The Third type of failure in a distributed system Essay Example for Free

The Third type of failure in a distributed system Essay In this paper I will be discussing the issue of failures in a distributed system, and to understand the different failures I will write about four failures that occur in and affect a distributed system. Also, I will be discussing and writing about how to isolate and fix two out of the four failure that can occur in the distributed system. In a distributed system nothing is set in stone or perfect, so there are some issues that can arise, and the issues that arise are the failures that can occur in these distributed systems. The failure that can occur are Fail-Stop, Network Failure, Timing Failure, and Byzantine Failures; each of which I will discuss separately. The first of the four failures in the distributed system is Fail-Stop and this is when a halting failure occurs with a type of notification to other components, and this can be when a network file server is in the process of telling its clients it is about to stop executing, and in the process the internal state and the contents connected to the volatile storage can be lost. The second type of failure in a distributed system is network failure, and this can keep processors from being able to communicate with one another. One of Two problems that come up are one way link and which can lead to problems such as the processors slowing down, this can cause one processor not being able to receive messages from the other processor. The second problem that arises is Network partition and occurs when the connecting line of two sections of the network fail, and it can causes a group of two processors to be able to communicate with one another but not with another group of two processors; this can lead to the two groups of processed downloading a file in different ways leading to the file inconsistent among all processors. The Third type of failure in a distributed system is Timing Failure, is the process or part of one that fails to meet its limit set for executing the process, message, clock drift rate, and clock skew on time. The timing failure causes components to respond with the correct value that is outside the specific interval meaning that it is too soon, or too late. Also overloaded processors can be hit with excessive delays even if the correct values are produced, and most timing failures are only in systems which have timing constraints and computations. The Fourth type of failure in distributed systems is Byzantine Failures occur when or during an execution of an algorithm, and when this failure occurs it can cause the system to respond in an unpredictable way by processing a request in the incorrect way, and corrupting local state in addition to sending an inconsistent response to request, and in a way failing to even receive the request. This can occur when an output of one function happens to be the input of another it causes small round off errors in the first function that could then lead to larger errors in the second function. Out of the four failures that can occur in a distributed system two of them can also occur or be in a centralized system, and the failures are Fail-Stop and Network Failure. I would assume that these two failures will fault the same way in a centralized system as they do in the distributed system. Of the two out of four failures that can occur in a distributed system the first of which to isolate and fix is network failure, this can be done by spoofing the network. Using the spoofing technique a probe can be sent down paths to find if the failures are on a forward path or reverse path. The way the network failures can be addressed and fixed are by using a network failure detection and recovery in a two-node by using windows server 2000 cluster that runs a sophisticated algorithm which can detect available network interfaces along with the plug and play function to detect disconnected cables used to connect the network, as well as connectivity issues between the network adapter and the hub or switch. Using windows server 2000 cluster can help detect network failures and lead to resolving them. The second out of the four failures in distributed system is t he Byzantine Failure and the way to isolate and fix the failure is by using a solution called Practical Byzantine Fault Tolerance which is an algorithm that can provide high performance Byzantine state machine replication, allowing for processing thousands of request a second with the use of sub-millisecond increase in latency. Another way to help isolate and fix Byzantine Failures is using a redundant system that can use or migrate of mask the effect of a limited amount of faults through redundancy, this can lead to the detection of faulty nodes and identifying and isolating them before they can harm from failure. When it comes to dealing with a distributed system, an organization can run into failures, four of which were described in this paper and they are; Fail-Stop, Network Failure, Timing Failure, and Byzantine Failure but this also includes others that were not discussed. Never the less, these failures can and will occur, it is up to the organization of company running their system to identity these failure risk, isolate them if they are found, and of course they action to guard against and fix issues of failures so it will not cause irreversible damage and harm that can lead to loss of information and time. These failures are inevitable but knowing about them and how to use fault tolerant protocols will indeed safeguard a distributed system Reference http://www.combofix.org/what-is-network-spoofing-and-what-are-the-types-of-it.php http://support.microsoft.com/kb/242600 https://www.usenix.org/legacy/event/hotdep06/tech/prelim_papers/haeberlen/haeberlen_html/

Business Continuity Planning Pros and Cons

Business Continuity Planning Pros and Cons Advantages and Disadvantages of Business Continuity Planning In a Financial Organization under the Incident Command System Abstract This research paper is primarily focused on highlighting the specific pros and cons of a business continuity plan that is used in a financial organization under the incident management system. The advantages associated with the use of incident command systems in a BCP in any financial organization are paramount including being able to install preventive and corrective measures that can either reduce partial or complete impact in cases of disruptions. However still there exist some cons associated with its usage i.e. fast amounts of time required for its implementation, asset acquisition and in most cases the size of the organization might hinder the implementation of an incident command system. Introduction A business continuity plan is very critical in the facilitation of the smooth running of the organization or guidelines that can help recover from disruptions hence ensuring the provision of services even in cases of disturbances. The process focuses on assessment and identification of all the potential threats that might disrupt service delivery and their potential impacts with the aim of creating measures to ensure the resilience of the system. Technology should enable recovery of applications from disruptions and other critical data through the disaster recovery plan. An incident command system is the technical developments for a given company that entails its main functionality being to mitigate the impacts of the unforeseen incidents that can result in loss of critical data. Business continuity planning are corrective measures established in an organization or an institution to govern the daily and future activities within it (Ramakrishnan et al., 2015). These measures are for ensuring that there is smooth running of the necessary activities. Failure to establish the plan could lead to the company collapsing, low profit in the day to day sales or even shut down of the business which is a big loss to the business. Business continuity planning should be done to any organization that takes its customers or clients seriously. Continuous planning takes the owner of the business miles ahead of the other competitors within the same field (Heng, 2015). Advantages I. During planning the potential of the business booming up is established plus the possible weaknesses and challenges the company might face are outlined and effective solution are established in advance. II. The main advantage that any financial institution stands to gain from the use of an incident command system is the ability to identify potential threats and plan in advance hence avoiding suspension of critical financial operations. The threats might range from natural epidemics, cyber-attacks or just computer failures as a result of hardware or software issues. III. The financial organization has increased abilities to maintain effective coordination and to maintain the response directions. Besides, the organization can gain insights on the importance of coordination of resources and the ability to identify the incident priorities. IV. The financial institution has a good platform for testing and reviewing the most likely threat hence allowing for coordination of BCP with external stakeholders. V. The long-term use of incident command systems is an advantage in itself as it leads to gaining of experience hence I the long run will lead to higher efficiency in restoration and fast recoveries. However, the full implementation becomes a disadvantage as it is time-consuming. VI. The financial section of the organization if it implements the recovery systems well can work as a competitive advantage as it safeguards against financial losses of the organization VII. Although this is later on stipulated as a disadvantage, it can still be an advantage. Incident command system can be used to accomplish tasks that people couldnt do in disaster prone areas hence preventing payment disorder whereas reducing the risks associated with miscommunication between the responder. VIII. Embracing the current evolution computing technology brings efficient fast and timely delivery of the service given by the organization. This can help in record keeping and monitor the business activities. IX. Business continuity planning helps one in marking the best insurance cover that matches the criteria of business. The cover is of great help in case of disasters like fire or thefts or any other disaster that could strike the organization. X. Business continuity planning helps one building best platforms for marketing and branding of the business and products.one is in a position to establish the effective and most suitable mode of reaching out that is fault tolerant and can assure customers of uninterrupted service delivery. XI. The target audience is created. He/she is in a position to outline the reach people or group one is aiming at. This helps one avoid going out of the set individuals. Disadvantages Failure to do business continuity planning one is at a significant risk of either: I. The implementation process is often considered as tedious hence requiring professionals to handle it. Besides the organization has to employ qualified personnel to handle that. No business intends to invest heavily in preparing for unknown threats as they rather wait for it to happen then defend (Systems, 2012). II. The process of using incident command systems as a business continuity planning tool is both costly and time-consuming. This may lead to over investment of funds that could have otherwise been dedicated to other business operations. III. Business collapsing or failure that is as a result of poor management skills, techniques, and evaluation techniques. Hence, one is not in a position to establish the coming danger and ends up regretting the already outcome. IV. The death of individuals could occur after the fire, building collapsing where the insurance covers have been ignored, have not been implemented by professionals or due to lack of adequate testing of the possible scenarios. Conclusions The implementation of a business continuity plan through incident command systems has been faced with numerous advantages and disadvantages. Some of the benefits include; response, recognition of threats, competitive benefits, coordination mechanisms, experience and an excellent testing platform with the option testing and reviewing. The main disadvantages include the need for specialized skills in handling the recovery systems. In addition to this, small businesses cannot implement the system as this may result in losses through maintenance cost. However, analysis of the pros and cons suggests that the advantages outweigh the disadvantages. All this indicates the importance for all financial institutions to implement the incident command system as part of the business continuity plan (Drennan, 2014). References Drennan, L., McConnell, A., Stark, A. (2014). Risk and crisis management in the public sector. 2nd ed. Routledge Taylor Francis Group London and New York. Heng, Goh Moh. (2015) Business Continuity Management Planning Methodology. International Journal Of Disaster Recovery And Business Continuity, vol 6, 2015, pp. 9-16. Science And Engineering Research Support Society, doi:10.14257/ijdrbc.2015.6.02. Ramakrishnan, R. K., Viswanathan, S. (2015). The Importance of Business Strategy in Business Continuity Planning. The Definitive Handbook of Business Continuity Management, 31-35. doi:10.1002/9781119205883.ch3 Systems, S. (2012) The CEOs Guide to Succession Planning: Managing Risk Ensuring Business Continuity. SSRN Electronic Journal. http://dx.doi.org/10.2139/ssrn.1633523

Representation of Breast Cancer :: Cancer Health Photography Essays

Representation of Breast Cancer "Palimpsest" is defined as "awrittendocument, typically on vellum or parchment, that has been writtenupon severaltimes, often with remnants of earlier, imperfectly erased writingstill visible,remnants of this kind being a major source for the recovery of lostliteraryworks of classical antiquity" (American Heritage Dictionary). Thisdefinitionprovides a way to theorize the intersection of photography withbreast cancer asa medical condition, a personal trial, and a discourse. As breast cancerstatistics approach one ineight women, critics are beginning to theorize the ways in whichthe disease isnot only a health condition but a psycho-social and a culturalcondition. Themedical world develops a particular set of descriptions of andreactions topatients' health conditions, while individuals,families and groupsgeneratetheir own responses and vocabulary. In addition, larger patterns ofaction anddiscussion also shape and are shaped by culture, that is,society(s),lifestyles, media and artistic and literary production. "Breastcancer"therefore merits a better understanding of the forces ofrepresentation whichdefine the disease itself and its sufferers. Here I aim to examinethe interplayspecifically of photography with representation of breast cancerand breastcancer bodies. Part of the challenge of this project, and indeedits point isthat breast cancer photography is still not found in majorhistories ofphotography, or even anthologies of womenà ¾s photography . Itstradition lies inx-rays, MRIs and collections of medical photographs designed forthe purposes ofdocumentation or instruction, or, alternately, in scattered exhibitions or collections. This history has only very recently been reclaimed and written differently by women photographers and writers, and feminist academics and activists. I have deliberately chosen two photographs whose subject involves some type of writing literally on the bodyas a way ofconcentrating my discussion of the issues involved when photography attempts to process or project experiences of breast cancer, or shape publicperceptions ofthe disease. In this essay, which is part of a more extensiveinvestigation, I will begin some readings focusing on how two women's work incombined image andtext points to desire and agency. The photographs have both strongsimilaritiesin their re-writing on and of the breast cancer body, and markeddifferences intheir attitudes and intentions. In each case, the photograph itselfis worthlooking at closely as a photograph on its own, yet the text whichaccompanieseach of them--the book it originally appears in with itsdescription of theimage or its production--crucially shapes the meaning of thephotograph. I usethe paradigm of the "palimpsest" in both fairly literal andmetaphorical ways inorder to look at severa l questions: 1.

Machiavelli his life and times Essay -- Philosophy, Machiavelli, The

What is white, Italian, starts with a ‘M’, and is hated all over? No, it’s not mozzarella cheese it is Niccolo Machiavelli. Machiavelli was a Florentine chancellor and a well known philosopher. He is notoriously known for being amoral and his entire collection of works was on the Papal Index (Machiavelli’s The Prince). Though he lived during the 1400’s his works are still being read, analyzed, scrutinized, and, in the case of modern politicians, used as a blueprint in how to run a nation. Niccolo Machiavelli was born on May 3, 1469 to Bernardo di Niccolo and Bartolomea Nelli (Machiavelli Pg. 145). The Machiavelli name, at one time, came from the Tuscan nobility, though by the time of Niccolo’s birth the only thing left was a little bit of country property and some houses in Florence (Machiavelli and Renaissance Italy pg.28). Niccolo’s father, despite being a lawyer, was a tad less successful than the other branch of Machiavelli’s and he used everything he earned as a lawyer to care for his four children. Machiavelli shared a household with his two sisters, Primavera and Margherita and his brother Totto (pg 28.). Machiavelli’s mother was known for being a religious poet, ironic given her son’s view on religion. In 1498, Niocolo was elected to office as Second Chancellor (pg. 32) His job description was simply to make sure the policy decisions of others were put into effect. In 1502 Machiavelli was wed to his wife, Marietta di Ludovic o Corsini, many sources state that she was probably a very patient person and a beneficent influence on Machiavelli’s life (Machiavelli pg. 149). Machiavelli had six children: Bernardo, Baccia, Ludovico, Piero, Guido and an unnamed daughter. In 1503 he arrived in Rome and took notes on a Papal elect... ... standards. This work also previews Machiavelli’s utter disgust with mankind and he is quoted in saying â€Å"If men were good, then one should be good in return, ‘but because men are wretched creatures, who would not keep their word to you, you need not keep your word to them.’ (Pg 152) Machiavelli also states that â€Å"men will always be false to you unless they are compelled by necessity to be true.† (Pg. 152) One can see where he draws up his conclusion that acting immoral to gain a prince hood is acceptable. To Machiavelli, he is just doing to one, that one would do to him. It is interesting to see the connections between this text written in the 1500’s to modern day politicians now. Many people could agree that The Prince is a handbook to such figures as Stalin or Hitler but many more could see the relation between Machiavelli’s word and George W. Bush’s actions.

Assessment of Learning Essay

Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning. References to this concept can be found in the majority of project Country Reports on national assessment systems (www.european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by class teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching. As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions. This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with  targets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education plan . Adapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). – Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning. Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning. Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possibly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future. The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers. The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, but how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006). These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN. Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3  pupils themselves. Within the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN? If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied. However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment. Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. 4 www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation. Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’. Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents. Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al., 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and assessment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5. School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils. Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the research literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements. Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction between the pupil and teacher during the ‘feedback loop’). For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream  settings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point. More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe. For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca.org. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. (1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journal, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protocol for Collaboration in Education. 8 www. european-agency. org.

Statement of Career Goals

As an international student from the Taiwan, my primary career objective is to become a financial analyst specializing in accounting information systems for a multinational corporation. My desire to pursue a career for a multinational company does not merely represent a motivation to generate profits on my side. Far more essential, I feel that a com/strategic-management-and-competitive-advantage/">multinational setting can realize the potential of becoming a truly ethnical entity for globalization, mutual understanding and the extension of opportunity. In a manner of speaking, my career goal lays in the belief that I can help transform the international market from its highly profit-centered orientation into a more people-centered endeavor. While I do not hold the legitimate way of making money as contradictory to the ethical norms business, I nevertheless feel that working to ensure that the people’s welfare is met in the conduct of fair business is a duty second to none. Concretely, I seek to use my multi-cultural background to help develop ties among businesses and cause-oriented sectors. This I believe I can do by framing ways to increase interactions between profit making companies and non-profit or charitable sectors. Global corporations in America, for instance, have already donated millions to international charities. From such benevolence, I take inspiration in my desire to promote similar ties. By capitalizing on my multi-cultural background, as well as my meaningful working experiences related to finance and technology, on top of my ten-year commitment to charitable organizations, I believe that I can direct my future goals to clarify my idea of success. I intend to build on these accomplishments specifically by helping businesses thrive in a competitive global market, by exploiting information systems to perform increasingly more sophisticated, powerful and accurate analyses. I have already assisted a charitable organization to minimize its costs by helping them to digitize their data. I too have performed similar functions for profit-driven businesses which I have had the privilege of working with in Taipei. My desire to join the pool of a truly talented multinational workforce comes with a sense of relevance on my part. For one, Asia is fast becoming a hub for global financial communication. In view of such development, I believe that my Asian background and language skills will be invaluable to the current trend of global business. The dependency of many American firms on East Asian economies will surely demand people – Asians specifically – who play key roles in efforts to achieve powerful work ethics. As indeed, many competent Asians shall be asked to assist American businessmen in respect to the mutual cooperation within the vast business industry. Since I myself am an Asian, I am of the firm opinion that that success in the international field depends on a strong knowledge of Asian culture and ways of life. In a global economy, understanding cross-cultural communication is as essential as competent grasp of Math and/or English. Furthermore, information systems are at the center of international business nowadays. And I want to continue to learn about their functioning, evolution and their future, as this will maintain itself at the center of global communication. I want to learn more about the process of financial analysis in general, as well as technologies that can make such analysis more accurate, convenient, efficient and powerful in particular. Since I already have some knowledge and expertise in this area, I believe I will flourish in the classroom and be in a position to contribute to discussions. I envision creating group projects in which my peers and I demonstrate how, say companies can use the information systems available in new world markets. Among others, I am interested in learning new ways to apply accuracy of information systems if only business organizations can become more efficient. I define efficiency as the ability frame strategies so as to get the most results from the smallest amount of work. Far more critical, I want to learn the ways of efficiency since it will permit firms to use labor in a more humane way, especially in the developing world. Reforms in the labor market can only develop when firms are confident that they are getting the most out of their workers. Hence, the efficient use of labor and resources lies at the center of labor market reform. For me, business is ethics; without it, businesses are merely machines for exploitation. One of the great learning unearthed by globalization lays in the need for comprehensive labor reform – i. e. , forming a mindset that treats human persons neither as resources nor means to make money, but as ends. This ethical view can only help business become more humanitarian yet competitive in many respects. In view of such felt need, I believe that my extensive travels, diverse experiences, and sound grasp of the languages can summarily give me a unique ability to serve for a multinational setting. I do have significant experiences both in terms of community philanthropy as well as in international business. Which is why, and on a more personal level, I want to meet new people in the course of my employment. My frequent travels have made me realize that I am a citizen of the world; and I have come to understand different cultures even when economics does in fact greatly color my orientation in respect to future work and life goals. My long-term career goal is to make the world smaller. This might sound strange, but I hold to the view that international business is a benign force, a force that brings people together, provides opportunities where none exists, and even may help to contribute to world peace. Businesses seek peace and common welfare; not warfare or ethnic and religious tension. An interconnected world is a sure route to world peace. And the ease of communications is important in relation to this trend. Hence, I see my future profession as both ethically consistent and relevantly attuned to the demands of the signs of the times. Essay II: Statement of Need I grew up in an environment where hard work was stressed above all. At a young age, I was expected to get a job and assist in fulfilling certain household tasks. In ways more than one, failure was never an option. I was expected to work hard, interact ethically with others, and make myself as unobtrusive as possible. None of these were ever interpreted as being a wallflower. To the contrary, I was raised in an environment where professional duties, no matter how menial, are given higher premium than most. This is because my family fostered the values of dedication and hard work, as well as keeping a sense of history and setting high the bar of excellence in facing challenges. I have reasons to think that nearly all things about my upbringing were goal oriented. Hard-work was always underscored; idleness always shunned. In the same manner, labor for our family was considered a means of building character and goal-oriented personality. As a way to concretely cite the case in point, I took upon myself the tall challenge of working full shift while learning English simultaneously. I took cue from the inspiration lent by my parents, as they were the ones who taught me that â€Å"multi-lingualism† was central to being successful in business. In fact, they encouraged multiculturalism because it does not entail that one’s tradition were to be abandoned or watered down by some vulgar, polyglot, or identity-less morass. To the contrary, multiculturalism was to manifest one’s own culture more actively and more tolerantly, being that it fully appreciates the distinctness and uniqueness of one’s tradition. While the phrase is surely overused, I have reasons to think that I was, in my own concrete way, living the American dream long before I arrived here in the United States of America. This is because I simultaneously held a job while working hard to ensure succeeding in high school back when I was in Taiwan. I have had a fair share of life’s struggles; I would run home after school, quickly change my outfit and, after grabbing a snack, proceed hastily to work at a restaurant within Hilton Hotel. I was like living two different lives in one day – i. . an ordinary high school student in the morning and a professional thereafter. That being said, I take pride in managing the routine so well in that moving between school and work soon became second nature to me. But while I have many good reasons to think that I can face similar challenges here in the United States, my visa unfortunately does not permit me to work and study at the same time. To this end, I am currently unemp loyed, not because I had choice, but because the nature of my visa would not permit to work in this country yet. My situation is therefore precarious. As an international student, I have many obstacles to overcome. While the fact that I am able to study in this country is in itself a blessing to be grateful about, I am always left anxious about keeping an acceptable and decent lifestyle while I am in course of pursuing my studies. If truth be said, the living expenses here in the United States are high; more importantly, tuition costs here in Michigan is higher than for most Americans. Strictly speaking, I am spending about $32,000 annually to defray my tuition expenses. And I must cover all of these expenses by myself, as I am living alone. One can only therefore surmise that the aggregate costs of basic living, daily food, apartment rentals, clothing allowance, provisions for books, necessary computer equipments, among others are just very high. Since the American government forbids that I engage in any professional work while studying, I believe that I can do little to support myself financially. At present, I receive a small sum of money from my family in Taiwan; the amount of support that I am able to receive is quite minimal. My father is 65 years of age and has retired from his profession. In fact, his savings are now almost depleted. In addition, our family has already mortgaged our home in China so as to assist me in my studies. My personal savings from my previous work in Taiwan is also almost completely exhausted. My other option is to go heavily into debt, which I am already doing. Unfortunately, I cannot have this continue. Hence, this scholarship is extremely important to me. And I am willing to work hard if only to prove that I do deserve to be helped on account of my qualifications as well as exigencies. Since coming to the United States, I have maintained a GPA of 3. 6 at the University of Michigan and Mercer University. I need to also mention that I have consistently maintained my position in the Dean’s List for many years. Ever since I have been here in Michigan, I have met people from all over the world; and I value these fruitful encounters precisely because of the learning that these people have left me with. In applying for International Business, I seek to continue learning from as many fronts as possible – i. . , from the peoples of different walks of life in general, and the University in particular. Hence, I wish to categorically state my willingness to learn, and let the committee know that money that shall be spent on me would never go wasted. America has done much for me. But my struggles continue. I do not view these as barriers however. To the contrary, I see them as welcome opportunities. My life has been one of hard work and struggle. As indeed, my lif e here at Michigan is just one more phase of this struggle. The struggles are some of my most precious memories; for only though hardship can we truly learn and grow. Without them, I would not become as sharp or hard working as I am today. Struggles keep one’s heart strong and tenacious. As of this writing however, my financial standing has come to a critical point that I need the help of the University and the scholarships available in order to help me to continue my studies. I am more than certain that, when given this rare privilege, the University community will not regret extending their helping hand to me.

The Levels Of Field Managers And Their Relationships

The 4 Levels of Field Managers and their Relationships Multi unit enterprises are large corporations that own or manage several stores around the country. For example Target, Walmart, Home Depot, large hotel chains like Marriott and car dealerships. How do this corporations manage such an extensive number of stores? How do they all look and act the same? According to David A. Garvin and Lynne C. Levesque authors of the HBR article The Multiunit Enterprise, these large corporations need a hierarchy of field managers that will effectively lead all stores. To manage large enterprises there needs to be a certain order, this is where the different management hierarchies come in. Every single step up the ladder has a larger responsibility and more control over benchmarks and setting goals. However, you can never forget that it’s a team effort. It’s about strengthening relationships to be able to work together and communicate effectively. 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Dinosaur Exhibits at the Royal Ontario Museum

Name: Royal Ontario MuseumAddress: 100 Queens Park, Toronto, CanadaPhone Number: 416-586-8000Ticket Prices: $22 for adults, $19 for children age 15 to 17, $15 for children age 4 to 14Hours: 10:00 AM to 5:00 PM Monday to Thursday; 10:00 AM to 9:30 PM Friday; 10:00 AM to 5:30 PM Saturday and Sunday About the Royal Ontario Museum The Royal Ontario Museum in Toronto recently unveiled its brand-new James Louise Temerty Dinosaur Galleries, which features full-sized reproductions of over 20 dinosaurs, as well as avian and aquatic reptiles--including a skeleton of Quetzalcoatlus (the largest pterosaur that ever lived) swooping down from the ceiling. Among the most popular specimens here are T. Rex and Deinonychus, as well as a huge Barosaurus and various hadrosaurs, such as Maiasaura and Parasaurolophus. The curators of the Royal Ontario Museum make sure to stay on top of the latest dinosaur discoveries: for example, this is currently the only place where you can see a specimen of Wendiceratops, a horned, frilled dinosaur announced to the world in 2015. This relatively pint-sized (only two tons or so) ceratopsian was discovered by a team including a noted Royal Ontario paleontologist, working with colleagues from across North America. If youre not sure a trip to Toronto is worth the expense and effort, you may want to check out the virtual tour offered on the museums website. Its not the same as seeing the dinosaurs up close, but it will at least give you a good idea whether you can while away an hour or so with your kids, before going to see other exhibits. The fossil collection of the Royal Ontario Museum doesnt begin and end with dinosaurs. A gallery devoted to Triassic life forms is scheduled to open in 2009, and visitors can currently see numerous fish and invertebrate fossils, as well as specimens of the dinosaurs successors in the The Age of Mammals exhibit. Other attractions include Continents Adrift, which examines the drifting landmasses of the Mesozoic Era, and the self-explanatory The Evolution of Birds.