Jews they knew were Is raeli soldiers carrying guns and dehumanizing Palestinians that made them terrorist. The only thing that Palestinians wants is to end Israeli occupation and the establishment of their own state along side the state of Israel ( Ateek, pars 13 ).On the other hand, Israeli continue its oppressive and punitive measures against them killing people to assassinate Palestinian leaders and even destroying homes. Thus suicide bombings came to be perceived as a more potent tool of resistance that can reciprocate the pain and hurt they were experiencing. And as they were driven deeper into despair, their desire to hit back in any way possible grew in intensity. From a Palestinian perspective, therefore, the real sequence of the cycle of resistance has been this: Israeli occupation, Palestinian resistance, greater Israeli oppressive measures, and greater attempts on the Palestinian side to increase the resistance, and the vicious circle goes on. Their main objective and desire to take away as ma ny Israeli lives as possible using their own bodies as tanks and shells to destroy and devastate Israeli areas. If the oppressors have the heart (or should one say lose the heart) to kill women and children and to make the life of Palestinians miserable, the suicide bombers are not going to spare Israeli lives that in Islam, they called suicide bombers as "shuhada "a martyrs and its prize in depending their homeland is a paradise rather than a human military medal ( Ateek pars 22). A Muslim Perspective . There are three main reasons why suicide bombings become a more powerful phenomenon according to Hamas leader, Khaled Mash'al, namely, the religious, the nationalist or patriotic, and the humanitarian. Humanitarian suicide