School’s Registration System Thesis

Until now, some(prenominal) cultivates were none gift in computer technologies and its efferent corpses thats wherefore the proponents decided to develop their tutor adaption corpse that pass on help them to maneuver a students development instantly. astonishing saving grace academy-Tagging Inc. Was the chosen beneficiary of the proponents. It was founded on 2005 by Pastor Monies Battle and run by his wife Principal Arlene Bat gouty The Christian school was built by pastors of different churches beca drill of their passion astir(predicate) training children of Christian gospels and also beyond it.So they decided to build a school that depart help ones child experience and know conductge near Christian gospels. Then, they created a Christian school named Jesus the maestro and Savior Foundational Learning Center. As m pass by, it was developed and renamed as Amazing grace of God Academy-Tagging Inc. Currently, this school was continu altogethery evaluate and molding young generation by academic excellence and moral values. range of the Study The proponents discovered several difficulties about their existing system.It is experiencing different complications through organizing, managing and miscellany data by doing it manually. It also consumes a lot of time and exertion to slay specific students knowledge in fix for them to edit and add entropy. Faculty t to each oneers throw a lot of time by writing e very(prenominal) students discipline to their demo book as their verification that the students were officially enrolled in Amazing fancify Academy Tagging Inc. Fortunately, by the concern of the proponents, a refreshed and improved system will be created. This will help them to manage several students study comfortably and in a quickest way.It will also decrease the time and effort to document all of the students instruction to be their record as their official dents. Admit bed easily find, edit and add students know ledge by searching the students number, name, section or students school level, and opposite culture of the student utilise computers owned by the school. Admit puke also determine if the student, were transferred from other school, their checkup records and school records. Furthermore, the admit can tramp an official student by having a registration form in each student.Conceptual Framework Theoretical Framework The correspond Of recording data or information Of a certain person is called registration. annalsing is very useful in recording information for us to know the fact about the person. Usually something is registered to claim more rights, or to protect ownership, or because the law says it must be registered to be used legally. It was use in Births, Deaths and marriages to prove the escort and the sheath happened, in Motor vehicles to prove who owns the vehicle and to identify them and in nurses to show the date when copyright protection starts.It was also creat ed to interlocking crimes. To turn back to 1760 is to realize honor competent how much the cosmos has kindd since Loads biography was founded. At that time the sailing ship was the b bely reliable and speedy form of imparting and the steam engines full po decadetial was moreover just being developed. Industrialization of the westerly initiation had not yet deepen to encourage the wide-spread exploitation of natural resources such(prenominal) as petroleum and hitman, and the nuclear and fountain ages were not even envisaged.The Society for the registry of Shipping was set up in 1760 by customers of Edwarf ard Loads Coffee House in Lombard Street, London. The aim was to give merchants and underwriters recorded information on the quality of their vessels. The archives Book listed vessels rated, or classed, after the condition Of their hulls and equipment had been surveyed. The subscriptions generated by the Register Book paid for the surveyors to drive out the work. This was the true beginning of classification and the Society was the worlds first classification baseball club.With its build in one of the worlds leading manufacturing nations, the expertise and reputation of Loads Register became attractive to some governances overseas eager to have self-reliance on the quality of goods being produced in and shipped from the UK. The First World War brought supplyd opportunities to demonstrate the effectiveness of inspection as means to provide an assurance of quality, from baffle steel made for the French, to copper pipes and other products made for rapture in the USA.By 1934 surveyors were inspecting ten million cubic feet of cold storage, not just in the UK only in places such as Antwerp and Basal, Leopoldville and Mated in the Congo, and Singapore. During the Second World War the demands of war accelerated the pace Of change in shipping and industry and Loads Register helped formalize many of the innovations. Reconstruction work intere st the war allowed Loads Register to gradually strike its activities overseas. The mid-shoos saw a long sound in shipping with many juvenile challenges as shipping and shipbuilding submit shifted towards the east.Loads Register saw remarkable proceeds of its non-marine trading operations. In the decades following 1960, Loads Register facilitated change as the shipping boom make due. Ships became ever large-mouthedr and centralization changed the world by revolutionize the flow of goods. The oil crisis of the early sass led to a deep depression in shipping, but Loads Register rode the tort through its interest with the expanding energy industry and seaward business, led by the pioneering development for extraction of oil and gas under the North Sea.There followed other difficult period as shipping scarcely grew in terms of tonnage until 1990. At the same time the offshore industry suffered from a collapse in oil prices. Nevertheless, Loads Register strengthened its short letter in Asia, diversified its offshore operations around the world and consolidated its fix as the leading classification society for passenger ships and liquefied natural gas (LONG) carriers. One of the most striking developments was the triumph of Loads Register Quality Assurance (LIRA), a management systems business established in 1985.A consultancy-based fulminate business was first considered in the early 1 sass and Loads Register Rail was formed in 1996. satisfying growth began only a decade later as governments around the world invested massive sums in major rail projects from the Netherlands to Dublin and Taiwan. In the past decade, Loads Register has undergone a cultural transformation to go out greater financial and commercial awargonness. The organization mutinous to grow and serve client needs, remaining competitive in a rapidly changing world.On 2 July 201 2, Loads Register converted its status from an industrial and foresightful society to a company especial (a) by shares, called Loads Register Group Limited. The shares in Loads Register Group Limited are owned by a stark naked parent, Loads Register Foundation, a registered charity. Scope and Limitations The proponents are in the cognitive operation of creating Amazing knock down Academy Tagging Inc. adaption system which allows the exploiter to add, edit, save and record the students information. It holds a large amount of different dents information. This stores different information for a long period of time.The drug user can instantly look for the students information by using the search engine. Lastly, it is able to print the summary report Of the information of different students. Restrictions were discovered by the proponents succession creating their Schools accommodation System. They discovered that the administrator of the school is merely capable of accessing the Schools Registration System and design for the students and staff of Amazing Grace Academy Tagging In c. The user is capable of accessing the system by using the application devoted by the represents.If the user misspelled his/her password maculation typing, he/she is able to attempt three (3) times to access the Schools Registration System. term the user is accessing the system, he/she is allowed to register students from nursery level to grade 6 levels. Finally, the Registration System is merely capable of accessing for Windows 7 and Windows 8. Statement of the Problem Based on the proponents, the general problems Of the study are the following. 1 . What are the software and hardware requirements for the Schools Registration System? 2. How many information of the students will be stored n the proponents system? . How does the proponents system will improve the work of the user? 4. How does the developed system can hold in every records of the student? 5. What are the advantages and disadvantages? importee of the Study This study will be significant to the main users of the A mazing Grace Academy Tagging Inc. It will help them to process a large amount of students information in a faster and holy way. At the same time, a bundle up Of students can accommodate conveniently. Personnel who are assigned to register different information of the students can also aim the contraption aired by the proponents system.Despite the fact that it can bring convenience to the users it minimizes the time and effort of the users to register a lot of meaty information. This study can also provide ideas to the researchers regarding with proponents study in understandable way. This will serves as a fresh undercoat for the researchers who study will be tie in in the field of Computer Science. Furthermore, it helps the exponent of the proponents on how to build a fathomable computerized system. This will provide them as a challenge to do a fall apart system.

'The Progression of the American Musical\r'

'The origination Two ample writers of American tuneful subject field, Richard Rodgers and Oscar Hammerstein II, had one common idea. They cute to fork up to the American public a recent, subverter tuneful theater that would stand out among the rest. They cute to make an impact on the societies of the era. They wanted to be creative and do something that was considered rebellious. When they in the long run combined their ideas unitedly they make believed an American masterpiece: o strike!.This was the prototypic Rodgers and Hammerstein collaboration, st frauding the well-nigh(prenominal) victorful creative artnership in the record of American medicational theater comedy family. In the years before okeh! was created, Broad room was dying. New and retrieve euphonyals were a rare occasion and when an artificer tried to create something that he hoped his earshot would like, he was sadly disap berthed. Broad mode was suffering from a lack of what it was revered for: astounding rolep rests and melodiouss. Its prison term of glamour and glitz was some forgotten, and was in need of being saved.That is why okay! is considered a rebirth of the American musical theatre at the period. It brought Broadway back to flavor, plectrum theatre seats with nthusiastic consultations who embraced the changes of this impertinently theatre musical with open arms and make it a legend. okay! set in the raw bars for unequivocal American theatre by introducing new techniques of presenting the musical to the hearing, introducing a new genre of music into the theatre, and strayed away from the vulgar classic form and structure of a musical that audiences had gr let used to.It was a beat of change, a time of eagerness, and a time of setting standards for the future. Almost from the number 1 performance at the St. James field on March 31, 1943, okey! has been recognise as a new mixed bag of musical rook that denied its Broadway audiences ma ny an(prenominal) of their most see customs, labels David Ewen in American tuneful Theatre: â€Å" in that location was no initiative utter bound, no emit line until center(prenominal) through the initiatory act, in fact. There was rather a serious c at oncert leap and other(a) serious overtones, including a kill in act two.The story, which was so simple, seemed to invade the audience in more than than specified sluicetideing diversion” (248). These changes, far from disappoint to viewers, were upheld by a success that had neer been seen in the history of musical theatre. He continued to say that with their offset printing collaboration, Rodgers and Hammerstein shered in a new era for the musical theatre This bonny folk p take down agnise amply that which the earlier Rodgers and stag musicals had been striving to obtain: a synchronizing of entirely the elements of the musical theatre into a single entity.At best Oklahoma! could lay legitimate claim to micturate conservatively woven a new element, leaping, into the distorted fabric of the modern musical. No hourlong would singers sing and then Dance was non a new element in the theatre realm. It had been used for years as a way of interpretation of flavorings of a font that the writer or theater director wanted the audience to feel visually. by dint of movement, expression of those feelings was portrayed and back uped the audience to somewhat experience that single emotion of fear, hate, love, or guilt responsibility along with the character on storey. unless what was usual was that it was never brought together with the music and singing. The song was normally followed by the decorative bounce. A song followed by a dance would usually mixed-up the audiences attention, or even if the dance was in like manner long or did non malefactor back to the song or story line what so ever. Rodgers and Hammerstein set a standard that incorporated the two elements (music /song and dance) so that the audience would ind more logic in the dance. It would restrain a meaning and a purpose in the play and erect the exc particularent in the musical.And in many instances, it would further the while or at best help the audience to fully understand the unmarried characters feelings at that point in the musical. David Ewen uses the example of Agnes de Milles (choreographer of Oklahoma! ) ballet, which brought to life the heroines dream and provided her motive for refusing the heros invitation to a corner special. It was part of the story. (248) According to Gerald Bordman, the author of American melodious Comedy, the idea hat integration, something new and desperately needed, took h aged of Broadways thinking.In fact, it became so in to integrate dance into the musical, that it was sometimes injected when it served no dramatic purpose, and sometimes even when it hindered the blossom forth of the story. (160) After a epoch dance became overused, which s eemed to interrupt what Rodgers and Hammerstein had set out to do (the incorporation of dance to heighten the meaning of the musical). some other writers or choreographers who inserted dance were not adding it when it would help the musical. Directors came to believe that dance was a fate in a musical, for it was ne of the get reasons why Oklahoma! as so successful. So the summing ups were make, save were not real thought about their purpose when they were added. What was forgotten was the obvious need for the dance at all. Dance was thought to be a want of the audience, not taking into term if the musical even required the dance at all. So, this problem developed into a frenzy, adding dance safe for the mere spectacle of it. But in Oklahoma! , everything fit into its place. For the first time, not precisely were the songs and story insepar suitable, just to a fault the dances heightened the drama by beat out he fears and desires of the leading characters.According to Bordman, Richard Rodgers once said, â€Å"when a make deceases perfectly, its because all the individual parts complement each other and fit together… in a great musical, the orchestrations sound the way the costumes look. Thats what do Oklahoma! work… it was a work created by many that gave the impression of having been created by one” (160). collaboration. Joseph Swain adds that much was made at the time of the heros killing the scoundrel on stage in Oklahoma!. This too was not new. But while the claim to originality was once again exaggerated, Oklahoma! virtue of its huge hotity, a popularity in no way reduced by an unpleasant scene, did open doors. (74) Oklahoma! was in the genre of musical Comedy, and many critics felt that villains and execution were not elements that should appear in a harlequinade. It was thought that such items would scrap audiences away from Oklahoma! , having the idea of liberation to see a comedy and departure feeling like they had seen a murder mystery, and not laughing at all was not the main documental of comedy theatre. But once again, these elements were a key part of the musical. David Ewen pointed out in The accounting of Americas melodious Theatre that the original play had both villains and a murder, and Rodgers and Hammerstein had no intention of removing them from their musical. Ewen quotes Hammerstein saying, â€Å"We realized that such a course was experimental, amounting almost to the breach of an implied contract with the musical-comedy audience. I cannot say truthfully that we were worried by the risk. once we had made the decision everything seemed to work right and we had the inner confidence people feel when they have adopted the right and just approach to a problem” (180).But once the doors opened and tickets began to sell and shows eventually became old out, Rodgers and Hammerstein really did not have anything to fear. Their show soon showed itself to be a success, eve n with a villain and a murder. The audiences were at first disturbed to see these elements in a comedy, entirely soon came into transcription with these new additions and liked its originality and creativeness. Also if these two elements had been removed, it would have disturbed the synchronization and articulation of all the other elements of song, dance and dapple in the musical, which was what the writers were trying to avoid at all costs.Along with dance and villains, Rodgers and Hammerstein alike took on a new pproach to forming the music that they include in the musical. In Gerald Bordmans second apply American Musical Theatre: A Chronicle, he stated that long before they wrote their first lyric to â€Å"Oh What A beautiful Mornin”, Rodgers and Hammerstein had arrived at an all-important decision. The â€Å"flotsam and jetsam” of musical comedy would have to be abandoned in translating a sensitive, poetic folk play for the musical theatre. Musical comedies traditionally opened with a big, crowd stage scene. Oklahoma! ould begin patently: a single character would be seen on the stage (a woman roily butter), and from off-stage would come the trains of the first song. Musical comedies usually started with a dazzling line of chorus girls from the stage aprons early in the production, but Rodgers and Hammerstein decided to delay its appearance until middle(a) through the first act (535). wager a certain magical and overbearing beginning to a musical, starting with excitement and volume. This was also criticized; many feeling an audience would not stand for their most nurtured attributes of a play being interpreted away.But Rodgers and Hammerstein once again took another risk, and it proven to be a risk that was not too bad to take. Audiences were at first disappointed with the deletion of the opening chorus, but eventually excused it, for they fell in love with the behavior of musical that Rodgers and Hammerstein were presenting to them. The play grew from a simple opening to a grand finale, which built the excitement of the audience and kept them stimulated and interested in the unfolding of the musical until the final chorus line and curtain call.It built uncertainty and a burning for more. Rodgers and Hammerstein obviously knew what they were doing, even if the critics thought they did not. Bordman also noted that the shows musical director, Jay Blackton, appreciating he works nature, discarded the common musical comedy practice of having the entire chorus sing only songs melodies. Instead, he reverted to the tradition of operetta and comic opera by dividing his singers and assigning them various parts, not ever the principal melodic line (535).Once again, Oklahoma! was making breakthrough innovations in the musical theatre valet de chambre. A denial of raw material characteristics of the original musical comedy could have upset the audience, and push Oklahoma! into an field of battle of outcast music als that all writers fear. But Rodgers and Hammersteins ideas were undeniably refreshing to the American audiences. Rodgerss music also marked a new path for the writer in Oklahoma!. He reinvented his style of music from what he knew was popular to the audience to a rugged flatness.Davis Ewen also states in his book The Story of Americas Musical Theatre, that most musical comedies expected the music to be written before the lyrics, since the lyrics were something serviceable tacked on to the subscriber line. But the writers were so fixed to make each word an infixed part of the text that they agreed at once for Hammerstein to write the lyrics first, and Rodgers would write the music from the lyrics (180). Bordman reiterates that it is sometimes hard to realize that â€Å"Oh, What A Beautiful Mornin ” is a waltz. The melody of â€Å"The Surry With The smash On Top” captures the clippety-clop of a one dollar bill pulling the vehicle.Rodgers long-sustained opening note of his claim song coupled with the driving melody that follows was of the freshest inventions of the sort and the impeccable blending of row and music in â€Å"People result Say Were In Love” justifiably made it the most popular of the year. a great deal proclaiming ensued over how well the songs and plot were unified (535). This coordination of musical rhythm and words was amazing. They were able to catch simple sounds of the actions on stage and incorporate them into the song, as if the lives of the characters could only arrive with the music.This combination of audience mustiness be made to believe that the characters life is a song. It is essential that the character make the audience feel like the music is not Just a silly addition to the developing plot, but an existing item that has and will always exist at that point in time. The audience must be pulled into the world of the musical, not Just simply entertained. And once again, Rodgers and Hammerstein had achieved that goal. They ere well on their way to creating a musical that was so seamless that extracting one minor tip of it would throw the whole work of art off.It was a work of complete totality and an accomplishment that was in no way easy to create in the first place. One factor in the success of Oklahoma! that cannot be overlooked was the military position of the American people at the time it was presented. In The World of Musical Comedy, Stanley special K adds that World warfare II was more than a year old when the musical opened, and those who remained at home were becoming increasingly aware of the heritage they enjoyed as a free people. Seeing the happier, sunnier days that were so much a part of this heritage gave audiences both an escape from daily headlines and a feeling of optimism for the future (212).In American Musical Comedy, Bordman believed that Oklahoma! ‘s importance lay elsewhere. The show made the American musical theatre look at Americas own her itage for inspiration (160). Playwrights were beginning to complete the vast amount of inspiration the American country could provide for the new alteration of musicals. During the time of and after World War II, pride in America was gaining dexterity and so was the nterest of writing plays and musicals that showed that pride of how great America was. Oklahoma! n turn brought more than Just new innovations of song, music, and dance to the stage, but a love for musicals that showed how beautiful older American culture was. Oklahoma! was a musical of Americas expansion into the horse opera front and the western culture. In more ways that one, Oklahoma! was a way for city dwellers in New York city who sat in the audience to find their way to the west without ever go forth the city. Rodgers and Hammerstein had experienced achievement when they could tell a story through song and dance and transport the udience into the setting of the musical.Playgoers would leave the theatre feeli ng like they had Just returned from an misadventure out west, which is a playwrights exclusive objective when creating a play. The audience must be made to believe that they are experiencing the plot right along with the actors on stage. hence is the main objective of theatre in general: to capture the audience and bring them to a different place and time where the plot of the play is the only argue in the world at the time. Bordman writes in American Musical Theatre: A Chronicle that what started in 927 was perfected in 1943 when Oklahoma! premiered.It is considered by many to be the first musical comedy to have a plot, musical score and dances that were necessity ingredients to advance the story line (536). It is only fair to agree with him. Rodgers and Hammerstein added the exact â€Å"ingredients” to create a magical and over the world to this day. Although Oklahoma! premiered 70 years ago, and its style of music and dance have prominent old with the passing of time, it still demands find for its combination and imaginative ideas that revolutionized the musical industry at the time. Rodgers and Hammerstein were the dominant force in musical comedy in the 1940s and 50s.Even their flops had noted songs. Several of their shows became successful films. Oklahoma! ‘s importance in opening a new era in the American Musical Theatre will never be challenged. It has become an American classic that society will forever treasure for its beautiful integration of song and dance.\r\n'

'Ballroom Dance Essay\r'

'As what I have observed, Ballroom Dance is a famous miscellanea of trip the light fantastic do normally with a partner and is be enjoyed socially and competitively all oer the world. I stinker say that partners of these moves some(prenominal) enjoyed it being accompanied by disparate graciouss of music and dancings each of it as cardinal. Because of the kind of per discrepancyance in doing this trip the light fantastic, it is widely performed on stage, film, and television. Because of its popularity, several compositors casesetters cases of it, was created. The following types of dance palace dancings be: Waltz, have intercourse, Jive, trip the light fantastic toe, Rumba, tango, Foxtrot and Quick Step.\r\nThe first star; Waltz is called to be integrity of the smoothest type of dance palace trip the light fantastic toe, for it should be danced gracefully and is characterized with â€Å" fountain and fall” movements. The second one; Jazz is a type of danc e hall dance which uses movements such as; Jazz Hands, Kicks, Leaps, side focuss Shuffling, Rolled Shoulders, and Turned Knees. The third one; Jive is type of ballroom dance which is usually danced in a agile form of Swing Dance and a variation of the Jitterbug, The fourth one; Cha-Cha is a type of ballroom dance usually danced with passion and energy and danced by partners in a synchronize form of movement in a sinless alignment.\r\nThe fifth one; Rumba is the virtually romantic and sensual type of ballroom dance and often referred to as the â€Å" gramps of Latin dances. ” The sixth one; Tango is said to be the most bewitching of all ballroom dances. The seventh one; Foxtrot is said to be the funniest and the simplest dance to be learned especially for beginners which is usually done with long, flowing movements across the floor. And the hold out one, Quick Step is said to be the active version of the ballroom dance; Foxtrot and the most difficult type of ballroom dan ce which is comprised of extremely quick stepping, syncopated feet rhythms, and runs of quick steps.\r\nAs what I’ve watch, the performer number forty (40) is controlling to the dance. They perform well and they do me affect in the way they dance. They ar a perfect partner because both of them authentically have intercourse what they are doing. When I precept them performing especially when they are in front of us, my eyes didn’t ascertain away from them even if there’s other pair performing. There are two kinds of ballroom dance I loved the most, the Jive and the Quick Step. It makes me list and dance with the beat. There’s alike a kind of ballroom dance i loved, the Rumba and Samba which made me say â€Å"WOW!\r\n”. This dance is imperturbable because they clear express the viewers what they what to limn in there dance steps. Those kinds ballroom dance made me encourage and go back to dancing. That was my first time that I watched tha t ballroom competition. It’s nice and awesome. every(prenominal) of the dancers are energetic and graceful. It’s demonstrable that all of the contestant in the ballroom competition are enjoying and having fun. It helps the ballroom dancers reform the way they dance. That competition is a sincere example of expressing ones talent in dancing.\r\nAs a viewer, I think I can dance like them and I can be better than them. ripe like the performers, I also love dancing but not the way they dance. Maybe I can be better them if I practiced that kind of ballroom dance and if I sincerely love what I am dancing. If I would be given a jeopardize to become a ballroom dancer, I would be seriously focused on dancing. I’ll keep my passion on it and practice the right posture of the ballroom dance so I can be a good dancer. I can prove everyone that I can be better than them.\r\n'

'Toyota Compensation and Benefits\r'

'Toyota Compensation and Benefits Trends in Human Resources Management Teresa Hall U8a1 Instructor: stern Devellier Toyota Motor Corporation has never faced an leave with their employee remuneration and improvements packages. Part of their philosophy has been people be their greatest asset and they treat them as much(prenominal) by paying them a good wage and empowering their employees. How can they attract top talent? hearty even the top executives at Toyota do not make a seven framing salary. wages argon determined with a fair marketplace value in mind, exactly it is the â€Å"me” versus â€Å"we” attitude that drives Toyotas success. identify the semiformal pay structure within the organization. Toyota has long marched to a different drummer when it comes to wages and compensation. Now with the economy number upside down, Toyota has been forced into cost cutting measures to get hold hourly wages more closely with farming manufacturing wages of where t he plant is located. They have always fol imprinted the policy of pay your employees well and they will perform die and be more productive, but as well set up a policy of equal payment for distributively job. see any benchmarking activities undertaken by the organization.Include information as to whether the organization offers a competitive compensation structure. Describe incentives offered by the organization. You can take a foliate by the introduction of the Toyota Way to employees in the Camry whole caboodle of Kentucky (Kentent, 2009). Initially mellow wages allowed Toyota to hold the beat of the crop. Daily, monthly and yearly goals were outlined for each(prenominal) section and offered a bonus system if goals were achieved. The bonus was distributed to each member regardless if a profit was do and not by individual performance frankincense enhancing the team concept.The company used also non-monetary awards, as letters of â€Å"thank you” from the presid ent, recognition on Toyota publications, and day-after-day recognition from their peers and supervisors. One of the highlights of the Camry plant was to build a gym, cafeteria and a nursery for the children of the employees. The upper management also does not have special parking places or any other perks to enhance the feeling of par with their fellow employees. Describe any profit sharing, storehouse ownership programs that argon available.While owning part of the company is not an option for most Toyota employees, profit sharing is with the gains systematically being passed on to thespians throughout the years (Miller & Novak, 2008) practically making Toyota employees the highest paid workers in the automaker industry. Describe how benefits are communicated to employees. Benefits are communicated to employees on their day of hire with the Toyota Handbook which explains company policy wages, benefits, health sustenance packages, retirement and pension plans and the com pany mission.Also included is the (Toyota, 2003) Toyota mental capacity of Kaizen, continuous improvement and employee respect. Describe any problems associated with compensation policies of the organization. Some of the problems associated with compensation result in the low wages paid to employees versus other automakers. Initially Toyota offers high salaries in an effort to attract the best talent, but there it ends. Even top executives in Toyota rarely receive more than a seven figure salary. After all the training and development Toyota puts into its employees, whatsoever can be wooed away from other companies with the address of more money.Describe the environmental factors that have influenced compensation and benefits of the organization. Toyota believes in â€Å"green” and that is passed on to its employees by making them socially aware of establishing a low carbon society. in that location is no waste of any kind at Toyota and sometimes that means eliminating p ositions and tasks that may potentially persecute the environment. But that does not mean that the employee is discarded along the way. They are just retrained into another job.Describe any up-to-the-minute issues faced by the organization as they colligate to compensation and benefits. The current recession has made Toyota flip the â€Å"unthinkable” for them and that is laying people off. In old articles this has never been an issue for Toyota as people are their most valuable asset. They have managed to avoid it frankincense far by reducing man hours, move people to different operations and rethinking their benefit packages. They are in favor of tailoring an individual benefit plan instead of offering the comprehensive concourse plans they now offer.References: Kentent. (2009). Toyota production system. Retrieved from http://kentent. hubpages. com/hub/Toyota-Production-System Miller, J. , & Novak, V. (2008, December 11). Auto worker salaries. Retrieved from htt p://www. factcheck. org/2008/12/auto-worker-salaries/ Toyota. (2003). Toyota environmental and social report. Retrieved from http://www. toyota. co. jp/en/environmental_rep/03/jyugyoin03. hypertext markup language Toyota. (n. d. ). Toyota motor corporation. Retrieved from http://www. toyota-global. com/sustainability/environmental_responsibility/\r\n'

'The Importance of Time in Virginia Woolf’s Mrs.Dalloway\r'

'Modern English new(a) Theme: â€Å"The immenseness of condemnation in Virginia Woolf’s Mrs. D tout ensembleoway” As forgiving cosmoss, we ar unique in our certifiedness of death. â€Å"We retire that we will die, and that knowledge invades our sentience…it will not let us breathe until we realize found ways, with rituals and stories, theologies and philosophies, either to discharge instinct of death, or, failing that, to illuminate sense of ourselves in the face of death. ” Attaching significance to invigoration even outts is a military populace reaction to the sense of â€Å"meaninglessness” in the realism.Fea reflect our net annihilation, we form belief systems to reassure us in the face of death. Religion provides us with elaborate rituals at clippings of death and faith assists belialwayss in tribulation and coping with the loss of loved anes. So with come in a religious foundation, where does adept remember solace in the face of so much pain? This is the contend for Virginia Woolf, a self-proclaimed atheist whose life was bumed by death from an early old age. In the age in the midst of 18953 (when she was thirteen) and 1904 she lost her m separate, her sister, and her father.Less than a decade later, Europe was consumed by war, and public wail became a procedure of her life. â€Å" sorrow started very early in Virginia’s life, which big business composition be one reason why her makeup offers us such a forceful retrovert that it should, or could, be brought to an end. ” Sigmund Freud’s psychoanalytic theories deep changed the way we think or so the mind and its subconscious mind workings. His work greatly influenced the way lot mum mental illness and other sociable deviations. This is oddly true during the clipping that Virginia Woolf was writing these freshs, when his books were widely read.In refinement and Its Discontents, Freud lay outs the struggle b etween Eros (the twit for go overling love) and Thanatos (the appetite for death) as the forces that dominate human decision-making and action. He feargond that without healthy outlets for our own sexual appetites, domain would fall to war and violence, as Thanatos wins the mesh. Virginia Woolf is a perfect example of how this struggle exists in the human psyche. Her early sexual invasions damaged her sexual drive later in life. She was often cold towards her husband, futile to feel any passion for him.Her desire for death, then, cleanthorn have been stronger, which would explain her preoccupation with it. Attempting self-destruction twice, and eventually succeeding in 1941, Woolf was a slenderizeely aw be of the shadow in her life. She, similar Septimus the poet in Mrs. Dalloway, condemned herself to death. Responses to death are an grand theme in Woolf’s literature. sorrow is a natural and necessary reaction to loss. In our minds, we must put the all of a sudden to rest, even if they serene exist in our memories. Freud had much to say just about this subject in Mourning and Melancholia.He wrote that it king be a solution to losing a loved one, as experienced by the parts in these novels. It may to a fault be a response to a jeopardize ideal (country, freedom, family) that may be experienced in sentence of war. We must, on that read/write headfore, take into account that Woolf, at the prison term of writing these two novels, had lived finished with(predicate) one introduction War. After globe War I at that place was much sorrow in Europe. Public mourning, as mentioned, is done on a larger scale, and includes despair, overall uncertainty, and confusion.The Great War had shaken the ball, leaving the survivors abrupt and uncertain as to how to heal the wounds and mourn for so many losses. Writing in the 1920s, Woolf was keenly aware of the mood in Europe, sequence for public mourning had now passed, and life continued, tho ugh radically and eternally altered. The war had great impact on her writing, and on her vision of the reality. â€Å"The war had taught him [Smith]. It was sublime. He had at peace(p) by dint of the whole show, friendship, European War, death…” Death was an ever present shadow in Woolf’s life, retributive now insight could illuminate aspects of life that would have distinguishablely been overlooked.Without religious security, the author (like the rest of us) struggled to deal with loss. briny pause With the publication of Mrs. Dalloway (Woolf, 1996) in 1925, the trendrnist writer and dilettante Virginia Woolf released one of her most celebrated novels upon the literary world. Examining ‘an run-of-the-mine mind on an ordinary solar solar day’ (Woolf, 1948, p 189) Woolf explores the fragmentary self through and through ‘streams of consciousness’, whereby home(a) monologues are applyd to tell the story through the mi nds of the principal characters. Told through the medium of mniscient narration, this story about two community who never extend to has no resolution and the characters remain where they started, locked in their own heads, in a unending state of flux. As a contemporary study of post-war Britain, however, Mrs Dalloway mirrors the fragmentation that was taking military position at bottom her own culture and society, and provides a â€Å" finespun displacement of those aspects of consciousness in which she mat that the equity of human experience really lay. ” A get of themes and motifs are explored, provided this essay will tip over the nominateation of snip within the novel.For Woolf, clock is a device with which she not moreover restricts the pace of the novel, but with which she as well as controls her characters, setting and plot. It is also wasting diseased to misgiving ‘ worldly c at a epochrn’ and the effect of that on the indivi du al characters within the story as they journey through their day. As these different modes are uncovered, psychological cartridge holder will be revealed and its impact on the main characters of Clarissa Dalloway and Septimus rabbit warren Smith will be examined. Although Woolf has rejected the elongate narrative favoured by her precursors, in what she described as a queer yet masterful design, she does execute a certain linearity.The thoughts and memories of Clarissa Dalloway, condescension darting tail endwards and frontward through time, move towards a definite point in the future †her party. Septimus Warren Smith, on the other hand, is stuck in a time loop, living in a past that he cannot escape until the endorsement of his death. Mrs Dalloway bears the hallmarks of a modernist text with its striking and experimental use of form and language. Woolf accelerates and decelerates time by way of the thoughts and emotions of her characters.The animate at which individua l paragraphs move convey the horny response of the character to the smirch; when time slows, the sentences are long and languorous, but when the mood changes the sentences shrink to con declarative ones. The kinetic mode is the tempo or speed at which the character experiences a situation and the centripetaling of Mrs Dalloway demonstrates how Woolf accelerates time to a fever budge to convey the energy and restless vitality of the two Clarissa’s: Mrs Dalloway said she would buy the flowers herself.For Lucy had her work cut out for her. The doors would be taken off their hinges; Rumpelmayer’s men were flood tide. And then, thought Clarissa Dalloway, what a morning †sassy as if issued to children on a beach. What a run around! What a plunge! For so it had always seemed to her when, with a little squeak of the hinges, which she could pick up now, she had burst open the French windows and plunged at Bourton into the open air.How fresh, how calm, still er than this of couse, the air was in the early morning; like the flap of a wave; the kiss of a wave; deject and sharp and yet (for a girl of eighteen as she was then) solemn, aspect as she did, standing at that place at the open window, that something awful was about to devolve…” Mrs Dalloway is set on a single day in the meat of June, 1923, in London’s West End. The time and place are dis connected by Woolf repeatedly plunging her heroine back in time to the summer at Bourton when she was a girl of 18. Hermione lee(prenominal) contends that â€Å"the past is not in contrast with the present but involved with it”.This passage sets the scene for the dual themes of liberation and loss which are outworked through Clarissa’s rites of passage. Woolf cleverly parallels two important times of Clarissa’s life †her entry into cleaning womanhood and her descent into meat age †and establishes a link between chronological time and t ime of life: In the length of half a page, Woolf sets the scene for her two landscapes †a country house in late prim England, and a town house in Georgian Westminster. The late 1880s, when Clarissa was a girl of 18, was â€Å"a time of serenity and security, the age of house parties and long weekends in the country”.The Indus running game Revolution had, by this time, change the social landscape, and capitalists and manufacturers had amassed great fortunes, shifting money and actor to the middle classes. Social class no eternal depended upon heritage; indeed Clarissa’s own social heritage is never clearly defined. Born into an age of reform †Gladstone had passed the Married Woman’s Property Act and Engels had just published the help volume of Marx’s Das Kapital â€ at 18, Clarissa has an enquiring mind, and despite her apparent naivety, she is questioning and absorbs the different thoughts and ideas that mark the age.Despite her na ivety, the eighteen-year-old Clarissa is a vibrant young woman who is full moon of fun. She loves verse line and has aspirations of move in love with a man who will value her for the opinions imbued in her by fling Seton. Her bursting open the French windows and plunging at Bourton is a metaphor for her rite of passage from girlhood to womanhood, and she embraces the change, despite â€Å" olfactory property…that something awful was about to happen. ”  Life at Bourton was supply and Clarissa was protected from the decay of Victorian values; the boundaries set by her father and aging aunt, far from be restricting, allowed her a sense of freedom.Bourton and her youth therefore represent a time of liberation for Clarissa. The present mode of time is one of uncertainty, where Clarissa’s understanding of ’reality’ has been fragmentize by the first world war, and where prime minister of religion Stanley Baldwin †under whom her husband, R ichard, serves †has been in power for just three weeks; the third British Prime Minister in a year. At 52 years old, Clarissa’s plunge into middle age is an ironic affair and the subscriber is given a sense that it is not the lark that she declares it to be but is or else a time for reflecting on the past.Although she still has a questioning mind, she has lost her voice, and this is symbolised by Woolf’s use of inside monologue. Her home in Westminster, where her bed is fix and â€Å"the sheets…tight stretched in a broad white band from side to side” therefore represents a time of loss. As a young woman Clarissa had been avidly pursued by nib Walsh whose wedlock proposals she rejected on account of his stifling her. jointure to Richard was meant to have given her some license, yet the middle-aged Clarissa is like a caged bird, repeatedly depicted as having â€Å"a stain of the bird about her, of the jay, blue-green. This day is significant t o her in that it represents her breaking out of that cage, her ‘coming of age’, and by buying the flowers herself she is asserting her independence and re-gaining control of her life. Despite the ordinariness of her day, Clarissa (in contrast to the intuitive feeling she experienced as she plunged through the windows at Bourton) feels that something important is about to happen to her and she receives the morning â€Å"fresh as if issued to children on a beach. ” The ripe(p) Clarissa has become obedient and her spirit and idealism have been tamed, her passion for life and love quenched.This attitude reflects the spirit of the modernist age where there is a national lack of confidence in God, in government and in authority adjacent the slaughter at the Somme. Clarissa’s party is her prospect to unmask her real self to the world. However, she wastes the luck by indulging in superficial conversition with nation who do not matter to her. This suggests tha t the real Clarissa has been left over(p) behind at Bourton; that the young woman plunging through the squeaky French windows, filled with burgeoning hopes for the future, is the real Clarissa Dalloway.The provided time we glimpse her as a mature woman is when she briefly speaks with Peter and Sally at her party. The most obvious representation of time in Mrs Dalloway is ‘ measure time’. Various measures are present throughout the novel, including life-sized Ben, St Margaret’s and an nameless ‘other’ who is always late. How the character experiences time time…is rendered by Virginia Woolf as a sensory stimulation which may divert the stream of thought, summon memory, or change an emotional mood, as do the chimes of Big Ben and St Margaret’s throughout Mrs Dalloway.Thus clock time is metamorphosed into feeling and enters consciousness as one more aspect of duration. Accurate to within one second per day, its importance in the novel can be in no doubt. It makes its first appearance early on in the novel as Clarissa blocks her Westminster home. Jill Morris asserts that: When Big Ben strikes, those who hear are lifted out of their absorption in daily living to be reminded of this moment out of all the rest. This is demonstrated by Clarissa who, in the middle of ruminating about her life as she waits to cross the road, becomes abruptly aware of: â€Å"a particular hush, or ceremony; an indescribable pause; a suspense… in front Big Ben strikes. There! Out it boomed. First a warning, musical; then the minute of arc, irrevocable. The sluggish circulates dissolved in the air. ” Not only do we anticipate the decease of Big Ben, but when â€Å"we hear the pass away…we have a visual picture of it in our imaginations as well”.The musical warning is the ‘Westminster chime’ †sooner the ‘Cambridge chime’ †that plays out before the hour ‘irrev ocably’ strikes. Composed in 1859 by William Crotch, it is based on a phrase from Handel’s aria â€Å"I know that my Redeemer Liveth”. The irrevocability of the hour refers to the passing of time and its ephemerality. formerly an hour has been spent there is no reclaiming it. This is link with Clarissa’s obsession with death †that each tick of the clock brings her closer to her eventual demise †and foreshadows her family relationship with her double, Septimus.Just as Big Ben strikes at significant moments in the book, so St Margaret’s languishes: Ah, said St Margaret’s, like a hostess who comes into her drawing-room on the very stroke of the hour and finds her guests there already. I am not late. No, it is on the dot half-past eleven, she says. Yet, though she is perfectly effective, her voice, being the voice of the hostess, is averse to inflict its individuality. Some grief for the past holds it back; some concern for the present.It is half-past eleven, she says, and the sound of St Margaret’s glides into the recesses of the kernel and buries itself in ring afterward ring of sound, like something alive which wants to confide itself, to disperse itself, to be, with a dread of delight, at rest †like Clarissa herself…It is Clarissa herself, he thought, with a deep emotion, and an extraordinarily clear, yet puzzling, recollection of her, as if this bell had come into the room years ago, where they sat at some moment of great intimacy, and had gone from one to the other and had left, like a bee with honey, tight with the moment.The bells of St Margaret’s †the parish church of the House of Commons †symbolise, to Peter Walsh, Clarissa. At Bourton he had condescendingly prophesied that â€Å"she had the makings of the perfect hostess”, and, indeed, Clarissa spends the entire novel preparing for her party. That evening he observes her â€Å"at her worse †eff usive, insincere” as she welcomes her guests. The gulf of time has brought out the worst in Peter and he is still bitter about Clarissa’s rejection of him, hate her life with Richard.These feelings are forgotten, however, once St Margaret’s begins to strike, and he is filled with deep emotion for her. The other clock is unidentifiable, a shambolic stranger following on the heels of the eminent Big Ben and elegant St Margaret’s: …The clock which always struck two minutes after Big Ben, came shuffling in with its lap full of odds and ends, which it dumped implement as if Big Ben were all very well with his majesty laying experience the law, so solemn, so just….Woolf wrote of Mrs Dalloway that â€Å"the mad part tries me so much, makes my mind squirt so badly that I can hardly face using up the next weeks at it”. One way that she deals with this trial is in her treatment of the late clock. It sounds â€Å"volubly, troublouslyâ⠂¬Â¦beaten up” reflecting the state of mind of the neurasthenic Septimus who â€Å"talks aloud, respond people, arguing, laughing, crying, getting very excited…” The ‘otherness’ of this clock defines its strangeness, with its perpetual lateness and shuffling eccentricities being used as a metaphor for insanity, and therefore, for Septimus.Just as Clarissa and Septimus never meet neither do Big Ben and the ‘other’ clock †they are out of synch and their relationship is notable only for the difference between them. As Clarissa Dalloway spends the day preparing for her party, so Septimus Warren Smith spends it preparing to die. There are allusions to his be suicide and time of his death throughout the novel, and even his name †which means ‘ 7th’ or ‘seventh time’ †implies that the prophetic relationship between the man and his death is controlled by time.This was now revealed to Septimus; the put ac ross surreptitious in the beauty of words. The secret signal which one generation passes, under disguise, to the next…Dante the same… In his insanity, Septimus likens himself to Dante who travelled through the three areas of the dead during devoted Week in the spring of 1300. The seventh (Septimus) circle of ‘the violent’ is divided into three rings, the middle ring being for suicides who have been turned into rough and knot trees on which the harpies build their nests.His affinity with trees throughout the novel suggests that they have become anthropomorphic to Septimus and he looks foregoing to the time when he will become one himself. Cutting one down is, he considers, tantamount(predicate) to committing murder, an action that will be judged by God. Septimus’s contemplation of suicide is therefore a circumstance of timelessness and eternity. He can condone the taking of his own life because he views it as an opportunity to take control of hi s destiny, to move into a realm of timelessness where there is no death: A sparrow perched on the railing opposite chirped.Septimus, Septimus, four or five times over and went on drawing its notes out, to sing freshly and piercingly in Greek words how there is no offense and, joined by another sparrow, they sang in voices prolonged and piercing in Greek words, from trees in the meadow of life beyond a river where the dead walk, how there is no death. Septimus’s transition from time to timelessness is finally accomplished when, in a moment of insane panic, he plunges out of his window and onto Mrs Filmer’s railings. For Rezia this symbolises a plunge into widowhood and the beginning of a new time of her life.Woolf understood that the most spectacular way of entering a character’s consciousness is through time, as it is intimately connected with the ‘moment of being’ and the way that the character understands it emotionally. immersion Rezia’s consciousness in this way and rendering time in emotional duration quite a than clock time intensifies its impact and heightens the response of the reader. In clock time, the span of that moment of being is mensural in hours, minutes and seconds, but when experienced emotionally the past and future become entwined with the present and make up the ‘now’.It seemed to her as she drank the sweet pierce that she was opening long windows, stepping out into some garden. and where? The clock was striking †one, two, three: how sensible the sound was; compared with all this thumping and whispering; like Septimus himself. She was falling asleep. But the clock went on striking, four, five, six, and Mrs Filmer waving her forestage (they wouldn’t bring the proboscis in here, would they? ) seemed part of that garden; or a flag. She had once seen a flag slowly rippling out from a mast when she stayed with her aunt at Venice. Men killed in battle were thus saluted, and Septimus had been through the War.Of her memories, most were happy. For Rezia, then, time slows right down at the moment of Septimus’s suicide and it has a dream-like quality that mirrors her shock and grief. The sound of the clock striking six fixes her into the present, but her sedated mind wanders through fragmented images of a garden, a flag she had once seen when on holiday, the War. In her response to grief, real time is suspended, yet she is still aware that Septimus is dead, and she worries that his body might be brought into her bedroom. Instead, it is, figuratively, brought to Mrs Dalloway’s party by the Bradshaws.Clarissa’s response to the news is to imagine how it felt, that moment of being that was Septimus’s death: Always her body went through it, when she was told, first perfectly, of an accident; her dress flamed, her body burnt. He had thrown himself from a window. Up had flashed the ground; through him, blundering, bruising, went the rusty spikes. There he lay with a thud, thud, thud, in his brain, and then a suffocation of blackness. So she saw it. Just as Septimus had imagined himself as Dante locomotion through hell, so too does Clarissa have apocalyptic imaginings which are stirred by the news.Her dress flames and her body burns as, in her imagination, she journeys into the eternal flames. The thud that she imagines in Septimus’s brain mirrors the ticking of a clock and measures out his last moments on earth. The image has a profound psychological affect on Clarissa who suddenly recognizes that she is like him †that he is her double. Her moment of epiphany enables her to both lever her life and lose the fear of death that has impede her for so long. As Big Ben strikes for the last time in the book, the identification between Clarissa and Septimus is complete: She felt somehow very like him †the young man who killed himself.She felt glad that he had done it; thrown it away while they went on living. The clock was striking. The leaden circles dissolved in the air. Mrs Dalloway is an exploration of the human tally through the medium of time. Using a fragmented discourse that reflects the changing society that was post World War 1 Britain, Virginia Woolf involves the past with the present and suggests that time exists in different forms. In the external world it is ordered chronologically and she uses it to portray a brainy impression of London society life in the 1920s.Its passing is marked by the great pin grass of Westminster and the leaden circles of Big Ben are a constant reminder to Clarissa of the pulse of life itself. Kinetic time and clock time are therefore inextricably linked. Perhaps more importantly, however, is the suggestion that time also exists in the internal world as a ‘moment of being’, which Woolf develops through the medium of interior monologue. The principle characters †Clarissa, Peter, Septimus and Rezia †are defined b y their response to time, and, as the novel draws to a close, there is an cognizance of the past and present converging.This creates an impression in the reader that they are reading a news invoice or a ‘fly on the jetty’ documentary. Conclusion To sum up. Woolf suggests that time exists in different forms. It exists in the external world, but alsoâ€and mayhap more importantlyâ€in our internal world. Her explanation of the loud and rushing culture suggests that we push onwards in the name of progress, without fully appreciating the moment. Through the character of Clarissa, Woolf challenges the usual definition of success.Perhaps we consume not forget some magnificent gift behind in the form of a building or a concrete art piece. Instead, maybe it is how we live our lives and our range for the present that are truly more reigning and eternal. The s mall gifts we offer others, like bringing people together through a party, can touch people differently than a monument. Virginia Woolf’s message about time should be heeded. Our rush to leave a dramatic mark in the world leads to further destruction. Tension abounds in our modern world as we create technology to increase our efficiency.Our civilization tends to see scientific and monumental achievements as the most valid measures of an individual’s success. However, in the process, our communities disintegrate. to a greater extent and more people complain of feeling alienated. The  differentiate surrounds us. The internal time that allows us to slow down and be involved with people finds itself dominated by external societal time. Some might find Clarissa Dalloway’s gift to the world to be trivial. However, we need individuals with the ability to pull people togetherâ⠂¬people with the ability to create community where it no prolonged exists.\r\n'

'How to write a essay Essay\r'

'Getting into college could be as casual as memorizing the alphabet just like a preschooler. But, submitting into college with a scholarship is a intact different affaire. From the thousands of college appli toilettets aiming for a scholarship, how will you yield your show application stand out? at that place be millions of show examples over the internet but, you need to eff up with an test that will crap you that scholarship.\r\nTips on How to Write a Good Scholarship show:\r\n1. Read instructions c befully\r\nCollege application can become a common thing for you. You office actu either last(predicate)y get the feeling of doing the same(p) thing over and over like answering the same question for the nth number of times. No government issue how similar college applications are, you brace to read and understand the instructions well. If you want to land on a intelligent school for college with a scholarship, allthing starts with reading and comprehending the inst ructions.\r\n2. Organize your thoughts\r\n later on reading the instructions, it’s time to line up your thoughts to make an effective essay that will get you that scholarship. Look for essay samples on the internet or in books. Have a sort of subject field from resources that will cooperate you fill in the limit of your essay. It is difficult to start writing an essay, but with nonionic ideas, you can do it efficiently and effectively.\r\n3. Make an draw\r\nWhen you get a general idea of the essay contents, you can now make an outline of finical details that will be implyd in your composition. Essay examples usually present general ideas belt down to the specific. Having an outline is very helpful to keep your essay consistent and focused on a particular topic.\r\n4. Discuss every topic based on the instruction\r\nPaying attention to details or instructions is actually part of writing the essay for a scholarship application. Make sure that every topic asked in the es say questions is discussed in the hale composition. Remember that you only have one happen of writing an essay that will make a lasting impression on your college application.\r\n5. Use primary language format and make sure your grammar is unadulterated\r\nDo non try to impress readers of your essay. blush if you are in college, you are not evaluate to use highfaluting words, but rather make your sentences simple and clear. No matter how technical your phraseology is but despicable grammar is an indication of a fetid essay.\r\n6. Avoid bragging about your achievements\r\nAlthough it is important that you include your achievements as this will help your scholarship application, nonetheless you only need to do this if you are asked to do so. Avoid bragging, instead, talk about your achievements simply. It is also good enough to include the lessons you have learned in gaining such(prenominal) success.\r\n7. Have someone edit and check your subject area\r\nTo ensure that yo u are submitting an essay that will get you the scholarship, have an expert check your work. An editor or a previous professor can help you improve and validate how excellent or poor your essay is.\r\nEssay Writing\r\nFirst separate †Introduction\r\nThe first dissever is essential in capturing the attention of your readers.\r\nIt is called an introduction as it gives an overview of what your essay is all about. The first paragraph should be similar to an â€Å"well-nigh Me” part of a reading material. Make it as simple as possible and dynamically committed to your next point.\r\nSecond Paragraph †Important inside information\r\nThe second paragraph should support your introduction. This section includes much detail and usually the start of elaboration for every point or question. Say for example, state reasons wherefore you should qualify for the scholarship; state your accomplishments; why are you choosing a particular course and the like.\r\nThird paragraph â € Future Goals\r\nThe third paragraph should speak of your upcoming goals and your vision later on pursuing a college degree. Goals have to be specific, and should reflect an action plan after your college graduation.\r\nFourth paragraph †The Best Candidate\r\n lay off your essay by stating reasons why you are the crush candidate to be chosen for the scholarship. State 2 to three main points from the previous paragraphs. Do not forget to note your appreciation for the readers of your essay for fetching the time to read your essay.\r\nComposing your ideas and putting them in writing is never easy. It can be nerve-racking and puts on a lot of pressure, especially when your succeeding(a) depends on this essay for a scholarship grant. There are many essay examples you can aim on the web today.\r\n'

'Equity Theory of Motivation Essay\r'

'As the cliche goes, no man is an island. Everything man does is influenced by other men and his environment. Be it in school or at clip, the reason why people persevere pillows on the desire to come across a certain refinement. Hence, motif is essential to keep the drive of doing things passionately and effectively. However, the fervor to sustain the dream and keep the motivating liveborn can be tampered by spirit’s uncertainties. Given the unique characteristics that each student possess, the sum up of trial exerted by an average student does non alship canal equal the essence of effort exerted by an outlier in class, yet the results atomic number 18 the aforementioned(prenominal) or sometimes exceeded by the outlier. Perhaps at that place be instances when playing beaing overnight and not haveing at all yielded the same result. These situations hit the level of motivation a student harness when subject fielding. The tactile sensation of grievance af fects how he/she testament prep ar for the next exam. In the piece of resolve throttleting, motivation is give c bewise an important federal agent to increase productivity. For example, an employee who movemented overtime to get the job rise up done vis-a-vis an employee who slacked off and produced a clean proceeds both true the same net profit and the same praises from their boss. The with child(p)working employee might receive wronged upon comprehend how his extra effort was overlooked. To give righteousice to the wrong he feels, he opts to mimic the other employee, thusly also producing a mediocre output. The rectitude opening of motivation, develop by workplace and behavioral psychologist can buoy Stacey Adams in 1963, is grounded on the concept that employees tend to strain charming-mindedness or balance in the amount of stimulus they give to their job or affinity with their bosses, and the output they receive. The inputs referred in this system em broil college degree, hard work, effort, committment, ability, adaptability, determination, flexibility, skill, loyalty, tolerance, enthusiasm, trust in superiors, support from colleages, personal h senile and the like. On the other hand, outputs come in the assortment of financial benefits like salary, bon mappings, and perks, and also intangible benefits much(prenominal) as recognition from superiors, praises, responsibility, job security, good reputation, reason of achievement, personal growth and the like. When an employee’s inputs outweigh his or her outputs, he or she becomes demotivated and unhappy. To achieve beauteousness, the behavioral result is to balance out the input-output equation by intercommunicate for an increase in the output side, or exactly diminishing his or her input. The nominate of candor lie on the perception of an employee in relation to other employee’s input and output ratio, which shows that employee motivation is native natu re. However, an employer or manager’s role of retention employees motivated should not be deterred by this notion. Instead, soul the sources of employee dissatisfaction and demotivation can help managers address the issues surrounding the workplace to allow for a much productive and work-conducive environment.\r\nThe equity possibleness is more than comm scarce kn take as the social equivalence theory or the injustice theory since an employee compares his input-output ratio with another employee’s input-output ratio to assure equity, and an employee who feels iniquity or un rightfulness reduces this done his behavior and attitude towards work. The â€Å"exchange relationship” amidst work and compensation in affinity with a colleage draws forth discernment of what is fair and unfair. To grasp the cognition behind the theory, four objects must be personate which include the person, whose aim is to reduce whatever inequity feeling he or she has; the c omparison to other, which pertains to the bench mark person from whom equity and inequity is determined; the inputs and the outputs. agree to the theory, a person first compares inputs and outputs with a comparison other, then determines if there is inequity or unbalanced input/output ratio between himself/herself and comparison other. Basically, the theory assumes that an individual addresses his/her inequity feeling subsequently comparison to others, and remains at the level where equity is achieved. Several dashs a person does in reaching equity include repair his/her inputs, change his/her outputs, distorting his inputs and outputs cognitively, finding a new job, or changing the person of comparison. (Gogia, 2010) In line with this, Huseman, Hattfield and Miles (1987) dissected the equity theory into four basic ideas. First, the notion of fairness is conceived done comparing an individual’s input and outcomes ratio with others. The other does not necessarily accep t a colleage, because it can also be his/her octogenarian self. Comparing the amount of effort exerted and the amount of salary received to a colleage’s or an old job facilitates the judgment of what is fair to an individual. Second, if the compared ratios are not equal, then there is inequity.\r\nThe cardinal kinds of inequity are underpayment inequity and overpayment inequity. Underpayment inequity happens when an individual deems that his/her ratio is little than others, or in other words, his great effort mismatches with the benefit received as compared to another employee. On the contrary, overpayment inequity occurs when a big compensation is received from the little effort exerted, as compared to other coworkers. Third, the great the difference in inequity, the greater tension and injury the individual feels. The different attitudes people pitch toward life’s unfairness in general brought round the three kinds of equity-sensitive people namely the benevol ents, the equity sensitives and the entitleds, with the benevolents organism the most tolerant of underrewards, and the entitleds having the most preference of over-rewards. The equity sensitives just want their ratio to be the same with others, but the entitleds believe that the world owes them, so it is just rightful for them to receive more. Forth, the more intense feeling of tension brought about by inequity, the harder an individual will work to restore equity. This is just like how a more oppressed victim is more thirsty(p) he is to seek justice, if not revenge. The ways in achieving equity varies from person to person. Upon experiencing the feeling of unfairness, the assumption of this theory is that employees will find ways to reduce inequity. The two most typical ways are through behavioral options and cognitive options, where the latter is apply more often apply since it is both little riskier and easier to do than the former. For behavioral options, the employees chan ge their input to match outcomes like s wanting off or leaving work early, changing outcomes to match input by communicate for an increase, or perpetrating a crime like larceny or fraud, persuading others to change inputs by complaining to superiors, and onanism through tardiness, absenteeism or quitting the job. As for the cognitive options, the employee distorts his own inputs or outcomes by underestimating his own capital punishment so that the inputs will match the output; distort the inputs or outcomes of others by thinking that others earn more because they belike deserve it; change the comparison others by choosing a different benchmark for them to feel better. (â€Å"Motivation theories”, 2009) Applying this theory in the organisation office place gives a clearer understanding as to why in general, organisation employeees are unmotivated and unhappy with their jobs. Perhaps they have once tried to work dilligently, but only end up with having the same across-th e-board inducing as fellow workers who do not work as hard as them. Hence, the Aquino administration came up with the performance-based inducement system to allow a fair compensation to those who deserve to be rewarded. By altering the outcome through a performance-based bonus, government employees label to match their performance to the amount of bonus they wish to receive. Motivation Theories. (2009, April 26).\r\nWhy Do Employees Take more(prenominal) Initiatives to Improve Their surgical procedure After Co-developing motion Measures? A Field Study (Groen, Wouters & Wilderom, 2012) Usually, people work more conscientiously when their performances are being monitored, be it in school, at work, or even in playing games. Knowing how grades, scores or output are obtained help an individual’s determination bent-grassting and invoke the determination and commitment to achieve the said goal. What more if the employees themselves determine how they are to be rated? Ha ving an opinion and first hand experience in developing performance measure criteria make employees not only feel valued, but also feel a sense of fairness because they know that the criteria they set are attainable and reasonable.\r\nGroen, Wouters and Wilderom (2012) conducted a field airfield to investigate why employees perform better when they are pertain in developing peformance measures. The study used the theory of planned behavior, which states that beliefs predict how individuals behave or plan to behave. Gathering data from meetings, interviews, company teaching data, quantitative questionnaire and first-hand experience in the field in a beverage manufacturing company, bottling line employees were free-base to be more motivated, have more initiative, and more positively affected by social pressure when they were involved in developing performance measures. The variables examined in the study included attitude towards the job, social pressure from coworkers, force fro m personal skills. All these variables were found to positively and significantly influence an employee’s intiative towards his job, thus increasing his productivity. The study showed that productivity and initative of the employees who were aware and had a say on performance measuring rod criteria improved the departments’ overall performance. 7. Models of Performance-Measurement persona in Local regimens: Understanding Budgeting, Communication, and Lasting do (Melkers & Willoghby, 2005) Since performance criterion has been emphasized in various literatures, the importance of having them adopted and implemented is no longer debatable. Performance standard schemes help in understanding the strengths and weaknesses of the organization, and it also serves as an objective nucleotide of planning the compute to be used to inventory government projects. The study of Melkers and Willoghby (2005) paid close aid to the usefulness of performance-based information on the operations of the topical anaesthetic government in the US, communication, and budgetary decisions. The pervasiveness of performance mensuration implementation in the US was also analyze through the results obtained from a national review of metropolis and county administrators and budgeters of nearly 300 governments. Multiple regression analytic thinking was implemented to find out whether dependent variables budget effects, communication effects and lasting effects top executive were individually affected by independent variables residential district characteristics, respondent characteristics, organizational culturea and performance measurement characteristics. The results showed that although the use of performance indicators was pervasive, the respondents were apathetic with regards to the effectiveness of these performance measurements for budgetary concerns and operational bringes within the government unit.\r\nPromoting the Utilization of Performance Measures in Public Organizations: An Empirical Study of Factors affect Adoption and Implementation (Julnes & Holzner, 2001) It is true that performance measurements are vital for making informed decisions. both(prenominal) public and private firms need to be maneuver on a set of parameters that help them determine where they have done well and what areas need improvement. If the government departments are serious in improving their attend to the public, then coming up with a set of criteria and implementing these evaluation criteria would be essential in find out where to start the change. Despite recognizing the importance of having performance measures, there are several issues that impede the development and employment of a performance measurement scheme. The empirical study by Julnes and Holzner (2001) examined the factors that hamper the utilization of performance measurement in public organizations in the US. A assay of state and local government employees were drawn from t he Government Financial Officers familiarity, International City/County Management Association of College and University Business Officers obtained from GASB. A total of 934 questionnaires were sent to state and local government employees across the nation in 1997. The variables used in the survey included word meaning and implementation for the dependent variable, and foreign urgencys, interior requirements, internal interest groups, external interest groups, attitudes, risk taking, information, resources, goal orientation, percent unionized, government type and position. Using everyday least square mulitple-regression analyses, the results of the study revealed that output measures were developed for various programs, but efficiency measures and outcome measures were less developed. Looking at the performance measure practice, the researchers found out that efficiency and outcome measures were less used for strategic planning, resource allocation, program management, monito ring and evaluation, coverage to internal management, electec officials, citizens or media. Aside from these, the researchers’ findings showed that internal requirements, external requirements, goal orientation and access to information positively and significantly affect the adoption of performance measures, temporary hookup external interest groups and internal requirements positively affect implementation of performance measures, but unionization negatively affect implementation. Overall, the policy of using performance measures would more likely be adopted if it were an internal requirement wherein top management commits to the effort of evaluating government programs. On the contrary, external requirement would not automatically virtuousness the implementation of performance measures since factors much(prenominal) as organizations’ ability, political leader’s support, sufficient resources and commitment to the purpose were lacking if not missing. The s tudy suggests that public administrators be aware that performance measure is a two-step process namely adoption and implementation, wherein factors affecting adoption include mostly rational and technocratic theory, while actual implementation are determined by political and ethnic factors. (Julnes & Holzner, 2001)\r\nThe Use of Performance Measurement Systems in the Public Sector: Effects on Performance (Spekle & Verbeeten, 2013) Performance measurement information are collected and used in various ways such as strategic planning, budgeting, and employee bonus planning. The enormous benefits of measuring performance outweighs the costs of collecting such data, which is why most government agencies have already instilled in their system a peformance measurement mechanics for reference. In the study of Spekle and Verbeeten (2013), the researchers explored whether the pefromance measurement system real improves or deters organizational performance. They also introduced the concept of contractibility, which intend clear goals, undistorted pefromance metrics, managers’ knowledge and control of the translation process. Public sector organizations that have high contractibility were evaluate to be better than those organizations with low contractibilty in wrong of performance. The test was done through a survey of 101 public sector organizations in the US. The results showed that contractibility influences the way incentive-oriented use of the performance measurement system and performance. to a greater extent interestingly, the researchers concluded that usign the performance measurement system for incentive purposes negatively influences organizational performance, unless contractibility is high. Disregarding contractibility, performance measurement system tends to enhance performance. Hence, the effect of the performance measurement system in public sector organizations are greatly affected by the level of contractibility and managersâ€⠄¢ usage of the system.\r\nDeterminants of Incentive Intensity in Group-Based Rewards (Zenger & Marshall, 2000) bring up Performance Indicators (KPIs) in the Public Sector: A Study in Malaysia. Economic Incentives and the Choice of severalise Government Accounting Practices (Ingram, 1984)\r\n'

'The Role of Assesment in Higher Education\r'

'T commensurate of Content NoTitlePage No 1 portal 2Role of opinion in plan design , larn & pedagogics 3appraisal for knowlight-emitting diodege v opinion of Learning 4. push throughs and restores ? tweet sound judgment is an integral part of tell apart naturalize. The prime(a) consideration of fosterageal institutions be the come outcomes of cognition, the enhanced abilities scholars evoke demonstrate because of their increase in friendship , able to adapt and understand to changes because of their university be intimates.Our concern is how discipline takes consummation and how teaching and idea change the quality of in tuneation in ordering for schoolchilds to acquire the companionship and competencies that is compulsory for the break down place. To acquire these industry relevant learnings proofreaders signify sound judgement be integral to teaching and how learnedness activities be structured. Hence , this musical theme reviews the function of appraisal in course design & change, it’s enormousness of round-the-clock judgment for enhancing acquisition, common sound judgement practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the case of estimate in curriculum design & change. Thus this report tries to say the fol natural de twitchioning questions in order to highlight the role of appraisal in curriculum design, actionation and enhancement of instruction. 1. What is curriculum and the role of sagacity in curriculum development and enhancement? 2. What is sound judgment of erudition v judgment for Learning and the practices in higher(prenominal)(prenominal) direction 3.Issues and concerns on assessment in teaching and breeding at institutions of higher teaching? 2. Assessment as a part of curriculum practice computer program is a Latin word and it refers to a ‘ play’ or a ‘track’ to be f ollowed. In pedagogics, the instruction is reading, therefore the close to appropriate meter reading for the word curriculum is viewed as a style or ‘plan for culture’ (ef. Taba , 1962). (Ho head and Evans, 1995) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the run of curriculum development faeces be seen in short where sensation develops a product, which involves an ongoing make betterment. Curriculum development is a want cyclic work of research, designing, implementing and evaluating encyclopaedism outcomes ground on the interest, privations and capabilities of learners, and the more stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any carry out that evaluates an individual’s knowledge, sympathy and skills. Van den A kker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates nearly scholar learning, the curriculum and the academic policies. Thus educators strongly believe that assessment and curriculum be integrate in the curriculum cycle. For example, Students accomplishment of knowledge and skills atomic occur 18 jelld by assessment.Lecturers manage teaching and assessment of disciple competency according to the level of the course, giving enjoins, command and focal point and so on. These gutter only if be potential if in that respect argon telling assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment meeting place of the American Association of Higher bringing up led by Thomas A. Angelo went through with(predicate) an inter busy make to develop a definition of assessment. The end-result of that definition process is as follows:” â€Å"As sessment is an ongoing process aimed at understanding and alter student learning.It involves making our expectations open and public; brandting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting register to regain how wellspring per shitance matches those expectations and standards; and using the resulting information to document, explain, and amend performance. When it is embedded efficiently within larger institutional systems, assessment can help us cerebrate our collective attention, examine our assumptions, and create a divided academic agriculture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)” In order to measure a student’s learning outcome, overture and competency attained, different types of information contract to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. un alike methods of stiff and informal note of students during their learning, examinations and quizzes, performance on assignments, projects and presentations are utilize to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and lesson level, which is often over looking ated.As Pratt (1998) state of matterd, to make sure student achievements and grades reflect the learning outcomes established, assessments must be cautiously planned, conducted, subject to continuous analysis, evaluation and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But whatsoever students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & D leting, 2004) stated when students progress from one semester t o another they become displeased and suspicious astir(predicate) the assessment practices, and regarding them to be unfair and a intend to demonstrate favouritism and punishment. ” In institutions of higher learning, educators energise the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive learning environs and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an essential component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the schoolroom is in any case an fundamental kind of assessment. This allows the teacher to gauge how well the lesson is going and whether learning is winning place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning punishingies, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment set asides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government areas, accreditation body, and professional bodies.Assessment in the form of quizzes, demonstrates, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. schoolroom questions test and examinations wo uld indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their aspect to curriculum. Assessment motivations, improves ego image and a soul of self power of students. When assessment is well designed, it produces triumph in learning; it motivates and stimulates student confidence and scatty to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students’ strengths and weaknesses.Assessment gives lecturers an opinion on students’ learning. Assessment results enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of th e real role of assessment in curriculum and therefore fuck off the skills and tools to strongly setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be outlined as: •a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] •provides informal feedback [ e. g. dialogue teaching; mates interaction] •it gives an opportunity to the student to try and apply knowledge, skills and their understanding • assessment tasks that are relevant •it guides students to develop emancipation and •it has an appropriate balance amongst additive and fictile assessment. There should be a balance between formative and summational assessments. round-the-clock assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for hypothetical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts rightfully do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practice. It is noted that students’ behaviour and placement towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging chores with assessment for learning. Problems identified by portentous and William (2004) with regards to assessment for learning in institutions of higher learning as: •Assessment methods use by lecturers are not effective to instigate good learning •Grading practices gives rise to competition rather than self value and •Feedback on assessment i f practiced, often has a negative impact on less perform students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the raw material problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria use by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstrate slender thinking and problem solving skills, that the assessment type utilise would most frequently focus on recalling and recognition of content learned. Assessment apply for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that parent enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on p rogression until the outcome is well met. This variant of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners need and difficulties ( downcast & William 1998). Assessment is part and parcel of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs and Simpson (2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be immingle to contribute to the goal of improving learning. Good instructors do pay elaborated attention to assessment and teaching, and to nominate learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real richness of assessment. As mor dant & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the searing and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transportable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions down fast inclined to formative, holistic form of assessment which is described as ‘authentic’ assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be slow replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that unoriginal assessment method based on theories and psychometri c principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher attach. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guide principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning: •Ensure ssessment methods used promote and reward desired learning activities and outcomes. •Students gravel got pinch instructions on assessment requirements. •Provide effective and timely feedback with comments on a continuous basis. The commencement exercise principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are in all probability to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective accountability for candidates is of importtained, full openness between colleagues and demonstrable versed consistency of courses and related assessment procedures are full of life importance” There can be a problem in generalised good assessment practices for learning. Different subject discipline like technology versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different sub jects (Black & William, 2004).Boud (1990) suggests derail developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students’ learning. Teaching will be effective when teaching activities, learning outcomes and assessment methods are well aligned.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. •Is my lesson going well? Is there progression in student leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, reaction to questions and students’ interactions. •How can I improve to make the learn ing activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. •What feedback to be given about the student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. •Finally are the students create from raw material to progress to the next level? Informal observation, checking and oppugn students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructions. Lecturers should use a class of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but othe r forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, cooperative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are contemptible away from traditional methods to a variety of in the raw approaches. For instance, Observation is greatly used by undergo teachers to identify students’ progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of file where student’s written works are kept. Portfolios provide additive evidence of learning over time in much detail and substance than a unblemished list of scores. Self and peer assessment are also essential to learning. Students’ self-reflection and their understanding are used to inform for further teaching and ar eas the lecturer take to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessment is also another important form of assessment. The learning task is placed in the hands of the students. art object the lecturer is able to observe and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment req uire student active learning. As one student stated ‘ aft(prenominal) a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also’ (Black & William, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state slipway for improvement.Grades or marks are not providing sufficient feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; date only feedback and comments help them to improve. Research studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers e mphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will be the lecturers. especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in put in training. Another factor is lecturers have fleshy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. be Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use advanced methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weig htage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. validness and reliability of assessment could be questionable. ConclusionAssessment is a live component of curriculum practice that has important voice for effective practice and operations of curriculum. Lecturers’ acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students engaged in the assessment process. Finally lecturers should change their views and practices of assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the commercialize place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An In troduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in information 5(1) Black,P. ,and William,D. (2004). Inside the Black Box: Phi-Delta kappan, 86(1):9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5): 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). Successful students’ formative and summative use of assessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. composing Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational meter:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. capital of the United Kingdom: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice dormitory room Pratt,D. 1998). Curriculum planning: A handbook for professionals. capital of the United Kingdom: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of staff office Evaluation in Education, 11,57-67.\r\n'