Information Technology in Global Banking and Finance Research Proposal

Information Technology in Global Banking and Finance - Research Proposal Example It can also be defined as a business that is being carried out by bankers. Banking industry is going through drastic changes nowadays and the major causes of these changes are; increased competition, better products, increased restrictions etcetera. Information technology is the major issue that the executives keep in their mind while designing the strategies for global banking. Information technology can be defined as a productive combination of human resources, hardware, software and ways of communication that collect data and transform it in to meaningful information in an organized manner. In today’s competitive world only the banks that use their information technology efficiently and strategically can handle the changing market conditions effectively. (Anyasi and Otubu 2009, p.1). 2.1 IT can be used in the many forms or manner in global banking industry including Internet Network, SMS Alerts, E-mails, ATMs and Electronic Fund Transfers etc. The other services provided by banks are authentication, internet access, security systems etcetera. (Alawode, John & Kaka 2008, p. 675 – 676) 2.2 Use of technology has reduced the probability of human errors and has been effective in reducing the overall costs. It also helps in providing valuable information to consumers easily and on lower costs, it also facilitates the performance of tasks and makes them less time consuming. Examples of improvised banking services because of involvement of IT are Telephone and Internet banking. (Ombati, Magutu & Nyamwange 2010, p. 155 – 156). 2.3 Though technology has benefited the global banking industry to a great extent but there are certain limitations to it which include; the first major limitation is security as the consumers do not consider e-banking a secure process to solve this problem banks are providing consumers with authentication, another limitation is lack of training if the work force is not properly trained then it can affect the benefits that

Amistad movie Essay Example | Topics and Well Written Essays - 500 words

Amistad movie - Essay Example Before getting into the ship La Amistad, the Africans were first kept in Havana, Cuba slave market where buyers and sellers make a bid for the price of the slaves. This is a heart breaking scene because the people who guarded the Africans were also Africans. Their conditions were horrible and inhumane. In La Amistad, the Africans made a successful mutiny and killed every one of their captors except for two who dupe them into going to America instead of Africa. Their conditions however in that ship that transported them to Havana, Cuba and La Amistad were terrible. Probably, the security in La Amistad is a little lenient because Cinque was able to free himself from the shackles and took over the ship. But prior to that, they were treated worse than animals. It began when they first boarded the ship that abducted them from their homes in West Africa. Upon boarding, a whip greeted them and when they got restless, one of the officers of the ship took out his pistol and randomly shot the Africans and hit a woman dead. But that is not the most horrific sight of death. Before arriving in Havana, Cuba, there were undesirable slaves who were tied to a rope that has rocks as an anchor. The idea was to throw the rock-anchor at the bottom of the sea and with it are the slaves who are tied to the rope. It was a heart wrenching scene where actual human beings struggled not to go down with the rope. There was also this dramatic scene where a woman held a baby whose mother died a night before. At its backdrop were African women being molested and rape by the crew of the ship where some of the men were whipped to death. Seeing this, the woman was not able to take it anymore and fell herself off the ship together with the baby. The starvation also that the African endured was heartbreaking as they scrambled for the ration that was given to them. Their rations would

Prisoner’s Education Essay Example for Free

Prisoner’s Education Essay Should prisoners be allowed access to online education at community colleges?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Distance education for prisoners is a good solution for instructional problems that were noted among prisoners. Lack of education would mean lack of the basic skills to create a better life and find a better paying job. Lack of education would mean lack of information and understanding about economics, business structure and social or community life. Failure to understand the environment will most likely result to challenge behavior. And that challenge behavior will grow to worst if one’s situation won’t change from worst to better in a given time. Access to education is very important to prisoners provided that the kind of subjects or coursework they are allowed to take will be limited and subject to higher approval.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Attitudes may change for the better but there is a big possibility that some prisoners may proved to be real problematic that a monitored coursework is better so access to education materials and information may also be limited and does not put the society or the police force at risk. It is advisable that a series of psychological test will be performed to the prisoners in order to assess and determine their potential and their ability to handle intellectual programs like distance learning. Internet access must also be limited to the sessions and all the homework will be done at the library of the correctional facility. Proper monitoring eliminates any potential risk in the system.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although there are a lot of learning and training programs provided by community colleges, prisoners access and allowed opportunities must be limited and carefully studied. The offender’s attitude can be determined on how they take the distance education delivery system. This formal education will make them earn a degree while in prison. What is important is that they get out of prison with a diploma (Wilson Ruess 173) and is ready to face the challenges of the labor market. Lower educational level does not compel these people to commit crime but it is indeed a great factor that influenced the person’s decision making process.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I firmly believed that prisoners are victims of their own environment and experiences. People and environment interaction have the ability to make and unmake people. Education will attempt to enhance basic skills and their ability to learn and assess certain situations that may be good or detrimental to their being and the well being of their community. Know that a person of limited options has much to tackle within himself in terms of self confidence or low regard to self, frustrations to alleviate life and the absence of voice in society. A person who does not understand the pathology of addiction and experience what acceptance to society and good life is will never grasp the meaning of being good to live a good life. He does not have any idea of what a good life is. He was so used to being bad he does not even know the meaning of good.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Yes, for me prisoners need to be given the chance to access distance learning education in a limited coursework and selected programs that involves no risk at all. Police work or study of law is simply a no go or they may be able to study the system well. Prisons and correctional institutions should take advantage of technology to educate their prisoners. Technology has just given correctional institutions a very flexible and easier channel for the education of its prisoners. The only way to bring a nation down is to stop educating its people. The only way to improve the economy of a nation is to begin educating its people and giving them the skills needed and required by the labor workforce.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am certain that education is not to be regarded as their second chance. Education is to be regarded as the responsibility of the state and the community to help the person obtain the basic skills for survival and obtain comprehensive knowledge that will make him understand life, society and morality. The No Child Left Behind Act was very effective. Well then let us consider those who were already an adult when the Act was initiated. We are not to leave behind any member of the community. We are not to disregard their needs and discriminate them because of their challenge behaviors. They are a challenge to the state and to the society. And the only way I find that will bridge the gap of talking between an uneducated man and a moron is education. It helps sharpen the intellect to understand policies, law and their moral obligation to safeguard the well being of other people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   We eliminate an enemy of the state by providing a structured online education. Structured is not brainwashing, structured means appropriateness of the courses that they are allowed to avail. Prisoners of higher age who are not adept to technology may be taught on how to make wise investments online. The process may be simpler and they only have to study the market fluctuations. Teach them to be entrepreneurs and keep them busy with school work. The key is teaching them to adapt the new lifestyle behind bars. Education is an opportunity for change not only for the prisoners themselves but for the state. This way the state will be able to increase the population of its professionals even behind bars. Society is not to condemn prisoners but they are to help them out of compassion. Negative reactions would mean no acceptance and outright denial of their ability to seek for a better life. Negative reactions solicit rebellion and feeling of abandonment which will result to commission of more crimes. I certainly agree that the only way to eliminate crime is to educate the person committing the crime. Works Cited Page Wilson, David and Ruess, Anne. Prison(er) education: Stories of change and transformation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Winchester, UK: Waterside Press, 2000.

Criminal Profiling vs Racial Profiling

Criminal Profiling vs Racial Profiling Racial profiling is a social problem that has erupted throughout the country. Many provinces, cities, social groups, and academics have studied racial profiling and how race and ethnicity may play a part in police investigations. Allegations of racial profiling have been around for years, and still is a subject that creates a lot on media hype and controversy surrounding police and their interaction with minorities. In Toronto, there have been numerous newspaper and television articles accusing the Toronto Police Service of systematic racism (Canadian Race Relations Foundations, 2005). Racial profiling should not be confused with criminal profiling, because they are two different things (Mucchetti, 2006, pp. 1-32). Racial profiling is not specific to one race or one country. Actually being racially profiled can happen to anyone at any time no matter what race or sex or country they live in. This paper will examine racial profiling and criminal profiling by police and explaining how the different sociological perspectives; functionalist, conflict, interactionist, and feminist perspectives view it. The paper will also attempt to argue if there is systematic racial profiling by the Toronto Police. My thesis is the Toronto Police does not systematically racially profile, instead they systematically criminally profile. In order to examine racial profiling and criminally profiling one must understand the differences between the two. Although there is no clear or universal definition of racial profiling, there is a common component in all of the definitions (Ontario Human Rights Commission, 2009). This paper defines racial profiling as the practice of targeting racial minorities for criminal investigation solely or, in part, on the basis of their skin colour (Court of Appeal for Ontario, 1999). According to the Harvard Latino Law Review, criminal profiling involves: The use of racial or ethnic characteristics by police departments in stopping an individual because his or her description matches that of an actual suspect. In this sense, race functions as the equivalent of hair color or height, which can then be used in combination with other factors to paint a more accurate portrait of a suspected criminal. As a result, generalized notions of criminal propensity are not projected onto an individual because of that persons membership in a particular racial or ethnic group (Mucchetti, 2006, pp. 1-32). The term racial profiling began in the 1980s, when the Drug Enforcement Agency (DEA) in the United States developed and used common characteristics to profile drug couriers as part of the agencies war on drugs (Harris, 2006, pp. 213-239). When community members began to complain about police investigations and their actions towards minorities the uses of the profiling technique emerged to be labelled as racial profiling (Ibid). Functionalist, conflict, interactionist, and feminist perspectives all believe racial profiling is one of discrimination, pressure and manipulation of subordinate groups so that the dominant group can exercise their social class, race, and sexual superiority over others (Banks, Eberhardt, Ross, 2006, pp. 1169-1190). Prejudice in racial profiling is caused by psychological and socially constructed influences, where individuals are influenced by their surroundings to hate another solemnly based on their race (Guimond, Dambrun, Michinov, Duarte, 2003, pp. 697-721). The functionalist perspective believes society is divided into two groups, the dominant and subordinate. And, that these groups are a natural part of society (Kendall, Nygaard, Thompson, 2011). Functionalist also believe society is not balanced in terms of race, because it is natural for one group of people to be superior over the other and that racial equality will reduce the dominate group power on subordinate group (Kimberle Williams Crenshaw, 1988, pp. 1331-1387). Therefore, functionalist view racial profiling as being formed by dominate groups to cause the subordinate groups to feel inferior, so they can have their own roles in society because it is how society intended it to be. Conflict perspective believe that all groups in society are engaged in a continuous power struggle because the dominant groups who have social, political and economical power, struggle to maintain their privileged position over the subordinate groups (Kendall, Nygaard, Thompson, 2011). Conflict theorists also believe everyone is equal, despite his or her race, sex or employment, opposed to the functionalist theory (Ibid). They also believe racialized and ethnic inequality is caused due to economic stratification (Ibid). The dominate group determines what laws should be enforced and what penalties are to be administered. They also determine what subordinate group will be targeted, arrested and punished unfairly in order to maintain their positions in a capitalist society. The police are used as a tool by the dominate group to maintain their position in society. Racial profiling by police is only one of the methods used by police to enforce the rules of the dominate class. Symbolic interactionist perspective can be used to explain officers behaviour which is based in social psychology (Kendall, Nygaard, Thompson, 2011). The social dynamics involving the interaction between officer and citizen may influence officers behaviour and cause them to racially profile. The interactionist approach emphasizes how racialized socialization contributes to feelings of solidarity with ones own racialized or ethnic group and hostility towards others (Ibid) which could cause citizens to challenge officers authority if they felt their identities were being challenged, their civil liberties were being restricted, or the officer was acting in a rude behaviour. Although symbolic interactionist perspective does not directly explain why police initially stop minorities, it does explain the social interaction between the officer and citizen and how it could result in the citizen feeling of being racially profiled if the officers interaction was professional. Feminist perspective is based on critical-conflict perspective (Kendall, Nygaard, Thompson, 2011). A feminist view on racial profiling is about gender and race differences, and the limitations associated with traditional male-dominance in society. There is no one feminist perspective that can explain a social problem such as racial profiling because all are theories of oppression, differences, and inequality (Ibid). Social activist groups along with minority groups claims of systematic racial profiling by the Toronto Police Service exists and refer to published articles to support their claims, such as the 2002 series of newspaper articles written by the Toronto Star, and the lack of racial statistics compiled by the Toronto Police Service. In these articles, the Toronto Star articles used empirical data collected from the Toronto Police Services Criminal Information Processing System (CIPS) database. According to the newspaper articles that examined 480,000 files contained within the database, relating to arrest and traffic stops, claim Blacks arrested by Toronto Police are treated more harshly than white, and a disproportionate number of black motorists are ticketed for violations that only surface following a traffic stop. According to civil libertarians, community leaders and criminologists, the difference could suggest that police use racial profiling in deciding whom to pull over (Toronto Star Newspaper, 2009, p. A01). Social and minority groups also support their claims of systematic racial profiling by the Toronto Police Service, as the Service does not collect or release race base statistics. They argue One fears that the only reason the Police Board refuses to release this data is to ensure that the public does not get updated information on racial profiling (Toronto Police Accountability Coalition, 2008). This paper concedes that racial profiling may exist on an individual basis (micro-level) within the Toronto Police Service. This was confirmed by Chief Blair of the Toronto Police Service who was speaking a diversity conference and said: Racism is a human failing. Racial profiling can occur. Weve acknowledged that right up front (Doolittle, 2009). As a police officer, it is obvious that there are errors in the Toronto Stars conclusions. The Toronto Star compiled its data using the files contained in the CIPS database, which only contained files relating to arrest and tickets issued to persons. The problem using only this database is that it does not take into account the number of people the police actually investigate where there were no arrest or tickets issued, or the fact that the CIPS system excludes information on part 1 Provincial Offences tickets; i.e. seatbelt, speeding etc. as it only includes part 3 Provincial offences tickets (more serious offences). By only selecting the CIPS database and not the true number of persons stopped by police skewed the final results. Professor Edward B. Harvey, a PhD, from the University of Toronto confirmed this fact that the Toronto Police database, which was not designed for research purposes, contains so many flaws that its uses in research is limited (Harvey, 2003). The data-collection by the Toronto Star was also disputed by Allan Gold based on the distinction between reactive and proactive policing (2003, pp. 391-399). Gold argues reactive policing could attribute to claims of racial profiling while proactive policing will not. When it comes to the collection of data, the Toronto Start uses both styles of policing which flawed their conclusion (Ibid). It is very well known that any and every methodology in the social sciences is open to criticism and attack (May, 2001). Max Weber a pioneering sociologist and social researcher stresses the importance of proper methodology in social research in examining any social problem, and how crucial it is to understanding the problem (Alasuutari, 2010, pp. 139-155). The Toronto Stars article and how they used the data and the omission of vital data has skewed the final results. These errors have created false evidence of systematic racial profiling by the Toronto Police Service, which has been proven. The argument of race based crime statistics date back to 1929 (Johnston, 1994, p. 166). Social activist groups along with minorities groups have argued that the reason Toronto Police Service is not releasing race based crime statistics is due to the that the Service in fact racially profiling, which would be proven by the statistics (Toronto Police Accountability Coalition, 2008). In fact in 1989 the opposite argument was used by community groups when then Inspector Julian Fantino released crime based statistics, claiming them to be inherently racist calling for their abolishment (Johnston, 1994, p. 166). According to Robin S. Engel an Associate Professor of Criminal Justice at the University of Cincinnati and Director of the University of Cincinnati Policing Institute, Data will never prove or disprove racially biased policing, we contend that vehicle stop data collection and analysis should never be viewed-either by police or resident stakeholders-as a pass fail test. Rather, it should be viewed as a diagnostic tool to help pinpoint the decisions, geographic areas, and procedures that should get priority attention when the agency, in concert with concerned residents, identifies its next steps for addressing the problem or perception of racial profiling (2008, pp. 1-36). Institutional racism consists of the day-to-day practices of an organization that have a harmful impact on members of a subordinate group (Kendall, Nygaard, Thompson, 2011) and delivered at the macro-level. In order for the argument of systematic racial profiling by the Toronto Police Service to be true, the Service would have to have policies or procedures in place that sanctioned it. In fact, the Toronto Police Service does not sanction any form of racial profiling by its members. The Service has numerous rules and procedures that prohibit racial profiling along with a Diversity Management Unit that monitors all human rights complaints and ensures that all members provide a bias-free service to the community (2009). Members of the Toronto Police Service are also being constantly reminded their responsibility in providing a bias-free service to the community. These reminders are done through training and education, the Services Core Values and letters to the members of the Service, such as a letter written in 2003 by then Chief Juilian Fantino who wrote; we must be aware that social and institutional pressures can lead to unacceptable instances of racial bias in policing. Police officers must make their decisions to engage the public based on the actions or conduct that they observe, on actual witness information and/or on hand evidence. Police officers must have articulable cause or reasonable grounds in order to pursue legitimate law enforcement activities with a member of the public. We must not make any decision to stop, question and/or search citizens based solely on a persons race. All of us, at all times, must provide equitable and respectful service to all persons regardless of race. I believe that the best way to deal with this and all other issues is simply by always treating people, all people, professionally. Lets continue to treat all people and each other with dignity and respect. Professional conduct means that we will never go wrong or be found wanting in our dealings with all components of our diverse society (Toronto Police Service, 2003). To ensure that members of the Toronto Police Service are not racially profiling the Toronto Police Service is working in partnership with the Ontario Human Rights Commission to ensure the Services hiring practices reflect the diversity of the City of Toronto, training officers in ethics, and diversity and how to recognize racial bias policing (2009) Although the Toronto Police Service does not systematically racially profile, they do systematically criminally profile. Criminal profiling also known as Criminal Investigative Analysis (CIA) is an effective tool enabling law enforcement agencies to enforce the law more effectively (Royal Canadian Mounted Police). The origins of criminal profiling can be traced back to 1800s when it was first used in case to identify Jack to Ripper (Winerman, 2004, p. 66). The current use of criminal profiling by law enforcement was developed the Federal Bureau of Investigation (FBI), in the United States by their Behaviour Science Unit (Ibid). The uses of this technique has also with stood the threshold of law and been recognized as a valid investigative technique. Criminal profiling involves a multidisciplinary approach that examines and understands criminal behaviour using many sociological perspectives. Functionalist perspective view crime as a result of the lack moral order within a society which is necessary to hold society together (Kendall, Nygaard, Thompson, 2011). Conflict perspective suggests that disadvantage groups are more likely to become criminals than those who are privileged. It also sees higher-income citizens being able to hide their criminal acts better and punished differently then disadvantage groups, if caught. Symbolic interactionist perspective helps us understand how people learn to become criminals and how being labelled a criminals can increase the probability that the person will engage in criminal behaviour (Ibid). Each perspective traces criminal behaviour to social conditions rather than to the individuals race, sex, ethnicity or disability. Criminal profiling can be broken into two stages; the first could be described as general profiling and the second as specific profiling (Palermo, 2002, pp. 383-385). General profiling is part of an officers everyday duties and investigations of any crime, such as traffic stops, while specific profiling is more refined in the officers approach to evidence and crime scene investigations (Ibid). Criminal profiling can also take on several forms. The first form of criminal profiling can be institutional, which is where the organization develops the profile of the offender, while the second for can be formed by the individual officer. This form of criminal profiling is developed by the officer from his or her own experiences (Higgins Gabbidon, 2009, pp. 77-88). In todays policing, Toronto Police Service front-line officers incorporated the general profiling aspect of criminal profiling when performing their general duties but will on occasion incorporate specific profiling aspects when responding to a serious radio call. The officers will also use both institutional and individual forms of criminal profiling as well. A basic form of institutional criminal profiling is taught to members of the Toronto Police Service when he or she attends the Ontario Police College as a basic recruit. The recruits are provided the necessary knowledge of laws, procedures and skills that will help them perform their duties as frontline officers. With emphasis on the core function of police services found in the Ontario Police Service Act section 4(2) which focuses on Crime Prevention, Law Enforcement, Assistance to Victims of Crime, Public Order Maintenance, and Emergency Response (2009). The officers are also provided training a variety of subjects including, ethics, anti-racism and community policing (Ibid). The training does not stop when a officer leave the Ontario Police College, the officers are further trained at the Toronto Police College in the Services Rule and Procedures, Core Values and Mission Statement of the Service along with officer safety training. Officers develop individual criminal profiling skills when they start patrolling the streets of Toronto. The officer will respond to thousands of calls varying from thefts, domestics, fights, to vehicle stops. Each time the officer interacts with the individuals, he or she develops their own brand of policing and individual criminal profiling techniques. In community policing, officers work closely with problem communities, in developing strategies to help the community combat crime. Working with the community, officers receive information from residences on potential criminal activities and individuals within the community, so that they can develop strategies to reduce crime. Officers will incorporate all aspects of criminal profiling to either be reactive or proactive in an attempt to reduce criminality. Being reactive, officers focus their attention on direct information that is received from the community to reduce the current problem within the community, while proactive policing allows the officers to profile activities and individuals within the community to prevent further victimization. Officers also use criminal profiling when they perform traffic stops. The officer use individual criminal profiling when he or she selects an area to monitor the traffic flow, which is based on the officers personal experience. The officer might select an area where there is a high rate of incidences of failing to stop at a sign or a section or roadway where vehicle speed. When the officer decides to stop the vehicle for a violation of the Highway Traffic Act, he or she again criminally profiles the vehicle and occupants for officer safety reasons. The officer will conduct registration checks on the vehicle and the registered owner, all the time observing the occupants of the vehicle before stopping the vehicle, in order identify any criminal activity. This part of criminal profiling it taught to the officers by the Ontario Police College and the Toronto Police College (institutional criminal profiling) as part of the Officers Safety Section within both colleges, in order to keep the officer safe. There are those who argue that criminal profiling is not supported by scientific evidence and should be dismisses as rhetoric and never be used. This paper agrees that criminal profiling is limited in empirical data but is still a useful tool to combat crime. According to a research study which states, criminal profiling will persist as a pseudoscientific technique until such time as empirical and reproducible studies are conducted on the abilities of large groups of active profilers to predict, with more precision and greater magnitude, the characteristics of offenders (Snook, Eastwood, Gendreau, Goggin Cullen, 2007, pp. 437-453). In conclusion, it is important to rethink racial profiling through the lens of criminal profiling and to reduce race to the role that it is purportedly playing in racial profiling, namely a predictive factor; to treat race no differently than we would gender, class, age, or any other profile that works; to take the focus away from race and place it on criminal profiling more generally. Rethinking racial profiling through the lens of criminal profiling actually sheds light on police practices. The Toronto Police Service does not systematically racially profile as the media, social and minority groups would have us believe. In order for the Toronto Police Service to be blamed for systematically racially profiling, the Service would have to be a plan or procedure in place to support it. The Toronto Police Service does not support any form of racial profiling by it members Criminal profiling plays a crucial and significant role in deterring and combating criminal behaviour and activity. Criminal profiling provides a valuable tool for police in which they can assess and analyze the patterns of criminal behaviour (Turvey, 2008, pp. 1-43). The Toronto Police Service systematically criminally profiles and treats the race component of criminal profiling no differently than they would gender, class, age, or any other profile that works.

Philosophy of Educative Assessment Essay -- essays research papers

Philosophy of Assessment Assessment of students is a crucial part of their education. It is one thing to be able, with some degree of confidence, to say that 'Johnny knows x' but it is quite another to be able to say 'Sarah can x'. It is clear that assessment at its core is involved in the measuring of something and that if I expect students to reach above a certain level of 'something' then I must clearly communicate that to them. The backwards design that we are familiar with goes someway towards achieving this goal. The notion that we state at the outset our expectations for student learning and then design activities to achieve that stated goal appears to be common sense. However, the tendency for teachers to rely upon pre-existing testing materials and adjust their high expectations to either teach to the test or adopt a less ?radical? approach is tempting. I think that new teachers are so overwhelmed with the day to day business of running a classroom that assessment, perhaps the most vital and under examined area in education, takes a back seat pretty quickly. A frustrating aspect of modern education is the concept of differentiation. It is often presented in the sense that each student learns differently, has different strengths and weaknesses and accordingly should be afforded assessment opportunities that allow them the best chance of success. That approach is daunting to new teachers because the intimation is that individualized assessment is preferable and with one hundred and six students of different grade levels and their own relative areas of skill, individualized assessment appears too hard a challenge. I have begun to examine my own assessment with a view to finding ways to improve it and improve ... ...stances students find among themselves, the absolutes are the text and the definitions available in the Oxford English Dictionary. The variable of teacher interpretation is also reduced because the student uses evidence form the text to prove their assertions. In addition to which, I contend that the explication meets the criteria for an educative assessment in that it allows for the academic growth of the student as the result of the features of the passage that are illuminated. Students see different things in the same text and express their findings differently but the value of their findings is the measure to take. The goal of educative assessment appears to turn ?traditional? assessment on its ear. The notion that the assessment is teaching something is a challenge to many teachers, particularly teachers with a vested interest in producing test scores.

Shakespeare - Artisan of the Atmosphere in Macbeth :: Free Essay Writer

Shakespeare - Artisan of the Atmosphere in Macbeth      Ã‚  Ã‚   Shakespeare in his tragedy Macbeth removes any doubt that he is a true artist at developing atmosphere. Let us examine his construction of the atmosphere in this tragedy.    Lily B. Campbell in her volume of criticism, Shakespeare's Tragic Heroes: Slaves of Passion, explains how the atmosphere of terror and fear is built up:    Macbeth is, however, not only a study of fear; it is a study in fear. The sounds and images in the play combine to give the atmosphere of terror and fear. The incantation of the witches, the bell that tolls while Duncan dies, the cries of Duncan, the cries of the women as Lady Macbeth dies, the owl, the knocking at the gate, the wild horses that ate each other, the story, the quaking of the earth - all of these are the habitual accompaniments of the willfully fearful in literature. (238-39)    Charles Lamb in On the Tragedies of Shakespeare comments on the atmosphere surrounding the play:    The state of sublime emotion into which we are elevated by those images of night and horror which Macbeth is made to utter, that solemn prelude with which he entertains the time till the bell shall strike which is to call him to murder Duncan, - when we no longer read it in a book, when we have given up that vantage-ground of abstraction which reading possesses over seing, and come to see a man in his bodily shape before our eyes actually preparing to commit a muder, if the acting be true and impressive as I have witnessed it in Mr. K's performance of that part, the painful anxiety about the act, the natural longing to prevent it while it yet seems unperpetrated, the too close pressing semblance of reality, give a pain and an uneasiness [. . .]. (134)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye shows how the atmosphere is altered for the better at the end of the play:    This theme is at its clearest where we are most in sympathy with the nemesis. Thus at the end of Macbeth, after the proclamation "the time is free," and of promises to make reparations of Macbeth's tyranny "Which would be planted newly with the time," there will be a renewal not only of time but of the whole rhythm of nature symbolized by the word "measure," which includes both the music of the spheres and the dispensing of human justice [.

Development of Anna Fitzgerald Character Essay

Adolescence development relies upon many factors. In order to accurately examine its growth, it is useful to look at some developmental theories. Anna Fitzgerald is thirteen years old; however, she is not like any other teenager with some ordinary problems. Anna was born for a specific purpose she was born to save her sister’s life and to serve as a matched tissue donor. When Anna was born, her umbilical cord was collected and since then she was constantly donating blood, stem cells or bone marrow. That resulted in her undergoing more serious and risky procedures. But when she reaches the age 13, she is being told to donate one of her kidneys. Aware of the fact that she was conceived to be a perfect match and ongoing donor for her sister, she wants to have the chance of living her own life. This is when Anna decides to hire a lawyer and to sue her parents to be â€Å"medically emancipated† from her family. Because she loves her sister unconditionally, Anna struggles with her decision. Developmental theories of Piaget, Ericson, Marcia and Freud are very useful, in order to examine the development of Anna Fitzgerald, the character from â€Å"My Sister’s Keeper†. Nature vs. nurture is the first theory that can be applied to Anna’s life. Nature refers to the human biological inheritance and nurture to the environmental experience (Santrock, MacKenzie-Rivers, Malcomson & Leung, 2011). Since she was born for a specific purpose, her parents had already planned her future. To some point of her life, Anna felt it was normal to be a donor and to be in the hospital three to four days a week. Whenever her sister had an emergency, Anna had to be present. The environment Anna lives in is unusual for a teenager. Anna thinks of herself as a total freak. As it is common for teenagers to complain about her look, she states that God must have had some sort of a moody day on her birthday. She sees a big picture of her household. She knows that the environment which she was born in, did not allow her to be a kid. She had to mature fast and act as an adult. It is clear that Anna is going through identity crisis of moratorium. Moratorium stage according to James Marcia is defined by individual exploring different possibilities, yet not being ready to make a commitment to one. In Anna’s case she had plenty of ideas who she would like to be. When asked by her lawyer, where she sees herself in ten years period, she responds: â€Å"There was a time when, like Kate, I’d wanted to be a ballerina. But since then I’ve gone through a thousand different stages: I wanted to be an astronaut. I wanted to be a paleontologist. I wanted to be a backup singer for Aretha Franklin, a member of the Cabinet, a Yellowstone National Park ranger. Now, based on the day, I sometimes want to be a microsurgeon, a poet, a ghost hunter† (Picoult, 2004, p. 412). What strikes the most in her young, yet mature personality is that in ten years period, she would like to be Kate’s sister. Based on Piaget operational stage theory, Anna is clearly capable of using abstract thought. Abstract thought is an adolescence possibility to think outside of the box and see likely outcomes and consequences. Anna knew exactly that by starting the lawsuit, she has a chance of wining the right to decide for her own. Deep inside her, she still wants to help her sister, but knowing the fact that she cannot make her own decisions, made her to go to the extreme and sue her own parents. She is aware of the fact that her decision may have a huge impact on her sister’s life. Perhaps, she will die; however, she is looking at the long term goal. How is the transplant going to affect her life? Is she going to be able to function normally? What if something goes wrong? All this questions were building up inside of her head and did not want to stop. This process of thoughts indicated her ability to think logically by looking at cons and pros of her situation. Based on Ericson psychosocial developmental theory, Anna is going through identity vs. role confusion stage. She is confused of her role in the family. Often reflecting of who she is, and what is the purpose of her life, besides being a perfect match for her sick sister. Anna once said: â€Å"I used to pretend that I was just passing through this family on my way to my real one† (Picoult, 2004, p. 49). This shows how confused she is in terms of her life. Furthermore, this identity confusion grows into her even more upon receiving a long awaited letter of acceptance, into a two weeks hockey summer camp. She is not allowed to go because of her sister’s condition. There is a big chance of Kate going into some health crisis while Anna is gone. It is a difficult time for a thirteen year old girl who is full of energy and is not being able to be just an ordinary adolescence. One can also relate Freud’s theory of development to Anna. The id is one of the structures of human personality. It operates on principles of pleasure and immediate satisfaction regardless of societal rules or other surrounding context (Santrock, MacKenzie-Rivers, Malcomson & Leung, 2011). Anna’s id arises from her frustration to all medical treatments which are done in order to save her older sister, Kate. Frustration is added by her mother who pushes her to donate the kidney for Kate. Yet, from the start of the novel Anna knows the reality which she refuses to face, as result of her inner id: â€Å"On other hand, I was born for specific purpose†¦ I was born because a scientist managed to hook up my mother’s eggs and my father’s sperm to create a specific combination of precious genetic material†¦ specifically, because I could save my sister, Kateâ€Å"(Picoult, 2004, p. 7-8). This inner id, pushes her to rebel against her parents wishes, and results in Anna seeing a lawyer to help her end the suffering and release her from the heavy responsibility towards her sister. This unconscious part of her personality resurfaced, in her reply to the lawyer, when she says: â€Å"Because, she says simply, it never stops† (Picoult, 2004, p. 22). Some may find this very selfish, with total neglect for her sister’s future well being. It results in confrontation with her mother, who tries to make her realize â€Å"You went to a lawyer and made him think is all about you – and it’s not. It’s about us. All of us –â€Å"(Picoult, 2004, p. 54). Thus, her id rises up and does not care if it destroys other people – parents, brother and her sister. In Anna’s case her id prevails over ego. The ego is supposed to negotiate a compromise between her id, current reality and constraints. Anna feels some guilt, as her ego makes her think over and ask herself about her decision regarding kidney. â€Å"I started thinking about this. Would I have to be in the hospital? Would it hurt? Could people live with just one kidney? What if I wound up with kidney failure when I was, like, seventy? Where would I get my spare?†(Picoult, 2004, p.377). Anna’s superego, is supposed to be her moral guide, conscience to do the right thing. It rises up, specifically, when Anna looks at Kate who is becoming weaker and sicker than before and worries about her future and a possibility of her dying. â€Å"What do you think is the best way to die? I don’t want to talk about this, I said. Why? I’m dying. You’re dying. When I frowned, she said, Well, you are. The she grinned. I just happen to be more gifted at it than y ou are†¦ †¦You know, normal people don’t sit around thinking about dying. Liar. Everyone thinks about dying. Everyone thinks about you dying I said. The room went so still†¦ Then a twitchy smile crossed her face. Well, Kate said, at least now you’re telling the truth† (Picoult, 2004, p. 134-135). From this quote it is clear than Anna has difficulty hearing things from Kate, and that her superego is present and possibly regretting the lawsuit action. Perhaps, this is what prompted Anna, to write in her diary that in case of her death, she wants all of her organs to be donated to Kate. In the end, Anna has a car accident and dies, the lawyer who has won the case and got power of attorney, decides to honor Anna’s last wishes: â€Å"I have power of attorney for Anna, he explains, not her parents. And there is a girl upstairs who needs the kidney† (Picoult, 2004, p. 416). Anna’s life ends up tragically. One can assume that she fulfilled her purpos e in her short life, she saved her sister. Since Anna was born, she was a regular donor to her sister. One can observe it as continuity vs. discontinuity development. â€Å"The first time I gave something to my sister, it was a cord blood, and I was a newborn†¦ The next time she relapsed, I was five and I had lymphocytes drawn from me, three times over, because the doctors never seemed to get enough of them the first time around. When that stopped working, they took bone marrow for a transplant. When Kate got infections, I had to donate granulocytes. When she relapsed again, I had to donate peripheral stem cells† (Picoult, 2004, p. 21). One can explain continuity as a process involving a gradual accumulation of behavior or knowledge. Anna, throughout her short life was exposed to medical procedure, terms and responsibilities from the moment of her birth. She was growing up among those circumstances and she never got a chance to be a kid. She had to mature faster. Even her vocabulary was unusual for a thirteen years old girl. In his mind, her lawyer thought â€Å"This girl’s medical vocabulary would put some of my paid experts to shame† (Picoult, 2004, p. 21). Discontinuity is defined as a passing through life stages in a qualitative way. Since Anna’s character is presented just as she is thirteen years old, one can assume that for her to be able to think abstractly, indeed she was at concrete thinking stage in her earlier age. Anna would go through many different stages, perhaps having her case won; she would still donate her kidney. Anna’s life ends abruptly in a car accident. The logical sequence of life is death but to Anna it was way too early. In conclusion, Piaget, Ericson, Marcia and Freud theories were helpful to examine Anna development by using the appropriate key issues. Based on their theories, it is clear to observe Anna’s life and struggles that she is going through. The young age was not an obstacle to deal with some serious adult problems to which Anna was exposed to from an early age. Throughout the story she has dilemmas concerning her sister’s life. By combining the work of these theorists, it was possible to analyze her life from psychological perspective. References Keenan, T. (2011). Developmental psychology lecture. Intro To Developmental Psychology. Niagara Collage. Welland, Ontario, Canada Keenan, T. (2011). Developmental psychology lecture. Theories of Development. Niagara Collage. Welland, Ontario, Canada Keenan, T. (2011). Developmental psychology lecture. Adolescence. Niagara Collage. Welland, Ontario, Canada Picoult, J. (2004). My sister’s keeper. New York, NY: Atria Books. Santrock, J. W., MacKenzie-Rivers, A., Malcomson, T., & Leung, K. H. (2011). Life-span development. (4th ed.). McGraw-Hill Ryerson Ltd.