Message Without Words Essay Example | Topics and Well Written Essays - 2000 words

Message Without Words - Essay Example Numerous researches have been carried out on the role of emotions in advertising messaging. Du Plessis (2005) links emotional adverts with construction of positive attitudes towards an advert such as likeability, and also associates it with brand recall and recognition. According to Kamins et al (1991), consumers viewing an advert will adopt the mood presented in it, for instance, an advert with a happy mood will leave the consumers with a happy mood while an advert with a sombre mood will leave them in a sombre mood. Therefore, this message’s primary goals are to create brand recognition and recall and generate positive attitudes among the customers. However, this message targets kids and teens. This is evident from the image, which portrays three kids.A marketing model must incorporate and mirror the overall goals of the company. This advert will use a marketing strategy model that will elicit interest, attention, desire and action. The advertising strategy will revolve arou nd positioning of the products of Benetton, communication media, and the target market.The positioning aspect of the advertising strategy will rely on the positioning message that will accompany the image. This statement, â€Å"You are part of the Family†, will give the values held by the company on customers. This will evoke emotions among the customers. This statement gives the customer a reason to purchase the products of Benetton. Additionally, a statement giving the attributes of the products offered.

Company overview of pakistan telecommunication company limited

Company overview of pakistan telecommunication company limited Introduction Pakistan Telecommunication Company Limited (PTCL) is the largest telecommunication company in Pakistan. PTCL provides telephonic services to the nation and is the backbone for countrys telecommunication infrastructure. The company consists of around 2000 telephone exchanges across Pakistan. They provide the largest fixed line (land-line) network, currently having 4.8 million fixed line customers. GSM, CDMA and Internet are other services of PTCL. The Government of Pakistan sold 26% shares and control of the company to Etisalat (U.A.Es telecom company) in 2006. The Government of Pakistan retained 62% of the shares while the remaining 12% are with the general public. PTCL also provides Wireless Telephonic network by the name of Vfone, having 1.25 million active customers. Ufone, which is the second largest cellular network in the country, is also owned as a subsidiary of PTCL. Ufone has about 6.5 million mobile subscribers and a market share of nearly 25% currently in Pakistan. PTCL ha s the potential to be an influential means in Pakistans economic growth. It has laid the Optical Fiber Access Network technologies in major metropolitan cities of Pakistan. (Retrieved from http://www.ptcl.com.pk). Privatization of PTCL The process of the privatization of the state owned and managed PTCL was initiated in November 2004. Early in January 2005, 18 companies registered their EOI (Expressions of Interest), out which 3 bidders qualified for the final bidding which held on June 18, 2006. Dubai based company Consortium of Emirates Telecommunication Corporation (Etisalat) and Dubai Islamic Bank, Etisalat International Pakistan (EIP) gave the highest bid US $ 1.96 per share, equivalent to PKR 117.01 per share, which translates into US 2,598,960,000 (2.599 billion) or PKR 155,157,912,000.00. (Retrieved from www.go-pakistan.com). After the purchase of shares of PTCL Etisalat was given permission to fully control the management, which is against the provisions of Companies Ordinance of Pakistan, 1984. This deal has also created much of a drama within the company as well. The employees of PTCL resist this deal and there had been strikes in PTCL offices to oppose this. As many as 40,000 people will quit the job through Voluntary Separation Scheme (VSS) offered by the PTCL management. 60 percent of employees may opt for VSS. Among the 44,000 employees 26,400 will quit the services who have served the organization for as many as 20 years. The cases had been signed by opposition, employees of PTCL against all this scenario and they are still waiting in Supreme Court for hearing. After privatization of PTCL, the company remained encircled by various controversies and disputes, mainly due to bad management by PTCL administration and lack of interest from Government. All this resulted in bringing down the net profit of PTCL from Rs 29 billion before privatization to mere Rs 10 billion. (http:// www. propakistani.pk retrieved dated 16 July, 2008). PTCL employees came to know about a new contract named as U.P.S (Unified Pay Scale). U.P.S highlighted that the previous employment agreements were null and void and no previous benefits could be claimed by any of the employee of PTCL. U.P.S also dispossessed the employees of their respective pensions. Until and unless their demands are met, the employees of PTCL are on a protest. As much as 21000 employees of PTCL would be affected by U.P.S. Employees believe that U.P.S was bought in PTCL to change the status of the employees to contractual status, instead of their permanent ones which was present before. Government had promised the employees that they would be receiving facilities like, pay scale/allowances up gradations, but they were never fulfilled, as the event of privatization had taken place. Significance/Rationale of the study The significance of this study is to identify the post effects of privatization on the employees of PTCL. We will be identifying the level of satisfaction of the employees after the privatization of PTCL. The performance of their employees and similar other indicators will exuberate the dedication of employees to this organization. There is a need for a study concerning how employees perceive changes in their employment system, since this process will result in the change of the management and the policies that were present in PTCL before privatization. Generally, a well motivated and a satisfied employee means that the organization is achieving high levels of productivity. Similarly, if the employee has negative reactions for this process, that would result in de-motivation and dissatisfaction of employees. This is bad for the organization as well as its employees in the future. Aim of the study The main aim of the study is to analyze post effects of privatization on the satisfactory level of employees. This research will look upon the status of employees in PTCL after privatization, especially those employees who had been working in PTCL for more than twenty years and on the variables that have their impact on the PTCL employees. Finding out the consequences that the employees had to face after privatization is also the area of interest. Research objectives The research objectives of this study are as follows: To understand the effects of privatization on the PTCL employees. To study how the job satisfaction of the employees is affected after privatization of PTCL. To investigate how the employees work-related attitudes and strain have changed after privatization of PTCL. To assess the needs of PTCL employees at different hierarchy level. Research questions The questions posed by the researcher in this study are: How are the employees affected by privatization of PTCL? What are the reasons for satisfaction/dissatisfaction of the employees of PTCL? How to increase the job satisfaction of PTCL employees after privatization? Delimitations of the study The study cannot be undertaken on a broad scale because of the following constraints and will be delimited to only the city of Islamabad/Rawalpindi. Time constraint. Resource constraints. Set of variables Literature Review Concepts and definitions Privatization can be simply explained as a process in which the ownership transfers from  Government hand to private hand. This term is also known as denationalization. It means transferring the control of a firm from the government sector to the private sector. It can be accomplished by sale or lease such as government selling 100% of an enterprise or selling 51% or even by selling a minority stake as long as the private sector is given full managerial (management) control. In financial terms, privatization means transferring a company from one whose shares are listed on the stock exchange and can be bought by the general public to one that is no longer listed or publicly traded because it has been bought by a private group. Privatization takes place to reduce the depletion of Government resources caused by losses of the state owned enterprises, this mostly creates  greater opportunities for the private sector to expand and modernize  these enterprises. Productivity, efficiency, profitability increases and the  development of a valuable capital market occurs which releases resources for  development of the social and physical infrastructure. The process of privatization has some disadvantages as well. Private firms tend to be more efficient and cost effective so the excess workers are laid off to minimize costs. Employees do not benefit from paid leaves, which are given to government employees. Employees also dont get contracts for life time job in privatization, which they do get in the public sector. Hassan (2008) stated that Saudi Arabia is experiencing the expenditures of public sector. Privatization does have an impact on employees in public organizations. When there is a policy of gradual privatization, the old employees are trained in a certain manner, as to be ready for their new jobs respectively. If the company is sold through selling stocks than some of stocks should be sold to the employees themselves or given it to them (stock options). This increases their interest in the company and they become more motivated and satisfied. The resultant is good governance and profit. During the privatization period there should be certain specialized organizations who should be allowed to take part in processes in order to find solutions or relocation of surplus labor force. Employees should be motivated and trained from specialized trainers before and after the privatization period as it results in better performance and productivity. Bhaskar and Khan (1995) states in the jute indu stry case, privatization reduced employment considerably, while the output was not much reduced. Reduction in jobs was mainly of managers and the labor or mill-workers were not fired after privatization. The employment of manual (labor force) workers was increased in the privatized firms. Brown, Earle and Telegdy (2008) states that the greatest resistance of privatizing a firm usually comes from the firms own employees, who are afraid of wage cuts and job losses. The new management of privatized firms reduces the organizations labor costs as harder budget constraints and stronger profit-related incentives are promoted by them. This is called as the Efficiency Effect of privatization. The lower costs increase the firms market share and the total quantity demanded for the industry. New owners may reduce wages in order to cut back costs but if the firm plans to expand, then they might offer high wages to attract new better and trained workers. Also, the new owners might bring in high tech machinery which does the job of attracting workers with higher skills, thus they get higher wages. Cunha and Cooper (2005) states that the companies which are undergoing the process of privatization, several issues take place with the employees of that organization. Some of them are, role confusion, role over-load and under load, new-work relationships, job insecurity, career advancement/future trainings and deterioration of working conditions. All these factors may lead to physical health symptoms such as headaches, depressions, cardiovascular diseases, tension and anxiety etc, these factors and all of the listed above lead to dissatisfaction of the job subsequently. Falkenberg, Naswall, Sverke1 and Sjoberg (2009) states the employees working at different hierarchic levels have different resources and means to handle uncertainty associated with change (in our case privatization). Employees at a higher level of hierarchy have a greater responsibility in an organization and thus could experience more stress than other employee. Research also suggests that employees at higher positions are better able to handle uncertainty, as they are having more access to resources that help improve the possible negative consequences of privatization. Higher level executives tend to report less suffering than other employees during privatization. The employees present at the lower hierarchic levels, who have fewer resources for handling change disorder, there is an inclination for them to be more negatively affected by privatization. In conclusion, we can observe that dissatisfaction is observed at all levels of the hierarchy, whereas the greatest levels of disarr ay experienced as we move down from the top to the bottom levels. Critical Analysis of literature The articles in the literature reveal that privatization in the major parts of the world has created dissatisfaction amongst employees. Apart from the advantages of privatization to the firm itself and the employees, the method causes the firms to become cost effective, which means that downsizing takes place, jobs are lost. Paid leaves were offered to public sector employees along with life-time contractual jobs in most scenarios. All of this is removed once privatization takes place. As the management changes, the existing employees get confused about their roles, they experience stress, which leads to health problems such as cardiovascular (heart) diseases, depression, headaches etc. Usually, higher level executives are less affected than other employees during privatization. The employees present at the lower hierarchic levels, which have fewer resources, are more negatively affected by privatization. After the careful analysis of literature review, we have identified the following variables that will help us in making out theoretical framework: Fear of Job insecurity Stock-option plan Fringe Benefits Employees Union Training and development Rewards to the employees Training and development Rewards to the employees Stock-option plan Fear of Job insecurity Fringe Benefits Employee satisfaction level at PTCL after privatization (D.V) (I.Vs) Employees Union Theoretical Framework Employee satisfaction level at PTCL after privatization: This is our Dependant Variable. Other factors will be affecting the satisfaction level of the employees of PTCL after privatization directly. Independent Variables: Fear of Job insecurity: Employees will have a constant fear of job security which was not present before with the firm when it was owned by the state. This happens because the firms downsize to cut costs. Stock-option plan: The employees if given a stock option plan would make them involved in the organization, as they would have a feeling of control and involvement in the firm. If this option is not given to the employees, they would be considerably dissatisfied and de-motivated. Fringe Benefits: Fringe benefits such as paid leaves, housing allowances, travel/fuel allowanced etc increase the satisfaction level of employees. In a private firm, paid leaves are cancelled and are declared null and void. Employees Union: The Employee Unions protect and safeguard the laws/rights of employees. Basically, its a support and the voice of employees. They are very helpful in resolving the disputes between the employees and the employers. Private firms usually put a stop to all the unions and their activities. Training and development: Training (O.T.J/O.T.J) increases satisfaction level of employees, as they are offered a chance in advancing in their careers. Rewards to the employees: Rewards, compensations and better salary packages are the employee essential reasons for the satisfaction levels of employees. Proposed Research Methodology Sample Selection Sampling involves selecting individual units to measure from a larger population. The population refers to the set of individual units which the research question seeks to find out about. The Sample would consist of the employees that are working in Islamabad only. Our sample will base on every nth employee of PTCL in Islamabad. We will take every 10th employee of PTCL in Islamabad as our sample. Sampling frames The sampling frame is the group of individuals who had a real chance of being selected for the sample. Our sampling technique would be Systematic Random Sampling for the masses of the workforce of PTCL in Islamabad. The population will include all employees that are working in PTCL. Total numbers of employees of PTCL are approximately 64000 (It comprises 56,000 regular and 8,000 contractual). Unit of Analysis Our target is not towards the collective communities in the data collection stage, but instead is focused on the individuals i.e. the employees of PTCL in Islamabad. Type of Study Our study type is Exploratory as we are exploring the level of employee satisfaction after the privatization of PTCL. We are exploring the impact on employee after the privatization of PTCL. Time Horizon The total time period for this research is not over a period of time but is specifically at a time. That time is the cross-sectional (snapshot). Researchers Strength The researchers are graduates who are pursuing their masters degree presently. This gives them the added advantage of being familiar with report writing and research capabilities. They have access and knowledge to latest methods and tools for academically related research work. Instrument development/selection à ¢Ã¢â€š ¬Ã‚ ¢ Questionnaires à ¢Ã¢â€š ¬Ã‚ ¢ Interviews Proposed Data-Collection Methods The proposed data collection methods are questionnaires. They will be consisting of both, open and closed ended questionnaires. Another data collection method would be the use of likert scale, which will consist of responses. SURVEY QUESTIONNAIRE MEASURING THE LEVEL OF EMPLOYEE SATISFACTION IN THE PAKISTAN TELECOMMUNICATION COMPANY LIMITED AFTER PRIVATIZATION Please show your level of agreement by marking tick (Æ’Â ¼) against each statement: Key: 5 = SA : Strongly Agree 4 = A : Agree 3 = N : Neither Agree Nor Disagree = DA : Disagree 1 = SD : Strongly Disagree Fear of Job insecurity SD D N A SA Q1) I fear that I will be replaced by another employee who will be hired from the corporate sector. 1 2 3 4 5 Q2) I fear that, while adapting the cost-benefit strategy after privatization the firm might fire me as a downsizing measure. 1 2 3 4 5 Stock-option plan SD D N A SA Q3) My Company offers stock-options/shares at a discounted price. 1 2 3 4 5 Q4) My Company gives stock-options/shares instead of cash bonuses, so that I have a feeling of increased satisfaction with the firm. 1 2 3 4 5 Fringe Benefits Q.5) My Company gives attractive benefits in housing allowances for both purchasing and rental. 1 2 3 4 5 Q.6) My Company provides yearly travel and holiday packages for me and my family. 1 2 3 4 5 SD D N A SA Employees Union Q7) My Company has an employees union, which protects and fights for the rights of employees, when an incident of injustice occurs. 1 2 3 4 5 SD D N A SA Training and development Q8) My Company offers training and development program that helps me in career progression. 1 2 3 4 5 SD D N A SA SD D N A SA Q9) Rewards are offered to employees on a timely basis. 1 2 3 4 5 Q10) Rewards are given in monetary/nonmonetary forms. 1 2 3 4 5 Q11) Project/goal completion in early timeframe and high achievers get rewards practically. 1 2 3 4 5Rewards to the employees Employee Satisfaction Q12) I am satisfied with the work assigned to me in this organization. 1 2 3 4 5 SD D N A SA Personal information Q13. Gender 1: Male 2: Female Q14. Age 1: 15-25 2: 25-35 3: Below 50 4: Above 50 Q15. Qualification 1: Matric-P.T.C 2. FA/Fcs-C.T 3: Grad (B.Ed) 4: Post Grad (M.Ed) 5: Others Q16. Designation 1: Top/Administrative level 2: Middle level. 3: Low level / Supervisory / First-line managers Q17. Experience 1: 1-5 years. 2: 6-10 years. 3: 11-15 years. 4: 16-20 years. 5: 21 Above. Thank you for your valuable time and input. Best regards, M.B.A Students: Haseeb Raza Asher Shafqat S.Z.A.B.I.S.T, Islamabad. Results and Discussions Descriptive Statistics Descriptive statistics is used check the nature of the data and its Mean values and Standard deviation. Mean: ÃŽÂ £X / N (ÃŽÂ £X = Sum of all Mean) = 31.42 / 30 = 1.0473 The mean value is 1.0473. This shows that most of the responses are towards strongly disagree. It means after privatization of P.T.C.L most of the employees are dissatisfied with their work and other benefits given to them. Correlation Correlation coefficient is a measure of the relationship between two attributes. It is also known as the Pearson product-moment correlation coefficient. The value of coefficient can range from -1 to +1. Consider the variables x and y; à ¢Ã¢â€š ¬Ã‚ ¢ If r = -1, then x and y are perfectly negatively correlated. à ¢Ã¢â€š ¬Ã‚ ¢ If r = 1, then x and y are perfectly positively correlated. à ¢Ã¢â€š ¬Ã‚ ¢ If r = 0, then x and y are not correlated. QUESTIONS Fear of Downsizing Stock-options/shares at a discounted price Housing allowances Employees union Goal completion and high achievers get rewards practically Employee Satisfaction Fear of replacing by another employee 0.902 -0.7873 -0.8640 Stock-options/shares instead of cash bonuses 0.5048 Travel and holiday packages 0.6621 Training and development program 0.7897 0.8518 Monetary/Non-monetary Rewards 0.6690 Fear of downsizing is positively correlated with fear of replacing by another employee. Goal Completion and high achievers get rewards practically is negatively correlated with fear of replacing by another employee. If there will be fear that employee will be replaced then the employee will not complete his goal and will not achieve high. Stock-options/shares at a discounted price is positively correlated with Stock-options/shares instead of cash bonuses. Housing allowances is positively correlated with Travel and holiday packages. Employees union is positively correlated with Training and development program. Employee satisfaction is negatively correlated with fear of replacing by another employee. If there will be fear that employee will be replaced by another employee of corporate sector then employee will be dissatisfied. Employee satisfaction is positively correlated with Training and development program. Employee satisfaction is positively correlated with Monetary/Non-monetary Rewards. Regression Regression analysis is a statistical technique that is used to survey and represent the relationship between two or more variables. A linear regression model is used to explain the relationship between two or more variables, Using the Formula Y= a + bX. Y= Dependent Variable a= Y intercept/ constant b= Slope X= Independent Variable Dependent Variable: Employee Satisfaction Independent Variable: Fear of Job insecurity, Stock-option plan, Fringe Benefits, Employees Union, Training and development, Rewards to the employees. TABLE 1: Regression Dependent Variable: Employee Satisfaction Independent Variable: Fear of Job insecurity, Stock-option plan, Fringe Benefits, Employees Union, Training and development, Rewards to the employees. TABLE 2: TABLE 3: As shown in Table 3 the value of constant a is 1.853. Fear of Job insecurity Fear of downsizing If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Fear of downsizing taking 1.360 as constant then its slope B would be -0.291 Putting the values in the Y= a + bX, we get: Y= 1.360-0.291 X Job Satisfaction = 1.360-0.291 (Fear of downsizing) Significance Level = 0.158 The value of B Is negative, so the variables have inverse relation with each other. If we increase satisfaction then Fear of downsizing decreases. Stock-option plan Stock option-shares at a discounted price If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Stock option-shares at a discounted price taking 1.360 as constant then its slope B would be 0.080 Putting the values in the Y= a + bX, we get: Y= 1.360+0.080 X Job Satisfaction = 1.360+0.080 (Stock option-shares at a discounted price) Significance Level = 0.528 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Stock option-shares at a discounted price also increases. Stock option-shares instead of cash bonuses If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Stock option-shares instead of cash bonuses taking 1.360 as constant then its slope B would be 0.140 Putting the values in the Y= a + bX, we get: Y= 1.360+0.140 X Job Satisfaction = 1.360+0.140 (Stock option-shares instead of cash bonuses) Significance Level = 0.220 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Stock option-shares instead of cash bonuses also increases. Fringe Benefits Travel and holiday packages If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Travel and holiday packages taking 1.360 as constant then its slope B would be 0.082 Putting the values in the Y= a + bX, we get: Y= 1.360+0.082 X Job Satisfaction = 1.360+0.082 (Travel and holiday packages) Significance Level = 0.610 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Travel and holiday packages also increases. Employees Union If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Employees Union taking 1.360 as constant then its slope B would be 0.063 Putting the values in the Y= a + bX, we get: Y= 1.360+0.063 X Job Satisfaction = 1.360+0.063 (Employees Union) Significance Level = 0.764 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Employees Union also increases. Training and development If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Training and development taking 1.360 as constant then its slope B would be 0.206 Putting the values in the Y= a + bX, we get: Y= 1.360+0.206 X Job Satisfaction = 1.360+0.206 (Training and development) Significance Level = 0.269 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Training and development also increases. Rewards to the employees Timely basis rewards If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Timely basis rewards taking 1.360 as constant then its slope B would be 0.198 Putting the values in the Y= a + bX, we get: Y= 1.360+0.198 X Job Satisfaction = 1.360+0.198 (Timely basis rewards) Significance Level = 0.280 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Timely basis rewards also increases. Goal completion and High achievers If we take dependent Variable Y as Employee Satisfaction and Independent Variable X as Goal completion and High achievers taking 1.360 as constant then its slope B would be 0.024 Putting the values in the Y= a + bX, we get: Y= 1.360+0.024 X Job Satisfaction = 1.360+0.024 (Goal completion and High achievers) Significance Level = 0.877 The value of B is Positive, so the variables have direct relation with each other. If we increase satisfaction then Goal completion and High achievers also increases. Recommendations Our recommendations are based on the results generated from the questionnaire. Overall we can conclude that the variables identified in out framework do strongly affect the satisfaction level of employees at PTCL after privatization. Employees strongly agree that they have a certain fear of losing their jobs after privatization. Stock option plans, or giving employees stock/share as added benefits instead of cash bonus etc. would increase satisfaction levels and make the employees more productive in the privatized firm. The employees agreed for having regular handing out of the stock options in the company. Fringe benefits are those services that motivate the employees and increase their satisfaction levels considerably. Employees were disagree, when they were asked to assess the fringe benefits as direct measure of their satisfaction levels in PTCL after privatization. Employee unions or those entities that safeguard the rights of employees. Employees responses were strongly disagre e that there were no Employees Union present in their organization. Basically these unions prevent unfair measures from happening with the employees. Training and development enhances the careers of employee and grooms them in the corporate world. It also paves way for their promotions in an organization. The employees responses were mostly disagreed because there was no training given to them after privatization. Training should be given to them that help them in their career progression. Rewards should be given to them on timely basis and all kind of monetary/non-monetary rewards should be given to them. To appreciate the employees who complete their Projects/goals before time rewards should be given to them so that they get motivated and satisfied and achieve high.

Gertrude of Shakespeare’s Hamlet Essay -- Character of Gertrude

The Gertrude of Shakespeare’s Hamlet      Ã‚  Ã‚   Is Gertrude, in the Shakespearean drama Hamlet, a bore? A killer’s accomplice? The perfect queen? A dummy? This paper will answer many questions concerning Claudius’ partner on the Danish throne.    In her essay, â€Å"Acts III and IV: Problems of Text and Staging,† Ruth Nevo explains how the hero’s negative outlook toward Gertrude influences his attitude toward Ophelia:    Whereas it is precisely his total inability to know her [Ophelia], or for that matter himself, that the scene, in this theatrically simpler view, would allow us to perceive as the center of his anguish. He is tormented precisely by doubts, not by confirmations. And how indeed should he know what Ophelia is? Is she loving and faithful to him despite parental authority? Or compliant to the latter and therefore false to him? What has she been told about him? Is he not testing her with his hyperbolic declaration:    I am very proud, revengeful, ambitious; with more offenses at my back than I have thoughts to put them in, imagination to give them shape, or time to act them in?    His mother has predisposed him to believe in women’s perfidy, has produced in him a revulsion from sex and the stratagems of sex; he was unable to draw Ophelia’s face by his perusal; she has refused his letters and denied him access; now returns his gifts. What form of devious double-dealing shall he expect? (49-50)    At the outset of the tragedy Hamlet appears dressed in solemn black. His mother, Gertrude, is apparently disturbed by this and requests of him:      Ã‚  Ã‚  Ã‚   Good Hamlet, cast thy nighted colour off,   Ã‚  Ã‚  Ã‚   And let thine eye look like a friend on Denmark.   Ã‚  Ã‚  Ã‚   Do not for ever with thy vailed... ...loom. New York: Chelsea House Publishers, 1986. Rpt. from Tragic Form in Shakespeare. N.p.: Princeton University Press, 1972.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Excerpted from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Smith, Rebecca. â€Å"Gertrude: Scheming Adulteress or Loving Mother?† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996.    Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.   

Orwell’s “Shooting an Elephant” Essay

In the excerpt from Orwell’s â€Å"Shooting an Elephant†, the author uses similes, syllepsis, and connotation to appeal to the readers sense of pathos in order to convey his attitude of remorse and fluster in regards to shooting the elephant so as to comment on imperialism. Orwell uses Similes to convey his remorse and fluster towards shooting the elephant. He compares the elephant to â€Å"†¦a huge rock toppling†¦Ã¢â‚¬  and paints the scene by saying â€Å"The thick blood welled out of him like red velvet†¦Ã¢â‚¬  He clearly shows his fluster when he couldn’t stand â€Å"The tortured gasps†¦Ã¢â‚¬  that â€Å"†¦continued as steadily as the ticking of a clock.† The use of these similes effectively shows how he is upset and feels guilty about shooting the elephant by using toppling rocks to suggest something monumental was ending. The tortured gasps show that he realizes the elephant is in pain and he feels remorse because he is not able to put it out of its misery. His fluster is shown when he mentions pouring shot after shot down his throat in an attempt to kill the elephant. Throughout the Excerpt Orwell uses a variety of words to appeal to the reader’s sense of pathos in order to convey his fluster and regret. When he shoots the elephant he notices a â€Å"†¦mysterious, terrible change†¦Ã¢â‚¬  come upon it and the elephant seems to him as if it became â€Å"†¦stricken, shrunken, immensely old†¦Ã¢â‚¬  His agitation is shown when he hears the â€Å"†¦long rattling gasps†¦Ã¢â‚¬  and â€Å"†¦dreadful noise.† The use of these words appeals to the sense of pathos by creating empathy in the reader. By seeing these strong, descriptive words the reader can feel his regret and dismay at shooting such a magnificent creature. In paragraph 12 Orwell uses syllepsis to show his contrition. He describes the elephant as â€Å"†¦powerless to move and yet powerless to die†¦Ã¢â‚¬  This syllepsis shows how Orwell feels regret because it is his fault the elephant is in this state but he nor, the elephant, can do anything about it and has to see the elephant suffering. The author Orwell uses a variety of stylistic and rhetoric devices such as similes, syllepsis, and connotation to appeal to a sense of pathos in his piece â€Å"Shooting an Elephant† in order to convey his feelings of remorse and fluster in a larger attempt to comment on imperialism. The elephant represents imperialism and shows how natives will put up a good fight, even when the odds are not in their favor, before backing down and giving up.

Tda 3.7 Unit 1.1

TDA 3. 7 Unit 1. 1 Both teachers and TAs play an important role in monitoring and assessing the children’s learning. Assessments are carried on daily, throughout the day. It is the responsibility of the teacher to know how each child in the class is progressing, how to ‘push’ the children to reach age related levels and to be able to set achievable targets in order for the children to progress. Assessment is an aid to this and is an ongoing process used in many ways. As TAs we need to be able to support teaches in this process. Teachers should plan lessons and set out clear S. M. A. R. T learning objectives so that learners’ progression can be measured. TAs must be aware of these objectives in order to support the children with their learning. Example: On arrival into the classroom, it is my responsibility to have dialogue with the teacher of her expectations, of me, in the day’s activities. We discuss the learning objectives, the aims of the lesson, groups I will be working with and how and why objectives are differentiated to suit ability groups. It is also my responsibility to gather materials or resources which I may need to support the lesson. At the end of each lesson, the teacher and I have a formal discussion where we identify any gaps, barriers, difficulties and/or progression made by pupils. These points can also be identified through marking of work. At this stage, amendments will be made to the planning, for the following day/week, to ensure effective teaching and learning can be implemented.

The selected readings are both from the era of the colonization of australia The WritePass Journal

The selected readings are both from the era of the colonization of australia Introduction The selected readings are both from the era of the colonization of australia IntroductionREFERENCES:Related Introduction The selected readings are both from the era of the colonization of Australia, from the arrival of the First Fleet in 1788 through the early settlement at the beginning of the 1800s. The two pieces of literature involve the interactions between the British colonists with the Indigenous communities of New South Wales Australia. Unfortunately, this is where the similarity ends between the two works, for while Bradley’s account addresses the earlier interactions when the colonists needed to ingratiate themselves with the natives, in Elder’s work the interaction turned deadly. Elder’s work â€Å"Blood on the Wattle† refers to the bloody Massacre at Myall Creek, near Inverell, in 1838.   This was a pivotal point in Australian history, as the unprovoked massacre of 28 Aboriginal women and children ultimately led to the first white criminal conviction for murdering an Aboriginal. Although Charlie Kilmeister along with ten other men was initially exonerated of any wrongdoing by the white jury, the retrial of seven of the settlers resulted in them being convicted and hanged. Unfortunately this epiphany in Australia history saw â€Å"thou shall not kill an Aboriginal† interpreted as â€Å"getting rid of the black menace or by death by stealth† (Elder, p. 94). Bradley presents a firsthand account of the arrival in Botany Bay of the First Fleet’s Flagship â€Å"Sirius† and its later docking a little further north at Farm Cove.   Bradley (p. 58) describes how they â€Å"without much difficulty met some of the natives on the Northern Side of the Bay† and the encounter appeared positive: â€Å"by Noon we saw that our people and the indigenous community mixed together† (Bradley, p. 58). Writing 160 years after the events described in â€Å"Blood on the Wattle,† Elder takes an empathetic view of the Aboriginal people.   He expresses an understanding of the suffering involved, as he addresses the intricate and macabre details of how the Aboriginals of Myall Creek were bludgeoned.   Elder writes as if he was an eyewitness when the Myall massacre occurred: â€Å"Yintayintin followed and was confronted with a gruesome sight of 28 bodies lying in a lake of blood,† and as if he was within earshot to hear Kilmeister boast that he had â€Å"settled the blacks† (Elder, pp. 87-89). Thus in effect Elder presents himself as a historian who is sympathetic towards the plight of the Aboriginals, and as a modern author realizes the gross injustices of the past done to them at the hands of the white settlers. Bradley’s account of the First Fleet’s encounter with the Aboriginals was positive, recording that â€Å"men, women and children were very friendly,† â€Å"quite sociable,† and even that they enjoyed one of the newcomers combing their hair for them (Bradley pp. 61-67).   Bradley describes in first-person narrative the expedition he made with Hunter, focusing on the many details he observed, such as the Aboriginals having â€Å"paddles about two feet long and shaped like a pudding stirrer† and some of the men having â€Å"the teeth of some Animal and pieces of bone stuck in their hair with gum† (Bradley pp. 67-72). Bradley reports many such details of the people he encountered, and refers to the native flora and fauna in a matter-of-fact fashion. This reporting style is probably due to his being a legal representative in the initial approaches to the Aboriginals.   The hostilities were to occur at a later date, when the settlers moved inla nd and lay claim to Aboriginal lands, as described by Elder. Bradley approaches historiography from an objective point of view. He reports what he sees and does not elaborate or embellish upon facts. Physical appearances and gestures of the natives are presented without any auxiliary interpretations: â€Å"The men we met here were in general stout and well limbed the women excepting the very old woman, were young and in general shorter than the Men, very straight limbed and well featured†¦Ã¢â‚¬  (Bradley, p. 72) and â€Å"They received some trifling presents from [the Governor] which they handed to each other without much concern† (Bradley, p. 58). Elder, perhaps because of his subject, allows emotion and personal views to enter his writing at times. When the murderers of the Aboriginal people are brought to Sydney, Elder reports: â€Å"It immediately exposed the hypocrisy which underpinned the fragile assumptions of the system. The theorists could protest that under British law both blacks and whites were equal. The reality was that, with a disturbing unanimity, the citizens of New South Wales agreed that no white man, not even an assigned convict, should be tried for the murder of a black† (Elder, p. 92). Thus, the points of view of the authors and their historiography differ because of the vastly different eras in which they wrote their accounts. REFERENCES: Elder, B 1998, Blood on the wattle: massacres and maltreatment of Australian Aborigines since 1788, New Holland, Frenchs Forest, NSW. Bradley, W ed., Voyage to New South Wales, Trustees of the Public Library of New South Wales, NSW.

Experiment to determine gravity from a spring using analogue techniques Essays

Experiment to determine gravity from a spring using analogue techniques Essays Experiment to determine gravity from a spring using analogue techniques Paper Experiment to determine gravity from a spring using analogue techniques Paper The aim of this first experiment is to examine simple harmonic motion exhibited a mass on a spring. Using data recorded in doing this, the spring constant for each spring can be calculated along with a value for gravity. In the first part of this experiment, the relationship between the period of the oscillations of the spring and the mass of the spring is observed. The period of oscillation of mass on a spiral spring depends on the mass on the spring and the spring constant of the spring. This is given by: Where m is the mass on the spring and k is the spring constant of the spring. Since the period can be observed, and the mass on the spring is known, this part of the experiment is concerned with calculating k, the spring constant for each of the springs used. The spring constant is different for every spring, and is defined as the mass needed to produce a unit extension of the spring (ref. 6). This is calculated by placing differing masses on the spring, extending the spring a certain distance from its equilibrium position each time and timing the time for 10 oscillations of the spring to occur. This is done by using an analogue stopwatch and a ruler to ensure that the distance extended from the equilibrium position was the same each time. The graph of period squared against mass can then be plotted. From this, the value for the spring constant, k, of each spring can be calculated by comparing the equation of the best fit line of the graph to the squared version of the equation above,. The second part of this experiment is concerned with Hookes law, which states that the extension of a spring is directly proportional to the mass applied to it. Mathematically, this is stated as: Where x is the extension of the spring in metres, k is the spring constant of the spring measured in Nm-1 and F is the restoring force, measured in Newtons. This value is negative because the force always acts against the direction of the extension, for example if the extension of the spring is downwards, then the restoring force is the force acting upwards on the mass. When a mass is placed on a spring, it begins to oscillate, until it comes to rest. When the mass comes to rest, the two forces acting on it (the restoring force and gravitational force,) are balanced, ie: So it can be said that: , When a mass, m, is at rest on a spring with spring constant k, extension x from the equilibrium position, with g being the acceleration due to gravity of 9. 1Nkg-1 . In this experiment, the spring is loaded with different masses of known values and the extension of the spring from the equilibrium position when there is no mass on the spring is recorded. Then a graph of extension against mass can be created from this data. The equation of the best fit line of this data can now be compared to and a value for the Earths gravitational field strength can now be calculated using this data and the value for the spring constant calculated in the first part of this experiment.

Yeha - Saba (Sheba) Kingdom Site in Ethiopia

Yeha - Saba' (Sheba) Kingdom Site in Ethiopia Yeha is a large Bronze Age archaeological site located about 15 miles (25 km) northeast of the modern town of Adwa in Ethiopia. It is the largest and most impressive archaeological site in the Horn of Africa showing evidence of contact with South Arabia, leading some scholars to describe Yeha and other sites as precursors to the Aksumite civilization. Fast Facts: Yeha Yeha is a large Bronze Age site in the Ethiopian Horn of Africa, established in the first millennium BCE.  Surviving structures include a temple, an elite residence and a set of rock-cut shaft tombs.  The builders were Sabaean, people from an Arabian kingdom in Yemen, thought to be the ancient land of Sheba. The earliest occupation at Yeha dates to the first millennium BCE. Surviving monuments include a well-preserved Great Temple, a palace perhaps an elite residence called Grat Beal Gebri, and the Daro Mikael cemetery of rock-cut shaft-tombs. Three artifact scatters probably representing residential settlements have been identified within a few kilometers of the main site but have not to date been investigated. The builders of Yeha were part of the Sabaean culture, also known as Saba, speakers of an old South Arabian language whose kingdom was based in Yemen and who are thought to have been what the Judeo-Christian bible names as the land of Sheba, whose powerful Queen is said to have visited Solomon. Chronology at Yeha Yeha I: 8th–7th centuries BCE. Earliest structure located at the palace at Grat Beal Gebri; and a small temple where the Great Temple would be constructed later.Yeha II: 7th–5th centuries BCE. Great Temple and the palace at Grat Beal Gebri built, elite cemetery at Daro Mikael begun.Yeha III: Late first millennium BCE. Late phase of construction at Grat Beal Gebri, tombs T5 and T6 at Daro Mikael. Great Temple of Yeha The Great Temple of Yeha is also known as the Almaqah Temple because it was dedicated to Almaqah, the moon god of the Saba kingdom. Based on construction similarities to others in the Saba region, the Great Temple was likely built in the 7th century BCE. The 46x60 foot (14x18 meter) structure stands 46 ft (14 m) high and was constructed of well-made ashlar (cut stone) blocks measuring up to 10 ft (3 m) long. The ashlar blocks fit together tightly without mortar, which, say scholars, contributed to the structures preservation over 2,600 years after it was built. The temple is surrounded by a cemetery and enclosed by a double wall. Foundation fragments of an earlier temple have been identified beneath the Great Temple and likely date to the 8th century BCE. The temple is located on an elevated location next to a Byzantine church (built 6th c CE) which is higher still. Some of the temple stones were borrowed to build the Byzantine church, and scholars suggest there may have been an older temple where the new church was built. Construction Characteristics The Great Temple is a rectangular building, and it was marked by a double-denticulate (toothed) frieze that still survives in places on its northern, southern, and eastern faà §ades. The faces of the ashlars display typical Sabaean stone masonry, with smoothed margins and a pecked center, similar to those at the Saba kingdom capitals such as the Almaqah Temple at Sirwah and the Awam Temple in Marib. In front of the building was a platform with six pillars (called a propylon), which provided access to a gate, a broad wooden door frame, and double doors. The narrow entrance led to an interior with five aisles created by four rows of three squarish pillars. The two side aisles in the north and south were covered by a ceiling and above it was a second story. The central aisle was open to the sky. Three wooden-walled chambers of equal size were located at the eastern end of the temple interior. Two additional cultic rooms extended out from the central chamber. A drainage system leading to a hole in the southern wall was inserted into the floor to assure that the temple interior was not flooded by rainwater. Palace at Grat Be'al Gebri The second monumental structure at Yeha is named Grat Beal Gebri, sometimes spelled as Great Baal Guebry. It is located a short distance from the Great Temple but in a comparatively poor state of preservation. The buildings dimensions were likely 150x150 ft (46x46 m) square, with a raised platform (podium) of 14.7 ft (4.5 m) high, itself built of volcanic rock ashlars. The exterior faà §ade had projections at the corners. The front of the building once also had a propylon with six pillars, the bases of which have been preserved. The stairs leading up to the propylon are missing, although the foundations are visible. Behind the propylon, there was a huge gate with a narrow opening, with two massive stone doorposts. Wooden beams were inserted horizontally along the walls and penetrating into them. Radiocarbon dating of the wooden beams dates construction between early 8th–late 6th centuries BCE. Necropolis of Daro Mikael The cemetery at Yeha consists of six rock-cut tombs. Each tomb was accessed via a staircase along 8.2 ft (2.5 m) deep vertical shafts with one grave chamber on each side. The entrances to the tombs were originally blocked by rectangular stone panels, and other stone panels sealed the shafts at the surface, and then all was covered by a mound of stone rubble. A stone enclosure fenced in the tombs, although it is unknown whether they were roofed or not. The chambers were up to 13 ft (4 m) in length and 4 ft (1.2 m) in height and were originally used for multiple burials, but all were looted in antiquity. Some displaced skeletal fragments and broken grave goods (clay vessels and beads) were found; based on grave goods and similar tombs at other Saba sites, the tombs probably date to the 7th–6th c BCE. Arabian Contacts at Yeha Yeha period III has traditionally been identified as a pre-Axumite occupation, based primarily on the identification of evidence for contact with South Arabia. Nineteen fragmentary inscriptions on stone slabs, altars and seals have been found at Yeha written in a South Arabian script. However, excavator Rodolfo Fattovich notes that the South Arabian ceramics and related artifacts recovered from Yeha and other sites in Ethiopia and Eritrea are a small minority and do not support the presence of a consistent South Arabian community. Fattovich and others believe that these do not represent a precursor to the Axumite civilization. The first professional studies at Yeha involved a small excavation by the Deutsche Axum-Expedition in 1906, then part of the Ethiopian Institute of Archaeology excavations in the 1970s led by F. Anfrayin. In the 21st century, investigations have been conducted by the Sanaa Branch of the Orient Department of the German Archaeological Institute (DAI) and the Hafen City University of Hamburg. Sources Fattovich, Rodolfo, et al. Archaeological Expedition at Aksum (Ethiopia) of the University of Naples Lorientale - 2010 Field Season: Seglamen. Naples: Universit degli studi di Napoli LOrientale, 2010. Print.Harrower, Michael J., and A. Catherine D’Andrea. Landscapes of State Formation: Geospatial Analysis of Aksumite Settlement Patterns (Ethiopia). African Archaeological Review 31.3 (2014): 513–41. Print.Japp, Sarah, et al. Yeha and Hawelti: Cultural Contacts between Saba and Dmt; New Research by the German Archaeological Institute in Ethiopia. Proceedings of the Seminar for Arabian Studies 41 (2011): 145–60. Print.Lindstaedt, M., et al. Virtual Reconstruction of the Almaqah Temple of Yeha in Ethiopia by Terrestrial Laser Scanning. International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences 38.5/W16 (2011): 199–203. Print.Phillipson, David W. Foundations of an African Civilisation: Aksum the Northern Horn 1000 BC–A D 1300. Suffolk, Great Britain: James Currey, 2012. Print. Wolf, Pawel, and Ulrike Nowotnick. The Almaqah Temple of . Proceedings of the Seminar for Arabian Studies 40 (2010): 367–80. Print.Meqaber Gaewa near Wuqro (Tigray, Ethiopia)

Karl Marx, Emile Durkheim & Webers Contribution to Society Essay

Karl Marx, Emile Durkheim & Webers Contribution to Society - Essay Example As part of understanding how society function as a whole, this report will describe, evaluate and compare specific contribution of Karl Marx, Emile Durkheim, and Max Weber when it comes to issues related to the society. This research outlines that having a strong interest in analyzing the impact of religion to the entire society, Karl Marx, Emile Durkheim, and Max Weber are among the prominent sociologists who were known for their unique classical and seminal sociological theories between the later parts of 19th century up to the present time. Since each individual have different assumptions with regards to understanding the human nature in a society where capitalism is progressing, Marx, Durkheim and Weber had unique opinions and suggestions which all contributed in the development of sociology.  The theory of Marx with regards to analyzing the society is similar to an organism in the sense that each part of the human body performs unique function. With this in mind, Marx publicly introduced the concept of labour division within the society as a result of capitalism – a situation whereby the capitalists deal with a group of labourers for the purpose of profit gain and increase in productio n.  Unlike Durkheim and Weber, Marx provided a more valid description and reasons as to why development in the structure of capitalism created serious socio-economic problems in the modern way of living.... capitalism – a situation whereby the capitalists deal with a group of labourers for the purpose of profit gain and increase in production (Hess, Markson and Stein 1989, p. 12). Unlike Durkheim and Weber, Marx provided a more valid description and reasons as to why development in the structure of capitalism created serious socio-economic problems in the modern way of living. As explained by Marx, capitalism could only result to endless exploitation of the poor as a result of the continuous economic expansion within the modern industrial system (Morrison 1995, p. 5; Ritzer 1988, pp. 20 – 23). Marx revealed that capitalists within the society take advantage of the services rendered by the workers in exchange of limited salaries aside from preventing most of the people from being able to acquire their own property. Since the workers in general are being exploited by their employers, Marx revealed that it is not right for workers to assume that the market creates value for t heir services (Marx 2002, pp. 51 – 55). Because of the possible conflict between the labourers and the capitalists, Marx suggested the need to destroy the existing structure of capitalism in order to solve the evolving socio-economic problems in the society. In relation to the perception of Marx with regards to capitalism, Durkheim suggested the strong need for socio-economic reformation as a way to effectively solve the conflicting interests between the capitalists and the labourers (Ritzer 1988, p. 88). Because of the continuous economic development within a society, Durkheim explained the identity of each individual will gradually be destroyed because of the possibility wherein the elite and the capitalists would gain strong control in terms of manipulating the society (Giddens 1971, p. 117).

Company Research - Australain Stock Exchange Paper

Company - Australain Stock Exchange - Research Paper Example In April and May, the share price has a general decline trend with slight increases. For the month of June, the share price is initially stable, declines and then starts rising. In July, it declines, becomes stable and then starts rising. Between August and November, the share price steadily declines, and rises, stabilizes, then declines and finally stabilizes in November. In December, there is a steady decline in share price with little stability towards the end of the month and starts rising in January 2012, then stabilizes till almost the end of February when it starts declining, stabilizes a bit, then undergoes a steady decline in March 2012.Therefore, the general trend in the share price for the last twelve months has been volatile. The ASX General Index has mainly been unstable. There is a general decline in the share index with slight increases between March and May 2011.From May, the share index rises with slight declines. It stabilizes a bit at the beginning of June, and then undergoes a steady decline. In July, it rises and declines steadily. In August, there is a steady decline till the minimum share index, then it rises and undergoes an unsteady decline and rise till March 2012. Therefore, the share index has been volatile for the last twelve months. The AYI share index has generally performed better compared to the ASX General Index. As the ASX General Index declines, the AYI share index also declines, especially between the months of March and May, and as the ASX General Index rises, the AYI share index also rises, at times even higher than the General Index, especially between May and August (ASX.com). The company’s last announcement to the public was made on 1st March 2012 and it was titled `The Competent Person’s Statement.† The announcement was significant because it is a requirement by the ASX as part of the listing rules.

Brexit in UK Housing Sector Essay Example | Topics and Well Written Essays - 2000 words

Brexit in UK Housing Sector - Essay Example The UK construction industry generates a whopping  £90 billion yearly. This accounts for 6.5% of GDP and 6.3% of UK jobs. In general, this market sector employs more than 2.9 million people. Despite the fact that the UK construction market is predominantly domestic in nature, Brexit will affect it since a number of people from other European nations have invested in it. Consequently, aside from the EU referendum result, potential investors in the UK need to take note of two key influences on the housing market in 2016: First, the stamp duty introduced two years earlier which saw the upfront cost of purchasing a home increase rapidly. Secondly, the introduction of a high taxes on second homes. However, eight months after the Brexit vote, UK construction industry has witnessed a significant growth in terms of construction activities. According to Kierzenkowski et al new orders flooded the month of December despite the weakening pound having driven firms’ material costs to thei r highest in half a decade. For example, a recent survey showed that purchasing managers in the construction market rose from 49.2 in August to 52.3 in September. This paints a good economic picture than many hardly expected after EU referendum. Therefore, clients should consider the following factors as they look forward to venturing into the UK construction industry. Supply refers to the connection between the cost of a good and the quantity producers are ready to make accessible for purchase in a given timeframe while other factors remain constant.

JB Hi FI Research Paper Example | Topics and Well Written Essays - 1000 words

JB Hi FI - Research Paper Example The brand audit is basically the valuation of the brad in a quantitative manner. JB Hi Fi is one of the leading electronics retail chains in the Australia and New Zealand. However, the evolution of the brand JB Hi Fi was not an easy job. It has gone through many changes and many obstacles in the past. And it has overcome many barriers with the help of great branding strategy. Brand audit and background analysis of the Brand JB Hi Fi: The brand audit is an important factor for the improvement of the brand. It helps a company to understand the health of the brand (Solomon 2009, 159). Brand audit is a very important platform for building the brand identity (Roll 2006, 101). It also identifies the additional values required to improve the brand equity. The brand is the name, logo or some marks associated with the product which distinguishes the product from the other identical products. (Clifton, Simmons, and Ahmad 2009, 23). According to Martin Jelsema 1 the auditing of the brand has ma ny factors involved, and these factors are basically segregated as six major factors. These six factors are brand matrices, brand positioning, market segmentations, internal strength of the brand, brand personality and differentiators which differentiate the brand from the other competing brands. JB Hi Fi is having a great personality as a brand in the Australian market and it has shown great improvement in all of these six factors related to the brand audit to increase the brand equity. JB Hi Fi Started its journey in the year of 1974, with the great vision and mission of Mr John Barbuto (JB) and with his intellects and great visions towards the future as a single electronic store in Victoria became a great brand (About Us: JB Hi Fi. Nd). However, in 2000 the JB Hi Fi was bought by private equity bankers and they started a new branding strategy to increase the brand equity with the national expansion. And in 2003 the JB Hi Fi was listed in the Australian stock market (About Us: JB Hi Fi. N.d), since that time the JB HI FI became the brand of the nation for the retailing of electronics. The brand equity of JB Hi Fi: The JB Hi Fi started its journey in 1974 and from that time in never looked back within few years with a great strategic vision it got 131 stores in Australia and 10 stores in New Zealand within 2010 (Roth 2010, 106). Recently the stock price of the JB Hi Fi is floating around $ 20 and the last 12 months average price is $ 21.65 with the market capital of $ 2,154 million (JB Hi-Fi Limited, 2011). Within just one decade it has gained a great position in the Australian Qualitative stock market. Competitive advantage: Competition makes a brand more powerful. And the competitive advantage can be felt if and only if the competition is there. However, JB Hi Fi got a great competitive market in Australia. Few of the competitors are Harvey Norman, The Good Guys, Domayne, Sanity Entertainment, Strathfield Group, HMV, Video Ezy and Blockbuster. However the g reat branding strategies and value pricing have made the JB Hi Fi one of the toughest competitors in Australia. Current branding strategy and marketing programs: Branding is all about powering the product profile with great brand equity (Keller 2008, 59). And the brad equity plays a great role in it. the success of branding lies on few important factors and they are brands awareness, identifying

Technology in business Assignment Example | Topics and Well Written Essays - 250 words - 2

Technology in business - Assignment Example These aspects are not present in other management functions and therefore requires a manager with such knowledge as depicted by Austin, Nolan and O’Donnell (43) Barton seems to have learnt a lot concerning his assumption that â€Å"you can’t know enough about technology to manage without a crew of nerd sidekicks’† (Austin, Nolan and O’Donnell 49). The novel depicts how Barton discovered what it takes to be a good IT manager, which is far from the assumption he had before. This is manifested from the fact that despite him being an IT manager, he had absolutely no knowledge with regard to the complexity resided â€Å"below the floorboards† of IT system (Austin, Nolan and O’Donnell 46). Therefore, the only way to prove a point was by advancing his education through reading of books pertaining to IT. At the very beginning, we find that Barton’s plans to engage only five senior members of the staff while excluding others like John Cho, who is responsible for security matters did not go well with the other members of the staff. From the argument, all the senior members of the IT staff expected the discussion to involve every staff member so that they could amicable talks of things that are going on, the challenges facing the IT and future risks for the company. Nevertheless, Barton had no such plans as we see through Fenton’s and Ruben’s interjections during the meeting leading to breakdown of discussion (Austin, Nolan and O’Donnell 40). His plans also failed due to the fact that despite him being the senior most manager of the company, he had no enough knowledge of IT issues as manifested during his discussion with the senior members of the staff. An IT organization is structured in that manner to ensure that work is performed in accordance with the missions of the organization so that the goals can be met. This ensures that each department or employee knows what the organization expects of him or her for effective

Black Beauty Essay Example | Topics and Well Written Essays - 750 words - 1

Black Beauty - Essay Example rights associations to propagate the rights of the helpless animals in order to protect them from becoming the victim of cruelties and high-handedness of their masters. The novel states that though the animals are great gift of Nature, created to serve the humanity, they can render better services provided they are treated with kindness and care. The author also looks for the measures to be taken for appropriate feeding and proper respite opportunities for the animals, for the maintenance of their health and performance at large. Consequently, compassionate attitude towards the animals increase their work efficiency and dedication to towards their masters. The story of the novel under-examination revolves round the horse named Black Beauty, the narrator and protagonist of the work. Part I of the book begins in a moving manner, where Black Beauty narrates his story from the place he first opened his eyes as a colt, a tranquil and peaceful environment (5), where he was loved and cherished by his mother under the thick shadow of several thick trees. His mother, called Duchess, served to be the first window for him to peep into the outer world and to learn good habits and mannerism from the words and experiences of her loving mother (8). It was the time when Black Beauty was quite unaware of the hardships life brings in the wake of it. The horse further narrates about the compassionate nature of his first master, who always treated him and his mother with kindness (9). Black Beauty got acquainted with the realities about good and evil while watching the rabbit hunt (11-12), and brutal killing of the horse Rob Roy on getting lame, which fr ightened him to a great extent. Black Beauty experienced his first break-in at the age of four years, and Squire Gordon bought him from his master at Birtwick village; and from there, his long and dreary journey of struggle started. The horse underwent trials and hardships during the course of having familiarity with both rural and

Technology in business Assignment Example | Topics and Well Written Essays - 250 words - 2

Technology in business - Assignment Example These aspects are not present in other management functions and therefore requires a manager with such knowledge as depicted by Austin, Nolan and O’Donnell (43) Barton seems to have learnt a lot concerning his assumption that â€Å"you can’t know enough about technology to manage without a crew of nerd sidekicks’† (Austin, Nolan and O’Donnell 49). The novel depicts how Barton discovered what it takes to be a good IT manager, which is far from the assumption he had before. This is manifested from the fact that despite him being an IT manager, he had absolutely no knowledge with regard to the complexity resided â€Å"below the floorboards† of IT system (Austin, Nolan and O’Donnell 46). Therefore, the only way to prove a point was by advancing his education through reading of books pertaining to IT. At the very beginning, we find that Barton’s plans to engage only five senior members of the staff while excluding others like John Cho, who is responsible for security matters did not go well with the other members of the staff. From the argument, all the senior members of the IT staff expected the discussion to involve every staff member so that they could amicable talks of things that are going on, the challenges facing the IT and future risks for the company. Nevertheless, Barton had no such plans as we see through Fenton’s and Ruben’s interjections during the meeting leading to breakdown of discussion (Austin, Nolan and O’Donnell 40). His plans also failed due to the fact that despite him being the senior most manager of the company, he had no enough knowledge of IT issues as manifested during his discussion with the senior members of the staff. An IT organization is structured in that manner to ensure that work is performed in accordance with the missions of the organization so that the goals can be met. This ensures that each department or employee knows what the organization expects of him or her for effective

Oil price Essay Example | Topics and Well Written Essays - 1250 words

Oil price - Essay Example Since this rising prices is inevitable, the major countries will need to find alternative sources of energy to protect themselves from the impending doom of disaster. Oil is the ingredient that drives the planet; it is as essential as air and a key source for almost every product from construction material to transportation to clothing. But the hard fact is that the supply of oil is finite and eventually it will be depleted and demand will outstrip production capacity. Increasing demand along with diminishing supply has already begun to drive price upwards. As prices are rising, new supplies are emerging in an effort to reduce consumption. "The rate at which consumption levels are rising, it is predicted that the world's oil supply will be exhausted within the next 40 years". (Guinness Atkinson Funds, "Future of Energy"). As can be seen by the above graph, demand and supply both have been rising over the years, but the growth in supply has not been able to keep pace with the demand growth and hence an increase in prices. On the supply side, there are three factors that are responsible for the current situation. "Firstly, non-OPEC production capacity has been growing over the years. In recent years, the former Soviet Union supply has been growing annually at a rate of about 0.5 million barrels per day. However, this growth had mainly come from repairing tired infrastructure rather than new exploration and this sort of growth rate is and will be hard to sustain. In addition to that, West Africa, Canada and Brazil have seen another 0.5 million barrels per day annual growth in production capacity. But like the former Soviet Union, the future looks bleak regarding the maintenance of this growth. The output from the U.S. and North Sea is also shrinking. Secondly, the growth potential in OPEC production cap acity is becoming smaller. Currently, most of OPEC, with the exception of Saudi Arabia, is operating at near capacity. Thirdly, since 1998, OPEC has been quite effective in keeping supply and demand matched, in addition to keeping the world oil supply a little tight. It is this combination of strong demand, slow non-OPEC production growth and effective OPEC supply management that has been the major driver of recent increases in world oil prices. On the demand side, the surge in global economic activity has led to an explosion in demand for oil and hence the world is facing an oil demand growth shock"(Guinness Atkinson Funds, "Future of Energy"). The major demand is coming from the developed world particularly the US, China and other economies in Asia. "China is in a phase of rapid energy-intensive industrialization and will continue to be one of the key consumers of oil in the coming years"(Oil Market Report, International Energy Agency). Behavior of Oil prices: The Asian Financial Crisis hit the world in mid-1997 and had a devastating effect on the major economies of the world. Even in the face of this crisis,

Definitions Of Assessment And Classroom Based Assessment English Language Essay

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