assessment strategies for day to day assessments

Appraisal can be defined as utilizing assorted methods to understand with deepness and lucidity the current cognition that a student possesses, runing from a simple observation to organize a instructor ‘s subjective sentiment ( formative appraisal ) , to a formal trial or scrutiny ( summational appraisal ) . The cognition of a pupil is perpetually altering and as a consequence, instructors are able to do formative or summational opinions on pupil accomplishment by comparing of their work utilizing a progressive program of work. Assessment, formative or summational, is used to measure a student ‘s class, promotion, mark group arrangement, teacher direction and entree to the course of study. Many critics believe that one signifier of appraisal ( summational or formative ) , may be at the disbursal of the other. An statement possibly to be addressed elsewhere! For the intents of this essay, it is persevering to presume that ; ‘The two signifiers of appraisal can be reciprocally supportive- formative appraisal supports the procedure of acquisition, summational appraisal measures the consequence ‘ ( Kyriacou, 2007, p247 ) . In the undermentioned, I will research the deduction of the usage of both formative and summational appraisal and its topographic point in instruction today, the function of appraisal in my placement school and will reason with some contemplation on the benefits and cavity falls of appraisal in instruction.The intent of appraisalAppraisal can be categorised as any technique or activity used to measure the public presentation of a student against specific larning outcomes set out for them by their school. â€Å" Appraisal for Learning is the procedure of seeking and construing grounds for usage by scholars and their instructors to make up one's mind where the scholars are in their acquisition, where they need to travel and how best to acquire at that place. † A ( Assessment Reform Group, 2002 ) Appraisal in instruction has seen a immense rise in popularity since the debut of the National Curriculum in 1988 for two grounds ; foremost it is the agencies by which authoritiess are able to mensurate the educational end product of any given school against other schools locally and nationally, with the outlook of raising educational criterions, and secondly, instructors have progressively realised the value of uninterrupted appraisal for informing them of and steering them in their instruction procedure. The most often used intents for appraisal are as follows: – To supply the instructor with feedback sing pupil advancement. This enables the instructor to see the effectivity of their instruction sing the student accomplishing their acquisition results. Particular misinterpretations or jobs may be highlighted as a consequence, leting for be aftering for remedial action or revised learning methods. To supply the student with instructional feedback. This enables the student to measure their criterion of work against a given standards or expected criterion. Using elaborate feedback, students may understand the outlooks on them from any given piece of work more clearly, and usage to rectify and better their work. To actuate students. Positive feedback can efficaciously excite motive. To supply a record of advancement. Regular appraisal enables the instructor and the school to maintain a decisive record of pupil attainment over a drawn-out period of clip, enabling the instructor to do specific opinions sing the student ‘s current and future educational demands. It is peculiarly helpful in placing peculiar jobs or troubles. A student ‘s record of advancement will be used when pass oning with co-workers and informing parents. It may besides assist a instructor to reevaluate their pedagogic methods when learning similar groups in the hereafter. To supply a statement of accurate attainment. By utilizing specific attainment standards, the student ‘s degree of attainment at any given clip can be assessed. To measure student ‘s preparedness for future acquisition. Students can be assessed against their preparedness to entree new countries of acquisition, whether they have any specific acquisition troubles or if they have efficaciously covered old larning necessary for the instructor to continue with a specific subject. Lack of understanding in this case would ask further planning for revised acquisition and readying by the instructor. To supply grounds of instructor and school effectivity. The appraisal of pupil accomplishment and record of their advancement gives an indicant of the success and effectivity of the instructor and the school. Data is used in local and national statistics which may impact the school ‘s popularity or support chances. ( Q1, Q10, Q11, Q12, Q13 )Summational AppraisalSummational Assessment identifies the criterion of attainment achieved at any given point in the school twelvemonth, although normally carried out at the terminal of a class of work or terminal of the school twelvemonth. Various ways of measuring acquisition, sometimes referred to as ‘multiple response manners ‘ can be used to derive grounds of student acquisition, for illustration tick sheets and portfolios, but the most good recognized illustration of summational testing is the high-profile Standard Attainment Tests ( SATs ) taken nationally at the terminal of Key Stage 1 and 2, and used by authoritiess to measure the educational end product of single schools and published in League Tables. The consequences indicate the degree ( below, on mark or above for their age ) a kid is working at, assessed against eight National Curriculum Target Levels which enables the school ( or feeder school ) to do programs for the kid ‘s future acquisition and schools to find if they are learning efficaciously, by the comparing of their whole-school and students ‘ public presentation against national consequences. ( Q12, Q13 )Formative Appraisal‘An appraisal activity can assist larning if it provides information to be used as feedback by instructors and their students in measuring themselves and each other, to modify the instruction and acquisition activities in which they are engaged. Such assessment becomes formative appraisal when the grounds is really used to accommodate the instruction to run into learning demands ‘ . ( Black et al, 2002, p2 ) Formative Assessment has gained a high profile in recent old ages following the debut of the National Curriculum and the publication of the Assessment Reform Groups ‘ ( ARG, 2002 ) sum-up of research which formed the footing for the 10 rules for Assessment for Learning ( AfL ) ( 2002 ) . Ongoing formative appraisal relies on the informal, synergistic and qualitative measuring of the appraisal of student larning during ordinary schoolroom activities. Teachers use a scope of schemes in different contexts and for different intents, whilst concentrating on how pupils learn. This attack enables instructors to rapidly place mistakes and misconceptions and advance effectual hereafter larning for their students utilizing regular, constructive and formative written and unwritten feedback with the intent of enabling students to do good advancement. Personalised and differentiated acquisition accessed via every twenty-four hours Assessment for Learning ( AfL ) , is linked inextricably with inclusive, Quality First ( National Strategies, 2010 ) Teaching and student acquisition, ‘the adept usage of appraisal patterns which complement and ease the trademarks of effectual instruction is indispensable ‘ ( Kyriacou, 2007, p106 ) and should be an built-in portion of every lesson. The impact of congratulations and positive feedback, whilst avoiding comparing with other students, can hold far making effects on the scholar ‘s battle, enthusiasm and assurance. By clearly sharing the acquisition aims ( what is to be learned ) and the acquisition results or success standards ( what the kids will be expected to make one time they have learned it ) , the instructor and student are so able to prosecute in the procedure of appraisal, utilizing schemes the instructor deems ‘fit for intent ‘ in the context of the lesson. Through observation and listening to garner intelligence ; oppugning and whole-class duologue ; giving unwritten and written feedback and planning for group talk, AfL enables the scholar be actively engage, to understand the quality of their work and how to better their acquisition. There is besides grounds that low attainers and pupils with specific larning demands or disablements peculiarly benefit from formative appraisal. ‘Learners need information and counsel in order to be after following stairss in their acquisition. Teachers should: nail the scholar ‘s strengths and rede on how to develop them ; be clear and constructive about any failings and how they might be addressed ; supply chances for scholars to better upon their work. ( Assessment Reform Group, 2002, p. 2 ) ( Q1, Q10, Q11, Q12, Q13, Q19, Q26b )Appraisal schemes for daily appraisal during the lessonQuestioning aˆ? Asking inquiries to measure kids ‘s get downing points, in order to measure attainment degree and plan/adapt acquisition and instruction activities consequently. aˆ? Asking a scope of inquiries, from actual to higher-order ( unfastened and closed inquiries ) , leting students ‘think clip ‘ which will promote a deeper apprehension of the inquiry posed. aˆ? Using talk spouses and guaranting all are engaged in replying inquiries. Using oppugning to prosecute in single and whole-class duologue. Detecting aˆ? Watching kids at their work, listening to their treatments leting for an appraisal of their acquisition as it is go oning. aˆ? Making planned observations of peculiar kids who may be holding troubles to back up their acquisition in the lesson.21-2004 G | A © Crown right of first publication 2004 Discoursing aˆ? Brief ad-lib treatments with kids if there have been any issues during a lesson. aˆ? Holding treatments with kids to measure their apprehension and to determine grounds for any misinterpretations or misconceptions and leting issues to be resolved within the lesson. aˆ? Holding informed treatments following up earlier appraisal, in order to discourse advancement, marks and any equal or ego appraisals that have been made. Using these to let planning for the following stairss in acquisition. Analyzing aˆ? Marking and measuring written work with the kids, leting for designation of any common mistakes or misconceptions. This will besides assist steer kids sing how they can better and advancement. aˆ? Discoursing with the kids their responses to the lesson ‘s undertakings, leting for designation of ability to rectify any mistakes and misconceptions. This will besides assist to measure their accomplishment against the acquisition aims, monitor their advancement and let treatment sing how they can better and the following stairss for them in their acquisition. Checking kids ‘s apprehension aˆ? Conducting callback trials with planned or self-generated inquiries to measure instantly with the kids their cognition and velocity of callback. aˆ? Reviewing what has been taught antecedently leting for both kids and instructors to place what might necessitate alteration and to steer the lesson and future planning. ( Q1, Q12, Q22, Q25a, 25b, 25c, 25d, Q26b )Self and peer appraisalSelf and peer appraisal are a agencies of heightening formative appraisal during which single, braces or little groups of kids identify the advancement that has been made in the lesson, what they still find ambitious and how to better through be aftering their following stairss in larning. By advancing the development of independent ego and peer appraisal and giving them ownership of their advancement, pupils learn to supervise and measure their ain acquisition schemes and accomplishments. Honesty in appraisal is non seen to be an issue as some might hold presumed, ‘pupils are by and large honorable and dependable in measuring both themselves and one another ; they can even be excessively difficult on themselves ‘ . ( Black & A ; Wiliams,1998, p7 ) . Crucially, ‘pupils can measure themselves merely when they have a sufficiently clear image of the marks that their acquisition is meant to achieve ‘ ( ibid, p7 ) . Sometimes the instructor may utilize appropriate illustrations of work to exemplify specific marks. Using shared purposes and planned marks, work can be reviewed with or without the instructor ‘s engagement and consequences recorded and used to make revised marks. Using student self rating techniques such as the ‘thumbs up/thumbs down ‘ technique, instructors may rapidly determine pupil understanding at any given point in a lesson. ( Q28 )Planning, feedback and prepTeachers, working alongside their co-workers, plan a strategy of work by planing sequences of related acquisition activities which have detailed and clear aims. Using the National Strategy programme of survey, as set out in the National Curriculum enchiridion ( 1999 ) , they will take into history the age and ability scope of their category. Using their secure course of study cognition and accurately assessed cognition of their students ‘ anterior accomplishment degrees utilizing AfL, they are able to be after for individualized acquisition and inclusion in their patterned advance of learning. This allows the instructor to present a lesson during which they will supervise students, supply accurate feedback, challenge all students and assist all scholars achieve. Feedback is most effectual when it is descriptive and linked to the acquisition objectives/success standards coupled with suggested larning patterned advance paths. Well planned prep has the added advantage of consolidating and edifice on anterior acquisition and working with the support of parents or carers. ( Q11, Q19, Q22, Q25a, 25b, 25c, 25d, Q26b ) The National Curriculum, Programme of Study, Level Descriptors and Attainment TargetEach topic in the course of study, at each Key Stage, has a programme of survey as set out in the National Curriculum Handbook ( 1999 ) which outlines the topic cognition to be covered at any given clip. Each topic has 8 attainment marks level forms or Attainment Focus ( AF ) Levels as set out in the National Strategies appraisal standards grids ( 2010 ) , for each attainment mark ( 2010 ) . These become increasingly more ambitious and have an extra degree for ‘exceptional public presentation ‘ for students with outstanding ability. These are used by instructors to supply the footing for doing an accurate opinion on the student ‘s public presentation by Measuring Pupil Progress ( APP ) and compared at all times against the degrees above and below to guarantee an accurate appraisal is recorded. Each degree description describes in some item the age-related outlooks of an mean student by puting out ‘the accomplishments and understanding that students of different abilities and adulthoods are expected to hold by the terminal of each cardinal phase ‘ ( The Education Act, 1996, subdivision 353a ) . ( Q11, Q22, Q26b, Q28 )Measuring Pupil Progress ( APP )In a move off from formal testing, APP was introduced as an alternate agencies of whole-school and student appraisal through SATs trials. A structured, on-going national attack to appraisal ( where the boundaries between formative and summational appraisal can film over ) , APP equips instructors ( and learning helpers ) to track and do judgements on students ‘ advancement. Through uninterrupted appraisal utilizing AfL, the digest of a elaborate and individualized profile for each kid is built utilizing the AF Levels appraisal guideline grids. These records allow instructors to understand their students ‘ acquisition demands, and place any spreads in their instruction that may hold arisen, and so leting for future acquisition to be planned consequently which in bend will back up schools in raising criterions of accomplishment. APP is most effectual when it draws on a wide scope of grounds that shows what students can make independently and is in peculiar really effectual when measuring students with English as a 2nd linguistic communication. ( Q11, Q13, Q19, Q26b ) ,Appraisal demandsIt is a school ‘s statutory duty through APP to measure all students against 1999 Programme of Study and Attainment Targets, as stated by the Qualifications and Curriculum Development Agency ( QCDA ) and adhering to the standards set out in the National Curriculum, with the intents of estimating all kids locally and nationally against the Government set established nati onal marks ( degrees and bomber degrees ) in their acquisition patterned advance through their school life. The information is collected locally and nationally to determine the overall public presentation of a school in conformity with the expected degrees of accomplishment for their age. A secure cognition of the national appraisal demands will assist instructors plan their lessons and fix scholars good for public scrutinies and makings. ( Q11 )Tracking and BenchmarkingThe school may implement its ain trailing system. Teachers sporadically review aggregations of students ‘ work, frequently in coaction with co-workers, to construct a record of their accomplishments and leting for an appraisal of the overall national course of study degree the kid is working at. Children are rated ‘low ‘ , ‘secure ‘ or high within each national course of study degree. Benchmarking is the term given to the procedure of mensurating criterions of existent public presentation against those achieved by others with loosely similar features, designation of best pattern and the chance to larn from those better executing schools can be identified, to raise the criterions of accomplishment of a school and originate more informed whole-school and student mark puting. ( Q13 )Appraisal in Berridge Junior SchoolAt the terminal of each cardinal phase, Berridge submits their teacher appraisal informations consequences of the national course of study appraisals to their Local Authority ( LA ) and to the authorities. The entry of these, including P graduated table informations via an Assessment of Reporting Arrangement ( ARA ) or a Teacher Assessment of Reporting Arrangement ( TARA ) ( QCDA 2010 ) at KS3 is a statutory demand. APP has late been introduced and rolled out across the whole school after instructor and TA preparation from February of this twelvemonth. U sing strict appraisal informations to track student advancement, and curricular marks, based on the aims in the Primary Framework for learning ( 2010 ) which are logged via the School Information Management System ( SIMS ) ( 2010 ) system, Berridge is able to place countries for whole-school betterment. An Annual Performance Review ( APR ) allows for in- depth analysis of advancement. Since take parting in the Local Authority ‘s School Improvement Partner ( SIP ) Programme ( 2007 ) the school has consolidated and enhanced their monitoring and rating. Although, due to the demographics of the school and high proportion of EAL students, course of study degrees are lower than the national norm. However the school ‘s ‘contextual value added ‘ ( CVA ) mark, which statistically assesses how effectual the school is through mensurating pupil advancement and trial and scrutiny consequences, indicates that the school is executing highly good. Introduced in 2007, the age -related course of study marks have been used to piece a school development program and the benefits are already highly clear. All students are tested and assessed, prior to aim grouping for English and Maths in KS2. Parents are informed of pupil advancement via termly parents ‘ eventides, reading journals and one-year written studies.DecisionIn decision the above treatment has demonstrated the cardinal characteristics of appraisal and reflected on the deductions of formative and summational appraisal in schools today. I have demonstrated how AfL, APP, ego and peer appraisal, planning, benchmarking, tracking and assessment demands impact on a instructor ‘s function in school and crucially her duty towards her students ‘ acquisition success through secure course of study cognition, effectual teaching method, planning and modified be aftering to run into any given success standards within the National Curriculum. For me, the strengths in assessment prevarication in schools being able to place advancement and more crucially, countries for betterment, rapidly and briefly as I have seen to great consequence in my arrangement school where the AF Levels are accessed via ‘I can ‘ statements for child user-friendliness and lucidity. AfL is seen by many as a tool for educational reform and addresses the supposed ruins of the SATs trials. Using elaborate descriptions of state of affairss or public presentation, appraisal can nevertheless be subjective, but in the custodies of an experient instructor it can be an highly valuable tool. The failings in appraisal in my sentiment prevarication steadfastly at the pess of the controversial SATs and League Tables and the force per unit area they place on schools to execute, and although my placement school boycotted the Year 6 SATs trials last twelvemonth, they opt to take ‘optional ‘ Saturday trials at the terminal of every school twelvemonth in old ages 3,4 and 5 in an effort to fix their students good for the inevitable. It could be argued that the increased burden put on regulated formalised proving within the school course of study has led to a failure to measure important larning results and led to pupils non being given the chance to pattern their higher-order thought accomplishments. Of class, the inquiry remains, in the visible radiation of recent authorities alteration, the deductions on instructors ‘ prioritisation of curricular coverage and their clip when prolonging a system which runs both SATs testing and APP at the same time.

A Summary of Geomorphology and Its Processes

A Summary of Geomorphology and Its Processes Geomorphology is defined as the science of landforms with an emphasis on their origin, evolution, form, and distribution across the physical landscape. An understanding of geomorphology and its processes is therefore essential to the understanding of physical geography. History of Geomorphology Although the study of geomorphology has been around since ancient times, the first official geomorphologic model was proposed between 1884 and 1899 by the American geographer, William Morris Davis. His geomorphic cycle model was inspired by theories of uniformitarianism and attempted to theorize the development of various landform features. Daviss geomorphic cycle model says that a landscape undergoes a preliminary uplift that is paired with erosion (the removal or wearing down) of materials in that uplifted landscape. Within the same landscape, precipitation causes streams to flow more rapidly. As they grow their power then cuts into the grounds surface both at the start of the stream and lower down the stream. This creates the stream channels present in many landscapes. This model also says that the slope angle of the land is gradually reduced and the ridges and divides present in certain landscapes become rounded over time because of erosion. The cause of this erosion is not however limited to water as in the stream example. Finally, according to Daviss model, over time such erosion occurs in cycles and a landscape eventually morphs into an old erosional surface. Daviss theory was important in launching the field of geomorphology and was innovative at its time as it was a new attempt to explain physical landform features. Today, however, it is not usually used as a model because the processes he described are not so systematic in the real world and it failed to take into account the processes being observed in later geomorphic studies. Since Daviss model, several alternative attempts have been made to explain landform processes. Walther Penck, an Austrian geographer, developed a model in the 1920s for example, that looked at ratios of uplift and erosion. It did not take hold though because it could not explain all landform features. Geomorphologic Processes Today, the study of geomorphology is broken down into the study of various geomorphologic processes. Most of these processes are considered to be interconnected and are easily observed and measured with modern technology. In addition, the individual processes are considered to be either erosional, depositional, or both. An erosional process involves the wearing down of the earth’s surface by wind, water, and/or ice. A depositional process is the laying down of material that has been eroded by wind, water, and/or ice. The geomorphologic processes are as follows: Fluvial Fluvial geomorphologic processes are those related to rivers and streams. The flowing water found here is important in shaping the landscape in two ways. First, the power of the water moving across a landscape cuts and erodes its channel. As it does this, the river shapes its landscape by growing in size, meandering across the landscape, and sometimes merging with other rivers forming a network of braided rivers. The paths rivers take depend on the topology of the area and the underlying geology or rock structure found where its moving. In addition, as the river carves its landscape it carries the sediment it erodes as it flows. This gives it more power to erode as there is more friction in the moving water, but it also deposits this material when it floods or flows out of mountains onto an open plain in the case of an alluvial fan (image). Mass Movement The mass movement process, also sometimes called mass wasting, occurs when soil and rock moves down a slope under the force of gravity. The movement of the material is called creeping, slides, flows, topples, and falls. Each of these is dependent on the speed of movement and composition of the material moving. This process is both erosional and depositional. Glacial Glaciers are one of the most significant agents of landscape change simply because of their sheer size and power as they move across an area. They are erosional forces because their ice carves the ground beneath them and on the sides in the case of a valley glacier which results in a U-shaped valley. Glaciers are also depositional because their movement pushes rocks and other debris into new areas. The sediment created by the grinding down of rocks by glaciers is called glacial rock flour. As glaciers melt, they also drop their debris creating features like eskers and moraines. Weathering Weathering is an erosional process that involves the chemical break down of rock (such as limestone) and the mechanical wearing down of rock by a plant’s roots growing and pushing through it, ice expanding in its cracks, and abrasion from sediment pushed by wind and water. Weathering can, for example, result in rock falls and eroded rock like those found in Arches National Park, Utah. Geomorphology and Geography One of the most popular divisions of geography is physical geography. By studying geomorphology and its processes, one can gain significant insight into the formation of the various structures found in landscapes worldwide, which can then be used as a background for studying the many aspects of physical geography.

Could Have and Would Have

Could Have and Would Have Could Have and Would Have Could Have and Would Have By Maeve Maddox Rita Levin asks: Can you please explain the difference between could had/could have and would had/would have. To begin with, the combinations could had and would had are impossibilities in standard English. It was with great dismay that I found the following utterances (and many more like them) on the web: If I had been killed she would had to carry a dark burden of remorse If Greece and Greeks would had been converted to islam would Greece had the problems of debt currently? Encore could had been a masterpiece If you could had $100 GC at Amazon, which cans for Rock music would you get? The combination could have is always followed by a past participle. NOTE: This discussion is limited to the use of have and had with could and would. Here are some uses of could have and would have. Someone was capable of doing something, but out of choice or necessity, was unable to do so: I could have been a contender. If I could have seen the stage, I would have told you who was playing. Something unfortunate was a possible outcome of some act: You could have killed us all, driving like that. The speaker is being critical: You could have opened the door when you saw what I was carrying. The speaker is speculating: Why isnt he here yet? He could have been caught in traffic. How did she find out? James could have told her. Note: could can be used to express speculation without the use of have: He could be stuck in traffic. Those strange neighbors could be space aliens. The phrase would have is also followed by the past participle form of the verb. It is used in the main clause of a sentence that contains an if clause: If I had known you were coming, I would have baked a cake. If they had been thinking straight, they would not have gone to the party. I would have reached my destination earlier if I hadnt lost my way. Here are the incorrect examples rewritten: If I had been killed, she would have had to carry a dark burden of remorse If Greece and the Greeks had been converted to Islamwould Greece have the current problems of debt? Encore could have been a masterpiece If you could have $100 GC at Amazon 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 Grammar category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point Arc7 Patterns of Sentence Structure8 Great Podcasts for Writers and Book Authors

(ONLINE CLASSES ARE NOT A GOOD IDEA) Annotated Bibliography

(ONLINE CLASSES ARE NOT A GOOD IDEA) - Annotated Bibliography Example They gave recommendations on supporting the ease and speed of use of CMS, and how it can support diverse teaching needs and goals of end users. These authors are credible sources, because Ioannou is a doctoral student in the educational technology program in the Department of Educational Psychology at the University of Connecticut, while Hannafin is an associate professor in the Department of Educational Psychology at the University of Connecticut. They have worked on similar studies on technology enhanced learning environments and technology integration. The intended audiences are: school information technology or information systems manager or director and end users of CMS. The main limitation of the article is that it did not conduct any empirical research on a specific CMS to determine its strengths and limitations. It depends on existing studies to argue and support its preference for client-based CMS too. I plan to use this paper to explain existing CMS uses and limitations. Th is article can also help provide recommendations on CMS development. (251 words). Ramage, T.R. (2005). A system-level comparison of cost-efficiency and return on investment related to online course delivery. Dr. Thomas R. Ramage Publications. Paper 2. Retrieved from http://spark.parkland.edu/ramage_pubs/2/ Ramage (2005) compared the costs and revenues of Illinois community colleges and their online delivery systems, in order to examine their cost-efficiency and to contrast the outcomes among online courses at chosen community colleges. Findings showed that online programs at 83% of the community colleges were not cost efficient and did not give a positive return on investment. Apparently, online courses are not cost-efficient, since only two of the 12 participating colleges were determined to be cost efficient. The mean return on investment was negative at –15%. Cost per student credit also varied, which indicated that diverse factors influence the costs and

Commercial Work Essay Example | Topics and Well Written Essays - 3000 words

Commercial Work - Essay Example As contracting can be seen to take place not only concerning allocation or the provision of goods and services. Reorganization or income maintenance programmes might be selected 'contracts' between politicians on the one hand and the populace on the other hand. One could make a peculiarity between true contracts and symbolic contracts here, as talking about some things as 'contracts' is simply using a metaphor. Contracts as fiction are characteristically indefinite, as it is far from clear that the contracting parties are, when the contract was in fact made and how it is being observed or monitored. Fictional contracts cannot be implemented by a third party. Classification of procurement is so diverse from the world of the models, and their consequent implications, used by economists in learning procurement contracting that two conclusions seem acceptable. The first is that there is substantial opportunity for optimal contract theory to contribute to better efficiency in defense procurement. The second is that the authenticities of defense procurement have significant implications for how economists must study contracting incentives and competence in defense procurement. Procurement comprises a wide variety of goods ranging from standard items such as uniforms and ammunition to major weapons systems whose acquisition might take ten to fifteen years to complete. Procurement of standard items is acquiescent to competitive bidding and fixed-price contracts, but competition and fixed-price contracts are less, and negotiated contracts more, proper for major weapons systems that are composite, involve yet-to-be-developed technologies, and have performance objectives that might be unattainable or impossible at reasonable cost. Particularly in the case of systems that entail research and development, the capability to anticipate future technological developments is limited, and even if the possibilities can be recognized, it may be impractical to offer contractual contingencies for all potential events. Understanding procurement process The complications of major weapons systems acquisition are replicated in the procurement process which comprises a series of stages commencing with defense preparedness planning, program outset, initial research and development, source selection, system development, production, and follow-ons (e.g., spares). The production and follow-on phases are the most acquiescent to economic modeling and analysis, but numerous of the determinants of program cost and weapons system performance have already been mostly decided by the time a production contract is negotiated. The subject of economic analysis thus must be on the larger procurement proces

Marks and Spencer and Change menegement Assignment

Marks and Spencer and Change menegement - Assignment Example These organizations must keep a close watch on the actions of their competitors, constantly monitoring the changes in the buying patterns of Europeans, and the demographics. However, there is a challenge that these business organizations might face, while investing in Europe. One major challenge is developing an understanding of the important areas of development and the changes in competitive patterns. Hayes (36) explains that policy makers of the business organization should include this information into the corporate strategies of the company. As opposed to other business organizations, the growth of Marks and Spencer has been attributed to its organic strategy, as opposed to an acquisition strategy. This is an indication that as opposed to increasing its market share through purchasing other business enterprises, Marks and Spencer has developed, by capitalizing on its core competencies. The company greatly focuses on production of high quality services and products, and this is an important business policy of the organization. Henry (52) maintains that strategists of Marks and Spencer have knowledge of the potential that the European Market has. Thousands of European visitors view Marks and Spencer as an important retailing company in the United Kingdom. Hence, they would most definitely carry out their shopping at the company. In the year 1975, Marks and Spencer opened its first branch in Paris, and it now has approximately 20 stores in the country. Currently, the company has a number of stores in the European Union. This paper is a case study, and it focuses on changes in the marketing structure of Marks and Spencer. This paper uses the Porters Five Force analysis in presenting its case. Marks and Spencer is a company operating in a competitive environment, and a variety of factors are affecting its outside environment. The company conducts its operations in a number of

Another Kind of Racism Essay Example for Free

Another Kind of Racism Essay Racism is a disease. Spread by not only words and actions but by silence and inaction. In two stories presented in different media – a novel and a movie—racism is spread by people who feel they are not racists, but who do nothing to prevent and stop racism. The reality is that it is easy to pretend racism doesn’t exist, yet everyone practices it in some way. Those who know racism is wrong and do nothing are the â€Å"perpetrators† of racism. They allow the disease to cling to a group and spread like sending a sick toddler to preschool; touching everything and everyone, infecting all. In T. C. Boyle’s book Tortilla Curtain, racism is present throughout the book – enough to exhaust the reader. In the movie Crash, racism is one element of a complex plot. They teach the reader similar, compatible lessons. The character Delaney from the book and the Cameron from Crash both are used to depict stereotypical persons who claim to fight racism, stereotyping, and discrimination, yet when faced with a situation when it is directed toward them or someone near to them they allow racism to happen as if nothing was wrong. Following these people are dying morals and blind humanity. Delany is a white, affluent, born on the East Coast; he now lives in Los Angeles. Living in a â€Å"gated community† had insulated him from the poverty that surrounded the very edges of the walls of exclusive neighborhood. During community meetings he does not want to discuss the increasing numbers of illegal immigrants; he prefers to focus on the coyote attacks. Until the accident he did not know his life would cross paths with an Illegal Immigrant. He had seen them only in the parking lots where they waited looking for work. He claims to not be a racist, to not be biased, and to not stereotype individuals at these meetings. As he claims this, his car hits a Mexican named Candido. Delaney soothes his conscience by giving Candido $20 blood money, explaining to his wife Kyra that Hes a Mexican. Delaney actions suggest that Mexicans are not â€Å"people.† More than 50 years earlier John Steinbeck’s characters in the book The Grapes of Wrath phrase the issue much of the same way, â€Å"They ain’t human. A human being wouldn’t live like they do. A human being couldn’t stand it to be so dirty and miserable.† Delaney prefers to pretend as if the Mexicans didn’t exist, as the alternative is showing how he feels insecure and threatened by them. This is same way the character of the Hollywood Director Cameron in the same movie allows racism and harassment to occur in front of him to his own wife. He allows her to be violated by a racist white cop. After his wife gets molested, instead of standing up against the cop and protecting his wife; he grovels and thanks the cop for not giving him a ticket, â€Å"Look, were sorry, and we would appreciate if you would just let us go with a warning, please.† (Crash, 2004). Delaney and Cameron are hypocrites being perpetrated from both ends of the spectrum; they represent individuals directly affected by racism who fail to respond in a way that causes it to cease, and those indirectly causing the racism to occur and spread. In the movie Crash this is shown by Cameron feeling cornered and lashing out against those around him; in Tortilla Curtain it is shown when the main character gives up fighting against the walls and letting those around him decide for him what is right and wrong. By their silence they allow the racism to perpetuate around them. Individuals like those portrayed in these scenarios run the risk of causing an unending cycle of racism and bigotry that will not stop until someone stands up against it. Their fear feeds those around them. In Crash Cameron is confronted by fellow worker asking about an African American actor. â€Å"This is gonna sound strange, but is Jamal seeing a speech coach or something?This is weird for a white guy to say, but have you noticed hes talking a lot less black lately?† And the answer is, â€Å"No, I havent noticed that.† At first the character stands up to the â€Å"racist† questioner but in the end he gives up, he ignores why Jamal hasn’t been â€Å"sounding Black† and goes on acting as if the words had not been said. In the same way after a canyon fire is set accidently by Candido in Tortilla Curtain; Delaney attacks a Mexican man who is being questioned by the police. Delaney looked round at his neighbors, their faces drained and white, fists clenched, ready to go anywhere, do anything, seething with it, spoiling for it, a mob. They were out here in the night, outside the walls, forced out of their shells, and there was nothing to restrain them.† (The Tortilla Curtain, 289) This occurs immediately after Delaney has attacked the handcuffed Josà © Navidad, arrested under suspicion of starting the fire. Delaney’s furious, uncontrolled actions and unexplainable anger towards the Mexicans has incited a full-on riot, with the evacuated residents of Arroyo Blanco ready to attack anything and anyone. The idea of the wall comes up in both movies, with whites being forced outside their walls, and their comfort zones. The results are frightening. The white citizens of the town have abandoned their ordered ways, Delaney has even abandoning his self-imposed rules; he has indulged in alcohol. All have become more like the uninhibited immigrants they dislike and fear. In Crash the audience sees the hatred and racism feed on itself when two suspicious black men attack the District Attorney after complaining about racism towards them. The wife goes off on a rant after the attack and says many racial slurs and insults the locksmith. Her anger spills over into her husband who starts ranting as well. â€Å"Why did these guys have to be black? I mean, why?† (Crash, 2004). Like a disease, racism and hatred spreads from person to person impregnating their souls with bigotry and a blind sense of what is right. In the end both characters lose sight of what is right. More concerned about themselves than how their actions affect those around them. Their arrogance in thinking that they are above the racism and bigotry has significant consequences. The infectious nature of racism in individuals who are intelligent, and who have power and influence, is the real danger. Their thinking is infectious, and once these thoughts are inside someone’s head they don’t leave. It is especially dangerous when these individuals are opinion leaders. These are characters in fiction, but in the real world, people like Delaney and Cameron should not be tolerated. They cause the spread of racism, creating an unending circle of pain and grief for everyone they touch and a wider circle touched by those whom they have touched. Works Cited: Crash. Dir. Paul Haggins. Perf. Don Cheadle and Sandra Bullock. Warner Brothers, 2004. DVD. Frenken, Wiltrud, Angela Luz, and Brigitte Prischtt. T.C. Boyle: The Tortilla Curtain. Paderborn: Schöningh, 2007. Print. Steinbeck, John. The Grapes of Wrath. New York: Viking, 1939. Print.