Growing Acme Fireworks Essay

There is much to consider when expanding a business. How will you make, market, and distribute your product. Are you willing to take full liability for your product and understanding the legalities of what happens if your product is defective? Once that has been established, it’s important to make sure that your business dealings are in order. The strength of the contract and what all it entails. Knowing that the legal document is important more so when things tend to go downhill. Above all is deciding which type of business entity the company will select especially if the company starts out small and looks to expand. Which entity will best serve the growth of the company such as Acme Fireworks? Some years ago I watched a movie called fight club. The movie dealt with a ton of social issues. One of the characters worked for a car company that would fly out their employers out to the areas where there were car accidents. They worked almost as an insurance adjuster that would com e and appraise a vehicle once it has been in a wreck and determine, based on the damages how much they would award the car owner. However in the case here the employees would view accidents all over the country and decide if it would cost more to recall the product or pay the total fee for the said accident. If the cost was too much to do a recall then the company would take responsibility for the accident if a law suit is brought forth, however if it is cheaper to recall then the necessary actions would be taken to recall the malfunctioned part. Knowing this it is important that we label the products and its proper uses so if there is an issue then it can be said that the manufacture warned the consumer. In this way, any injury would not be the fault of Acme Fireworks, but the consumer. Just as the example with the cars above, if someone lights a firecracker in a closet and the firecracker goes off and injures the person then the company is not liable being that it is neglect  on the part of the consumer (Rogers, 2012). Now if the same individual uses the firework outside in an open area as is stated on the label and they light the firecracker and it goes off in their hand as soon as the fuse is lit, then that is negligence on behalf of Acme. It must be understood that regardless of the product used, all products have the potential to cause consumer harm (Anthony, 1995). So that is why it is important to make sure everything from the development of the fireworks to the warning labels have been gone over to make sure that the product is not faulty. If a fuse is too short in a product or if the material used to cause the firecracker to explode is too much then that is a defectively manufactured product. Another issue could also be the type of firework that is made. Let’s say for instance that one of the products has the tendency to go off in extreme temperatures and is purchased and placed in areas of storage when the temperatures extreme then that is negligence on the consumer, however if the consumer was not made aware of this by the manufacture then the liability falls to the company. I recall about three years ago when I was in a car accident. Our brakes that we had from the car company had been recalled. We were sent notices in the mail, phone, and email about the recall and were told to bring our vehicle in to make sure the brakes were not faulty and if they were they could be fixed free of charge. The deadline came and went a after it expired I was in a car wreck. I was making a turn in the rain and slammed my brakes and they were locked. I had the repair work done on the vehicle and was told that the brakes were faulty. I informed the dealership of the issue and was told that the company was no longer liable because the deadline had passed. I was outraged and wanted to file a lawsuit against the company, however there are deadlines and limitations to when a suit can be filed and in the state of Georgia, you have up to a year to file such claim. I missed it by 3 months and was unable to file suit against the manufacturer (Day, 2014). Another import issues are the contracts. There are 5 basic elements to a contract: Offer, acceptance, Consideration, Legality and Capacity (Rogers, 2012). Other retailers stated to the owner of Acme Fireworks that they wanted a certain amount of orders filled on a regular bases for an undisclosed time frame and a price was agreed upon, this is the acceptance and offer portion of the contract. The offeror, which in this case are the large retailers, makes an offer which once accepted by  Acme Fireworks, creates a binding contract. Acceptance must be in some way agreed b y all participants; it may be verbal, symbolical, oral or written. The came from the retailers, they had a want from Acme to manufacture a product for them at a certain cost (Stim, 2010). Consideration is another element of a contract and what consideration brings to the table ask the whys and what’s: Why are we entering the contract and are you receiving? In this case Acme gets more money by being able to produce its products and grow their brand and the other retailers receive fireworks from Acme. However in this instance the owner of Acme may have taken on a task bigger than himself. This is a company with only 15 workers and to fill the orders with the new retailers, more employees need to be hired. Not only do they need to be hired, but they need to be trained as well. This must be done while filling out the orders. Here there is not much consideration given by the owner. How many employees do we need, how much will the work flow increase, and how long will we have a contract with the other retailers. No time period was given for the contract. Will this just be one order or is this something that will go on annually. What happen if the orders are not filled on a timely manner is the contract then void? Another question to ask is the capacity and legality of a contract. Capacity to contract means the legal competence of a person to enter into a valid contract. Usually the capacity to contract refers to the capacity to enter into a legal agreement and the competence to perfor m some act. The basic element to enter into a valid contract is that s/he much has a sound mind. Recently there was an issue with an owner of the L.A. Clippers making comments about minorities. The group of owners in the league wanted him to sell his team. He didn’t want to sell and wanted to fight it, however it came out that he does not have the mental faculties to run the organization or make business decision so that responsibility was given to his wife. It came out that he has dementia, but he is fighting this claim as well. Once it is established if he can mentally make these decisions then the wife will not be able to go into discussions to purchase the franchise legally. Acme has 15 full time employees as it stands now. This is without the orders for the new retailers. What we know is that the owner guaranteed that we can take on more business, not considering the staff that we currently have. For the orders to be filled we would have to take on more labor force. Before this  can be done we have to first consider what we have now. We currently have 15 people employed by Acme, to fill the new orders; do we take on double or triple the size? If we do take on more people, would it be something on permanent or temporary ba ses? Employment is very important when business is involved. There are many things to consider when a workforce is involved. When it comes with dealing with explosives it is important that we consider finding individuals who have experience with working with explosives and are well trained as well. This will cost more money for the company when it comes to hiring individuals that are trained to handle explosives. So these can’t be regular workers that one can find at a temp agency. However, we do not know how long to hire these individuals because there is no clarity as to the length of the contract, so the types of workers that we would have to hire would have to come through labor force agencies (Smith, V., & Neuwirth, E.B., 2009). The great thing about a temp agency is the large pool of people that they have to choose from. There are times when many corporations view temp agency workers as people who are unskilled, however with the types of agencies that are around today, they can find highly skilled individuals that many companies w ould be hard pressed to do, being that they would have to exhaust many resources to do so. It has to be understood that this business started out of a garage a couple years ago and is now grown into a company that employees 15 people on staff. Now with the new revenue that will come into the company, Acme Fireworks will have to expand. Acme is a sole proprietorship owned by one individual. This is the simplest organization structure to have. There is less paperwork as well as the tax implications. If there is a loss for that year you can use this loss to offset your other income on your personal return (Fishman, 2014). Though operating as a sole proprietorship is easier, it can also have some setbacks as well. The main problem is that there’s no separation between the individual and the business with the sole proprietorship. That means that if something should happen in the business, like taking on huge contracts with no clear time line and limited planning and staff, you’d be personally liable. For example, if Acme Fireworks business is ever sued or runs int o financial trouble, the owner would be personally on the hook and creditors and lawsuits can come after your  personal assets. That is an issue because if the company profits go to offset the debt, there is little to no money to run the company properly, expand, or take care of the employees. This is just one of the many things to consider when changing your business entity as well as deciding on what is best for the company as a whole. Acme Fireworks started out of a garage, like most businesses it is difficult to raise capital or arranging long term financing because of fewer assets. Also there is one voice and one view which can scare big business opportunities away. This is why a Sole Proprietorship for the future of Acme Fireworks would not be feasible. Being in this type of entity makes it hard to expand. To grow and expand a company needs a formal business structure. So the choice is which entity to choose? With such an undertaking in such a short time, the risk would cause a sole owner to want to form an LLC or incorporate his or her business. In the case of Acme Fireworks, it would be best to change the business entity to a corporation. With the promise of product to these new large retailers, Acme Fireworks would need more capital to grow the business as well as purchase the necessary material to make sure the new orders are able to fill as well as fulfilling previous obligations to the other retailers that we have business with. Choosing this entity protects the owner from legal liability, gives the ability to attract more investors through stocks, and has more structure where there is not just one voice for the business. The juxtaposition to this is the tax liability and the time and how much it cost to incorporate, unlike a sole proprietorship, incorporating a business takes much more paperwork, as well as fee’s that need to be paid to the state the business is in. One of the silver linings for the employees is that even if something happens to the owner, or if he or she retires, the corporation will still be i n tact unlike sole proprietorships. There are many things to consider when it comes to running a company, expanding it, and watching it flourish. There are many businesses that started out in a small garage, Steve Jobs, Bill Gates, even men like John D. Rockefeller. However, growth cannot take place without determination and risk. The best way to make sure that your ready to expand is to be sure where you want to take the company and have a sound plan as to the steps one will take to get there. Once you have a vision and financial backing the  next step is to decide which type of business entity you want to be. There are many entities to choose from and no one is greater than the next. It’s all about how you want to mold and model your business. Reference: Anthony, S. (1995). Warning: marketers must do better with product warnings. Marketing News, (13). 4. DAY, J. A. (2014). Protecting Yourself from Statutes of Repose. Tennessee Bar Journal, 50(1), 33-34. Fishman, S. (2014). CHAPTER 2: Choosing the Legal Form for Your Business. In , Working for Yourself (pp. 15-54). Nolo. Smith, V., & Neuwirth, E. B. (2009). Temporary Help Agencies and the Making of a New Employment Practice. Academy Of Management Perspectives, 23(1), 56-72. doi:10.5465/AMP.2009.37008003

Rate and Sequence of Development

Babies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newborn babies spend more time sleeping than being awake. It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As from 3 months old, babies are much more alert, and generally settled into a day and night routine and cry less often.Being more settled and interacting with people around them, and can recognise their primary carer. From 6 months babies can express enjoyment through laughing and smiling. They can reach for objects; this heightens the need for exploration. From 9 months babies are usually becoming more mobile, they can explore their environment. Cognitive and communication development is improving a nd babies are aware of words. From this age, the emotional lesson is being learnt, as babies begin to understand that carers who leave the room will return.At 12 months babies are much more mobile. The baby is becoming much more vocal and babbling to the carer. Fine motor skills are developing and the baby is becoming more interested in feeding themselves, also the baby starts to remember things. From 15 months a child’s language is really developing, and can start to put together a small key worded sentence. Walking is steadier, and as the sense of independence develops, so does the frustration within the child, and prevention is usually the cause.From 18 months, a child will understand most of what is being said to them, so communication is important. Children of this age still cannot control their emotions and need a lot of sensitivity from their carers when they become overwhelmed by their feelings. From 2 years, a child’s personality is evident and become more app arent every day. Cognitive and behavioural development is continuing during this stage, short sentences are spoken and walking and movement is confident, leading to trying new things, like climbing and jumping. The child will begin to understand emotion and consequences.At 3 years, children start to take an interest in peers, this is suitably timed as at this as children start pre-school, and can enjoy playing with others of a similar age. Children learn to express themselves through speech, in doing so, this reduces the child’s frustration. At 4 years, children will make the transition to school, which marks a massive change in their lives. When starting school the child will be fluent talkers, confident movers and will already have a social group of friends. Their concentration span will be increasing all the time.At 5 years old children will be settled into formal schooling. Many children will enjoy the challenge of the classroom and independence of playtimes. Others howev er can find it all very difficult because learning doesn’t interest them or find the learning difficult. This can cause a negative feeling towards school. Friends are very important now. At 6-7 years old, physical development has now slowed down to previous years, but confidence levels increase, as does learning within the school. Between the ages of 8-12 years, Children will be reading and writing well.Children have learnt what it is they enjoy and dislike. During this stage of life, it can be a emotional time, children will be moving on to new school and leaving old friendship groups and starting to make new friendship groups. Puberty can start around this age (mainly girls). Technology often causes a child to be less active in this age group and so a balanced diet is required. Between the ages 13 – 19 years, there is a lot happening, puberty, relationships, exams, leaving school, career choices. [pic] [pic] [pic] [pic] New Born CryingHappyPrimary carer [pic] [pic] [ pic] [pic]In prone SittingCrawling Walking [pic] [pic][pic] [pic] [pic] Learning through play (18 months – 4 years) [pic] [pic] [pic] [pic] Learning through play (5 years – 19 years) Physical Development |Age Range |Development within the age range | |0 – 3 months |Babies hands are tightly closed most of the time. The baby will lay with head to one side | | |(in supine position) and legs pulled up toward the abdomen (in prone position), head falls| | |forward (head lag) and the back curves.As the baby gets older they are aware of faces, | | |more so when fed and talked to. | |3 – 6 months |Â  The baby’s head in central position (in supine), the head and chest can be lifted from | | |the floor and can supported themselves with their forearms (in prone). The back is | | |straighter and slight head lag remains. The baby will have found their arms and can be | | |waved and brought together; legs can be kicked separately and together. The baby is aler t | | |and will move their head to watch others.The baby has found their fingers and can engage | | |in hand and finger play and briefly are able to hold objects before dropping. | |6 – 12 months |Â  During this age, babies develop fast and start to learn big movements like, rolling over | | |to going onto their hands and knees to progressing to taking a few steps. Sitting unaided | | |is also developed during this age. Also a number of fine motor skills develop during this | | |age, the palmar grasp to and inferior pincer grasp to then recognising and controlling the| | |release of this grasp.The hand – eye coordination is more defined and now able to feed | | |with a spoon and finger foods. | |1 yr- 2yrs |Â  The child’s walking has become more confident and will attempt to run. The child will | | |start to crawl the stairs, and will walk them if hand is held by a carer. The marks on | | |paper progress into scribbles, a small tower of block will progress int o a tall tower. The| | |child can now push themselves along on ride-on-toys, and is able to kick and throw balls. | |The child will now be able to thread cotton reels using the delicate pincer grasp. | |2 yrs – 4 yrs |Â  During this age, the physical activity becomes independent. The child will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment. The child will develop from riding large | | |wheeled toys without peddles to using peddles and steering confidently. Kicking a | | |stationary ball will develop into kicking moving balls in straight lines.Drawing becomes | | |an interest, faces and letters are often attempted, using the preferred hand. | |4 yrs – 7 yrs |Â  From the age of 4 years, children will be learning how to fasten buttons, zips, use | | |scissors and cut out basic shapes. Writing becomes more familiar and will be learning how | | |to write his/her na me and other short familiar words. A Child’s coordination will increase| | |and will be able to play games with rules. General balance is good; bikes stabilisers will| | |start to be removed.By the time a child is 7 years, they will be able to hop, skip and | | |use larger outdoor play equipment in schools and parks. The child will be able to catch | | |with one hand and be able to tie up their shoe laces. | |7 yrs – 12 yrs |Â  Physical growth slows down during this age group. The development of coordination and | | |speed of movement along with physical strength develops during this time. The child’s | | |interest in TV, computers and games consoles over take the physical play.The child’s | | |writing becomes more adult like, as does the use of computer equipment. | |12 yrs – 16 yrs |Â  Generally puberty begins between 11-13yrs. The bodies of both boys and girls change | | |throughout puberty. There is a variation in age in which this occurs; gi rls usually enter | | |puberty by 13 years and boys 14 years. Sporting talents become more apparent during this | | |time. | |16 yrs – 19 yrs |Â  A girl’s body can become more woman-like by 16 years old, and a boy becomes manlier by | | |16-17 years. Intellectual and Cognitive Development |Age Range |Development within the age range | |0 – 3 months |From birth a baby can be soothed by a familiar voice, usually the primary carer. Through | | |the use of senses, the baby starts to understand that he/she is a separate person. The | | |baby will begin to notice object in their immediate environment | |3 – 6 months |Â  From 3 months a baby will show interest in bright shiny objects.The baby will be very | | |alert and will watch things going on around them keenly. The baby will explore by putting | | |objects into their mouth | |6 – 12 months |Â  The baby will explore the immediate environment, the primary carer staying within close | | |proximity. During this age, the child will start to look for items which have fallen. | |1 yr- 2yrs |Â  From 1 year, the baby’s memory develops.Remembering past events will highlight the | | |anticipation of future familiar events. The baby will also start to look for objects that | | |have fallen out of sight, knowing they still exist, but can’t be seen. At this young age, | | |child will look for, and return familiar things in there right places. The child will use | | |toys in a way they are familiar with e. g. putting a doll in a bath. The child becomes | | |aware of peers and takes an interest in their activities.A child will use trial and error| | |in a way to explore and discover the world around them. | |2 yrs – 4 yrs |Â  A child from 2 years will understand that actions have consequences. He/she will be able | | |to complete simple jigsaw puzzles and build a tower of bricks; creativity within imaginary| | |and creative play is developed. The child will start as king what and why question and | | |using speech of thinking and reporting. The child can name colours and sort items into | | |simple sets.The child will now be able to recognise his/ her own written name | |4 yrs – 7 yrs |Â  At 4 years old, a child’s memory has developed, and can recall many songs and stories. | | |The child is now able to problem solve, number correspondence improves, reading and | | |vocabulary develops. The child will learn from new experiences at school, and learning | | |style preferences may be apparent. | |7 yrs – 12 yrs |Â  The child now understands mathematical questions and is able to find the answers in | | |number calculations, measuring nd weighing. Many children can read and write simple text | | |by the age of 7. A child will learn a new range of subjects at secondary school, and might| | |follow their own individual interests out of school. A sense of logic develops. | |12 yrs – 16 yrs |Academic knowledge increases as exam curriculum is followed. | |16 yrs – 19 yrs |Towards the age of 16 years, future career decisions are made . e. g. further education, | | |career choices. | Communication Development Age Range |Development within the age range | |0 – 3 months |A newborn baby communicates through sound, crying and physical closeness. The baby will | | |begin to coo and gurgle with the primary carer when talked to. The baby starts to | | |recognise and link familiar sounds such as the face and the voice of a carer. He/she will | | |copy high and low sounds and will return a smile when smiled at. | |3 – 6 months |Â  Sounds are used primarily to call for a carers attention.The baby is babbling frequently| | |and enjoys rhymes and the rhyme actions. The baby plays tunefully with the sounds he/she | | |can make. | |6 – 12 months |Â  The baby now recognises his/her own name and recognises familiar words, including ‘no’. | | |The baby will makes longer strings of babbling sounds and intentionally uses volume | | |vocally. The baby will increasingly understand basic messages communicated by carers and | | |older siblings. |1 yr- 2yrs |Â  The babbling increasingly starts to sound like speech and lead to single words being | | |spoken. The child shows an understanding that particular words are associated with people| | |and objects, by using a few simple words in context. Labelling such as ‘you’ ‘me’ ‘mine’ | | |is understood and the use of single words increases and begins to use people’s names. The | | |child understands a great deal of what carers say. | |2 yrs – 4 yrs |Â  At 2 years, the child will point to items and name them.Vocabulary increases and | | |sentences are used. Some sentences can be used incorrectly, but by 42 months most language| | |is used correctly. The child enjoys stories and rhymes and will use plurals, pronouns, | | |adjectives, possessives and tenses. | |4 yr s – 7 yrs |Â  From 4 years, a child uses language fluently and is clear and understood to all. He/ she | | |have an understanding of language, and can enjoy rhymes, stories and nonsense.The child’s| | |vocabulary is growing each day, and will be learning to read, he/she will recognise small,| | |key words. At the age of 6 years, the child’s language becomes more adult like and enjoys | | |word play and jokes. | |7 yrs – 12 yrs |Â  The child enjoys social chats with friends and family, the conversation becomes more | | |adult like. Both verbal and written communication is fluent and the correct grammar is | | |used. The child may read as a leisure pass time. |12 yrs – 16 yrs |Â  The child may be reluctant to ask adults for advice or information required. It may be | | |sourced anonymously. | |16 yrs – 19 yrs |At this age the child will enjoy socialising with friend and having catch up chats with | | |friends and family. | Social, Emotional and Behavioural Development |Age Range |Development within the age range | |0 – 3 months |A new born baby will smile from about 5 weeks, the baby will discover what he/she can do, | | |and create a sense of self.The baby may cry if the primary carer leaves the room because | | |the baby doesn’t understand that the person still exists and will return. The baby is able| | |to show excitement and fear. The baby responds positively to a kind soothing carer, If a | | |carer doesn’t respond to the baby, the baby will stop trying to interact. | |3 – 6 months |Â  The baby can now clearly tell people apart, showing a preference for a primary carer and | | |siblings. During this age the baby shows a wider range of feeling clearly and vocally. | |He/she will reach out to be held and may stop crying when spoken to. The baby enjoys | | |attention from others and seeing themselves in the mirror. | |6 – 12 months |Â  During this time the baby becomes increasi ngly mobile which allows the child to approach | | |people. The baby understands that when a carer leaves the room, they will return. Baby’s | | |offer objects in their hands but do not let go. The sense of self identity increases as | | |self-esteem and self-confidence develop.The child will start to wave goodbye, prompted at| | |first, then freely. The child is now happy to play alongside other children for increasing| | |lengths of time. | |1 yr- 2yrs |Â  The child becomes more curious to the world around them. The child may signs of | | |separation anxiety and can be jealous of attention or toys given to other children. | | |Emotions are changeable; they quickly alternate between wanting to do things alone, and | | |then requiring their carers help.The child becomes frustrated easily when not able to | | |carry out their chosen task. The child show angry defiance and resistance to adults At | | |this age the child likes to follow their carer and like to help with the act ivities, | | |imitating them. | |2 yrs – 4 yrs |Â  At this age a child is beginning to understand his/her own feeling and identifies happy | | |and sad faces. The child is also aware of other people’s feelings. They will be able to | | |tell others how they feel.Children will respond to carers lovingly, and is affected by | | |their mood. The child may use language to protest verbally, causing them to be less | | |rebellious. The child will now be using the toilet and washes own hands, He/she will also | | |be able to dress them self. | |4 yrs – 7 yrs |Â  The child may be socially confident and self-esteem is apparent and responds well to | | |praise for behaviour, encouragement and responsibility. The control over emotions | | |increases but as imagination increases the child can become more fearful.At this age the | | |child will be keen to ‘fit in’ with other and approval from adults and peers is desired. | | |Friends are important; most of the se are made in school. The managing of behaviour is best| | |carried out and often responds best to ‘time out’ method. The child will enjoy games and | | |activities. | |7 yrs – 12 yrs |Â  Around the age of 7 years, a child will doubt their learning ability and often say ‘I | | |can’t do it’. This leads them to becoming frustrated easily.Personality is established | | |more firmly as attitudes to life are developed. The child is more susceptible to peer | | |pressure, solid friendships are formed and ‘best friends’ are important. The child may | | |feel unsettled when making the transition from primary school to secondary school and as | | |puberty approaches. Strong friendships are relied upon and usually the same sex. The child| | |may be reluctant to go to clubs unless a friend is there too.At this age the child is | | |more independent and able to make more decisions. | |12 yrs – 16 yrs |Â  The child will now travel t o school alone. Mood swings become more apparent due to | | |puberty. There will be a desire for the child to ‘fit in’ with peers and express | | |individuality this can be through art/ music/ dance or creative writing and possibly | | |through dress and hairstyles. The child may prefer to spend time with friends rather than | | |family, and may tend to spend more time in their bedroom at home.A balance of school and | | |leisure time is important. | | 16 yrs – 19 yrs|Â  The child becomes interested in own sexuality and feels attracted to others and may | | |develop romantic and sexual relationships. The child may experiment with smoking, drugs or| | |alcohol, this behaviour is linked with low self-esteem. The child may self experiment with| | |identity through appearance . e. g. piercings and tattoos. A child may start a new job, it | | |is important that a home, work and social life balance is taken on. | Moral Development Age Range |Development within the age range | |0 – 3 months | | |3 – 6 months |Â   | |6 – 12 months |Â   | |1 yr- 2yrs |Â   | |2 yrs – 4 yrs |Â  The child is increasingly able to understand consequence of behaviour and the concept of | | |‘getting in trouble’. The child understands the concept of saying sorry and ‘making up’ | |4 yrs – 7 yrs |Â  The child has a good understanding of familiar, basic rules. If he/she are in an | | |environment where swearing is happening, it is likely the child will use in their own | | |language.The child will have experienced blaming and blame, and feels shame/guilt when | | |adults disapprove. The child will be keen to win and be ‘right’. | |7 yrs – 12 yrs |Â  Attitudes to life are being developed – these are the basis of future moral codes. The | | |child can understand increasingly complex rules, impacting on the sense of right and | | |wrong. Conflict with parents arise due to wanting independence, home rules are unfair, and| | |refuse to wear clothing that parents have bought. | |12 yrs – 16 yrs |Â  The child will now develop personal morals, beliefs and values outside of parents’ | | |influence . e. g. egetarian | |16 yrs – 19 yrs |Â  The child may protest to make their feelings know and to act on a desire to change the | | |world . e. g. petitions, student protests | All tables are guides and development ages groups are approximate. Question: What is the difference between Sequence of development and Rate of development? Why is the difference important? |Sequence |Rate | |The sequence is the order on which children develop. For |The rate is the speed or age on which children develop.For | |example, a child will learn to sit up before they can walk. |example, children of the same age will not reach all of the | |There are exceptions to this; children or young adults with a |milestones at the same age. | |disability may develop different ly. | | It is importance to identify the difference and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. They enable charting of a child or young person's development to happen and provide a structure or picture that can measure where a child might be in need of support.

Assessing Learners in Lifelong Learning Essay

Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009). By researching assessment and using a variety of formative assessment methods to assess learners during the courses and subjects that I run within my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, ‘Such informal assessment includes question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I have identified for improvement within  my own self reflections; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs of the group that it was a valid assessment method.’ (DTLLS Course, Day Five Reflective Journal). Having discussed in detail assessment on Day Five DTLLS Course has given me more confidence in identifying current, reliable and up to date assessment methods; ‘Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t criteria are about. I now feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference between formal and informal assessment has enabled me to become more confident in how I assess learners; I use a variety of informal assessments throughout my session plans’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, I regularly use self and peer assessment to promote learner involvement; ‘I also observe learners when they are peer assessing, completing activities through role play or discussion so I can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching in further and adult education)’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings back to the class, and other learners to give feedback.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s work. Within this session, I have also shown how peer assessment can be used to promote learner involvement; ‘This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class, most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning; When supporting learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/ 14). Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to; ‘learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivated them to do well.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what emotional  and physical health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive information about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learner’s difficulties more quickly and get them back on track (Hillier, Y 2005. ‘Reflective Teaching in Further and Adult Education’).’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc†¦. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011). I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘Following previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). I have found that, by asking learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and Training in Lifelong Learning’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own  professional development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme. It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). 2.b) How you carry out and record assessments to meet internal and external processes and requirements There are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; Assessment for Learning Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic; there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences Assessment for Learning Booklet.’ Each section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for devel opment for me for future self reflections. 2.c) How you communicate assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify i t as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal). Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and enco urages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole. 3.a) ways in which minimum core elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and application to assessing learners. I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session. I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, mad e decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and  09/04/14). Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). 4.a) the effectiveness of own assessment practice taking account of the views of learners It is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them; they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, and  the effectiven ess of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment. However, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to independent work on tasks or activities; learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment is  effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative Assessment in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). 4.b) ways to improve own assessment practice Having had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment; observation, written English, through completion of  tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment. Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this; ‘Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Conclusion There are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitioner;’ Reflecting on my teaching practice has enabled me to think more critically about how I†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14) Jones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014) Jones, P. (2014) Reflection Journal Day Five (May 2014) Appendix One; PSYA2 Individual Differences; Assessment for Learning Booklet

Domestic Terrorism Research Paper Example | Topics and Well Written Essays - 1750 words

Domestic Terrorism - Research Paper Example Since they are illegal, terrorist organizations often resort to illegal ways of financing their activities such as extortion, violent robbery, drug trafficking, kidnapping, and arms smuggling. In recent years, drug trafficking has emerged as the biggest income source for these organizations (Crews and Tarzi, 2008). A number of studies have shown that the link between terrorism and drug trafficking is strong particularly in countries that are either the hubs of terrorism planning and organization or the main target of terrorism. It is for this reason that drug lords create domestic terrorism against the United States troops and the indigenous Afghanistan population (Shanty, 2011). This paper will discuss how drug lords in Afghanistan create domestic terrorism against United States troops and indigenous population in Afghanistan. According to the American government and Afghanistan government officials, the profits from drug trafficking in Afghanistan was estimated to be about $3.2 bil lion in 2012. The bulk of this profit went to Taliban warlords, as well as other militants. It is estimated that Afghanistan is currently producing nearly 90 percent of the global supply of illegal opium and about 85 percent of the world’s heroin supplies and morphine come from the country (Piazzo, 2012). Opium is the largest cash crop in Afghanistan; in 2006local export revenues from the crop constituted about 35 percent of the nation’s gross national product. At the same time, opium production employed nearly 14 percent of the country’s population. While it is clear that opium production in Afghanistan is critical for the country’s economy, illicit opiate production and trade is considered by many policy analysts, media commentators, academics, and politicians as a crucial contributor to terrorism acts in the country targeting indigenous population and United States troops. The Afghan Taliban extremist group uses opiate drug revenues to finance itself, mainly by taxing refined products, stocks of harvested poppy, and drug crop cultivation (Peters, 2009). Typically, media sources report the Taliban resistance within the borders of Afghanistan, training camps within Pakistan borders, and daily opinions of United States troop conflicts with Taliban forces. However, there is little reporting in regard to drug lord territory and border control in Afghanistan, as well as the drug lord contribution to terrorist acts against the indigenous population and the United States troops within the borders of Afghanistan (Crews and Tarzi, 2008). Various investigations have revealed that drug trafficking significantly supports terrorism in today’s world, particularly after the United States invasion in Iraq and Afghanistan. It is no doubt that drug trafficking is a very lucrative business and it generates big profits that are used for illegal activities including supporting terrorism (Leu, 2008). Drug trafficking has extensively benefited fr om political, economic, social and technological. Al Qaeda, Sunni extremists, and Taliban are some of the terrorist organizations that significantly benefit from selling and shipping of illegal drugs. Investigations have found that the proceeds and profits realized from drug trafficking are usually laundered through certain legal business and pumped back to terrorist organizations and their associates who then use to fund terrorism (Dolan, 2005). The Afghanistan

What are the similarities and differences in the operations management Essay

What are the similarities and differences in the operations management of bmibaby and in the case of Fuller, Smith & Turner PLC (Brewery) - Essay Example It was founded in 1845 in Chiswick as the Griffins brewery. The logo for the Fuller, Smith and Turners brewery states that quality, service and pride are provided in equal measures by them. The main product of the company is beer and it also operates pubs. The geographical area that Fuller, Smith and Turner and Bmibaby cater to is the same. Both of them are located in England but there is a huge difference in the market they cater to. There is a huge difference in the history and background of both companies. The brewery is well known because of its ancient roots and traditional methods whereas Bmibaby is a company which hasn’t even completed a decade of existence. Smith, Fuller and Turner currently own 363 pubs and supply their products to them. The range of products is very wide and includes Chiswick Bitter, London pride and ESB. A major factor of their success is the companys recent acquisition of the Gale group which added another 111 pubs to its empire. This move ensured the elimination of a major competitor from the scene. Besides that Smith, Fuller and Turner are well known because of the quality of their products. The Chiswick Bitter has been known as the Champion beer of Britain and the record has been unmatched. The brewery also operated by adding more and newer beers to its portfolio thereby reducing monotony of products. Michael Turner, the CEO of the company once said that We have a long-term strategy, strong balance sheet, excellent cash flow generation and an experienced management team and are well placed to meet the challenges ahead. (Review) In contrast Bmibaby works by providing its services at the lowest cost possible. They provide services which are already there in the market but its core competency lies in the fact that it custom provides those, thus charging the customer for what it wants. As compared to the brewerys 363 locations, it operates from four

Schooling the World Term Paper Example | Topics and Well Written Essays - 1000 words

Schooling the World - Term Paper Example InSchooling the World: The White Man’s Last Burden, the main conflict as depicted in the film is that of traditional education versus contemporary education. Based on the film, it is evident that modern education has had a huge impact on most traditional societies such as Ladakh. To begin with, the fact that most schools offering contemporary education are located in major urban areas, has meant that families have to move near cities in order to secure their children admission to such schools. This has subsequently negatively impacted on their societies. Not only has led to separation of family members, but has also led to change of traditional roles. For instance, one woman in Ladakh village narrates how her children have moved to the nearest urban area in search for modern education for their children. This has in turn led to a change in the traditional duties (Black, 2010). Unlike before where it was males’ responsibility to take of their homes and feed the livestock , the widow is forced to do all these chores. On the same point, traditionalists and opponents of modern schooling also argue that in contrast to the past where education entailed teaching children moral education based on the religious principles of Buddhism, modern education is more focused on teaching children foreign culture and language (Black, 2010). This is regarded as a form of drainage of the traditions and heritage of most societies. As matter of fact, it is deemed as destruction of the viable seeds of tradition, thereby posing the danger of extinction of the traditional cultures. Additionally, the emphasis of modern education on the spirit of competition in school performance has also had a spill-over effect on the lives of most children attending such institutions. Most children are growing to live more self-centered lives, eroding the conventional rules and values of compassion and generosity within the

In the movie The Hurricane what was Ruben Hurricane Carter's Identity, Essay

In the movie The Hurricane what was Ruben Hurricane Carter's Identity, meaning and relationships with other chartecters - Essay Example Carter has personally authored the screenplay which is the reason why it fundamentally portrays the opinion of Rubin "Hurricane" Carter. The film portrays Carter as a passerby who is innocent and is not involved in the act of murder. According to the story’s plot, Carter was driving with a friend of his named John Artis towards home. They were on their way back from a club in Paterson when the police made them stop and inquired them about the murder of three people in a bar. The police’s suspicion was flared up by the claim of Alfred Bello that Artis and Carter were the witnesses of the act of murder. The police arrested Artis and Carter due to the allegations imposed by Bello upon the two and later, Carter was sentenced for life thrice. Carter maintained his position saying that he was being humiliated because of his African American race and his active participation in the civil rights movement. Despite the fact that Arthur Bradley and Bello recanted their allegation in 1974, Artis and Carter faced reconviction. Carter’s case was reinvestigated in 1980s by the state of New Jersey upon the insistence of Lesra Martin, a Brooklyn teenager who was working with activists from Canada. The Federal District Court decided in 1985 that the conviction of Carter happened solely because of racism.

A Comparative Analysis of Internet Banking in the United Kingdom and Dissertation

A Comparative Analysis of Internet Banking in the United Kingdom and Thailand - Dissertation Example United Kingdom and Thailand 49 4.3 Socioeconomic and Technology Factors Impacting on Internet Banking in Thailand and the UK 50 4.3.1 Thailand 50 4.3.2 United Kingdom 54 4.4 Comparison of Internet Banking Services Offered by Banks in Thailand and the United Kingdom 58 4.4.1 Banks in Thailand 58 A. Bangkok Bank 59 B. Siam Commercial Bank 60 C. Kasikorn Bank 61 D. Overall Impression for Internet Banking Offerings by Banks in Thailand 62 4.4.2 Banks in the United Kingdom 62 A. NatWest Bank 63 B. Lloyds TSB Bank 64 C. HSBC bank 65 D. Overall Impression for Internet Banking Offerings by Banks in the United Kingdom 66 4.4.3 Comparison of Internet Banking Service Offerings by Banks in Thailand and the United Kingdom 66 4.5 Chapter Review and Conclusions 67 Chapter 5: CONCLUSIONS AND RECOMMENDATIONS 68 REFERENCES 71 List of Figures Figure 2.1: Communication Methods and Access Devices in Electronic Banking 16 Figure 4.2.1: Global Competitiveness and Stage of Development for Thailand 53 Figure 4.2.2: Global Competitiveness and Stage of Development for the United Kingdom 57 List of Tables Table 4.1: Comparison of Internet Usage and Population for UK and Thailand 48 Table 4.2: Number of Users of Internet Banking Services in UK and Thailand 49 Acknowledgements Declaration of Originality MASTERS DISSERTATION SUBMISSION FORM Student’s family name: Thasnanipan First names: Nutthapon Student ID No: Course: Master of Business Administration (MBA) Supervisor: Dissertation Title: A Comparative Analysis of Internet Banking in the United Kingdom and Thailand Declaration I certify that this dissertation is my own work. I have read the University regulations concerning plagiarism. I am willing to allow Coventry Business School to use my dissertation as a sample for future students. Signed...In the ubiquitous computing age and a competitive era for banking, customers now present new demands for access and service to keep banks interested in enhancing Internet banking. United Kin gdom now presents 6.5 million customers for Internet banking services, and Thailand has a customer base of around 2 million, with both countries expecting continued strong growth in Internet banking, which also includes mobile banking. However, Thailand presents a GDP per capita of US$ 4,992 that is about a seventh of the US$ 36,120 GDP per capita of the United Kingdom, with a lower penetration of the Internet, cultural preferences for personal relationships and a leaning towards cash transactions.This dissertation presents an examination of relevant and authoritative literature related to Internet banking in Thailand and the UK, an analysis of secondary data for Internet banking for the two countries together with a critical examination of Internet banking services offered by three of the more prominent banks operating in each of the two countries. Internet banking services offered by NatWest Bank, Lloyds TSB Bank and HSBC Bank in the United Kingdom together with those offered by B angkok Bank, Siam Commercial Bank and Kasikorn Bank in Thailand were subject to a critical analysis.

Corporate Social Responsibility Strategy for your financial Assignment

Corporate Social Responsibility Strategy for your financial organisation for the 21st Century - Assignment Example suggests that corporations have a duty to society to act in ways that benefit everyone and promotes social justice—to try to neuter the capitalist impulses that allow companies to be competitive and make profits. Nevertheless, many companies have done it to try to burnish their reputations in crowded marketplaces. The truth is that there are many ways to go about instilling this kind of thinking within the company. Part of it can be external, with us investing in causes that we think are appropriate. Another way to do it is through values and codes of ethics. Some say that spending money on CSR is a waste and that we should focus on improving profitability and returning money to our shareholders. That idea may be short-sighted. As one leading researcher recently wrote: Opinion and research has been divided regarding the relationship between CSR and financial performance. On the one had, conventional wisdom would assume that CSR has been considered as a zero-sum tradeoff with profitability: more money spent on CSR means less spent on increasing market share, or re-investment. Conversely, academic thought has also suggested that those companies, who appear to be more responsible in the areas of environment and societal behavior, would more attractive for investors, and therefore perform better financially (Cavett-Goodwin 2007). All of these are important considerations as we look at the pluses and minuses of this possible strategy in the next section. We must be mindful that CSR is not zero-sum, but that everyone can benefit from using it. It can do a lot of good for a great many people. A question that has troubled many people since the dawn of time is how should a person lead a good, ethical life? Furthermore, how should a business behave in an ethical manner? There are as many theories as there are grains of sand on the beach, but a few ideas over the years have been more popular than others. Some people are born into religions where these questions are

Accounting fraud Coursework Example | Topics and Well Written Essays - 500 words

Accounting fraud - Coursework Example The aspect of Fair Value Accounting is being used differently all over the world but it was wrongly used in Enron because it was not being checked upon by the relevant authorities. It becomes necessary for the regulation bodies to keep a check upon any such activity that is being carried out by the different companies. All these examples will help me in avoiding these issues while pursuing my career so that these kinds of fraudulent activities are completely eradicated from the society. In my view accounting fraud is related to any act that conceals the facts relating to the finances of the company. This concealment of facts can lead the potential buyers to be interested in the company and hence the shares of the company. Another example of accounting fraud can be taken in the case of companies who deliberately delay their financial bookings to an appropriate time in the future where they may balance out the profits. This specifically means that the company would cross out the transactions that are decreasing their total worth. This transaction can later on be put to the journals when the company has enough to overshadow the losses. This can help the company to gain shares and increase their market value as Enron was able to do and achieve higher profits than they actually deserved. In other words this practice can co-relate to the accounting frauds that can easily take place in the absence of the regulatory bodies. I believe that the companies can take different measures to avoid fraudulent activities that are being conducted. This revolves around the hierarchy of the company and the management is primarily responsible for any type of fraudulent activity that is taking place in the company. The managers should be held responsible for any omission or suppression of the transactions in the journals. This way the managers would be careful when handling their employees

Change Management Plan Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Change Management Plan - Research Paper Example However, this leadership position was short-lived since towards the end of the 20th century, a company called Google emerged and gave Yahoo tough competition for its share in the Silicon Valley, especially after the bursting of the dot-com bubble in 2000 (The Guardian, 2008). Google soon gained an upper hand over Yahoo through its effective policies and talented personnel and Yahoo has not been able to gain its initial top ranking to date. The HR policy that this report proposes to change is that of ‘stack ranking’ or ‘Quarterly Performance Review’. The employee appraisal process was introduced by CEO Marissa Mayer in late 2013, and required that managers rate their employees on the basis of meeting their goals from a scale of 1 to 5. This system is an adaptation of GE’s forced ranking system (Pfeffer and Sutton, 2006) and here too some employees are forced to fall into the lowest category, even if they did not miss any goals. Since the lowest 5% percent employees have to suffer adverse consequences, including firing, this system seems unfair to many and raises questions about Mayer’s policies. According to Forbes (2013), more than 600 employees were fired because they had gotten low scores in two quarters of appraisals, which does not necessarily mean that they were poor performers, only that there were others (possibly) better than them. The forced ranking system was adopted because of its claimed benefits of eliminating inflated ratings and proving as a check and balance system (Grote, 2005), but for Yahoo it appears to be more troublesome than beneficial. Owing to the adverse effects that Mayer’s QPR is having on employee morale and motivation, it is proposed that the forced ranking system should be discontinued and the performance appraisal process should be modified in order to make it employee friendly. The ranking scale of meeting goals (from ‘misses’ to ‘exceeds’) should

Evolution and Human Beings Essay Example for Free

Evolution and Human Beings Essay Allama Muhammad Iqbal is one of the most outstanding poet-philosophers of the Indian sub-continent belonging to the modern period. His intellectual genius has reigned supreme in the arena of Islamic philosophy during the twentieth century and is likely to direct and influence the Islamic Intellectual tradition in the twenty first century as well. His sublime poetry and philosophy inspired millions of Muslims to wake up to the reality of the times and forge a destiny for themselves. Iqbal explained evolution on the basis of his religious knowledge as well as his experiences in the western society. One of the facets of Iqbal’s genius is the fluidity with which he displays his in-depth knowledge and critical analysis of both Islamic and Western philosophies, theories and concepts. He compared the Quranic concepts of evolution with the western ones. Then, he gave his own concept of evolution. Allama Iqbal’s Concepts of Evolution: Allama Iqbal is against the concept of a fixed and static universe. He consistently upholds that existence reveals itself in constant change. If there is anything which is constant, it is the change itself. According to him, God‘s creative activity is ever-continuing and He is constantly sustaining this universe. God is not only the cause but also the reason of the universe. He believed that the Ultimate Ego was Allah, who, though transcendent in His essence, was intimately connected to human beings through His amr. For Iqbal amr stood for the creative power and will of God. He gave the concept of ‘egos’. At the lowest level egos are unconscious, in the higher order of being, they become conscious. Egos achieve utmost consciousness and finally become self-consciousness in human beings, the highest being in nature and the vicegerent of God. Man is the only being awarded with moral freedom and responsibility. Using his freedom of choice with responsibility, humans approach closer and closer the excellence that is divine. Being conscious of one’s real self i.e self realization is the goal of moral actions. Self, according to him, is of two kinds. The efficient self which actually operates and has dealings with others in spatio-temporal world. The appreciative self which is the real ‘I-amness’ and is divine in nature. It is the self which has to be recognized to have a new and different perspective about the world. The process of evolution and self-realization is not aimless. Iqbal believes that it is purely purposive in nature. However, there is no pre-determined single purpose towards which evolution moves. Rather, fresh goals ever continue to be created during the evolutionary course. Obedience, self-discipline and vicegernce of God are three degrees of development of self in man by passing through which he attain the ideal of a perfect manhood. Analysis: This theory explains evolution in a very unique way. Being a muslim, i find no fault in this theory as it explains everything very clearly and its evidence can also be found in the Quranic verses. The way he has explained everything in the islamic context makes it very difficult to contradict with this theory. Following is the elaboration and analysis of this evolutionary theory on the basis of Iqbal’s explanation, in my own words. Concept of Change: As he was of the opinion that the universe is not static, this is true. We can also find it in the verses of Surah Yaseen. God has talked about the way sun, moon, stars and all the planets keep moving all day and night long. Physicists have also proved that things which appear to be solid and motionless are also in constant state of motion. Their particles also vibrate in a specific manner but we can not sense or feel it. Evolution itself is a process which denotes change. There are hundreds and millions of processes which are occurring in the universe in a continuous manner. So, Iqbal’s idea of an ever-changing universe is true. Concept of Evolution: His answer to the question â€Å"how did man first emerge?† is â€Å"he arose through evolution.† For this purpose, we can quote the following verses of Quran: â€Å"Does not man bear in mind that we made him at first when he was naught?† (19:67) â€Å"Yet we are not thereby hindered from replacing you with others your likes or from producing you in a form which ye knew not! Ye have known the first creation, will you not reflect† (56:60-62). He explained his answer on the basis of above mentioned verses. Iqbal claims that, â€Å"this suggestive argument embodied in the last verses of the two passages quoted above did in fact open a new vista to Muslim philosophers. It was Jahiz who first hinted at the changes in animal life covered migrations and environment generally. The association known as the ‘Brethren Of Purity’ further amplified the views of Jahiz Ibu Miskawaih, however, was the first Muslim thinker to give a clear and in many respects thoroughly modern theory of the origin of man.† In this context, we can say that Darwin said nothing new as the concept of evolution was already present in Islam from the very beginning. Tawheed: Iqbal is not in the favour of deism according to which God became uninterested in this universe after creating it and now it is operating on its own. This is not possible and in accordance with the rules of nature. God is continuously in contact with the universe and is governing every bit and part of it. Being a muslim he added the concept of Tawheed, oneness of God in the theory of evolution. He believed that the concept of tawhÃŒ £iÌ„d contained within it the unity of the spirit and matter, body and soul, the individual and society. The Ego (Khudi): According to this theory of creative evolution, the Ultimate Ego manifests itself, from the lowest forms of matter to the highest evolutionary form i.e. the spiritually most advanced human personality. God is the supreme ego from which only egos are produced. In Iqbal’s words, â€Å"Indeed the evolution of life shows that, though in the beginning the mental is dominated by the physical, the mental as it grows in power, tends to dominate the physical and may eventually rise to a position of complete independence.† What Iqbal means by this is that the process of creative evolution involves a gradual growth of the human individuality or ego (khudi). Iqbal used the word khudiÌ„ to denote the ego, the individuality of a person or the self. He described khudi as follows:- â€Å"Metaphysically the word khudiÌ„ (self-hood) is used in the sense of that indescribable feeling of ‘I’ which forms the basis of the uniqueness of each individual. Ethically the word khudiÌ„ means (as used by me) self-reliance, self-respect, self-confidence, self-preservation, self-assertion when such a thing is necessary, in the interest of life and power to stick to the cause of truth, justice, duty etc. even in the face of death. Such behaviour is moral in my opinion because it helps in the integration of the forces of the Ego, thus hardening it, as against the forces of disintegration and dissolution, practically the metaphysical ego is the bearer of two main rights that is the right to life and freedom as determined by Divine Law.† Iqbal believed in the gradual rising note of khudi or self-hood in the universe through the process of creative evolution till it reaches its highest potential in human beings. The universe according to Iqbal is the spatio-temporal order, where egos of varying levels dwell, interact and take part in the process of continuous change and continuous evolution. Iqbal’s concept of heaven and hell is d eeply connected to his concept of khudi. Hell is basically a disintegration and dissolution of the self or ego whereas heaven is a state where the personality has reached a heightened sense of self-awareness, self-consciousness and distinction. Hell is nothingness, an annihilation of the self. Heaven is the opposite of nothingness. It is to be real, an important, integral part of the Greater Reality. Iqbal quotes the Quran to support his concept of Khudi, the creative will and power inherent in human beings:- â€Å"And they ask thee of the soul. Say: the soul proceedeth from my Lord’s amr (Creative Will and Power) but of knowledge only a little is given to you.† (17:85) It is this nature of the soul that makes human beings distinct and the chosen ones from the rest of creation. Iqbal translates and interprets the word amr as the ‘Directive, Creative Will and Power of God.’ He believes that human beings can share in the creative activity of God by using their own God given creative will and power. Iqbal is an advocate of the freedom of the human personality. He quotes the Qur’an to substantiate his views: By the soul and He who has balanced it, and has shown to it the ways of wickedness and piety, blessed is he who has made it grow and undone is he who has corrupted it. (91:7-10) The ego grows from a position of hardly having any freedom from natural laws and natural appetites, to the position where the ego, through the use of its creative will and power, becomes more and more powerful, free, dynamic and independent. Iqbal says, â€Å"The ‘unceasing reward’ of man consists in his gradual growth in self-possession, in uniqueness, and intensity of his activity as an ego.† He says, â€Å"The fact that the higher emerges out of the lower does not rob the higher of its worth and dignity. It is not the origin of a thing that matters, it is the capacity, the significance, and the final reach of he emergent that matters†¦. It by no means follows that the emergent can be resolved into what has conditioned its birth and growth.† In fact the ideal of the evolutionary growth of the human personality is presented by Iqbal through the words of the Quran referring to the Prophet’s (PBUH) vision of the Ultimate Ego i.e. Allah at the nocturnal journey called the mi‘raaj: ‘His eye turned not aside, nor did it wander’ (Quran 53:17) When Prophet Moses came into contact with God’s Light, he could not sustain the impact. He lost consciousness due to the overwhelming effect of, in Iqbal’s words, the Ultimate Ego. But the emergence of Prophet Muhammad (PBUH) gave perfection to human personality or ego in the evolutionary scale. Love or Ishq: Iqbal believed that behind the process of evolution is the vital impulse of ‘ishq’ or love which is metaphysical in nature and which makes life grow towards higher evolutionary goals. Goal of Evolution: Unlike Bergson, Iqbal believed that evolution has a goal. In fact, the evolution or dissolution of life is dependent on how far the individual chooses to use his or her creative will and power. The perfect man of Iqbal’s conception is mujahid who is ready and willing to face the problems of life, culture and society as he is to face the problems of after-life, spiritual welfare and death. The theory of ‘creative evolution’ as envisaged by Iqbal harnesses human creative potential under the spiritual discipline of religion as the instrument with which human beings become co-workers with God, effecting the destiny of the universe. In my point of view, it is a very comprehensive theory and I totally support it. I would like to end this debate in Iqbal’s words. In the Javid Nama God addresses human beings in this stirring call: Life is both mortal and immortal, it is all creativity and eagerness Art thou alive? Be eager, be creative Like us encompass the whole universe! Shatter into pieces what is uncongenial. Bring forth another world out of thy imagination! It is irksome to the man who is free, to live in a world of another’s making. He who lacks the power of creation is naught to us but an atheist and an agnostic! He has not taken his share of our Beauty. He has not eaten the fruit of the tree of life. Man of truth! Be sharp and incisive like the sword and forge the destiny of they own world!