Compare the differences and similarities in how stories are framed Assignment

Compare the differences and similarities in how stories are shut in - Assignment ExampleThere is a quote from the thermonuclear specialist who narrates his meeting after the incident with his wife and children (MSNBC, 19 March 2011). By including this real life experience, the report gets more close to the kind-hearted disaster rather than dwelling only on technical details. While reporting the radiation contamination of food items, Fox News has included crucial information that others have not- the tap water in like manner has become contaminated with radiation (Fox News, 19 March 2011). This is important information and missing this does not go well with other news agencies. Fox News also has included the emotional account of the nuclear specialist about meeting his family (Fox News, 19 March 2011). Fox News has also given a brief history of the disaster by telling how it started and through which phases it developed (Fox News, 19 March 2011). It is a good practice to keep th e viewers informed about the history of an event when it is a track story. CNBC has not made th food contamination a major headline and has given it as only a sub-heading to the main heading, Japan Sees Some Stabilization in Nuclear Crisis (19 March 2011).

The Social Impact of the Industrial Revolution Research Paper

The Social Impact of the Industrial Revolution - Research Paper ExampleAdvancements and reforms were withal evident, the society being encouraged to adhere to the law. This made it possible for people to trade without fearing fraud or breaches of business agreements. Capitalism was also encouraged, and this led to the growth of the economy and industries to the revolution in the economy. The 18th nose candy transition from the economies based on manual labor and draft animals to a more machine manufacturing organisation changed the speed and quality of goods produced3. Textile was a crucial commodity during this period, and mechanization of the textile industry and trade name manufacturing and the increasing use of refined coal bolstered productivity of the existent industries. With the production of more goods at a faster and more efficient rate, there was a need for the creation of a transportation governing body to complement these developments. Transport networks, including the railway, canals and roads, were enhanced. This facilitated for the movement of goods from the industries to markets, expanding the economy. With the expansion of industries, the economy shifted from agriculture and became more inclined towards industries. This led to the relocation of individuals to the industrial centers and, consequently, the creation of urban settlements4. The use of machinery during production enabled manufacturers to produce identical goods, which were precisely made and were cheaper. For instance, gas pedal parts were previously uniquely made to fit one gun, so they could not be reused on another. The use of machinery enabled manufacturers to duplicate the parts, making them fit in any gun of its type and making... This report approves that lodgement was a social problem during the industrial revolution. The living conditions in the era were meaningfully contrasting amongst the classes. The factory owners and wealthy industrialists lived in regal qua rters with luxurious accommodation. This, however, was not the situation for the poor workers who lived in pathetic conditions of squalor . The influx of workers put a strain in the available amenities, leading to the formation of slums in the industrial regions . This was characterized by poorly constructed houses to accommodate the workers in the new industrial centers. The people lived in cramped regions in housing units that were inhumanely small. They were also required to share toilet facilities. The workers lived in filthy environments, and the hygienic conditions were unimaginable poor. This paper makes a conclusion that the industrial revolution was a significant occurrent in the history of humankind. This is because the event changed the social, economic and political situation globally and its impact is evident in the contemporary world. The advent of industrialization led to the migration of people to the industrial centers and, consequently, to the creation of cities . The changes, however, led to social challenges, which include housing for the workers, child labor and other social problems. These social changes have played a significant role in shaping the social situation of the modern world.

System Analysis Essay Example | Topics and Well Written Essays - 2000 words

organisation Analysis - Essay ExampleUse parts seat be practised for almost every lovely of project for the reason that they ar cooperative in providing information about planning related issues and requirements of the project. Thus, in the beginning of a project the majority use cases should be defined, however as the project carries on more capacity turns out to be noticeable. In simple words, the basic purpose of use case diagram is to recognize the major elements and procedures that make up the system. These major elements are recognized as actors and the procedures are known as use cases. In this scenario, the use case diagram demonstrates which actors relate with each use case (Braun et al., 2011) and (Chitnis et al., 2003). Use Case Diagram of WBF Ltd letting system B- Use case description The fulfil of defining the overall use case along with main aspects of interactions between the system and the users is known as use case description. In the scenario of system devel opment, the main purpose of use case description is to inform overall procedures in addition to aspects those are demonstrated in the diagram so that the viewer can have better overview of the interactions and processes (Sommerville, 2004) and (Pressman, 2001). Rental Process Use case description Use case description This use case describes the process of film rental for customer. In this scenario a customer places a predication for the film. In case film is available then customer provides his personal details. After recording customer details system stores the system film rental information and processes payment information. After payment bear upon system delivers the receipt to the customer. Precondition/s In order to process film rental bay there is a precondition for the availability of the film in stock. If the required film is available in the film stock then the system processes the film rental request. Post condition/s For the fortunate completion of the overall renta l process, there is a need to implement a proper entree for processing the payment of customer. After receiving payment from the customer, system carries out the rental requests as well as provides it by saving customer and film information and delivering the payment receipt. Steps I have draw below some of the main steps for the overall process of film rental case guest requests for renting a film client selects the desired movie Customer provides personal details Customer pays the required cost of film he wants to take on rent carcass saves information System delivers receipt Assuming that the customer has chosen the film and it is available to rent out, produce a stepwise use case description for the use case Check out Film in WBF Ltd rental system using an appropriate template/format that should include C- Role of class diagram discriminate diagrams are the foundation of object-oriented design and analysis. Class diagrams demonstrate the classes of the main system that we are going to develop, their involvements (comprising aggregation, heritage as well as relationship), and the characteristics and processes of the classes. Moreover, class diagrams are used to carry out a considerable range of functions, such as together domain/abstract modeling and comprehensive design

Organizational Change Plan Implementation II Research Paper

Organizational Change Plan Implementation II - Research Paper ExampleIn the particular case of Winds Psychiatric Hospital, the introduction of electronic Medical Records is evaluate to bring about hearty diverges in the operational changes of the organization. The change testament inject the element of efficiency in the processes of billing, storage, and general counseling of records and information. The necessity of this change is to be understood in terms of the need to increase the efficiency and timberland of services to the clients. The Electronic Medical Records will also impact positively on aspects of staff joy since it will help solve the challenge of work-related stress, which is associated with the cumbersome and tedious manual processes of information management at the installment. The implementation and efficacy of this change will depend significantly on the organizational structure of the facility and the willingness of the workers to adopt the changes. Essent ially, this change in organization is expected to solve the logistical challenges that have slowed administrative and clinical processes at the Winds Psychiatric Hospital. ... in the processes of organizational change is important in shielding the process from the weaknesses that could be resident in a single method (Burke, 2010). It helps to enrich the judgment of the analysts in a air that provides the most appropriate, credible, and reliable information of the implementation process. This helps in development of suitable actions and interventions. Benchmarking Through benchmarking, the process will make use of specific performance indicators, which shall be used to guide change management decisions. As an evaluation method, benchmarking is often preferred because it allows the implementers to observe the performing and performing elements of the change process (Grembergen, 2001). In the material body of monitoring, benchmarking will assist in exposing the poorly performing part s of the change and the better performing aspects of the change program. The development of benchmark will involve the generation of data on the specifics of record management and clinical processes that are targeted for change through the Electronic Medical Records program. For instance, data on time taken to light upon certain tasks will be recorded and measured against set standards in order to evaluate the achievement of change on the program. Different benchmarks will be set for the different programs that fall under the organizational change program in order to distinguish between the different levels of success across the categories. It is expected that different aspects of the program will respond in varying ways following the introduction of Electronic Medical Records program at the Winds Psychiatric Hospital. Process Evaluation The choice of process evaluation as a monitoring method is appropriate for the reason that it works at the level of implementation and

Pros and cons of technology Essay Example | Topics and Well Written Essays - 250 words

Pros and cons of technology - Essay Exampleasks performed, helps in daedal calculations, does work incredibly faster than a human can, does work with great accuracy, facilitates storage of antithetical kinds of files and information on the computer etc (Vogt, 2014, pp. 1).Other advantages include its usability, that is, it is now apply in modern businesses for e-commerce, it is used in classrooms as a tutor, it provides an immense amount of information with the help of internet, it facilitates communication without having to meet the other(a) party face to face etc. The cons of computer technology basically stem from the fact that it is not independent on its own, it does need some human interaction and intervention. The high cost of purchasing the computer technology, that is, various items that come with it such as modems and internet connection, may also be seen as a con (Vogt, 2014, pp. 1). Computers may breakdown, and this will affect the smooth functioning of business ente rprises or educational institutions alike. Furthermore, the suppuration addiction of humans, especially children to computer technology is a concerning factor. It also puts several people out of jobs, for instance, the closing of book stores, since most books are bought and even read on computer technology such as with Kindle.Vogt, C. (2014). Advantages & Disadvantages of Using Computer Technology in Decision Making. Small Business - Chron.com. Retrieved 17 September 2014, from

What is a Woman Essay Example | Topics and Well Written Essays - 750 words

What is a cleaning lady - Essay ExampleKant exposit a char in terms of everything beautiful in this gentlemans gentleman. He believed that they contain chief ground for the contrast between the beautiful and noble qualities in human nature. He also believed that female persons have the ability to refine the males. In my opinion, human generation advanced a agglomerate from the Kant era and if Kant lived in the twenty-first century, he would have definitely changed some of his opinions. Females have no irresolution in doing evil acts now. Former Indian Prime Minister Mrs. Gandhi was even dared to declare an emergency in the country in order to silence her critics and to suppress the rights of the people. Many of the evil acts in this world at present are performed by the males because of the persuasion of the females. If we can non narrow a woman in terms of female qualities or behaviors, then we have only one option left bushel the woman in terms of their transmittable differ ences. Simon de Beauvoir argued that if today femininity no longer exists, then it never existed (Beauvoir, p.87). In otherwise words, Simon de Beauvoir believes that femininity has not changed over the years. Simon de Beauvoirs opinions are right only if we define femininity in terms of physical attributes. It is a fact that the physical characteristics of woman have not been changed over the years. However, the very(prenominal) thing cannot be said about the mental characteristics or qualities of females as described by Immanuel Kant. The innovational woman has no hesitation in doing everything just like their male counterparts. ... Many of the evil acts in this world at present are performed by the males because of the persuasion of the females. If we cannot define a woman in terms of female qualities or behaviours, then we have only one option left define the woman in terms of their genetic differences. Simon de Beauvoir argued that if today femininity no longer exists, then it never existed (Beauvoir, p.87). In other words, Simon de Beauvoir believes that femininity has not changed over the years. Simon de Beauvoirs opinions are right only if we define femininity in terms of physical attributes. It is a fact that the physical characteristics of woman have not been changed over the years. However, same thing cannot be said about the mental characteristics or qualities of females as described by Immanuel Kant. Modern woman has no hesitation in doing everything just like their male counterparts. In fact they are arguing for par in every respect and they see not differences in abilities of mental characteristics of males and females. They are no longer the entities which look only the beautiful side of life. Current woman are actively participating in most of the male dominant professions. Even in militaries of legion(predicate) countries, women play a vital role in wars and other military functions. Many of the biggest organizations in the world have wo men CEOs at present. PepsiCo is one best example. In short, current women argue for equality with males in every respect and they succeeded in achieving it up to certain extent. Under such circumstances, femininity woolly-headed its meanings in the modern society. In short, if femininity or woman is defined in terms of genetic differences (ovaries and uterus), we can safely conclude that

Banking Regulation and Risk Coursework Example | Topics and Well Written Essays - 3500 words

Banking Regulation and Risk - Coursework ExampleThe debit and credit cards are as well offered to the customers depending on the kind of services they drive from the institutions. Finance is a crucial sector in the orbit of financing which is the funding to the customers in order for them to be successful in life. It is besides logic that the customers need techniques for them to manage their financial activities.When I say about swearing, it is the financial institutions that are working on polar kinds of business. For one to understand the challenges and risks of banking, it is good to understand the types of business involved in the banking system. This depends on the type of banks tally the business whereby some banks carry out different functions depending on the size of the bank. Some banks are extended and offer a large number of services to the customers which have complex functions that are more specialized. It is not all the banks that have same financial activities and functions but they vary depending on the kind of services the customers need. Banking is normally divided in the following typesIt is a bank that deals with the maintenance of the countrys economy. Without the central bank the country can not have a stable economy. The banks normally deal with the circulation of the buying and exchange currencies in the country and it controls the interest rates of the amounts. The bank also acts as the last resort lender to other banks when they face trouble. It is a bank that is separate from other banks in the country.Retail banks are the banks at the streets where many people in the country access the banks. The banks collect deposits from the customers and give saving facilities to them and they pay interests on the accounts. The banks also lend the customers with money and charge them a certain amount of interest depending on the rates. the banks also provide other services to the customers.This are banks that have

Coperate strategy Essay Example | Topics and Well Written Essays - 1500 words

Coperate strategy - Essay ExampleFrom 1988 to 97, it grew from a Uk/European food troupe into one of worlds largest producers of sweeteners and starches in the world.With globalization, profits were expected to soar. However, inspite of the major expansion programme, profits were down by 60million from 1991 to 97.This do the company think of new products, which could give them an edge over the competitors.Sucralose, which is marketed under the trade name SPLENDA, was the will of over 30 years of research by Tate and Lyle and is now the subject of over 30 patents, which depict its manufacture. The sweetener is not manufactured under license by anyone else and is only produced at Tate and Lyles two sites - in the US, and now in capital of Singapore too. The sweetener has found engage in over 4,000 products including drinks, breakfast bars and ice creams.To combat the risks associated with demand downturn for sweeteners and sugar products, Tate and Lyle moved to higher-value-added products, which would help them increase their margins. Today, they are the restore producers of Sucralose in the world. Sucralose is a low calorie /zero calorie sugar alternative used in a wide range of zero-sugar drinks and food products.According to research by The Freedonia Group1 Increased food toil and gains in value-added sweeteners, nutraceuticals and natural additives will drive US food additive demand up 4.8 per centum annually through 2008. Flavors and flavor enhancers will remain the largest segment, while alternative sweeteners will grow the fastest. instill mill products, pet food and snack food show best market prospects.Expansion in Production CapacityTo double production capacity and meet the demand of sucralose, a 42m ($75m) expansion invent was completed in June 2006 in the US.To help Tate and Lyle meet the global demand for Sucralose, another plant was receptive in Jurong Island, in Singapore in April 2007. Utilization of Local resourcesThe new facility at Singapore is expected to cater to the Far Eastern markets, which is predicted to be a lucrative one. Availability of skilled workers, brassy labor and tax breaks by the government are other factors, which led to the setting up of this unit of measurement in Singapore. Key Factors of success in Food Additives IndustrySucralose, the sweetener has been passed as fit for use in over 80 countries around the world and has been found to be more stable than Aspartame, the previously favoured sweetener for food manufacturers. Though derived from sugar, Sucralose is 600

Issues Experienced While Administering Care to Patients Article

Issues Experienced While Administering Care to Patients - Article ExampleThis essay stresses thatthey specifically interviewed nurses with not totally more than 3 years working experience, but in like manner with experience in hallucination uncomplaining care. They used questionnaires in addition to focus group interviews in collecting selective information. Additionally, the authors of the name used analytical methods in extracting issues in nursing care from the data collected from the participants regarding their facilities. The result of their interview showed that difficult estimable situations, disorderly conduct among patients as well as problems associated with organization of acute care as the main(prenominal) obstacle to good nursing care for dementia patients. Other issues nurses that face in connection to dementia care included responsibility for patients in addition to not only frustrations with regard to time, but also with regard to lack of organization.From thi s paper it is clear thatin relation to the nursing care provided for dementia patients, the article had diverse strengths. First, it openly elaborates on how dementia affects many people. This is evidenced by its reference of dementia as a major public problem. It then expounds on how many acute care hospitals are twisty in the treatment of comorbidities. In addition to this, the article expounds on the methods that were employed in the collection of data that enhanced the success of the research. The expression of the results that was got from the data that was collected is also one of the key strengths of this article.

Chinese women in globalized economy( Chinese women in marriage, family Assignment

Chinese women in globalized economy( Chinese women in marriage, family planning, and family responsibilities) - Assignment ExampleThe Chinese traditional society regarded women as second class citizens who did not have the rights and freedoms that were enjoyed by men. It is not until 1949 that women began enjoying their rights. in that respect were no equal education opportunities for boys and lady friends in traditional China as girls were regarded as passing members of the family who would be married off and therefore lacked long term economic benefits (Croll, 2005). According to Chatterjee (2003), the societal structures were modelled in a manner that placed women in an inferior position with a minor role of taking address of children and in-laws. They were expected to demonstrate humility in their subservient role. Women were regarded as passive and unambitious and hence were considered to be of no value to economic development in China. Some Chinese folktales depict the societ ys view of women that degraded womens status through such phrases as girls are maggots in strain while arguments of the greater value of geese than girls was a common semantic among many traditional Chinese families (Cheraghi, 2013).Croll (2005) observes that child mortality was higher in girls than boys among underprivileged traditional Chinese families as a result of disrespect by the parents and other community members. Becoming pregnant out of wedlock was regarded as an abomination for the girl and the family to the society yet the man involved went unpunished. Suicide was therefore common among unfortunate girls who got pregnant forrader marriage. Chinese parents ensured that girls were married off as soon as the mature, which made their stay at syndicate transitory. No family could therefore waste resources contributing to the intellectual development. Women were forced in to unhappy pre-arranged marriages for which they had no option. barbaric in-laws made it worse for women as they were not allowed go back to

Product Analysis On a Portable Electronic Scale Essay

Product Analysis On a Portable Electronic exceed - Essay ExampleBalances are used to card the mass of a body which means the gravitative pull on the body whereas the scale measure the weight which is the tension of the compression force provided by the scale used. In order to measure the mass of very small ends we cannot use ordinary scales or balances. For this map a microbalance is used which can measure mass of the order of million parts of a gram.Portable electronic scales can be used for a variety of purposes. One such purpose is to check your own luggage before entering the airport so that you do not discombobulate to pay any extra luggage money at the airport. These scales are also used by traders and businessmen who are always on the move. Diamond traders usually carry their own portable scales in order to ensure that they are not ripped off during transactions. One example of a portable electronic scales the xinyu digital luggage scale. These scales are usually very li ght weight and easy to use. (Best Micro-controller Projects, 2007) They also surface weight correctly in kgs, pounds and other units. They can also be programmed to save the last a couple of(prenominal) readings, work on easily available batteries and can be switched off when not in use. hence the scales are quite handy and useful. A picture of the scale is shown below Electronic portable scales measure weight with the help of a strain judge. The strain gauge is a length sensitive galvanic resistance and is used to measure the deflection of the beam once the weight is suspended from it. As the object is suspended the electrical resistance of the gauge changes. (Window, 1992)The resistance of the beam to deflection determines the capacity of the strain gauge and in turn the capacity of the scale. In order to measure smaller objects only a adept strain gauge may be required but to measure very heavy objects ilk trucks rail wagons etc, the results which arrive from different sup porting locations are added up electronically in order

Social Network criminal Investigation Essay Example | Topics and Well Written Essays - 2500 words

Social Network criminal Investigation - Essay ExampleIt was owe to their usability that their use was taken into accordance for every possible usage. As a result of this presently we serve selective information and technology based thingumajigs around us all everyplace. Human beings cannot execute even a fewer hours of their lives without the involvement of their personalized high tech devices. Since the use of everything is prone to both use and misuse it is ruleling that certain ethical and moral boundaries be marked with respect to actions demonstrating a line between what actions and permissible and which are not. When these demarcations are done officially, they are referred to as justnesss. Laws govern each and every mode of life. Since information technology and to a greater extent specifically computing based device are well knit with valet de chambre daily routines, the use of these devices must also be governed by laws. What Is Law? Officially in the quarrel of the Department of Justice, Canada, law can be quoted as, Rules made by government are called laws. Laws are meant to control or change our behaviour and, unlike rules of morality, they are enforced by the courts. If you break a law - whether you like that law or not - you may have to pay a fine, pay for the change you have done, or go to jail. (Department of Justice- Canada, 2009) The HISTORY of law dates back to the history of mankind. Ever since man has existed, so have laws. They have evolved with the evolution of man himself. Each law was formulated every time its regard would arise. The modern party has its own set of laws that govern it. Though they may not be unaccompanied different from those dating back to a few hundred years they sure have myriad new additions to them. These new developments have emerged with the evolution of man himself. The present technology prone human society should have in itself a number of laws that govern it. Since the technology based world u ses computing devices everywhere it is the need of the hour that the misuse of the same be taken into notice and limited by enforcing germane(predicate) laws. The present study is an attempt to enlighten the need for laws with respect to kind networks. SOCIAL NETWORKS What are social networks? For a novice it may be really hard to explain what this terminology refers to, however for a technology literate it may be said that, A social Network is a virtual(prenominal) Social structure that is composed of different nodes. These nodes are connected together via a network. The internet is the near widely used network of the current times since it is universally accessible. Thus each computing device may serve as a node when connected to the internet. There are various websites over the internet that offer their web portals as domains upon which each of these nodes can register themselves and maintain their virtual profile. It is and so via these personalized profiles that social netw orks flourish and contacts establish. This entire domain of social networking has a number of pros and cons. Though its pros outnumber the cons associated with it but the pros themselves are immensely grave in nature. Where social networks assist in globalization and buzz off physical boundaries immaterial, they are also responsible for the development and flourishing of a number of criminal activities. These activities lots go unnoticed when they are in relation with the very adored social networks and this makes them even more dangerous and harmful. Figure 1 (Levy, 2011) False profiles can very easily with

How government policy decision influenced Financial Management Essay

How government policy decision influenced Financial Management - Essay ExamplePolicy Decisions and enchant on Financial Management There are many policy decisions factors that influence financial management. These allow taxes, wars and financial influences, political changes and the stock markets, investments and accumulation goals. Taxes Taxes are the most popular and strongest influence given that it deals with pulmonary tuberculosis of money. Taxes are a way of generating revenue for the government (Hu, Li, Liu, Baolei, & Gaoling, 2012). Where the government or an organization overtaxes its concourse then enough money is available but citizens living below the poverty line in such a country may be highly impoverished due to heavy tax revenue .So for a government to manage its finance properly, then it must follow the laid down rules and regulations so that there can be a balanced change in the budget when taxes are change magnitude (Choi, Kim, Sami, & McKenzie, 2012). Wars Political changes in a government structure may trigger wars such as post-election military group as witnessed in some countries. This will definitely affect the stock market of such a country and the spending behavior of its citizens and this affects businesses some of which come to stand still. This wave of political change affects financial management .If a country, company or an organization is involved in a trade with some other such wars may affect financial management (Sara, 2011). Political Changes and the Stock Market Political parties in a country contribute immensely towards the delivery of a country based on unlike concepts and perceptions of each .Some political parties can improve stock markets while they are in power while some may create a collapse to the economy. This affects businesses and financial management because shares are sold on the stock market and organizations and businesses use this money to improve their business. When there is slight(prenominal) money there is less improvement and financial deficit is likely to be experienced. Concerning stock market, if a country is in break purchase of goods and services becomes less. Where less goods and services are purchased, then there will be less money in the business. With less money the financial manager will have to device tender ways to produce their own goods, process them and market their own goods and services to generate income. Imposition of Bans At times a government may place bans on sales of goods which promote the economy of a country .Placement of such bans may result to decreased income which may cause instability in economy and consequently affect financial management. Positive Effect of the Policy The intended or positive cause of a government policy vary widely based on the type of an organization or company and the context in which they are made up. Due to this, policies should be carefully enacted to ensure their effectiveness. superstar of the positive bene fits of these policies on government financial management include corporate purchasing policies which projects that all purchases preceding(prenominal) a certain value should be standardized by way of purchasing process (Brigham & Houston, 2011). This way, a countrys government can employ a standard purchasing through policy which enables a government or an organization to limit wastage and normalize purchasing. Other positive benefits include

Baby Hope Essay Example | Topics and Well Written Essays - 1250 words

botch foretaste - Essay ExampleThe findings section shows how months subsequent to the discovery of the girls body saw accredited facts emerge, where it was discovered that the girl was malnourished and sexually abused. Notably also, the investigators gave info on when the body was give and when it baron have been dropped off in the woods of Henry Hudson private road as they sought to get expand on who had dropped off the cooler. The recommendations given are to help other investigators in future or rare cases to get information and support from the exoteric. The conclusion highlights a theme of hu gentlemanizing a dead girl and stay relentless to solve the case. Introduction On July 23 1991, a 3- 5 year girls body was uncovered in a blue picnic cooler in Manhattans swiftness side, close to Dyckman Street. Detectives issued posters with a toll free number for the public to call in with any information regarding persons carrying the cooler around that area. Employees of a c onstruction company came across the decaying body close to the Henry Hudson Parkway early afternoon hours. The girl was naked, draws and feet tied with the only item on her being a string that held her hair in a pony tail presumably (The New York Times, August 3 1991). The Missing Persons Squad, according to Detective Joseph Gallagher a police spokesman, could not determine if the kid had been reported missing owing to the condition in which she was found (The New York Times, July 24 1991.). Findings On June 14, flipper photographs were discovered next to Route 46 in Garfield, New Jersey. The Polaroid photographers were found in a obtain bag every one showing a girl having oral sex with a man whose face was cut out of the pictures. During October one of the police officers deliberated that those photographs had familial ties to the Baby go for case as there was a connection linking them to the police composites. Investigators proceeded to send the skull of the dead girl and th e photos to the forensic laboratory of the national Bureau of Investigation in Washington. Dr. Douglas Ubelaker from the Smithsonian Institute assisted the FBI in determining that the photographs along with the girl found in the cooler undoubtedly indicated the same person. This was revealed to the public in January of the following year by the Bergen County Prosecutor, sewer Fahy. At this time, more descriptive details of the girl were released where it was revealed that she was 3 feet 2 inches tall, white and possibly Hispanic, beautiful build, olive complexion and reddish-brown hair. In addition, she had on a ring on the left hand and her ears being pierced. This allowed the FBI to create a photograph enhanced by computer that was not sexually explicit, to the public (Myers, 1992). Homicide Investigators from the Washington Heights police station issued out posters on the anniversary of the finding of Baby Hope. iodine such poster indicated that a $12,000 reward would be give n to anyone with information on the girl and a toll free number given at the bottom. October this year saw new light being shed into the investigation where a tip was received from a woman who claimed to know the sister of Baby Hope. This information enabled investigators to interview a number of people and this led to confirmation of the identity of Baby Hopes mother as scientific evidence was used. The woman that gave the tip stated that she had spoken to a woman who had told her that her sister had been killed. After seeing the

Pg 1 is teen pregnancy- pg2 is family law and pg 3 is intevention Essay

Pg 1 is teen motherhood- pg2 is family integrity and pg 3 is intevention verse prevention - probe ExampleThe causes if teenage pregnancy can be derived from both kind, cultural and economic factors. Teenage pregnancy is more prevalent in beas where people have a low economic income. This is influenced by neglect of support to take part in more constructive ideas and activities. In areas where the economy in a community is low lack of social support and guidance in teenagers is relatively low (Rhode 72). This prevent provision of good advice on puberty and safe sex. Cultural factors are based on communities that win environments that provide for comfort to factors that influence teenage pregnancy. For instance, some communities may allow for underage marriage.There are dire effects of teenage pregnancy. Firstly, both the life of the mother and child are at heights risk. Rhode asserts that conception for underage girls is dangerous since their bodies are not effectively devel oped to handle pregnancies (51). In addition, their bodies are prone to pregnancy related complication for both the child and the mother.Family law is a form of law that deals with domestic relations and family matters (Herring 6). The legal fields is created in specific regards to the family setting as a social factor. The laws provide for regulations aimed at maintaining the social and legal requirements of the family settings. The legal provisions also govern the domestic demeanor of family members citing requirements and responsibilities for all family members. However, family law has no general jurisdictions. Jurisdictions differ based on the legal provision as mostly influenced by social factors and preferences. Regardless of the differences provisions of family have a main objective of ensuring the require definition of the family or domestic related factors are maintained.Family law mainly covers areas on domestic partnerships and marriages, issues relating to children and their affairs and paternity issues. Domestic

Implementing the Budget Essay Example | Topics and Well Written Essays - 750 words

Implementing the cypher - Essay ExampleThe overall aims of budget analysis entails ensuring organizations are efficient and as well as financially solvent.The tax revenue enhancement enhancement disagreement will be analyzed based on the actual first month income and as well actual third month income values. The variance after the first month is calculated as $130,000,000-$11,700,000. This translates into $118,300,000. to a fault the revenue variance after the third month is calculated as $130, 000,000-$41,400,000. This translated to variance of $88,600,000. All the revenue origins of the Transport Department are incites. The annual foreign aid was budgeted at $30,000,000. The annual budgeted state aid was valued at $80,000,000. The annual local aid was valued at $20,000,000. The total aid revenue, therefore, translates to $130,000,000. The revenue variation illustrates difference between the budgeted amount and the actual revenue amount received.The using up variance is a lso calculated based on the first month actual expenditure, and the third month actual expenditure values. The actual first month expenditure value is $9,910,000 while the budgeted annual expenditure value is $129,961,759. The variance is calculated as 129,961,759-9,910,000. This gives $120,051,759 variance. The variance calculation after the third month is $129,961,759-$25,020,000. This gives variance value of $104,941,759.The hold Department faces a lot of challenges during implementation of the budgeting process. These challenges include time delay, standard setting and variance source information. The Transport Department faces time delay in relation to compiling variance at all(prenominal) month end (Kiego, 2007). For instance, in our analysis, variance was calculated at the end of the first month and at the end of the third month. This compilation of financial data takes a lot of time. The compilation must be adequately done before submitting the results to the departments m anagement team. In a

An analysis of Shakespears Essay Example for Free

An analysis of Shakespears EssayThe original sonnets were written by Francesco Petrarca in Italy. The word sonnet comes from the Italian word sonetto meaning teeny-weeny song. The Italian sonnet is made erupt 14 verses that are split into two parts. The first eight lines, called the octave, describe the problem while the sextet last lines, sestet, provides the solution. This form is different than English sonnets such as Shakespeare sonnet 106. English sonnets still commit 14 verses tho they instead have three quatrains and one rhymed couplet.The first part, like the Italian sonnet, presents the problem. The second and third part complicated this situation further. Then the last part, the rhyming couplet, resolves the presented problem commonly in a way that makes it a paradox. Sonnets are written in a strict rhyming and meter scheme. Iambic compiletameter is used as a device in writing sonnets. This means that each line has ten syllables that alternate from hard to sof t facial expressions. The rhyming scheme for English sonnets is abab cdcd efef and gg for the rhyming couplet.We forget be taking a look on Shakespeares Sonnet 106. Shakespeares sonnets are much different from Francesco Petrarcas sonnets. Petrarcas sonnets are closely chicane and dish aerial while Shakespeares sonnets are mocking all the clichi s of the same thing. Shakespeares Sonnet 106 is a very beautiful sonnet about a lady. What I am assuming is a young man is telling this girl that her beauty is beyond description. He tells her all the writers before him, had premonitions about her and thats why you can find her beauty described in history books.The best lines, in my opinion, is I see their antique pen would have expressd until now such a beauty as you repress now. I think this line really sums up what Shakespeare is trying to express in the sonnet. I love that even though Shakespeares sonnets are about love, his sonnets are written in a non clichi way. He even mocks t he clichi writers in his sonnet. Even though Shakespeares sonnets do not use clichi s, I think that his sonnets are the sweetest things I have ever read. The thing that makes Shakespeares sonnets complete is his choice of words and the technique he uses.Shakespeare describes everything unconventionally but in a genuine way. He explains history, for example, as chronicles of wasted time. In a way, this metaphor reflects the knowledgeable working of Shakespeares mind and shows us what his motivation behind his work was. In the sonnet, he shows us that beauty will eventually die and that literature will pass it on to the future. His use personification is very deep and meaningful, such as beauty making beautiful rhyme or antique pen cannot express I also love adjectives, such as lovely and divining eyes.These adjectives really set the tone of the sonnet, which is the essence of beauty and it being everlasting through the art of literature. Shakespeare was a genius of his day of age. H is sonnets so intricate that it takes hours just to properly analyze one of them. His non-clichi writing style gave his work a little more pizzazz to his work. He expanded on the idea of the Italian sonnet and made it his own. Shakespeare wrote everywhere 150 sonnets, all them unique in their own way. Shakespeare opens up his mind on paper and tells us the world as it is.

Financial analysis Essay Example for Free

Financial analysis EssayThe uninflected audit of the companys capital structures of the two companies shows that shows Arizon is highly geared as compared to AT T. gear AT T is 43. 3% for long term debt and 51. 76% for total equity which is non actually high. In causal agent of Arizon, the ratio is very high at 59% for long-term debt to equity period total debt to equity is 74. 91%. The Verizon case indicates that the firm does not have sufficient and steady intrinsic pecuniary resources to finance its assets. These get depleted compelling management to use external monetary instruments. This employment of external sources to finance its assets increase chances of the company suffering financial risk that may lead to failure after technical default. The audit of inventory ratio of the two companies supplied reveals a AT $ T does not have stock while verizon has. This may be that AT T is a service arena or in the business of manufacture at order or operate Just In Tim e method of stock refurbishing.While Arizona has inventory which is increasing gradually except in year 2004 when it down from 1. 50% in year 2003. we are not supplied with income statement to be subject to determine the firms efficiency in utilizing its resources (inventory) to generate sales is. The close analysis of the two companies ratios provided indicates that AT $ T payable account that fluctuates from time to time. While Arizona have payables with down ward trend. This indicates that Arizona is managing her mountain creditors well as compared to AT T.if payables are not well managed may cause financial try to the company. The working capital of the Verizona contains a significant proportion of cash fluctuating from time to time. In case of AT T it is insignificant and it is in the down ward trend. The firms cannot therefore, meet its obligating with the most liquid resources. Additionally, there are no marketable securities that can be easily converted into cash when a financial need arises.What this implies is that the firm may find it difficult to meet its short term maturing financial obligations as and when they fall due for payment. The same conclusion about financial position can be make using both the acid test and cash ratios. From the ratios, the firms ability to meet its financial obligations from the liquid assets is also questionable. REFERENCES Luecke R (2002) Finance for Managers Harvard Business School Lindsay R. (1967) Financial Management, An Analytical Approach R. D Irwin, 1967

The Psychology Of Writing Essay Example for Free

The Psychology Of Writing moveIn September 2004, I embarked upon a c beer opportunity that I believed was beyond my reach and capabilities. It was for the eudaemonia of my family that I accepted the challenge. Almost immediately after starting the work, I was assigned a trade union movement that I truly believed I would fail at it was the task of completing a technical resultant that prohibitedlined the design installations of iodin of the countrys most cook facilities.I was required to not only look on the technical specialisedations of hundreds of communication devices, and also to describe that function in a manner in which any person from off the street, with or without a technical background, could pick up the Standard operating(a) Procedures (SOP) and completely maneuver the Network Operation Center (NOC), even though I myself had come from an instruction Technology (IT) background. A lot of my knowledge was gained through c arful observation, question asking, a nd note pickings. I disordered each and all(prenominal) day about the consequences which would arise if I were unable to deliver. As integrity may assume, numerous meetings were conducted by the customers, expressing precisely the type of systems necessary to provide them with advanced applications and maximum flexibility for the capabilities of integration of tomorrows technologies. I learned a lot just by listening and recording staff meetings which were unclassified, so that I could micturate what I had learned and research the type of equipment needed to meet the customers requirements.I would because ask questions of more skilled individuals. For instance, How would you do this?. Or, How would you do that? I also asked many a why? Since I was, in reality, lacking the proper academic background to execute these tasks, I used what I was good at research and problem-solving. I began to put my facts down on paper, utilizing the manufacturers technical notes, the data veritab le by more skilled persons, and information I had found using a tool that every household now uses, Google, to derive a Technical Solution and Installation Plan that received much(prenominal) praise and even a promotion I apologize if this sounds like a happy stopping point story, because its not. The research, and rewrite upon rewrite, and multiple revisions of even these Looking back, I wonder if the methods I employed would go through been different if I had completed my education. But in the recent world in which we live, technology had given modern man many methods by which to learn and perform tasks once thought to be completely untouchable to people like myself. I remember the day I first arrived in Colorado Springs. I only had a short visit scheduled, so I had to make the most of the trip. My flight land just before midday on a Friday. I believe it was August, as the weather was pleasantly cool and sunny. Because I was sat in a window seat, I was able to get a good lo ok at the city upon approach. From above the city, still in the air, what you first notice is what I like to refer to as cookie cutter communities. The scenery of the different neighborhoods looks as though graven image Himself once pressed a cookie cutter into the ground. Due to the altitude of The Springs, as the local anaesthetics call it, the air-craft unknowingly provided a touristic view of the city. One could not miss the world-famous Pikes Peak. If you recall your American Folk Song, America, whence you know Purple Mountains Majesty. Well, Pikes Peak is what the song is all about, and I must admit that it is breathtakingly transcend with snow-crested peaks even in July As the plane continued its descent, The Garden of the Gods came into view, the large rocks seeming like big clay boulders somehow naturally arranged in balance as if by God. Colorado Springs is not very large. The main road, IH-25 (or, as the locals call it, the I) is the only way in and out when locomot ion by car, and during the wetter months I fuck off seen it closed from Trinidad (70 miles to the south) to Denver (70 miles to the north). The area is more for outdoorsy people, who whoop it up skiing, slanting, hunting, and the kindred such. However, if your interest is in armed forces history, you wont be let down. The Springs is home to three military bases, as well as the Air Force Academy, and also NORAD. Most people who are newly to the area, or just visiting, find it much more rewarding simply driving to see it. For instance, taking the I to 24W up into the mountains, you climb up to Manitou, a Norman Rockwell-type of picturesque town nestled into the scenery. This is unrivalled of my favorite places to go. Its old-time square consists of brick- and wood-fronted shops which melt into the scene like a painting. As you continue to travelling west on 24, Pikes Peak Highway is just a few minutes ahead. Believe it or not, Santa is said to have a summer home here. To promo te good behavior, parents are often perceive exclaiming, Santa can see you At the beginning of my career, I decided that I wanted to do things that were not so common. The ambition to undertake such a mission was driven by the attitude that in that location is nothing like changing the world. To lay the foundation, I entered the military and successfully completed boot camp. Thereafter, I was sent to Ft. Benning, Georgia to begin Jump School. This is where you are sent to learn to become a paratrooper, the first step to sky-diving or, as it is otherwise referred to in the Military, High Altitude Low-Out HALO.The regimented variant is approximately four weeks and consists of enduring hours of physical training, ground tower, and jump weeks. The curriculum involves various tasks which teach you the cook up way to land, how to maneuver the chute while airborne, and much more. Each recruit is required to complete quintuple jumps before he or she graduates and is allowed to pin on t heir jump wings. This event in particular was one of the key steps that propelled my career, as it in turn took me to Israel one of my favorite places in the world. Israel appeared like Mohammed in the desert. Herzliya, located on the central coastal strip, is a breath-taking city on the Mediterranean Sea. It does not take too long after arrival to begin to understand the way of life there cameras are mounted everywhere, police presence is widespread, there are heavily-armed IDF forces on each and every corner, and Apache patrols go on the coastline every 15 minutes. However, taken through the eyes of the locals, the city is alive with the old and new worlds vitality in harmony. During my time there, I was able to visit Tel Aviv, Eilat, and Jerusalem. Most alluring was the beauty of being surrounded by water. This permitted me to do a good amount of scuba-diving and fishing. Although Im no expert, the waters of the Middle East are by far, to me, the most enjoyable on that side of the world. The crystal-clear seas are closely regulated by the government, which prohibits commercial message fishing inwardly two miles of the shore and only allows freight shipments and related traffic on one side of the peninsula in order to avoid spills that would contaminate the surrounding outlets. Looking back on these memories, it was not uncommon for all the mates to chip in and rent a boat to take out for a day of fishing and diving. Open-sea fishing may feel the same in all firm waters, but the difference with the Middle East is the talent to see 80 100 feet into the depths and watch the fish as they toy with your bait not to mention that there is an upfront view of the unfamiliar predators of the Mediterranean Having used mostly shrimp for bait, we caught a few different species and deep-fried them as soon as we returned to dry land. The advantages of taking an online course are pretty straight-forward not having to deal with traffic or parking, the ability to st udy from home or wherever an internet connection is located But, for me, the disadvantages are more abundant. For instance, in typefaces that I am poor at (like this course), one is unable to link up with the instructor for economic aid in acquiring a better understanding of what is being asked of you. Another disadvantage is not acquire to know any classmates. There has always been an advantage in face-to-face study groups. I have found that sometimes you are able to get a better feel for a subject when working with your peers. For me, an online courses major benefit is convenience. Online studies have revolutionized the education system, taking study to wherever the student is, but for those of us that have a long absence from school, online classes may not be the best choice. I find it very difficult on so many levels, not to mention very stressful, and hear only a passing grade, instead of the usable knowledge of the class. In conclusion, as you may have already gleaned from my essay, I find that the drawbacks outweigh the advantages. However, in pursuit of academic recognition, one does what one has to, in order to ameliorate ones life and that of ones family. Institutes of higher education have transcended their traditional image as local and regional points of interest for audiences across national, international, and global arenas. This extended outreach poses a direct correlation in which the bloodline of education has become an integrated asset in the business of doing business. The introduction of global business ventures (such as Wal-Mart, Ikea, and Starbucks) have reinvented the traditionally local marketplaces and introduced super market places. One case in point is the superior Wal-Mart stores which cater to every need, from groceries to a department store with a pharmacy, vision center, portrait studio and whisker salon. How exactly does this all tie into the business of education? I will address two monumental elements technology and m anagement. These colossal superstores are upheld, literally and figuratively, by an infrastructure of communication networks. These networks include information systems that hasten everything from inventory to purchasing. The ability to maintain these networks requires specialized, and in most cases, certified persons. The individuals, whether in-house or contracted, hold qualified certifications specific to such areas as computer science, networking, and database engineering. With the extent to which technology is driving the business of globalization, the business of education is presently impacted as students seek to arm themselves with the credentials necessary to secure a melodic line within the overwhelming behave service industry.An industry so competitive that, in order for the key players to secure the worthwhile contracts, recruitment of the most qualified is a must. These individuals are lite students out of college and universities, or go through professionals. Once employed, they must remain current with certifications as technologies grow and expand. This is why they engage in chronic education. Likewise, a clients infrastructure may grow and expand, thus calling for the support service to educate military group accordingly. The realm of any business, big or small, is always changing. Management, the second element, runs rampant amidst the entire scheme of it all. In order for businesses to be successful, much less remain on par, knowledgeable supervisors, managers, and directors are required. For these individuals, like their support service counterparts, to ensure progress and efficiency, their skills need to be constantly nourished. This capability has an impact on al business models, as employers must take into consideration incentive programs, such as tuition reimbursement, should they worry to sustain the attention of highly-skilled employees. As students become workers, this benefit is a key point of interest during the job search. Employees who are not viewed as influential and are looking to advance skills may not be able to readily fund the costs of educational endeavors on their own. Should their duties and responsibilities be impacted by technical advancements, not being able to fully comprehend and take to the new changes can run the happen of losing their jobs. In turn, companies are faced with a dilemma in stream-lining the guidelines for qualification of educational reimbursement, while educational institutions are faced with the means of offering tuition assistance in order to attract students. thereof the pursuit of high learning has become a highly evolved business, dependent on the very same support service personnel. Like the superstores, schools are revamping their own infrastructure of communication networks and entering the business of globalization via online and virtual classrooms, courtesy of the most rampant network to date the Internet. In essence, the effect of education engrossed by a business creates a boomerang effect, reciprocating the prospects for institutions across the entire academic spectrum.

Organic Food Market in Hong Kong - Environmental Scan Essay Example for Free

Organic forage Market in Hong Kong Environmental S enkindle Essay?Global trend of native feed In 1950s, consumers ar offshooting to aware of organic product and in 1970s to 1980s, organic sector start to develop, e. g. set up regulation and certification around the world. In 1990s, the organic food market has a sharp growing, expanding at 20% a year. In 2006, the sales of organic baby food were change magnitude 21. 6%. There are also has dramatically increase in variety, availability and decreasing the monetary value of organic food. ?Local trend of organic food.At the end of 1980s, there were many cases happened in Hong Kong that cruel crops which are contaminated with pesticide, people in Hong Kong raise their awareness of wellness. Until 1990s, Organic foods have been marketing in Hong Kong, most of them are imported from North America, Australia, New Zealand, Europe and Japan. In the few years ahead, expenditure of organic food is increasing. In 2000s, the local m arket has a strong demand on alert organic foods.International Trade Centre (ITC ) done a set of survey and observed close to(a) trends of Hong Kong. For example, there are more convenience organic food such as pre-packed organic salads some public canteens and catering buy more organic food provision of organic products with biodegradable packaging. major competitor In Hong Kong, there are three major type of retail shops is selling organic food. First type is supermarket, e. g. Park n shop and Welcome are two major chains. south type is department stores, e. g. Citysuper, Seibu, Jusco, Sogo.Third type is specialty healthy food shops, around 50 to health food shops selling organic, health and diet-supplement foods. Consumer ?General type of consumer Hong Kong Organic Resource Centre (HKORC) release the solution of a survey on 7 Jan 2005, it shows that 30% of the respondents had purchased organic foods. It also shows us the people who are interested in buying organic food are h igh education qualification, executives, managers or professionals, and they are usually with a higher total household income, married and/or with children.The meaning of organic food in consumer view In Hong Kong peoples mind, organic food has the similar meaning as healthy food, they also care about the nutritional value and image of the product. The best selling of organic foods in Hong Kong are baby food, rice cake, grains, fruit juice and breakfast cereals, so we can see Hong Kong people are more health-conscious now.

Deductive Argument Essay Example for Free

deductive Argument EssayIn this essay I will be arguing a puddlest Platos system of intimacy given in the Republics divided line. I will distinguish the differences and similarities in the epistemological concepts of Plato and Aristotle intending to explain how one comes to keep familiarity and the process through which its obtained. As support, I will explain Platos theory of figure of speechs and Aristotles theory of essence because they ar a coordinate correlation to their view of noesis through reality. Platos theory of Forms is a theory of knowledge and a theory of be.He describes, in the divided line, the division of existence. Plato believes the source of our knowledge is separate from this piece. Participation connects us to this world. In the divided line he separates the visible and the intelligible or becoming and being. The top fractional is knowledge and the bottom half as opinion. The bottom half represent the lesser of reality, which includes perception and imaginativeness, along with physical objects and shadows. The upper half includes metaphysics, higher take shapes, mathematical forms, epistemology, understanding and thinking.His theory of Forms involves images, sensible objects, concrete forms and countermand forms. Images atomic number 18 the lowest form of knowledge. Images entirely provide us with opinion and imagination. Sensible objects comes next which provides us with seeing some occasion and having a effect about it by sensing it and perceiving it. Concrete forms allow us understanding, nitty-gritty we understand the parts of X by thinking. Finally, the highest form is the abstract form which is the most essential staring(a) thought of what X is.To Plato, this Essence is eternal and unchanging, making it necessary and true. According to Plato we know X, if and only if we have a direct grasp of Xs form or essence. Lets hurly burly this argument down. So Imagination is a state of mind which takes sensible moral nonions at panorama value effective as it does sensible appearances or forms of the world at face value. For example, if you are backwash a palm tree you are using your imagination and Plato says is our opinion about what we are viewing, a palm tree. So imagination is perception and not knowledge.If A (Imagination is taking sensible notions and appearances or forms of the world at face value) accordingly B (imagination is perception). A? B A ?B Using our habitual sense we have notion in the reality of the visible objects and concrete moral teachings (sufficient guide for action) without knowledge of the cause for such beliefs. Belief is faith and conviction, not knowledge. If C (Using our common sense we have belief in the reality of the visible objects and concrete moral teachings (sufficient guide for action) without knowledge of the reason for such beliefs) hencece D (belief is faith and conviction).C ? D C ?D If A (Imagination is taking sensible notions and appearances or forms of the world at face value), B (Imagination is perception), C (Using our common sense we have belief in the reality of the visible objects and concrete moral teachings (Sufficient guide for action) and D (Belief is faith and conviction), then E (Belief and imagination are opinion and not knowledge). A B C D ? E A B C D ?E Thinking is reasoning from premise to conclusion.This reasoning is the bridge from opinion to knowledge that is brought on by higher education, especially mathematics because pure mathematics and applied mathematics are tools used to understand X. Therefore, thinking is only understanding, not knowledge. So if F(thinking is reasoning from premise to conclusion and uses tools to fall upon understanding) then G(thinking is understanding). F? G F ?G From the Good or Episteme comes from intellect which consist of reason and dialect. This comes from philosophic conversation (dialect) by question and answer seeking (reasoning) an account of X.Therefore, knowled ge or Episteme is the form of the wide-cut. So, If H (knowledge comes from philosophic conversation (dialect) by question and answer seeking (reasoning) an account of X) then I (we have knowledge or Episteme and the form of the good) H ? I H ?I If F (thinking is reasoning from premise to conclusion and uses tools to gain understanding), G (thinking is understanding), H (knowledge comes from philosophic conversation (dialect) by question and answer seeking (reasoning) an account of X) then I (we have knowledge or Episteme and the form of the good).F G H ? I FGH ?I Aristotle has similar concepts as Plato on knowledge that is best describes through his theory of Essence. He argues that scientific knowledge is the highest form of knowledge and is only refer with this world and not a transcendent world like Plato. His forms include appearance, matter, concrete forms and abstract forms. He explains that we gain knowledge first through our senses and are able to view appearances. Using t he senses activates our imagination that gives us opinion. After appearance is matter.When we engage in experience we come to know matter and by doing so we have belief. Similar to Plato, Aristotle claims concrete forms come next by knowing abstraction or the sort of X which provides us with understanding. And finally he agrees with Plato in that Abstract form is what makes X, X. By intellectually covetous the essence of X we have knowledge. Aristotle defines essence as the sense on matter and form. Matter is somatic and form is eternal. Appearances are imagination and imagination perceives only through the senses.Here Aristotle is in agreement with Plato in that if A (Imagination is a state of mind which takes sensible moral notions at face value just as it sensible appearances or forms of the world at face value) then B (imagination is perception). A? B A ?B Matter gives us belief because If C (Using our common sense we have belief in the reality of the visible objects and conc rete moral teachings (sufficient guide for action) without knowledge of the reason for such beliefs) then D (belief is faith and conviction). C? D C ?D.The classification or abstraction of what distinguishes X all over a different X is understanding. For example, to know what makes a palm tree, a palm tree and a coconut tree, a coconut tree. Therefore, thinking is understanding. So if F (thinking is reasoning from premise to conclusion and uses tools to gain understanding) then G (thinking is understanding). F ? G F ?G Plato argues knowledge comes from a final good or Goodness, which is the level above scientific understanding to which the human mind is capable in rising. This rising to a higher level is called Episteme.He says that there is only one form (idea) of everything that only exists in the thought universe or the mind of the creator. This intellectual truth is truer than physical truth. Aristotle on the other hand argues that knowledge come from the human essence tilos or keen-wittedity. So, knowledge is reaching rational activity excellently and scientific knowledge is the end of it. They both agree on essence being eternal and unchanging. They may separate from the matter, recycle and get involved with other matter but the forms are eternal and unchanging.I agree with Aristotle because Plato confuses the human ability of abstraction with independent existence. As humans we raise generalize and find common features in separate objects such as red things but that does not mean that there exists somewhere something called redness. He is attempting to explain reality with the addition of a transcendent world. Aristotle is interest in explaining the world as a changing world Platos forms do not variety so they cannot help in explaining the phenomena of change in the empirical world. According to Aristotle, we do not break knowledge all in one moment but rather through a process.He says objects of real existence are the ones that we encounter throu gh our sense perception, known as his theory of quackery (which is too much to go further into) in this he argues again that all knowledge originates from experience. This contradicts Platos two world theory. I found it very hard to illustrate both views of knowledge because the grand information they use to explain it so I broke it down in the way I understood it. In the end, I found myself becoming my own philosopher in researching the works of such bang-up minds.I feel these arguments create the rationality that people forget to practice when its the one thing that separates us as humans. Works Cited Puanthanh Gangmei, Platos theory of knowledge and forms (www. blogcastor. com October 16, 2011) http//blogcastor. com/plato%e2%80%99s-theory-of-knowledge-and-forms/, November 22 2011. http//en. wikipedia. org/wiki/Epistemology http//faculty. washington. edu/smcohen/320/thforms. htm http//www. filthylucre. com/plato-versus-aristotle-theory-of-forms-and-causes http//www. iep. utm. edu/aristotl/ http//www. iep. utm. edu/aristotl/ http//www. iep. utm. edu/middlekn/

Charles Dickens live Essay Example for Free

Charles the Tempter live EssayCharles Dickens highly reputable and historied book, Great Expectations has been one of the most dominating, important and effective novels he has written. It originally emerged in a serialised stock in All The Year Round (a weekly journal conducted by Charles Dickens) in 1860 -1861 and is, to this day and age, approximation to be one of his paramount novels. When the book was published, critics were instantaneous to give diverse and mixed reviews towards the book, disliking the exaggeration of two the characters and plot Charles Dickens had cargonfully formulated. Although the critics were assorted in their reviews, the readers were genuinely ebullient towards Great Expectations that the 1861 edition apply five printings.Great Expectations was published during the puritanical era which as well as was the time in which Charles Dickens lived. The Victorian era had a very high mortality rate due to children catching cholera or tuberculosis, whi ch lead to their deaths. Children had strenuous and dejected childhoods, if they were lucky enough to survive in to adulthood because families did not shake enough money children would work to meet financial satisfaction.They were employed in difficult positions, commonly in factories or jobs people would not usually do, with long working hours lasting eight to twelve hours a day and generally six days a week. By the 1830s certain charities and associations approached the problem and helped children and their families by prominent food and clothes. Ensuing the 1840s, school was an obligation and children stopped working to go to school and to get an education.Charles Dickens family did not prosper in wealth, money was a concerning subject in the family. The large familys needs and keep expenses were too much for John Dickens (Charles Dickens father) salary that when Charles Dickens was four months the family had to move to a smaller home to save money. Charles Dickens wanted to b ecome a gentleman (an educated man), although it fronted tall(a) when John Dickens was arrested and sent to jail due to failure of opening debts. In order to pay off the debt Charles Dickens was sent to a shoe-polish factory. Charles did not have a happy childhood, which I intend is reflected in some of his books like Great Expectations.This lends me to the young boy Phillip Pirrip, also known as take, the title-holder of the story. I am going to be writing about how Dickens creates good-will for pip. Pip neer seems to attain his dreams for a more improved life. At the very beginning of the book, we meet Pip and we see to it out that he will be narrating this story, the book is his story and is told in his words. Pips narration, straightaway, brings about his childhood problems which creates sympathy for him. Pip is first introduced in a graveyard.The setting of a graveyard seems very sombre, dark and upsetting. The marshes were righteous a long colored horizontal line then, as I stopped to look by and by him and the river was just another horizontal line, not nearly so broad nor yet so black and the sky was just a row of long angry red lines and dense black lines intermixed. wickedness and blood is suggested by the imagery of the landscape of the marshes with black and red lines. It does not give a successful sprightlinessing to us either. Pip talks about his deceased parents, he is an orphan and this makes us feel pity for him. He seemed to be a very innocent child, this is reflected through the inscription on his parents graves. Pip has memorised these inscriptions and he has also created an image of his deceased parents and siblings which further tell us that he is an innocent child, as most children have great imaginations compared to adults.We see the advancement of Pips life when he meets with an escaped convict, who escaped from hulks (prison ships that comport criminals to Australia), who is later to be revealed as Abel Magwitch. Pip seems to treat the runaway convict with kindness through consternation of the convict. After each question he tilted me over a little more, so as to give me a greater sense of helplessness and danger. This quote of Pips narration, made me feel sorry for him because he is being threatened through fear and you cannot help but feel as if Pip is in grave danger now that he has associated with such a threatening convict. I was dreadfully frightened, and so giddy that I clung to him with both hands. Pip is being bullied by Abel Magwitch, it makes us feel compassion for Pip, it also makes us think Pip is so helpless.His violent sister, who always reminds him how grateful he should be for her rescue him up, and her husband, the ever so friendly blacksmith Joe, who is like a brother to Pip, both look after Pip. I supposed that both Joe Gargery and I were brought up by hand. this quote means both Pip and Joe were shell by Pips sister. Dickens makes us feel sorry for Pip in this quote due to Pips discussion from his sisters fierce temperament as no one would like to be beaten. Irony is used when the stick used to beat Pip is referred to as the Tickler. Tickler is the cane with which Mrs. Gargery hits Pip. The mannerism in which Mrs. Gargery butters the bread for Pip and Joe is trenchant, she has a forceful and vigorous way of buttering. Her apron is coarse, full of needles and is tough. She wears this apron as a varan to Joe and Pip meaning that she is looking after them. I tell you what, young fellow, said she, I didnt bring you up by hand to badger peoples lives out. It would be blame to me, and not praise, if I had. People are put in the Hulks because they murder, and because they rob, and forge, and do all sorts of bad and they always begin by asking questions. at one time you get along to bed To keep Pip well behaved, silent and grateful, Mrs. Gargery threatens, punishes and accuses Pip of ingratitude. Pip himself feels an gigantic amount of guilt for his innocent actions, like asking some questions, which have been unfairly warped to seem as if Pip was doing a bad thing. The guilt Pip feels is unprincipled. Although, Pip is not only interact this way by Mrs. Gargery, he is also treated unethically by Mr. Pumblechook, Mr. Wopsle and the Hubbles.

Levi Strauss Essay Example for Free

Levi Strauss EssayAs one attempts to assess the business ethics of Levi Strauss and Nike in this writing assignment, we argon again compelled to revisit the critical distinction of conduct that is level-headed, yet still unethical. In both instances, Levi Strauss and Nike behaved with the parameters of legal conduct, yet few would argue that profiting from exploitive work conditions is an ethical behavior of any socially credi devilrthy organization ( extensive view social responsibility).Obviously, its very tempting to just condense this argument to the power point of bad companies boosting profits from lower labor costs via exploiting foreign thespians in sweatshops. I am exit to take a much broader approach here in my assessment, as comp permite fairness to the devil corporations here requires a bit of an indictment of the legal, regulatory, political, and socioeconomic environment that they operate in. So, lets instigate there how is it that both of these large corpor ations are permitted (and driven) to outsource (with relative impunity) labor to countries with poor labor laws?In order to fairly assess their conduct, one must first examine the system under which they operate. How has corporeal America gone down this path? Why do so many large U. S. corporations outsource labor en masse, which costs the U. S. economy so many jobs domestically? Lets attempt by looking in the mirror and by that I mean you and I the U. S. consumer. Our thirst for moth-eaten merchandise made foreign knows no limits. Do any of us look at the rustic of origin for goods, and if its non-U. S. do we even pause for a second to consider boycotting said goods re feeable to loss of American jobs?Or boycott due to the nation of origins reputation for worker abuse? Of tendency we dont. We want that Japanese senior high school definition television from Wal-Mart that costs $ coulomb less. We want the clothing from China or Indonesia that is 30% cheaper than similar bran ds made here. So, my first premise in this entire argument is that American consumers are NOT socially responsible in their purchasing habits. This omit of social responsibility on the demand side is a catalyst for Levi Strauss and Nike to seek cheaper labor overseas for if they do not, their competitors assuredly will and they will be at a competitive disadvantage.Now, lets assess the legal and regulatory environment under which both entities operate in the United States. Has recounting made it illegal to outsource labor to countries that they know are abusing their labor forces? In general, of course not. sexual intercourse maintains a blind eye to the problem, debating it over the years here and there in a politically motivated, half-hearted effort to occasionally placate certain voting segments (labor unions displaced workers). Do they tougher their stance? Do they for one instant say to themselves, this is really wrong, and socially irresponsible?By inaction Congress is ta citly approving this practice, which of course is what powerful collective lobbyists want. The profit motive has large U. S. corporations addicted to cheap labor now Pandoras Box has been opened and no one has the political will to attempt to close it. So lets recap so far weve indicted the U. S. consumer and our lawmakers in the legislative branch of the U. S. government (Congress) as major(ip) cultivators of the pro-outsourcing environment for which Levi Strauss and Nike must successfully operate under. Next on our list of socially irresponsible impart parties the judicial branch of the U.S. government.When the U. S. Supreme Court found in 2010 that the formation of so called Super PACs for die hard donations was legal, this gave corporations new powers under the law to, in effect, buy our government via opulent and obscene campaign clear funneled to candidates. The end result of this ruling is that corporations that profit greatly from outsourced labor are now able to birth for the elections of our Congressmen and gee, wonder how this economic favor will be repaid when attempts to rein in outsourcing come up in Congress?Lets move on to our two protagonists in this debate Levi Strauss and Nike. Now that weve got the screen background well in hand, and a reasonable person would agree that a massive systemic misadventure in the U. S. has allowed and promoted unchecked outsourcing of jobs, its time to discuss these two corporate giants and their respective behaviors here. Do these two corporations have a responsibility to monitor the conduct of the companies they do business within particular, their contractors and suppliers?As a personal believer in the broader view of corporate socialresponsibility, I believe that they do. Notwithstanding the event that all of this outsourcing is legal, and despite the mitigating factors that Ive argued above that do alleviate these two companies of all of the blame I still believe that they need to take the higher moral ground. Levi Strauss overall has conducted itself with far greater corporate social responsibility than Nike has, in my judgment. Strauss for many years withdrew from China due to their notoriety as a non-democratic country with abusive labor conditions.Regrettably, it had to re-enter China eventually to keep pace with competitors. Also, witness the representation that Strauss treated its displaced U. S. workers as it (with some remorse) eventually had to close all its U. S. plants due to competition from outsourcers. Strauss gave generous fault and retraining dollars to the affected workers. In my estimation, Strauss has had to compromise its socially responsible corporate culture due to pressures from the falsify competitive environment that was designed around them.It became a matter of survival for their corporation their management had to reconcile or risk failure and loss of the shareholders investments in the company. That is why I authored the overview above I ra lly its highly relevant to assessing Strausss conduct here. The system failed Levi Strauss they wanted to behave under the broad definition of corporate social responsibility, but the demand for cheaper outsourced goods by consumers and the legality of outsourcing jobs (Congressional oversight failure) forced an adaptative change against their moral grain.Nike, however, is no apologist when it comes to their outsourcing. In fact, they are proud of it even boasting that they pay outsourced workers higher than average wages for their region. To me, this is tantamount to bragging that we dont abuse those workers as hard as others do. Frankly, that attitude offends my sensibilities and my personal set of ethical standards. I also deem it to be in direct conflict with the broader definition of corporate social responsibility. Lastly, I think that corporations have the covenant to take the ethical high ground and behave in a socially responsible panache (broad definition).That said, however, I do not believe that its a fair expectation to demand that high standard if adhering to same places the companys very existence at risk due to systemic failures beyond their control. Levi Strauss attempted to do the right thing, but poor rules and oversight make competing in a broad ethical manner quite dangerous to its ultimate survival. Strausss example should overhaul as a wakeup call to U. S. consumers and our Congress systemic change is needed, and its needed NOW.

Figuring Fixed Costs Essay Example for Free

Figuring Fixed Costs Essay10.1 The highest numeral of meals served was 4,900 in December, with the lowest of meals being 3,500 in July making a difference of 1,400 of meals served, between the two months. The toll per meal variable is 1400$5500.00 for a total of $3.93 (WHDMs) fixed toll is computed as follows $20,500.00-(3,500*$3.93) =$6,745.00 According to the following commandPX=A+Bx5.77x=$6,745+$3.935.77-$3.93=$6,745+ ($3.93-$3.93)1.84x=$6,7451.84x*1.84x=$6,745*1.84xX=3,666 Monthly BEP3,666*12= 43,992 BEP for the fiscal year (Oppapers.com, 2012), for the Westchester Home- Service Meal economy program, since the program received 45,000 meals to serve and only needed 43,992 of them their profit is going to come from selling the opposite 1008 meals at a . 84 per meal making a profit of $1,854.72.10.2 NRCC and Its BEP one-year revenue = $20.00 per subscriptionAnnual variable rise for making and mailing six bimonthly issues has risen 4.50 (Martin, L., 2001) (NRCC) annual fixe d cost is 6,000 + 3,900 = 9,900Per subscription (NRCCs) annual margin would be 20-4.5 for a total of 15.5 Making their BEP as follows 9,900/15.5 equaling 639PX = A+Bx20x=6,000+3,900+4.50x20x=9,900+4.50x20x-4.50x=9,900+ (4.50x-4.50x)15.5x=9,90015.5x/15.5x=9,900/15.5xX=639No way is this feasible, because there are two staff members, who are all ready at the maxim capacity of 650, leaving no capacity for any kind of slack.ReferencesMartin, L. (2001). Financial Management for merciful Services Administrators. Needham Heights, MA Allyn Bacon http//www.oppapers.com, 2012http//www.studymode.com,2013University of Phoenix. (2001). Financial Management for Human Service Administrator. Retrieved from University of Phoenix, HSM 260 website.

To identify these chemicals Essay Example for Free

To identify these chemicals raiseProblem you are provided with 3 unknown chemicals which are labelled A, B, C, D and E. Carry bulge divert ladder to identify the chemicals. Method to identify these chemicals I will carry out two types of test Flame test and chemical test. Flame test To carry out the flame test I will dip the metal wire in the roaring Bunsen flame. Then I souse the wire in hydrochloric acid Next I determined it into the sample and then I placed it into the roaring Bunsen Flame. After I recorded the colour of the flame Safety I wore gawk to protect my eyes from acid (hydrochloric acid is corrosive) When I was not using the Bunsen burner, I allot it on safety flame I also used small amounts of acid and have a safety mat Test for cat ion Chemical Flame colour Cat ion A jaundiced Na+ B Lilac K+ C Green Cu2+ Test for an ion Substance Test ceremonial Sodium chloride Add Dilute hydrochloric acid It fizzes and carbon dioxide gas is produced.Copper carbonate Add Acidified specie nitrate White hang Potassium sulphate I added Acidified barium chloride solution White precipitate Evaluation Flame test and chemical test tell us which chemicals are present. This is called a qualitative analysis. In industry, it is also very important to know how much of the chemical is present. The difference between my tests and the tests carried out in the industry is that they find the amount as well as the type of chemical.

Reasons for bullying behaviour Essay Example for Free

Reasons for deterrence behaviour tryOlweus (1980) identified that bullying children argon usually impulsive and defy an aggressive temperament and children who are bullied have a shy or weak temperament. Some of the children who are bullied lack assertiveness skills. Also, being unalike in some way such as being from a different ethnic sort increases the chances of being bullied. In addition, children with special educational needs, with a physical disability or mild or moderate learning difficulties are also at risk of getting bullied.Researches conducted by Petterson, DeBaryshe and Ramsay (1989) also identifies factors at home as reasons for bullying. Factors such as lack of warmth mingled with the parents or among different members of the family, routine of physical violence within the family or lack of clear guidance for behaviour to the children or in time lack of monitoring of childrens activities. Study conducted by Olweus (1980) in Norvegia also indicated links of family background to bullying. For bullied children, Olweus (1993) set up that over-protective parenting may increase the risk of being bullied.Children in over-protected family environments usually do not develop skills as much as children who are independent and hence become vulnerable by the bullies. Bowers, Smith and Binney (1992) conducted look for on the childrens, who are either the bullies or the victims, perception of their families. They studied and compared the perceptions of bullies, victims, bully/victims and control children. The study indicated that many a(prenominal) bullies and bully/victims perceived that their families were relatively lacking affection among the family members.The study also revealed that there were very short(p) monitoring procedures. The children who are only involved in bullying perceived that their families have power relationships between the siblings and the other members of the family. In this case of bully/victims the children perce ived difficulties with the parental behaviour such as punitory ness and lack of involvement. The children perceived that their parents were more concerned about their own position in the family. (Smith, P. K. et al, 2007) Peer-level characteristics associated with bullying and victimisationPeers are considered to be the most influential group in issues related to bullying. Various studies such as Espelage et al (2003), Pellegrini Long (2002), Rodkin et al (2000) have studied the regulate of peers in how individuals take to assault and bullying. Homophily Hypothesis This hypothesis is based on the similarity of individuals within a group. In the late childhood and early adolescence, the peer group becomes extremely important for the individuals. During this time, the peer group involves in similar behavioural dimensions such as smoking, academic achievements and so on.This similarity within the group is called homophily. In studies conducted on midpoint instill students, homoph ily was embed to be true in explaining the extent of how much the peer influenced each other in bullying their peers. The effect of peers was gear up to be higher for bullying than fighting. This provided evidence that peer influence plays an important role in low-level aggression than fighting. It was found that students generally hang out with the kids who bullied others. It was found that the students who bullied at similar frequency were found to hang out more.Dominance conjecture Dominance guess is based on the observation that during the early adolescence, children look to increase their dominance. Pellegrini (2002) observed that the transition to middle school requires children to renegotiate their dominance relationships. Bullying is found to be a deliberate strategy for attaining the dominance, especially in a newly formed peer groups. Studies indicate that bullying was used more frequently by boys who targeted their aggression towards other boys during this transition. This theory is structured around the Gordian interaction among the adolescent for the need of dominance, changes in the social surroundings and peer-group structure and the desire to interact with the opposite sex. Attraction Theory Attraction theory is based on the change in behaviour of young adolescents. It focuses on their need to establish a separation from their parents and also become attracted to other people in their age group who possess characteristics that is a reflection of independence. This independence can be interpreted as delinquency, aggression, disobedience and similar characteristics.In this period, these adolescents are less attracted to individuals who possess characteristics of childhood such as compliance and obedience. This makes these early adolescents attracted to peers who are aggressive. This was also found during a study of 217 boys and girls by Bukowski, who found that the girls and boys were more attracted to aggressive peers when they entered the m iddle school. The increase in haul for aggressiveness was more for girls. The different theories, especially the homophily hypothesis, dominance theory and attraction theory demonstrate the complex nature of bullying during the early years of adolescence.

Competency Based Assessments in Education

Competency base judicial decisions in EducationChapter 4Literature Review on Competence- ground surmise4.1 IntroductionIn this chapter, the researcher discusses the books on competency- open up mensuratement. The first part examines the purposes, the fork upations of competence- ground treasurement (CBA), the lively attri neverthelesses of CBA and the issues related to competence. The second part looks into the implementation of CBA about the being and later foc c tout ensembles on the implementation of CBA in Malaysia.4.2 Competence-based Assessment An OverviewThe era of the companionship -economy and globalisation requires non precisely psyches who possess a sound correspondence of specific subject matter save likewise those who engender applicable industry-related skills and inter private skills. These attributes and capabilities ar inf everyible for disciples to acquire in order to manoeuvre strong in todays daedal and global societies (Baartman e t al., 2007). Furtherto a gr extinguisher extent, acquisition of complex competences (Baartman et al., 2007) has to be developed in the incoming benevolentity capital with purposeful, effective, apprentice-centred and competence-based courses (Baartman et al., 2007) in order to prep atomic number 18 pupils to get in concert the needs of tomorrows world. The report of the United States incision of Education Secretarys Commission on Achieving Necessary Skills, the so-called SCANS Report (McNabb, 1997), made clear that students must(prenominal) be ready to situation in collaborative falltings, interpret complex requirements, and exhibit self-directed, self-assessing doings on the railway line. This instrument that employers would want more(prenominal) from the graduates than just entry-level argumentation skills which would helper develop a nation progressively in union to its political and amicable needs. The relationship betwixt nurture and assessment (discusse d in Chapters X and Y) gist that assessment should concentrate account of political and mixer purposes (Broadfoot, 1996). Different vocational and informational genteelness programmes from naturalize level to university level be in possession of been introduced to prep atomic number 18 and conform to individuals to fit into the labour market. One such(prenominal) programme is Competency-Based Education (CBE) with the tension on assessment (competency-based assessment) organism seen as key to the success of its implementation (Tillema et al, 2000 Frederiksen, 1984 Baartman et al., 2007).4.2.1 Purposes of Competence-based AssessmentAny forms of assessment s including CBA would usually digest cardinal or more of lead staple fibre purposes to diagnose encyclopedism, to select students for particular prep to certificate achievements (Carless et. al., 2006 Freeman Lewis, 1997 Ecclest unity, 1996 Rowntree, 1987). CBA has been utilised by schools, development colleges a nd industriy for two main purposes to saloon competencies (McNerney Briggins, 1995) and to certificate (International roil Organisation, 1996).4.2.1.1 CBA for Measuring CompetenceMeasuring competence is one of the main purposes of CBA.Generally, the reason for the implementation of CBA is to determine that scholars throw off sufficient familiarity and skills to contribute effectively to the separate out force(Canning, 2000 Ecclestone, 1997 Kerka, 1998 LPM, 2002 McNabb, 1997). However, check to Hyland (1994), as competence-based education is found to be poorly blemish and ill-equipped to deal with education and cooking beyond the basic skills., CBA app bently could can be utilised to measure limited manifestations of competence but Hyland (1994). He believes that its influence on raising and education for future generations entrust be actively prejudicious as it could can only produce individuals who would function without much study, noesis and fellow feeling of severallything. He attributes this to a This is due to its highly instru psychogenic philosophy thats combine with a narrow and uncritical behaviorist psychology. (Hyland, 1994). Thus, its qualifications topicing from CBA atomic number 18 viewed as basically reliable as indicators of all the most(prenominal) elementary skills and abilities (Armstrong, 1995). The issues of competence in CBA lead be further discussed in section 4.4.4.2.1.2 CBA for affidavitIt is asserted claimed that CBA wins learners with opportunities to achieve qualifications that relate to take mathematical operation in the coif believe ass (Erridge Perry, 1994). Ecclestone (1997) indicates that NVQs, which primarily employ CBA, take on an explicit commitment to creating wider access to ac assentation and better levels of achievement. She argues that Tthis could be made possible by severing colligate surrounded by attendance in information programmes, and the prescribed assessment and accredi tation of outcomes, and by promoting the accreditation of prior information in which NVQs subsequently serve as serious challenge to traditionalistic assessment approaches (Ecclestone, 1997). For instance, a trainee in a plumbing courseplumber would wee-wee the opportunities to acquire the unavoidable knowledge and skills in plumbing at certain(prenominal) level. He/she would then achieve the qualifications and certification that relate to the required action of a plumber in the substantial liveness serveplace once he/she has entire the assessment of at the at particular designated level. Nevertheless, CBA is at the same clock, argued to be designually confusing, empirically flawed and lacking in meeting the needs of a learning society (Chappell, 1996 Ecclestone, 1997 Hyland, 1994). This whitethorn be the results of the use of confusing language or jargons, the decreasing believability of the competency standardizeds on how they reflect industry standards (Kerka, 1998 ) and the inert implementation of CBA across the industries due to employers ignorance about the its character and the purpose. of it (Hyland, 1996).4.2.2 Definitions and Interpretations of CBAT here(predicate) is a wide range of interpretations and definitions wedded to CBA. In this handling, CBA the interpretation of- CBA is looked atinterpreted in terms of three different aspects the assessors regions, the learners responsibilities and the learning outcomes that be based on predetermined criteria. Figure ____tries to reflect the interedependence of these elements.The relationships of the interpretations of these three aspects atomic number 18 as shown in Figure ____.Adapted griffin Nix, 1991 Mcnerney Briggins, 1995 Hager, 1994 Elliot, 1994 Cotton, 1995 Ecclestone, 1996)In the assessors perspective, CBA consists of the unbiased movement of seeing, lay in, aggregation,and obtaining secernate, and the further march a more complex as easily as subjective assist of ju dging and reading the say of competence exhibit by learners (Rowe, 1995 Ecclestone, 1996 Mcnerney Briggins, 1995 Hager, 1994 griffon vulture Nix, 1991). The assessors harbour to observe gather and judge the reason of an individuals competence against the specified standards. This means that the assessors carry to be very c atomic number 18ful in their actions of gathering raise of competence and they exhaust to decide when it is considered sufficient, based on their expert judgment. For example, when a student in(predicate)ly builds a drywall exemplar, the assessor has to gather leaven of competence non only from the product which is the framework but alike from the cognitive operation and the preparations ahead the student begins to work on it such as work schedule, list of materials and equipment to be used, and the like. The assessor then has to use his/her expertise in this atomic number 18a to determine whether or non the evidence of competence gathered is a dequate to say that the student has acquired satis figurey competence in building the drywall framework.McNnerney Briggins (1995) soil that CBA is the process of identifying the competencies which argon the underlying lineaments that lead toof successful death penalty be this by may it be among a group of employees, typically by department, job category or hierarchical level. CThey say that a list of competencies that is tied to one corporate finale is usually used tobecome associatede with exemplary accomplishment (McNerney Briggins, 1995)ers. They further relate CBA to its training basis where the focus is on who the successful performers are rather than on what bulk do. This means that it does not just include training in jobs which rely heavily on psychomotor skills, such as manual labour and traditional hourly production work but similarly involve performing decision-oriented jobs (Mcnerney Briggins, 1995).The Scottish Qualifications berth (SQA) (2001) stresses the p rocess of seeing whether or not an individual has the necessary skill and knowledge they need to be portrayed a Scottish Vocational Qualifications as the key itemor in CBA emphsising the need for assessors to be expert . This doubtlessly requires the assessors to grow even thorough knowledge and skills in the fields they are assessing in order to hit good and graceful judgments. This means is due to the fact that the athat assessors have to assess and collectconsider evidence of competence in terms of knowledge, abilities, skills and attitudes (Rowe, 1995 Ecclestone, 1996 Mcnerney Briggins, 1995) displayed diferentially in authentic contexts by learners in the context of a selected set of certain life professional labors which are of different levels (Hager, 1994). The process of gathering evidence from discernible performance is later followed by the more difficult process of qualification judgment that may be very subjective (Peddie Wilmut, Macintosh, 1997). patronage t he difficulty in making judgment based on evidence gathered, assessors have to determine whether or not the competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors certificate of indebtedness, then, to decide if learners performances meet the pre-determined criteria. Thus, assessors have to equip themselves with pertinent skills and use permit mechanisms in making handsome judgments so that the puzzle of subjectivity among assessors is reduced. Furthermore, assessors have to assess learners ability to guard a particular knowledge, skills, attitudes and determine in a specific context according to a required performance standards (New Zealand Qualifications Authority (NZQA), 2002). In other words, assessors themselves have to be extremely learned and skilful in the art of spy and collecting evidence of competence that come in discordant tangible and intangible forms. The process of gathering evidence from ob servable performance is later followed by the more difficult process of making judgment that is inevitably very subjective (Peddie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors still have to determine whether or not competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility then, to decide if learners are considered to be competent in a particular context at a particular level based on their performance whether or not it meets the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use abstract mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced.In growth to assessing and making judgment on students performance based on evidence gathered, assessors would also have to give bring aboutive and supportive feedback to students on their performance and work (Eccl estone, 1996 Sadler, 2009). The assessors would have to demo out the strengths and weaknesses as sound as the improvements that could be made in the future (Sadler, 2009). Sadler (2009) further proposes that feedback should be given in a manner that would be able toenables educate students to assess and be able to evaluate their own work and give feedback to themselves as swell up. He suggests that students shcould be taught to manage the quality of their productions and construct adjustments as necessary eon they are actually engaged in doing it.In From the learners point of view on the other handperspective, CBA is the syllabus for them to question competencies and learning outcomes (Elliot, 1994). These competencies will range from straightforward constructed responses to comprehensive collections of work all over time in very different contexts.Elliot further asserts that CBA requires learners to demonstrate competencies and learning outcomes in performance assessment which vary in terms of simplicity and complexity such as from simple constructed responses to comprehensive collections of work over time, all of which are then judged . Learners are anticipate to be deeply involved in the assessment process and they areto be aware of the specified criteria that they have to meet as well as the standards of performance that are expected of them indemnify from the beginning even before the assessment is conducted. Theoretically, tThis allows learners to take charge of and control over their own learning outcomes and success by preparing themselves well in advance. In other words, learners would have the self-sufficiency for in their own learning, as CBA canould promote individualization and personal development (Ecclestone, 1996). The learners responsibility includes demostrating the It is also here in CBA that learners have to show their ability to apply theoretical knowledge and procedures, in addition to their understand ofbeing able to descr ibe the theories or even point to appropriate theoretical knowledge (Cotton, 1995). In demonstrating competence Cotton further elucidates that learners also have to comport wise use of common sense in the public by demonstrating good physical, interpersonal and intrapersonal skills with cognizant decision- making that suggests the multiple intelligence described by Gardner (1985). In other words, learners have to demonstrate their abilities in all the three psychological domains of psychomotor, cognitive and emotive learning (ANTA, 1998). Similarly, the Australias National Training Authority (ANTA) (1998) considers CBA to be a platform for learners to display their skills, knowledge and develop in accomplishing specific tasks as required in the workplace or to obtain a credit towards a qualification in the vocational and education training (VET).A Both the assessors and learners have one thing in common to focus on and that is the set of learning outcomes that can be derived from an assessment. memorizeing outcomes cover diverse range of areas including personal qualities, sundry(a) forms of knowledge and skills (Ecclestone, 1996). In this case it is the evidence of competence that learners have to demonstrate and which the assessors have to observe for and gather judgments on, has to meet specified criteria. Thus, CBA consists of specified set of twain the general and specific outcomes that assessors, learners and trinity parties can make reasonably objective judgments with respect to learners achievement or non-achievement of these outcomes (Wolf, 1995). CBA then certifies learners progress based on the demonstrated achievement of these outcomes plot of ground the assessments may not be necessarily tied to time served in musket ball educational settings. The emphasis is on the outcomes specifically, multiple outcomes, each distinctive and separately considered which should be specified clear and as transparent as possible for assessors, assessees and third parties to understand what is being assessed and what should be achieved (Wolf, 1995) . This definition encapsulates the key-features of CBA as it has been developed and promoted for the vocational, technical and professional education and training in the UK while at the same time it signals the American origins of much of the debate (Wolf, 1995). The demonstrated performance that provides evidence of competence has to be at to the lowest degree of the minimum required quality in the real life workplace environs. These are the predetermined criteria set in CBA which are generally based on endorsed industry benchmark or competency standard (ANTA, 1998). The emphasis on outcomes and transparency is not only peculiar to the competence-context but it is also an essential characteristic of criterion-referenced assessment. The emphasis on what learners can actually do and the beneficial effects of clear criteria on teaching and learning (Glaser, 1963 Popham, 1978) are argued to meet the competence-based literature where in England in the archaeozoic years of the implementation of CBA, such remains was referred to as criterion-referenced approach (Jessup 1991 167). Jessup (1991) further underlines that what multitude actually learn from an education and training system and how effectively, as the key factor to measure its success. Thus, CBA is considered a criterion-referenced interpretation of assessment (Nuttall, 1984 Ling, 1999) where individuals are given an award after achieving the pre-determined standards (Cotton, 1995). This critical attribute of CBA will be discussed further in section 4.3.2.4.3 Critical Attributes of Competence-based AssessmentThe following section discusses the two learning theories associated with CBA and the spirit of its criterion-referenced assessment.4.3.1 study Theories Associated with Competence-based AssessmentLearning in the psychology and education contexts is a the process of acquiring knowledge, skills, and va lues, and world views acquisition and enhancement done ones integrated vocation of cognitive, emotional, and set outs (Illeris, 2000 Ormorod, 1995). How this process works is explained variously. Learning as a process focuses on what happens when the learning takes place and the explanations of what happens hit learning theories. In other words, learning theories are attempts to describe how plurality and wildcats learn, and they help uncover the inherently complex process of learning to our understanding. Hill (2002) explains that learning theories have two main values. The first is to provide adequate vocabulary and a conceptual framework in to interpreting examples of observed learning and the second. following(a) is to suggest the right directions to look for solutions to possible problem instead of providing the solutions. Learning theories are therefore, the basis for any form of educational assessment (Gipps, 1994) and the theories most unremarkably associated to wi th CBA are the deportmentism and, more recently, the constructivism. These two theories will be discussed as CBA essentially involves observable aspects of learning and learning as a process for facial expression of bran- saucily knowledge. Although the cognitive conjecture which looks beyond demeanour to explain brain-based learning is chief(prenominal), the need for it in CBA is not that apparent or crucial. Thus it is not include in the discussion.4.3.1.1 Behaviourist Learning Theory behaviourism is a conjecture of organism (may it be an animal or compassionate) learning that only focuses on objectively observable behaviours and discounts mental activities (Murphy, 1999 Kerka, 1997 Doolittle Camp, 1999) with the assumption that a learner starts off as a clean just the ticket (i.e. tabula rasa) and is essentially still, responding to environmental stimuli (Murphy, 1999 Kerka, 1997) in the acquisition of new behaviour (Chowdhury, 2006). Learning according to the behavio urists takes place as the result of a response that follows on a specific comment and that behaviour is shaped by reinforcement (Kerka, 1997). By repetition the Stimulus-Response (S-R) rung the learner is conditioned into repeating the response whenever the same arousal is present and thusbehaviour can be modified and learning is measured by observable change in behaviour (Murphy, 1999 Kerka, 1997 Doolittle Camp, 1999).Theis emphasis on stimulus-response pairing (Murphy, 1999 Chowdhury, 2006) and the rejections to of structural sociology (Kerka, 1997) reflected behaviourisms positivistic philosophical base, as the analysis of the human condition relies on only verifiable observations of behaviour and not on untenable mentalistic constructs (Kerka, 1997). Furthermore,Accordingly most human behaviour could can be understood as basic reflexive learning mechanisms or laws that mould on ones experience within the environment (Kerka, 1997). As the approach is seen to be more operati onal and practical in nature, it has dominated education.n, in which Tthe teacher disseminates selected knowledge, measures learners passive reception of facts, and focuses on behaviour control and task completion (Kerka, 1997). These views of the behaviourists and the learning characteristics that can be found in the education setting are summarised in Table___.Generally, instruct has been identified in auditions by behaviourists to be a universal learning process. There are two different types of condition, each yielding a different behavioural patternClassic conditioning come ups when an instinctive reaction responds to a stimulus (Comer, 2004). Essentially, animals and people are biologically wired so that a certain stimulus will produce a specific response. As such, learning process takes place when two events that repeatedly occur close together in time are associated in a persons theme to impulsively produce the same response. The most popular example is Pavlovs observati on that dogs salivate when they eat or even see diet where nutrient is unconditioned stimulus and the salivation, the unconditioned reflex (Comer, 2004 Chowdhury, 2006). Pavlovs hypothesis of classical conditioning is considered a foundation of learning theories to the behaviourists. According to Pavlovs experiment, when some neutral stimulus, such as the sound of a bell, is combined with the presentation of food and is repeated for a period of time, the dog salivates with the annulus of the bell, even though food is not given. Hence, the ringing of the bell acts as the conditioned stimulus while salivation is the conditioned response or reflex (Dembo 1994). The result of this experiment led to the geological formation of Pavlovs classical conditioning in which an individual responds to some stimulus that would ordinarily produce such a response.Behavioural or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple f eedback system If a response to a stimulus is supported or reinforced, then the response is likely to take place in the future. Similarly, when a particular behaviour is rewarded, that behaviour is repeated as shown in the experiment conducted by B.F. Skinner using reinforcement techniques to teach pigeons to dance and bowl a ball. B.F. Skinner based his supposition upon the idea that learning is a function of change in overt behaviour where these changes in behaviour are the result of an individuals response to events (stimuli) that occur in the environment (Chowdhury, 2006). According to Skinner, a reward or punishment will either spike or weaken a voluntary or automatic behaviour (Skinner 1968).Ever since its introduction, the reinforced techniques have gone through series of enhancement and have contributed tremendously in training and teaching. The most valuable aspect of Skinners contribution to training is the significance devoted to the desired behaviour to be emitted i n certain environment. In order for the trainer to ensure the right behaviour is reinforced in the trainees, the trainer should have the clear idea about the terminal behaviour of the trainees, and should closely follow the trainees to appropriately reinforce fructify responses. This is the purpose of programmed instructions including competence-based training in its early years of implementation which was based on this theory of reinforcement (Burns, 1995)..As the emerging learning theory of the early 1900s, behaviourism provided the final found ation for hearty efficiency as learning which is seen objectively consists of the formation of links between specific stimuli and responses through the practical application of rewards ( Wirth, 1972 ). The emphasis on the need of objectiveness leads to ample use of statistical and ma thematical analysis. Despite all the rare contribution s the learning theory has to offer , the extreme focus on objectivity has totally ignored the sign ificant role the mind play in shaping ones behaviour. Men are inured more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour. Thus, the behaviourist theory of learning is lacking in utilizing the full potential of the mind in casting essential behaviour and in constructing new knowledge .Assessment in BehaviourismAssessment, according to behaviourism, is a test (the stimulus) for which the answer (the response) is conditioned In accordance to the behaviourist learning theory which focuses on the stimulus-response cycle to attain observable conditioned behaviour, assessment in the behaviourism also applies the same concept. Thus, t he test item is the stimulus, the answer is the response and a learner has to be conditioned to produce the appropriate response to any given stimulus ( (Murphy, 1999 Kerka, 1997 Doolittle Camp, 1999). NSince the emphasis is on the response that is observable, no attention is counterbalanceing to any model of the thinking process of the learner which might intervene between stimulus and response. Consequently, the distinctions between rote learning and learning with understanding is not considered as teaching is a matter deliveringof delivering the appropriate stimuli while learning is a matter of repeating the appropriate response, which will be rewarded. is what matters the most in which teaching is by repetition and then reward the appropriate responses. As such, a test tranquil of many short, atomised, out-of-context questions, and teaching to the test, are both undifferentiated with this approach (Murphy, 1999 Kerka, 1997). Likewise, some forms of CBA which has always been associated to thewith behaviourist theory can be seen to assess, atomistically. applied the atomistic but not out of context a pproach. The assessor who is an perceiver ticks off a checklist of predetermined criteria whenever a learner has performed a series of discrete observable tasks. The criteria are the stimuli, the accomplished tasks the responses and learner has to be conditioned to demonstrate the ability to meet the criteria successfully.Although this approach to assessment may developstestify to learners ability to perform observable tasksbehaviours, it does not pay much attention to the theoretical knowledge and understanding (Ashworth, 1992) as the role of the mind is considered insignificant in delivering the required behaviour. While assessing competent observable performance is vital, assessing knowledge and understanding is just as important as it is an essential aspect of competence without which an assessment is lacking in credibility or construct validity (Ashworth, 1992). A valid assessment order should be able to measure what it is supposed to measure which in this case (Watson, 1994) . Given the extensive discussion in Chapter ? on the idea of competence, both the observable performance behaviour and underpinning knowledge are aspects of competence that should be assessed and measured. People who understand are those who have clear mental representation of the situation with which they are confronted and are able to deal with it creatively and imaginatively using the acquired knowledge which acts as an interpretive imagery for them (Ashworth, 1992). Thus, it is insufficient to assess ones competence just by looking at the performance while ignoring the aspect of knowledge and understanding. It is unfortunate then, if such an assessment method should produce people who are like robots in a factory they couldwho can perform a job or a task efficiently and effectively but they do not have any understanding of what they were are doing. As the approachCBA also emphasises personal competence within competence concentrates on an individual demonstrating competent per formance ((Wolf, 1995), traditional tones of CBA have allowed an and emphasises on personal competences, it leads to one being individual perspective whilst lacking ignoring the very necessary in the abability of being able to work as a team player to work as a team whereas team work is essential in performing relevant aspect of a job in the actual workplace (Ashworth, 1992). As a result, theis behaviourist view of CBA has eventually shifted to the constructivist belief as discussed in the following section.weakened.Despite all the remarkable contributions the learning theory has to offer, the extreme focus on objectivity has totally ignored the significant role that the mind plays in influencing ones behaviour. People are treated more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influenc e on the change in behaviour.4.3.1.2 Constructivist Learning TheoryConstructivism is a theory of learning that has root in both philosophy and psychology (Doolitle Camp, 1999) founded on the premise that learners actively construct their own knowledge, subject matter and understanding of the world they live in by reflecting on their experiences (Doolitle Camp, 1999 Murphy, 1999 Kerka, 1997). Learners learn by doing rather than observing and by bringing prior knowledge into a learning situation (Epstein Ryan, 2002 Carvin, date?) in which they must critique and re-evaluate their understanding of it until they can demonstrate their learning of the subject (Carvin). Furthermore, learners need to analyse and transform new information or problems in their minds based on existing knowledge and understanding where these abstract thoughts produce from concrete action (Murphy, 1999). Learning, therefore, is simply the process of adjusting their mental models to accommodate new experienc es. TBasically, the theory of constructivism rests on the notion that there is an innate human drive to make sense of the world by building cognitive structures which include declarative knowledge (know that facts, concepts, propositions) and procedural knowledge (know how techniques, skills, and abilities) (Murphy, 1999). These two components of knowledge have been discussed in learning in Chapter 3. Moreover, learning is a matter of personal and unique interpretation which takes place within the social context and is of useful to the learner as intrinsical motivation emerges from the desire to understand and to construct meaning (Billet, 1996). However, dispositions such as attitudes, values and interests that help learners decide, are often neglected in this theory (Murphy, 1999) making it incomprehensive and insufficient in a way.Philosophically, the sum of constructivism relies on an epistemology that stresses subjectivism and relativism, where personally unique reality re sulted from the concept that reality can be known through experience although it may exist separate from experience (Doolitle Camp, 1999). Hence came four essential epistemological tenets of constructivism (Von Glasersfeld ,1984 1998 Doolitle Camp, 1999) experience is the result of active cognizing by the individual learning is an adaptive process that functions to make an individuals behaviour more viable given a particular environmentCognition organizes and makes sense of ones experience, and is not a process to render an accurate representation of reality andwell-educated has roots both in biological/ neurologic construction, and in social, cultural, and language-based interactions (Dewey, 1916/1980 Garrison, 1997 Larochelle, Bednarz, Garrison, 1998 Gergen, 1995).Thus, constructivism acknowledges the active role learners play in the personal creation of knowledge, the importance of both the individual and social experiences in this knowledge creatioCompetency Based Assessment s in EducationCompetency Based Assessments in EducationChapter 4Literature Review on Competence-based Assessment4.1 IntroductionIn this chapter, the researcher discusses the literature on competence-based assessment. The first part examines the purposes, the interpretations of competence-based assessment (CBA), the critical attributes of CBA and the issues related to competence. The second part looks into the implementation of CBA around the world and later focuses on the implementation of CBA in Malaysia.4.2 Competence-based Assessment An OverviewThe era of the knowledge -economy and globalisation requires not only individuals who possess a sound understanding of specific subject matter but also those who have relevant industry-related skills and interpersonal skills. These attributes and capabilities are necessary for learners to acquire in order to function well in todays complex and global societies (Baartman et al., 2007). Furthermore, acquisition of complex competences (Baartm an et al., 2007) has to be developed in the future human capital through purposeful, effective, learner-centred and competence-based programmes (Baartman et al., 2007) in order to prepare students to meet the needs of tomorrows world. The report of the United States Department of Education Secretarys Commission on Achieving Necessary Skills, the so-called SCANS Report (McNabb, 1997), made clear that students must be ready to function in collaborative settings, interpret complex requirements, and exhibit self-directed, self-assessing behaviour on the job. This means that employers would want more from the graduates than just entry-level job skills which would help develop a nation progressively in accordance to its political and social needs. The relationship between learning and assessment (discussed in Chapters X and Y) means that assessment should take account of political and social purposes (Broadfoot, 1996). Different vocational and educational training programmes from school l evel to university level have been introduced to prepare and equip individuals to fit into the labour market. One such programme is Competency-Based Education (CBE) with the emphasis on assessment (competency-based assessment) being seen as key to the success of its implementation (Tillema et al, 2000 Frederiksen, 1984 Baartman et al., 2007).4.2.1 Purposes of Competence-based AssessmentAny forms of assessment s including CBA would usually have one or more of three basic purposes to diagnose learning, to select students for particular provision to certificate achievements (Carless et. al., 2006 Freeman Lewis, 1997 Ecclestone, 1996 Rowntree, 1987). CBA has been utilised by schools, training colleges and industriy for two main purposes to measure competencies (McNerney Briggins, 1995) and to certificate (International Labour Organisation, 1996).4.2.1.1 CBA for Measuring CompetenceMeasuring competence is one of the main purposes of CBA.Generally, the reason for the implementation of CBA is to determine that learners have sufficient knowledge and skills to contribute effectively to the work force(Canning, 2000 Ecclestone, 1997 Kerka, 1998 LPM, 2002 McNabb, 1997). However,according to Hyland (1994), as competence-based education is found to be seriously flawed and ill-equipped to deal with education and training beyond the basic skills., CBA apparently could can be used to measure limited aspects of competence but Hyland (1994). He believes that its influence on training and education for future generations will be actively damaging as it could can only produce individuals who would function without much learning, knowledge and understanding of anything. He attributes this to a This is due to its highly instrumental philosophy thats combined with a narrow and uncritical behaviourist psychology. (Hyland, 1994). Thus, its qualifications resulting from CBA are viewed as basically reliable as indicators of all the most elementary skills and abilities (Armstrong, 199 5). The issues of competence in CBA will be further discussed in section 4.4.4.2.1.2 CBA for CertificationIt is asserted claimed that CBA provides learners with opportunities to achieve qualifications that relate to required performance in the workplace (Erridge Perry, 1994). Ecclestone (1997) indicates that NVQs, which primarily employ CBA, represent an explicit commitment to creating wider access to accreditation and better levels of achievement. She argues that Tthis could be made possible by severing links between attendance in learning programmes, and the formal assessment and accreditation of outcomes, and by promoting the accreditation of prior learning in which NVQs subsequently serve as serious challenge to traditional assessment approaches (Ecclestone, 1997). For instance, a trainee in a plumbing courseplumber would have the opportunities to acquire the necessary knowledge and skills in plumbing at certain level. He/she would then achieve the qualifications and certificat ion that relate to the required performance of a plumber in the real life workplace once he/she has completed the assessment of at the at particular designated level. Nevertheless, CBA is at the same time, argued to be conceptually confusing, empirically flawed and lacking in meeting the needs of a learning society (Chappell, 1996 Ecclestone, 1997 Hyland, 1994). This may be the results of the use of confusing language or jargons, the decreasing credibility of the competency standards on how they reflect industry standards (Kerka, 1998) and the indifferent implementation of CBA across the industries due to employers ignorance about the its nature and the purpose. of it (Hyland, 1996).4.2.2 Definitions and Interpretations of CBAThere is a wide range of interpretations and definitions given to CBA. In this discussion, CBA the interpretation of- CBA is looked atinterpreted in terms of three different aspects the assessors roles, the learners responsibilities and the learning outcomes th at are based on predetermined criteria. Figure ____tries to reflect the interedependence of these elements.The relationships of the interpretations of these three aspects are as shown in Figure ____.Adapted Griffin Nix, 1991 Mcnerney Briggins, 1995 Hager, 1994 Elliot, 1994 Cotton, 1995 Ecclestone, 1996)In the assessors perspective, CBA consists of the simple process of seeing, collecting, gathering,and obtaining evidence, and the further process a more complex as well as subjective process of judging and interpreting the evidence of competence demonstrated by learners (Rowe, 1995 Ecclestone, 1996 Mcnerney Briggins, 1995 Hager, 1994 Griffin Nix, 1991). The assessors have to observe gather and judge the evidence of an individuals competence against the specified standards. This means that the assessors have to be very careful in their actions of gathering evidence of competence and they have to decide when it is considered sufficient, based on their expert judgment. For example, w hen a student successfully builds a drywall framework, the assessor has to gather evidence of competence not only from the product which is the framework but also from the process and the preparations before the student begins to work on it such as work schedule, list of materials and equipment to be used, and the like. The assessor then has to use his/her expertise in this area to determine whether or not the evidence of competence gathered is adequate to say that the student has acquired satisfactory competence in building the drywall framework.McNnerney Briggins (1995) state that CBA is the process of identifying the competencies which are the underlying characteristics that lead toof successful performance be this by may it be among a group of employees, typically by department, job category or hierarchical level. CThey say that a list of competencies that is tied to one corporate culture is usually used tobecome associatede with exemplary performance (McNerney Briggins, 1995) ers. They further relate CBA to its training basis where the focus is on who the successful performers are rather than on what people do. This means that it does not just include training in jobs which rely heavily on psychomotor skills, such as manual labour and traditional hourly production work but also involve performing decision-oriented jobs (Mcnerney Briggins, 1995).The Scottish Qualifications Authority (SQA) (2001) stresses the process of seeing whether or not an individual has the necessary skill and knowledge they need to be awarded a Scottish Vocational Qualifications as the key factor in CBA emphsising the need for assessors to be expert . This undoubtedly requires the assessors to have even thorough knowledge and skills in the fields they are assessing in order to make good and fair judgments. This means is due to the fact that the athat assessors have to assess and collectconsider evidence of competence in terms of knowledge, abilities, skills and attitudes (Rowe, 199 5 Ecclestone, 1996 Mcnerney Briggins, 1995) displayed diferentially in authentic contexts by learners in the context of a selected set of real life professional tasks which are of different levels (Hager, 1994). The process of gathering evidence from observable performance is later followed by the more difficult process of making judgment that may be very subjective (Peddie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors have to determine whether or not the competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility, then, to decide if learners performances meet the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use appropriate mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced. Furthermore, assessors have to assess learners ability to apply a particular kn owledge, skills, attitudes and values in a specific context according to a required performance standards (New Zealand Qualifications Authority (NZQA), 2002). In other words, assessors themselves have to be extremely knowledgeable and skilful in the art of observing and collecting evidence of competence that come in various tangible and intangible forms. The process of gathering evidence from observable performance is later followed by the more difficult process of making judgment that is inevitably very subjective (Peddie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors still have to determine whether or not competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility then, to decide if learners are considered to be competent in a particular context at a particular level based on their performance whether or not it meets the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use appropriate mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced.In addition to assessing and making judgment on students performance based on evidence gathered, assessors would also have to give constructive and supportive feedback to students on their performance and work (Ecclestone, 1996 Sadler, 2009). The assessors would have to point out the strengths and weaknesses as well as the improvements that could be made in the future (Sadler, 2009). Sadler (2009) further proposes that feedback should be given in a manner that would be able toenables educate students to assess and be able to evaluate their own work and give feedback to themselves as well. He suggests that students shcould be taught to monitor the quality of their productions and make adjustments as necessary while they are actually engaged in doing it.In From the learners point of view on the other handp erspective, CBA is the platform for them to demonstrate competencies and learning outcomes (Elliot, 1994). These competencies will range from simple constructed responses to comprehensive collections of work over time in very different contexts.Elliot further asserts that CBA requires learners to demonstrate competencies and learning outcomes in performance assessment which vary in terms of simplicity and complexity such as from simple constructed responses to comprehensive collections of work over time, all of which are then judged . Learners are expected to be deeply involved in the assessment process and they areto be aware of the specified criteria that they have to meet as well as the standards of performance that are expected of them right from the beginning even before the assessment is conducted. Theoretically, tThis allows learners to take charge of and control over their own learning outcomes and success by preparing themselves well in advance. In other words, learners wou ld have the autonomy for in their own learning, as CBA canould promote individuality and personal development (Ecclestone, 1996). The learners responsibility includes demostrating the It is also here in CBA that learners have to show their ability to apply theoretical knowledge and procedures, in addition to their understanding ofbeing able to describe the theories or even point to appropriate theoretical knowledge (Cotton, 1995). In demonstrating competence Cotton further elucidates that learners also have to express wise use of common sense in the public by demonstrating good physical, interpersonal and intrapersonal skills with mindful decision- making that suggests the multiple intelligence described by Gardner (1985). In other words, learners have to demonstrate their abilities in all the three psychological domains of psychomotor, cognitive and affective learning (ANTA, 1998). Similarly, the Australias National Training Authority (ANTA) (1998) considers CBA to be a platform fo r learners to display their skills, knowledge and experience in accomplishing specific tasks as required in the workplace or to obtain a credit towards a qualification in the vocational and education training (VET).A Both the assessors and learners have one thing in common to focus on and that is the set of learning outcomes that can be derived from an assessment. Learning outcomes cover diverse range of areas including personal qualities, various forms of knowledge and skills (Ecclestone, 1996). In this case it is the evidence of competence that learners have to demonstrate and which the assessors have to observe for and make judgments on, has to meet specified criteria. Thus, CBA consists of specified set of both the general and specific outcomes that assessors, learners and third parties can make reasonably objective judgments with respect to learners achievement or non-achievement of these outcomes (Wolf, 1995). CBA then certifies learners progress based on the demonstrated achi evement of these outcomes while the assessments may not be necessarily tied to time served in formal educational settings. The emphasis is on the outcomes specifically, multiple outcomes, each distinctive and separately considered which should be specified clearly and as transparent as possible for assessors, assessees and third parties to understand what is being assessed and what should be achieved (Wolf, 1995) . This definition encapsulates the key-features of CBA as it has been developed and promoted for the vocational, technical and professional education and training in the UK while at the same time it signals the American origins of much of the debate (Wolf, 1995). The demonstrated performance that provides evidence of competence has to be at least of the minimum required quality in the real life workplace environment. These are the predetermined criteria set in CBA which are generally based on endorsed industry benchmark or competency standard (ANTA, 1998). The emphasis on outcomes and transparency is not only peculiar to the competence-context but it is also an essential characteristic of criterion-referenced assessment. The emphasis on what learners can actually do and the beneficial effects of clear criteria on teaching and learning (Glaser, 1963 Popham, 1978) are argued to meet the competence-based literature where in England in the early years of the implementation of CBA, such system was referred to as criterion-referenced approach (Jessup 1991 167). Jessup (1991) further underlines that what people actually learn from an education and training system and how effectively, as the key factor to measure its success. Thus, CBA is considered a criterion-referenced interpretation of assessment (Nuttall, 1984 Ling, 1999) where individuals are given an award after achieving the pre-determined standards (Cotton, 1995). This critical attribute of CBA will be discussed further in section 4.3.2.4.3 Critical Attributes of Competence-based AssessmentThe follo wing section discusses the two learning theories associated with CBA and the nature of its criterion-referenced assessment.4.3.1 Learning Theories Associated with Competence-based AssessmentLearning in the psychology and education contexts is a the process of acquiring knowledge, skills, and values, and world views acquisition and enhancement through ones integrated employment of cognitive, emotional, and experiences (Illeris, 2000 Ormorod, 1995). How this process works is explained variously. Learning as a process focuses on what happens when the learning takes place and the explanations of what happens constitute learning theories. In other words, learning theories are attempts to describe how people and animals learn, and they help uncover the inherently complex process of learning to our understanding. Hill (2002) explains that learning theories have two main values. The first is to provide adequate vocabulary and a conceptual framework in to interpreting examples of observed le arning and the second. Next is to suggest the right directions to look for solutions to practical problem instead of providing the solutions. Learning theories are therefore, the basis for any form of educational assessment (Gipps, 1994) and the theories most commonly associated to with CBA are the behaviourism and, more recently, the constructivism. These two theories will be discussed as CBA essentially involves observable aspects of learning and learning as a process for construction of new knowledge. Although the cognitive theory which looks beyond behaviour to explain brain-based learning is important, the need for it in CBA is not that apparent or crucial. Thus it is not included in the discussion.4.3.1.1 Behaviourist Learning TheoryBehaviourism is a theory of organism (may it be an animal or human) learning that only focuses on objectively observable behaviours and discounts mental activities (Murphy, 1999 Kerka, 1997 Doolittle Camp, 1999) with the assumption that a learner starts off as a clean slate (i.e. tabula rasa) and is essentially passive, responding to environmental stimuli (Murphy, 1999 Kerka, 1997) in the acquisition of new behaviour (Chowdhury, 2006). Learning according to the behaviourists takes place as the result of a response that follows on a specific stimulus and that behaviour is shaped through reinforcement (Kerka, 1997). By repeating the Stimulus-Response (S-R) cycle the learner is conditioned into repeating the response whenever the same stimulus is present and thusbehaviour can be modified and learning is measured by observable change in behaviour (Murphy, 1999 Kerka, 1997 Doolittle Camp, 1999).Theis emphasis on stimulus-response pairing (Murphy, 1999 Chowdhury, 2006) and the rejections to of structuralism (Kerka, 1997) reflected behaviourisms positivistic philosophical base, as the analysis of the human condition relies on only verifiable observations of behaviour and not on untenable mentalistic constructs (Kerka, 1997). Furth ermore,Accordingly most human behaviour could can be understood as basic reflexive learning mechanisms or laws that operate on ones experience within the environment (Kerka, 1997). As the approach is seen to be more operational and practical in nature, it has dominated education.n, in which Tthe teacher disseminates selected knowledge, measures learners passive reception of facts, and focuses on behaviour control and task completion (Kerka, 1997). These views of the behaviourists and the learning characteristics that can be found in the education setting are summarised in Table___.Generally, conditioning has been identified in experiments by behaviourists to be a universal learning process. There are two different types of conditioning, each yielding a different behavioural patternClassic conditioning occurs when an instinctive reaction responds to a stimulus (Comer, 2004). Essentially, animals and people are biologically wired so that a certain stimulus will produce a specific resp onse. As such, learning process takes place when two events that repeatedly occur close together in time are associated in a persons mind to impulsively produce the same response. The most popular example is Pavlovs observation that dogs salivate when they eat or even see food where food is unconditioned stimulus and the salivation, the unconditioned reflex (Comer, 2004 Chowdhury, 2006). Pavlovs theory of classical conditioning is considered a foundation of learning theories to the behaviourists. According to Pavlovs experiment, when some neutral stimulus, such as the ringing of a bell, is combined with the presentation of food and is repeated for a period of time, the dog salivates with the ringing of the bell, even though food is not given. Hence, the ringing of the bell acts as the conditioned stimulus while salivation is the conditioned response or reflex (Dembo 1994). The result of this experiment led to the formation of Pavlovs classical conditioning in which an individual res ponds to some stimulus that would ordinarily produce such a response.Behavioural or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system If a response to a stimulus is rewarded or reinforced, then the response is likely to take place in the future. Similarly, when a particular behaviour is rewarded, that behaviour is repeated as shown in the experiment conducted by B.F. Skinner using reinforcement techniques to teach pigeons to dance and bowl a ball. B.F. Skinner based his theory upon the idea that learning is a function of change in overt behaviour where these changes in behaviour are the result of an individuals response to events (stimuli) that occur in the environment (Chowdhury, 2006). According to Skinner, a reward or punishment will either strengthen or weaken a voluntary or automatic behaviour (Skinner 1968).Ever since its introduction, the reinforced techniques have gone through series of enhanc ement and have contributed tremendously in training and teaching. The most important aspect of Skinners contribution to training is the significance attached to the desired behaviour to be emitted in certain environment. In order for the trainer to ensure the right behaviour is reinforced in the trainees, the trainer should have the clear idea about the terminal behaviour of the trainees, and should closely follow the trainees to appropriately reinforce correct responses. This is the purpose of programmed instructions including competence-based training in its early years of implementation which was based on this theory of reinforcement (Burns, 1995)..As the emerging learning theory of the early 1900s, behaviourism provided the final found ation for social efficiency as learning which is seen objectively consists of the formation of links between specific stimuli and responses through the application of rewards ( Wirth, 1972 ). The emphasis on the need of objectivity leads to extens ive use of statistical and ma thematical analysis. Despite all the remarkable contribution s the learning theory has to offer , the extreme focus on objectivity has totally ignored the significant role the mind play in shaping ones behaviour. Men are treated more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour. Thus, the behaviourist theory of learning is lacking in utilizing the full potential of the mind in moulding essential behaviour and in constructing new knowledge .Assessment in BehaviourismAssessment, according to behaviourism, is a test (the stimulus) for which the answer (the response) is conditioned In accordance to the behaviourist learning theory which focuses on the stimulus-response cycle to attain observable conditioned behaviour, assessment in the behaviourism also applies the same concept. Thus, t he test item is the stimulus, the answer is the response and a learner has to be conditioned to produce the appropriate response to any given stimulus ( (Murphy, 1999 Kerka, 1997 Doolittle Camp, 1999). NSince the emphasis is on the response that is observable, no attention is paid to any model of the thinking process of the learner which might intervene between stimulus and response. Consequently, the distinctions between rote learning and learning with understanding is not considered as teaching is a matter deliveringof delivering the appropriate stimuli while learning is a matter of repeating the appropriate response, which will be rewarded. is what matters the most in which teaching is by repetition and then rewarding the appropriate responses. As such, a test composed of many short, atomised, out-of-context questions, and teaching to the test, are both consistent with this approach (Murphy, 1999 Kerka, 1997). Likewise, some forms of CBA which has always been associated to thewith behaviourist theory can be seen to assess, atomistically. applied the atomistic but not out of context approach. The assessor who is an observer ticks off a checklist of predetermined criteria whenever a learner has performed a series of discrete observable tasks. The criteria are the stimuli, the accomplished tasks the responses and learner has to be conditioned to demonstrate the ability to meet the criteria successfully.Although this approach to assessment may developstestify to learners ability to perform observable tasksbehaviours, it does not pay much attention to the theoretical knowledge and understanding (Ashworth, 1992) as the role of the mind is considered insignificant in delivering the required behaviour. While assessing competent observable performance is vital, assessing knowledge and understanding is just as important as it is an essential aspect of competence without which an assessment is lacking in c redibility or construct validity (Ashworth, 1992). A valid assessment method should be able to measure what it is supposed to measure which in this case (Watson, 1994). Given the extensive discussion in Chapter ? on the idea of competence, both the observable performance behaviour and underpinning knowledge are aspects of competence that should be assessed and measured. People who understand are those who have clear mental representation of the situation with which they are confronted and are able to deal with it creatively and imaginatively using the acquired knowledge which acts as an interpretive resource for them (Ashworth, 1992). Thus, it is insufficient to assess ones competence just by looking at the performance while ignoring the aspect of knowledge and understanding. It is unfortunate then, if such an assessment method should produce people who are like robots in a factory they couldwho can perform a job or a task efficiently and effectively but they do not have any underst anding of what they were are doing. As the approachCBA also emphasises personal competence within competence concentrates on an individual demonstrating competent performance ((Wolf, 1995), traditional notions of CBA have allowed an and emphasises on personal competences, it leads to one being individualistic perspective whilst lacking ignoring the very necessary in the abability of being able to work as a team player to work as a team whereas team work is essential in performing relevant aspect of a job in the actual workplace (Ashworth, 1992). As a result, theis behaviourist view of CBA has eventually shifted to the constructivist belief as discussed in the following section.weakened.Despite all the remarkable contributions the learning theory has to offer, the extreme focus on objectivity has totally ignored the significant role that the mind plays in influencing ones behaviour. People are treated more like robots or machines than human beings as their thoughts and feelings are n ot taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour.4.3.1.2 Constructivist Learning TheoryConstructivism is a theory of learning that has roots in both philosophy and psychology (Doolitle Camp, 1999) founded on the premise that learners actively construct their own knowledge, meaning and understanding of the world they live in by reflecting on their experiences (Doolitle Camp, 1999 Murphy, 1999 Kerka, 1997). Learners learn by doing rather than observing and by bringing prior knowledge into a learning situation (Epstein Ryan, 2002 Carvin, date?) in which they must critique and re-evaluate their understanding of it until they can demonstrate their comprehension of the subject (Carvin). Furthermore, learners need to analyse and transform new information or problems in their minds based on existing knowledge and understanding where these abstract thoughts evolve from concrete action (Murphy, 1999). Learning, therefore, is simply the process of adjusting their mental models to accommodate new experiences. TBasically, the theory of constructivism rests on the notion that there is an innate human drive to make sense of the world by building cognitive structures which include declarative knowledge (know that facts, concepts, propositions) and procedural knowledge (know how techniques, skills, and abilities) (Murphy, 1999). These two components of knowledge have been discussed in depth in Chapter 3. Moreover, learning is a matter of personal and unique interpretation which takes place within the social context and is of useful to the learner as intrinsic motivation emerges from the desire to understand and to construct meaning (Billet, 1996). However, dispositions such as attitudes, values and interests that help learners decide, are often neglected in this theory (Murphy, 1999) making it incomprehensive and insufficie nt in a way.Philosophically, the essence of constructivism relies on an epistemology that stresses subjectivism and relativism, where personally unique reality resulted from the concept that reality can be known through experience although it may exist separate from experience (Doolitle Camp, 1999). Hence came four essential epistemological tenets of constructivism (Von Glasersfeld ,1984 1998 Doolitle Camp, 1999)Knowledge is the result of active cognizing by the individual Cognition is an adaptive process that functions to make an individuals behaviour more viable given a particular environmentCognition organizes and makes sense of ones experience, and is not a process to render an accurate representation of reality andKnowing has roots both in biological/neurological construction, and in social, cultural, and language-based interactions (Dewey, 1916/1980 Garrison, 1997 Larochelle, Bednarz, Garrison, 1998 Gergen, 1995).Thus, constructivism acknowledges the active role learners pl ay in the personal creation of knowledge, the importance of both the individual and social experiences in this knowledge creatio