Individual Reflective Report On Gibbs Cycle Of Reflection Education Essay

Individual Reflective Report On Gibbs Cycle Of Reflection Education Essay The Gibbs cycle of reflection is used in 2 incidences in the report. The first incident is the group project for CLS course on starch and second is the feedback given for the SIM course for the business report. In both of the incidences, problems are evaluated and necessary solutions are taken for the improvements. The solutions are action planed to make it achievable and measureable with in a specific time period. INCIDENT ONE: THE STARCH POSTER SESSION 1.1 DESCRIPTION OF THE INCIDENT: The incident happened during the starch poster session on the week 3 of commercialization of life sciences session. We were assigned a group project to commercialize the starch of a company. We were supposed to prepare a poster drawing the road for commercialization. The starch had several importances like high in fibre and decreasing the obesity rate. The poster was prepared showing the treads of obesity and how the starch will help the people have a healthy lifestyle. The market for the starch was collected from varies websites like euro monitor. The product advantage of the resistant starch was shown to that of Competitor Company. The road for commercialization of product was drawn. The poster was presented in the class. The same process was done by other groups. 1.2 FEELING OF THE INCIDENT (ON THE SPOT ANALYSIS): What I felt? I felt that the poster was not good in the visual representation even before it was presented. There were lot of gaps in the poster, the combinations of colours were not good and the content was not to the level of masters. During presentation, I managed the contents to give a good meaning yet I feared there was not enough data in the poster and I dont know the answer if I was questioned. Luckily, there were not so many questions. The only question asked was about how to create value in this poster which I managed to answer. What my group members felt? My group members felt that the poster was not as good as they expected. The visual content was felt very poor. No group member felt that there effort was shown in the poster. But everyone in the group accepted that the presentation by me was well done even though we had poor contents in hand. What did other group members feel? The other group members felt that the poster was good and well presented. Indeed it was better than the other groups. The other groups didnt proceed to take the starch to the market. They stopped at the point of analysing the importance of starch. The poster of other groups wasnt complete according to assigned work. What did the course instructor feel? The poster was appreciated by the course instructor for showing the market and how it can be commercialized. The course instructor felt improvements can be made in the poster especially in visual representation. 1.3 EVALUATION OF THE INCIDENT: Although it was a group activity only 2 of the group members did the poster with minor contribution from others. The group did not well co-ordinate for the project. Many members of the group taught it was simply unnecessary waste of time. Many group members felt that this was not the group they intended to be in and some of their actions like not contributing to group activities demonstrated their disinterest in co-ordinating with the group. The poor visual effects and content were due to the fact that many were not happy to work in the assigned group. Many conflicts were in the group on what content to put in the poster before the poster session. There was a conflict on who will present the poster on the day of presentation. Everyone wanted to present the poster and everyone wanted every letter of them to be in the poster. This was not possible because many of the contents were same and some of the data were not in the scope of the assignment. The group members felt that their efforts were neglected. Poor performance of the group was due to: Improper co-ordination of group members. 1.4 ANALYSIS OF THE PAST: This situation remembered me of the incident that happened once I was in my undergrad. The people were not happy to work in the group for the lab project. My team members went and stood with the friends in other groups. They used to chat and always my group had no results in the experiments. Out of 11 experiments in the lab we had result for only 2 experiments. The course instructor called each one in the group personally to know the problem. When he knew the problems he took the group to the dinner and helped us to know each other well. I remember he even assigned some nick names appreciating our good characters. We were taken for trekking to improve the co-ordination. After a month group members felt comfortable to work in the group and next semester we got 9 results out of 11 experiments in the lab. 1.5 ANALYSIS OF THE TECHNIQUE USED: The technique my undergrad course instructor employed was Wheelans Integrated Model of Group Development. Stage 1: Dependency and Inclusion In the dinner we exchanged the stories our own self about our families, friends and past life. The special talents we had like singing and dancing. Stage 2: Counter dependency and Fight We were introduced to topics that will cause conflict I remember some topics like Moral dress code made in colleges; we had conflicts that went for days. Stage 3 Trusts / Structure We were taken for trekking in steep mountains where we have to hold each other in order to be safe. We helped each other and build the trust. Stage 4 Works / Productivity When we went to work for the group lab project we still had conflicts but we had greater trust and were willing to help each other. That made as have good results in the lab in the next semester. Stage 5 Final This didnt apply to the lab group because we were in the same group till the end of my undergrad. I applied this technique number of times during my undergrad in order to form groups for cultural events in the university. 1.6 ANALYSIS OF WHAT WE COULD HAVE DONE FOR THE STARCH PRESENTATION: A similar approach like this should have been followed in the starch poster. Stage 1: Dependency and Inclusion We should have gone for dinner or indoor games. We should have known the individuals talents and appreciated him. So that he would have felt the importance of him in the group. Stage 2: Counter dependency and Fight We should have conflicted on the topics that like gulf war where everyone can talk and will contribute in a different way. Stage 3 Trusts / Structure We should have gone for activities and games like trekking in steep mountains where we could have build the trust and resolved our conflicts. Stage 4 Works / Productivity Then we should have worked in the starch poster so that everyone is willing to put the important contents in the poster. They would have taught the importance of group/team beyond their individual works represented in the poster. Stage 5 Final This wont apply to the group because we will be in the same group till the end of masters. 1.7 ACTION PLAN: The action plan is done for the better performance of the group in February in deciding the project that can be taken for the business plan. Step 1: Many group meetings are done not with motto of assignments but just to know each other better. (Have to be done before December.) Step 2: Many common issues of conflict are discussed about favourite actors and actress. The cultural misconceptions are conflicted. (Have to be done before January.) Step 3: The trust is developed in the individuals by trips to black pool and many places. (Have to be done before January.) Step 4: we have done the next presentation better but we have to still build the team because there will be more conflicts as only one project have to be selected for the CLS course to make business plan and others should accept it. (Have to be done before January.) 1.8 CONCLUSION: By following this technique I created high performance teams in my undergrad during cultural events. I believe the same management technique will work in the masters level and we will be able to select the project with less conflict. On the course of the analysis of this technique, Wheelans Integrated Model of Group Development; we will understand the talents of each member. This will help each member to work in the area in which they have great interest on and which they know better than other group members in the business plan. Thus the technique Wheelans Integrated Model of Group Development will help us do an excellent business plan for the CLS course. INCIDENT TWO: I GOT 54% IN SHAPING IDEAS FOR MARKET ASSIGNMENT. 2.1 DESCRIPTION OF THE INCIDENT: This incident happened on 17 December 2010. It was the feedback given for summative course work on the topic BUSINESS REPORT ON GENTRONIX in the course shaping ideas for market. Shaping ideas for market is one of my favourite subjects in my masters course. In this course I had special interest in reading number of books as possible. I read books like competitive strategy and balanced scorecards which were beyond the reading list. In the formative feedback this was reflected as my instructor mentioned your business model looks quite good and many things are just right. My reading and knowledge was well reflected in the class room when I answered I was always right and I knew the answer for every question put forward by my instructor. Such reflection in formative feedback and classroom sessions made me feel I will do well in the business report. I did the business report and when I submitted I felt I will get good marks yet the result was not that; I scored 54%. 2.2 FEELING OF THE INCIDENT (ON THE SPOT ANALYSIS): What I felt? I just felt the mark was not mine. I read the feedback completely and when the word Getronics came I was sure it was my mark. What did the course instructor feel? The feedback underlined area for low mark. The business template was not used. The referencing was not to the level of masters. Inappropriate usage of analytical tools. But the feedback mentions, A very confusing piece of work difficult after reading the whole assignment the markers could not understand what Gentronics really does and that makes it impossible to relate the analytical techniques used in the report. What my class members felt? When I said my marks many of my class mates felt I was simply lying and I was sarcastic. 2.3 EVALUATION OF THE INCIDENT: Understanding of what an assignment is; is derived from the past experiences in schools and colleges. The assumption I made in the assignment The business model is only a graphical representation of the theory. I could make my own graphical representation of the business model. I have referenced only a few articles in my undergrad when an assignment was given. Except for the literature review I didnt reference more than 5-6 references. The course instructor would clearly know what Gentronix really does before even reading the report as my undergrad supervisor knew, in and out the topic and checked whether I did it right. Yet clearly as the feedback mentions all my assumptions were wrong. And my 3rd assumption made my assignment impossible to be even marked. The lesson I have learnt is never change the template, an assignment is just like a literature review and I need to explain things from the scratch the markers dont know much about the company until I explain it in my report. This lesson was learnt at a great cost i.e. I lost 46% marks. Yet I have an exam for the other 50% to get things on track 2.4 ANALYSIS OF THE PAST: This situation remembered me of the incident that happened in my grad 10. It happened in the business mathematics course. I worked out hard for the exam I solved many questions as possible. I got answers for 8 questions out of 10 in exercises. In the main examination I failed to pass. In fact I got only 5 marks out 100. I remember the reason was I made a mistake in the critical equation that was the first step for every problem in the chapter. My course instructor could not give me marks because it was the first step of every problem in the examination. After I got the feedback I came to know, the mistakes I made was not only in the particular equation but I had mistake in number of equations. This problem was every time I did the sum I had the equation in front of me in the study room beautifully inscribed in colours. But in the exam hall I had no such equations in front of me and I failed to remember the inscription. The parameters and variables in the external environment changed in both of the occasions the shaping ideas for market and grad 10 examinations. And I failed. In my grad 10 I fought back the problem and I got 95 marks out of 100 in the final exam. The technique I used was improving my faith in the Napoleon Hills pyramid system mentioned in the famous book Think and Grow Rich 2.5 ANALYSIS OF THE TECHNIQUE USED: The technique revolves around 3 important parameters for success. The 3 vertices of the triangle in the success pyramid desire, faith and action. Napoleon Hills pyramid system Action Faith Desire In my 10 grad even after I saw 5 marks in the feedback I had a strong desire to score 100/100 in the paper in the final exam. The desire is just a wish and cant be converted into actions and goals unless I have faith in getting 100 marks. I had no faith in getting 100 marks after I got 5marks but I had faith in getting 10 marks. I made a goal that I will get 10 marks in the final exam I worked out problems and adopted techniques to get 10 marks. In a week I was very sure I will get 10 marks whatever the question paper and environment may be. With 100 marks as desire I had now faith to get 15 marks, I made goals and solved problems for getting 15 marks. I continued it till I increased my faith to get 100 marks. When I when for the final exam my parents and course instructor prayed that I should pass the exam. Yet I knew I am going to do it great and I did it. 2.6 ANALYSIS OF WHAT I COULD HAVE DONE FOR THE BUSINESS REPORT: I wish I could have got the assumptions right. Looked at business reports I could have got What is referenced how and how many? How business model template is used? What degree of basic data do the markers need about the company and its products? My next opportunity to employ my understanding would be my business plan. 2.7 ANALYSIS OF WHAT CAN BE DONE FOR SHAPING IDEAS FOR MARKET COURSE IN THE EXAMINATION: Every time, when the mark is low it affects the faith vertex in Napoleon Hills pyramid. Now I have faith in passing the shaping ideas for market exam with 50% marks. I will employ short goals to improve my mark by 10% every week. Work out different past question paper to find every time and in every paper I am consistently increasing the marks. I will check my confirmation by self analysis and discussion with classmates. I will do this until I am sure that I will get 100 marks. Personal SWOT to improve the shaping ideas for market marks Strength I have read Bragg and Bragg the course book. I know what is being done in classroom sessions. I have got good formative feedback and I was able to answer questions in the class. Weakness I have lost 46% marks in the business report. I dont understand where to use the tool and how to use them. Opportunity To look at past papers. To collect articles to see the usage of tools. Treats The pattern of exam and question paper will be new. I am writing an exam in the business course for the first time. Need to spend time for other exams. 2.8 ACTION PLAN: The 4 week plan to get high marks in shaping ideas for market Week 1: Revise course materials be confident to pass the exam. Week 2: See the past exam papers try to answer them within 30 minutes/question. Improve every time in answering the questions in time and content. Week 3: Discuss with friend on their views of exams and try to find the methodology adapted is same. Try to find what may be improved and what may be eliminated to score more marks. Week 4: Revise the work done for 3 weeks. Analyze all the possible risks. Be prepared a day before for the examination. 2.9 CONCLUSION: This action plan is made combining the SWOT and pyramid approach. The view of getting high marks is writing the exact number of words and information the examiner expects to see in the paper. This information on what examiner might expect is got by critically analyzing every session of the course which is the first week plan. The second week puts the understanding into action. The third week checks for faults and other class members views of the content presented in class. Week 4 taking note of what is very important, important and less important. This is a way of managing time where in 1.5 hours the exam is completed writing the very important and important details. Thus in exam I will never miss the very important or important details whatever the factors may be. This strategy is adopted in getting high marks.

Arguments for and against prostitution legalization

Arguments for and against prostitution legalization The articles writer is Emily Bazelon who is a senior of Slate. Majority of the articles in which she wrote, were mostly controversial subjects, such as, the Hamdan v. Rumsfelf trial and post-abortion syndrome. She is a contributing writer who plays in many roles. Emily is the co-editor of the Jurisprudence blog, and edits Slates legal column. The Jurisprudence blog talks about womens issues. Emily Bazelon was a senior editor of Legal Affairs before she started joining Slate as well as a contributing writer to The New York Times Magazine. In the year 1993 and 1994, she worked as a reporter in the San Francisco Bay Area and also as a journalist in Israel. Moreover, she is also a Senior Research Scholar in Law and Truman Capote as well as a fellow for the Creative Writing and Law at Yale Law School. She examined the reasons why prostitution is illegal or why it should be legal in the article of Why is Prostitution. Emily was comment that the reasons of it are because of the deprived wom en in the industry and it would only help brothel frequenter who are the ones who exploit and demean these women. From the article of Why Is it prostitution illegal?, Emily Bazelon talks on the prostitution issue by giving argument. Argument on legalizing prostitution expands, leads to back-alley violence and fails to protect woman. It also causes greater demand for human trafficking victims. Martha Nussbaum argues on sale of bodily services and poor woman that work as bad conditions. Difference between a street worker controlled by a pimp and a high-end call girl who picks her own clients, and how to increase poor womens access to decent and safe work. Prostitution is inevitable but if its regulated then conditions will be better. Countries that prostitution is legal arent cesspools. In 1999, legal to sell but illegal to but sex and only johns and traffickers can be prosecuted. According to Womens Justice Center, Swedens way is a big success. Prostitution has been reduced in Stockholm and Finland. SANS, for sex workers and Allies Network in Sweden dislike the 199 law. It has more dangerous clie nts and unsafe sex. Industries want straight-out legalization but without systematic studies shown law has made sex work worse or riskier. Prostitution laws should not come down to working conditions, laws that would lead for sex workers. Due to a recent working paper (PDF) by economist Steven Levitt and sociologist Sudhir Venkatesh, apparently dont know that much about the specifics of the structure of the sex market. Levitt and Venkatesh found that women working on streets were making $27 a day and less than $20,000 a year from the data of Chicago police department. The Ricks of the trade were serious as an annual average of a dozen incidents of violence and 300 instances of unprotected sex. Surprisingly, high prevalence of police officers demanding sex from prostitutes in return for avoiding arrest. Its another argument against the bans on prostitution; presumably women would not be caught in this particular trap if they were not worried about going to jail in the first place. Prostitution means, the act or practice of engaging, and a career in which it is contempt by society even if it has been around for centuries. In ancient Greek, prostitution is not to be contempt because of the prostitutes dedication to the Gods or goodness of the priests. It began many centuries ago, as a way to service for the God. Today prostitution has become more and more open to the extent that some countries approve for the legalization of prostitution, countries such as, Bulgaria and the Netherlands industry. In my opinion, prostitution is an immoral transaction, even if it has been around for thousands of years. Legalization of prostitution is a problem on the countrys controversial topic. The article does not entirely agree because it has brought many negative effects, such as health, community policy issues and religious issues. As we all know, that the biggest impact caused by prostitution is none other than health problems. There are many impacts created by prostitution, whether to the society or other people, and it is physically harmful to sex workers. Those sex workers have a high probability will get sexually transmitted disease (STD), such as HIV/ AIDS, Chlamydia, Gonorrhea, Herpes, Human Papilloma virus , and Syphills. These STD are alarmingly high among women in the prostitution industry. According to Minneapolis/St. Paul, studies demonstrated that 31% of the women interviewed had experienced at least one episode of DID which is the accounts for most of the serious illness associated with STD infection.(Janice, 1994). Besides that, it does not only gravely impair to the sex workers, but it will also be passed to innocent people such as their couple partners. In some developing countries, it has been estimated that 70% of females have STD and infertility, most of which were caused by their husbands o r partners who were involved in prostitution (Jacobson, 1992). It shows that prostitution does not only affect sex workers and clients, but it also implicates to innocent people as well. Assuming that these diseases are uncontrollable and are continuously being spread out into community, the consequences will be disastrous. Hence, the rate of health in the community will be in the danger zone. Furthermore, prostitution also related to the crime problems in the community. Most prostitution industries connected to crime groups such as triad. Illegal prostitution does not bring any benefit to the society; instead, it will increase the rate of crime. Because prostitution is being induce, it leads to the production of criminal such as theft robbery, assault, murder, alcoholism, drug abuse, kidnapping, human trafficking and others. Some of the sex woman workers are victims of human trafficking which are manipulated by criminal groups. Many of them are living in a violent environment even life threatening ones as Emily Bazelon mentioned in the article. She mentioned that women who fear prosecution could not go to the police for help due to life threats. As the article mentioned, many of the works involve the sales of bodily services and that lots of the works involve bad working condition. I strongly believe that legalizing prostitution is a huge mistake because not only will it encourage the rate of crime to continuously rise but sooner or later it will become a rampant increase. For example, as Why Is Prostitution Illegal article mentioned, the government claimed that legalizing or tolerating prostitution would create a greater demand for human trafficking problem. More succinctly, legalizing prostitution industry will increase the demand of sex worker because of the shortage of voluntary sex workers, so they will kidnap girls and force them to be sex workers. Therefore, do not legalize prostitution is the best choice. In fact, professional ethics have always despised sex workers in the society because it is a violation of religious moral teachings. Prostitution represents a distortion of traditional cultural values and a corruption of humanity. For example, there have five percepts in Buddhism. One of the percepts is talking about prostitution. The third percept is to be refraining from sexual misconduct. Prostitution is a systematic violation of this rule, a problem Buddhists need to take more seriously. Among other things, a substantial improvement in the economic well-being of rural areas, as well as the enforcement of laws punishing profiling from the business of prostitution, is needed to reduce pressure on rural young women to resort to prostitution (Peter, 1999). From this, we know that a religionist or a superior man does not allow prostitution. Even in ancient China, the status of sex workers has no value and its level is lower compared to slaves. Despite some countries acceptance, the Mu slim religionist in Malaysia does not. Therefore, Malaysia has laws to those prostitution offenders. They will be given serious punishments if the laws are violated. It is stated in the Syariah Criminal Offences (Federal Territories) Act 1997. In section 21 of Act 559, it is demonstrates that any women who are involves in prostitution shall be arrest and offense on conviction be liable to a fine not exceeding five thousand ringgit or to imprisonment for a term not exceeding three years or to whipping not exceeding six strokes or to any combination thereof. This is one of the ways Muslim people go against prostitution, which is using strict laws. Therefore, the legalization of prostitution would be very likely to break with the harmonious relationship between governments and religionists. In conclusion I strongly believe that these three factors are why prostitution is should not be legalized. Prostitution is to increase the culture of corruption in a society, because it will gradually undermine the social morality and the destruction of human conscience. If peoples cultures are being corrupted continuously, we will no longer live in a peaceful and harmonious life. Thus, prostitution should not be legalized. Reference Page Parriott, Ruth. Health Experiences of Twin Cities Women Used in Prostitution: Survey Findings and Recommendations. Unpublished, May 1994. Available from Breaking Free, 1821 University Ave., Suite 312, South, St. Paul, Minnesota 55104. Retrieve from November 27, 2010 from http://www.uri.edu/artsci/wms/hughes/mhvhealt.htm. Jacobson, Jodi L. The Other Epidemic. World Watch. May-June 1992, pp. 10-11. Retrieve from November 27, 2010 from http://www.enabling.org/ia/vipassana/Archive/J/Jackson/homoBuddhaJackson.html Emily Bazelon. Article of Why is Prostitution Should Illegal? Posted Monday, March 10, 2008 at Slate Magazine. Retrieve from November 27, 2010. From http://www.slate.com/id/2186243/ Syariah Criminal Offences (Federal Territories) Act 1997. In section 21 of Act 559. Retrieve from November 27, 2010. From http://www.mylawyer.com.my/pdf/Syariah_Criminal_Offences_Federal_Territories_Act.pdf

Free Siddhartha Essays: Themes in Siddhartha :: Hesse Siddhartha Essays

Themes in Siddhartha Siddhartha by Hermann Hesse tells of a man, Siddhartha, and his search for peace.   Siddhartha leaves the Brahmins to become a holy Samamna.   He finds no satisfaction in the deprivation, which the Samanas practice, so he leaves their way of life to find the Buddha.   The Buddha's teachings fail to satisfy his desire to find a path to peace, also.   He then travels to a town but finds no answers there either.   Finally, beside the river, Siddhartha finds peace.   There are two main themes in Siddhartha; the father/son theme and the theme of peace and totality.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The theme of father and own can be found at the beginning and end of the novel.   Siddhartha leaves his father at the very beginning of the book in order to find the peace he feels he has not achieved by being a Brahmin, and Siddhartha never sees his father again.   Siddhartha has a son with a courtesan in the town and has responsibility for him after his mother dies; the boy does not like staying by the river with Siddhartha and runs away, causing Siddhartha the same grief that Siddhartha had caused his own father years ago.   These losses suffered by the by both Siddhartha and his father are all a part of Siddhartha's journey to achieve inner peace.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The theme of peace and totality appears throughout the Siddhartha.   Siddhartha's father performs ablutions in the river and offers sacrifices to the gods in a never ending attempt to achieve peace within himself.   The Samanas practice deprivation and attempt to escape the Self through meditation, only to realize that they only achieve totality for a short time.   The Buddha has found peace and vainly attempts to explain to others how they, too, might achieve peace.

Home Rule :: Essays Papers

Home Rule The Potato Famine, religious discrimination, and land issues caused tension in the Irish community. Home Rule, a measure of an independent government for Ireland, was the inevitable solution. It took more than two centuries for Ireland to gain its independence over Great Britain. With the Act of 1800, the British abolished Ireland’s Dublin Parliament. As a result, Irish members were forced to take their seats in Westminster (Walsh 1). This left the Irish with no government representation within the country. The Irish had a desire to control domestic affairs without any British involvement. Replaced by English traditions and emigration, the nationalist movement increased opportunity for change. By the mid 1880’s, Irish nationalism rose to great heights and Irish independence was at the forefront of politics (20). Charles Parnell became the leader of the revived Irish movement. He was named head of both the Irish Parliamentary Party and the National Land League. Parnell gained support from members of the Fenian movement, as well as newly elected British Prime Minister, William Gladstone. Gladstone was highly aware of the Irish predicament stating "My mission is to pacify Ireland" (21). His attempt at pacification started with the disestablishment of the Church of Ireland. In 1885, he introduced the First Home Rule Bill. Between the years of 1886 and 1921 there were four Home Rule bills submitted to Parliament. The Home Rule Bills provided a dual-bodied legislature strictly for local matters and Irish representation at Westminster to vote on Irish taxation. According to Taylor "It threatened to frustrate those (British) completely in that it provided for a sepa rate Irish parliament and an end to Irish representation in Westminster" (Taylor 772). This led way to views of republicans and revolutionaries after each bill was defeated. Home Rule had a huge effect on Irish society and Irish politics to which Ireland is shaped today. The Gaelic Revival was an attempt to re-introduce old Gaelic traditions to the Irish people. The Irish were fed up with British influence. The restoration of their culture would provide themselves with a national identity. As stated in Ireland’s Independence, "The period saw the emergence of a separate series of organizations – literary, sporting, political" (Walsh 18). The Gaelic Athletic Association (GAA), founded by Michael Cusak, promoted national games, such as hurling, football, and handball (Walsh 18).

Filipino Accounting Education Essay

This Statement is issued by the Accounting Education Change Commission (AECC). The AECC was appointed in 1989 by the American Accounting Association and supported by the Sponsors’ Education Task Force, representing the largest public accounting firms in the United States. Its objective is to be a catalyst for improving the academic preparation of accountants so that entrants to the accounting profession possess the skills, knowledge, and attitudes required for success in accounting career paths. The Commission encourages reproduction and distribution of its statements. The Commission’s first Position Statement, on the objectives of education for accountants, emphasized the importance of teaching. The Statement cited the need for training in instructional methods, recognizing and rewarding contributions to teaching and curriculum design, and measurement and evaluation systems that encourage continuous improvement of instructional methods and materials.1 Without progress in these prerequisites to effective teaching, the objectives of that Statement cannot be realized. Moreover, progress is needed in mechanisms for sharing ideas and techniques and in the culture and organizational climate that establishes and maintains the scholarly status of teaching within the professoriate. All interested parties (e.g., university boards of trustees, regents, legislatures, governors, parents of students, and other sponsors of education) should help establish a priority on teaching and otherwise improve its effectiveness, but faculty and administrative leaders bear the greatest responsibility. CHARACTERISTICS OF EFFECTIVE TEACHING The characteristics of effective teaching must be identified if their presence is to be measured and improvements envisioned. Understanding the characteristic of effective teaching is essential for faculty (so they know what is expected) and administrators (so they can assess performance). Five characteristics of effective teaching are listed below. Curriculum Design and Course Development. To effectively design curricula and develop courses the teacher must: set appropriate objectives; develop a useful framework for the conduct of courses and programs; conceptualize, organize, and properly sequence the subject matter; integrate courses with other related courses, disciplines, and current research; and be innovative and adaptive to change. Use of Well Conceived Course Materials. Effective course materials enhance presentation skills, fulfill course objectives, are consistent with current developments and new technology in the field, create a base upon which continued learning can be built, challenge students to think, and give them the tools to solve problems. Presentation Skills. Effective presentation skills stimulate students’ interests and their active participation in the learning process, respond to classroom developments as they occur, convey mastery of the subject matter, achieve clarity of exposition, instill professionalism, and engage students with different learning styles. Well Chosen Pedagogical Methods and Assessment Devices. Effective pedagogical methods (e.g., experiments, cases, small group activities) vary with circumstances (e.g., size of class, nature of the subject, ability or skill being developed). Assessment devices (e.g., examinations, projects, papers, presentations) should be geared both to course objectives and to the progress of the course and should have a pedagogical component (e.g., fixing in the student’s mind what is most important, learning by thinking through a problem, identifying weaknesses to be corrected, reinforcing acquired skills). Guidance and Advising. An effective teacher guides and advises students as appropriate to the level of study and research (e.g., a freshman’s exploration of potential careers, a senior’s job placement, or a doctoral student’s work on a dissertation). THE ADMINISTRATIVE TASK Administrators should ensure that the reward structure stimulates effective teaching. They should also give attention to the other administrative issues that can affect the quality of teaching. These include: The school’s or department’s infrastructure for learning. This infrastructure includes, for example, classrooms, EDP and projection equipment, library facilities, and study space. Deployment of discretionary resources (e.g., availability of secretarial assistance, printing and duplicating, travel funds for teaching conferences). Appropriate class sizes and teaching loads, given the educational mission and resources of the school. Administrators should consider how each of the factors above is influencing the quality of teaching at their institutions and whether improvements can be made. Finally, administrators should be satisfied with the quality of the procedures in place in their institutions to evaluate teaching and continuously improve it. REWARDING EFFECTIVE TEACHING Faculty and administrators have a joint responsibility to develop incentive systems that produce the best educational outcomes for students. No one reward system or set of reward criteria can serve all institutions, but all should create adequate incentive for effective teaching. The incentive systems should reward effective teaching in deed as well as in word. Effective teaching should be a primary consideration in the tenure, promotion, and merit evaluation process. Effectiveness and innovation are not free, and it would be a mistake to assume that in the long term simply faculty pride and altruism are sufficient to accomplish continual change and improvement in the instructional function. STRATEGIES FOR EVALUATING AND IMPROVING TEACHING There is a close relationship between evaluating and improving teaching. Information about performance provides feedback on where improvements might be made. Assessments of performance need not have a purely administrative function of determining salaries and promotions; they can be devoted to improving teaching. The techniques below illustrate the range of what is available. Regardless of the technique chosen, assessments of teaching should be systematic and consistent. Self-assessment. Every teacher should regularly assess his or her work in order to improve. Self-assessment requires an evaluation of what was effective, what was not, why some things were relatively more effective, and what changes are desirable. Self-assessments can include documentation of purposes and techniques provided to colleagues as part of formal evaluations and are a natural basis for informal discussions of teaching techniques. Observations by Colleagues. Faculty should be primarily responsible for evaluating the teaching performance of colleagues. The evaluation process should be systematic and should strive for objectivity. A structured approach lends consistency to observations, which can make subsequent observations less stressful. All observations by colleagues should have as a major purpose to make recommendations for improvement, even if the occasion for the observation is administrative. Experience should be considered in assigning faculty observers. Student Evaluations. Student evaluations provide direct evidence of student attitudes toward the classroom experience. Students can report reactions to course workload; to the course materials; to the teacher’s classroom enthusiasm, demeanor and control; and to their personal interaction with the teacher. They can also estimate their own academic growth in the course. Alumni Input. Graduates can report on the thoroughness of their preparation, the usefulness of specific educational experiences in their lives and careers, and recollections of effective courses and teachers. Aggregate data on alumni outcomes (e.g., employment data) can be combined with information on curriculum design and teaching effectiveness to evaluate how both an accounting program and teaching approaches might be improved. Instructional Consultants. Consultants can analyze teaching techniques and styles and provide recommendations for improvement. Sometimes it is useful to work with a consultant and a faculty colleague, with the colleague focusing on course content and the consultant on teaching techniques. Teaching Portfolios. A teaching portfolio is a factual description or collection of a professor’s teaching achievements (i.e., an extended teaching resume). The teaching portfolio is to a professor’s teaching what lists of publications, grants, and academic honors are to research. A portfolio might include documentation of one’s teaching experience and philosophy, syllabi, evidence of student learning, student and faculty evaluations, videotapes, and documentation of work on curriculum design and course development. A teaching portfolio may be critical to providing the teaching vita with the portability and external review enjoyed for so long by the publishing vita. CONCLUSION Every party with a stake in improving accounting education has a stake in improving accounting professors’ teaching, but faculty and administrators can do the most to bring it about. They can work to ensure that teaching is appropriately rewarded and supported, that campus conditions are conducive to effective teaching, that effective teaching strategies are shared with others, that sound mechanisms for feedback on teaching effectiveness are in place and functioning, and that methods of evaluating teaching are refined and viewed as credible by those who play key roles in the evaluation and reward process. SELECTED BIBLIOGRAPHY Angelo, Thomas A. and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition) San Francisco, CA: Jossey-Bass Publishers, 1993 Boyer, Ernest L. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, N.J.: The Carnegie Foundation for the Advancement of Teaching, 1990. Blackburn, Robert T. and Judith A. Pitney. Performance Appraisal for Faculty: Implications for Higher Education. Ann Arbor, MI: national Center for Research to Improve Postsecondary Education, The University of Michigan, 1988. Braskamp, Larry A. and John C. Ory. Assessing Faculty Work. San Francisco, CA: Jossey-Bass Publishers (in preparation), 1993. Cashin, William E. â€Å"Defining and Evaluating College Teaching,† IDEA Paper No. 21. Kansas State University, Center for Faculty Evaluation and Development, September 1989. Centra, John, Robert C. Froh, Peter J. Gray, Leo M. Lambert and Robert M. Diamond, eds. A Guide to Evaluating Teaching for Promotion and Tenure. Syracuse University, Center for Instructional Development, 1987. Diamond, Robert M. Designing and Improving Courses and Curricula in Higher Education. San Francisco: Jossey-Bass Publishers, 1989. Edgerton, Russell, Patricia Hutchings and Kathleen Quinlan. The Teaching Portfolio: Capturing the Scholarship in Teaching. Washington, D.C.: American Association for Higher Education, 1991. Gabbin, Alexander L., Scott N. Cairns and Ralph L. Benke, Jr., eds. Faculty Performance Appraisal. Harrisonburg, VA: Center for Research in Accounting Education, 1990. Lambert, Leo M. and Stacey Lane Tice, eds. Preparing Graduate Students to Teach: A Guide to Programs that Improve Undergraduate Education and Develop Tomorrow’s Faculty. Washington, D.C.: American Association of Higher Education, 1993. McKeachie, Wilbert J. Teaching Tips: A Guide Book for the Beginning College Teacher. (8th Edition) Lexington, MA: Heath and Company, 1986. Mckeachie, Wilbert J., Paul R. Pintrich, Yi-Guang Lin and David Smith. Teaching and Learning in the College Classroom: A Review of the Research Literature. Ann Arbor, MI: National Center for Research to Improve Postsecondary Education, The University of Michigan, 1986. Menges, Robert J, and B. Claude Matkis, eds. Key Resources on Teaching, Learning, Curriculum, and faculty Development. San Francisco, CA. Jossey-Bass Publishers, 1988. Seldin, Peter. The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion Tenure Decisions. Boston, MA: Anker Publishing, 1991. Seldin, Peter and others. How Administrators Can Improve Teaching: Moving from Talk to Action in Higher Education. San Francisco, CA: Jossey-Bass Publishers, 1990. Stark, Joan S. and others. Planning Introductory College Courses: Influence on Faculty. Ann Arbor, MI: National Center for Research to Improve Postsecondary Education, The University of Michigan, 1990. St. Pierre, E. Kent, Michael P. Riordan and Diane A. Riordan, eds. Research in Instructional Effectiveness. Harrisonburg, VA: Center for Research in Accounting Education, 1990. The Teaching Professor. A newsletter published by Magna Publications, Inc., Madison, WI: Maryellen G. Weimer, Editor, Pennsylvania State University. The AECC acknowledge the contributions to the Statement of the following task force members who are not Commission members: Ronald J. Patten and Arthur R. Wyatt. Other Statement issued by the Accounting Education Change Commission: Issues Statement No. 1: AECC Urges Priority for Teaching in Higher Education (August 1990). Position Statement No. One: Objectives of Education for Accountants (September 1990). Issues Statement No. 2: AECC Urges Decoupling of Academic Studies and Professional Accounting Examination Preparation (July 1991).

Investigating the Inverse Square Law Essay

The inverse square law can also be applied to gravity, electric fields, light and sound. In relation to electric fields, the electric force in Coulomb’s law follows the inverse square law: ‘If gamma rays are a form of electromagnetic radiation and undergo negligible absorption in air, then the intensity, I, should vary inversely as the square of the distance between the source and the detector.’2 Air acts as an almost transparent medium to ?-rays, and the intensity (rate of energy arrival per unit area) of ?-rays emanating from a point source varies inversely as the square of the distance from the source.3 ?-rays fall into many distinct monoenergetic groups because of their variable energies which emanate from any particular emitter. The least energetic radiation will only pass through very thin foils, whereas the most energetic can penetrate up to several centimetres of lead.4 As ?-rays tend to produce 10-4 times as many ion-pairs per unit length as ?-particles do, measurements are usually carried out using a Geiger-Mller (G-M) tube.5 G-M tubes are widely used for detecting radiation and ionising particles. Source: http://en.wikipedia.org/wiki/Geiger-M%C3%BCller_tube The anode is a central thin wire which is insulated from the surrounding cathode cylinder, which is metal or graphite coated. The anode is kept at a positive potential and the cathode is earthed. The tube may also have a thin mica end window.6 When radiation enters the tube, a few electrons and ions are produced in the gas. If the voltage is above the breakdown potential (The minimum reverse voltage to make the diode conduct in reverse)7 of the gas, the number of electrons and ions are greatly multiplied. The electrons are attracted to the anode, and the positive ions move towards the cathode. The current flowing in the high resistance resistor (R) produces a pd which is amplified and passed to a counter which registers the passage of an ionising particle or radiation through the tube.8 The tube cannot be filled with air as the discharge persists for a short time after the radiation is registered. This is due to electrons being emitted from the cathode by the positive ions which arrive there. Instead, the tube is filled with argon mixed with a halogen vapour which quenches, reduces the intensity, the discharge quickly, ensuring that the registered radiation does not affect the recording of other ionising particles. When the G-M tube is detecting one particle, if another enters the tube it will not be detected. This is known as dead time; the average maximum being approximately 90 microseconds.9 Because this number is so small, it can justifiably be ignored for this experiment. Background radiation must be taken into account when taking readings from the source. Background radiation primarily comes from cosmic radiation and terrestrial sources.10 This radiation will affect the count and must be corrected. The level of this radiation varies with location and must be measured before conducting the experiment. Since I ? C: C ? 1 (d + d0)2 Therefore: d + d0 ? 1 Vc I ? 1 r2 Where: * d = distance * d0 = distance to be added to the measured distance, d, because of the reference point on the holder not coinciding with the source, and the effective counting space inside the GM tube may not be close to the window, then r = d + d0. * I = intensity * C = corrected count rate – the measured count rate minus the reading for background radiation11 Corrected count rate against 1/(d + d0)2 should produce a straight-line graph, passing through the origin, if the inverse square law is followed. Source: ‘A Laboratory Manual of Physics’ -F. Tyler, Page 269 The gradient of the line obtained is a measure of the strength of the source used in the experiment.12 The strength of the source is the activity, A=?N. The decay constant, ?, can be calculated using ? = ln2/t1/2 where the value for the half-life of Co-60 is 5.2714 years13. Therefore: ? = ln2/t1/2 = 0.693/1.664 x 108 = 4.175 x 10-9 The gradient of the straight line graph will equal ?N0e-?t so ? = gradient/ N0e-?t Safety Precautions: To ensure the utmost safety before, during and after this experiment, some guidelines should be followed: * Food and drink should not be consumed whilst in the same room as the source * Food items should not be stored in the same room as the source * The source should only be handled with long handled source handling tongs, and as little as possible * Hands should be washed thoroughly after contact with the source * If in contact with the source for an extended period, it is recommended that a monitoring badge is worn * As the source will radiate in only one direction, it should not be pointed at anyone * The source should be locked away in a lead lined box when not in use * Open wounds should be covered securely * Protective gloves should be warn when handling potentially contaminated items Errors: To reduce the possible errors within the experiment, an optical bench will be used to ensure that the G-M tube and the source are properly aligned throughout, as the source radiates in one direction, the alignment must remain standard. Also, for small distances, specifically the distance d0 which is the distance the source is from the opening of the holder plus the distance of detection from the window in the G-M tube, vernier callipers will be used to hold as much accuracy as possible. Vernier callipers read to fractions of a millimetre, making them much more accurate than other measuring devices. Other distances, such as distance d, can be measured with a metre rule as the distances are larger which decreases the possible error in measuring. There will also be the error of human reaction times from observing the final count and pressing the stopclock. To ensure accuracy, practise using the stop-clock and count switch until reasonably consistent results can be obtained. Preliminary Work: To decide on an appropriate voltage to use, the G-M tube and source set-up should be tested. Place the source approximately 10 cm from the window of the G-M tube and increase the voltage slowly, until the count rate stops changing dramatically. Plot a graph of the count-rate, C, against EHT voltage, V. Record the voltages V1 and V2 between which the rate of counting does not vary too much. If the rate of counting begins to rise after remaining much the same for a range of voltage do not raise the voltage any higher or the tube may suffer damage.14 The optimum operating voltage will be halfway between the voltage where the plateau begins and the voltage where it ends. To decide on the range of distances used, the source was moved close to the window of the G-M tube and was moved back slowly until the scaler could count adequately (5 cm). This is the smallest distance that will be used. To find the other extreme, the source was moved back until the count rate fell to a low value, but could still provide adequate results (35 cm). d (cm) N t1 (s) t2 (s) t3 (s) Ave. t 5.00 10,000 212 209 209 210.00 10.00 10,000 773 779 790 780.67 15.00 1000 180 220 205 201.67 20.00 1000 317 355 345 339.00 25.00 1000 457 469 437 454.33 30.00 1000 543 510 542 531.67 35.00 1000 749 720 735 734.67 From these preliminary results I have decided to time for 10,000 counts at 5 cm from the source, 5000 counts for 10cm from the source, and 1000 for 15 – 30cm. This is because any higher values will take considerably longer to measure. I will take three readings from each, as radioactive decay is a random process and it would be unlikely for more than three readings to be similar. An average will be calculated from the three values and the reading for the background radiation will be subtracted to find the corrected count rate. Equipment: * Geiger-Mller tube of , ? sensitive type * Decade scaler with variable EHT supply * Sealed cobalt-60 source – sealed to prevent contact with the source and to prevent isotropic radiation * Long handled source handling tongs – to prevent contact with the source * Optical bench with source holder – to ensure constant alignment * Stop-clock, readable to at least two decimal places * Vernier callipers – to measure the distance d0 to a higher level of accuracy * Metre rule – to measure the distance d Diagram: Where: * B is the optical bench with source holder, H * G is the Geiger-Mller tube * S is the decade scaler with variable EHT supply * R is the sealed radioactive source, cobalt-60 Cobalt-60 will be used as the gamma source as it is easily produced, by exposing natural cobalt to neutrons in a reactor, and therefore easy to acquire.15 It also produces ?-rays with energies of 1.17 MeV and 1.33 MeV. Method: 1. Clamp the G-M tube to one end of the optical bench and attach it to the input socket of the scaler 2. Set the variable EHT voltage on the scaler at a minimum and turn it on, allowing a few minutes for the scaler to warm up 3. Change the variable EHT voltage on the scaler to the value found through preliminary work and set it to count pulses from the G-M tube 4. Start the stopclock and measure the background radiation for an adequate length of time, e.g. 25 minutes, as background radiation is variable 5. Place the holder containing the ?-source at 5.0 cm from the window of the G-M tube 6. Start the stopclock and stop after 10,000 counts are registered. Record this value and repeat twice 7. Move the ?-source to 10.0 cm from the window of the G-M tube and repeat procedure 5, instead only counting 5000 counts 8. Move the ?-source to 15.0 cm from the window of the G-M tube and repeat procedure 5, instead counting only 1000 counts 9. Repeat procedure 7 for sets of 5.0 cm until a distance of 30.0 cm is reached 10. Tabulate these results and find the average count rate for each distance 11. Evaluate 1/(d + do)2 12. Using the recorded value for background radiation, evaluate the corrected count rate for each distance 13. Plot the graph of corrected count rate against 1/(d + do)2 References: 1 http://hyperphysics.phy-astr.gsu.edu/Hbase/forces/isq.html 2 Essential Pre-University Physics’ – Whelan & Hodgson, page 953 3 ‘Essential Principles of Physics’ – Whelan & Hodgson, page 472 4 ‘Essential Principles of Physics’ – Whelan & Hodgson, page 472 5 ‘Essential Principles of Physics’ – Whelan & Hodgson, page 472 6 http://www.imagesco.com/articles/geiger/03.html 7 http://en.wikipedia.org/wiki/Breakdown_voltage 8 ‘Essential Pre-University Physics’ – Whelan & Hodgson, page 406 9 http://www.imagesco.com/articles/geiger/03.html 10 http://en.wikipedia.org/wiki/Background_radiation 11 ‘Advanced Level Practical Physics’ – M Nelkon & JM Ogborn, page 218 12 ‘A Laboratory Manual of Physics’ – F. Tyler, page 269 13 http://en.wikipedia.org/wiki/Cobalt * 14 ‘Advanced Level Practical Physics’ – M Nelkon & JM Ogborn, page 212 15 http://en.wikipedia.org/wiki/Cobalt

Introduction to Social Sciences

Topic of study – Sociologist and Psychologist â€Å"Do people from deferent background Influence they choice of school they go to? † This topic Is derived from the article, which states: â€Å"What we are seeing Is that the students who are going to some of the more brand-name schools, they're all coming from a certain background†¦ Expanded financial help for students who are keen to enter top independent schools but are put off for fear they cannot afford it or fit in. This might be of interest to both sociologist and psychologist, looking at the activities/ behavior of small groups at ground level, both will then examine whether what is mound on small scale applies on large scale. 1. 1 Sociologist Approach For sociologist, the question they might ask could be: â€Å"How did this social idea comes about? ‘ Sociologists study the social norms and values, and also social processes like formation of power and status relationship. In this case, they may be int erested to find out how come most students that are enrolled In elite schools are from better background.The social function for hilling practice might derive from schooling. It might be believed that students that graduated from an elite school have higher neighborhood school. This would then drive the parents who have adequate financial ability to enroll their children into a better school so that their child may have a better chance of getting employed in the future. As a result, students from better background will end up in top independent school as their parents can afford to put them through the education. 1. 2 Psychologist Approach As for psychologist, they may ask: â€Å"How do groups influence human behavior? They are interested in how it will develop one's belief system. In this case, it is said that students from better background are enrolled in top schools. That being said, what ill happen if a student from normal background were to be awarded with study grant to be e nrolled in the elite school? If students from top schools are mostly from better background, they will start thinking that because they come from better background, they are entitled to go into this school. Consequently, will a student from normal background choose to enroll into the elite school, if given study grant?There could be fear of being ostracizes and not being able to fit in due to the differences. While both disciplines are concerned on the same topic, the emphasis on sociology is the individual in interaction with others. On the other hand, psychology focuses on the individual, which explains human behavior. 2. Topic of study – Political Scientist and Economist â€Å"How effective is introducing niche program able to accommodate multiple pathway of success? † This might be of interest to both political scientist and economist as it both consists of decision making.The topic is derived from the article that mentioned: â€Å"†¦ Opportunity arises becau se we have been committed to this philosophy of many alternative ways of success. † 2. 1 Political Scientist Approach For political scientist, they study on who gets what, when and how. In short, they decide how the society should operate. They analyses the forms the institution takes and the process that emerge. Political scientists look at how the policy introduced will impact the situation. In this topic, the policy is introduced and time is taken to find out how effective is the proposed policy. . 2 Economist Approach For an economist, usually it decides on how to allocate scarce resources, deciding what to produce, how and for whom. In this case, they will be interested to know if the policy introduced will affect the labor market. With the program introduced, will it eve any significant impact on how the distribution, production, and consumption of might be an increase in new businesses emerging from graduates since the school they attended focuses on personal interest a nd competencies, rather than academic standing of school.On the other hand, there is also a concern whether Singapore will have enough Jobs to support the increase in graduates. 3. Social Science Discipline, Chosen Topic of Study and Hypothesis The social science discipline chosen to discuss in this essay will be sociology and the selected above topic: â€Å"Do people from different background influence they choice of school they go to? † 3. 1 Hypothesis With this topic, the hypothesis formed is: â€Å"Having a better background can influence the student's choice of selecting top school†. 3. Variables They key variables are â€Å"better background†, â€Å"type of students† and â€Å"choice of top school† Independent variable, which can be changed during the study, is â€Å"Background†. Different type of background can be chosen to study anytime. Background is chosen as it can affect the type of school a student enrolls into. Having a better background means student can afford to study in independent school. Dependent variable, which would be measured and counted in the study is â€Å"Choice of top school†. Choice of top school means the results of what the student chosen.Will a student from better background choose to enroll into a normal school because of the extra-curriculum offered or will the student choose a top independent school because he/she knows that they can afford it? This is the variable that is observed during the study. Controlled variable, which is not changed throughout the study, is â€Å"type of students†. The same type of students (graduating students who is at the stage of choosing their schools) is used for this study. It will not be fair if the students used are of different age group as they may have different maturity level in their way of thinking.Choosing the same age group of graduating students to study on the choice of school chosen to enrolled into will be the most desirabl e. 4. Developing Research Design This is the stage after hypothesis is formed. Decisions must be made about how best to obtain the data through research methods. By personalizing variables, questioned are asked to covert them into a form which is measurable or testable. In this topic, we are discussing about: â€Å"Having a better background can influence the student's choice of school†.Do student has siblings or friends in the school they are enrolled in? – This is to measure if the choice is affected by other factors such as peers. How many students enrolled in top independent schools come from better background? -This is to measure the past and existing patterns, whether the social structure is built in a way that it influences them to choose the school because ‘it's the way. 4. 2 Research Methods To test and bolster hypothesis formed, there will be research carried out and the 2 hat will be discussed here will be Survey and Secondary Data Research. 4. . 1 Sur vey Research This method is used for establishing facts and subjects of research will be a statistically valid sample of a population. A series of questions will be asked to collect the data needed. Questionnaires will be designed in a way that does not lead the subject. No. Question What is the top factor in mind when choosing a school? (a) Affordability (c)Friends/siblings state: 2. (b) Vicinity (d) Rank of school Others, please If given a choice to enroll in any school, will an elite school be your choice? (a) Yes (b) No For both answers, please explain why: 3.Do you think it is important to be in a school you feel socially accepted? (a) Yes Once these questions are designed, the next step is to survey the sample population. This survey can only be used at the point of time when the student is preparing to enroll 4. 2. 2 Secondary Data Research This method of research gathers relevant information on one's research topic. One will be able to discover what other researchers have wr itten related to that topic and what research methods they have used. It can also be used to obtain other research studies/methods backup or contradict one's findings.As extracted from Ministry of Education Singapore Preliminary Replies, it shows that there is higher percentage of students from better background in top independent schools. With this backed up from a credible source, it supports the hypothesis that students from better background tend to be influenced and choose a top independent school. 5. Possible outcome of study This study shows that there is a possibility of social gap between the rich and poor in Singapore. Due to the influence that because students that comes from better background are choosing to enroll in brand-name schools, they think they are entitled to enter this school.This is a concern, as this social gap will also affect other factors such as the economic in Singapore. The income between rich and poor might widen, as the poor never got the chance to s tudy in a good school for a better Job in the future. Policymaking is vital in Singapore as it maintain order in a country. It is a good effort to introduce niche program in schools and taking steps to tear down any walls that may reinforce elitism in Singapore. Definitely, there will not be instant results shown on how effect a policy is but people must be willing to accept and give it time to work. Introduction to Social Sciences Topic of study – Sociologist and Psychologist â€Å"Do people from deferent background Influence they choice of school they go to? † This topic Is derived from the article, which states: â€Å"What we are seeing Is that the students who are going to some of the more brand-name schools, they're all coming from a certain background†¦ Expanded financial help for students who are keen to enter top independent schools but are put off for fear they cannot afford it or fit in. This might be of interest to both sociologist and psychologist, looking at the activities/ behavior of small groups at ground level, both will then examine whether what is mound on small scale applies on large scale. 1. 1 Sociologist Approach For sociologist, the question they might ask could be: â€Å"How did this social idea comes about? ‘ Sociologists study the social norms and values, and also social processes like formation of power and status relationship. In this case, they may be int erested to find out how come most students that are enrolled In elite schools are from better background.The social function for hilling practice might derive from schooling. It might be believed that students that graduated from an elite school have higher neighborhood school. This would then drive the parents who have adequate financial ability to enroll their children into a better school so that their child may have a better chance of getting employed in the future. As a result, students from better background will end up in top independent school as their parents can afford to put them through the education. 1. 2 Psychologist Approach As for psychologist, they may ask: â€Å"How do groups influence human behavior? They are interested in how it will develop one's belief system. In this case, it is said that students from better background are enrolled in top schools. That being said, what ill happen if a student from normal background were to be awarded with study grant to be e nrolled in the elite school? If students from top schools are mostly from better background, they will start thinking that because they come from better background, they are entitled to go into this school. Consequently, will a student from normal background choose to enroll into the elite school, if given study grant?There could be fear of being ostracizes and not being able to fit in due to the differences. While both disciplines are concerned on the same topic, the emphasis on sociology is the individual in interaction with others. On the other hand, psychology focuses on the individual, which explains human behavior. 2. Topic of study – Political Scientist and Economist â€Å"How effective is introducing niche program able to accommodate multiple pathway of success? † This might be of interest to both political scientist and economist as it both consists of decision making.The topic is derived from the article that mentioned: â€Å"†¦ Opportunity arises becau se we have been committed to this philosophy of many alternative ways of success. † 2. 1 Political Scientist Approach For political scientist, they study on who gets what, when and how. In short, they decide how the society should operate. They analyses the forms the institution takes and the process that emerge. Political scientists look at how the policy introduced will impact the situation. In this topic, the policy is introduced and time is taken to find out how effective is the proposed policy. . 2 Economist Approach For an economist, usually it decides on how to allocate scarce resources, deciding what to produce, how and for whom. In this case, they will be interested to know if the policy introduced will affect the labor market. With the program introduced, will it eve any significant impact on how the distribution, production, and consumption of might be an increase in new businesses emerging from graduates since the school they attended focuses on personal interest a nd competencies, rather than academic standing of school.On the other hand, there is also a concern whether Singapore will have enough Jobs to support the increase in graduates. 3. Social Science Discipline, Chosen Topic of Study and Hypothesis The social science discipline chosen to discuss in this essay will be sociology and the selected above topic: â€Å"Do people from different background influence they choice of school they go to? † 3. 1 Hypothesis With this topic, the hypothesis formed is: â€Å"Having a better background can influence the student's choice of selecting top school†. 3. Variables They key variables are â€Å"better background†, â€Å"type of students† and â€Å"choice of top school† Independent variable, which can be changed during the study, is â€Å"Background†. Different type of background can be chosen to study anytime. Background is chosen as it can affect the type of school a student enrolls into. Having a better background means student can afford to study in independent school. Dependent variable, which would be measured and counted in the study is â€Å"Choice of top school†. Choice of top school means the results of what the student chosen.Will a student from better background choose to enroll into a normal school because of the extra-curriculum offered or will the student choose a top independent school because he/she knows that they can afford it? This is the variable that is observed during the study. Controlled variable, which is not changed throughout the study, is â€Å"type of students†. The same type of students (graduating students who is at the stage of choosing their schools) is used for this study. It will not be fair if the students used are of different age group as they may have different maturity level in their way of thinking.Choosing the same age group of graduating students to study on the choice of school chosen to enrolled into will be the most desirabl e. 4. Developing Research Design This is the stage after hypothesis is formed. Decisions must be made about how best to obtain the data through research methods. By personalizing variables, questioned are asked to covert them into a form which is measurable or testable. In this topic, we are discussing about: â€Å"Having a better background can influence the student's choice of school†.Do student has siblings or friends in the school they are enrolled in? – This is to measure if the choice is affected by other factors such as peers. How many students enrolled in top independent schools come from better background? -This is to measure the past and existing patterns, whether the social structure is built in a way that it influences them to choose the school because ‘it's the way. 4. 2 Research Methods To test and bolster hypothesis formed, there will be research carried out and the 2 hat will be discussed here will be Survey and Secondary Data Research. 4. . 1 Sur vey Research This method is used for establishing facts and subjects of research will be a statistically valid sample of a population. A series of questions will be asked to collect the data needed. Questionnaires will be designed in a way that does not lead the subject. No. Question What is the top factor in mind when choosing a school? (a) Affordability (c)Friends/siblings state: 2. (b) Vicinity (d) Rank of school Others, please If given a choice to enroll in any school, will an elite school be your choice? (a) Yes (b) No For both answers, please explain why: 3.Do you think it is important to be in a school you feel socially accepted? (a) Yes Once these questions are designed, the next step is to survey the sample population. This survey can only be used at the point of time when the student is preparing to enroll 4. 2. 2 Secondary Data Research This method of research gathers relevant information on one's research topic. One will be able to discover what other researchers have wr itten related to that topic and what research methods they have used. It can also be used to obtain other research studies/methods backup or contradict one's findings.As extracted from Ministry of Education Singapore Preliminary Replies, it shows that there is higher percentage of students from better background in top independent schools. With this backed up from a credible source, it supports the hypothesis that students from better background tend to be influenced and choose a top independent school. 5. Possible outcome of study This study shows that there is a possibility of social gap between the rich and poor in Singapore. Due to the influence that because students that comes from better background are choosing to enroll in brand-name schools, they think they are entitled to enter this school.This is a concern, as this social gap will also affect other factors such as the economic in Singapore. The income between rich and poor might widen, as the poor never got the chance to s tudy in a good school for a better Job in the future. Policymaking is vital in Singapore as it maintain order in a country. It is a good effort to introduce niche program in schools and taking steps to tear down any walls that may reinforce elitism in Singapore. Definitely, there will not be instant results shown on how effect a policy is but people must be willing to accept and give it time to work.