Monday, September 30, 2019
Management and National Service Training
| Taguig city univesity|  |  |  | | Bachelor in science in computer science|  |  |  |  | Checklist|  |  |  | Name:|  | Student no. | |  |  |  |  | Subject code| Subject description| Units| Grade| Instructor|  | Semester 1|  |  |  | Eng 111| Effective reading, writing and listening skills/study and thinking skills| 3|  |  | Fil 111| Sining ng pakikipagtalastasan| 3|  |  | Math 111| Basic math algebra| 3|  |  | Com 111| Basic computer (i. t)| 3|  |  | Soc. Sc 111| General psychology| 3|  |  | Cs 111 s1| Logic formulation and introduction to programming| 3|  |  | Cs 111 s1| Fundamental of typing and word processing| 1|  |  | P. 111| Introduction to physical activities| 2|  |  | Nstp 111| National service training program i| 3|  |  |  | Semester 2|  |  |  | Eng 122| Effective speech | 3|  |  | Fil 122| Pagbasa at pag sulat sa ibat bang disiplina| 3|  |  | Math 122| Applied math trigonometry| 3|  |  | Soc sc. 112| General sociology| 3|  |  | Cs 123 s1| File processing and database system| 3|  |  | Cs 124 s1| Computer programming i| 3|  |  | Phys 121 l1| College physics i| 4|  |  | P. e 122| Dance with music| 2|  |  | Nstp 122| National service training program ii| 3|  |  |  | Semester 3|  |  |  |Eng 213| Research and technical writing| 3|  |  | Nat sc 211| Biological science| 3|  |  | Soc sc 213| Philippine history, constitution and government| 3|  |  | Phys 212 l1| Collage physics 2| 4|  |  | Math 213| Analytical geometry | 3|  |  | Cs 215| Probability and statistics| 3|  |  | Cs 216 s2| Computer programming ii| 3|  |  | Cs 217 s3| Computer programming iii| 3|  |  | P. e 213| Dual/individual/aquatic/combative sports| 2|  |  |  | Semester 4|  |  |  | Lit 221| Panitikang pilipino| 3|  |  | Nat sc 222| Physical science (geology)| 3|  |  | Soc. Sc 224| Entrepreneurship| 3|  |  |Acg 221| Fundamental of accounting| 3|  |  | Math 224| Differential calculus| 3|  |  | Cs 228 s1| Database design management| 3|  |  | Cs 229| Electronics for cs switching theory| 3|  |  | Cs 2210 s1| Data structure and file organization| 3|  |  | P. e 224| Team sports| 2|  |  | | Semester 5|  |  |  | Lit 312| Asian and world literature| 3|  |  | Soc sc 315| Rizal's life works and writing| 3|  |  | Math 315| Integral calculus| 3|  |  | Cs 3111| Discrete mathematics i| 3|  |  | Cs 3112| Operating system| 3|  |  | Cs 3113| Presentation skills in i. t| 3|  |  |Coe 311 lt| Logic design| 4|  |  | Cs elec 311| Html / web page design| 3|  |  | | Semester 6|  |  |  | Soc sc 326| Values ad work ethics| 3|  |  | Soc sc 327| Principles of economics with taxation and agrarian reform| 3|  |  | Cs 3214| Dis crete mathematics ii| 3|  |  | Cs 3215 l1| Research in computer science| 3|  |  | Cs 3216| Automata and language theory| 3|  |  | Cs 3217| System analysis and design i| 3|  |  | Cs 3218 s1| Computer and organization with assembly language programming| 3|  |  | Cs 3219| Data communication and networking| 3|  |  | Cs elec 322| Microprocessor| 3|  |  | Semester 7|  |  |  | Cs 4120 s1| System analysis and design ii (implementation)| 3|  |  | Cs 4121| Management and information system and current trends and issues in i. t| 3|  |  | Cs 4122| I. t professional ethics and values| 3|  |  | Cs 4123 l2| Industrial organization and management| 3|  |  | Cs 4124| E-commerce| 3|  |  | Cs elec 413| Software engineering| 3|  |  | Cs elec 414| Project management| 3|  |  | Cs elec 415|  |  |  |  | | Semester 8|  |  |  | Ojt 412| On the job training| 6|  |  | Release by_______________ _________ | Taguig City Univesity|  |  |  | Bachelor in Science In Travel Management|  |  |  |  | CHECKLIST|  |  |  | Name:|  | Student No. | |  |  |  |  | Subject Code| Subject Description| Units| Grade| Instructor|  | Semester 1|  |  |  | Comm arts 1| efecive reading, writing and listening skills/study and thinking skills| 3|  |  | fil 1| sining ng pakikipagtalastasan| 3|  |  | nat sci 1| Pinciples of safety, hygiene and sanitation| 3|  |  | Tc 1| priciples of tourism| 3|  |  | lit 1| survey o world and philippine literature| 3|  |  | math 1| business math| 3|  |  | nat sci 2| environmental science| 3|  |  | p. 1| introduction to physical activities| 2|  |  | Nstp 1| national service training program I| 3|  |  | | | | | | | Semester 2|  |  |  | comm arts 2| Advanced language skills in critical thinking and problem solving| 3|  |  | fil 122| pagbasa at pag s ulat sa ibat bang disiplina| 3|  |  | logic| formal and informal theories| 3|  |  | tc 2| principles of tourism 2| 3|  |  | tc 3| culinary arts and sciences| 3|  |  | comp 1| business computer| 3|  |  | hum 1| appreciation of various forms of arts| 3|  |  | pe 2| dance with music| 2|  |  | nstp 2| national service training proram II| 3|  |  |  | Semester 3|  |  |  | c 4| total quality management| 3|  |  | trm 1| world tourism geography and culture| 3|  |  | trm 2| philippine tourism geography and culture| 3|  |  | math 2| basic statistics| 3|  |  | bc 1| principles of management| 3|  |  | tc 5| tourism planning and development| 3|  |  | bc 2| human behavior in organization| 3|  |  | p. e 3| dual/individual/aquatic/combative sports| 2|  |  |  | Semester 4|  |  |  | soc. Sci. 1| cultural anthropology with IP| 3|  |  | tc 6| entrepreneurship and business plannin g| 3|  |  | bc 3| principles of marketing| 3|  |  | c 4| basic finance| 3|  |  | trm 3| international and domestic tour planning, packaging and pricing| 3|  |  | bc 5| business communication| 3|  |  | p. e 4| team sports| 2|  |  | | Semester 5|  |  |  | trm 4| air, sea and land travel sales and management – part I| 3|  |  | soc sci 2| general psychology| 3|  |  | bc 6| management information system| 3|  |  | bc 7| basic accounting| 3|  |  | trm pe 1| tour guiding and escorting| 3|  |  | trm pe 2| travel documentation| 3|  |  | flp| foreign language profiiency| 3|  |  | | Semester 6|  |  |  | oc sci 3| philippine history, gvernment and constitution| 3|  |  | trm 5| E- commerce the internet and the global distribution system| 3|  |  | trm 6| travel management| 3|  |  | soc sci 4| basic economics| 3|  |  | trm – pe 3| travel accounting| 3|  |  | tr m – pe 4| tourism laws, legal responsibilities and taxation| 3|  |  | flp 2| foreign language profiiency II| 3|  |  | | Semester 7|  |  |  | trm – pe 5| air, sea and land travel sales and management – part II| 3|  |  | trm – pe 6| cooperate travel management| 3|  |  | tc 7| events management| 4|  |  | ms 1| life and work of rizal| 3|  |  |Gsr| gorup study research (thesis feasibility study with oral defense)| 3|  |  |  | Semester 8|  |  |  | OJT 412| on the job traning in taravel management| 6|  |  | Release by________________________ | Taguig City Univesity|  |  |  | | Bachelor in Science In Criminology|  |  |  | | CHECKLIST|  |  |  | Name:|  | Student No. | |  |  |  |  | Subject Code| Subject Description| Units| Grade| Instructor|  | Semester 1|  |  |  | eng 1| efecive reading, writing and listening skills/study and thinking skills| 3|  |  | fil 122| sining ng pakikipagtalastasan| 3|  |  | ath 1| Collage algebra| 3|  |  | soc sci 1| political science with philippine constitution| 3|  |  | comp 1| computer application| 3|  |  | soc sci 2| general psychology| 3|  |  | crim 1| introduction to criminology and psychology of crimes| 3|  |  | p. e 1| fundamentals of martial arts| 2|  |  | Nstp 1| national service training program I| 3|  |  | | Semester 2|  |  |  | eng 2| speech and oral communication| 3|  |  | fil 2| pagbasa at pag sulat sa ibat bang disiplina| 3|  |  | math 2| plane trigonometry| 3|  |  | ea 1| police organization and administration with polica and planning| 3|  |  | crim 2| philippine criminal justice system| 3|  |  | crim 3| ethics and values| 3|  |  | lea 2| industrial security management| 3|  |  | soc sci 3| society and culture with pop ed| 2|  |  | p. e 2| disarming techninques| 3|  |  | nstp 2| national sevice taining progam II|  |  |  |  | Semester 3|  |  |  | eng 3| technical report writing I| 3|  |  | clj 1| Criminal law (book 1)| 3|  |  | nat sci 1| general chemistry | 3|  |  | lea 3| police patrol operation with police communication system| 3|  |  | lea 4| plolice intelligence| 3|  |  | riminalistics 1| personal identification| 4|  |  | phil hist| philippine history| 3|  |  | p. e 3| first aid and water survival| 2|  |  | | Semester 4|  |  |  | eng 4| technical report writing II| 3|  |  | ciminology 4| juvenile delinquncy and crime documentary| 3|  |  | cdi 1| fundamentals of ciminal investigation| 3|  |  | ciminalistics 2| police photography| 4|  |  | clj 2| Criminal law (book 2)| 3|  |  | nat sci 2| forensic chemistry and toxology| 5|  |  | philo 1| logic| 3|  |  | p. e 4| Marksmanship and combat shooting| 2|  |  | | Semester 5|  |  |  | it 1| philippine literature / panitikan ng filipinas| 3|  |  | soc sci 4| basic economics with tax| 3|  |  | lea 5| Police personnel and record management| 3|  |  | cdi 2| Traffic management and accident investigation| 3|  |  | ciminalistics 3| Forensic ballistic| 3|  |  | ciminalistics 4| Questioned documents examination| 4|  |  | ca 1| institutional correction| 4|  |  | |  | 3|  |  | | Semester 6|  |  |  | rizal course| Life and works of rizal| 3|  |  | criminalistics 5| Photography (lie detector)| 4|  |  | ca 2| Non- institutional correction| 3|  |  | cdi 3| Special crime investigation| 3|  |  | riminology 5| Human behavior and crisis management| 3|  |  | cdi 4| organize crime investigation|  |  |  | clj 3| Criminal procedures| 3|  |  | | Semester 7|  |  |  | lea 6| Combative police system| 3|  |  | cdi 5| Drug education and vice control| 3 |  |  | cdi 6| Fire technology and arson investigation| 3|  |  | criminalistics 6| Legal medicine| 3|  |  | criminology 6| Criminological research and statistics| 3|  |  | clj 4| Criminal evidence |  |  |  | clj 5| Court testimony|  |  |  | | Semester 8|  |  |  | practicum 1 and 2| on the job traning and community immersion| 6|  |  |ENROLLMENT SYSTEM Taguig City University Enrolment System is a system which is used to help the enrolment organizer to make the enrolment transaction become more fast and easily. It will store all the complete details of the students easily. REGISTRATION The Registration form is a form which the students must fill in during enrollment. It contains the basic requirements for the enrollment process. Student records information system (SRIS) is an automated system that will arrange and computerize student’s information such as: ID number, name, address, contact no. e-mail, and other registratio n form information. OLD PROCESS OF ENROLLMENT TCU 1. Inquire/Scheduling of Examination 2. Examination 3. Result of examination 4. If passed, requirements 5. Interview 6. Enrolment Steps: * Passing of requirements ; authenticate original requirements * Selecting Course * Validation (signing) * Select Schedule * Seal (Enrolled) * Sectioning * ID picture * Medical OTHER SCHOOL PROCESS * Secure a Student Admission Form from the Registrar’s Office. * Fill out the Student Admission Form and submit it together with the required documents to the Registrar’s Office for validation. Take the exam or interview if required by the Registrar. * Consult the Registrar about the courses to enroll in and the registration schedule. * Select a class schedule, fill out the Registration Form and submit it to the Registrar’s Office for assessment. * Pay the corresponding fees to the cashier. * Obtain a copy of the form with the official stamp by presenting the official receipt to the R egistrar’s Office. * Present your copy of the Registration Form on the first day of classes for identification. FLOWCHART
Sunday, September 29, 2019
Exploring the use of digital gaming in teaching
It is the general intent of the research that is presently being undertaken to research the usage of digital gambling in instruction and acquisition of mathematics in order to run into up educational ends. The survey is specifically being conducted in the scene of the Kingdom of Saudi Arabia with the purpose of looking at the consequence of digital gambling to learning mathematics, that is, either heightening learning or larning or looking at the possibility of digital gambling non holding any positive consequence at all in accomplishing educational ends. There is voluminous information in the literature about digital gambling being used in the educational scene, more often in scientific discipline and mathematics-related topics. Eck ( 2006 ) asserts that digital game-based acquisition has been unpopular for old ages until 2006 but get downing 2003 the involvement in the use of digital games to back up larning in assorted Fieldss have already started ( Wolz et al, 2005 ) . Habgood et Al ( 2005 ) , on the other manus reference that since the 1980s, there has been significant literature demoing how digital games are really related to instruction and acquisition. Since 2006, there has been a turning involvement in the usage of digital games for acquisition and harmonizing to the writer, advocates of this type of learning have been rather taken aback by the alterations that have been go oning. Harmonizing to Eck ( 2006 ) , this can be mostly attributed to three of import factors. The first of these factors is that advocates of digital game-based acquisition have unfailingly continued research on this new larning aspect and printing them through books, essays and articles with writers such as Marc Prensky, James Paul Gee and Clark Aldrich, to call a few. In the web, one would happen a volume of information that discusses about digital games as tools for acquisition, some showing the theoretical concepts underlying the tool while other readings provide empirical researches that aimed to accomplish specific ends in digital game-based acquisition. Second, the current coevals which is fundamentally the Internet coevals and instead, Eck ( 2006 ) calls the â€Å" digital indigens †play a big function in the broad credence of digital games as acquisition tools. Persons who were fundamentally borne and have practically lived the Net coevals adapt good to a fast-paced life welcoming and synthesising assorted sorts of information at any one clip. The â€Å" digital indigens †as Eck ( 2006 ) relates, someway became disentangled with the conventional ways of acquisition and normally enjoys speedy interactions. Besides, first-class ocular accomplishments used for larning are what embody the current coevals and this accomplishment is something that would tremendously prefer digital game-based acquisition. Hoyles and Noss ( 2006 ) even reference that kids, with the emerging involvement in games as tools for acquisition, even heighten their abilities to plan their ain games and drama with them after, utilizing certain tools , one of which is the Playground, where in general, kids are able to pull strings alive characters. The increased celebrity that games have fundamentally acquired through the old ages is the 3rd factor that says why digital game-based acquisition is widely accepted as of recent. Digital games are merely everyplace and come in assorted media, therefore doing it more accessible to the general populace and therefore more apprehended. As if to farther set up how games have been used to heighten larning today, Prensky ( 2001 ) describes the many chances connected with digital games-based acquisition. The writer asserts nevertheless that digital games are merely options used by educational establishments to farther pupil acquisition. Harmonizing to him, a new paradigm of acquisition has emerged and this is larning through playing. He cites some of the activities which are chiefly digital games incorporated in assorted degrees of instruction. Some of these are typing games, pre-school acquisition of the alphabet through computing machines and computing machine cheat being used by K-12 pupils. For grownup scholars, like in the instance of those preparation in the armed forces, the existent conflict in the battleground has been re-created through digital games and military trainees have to play these games that resemble a realistic conflict as simulations of the true conflict that has to go on when they serve the state . Indeed, the computing machines and the package for digital games that have been created and made more realistic by package experts have provided manners of larning for immature and big scholars.Digital Games in EducationSandford and Williamson ( 2005 ) describe computing machine games and picture games as digital applications which individual or groups of participants control utilizing a personal computing machine or some other media such as a PlayStation. The writers suggest that by playing digital games, participants are able to hone accomplishments in confronting challenges that are more complex than what they encounter in school. The environment that digital games provide to participants is a learning environment. While playing, gamers are confronted with ambitious state of affairss that they need to decide to win in the game. This provides participants the accomplishment to confront realistic jobs of the same sort in the hereafter. While playing, gamers are besides provided options which mean they have to prosecute themselves in some decision-making exercising and be able to see the effects of their determinations or actions. Identifying with the characters of the game is besides another facet that participants deal with when playing computing machine or picture games. Particularly in role-playing games, participants are besides able to heighten their vocabulary, familiarising themselves with the footings used in the game that normally come because of the devices that the character in the game has to utilize. In this manner, participants will larn to understand the whole character being portrayed in the game. Socialization is besides enhanced by digital games as participants would usually be affiliated with certain groups which have common ends while playing. Squire ( 2003 ) relates some of the features of digital games which make it utile for the educational scene. A digital game provides participants with drill and pattern. Presently, this map of computing machine games makes it of import for pedagogues because of its incorporation into the traditional course of study as exercisings that will enrich the acquisition of the pupils as they immerse through it during single survey times. The other property of digital games that makes it utile for the educational scene is the being of simulation and scheme games. Simulation games provide the participants a image of the world, within the walls of the house, the schoolroom or a computing machine store. Squire ( 2003 ) portions two types of simulations used and these are low-fidelity and hi-fidelity simulations. Hi-fidelity simulations try every bit near as possible to mime the interactions and state of affairss that may be experienced if it were to go on in existent life. Low-fidelity simulatio ns, on the other manus, are meant to supply system simplification so that some of import constituents of the system may be highlighted. Video games that are both educational and entertaining let the pupil participants to pull strings some variables which in existent life, an ordinary pupil can non change merely yet. Players can besides larn about different topics of involvement when they engage in educational games that will do them presume a certain function or personality. In this manner, the pupil is besides given the opportunity to see state of affairss in assorted positions. Digital games besides make it possible for the participants to visualise a peculiar in three-dimensional infinite hence increasing apprehension of the affair. Gros ( 2007 ) asserts that digital games can be used by scholars to get cognition and larn certain schemes. The writer cites the survey conducted by Nussbaum and co-workers in 1999 with 300 4th twelvemonth pupils as topics. A series of games in linguistic communication and mathematics was developed utilizing Gameboy and that the games have characters that the pupils can place with. In mathematics specifically, the end of holding the pupils play the game is to familiarise themselves with the cardinal construction of accomplishments and mathematical thought every bit good as larning arithmetic and geometry. The instructors were able to besides larn utilizing the instrument used in the experiment in 2 to 3 months and feedbacks from the pedagogues themselves reveal that videogame is an instrument that is easy learned and used and can function as extra learning stuff that they can utilize as back-up for the conventional instruction stuffs that they are already utilizing. Games have besides found its utility in Science and Engineering topics, in general. In the instruction system of the United States Science and Engineering, Mayo ( 2007 ) asserts that picture games have played of import functions in turn toing lacks in the system because of five primary grounds. One of these grounds is monolithic range. The Internet has provided a manner for persons, pupils and even those who are already in the on the job category, to acquire entree to digital games. Some of these games can be downloaded for free, while others have to be purchased. Besides, the games need non be violent as there are games that educate users about assorted subjects. As the writer relates, these games are non really portion of the educational system as pupils did non entree these games through the four walls of the schoolroom but merely the same, pupils learn. The 2nd ground is effectual larning paradigms. The act of playing video games is associated with enhanced larning results because the undermentioned accomplishments are being honed while playing: experiential and inquiry-based acquisition, self-efficacy, end scene, cooperation or squad playing and uninterrupted feedback ( Mayo, 2007 ) . Enhanced encephalon chemical science is the 3rd ground behind the potency of video games in turn toing jobs in instruction. Mayo ( 2007 ) asserts that a survey in 1998 established the relationship between the sum of dopamine nowadays in the encephalon of the participant and his/her public presentation in the game. Dopamine serves to excite acquisition of the participant. It must be taken into consideration, nevertheless, that the game tested in the 1998 survey is non educational in nature and hence subsequent surveies are still necessary. Time on bet oning undertaking is the 4th ground as participants normally take more than a twosome of hours to play digital games. If lessons in school have to be incorporated in these games, efficaciously, so it is uniting amusement with acquisition and pupils now take more clip larning than they did before with conventional acquisition. The last of these five grounds is larning results informations which suggest that have already been surveies conducted which compared the larning results of pupils subjected to games while larning and those under the traditional acquisition. It must be considered nevertheless that the games used in the ratings are non the popular commercial games that can be seen played today, but so the â€Å" not-so-big-time †games are still digital games and hence portion of the concern of looking how these games can better acquisition ( Mayo, 2007 ) . Squire et Al ( 2004 ) elaborate on an empirical survey conducted among 96 pupils, of which 61 were assigned to the experimental group and 35 to the control group. The experimental group played Supercharged! In their Physicss category apart from the synergistic talks on electrostatics and other addendum stuffs provided to them by the instructor. The same instructor provided electrostatics lessons to the control group through synergistic lessons, observations and experiments. Supercharged! Is an electromagnetism simulation game developed through the aid of John Belcher, an MIT physicist? The game itself is chiefly be aftering and playing as participants have to travel through electromagnetic labyrinths and playing with charges to command a ship. Consequences of the survey showed that pupils belonging to the experimental group had better public presentation than those in the control group in footings of construct comprehension. Merely to add to the treatment on the inventions done for acquisition, in universities, where higher instruction can be acquired, engineering has besides been embraced. Together with this are the developments effected in order to supply larning to college pupils. Brown ( 2001 ) asserts that in this digital age, the universities have besides done their portion in bettering instruction. One of the inventions that have been taken is the integrating of studio classs as replacing for lecture-based introductory classs. In the studio classs, the pupils have the opportunity to see talk, recitation and research lab, all in one incorporate class. The module is besides being given a better environment to learn synergistic lessons. The studio courses accommodate big categories but can manage an array of activities, digital and non-digital within the category. The MIT Media Lab is another invention that has been brought to the universities. In this lab, theory and application are brought together in one category. The lab provides the category a collaborative environment where pupils can work out solutions to existent life jobs despite being confined in the lab. Brown ( 2001 ) besides adds that computing machine games, specifically, role-playing games ( RPG ) with multiple participants online have besides transformed the ways of larning. In RPGs, participants do non merely vie but they are besides able to make and set up groups. The higher instruction sees this as a theoretical account for constructing a networked acquisition environment. Players, by prosecuting in RPGs experience interaction with other participants as they swap their cogwheels and techniques among members of their group. The pupils ‘ originative and strategic accomplishments are besides being honed as they try to spread out their functions within the game. The literature discoursing the usage of digital games in mathematics instruction in the Kingdom of Saudi Arabia ( KSA ) seems to be scarce. Al-Wakeel ( 2001 ) asserted that in the yesteryear, universities in KSA deficiency adequate computing machine instruction plans which are besides of high-quality. There have been attempts to beef up computing machine instruction in KSA but have failed non because the purposes were non good but because design of the plans was non planned good. Furthermore, there is a noteworthy scarceness in professionals who are subjects who could learn computing machine instruction. This is apparent in the past plans preparation of computing machine professionals who came from outside KSA. There is besides concern in research of computing machine applications that can be used to better instruction. To turn to this, KSA revamped its educational system with the constitution of Comprehensive Education Programs in the College of Computer and Information Sciences ( C CIS ) . With such move, although there are besides obstructions hurdled, research in computing machine instruction may be done including the geographic expedition of the usage of digital games in learning mathematics to KSA pupils. Because of sensed scarceness of researches done in this country in KSA, this research will be chiefly done to research the usage of digital games in acquisition and learning mathematics to profit and ease educational ends, with peculiar scene in the Kingdom of Saudi Arabia. This research will be conducted in order to look into the consequence of digital game-based acquisition to pupils ‘ motive and academic public presentation, peculiarly among pupils in the secondary degree of instruction.The Future of Digital Games-Based LearningDigital games provide agencies of accomplishing a figure of ends. Prensky ( 2001 ) relates that through digital games-based acquisition, motive for larning topics that are hard to learn can now be achieved. This motive works in both ways. If the pupil finds topics to be deadening, so integrating digital games into the topic will do it interesting. On the other manus, if the pupil finds the lesson excessively complex, so digital games can be used to su pply an alternate manner of showing the topics to the category in a manner that will direct the feeling of being hard to something that they will larn and bask at the same clip. The usage of digital games in larning besides provides an chance for a conjunct attempt among people in different Fieldss such as instructors, content experts and digital game developers. In footings of the being of the Internet, the usage of digital games in instruction and acquisition will ensue to holding the Internet non merely as a medium of instruction but will be a lively locale of forum for users and manufacturers of games to get at new constructs everyday for larning that will do its manner through the scholars via digital games. There will besides be a uninterrupted thought of how digital games can be improved and innovated to outdo function the intent of conveying instruction to the pupils at its fullest potency, thereby bring forthing alumnuss will all-around personalities who can do determinations non merely in conjectural state of affairss but in realistic conditions as good. Squire ( 2003 ) believes that since the 1980s, there has been a important betterment in the gambling engineering but so integrating these betterments into larning environments is one missing measure in order for digital game-based acquisition to boom. The writer comes up with his ideas on the hereafter of picture gambling in instruction. First away, the writer suggests that pedagogues have been keen on buying educational and entertaining digital games that are commercially available presents. Harmonizing to the writer, there is increased frequence in the usage of ‘edutainment ‘ but so there is non much evidence-based research which has been conducted to demo how these games really work. Design experiments must be incorporated into the work of games research so as to do educational games be more utile for instructional engineers and therefore set up research from at that place. Second, instructional engineers who design the synergistic acquisition environments of larning games can besides acquire lessons from the present inventions in gambling. The writer cites two facets of gambling that harmonizing to him hold non been to the full studied and these are synergistic fiction and online gambling. Synergistic fiction will supply instructional engineers information on how characters can germinate and develop in an synergistic environment. Online gambling, on the other manus, can supply instructional engineers valuable information on the design of on-line environments. Finally, by simply taking a close expression at all the digital games that have abound presents in whatever medium such as those streaming in the cyberspace or games installed in personal computing machines, one would really happen himself amazed at how the design, sounds and artworks have evolved through the old ages. The many games found online every bit good as those played in picture houses and in the comfort of the places have all passed through betterments. The artworks about resemble that of real-life persons every bit good as the motions of the objects in the digital game. Aesthetics has continuously improved to the pleasance of consumers. Possibly, for educational games, this can besides be done. The creativeness in coming up with new designs and new games is one of the aspects of digital game-based acquisition that can be improved in the hereafter.
Saturday, September 28, 2019
The Role of Assesment in Higher Education
Table of Content NoTitlePage No 1Introduction 2Role of assessment in curriculum design , learning & teaching 3Assessment for learning v Assessment of Learning 4. Issues and concerns ? Abstract Assessment is an integral part of curriculum practice. The prime consideration of educational institutions are the outcomes of learning, the enhanced abilities students can demonstrate because of their increase in knowledge , able to adapt and understand to changes because of their university experiences.Our concern is how learning takes effect and how teaching and assessment affect the quality of learning in order for students to acquire the knowledge and competencies that is required for the work place. To acquire these industry relevant skills lecturers suggest assessment be integral to teaching and how learning activities are structured. Hence , this report reviews the role of assessment in curriculum design & change, it’s importance of continuous assessment for enhancing learning, c ommon assessment practices and it issues and concerns. 1. Introduction: In this report, literature researched was with regards to the role of assessment in curriculum design & change. Thus this report tries to answer the following questions in order to highlight the role of assessment in curriculum design, implementation and enhancement of learning. 1. What is curriculum and the role of assessment in curriculum development and enhancement? 2. What is Assessment of learning v Assessment for Learning and the practices in higher education 3.Issues and concerns on assessment in teaching and learning at institutions of higher learning? 2. Assessment as a part of curriculum practice Curriculum is a Latin word and it refers to a ‘course’ or a ‘track’ to be followed. In education, the focus is learning, then the most appropriate interpretation for the word curriculum is viewed as a course or ‘plan for learning’ (ef. Taba , 1962). (Howell and Evans, 199 5) defines curriculum as the ‘what’ of teaching. I would define curriculum as a course of study.Then the process of curriculum development can be seen in short where one develops a product, which involves an ongoing improvement. Curriculum development is a long cyclic process of research, designing, implementing and evaluating learning outcomes based on the interest, needs and capabilities of learners, and the many stakeholders, which directs enhancement. The literature review report is in relation to the role of assessment in curriculum development and enhancement of Teaching and Learning. What is Assessment?Assessment is any process that evaluates an individual’s knowledge, understanding and skills. Van den Akker (2003) defines assessment as an integral component of curriculum practice. Assessment gives feedback on curriculum delivery which indicates about student learning, the curriculum and the academic policies. Thus educators strongly believe that assessmen t and curriculum be integrated in the curriculum cycle. For example, Students achievement of knowledge and skills are determined by assessment.Lecturers manage teaching and assessment of student competence according to the level of the course, giving grades, guiding and counselling and so on. These can only be possible if there are effective assessment procedures in the curriculum administration and practice. â€Å"In 1995 the Assessment Forum of the American Association of Higher Education led by Thomas A. Angelo went through an interactive process to develop a definition of assessment. The end-result of that definition process is as follows:†â€Å"Assessment is an ongoing process aimed at understanding and improving student learning.It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expec tations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A.Angelo, AAHE Bulletin, November 1995, p. 7)†In order to measure a student’s learning outcome, progression and competence attained, various types of information need to be gathered to determine the degree of student’s attainment in the learning outcomes for the curriculum. Various methods of formal and informal observation of students during their learning, examinations and quizzes, performance on assignments, projects and presentations are used to gather this information. Lecturers advise that there should be a plan for assessment at programme, course and lesson level, which is often overlooked.As P ratt (1998) stated, to make sure student achievements and grades reflect the learning outcomes established, assessments must be carefully planned, conducted, subject to continuous analysis, evaluation and enhancement. Learning outcomes (knowledge and competence of students), assessment, and teaching are all parts of an integrated whole. Assessment is believed to be essential to the teaching process in delivery and experience of the curriculum. But some students think of assessment as a form of control for lecturers. As (Pratt, 1998; Haladyna & Downing, 2004) stated when students progress from one semester to another they become displeased and suspicious about the assessment practices, and regarding them to be unfair and a means to demonstrate favouritism and punishment. †In institutions of higher learning, educators have the choice to choose the assessment types and practices. Since assessment results affect academic competence, educators are required to create a conducive le arning environment and make assessment integral to educational processes.In an encouraging learning environment a healthy dialogue takes place, trying out ideas, reflection, discussion, ask questions and enjoy the process of learning. (Pratt, 1998) Assessment is an important component and has several purposes. It directs the teaching process. Monitoring, discussion and observations in the classroom is also an important kind of assessment. This allows the instructor to gauge how well the lesson is going and whether learning is taking place with healthy discussion, participation and answering sessions (Nittko, 2004).Assessment helps in identifying learning difficulties, students’ strength and weakness. This then allows the instructor to set questions that can help build on the student’s weaknesses both formally and informally. Secondly assessment provides feedback on the learning. Information from assessment helps in programme evaluation (Pratt, 1998). Thirdly assessment declares ones achievement for various stakeholders like students, parents, the institution, prospective employers, the government sectors, accreditation body, and professional bodies.Assessment in the form of quizzes, tests, class projects, assignments and informal observations declare how well a student has achieved the learning outcomes and grade in his/her course, module or unit (Nittko, 2004). Besides, assessment points students to pedagogical priorities and directs students approach to experience course curriculum. Classroom questions test and examinations would indicate to students, important topics of the curriculum. Example, if questions are based on trivial information, then students focus would be at factual recall and knowledge.If tests require substantive knowledge and deep understanding then students change their perspective to curriculum. Assessment motivations, improves self image and a sense of self power of students. When assessment is well designed, it produces su ccess in learning; it motivates and stimulates student confidence and wanting to learn. Meherus and Lehman (1991) describes assessment as an important tool as it increases motivation towards their course, which establishes healthy study habits, which also provides feedback to lecturers to determine students’ strengths and weaknesses.Assessment gives lecturers an opinion on students’ learning. Assessment results enable the lecturer to provide further guidance about their learning. Therefore, lecturers in institutes of higher learning should be aware of the significant role of assessment in curriculum and thus have the skills and tools to effectively setup curriculum at programme level. 3, Assessment for Learning v Assessment to Learning What is Assessment for Learning? It could be defined as: †¢a form of positive formal feedback [ e. g. ecturers comment; self-assessment systems] †¢provides informal feedback [ e. g. dialogue teaching; peer interaction] †¢i t gives an opportunity to the student to try and apply knowledge, skills and their understanding †¢ assessment tasks that are relevant †¢it guides students to develop independence and †¢it has an appropriate balance between summative and formative assessment. There should be a balance between formative and summative assessments. Continuous assessment or assessment for learning is practiced less compared to summative assessment.As stated by Careless (2004), lecturers in institutions of higher learning tend to choose more for theoretical knowledge than for practical and procedural knowledge in assessing students. Such assessment focuses on theory and concepts really do not help students for the real world. This limits the students of skills that employers look for. Brown & Glaser (1999) states improving on assessment practice improves student learning. Further to that, standards of learning rose through ongoing assessment practice. It is noted that students’ beha viour and attitude towards learning changes, when assessment methods change.Students become more responsible and take ownership of their learning. But there are challenging problems with assessment for learning. Problems identified by Black and William (2004) with regards to assessment for learning in institutions of higher learning as: †¢Assessment methods used by lecturers are not effective to promote good learning †¢Grading practices gives rise to competition rather than self improvement and †¢Feedback on assessment if practiced, often has a negative impact on less performing students which makes them believe that they lack ability and thus are not able to learn.Diamond (1998) further goes to describe the basic problem with assessment practice in institutions of higher learning, as a mismatch between learning outcomes and the assessment methods and criteria used by lecturers to assess and grade their students. Frequently, learning outcomes are expected to demonstra te critical thinking and problem solving skills, but the assessment type used would most frequently focus on recalling and recognition of content learned. Assessment used for the purpose of promoting student learning is described as assessment for learning.Assessment used for accountability purpose, grading or certification is assessment of learning. Assessments that promote enhancement to learning is one where there is a continuous process of back and forth between the student and the lecturer which provides feedback on progression until the outcome is well met. This sort of assessment is called ‘assessment for learning’ when assessment evidence is used to adjust teaching to meet learners needs and difficulties (Black & William 1998). Assessment is part and parcel of learning. Assessment in fact, shapes learning.Much has been discussed and written that to enhance student learning, assessment has to be integrated with teaching (Wright, et. al, 1997). Gibbs and Simpson ( 2005) regards assessment for learning as a system which directs and controls student learning based on the power of summative assessment and grades in addition to providing feedback. Assessment and teaching has to be blended to contribute to the goal of improving learning. Good instructors do pay careful attention to assessment and teaching, and to have learning activities well structured.Despite this suggestion, lecturers in higher education do not practice the real importance of assessment. As Black & William (1998) says this could also be because lecturers are not well trained in this area. In most institutions of higher learning assessment is used to test knowledge and does not test the critical and problem solving skills. Example, multiple choice questions promote de-contextualised, rot learning and this narrows the curriculum to basic skills with low cognitive demands. In contrast to this, the industries demand for transferable skills like communication, information retrieval, critical thinking, problem solving.And because of this, institutions have fast inclined to formative, holistic form of assessment which is described as ‘authentic’ assessments. However, as Black & William (1998) argues that traditional form of assessment cannot be easily replaced because they are embedded in complex histories, culture and power relations of school societies. Shepard (2001) also suggested that conventional assessment method based on theories and psychometric principles conflicts with implications of assessment for learning which is based on cognitive and constructive learning standards.James (2003) findings indicate a number of major effects with assessment methods and students self-perception and confidence level. For many students, they were disappointed with feedback, on how to improve their level of competence, for others was the concern on how to achieve higher marks. Term exams were rarely discussed or available so that students could use them to improve their knowledge and skills. Assessment plays a significant role in implementing curriculum. There should be significant guiding principles for this to happen. James (2003) had put forth the following guiding principles for assessment for learning: †¢Ensure ssessment methods used promote and reward desired learning activities and outcomes. †¢Students have got clear instructions on assessment requirements. †¢Provide effective and timely feedback with comments on a continuous basis. The first principle is based on Bloom’s taxonomy, which is to recall and recognition, comprehension and application, critical thinking and problem solving. In his second principle (James: 65) states the following: â€Å"Assessment procedures in higher education are likely to become increasingly open to security to candidates, and to candidates appeals.The need for commonly agreed marking procedures and techniques is obvious, if collective responsibility for candidates is maint ained, full openness between colleagues and demonstrable internal consistency of courses and related assessment procedures are vital importance†There can be a problem in generalised good assessment practices for learning. Different subject discipline like Engineering versus psychology would have different pedagogic assumptions. So if general principles cover all subjects, the way in which they manifest may differ for different subjects (Black & William, 2004).Boud (1990) suggests alternate developments in student assessments in higher education, which is careful monitoring of assessment to see how relevant they are to the students. He also challenges that current assessment methods do not really prepare students to the real world. Meherns & Lehman, 1991 & Nitko 2004, state quality teaching and assessment are intertwined. They greatly improve students’ learning. Teaching will be effective when teaching activities, learning outcomes and assessment methods are well aligne d.As Nitko (2004) suggests 4 key questions lecturers got to ask themselves when preparing for teaching and to implement continuous assessment. †¢Is my lesson going well? Is there progression in student leaning? To align to these questions suggested assessment methods could be classroom observation during class activities, response to questions and students’ interactions. †¢How can I improve to make the learning activity better? Diagnosis types of errors made by students, identify students who are not participating and also at the assessment methods used. †¢What feedback to be given about the student’s learning?Assessment methods used are informal observation and encouragement, how well they have achieved the learning outcome, assignments, quiz and consultations. †¢Finally are the students ready to progress to the next level? Informal observation, checking and questioning students about their understanding of homework, test, quiz and grades obtained to decide on their progress to their next learning or do they require remedial instructions. Lecturers should use a variety of assessment methods to help student achieve the learning outcomes as stipulated in the course curriculum. In most cases lecturers generally use pen-and-paper achievement tests.Meherns & Lehman (1991) argue that classroom evaluation should not be restricted to pen-and-paper but other forms like observation techniques, checklists etc. Continuous assessment is practical for everyday classroom use. Test, presentations, projects, journal, collaborative works are some that could be used to assess students and lecturers their stand in relation to knowledge and skills. Smith (2003) and Shepard (2001) stated that assessment trends are moving away from traditional methods to a variety of new approaches. For instance, Observation is greatly used by experienced teachers to identify students’ progression or having difficulties.Portfolio or records of work are also another form of assessment practice. Portfolio is a kind of file where student’s written works are kept. Portfolios provide cumulative evidence of learning over time in much detail and substance than a mere list of scores. Self and peer assessment are also essential to learning. Students’ self-reflection and their understanding are used to inform for further teaching and areas the lecturer needs to spend more time and effort. Brookhart (2001), Shepard (2001), and Stiggins (1999, 2001) maintained that students should be actively involved in self-evaluation as a form of assessment.Their argument was that students need to monitor their own progress by applying ongoing feedback that is helpful in showing them how to meet the ultimate learning outcome. However, self-assessment is only possible when lecturers help students develop assessment skills, because it is difficult for students to think of their work in terms of learning outcomes (Black & William, 2004). Peer-assessm ent is also another important form of assessment. The learning task is placed in the hands of the students. While the lecturer is able to observe and reflect on what is happening and frame helpful interventions.The lecturer finds this form very helpful indeed. Misconceptions are highlighted and these are discussed when they go over the assessment. These forms of assessment require student active learning. As one student stated ‘after a student marking my assignment, I can now acknowledge my mistakes easier. I hope that it is not just me who learned from the work but the student who marked it also’ (Black & William, 2004:16). Feedback and comments to students about their learning is a good practice in assessment. Feedback should state ways for improvement.Grades or marks are not providing enough feedback to help improve student learning (Nitko, 2004). Feedback is effective when it provokes thinking in students. With regards to this, Back & William (2004) stated marks are likely to set comparison; while only feedback and comments help them to improve. Research studies on feedback showed 60% improvement on performance. Feedback with no comments was more of judgement or grade with no indication for improvement (Black & William, 2004) Hence it is important for the enhancement of student learning that lecturers emphasise on feedback and comment on assessed work of students in the learning process. . Issues and Concerns Staff One of the main concerns in assessment will be the lecturers. Especially here in Malaysia in the private sector , many lecturers lack the knowledge in assessment practices. Universities and college do not believe in investing in training. Another factor is lecturers have heavy teaching work load and large class sizes that formal assessment would be replace by mere test, assignment and examinations due to time constrains. Cost Costs to the faculty and institution are an important factor. Some form of assessment processes can be time consuming, involving student supervision in observation of activities.Time, of course, is money. Also investing in additional resources like technology increases cost. This does not enable the lecturers to use innovative methods of assessment. Standards To increase pass rates standards are compromised. Assessment requirements have placed more weightage on coursework, so student achievement has appeared to improve the assumption coursework is easier then exams. In some cases institutions do not have a quality system in place. Validity and reliability of assessment could be questionable. ConclusionAssessment is a vital component of curriculum practice that has important contribution for effective practice and operations of curriculum. Lecturers’ acknowledgement for continuous assessment practice has significance for students learning of knowledge and skill. Lecturers should set assessment tasks that are practically challenging, provide feedback as they assess and get students e ngaged in the assessment process. Finally lecturers should change their views and practices of assessment and be committed to prepare competent graduates with the knowledge and skill in their specific field of study for the market place. References Akker, Van Den. (2003). Curriculum landscapes and Trends (pp1-10). Curriculum Perspectives:An Introduction. Black,P and William. (1998). Assessment and Classroom learning. Assessment in Education 5(1) Black,P. ,and William,D. (2004). Inside the Black Box: Phi-Delta kappan, 86(1):9-21 Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A practical Guide. Sanfrancisco: Jossey-Bass Inc Boud, D. (1990). Assessment and the Promotion of Academic Values. Studies in Higher Education 15(5): 101-111 Gibbs, G. & Simpson, C. 2004-5) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1 (1), 3-31. Brookhart,S. M. (2001). Successful students’ formative and summative use of a ssessment information. Assessment in education 8, 153-169 Brown S. And Glaser A. (1999). Assessment Matters in higher Education: choosing and Using Diverse approaches. Great Britain: St. Edmunds bury press Ltd, SRHE and Open University press Careless,D. (2004). Converting assessment into learning. Theoretical and pratical perspectives. Paper Presented at Chinese University of Hong Kong.Unpublished. Haladyna and Downing. (2004). Constructive irrelevant in high stakes testing. Educational measurement:Issue and practice 23(1), 17-27 James,D. (2003). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann filer (2003). Assessment: Social practice and social product. London: Rutledge Meherens, W. A. , and Lehmann, J. I. (1991). Measurement and Evaluation in Education & Psychology (4th ed). Wadsworth: Thomson learning Nitko, A. J. (2004). Educational Assessment of Students (4th ed). Ohio: Merrill Prentice Hall Pratt,D. 1998). Curriculum planning: A handbook for professionals. London: Harcourt Brace College Publishers Smith, K. J. (2003). Reconsidering reliability in classroom assessment and grading. Educational measurement: Issue and practice 22(4), 26-3. Stiggins,R. J. (1992). Relevant classroom assessment training for teachers. Educational measurement: Issue and practice 1091), 7-12 Wright, et. al (1997). Teacher and classroom context effects on student achievement; Implication for teacher evaluation; Journal of personnel Evaluation in Education, 11,57-67.
Friday, September 27, 2019
Global warming and bacteria Research Paper Example | Topics and Well Written Essays - 1250 words
Global warming and bacteria - Research Paper Example These paper seeks to discuss global warming in relation to environmental microbiology. In doing this, the paper will analyze the general characteristics of bacteria and relate them to the aspect of global warming to ascertain how they affect the environment of microbes Bacteria and archaea are significantly used in cycles of almost all essential elements. For example, in the nitrogen cycle, the nitrogen fixing bacteria such as rhizobium fix nitrogen, which insinuates that they convert nitrogen from the atmosphere into biological nitrogen that plants can use to build plant proteins. Photosynthetic algae and cyanobacteria form a major component of the marine plankton. They play a major role in the carbon cycle through photosynthesis and form the basis of food chains in the oceanic environments. Some species of bacteria are useful in the environment, and in the end can help in mitigating the problem of global warming. Prochlorococcus and synechococcus are single celled cyanobacteria, th e smallest yet most abundant photosynthetic microbes in the oceanic ecosystems. Researchers have established that these microbes have the ability to remove about 10 billion tonnes of carbon from the air each year. With this information, scientists hope to find out reasons as to why these cyanobacteria are successful in their photosynthesis and the ability to harness such microbial power can slow down the increases of carbon dioxide and other greenhouse gases thereby mitigating global warming and reducing significantly the effects of climate change globally.
Thursday, September 26, 2019
Community Plan, Implementation and evaluation Research Paper
Community Plan, Implementation and evaluation - Research Paper Example Asthma is another disease that is prevalent among this demographic group. On an observational trip, it was noted that all classes had at least one obese student. In an interview with a school nurse, she contended that the school had disease prevention and health promotion activities and that asthma was not uncommon at the school, although obesity was the biggest issue. The paper, therefore, chose asthma and obesity as the school risks of the greatest concern. It has to be noted that whereas there has been some success countering asthma in public American schools obesity remains a major problem to date. Healthy People 2020 have put obesity as its number one health problem for eradication by using weight status and nutrition, in ensuring reduced risk of chronic disease through maintaining a healthy body weights and consuming healthy diets. Obesity is linked to other chronic diseases like asthma and through management of obesity; therefore, these diseases can be prevented. The Nutrition and Weight Status’ objectives emphasize individual behavior and environments that support healthy weight maintenance and eating habits, which, in this case, should be in settings like communities, schools, and organizations. School is an important setting for achieving a quality health culture as identified by Healthy People 2020. ... This is especially important in order to counteract advertising of junk food that is all over the mainstream media while promoting improvements to an environment that encourages outdoor recreation, biking, and walking (Shediac-Rizkallah & Bone, 2010). The plan will revolve around three objectives, one of which will be fostering the demand and availability of healthy food using involvement by family, incentives, and education. This will seek to build on an already existing program by the Healthy Corner Stores Initiative, which is an incentive program that seeks to reward business owners and consumers for making a choice for healthy food (Shediac-Rizkallah & Bone, 2010). The objective seeks to integration of education and promotion of healthy eating into all aspects of Sherwood Elementary activities. The second objective is expansion and support of fitness programs driven by the school and community around the school, which are low cost and, in the case of those at school, free. This w ill also seek to create hospitable environments for, cycling and walking along the streets around the school and within the compound. To achieve this objective, there will be an assessment of community and school based fitness facilities in existence, as well as research best practices for weight management and other groups for mutual support that will seek to design a program for Sherwood Elementary School (Shediac-Rizkallah & Bone, 2010). Leaders in the school should also be sought out for training, as well as the creation of a structure for the celebration and promotion of active lifestyles and weight reduction. The third objective will be the development and coordination of school-wide
Concepts on Strategic and Quality Management Dissertation
Concepts on Strategic and Quality Management - Dissertation Example Ireland (1991) states that quality definitions have focused on the satisfaction of customers instead of the efficiency brought about by systems to firms. The necessities of the customers serve as the building blocks that guides firm in creating quality systems. In the situation where the Company involved, the needs of the customers greatly affected the decision to change the inventory system. The company, however, also considered other aspects in devising the proposed scheme. The balance between the needs of the customers and the goals of the Company is essential. There are some concrete steps that need to be undertaken to ensure that quality is achieved. Kerzner (2003) provided a comparison of experts’ views on guides to meet quality standards. The Company has to instil awareness in the organisation that changes need to be done. Goals have to be set and proper resources have to be pooled to realise these goals. The Company has to ensure that progress of the project is recorded and ample adjustments are made during the course of the implementation. Most important, the Company needs to sustain all the positive effects created by the inventory system and channel these to other weak points. ... Project managers usually divide the process into stages so that projects are managed with efficiency. Gray and Larson (2003) stated that the project life cycle gives a framework that identifies the key issues and sources of conflicts. As Evans and Lindsay (1993) suggested, planning is a critical stage of quality management. The first stage of the cycle relates to the conception of projects. The management sets lofty goals that have to be achieved given a period of time. The goals are in line with the inventory targets of the company. After the management has decided for the conceptual guidelines, the next manoeuvre is to incorporate the ideas to all entities in the organisation. The final step in the first stage allows the management to delegate individuals who will be tasked to manage and maintain the project. Quality personnel are selected to ensure that goals are met. Hormozi et al (2000) explained that the development of the project has to produce a master plan. The master plan w ill detail the manner in which the available resources will be used to make the project succeed. The primary attributes that has to be promoted in this stage are aggressiveness and comprehensiveness. The master plan illustrates the budget and the schedule. Budgeting is important to prevent constraints once the project starts the realisation phase. The schedule reveals the number of days required for the project to be finished and eventually be incorporated with the current production process. The execution covers the performance of the project that requires control (Evans and Lindsay, 1993). Regular monitoring and measuring of performance is advantageous for the project. The control phase also ascertains areas where improvements are needed and the failures of the project. The
Wednesday, September 25, 2019
Offshore Tax Evasion Essay Example | Topics and Well Written Essays - 2500 words
Offshore Tax Evasion - Essay Example However, there exist numerous opportunities for juristic entities such as corporations, foundations and trusts to avoid taxation by operating in multiple, carefully chosen jurisdictions using carefully chosen techniques designed to minimize taxes. This report identifies various methods of tax avoidance by multinational corporations and other entities and makes policy recommendations with respect to closing these loopholes and level the playing field between competing businesses and tax jurisdictions. Outline Introduction Offshore Tax Evasion and Avoidance Tax Havens Corporate Tax Avoidance Methods Use of Tax Havens Debt Allocation Earnings Stripping Transfer Pricing Contract Manufacturing Hybrid Entities Hybrid Instruments Magnitude of Losses Policy Issues Repeal of Deferral Partial Abolition of Deferral Formula Aportionment Splitting Foreign Tax Credits Recommendations and Conclusions. Introduction Offshore tax avoidance has greatly increased in the last decade. Multiple multination al corporations; banks and even individuals have shifted their tax responsibilities and eliminated tax in their domestic businesses (Owens, 2007). Tax avoidance resulted in reduced government revenue and reduced domestic businesses activity, as big multinationals were rewarded for their financial manipulation instead of innovation, job creation or productive investment. Lack of transparency by various governments has greatly facilitated offshore tax avoidance. Poor preparation at the policy level in countering tax abuse has resulted in many multinationals and individuals relocating their â€Å"tax home†to a tax haven. As mentioned by Sullivan (2008, p. 726), use of offshore accounts poses a threat to sovereign governments as companies use havens like Cayman Islands and Bahamas to evade tax. Global integration of financial markets and the improved communication and information technologies has made the creation of these offshore accounts and shell companies easy. Globalizatio n, coupled with lack of transparency among various countries (which is vital in tackling tax abuse) has increased the incidence of tax evasion and avoidance at both the individual and corporate level. In the new era of banking without borders, corporations and wealthy individuals are free to transfer their capital abroad and channel it to passive investments in offshore jurisdictions. This makes it possible for them to evade paying income taxes. Offshore tax havens are countries that engage in â€Å"tax competition†with the high-tax regimes. As mentioned by Sullivan (2007, p. 329), offshore tax evasion and avoidance has put sustainable and responsible businesses at a competitive disadvantage as their competitors avoid taxation by the use of tax haven structures and strategies. Tax evasion deprives countries of revenue and this limits the development and modernization of infrastructure, which is vital for a strong economy. Offshore tax evasion According to Owens (2007), inter national tax evasion is categorized into corporations’ tax evasion and individuals’ tax evasion; it can also be categorized into legal tax avoidance and illegal tax evasion, depending on whether the tax avoidance is broadly or narrowly defined. International tax evasion could also be distinguished by the measures taken or measures that could be used in reducing the subsequent loss. Government revenue losses arising from individual tax avoidance are usually associated with the use of narrowly defined tax haven, corporate tax evasion
Tuesday, September 24, 2019
A Report Comparing Employee Salaries at Mama Mia and Pasta Roma Essay
A Report Comparing Employee Salaries at Mama Mia and Pasta Roma Restaurants - Essay Example While the two restaurants are largely similar in terms of products and services offered and thus requires similar efforts from their employees, observations seems to indicate that employees in the two restaurants do not enjoy comparable salaries. This report aims to investigate this issue and provide statistical evidence that would prove or disprove the comparability of salary packages awarded to the employees of the two restaurants. Procedure Information was gathered on the salaries that employees from the two restaurants receive. Upon collecting these data, they were subjected to statistical analysis using the appropriate computer software. Pertinent statistical data of interest regarding employee salaries were: Shape of the distribution, Mean, Median, Minimum value, Maximum value, Range, Lower quartile value (Q1), Upper quartile value (Q3), Semi-interquartile range (SIR), Standard deviation, and Total Salaries. In addition, the number of employees were also noted. The results are presented in Table 1 below. Findings Table 1. Summary of Descriptive Statistics on the Salaries of Mama Mia and Pasta Roma Employees.  MAMA MIA ROMA PASTA Shape of distribution Positively skewed Negatively skewed Mean salary PW ?550 ?553 Median salary PW ?470 ?540 Min ?199 ?450 Max ?901 ?800 Range ?702 ?350 Q1( lower quartile) ?300 ?510 Q3(upper quartile) ?670 ?590 SIR ?185 ?40 Standard deviation ?117 ?66 Number of employees 248 196 Total Salaries ?116560 ?105840 Discussion and Analysis of Results The mean salary of employees from Mama Mia was ? 550 per week while Roma Pasta employees earn an average of ?553 per week. However, since the distributions are skewed, the median is the best measure to use in describing the average salaries of the employees. Looking at the data, we see that fifty percent of Mama Mia employees earned less than ?470 per week while 50% of Roma Pasta employees earned less than ?540 per week. These values indicate that more Roma Pasta employees are getti ng higher salaries than Mama Mia employees. In addition, the salary range of Mama Mia employee salaries is ?702 with a minimum salary of ?199 and ?901 while the salary range of Pasta Roma employee salaries is ?350 with a minimum salary of ?450 and a maximum salary of ?800. A further look into the results indicate that Q1 or the lower quartile employees for Mama Mia’s earn ?300 while lower quartile employees for Pasta Roma earn ?510. This means that 25% of Mama Mia’s employees have salaries of less than ?300 while 25% of Pasta Roma employees have salaries of less than ?510. Considering that the minimum salary received by Pasta Roma employees is ?450, this result suggests that even low-level Pasta Roma employees are being paid better than the low-level Mama Mia’s employees. Furthermore, Q3 or employees belonging to the upper quartile for Mama Mia’s earn ?670 while employees belonging to the upper quartile for Pasta Roma earn ?590. This time, we notice that the upper level employees of Mama Mia’s are actually paid better than the upper level employees of Pasta Roma. Thus, the middle 50% of Mama Mia’s employees earn ? 300 - ? 670 while the middle 50% of Pasta Roma employees earn ?510 - ?590. Factoring in the semi-interquartile range (SIR) of both groups, we see that Mama Mia’s has a high dispersion of the middle 50% of salaries about the median, given at ?185, while Pasta Roma has a low dispersion of the middle 50% of salaries about the median, given at ?40. In addition, the standard deviation of ?117 indicates a large amount of dispersion about the mean for Mama Mia’s while the standard deviation of ?66 indicates a relatively smaller amount of dispers
Monday, September 23, 2019
Managerial Finance and Financial Markets Essay Example | Topics and Well Written Essays - 1500 words - 1
Managerial Finance and Financial Markets - Essay Example commercial property can be used as an alternative investment during periods of high inflation, which is possible because of its low correlations with bonds and stocks. More so, the inclusion of commercial property in the portfolio will offer regular streams of income, for example in form of rent, which can be adjusted periodically thus shielding the investor from the effect of high inflation. The force behind commercial estate returns, from macroeconomics viewpoint, is different from that of equity and bonds. In this view, commercial property is an ideal source of portfolio diversification. Furthermore, the commercial property is in itself diversified, hence its performance is very unique. Commercial property can be used to diversify unsystematic risk, but not systematic risk. The reason why it is difficult to diversify systematic risk is because it influences a large number of assets (Case, 2014). The diversification, in this case, depends on risk-adjusted returns, the investor’s horizon and correlations (as shown in Table 1). Some of the types of diversification that can be generated from commercial property include that between private and public real estate, between bonds and equity, by property type, by investment strategy, within domestic market (geographically), and between domestic and foreign market. International diversification, whereby investors venture into international real estates, is a potential means of reducing risk as it offers very low return correlations. For example, by investing internationally, investors achieve low performance fluctuations, in a manner that cannot be achieved locally (Hudson-Wilson, Fabozzi & Gordon, 2003). Commercial property, relative to other asset classes, has been historically known to offer higher returns. However, in the long term, although commercial property is expected to generate a lower return compared to public equities, it is expected to perform better than bonds. Even though this relationship has
Sunday, September 22, 2019
The Intellectual Challenge Essay Example for Free
The Intellectual Challenge Essay The intellectual challenge was equally unprecedented. From the beginning of the modern age, there were significant segments of the intellegentsia which did not content themselves with any of the newly fashioned apologies for Judaism. They accepted the ideals of the outside liberalism, nationalism, and, later, socialism not because they had supposedly originated in Judaism but because they had not. What made these values attractive was that they promised to fashion a new secular world which would transcend and destroy all aspects of medievalism. The assimilationists, those Jews who consciously strove to give up their own identity entirely in order to become undifferentiated individuals in the modern world, were thus truly messianic. The very completeness and unconditionality of their surrender to the dominant values of the majority were a program for the final solution of the Jewish question: let the Jew become like everybody else, yielding up his claim to chosenness and being relieved of his role as scapegoat. Let society run on its universal and immutable principles, rooted in reason and natural law, which know neither positive nor negative exceptions for the Jew. Above all, let him disappear from the center of the stage, his own and the worlds, to be one among many equally important small incidents in the history of mankind. This was a kind of messianism that could have arisen only out of the eighteenth-century Enlightenment, for it was fundamentally at variance with both the Jewish and the Christian concepts of such an age. Jew is equally important to the traditional Christian version of the end of days: he is not chosen but damned, but that is negative chosenness; he is doomed to wandering and suffering, because he once rejected Jesus, but the indispensable preamble to the Second Coming and the end of days is his conversion. It is beyond doubt that the long-standing Christian desire to convert the Jews was a significant aspect of the climate of opinion toward the end of the eighteenth century which prepared the ground for their emancipation. Liberal Christians believed that this would be a short cut to the devoutly desired result. So the Abbe Gregoire, the leader of this school of thought in revolutionary France, argued in a famous essay written in 1787 and published two years later, as the delegates were gathering to the meeting of the Estates-General in Paris, that the granting of religious liberty to the Jews would be a great step forward in reforming and in converting them, for truth is most persuasive when it is gentle. Â What is even more apparent is that many of the philosophies of the Enlightenment, despite the ethical universalism and the vague deism or atheism in religion with which they were consciously subverting Christianity, were most reluctant to part with old-fashioned anti-Semitism. In fear of censorship and the Bastille, they may, indeed, have had to shoot their arrows of ridicule at Moses instead of the Apostles, in order to conduct their war against the Church in Aesopian language; but there is an edge and a nastiness to Voltaires comments on the Jews, an insistence that it is hardly conceivable that even reason can reform them, which sets one of the patterns for modern anti-Semitism: to uphold a universal and secular ideal e. g. , liberalism, nationalism, or socialism but to exclude the Jews from its purview and effect. Nonetheless, at its most ideologically consistent, the Enlightenment proposed full acceptance of the Jew in the new society of which it dreamed. His faults which even pro-Jewish writers like Dohm, Mirabeau, and Gregoire waxed eloquent in describing were, they maintained, not innate but caused by his unfortunate estate, and his claims to chosenness could be disregarded as a psychological defense the Jew found it necessary to cultivate to relieve the misery of his enslavement. All this would disappear, transmuted into good civisme even among this, the most difficult group to usher into the life of the modern world, once all of society is reformed. It is therefore true, as Nordau once observed that the Emancipation came to the Jews not out of humanitarian fervor, not as a reconciliation of age-old conflicts, but for the sake of the abstractions, reason and natural law. But the Jewish enthusiasts of assimilation chose to overlook that the Emancipation was not essentially conceived out of tender regard for the Jews: they preferred to accept it with passion as the totally messianic era that it purported to be.
Saturday, September 21, 2019
The alternative globalisation
The alternative globalisation Introduction Globalisation is an ongoing process by which countries and their economic, political and social spheres integrate on a daily basis. Being part of national states, people become citizens of the world. In the course of daily activities, individuals increasingly come into contact with people from different backgrounds, with unlike beliefs and values and they learn to live and work in a globalised world. Countries become interconnected and interdependent. Thus, now there is no doubt that globalization has become the dominant factor in the development of world civilization. United Nations General Assembly, which brought a record number of participants to an important meeting 189 countries, signed over 300 agreements, and at the end of the session the UN Millennium Declaration was concluded. Main provisions of the declaration were as simple and accessible facts as freedom, equality, solidarity, security, tolerance, respect for nature and mutual responsibility. As a result, the Millennium Summit formalized globalization as a new global ideology, defining the world order of the 21st century. However, examining the structure of current globalisation, we face some issues that this phenomenon introduces. The popularity of the modern concept of globalization is primarily due to the economic and social achievements of developed countries dictating its terms to the world market. As a result, the gap between poor and rich countries broadens; development based on competition, profit-making, cost-reduction and increasing market shares expands. And therefore, the need for an alternative globalisation arises around the globe. This essay is divided into four main parts. First part focuses on three major schools of thoughts, which give characteristic descriptions of globalization from different perspectives. Second part of this essay concentrates on the chronology of globalisation the way that international trade was liberalising and production received a global character. Third, introduces readers to main problems of the current globalization and discusses why the alternative to the current globalisation is required. Finally, the last section offers the analysis of things that could be done differently in todays globalisation, examines whether an alternative globalisation is possible or not, and concludes with an optimistic summary table consisting of a number of significant changes that are necessary for peaceful transition, in a long-term period from the current globalisation to an alternative one that this essay offers. Three Perspectives on Globalisation There is no single definition of Globalization and at the same time there is a big debate about its characteristics, classification, its impacts and causes. It is possible to differentiate the following three schools of thought: the hyperglobalists, the transformationalists and the sceptics. The goal of each of the following schools is to characterise distinctive features of globalization from different points of view. Hyperglobalisers, such as K. Ohmae and R. Reich believe that global economy has an important impact on humanity and politics; they argue that the market is borderless and economy is single, global and integrated. Todays world economy is genuinely borderless. Information, capital and innovation flow all over the world at top speed, enabled by technology and fuelled by consumers desire for access to the best and the least expensive products (Ohmae, 1995). We are living through the transformation that will rearrange the politics and economics of the coming century. There will be no national products or technologies, no corporations, no national industries. There will no longer be national economies (Robert Reich, 1992, p. 3). The sceptics, such as P, Hirst and G. Thompson suggest that globalisation is largely a myth. They believe that the extent of existing globalisation is exaggerated and that the increase of global trade has happened only in major developed economies in Europe, Asia-Pacific and North America. The international economy is one in which processes that are determined at the level of national economies still dominate and international phenomena are outcomes that emerge from the distinct and differential performance of the national economies. The international economy is an aggregate of nationally located functions (Hirst, Thompson, 1999, p. 10). The third group is defined by Held and McGrew as transformationalists, which includes such authors as Rosenau (1997) or Giddens (1990). They assume that globalisation plays an essential role in fast economic, political and social changes that are restructuring world order and modern societies nowadays. Globalisation denotes the intensification of worldwide social relations and interactions such that distant events acquire very localised impacts and vice versa (Held, McGrew, 2007, p. 2). Globalisation concerns the transformation of local, and even personal, contexts of social experience. Our day-to-day activities are increasingly influenced by events happening on the other side of the world. Conversely, local lifestyle habits have become globally consequential. Chronology of Globalisation There is also no single agreement about the time globalisation has emerged, opinions about the chronology of its appearance and development vary depending on how one looks at the meaning of globalisation. Some might say that globalisation is a recent development, others could state that it has began far back in history, while thirds would argue that globalisation has not yet started at all. I see the beginning of globalisation in the rise of international production and international trade, formation of which refers to the 1970s-1980s. It has started with oil and energy crisis in 1973-1974, when state enterprises started to show the signs of inefficiency. States were not able to react to the impulses of the world market and to reduction of production costs. This, on one hand, led to reduced profitability or even to losses in some industries in developed countries. And on the other hand, it led to significant discrepancies between the national conditions of reproduction in the course of industrialization the rates of wages, education level and workforce skills, interest rates, price of raw materials and energy. Due to those facts, numerous attacks on government business and the requirements of its liquidation were taking place; the privatisation of state property according to the neo-liberal theories has started. The liberalisation was one of the tools for successful globalisation, which appeared in two forms. Firstly, reduction of tariffs, elimination of non-tariff barriers, simplification of import and export procedures occurred based on numerous international agreements. In other words, there was a reduction of restrictions on access and operations in the global market. Secondly, there was a change in domestic legislation relating to foreign economic relations, such as the elimination of quotes for import and export, removal of restrictions on foreign capital in the domestic market. As a result, labour-intensive, material-and environmentally-polluting industries started to be relocated to developing countries. In addition, scientific and technological advancements have created opportunities for the spatial separation process (such as capital-intensive and energy intensive processes) and placement of the individual phases in accordance with the prices of factors of production. At the same t ime, improved transportation and communication allowed the interaction of these scattered productions at relatively modest cost. As a consequence of all above mentioned factors, production received a really global character today. We can say that todays world became interdependent and interconnected; because one countrys well being very much depends on the cooperation with other countries. As an example we can take the production of cars, it is scattered on the companies in different countries around the globe. And entrepreneurs in each country are responsible for a specific phase of production design, production of engines and electrical equipment, the manufacture and marketing. In the 1950-1960s, each company worked in the market limited by national borders. However, today restrictions on movement of goods and services across national borders have decreased and international manufacturers of the world market can move quite easily. (ORoukre, Williamson, 1999). We can now see that the cause of globalisation was a capitalist ideology, based mostly on profit-making and cost-reduction, which has a lot of positiv e as well as some negative effects on the worlds development. In the next section, I would like to focus on some of those negative effects problems of the current globalisation. Problems of the Current Globalisation This section focuses on main three issues political, economic and social that I believe require changes in current globalised world. One of the main economic problems of globalisation is related to the following question: Who is benefiting from globalization? In fact, rapid growth is typical only for a small group of rich countries; while the least economically developed countries have much lower growth rates and their gains from globalization are minimal. If we take an example of trade discussion of Uruguay Round, which was finished in 1994, we can see that the advanced industrial countries of the world, such as the US and the EU, received the biggest share of the gain and the poorest countries have actually worsened off. Developed countries still preserve tariffs against the poor countries at the rate of four times higher than the tariffs they have against other rich countries. Their whole tariff structure is directed against trade with poor economies, which effects lowering the price of the export goods of them and hurt their economies. (Stiglitz, pp. 172-173). If national and international political processes are influenced by money, there should be no illusions in understanding that power in decision-making processes relating to the global economy remains mostly with those countries, firms and organizations that are economically the strongest. (Helleiner, Gerald, 2001) The second problem arising is a political one and relates to the potential regional or global instability because of interdependence of national economies on global level; so called butterfly effect appears. National security and nation-states depend on the activities of other countries and decisions of governments in neighbouring states more and more in todays globalised world. (Michael Zurn, 2005, pp. 235-244). Local economic fluctuations or crises in one country can have regional or even global implications. This possibility is not merely theoretical, but is very real, and the current financial crisis confirms that. Peter Evans argues that inability of the state to impose even a modicum of collective discipline on private economic elites at the national level (most crucially in the United States) undercuts productive dynamism. (Peter Evans, 2008, p. 280) And the last issue that I would like to bring up is related to social aspect. The main goal of a global market and current capitalist globalization is rapid accumulation of wealth, which hardly meets any human and social needs. Lets take a simple example of one corrupt government that accepts investment money from a multinational company. People who live in that particular country have no choice but to work for that company, at the same time company does not pay workers enough money to afford sufficient food, healthcare and education. The company has promised to the government that it will develop their countrys economy. However, people are starving and diseases are spreading in the crowded conditions in which they live. Some people realize the damage and start to fight to get their country back on track, but those people are usually being arrested and being sent to jail. The multinational companies as well as government of that country make huge profits while people suffer and die. The irrational pursuit of profit often harms the environment and conflict with other social values. The imbalance causes a broad wave of protest, which is not welcomed by governments and companies and as a result brings social problems, inequality and fear to confront the current political regime. (Sklair, 2008). Alternatives to the Current Globalisation Based on the problems described in the previous part of my essay, I would like to propose some necessary changes to the way globalisation develops nowadays. With the reference to the economic issue, I would say that in order to have more balance as to benefits of the globalisation and the world trade, globalization must be more regulated and countries should collaborate better. Developed and developing countries have to act co-operatively, so that the gap between poor and rich does not widen more and more each year, but it has to start narrowing. However, there are no institutions, particularly democratic institutions to do that effectively. In order to make globalization more manageable and seek to base it on principles of solidarity, it is important to reform and strengthen the role of such international organizations as the United Nations, the World Trade Organisation (WTO) and the International Monetary Fund (IMF). Expanding ties of international organisations with non-government al organizations might be one of the examples for the reform (Lindert, Williamson, 2001, pp. 30-35). The role of media plays an important role and therefore media must be fairer and more opened. Media nowadays is driven by consumerist forces, and not by all citizens. People around the world are not being helped to recognize that most important issues overcrowded cities, quick spread of new infections, global warming, growth of worldwide disparity, destruction of the environment are all part of the same global process called globalisation. People should be aware that these issues do not just happen, but they all are related (Cavanagh, Mander, 2004, pp. 52-54). The next range of issues is related to the fragility of the international economic and political systems that follow from interdependence and interconnection of countries around the globe. We can see that local economic, financial and sometimes even political instability in one country can have regional or in some cases even global effect. Therefore, I suggest that states must be more local oriented and solve national problems first, but at the same time they should be able to react promptly to global issues, because states continue to be essential actors in determining the global regime. The same applies to business world, in order to be successful in the global competition, companies need to think globally and act locally. Practice shows that businesses which are able to design globally for narrow local requirements and which follow broaden your vision, yet narrow your focus will generate growth and success. (Pinto, 2004). The idea of globalization that bigger is better is wrong. I t involves lack of concern with local issues and overrides locality. In connection with this agenda the concept of glocalization has been introduced. It became an aspect of business jargon during the 1980s, which originates form Japan, where the general issue of the relationship between the particular and the universal has historically received almost obsessive attention (Miyoshi and Harootunian, 1989). Glocalisation is a double process firstly, institutional and regulatory activities move from the national scope upwards to regional or global scopes and downwards to the scope of individual or local. Secondly, economic activities and inter-firm networks are transforming at the same time to become more localised and transnational (Swyngedouw, 2004). With regards to the social point, I would like to argue that the current globalisation is very capitalist one which prioritizes the growth of private income over the creation of employment and other social aspects of our lives that are important both for individuals and for the community as a whole. (Sklair, 2008). Global economy needs global ethics, reflecting respect for human rights and recognition of personal and social responsibility. Horst KÃ ¶hler, the managing director of the IMF states that people living together in local communities have always recognized and responded to common moral principles, such as sharing with those who have less, and protection of the vulnerable. As the world has become more integrated and interdependent, the scope for applying such fundamental values has widened (KÃ ¶hler, 2002). I believe that the WTO and the IMF should address the problem of reducing poverty deeper, by creating employment, improving healthcare and education systems and therefor e improving quality of living standards in all countries around the world. In the following table, I have tried to summarize some of significant changes that are required for peaceful transition, in a long-term period, from the current globalisation that we have to a globalization that is more regulated, more oriented on local aspects and focused more on social sector. Conclusion In a last decade of the twentieth century, the term globalization became one of the most frequently used in the analysis of contemporary international relations, and continues to be actively used to characterize global political, economic and social processes. However, the current globalisation is mostly influenced by the interests and guidelines of economically developed countries and their ideological preferences. These factors leave their imprints on the development of globalisation, accelerating or slowing it down, and give specific nature to certain aspects of this phenomenon. Main requirements of an alternative globalization are the equality for all nations, people and countries, as well as regulation of specific areas of the worlds development with the help of strong democratic international institutions. This essay shows that an alternative globalization is essential for sustainable development of the world, and if the right steps and efforts are taken worldwide, an alternative to the current globalisation will be possible to implement. An alternative globalization as described in this essay would bring together countries and people in single global equitable and prosperous area, despite all the crises, failures and deviations, which is in everyones interests. References: Alison Brysk, 2002. Globalization and Human Rights. University of California Press Anthony Giddens, 1994. Beyond Left and Right: The Future of Radical Politics. Polity Press David Held and Anthony McGrew, 2007. Globalization/Anti-globalization: beyond the great divide. Polity Press Erik Swyngedouw, 2004. Globalisation or Glocalisation? Networks, Territories and Rescaling. Cambridge Review of International Affairs, 17(1), pp. 25-44 Helleiner, Gerald K, 2001. Markets, Politics, and Globalization: Can the Global Economy Be Civilized? Global Governance, 7 (July), pp. 243-263 Horst KÃ ¶hler, 2002. Working for a Better Globalization Available at: http://www.imf.org/external/np/speeches/2002/012802.HTM [Accessed 23 March 2010] J. Cavanagh, J. Mander, 2004. Alternatives to Economic Globalizaion: a better world is possible. Berrett-Koehler Publishers J.E. Stiglitz, 2008. Making Globalisation Work. The economic and social review, Columbia University, USA, 39 (3) Jim Pinto, 2004. Think Globally, Act Locally. Automation World K. H. ORoukre and J. G. Williamson, 1999. Globalization and History: The evolution of a Nineteenth-Century Atlantic Economy. Achorn Graphic Services Kenichi Ohmae, 1995. The End of the Nation State. Free Press Paperback Edition. Leslie Sklair, 2008. The Emancipatory Potential of Generic Globalization. The Berkeley Electronic Press Available at: http://www.informaworld.com/smpp/content~content=a918201775db=all [Accessed 23 March 2010] Masao Miyoshi and Harry D. Harootunian, 1989. Postmodernism in Japan. Duke University Press Michael Zurn, 2005. From Interdependence to Globalisation, Handbook of International Relations. Sage publications P. H. Lindert, J.G. Williamson, 2001. Does Globalization Make the World More Unequal? Harvard University and University of California Available at: http://128.97.165.17/media/files/GlobalUnequal_10_252.pdf [Accessed 23 March 2010] Paul Hirst and Grahame Thompson, 1999. Globalization in Question. Polity Press Peter Evans, 2008. Is an Alternative Globalization Possible? Politics Society, 36, pp. 271 298 Available at: http://pas.sagepub.com/cgi/content/abstract/36/2/271 [Accessed 23 March 2010] Robert F. Bruner, 2004. Think Globally, Act Locally. Batten Institute at The Darden School Foundation Robert Reich, 1992. The Work of Nations: preparing ourselves for 21st-century capitalism. Vintage Books Roland Roberson, 1995. Global Modernities. Glocalizaion: Time-space and homogeneity-heterogeneity. Sage publications, p. 25-41.
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