The Ddoctrine of Judicial Precedent depends on the Hierarchy of the Essay

The Ddoctrine of Judicial Precedent depends on the Hierarchy of the Courts - Essay Example In case similar cases emerge in the prospect, similar rules or rationale is utilized in conveying justice through legal decisions. The doctrine finds basis on stare decisis meaning that considering previous decision made on similar cases. A decision made at some point in law is considered applicable to cases that bear similar facts. For the doctrine to function in an effective manner, it is necessitated that point of law within certain cases is established. During conveyance of justice, the judge ought to offer the rationale under which he or she provides certain judgment and not another. The doctrine presents general rule where all courts are required to follow the same rationale in delivering decisions that were developed in courts that bear higher ranks (Mitchell & Dadhania 2003, 61). The doctrine is reliant on the chain of command of the court system, previous case records and the attitude or approaches that the judges utilize. The hierarchy of the court system in the English con text offers a better comprehension of precedent doctrine. The courts are organized, in terms of their capabilities or power, to command. The hierarchical structure bears five divisions under which the precedent is applied. These divisions offer judgments in relation to the cases carried out in previously from a superior court. The precedents that transpire in higher courts are considered applicable to lower and middle courts without any doubt. Therefore, decisions undertaken can be carried out without further probe into the cases, as long as the material facts and other facts are almost similar to another case undertaken in the past (Mitchell & Dadhania 2003, 62). The doctrine is reliant on the hierarchy that the court system presents in all its operations. Every court bears a given standing in relation to certain cases with respect to other courts thus affecting the provision of decisions on certain cases. These hierarchical systems ought to be considered in making decisions that i nvolve the precedent doctrine. The lower courts can comfortably apply decisions presented by the highest ranked courts. Similarly, decisions that emanate from House of Lords are applicable to the rest of the courts within the legal arrangement with the exemption of the House of Lords (Kennedy 1994, 1). Therefore, its decisions find appliances to all systems of legal arrangements but the decisions made by the house cannot be applied to cases that concern it. Supreme Court is considered top in the rank with regard to the legal arrangement prevalent in English Law. Previously, the Supreme Court functioned as the House of Lords although this was changed in 2009 (OUP 2011, 11). However, the powers were never altered meaning that only the name changed. The Supreme Court comprises of 12 justices with fives of these being independent of any previous precedents. That is they are not bound to pursue decisions made in any previous cases. In addition, their judgments are applicable to the rest of courts that lie below them. In practicality, justices in this legal level are likely to follow their decisions that they had previous offered in similar cases. In order for them to change their personal judgments, a vivid reason ought to crop up. Additionally, these justices preside over judgments from Commonwealth nations. Under such circumstance, the justices are considered as the Privy Council (OUP 2011, 11). In principle, the decisions developed by the Privy Council find no application in

EasyJet A No Frills Airline Coursework Example | Topics and Well Written Essays - 2000 words

EasyJet A No Frills Airline - Coursework Example Strategy refers to the action plan, which is designed for attaining long-term objectives (Nickols, 2012). A strategy framed at the business level is usually termed as business level strategy. It can be further defined as the adoption along with the implementation of vital decisions towards the attainment of long-term objectives (Beard & Dess, 1981). The term ‘competitive advantage’ refers to the competitive position, wherein one organisation is able to generate more revenues as compared to other related companies. For instance, Micromax, a mobile phone company, grabbed a high market share in nations such as India through the utilisation of cost leadership strategy. A company achieves greater competitive position, when it is able to gain control over its competitors relating to every business or operational aspect (Ware & Grantham, 2010). Although Easyjet has utilised several strategies for developing its competitive position, the airline company mainly focused on cost leadership strategy amid the prime ones (Gallagher, 2004). Cost leadership strategy refers to gaining high market share by providing goods and services at the lowest possible prices. Michael Porter first developed and defined the concept of this particular strategy. The other available options can be reckoned as ‘differentiation’ and ‘niche marketing’ strategies (Dess & Davis, 1984). Michael Porter developed three generic strategies that aimed at supporting the organisations towards fulfilling their respective objectives. In this regard, one of such strategies is cost leadership, which leads to attain superior competitive advantage through reduction in costs. Differentiation strategy aims at gaining competitive advantage by providing the customers with unique features embedded in the products and services (Dess & Davis, 1984). Focus or niche marketing strategy derives

The History Of Indonesia

The History Of Indonesia Intercultural management is an emerging but increasingly important area of study. Intercultural management are on work forces that function in different cultural backgrounds. These differences can be either external, where an organization operates across national and ethnic cultures, or internal, where an organization operates across company differences, branches or regions. Cultures express different values and priorities when they make and implement decisions. These values influence work relationships, whether between superior and subordinate, peers, international joint venture partners, managers in headquarters and subsidiaries, and others. Intercultural Management subject is extremely important because of the cultural diversity and ethnic that exists within the organisation today. Specifically, with regard to global organisations, it try to settle the unevenness between global and local concerns by proposing a framework that combines a new understanding of culture with a classica l leadership approach. It is also about accommodating a range of structural and behavioural dimensions that address different facets of organizational functioning. Intercultural management is expensive, but also give away a high return on investment. The objective is to achieve more effective cross-cultural practice. In this assignment, students of Intercultural Management are required to experience a Field Trip to Indonesia, Medan. Students are expected to carry culture analysis and findings on the problems that are asked to fulfil the requirement of this module and prepared a report in the end. 2.0 Background of Country Visited, Indonesia Indonesia is the fourth largest country in the world by number of population which expanse between the Indian and Pacific Oceans with thousands island scattered across. Its closest neighbours are the new country of East Timor which formerly a part of Indonesia, Papua New Guinea and Malaysia. It is an archipelago country, made up of 17,508 islands with a land area of 1,905 thousand square kilometres. It has 33 provinces populated by 242 million people. From the western tip of Sumatra to the eastern edge of Papua, it runs along the equator for 5000km. Indonesia has been an independent republic for more than fifty years and its capital city is Jakarta. Indonesias peoples are regional interests, diverse and cultural elements differ widely. 2.1 History of Indonesia Indonesian history, hominid fossils was found by Eugene Dubois in 1809 near Trinil village, East Java. Human immigration occurred 3000 BC. These immigrants are either came from the Pacific islands or southern China and brought their language, Austronesia with them. Since they arrived in a small group and set up around the coast, Austronesia language was quickly diversified with distant descendant of Java Man. However, Bahasa Indonesia is the national language of Indonesia. At the 5th century, Hinduism first came to Indonesia with the advent of Indian merchants as on purpose act of preaching by the Brahmans. By this time Indonesias trading partners was southern China, hence the influence of Buddhism also started to take part. In the 11th century, merchants brought Islam in. By the time, there was no centre of Indonesian Islamic culture and this leads to weakness when the Dutch arrived. Dutch East India Company ruled Indonesia from 1602 to 1799 and stayed until 1942 as a Dutch colony. Before the Dutch returned to claim their colonies from 1942-1945, the Japanese occupied the islands. Sukarno declared independence and was appointed as president after the surrender of Japanese in August 1945. 2.2 Indonesias Political System Republic of Indonesia came into existence in 1945 followed by the federal government under the United Republic of Indonesia. Based on the 1945 constitution, it then returned to the Unitary State of the Republic of Indonesia. The 1945 constitution controls responsibilities and position of state officials, duties, their authorities and relationships between government institutions. (executive, legislative and judicial). The Peoples Consultative Assembly (MPR), being the highest state institution promulgates the constitution, decide state policy guidelines and appoint or dismiss the president and vice president. Direction of the government, laws and drafts regulations is monitored by The House of Representatives (DPR). Position of other high-level state institutions, including the Supreme Court and the House of Representatives are occupied by the president, who is also the Head of State and Head of Government. The President also carries out the mandate of the MPR, implementing the state policy guidelines, and appointed ministers and heads of non-ministry with the ministry (the Attorney General, Police and Armed Forces) that assist in the implementation of these tasks. The Supreme Court is the judicial branch of the State around the executive and legislative branches. Governments finances are examined by The State Audit Board. The State Audit Board is reported to the Peoples Legislative Assembly, the body that approves the inspected Expenditure and State Income. On matters related to issues of economic, political, the military and socio-cultural, The Supreme Advisory Council provides advice to the President on request. 2.3 Indonesias Economic With inflation reducing, solid growth and falling unemployment, Indonesia is currently enjoying positive economic conditions. Indonesia has recently become more recognized for providing investment opportunities as there has been a lot of foreign interest. Due to the rich deposits of natural resources, Indonesia has become a major beneficiary of the strong growth in China and other developing countries. This helps the strong economic growth through foreign investment and international competitiveness. Inflationary pressures continue to be a problem for Indonesia although the rate of growth has been strong, driven by higher food and utilities including fuel for the countrys domestic demand grows rapidly. Indonesias central bank (Bank Indonesia) to take action to help restrain inflation as it began to pose a threat to economic growth. Through Monetary policy tightening, inflation has been reduced to a more manageable rate. The unemployment rate in Indonesia has reduced since 2005-2006 i n line with the strong growth of the economy. Corruption continues to be a major problem for the Indonesian economy which can have the effect of distribution. By reducing economic growth, this affects income inequality and scarcity. 2.4 Infrastructure and Technological Information Dial-up service over noisy line is commonly used to access the Internet. Most of these wireless access points are in cities. Wireless infrastructure may be away to go for deploying Internet for rural, under-served, poor Indonesian neighbourhood. However, issues in rural areas would not only telecommunication or Internet access technology, it is more on the demand, people, social, cultural side as well as the higher stumbling block in the regulatory framework. Need on information and knowledge is virtually non-existence in such areas. The major problem is mainly lack of content written in Indonesian. Speak-and listen is much common way to communicate in Indonesian culture as compared to read and- write. 2.5.1 Population Indonesia, with number of 234 million populations, is the worlds fourth most populated country. There are more than 300 people per square mile (160 per square km), which four time more than the population in the United States. The rate of population grow in Indonesia is around 1.5% per year which means this country will have 282 million population by the year 2025 and more than 315 million population by the year 2050. About 40 % of the population is urban while 45% of the population is engaged in agriculture. 2.5.2 People In Indonesia most islands can be considered as multiethnic, which large and small groups forming geographical enclaves. In ethnic areas, arguments between members of different ethnic groups can be resolved by either the leader or the two groups, by feud or by the courts. In many regions with settled populations, a customary settlement is honoured over a court one, and many rural areas are peaceful havens. 2.5.3 Language There are over 650 dialects and languages are spoken in Indonesia. Since they lived isolated from one and another, unique cultures are developed different islands. However, they local languanges are Sundanese, Javanese, Balinese, Sasak are still being used in some other parts although Bahasa Indonesia is known as the national language. Bahasa Indonesia is a variation of the Malay language. Dutch and English are also often used, this is because Indonesia was a colony of Dutch and English where this both language has became the international language of business during that time. 2.5.4 Religion Indonesia has a largest Muslim population practicing Islam. Besides Islam, Protestants, Catholics, Hindus, and Buddhists are also practiced. Form hybrid religious practices, Islam have mixed with traditions and local customs. A Javanese Muslim from rural may go the mosque to pray but later on pray at the grace of local Catholic saint. Since the 1500s, Christianity has already been practised. It was then influenced by the Protestant and Roman Catholic with arrival of Portuguese and Dutch. Buddhism has a long history in Indonesia since the Srivijaya dynasty and it lasted from the 7th-14th century. In Indonesia, Hinduism is the oldest religion. The Hindus lived at Bali, Hinduism came from India has been greatly adapted by Indonesians to fit it ancestral practices, animist and local. 2.5.4 Ethnic/Culture Groups More than 500 different ethnic groups live in this country. In North Sumatera ethnic groups are the Malay, the Sudanese, the Acehnese, the Bataks, are the big majority of the local population.  Migration, to the North Sumatra to seek fortune has given these people a lot of the regions agricultural and commercial activities. Largest group of ethnic is The Javanese, followed by followed by Sundanese, and the Malays. The Javanese are given named after the island on which their culture expands.    2.5.5 Cultural Practices and Tradition Wayang or shadow theatre is well known because of the Javanese. The Javanese also created Batik. The Sundanese and Javanese somewhat can understand each other with some linguistic connection. The Javanese and the Sudanese are both Muslims. Both cultures, the Sudanese and Javanese perform wooden puppets called wayang goleks. Kendang a local drum of Sundanese provides faster rhythm than the one usually found in Javanese culture. The Batak houses are separated into three levels symbolising a threefold division of the cosmos (upper world, the underworld and the earth). The Toba church are the largest church in Indonesia, they were once obvious and early target for Christian European missionaries. In traditional Batak community, woven fabrics play an important part. The woven fabrics are not only as clothing, but as an important gift in the ritual, which to strengthen the ties that exist between the symbol and the group of related people. 3.1 Common Business/ Economic Activity Based on my observation, the local people of Medan mostly make a living by opening small businesses. There are dozens of food streets along the roads and hawkers centre around Medan. From Chinese home-cooking style food, to Bataks grilled dish, to spicy Malay sambal, and tasty Indian curry, the city is definitely a food heaven for locals and tourists. Pajak Ikan Lama is the most famous traditional clothes market sells souvenirs, fabrics, handbags, belts, shirts, pants and local food. It also a local market which located near Dataran Merdeka best known for textiles and batik. In Berastagi, vegetables and fruits market known as the main economic activities of the local people. This area is quite cold in climate and highly fertile which situated between Mount Sibayak and Mount Sinabung. Besides vegetables and fruits, Berastagi is also known for producer of sugar cane, flowers, and rice. Most uneducated local men in Medan earn a living as a becak driver. It is very easy to start a busine ss as a becak driver because becak is a public transport in Medan. Due to large population, the labour cost in Medan is very cheap which leads the local people to starts their own businesses. 3.2 Level of Education/ Job Requirement The highest educational level in Berastagi and Lake Toba is until Primary. Where else in Medan the highest education level is until middle school (secondary). The Hotel receptionist with a bachelor degree who speaks English stated that her monthly salary is only Rp.2, 000,000. In Lake Toba, we interviewed the captain that drive us Samosir Island. He stated that he is also the staff of Carolina Hotel but does not want state his salary when we asked him. A becak driver usually did not have a proper education and had finished elementary school. They speak bahasa Indonesia and only speaks few words In English. To become a becak driver was one of the limited choices they had to earn. The  income  of  becak drivers  is unstable and varies on a daily basis.  The monthly income  was 600000 Rupiah with 7 hours working daily. Sometimes they earn much money but sometimes they wait for passengers for several days and earn nothing at all. The fees they charge the passengers are moreov er negotiable. They do not have any fixed charge for each trip. It very much depends on who uses their services and how good they are in bargaining. At strategic places in cities or towns, people can easily find becak drivers waiting in groups for passengers. Usually they can be found at bus terminals or train stations to serve people who have just got off from trains or buses. We usually get short becak ride for 5000 Rupiah to 10000 Rupiah but more for than 10minutes rides will cost around 15000 Rupiah. Most drivers will charge for 30000 Rupiah for foreigners then will came down to 15000 Rupiah when spoken to in Bahasa Indonesia. 3.3 Taboos/ Disturbing Cultural Practices It seemed that the King has many warriors and one of the famous warriors would go totally naked when going for wars. For Batak people, showing your genitals is a taboo.  The Batak traditionally allowed polygamy, but it didnt come up very often because the man had to be wealthy enough to support the additional wives and children. After Christian conversion, this practice became taboo. Once again, the Christian answer was given. In reality, tribal people usually have a number of superstitions and rituals associated with death. Some tribes actually relocate the entire village if one person dies. According to Dr. Fernandez, the Batak would burn the house where the dead person had lived, and no one would live in that house again. This superstition had the practical function of preventing the spread of communicable diseases. In certain tribe such as the Batak, raised breeds of dogs and slaughtered them for their meat. This may be for some medicinal purposes benefits attributed to differe nt parts of a dog or as an alternative for other meat.  Eating dog meat is usually associated with their culture, who cooks a traditional dog-meat stew. I find this most disturbing cultural practice because in other part the world dogs views  as a companion and humans best friend. It is cruel and disgusting to consume dogs meat. Apart from cultural  practice, it is not acceptable  by other groups of people. 3.4 Bargaining and Negotiating Bargaining is usual in small shops and markets in Medan, Tomok and Berastagi. Bargaining works by asking the price and slowly increases the offer until a compromise is reached. We bargain for everything in here. It is fine to say no, or to ignore the seller. But, we only bargain when we really want to buy something. With so many shops competing, it is easy to find the good price.   The locals usually speak in quiet, gentle tones. However, this only reflects their politeness and respect for others. Because being friendly and saving face are so important in this culture, communication is generally very indirect. The Indonesian usually prefers to do business with others who treat them with respect and genuinely, it is important to demonstrate similar behaviours. Causing embarrassment to another person may cause a loss of face for all parties involved and can be disastrous for business negotiations Building lasting and trusting personal relationships is therefore critically important t o most Indonesians, who expect to establish strong bonds prior to closing any deals. The large population in Medan caused traffic jam. We really feel impressed on how the drivers negotiate and tolerate among themselves when they uses the road. They will normally hon to let other drivers to know that they want to go other side or change the lane. 3.5 Cultural Implication on Advertisement Religions affect consumption behaviours and the purchase pattern. A high level of familiarity with the local  culture  is the significant  impact  on the effectiveness of marketing strategies. One of the television advertisements that I go through is regarding McDonalds Delivery. (http://www.youtube.com/watch?v=Uxv73s6YQ88) The advertisement is about young man wanted to take his car to buy dinner/ supper. But his car tyre got punctured, so he decided to get some satay at the nearby street. When he went there, the satay man says he sold off the satays. In the end, he ended up calling for Mc Delivery. From this, I can see that the Mc Delivery advertisement is connected to their local preferences. Satay is one of their local food so the advertisement appealing to their taste. McDonalds in  Indonesia now has McSatay, Mc Rice where its known that Indonesia basic food is rice served with egg. McDonals in Indonesia does not offer pork burger as most of the population are Muslims. One of the outdoor advertisements that I came across is a politician poster behind one of the becak that we took. Since only the low income group of people who will frequently take the becak, the advertisement of politician figure will appeal into local people of needs for unity on establishment of peace in spite of political. It also makes them think logical on values such as righteousness, justice, freedom, and dignity.   Television Advertisement Outdoor Advertisement 4.1 Power Distance Indonesia has high power distance which means there are no equivalent rights between power holders and non power holders. The employees in Indonesia are expected to be directed by the employers. Dekker in 2008 stated that power distance is represented by the social position on the basis of the authorities among the most powerful to the least powerful in their communities. It is designed à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹by the government in accordance with its own conception of political ideology, socio-economic system, technical development and culture in the various member states. As part of their cultural heritage, Indonesian also has wealth inequalities in society. This is not  forced by the population, but  accepted by the community  as part of  their cultural heritage.   Managers are respected for their position and control is accepted. In Indonesia, in general seniority and elderly people play important role in the society and community; people usually respect the elderly as well as value their social status in the community. 4.2 Collectivism Indonesia has high collectivism, which means they hold their traditions tightly. Many of Indonesias ethnic groups have strong kinship groupings based upon patrilineal, matrilineal, or bilateral descent. The children are committed to their elders. Indonesia family keep their grandparents at home instead sending them to any institution. Their children want their parents life easier. Jones in 2007 assumes that this dimension gauge the level of integration of the people in the community as well as capability of the people who work in groups or individually. If one wishes to marry in Indonesia, it is important the men to meet the womens family. He has to introduce himself to the family of the woman. It is not appropriate having a relationship without notifying the parents of the girl first. Indonesias ideas about tolerance, the faith of God, social justice, human, and democracy (5 principles), to reflect the countrys way of life and the basic thinking, such as the reflection of collectivi sm ideologies are integrated. Loyalty in a collectivist culture is based on social rules and other regulations. The society practices strong relationships where everyone takes responsibility for other members of their group. 4.3 Masculinity and Femininity Indonesia has both Masculinity and femininity is at the same level. Women have the same rights and opportunities in every aspect such as occupations. According to Chang in 2003 womens role changing are the factor of economy rapid growth and globalisation in Indonesia. In past women the one should care for children and does the housework where else man the one earn for the family. Now, women are becoming more adapted together with men. The principle of gender equality becomes more comfortable and treats them same as the men. This shows that the Indonesia has a degree of gender differences where both men and women dominate a significant portion of the society and power structure. This leads to women to act more as a man and away from their role as women. In Indonesia although masculinity and femininity are both in same level but men still sometimes have more power. In general, although there are traditional roles for women and men in the society these roles sometimes overlap. 4.4 Uncertainty Avoidance Uncertainty avoidance explains either people feel secure or comfort with chaos, uncertain events, unstructured situation and risks. It about how Indonesian takes action in order to reach their goal and good inherent balance in controlling situation. Indonesian tends to provide and arrange everything for future events. Harris and Moran in 2006 relate the condition of uncertainty avoidance with Tolerating Ambiguity, which demotes to the ability to react to new, unpredictable situations with little visible discomfort or irritation, different and at times. This explains that there is a strong preference in Indonesia towards separation Javanese culture of external self to internal self. It is common for Indonesian not show anger even though they are really upset, no matter how angry is them they will still be polite. This means maintaining healthy relationship in work place is very important in Indonesia. This shows that the Indonesian people easily accept unstructured situations. Unstruc tured situation is a new situation, not known surprising, different from usual. Moreover, Indonesian people in general are also more comfortable with stable and predictable conditions. For example, they prefer to become civil servants rather than to become entrepreneurs although in some cases they prefer to leave everything to God for the situations that they cannot control and manipulate anymore. Another aspect of this element can be viewed at a resolution of conflicts. Direct Communication is the way to solve conflict is usually seen as a threatening and one that they are uncomfortable in. It allows exchange of views without losing face, and since one of the main manifestations of the uncertain Indonesia is to maintain a harmonious appearance in the workplace; intermediary remove uncertainties associated with confrontation. 4.5 Long Term Orientation Long term orientation is related with people through particular criteria such as obligation, reciprocal, loyalty and honesty. It is more like having good behaviours in relationship. Indonesia seems to be long term oriented. Because the hard work of people today looking forward to a long-term compensation in the Indonesian culture has a strong work ethic. Countries such as Indonesia and the Indonesian tend to have inter-religious views around the world on tolerance features. There is recognition that there are several truths on the seeker because Indonesian people embracing several different religions, such as Islam, Buddhism, Christianity, and Hinduism. The Indonesia are typically not punctual, this because they are long term orientation. Taylor in 2008 stated with highest numbers of Muslims in the world, combining Power Distance and Unaccepted Avoidance shows the Indonesian community is highly regulation oriented with controls, rules, laws and regulations. Motivating Indonesian Muslim employees would necessitate leader to give an environment of rules and guidelines to decrease uncertainty, show ultimate power and provide rewards to employee based on age, position, and status. Employees of Indonesia can be motivated by Hofstedes theory. Indonesian workers have a low tolerance for uncertainty, which Depending on tight control as a motivator. 5.0 Conclusion

cloning :: essays research papers

Cloning in the Twenty-first Century Cloning is the making of genetically identical copies of a single cell or organism. Cloning was never talked about much,(When?) unless a person read science fiction or watched movies. Then on February 23, 1997 comma Dolly the Iamb What is an iamb? appeared on the news. Dr. Ian Wilmut, the head of the Roslin Institute in Edinburg, Scotland had led the team who cloned Dolly. Dolly was cloned from the omit ‘the’ one reproductive tissue of one adult female sheep, so that she was genetically identical. Dolly what happened here? started from a no--the mammary cells of a six year old ewe. They were grown in nutrient- poor culture medium that forced them into. Why the period? a quiescent state, known as G O phase of the cell cycle ( a phase that all cells go through when dividing). Then scientist WN—should be plural took other egg cells from other ewes. These cells were called oocytes. Then they removed the nucleus and fused it with the mammary cell, by pulsed electric current. The procedure used to clone Dolly is colloquially called "cloning." The general term cloning is any procedure that produces a precise genetic replica of a biological thing, including-a DNA sequence, a cell, or an organism. Then the world became freaked out. Next the talk of cloning humans.(Kass and Wilson X, VIII.) Where did you start using this source—whatever it is? You must introduce quotations and let your reading know when you are paraphrasing or otherwise using sources. Before all of this, cloning happened all the time in labs across the world. A type of cloning is used often in cancer research. Then another type is used in horticulture. This is were What does this mean? certain types of roses, lilies, potatoes, and apples come from. A MacIntosh apple is a clone. What is your source? Most of the same steps where used to clone these things, yet they did not get the attention Dolly received. (Hyde and Hyde 14). Period goes after parentheses, not before. When I think of cloning, I do not think of it as killing a person. Why on earth would you say this? No killing of any kind is involved. While talking to Phyllis Phyllis who? And why did you ask her? the other day I mentioned cloning to her. I quote her as saying "No man has the right to play God. cloning :: essays research papers Cloning in the Twenty-first Century Cloning is the making of genetically identical copies of a single cell or organism. Cloning was never talked about much,(When?) unless a person read science fiction or watched movies. Then on February 23, 1997 comma Dolly the Iamb What is an iamb? appeared on the news. Dr. Ian Wilmut, the head of the Roslin Institute in Edinburg, Scotland had led the team who cloned Dolly. Dolly was cloned from the omit ‘the’ one reproductive tissue of one adult female sheep, so that she was genetically identical. Dolly what happened here? started from a no--the mammary cells of a six year old ewe. They were grown in nutrient- poor culture medium that forced them into. Why the period? a quiescent state, known as G O phase of the cell cycle ( a phase that all cells go through when dividing). Then scientist WN—should be plural took other egg cells from other ewes. These cells were called oocytes. Then they removed the nucleus and fused it with the mammary cell, by pulsed electric current. The procedure used to clone Dolly is colloquially called "cloning." The general term cloning is any procedure that produces a precise genetic replica of a biological thing, including-a DNA sequence, a cell, or an organism. Then the world became freaked out. Next the talk of cloning humans.(Kass and Wilson X, VIII.) Where did you start using this source—whatever it is? You must introduce quotations and let your reading know when you are paraphrasing or otherwise using sources. Before all of this, cloning happened all the time in labs across the world. A type of cloning is used often in cancer research. Then another type is used in horticulture. This is were What does this mean? certain types of roses, lilies, potatoes, and apples come from. A MacIntosh apple is a clone. What is your source? Most of the same steps where used to clone these things, yet they did not get the attention Dolly received. (Hyde and Hyde 14). Period goes after parentheses, not before. When I think of cloning, I do not think of it as killing a person. Why on earth would you say this? No killing of any kind is involved. While talking to Phyllis Phyllis who? And why did you ask her? the other day I mentioned cloning to her. I quote her as saying "No man has the right to play God.

Online education vs traditional education Essay

For hundreds of years we have been teaching traditionally to children with varying results, in the last two decades with the growing technology a new form of education has formed, online education. With high school being a pivotal time in teenagers life parents and educators have questioned is online education better for students over traditional methods. In the search to figure out which is better people have gathered evidence involving studies, polls, and research on the effect online education has on students. My first source used is written by Dan Lips, an article called â€Å"How Online Learning Is Revolutionizing K-12 Education and Benefiting Students† for the Heritage Foundation. The author’s tone is formal and persuasive. In the article he uses evidence such as facts, studies, and polls to persuade the readers to see the greatness of virtual education. Dan Lips uses high profile people who wrote books on virtual learning to increase credibility to his claim. The second source, â€Å"Students’ frustrations with a Web-based distance education course† by Noriko Hara and Rob Kling published in the online journal First Monday. This is an article based on the study the authors did on how students felt enrolled in an online class in college. While this is an article based on the feelings of college students this applies to the high school online education as they base high school online education on college online education so they are going to run into the same problems. The authors of this article were neutral to the study and were just reporting what was wrong with distance learning so as not to bias the results, and to get how the teacher and students feel about online learning. The authors use this article to caution students, teachers, and schools on some of the things wrong with online education and to not ignore the bad sides of online education because of mostly praise towards it. My last source is â€Å"Online High Schools Test Students’ Social Skills† by Paul Glader investigates the impact of online education on teens socially. Glader found that students enrolled in online high school often drop out due to the fact of them feeling lonely. The online high schools are trying to find ways to make teens spend time together in the virtual classrooms. High school is a pivotal time in everyone’s life that can shape your future.

Memoirs

Anne Frank is the best known of these two people, far more than Romeo Dallaire. Her struggle for survival and her eventual plight of death in a concentration camp have awed the world for the last sixty years. Just a young girl who had the rest of her life to look forward to and her youthful plans for that life that were snuffed short by a war machine and the hatred of a man she would never see, Adolph Hitler. Hitler’s madness and his intricate hatred for followers of the Jewish faith subsequently brought a halt to millions of lives of people that had never seen him, known him or would have ever harmed him. His fanatical crusade for the â€Å"Arian† race to populate the world and do an ethnic cleansing of any other race, creed or religion created one of the most horrendous and infamous atrocities in world history, the Holocaust. Everyone who has ever read Diary of a Young Girl could not help but be moved by Anne Frank’s courage and optimism during her enforced hiding with her family and the other residents in that attic as she tried to maintain hope in the ominous face of an adverse society that had invaded her native country. It is truly amazing how she managed to maintain her sanity and her outlook on life through such a horrific ordeal. Just fifteen years old with very little experience at life, she seemed to possess a profound ability to see things as they â€Å"really were† and not as she or the others would have wished them to be. Yet, it did not seem to quell her belief that there was good in people and that only a few were responsible for the misery that is often imposed upon others simply because of another’s beliefs or policies. It has to make one wonder if it were not partly because it was a more innocent time in the world when children were not constantly besieged by violence, crime or prejudice. Though probably one of the world’s most famous victims of prejudice, Anne Frank maintained that innocence through her whole life. She was a child caught in a nightmare not of her own making and she along with millions of others suffered because of that nightmare. Romeo Dallaire was a military man that by choice involved him in these types of matters. A Canadian Major General, Dallaire, headed a small United Nations peacekeeping force, UNAMIR, in Rwanda, Africa. Horrible atrocities became evident to him and he set out to appeal for help in these murders that were so ethnic in nature. It involved a conflict that the ruling regime, the Hutu, had begun mass massacres of the Tutsis, a different sect within the country. It was totally classified as ethnic in policy. When Dallaire faxed for advice in 1994, his fax was treated with little or no attention. The United Nations refused to acknowledge it as genocide and would not allow Dallaire to do anything beyond the regular rules that his small military unit was allowed to pursue. Dallaire had to sit back helplessly and watch this atrocity go unchecked. Unlike Anne Frank, he was not a personal victim but he was just as helpless in changing the effect of what was happening. In his writings later, Shake Hands With The Devil, Dallaire expounded on the ineffectualness of Genocide Committees, such as the UN had, when it was doubtful if a particular action within a country can be termed as ethnic genocide. Time has proven constantly that other countries or even the United Nations in these more modern times are extremely hesitant to act despite sometimes often insurmountable proof that ethnic cleansing is occurring and it should be stopped immediately. So what similarities would be between Anne Frank and Romeo Dallaire? They both wrote important works on the results and after effects of ethnic cleansing and genocidal war. Anne Frank’s viewpoint came from an innocent bystander. Her only crime? She was a Jew. She had led a quiet gentle life within a loving family structure and she was only aware of the persecution of the Jewish population by what was happening around her. Once in seclusion, her writings intensified as she grew more and more aware of the plight of other people and of her childhood friends and their families either frantically trying to escape or captured by the Nazis and sent to the concentration camps where most of them never returned. Her diary, which she referred to as â€Å"Kitty†, was begun before she and her family were forced into hiding. It shows all the normal qualities of a young girl her age. Her young hopes and dreams and the beginnings of puberty. Her delightful and expectant views of what life would be like when she was grown were the strongest proof of her innocence. She was a friendly, astute and open person and those qualities did stand her in good stead while she remained in hiding for two years. She managed to maintain a very mature calm while some of the older adults around her were literally â€Å"falling to pieces.† She seemed to rise above the petty squabbles and accusations that formed when so many people are crammed into such close quarters for so long. She tried not to dwell on the lack of food, fresh air, or miserable living conditions that she existed in but instead took a very philosophical point of view of what was happening around her and to her. Her incredible courage has inspired people constantly through the years since her untimely death and the publication of her diary. She very clearly knew the difference between right and wrong. Through her diary, she made a world wake up to how quickly one group can impose its values on another and if the imposed group refused those values, then violence and mass death could erupt from it. To quote the old phrase â€Å"Out of the mouths of babes†, whether trite or not, in this instance, a child taught an adult world what was wrong with prejudice, stupidity and the aggressiveness of war. Romeo Dallaire’s own writings have been a good source for endless purposes as far as a teaching and informative guide to how not to miss the very clear signs of ethnic war. Because Dallaire’s hands were tied in the military sense and the United Nations’ refusal to act upon his advice from the situation that eventually escalated into a full scale war. Dallaire is often quoted by writers on war and genocide because his graphic description of how the massacring of the Tutsis people in Rwanda should have been clear warning signs of what was going to happen. It is one thing to set of councils against genocide but to refuse to act upon situations that fall under the jurisdiction of these councils is almost as heinous as the very acts of war themselves. In an odd comparison, Anne Frank and Romeo Dallaire were exactly alike as they were both witnesses to these atrocities and they were both completely helpless to do anything to stop them outside of writing about them. It is perhaps some comfort that through both of their written observations, we, as a world, are better able to see the fallacy in these types of confrontations and hopefully in the future, take more steps to insure that they never happen again. Works Cited/ References: 1.How to Prevent Genocide: A Guide for Policymakers, Scholars, and the Concerned Citizen by John G. Heindenrich, Praeger Publishing, 2001 2. The Door of Opportunity: Creating a Permanent Peacekeeping Force:   Journal Article by Lionel Rosenblatt, Larry Thompson, World Policy Journal, Vol. 15, 1998 3. Understanding Anne Frank’s the Diary of A Young Girl, A Student Casebook to Issues, Sources, and Historical Documents by Hedda   Rosner Kopf, Greenwood Press, 1998 4. Anne Frank: The Biography: Magazine Article by Martyn Bedford; New Statesman, Vol. 129, April 2, 1999

How to Write a Master#8217;s Research Paper

How to Write a Master#8217;s Research Paper Writing an essay for a Master’s research project is very structured. As a student, it helps to know the guidelines of your institution on how to write a good Masters research paper. Prepare! What is the nature and purpose of your research? The first tip is to create an outline; this can always be revised but will serve you well as a map to success. Your paper should start with an introduction to your research study, a statement of the problem. The introduction should include the background and significance of the study. Include the scope and limitations of the study so your reader will have this in mind as they review your work. Next, you will need to have a hypothesis and assumptions. A hypothesis is an estimated prediction or forecast, which has to be proven. Your assumptions will be based on observations and experience and should be related to the problem. However, with assumptions, you won’t need to prove them. Assumptions are just used to guide the reader through your work. You should next include a theoretical framework, this is related literature and studies that you undertook to prove your hypothesis and form the assumptions. Although many written works include a dictionary or glossary at the end of the piece, your next step in the research paper is to include a section on definition of terms and any variables that are used or related to your research. Since this is a research paper, you will document your research design and methods. Methods can be descriptive, experimental, or historical. You should have samples and show your sampling techniques. In a research, you typically need an instrument to find the samples usually it’s a questionnaire. You might even interview people, formally – informally, directive style, or very focused. You should be sure to include your observations and prove how reliable or valid your instrument was to your research. Finally, you write your presentation, analysis, and interpretation of your collected data. Did your hypothesis prove out correctly? If not, why? All results and discussions can be included in this section. To close up your research paper, you should have a summary, conclusion, and recommendations to anyone wishing to further your research. Don’t forget to include appendices as required by your institution or instructor.

Assessment Essays

Assessment Essays Assessment Essay Assessment Essay Essay Topic: Thirteen Reasons Why The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. ?   Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The strengths and limitations of assessment methods Categories of assessment Assessments can be roughly categorised into three types which may be used at different stages of someoneâ„ ¢s training: Initial assessment Formative assessment Summative assessment The initial assessment is done before any training or other assessments take place to gauge a studentâ„ ¢s base level of knowledge or a candidateâ„ ¢s basic competency level. ?  A formative assessment is one that occurs periodically at interim points throughout the learning process. ?  A summative assessment occurs at the end of someoneâ„ ¢s training as a final assessment. ?   Methods of assessment There are loads of choices when making a decision on how to assess each with their own strengths and limitations. ?  Some types of assessment include: Question Answer sessions (both written and oral) Professional discussions Reflective accounts Role play and simulation Accredited Prior Learning Assignments Product evidence Self assessment Peer assessment Witness testimony Observations Written questioning can take the form of essays, short answer questions or multiple choice questions. ?   ?  Short and multiple choice questioning are examples of objective testing as there is only one correct answer. ?  This form of assessment is quick and easy to mark which means feedback can be given quickly to candidates. ?  Multiple choice questions can be guessed if the candidate is unsure so they might not be the best way to get an accurate measure of whether the candidate has understood something. ?  If more depth on short answer questions is required, essays can be used to assess understanding, literacy and high level comprehension although they take time for the candidates to complete and for the assessor to mark. Oral questioning can form a secondary or backup assessment method to check for comprehension. ?  They can be used to support theory while the candidate is practicing their skills or at work and they can be adapted or changed quickly depending on the situation. ?  Assessors should be careful not to used closed questions unless testing agreement. ?  Open oral questions should be used to draw out the information from the candidate. ?  An alternative to oral questioning would be a professional discussion where a candidate is asked to talk about a situation or subject regarding their work. ?  It allows for a more descriptive, structured assessment to take place. ?  An assessor should ensure they donâ„ ¢t lead the candidate in the discussion and that the learner has time to prepare for the discussion otherwise it may not flow very well. Role plays or simulations can be used to recreate a situation that a candidate may find themselves in so the assessor can determine how they would react and handle the situation. ?  A lot of candidates may resist role-play as they donâ„ ¢t want to make an idiot of themselves but the majority find it a beneficial experience although it doesnâ„ ¢t match the real thing in terms of emotions. ?   A simulation is useful when a situation could be considered dangerous or risking expensive resources. If a candidate has attended a previous training session or achieved an award or certificate in the past this can be used to support their other assessments. ?  Accredited Prior Learning assessment makes a candidate feel that any work they may have done in the past in this area wasnâ„ ¢t a waste of time. ?  This may however be time consuming for the assessor as they will need to validate the APL and not all of it may be relevant to the current criteria they are assessing. A project or assignment can give a candidate a purpose of what theyâ„ ¢re trying to learn and allows their creativity to flourish. ?  The benefit of this for both the assessor and the candidate is that it can cover a wide range of skills such as literacy, ICT skills, research skills and comprehension of the subject. ?  The assessor should ensure that if they give an assignment to a candidate they should make the learning outcomes clear to focus the candidate on what they are trying to achieve. Product evidence can be a useful assessment to support other methods. ?  Anything created or generated within the work environment can be used to backup other assessments. ?  This will only apply to candidates who have the ability to produce such evidence and the assessor should endeavour to check if it is the candidateâ„ ¢s own work or not. If an assessor gets a bit bored with doing the assessments themselves, they can get one of the candidateâ„ ¢s colleagues workmates or peersâ„ ¢ to do it for them. ?  This might help the candidate to get some informal feedback on their competencies or knowledge and perhaps some new ideas. ?  Of course, the assessor would need to verify the peer assessment as the colleague may not have the same standards or be aware of the criteria that are being assessed. ?  Another method which will allow the assessor to put their feet up and have a cup of tea is self assessment. ?  This encourages the candidate to reflect and evaluate their own competency and the candidate records this for their future reference (e.g. reviewing their own learning progress). ?  Depending on the candidate, they may find it hard to be objective about their own skills or knowledge. As long as some reliable witnesses are available, using their testimonies can be a form of assessment. ?  This can be used to summarise or validate a candidateâ„ ¢s competency perhaps at the end of a unit or complete course. ?  A witness would need to be checked for reliability by the assessor as they may be biased one way or the other to a particular candidate. Observations are an assessorâ„ ¢s primary assessment method for practical skills. ?  Itâ„ ¢s an opportunity to see the candidate in their natural work environment and see if the theory they have learnt is being applied. ?  An assessor needs to work out a way of recording these observations as they are the most likely form of evidence to be questioned by a candidate. ?  This is when the other forms of assessment can be used to support these observations. Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the Academic Exchange Quarterly: Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks.[1] It is important to notice that the final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning. Types The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[3] Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions: formative and summative objective and subjective referencing (criterion-referenced, norm-referenced, and ipsative) informal and formal. Formative and summative Assessment is often divided into formative and summative categories for the purpose of considering different objectives for assessment practices. Summative assessment Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. Formative assessment Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a students work, and would not necessarily be used for grading purposes. Formative assessments are diagnostic. Educational researcher Robert Stake explains the difference between formative and summative assessment with the following analogy: When the cook tastes the soup, thats formative. When the guests taste the soup, thats summative.[4] Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents, and administrators. Assessment of learning generally occurs at the conclusion of a class, course, semester, or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class.[5] A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a students current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations.[6] Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, s uch as a speech, athletic skill, musical recital, or reading. Objective and subjective Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as objective assessment. In fact, all assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases.[7] Basis of comparison Test results can be compared against an established criterion, or against the performance of other students, or against previous performance: Criterion-referenced assessment, typically using a criterion-referenced test, as the name implies, occurs when candidates are measured against defined (and objective) criteria. Criterion-referenced assessment is often, but not always, used to establish a persons competence (whether s/he can do something). The best known example of criterion-referenced assessment is the driving test, when learner drivers are measured against a range of explicit criteria (such as Not endangering other road users). Norm-referenced assessment (colloquially known as grading on the curve), typically using a norm-referenced test, is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass (passing in this context means being accepted into the school or university rather than an explicit level of ability). This means that standards may vary from year to year, depending on the quality of the cohort; criterion-referenced assessment does not vary from year to year (unless the criteria change).[8] Ipsative assessment is self comparison either in the same domain over time, or comparative to other domains within the same student. Informal and formal Assessment can be either formal or informal. Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a students final grade such as this copy and pasted discussion question. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.[9] Internal and external Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel. Some external assessments give much more limited feedback in their marking. However, in tests such as Australias NAPLAN, the criterion addressed by students is given detailed feedback in order for their teachers to address and compare the students learning achievements and also to plan for the future. Standards of quality In general, high-quality assessments are considered those with a high level of reliability and validity. Approaches to reliability and validity vary, however. Reliability Reliability relates to the consistency of an assessment. A reliable assessment is one which consistently achieves the same results with the same (or similar) cohort of students. Various factors affect reliability†including ambiguous questions, too many options within a question paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of an assessment is based on the following: Temporal stability: Performance on a test is comparable on two or more separate occasions. Form equivalence: Performance among examinees is equivalent on different forms of a test based on the same content. Internal consistency: Responses on a test are consistent across questions. For example: In a survey that asks respondents to rate attitudes toward technology, consistency would be expected in responses to the following questions: I feel very negative about computers in general. I enjoy using computers.[10] Reliability can also be expressed in mathematical terms as: Rx = VT/Vx where Rx is the reliability in the observed (test) score, X; Vt and Vx are the variability in trueâ„ ¢ (i.e., candidateâ„ ¢s innate performance) and measured test scores respectively. The Rx can range from 0 (completely unreliable), to 1 (completely reliable). An Rx of 1 is rarely achieved, and an Rx of 0.8 is generally considered reliable. [11] Validity A valid assessment is one which measures what it is intended to measure. For example, it would not be valid to assess driving skills through a written test alone. A more valid way of assessing driving skills would be through a combination of tests that help determine what a driver knows, such as through a written test of driving knowledge, and what a driver is able to do, such as through a performance assessment of actual driving. Teachers frequently complain that some examinations do not properly assess the syllabus upon which the examination is based; they are, effectively, questioning the validity of the exam Validity of an assessment is generally gauged through examination of evidence in the following categories: Content â€Å" Does the content of the test measure stated objectives Criterion â€Å" Do scores correlate to an outside reference (ex: Do high scores on a 4th grade reading test accurately predict reading skill in future grades) Construct â€Å" Does the assessment correspond to other significant variables (ex: Do ESL students consistently perform differently on a writing exam than native English speakers)[12] Face â€Å" Does the item or theory make sense, and is it seemingly correct to the expert reader[13] A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrong will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multip le choice. It isnt as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. They never are. Perhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry. It is well to distinguish between subject-matter validity and predictive validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively-valid test would assess whether the potential driver could follow those rules. Testing standards In the field of psychometrics, the Standards for Educational and Psychological Testing[14] place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy. Evaluation standards In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[15] has published three sets of standards for evaluations. The Personnel Evaluation Standards[16] was published in 1988, The Program Evaluation Standards (2nd edition)[17] was published in 1994, and The Student Evaluation Standards[18] was published in 2003. Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance. In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the studentâ„ ¢s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. Researchers whose work has informed much of this assessment reform include Ken Oâ„ ¢Connor, Grant Wiggins[1], Jay McTighe[2], Richard Stiggins[3], Paul Black and Dylan Wiliam, Thomas Guskey, Damian Cooper[4] and Ronan Howe. Historical Perspective In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component†the test or examination†may or may not have been included as part of this design (Cooper, 2006). The studentâ„ ¢s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Definitions There are a number of assessment terms that will appear in any discussion of assessment. Listed below are common interpretations of some of these terms: Assessment A working definition of Assessment for learning from a widely cited article contends: the term assessmentâ„ ¢ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.[1] Since this seminal article, educators have differentiated assessment according to its purpose: Assessment for learning comprises two phases†initial or diagnostic assessment and formative assessment assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps as teachers check on understanding they adjust their instruction to keep students on track no grades or scores are given record-keeping is primarily anecdotal and descriptive occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning begins as students become aware of the goals of instruction and the criteria for performance involves goal-setting, monitoring progress, and reflecting on results implies student ownership and responsibility for moving his or her thinking forward (metacognition) occurs throughout the learning process Assessment of learning assessment that is accompanied by a number or letter grade (summative) compares one studentâ„ ¢s achievement with standards results can be communicated to the student and parents occurs at the end of the learning unit Evaluation judgment made on the basis of a studentâ„ ¢s performance Diagnostic assessment (now referred to more often as pre-assessment) assessment made to determine what a student does and does not know about a topic assessment made to determine a students learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects occurs at the beginning of a unit of study used to inform instruction:makes up the initial phase of assessment for learning Formative assessment assessment made to determine a studentâ„ ¢s knowledge and skills, including learning gaps as they progress through a unit of study used to inform instruction and guide learning occurs during the course of a unit of study makes up the subsequent phase of assessment for learning Summative assessment assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved includes a mark or grade against an expected standard Principles of Assessment for Learning Among the most comprehensive listing of principles of assessment for learning are those written by the QCA (Qualifications and Curriculum Authority)[5]. The authority, which is sponsored by Englandâ„ ¢s Department for Children, Schools and Families, is responsible for national curriculum, assessment, and examinations. Their principal focus on crucial aspects of assessment for learning, including how such assessment should be seen as central to classroom practice, and that all teachers should regard assessment for learning as a key professional skill. The UK Assessment Reform Group (1999) identifies The big 5 principles of assessment for learning 1. The provision of effective feedback to students. 2. The active involvement of students in their own learning. 3. Adjusting teaching to take account of the results of assessment. 4. Recognition of the profound influence assessment has on the motivation and self esteem of pupils, both of which are critical influences on learning. 5. The need for students to be able to assess themselves and understand how to improve. Feedback The purpose of an Assessment for Learning (AFL) task is to provide feedback to both the teacher and learner regarding the learners progress towards achieving the learning objective(s). This feedback should be used by the teacher to revise and develop further instruction. An effective AFL method is to use a performance task coupled with a rubric. This type of assessment is fundamental in illustrating how and why such principles need to be adhered to.

Amino Acid Phenylalanine Applications

Amino Acid Phenylalanine Applications Phenylalanine is an electrically neutral amino acid with the chemical formula C9H11NO2. This essential amino acid is one of 20 building blocks of proteins in humans. Due to its benzyl group, phenylalanine is hydrophobic. Since its discovery in 1879, phenylalanine has been studied for its antidepressant and analgesic effects. The synthesis of phenylalanine is complex and does not occur in mammals. The metabolism of phenylalanine produces various hormones and neurotransmitters. Genetic mutations can result in several disorders relating to the metabolism of phenylalanine. This report will identify the biological importance of the amino acid phenylalanine by examining its history, uses, metabolic pathways and disorders, and biological synthesis. Discovery and History Schulze and Barbieri discovered phenylalanine in plant sprouts in 1879. The researchers extracted phenylalanine copper salts from Lupinus Zuteus seedlings, which were refined to isolate phenylalanine (â€Å"L-Phenylalanine ,† n.d.). Before 1940, research on phenylalanine did not describe its biological metabolism during the formation of tyrosine. Womack and Rose showed the essentiality and dependence on phenylalanine in the diet of rats. Dietary intake of tyrosine in the rats was deemed nonessential. Evidence from the trials proved that phenylalanine is the precursor of tyrosine, but phenylalanine cannot be synthesized from tyrosine (Matthews, 2007). The discovery of the codon of phenylalanine was a significant breakthrough in determining the relationship between messenger ribonucleic acid and protein production. In 1961, Matthaei and Nirenberg repeatedly inserted uracil nucleotides into E. coli bacteria, producing long phenylalanine peptide chains. The researchers deduced that the codons for phenylalanine include UUU and UUC (â€Å"Phenylalanine,† 2009). In the 1960s, a more efficient method of phenylalanine production resulted in the large-scale fermentation of phenylalanine. This metho d was incorporated into the nutritional supplement and drug industries (â€Å"L-Phenylalanine,† n.d.). Phenylalanine supplements are currently used to treat depression, chronic pain, Parkinson’s disease, and vitiligo (â€Å"Supplements with Similar,† n.d.). Since 1981, aspartame has been used as a food additive in Canada. Aspartame degrades through metabolism and digestion to form phenylalanine. Phenylalanine has recently been under intense scrutiny due to its elevated levels in aspartame, and the occurrence of phenylketonuria (â€Å"Aspartame,† 2005). Importance and Uses Phenylalanine is an essential amino acid in the diet of humans. Mammals cannot form benzene rings, therefore limiting the biosynthesis of phenylalanine in humans (Kretchmer & Etzwiler, 1958). Phenylalanine is important in amino acid metabolism and the synthesis of structural proteins in tissue. The concentrations of phenylalanine control the amounts of other electrically neutral amino ac ids in the brain (Humphries, Pretorius, & Naude, 2007). Phenylalanine is an essential building block for many hormones and neurotransmitters. Phenylalanine is converted into DOPA, dopamine, epinephrine, norepinephrine, phenylethylamine, and phenylacetate (Humphries et al., 2007). Depression can be treated with phenylalanine medication. Treatment of oral and intravenous application of deprenyl plus phenylalanine has significant antidepressant action (Birkmayer, Linauer, Riederer, & Knoll, 1984). While many natural health and nutritional companies claim D-phenylalanine is effective in chronic pain reduction, clinical studies have determined no significant analgesic results (Walsh, Ramamurthy, Schoenfeld, & Hoffman, 1986). L-DOPA, a molecule composed of a phenylalanine base, has been used as a symptom repressor in Parkinson’s disease for over fifty years. In 1967, Cortzias showed in his report on Parkinson’s disease, that L-DOPA has a noteworthy rehabilitative quality in reducing rigidity and akinesia (McDowell & Lee, 1970). The major problem of Parkinson’s disease is lowered levels of dopamine in the brain due to trauma or dysfunction of dopaminergic cells. Administered L-DOPA is able to cross the blood-brain barrier for conversion into dopamine, thus increasing dopamine levels (â€Å"Oxidation of L-dopa,† 2002). Current research suggests that phenylalanine administration along with ultraviolet radiation aids in vitiligo patients. The phenylalanine absorbs the radiation resulting in slight pigmentation changes in the skin (â€Å"Supplements with Similar,† n.d.).

Violence in the public schools Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Violence in the public schools - Research Paper Example Other forms of violence such as assault with or without weapons, theft, kicking, biting, and gang violence can lead to serious injury and to some extreme cases death (McCluskey 75-77). The public schools teachers have rated the following as the most common disciplinary problems in public schools. They consist of; talking out of turn, making noise, violations of the dress code, littering, drug and alcohol abuse, pregnancy, suicide, rape, robbery, and assault. This is because socialization in the public schools is often violent and cruel. Bullying, peer pressure, sexual tensions, racial cliques, and the competition for the approval of the teacher often create a stressful and violent environment. Cameron (57-59) reported that bullying can actually leave anyone feeling angry, frightened, depressed, and totally undermined. The children’s acts of bullying crop up because the bullies have a biased concept that the bully acts are justified According to Snell and Volokh (45-6) assert that the risk factors that contribute to violent behavior is attributed to the following: poverty which typically lays a foundation of discontent and anger; illegitimacy and breakdown of families, which often lead children to seek for stability and caring environments of gangs. They act violently during periods of unsupervised time. Moreover, the constantly shifting school demographics often reflect huge upheavals as communities undergo changes in economic well being, size, and racial and ethnic mix can impact negatively on the behavior of the youth. Next is that some of the children are subjected to neglect, sexual, and substance abuse by their parents making them to develop negative violent behavior pattern Another factor is societal violence rates and the juvenile violence rates. This makes the children to be affiliated to certain subcultures in the society. The subcultures decision to affiliate and

Injuries and losses during the 2012 Olympics Essay

Injuries and losses during the 2012 Olympics - Essay Example This essay discusses that since the Olympic site has been opened to visitors and athletes for ticket sales and athletes’ training, the persons at the site are presumed to be lawful visitors to the site. As a result the rights of the various athletes and visitors at the site, and the duty toward the safety of those lawfully at the site are covered by the Occupiers’ Liability Act 1957. By virtue of Section 2(1) of the 1957 Act, occupiers owe a â€Å"common duty of care to all his visitors† unless that duty is restricted or waived â€Å"by agreement or otherwise†. To this end it is first necessary to identify who is the occupier or occupiers of the Olympic site and thus who would be the possible defendants in a claim by the possible plaintiffs. An occupier is any person or official body or agent with control of the premises in question. It was also held in Wheat v E Lacon & Co. Ltd that it is possible for there to be more than a single occupier of a given pro perty. Thus an employee in sufficient control of the premises can be an occupier together with an employer and an owner. Moreover, the owner need not be present to incur liability for damages to a lawful visitor. Based on the definition of occupier, it would appear that liability is shared jointly and severally between the various ticket vendors, the employees operating the various facilities and the owners of the Olympic site. The extent of the duty of care is described by Section 2(2) of the 1957 Act. The duty is a duty to take reasonable precautions to render the premises â€Å"reasonably safe† for visitors who are lawfully on the premises.7 The duty is generally discharged by posting conspicuous warnings of any pending or possible dangers to the safety of visitors lawfully on the premises.8 A mere warning that an event on the premises is dangerous would be sufficient to discharge the statutory duty of care.9 However, there appears to be no warning signs posted and as a re sult, Peter’s injury is indefensible on the grounds that the various occupiers did not take precautions to warn the possible plaintiffs of the dangers associated with the use of the Olympic site. Some precautions were taken with respect to barricading the ticket queues, but those barricades ultimately collapsed so that the question is whether or not those precautions were sufficient to safeguard against the incident of collapse and the resulting injuries suffered by various visitors queuing up to purchase tickets. Therefore while barricading the ticket queues may have been a sufficient precaution or warning of the dangers of the crowds, the main question is whether or not the warning or precaution was sufficient to discharge the statutory duty of care.10 It would appear that the precautionary measures taken by the police were insufficient to safeguard against the risk of harm attending the large crowds queuing up for the purchase of tickets. Remoteness of Damages Causation wo uld be established by virtue of the fact that the occupiers of the Olympic site had a statutory duty to ensure that the safety of the visitors were provided for or that sufficient warning was provided to permit the visitors to remain safe. As established above, failure to discharge the statutory duty will amount to actionable negligence. However, if the defendants can demonstrate that damages sustained were not a

Human Resource, HSBC Assignment Example | Topics and Well Written Essays - 1000 words

Human Resource, HSBC - Assignment Example HSBC stands for ‘Hong Kong & Shanghai Banking Corporation,’ and the history of HSBC banks in UK can be traced back to â€Å"17th century† (HSBC- Its History in Wales 2013: 1). The first HSBC bank started its operation in Wales, and at the initial stage they had an association with North Wales bank. They called it a period of opportunities, as much progress took place during this period, such as construction of roads and canals etc. Eventually further changes have been made in the functions and structure of the banking style. HSBC banks have a good relation with peole all over the world, and especially British people. Principles of Human Resources and HSBC Bank: In all its endeavors, it is the objective of HSBC North America Holdings Inc. and all of its subsidiaries (jointly referred to here as the "Corporation") to act fairly and honestly at all times. It is the strategy of the Corporation to comply with the spirit in addition to the letter of all applicable rule sand regulations in all that it does. Violations of this strategy and malfunctions to report known violations will subject the worker to disciplinary procedures, which may comprise termination of employment. Additionally, workers who should have, through the exercise of reasonable diligence, discovered breach of this strategy, but who fail to do so, may be subject to discipline, consisting of termination of employment. Each worker of the Corporation is expected to do the same. In dealing with workers, suppliers and customers, the Corporation makes decisions without regard to religion, origin, race, color, veteran's status, national origin, nationality, sexual orientation, marital status, sex, gender identity, age or disability that can be reasonably accommodated. â€Å"All employees are responsible for ensuring that the working environment is free of any form of harassment, discrimination or inappropriate behavior† (HSBC Finance- Statement of Business Principles and Code of E thics 2013: 1). HSBC Bank and their Financial Stability: The European Financial Stability Facility was incorporated in Luxembourg under the Luxembourg law in the year 2010, on June 7th. Its aim is to protect financial constancy of Europe’s Financial and Fiscal Union by offering temporary monetary help to Euro area affiliate (member) states in complexity. With the intention of reaching its aim, the European Financial Stability Facility can, under the protection of the German Debt organization agency, issue bonds or other liability apparatus on the marketplace to lift the funds desired to offer loans to states that would put forward a request. Questions are backed by assurances specified by Euro region affiliate States of up to â‚ ¬ 440 billion. â€Å"For, HSBC, significant decisions regarding capital allocation and external capital rising are undertaken at a holding company level† (Flint 2011: 2) European Financial Stability Facility is a component of wider security net. Bank competition and monetary constancy have been a rising issue in the United Kingdom among continuing concerns on the subject of extreme marketplace share in key goods as well as authorities' wish to stop a repeat of bail-outs of the bank at the taxpayer's expenditure. The banking society remains dedicated to sustaining the twin intent of guaranteeing fiscal constancy and supporting financial recovery, and is dedicated to

Different aspects of domestic violence Essay Example | Topics and Well Written Essays - 1750 words

Different aspects of domestic violence - Essay Example It is this definition that has been the basis of evolution for policing policies as applied to domestic violence. The trend in policing today is for the police department to compose of a triage. For example, in many police departments across the United States, when an officer responds to a domestic violence call, he/she may contact the dispatcher, who will call the Crisis Center for Women 24-hour hot line. Then the Crisis Center sends a response van to the scene and will transport the victim and children to the Center's shelter. The Center will also provide transportation to court appearances and provide court advocacy. This on-scene response is available for all situations, 24 hours a day, 7 days a week. After the on-scene response is complete, the case is turned over to the domestic violence unit, which consists of two full-time investigators who handle all incoming cases. Defenders of mandatory arrest and prosecution policies contend that battered women are too helpless and fearful to make appropriate decisions about the arrest or prosecution of their attackers. While this may be true for some women, preliminary evidence shows that the option to decide sometimes provides the perfect avenue for expressing unrealized strength and power. Accordingly, it is premature to judge whether the mandatory rule is actually working. A great deal of the responsibility for preparing for and responding to terrorist events rests with local police departments. Community policing presents an overarching philosophical orientation that agencies can use to better deal with the threat of terrorist events and the fear that they may create. The community policing philosophy can be roughly divided into three interrelated elements: organizational change, problem solving, and external partnerships. Each element applies to the issues of terrorism prevention and response, as well as to fear. Since 9/11, the federal government has greatly increased terrorism prevention and response efforts. However, a large degree of responsibility for dealing with these threats and for alleviating citizen fear rests at the local level. To some degree, the majority of local police departments in the United States have worked to reduce the fear of future terrorist attacks and to prevent and plan for attacks. Law enforcement officials are strategi cally rethinking public security procedures and practices to maximize the potential of their resources. The philosophy of community policing is important for police in preparing for possible terrorist acts and in responding to the fear they may create. Community policing involves broadening the nature and number of police functions compared to traditional policing models. It emphasizes organizational change, active problem solving, and external partnerships to address issues that concern both the police and citizens. In recent years, the philosophy of community policing appears to have been adopted to differing degrees by a large number of law enforcement entities in the United St

International Marketing Strategies of Pepsi and Apple Inc Essay - 7

International Marketing Strategies of Pepsi and Apple Inc - Essay Example This research will begin with the statement that PepsiCo and Apple Inc are two renowned international companies making a name while employing international marketing activity across the world. These companies have instituted what is vital to marketing in the international context. They employed the essential activities for them to be able to surpass a very tough competition in their industry around the world. Apple Inc has become popular with its capacity to innovate not just in marketing activities, but almost all components of its operation. PepsiCo, on the other hand, has become trendy with its ability to initiate the high level of market performance with a purpose, allowing it to rank next to Coca-Cola.   Ã‚  Ã‚  These two companies are therefore mostly studied because of their innovative approach and contribution to modern marketing techniques, allowing them to employ marketing strategies that at some point are cut above the other while adhering to the basics. They eventually do not just settle for less, but above all are market leaders willing to substantially innovate and create a difference in their respective industry.PepsiCo, for instance, has become the wide competitor of Coca-Cola, and in this situation, it is necessary for the firm not only to contend but create its brand as something worthy to be considered unique and one of a kind in its industry. On the other hand, Apple Inc is experiencing the same scenario, because of the linked many players in its industry. It is going to be hard for the company to compete in an industry where there are relevant key players mushrooming and aiming to get a substantial market share and a sustainable competitive advantage. However, Apple Inc has eventually proven its worth, allowing it to be as one of the top key players in its industry. In 2012, the firm was voted as the winner of the 2012 CMO Survey Award for Marketing Excellence.