Religious Essays - Religion And Politics, Freedom Of Religion

Religious Equality In US America has been named the "melting pot" of the world. It houses many different cultures, nationalities, ideas and religions. There are Christians, Jews, Catholics, Buddhists, Mormons, Hindus, Spiritualists, Jehovah's Witnesses, Islamics, plus many more. America is unique in that all these religions are represented in a nation that is only 200 years old. And America has upheld, throughout history, that the freedom and equality of religion is extremely important in order for this nation to function as a free nation. The foundations of America were set as a result of England's persecution; more specifically, England's religious persecution. The colonists wanted to create a nation that allowed people to be free. They desired to speak what they wanted to speak, do what they wanted to do, and practice what they wanted to practice... without the government watching their every move. Thus came religious freedom. The First Amendment to the Constitution states that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," meaning that an American citizen would be able to practice his or her religion without any intervention or persecution from the government, be it Islam, Judism, Mormonism or Catholicism. Yet, with religious freedom, comes important questions concerning its existence. Is religious equality just as important as all the other freedoms... such as the freedom of speech, the freedom of press, the freedom to assemble, and others as well? The answer here is yes. If this nation truly stands for freedom, the American government cannot say that its citizens have the right to speak freely, write freely, or assemble freely, but then maintain an established national religion. That would be contradictory, and would not make America any better off than England, which it had separated from just years beforehand. Certainly, all the freedoms are equal. On the other hand, unlike the other freedoms mentioned, religious freedom addresses a different type of need. It addresses the concept of personal fulfillment, or perhaps, self-realization. Religion attempts to give answers to basic questions: From where did the world come? What is the meaning of human life? Why do people die and what happens afterward? Why is there evil? How should people behave? As a word religion is difficult to define, but as a human experience it seems to be universal. The 20th-century German-born American theologian, Paul Tillich, gave a simple and basic definition of the word: "Religion is ultimate concern." This means that religion includes that to which people are most devoted or that from which they expect to get the most satisfaction in life. Consequently, religion provides adequate answers to the basic afore mentioned questions. Religion is, undoubtedly, a very important part of life. The second question regarding freedom of religion discusses which aspect of religion should be considered equal: the structure or substantive content of religion, or the individual conscience of that religion. Because of the diversity and impact that religion has in the lives of Americans, the individual conscience should be treated as equal, not the structure or substantive content of the various religions. No two religions are alike, just as no two people are alike. The government cannot make all religions equal in regards to their individual structure and/or practices because the individual practices are what make each religion unique; appealing to the individual conscience. If all religions had to be equal in practice, we would have Buddhists saying "Hail Mary's," or Christians bowing to Allah. Perhaps Catholics would wear orange robes and have shaved heads, and Hare Krishna's could sing music out of the Protestant Psalter Hymnal. This would defeat the whole purpose of allowing freedom of religion in the first place. Religion must be able to differ in structure and substantive content. People must be able to practice their own religion in the way they want to... and this cannot happen if all religions in America are made equal in structure and practice. The individual conscience in a certain religion, however, must be treated the same as any other religion. A Christian conscience must be treated the same as that of a Buddhist conscience. A Catholic conscience must be treated the same as that of a Mormon conscience, and so on. One cannot discriminate against a religion if all religions are indeed seen as equal in regards to the individual conscience. It would be like discriminating against someone because they do not like coffee with their breakfast. If one decides that they would rather have orange juice with their bacon and eggs, that is up to them. It is their choice. And

IVYT 111 Essays - Cognition, Experimental Psychology, Human Behavior

IVYT 111 Essays - Cognition, Experimental Psychology, Human Behavior IVYT 111 10/14/2016 Thinking about work "I like work: It fascinate me. I can sit and look at it for hours" (Jerome K. Jerome). Work is an activity which involves mental or physical effort in order to achieve a purpose. It is also an important aspect of human life for survival. We work for so many reason s , some work to earn more money, some for the joy of it. However, the reason of involving in work arises out of the numerous needs of human beings. In order to meet up with our demand, we undertake different types of work. To work does not necessarily mean making money, it also involv es what you make out of it. It fascinates me to work because it provides a lot of benefits and also keeps the brain active at all time. Moreover, work keeps your soul, mind and body busy throughout the working period. It comes with so many rewards for example insurance, some company supports their staff in paying tuition in school and other but the most important of all is how you are enjoying your work. I have been working for some time now and I can sincerely say that the most rewarding part of my job is that it opened my eyes on certain health issues making it easier to pursue my dream carrier. It gladdens my heart to work each time knowing fully well that everyday come with a knowledge . Working is a wonderful thing to do, but being a supervisor is something that seem impossible. However, being a supervisor is an upliftment from your employer but it come s with a lot of advantages and disa dvantage. The advantages of supervising other people i s that you will be provided with appropriate learning opportunities to develop your skills which is a plus because you are acquiring more knowledge and at the same time be ing paid for it. It also motivates you to work hard. It comes with higher pay, get to be a leader, gain lots of experience, respect will be accorded to you and it give you the opportunity to impact on decision making in the company. Furthermore, the disadvantages of being a supervisor is overwhelming as it makes you to have more goals and responsibilities as you are to be questioned for any work not properly done. It will also expose you to working extra hours, answer to the top authorities, deal with more people and being responsible for people under you as you can hire or fire people. The aspect of hiring and firing people comes with a lot of hatred, enemity and bad names but as a supervisor you have to endure to be able to do an excellent job. In as much as it is important to work to gain a living, it is also necessary to work in order to keep yourself busy as they say" An idle mind is a devil's workshop " living bible(TLB) proverb 16:27- 29. This simply mean that people should be kept busy or something happens. Working keeps the mind busy, develops the brain and also brings happiness. It is a good thing to have a stable work because it helps you to concentrate and give in your best. It is also rewarding , it helps to develop your skills and organizing yourself. The stability of your work brings about a stable income and it creates an avenue for promotion. It is interesting to work because the reward always come at your old age when you can no longer work or do anything. working helps in perfection, success and achieving your goals academically, financially and otherwise.

Confrontation Of The Past Essay Example | Topics and Well Written Essays - 750 words - 3

Confrontation Of The Past - Essay Example Elaine Risley is a middle-aged artist who goes back to the city of her childhood because she had to attend a show there.Morrie Schwartz is reunited with his former student Mitch who he recalls despite having not seen him for more than 16 years. The reunion gives Morrie Schwartz a chance to pass on his wisdom to the world through Mitch because he was in the final days of his life. Elaine Risley fled her childhood city because of the fact that she wanted to leave behind the painful memories that she had while growing up there. Much of the pain came from the fact her friends Cordelia, Carol, and grace results to humiliating her in the name of improving her. This leads to a period of depression. The friends would walk around pointing out at her weaknesses and failures, resulting in a state of very low self-esteem. As a result of the experience that Elaine had with Cordelia, she begins to doubt her abilities even when she was not supposed to. Despite the fact that Cordelia was just a part of her past, she could still have the memories of her criticism and mockery in her thought. In fact, she thought that by fleeing her home city she will be able to forget all the wrong things that had happened to her during her childhood(Atwood 67). This does not happen and she ignores every chance she has for going back to Toronto because of the fear that she would be remembered for the kind of life that she had while growing up. During the 16 years that Mitch and Morrie were separated many things change in the character of Mitch. He leaves behind the moral values which Morrie remembers him to uphold. Mitch is enticed by the popular culture is more drawn to individualism. Mitch does picture ever going back to the moral self he once used to be. Mitch does not have the kind of experience that he had with Morrie (Albom 72). The kind of people that he interacts with is just cold and does not give much attention to moral values, but to the gains that they get from everything they do.

Walmart Research Paper Example | Topics and Well Written Essays - 1000 words

Walmart - Research Paper Example Mission and the Vision Statement The mission statement of Wal-Mart is ‘we save people money so that they get live better lives’ (Wal-Mart 2011 Annual Report, 2012) There is no specific vision statement for Wal-Mart, however the following quote by Wal-Mart serves as an example of the company’s vision: ‘The secret of successful retailing is to give your customers what they want. And really, if you think about it from your point of view as a customer, you want everything: a wide assortment of good-quality merchandise; the lowest possible prices; guaranteed satisfaction with what you buy; friendly, knowledgeable service; convenient hours; free parking; a pleasant shopping experience’ (Walton, 1990) Competitive Advantage of Wal-Mart Wal-Mart has always portrayed itself as the low price provider. It offers its consumers brand products at discounted rates. It is able to enjoy this advantage because it buys its products in bulk quantities and keeps its profit margin quite low. The aim is to increase sales so that profits will be achieved through increased sales. The company has also expanded extensively within and outside the United States. The objective for the company has been to open up big Wal-Mart stores in almost every corner of the country. This would allow people to have better access to these stores. Also these stores offer almost everything; from food items to electronic goods. The expansion strategy for international countries is also quite developed for Wal-Mart. When Wal-Mart enters into a foreign market, it does so by buying out the existing competitor. In this way, Wal-Mart gets several advantages. It is able to kill one competitor and establish a store in a prime location. Also the company benefits from the assets and human resource of the previous store. Government Regulation Industry for Wal-Mart The company is regulation through local laws in which the company operates. Since the company operates in different countries, it has to comply with the respective laws of the country. The company is facing issues with regard to its labor relations. The company does not allow its workers to develop unions. Also these workers are filing lawsuits against the company on the basis of working conditions, benefits offered and discrimination. Regulations affect the company by requiring the company to comply with existing laws and to ensure that the workers are treated fairly (Gereffi and Christian, 2009). SWOTT Analysis Strengths The biggest strength for Wal-Mart is the competitive prices that they offer. The company has presence in over 15 countries in the world and has opened up multiple stores in these countries. This large scale of operation allows the company to gain economies of scal e along with developing a strong position against the competitors. The retail industry is all about offering the best prices and the widest range and Wal-Mart is able to do this. This is perhaps the biggest strength for the company. The company also has developed a good IT base. It was the first retail store to adopt the bar code system. Since Wal-Mart is proactive in adopting new technology, it enjoys

Foundation of Business report about the Hairdressing firm called Essay

Foundation of Business report about the Hairdressing firm called Friends - Essay Example the role of David, this paper will make recommendations on how to optimize its overall functioning particularly in marketing, human resources, finances and operations. Friends, with their two hair salons, needs to focus on major marketing programs to revamp their declining fortunes. â€Å"Marketing provides the bridge between an opportunity and a purchase.† (Stapleton and Thomas). It should start with repositioning its hair salon business for the new generation market. With their aging and greying customer base, the potential to sell their services is minimized. â€Å"Retaining existing clients is a key to running your hair salon successfully but attracting new customers should be the aim of Friends hair dressing salon.† (bodycareblog.com) New age customers, the youth and the mid-aged market with their growing grooming consciousness, are the most lucrative market to tap into. The company needs to device appropriate and relevant marketing programs to capitalize on this high potential market. The remarketing should start with services they offer; then along with hairstyling they can offer some complementing beauty salon services. They should transform into a holistic hair styling and beauty care service, offering all hair and beauty service under one roof, which provides the real value for their money and conveniences for the customers. There are various marketing strategies that can be used to pull a large number of customers to the salon. Friends should increase the Ad spend, as it’s very critical to communicate their new positioning to the youth market. Also with competition closing in, the advertisements should be intensified. Advertising through magazines, direct mailing and the most important of all is time-investment. The most effective advertising options are magazines, brochures, or billboards with colorful, creative and attention grabbing content (bodycareblog.com). The company can distribute brochures in residential colonies, posh apartment, colleges,

Assessment And Classroom Based Assessment English Language Essay

Assessment And Classroom Based Assessment English Language Essay The aim of this chapter is to look at relevant research studies in relation to assessment in the classroom context, and to explore the role of classroom assessment in more details, with a specific focus on formative language assessment. It appears that the teachers classroom assessment practices and strategies may directly impact learners learning, and this includes young learners.(Oksana:not only with young learnersà ¢Ã¢â€š ¬Ã‚ ¦..so what should I put here) Classroom teachers are in the front line of helping learners learning and assessing their performance in the classroom. Thus, the literature review is mainly concerned with the role of classroom assessment and the relationship between classroom assessment practices and learning. The following section clarifies some terminology and explores the links between assessment and learning with young language learners in the EFL context through a review of literature on experiences of assessment with primary-age learners. 2.2 Definitions of assessment and classroom-based assessment In this section, the definition of the term assessment is provided and the definition of classroom-based assessment (CBA) is discussed to provide more details of the relationship between assessment and learning in classrooms. In the educational context, the term assessment is often associated with testing for most of the teachers, learners and other stakeholders. However, testing is only one element of assessment and it actually encompasses a wider range of factors from tests to dynamic and collaborative activities and tasks. Therefore, it is necessary to clarify the difference between assessment and testing before looking at the definition of classroom-based assessment(Oksana: insert page numberà ¢Ã¢â€š ¬Ã‚ ¦what?). 2.2.1 The distinction between assessment and testing Ioannou-Georgior and Sophie (2003: 4) provide a broader interpretation of assessment; they describe assessment as a general term which includes all methods used to gather information about childrens knowledge, ability, understanding, attitudes and motivation. Assessment can be carried out through a number of instruments (for example, test, self-assessment), and can be formal or informal. This definition suggests that teachers may use both formal and informal methods to collect information in relation to learners performance, such as their ability and attitudes, as an evidence of learning. Ioannou-Georgior and Sophie (ibid) point out that assessment refers to all kinds of methods, whether they are formal or informal, with the aim of collecting evidences of learners learning.(Oksana: similar to above, suggestion: remove it) The studies of Rea-Dickins(2000), Lambert and Lines (2000) go further to suggest that assessment is a constant ongoing process rather than a onetime thing. Rea-Dickins (2000) illustrates assessment as the general process of monitoring of keeping track of the learners progress. (p. 376). She highlights that such process is a continuous method to monitor the learners performance. Lambert and Lines (2000) also show the similar view of point, they define assessment as the process of gathering, interpreting, recording and using information about pupils responses to educational tasks (p. 4) From their viewpoint, assessment is related to what teachers do during the process of teaching and learning, including gathering, diagnosing, recording and using information about pupils performance and feedback. As can be seen, assessment is a part of both teachers and learners life within classroom and is integrated to the process of teaching and learning. It is also used to monitor and respond to lea rners regular work, such as learning activities, tasks and tests. On the other hand, testing refers to a procedure that is used to measure learners ability by teachers and examiners (Rea-Dickins, 2000). According to Ioannou-Georgior and Sophie (2003), testing is a procedure with a certain objective and is used by teachers to assess learners performance in order to understand whether the learner has achieved this objective or not. They also point out that testing used tasks or exercises and assigns marks or grades based on quantitative results (p. 4) This seems to suggest that testing is one of the tools that used by teachers to assess their learners ability and is a way to demonstrate what learners have learnt. It also implies that testing is a onetime thing rather than an ongoing process. As can be seen, testing is a procedure with a certain objective and is used to collect quantitative results, in terms of marks or grades. It is used to measure what the learners have learnt and to check whether they have met their goal or not; meanwhile, assessme nt refers to all methods of collecting both quantitative and qualitative data in relation to learners performance and is a continuous process. (Oksana: Yes, but it is classroom based assessment specifically that does thisà ¢Ã¢â€š ¬Ã‚ ¦..what?)In fact, through clarifying the boundaries between testing and assessment may help us to get insight into the meaning and definition of classroom-based assessment. 2.2.2 Definition of Classroom-Based Assessment Classroom-based assessment is defined by Airasian as the process of collecting, synthesizing and interpreting information to aid in classroom decision making (2005, p. 2). He highlights the work that teachers need to take during the process of assessment in the classroom context, with the aim of supporting teachers in decision making, such as deciding what forms of assessment are most appropriate for gaining information about learners learning and measuring achievement. In classrooms, teachers collect data in relation to learners needs, strength, and weakness and try to interpret the information on the basis of teachers own beliefs, capacities and knowledge. They then provide help to learners and may be able to support individual learning needs. Such ongoing processes, including assigning grades, providing feedback and learning opportunities, and modifying the teaching and learning, are aiming to renew, keep track and record learners performance in the classroom. By doing so, teacher s may be able to enhance learners learning and help them to close the gap between their current status and their target level (Sadler 1989). Further, Mckay describes that classroom assessment or teacher assessment refers to assessment carried out by teachers in the classroom (2006, p. 140). He then notes that classroom assessment may be formative, for instance, when the purpose is to provide feedback to help learners improve learning, or it may be summative, when the purpose is to record and report pupils achievement and attainment (Rea-Dickins 2000). As can be seen, the purposes for classroom assessment may lead to using assessment information formatively or summatively by teachers. For example, they may need to use formative assessment to identify learner needs and use summative assessment to provide learners achievement to school authorities in the end of a school year. In fact, there are a variety of purposes for teachers to use classroom assessment. Rea-Dickins suggests three objectives of using classroom assessment: teaching, nurturing learning, and measuring learning (2000). In other words, teachers may use classro om assessment to modify their teaching methods and materials, provide appropriate help to learners and meet the bureaucratic demands. Classroom assessment plays a significant role in collecting information about learners learning and can also be used to support teachers teaching and learning (Rea-Dickins, 2001). It is a continuous and integrated process which can be planned in advance as well as be unplanned, such as observing learners language performance during the course of teaching and assessment activities. The roles of teachers may have an impact on learners learning in the classroom, whether as facilitators to develop learners language development or as assessors to measure learners language learning, (Rea-Dickins, 2008). Teachers may use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. It is important for teachers to develop classroom assessment skills and strategies, and bring about positive change in classrooms. The aims of adopting classroom assessment strategies are to support learners learning and te achers teaching, and to meet the ultimate achievement of the curriculum goals. Rea-Dickins (2001) provides a model of classroom assessment which illustrates teachers roles in four stages in the classroom assessment process (see Figure 2.1). It also reveals the fact that teachers may need to play a mediating role in order to deal with various demands from improving learning and modifying teaching. For instance, in stage 1, the Planning stage, teachers may be interpreters to explain the learning goals and assessment criteria with learners and evaluators to identify learners needs and levels. They may become supporter in stage 2 in order to scaffold learners and provide feedback to them. As for stage 3, teachers may also need to be interpreters to interpret the learning evidence and improvers to refine the assessment process; meanwhile, they may need to be reports to report and record the learning progress to administrative authorities. Stage 1: Planning Identifying the purpose for the assessment?(why?) Choosing the assessment activity(how) Preparing the learners for the assessment Who chooses/decides for each of the above Stage 4: Recording Dissemination Recording reporting progress toward NC Formal review for LEA or internal school purposes Strategies for dissemination of formal review of learners Stage 2: Implementation Introducing the assessment(why, what, how) Scaffolding, during assessment activity Learner self- peer monitoring Feedback to learners(immediate) Stage 3: Monitoring Recording evidence of achievement Interpreting evidence obtained from an assessment Revising teaching and learning plans Sharing findings with other teachers Feedback to learners (delayed) Figure 2.1 Process and strategies in classroom assessment  [1]   However, teachers may not be able to predict the complex interaction between these two assessment purposes before actually implementing the assessment active. For instance, teacher-planned summative assessment may also provide formative assessment opportunities for students during the teaching process. Rea-Dickins (2006) points out that the boundary and interaction between formative and summative purposes of assessment cannot be identified in any watertight way in advance, as they will unfold and be enacted through the classroom discourse (p. 183). As can be seen, teachers need to be flexible with their classroom assessment practices and be able to use both formative and summative assessment as pedagogic tools to scaffold learners, adjust their teaching, and assign grades for learners in the classroom. Thus, it is important for teachers to understand the functions of both formative and summative assessments and how to use them to modify their teaching, enhance pupil achievement, and report to school authorities, parents and other stakeholders. 2.3 The Functions of Classroom Assessment: Formative and Summative Assessment On the basis of the definition of classroom assessment (2.2), classroom assessment may be used as a variety of instruments by teachers to collect data in relation to learners needs, ability, knowledge, understanding and performance in the classroom. This seems to imply the primary role teachers play in classroom assessment process and the importance of linking formative and summative assessment to effectively enhance learners learning and report it to other stakeholders, including parents, other teachers, learners themselves, and school authorities. In this section, the functions of classroom assessment, in terms of formative and summative assessment, will be discussed, particularly with assessment for learning, through a review of the literature in relation to the role of both formative and summative assessment in classrooms. 2.3.1 The Role of Formative and Summative Assessment Classroom teachers are in the front line of assisting learners to develop their ability and enhance their learning, thus, it is crucial for teachers to recognize the different functions and characteristics between formative and summative assessments and to integrate them into everyday teaching and learning. Harlen and James (1997) share the different roles of formative and summative assessment in classroom assessment. They urge the need to distinguish the differences between formative and summative assessment, in terms of the functions and characteristics, and then connect and wave them together. To reveal the complexities of the differences between formative and summative, some research reports have provided a variety of interpretations to help teachers to clarify the concept of formative and summative assessment. According to the report of Task Group on Assessment and Testing, known as TGAT, it defines formative and summative assessment through clarifying the different purposes and timing between them. For formative assessment, teachers may use it to understand the the positive achievements of a pupil (DES/WO, 1988, para. 23) (Oksana: This is quite an old reference, is there anything newer/more recent on this point?)and then plan their teaching in order to help the pupil to reach to the next step. It highlights the dynamic process of teaching and learning in the classroom and more importantly, it points out the future direction through using the results of assessment. Formative assessment is a continuous process of adjusting teachers teaching and learners learning; meanwhile, summative assessment is used for systematic recording of learners overall achievement. In other words, teachers may use summative assessment to note learners performance, such as recording the grade or scores of teacher made and standardized tests, after a certain period of time. In 2001, Clarke expressed similar views in providing a clear illustration for formative and summative assessment: If we think of our children as plantsà ¢Ã¢â€š ¬Ã‚ ¦summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but, in themselves, they do not affect the growth of the plants. Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants directly affecting their growth (p2). As can be seen, the main function of formative assessment is to nurture pupils and improve learning, which is a continuous process of interaction between teachers and learners. For instance, in classrooms, teachers provide guidance for learners toward improvement through formative assessment feedback during the processes of teaching and learning. As for summative assessment, it takes place after the teaching and learning. Teachers may grade or make judgments in relation to learners learning in order to inform and report to other stakeholders. In the classroom, teachers use formative assessment to help learners learning as well as modify their own teaching methods and materials. They also use summative assessment to assign grades and report attainment at the end of a school year for administrative purposes (Bachman Palmer 1996). As such, formative assessment requires the ability of the teacher to diagnose learners performance, in terms of what causes him or her to get struck, and to help learner to understand what to learn, how they learn, and how well they have learned. 2.3.2 Formative Classroom Assessment: assessment for learning More recently, the focus of the classroom assessment studies has shifted from forms of test to the interactions between assessment and classroom learning. This shift also highlights the importance of the improvement of learning through formative teacher assessment. Black and Wiliam (1998) review a variety of past research studies in relation to classroom formative assessment. They point out that several empirical studies show evidence to support the claim that improving formative assessment do raise standards and help pupils learning, particularly with low ability pupils. They also present evidence in relation to how teachers use formative assessment practices and strategies to enhance pupils learning in the field of general education. A broader explanation of formative assessment is provided by Black and Wiliam, they illustrate that all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged (1998, p.7). Their interpretation not only points out that formative assessment activities can be used by both teachers and learners but also indicates how teachers and students use feedback to adjust the teaching and learning. From this perspective, formative assessment is embedded in teaching and learning and can be used to prompt learner learning. Key formative assessment strategies, such as effective teacher feedback, teacher scaffolding, self- and peer- assessment, and raising learners self-esteem and motivation, may be integrated and embedded within teacher-learner(s) interactions(Rea-Dickins 2006). As can be seen, the activities that conduct by teachers, such as observation, teacher made tests, take-home tasks, and learners, including self- and peer- assessment, would provide information to help both teachers and learners improve themselves. Further, Brindley (2001) points out formative assessment should undertake by teachers during the learning process, by doing so, teachers can use the results to improve instruction (p. 137). In addition, Sadler (1989) connects formative assessment with feedback and believes that feedback to teachers and to learners are separate. He suggests that the aim of using feedback for teachers is to diagnose learners performance and modify their teaching in order to help learners to enhance their abilities; meanwhile, for learners, the purpose of using feedback is to monitor their performance and understand their own learning weaknesses and strengths. Further, Tunstall and Gipps (1996, p.393) identify two types of feedback used by teachers in classrooms: evaluative and descriptive feedback respectively. They suggest that the former seems to be more close to affective and conative (effort-based) aspects of learning with a performance goal, whereas the latter places the emphasis on the cognitive development with a mastery goal. Teachers act as facilitators in providing descriptive types of feedback, such as making suggestions and questioning as part of discussion, rather than directing (p. 401). As can be seen, there is a greater links between descriptive feedback and formative assessment. However, Torrance and Pryor (1998) point out that teacher feedback may have a negative influence on learners, for instance, when the teacher tries to correct learners mistakes which may lead to the impression of learners producing wrong answers. It may even be seen as criticism by the pupils and discourage learners self-esteem. Further, teacher feedback with praise may result in encouraging competition among learners instead of increasing learners motivation. Thus, it is important for teachers to recognize the influences and impact of formative assessment feedback on learner motivation and self-esteem. To sum up, classroom assessment is used by teachers to collect data in relation to the process and attainment of learners with aim of responding to individual needs and curricular demands. Formative assessment is crucial in enhancing learner learning and closing the gap between learners actual level and potential level. The following section explored assessment of young language learners in a foreign classroom context through review of past research studies in relation to classroom assessment in practice. 2.4Research on Assessment of Young Learners in the EFL Classrooms In this section, the relevant research studies of classroom assessment of young language learners are explored, followed by introducing a unique Taiwanese educational context, in terms of learning English in private ESL schools, as the classroom assessment context in this research. 2.4.1 Classroom Assessment of Young Language Learners Rea-Dickins (2000) points out that since the 1990s research studies in relation to assessment for foreign language learners has been more in evidence (e.g., Low et al., 1993; McKay et al., 1994; Edelenbos and Johnstone,1996; Breen et al., 1997; Leung and Teasdale, 1997). Language Testing proposes a special issue that is focusing on assessment for young language learners, who ages 5 to about 12, in the school system. The key idea of these reports in this issue is related to a variety of purposes for assessment for young language learners within an early years language learning curriculum which results in raising the awareness of wider issues in relation to assessment of young language learners, such as how the validity of classroom-based assessment is achieved. Teadeale and Leung (2000) draw the attention to the validity of implement alternative assessment and monitoring learners learning performance through teacher assessment. Rea-Dickins and Gardner (2000) also look at the same issue in relation to the implementation of formative classroom assessment, in terms of keeping track of learners language development, in the English as a Second Language (ESL) context. Their findings suggest the potential variables which may influence the validity of teacher assessment during the assessment procedure. This is followed by Gattullo who explores the way to implement formative assessment in the Italian primary foreign language classroom, where English is taught since grade 3 (age 8). She investigates different formative assessment processes through analyzing classroom assessment discourses and she also observes the everyday interactions between teachers and learners. The results suggest that instead of using formative assessment actions which may be m ore beneficial for learning, including observing process, examining product and metacognitive questioning; teachers use more common actions, such as questioning, correcting and judging. Continuing the theme of formative assessment of primary learners in the EFL context, Zangl (2000) provides the methods of assessment to gain information in relation to primary-age learners language skills. She argues that teachers may be able to draw a developmental picture for individual learners, including their general interactional skills and specific language skills, through ongoing assessment throughout primary school. Hasselgren (2000) looks at the innovative ways to develop materials, such as tests, teacher assessment, and learners self-assessment, which can improve both teachers and learners assessment skills in Norwegian primary schools. In the context of Norway, one significant difference is that there is no tradition of testing for young language learners due to local policy. This contributes to high-demand assessment methods, particularly in materials development and task design, and to the implementation of formative assessment, in terms of assessment for learning. Both teachers and learners are encouraged to develop their ability to assess. As can be seen, the national policy is one of important variables that influences teachers attitude towards integrating classroom-based assessment into their everyday language teaching. It is also crucial to take variables, such as learners prior cultural knowledge, teachers knowledge and ability in assessment, and the English curriculum, into account when assessing primary-age learners of English as a foreign language. Teachers should choose and design the appropriate assessment material for Young language learners. The material should be well adapted to learners cognitive and linguistic skills and to their interests. The work of Hasselgren suggests that classroom assessment may be influenced by a variety of factors, particularly by the national policy. These external elements, such as the government policy and English curriculum, may have direct impact on the implementation of assessment, teachers attitude towards classroom assessment and their classroom assessment practices in the EFL context. A brief history of primary school English education in Taiwan is explored in the next section to gain insight into a special English classroom in Taiwan. 2.4.2 ESL Program in Taiwan English teaching and learning for young learners has become increasingly important in Asian countries, such as Taiwan, China, Japan and Korea, where learners study English as a Foreign Language (EFL) over the past few decades. At this point it is useful to clarify some terminology before introducing the English educational context in Taiwan. The term English as a Second Language (ESL) used in countries, , such as Canada, North America and Australia, which refers to learners who are using English as the medium of instruction in school contexts but who are not English first language (L1) speakers (Rea-Dickins, 2000, p. 115). On the other hand, the term English as Foreign Language (EFL) refers to when English is taught to non-native English speakers in non- English speaking areas, such as Europe, Asia, and Africa. In 1997, the Ministry of Education (MOE) in Taiwan decided to implement curricular and instructional reforms in elementary and junior high school education. One of the most significant changes is that English courses are officially introduced in grade 3 (age 9) with two 40-minute lessons per week (Ministry of Education, Republic of China, 2010). Since then, learning English has become a popular movement for young learners from the ages of 5 to 12 across the country. Butler (2004) points out that some Asian countries, such as Korea, Taiwan, and Japan, have introduced English language instruction at the elementary school level, with special focus on oral communication skills. Although the officially suggested starting age is 9, most parents want their children to learn English as soon as possible. The assumption of the younger the better in foreign language acquisition is supported by many Taiwanese parents, who believe an early start will help their children to achieve greater profici ency. These factors above contribute to the significant growth in the number of cram schools and private language schools across the country over the last decade. Cram school also known as abuxiban in Taiwan are very common and popular in competitive Asian countries, particularly in Taiwan and Japan. The aim of these schools is to help pupils to enhance their achievement scores (Harnisch, 1994; Oneil Fukumura, 1992; Stevenson Stigler, 1992). In 1999, a report from China Central News, on 6 April 1999, stated that at least more than one quarter of elementary pupils attend private language institutions after school to learn English. Tsai and Kuo (2008) report that there are more than 5,000 cram schools in Taiwan. Most English cram schools offer additional after-school teaching to enhance pupils English ability. In particular, numerous so-called ESL schools aim to help Taiwanese learners to learn English as a Second Language (ESL) through using American elementary textbooks and teaching all subjects, including handwriting, computer, music, social science, reading, math, science, grammar, phonics and writing, in English. They also offer an ESL p rogram to kindergarten children of 3 years old up to students in grade 6 (age 12). In general, kindergarten pupils and grade 1 to 2 learners receive an average of 4 to 5 lessons a day, each 30 minutes long. As for grade 3 to 6 learners, they receive approximately 2 to 3 lessons a day due to their longer elementary school hours. Such ESL schools provide a unique educational context to investigate these ESL English teachers perceptions of classroom assessment and their own classroom assessment practices.

EASY ON THE RELISH :: English Literature

EASY ON THE RELISH The two characters I have chosen to write about, apart from Tofler, are Ray and Brian. The reason for my choice is that both of these characters play a large and significant part in the play, particularly Ray. They compliment each other because, Brian is serious, whereas Ray is carefree and has a sense of humor. RAY is 18 years of age and was a butcher’s apprentice, until he lost his job. He is a cockney, fairly well built and a jack-the-lad type of character, who no one pushes around. He detests rules and regulations. In Act One, Scene 1 he says, ‘No smoking in the locker room. What is this, bleadin Alcatraz?’ Despite his objection to working in a burger bar instead of an organization that sells real meat not ‘donkey flavoured camel turds’, his lack of education gives him no option than to work at Binders. An example to support this theory is in Act Two, Scene 3 during a conversation with Kishori. ‘Well, I’m not sayin’ I’m not pissed off, cos I am. But no sense in causin a ruckus. I mean, I need the money. I’ll take money from anyone. Yanks included’. Ray is also a male chauvinist. In Act Three, Scene 1 he proves this because he has second thoughts about joining a union, as suggested by Kishori, when he says to Francis ‘Well she’s a bird’. Further into the conversation he continues his reasons saying ‘A bit of skirt stirring it up like that. Men’s work, unions. Always has been’. Ray is a racist. At the beginning of the play in Act One, Scene 1 he objects to wearing the hats provided as part of Bunter uniform and says that the hat reminded him of a fez. ‘I’m not wearin no gypo gear, ‘gainst my religion’. His racist attitude if further evident in Act Three, Scene 1. He not only objects to Kishori because she is a woman telling him what to do, but also because she is of ethnic origin and called her a Paki bird. Ray is a generally likeable but ignorant character, who is not very bright and whose lack of education is evident because of his poor use of English language and grammar. He is easily led into situations without thinking out the consequences first and generally likes to go with the flow of things. However, he appears anxious that Brian is also keen to join the union and picket the burger bar which suggests that he is not as confident as he would like those around him to believe and feels more self assured with Brian’s support.