Bullying Bullying And Bullying - 880 Words

Ever since this incident administrators have taken serious actions and the bullying has dramatically decreased. Students ceased to create rumors about him. They don’t physically abuse him or call him names in front of his peers anymore. However, he still gets talked about behind his back but of course it’s not as bad as before. He visits his counselor on a weekly basis and things have gotten much better. I’m glad that I stuck around to be there for him while he struggled with such a horrible time. We all need someone to be there and care for us. We all need a shoulder to cry on every once in a while. Bullying is happening in schools all across America and teens need to start helping those who need it the most. We need to start taking action and stop being scared to fight for what we think is right. I admit that maybe before I lived these instants of bullying with my friend that I would have been scared. It is scary to stand up to someone that is intimidating. The fear of being a victim yourself can overpower your desire to step in and help. But if one person steps up, others will follow and the bullying chain will end. Such is the power of one voice that can save someone from being bullied at school. Bullying is a problem that starts as early as in elementary. Little things like excluding people and leaving them out of the group on purpose can make a person feel rejected and hurt. Many schools have a no-toleration policy for bullying but it’s really the children whoShow MoreRelatedBullying And Bullying : Bullying1180 Words   |  5 Pages Bullying is defined as unwanted or aggressive behavior that causes someone to feel afraid or intimidated. This behavior could be something physical, verbal, or something done electronically or through social media. If someone feels threatened by someone’s actions or words, it could be considered bullying, even if that was not the intent.There are many types of bullying, how to recognize bullying, how to report bullying, what to do if you see incidents of bullying, and what resources are availableRead MoreBullying : Bullying And Bullying985 Words   |  4 PagesBullying You may hear the word bullying a lot but never actually knew what it meant, well know is the time to know and be aware of what’s happening around you. Bullying is the use of force, threat, or aggressively dominate others. Bullying is common worldwide but there are specific types that are more common than others, there are four types of common bullying one of them is verbal bullying meaning when someone calls another person name, treating, and making disrespectful comments about someone isRead MoreBullying : Bullying And Bullying1366 Words   |  6 PagesKyle McBrady Ms. Coyle English 2A (3) 9 December 2014 Bullying Leading to Violence Bullying is when a person abuses his power to another person by causing physical or mental harm to the victim who is often weaker, says Dictionary.com (Bullying). This definition can be applied to a recent story in The Washington Post, where bullying caused a student by the name of Jaylen Fryberg to shoot his friends in a lunchroom cafeteria. 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Bullying is seen as aggressive and unwanted behavior between two or more people (Aspa).   Most people who are not involved in the actions going on do not really know it’s happening.   Most parents do not even know when their child, or children, are being bullied (Bullying Facts).   Bullying can be prevented if the right consequences take place.   Parents and schoolsRead MoreBullying : Bullying And Bullying769 Words   |  4 Pagesphysically bullied on the premise and cyber-bullying. The females reported more Cyber-bullying, off-school premises, through text massages and social media outlets. The males reported a higher rate of physical bullying on the school premise than the females. Students reported the occurr ence of physical intimidation preventing younger students to access hallways. Also, student’s who are perceived as â€Å"different† are target and taunted. Currently, the bullying behavior seems to be accepted by the staffRead MoreBullying : Bullying And Bullying948 Words   |  4 Pages Bullying Teasing and playing around are all part of growing up; however, what happens when it happens over and over. The Hernando County Code of Conduct defines bullying as: systematically and chronically inflicting physical hurt or psychological distress, or physical behavior, including and threatening, insulting, or dehumanizing gesture, by a student or adult, that is severe or pervasive enough to create an intimidating, hostile, or offensive educational environment; cause discomfort orRead MoreBullying : Bullying And Bullying Essay1924 Words   |  8 Pages Bullying is a very touchy subject for people to talk about. It deals with a lot of mental, physical, and emotional damage. Bullying is violent and unwelcoming behavior among various different aged children in school that involves a lack of power for one kid and a lot of power for another. The behavior of a bully is repeated numerous times over time and becomes more aggressive as the path goes on. The bully has an imbalance of pow er over the one being bullied. They bully uses their power for givingRead MoreBullying : Bullying And Bullying941 Words   |  4 PagesThere are different ways to describe bullying. Stopbullying.gov states the definition of bullying is â€Å"unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance.† Webster’s dictionary portrays the definition of bullying is to frighten, hurt, or threaten (a smaller or weaker person): to act like a bully toward (someone), or to cause (someone) to do something by making threats or insults or by using force. Violenceproventionworks.org mentions A personRead MoreBullying : Bullying And Bullying1030 Words   |  5 PagesKassandra Barragan Ms. Filar English 4/ Per: 1 9 May 2017 Bullying While doing research on bullying, I found studies on subject like cyber bullying, physical bullying, and verbal bullying. Bullying is a big problem now and has been in our society for some time. What is disturbing is that school is supposed to be a place where students learn and try to get away from outside problems but sadly some see it as a battlefield or place of survival. According to Webster s Dictionary, a bully is someone

Strategic Planning Push The Ymca - 2021 Words

Within this paper I will introduce a series of tactical plans to push the YMCA to success in the coming years. Strategic planning is a set of clearly defined goals, objectives, strategies and tactics. Along with the long-lasting mission and vision, as well as a strong accountability structure, this paper will set a roadmap for growth and continued success for the YMCA organization. The true beauty of the YMCA lies with staff and volunteers working together to create all-inclusive opportunities for Youth Development, Healthy Living and Social Responsibility for all members of our community. THE Y’S mission statement is to put Christian principles into practice through programs that build healthy spirit, mind, and body for all. At the Y, strengthening community is our cause. We believe that positive, lasting personal and social change can only come about when we all work together to invest in our kids, our health, and our neighbors. (Tampa Metropolitan Area YMCA, 2013) Strategic Planning methodology/process 1. Promote and Protect the Y Name 2. Support Public Policy 3. Promote Sustainability Through Charity 4. Address Community Needs Through Programs 5. Measure Impact of program 6. Work together With Others 7. Develop Passionate, Cause-Driven Leaders 8. Ensure Access, Presence and Engagement 9. Develop Relationships With and Among Members 10. Internal Study and External Environment Assessment 11. elevate membership and improve program usefulness 12. build theShow MoreRelatedPersonal Reflection and Personal Development Plan2558 Words   |  11 Pagescareer. Finally, I often overload myself with other people’s work or problems. Another key point of self awareness is the knowledge acquired about myself being a moderate internal locus of control. This will help me with personal development planning in terms understanding my natural tendencies and adapting to situations within and outside of my control. 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Discussion on Strategic Management Planning and Decisions -Sample

Question: Discuss about the Strategic Management Planning and Decisions. Answer: Introduction The process of strategic management involved all types of planning and decisions making process that are taken by top management of a business organization. The overall business planning is decided with the help of the strategic management process which aims to improve upon the performance of a business organization and also raise the amount of profitability. All the major marketing decisions and management process are done with the help of strategic management. It is important for all business organization to properly plan the strategic management process in order to properly implement the entire business plan in practical that can help to build a strong foundation for the future. The current essay will focus on the strategic management practice that is implemented by enterprise Life Insurance Company. It will help to define the concept related to strategic management practice and also the importance of strategic management in context of modern day business processing. The innovative strategic management techniques that are practiced by the business organization are also highlights it along with providing few real life examples of strategic management. With the help of this assignment it is possible to highlight upon the importance of strategic management practice that can help in development of business plan. Strategic Management? In any business corporation there are many ups and downs that represent challenges and hurdle in the path for success and attaining sustainability in the market. With dynamic economy changing its stride every day, this is corporations belonging to different disciplines and with different target markets are struggling to cope with the cut throat competition. The human society advancing a new notch every day, placing the customer base is not an easy task anymore. The consumers are more aware of their types and importance now more than ever before and the struggle for the different organizations to be at the top of the game has become an everyday challenge to overcome. With a new challenge to overcome everyday strategic management and execution of smart work has become any pursuit of business organizations nowadays. Business organizations strategic management as an armor to overcome any hindrances that may come in the path for it success and prosperity in the market. Many business analysts have team strategy to be the central part of organisational life and pivotal activity in order to facilitate awareness and physician in the critical decision making involved with corporate scenarios. There are two integral elements of organisational strategy, when strategic thinking and the other is is strategic decision making (Moutinho 2011). The fact does not need to be more pronounced that both these elements are extremely interlinked and are vitally important in Association with corporate challenges and problems. In simple terms strategic management can be defined as the formulation and implementation of prime goals and initiatives undertaken by the organisa tional body to cope with the disruptions in growth graph of the organization facilitated by factors belonging to the internal and external environment of the corporate organization. It should not escape noticed that in the face of dynamic economy that will even the place of strategic management in the corporate scenario is Paramount and without the foundation of strategic management the growth of organizations can fall to pieces (Eden and Ackermann 2013). Importance of strategic management in organizational perspective Every business organization wants to make wise critical decisions, in order to ensure extreme profit for the organization and avoid the chances of any laws that the company may face. However making the perfect critical decision in case of a potentially harmful challenge in the corporate scenario can be very tricky. Studies suggest a strategic management is the new face of Corporate understanding however it is the same subject that is often misunderstood and flawed used in the concept of business organization. In very simple terms the word strategy indicates at an important tool to extract elements from different cognitive dimensions that are influential in Planning and undertaking actions that are the perfect fit for a particular adverse situation. It has to be mentioned that any risk situation that has a considerable risk matrix ratio in the organisational perception, man's planning and implementing a set of actions that can positively antagonize the effect that the particular risk has the potential to inflict. Strategic management is the one way out for proactive and reasonable decision making in the face of any risk situation to prevent and to manage and neutralize the adverse effects of it (Swayne, Duncan and Ginter 2012). Other than the telltale importance of strategic management as a coping mechanism for risk situation, the importance of strategic management is much broader spectrum. Strategic management is an accident mechanism to manage the business operation processes in a day to day basis and planning for future success by the means of financial planning HR management and facilitating focus for a mission statement. Other than that corporate governance is also advantage of having an effective and efficient strategic management in the organization under consideration (Wheelen and Hunger 2011). Mini business analyst have considered strategic management to be one of the core competencies required for successful business management, according to their views without a proper strategic management most of the corporate decisions and operational processes will be massacred without an order to neutralize it. Last but not the least facilitating and pre-fixating future goals and missions is also largely faci litated by active strategic management, with proper and efficient strategic decision making critical analysis of factors affecting the growth and prosperity of the organizations will be easier and simplified, which will eventually lead to setting the optimal goals and objectives for the business organization to achieve through its hard work and statically smart actions (Hill, Jones and Schilling 2014) Approaches to Strategic Thinking Complexity Perspective According to Bryce (2017), the process of strategic management is one of the important parts that are involved in the overall action of decision making. It is important to have an effective approach in order to deal with the strategic management process which decides upon the success rate of an organization. The strategic management practice can help to set the long term goal of an organization and also fix up on the objective that need to be achieved within a certain period of time. In case of the insurance company the long term plan can include implementing new policy that needs to be sold to the customers in order to increase the market range of the company. All the details about the policies can also be decided upon with the help of strategic management practice. The company can also decide upon the financial planning process with the help of strategic management techniques. It is also possible to set short term goals with the help of strategic management practice. For example the insurance company can have a short term goal of selling fix number of insurance policies within a fixed group of target customers. It is also important for the insurance company to have the policies of the strategy management that is made according to the needs and the lifestyle of the target customer groups. Strategic management approach can also aim to reduce the overall cost of the organization and also help to improve upon their profit rate. It is also important for all companies to have proper strategic management in order to avoid all possible future risk and unfavorable business environmental condition. Morden (2016), have mentioned that it is important for all business organization to have proper market approach to increase the level of brand awareness among the customers that will help them in the overall process of increasing the popularity within the market. The message that is send to the public in the form of advertisement is one of the popular ways to have effective strategic management approach. The message that the company can use to communicate with the public will depend on the target group of customers. The commander approach is regarded as one most popular ways of strategic management implementation of decision making process. In this type of approach the top management of the company takes all the crucial decision related to policy making and thereby implement and execute those policies in practice. The leader of the organization plays the most important role in this type of approach. Nevertheless, one of the most negative point of this kind of technique is that all the workers and employees cannot take active participation in the crucial decision making process of the organization (Ethiraj et al. 2016). Collaborative approach of strategic management is also regarded as one of the effective way to implement business policy in practice that is usually done with the help of business partnership. One of the major advantages of collaborative approach is that all types of stakeholders within the organization take part in business policy implementation process. There is also the cultural policy of business strategy implementation, which is regarded as one of the important part of the business policy making process. With the help of most of this kind of approach, it is possible to implement the democratic type of leadership within the organization. The company increase upon their popularity within all culturally diverse business environments (Ethiraj et al. 2017). New Ways of Thinking about Strategy We live in the age of dynamic changes and exponential impact, and in order to sustain the niche in the market business organizations need to always be a step ahead. It has to be understood that surprised if element that is always appreciated, and in order to keep the customers captivated the business organizations need to wear the armor of constant changes. Along with that with the economy and the market inflation being in a constant state of upheaval, newer and better strategies are required in every step of the way. In order to facilitate new Strategies for overcoming any challenges that may present itself in the organization scenario the strategic management concepts and methods is utilized need a fresh start as well. It has to be understood the strategic management as well as an age old concept with the tools and methods and theories being not very recent. However the organisational risks and challenges are no longer what it used to be a decade ago. Therefore it does not need mor e emphasis that there is a pressing need for innovations in the strategic management and strategic thinking as well. As mentioned above there are various theories for strategic management, a varied number of schools of thoughts addressing the needs of different types of risk and challenges (Hitt, Ireland and Hoskisson 2012). The prevalent School of thoughts regarding strategic formation are the cognitive school, the learning school, power school, and the cultural School among many others. On a more elaborative note, all the schools of thoughts have a single focal point foundation of which the entire process of strategic thinking and decision making is established. For instance in the cognitive school of thought this approach for strategic thinking is focused on analysis of the different levels of perception in different people and the patterns it brings to the mix, Silicon eventually concentrating on the actions on the outside world and relating it to the different perceptions of those happenings to articulate a proper strategy to combat with the effects are the actions are inflicting. And on the o ther hand the learning school of thought exercises on the management paying close attention on the actions that do work and the actions that are not applicable in the particular scenario (David 2011). The school of thought exercises on the distinction between effective Strategies and an effective Strategies and therefore articulating the best possible means of dealing with any risk or challenge by the means of strategic thinking. All this schools of thought have effective in implementing and articulating strategic actions to combat with the challenges and risks in the last decade. However it should not escape noticed that the challenges and the risk associated with Bose challenges have changed over time with the changes brought about in the organisational scenario in the last decade. In the current age of the strategic thinking requires Complex adaptive systems and analytical tools to judge the efficacy of the Strategies prior to implementation of them. Usage of these adaptive tools and models facilitate evaluation of the patterns in the changes that the risk situation has represented and based on the evaluation implementation of strategies that will counteract those changes and manipulate them for the benefit of the organization. One such innovation in strategic management is the complexity chaos and entropy model that is abundantly used in organisational sectors (Freeman 2010). Modeling Complexity The implication of the adaptive system is one of the best techniques that can be applied within an organization that forms an important part of the strategic management approach. The complexity approach of strategic management helps to implement the learning methods that form an important part of the business plan of the company. There is also high probability that with the application of the adaptive system, it is possible for the Enterprise Insurance Company to have effective planning for the future. It is also possible to adopt the goal based adoptive techniques that can help in the overall process of dealing with the business complexity. One example of a business organization that has faced risk situations requiring apt strategic management is Enterprise Life (Leaders 2017). Due to using the strategic management, it may require to change the organizational structure. However, the management of the company needs to identify the issues at first before applying the strategic management in the organization. Eden and Ackermann (2013) mentioned that biasness is unethical and strategic management can help to reduce the biasness. For this, the organization needs to make the mission, vision and goal so that the employees of the company can set their own short- goal, vision and mission to achieve those. Moreover, some of the employees complaint that they have no efficient leader, who can motivate them. Hence, it is necessary to reduce the gaps and train the leaders to take efficient steps to motivate the employees and reduce the issues. The Quality Insurance Company is another insurance company that faced the problems like Ent erprise Life Assurance Company. However, the company got help by implementing the strategic management in their company and thus reduced the issues. Hill, Jones and Schilling (2014) mentioned that the strategic management is one type of processes that help the organizations to develop and implement new plans to set the goals as well as aims and objectives. This can ensure the concepts of strategic management to meet the needs of the organization. The first thing, Enterprise Life Assurance needs to adopt is to make the achievable goals. The managers need to take the initiatives to set the goals, aims and vision and mission so that it can help to build a healthy environment for the employees where they can work peacefully. Moreover, the strategic management helps to enter into the international market and thus expand the business and reputation (Stark 2015). The strategic management helps tin the employee motivation that helps to increase the productivity and the revenue as well. This will help to analyse the strategic formation. By the strategic management, the management will be able to identify the strengths and weaknesses of the organization, which will help them to reduce the issues created in the organization. The internal and external analysis is necessary for the development of the position of the company. The analysis facilitate s to strategize the paths to adopt the changes of the technologies in the organization and the emerging markets. Due to using the strategic management, it may require to change the organizational structure. From the analysis, it is clear that the Enterprise Life Assurance company needs to develop their organizational structure (Leaders 2017). Hence, they need to use the strategic management. The employees of the organization need a strong and positive environment to work peacefully, where no biasness would occur. The managers will take the initiatives to set the goals, aims and vision and mission so that it can help to build a healthy environment for the employees where they can work peacefully. Organization will be able to develop and implement new plans to set the goals as well as aims and objectives. Conclusion On a concluding note, it can be sent the strategic management is an important person for a business organization to survive the rising types of economy and sustain a stable position in the market. It has to be understood that the customer preferences are changing rapidly and to cope up with the demands and sustain in the face of unbelievable competition, a business corporation needs to be one step ahead of its competitors. It has to be understood that importance of strategic thinking is integral as a core competency, without which the organizations cannot hope to sustain a stable presence in the target market. However, it must not escape notice that the patterns of corporate market is changing and so are changing the business processes and operational statistics. Hence, as a cumulative affects the challenges and risks in the business scenarios are also changing, along with the objectives and aims. Hence in order to survive these tides of transformation the business corporations need to adapt to innovations in even strategic thinking associating with complex adaptive systems to ensure optimacy of the startegic thinking procedure. References: Bryce, H.J., 2017.Financial and strategic management for nonprofit organizations. Walter de Gruyter GmbH Co KG. David, F.R., 2011.Strategic management: Concepts and cases. Peaeson/Prentice Hall. Durand, R., Grant, R.M. and Madsen, T.L., 2017. The expanding domain of strategic management research and the quest for integration.Strategic Management Journal,38(1), pp.4-16. Eden, C. and Ackermann, F., 2013.Making strategy: The journey of strategic management. Sage. Eden, C. and Ackermann, F., 2013.Making strategy: The journey of strategic management. Sage. Ethiraj, S.K., Gambardella, A. and Helfat, C.E., 2016. Replication in strategic management.Strategic Management Journal,37(11), pp.2191-2192. Ethiraj, S.K., Gambardella, A. and Helfat, C.E., 2017. Reviews of strategic management research.Strategic Management Journal,38(1), pp.3-3. Freeman, R.E., 2010.Strategic management: A stakeholder approach. Cambridge University Press. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning. Hitt, M.A., Ireland, R.D. and Hoskisson, R.E., 2012.Strategic management cases: competitiveness and globalization. Cengage Learning. Leaders, S. 2017.Enterprise Life Assurance Company Limited (ELAC) - Ghana Investment Promotion Centre (GIPC). [online] Gipcghana.com. Available at: https://www.gipcghana.com/89-ghana-club-100/sector-leaders/355-enterprise-life-assurance-company-limited-elac.html [Accessed 7 Jun. 2017]. Morden, T., 2016.Principles of strategic management. Routledge. Moutinho, L. ed., 2011.Strategic management in tourism. Cabi. Rothaermel, F.T., 2015.Strategic management. New York, NY: McGraw-Hill. Slack, N., 2015.Operations strategy. John Wiley Sons, Ltd. Stark, J., 2015. Product lifecycle management. InProduct Lifecycle Management(pp. 1-29). Springer International Publishing. Swayne, L.E., Duncan, W.J. and Ginter, P.M., 2012.Strategic management of health care organizations. John Wiley Sons. Thompson, J.L. and Martin, F., 2010.Strategic management: awareness change. Cengage Learning EMEA. Wheelen, T.L. and Hunger, J.D., 2011.Concepts in strategic management and business policy. Pearson Education India.

Mag Rec Inc. free essay sample

Dinah will now question Pats professional ethics and integrity from that point forward. Trust and communication will be in jeopardy at this point and Pat will need to take steps in order to gain that back from Dinah. In my opinion, Pat should have pressed forward with the information she was given to Mr. Leed. Hopefully, Mr. Leed would have made an ethical choice and informed Partco of the issue. Mr. Leed then may be able to negotiate a more favorable discount as opposed to what they were forced to give Partco. Even though it was a bad situation, not being straight forward with Partco initially probably ended up costing MagRec more in the long run. 2. Do you think Dinah was right? Why or why not? If you were she, and you had to do it all over again, would you do anything differently? If so, what and why? I do think Dinah was right. We will write a custom essay sample on Mag Rec Inc. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dinah brought Pat the file knowing that there was an ethical and legal violation with what MagRec was doing. One would assume that Dinah is acting properly by showing her supervisor the file and reporting this through her chain of command. If I were Dinah, the only thing differently I would have done was take the file to Mr. Leed once I discovered that it was not reported to him. This way MagRec Management still has the opportunity to address it and try to resolve what had happened before Partco was ultimately informed by Dinah. 3. Using cognitive dissonance theory, explain the actions of Pat, Dinah, and Fred. Cognitive dissonance is when there is an inconsistency between an individuals attitude(s) and their behavior. I think the theory applies more to Pat than either Dinah or Fred. Dinah displayed appropriate ethical standards throughout the ordeal and her actions definitely supported her thoughts. When what she thought was appropriate action was not taken, she did what she felt was right and reported the issue to Partco. This seems consistent with her thoughts. Fred as well seemed to have his actions confirm his thoughts. His thoughts and actions both are unethical, but consistent with each other. Pat, on the other hand, did display cognitive dissonance. When shown the file, she immediately felt that her company was committing fraud. Pat did show the file to Fred, but failed to act appropriately after Fred convinced her to drop the matter. Her failure to act demonstrates a difference between her initial thoughts and ultimate actions.

The Accident That Changed My Life essays

The Accident That Changed My Life essays I used to read in the news about people getting in car accidents all the time. The trouble is, I never thought it could happen to me. I guess you could say that I saw myself as invincible. With the way Id been living my life, something was bound to happen eventually. I believe that everything in life happens for a reason. This is why my car accident changed my life. I was a second year senior at Independence High School. Most of my time was spent hanging out with my friends. My friends were the most important thing to me back then and I would bend over backwards for each and every one of them. Because of all the time I spent out with my friends, I barely spent any time at home with my family. I also had a hard time waking up to go to school in the morning. Things had gotten so bad that I would sometimes miss school for weeks at a time. Little did I know, that destiny had a big change in store for me! It was really late one night and I decided to go out. I went to pick up my friends and go to a party at some wharehouse. I remember having a lot of fun and laughing a lot with my friends. One of the people I was talking to had asked for a ride because his was leaving and I accepted. So now I was responsible for taking four people, including myself home. After I dropped off the first guy, I was making a left turn. When I saw I was in the clear, I went ahead and turned. All of a sudden, I saw a big car heading my way real fast. I sped up to get past the lane he was in and finish my turn, but it was too late. He smashed right into me on the drivers side. The impact bent the whole frame of my car, and I remember being able to touch the other drivers bumper from my window (which was now in a million pieces on the ground)! Luckily, my friends were okay and didnt have to stay the night at the hospital. I, on the other hand, was not so lucky! While my friends were able to leave, I was stuck th...

King Edward I of England - Longshanks

King Edward I of England - Longshanks Edward I - Early Life: Born June 17, 1239, Edward was the son of King Henry III of England and Eleanor of Provence. Trusted to the care of Hugh Giffard until 1246, Edward was later raised by Bartholomew Pecche. In 1254, with his fathers lands in Gascony under threat from Castile, Edward was directed to marry King Alfonso X of Castiles daughter Eleanor. Traveling to Spain, he wed Eleanor at Burgos on November 1. Married until her death in 1290, the couple produced sixteen children including Edward of Caernarvon who succeed his father on the throne. A tall man by the standards of the day, he earned the nickname Longshanks. Edward I -Second Barons War: An unruly youth, he clashed with his father and in 1259 sided with a number of barons seeking political reform. This led Henry to return to England from France and the two were ultimately reconciled. In 1264, tensions with the nobles again came to a head and erupted in the Second Barons War. Taking the field in support of his father, Edward captured Gloucester and Northampton before being taken hostage after the royal defeat at Lewes. Released the following March, Edward campaigned against Simon de Montfort. Advancing in August 1265, Edward won a decisive victory at Evesham which resulted in Montforts death. Edward I -The Crusades: With peace restored to England, Edward pledged to embark on a crusade to the Holy Land in 1268. After difficulties raising funds, he departed with a small force in 1270 and moved to join with King Louis IX of France at Tunis. Arriving, he found that Louis had died. Deciding to press on, Edwards men arrived at Acre in May 1271. Though his force aided the citys garrison, it was not large enough to attack Muslim forces in the region with any lasting effect. After a series of minor campaigns and surviving an assassination attempt, Edward departed Acre in September 1272. Edward I -King of England: Reaching Sicily, Edward learned of his fathers death and his proclamation as king. With the situation in London stable, he moved slowly traveling though Italy, France, and Gascony before arriving home in August 1274. Crowned king, Edward immediately began a series of administrative reforms and worked to restore royal authority. While his aides worked to clarify feudal land holdings, Edward also directed the passage of new statutes regarding criminal and property law. Holding regular Parliaments, Edward broke new ground in 1295 when he included members of the commons and gave them power to speak for their communities. Edward I -War in Wales: In November 1276, Llywelyn ap Gruffudd, Prince of Wales, declared war on Edward. The following year, Edward advanced into Wales with 15,000 men and compelled Gruffudd to sign the Treaty of Aberconwy which limited him to the land of Gwynedd. Fighting again flared in 1282 and saw Welsh forces win a string of victories over Edwards commanders. Halting the enemy at Orewin Bridge in December, English forces began a war of conquest which resulted in the imposition of English law over the region. Having subjugated Wales, Edward embarked on a large castle building program in the 1280s to consolidate his hold Edward I -The Great Cause: As Edward worked to strengthen England, Scotland descended into a succession crisis following the death of Alexander III in 1286. Dubbed the Great Cause, the battle for the Scottish throne effectively devolved into a contest between John Balliol and Robert de Brus. Unable to come to a settlement, the Scottish nobles asked Edward to arbitrate the dispute. Edward agreed on the condition that Scotland recognize him as its feudal overlord. Unwilling to do so, the Scots instead agreed to let Edward oversee the realm until a successor was named. After much discussion and several hearings, Edward found in favor of Balliol on November 17, 1292. Despite Balliols ascension to the throne, Edward continued to wield power over Scotland. This issue came to a head when Balliol refused to provide troops for Edwards new war against France. Allying with France, Balliol dispatched troops south and attacked Carlisle. In retaliation, Edward marched north and captured Berwick before his forces routed the Scots at the Battle of Dunbar in April 1296. Capturing Balliol, Edward also seized the Scottish coronation stone, the Stone of Destiny, and took it to Westminster Abbey. Edward I -Issues at Home: Placing an English administration over Scotland, Edward returned home and was faced by financial and feudal problems. Clashing with the Archbishop of Canterbury over taxing the clergy, he also faced resistance from the nobles over increasing levels of taxation and military service. As a result, Edward had difficulty building a large army for a campaign in Flanders in 1297. This crisis was resolved indirectly by the English defeat at the Battle of Stirling Bridge. Uniting the nation against the Scots, the defeat led Edward to again march north the following year. Edward I -Scotland Again: Meeting Sir William Wallace and the Scottish army at the Battle of Falkirk, Edward routed them on July 22, 1298. Despite the victory, he was forced to campaign in Scotland again in 1300 and 1301 as the Scots avoided open battle and persisted in raiding English positions. In 1304 he undercut the enemy position by making peace with France and swaying many of the Scottish nobles to his side. The capture and execution of Wallace the following year further aided the English cause. Re-establishing English rule, Edwards victory proved short-lived. In 1306, Robert the Bruce, grandson of the earlier claimant, killed his rival John Comyn and was crowned King of Scotland. Moving quickly, he embarked on a campaign against the English. Aging and ill, Edward dispatched forces to Scotland to meet the threat. While one defeated Bruce at Methven, the other was beaten at Loudoun Hill in May 1307. Seeing little choice, Edward personally led a large force north to Scotland that summer. Contracting dysentery on the way, he encamped at Burgh by Sands just south of the border on July 6. The following morning, Edward died as prepared for breakfast. His body was taken back to London and buried at Westminster Abbey on October 27. With his death, the throne passed to his son who was crowned Edward II on February 25, 1308. Selected Sources The British Monarchy: King Edward IEnglish Monarchs: Edward I BBC: Edward I

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Formative Assessment Essay Example for Free

Formative Assessment Essay Chapter IV A Fundamental Duties ARTICLE 51A Fundamental Duties It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) To protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) (j) to safeguard public property and to abjure violence; to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement. CONTENTS Page No. Acknowledgments Preface Continuous and Comprehensive Evaluation School Based Continuous Comprehensive Evaluation Continuous Comprehensive Assessment and Evaluation in e-Typewriting- English/Hindi Assessment Rubrics e-Typewriting Syllabus and Scheme of Examination for Class IX TERM-I Unit 1: Introduction to e-Typewriting Unit 2: Keyboard Layout (QWERTY INSCRIPT) Unit 3: Touch Typewriting 10 16 21 XL XLI 1 (I) (II) (IX) TERM-II Unit 4: Introduction to Word Processing 29 ACKNOWLEDGEMENTS. ADVISORY BODY †¢ Shri Vineet Joshi, Chairman CBSE. †¢ Dr. Sadhana Parashar, Head Innovations Research, CBSE. EDITING COMMITTEE †¢ Prof. Om Vikas, Retd. Prof. from DIT, Government of India. MATERIAL PRODUCTION GROUP †¢ Mr. Yogesh Kumar HOD, Computer Science. Meera Model School, Delhi. †¢ Dr. D. P. Bhatia, Mata Sundri College,University of Delhi. †¢ Ms. Gayatri Subramanian, Consultant, Ministry of Corporate Affairs , Govt of India. †¢ Mrs. Sunita Chug, Senior Lecturer, Mira Bai Polytechnic, Maharani Bagh, New Delhi. †¢ Mrs. Nancy Sehgal, Mata Jai Kaur School, Delhi. CO-ORDINATION †¢ Mrs. Sugandh Sharma, Education Officer (Commerce) CBSE. PREFACE Typewriters were developed to prepare documents with uniform letter prints, to overcome illegibility of hand written material and produce documents faster. Initially typewriters were mechanical, then electric and electronic typewriters came into being. Over a period, QWERTY keyboard layout was in use and it became the defacto standard for Roman Typewriting. Computers also use keyboard as an input device. Keyboard layout has specific letter on key allocation on the basis of frequency and count of letters over a fairly large sample of documents. High frequency letters are on middle/home row, distributed on both sides. For Indic scripts, Standard keyboard Layout is INSCRIPT. Mechanical typewriters are now becoming fast extinct. Computer empowers the user to input information with accuracy, speed and additional features of Word processing. The syllabus of Typewriting is hereby revised as e-Typewriting with an additional unit on Word processing in view of the growing use of computers for typewriting documents. Self assessment and keeping record of progress in Assignment files are encouraged so as to keep students motivated towards excellence. Profuse thanks are due to Prof. Om Vikas for steering the experts members Mr. Yogesh Kumar, Ms. Nancy Sehgal, Ms. Sunita Chugh, Dr. D. P. Bhatia and Ms. Gayatri Subramaniam for contributing towards development of the syllabus on -e-Typewriting and also the Formative Assessment Manual for Teachers. I also thank Ms. Sugandh Sharma, Education Officer for coordinating the meetings and bringing out the manual in this shape. It is expected that the students will enjoy this course even as an additional subject in view of the benefits of touch-typing skills in future career. We would welcome suggestions to improve upon content assessment methodology in tune with the objectives of CCE. (Vineet Joshi) Chairman, CBSE I Continuous and Comprehensive Evaluation Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationship between cause and effect. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. As childrens metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning. Characteristics of learning All lchildren are naturally motivated to learn and are capable of learning. Understanding l Children l and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning. learn in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development. something before the child is cognitively ready takes away real learning. Children may remember many facts but they may not understand them or be able to relate them to the world around them. takes place both within school and outside school. Learning is enriched if the two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic components. Such experiences are essentially to be learnt through direct experience and integrated into life. Teaching l Learning l II Learning l must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations. At the same time learning must provide variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value. can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own. Learning l Place of Evaluation in the Curriculum A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and assessment. In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process. If properly understood, evaluation or assessment will not be perceived as something administered by the teachers and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process, rendering assessment broadly irrelevant and alien to the curriculum. Further such a perception associates anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the teaching learning process; it will become continuous like both teaching and learning. When evaluation is subsumed into teaching-learning, learners will not perceive tests and examinations with fear. It will lead to diagnosis, remediation and enhancement of learning. The scope of evaluation in schools extends to almost all the areas of learners personality development. It should include both scholastic and co-scholastic areas, i. e. it should be comprehensive in nature. This is in line with the goals of education. Evaluation is continuous and reveals the strengths and weaknesses of learners more frequently, so that the learners have better opportunity to understand and improve themselves. It also provides feedback to the teachers for modifying their teaching strategies. In view of getting a complete picture of the childs learning, assessment should focus on the learners ability to – learn and l acquire a l acquire desired skills related to different subject areas. level of achievement in different subject areas in the requisite measure develop childs individual skills, interests, attitudes and motivation l understand and lead a healthy and a productive life. l monitor the changes taking place in a childs learning, behaviour and progress over time. l III l respond to different situations and opportunities both in and out of school.  apply what is learned in a variety of l work l independently, collaboratively analyze and evaluate. l environments, circumstances and situations and harmoniously. be laware of social and environmental issues participate in social and environmental projects and causes. l retain what is learned over a period of time. l Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the following parameters in mind The need to: assess the learner. l use l a variety of ways to collect information about the learners learning and progress in subjects and cross curricular boundaries. collect information continuously and record the same. l give l importance to each learners way of responding and learning and the time it takes to do so. report on an ongoing continuous basis and be sensitive to every learners responses. l provide feedback that will lead to positive action and help the learner to do better l In the assessment process, one should be careful NOT to: l label learners as slow, poor, intelligent etc. make comparisons between them. l make negative statements. l Continuous and Comprehensive Evaluation Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of a students development. It is a developmental process of a child which emphasizes on two fold objectives. These objectives are continuity in evaluation on one hand and assessment of broad based learning and behaviourial outcomes on the other. The term `continuous is meant to emphasise that evaluation of identified aspects of students `growth and development is a continuous process rather than an event, built into the total IV teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback of evidence to teachers and students for their self evaluation. The second term `comprehensive means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of a variety of tools and techniques (both testing and non-testing) and aims at assessing a learners development in areas of learning like : Knowledge l Understanding/Comprehension l Application l Analysis l l Evaluation l Creativity Objectives of CCE are: l To help develop cognitive, psychomotor and affective skills. l To lay emphasis on thought process and de-emphasise memorization l To make evaluation an integral part of teaching-learning process l use To evaluation for improvement of students achievement and teaching – learning strategies on the basis of regular diagnosis followed by remedial instruction l. To use evaluation as a quality control device to maintain desired standard of performance l determine To  social utility, desirability or effectiveness of a programme and take appropriate decisions about the learner, the process of learning and the learning environment l To make the process of teaching and learning a learner-centered activity. Features of CCE are: l The continuous aspect of CCE takes care of continual and periodicity aspect of evaluation. Means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) done informally using multiple techniques of evaluation. means assessment of performance done frequently at the end of unit/term (summative) l Continual l Periodicity V l The  comprehensive component of CCE takes care of assessment of all round development of the childs personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupils growth. aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values. in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of a unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions followed by retesting. in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and checklists. Source Examination Reforms, NCERT Scholastic l Assessment l Assessment l The functions of CCE are: l It helps the teacher to organize effective teaching strategies. Continuous l evaluation helps in regular assessment to the extent and degree of learners progress (ability and achievement with reference to specific scholastic and co-scholastic areas). evaluation serves to diagnose weaknesses and permits the teacher to ascertain an individual learners strengths and weaknesses and her needs. It provides immediate feedback to the teacher, who can then  decide whether a particular unit or concept needs re-teaching in the whole class or whether a few individuals are in need of remedial instruction. evaluation, children can know their strengths and weaknesses. It provides the child a realistic self assessment of how he/she studies. It can motivate children to develop good study habits, to correct errors, and to direct their activities towards the achievement of desired goals. It helps a learner to determine the areas of instruction in which more emphasis is required. and comprehensive evaluation identifies areas of aptitude and interest. It helps in identifying changes in attitudes, and value systems. in making decisions for the future, regarding choice of subjects, courses and careers. Continuous l By lcontinuous  Continuous l It helps l It provides l information/reports on the progress of students in scholastic and co-scholastic areas and thus helps in predicting the future successes of the learner. VI Continuous evaluation helps in bringing awareness of the achievement to the child, teachers and parents from time to time. They can look into the probable cause of the fall in achievement if any, and may take remedial measures of instruction in which more emphasis is required. Many times, because of some personal reasons, family problems or adjustment problems, the children start neglecting their studies, resulting in a sudden drop in their achievement. If the teacher, child and parents do not come to know about this sudden drop in the achievement and the neglect in studies by the child continues for a longer period then it will result in poor achievement and a permanent deficiency in learning for the child. The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore will not be merely limited to assessment of learners scholastic attainments. It uses assessment as a means of motivating learners in further programmes to provide information for arranging feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learners profile. It is this that has led to the emergence of the concept of School Based Continuous and Comprehensive Evaluation. Source : Ncert VII Scholastic and Co-scholastic Assessment In order to have Continuous and Comprehensive evaluation, both scholastic and co-scholastic aspects need to be given due recognition. Such a holistic assessment requires maintaining an ongoing, changing and comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily reflect, plan and implement remedial strategies, the childs ability to retain and articulate what has been learned over a period of time also requires periodic assessment. These assessments can take many forms but all of them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews (depending on the learning area), that do not openly compare one learner with another and are positive and constructive experiences are generally recommended to promote and enhance not just learning and retention among children but their soft skills as well. VIII School Based Continuous Comprehensive Evaluation There has been a consistent move towards reducing the load on the student by making public or board examination stress free. Over the decade there has been a high pitched race towards more marks and thus more competitiveness among students and schools. The move of the CBSE to replace marks with grades is a step in the right direction. The paradigm shift is to empower schools by creating a workable school based continuous and comprehensive scheme. School Based Continuous and Comprehensive Evaluation system should be established to: reduce stress on children l make evaluation comprehensive and regular l provide space for the teacher for creative teaching l provide a tool of diagnosis and remediation l produce learners with greater skills l Position Paper on Aims of Education NCF 2005. NCERT Aims of School Based CCE l Elimination of chance element and subjectivity (as far as possible), de-emphasis of memorization, encouraging Comprehensive evaluation incorporating both scholastic and co-scholastic aspects of learners development.  evaluation spread over the total span of the instructional time as an integral built-in aspect of the total teaching-learning process. And meaningful declaration of results for effective use by teachers, students, parents and the society. uses of test results for purposes not merely of the assessment of levels of pupils achievements and proficiencies, but mainly for its improvement, through diagnosis and remedial/enrichment programmes. in the mechanics of conducting examinations for realizing a number of other allied purposes Continuous l Functional l Wider l Improvement l Introduction of concomitant changes in instructional materials and methodology. l Introduction of the semester system from the secondary stage onwards. l The l use of grades in place of marks in determining and declaring the level of pupil performance and proficiency. The above goals are relevant for both external examination and evaluation in schools IX Characteristics of School Based Evaluation : l Broader, more comprehensive and continuous than traditional system. l primarily to help learners for systematic learning and development. Aims l Takes care of the needs of the learner as responsible citizens of the future. l Is more transparent, futuristic and provides more scope for association among learners , teachers and parents. School based evaluation provides opportunities to teachers to know the following about their learners: What they learn l How l they learn l What type of difficulties / limitations they face in realising learning objectives together l What the children think l What the children feel l What their interests and dispositions are. The focus has shifted to developing a deep learning environment. There is a paradigm shift in the pedagogy and competencies of ‘controlling’ to ‘enriching’ to ‘empowering’ schools. Traditional Schooling l Teacher centred l Subjects and classes l Sorting and ranking Enriching Schooling Student centred l l Directed Self l Continuous assessment Empowering Schooling Experience centred l l Virtual authenticity l Multi literacies individuals Competency: l Memory l Competitive Competency: l Critical thinking l Collaborative l Creative Competency: l taking Risk l Ethical l Interactive There are four Assessment Paradigms Assessment of Learning Most commonly, assessment is defined as a process whereby someone attempts to describe and quantify the knowledge, attitudes or skills possessed by another. Teacher directedness is paramount and the student has little involvement in the design or implement of the assessment process in these circumstances – X Summative l Teacher designs learning l l Teacher collects evidence l Teacher judges what has been learnt (and what has not) Assessment for Learning The assessment for learning involves increased levels of student autonomy, but not without teacher guidance and collaboration. The assessment for learning is sometimes seen as being akin to ‘formative assessment’ and can be seen as informing teaching. There is more emphasis towards giving of useful advice to the student and less emphasis on the giving of marks and the grading function – Teacher designs learning l Teacher designs assessment with feedback to student l Teacher assesses what has been learnt (student develops insight into what has not) l Assessment as Learning ‘Assessment as learning’ is perhaps more connected with diagnostic assessment and can be constructed with more of an emphasis on informing learning. Assessment as learning generates opportunities for self assessment and for peer assessment. Students take on increased responsibility to generate quality information about their learning and that of others – Teacher and student co-construct learning l Teacher and student co-construct assessment l Teacher and student co-construct learning progress map l Assessment for learning and assessment as learning activities should be deeply embedded in teaching and learning and be the source of iterative feedback, allowing students to adjust, rethink and re-learn. Assessment in Learning The assessment in learning places the question at the centre of teaching and learning. It deflects the teaching from its focus on a ‘correct answer’ to focus on ‘a fertile question’. Through the inquiry, students engage in processes that generate feedback about their learning, which come from multiple sources, and activities. It contributes to the construction of other learning activities, lines of enquiry and the generation of other questions Student at the centre of learning l Student monitors, assesses and reflects on learning l Student initiates demonstration of learning (to self and others) l Teacher as coach and mentor l XI Teachers and students need to understand the purpose of each assessment strategy so that the overall assessment ‘package’ being used by learners and teachers accurately captures, generates and uses meaningful learning information to generate deep learning and understanding. Purpose of Assessment To lascertain what learning, change and progress takes place in the child over a period of time in different subjects of study and other aspects of the childs personality. To find out the needs and learning style of every learner. l To ldevise styles. To improve the teaching-learning materials by adding value. l To help l every learner find out their interests, aptitudes, strengths and weaknesses so that the learner can evolve effective learning strategies. a teaching-learning plan that is responsive to the individual needs and learning To measure the extent to which curricular objectives have been realized. l To enhance the effectiveness of the teaching-learning process. l To l record the progress of every learner and communicate it to parents and other stakeholders. a dialogue between the teacher and the student and also the parents as a collaborative endeavor for overall improvement of the system. To lmaintain To involve the learners in the process through peer and self assessment. l Different stages in Assessment Examination is not assessment; it is only one of the tools of assessment. As we have seen above, assessment is an integral part of the teaching-learning process and hence cannot be seen as the final stage in isolation. The overall aim of assessment is to gather information to improve the teaching-learning process. So it has certain distinct stages. Stage 1: Gathering information about and evidence of the extent of effectiveness of teaching and learning We gather information in a variety of ways, using a number of tools. Observation, conversation and discussion, assignments, projects, different types of tests etc are some of the methods and tools we use for collecting information. Stage 2: Recording of Information The information gathered has to be systematically recorded because it constitutes not only rich inputs that have to be used for improving teaching and learning but also evidence to support the conclusion we come to about the progress made by the students. In order to make the recording effective, we must use different recording devices such as learner profile, XII ancecdotal records, case studies, report books etc. It is essential that the information is recorded in both quantitative and qualitative terms along with well thought out and objective observations by the teacher. It is also necessary to keep samples of students work as evidence to support the report of the teacher. The most important aspect of good recording and reporting is that it shows the progress of the learner in different domains over a period of time. Stage 3: Analysing and Reporting the Information Collected The recorded information constitutes valuable feedback that the teacher, the student and the parents should use to enhance the learning process. To do this, the gathered information has to be analysed periodically so that the teacher can draw conclusions about how a child is learning and progressing. Such analysis and the grading that is done is actually a mapping of the progress of students in a learning environment. Analysis and review also leads to unambiguous statements about the strengths of every child and the aspects requiring further improvement. The report has to be communicated to the learners and their parents so that they are able to collaborate with the teacher to take the necessary steps for improving learning. It is essential that the child is encouraged to compete with self rather than with others. One of the key components of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. Research shows descriptive feedback to be the most effective instructional strategy to move students forward in their learning. Descriptive feedback provides students with an understanding of what they are doing well, links to classroom learning and specific input on how to reach the next step. Stage 4: Using the Information for Improvement Assessment should result in improvement. Though the student, the teacher and the parents are all stakeholders in this paradigm, it is the teacher who has to take the initiative to use the analysis of information on each learner to enhance learning. This calls for reflective practices. Some questions that the teacher could ask himself/ herself are: 1. Are all the learners involved in the activities of the class? 2. Are there learners who face problems in coping with the pace and flow of the teaching learning process? 3. What are their problems and how should I help them? 4. Is there something in my teaching strategy that has to be modified to make the class learn better? How should I go about it? 5. Are there some learners who are not challenged by the materials and methods and hence lose motivation quickly? How should I respond to their special needs? 6. Are there some lessons/ chapters/ units that pose difficulties to many learners? How should I add value to these portions of the syllabus? 7. Have I identified certain common errors, mistakes and instances of lack of conceptual clarity from the information collected and analysed? How should I go about an effective programme of remediation? XIII 8. Is my classroom time management effective? What are the changes that I could introduce to make it more learner and learning oriented? 9. Am I getting adequate support from the school management, my colleagues, the parents and the community? How can I involve all the stakeholders more actively in what I am doing for the benefit of my learners? 10. What are my own needs of professional development? How can I fulfil them in a continuous manner? Such reflective questions will help the teacher modify and refine the programme of teaching to achieve the learning objectives as well as to enhance his/ her professional competence continuously. By now it is well established that learning is a continuous process and it involves informal, formal and non-formal modes. It is also widely acknowledged that children learn by constructing their knowledge and it makes learning a process that takes place within the children rather than without. In this paradigm of constructivism, the teacher ought to recognize the importance of different stages of learning i. e. , the initial stage where the existing knowledge of the learner is seen as the entry level, the second stage where new knowledge is understood and accommodated with the existing knowledge and the third stage where the constructed knowledge as a whole is tested by the learner by applying it to real life situations for making sense of the world and the self and for drawing conclusions, problem solving, decision making etc. What constitutes knowledge at the third stage automatically becomes the learners existing knowledge for further learning and thus it is a cyclical process. The main purpose of assessment is to enhance the effectiveness of the learning process and hence it has to be integrated appropriately with every stage of learning. Since learning is continuous, assessment also must be continuous. Otherwise the learner will not be able to know whether she/ he is proceeding along the right lines, what is the stage at which he experiences difficulties, what are the new inputs and strategies that are required to successfully continue the process of construction of knowledge and what is the help that is expected from the teacher. Similarly the teacher also has to know at what stage of learning each learner is at a particular point of time, what are the changes that are to be made to the teaching strategies to make every child learn effectively and what further help can be provided. For instance, when a child in class I comes to school, it is probable that the child has not had any formal schooling earlier. It does not mean that the child has no prior knowledge because learning, as has been pointed out earlier, can be through informal and non formal modes too. So the teachers duty is to identify the prior knowledge of the child while dealing with a particular concept or skill.

The Influence Of Green Groups On The Policy Of The United States :: essays research papers

The Influence of Green Groups on the Policy of the United States Abstract: This research examines the relationship between environmental groups and the policies of the United States. The United States political system has been historically anthropocen-tric, or human centered. Environmental groups have been attempting to change this to a biocentric or ecocentric viewpoint, which includes the rights of animals and the environment. These views are nature centered instead of human centered. This study will answer the question of whether these groups have been effective at altering United States policies. This will be done through the study of views offered by both sides. Also, a survey will be used to determine whether congressmen views are consistent with environmentalist views. It will also present whether policy change has taken place, and if these changes have remained intact through the study of past congressional decisions. Research Problem 1. Research Question Have environmental groups' strategies been successful at altering the policies of the United States? 2. Rational for the Research This research will help environmental groups to identify the effectiveness of their strategies. This is necessary for these groups to effectively alter the policies of the United States, which is one of the largest polluters in the world. If their strategies are ineffective then it will be necessary for them to reassess their methods. Without the use productive methods these groups will not be able to protect the environment. Animals, plants and the entire ecosystem must have the same protection as humans have. An ecocentric viewpoint establishes the right of the environment to have legal standing. This gives people the ability to defend the right of an animal to exist with the same rights as humans. Without this protection, people will be just as negatively affected as the environment. The earth must be thought of as a living organism, if one part is hurt then the whole planet will feel the effects. Unfortunately, business and governments take the stance that the earth is more like a machine. That is, at times if a part is hurt it can be repaired, without it effecting the whole system. Literature Review The literature on environmental groups and their influence and activities is vast. Several themes concerning the groups' influence in changing United States policy exist. The American Psychological Association has done studies on ecocentric and anthropocentric attitudes (Thomas, 1994). Ecocentric values have arisen recently as environmental problems have come to the public's attention. Anthropocentric values have existed much longer. They have become institutionalized into our political and economic system. The movement toward environmental awareness arose in the political activism in the 60's. Although these values have recently been declining according to

Bernard Madoff Fraud

Abstract This report allows the facts to be known concerning the still mysterious case of Bernard L. Madoff and his longtime investment securities activities, which eventually turned into an enormous fraud of incomparable size. In this report, you will begin to understand how Bernard Madoff was able to execute such an elaborate fraud. The illegal business behavior found in this case is too numerous to count however, quite a few will be identified. In addition, the roles of the perpetrators, accomplices, and their involvement in this scheme will be made known.This fraud had such an enormous impact on the victims, we will examine several implementations that the private investors could have implemented to protect themselves. An assessment of the perpetrators motives and the identity of some internal controls that could have deterred or prevented the fraud from occurring will be explored also. We will discover the action of the SEC and document how the fraud was discovered and investiga ted, including what should have been identified as â€Å"red flags†. And finally, a variety of legal actions arose when the Madoff fraud was uncovered, which is leading to more litigation currently and in the future.The Bernard Madoff’s Fraud Introduction Bernard L. Madoff was the mastermind and the admitted operator of the biggest Ponzi scheme in American History. His Ponzi scheme is considered to be the largest financial fraud in U. S. history. He stole millions maybe billions of dollars from unsuspecting clients. Lives were shattered and fortunes ruined. He was a very savvy business man and trader until his investment scandals were revealed at the end of 2008. Bernard Madoff is a former American businessman, stockbroker, investment advisor, and financier. He is a former non-executive chairman of NASDAQ stock market.As the former chairman of the NASDAQ, Bernard Madoff had built a reputable business domain that continuously paid admirable dividends to investors; howev er, during the investigations by several federal government agencies, devastating facts against Bernard Madoff proved that he was running an elaborate ponzi scheme in order to attract a large number of investors from all over the world. (NBC, 2009) (â€Å"Bernard Madoff Fraud,† 2012) Bernard Madoff managed and controlled his ponzi scheme by using an Investment Securities Limited Liability Company he founded in 1960.He was chairman of this company and continued to operate his scheme until he was discovered in 2008. The fraud concerning Bernard Madoff was and still is the being covered by the media and it is suspected that the United States Securities and Exchange Commission (SEC) was notified and made aware on more than one occasion about this matter but they chose to ignore the information given to them. Perhaps there are more charges that can be filed, although Madoff’s numerous offenses may already be enough to keep him in prison for the rest of his life. Markopolos, 2010) (â€Å"Bernard Madoff Fraud,† 2012) How Madoff Executed the Fraud Madoff’s scheme to defraud his clients at Bernard Lawrence Madoff Investment Securities (BLMIS) began as early as 1980 and lasted until its exposure in 2008. Bernard carried out this scheme by soliciting billions of dollars under false pretenses, failing to invest investors’ funds as promised, and misappropriating and converting investors’ funds to benefit Madoff, himself, and others without the knowledge or authority of the investors.To execute the scheme, Madoff solicited and caused others to solicit potential clients to open trading accounts with Bernard Lawrence Madoff Investment Securities (BLMIS) on the basis of a promise from him. He promised to use investor funds to purchase shares of common stock, options and other securities of large, well-known corporations, and representations that he would accomplish high rates of return for client, with limited risk. (â€Å"United stat es of,† 2009) Among other things, MADOFF marketed to clients and prospective clients an investment strategy referred to as a â€Å"split strike conversion† strategy.Clients were promised that Bernard Lawrence Madoff Investment Securities (BLMIS) would invest their funds in a basket of approximately 35-50 common stocks within the Standard & Poor's 100 Index (the â€Å"S&P l00†), a collection of the 100 largest publicly traded companies in terms of their market capitalization. MADOFF claimed that he would select a basket of stocks that would closely mimic the price movements of the S;P 100. MADOFF urther claimed that he would opportunistically time those purchases, and would be â€Å"out of the market intermittently, investing clients' funds in these periods in United States Government issued securities such as United States Treasury bills. MADOFF also claimed that he would hedge the investments that he made in the basket of common stocks by using investor funds t o buy and sell option contracts related to those stocks, thereby limiting potential losses caused by unpredictable changes in stock prices. â€Å"United states of,† 2009) Madoff’s Illegal Business Behaviors Exposure Federal prosecutors filed a total of eleven charges against Bernard Madoff. The first of those charges was for securities fraud. The crime of securities fraud involves false claims of investment security holdings, and misinformation regarding stocks and brokerage advice. Sensational insider information is also considered a component of this criminal activity. Another major charge involved three counts of money laundering, both domestically and through international accounts.Money laundering is the funneling of revenue acquired illegally into new monetary arrangements, with the intent of concealing this revenue’s original origins. Plus, in connection with both his securities and investment adviser businesses, prosecutors also charged Madoff with mail and wire fraud. These offenses involve initiating schemes using either the United States Postal Service or telephone systems toward obtaining money and/or property in a false or unlawful manner. (Tomaszewshi, 2010) Perpetrators Involved in Bernard Madoff’s FraudIt’s certainly not uncommon for one’s son or daughter to enter into an identical business relationship as a successful family member such as a parent. However, in Bernie Madoff’s case this approach was taken to extreme levels of nepotism. Peter Madoff entered his brother’s firm in 1967, and as business prospered he began to accumulate several executive titles: Senior Managing Director, Head of Trading, and even Chief Compliance Officer for both the broker-dealer and more secretive investment advisor business models.Bernie’s sons Mark and Andrew joined the firm in the mid-to-late 1980s, and eventually were made co-directors of Madoff Securities International in London, England. Bernieà ¢â‚¬â„¢s nephew Charles joined up in 1978, and became the Director of Administration for the investment firm. And Peter’s daughter Shana was hired on in 1995, and served as in-house Legal Counsel and Rules Compliance attorney for the broker-dealer business. Other parties greatly impacted by Bernie Madoff’s activities were his business associates and their many clients over the decades.For example, Frank Avellino and Michael Bienes themselves funneled over three thousand clients to Madoff’s investment advisory business. Madoff had consistently advised the pair to remain unregistered in their dealings. But when the SEC accused the duo of illegally selling securities, Madoff pretended ignorance of their activities, even though he had secretly instructed them all along. For their trouble, Avellino and Bienes were forced to pay a fine of three hundred and fifty thousand dollars and shut their business down.Other notable business partners eventually left in the lurch by Madoff’s growing fraud would go on to include Jeffrey Tucker and Walter Noel of Fairfield Greenwich Group. Non-related people who had worked under Bernie Madoff also became tainted from the association following his arrest. This employee group includes those who may have had indirect dealings through Madoff subsidiaries like Cohmad Securities Corporation. However, the idea also applies to those employed directly, such as former executive assistants Elaine Solomon and Eleanor Squillari.Jeffry Picower was in industrialist and philanthropist who seemed to be a favored Madoff beneficiary, and made outlandish profits from his investments with Madoff. From 1996-2007 there were 14 instances of greater than 100% yearly returns and 25 of greater than 50%. From 1996-1999 his regular trading account made from 120-550% a year. Some evidence of backdating trades, instituted by Picower, has been presented by trustee Irving Picard. In December, 2010, his estate returned $7. 2 billion in profits to the government. Picower died before the settlement. (Tomaszewshi, 2010) Motives of the PerpetratorsThe various perpetrators who were involved in Bernard Madoff’s Ponzi scheme had different kinds of motives that were completely against the provisions evident in federal laws. Jeffry Picower had over twenty four different accounts with Investment Securities LLC and he operated them closely with Barbara who was also his wife. The motive of Jeffry Picower and his wife in Investment Securities LLC was to benefit from the cash windfall generated from devious deals according to reports; his investment into Madoff’s company was once worth over one billion dollars. Kirchner, 2010) Annette Bongiorno was a senior employee at Bernard Madoff’s illegal company and among her roles at the firm she was to brief investors concerning their returns which were all fictitious. Ezra Merkin was an investment expert who assisted Bernard Madoff to drain off extraordinary amount s of money from clients’ accounts and it later emerged that he had a conflict of interest in the Madoff company. With its headquarters in Connecticut, Fairfield Greenwich Company misled investors into buying stakes at Madoff‘s illegal firm and in return, the company received huge amounts of cash from Bernard Madoff. NBC, 2009) Frank DiPascali was also another essential figure in Bernard Madoff’s illegal investment scheme. One of the frauds committed by Frank is that he engaged in countless number of international money laundering activities to benefit Madoff’s scheme. In addition to this, DiPascali also gave Mr. Madoff expert advice on how to go about his illegal businesses without being caught or detected by the federal authorities. (Arvedlund, 2010) (â€Å"Bernard Madoff fraud,† 2012) Controls That Could Have Deterred the Fraud from OccurringDespite the fact that Bernard Madoff’s investment fraud was one of the largest to ever rock the Unit ed States of America, there are various strategies that might have prevented or deterred the fraud from occurring. To begin with, the United States Securities and Exchange Commission (SEC) should have without delay acted on the numerous signals that it received from different quarters. As the main regulatory authority of American investment activities, it would have been easy to identify weaknesses in Bernard Madoff’s shady deals.A major loophole in the federal laws of the United States of America also had a significant input towards enabling Bernard Madoff’s illegal activities to spread at a very rapid rate; for instance, there is a provision that stipulates private companies in the United States should only pay 5% of their annual revenues. (NBC, 2009) (â€Å"Bernard Madoff fraud,† 2012) Implementations That Investors Should Have Used to Protect Themselves While some investors may yet believe they were tricked into believing Bernie Madoff’s elaborate con fidence game, it is also arguable that there were means to protect themselves at their disposal.One method would be to practice due diligence whenever one is presented with new financial opportunities. Many investors were led astray on the poor advice of their won friends and family, which isn’t a fiscally sound means of verification. Independent research needs to be done on the workings of any financial organization, even those that are supposedly reputable on the surface. One should investigate third-party custodial relationships at investment firms, and review their auditing practices. (Tomaszewski, 2010) Another way to avoid fraud is to actively request documentation.Hand written notes from intermediaries are highly suspicious evidence that revenue is being transacted in a professional manner. Getting activity in writing must be joined to verifiable account numbers for auditing. Finally, a forceful amount of skepticism will often prevent one from falling into schemes whic h seem on the surface to be easy money generators. For instance, one should never believe the speculators on television. An unlicensed financial consultant is about as reliable an agent as allowing unreformed gambling addict free access to one’s personal treasury.Investors should not assume that overseers are actually doing their jobs, as even they might be in on the take. (Tomaszewski, 2010) The United States Securities and Exchange Commission (SEC) Involvement Critics and popular journalists from prominent media houses in the United States of America have called into question the manner in which the Securities and Exchange Commission handled the fraud case involving Bernard Madoff. This is due to the fact that even the commission itself has acknowledged that it should have detected Madoff’s illegal activities as soon as they began.The first major mandate or responsibility of the Securities and Exchange Commission is to interpret the laws pertaining to federal securit ies; such as, the commission should have detected the fundamental flaws in Bernard Madoff’s investment activities at an earlier stage. The second major responsibility of the Securities and Exchange Commission is to work closely with international state and federal authorities towards ensuring that investment securities are controlled and channeled in the right paths. Arvedlund, 2010) Most notably the Securities and Exchange Commission failed to fulfill its mandate of evaluating the conduct of privately owned companies like Investment Securities LLC for a very lengthy time. The commission should have also been at the forefront of investigating the investment advisors who collaborated with Bernard Madoff to divert huge amounts of money from unsuspecting investors into their accounts. However, the Securities and Exchange Commission published a detailed report in the year of 2009 that documents how Bernard Madoff’s scam escaped their attention for all those years. (Strober , 2009) (Millstone, 2010)How Madoff’s Fraud was Discovered and Identifiable Red Flags His business came to be under the doubts of various financial analysts as early as 1999. They believed that the returns claimed by the company were only theoretically impossible. But organizations such as the Securities and Exchange Commission (SEC) completely ignored the doubts and Madoff continued with his overtures for almost another 10 years. He finally got caught in December 2008. He was trapped after he confessed about his dishonesty to his very own sons. He confessed to his sons of his investment business being nothing but a big Ponzi scheme.His sons now reported his father’s fraud to the Federal Bureau of Investigation. Though Bernie confessed to have had started his Ponzi scheme in the 1990’s, investigators think otherwise. They believe the Ponzi scheme and defrauding of investors had begun in the 1980’s itself. Now what actually happened was that in the very fi rst week of December 2008, Bernie Madoff discussed his dilemma over having to pay his clients an amount of almost $7 billion as he didn’t have that much funds. Now within the very next two days Bernie told his sons that he made a huge profit and had decided to give away an early bonus, amounting up to $173 million.This confused the sons and they called for an explanation from their father. This is when their father confessed that his whole company worked through a â€Å"giant Ponzi scheme†. On December 11th 2008, Bernie Madoff was taken into house arrest. Had the stock market not had been in a sharp decline in 2008, who knows how much longer the fraud could have continued. (Degrace, 2011) After writing that Madoff offers the biggest due diligence lesson for investors, some argued that the red flags are only obvious in hindsight and wouldn’t have been so clear if one had to make the decision before Bernard’s admission of running a Ponzi scheme.So letâ€⠄¢s count the red flags to see if they were numerous enough and obvious enough to be easily recognized. (1) Madoff Investment Securities was both the broker dealer and investment advisor. (2) Madoff traded in the same securities that he recommended to advisory clients. (3) Madoff not only was the broker dealer, creating a conflict of interest where his firm was trading in the same securities as he was trading for clients, but he actually had custody of the assets. (4) They got into some hot water over some small compliance issues. Madoff’s firm was censured and fined a small amount $7,000.This meant they did have a blot on their records. (5) Jim Vos, head of Aksia – a hedge fund advisory firm, noticed that although Madoff’s firm was supposedly highly advanced and automated, they sent paper copies of their trading records to clients instead of providing electronic access to the firm’s trading platform. (6) Madoff Investment Securities’ auditors were Friehling & Horowita, a 3 person team which consisted of one lone CPA with a small 13’ by 18’ office in New York. It hardly had adequate room to monitor a firm that traded a good chunk of NYSE and NASDAQ volume. 7) Shockingly enough, Madoff didn’t take the usual 2/20 fees most hedge funds do. Instead he only profited from the trades that his firm was doing for the â€Å"investment fund†, claiming that this was enough. Given this form of compensation, it is very possible most â€Å"sophisticated investors† assumed that Madoff was involved in some sort of shenanigans but turned a blind eye for those stable returns. (8) Madoff Investment Securities was a family business, with Madoff’s brother, sons and daughter as well as his niece (married to a previous compliance officer) all worked at the firm. â€Å"The madoff red,† 2008) The Case Resolution Bernie was charged of federal offences like securities fraud, mail fraud, wire fraud, perjur y, and money laundering, false statement making only to name a few. He pleaded guilty and was banned from security investment business for a lifetime. He was sentenced to the highest degree of punishment possible under this act; an imprisonment of 150 years. He was sent to the Federal Prisons of North Carolina where he is registered as inmate number #61727-054 and his release from prison is dated November 14, 2134, a day he shall never see keeping in mind that he is now aged 71 years. Degrace, 2011) Conclusion Investment portfolios are one of the most recommended ways to enhance economic development not only at a personal level but also at a national level. However, Bernard Madoff chose to follow the short-cut to success by defrauding billions of dollars from investors. He begun very humbly by establishing a company called Investment Securities Limited Liability Company; he had begun with a figure of $5,000 as a penny stock broker but apparently, he had accrued this money from his p revious job where he worked as an installer of water sprinklers and also a guard.This took place in 1960 but little did investors know that it would grow to become the largest Ponzi scheme in the history of the United of America. Bernard Madoff drew assistance from all kinds of corners; various perpetrators who were involved in Bernard Madoff’s Ponzi scheme had different kinds of motives that were completely against the provisions evident in federal laws. However, all this culminated in the arrest and sentence of 150 years in prison on the 29th of Junes 2009. References 1. Arvedlund, E. (2010). Too good to be true: the rise and fall of Bernie Madoff. Penguin Group. . Bernard madoff’s fraud. (2012, June 07). Retrieved from http://www. customwritingtips. com/component/k2/item/8295-bernard-madoff’s-fraud. html 3. Degrace, T. (2011, April 14). Bernie madoff fraud the history of the $50b Ponzi scheme scam. Retrieved from http://www. stockpickssystem. com/bernie-madof f/ 4. Kirchner, B. (2010). The Bernard Madoff Investment Scam. NJ: Pearson education, Inc. 5. Markopolos, H. & Casey, F. (2010). No one would listen: A true financial thriller. NJ: John Wiley & Sons. 6. Millstone, K. (2010, March 09). How madoff pulled it off.Retrieved from http://www. cbsnews. com/2100-500395 162-4862910. html 7. NBC (2009). How Madoff got away with fraud. Accessed on 8th December 2011 from http://www. theprosandthecons. com/videos/fraud/bm-how-madoff-got-away-w-fraud. htm 8. Strober, D. H. (2009). Catastrophe: The Story of Bernard L. Madoff, the Man Who Swindled the World. Phoenix Books. 9. The madoff red flags, let's count them. (2008, December 17). Retrieved from http://www. tradersnarrative. com/the-madoff-red-flags-lets-count-them-2154. html 10. Tomaszewski, K. (2010, November 21). Bernard lawrence