Encouraging Teachers to Use Rubrics Assignment Example | Topics and Well Written Essays - 250 words

Encouraging Teachers to Use Rubrics - Assignment Example m setting teachers already know beforehand what will make a given task average or excellent, this places the learners at a disadvantage from the start. Rubrics enables the teacher to provide a guideline that the students follow and in so doing they are able to increase the quality of their work and the knowledge they acquire from any given assignment. The use of rubrics by teachers is beneficial to all the parties involved in the education process such as the teachers, students and parents. It makes the assessment process more accurate and fair since each student is graded individually and not based on a general overall task given to them. Teachers also get to give instructions on how a task ought to be handled and the delivery process and so the students can streamline their work so as to achieve the desired outcome. Such instructions can be used by the students for self assessment (Hafner&Hafner, 2004). According to research, when done by peers, this type of critism helps learners to improve. Use of rubrics also makes the students aware of the learning targets, this way they can work in a manner that increases their chances of hitting them and so getting better

M3A1 PART B Essay Example | Topics and Well Written Essays - 500 words

M3A1 PART B - Essay Example Improve the communication patterns of the company: Communication is one of the fundamental requirements for any company to succeed. Unlike in GM, where the communication channels involved long rigorous procedures that discouraged the employees (Kurtz & Boone, 2011). The communication channels between the employees and the senior management should be open and reliable to enable the employees have a feel that the company acknowledges their views and ideas. Therefore, their productivity would improve as they forward their challenges to the management (Huq, 2010). Enhance teamwork within the company: Teamwork enables the employees have a better understanding of each other and promotes cordial relations within the working environment (Kurtz & Boone, 2011). By so doing, the workers feel comfortable while at work and this enhances their overall productivity due to the existence of good understanding and sharing of ideas. Sharing ideas is important since the workers can come up with an idea that could prove to be the turn-around moment for the company like a new invention (Moorhead & Griffin, 2011). Creating a sense of responsibility among the employees: The management ought to let the employee’s opportunities to demonstrate their levels of responsibility by making them in charge. This may involve letting them have total control over an asset and monitoring its usage from a vantage point (Lashley, 2012). This makes them have the idea that they are trusted in the company hence they form a sense of responsibility and consequently carry out their works diligently. Moreover, they can sum up courage and make viable decisions in the absence of the company managers (Huq, 2010). Involving the employees in the decision making process of the company: When employees get involved in the decision making processes of a company, they are instilled with a sense of belonging and they get a mental set of associating

Porter’s Five Forces Model Essay Example for Free

Porter’s Five Forces Model Essay Porter’s five forces model helps in accessing where the power lies in a business situation. Porter’s Model is actually a business strategy tool that helps in analyzing the attractiveness in an industry structure. It let you access current strength of your competitive position and the strength of the position that you are planning to attain. Porters Model is considered an important part of planning tool set. When you’re clear about where the power lies, you can take advantage of your strengths and can improve the weaknesses and can compete efficiently and effectively. Porters model of competitive forces assumes that there are five competitive forces that identifies the competitive power in a business situation. These five competitive forces identified by the Michael Porter are: 1. Threat of substitute products 2. Threat of new entrants 3. Intense rivalry among existing players 4. Bargaining power of suppliers 5. Bargaining power of Buyers 1. Threat of substitute products Threat of substitute products means how easily your customers can switch to your competitors product. Threat of substitute is high when: * There are many substitute products available * Customer can easily find the product or service that you’re offering at the same or less price * Quality of the competitors’ product is better * Substitute product is by a company earning high profits so can reduce prices to the lowest level. In the above mentioned situations, Customer can easily switch to substitute products. So substitutes are a threat to your company. When there are actual and potential substitute products available then segment is unattractive. Profits and prices are effected by substitutes so, there is need to closely monitor price trends. In substitute industries, if competition rises or technology modernizes then prices and profits decline. 2. Threat of new entrants A new entry of a competitor into your market also weakens your power. Threat of new entry depends upon entry and exit barriers. Threat of new entry is high when: * Capital requirements to start the business are less * Few economies of scale are in place * Customers can easily switch (low switching cost) * Your key technology is not hard to acquire or isn’t protected well * Your product is not differentiated There is variation in attractiveness of segment depending upon entry and exit barriers. That segment is more attractive which has high entry barriers and low exit barriers. Some new firms enter into industry and low performing companies leave the market easily. When both entry and exit barriers are high then profit margin is also high but companies face more risk because poor performance companies stay in and fight it out. When these barriers are low then firms easily enter and exit the industry, profit is low. The worst condition is when entry barriers are low and exit barriers are high then in good times firms enter and it become very difficult to exit in bad times. 3. Industry Rivalry Industry rivalry mean the intensity of competition among the existing competitors in the market. Intensity of rivalry depends on the number of competitors and their capabilities. Industry rivalry is high when: * There are number of small or equal competitors and less when there’s a clear market leader. * Customers have low switching costs * Industry is growing * Exit barriers are high and rivals stay and compete * Fixed cost are high resulting huge production and reduction in prices These situations make the reasons for advertising wars, price wars, modifications, ultimately costs increase and it is difficult to compete. 4. Bargaining power of suppliers Bargaining Power of supplier means how strong is the position of a seller. How much your supplier have control over increasing the Price of  supplies. Suppliers are more powerful when * Suppliers are concentrated and well organized * a few substitutes available to supplies * Their product is most effective or unique * Switching cost, from one suppliers to another, is high * You are not an important customer to Supplier When suppliers have more control over supplies and its prices that segment is less attractive. It is best way to make win-win relation with suppliers. It’s good idea to have multi-sources of supply. 5. Bargaining power of Buyers Bargaining Power of Buyers means, How much control the buyers have to drive down your products price, Can they work together in ordering large volumes. Buyers have more bargaining power when: * Few buyers chasing too many goods * Buyer purchases in bulk quantities * Product is not differentiated * Buyer’s cost of switching to a competitors’ product is low * Shopping cost is low * Buyers are price sensitive * Credible Threat of integration Buyer’s bargaining power may be lowered down by offering differentiated product. If you’re serving a few but huge quantity ordering buyers, then they have the power to dictate you. Michael Porters five forces model provides useful input for SWOT Analysis and is considered as a strong tool for industry competitive analysis.

Comparing UK and US Gang Culture

Comparing UK and US Gang Culture Popular perceptions of gang activity are often based on sensationalized images created in the media. They vary from dramatic reports of â€Å"gangland† shootings to images of young men terrorizing the local neighborhood. Indeed, there are elements of gang culture that are criminal and threatening for the local population; however, gang culture is so complex that a single definition has yet to be agreed upon by social scientists. The primary issue of controversy is whether criminality is a central and causal. Thrasher’s (1927) pioneering study was the first to look at group processes and psychology of gang life. Through his study of 1,313 Chicago gangs, he concluded gangs are part of the psychological and group process of teenagers in economically deprived communities. He believed gangs are: group(s) originally formed spontaneously, and then integrated through conflict†¦.characterized by the following types of behavior: meeting face to face, milling, movement through space as a unit, conflict, and planning. The result†¦.is the development of tradition, unreflective internal structure, esprit de corps, solidarity, morale, group awareness, and attachment to a local territory. (pg 46) By the ‘50s and ‘60s, the popular view changed – the perception of gangs became one of fear and threat.. Miller (1975) and Klein (1971) published papers defining gangs as innately criminal. Miller’s pessimistic perspective is apparent in his classification of gangs as: â€Å"a group of recurrently associating individuals with identifiable leadership and internal organization, identifying with or claiming control over territory in the community, and engaging either individually or collectively in violent or other forms of illegal behavior† (pg 9). Miller was echoed by Klein (1971), who defined gangs as: â€Å"any denotable group of youngsters who†¦..recognize themselves as a notable group†¦. (and) have been involved in a sufficient number of delinquent incidents to call forth a consistent negative response from†¦..residents and/or law enforcement agencies† (pg 13) This theme was taken up by law enforcement agencies, and the idea of the gang as a part of the moral order of the community was subsequently gone. The sociological definition of gang was replaced by terms mainly useful to law enforcement, which are still used to this day. Brantley and DiRosa of the FBI (1994) describe gangs as groups of â€Å"individuals†¦..who associate on a continual basis for the purpose of committing criminal acts†. But other researchers maintain the Thrasher group process hypothesis. Moore argues against Miller and Kleins definitions, as she believes they are circular: the definitions include the very behaviour i.e. crime that they are trying to understand. Thrasher and Moores definitions differ significantly from Klein and Millers. Moore (1998) believes criminality is not inherent to gangs and views them instead as â€Å"unsupervised peer groups†¦socialized by the streets rather than by conventional institutions.† The debate continues, and the lack of agreement regarding the defining features of gangs has made consistent findings and generalizations problematic. Criminal activity remains a pivotal issue in the debate; the criminality of gangs waxes and wanes, and to use criminality to distinguish a group from a gangs is a misleading and unhelpful process. The Phenomenon â€Å"Gang† in the UK and USA Discuss. Anywhere in the world were there are unsettled neighborhoods or a transient population, there are likely to be gangs of youths, coming together to seek the security, sense of belonging and structure they lack in their communities. Traditionally, UK interventions to curtail gang activity have been based largely on the US model, where gang conflict has a long and complex history. However research into why youths join gangs in the UK found important differences between British gangs and their US counterparts, which has lead to a change in the British governments approach. British gangs tend to be gentler than those in America, which are more likely to generate distinct identities, rigid structures and be involved in criminal acts (Klein, 1995). UK gangs lack the American-style initiation ceremonies and specific styles of clothing. In the USA large portions of the population exist on the edge of communities, creating breading grounds for criminal street gangs. In certain urban ghettos men rejoice when they reach 25 years of age because gangland fighting kills more young people than illness or accidents (Community Cares, 1994). Often these areas will be economically deprived. The longstanding social security system in the UK has prevented the same situation occurring. The USA takes a different approach and makes frequent cuts in its social program, investing instead in its penal system. In 2003 the British government proposed to revamp youth services, in an effort to reverse the 18% decrease in youth services since the 1980’s. The new legislation places a requirement upon all local authorities to meet certain standards by 2005, and expects them to critically assessment the youth service provision within their area. Councils were asked to make a promise to youths to provide not only the usual meeting places for personal and social development, (i.e. youth clubs and activities), but also programmes related to peer education and ways of ensuring their views are heard. The government pledged  £83m to the programme. However, the British government are also taking a stronger stance against â€Å"antisocial behavior†, which frequently involves gangs of adolescents. Although the new anti-social behavior legislation is not aimed specifically at gangs, its purpose is to reduce feelings of intimidation within communities, which is often concurrent with gang formation. Once an Anti-Social Behavior Order (ASBO) is issued, the accused must abide by the stipulations in the ASBO or potentially face criminal proceedings. The US was similarly preoccupied with anti-social behavior in the 1990’s, when task forces such as Operation Weed and Seed, and the Office of Community-Oriented Policing Services anti-gang drive, had at it’s core the desire curb or contain street gangs. New legislation was passed and many states enacted statutes to assist law enforcers. In both the US and UK, this was a response to a concerned electorate, made anxious by the tabloid media. There must be a move in the US towards interventions that do not criminalize young people. The question that should be asked is why are young people joining gangs. The answer is well researched; the need for structure, nurturing, a sense of belonging and perceived economic opportunity create breeding grounds for gangs. If goverments adopt adequate social security programs to meet these basic needs, gangs will not evolve – they ultimatly reflect the society that has shaped them. References Brantley, A. C., DiRosa, A. (1994) Gangs: A National Perspective. The FBI Law Enforcement Bulletin. New York Klein, M. W. (1995) The American Street Gang. Oxford University Press. New York. Koutos, L., Brotherton, D., Barrios, L. (2003) Gangs and Society: Alternative Perspectives. Columbia University Press. Miller, W. (1975) Violence by Youth Gangs and Youth Groups as a Crime problem in Major American Cities. Washington Department of Justice. Washington. Moore, J. W. 1998. â€Å"Understanding Youth Street Gangs: Economic Restructuring and the Urban Underclass.† In M. W. Watts (Ed.), Cross-Cultural Perspectives on Youth and Violence (pp. 65-78), Stamford, CT: JAI. Thrasher, F. M. (1927) The Gang: A Study of 1,313 Gangs in Chicago. Chicago III. University of Chicago Press. USA (1994) Community Cares (1994). Socialist review, 179. Retrieved February 10, 2006, from http://pubs.socialist reviewindex.org.uk/sr179/msmith.htm

Theme Writing in a Five Paragraph Structured Form :: Writing Education Teaching Essays

Theme Writing in a Five Paragraph Structured Form I'll just run off five quick paragraphs with a couple big words and a solid structure and I'll breeze through another paper. Let the nonsense begin. I never really liked my parents. I found out in high school that if you disagree with anyone, expect detention. Now I found myself in a new setting. I was surrounded by people yearning to write, straining to listen, dying to learn. I was in expository writing 220. I looked around and noticed that everyone seemed to be sitting in the proper first day arrangement, guys on one side, girls on the other. One person refused to be like the others in the group. He crouched down on the table. I would later get to know him as Dave, the writing center guy. As I started to get comfortable a man walked in. He was slender in build and walked with authority but looked more like one of us than one of them. He walked in crumbling tennis shoes and matched awkwardly, like people used to in the seventies. Things would be a little different then I was a custom to, it turned out he was the professor. Weeks passed. He taught us how to catch errors and how not to write. He taught us that theme writing was b ad, real bad. He taught us how to use our voice and how it important it was to get the feeling out of a paper. Then he told us to write. I looked around the room. I watched people with confused eyes, flaring nostrils, pulsating ears. "How do we stray away from theme writing when that's all we done our whole lives?" Nobody asked the question, "why have we done that our entire life?" I can tell you why. It's a simple way of writing and except in this classroom, it's excepted college wide as an excellent way to set up a paper. So is our professor a little confused? Theme writing and simple five paragraph papers are exactly were it's at. What a great opening paragraph. It states what the paper is going to be about with out actually coming out and saying it, and the creativity of my word choice and variation of sentence length should stray m.c. from realizing I have no clue what I'm actually talking about. Just three paragraphs backing up my thesis left and a soft conclusion and I'm done, piece of cake.

Wireless Computing Essay examples -- Education, Teachers

In an attempt to improve the integration of wireless computing, educators and policymakers are reevaluating ways to incorporate technology tools into the grade level performance standards without separating the two educational standards (Collins & Halverson, 2009; Weston & Bain, 2010). Presently, students and teachers at the rural school district under review have the ability to transmit information through wireless technological resources. Francis and Mishra (2008) explained that teaching-learning with wireless computing effectively will demand that classroom teachers are knowledgeable of the security of information. The researchers insisted that teachers need to know about the stored or transmitted information through wireless technology. In addition, teachers will also need to learn the practicality and effectiveness of using such technology for educational purposes. Although both the schools and students possess different wireless technology tools within this southeast rural K–12 district in questioned, the devices are not used to augment new pedagogical strategies due to teachers' technology attitudes, lack adequate training or beliefs (Hayes, 2009). Teachers will continue to be uncomfortable with wireless technology unless their attitudes about technology changes (Hennessy, Harrison & Wamakote, 2010). Teachers' who lack confidence in instructing with wireless technology tools may hesitate to use them (Francis & Mishra, 2008; Teo, 2009). Teachers’ attitudes, awareness, lack of autonomy, lack of skills to assess what wireless technology offers, and technophobia appear to be the primary barriers that hinders teachers from integrating technology into their instructional practices (Hennessy et al., 2010; Ursava... ...udes towards technology and the uses of such technology. In addition, this study will apply quantitative measures to generate numeric quantifiable concrete analyses of the findings (Deeptee and Roshan, 2008; Leedy and Ormrod, 2010). This study attempts to distinguish a concrete analysis between the measurements found and the natural abilities of teachers using available technology during instruction. From those measurements and descriptions, the researcher will design an online support network (OSN) as an instructional resource (Snider, 2009; Hennessy, Harrison & Wamakote, 2010). A professional learning network will assist K–12 teachers with integrating available technology effectively in the classroom. Access to professional learning resources will encourage teachers’ confidence through the use of available technology and help with any possible technophobia.

A Closer Look on Bilingualism

Bilingualism is not uncommon to many people and in many parts of the world. As long as there are people who migrate from far off countries to different places in the world, bilingualism will exist, and prosper.This has become a bigger reality in today’s world where different countries are brought closer by technology, and globalization has become commonplace, especially to more prosperous and industrialized countries where migrants tend to gather.Hence, cultures become interrelated and languages are no longer limited to their areas of origin. In fact, it is normal for many people to use two languages, or even more, in the course of day-to-day living, some by choice and some by necessity.As evidenced by studies and observation made by scientists and educators, bi- or multilingualism exists because humans are not limited to learn a single language in the course of his/her lifetime.Although there were no studies that have determined how many languages a person can learn in his/he r lifetime, there was no question that it could be done, given the relative ease by which children learn languages.The brains of a human being hold endless possibilities. It is not a jug that has limited capacity; it can absorb so much more information (Alladina 6). Hence, it is not surprising that more and more people are learning and making use of different languages.It is not uncommon to see a person who makes use of a different language at home, in school or in buiness, a particular language is used depending on the appropriate situation.As we attempt to explore different facets of bilingualism, it would be most logical to explain briefly the meaning of bilingualism and how it is commonly perceived in order to offer a better understanding as to why it has such great impact on the society.More importantly, this paper will deal on the overall effects of bilingualism on children, adults and families, as well as the influences of schools, its systems, and society at large to people who are bilingual, and vice versa.We shall also delve on the choices that different bilingual-background families have or have made with regard to rearing their children as bilingual or monolingual, and the subsequent effects of these choices.We shall shed light on these concerns, partly, by going through the personal experiences of three individuals, with different degrees of bilingualism, who were interviewed exclusively for this paper.We shall examine how bilingualism played a part in their lives. Their bilingualism resulted from different circumstances surrounding them as they were growing up that were mainly rooted from their families.For instance, the first interviewee and her parents migrated to Norway from Pakistan, where she was actually born and raised until she was eight years old, the second one has parents whose mother tongues were different from each other, while the last interviewee was adopted from Colombia when she was eight years old.