Managing Test Environments And Test Data - 1601 Words

1 TNS 2014 Test Virtualization Azeez Mohammad Email ID: azeez.mohammad@optum.com Prathyusha Gs Email ID: gs.prathyusha@optum.com Nidhi Birthray Email ID: nidhi.birthray@optum.com UnitedHealth Group M/s Phoenix Infocity Private Limited SEZ, Avance Software Hub Hitech City-2, Gachibowli Hyderabad, Andhra Pradesh - 500081 2 ABSTRACT: Managing Test environments and Test data has reached a Server/Storage bottleneck across all the Data warehouse/Business Intelligence applications. By deploying Virtualization solutions, the agility of testing takes a swift growth that benefits the business in near real time Data Analytics. Test virtualization is mainly targeted to face the below challenges head-on: ï‚ · Upsurge in Overall software release cycle time due to numerousrequirement changes and complexity. ï‚ · Decrease in productivity due to manualenvironment configuration and test data management. ï‚ · Huge software environment infrastructure costs. INTRODUCTION: Virtualization is the act of abstracting the physical boundaries of an environment comprising of computer hardware platform, operating system (OS), storage device and computer network resources. Virtualization as a technology has advanced primarily from open source projects to a highly commercialized technology This paper is targeted to provide the real time approach and benefits of incorporating virtualization into testing space. The key components of Test Virtualization are : 1. Test Environment Virtualization 2. Test DataShow MoreRelatedKey Personality Tests And Planning For Better Managerial Skills1497 Words   |  6 PagesManaging people and organizations Results of key personality tests and planning for better managerial skills in future Personality and traits are of great importance to a manager. Several managerial skills can be developed or improved to suit the needs of work place. It is important that a manager develops these skills in order to perform better. 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Nursing Home Evaluation Essay examples - 1435 Words

Nursing Home Evaluation I am seeking to find a home for my 76 year old Grandfather Leroy. It is becoming increasingly difficult for him to take care of himself and no family members are available to take care of him as it is becoming a full time job. He was diagnosed with colon cancer a few years back and his disease, in conjunction with chemotherapy, has taken away his capacity to care for himself. He was also recently diagnosed with Parkinson ¡Ã‚ ¯s disease. The name of the Nursing home that I chose to evaluate is the Lakeview Nursing Center. This facility on the outside appears to be well maintained. It is composed of brick and is set in a good neighborhood. Upon entering the facility, the first thing I noticed was the†¦show more content†¦Both of the gentlemen stated they had been in other homes and that this was the nicest home they had been in. Kenneth complained of his first home  ¡Ã‚ °smelling more like a zoo than a nursing home. ¡Ã‚ ± John told me that his last home was on the South Side and that the neighborhood was filled with gang bangers and hoodlums. When his family visits here though, they wheel him through the Lincoln Park neighborhoods and it ¡Ã‚ ¯s nice. For all of the questions that I asked these two men, they had just as many questions for me. Heading in to this assignment, I hadn ¡Ã‚ ¯t really considered that someone would be asking ME questions. In the midst of all that happens in nursing homes, it ¡Ã‚ ¯s important to remember that these residents aren ¡Ã‚ ¯t just dependent, o lder people, but that they are still people just like you and I. The two levels of care offered by the nursing home are intermediate and skilled. Admission requirements for the facility are based on an on-site-evaluation basis, as well as a look at the prospective resident ¡Ã‚ ¯s medical history and a physical. 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The Educational Reforms Policy Education Essay Free Essays

string(128) " for some elements of monitoring and supervising of instructor public presentation which is a critical portion of this country\." The Educational reforms policy has extremely valued the betterment in the instruction sector in Pakistan as stated by Education reforms Policy 2009. On the other manus national authoritiess and employers have argued that it is of import for all sectors of instruction to fix persons who are able to believe good and for themselves ( Pithers, Rebecca sodden 2010 ) . The states with most economic growing and development have rather a good educational substructure and as stated above, They work rather difficult on supplying quality instruction through available resources. We will write a custom essay sample on The Educational Reforms Policy Education Essay or any similar topic only for you Order Now Therefore we have a job of importance of incorporating critical thought with the current educational reforms. In this assignment I will foreground some of the instruction sector reforms along with the construct of critical thought. First portion constitute of state portfolio, followed by the work of authorities in the instruction sector and it as the instance survey which is subsequently on followed by an history of the policy of authorities and schemes it presented which shows the complete scenario subsequently on an history on critical thought and it ‘s usage has been elaborated while the decision highlights how it can be used to better the bing authorization of instruction reforms. 1.2 Country portfolio: Pakistan became an autonomous state in 1947 when British India split into a Muslim province of Pakistan and a mostly Hindu India. The state is a federation of four states, each one with a parliamentary system, federally administered Tribal Areas and Islamabad Capital Territory. The four states are Punjab, Sindh, Khyber Pakhtunkhwah ( KPK ) and Balochistan. Pakistan is situated in South Asia, surrounding India to the East, Iran to the South West, China to the North East, and Afghanistan to the West and North. To the South is the Arabian Sea. Pakistan is an Islamic Republic. Since 1947 the state has experienced a assortment of democratic and military authoritiess. Pakistan has approximately 162 million dwellers ( 2005 estimation ) . Most, 97 % of the population is Muslim. The state is composed of several cultural groups of which Punjabi is the largest and rest include Pashtuns, Balochi and Sindhi while several smaller cultural groups. Punjabi is one of the most widely spoken linguistic communication along with Urdu as the official linguistic communication and English as the linguistic communication of disposal. The public is immature and fast turning with a mean age of 19.58 old ages and a public growing rate of 2.03 % . The state has an estimated literacy rate someplace between 48 % and 54 % depending on the beginnings and the definitions used ( 10 years+ or 15 years+ ) with large gender differences and differences between rural, tribal and urban countries. 32 % of the public lives below the poorness line. The chief employment is within agribusiness sector ( 42 % ) , while 38 % of the human resource work in services while 20 % in industry. The state has been hurt from long internal differences, a low degree of foreign investing in the private sector and wars with India. However, in recent yesteryear, helped by macroeconomic betterments and an addition in industrial production, Pakistan has practiced a positive ec onomic disposition, with an one-year growing in GDP of 6.1 % . The Fundamental law from 1973 ( article 33 ) needs development of an instruction policy to safeguard the saving, pattern and ascent of Islamic political orientation and rules as enshrined in the instructions of the Quran and the Holy Prophet. The National Education Policy ( 1998-2010 ) clearly states the aim of doing Islamic instruction the codification of life incorporated in all signifiers of instruction. The instance survey: 1.3 Education Sector Reforms. The Government ‘s I-PRSP sets endeavoring marks for polishing instruction sector results and the Government has moved to set in topographic point programs to accomplish these marks. The Federal Minister of Education used an Education Sector Reform ( ESR ) plan in 2001 which seeks to offer national leading around the Education For All program every bit good as reference major sectorial issues. The ESR wants to turn to these achievements have been challenged in the past few months, and the Pakistan economic system has been adversely affected by the post-September 11th events. The Government is at work to remain the declared class of action and endure to turn to the organisational reform docket. Some of the critical letdowns of the yesteryear in the instruction sector by supplying resource mobilisation and use, and presenting institutional reforms at every degree of instruction to progress in administration. Goals are set for increasing literacy, gross primary registration, in-between school and secondary registration and higher instruction, by the twelvemonth 2004. The attack for traveling towards these aims include a assorted figure of constituents and investings at all degrees of instruction, including an ample sum of literacy programme, enlargement of primary and simple degree instruction, conveying up of a proficient watercourse at secondary school degree, polishing quality of instruction through instructor preparation which is one of chief procedure of educational reforms, higher instruction sector reforms which chiefly aims at instruction higher than class 12, and public private subdivision partnerships. In add-on, the ESR includes new open uping plans in scrutiny betterment, a countrywide instruction appraisal system illustration of which are the HEC and quality confidence programmes, picture text edition libraries, along with early childhood instruction known chiefly as baby’s room and an â€Å" follow a school † plan. The Islamabad Capital Territory is being utilized to prove a figure of the assorted enterprises consistin g the enlisting of instructors on contract bases, implementing preparation exercisings for caput instructors and instruction centres to assist better instructors ‘ educational cognition, promotion of entry makings for instructors and presenting a instructor focused codification of moralss to work out chronic instructor absenteeism. In the context of devolution/decentralization, administration betterments constitutes sturdily in the ESR. Mechanisms are being established to reorganise school control and citizens community boards, provide assorted extra resources for instruction and rationalisation of supervisors to territory degrees. The said Citizen Boards and School Management Committees are given duty for some elements of monitoring and supervising of instructor public presentation which is a critical portion of this country. You read "The Educational Reforms Policy Education Essay" in category "Essay examples" Self-acting monitoring plans will besides be set up to grade poli cy and pattern. The ESR puts a high precedence on consolidation of public private partnerships in the conveyance of instruction services. Encouragements to the private sector to set up schools, peculiarly in rural countries and urban slums would be rather utile in this respect which include proviso of free of cost or concessional land, non commercial services rates, generous grant of charters, and exclusion of certain types of dues and revenue enhancements. The Government has besides taken the chief function in reformation of the Nationwide Education Foundation supplying it with greater independency under the Societies Act. The Sindh Government ‘s â€Å" Adopt a School † plan has been rather positive in intriguing corporate and other financess to concern text editions, schools uniforms, and other commissariats every bit good as preservation of edifices, and is being replicated in diverse parts of the state. In add-on the Government plans to absorb private sector and NGO schools into the Education Management Information System ( EMIS ) and the National Education Assessment agreement at national and provincial degrees. In tantamount with the federal authorities ‘s ESR creativeness, provincial authoritiess, wherever duty for instruction remainders, are besides get downing to set in topographic point steps that address some of the most cardinal jobs of the system, such as naming instructors to account through a re-certification procedure, associating wage with public presentation ( attending ) , assignment of new instructors on contract bases and specifically for school with assorted researching ways to run all available underutilized school edifices. Each state has begun to quite earnestly supervise teacher presence and subjective grounds of that has been provided in many countries. To spread out installations, a new start has been prepared on a large backlog of postponeded care and the plan of alot new militias has been rationalized. Education sections are holding duties of stock lists fresh schools and look intoing options for their use, inter alia through â€Å" undertaking out † bat tles. Theory used: The direction scientific discipline position of the popular organizational acquisition theory, specifically the ‘technical ‘ strand, has been used and applied to this peculiar survey ( Addleson, 1996 ; Easterby-Smith 1997 ) . It foresees that the university administration is infact a system that aligns its purposes to particular action programs to gain awaited results ( Agyris A ; Schon, 1978 ) . As the university replies to alterations in its ambiance, it is possible that it will besides redefine its purposes or at least alter its action programs in order to obtain satisfactory results as it often adapts to its unstable ambiance. The state of affairs in which the university maps has been considered by worsening and intermittent authorities support, increasing societal authorization for higher instruction, increasing independency and answerability as required by the appraisal and quality bureaus. The reaction of the university can be a new or a counteractive action progr am could be started by a feedback cringle when the anticipated results have non been attained. In the same manner, the responses of the university administration can be so prevailing that they move the said purposes or programs ( bing norms or values ) that will besides do new action programs to obtain satisfactory consequences. Curative programs or incremental fluctuations are the most common in university organisations ( Boyce, 2003 ) although considerable alterations in the usual norms have besides been reported ( for illustration Clark, 1998 ) . This theoretical statements have been applied as an interpretative model within which the responses of the university to public sector reforms have been evaluated. Similarly, as it is thought of, critical thought involves aptitudes in add-on to certain temperaments. They are brought to bear in placing a trouble and its associated conventions ; clear uping and concentrating the job itself ; and analyzing, understanding and doing usage of deductions, inductive and deductive logic, every bit good as judging the legitimacy and dependableness of the premises, beginnings of informations or information which is available ( e.g. Kennedy, Fisher and Ennis, 1991 ) . 3. The educational reforms instance: The chief aim of authorities policy in the past few old ages has been to better the degree and quality of schooling in Pakistan. The authorities vision is to spread out primary instruction and this step can be used to measure whether authorities schools have augmented their coverage, by increasing registrations quicker than the growing in public, particularly at the lower degree because that degree forms the nucleus of the knowing population. Literacy and primary school registration rates in Pakistan have displayed development during last five old ages but they are still hanging behind other states of the part. Deficit of resources and deficient proviso of comfortss and preparation are the primary troubles in instructing and spread outing instruction. The present authorities ‘s program for the sector includes implementing the operation and usage of bing schools, developing the quality of instruction, spread outing registration, polishing entree to instruction and increasing the primary instruction system. Under the 18th constitutional amendment during the reign of General Pervez Musharraf ordinance and direction of the instruction sector has been devolved to the states. They are now held responsible for the assorted cardinal countries of the instruction sector i.e. course of study and course of study, centres of excellence, standardisation of instruction up to intercede degree ( Grade 12 ) and it besides includes the Islamic instruction. Planning and policy and standardisation of instruction beyond Grade 12 are covered under Federal Legislative List which is an of import factor in relationship to the reforms in this country. All the states have emphasized their committedness to the National Education Policy 2009. 3.1 National Educational Policy 2009 The National Educational Policy ( NEP ) 2009 is an accomplishment which aims to turn to a figure of assorted aims including: oˆ? quality and measure of instruction in schools and college instruction oˆ? cosmopolitan primary instruction which is a portion of UN docket oˆ? improved Early Children Education ( ECE ) known as baby’s rooms oˆ? improved installations in primary schools both in rural and urban countries oˆ? change overing primary schools to simple schools oˆ? detaching categories XI-XII from college instruction oˆ? following a comprehensive definition of ‘free ‘ instruction which will supply instruction to every citizen oˆ? accomplishing regional and gender para particularly at simple degree in order to continue gender equality oˆ? provide demand based accomplishments and increase in the portion of resources for instruction in both public and private countries The policy besides defines the motivations of authorities at the federal every bit good as the provincial degree in the country of instruction. The National instruction scheme is being applied through a figure of different strategies and one of the of import strategy in this respect is the Quality Assurance Programme. 3.2 Quality Assurance Programme Harmonizing to information from HEC ‘s web site, the mission of the Quality Assurance Programme is to present an integrated quality and confidence direction service for higher acquisition where ends of the strategy are: aˆ? To analyze the spreads in the background of quality of higher instruction in Pakistan aˆ? To run into the tests of planetary adaptibility in higher instruction aˆ? To better the criterions of higher acquisition in cross-cutting countries and assorted degrees aˆ? To develop a executable and maintainable mechanism of quality confidence in the higher instruction sector of the state An adviser of Quality Assurance in HEC is in charge for induction of the Quality Assurance Programme. Under the Quality Assurance Programme, a Quality Assurance Committee was established in 2003. The commission is made of Vice Chancellors from assorted universities with the aim of holding representation from smaller and medium universities and universities for adult females and to better geographical equality. The Team has an extended end to guarantee the appraisal, betterment and publicity of higher instruction. The Committee articulates policies, steering rules and significances for higher instruction establishments, organize programs for the development of the establishments ( in cooperation with the establishments ) and sets up national or regional appraisal councils to transport out enfranchisement of establishments. One of the first undertakings of the commission was to decide on the Ranking of Universities. The ground for this judgement was to: â€Å" advance positive competition and Foster betterment in criterions of higher instruction programmes † ; â€Å" Harmonizing to the Powers and Functions of the Commission as stated in â€Å" Ordinance No. LIII of 2002, Para 10, Clause vitamin E † the Higher Education Commission may put up national or regional rating councils or authorise any bing council or similar organic structure to transport out accreditation of Institutions including their sections, installations and subjects by giving them appropriate evaluations. The Commission shall assist construct capacity of bing councils or organic structures in order to heighten the dependability of the rating carried out by them. † Accreditation councils in Pakistan have been established for calculating and technology, while councils for accreditation are besides planned for agribusiness, concern and instruction. National Computing Education Accreditation Council ( NCEAC ) NCEAC is another organic structure that is bettering the quality of instruction pupils receive in topics in applied scientific disciplines, calculating, technology and engineering instruction in the universities and assorted related establishments of higher instruction in Pakistan. The aims of the said councils are to vouch quality in calculating degree plans in educational establishments by guaranting that programmes run into certain distinguishable criterions or standards. It shall be obligatory for all relevant academic programmes delivered by public and private sector organisations to be accredited by NCEAC. It is besides an aim to guarantee transparence of tantamount survey programmes. 4. Critical thought: Evaluation is considered as a nucleus ability. Attitudes or temperaments such as a ‘spirit of enquiry ‘ are besides seen by some writers in the field as really of import ( e.g. Ennis, 1993 ; Perkins, Jay and Tishman, 1993 ) . For illustration, Ennis ‘s position of critical thought involves wide temperaments, movable over different spheres such as being ‘open-minded ‘ , ‘drawing indefensible guesss carefully ‘ and ‘considering the credibleness of grounds ‘ . These capablenesss and temperaments occur within a planetary mentality in which thought is abstracted as a type of reasoned statement with an explicitly societal dimension ( Kuhn, 1991 ) . Kember ( 1997 ) , after analyzing the available published research grounds, it is suggested that learning attacks in third instruction may be influenced by interaction of factors. For illustration, one factor, course of study made, was seen to act upon university and college lectors to be more subjective in nature when learning instead than on the development of critical thought. This may be due to the fact that content is normally specified far more to the full than perchance generalizable the abilities. It seems excessively that instructors are presented small aid in lighting what is encompassed in the impression of ‘good ‘ thought. Thus they are non clear on what it is they are supposed to be assisting pupils to come on. Not amazingly, deficiency of lucidity about the ability of critical thought leads to misperception about how good thought might be measured ; appraisal and rating of critical thought has been greatly neglected worldwide ( e.g. Kennedy et al. , 1991 ) . Continuing confusion about these jobs seems sometimes to take to education attacks to problem-solving which are dubious to develop more widely movable generalizable critical thought aptitudes and mentalities. Research in the UK farther instruction sector, where the growing of work related thought has been highlighted since the late eightiess, provides illustrations of instruction which is changing with this purpose. Teaching activities probably to develop critical thought were known to be rare in Social Care courses. This was a surprise, provided that the classs in this zone were an induction into a profession which values critical scrutiny ( Anderson et al. , 1997 ) . Bloomer ( 1998 ) reported a similar tendency based upon his research of a scope of assorted programmes taking to the General National Vocational Qualifications ( GNVQ ) . In these classs pupils engaged in much activity, although it seldom included critical scrutiny. However, there appears to be a deficit of published research which examines the advancement of critical thought during degree-level classs. In a survey of critical thought affecting 256 Scots and Australian university pupils analyzing instruction, an enterprise was made to size critical thought utilizing the Smith-Whetton Critical Reasoning Test ( CRT ) , a moderately valid and dependable standardised psychological trial with assortments available for both states viz. UK and Australia ( Pithers and Soden, 1999 ) . Average CRT sums were equated for class campaigners with grades and those who had no grade, every bit good as for stage ( twelvemonth ) of class. Overall, it was found that there were no notable between-group CRT differences for alumnus V non-graduate students or for phase or stage of the class. In fact, alumnus appliers had CRT tonss non significantly greater than nongraduates nor did last phase ( Years 2 and 3 ) pupils, on a average mark, achieved significantly better tha n Stage 1 pupils. As a whole, these consequences propose that the kind of critical thought restrained by the CRT, based on Ennis ‘s ( 1993 ) construct which is drawn shortly, was non being good developed in the third instruction class examined in both states. Nor did the critical thought abilities and temperaments measured by the CRT appear to hold been developed significantly by the pupils during their old survey at degree degree. Furthermore, CRT mean tonss for these pupils were non signi. cantly higher than the normative sample agencies provided in the CRT Manual ( Smith and Whetton, 1992 ) for schoolleavers who had taken scrutinies measure uping them for university entry ( e.g. in the UK, A-levels ; in Australia, HSC-level ) . In a subsequent paper ( in readying ) the writers report cases of critical thought in a sample ( n = 40 ) of essays for a similar grade class whose programme aims included the development of abilities encompassed by the term critical thought ; these abilities were described explicitly in class forms issued to lectors and pupils. Cases of critical thought were rare and there was a high frequence of averments without justification. Lectors, coachs and pupils seemed non to portion an apprehension of what it means to believe critically. These findings, possibly, should non be viewed as surprising, given the published literature over a comparatively long period about the patterns which inhibit critical thought ( e.g. Raths et al. , 1966 ; Sternberg, 1987 ) . Evidence that pupils enter higher instruction with developing ability to believe critically is another statement for happening effectual steps to advance this ability. Kuhn ( 1991 ) supposed that thought as statement was variably implicated in the beliefs people hold, the opinions they make and the decisions they arrive at ; it was at the bosom of mundane thought. Among Kuhn ‘s ‘skills of statement ‘ are the ability to suggest sentiments alternative to one ‘s ain and to cognize what grounds would back up these, to supply grounds that at the same time supports one ‘s ain sentiments while refuting the options and to weigh the equity of one ‘s ain cogent evidence and that of others. Kuhn provided cogent evidence that none of these aptitudes is widespread in the grownup population in the USA, even among those wh o have had a college instruction. In a UK engagement, Anderson et Al. ( 1997 ) confirmed that pupils ‘ thought, as conceptualized in Kuhn ‘s theoretical account, could be meaningfully improved ( over that of a control group ) in the normal course of study by infixing steps flinging the chief subjects in the literature reviewed in this paper. The better measure and quality of accounts the pupils incorporated into their study lettering by the 4th month of the invasion were still evident at the terminal of the academic twelvemonth. Many authors have highlighted that thought and content are closely related. These staffs imply that larning to believe involves larning to utilize content in in turn more sophisticated ways in understanding the universe. Barnet ( 1994, p. 153 ) suggested that an educational purpose should be the growing of wisdom, corporate exchange, and a acknowledgment even a review of interior appraisals ‘ . Bonnett ( 1995 ) claimed that any appraisal of ‘good thought ‘ which fails to afirm the dependability of content is likely to be lacking. Indeed there is sound matter-of-fact grounds that good cognition and good thought are Inseparably tied up ( Bereiter and Scardamalia, 1993 ; Chi, Glaser and Farr, 1988 ) . It appears critical therefore that critical thought is teached in the class of learning subject cognition and implemented through the available agencies at manus. Combination of these thoughts with the descriptions of critical thought already outlined, it appears that one direct and effectual step lectors and instructors could put in in their instruction is to set far more accent on the specific signifiers of concluding within their ain subject country and to supply illustrations of how these signifiers of thought can be applied both within and outside of that subject. Another of import strand in the discourse on ‘good thought ‘ which helps to mix the thoughts antecedently outlined is the impression of self-regulation of thought ( e.g. Schunk and Zimmerman, 1994 ) . The guess is that this metacognitive ability, for illustration, affecting perceptual experience, review, opinion and determination devising, are all factors which allows people to orchestrate and self-regulate their ain acquisition strategies and those capablenesss are included in the term ‘critical thought ‘ . It is critical to add them in the instruction reforms as stated by the groundss shown above where we see a deficiency of any existent important factor that indicates a motion towards foregrounding the accomplishment of term critical thought in the instruction reforms mandate. 5. Decision: On the bases of the thoughts originating from the current reforms performed by the authorities in bettering the quality of instruction every bit good as the surveies of doing pupils more of a critical mind, the demands of the twenty-four hours are non merely to spread out the current instruction substructure but to do pupils a more critical minds so that better Human resource is available at every degree of the authorities and private sector. ( Pithers, Rebecca 2010 ) It will be really hard for a state that has so many jobs including the first and foremost of security issue since the government alteration in Afghanistan. The primary issues included in this respect are: unrest in the Baluchistan state and tribal countries, a batch of resources traveling waste on protection of atomic assets of the state along with a menace of confrontation with the adjacent India. At the minute the instruction reform looks to be concealing behind these issues of security, poorness and wellness. It is rather likely to stay like that unless a strong committedness from a sure authorities is shown. I suggest that the undermentioned docket should be entered into the instruction policy and implemented through the Quality confidences plans in order to develop critical thought in the pupils and better instruction in Pakistan. Research grounds suggests that larning to believe good needs to be acknowledged explicitly as an purpose and appropriate alterations made to classs. Lonka and Ahola ( 1995 ) interpreted their consequences as proposing that there are two qualitatively different ways of come oning in psychological science surveies: high-quality active acquisition, which may be decelerate in the beginning, but provides qualitatively better consequences in the long tally, and extremely structured lecture/tutorial instruction, which is related to success in early stages of analyzing. There would look to be benefits in passing the full grade course of study, so that the sum of freshman subject specific information could be reduced to let the pupils clip to prosecute in activities which are likely to develop their rational abilities. The inquiry of how much subject cognition is good for pupils demands to be revisited. Research suggests excessively at all educational degrees that staff development enterprises may necessitate to concentrate more on instructors ‘ constructs of instruction and learning if they are to set up the instruction methods suggested in a generative manner. In fact some empirical research specifies rather strong relationships between instructors ‘ constructs and instruction attacks ( Kember, 1997 ) .Teachers or lectors who are merely wining the guidelines in plan paperss do non look to learn rational well. Kember suggests that constructs of instruction can be summarized in footings of two wide alliances labeled teacher-centred/contentoriented and student-centred/learning-oriented.The teacher-centred orientation comprises beginnings that instruction is about leaving information or conveyance planned cognition, whereas the student-centred orientation includes beliefs that instruction is about easing apprehensions, advancing theoretical alteration and rational developm ent. It will be about clip that Pakistan ‘s instruction reform policy put a serious idea of presenting it into the current instruction scenario. How to cite The Educational Reforms Policy Education Essay, Essay examples

The Inspector in An Inspector Calls Essay Example For Students

The Inspector in An Inspector Calls? Essay As we see from these extracts that he was wrong about another thing, and that was when he mentioned peace and prosperity By this time there are numerous strikes and feuding one of the major ones were from the action taken by the suffragettes for the womens vote. If the audience thinks Mr. Birling is unreliable and questionable, this will affect the audience, when the Inspector questions him. They will always have the impression that he isnt reliable and that he is not honest. This means that Mr. Birling will get no sympathy from the audience. The social situations in 1912 and after were cruel. There was a huge division between the higher class and the lower classes. Who were discriminated against and used for cheap labours, long hours and harsh treatment. The suffragettes decided to take action as women in those days, were treated as second class citizens, always overpowered by arrogant and egoistic males. The suffragettes protests were clearly for the improvement in womens lives. World war 1 had started because of the tension between Russia (Siberia), and Austria-Hungary. This was a devastation, many thousands were killed, many left homeless and with no shelter especially children. Fortunately this ended in 1918. World war 2 happened because countries including England intervened to prevent Hitler from taking over Europe. The Inspector was well aware of the problems in the social system; we know this from what he said. These were normally from the things referred on Eva. There are lots of young women living that sort of existence If there werent, the factories and warehouses wouldnt know where to look for cheap labour. This is saying that as people normally take women for granted who live like Eva Smith. And if there werent, then people wouldnt know where to get cheap labour from. The Inspector also says that, one Eva Smith is gone -but there are millions and millions and millions of Eva Smiths and John Smiths still left with us, with their lives hopes and fears all intertwined with our lives. This tells us that the Inspectors view on the social system is that we should all unite and support each other. We should realize our responsibilities and where our top most important priorities lie. Taking care of each other whether, they are black or white, rich or poor. That if we dont redeem the situation and improve it then we dont have a chance of surviving. In my opinion, Inspector Goole represented many aspects of the social situation, whether it was the discrimination of the working class, or the way the social situation was in 1912. J. B Priestly intended to create the Inspector, so that he would stand out as the voice of the social conscience. This play was created in order to reach out to people of all kinds to support one and another. If we fail in taking up our responsibilities and caring for people, no matter of financial or racial status, then the whole social cohesion might collapse. The main role of the inspector in J. B Priestleys social play An Inspector Calls. Was that of the social conscience. To make people realise what their responsibilities were socially as well as professional and personal. The Inspector, was created so that he could be used to reach out to people. Therefore, it is our responsibility and our job to maintain social harmony and peace, otherwise we would be heading for world domination and many wars.

Product Liability Essays (1493 words) - Tort Law, Product Liability

Product Liability This weeks question concerns liability and moral responsibility in consumer products. As the question is multi-part, the answer will be likewise. To begin, the first question addresses who should be liable for the voluntary actions of others. Specifically, if substantial information concerning the hazards of a product or service has been offered to the consumer, who is to blame if someone is injured? Similar to most questions derived from this course, the answer is it depends. From a legal standpoint, the contract or arrangement must first be analyzed. If, for example, the activity is a high risk activity such as sky diving or feeding sharks on a scuba dive, then the legal concept of duty of care obviously plays a major role. Without sufficient training, education, and discussion of the inherent risks, potential problems, and possible results of mishaps, the seller is not fulfilling his or her duty warn the buyer of known risks or hazards. In this case, the seller would be legally required to warn the buyer that a failure to exercise reasonable care poses an unreasonable risk of harm (McCarty, 279). If the buyer has been properly apprised of the level of care necessary to avoid unreasonable risk, the buyer then assumes the risk, and subsequent liability, should tragedy occur. This is due to the Assumption of Risk liability defense that states that if the plaintiff knew, or should have known, of the risk inherent in a particular situation and voluntarily as sumes that risk, then the defendant is not liable for the plaintiffs injury even if the defendant was negligent. In this case, if the sky diving company requires 4 hours of classroom training before the first jump to thoroughly cover the risks of the activity and the prospective jumper voluntarily assumes the risks, then the skydiving company can not be held liable if the jumper breaks his leg on touchdown because he could not hear when the instructor calls for the flare upon touchdown. In an ethical light, this arrangement of reasonable liability division is in keeping with our understanding of moral rights in the economic sense. According to the negative right of freedom of consent, all parties should be free to make any arrangement to which both parties agree. It is a moral imperative in this free consenting agreement or contract that both parties fully disclose all pertinent aspects of the arrangement, in this case, the disclosing of the inherent risks involved with jumping out of an airplane (Velasquez, 330). Once both parties are satisfied with the conditions of the agreement, they are free to commit to the agreement via contract. The buyer has freely accepted the risk of the product, and the seller has fulfilled his obligation to provide enough information for the buyer to make an educated decision. The liability transfers from the seller to the buyer once both parties have freely and knowledgeably entered the contractual agreement. In this arrangement, the r ights of all parties have been preserved. Additionally, this arrangement fulfills the deontological requirements of an ethical contract. The seller has a moral duty to provide the safest product possible in relation to the nature of that product. The seller also has an obligation to disclose information about his or her product that could cause unreasonable harm if not carefully managed. Under the Due Care theory, the seller is required, as the more expert of the parties, to ensure that the buyer is fuller aware of the dangers. Finally, the seller has the duty to allow the buyer the opportunity to make an informed decision. Once the decision is made, the buyer has the duty to abide by the contractual agreement. As Velasquez states, the manufacturer is no longer morally negligent after having taken all reasonable steps to protect the consumer and to ensure that the consumer is informed of any irremovable risks that might still attend the use of the product (337). Therefore, the liability of injury transfers after the seller h as fulfilled his duties to the buyer. The second question addresses the issue of the role of government in the regulation of individual choice. Velasquez describes the impact of a government over regulating safety standards. Such government interference, as

Renal Cell Caricnoma essays

Renal Cell Caricnoma essays Renal Cell Carcinoma: Genetic Causes :: How does the Von Hippel-Lindau Syndrome cause Renal Cell Carcinoma? In the course of researching information about Renal Cell Carcinoma, a cancer of the renal cells located in the kidney, the impact of Von Hippel-Lindau Syndrome and other genetic defects resulting in the formation of Renal Carcinoma was quite interesting. A great risk factor in the diagnosis of Renal Cell Cancer and the initial tumour formation would be the family history of the disease, and/or a family history of the Von Hippel-Lindau Syndrome, both of which are genetic defects that are passed down from generation to generation; analysis of this information would lead to the conclusion that genetic factors play an important role in the formation of the Renal tumours. Von Hippel-Lindau Syndrome is a genetic birth defect that is passed down through heredity. In a person that suffers from the Syndrome, the Von Hippel-Lindau Tumour Suppressor gene is deformed in certain cells, resulting in cells that turn into tumours more readily then normal cells. If a tumour does indeed form, the peripheral blood (or blood flowing alongside the tumour) will have a greater chance of picking up the deformed VHL gene. But how does the deformation of the VHL gene result in the formation of the tumour in the first place? The VHL gene mutation is a genetic disease found in 3 out of 100,000 people. Usually, carriers of this disease begin to form VHL-related tumours during ages 20-40. Some tumours that can be caused by the VHL defect are retinal blastoma, cerebellar blastoma, and, of course, renal cell carcinoma in the kidney. The VHL defect lies in the short arm of the 3rd chromosome; over 300 positions of the deformations have been reported worldwide, and some include entire deletions of the VHL gene from the chromosome. It has been discovered recently that the VHL protein that is transcripted f ...

Introduction to the Humanities, question question # 4 Essay

Introduction to the Humanities, question question # 4 - Essay Example He thus copied statues and reconstructed classical paintings from contemporary, ancient descriptions. His patrons would also occasionally dictate what would be painted. Sandro Botticelli exemplified this in his painting â€Å"The marriage of Alexander to Roxana†, based on the descriptions of a 2nd century Greek writer. Renaissance artists tended to idealize physical beauty and endowed their subjects with perfect proportions that did not mirror real life. Botticelli also portrayed his Venus as being perfectly symmetrical. There seems to be an instinctive yearning to illustrate and look at romanticized and unachievable skin effects and bodies. The renaissance artist simply showed the alleged representation of beauty exacted by his values, epoch, and physical settings. The solo artist who savored in taxing the conventional blueprint of beauty and techniques of painting was Leonardo da Vinci. When painting Mona Lisa, he purportedly set up orchestra and performers in his studio to ensure that she did not get bored and was amused by his efforts as depicted in the final painting. Leonardo managed to capture a deeper and more genuine beauty that is rarely depicted by artists (Bishop, 2010). In Rome, renaissance artists, while adopting the same concentration on beauty as their counterparts in Florence, portrayed an improved concentration on musculature as depicted in Antonio del Pollaiuolo’s â€Å"The Martyrdom of Saint Sebastian†. Another painter, Antonio del Verrocchio also closely explored the complexities of the human anatomy. Donato Bramante, a Romish architect of the period, produced works such as â€Å"Tempietto†, a miniaturized classical temple. Renaissance artists in Rome tended to stress on the horizontal plane and the earth rather than depicting heavenly subjects. This was in contrast to Florentine painters who concentrated on depicting divine subjects in various earthly endeavors. The vanishing point of the perspective is

E-learning Essay Example | Topics and Well Written Essays - 3000 words

E-learning - Essay Example The acquisition of learning techniques and styles by students depends on the personal characteristics of the student, the subject of study, and the student’s level of understanding of the subject. Research confirms that different people prefer different approaches to learning. No one approach or strategy of e-learning is optimal for all students. The methods and technologies used for e-learning in the United Arabs Emirates include the use of web-based education techniques, podcasting, internet video conferencing, social networking software, and computer-assisted instructions, among others. The styles of e-learning are especially gaining popularity in the higher education sector where most of the students are distant learners. This paper discusses how the learning preferences of an individual influence the extent to which e-learning can be an effective learning tool, especially in the United Arabs Emirates. E-learning allows the adoption of the education content to suit the learning styles of individual students. It may entail the incorporation of digital media, digitized materials, graphics, web-based interactions, interactive videos, among others. The adoption of different learning styles and methods impact on the effectiveness of e-learning in the higher education sector. Some researchers have supported the adoption of e-learning with the argument that it allows for the adjustment of educational content to suit the learning needs of the students. However, majority of studies in this field have been confined to the use of standard conventional learning styles in the e-learning systems (Brown, Zoghi, Williams, Jaberzadeh, Roller, Palermo, & Holt, 2009, p.4). This includes tutorial, lecture, problem-based learning, and written text. The relationship between the styles of e-learning and the effectiveness of the e-learning system, as well as the attitude of students towards e-learning, h as been discussed in

A critical evaluation of the role of Friends of the Earth in the Essay

A critical evaluation of the role of Friends of the Earth in the development of policy responses to climate change in the United Kingdom - Essay Example Thus, one can easily relate Climate Change to the Global Financial Crisis, as the latter seems to be the deterring point behind the ignorance on the former. However, this isn’t the point where it can be established that Climate Change is a lost cause. Instead, a few examples can still be narrated where government involvement led toward policy responses, and that too legally binding in context to the state legislation. The scholarship on climate change indicates that government involvement with the issue is very critical to resolving the crisis at hand. Also, the efforts that are already being done must be rocketed by taking the crucial stakeholders into confidence. In other words, theoretical paradigms in climate change studies indicate that the social interest groups or volunteer organizations can play a positive role in bringing the issue on agenda, and once the issue transforms into a political one legislations are bound to be designed. However, certain steps need to be fol lowed which includes; developing or identifying non-environmental leadership, initiating action in the community, changing lifestyles and lastly transforming it into a global effort. Policy responses on the issue of climate change will only result after the intermingling of three actors; normative rationale on part of government, citizen`s will to take action and accurate consultation designs by organizations/individuals having expertise. To prove the point, a critical analysis of the organization functioning actively in the UK, the Friends of the Earth can be quite insightful. The organization reached a huge breakthrough in 2008, when after many concerted efforts; they were able to incorporate the Climate Change Act of 2008 in the UK, with binding legislations aiming at controlling the environmental damages via limiting carbon emitting gases. The organization i.e. Friends of the Earth initiated their campaign by publishing

Intelligence Test Use Bias Education Essay

Intelligence Test Use Bias Education Essay Bias in test use occurs when deficiencies in the test itself or the manner in which it is used result in different meanings for scores earned by members of different identifiable subgroups (American Educational Research Association [AERA], American Psychological Association, National Council on Measurement in Education, 1999, p. 74). Bias in testing has been of interest since the origin of testing. Students referred for an assessment to determine special education eligibility are given standardized cognitive and achievement tests administered by a school psychologist or educational diagnostician. These tests are part of a comprehensive assessment which includes measuring general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language, and academic achievement. Data from these tests are important in determining eligibility for special education placement. This paper will review the literature that addresses the test bias associated with intelligence test use as it is used to assess special education students for initial and continued eligibility for services. This literature review will examine race, culture and gender as it relates to test bias. In addition, it will briefly review the literature surrounding the significant litigation pertaining to test bias in intelligence testing of special education students. The literature dealing with standardized testing is broad and includes some issues of testing non-disabled students because many issues are relevant to all students. Far from being a neutral practice, intelligence testing perpetuates and intensifies educational inequities in two ways: through the misuse of test scores; and because test bias works against the interests of students from low-income groups, racial and ethnic minorities, girls and young women, and students with disabilities (Froese-Germain, 1999). The goal of this research is to identify the major theories and opinions related to intelligence test bias and issues relating to the use of these tests with respect to overrepresentation in special education. Intelligence Test Use Public Law 94-142, the Education for All Handicapped Children Act of 1975, mandated free and appropriate public education for children, ranging in age between 3 and 21, who have disabilities (Mercer, 1991) and identified eleven qualifying categories. In 1990, the Individuals with Disabilities Education Act (IDEA) included two more categories in the definition of disabilities for a total of thirteen. As these disabilities are categorized, testing, classification, and placement in special education programs are unavoidable (de la Cruz, 1996). The primary criterion in identifying students with learning disabilities is the discrepancy between achievement and intelligence (Mercer, 1991). Siegel (1989) disagreed with this fact and stated that IQ tests are inaccurate and irrelevant in the qualification of learning disabilities. The use of IQ tests for the purpose of qualifying students for special education placement is at the forefront of the test bias controversy. Despite this fact, IQ tests continue to be used to identify students for special education. Racial Bias Jensen (1980) has published what may be the most comprehensive review of racial bias in psychometric tests. His review, with others (Brown, Reynolds, Whitaker, 1999; Cole, 1981) concluded that there was little or no evidence of bias against minority students in intelligence tests. Gutkin Reynolds (1981) agree that there is no evidence of bias with respect to ethnic background when interpreting IQ scores. Rock Stenner (2005) measured intelligence tests as a predictor for achievement test and came to the same conclusion. They found no evidence of racial bias. Brown, et al, further concluded that the major constructs underlying intelligence tests are comparable across ethnic groups. Weiss, Prifitera, and Roid (1993) researched the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991). They concluded that WISC-III scores predicted grades and achievement test scores for samples of Hispanic-American and African-American students as well as they did for White students. Critical surveys and critical analyses of available studies have failed to support the hypothesis that ability tests are less valid for African-Americans than for Whites in predicting educational performance and similar results have been obtained for Hispanic-Americans (Anastasi, 1998, p. 197.) Assessment bias in special education is part of the larger debates about race, intelligence, and inequality in society (Herrnstein Murray, 1994; Mensh Mensh, 1991; Snyderman Rothman, 1988). In the Journal of Black Psychology, Onwuegbuzie Daley (2001) claimed that Herrnstein Murray subscribed to the hereditarian or classicist theory of intelligence. They further elaborated on the eight premises linked to this theory. Suzuki Valencia (1997) stated that although hereditarians claim that African American and Hispanic students are classified as special education due to genetics, evidence suggests that environmental factors such as racism and poverty are to blame. Shephard (1987) argued that item response theory explained a small but significant portion of the variance in Black-White test score discrepancies. Blanton (2000) determined that there was race and class bias in intelligence testing with respect to Mexican Americans and African Americans when compared to white students. However, some of the bias is attributed to the unintentional racism of the testers themselves. Cultural Some of the literature addressed the issues of test bias with respect to race and ethnicity as cultural. However, Curran, Elkerton Steinberg (1996) studied the use of intelligence testing with American Indian children. In this study, they used two different intelligence tests in an attempt to identify test bias in the most widely-used measure of intelligence, the WISC-III. Their study did not determine a significant difference. Therefore, no test bias was identified in the use of these tests for determining intervention needs. As the United States population becomes more diverse and multicultural, more controversy regarding assessment bias in special education is expected (de la Cruz, 1996). The results of studies regarding the cultural bias of standardized tests have not had unanimous outcomes. Valencia Aburto (1993) studied the use of intelligence testing with respect to Chicano students. They found that this testing played a role in ability-level grouping and tracking in elementary and secondary schools. However, no test bias was found between Chicano and white students with respect to construct validity (terms tend to be more familiar to one group than another.) This is consistent with Reynolds Gutkin (1979) study of Anglo and Chicanos students referred for psychological assessment. Gender Stone Jeffrey (1991) studied the use of intelligence tests to predict achievement for males and females. Their study concluded that intelligence tests predicted achievement equally for each sex. In addition, they found the intelligence tests were not biased and not responsible for the disproportionate number of male students in special education. Maller (2001) studied differential item functioning (DIF) with respect to males and females. Although one-third of the items she studied presented DIF, she reported that the WISC-III did not exhibit test bias. Hale Potok studied the sexual bias in the WISC-R with respect to the overrepresentation of boys in special education classes. They found that girls scored five points higher than boys. Although the results were statistically significant, they were not practically significant. Interestingly, the sample was entirely white children of lower to middle socioeconomic status from a rural area. Litigation Surrounding Testing Bias The direction of special education has been influenced by the court decisions on test bias. Test bias concern, coupled with overrepresentation in special education led to court cases concerning minority disproportionality. The California Department of Education agreed in Diana v. State Board of Education (1970), to (a) test bilingual children in both English and their primary language; (b) delete unfair verbal items from the tests; (c) reevaluate all Mexican-American and Chinese students enrolled in classes for individuals with educable mental retardation, using nonverbal items and testing them in their native language; and (d) make IQ tests that incorporate Mexican-American culture and are standardized only on the Mexican-American population (Salvia Ysseldyke, 1995). Many of the facts pointed out in Diana v. State Board of Education found their way into P.L. 94-142 (Education for All Handicapped Children Act of 1975) according to MacMillan, et al, 1988. Zurcher, 1998 states that the regulations arising out of the Individuals with Disabilities Education Act of 1990 (IDEA; the reauthorization of P.L. 94-142) state that testing and evaluation materials and procedures used for the purposes of evaluation and placement of children with disabilities must be selected and administered so as to not be racially or culturally discriminatory (section 300.530). The case of Larry P. v. Riles (1972, 1974, 1979, 1984) brought attention to test bias. In this case, six African-American students in the San Francisco Unified School District complained about the unconstitutional number of African-American students that were identified with educable mental retardation and placed in special education classes. The presiding judge in Larry P. v. Riles (1972/1974/1979/1984) agreed with this concern. Thus a court order banned the use of standardized IQ tests in California stating that they disproportionately assign Black and other minority children to special education programs. Additionally, Larry P. v. Riles brought the stigma associated with classification as a predictor of educational failure. Reschly (1980) stated that the banning of IQ tests may prevent single factor discrimination, but would negatively impact the economically disadvantaged minorities who may require a disproportionately greater share of special education services. Therefore, this decision may help some students, but may also hinder the opportunities of other students. In PASE (Parents in Action on Special Education) v. Hannon (1980), the ruling was that one item on the Stanford-Binet and a total of eight items on the WISC [Wechsler Intelligence Scale for Children; Wechsler, 1949] and WISC-R [Wechsler Intelligence Scale for Children-Revised; Wechsler, 1974] were culturally biased against African-American students, the use of those items does not render the tests unfair, and would not significantly affect the score of an individual taking the tests (as cited in Rothstein, 1995, p. 102). This case did not see the same results as Larry P. v. Riles because they were not the only bases for classification beca use multifaceted testing was also used (Turnbull, 1993). Additionally, the evaluation procedures section of the IDEA regulations outline specific procedures to address difficulties that culturally diverse students may have with language on tests: States and other evaluation agencies shall insure, at a minimum, that: tests and other evaluation materials are provided and administered in the childs native language or other mode of communication, unless it is clearly not feasible to do so (section 300.532). MacMillan and Balow (1991) focused on inconsistencies with the state of Californias protocol for testing African-American students which led to their conclusion that the Larry P. v. Riles case does not apply to students of other backgrounds. In addition, MacMillan, Hendrick, and Watkins (1988) determined that the Diana v. State Board of Education and Larry P. v. Riles cases did not serve in the best interest of minority students in spite of being favorable rulings. Larry P. v. Riles was revisited in 1993. The issue at that time was the discrimination against African-American students because the use of IQ tests had been previously prohibited. One of the main determinants for students being qualified as learning disabled is a significant discrepancy between ability and achievement. Without the use of an IQ test to determine ability, African-American students were not able to meet the criteria for learning disabilities. The judge allowed the administration of intelligence tests to Afri can-American students (Salvia Ysseldyke, 1995). Standardization with Respect to Testing Traub (1994, p. 5) states that Standardization means that the scores of all students tested can be fairly compared, one against the other à ¢Ã¢â€š ¬Ã‚ ¦ the essential requirements are that the conditions of administration and scoring be the same for all the students who are tested so that their scores can be compared. There is a great deal of research to support the flaws in standardized tests. FairTest (the National Center for Fair Open Testing in Massachusetts) states that a standardized test (all students take the same test under the same conditions) consistently under-predicts the performance of women, African-Americans, people whose first language isnt English and generally anyone whos not a good test-taker. This group would clearly include those individuals receiving special education services. Froese-Germain (1999) contends that there are eight consistently identifiable reasons that standardized tests are inadequate for assessing student learning and development: (1) Many ty pes of student ability are not captured by a standardized test; (2) Tests may be standardized, but students are not; (3) Standardized tests designed for large numbers of students are of necessity very general in nature; (4) Standardized tests typically measure lower-order recall of facts and skills, and penalize higher-order thinking; (5) Because standardized tests are designed to sort individuals into groups, test questions are chosen on the basis of how well they contribute to spreading out the scores, not on their centrality to the curriculum or their predictive validity; (6) Test performance is shaped by individual characteristics not related to content knowledge; (7) Test preparation and administration take up valuable classroom time that could be used for teaching; and (8) Teachers are induced to teach to the tests rather than for learning with the result that curriculum is becoming increasingly test-driven (Meaghan Casas, 1995). Additional factors identified by Meaghan Casa s (1995) include costs, inability to identify and improve ineffective school programs, and the shifting of responsibility over curriculum to the government and the testing industry. All of these factors involve bias at some level toward the test taker. Overrepresentation in Special Education In 1980, Reschly reported that a great deal of attention has been devoted to enhancing the usefulness and fairness of assessment in classification/placement decisions in recent years. In 1981, Reschly stated that IQ tests were only a small part of the problem of overrepresentation in special education. In 1984, Reschly reported that although the literature stated that overrepresentation was due to bias in tests and possibly even racism, a very small percentage of minority or majority students had been placed in educable mentally retarded programs. Additionally, no significant disproportionality exists with more severe handicaps with respect to race, social status, or gender (Reschly, 1981.) He further reported that overall, IQ test use protects many students of all races, social statuses, and genders from erroneous and inappropriate classification. Conclusion All tests and/or testing/evaluation procedures have limited value with reference to certain individuals or certain groups within the overall population. This is true particularly regarding economically deprived and/or minority group children, and when age/grade norms are used, with male children as well. (Magliocca Rinaldi, 1982). This argument goes to the credibility of using multiple assessments to determine special education qualification, not simply standardized tests. To address the influx of current buzzwords pertaining to multi-factored assessment with regard to current evaluation and placement procedures, Magliocca Rinaldi state that there is simply a greater need to implement procedural safeguards to prevent possible discriminatory practices in this process. This would, in turn, reduce test bias concerns. Snyderman and Rothman (1987) found that the school psychologists and education specialists they surveyed believed that intelligence and standardized tests appropriately measure the significance of success in society. However, although Snyderman and Rothman believed these tests held significance, they also viewed the tests as racially and socioeconomically biased. These viewpoints substantiate how some tests simply do not measure what they are being used to measure. Tests do not tell us anything; their data always require interpretation in the case of an individual child (Mearig, 1981). In summation, Standardized test scores are becoming the mechanism that facilitates a number of questionable education practices that contribute to education inequity. (Froese-Germain, 1999). The misuse of standardized testing is à ¢Ã¢â€š ¬Ã‚ ¦moving us away from a more inclusive model of education. (Meaghan Casas, 1995). Additionally, it à ¢Ã¢â€š ¬Ã‚ ¦accounts in large part for the disparity in achievement observed between American White students and those from minority groups, as well as between students from higher- and lower-income groups (Darling-Hammond, 1991). Oakes (1985) concluded that misuse of standardized testing hurts low-income and minority group children, and that it not only reflects but perpetuates class and racial inequalities in the larger society. Using a method of testing already biased against certain groups of studentsà ¢Ã¢â€š ¬Ã‚ ¦only adds insult to injury. Gardner (1983) stated that only if we expand and reformulate our view of what counts as human intell igence will we be able to devise more appropriate ways of assessing it and more effective ways of educating it (p.4).

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Aditya A R Flat no 102, E.S. Apartments, F-73, Madhura Nagar, Hyderabad, India, 500038 Tel: +91-8333820576 E-mail : adityaalur@gmail.com Department of Computer Sciences, University of Pennsylvania Statement Of Purpose â€Å"What imagination makes possible, computer science makes real.† While there may be no limit to what technology can accomplish—from space travel to robots that can build cars—none of it is possible without key breakthroughs in computing theory, artificial intelligence, data analysis, and application design. For this reason, I want to develop a deep understanding of computing theory and applications that will serve as a springboard to future discoveries. Absorbing new technologies has always been a pleasure to me. I like to be ahead of others in knowing new technologies, and that’s why I want to study further. It is this desire that made me apply for the master’s degree in computer and information science at the University of Pennsylvania. During my Undergraduate degree program at SASTRA University, the area which was of special interest to me was the design and analysis of algorithms. My first encounter with algorithms was when I wrote code for the popular video game Pac-Man (in C++). Thereafter, I developed a liking for the subject and challenged myself with tougher algorithmic problems by participating in programming contests hosted on sites like Codechef , Sphere Online Judge and TopCoder. I stood 10th in India in the Codechef February challenge-2009 and was consistently ranked in top 200 in TopCoder. Later that year, our team of 3 members qualified for the Asian regionals of the prestigious ACM(Association For Computing Machinery) Inter-Collegiate Programming Contest . I also went on to top my department i... ...and innovative work, especially when it leads to practical applications. My ideal vision of a career has always been a job that involves creativity, innovation and flexibility. I am confident that higher education would give me the desired push towards a career in research and an opportunity to do well in my chosen field of interest. I am eager to work under the guidance of the distinguished faculty members of the University of Pennsylvania. I am convinced that the facilities in the department of computer and information science in your university will be very useful for dedicated involvement in research projects. I believe that the CIS program at UPenn is compelling enough to whet my appetite for solving difficult problems in the field of computing and the best impetus I can get to my career. It would be an honor to be accepted as a student in this institution.