A Management Problem That Occurs At My Current Place Of...

A management problem that occurs at my current place of employment is the lack of encouragement between management and their employees. A new system has went live for employees to use, however, the system was not designed to work as Human Resource Specialist need it to so that hiring for the company can continue. HR Specialist is receiving a lot of backlash from their divisions as to why they have not had any actions happening on their requests for additional employees. Upper management has not explained why progress is slow with the new system which has led to unhappy employees and some conflict in the workplace. Organizations must accept the fact that some workplace conflict is inevitable as everyone may not have the same priorities and†¦show more content†¦One logic of conflict management that all organizations can agree to is that conflict costs money. If organizations want to limit their losses, then they need to work together to create solutions and get results. Conflicts can be beneficial when used as a source of creativity. Becoming overwhelmed and tired from too much work, lack of balance, or pressure from various factors is a feeling most people may recognize. Stress is when, â€Å"an individual physiological, behavioral, and psychological response to perceived challenges and threats in the environment.† (Nahavandi. 2015; pg. 170) When there is conflict apparent in an organization stress is very likely to also be apparent. A lot of times in organizations individuals or even a group goes through general adaptation syndrome. These are â€Å"three stages that individual s go through when they respond to stressor and try to adapt to them.† (Nahavandi. 2015; pg. 172) The three stages include: 1. Alarm: the initial physical reaction to stressors. Heart rate and blood pressure go up, muscles tense, and perspiration increases. 2. Resistance: occurs when one fights the threat. This is the

Male Friendship in William Shakespeare´s The Merchant of...

In 16th century England, platonic, passionate friendships between men were a commonality, and this was the case for Bassanio and Antonio. The Merchant of Venice shows how Antonio’s help in Bassanio’s pursuit for Portia’s love is actually his way of showing love. Antonio gives Bassanio financial support even though Bassanio already owes him money. He especially risks himself by taking out a bid from Shylock because all of his assets are at sea. These actions can be seen as loyal friendship, but Antonio exceeds friendship by taking a risky loan and putting his life in the hands of a cruel Jew to assure the contentment of his dear friend. Antonio’s actions overstep heterosexual boundaries by plunging into a risky business ordeal so his friend can charm Portia in style. The first scene where we are introduced to Antonio, he is speaking to his friends Salarino and Gratiano. He is a melancholy, distressed character who proclaims â€Å"I hold the world but as the world, Gratiano,—a stage where every man must play a part, and mine a sad one.† (Act 1, Scene 1, Page 4). This line becomes more important when Bassanio enters, and Gratiano and Salarino rush themselves away, knowing that Antonio would prefer to be with Bassanio alone. After they leave, Antonio presses Bassanio about the girl he is interested in. While this is a common thing to ask among friends, deeper inquiry suggests that Antonio has deeper feelings for Bassanio. Thus the line about the â€Å"part† Antonio plays in the worldShow MoreRelated Merchant of Venice Essay: Antonios Love for Bassanio1721 Words   |  7 PagesAntonios Love for Bassanio in The Merchant of Venice  Ã‚     Ã‚  Ã‚   Antonio feels closer to Bassanio than any other character in The Merchant of Venice. Our first clue to this is in the first scene when, in conversation with Antonio, Solanio says, Here comes Bassanio, your most noble kinsman, / Gratiano, and Lorenzo. Fare ye well: / We leave you now with better company (i. i. 57-59). Once Antonio is alone with Bassanio, the conversation becomes more intimate, and Antonio offers an indebted BassanioRead MoreGender Roles And Roles Of William Shakespeare s The Merchant Of Venice 1837 Words   |  8 PagesRenaissance stereotypes of women and men and their various roles and responsibilities in society are reflected in Shakespeare. What sets Shakespeare apart is the fact that he also challenges, and at times even breaks down those stereotypes especially in his comedies. Hamlet may proclaim â€Å"Frailty thy name is woman†, but even the merest of character analyses of Portia in The Merchant of Venice, or Viola in The Twelfth Night conc lusively proves that they are anything but. In this paper we begin by examiningRead MoreLangston Hughes Research Paper25309 Words   |  102 Pagesnothing but their food. The ship plowed south and east through heavy storms, along the Gold Coast, anchoring at various ports, and finally stopping at Lagos, Nigeria, a former slave market, now a British mercantile center. Moslem and Christian merchants traded with African tribesmen. Everyone was engaged in buying or selling. Then the ship continued to Port Harcourt, located in the mouth of the Niger River. When the Hesseltine crossed the equator, Hughes shipmates initiated him as a Son of NeptuneRead MoreA Picatrix Miscellany52019 Words   |  209 PagesTrithemius in Book 2 of his notorious Steganographia (1500) and in his Antipalus Maleficiorum (c. 1500). One copy (British Library, Sloane manuscript 3679) passed down from Simon Forman (d. 1611) to Richard Napier (d. 1634) to Elias Ashmole (d. 1692) to William Lilly (d. 1681). E.M. Butler wrongly associates it with Gio. Peccatrix, (no doubt a pseudonym) who edited an Italian version of the Key of Solomon (British Library, Sloane manuscript 1307). Misled by some comments by Mathers and others, Dr. Butler

Introduction to Legal Skills

Questions: What are the two most important concepts you have encountered on W101? Explain why they have had a direct effect on your thinking. How will you change your own way of working, either in your studies or in your employment, as a result of your studies on W101? Answers: Introduction: Studying is concerned with much more than the knowledge regarding the subject and that is the reason the skills are developed during the learning stage. Defining few of the constructs included in the scope has been significantly more challenging than traditional constructs. The importance of subject specified skills have been known and learned during this study and the same have been explained through this report. The main skills that had endeavoured my skills have been explained in the report. Their effect on my learning and future impact on working or studies had been also explained. The obstacles that were part of my learning are also part of the report. The manner in which my thinking and working style has been reformed after the studies has also been included in the report. Effect Of The Two Main Concepts Learned During W101 On Thinking Cognitive Skills It can be said as intellectual skills which are concerned with the identification, description, application and description. Analysis and synthesis of study are also included in it. These skills are the major skills of our brain that are used by it for thinking, learning, reasoning and remembering (Bondi and et.al., 2016). These skills enable one to construe, explain and apply legal principals and authorities in a coherent manner. It assists one in identifying the factors of legal argument and analysing the interpretations. It can also be said as reflective thinking which is focused on ascertaining what to believe or do. According to Braye and Preston-Shoot, 2016 the one who has inbuilt the enhanced cognitive skills in itself can interpret the law appropriately on a word to word basis and can ascertain the correct governing rule relating to it. It plays an important role in processing new information. The probability of desirable result is increased with cognitive skills rather than outcomes of non-critical thinkers (Cooper, 2016). Due to this reason it had not only directly influenced my thinking but also changed the manner of taking a decision. The result that I observed after changing the method of decision taking was surprising and positive. As previously I take a decision without critical analysis but now I take a decision after analysing the factor relevant to circumstances; the outcomes which come are pretended or desirable most of the time. In the case of subject law, these skills play a major role as if one is having enhanced cognitive skills one can easily interpret the rules and regulation in the form they are present. I recognised its importance at learning stage of this study. The result after learning this skill on my work was the reason that it directly affected my thinking. Case studies, laws and regulations are interpreted in an appropriate manner after being acknowledged with the skills (Samantha Love, 2013). To recommend conclusion of a case or to reach a conclusion, it is very necessary that one should interpret the law and the case in appropriate manner (Furniss, 2013). Law and regulation can be interpreted in an appropriate manner only when one is having cognitive skills. The advantage that I received through this skill is now I am able to test the validity of propositions inappropriate manner. Practical Professional Skills The learning during this study also enhanced practical and professional skills assisted me not only in academic study but in another context also, such as workplace and even in taking decisions of daily life. The identification and application of primary and secondary sources of law become easy and is done in an appropriate manner if one is inbuilt with practical and professional skills (Gruzd and et.al, 2016). The other advantages one can achieve after developing these skills are: Relevant matter can be extracted from a case study or statute Time can be managed effectively. Our own development is reflected as a learner. Things are understood in the form they are present and the possibility of confusions is reduced. Presentation of report or assignment with these skills represents your own development. The drastic change in my own working after practising on these skills had directly impacted on my thinking. Things were easy for me than before they were, improvement in the manner of presentation was also done. As this practical skills effect on every decision, whether it is related to professional or daily life (Niedwiecki, 2012). The estimations regarding a case law were appropriately taken now and not without any base, the manner which was followed by me previously. The regular practice of professional and practical skills not only develops other skills but also improve the ability to take the correct decision. It plays a major role in law subject; as things are to be critically analysed here and even small information can have major importance (Put and et.al., 2016). Having enhanced practical and professional skill is important in subject law because the practical application of law and rules is majorly present in this subject. Impact on studies or employment of the two concepts: In law, definition tends to be both general and broad and to make it useful for test development it is necessary that they should be specified (Seabrooke, 2014). Therefore, they could be a conception of sharing that definition in assessments and case laws. It is only possible with enhanced cognitive skills because with them only we are able to interpret the law in an appropriate manner and apply it. It is not an easy job to understand the language of the law as its application includes many parts such as the rule of domain-specific or domain-general and many others are also present (Surden, 2014). Developing cognitive skills in myself not only improved my ability to understand the laws and regulations but also enhanced my writing skills. These skills assisted me in presenting assessments in an appropriate manner which is used by me during my studies in solving case laws. It has changed the manner of my working too, which will help me in my future employment. I am able to critically analyse the case and to abstract the important data from it and to ascertain the law under which it will be governed. I am practising it in my current projects to improve these skills in a better way so that I could gain more advantage from it in my future. The role of the legal profession in the legal system was analysed by me during this study while developing practical and professional skills. The skills that should be present in student of law or a new lawyer (Key skills for successful legal professionals, 2016) ; which I learned during the study are: Identification of ethical issues in practice and resolving them. To learn about the circumstances in which ethical concerns regarding compliance of trust with accounting obligation should arise. Acknowledging and meeting legal duties relating to connection with dealing in others property. Appropriate measures should be taken to avoid a rise of conflict in future. Presenting professional behaviour in all the dealings with clients as well as authorities. The lesson of professionalism was learned by me during the study which is not only improving my image now but will also help in creating goodwill in future. I learned about the importance of ethical behaviour during this study and to have patience while working in a group. The importance of pro bono contributions to legal practice was observed by me and even I learned the method of using it. The enhancement in professional skill which was developed during the study, I am practising these skills in my daily routine to make more improvement in it. The information regarding accounting for trust money was also obtained during the study. The procedure of identifying the legal characteristics in a case law and analysing the coherent conflictions with governing laws was explained to me that is assisting me in my other projects and will help me during my employment also. These skills will help me during my employment period as till that time I will gain enough experience to behave professionally and also to interpret the law in an appropriate manner. Conclusion: It can be concluded from the above case study that cognitive skills and practical professional play a major role in the field of law. As analysed above that cognitive skills are necessary for correct interpretation of law and regulations and on the other hand, practical and professional skills play a major role in ethical issues. The lessons that I have learned during the study will assist me in future also. The development of skill will help me in completing other projects and also during my employment period. The enhancement in practical and professional skill had improved the manner of behaving with authorities which will help me in future for making a good reputation. References: Books Journal: Bondi, L. And et.al ( 2016). Towards professional wisdom: Practical deliberation in the people professions. Routledge. Braye, S. and Preston-Shoot, M. (2016). Practising social work law. Palgrave Macmillan. Cooper, J.M. (2016). Smarter Law Learning: Using Cognitive Science to Maximize Law Learning. Capital University Law Review, 44. Furniss, T. (2013). The multi professional handbook of child sexual abuse: Integrated management, therapy, and legal intervention. Routledge. Gruzd, M.V.and et.al (2016). Influence of professionalism and competence in public administration. Niedwiecki, A. (2012). Teaching for Lifelong Learning: Improving the Metacognitive Skills of Law Students Through More Effective Formative Assessment Techniques. Cap. UL Rev., 40, p.149. Put, K .and et.al. (2016). Using web-based training to enhance perceptual-cognitive skills in complex dynamic offside events. Journal of sports sciences, 34(2), Pp.181-189. Seabrooke, L. (2014). Epistemic arbitrage: Transnational professional knowledge in action. Journal of Professions and Organization. 1(1), Pp.49-64. Surden, H.(2014). Machine learning and law. Wash. L. Rev., 89, p.87. Online Key skills for successful legal professionals. (2016). [Online]. Available through https://www.lawcareers.net/Information/Key-skills-for-successful-legal-professionals. [Accessed on 31st August 2016]. Samantha Love. 9 Essential Skills for Aspiring Lawyers. (2013). [Online]. Available through https://www.oxford-royale.co.uk/articles/professional-development-aspiring-lawyers.html. [Accessed on 31st August 2016].

Foyaj Globalization free essay sample

Globalization Is the buzzword of today, Economies of the world are being increasingly integrated as new technology and communication has brought people together. We often hear the phrase that the world has become a global village which itself signifies how much has changed In the world In the past few decades. American businessmen are investing their time in studying the culture of the Middle East, so that they can negotiate with their counterparts in a better way. We will write a custom essay sample on Foyaj Globalization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Young graduates in India are being taught how the Americans roll their Rs, so as to make a seamless onversation with their clients in many of the call-centers! The phenomenon that is globalization, has brought new dimensions to this world, and people are mingling with each other Ilke never before. The social, economic, and political changes that globalization has brought have been accompanied by some challenges. We will not approach its negative effects as a cynic, but as a student or an observer, so that we are free of any kind of pre]udlce and bias, and understand the topic In a better way. The Negative Effects of Globalization In order to cut down costs, many flrms In developed nations have outsourced their manufacturing and white-collar Jobs to Third-World countries like India and China, where the cost of labor is low. The most prominent among these have been Jobs in the customer service field as many developing nations have a large English-speaking population ready to work at one-fifth of what someone in developed world may call low-pay. This has caused a lot of resentment among the people of developed countries, and companies have been accused of taking their Jobs away. Another problem is that many Americans are not satisfied with the level of customer service that they are subjected to, and this has caused a lot of animosity among people and has added to the dissent that people already have against outsourcing. There are various schools of thought which argue that globalization has led to an increase in activities such as child labor and slavery. In countries with little or no accountability, corporations employing children can work smoothly by bribing the officials, which may result in an increase in illegal activities. Critics opine that globalization has resulted in a fiercely-competitive global market, and unethical practices in business Is a by-product of this. Globalization may have Inadvertently helped terrorists and criminals. At the heart of globalization is an idea that humans, materials, food etc. e allowed to travel freely across borders, but 9/1 1 was a ghastly reminder that people with evil Intentions can use It as an opportunity and cause damage. It Is not only the developed nations that are complaining about its negative effects, people in eveloping nations where most of the industries have been set up, have their own set of reasons against globalization. They often complain that their cities have been reduced to garbage-dumps where all the industrial waste is accumulated and pollution levels are sky-high. Fast food chains like McDonalds and KFC are spreading fast In the developing world. People are consuming more Junk food which has an adverse impact on their health. Apart from the health concerns, there is something else that globalization has been criticized for, and it is the accusation that it has eliefs of the host nation. For example, a lawsuit had to be filed against McDonalds in India, after it was accused of serving beef in their burgers. While the rich are getting richer, the poor are struggling for a square meal. If the current Occupy Wall Street protests are a reminder of how angry people are with the current set-up, then those who govern us should take notice, and work towards alleviating poverty. Ideally, globalization should have resulted in creation of wealth and prosperity, but corporate greed and corrupt government has ensured that money is not distributed equally. When the first-known case of AIDS came up in America, only few would have traced its origin to Sub-Saharan Africa. Globalization bought people from various countries together, and this is perhaps the reason that a virus from a Jungle was transported to almost every country in the world. Environmental degradation is an issue which has been debated ferociously in various international meetings, and it has to be accepted that globalization is one of the most important factors that has aggravated the situation. The amount of raw materials needed to run industries and factories is aking a toll on the natural reserves of planet earth, and pollution has severely impacted the quality of air that we need so very much for our survival. As we mentioned in the beginning of the article that like everything else, globalization has its own share of kudos and brickbats. We have reached a stage since our evolution that discarding the concept of globalization may not be possible at all, therefore, the strategy should be to find solutions to the threats it poses to us so that we can work towards a better, fulfilling future.

Review of Scoring Rubric

Review of Scoring Rubric Introduction English language learners’ represents a significant subpopulation of USA students which in the 2006/07 school year were more than 5 million in the PK to 12 grades (Esquinca, Yaden, Rueda, 2008). This is projected to represent 1 in 9 students in the country with 80% of them nationally being native Spanish speakers and overall about 400 different home languages.Advertising We will write a custom critical writing sample on Review of Scoring Rubric specifically for you for only $16.05 $11/page Learn More English language Proficiency tests whether commercial or institutional are used to assess proficiency of limited English proficient (LEP) students. In every state in the country, states, education agencies and schools have an obligation to identify LEP students especially those who come from homes where another language other than English is spoken. These tests are meant to assess the student’s oral proficiency in English also writing and reading skills (The California State University, 2009). In some states, there are already laid out procedures for identifying students who might become LEP students. There are set of questions designed to find out non-English speakers under Home Language Survey program. If discovered that a student is from non-English background, an English proficiency test is issued. In other states, specific English language proficiency tests are used. In other countries such as USA, Australia and UK and others where English is the language of communication, English language proficiency test is a requirement for international students wanting to pursue education in these countries at any level. It is a requirement also in other for immigration, skilled worker programs, and professional titles (Solorzano, 2008). For these students, commercial tests such as TOEFL and IELTS are recommended. International English Language Testing System (IELTS) IELTS was established 21 years ago and was one of th e pioneer tests in English language skills. The test is co-owned by the University of Cambridge ESOL Examinations, the British Council, and the IDP: Australia with more than 800 testing centers and locations in 130 countries around the world (Alderson, Krahnke, Stansfield, 2008).Advertising Looking for critical writing on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More IELTS assesses English language proficiency in four skills; listening, reading, writing and speaking. These tests are continually improved to encompass advances in applied linguistics, technology, language assessment and language pedagogy (The California State University, 2009). Test formats and results The IELTS tests are available in over 800 centers and locations in 130 countries of the world, and are accessible internationally. Every year the tests are held on fixed dates and are set in the same conditions across the world. It consists of four parts, w hich reflect the skills in the English language. These are reading, writing, speaking and listening. These are oriented to test candidates in their mastery of English in real life-situations. They are also offered in two formats, the academic format for university and tertiary candidates and general training. They are also used by English medium universities, colleges and professional groups and immigration agencies such as in Canada to test the immigrants English language ability (TESL Canada Federation, 2011). Test Content IELTS test on listening contains four sections of recorded assessment for candidates. This increase in complexity as they progress and contain a mixture of dialogue and conversation. This test contains seven different task categories which include tables, matching, forms, multiple choice, classification and notes. This tests the ability of a candidate to listen and understand contents in English in real-life situations. This section takes about 40 minutes where the first 30 minutes a candidate listens to recorded material and in the last 10 answers the given questions as outlined by Ekbatani, (2010). In reading skills assessment, candidates are presented with three passages, which are derived from authentic books, magazines or even journals, which they are supposed to read and complete ten different tasks. These include multiple choice, short answer, sentence completion and labeling diagrams among others. In writing skills, candidates are required to complete two tasks, which are a one hundred and fifty word report, based on presentations in a table or diagram. This tests the ability of the candidate to describe and explain issues as they seem. The other task is a 250 word essay which could be in response to an opinion or problem outlined in the test.Advertising We will write a custom critical writing sample on Review of Scoring Rubric specifically for you for only $16.05 $11/page Learn More The final skill tested is speaking which is done for ten to fifteen minutes. Here, the candidate and the examiner interact on a face-to-face basis and the former is expected to describe, narrate and give explanations on personal and general issue topics that are asked. These tests have an overall test time of two hours and forty five minutes. Test scoring The listening and reading tests contain 40 items and each correct answer is given one mark with the maximum a candidate can achieve being 40 points. These points are known as raw points and are then put in band scores, which range from 1 to 9, 1 meant to mean no language skills and 9 meaning an expert user of the language. In writing and speaking skills test, detailed performance descriptors are used with each being rated in the 9 IELTS bands. After the marking, and scoring, candidates receive test report forms showing overall test band score and the scores in the subtests. Each of the subtest scores carries the same weight and the final score is obtain ed by calculating the mean score of the four subtests. These results are valid for two years (Hogan, 2005). Band scale Tests are marked thoroughly and consistently and results scored on a 9 band system. This is a unique scale that does not give a pass or fail instead it puts the overall scores in a band system where each band means specific English language competency. These are then reported in the nearest whole or half bands, which are discussed by TESL Canada Federation, (2011) Band 0 means that the candidate did not provide any information while band 1 means the candidate is a non user of the language and has no ability to use it behold a few isolated words. A candidate with 1-3 marks falls into this category. Band 2 is referred to an irregular user who does not have the capacity to communicate in English apart from the essential information where limited words are used in familiar instances and needy situations. This candidate experiences hardships in the use and understanding of the English. Band 3 refers to a candidate who is a very limited user of English. He/she expresses and understands basic meaning in familiar situations and communication breakdown arises.Advertising Looking for critical writing on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Band 4 refer to a limited user of the language and portrays basic competence only in familiar environments. Problems in understanding and articulating issues arise, and complex language use is not possible. Band 5 represents a candidate who is a modest user of English language. This one has limited use of the language where overall meaning is understood although he/she might make a mistake. Communication in familiar field is possible though. Band 6 candidate uses English proficiently and has a valuable grasp, however, there is a likelihood of, inappropriacies, misunderstandings and inaccuracies. In common situations, the candidate can fairly understand complex language. A band 7candidate uses English excellently, since the operational command of the same is demonstrated, however, occasional misunderstandings and inappropriacies are observed. This candidate can cope with intricate language and detailed reasoning. A band 8 candidate uses English very excellently, since he/she demonstr ates unwavering command of the language, however, inappropriacies and unsystematic inaccuracies come about intermittently. This candidate handles intricate in depth reasoning well. This is given to a candidate who has a raw score of 35-39 marks. Band 9 is an expert user of the language where he/she has fully equipped command. He understands the language completely in an appropriate and accurate manner. Has a raw score of 40-41 marks. Scoring rubric reliability and validity The IELTS modules are rated by certified and trained examiners according to Hogan, (2005). They use a set of descriptors made from each key criteria of each module as Hogan continues to say. For example, speaking sub test where the major criteria are ease, consistency, grammatical range and accuracy, lexical resource and pronunciation (Hogan, 2005). These band descriptors that actually are used are confidential, but IELTS have provided a public version of them which are available on their website. These are mainly for the purpose of helping stakeholders know what candidates can do also for candidates to know the level of performance expected from each band score and in each criterion. IELTS examiners have also been put through intensive training and standardization in face-to-face situations so that they can be well positioned to apply the descriptors in a valid and reliable manner (Solorzano, 2008). Also, the production of question papers follows several stages that ensure that the results are reliable and indiscriminative. First, appropriate test content is outlined that reflects the goals of academic and general training modules. The next stage involves trailing the material with a representative group with an aim of determining whether there is a challenge indistinguishing between the more and the less able students. Finally, the questions are introduced to live tests in the standard fixing stage to ensure it aligns with the IELTS metric (TESL Canada Federation, 2011). IELTS scores are v alid for two years, and if for more than that, a valid proof should accompany the scores to show that the candidate has maintained or tried to advance their English. This is because the test shows a person’s language skill at a given time. A person’s ability to communicate in English may diminish in time especially if the language is not in use (Hogan, 2005). Test of English as a Foreign Language-Internet-based Test (TOEFL IBT) According to Hogan, (2005), the TOEFL IBT is an examination that weighs up nonnative English speakers capacity to understand and exploit spoken and written English in environments such as, schools, colleges, as well as universities. According to Hogan, (2005), the test allows institutions to gauge the student’s capacity to communicate in English in academic situations and how ready they are to undertake academic work as it assesses integrated skills. TOEFL IBT was developed and is used by ETS a nonprofit organization that is involved in t he advancement of quality education to all around the world. These tests are based on rigorous research and innovation with more than 5 million in 180 countries and 9,000 locations worldwide people taking them every year. Education Testing Services (ETS) was established in 1947 by the American Council of Education, the Collage Examination Board and Carnegie Foundation for the Advancement of Teaching. These organizations gave their testing programs, assets and manpower to establish an educational research and assessment institution that will see advancement of knowledge. This has grown to extend their services to learners worldwide. Besides TOEFL, the organization also offers assessments in TOEL tests, GRE and the Praxis Series (Education Transparency Services, 2009). TOEFL IBT is a version of the English language test that is offered over the internet for assessment in English skills for academic environments. Its core emphasis is integrated communications and communicative competen ce. TOEFL IBT exams are taken in the institutes’ Prometric centers as well as in university and educational centers that use internet based programs. USA was the first to adopt the technology in 2005, followed by Canada, France, Germany and Italy. The use of the internet has enabled the organization to make the test more accessible to many users as well as widening the measure of the English proficiency globally (TESL Canada Federation, 2011). The test does not consist of separate tasks testing different skills as is the case with IELTS but an integrated assessment that tests the four skills; reading, listening, reading and writing at once. The tests involve three approaches as outlined by Buckendahl, Blackhust, Rodeck, (2006); In the first approach, a candidate is supposed to read, listen, and then speak as he/she answers the questions asked, Secondly, a candidate listens and then talk to respond to a question posed, The final approach is where a candidate reads, listens, and then writes down responses to questions. The reading part of the TOEFL IBT consists of 3-5 passages, which are drawn from academic sources and 12-14 questions, based on each passage. The listening skills are tested using 2-3 discussions with two speakers with each having 5 questions lasting 3 minutes. The speaking sub test contain 6 tasks with 2 of them requiring candidates to talk about general topics, two involving listening to a spoken lecture and responding to queries on this while a further two involves reading a brief academic text, listening to the spoken information about this text and then responding to the questions on the two materials. Writing generally involves two tasks. One requiring a candidate to read a short academic text listens to a recorded lecture that is related to the text and answer questions that incorporate the two materials. The last task involves writing an essay about a topic of interest. The whole test takes about 41/2 hours (TESL Canada Federatio n, 2011). Scoring the test The TEOFL IBT is marked out of 30 points for each section, and the total score is out of 120 points. The reading and listening skills are rating that are computer based. In speaking skills, which is done by ETS raters, each task is marked out of four points, and the overall score is put on a scale of 0-30. The writing skills also are marked out of five points for each task and then put on a 0-30 scaled score. The difference between this test and the IELTS is that separate sections do not carry the same weight as they are considered to assess different language abilities (Esquinca, Yaden, Rueda, 2008). Performance interpretation, reliability and validity Performance scores for each section are interpreted differently. For reading performance description ranges from low, medium and high. In speaking ability, performance is rated as weak, limited, fair and good while writing is described as limited, fair or good (The California State University, 2009). This test does not use face-to-face interviews in the speaking section but rather have the candidates record their responses in English. This is said by (Ekbatani, 2010) to eliminate a lot of bias that might be found in face-to-face interviews that are determined by the rapport the examiner and candidate created during the meeting. The recordings together with the other test materials are assessed by between three to six raters instead of relying on a single rater’s impressions. This is said to be fairer for the candidates and more accurate for academic institutions in gauging their students’ skills. TOEFL IBT test has a more improved writing section to the original TOEFL paper based in that another writing task was introduced. The candidate is anticipated to read a small passage, pay attention to a lecture by listening and then put in writing the responses on the computer (Ekbatani, 2010). This whole test takes four hours and is completed the same day which is convenient f or a candidate. Buckendahl, Blackhust, Rodeck, (2006) say that the use of other integrated tasks independently will help instructors to link better teaching, learning and testing in academic environments. Comparison of IETLS and TOEFL-IBT scores and scoring procedures TOEFL IBT speaking and writing modules are graded holistically where the score that is given is an overall assessment of the whole essay in terms of vocabulary, logic, style, and grammar. In IELTS, on the other hand, scoring is done using a checklist where each item in the list is graded individually. The checklist includes grammar, word choice, fluency, cohesion and logic among others. TOEFL IBT generally requires a person with an ability to compose a logical and detailed argument which exhibits clarity, excellent word choice and style. IETLS requires excellence in grammar and vocabulary and generally a candidate who can write a decent essay (Education Transparency Services, 2009). In TOEFL IBT speaking module, scori ng procedures are more complex where the responses are spoken into a microphone, then recorded digitally and ETS is used for scoring. Through ETS Online Scoring Network (OSN), four to six different human raters score the responses. This ensures objectivity and reliability. In IETLS, speaking module test is conducted by an interviewer in the country where the candidate is taking the test, who then scores the response (Hogan, 2005). In the writing module, TOEFL IBT candidates type and then send responses digitally to ETS for assessment. Writing responses are scored the same way the speaking responses are scored. They are rated by four to six raters through ETS OSN for reliability and objectivity purposes. In IELTS, responses are handwritten by the candidate and then forwarded to in-country human raters at the test center for scoring (Ekbatani, 2010). In terms of quality control of the rating procedures, TOEFL IBT, raters are subjected to a calibration test, which they must pass, every time they rate. The scoring sessions are also monitored by scoring leaders to ensure highest quality control. In IETLS, examiners go through a retraining and recertification process every two years to ensure reliability (Alderson, Krahnke, Stansfield, 2008). Conclusion English proficiency is a requirement not only in schools in countries like United States of America but also for immigration, skilled worker programs, and professional titles in English speaking countries. English proficiency tests are used to assess the communication skills of a candidate. IELTS and TOEFL IBT are among the most common tests since they are accepted by many institutions and offered in many centers around the world. These have four testing modules; speaking, writing, reading and listening though the contents of these and their procedures in testing are different. TOEFL IBT is computer based while IETLS is paper based. In the scoring and scoring procedures, the two tests are different in terms of scori ng, scoring rubrics and the way the responses are rated. Moreover, both tests have different procedures of ensuring validity, reliability and the way the test results are interpreted. Reference List Alderson, C., Krahnke, K., Stansfield, C. (2008). Reviews of English Language Proficiency Tests. Teachers of English to Spekears of Other Languages, 358-368. Buckendahl, C., Blackhust, A., Rodeck, E. (2006). Adaptation within a Language: Considerations for Standard Setting. International Test Commission Conference (pp. 1-19). Brussels: University of Cambridge ESOL. Education Transparency Services. (2009). Guidelines for the Assessment of English  Language Learners. United States of America: Education Transparency Services. Ekbatani, G. (2010). Measurement and Evaluation in Post-Secondary ESL. New York: Routledge, Taylor and Francis Group. Esquinca, A., Yaden, D., Rueda, R. (2008). Current Language Proficiency Tests and  their Implications for Preschool English language learners. U nited States of America: University of Southern Califonia. Hogan, M. (2005). Something New? Quite a Lot In IELTS, Actually. 18th Annual EA  Education Conference 2005 (pp. 40-58). Australia: IELTS. Solorzano, R. (2008). Review of Educational Research: High Stakes Testing; Issues,  implications, and Remedies for English Language Learners. United States of America: American Educational Research Association. TESL Canada Federation. (2011). Overview of English Language Proficiency  Tests. Retrieved from TESL Canada Federation: https://www.tesl.ca/ The California State University. (2009). Focus on English: English Placement Test  (EPT). California: The California State University. Vecchio, A., Guerrero, M. (1995). Handbook of English Language Proficiency Tests.  New Mexico: New Mexico Highlands University.

Leadership Thesis Proposal Example | Topics and Well Written Essays - 500 words

Leadership - Thesis Proposal Example Research on P-O fit now considers the fit between employees and their jobs, their co-workers and their supervisors, and is no longer focused on only their fit with the organisation. A number of theories, such as Schneider’s (1987) attraction-selection-attrition (ASA) theory, suggest that employees choose employment with a company they perceive as a good fit; management employees with minimal P-O fit however will choose to leave their company of employment. Others like Chatman, Wong & Joyce (2008) claim that even though a management employee may have a low P-O fit with an organisation they still seek and gain employment with that organisation and may stay for a number of reasons connected with entrenchment (Harman, Lee, Mitchell, Felps & Owen, 2007). In such cases they often stay with the organisation but operate in less prominent or powerful positions of leadership (Meyerson & Scully, 1995). The implication from these theories is that an organisation is a single, constant and homogenous culture if employees are able to determine their fit within them.

Relocating Work without Bargaining Assignment Example | Topics and Well Written Essays - 1500 words

Relocating Work without Bargaining - Assignment Example The movement and relocation of the employee is a ploy to weaken the bargaining power of the members who will be working collectively and it is not by means of getting a tax break. The coincidence between laying off and relocating the employees and the successful election of the members of union cast doubts on the claim that they after tax break. Therefore, this is a blindfold to drive their own selfish interest in their own favour. The threat of that presents itself with the position of the Union unity need strategies that will weaken them. This is the score that the employer wants to achieve by moving to Kentucky and laying off some of the employees. 2. The company’s defence that Schulz made the decision to move the company before the organizing campaign got started, was supported only by his own testimony believe Schulz would it change your opinion of defence? Why or why not? 2. The knowledge that Schulz gave the testimony on a support of relocating company. The defence will not change since the main talking point of the argument the timing of the relocating company to Kentucky. The decision was reached at precisely two months after the establishment of the Union body. The motive was a long-range oversight that was aimed to weaken the team of the union. For this reason, the defence cannot change because the reason and rationale for moving were with an affront to section 8(a) which transcends strengths of the testimonials. The plans of relocating to Kentucky is not only an affront to the rights of the rights of the employees but it is also done with malice as forethought. Wherefore, it can be argued that the decision and defence will maintain its stands even with the revelation of testimonial that was done at that time shortly after forming the union. 3. Kentucky, like Michigan, is not a right-to-work state, so union organizing in a plant in Kentucky is as likely as in Michigan. The company’s decision to move from Michigan seems to have been both complicated and expensive.