Impact On Teaching And Learning Practice Education Essay Free Essays

string(274) " it relevant to the reappraisal\? Restrictions – What limitations or lacks exist in the research\? Areas for future development – Does the research lead to farther countries that can or necessitate to be researched in future\? Adapted from Randolph \( 2009 \) \." This paper presents a reappraisal of the literature on schoolroom formative appraisal, or appraisal for larning. Several surveies have shown grounds that the frequent execution of formative appraisal schemes can give significant acquisition additions. Student perceptual experiences are considered along with an analysis of the formative schemes used by instructors in systemic attacks to learning. We will write a custom essay sample on Impact On Teaching And Learning Practice Education Essay or any similar topic only for you Order Now There besides follows a treatment on the nature of appraisal for acquisition and its deductions for the development of learning pattern. 2. Introduction Appraisal for acquisition is frequently referred to as formative appraisal, and can be defined in assorted ways. To help elucidation, the definition of formative appraisal used in this paper is meant to include: ‘all those activities undertaken by instructors – and by their pupils in measuring themselves – that provide information to be used as feedback to modify instruction and acquisition activities. Such assessment becomes formative appraisal when the grounds is really used to accommodate the instruction to run into pupil demands ‘ ( Black A ; Wiliam, 1998b: 140 ) From this definition formative appraisal can be conceptualized as consisting of five cardinal schemes: 1. Clarifying and sharing learning purposes and standards for success ; 2. Engineering effectual schoolroom treatments and other larning undertakings that elicit grounds of pupil apprehension ; 3. Supplying feedback that moves scholars frontward ; 4. Triping pupils as instructional resources for one another ; 5. Triping pupils as the proprietors of their ain acquisition. ( Black A ; Wiliam, 2009 ) The research into appraisal for acquisition has led to the development of a theory of formative appraisal which attempts to specify all formative interactions as those ‘in which an synergistic state of affairs influences knowledge ‘ ( Ibid: 11 ) . The get downing point of the work on formative appraisal that is described in this paper was the reappraisal by Black and Wiliam ( 1998a ) . This reappraisal covered a really broad scope of published research and provided grounds that formative appraisal raises criterions and that the assessment patterns of the period were weak. However, there seemed to be really few resources to assist instructors set the research findings into pattern. Partially in response to this perceived deficiency of aid, Black and Wiliam published the brochure Inside the Black Box ( 1998b ) , which served four chief purposes: aˆ? To give a brief reappraisal of the research grounds. aˆ? To do a instance for more attending to be paid to assisting pattern inside the schoolroom. aˆ? To pull out deductions for practical action. aˆ? To discourse policy and pattern ( Wiliam, 2011 ) . The reappraisal by Black and Wiliam ( 1998a ) involved analyzing reappraisals of research published up to 1988 and so look intoing through the issues of over 160 research diaries and books for the old ages 1988 to 1997 and their reappraisal drew on stuff from 250 beginnings. One of the precedences identified in measuring the research studies was to place and summarize surveies that produced quantitative grounds that inventions in formative appraisal can take to betterment in the acquisition of pupils. Since the publication of Black and Wiliam ‘s reappraisal at that place has been a greater focal point on issues environing appraisal for larning and their possible benefits to instructors and pupils in raising schoolroom attainment. In 2008 the DCSF published The Assessment for Learning Strategy which presented the characteristics and possible benefits of formative appraisal as shown in the image below ( DCSF, 2008:5 ) . It seems that there is now a consensus in many educational circles that assessment for acquisition is one of the most important, ways of raising attainment within schools. The purpose of this paper is to reexamine and critically analyze some of the most important grounds that has been gathered sing formative appraisal, and whether it warrants the focal point that is now being placed upon its usage by instructors and pupils in our schoolrooms today. 3. Ethical motives The intent of this literature reappraisal is to analyze and measure the efficaciousness appraisal for larning schemes on bettering pupil attainment, and as such is designed to hold a positive impact on instruction and acquisition pattern, guaranting that learning and assessment clip is used every bit efficaciously as possible. As such, there are improbable to be any negative or harmful effects as a consequence of this paper. In its Ethical Guidelines for Educational Research BERA province that educational research aims to ‘extend cognition and apprehension in all countries of educational activity and from all positions ‘ ( 2011: 4 ) , and this paper will try to run into these high purposes. In conformity with the BERA guidelines attention will be taken, when reexamining surveies, to guarantee that the consequences are non used in any manner other than was intended by research workers, and that was made explicit to participants so as non to encroach upon the footings of voluntary informed consent, right to retreat and privateness afforded to them in the original surveies. The paper will see the context and methodological analysis of each research survey, and will merely include those which are deemed to run into the high ethical criterions laid out by BERA ( 2011 ) in their Ethical Guidelines for Educational Research. 4. Methodology Chiefly quantitative research was considered and collated, across a assortment of instruction platforms, and in a assortment of parts of the universe, and so the research has been analysed harmonizing to the undermentioned standards, in order to help choice and reading: Focus – What was the intended focal point of the research? Context and coverage – Where was the survey undertaken? At what degree of instruction? How large was the sample size? When was the research completed? Where was the research undertaken? Perspective – Is at that place impersonal representation of the information or is at that place any prejudice toward a specific result? Methodology – How was the research conducted? Audience – What was the intended audience of the research? Findingss – Are the findings important and can they robustly support the decisions drawn? Impact – What is the impact of the survey and is it relevant to the reappraisal? Restrictions – What limitations or lacks exist in the research? Areas for future development – Does the research lead to farther countries that can or necessitate to be researched in future? Adapted from Randolph ( 2009 ) . Due to the sheer figure of surveies into the effects of appraisal for larning The trouble in executing this reappraisal was in choosing the most appropriate plants and research surveies that have been conducted and written to this point, and besides in collating the findings suitably. Student patterned advance and attainment can besides be measured in assorted ways, but an effort at synthesis has been made in order to supply the reader with utile and robust informations to back up the decisions of the paper. The undermentioned subdivision reviews the literature that was selected utilizing the above methodological analysis. The surveies chosen were all based on quantitative comparings of larning additions, and for being strict in utilizing pre- and post- trials and comparing of experimental with control groups. It is non implied, nevertheless, that utile information and penetrations about the subject can non be obtained by work in other paradigms. 5. Literature Reappraisal In this subdivision summarised histories will be presented of research which was selected and reviewed harmonizing to the standards outlined in Sections 3 and 4, and which illustrate some of the chief countries and issues involved in research which aims to procure grounds about the effects of formative appraisal. The first undertaking considered was a undertaking in which 25 mathematics instructors from Portugal were given developing in assorted methods of self appraisal during a 20 hebdomad educational class, which they went on to implement into their instruction pattern with 354 pupils aged between 8 to 14 old ages old ( Fontana A ; Fernandes, 1994 ) . The students of an extra 20 instructors, who were taking a different class in instruction, acted as the control group. Both of the groups were given pre- and post- trials to find their degree of mathematics achievement, and both spent the same sum of clip in category on the survey of mathematics. Both groups showed important additions over the period, but the experimental group ‘s average addition was approximately twice that of the control group ‘s addition. The chief focal point of work was on regular self-assessment by the students, which involved learning them to develop a degree of apprehension of both the acquisition aims a nd the appraisal standards, giving them chance to take larning undertakings in which they had an involvement and utilizing undertakings which gave them the ability to measure their ain acquisition results. This research showed robust grounds of attainment additions when utilizing formative appraisal schemes. The writers of the survey reflected that extra work was required to look for long-run results and to research the comparative effectivity amongst the assorted techniques employed in together and in isolation of each other. In this survey the two outstanding elements found were the focal point on self-assessment and the execution of this appraisal. It was non conclusive that one or other of these characteristics, or the combination of the two, was responsible for the additions that were found. The 2nd illustration had its beginning in the thought of command acquisition, but departed from the mainstream political orientation in that the writers of the survey began with a belief that it was the frequent testing that would be identified as the chief ground for the addition in the acquisition accomplishments reported for this attack. The undertaking was an experiment ( Martinez A ; Martinez, 1992 ) , in which 120 American college pupils in an introductory algebra class were placed in one of four groups, two experimental and two control groups. The experimental group were tested three times every bit frequently as the control group throughout the class and the consequences of a post-test showed a important public presentation addition for those tested more often over the less often tested control group. It could be questioned as to whether frequent proving truly constitutes formative appraisal and this inquiry would necessitate to measure the quality of the teacher-student interactions sing trial consequences and on whether trial consequences really could be considered as representing formative appraisal in the sense of it taking to step ining action taken to shut any spreads in public presentation ( Ramaprasad, 1983 ) . The 3rd survey reviewed here was involved formative appraisal schemes used in the instruction of kindergarten kids who were aged 5 ( Bergan et al. , 1991 ) . The writers of the survey held a thesis that focused attending to the early acquisition of basic accomplishments is indispensable for kids. The undertaking involved 838 kids drawn from largely disadvantaged place backgrounds in the USA. The instructors of the experimental group designed and carried out a measuring and planning system which required an initial appraisal input to be able to inform and act upon instruction pattern at the single degree, and further diagnostic appraisals to invariably supervise advancement and accommodate the instruction and larning throughout the 8 hebdomad period of its class. The instructors used chiefly the observations of accomplishments to measure advancement and attainment. At the decision of the survey, result trials were so compared with the initial appraisals of the same accomplishments. An alysis of the information showed that the experimental group achieved significantly. It is of import to observe, nevertheless, that of the control group, on mean 1 kid in 5 was referred as holding peculiar larning demands and the corresponding figures for the experimental group were 1 in 17 and so this may bespeak an country of failing in the reconciliation between control and experimental groups within this survey. Another illustration of research in this country involved work to develop an inquiry-based in-between school science-based course of study and was conducted by Frederiksen A ; White ( 1997 ) . The learning class focused chiefly on a practical enquiry based attack to larning within a designated country of scientific discipline, and the work included 12 categories of 30 pupils across two different schools. The categories were taught to a strictly constructed course of study program in which scientific issues were explored through practical experiments and computing machine simulation, utilizing an enquiry rhythm theoretical account that was made explicit to the pupils. The work was carried out in collaborative equal groups, with each category being split into two halves. Half of each category acted as a control group utilizing parts of the lessons for the general treatment of issues environing the subject, whilst the other half acted as the experimental group and spent the same clip o n structured collaborative treatment, designed to advance brooding appraisal, utilizing techniques such as self appraisal and peer appraisal of category presentations. All of the students involved in the survey were given the same basic accomplishments trial at the beginning and the same station trial to mensurate attainment and advancement. On the result tonss, the experimental group showed a important overall addition ; nevertheless, when the consequences were compared to the initial pre-tests it was found that pupils who ab initio scored lower, saw the biggest additions from the formative appraisal schemes implemented in the survey, with the highest ability pupils betterment was less pronounced. Amongst all the pupils in the experimental group, those who showed the best apprehension of and ability to implement the ego appraisal processes achieved the highest tonss. How to cite Impact On Teaching And Learning Practice Education Essay, Essay examples

Investment Analysis and Portfolio Management Growth Stocks

Questions: 1) How did the researchers in the article Rethinking Stock Returns define value versus growth stocks? What relevance did their findings have on investing? 2) What factors did Fama and French examine that may explain stock returns? 3) The CAPM is built on a single measure of risk that explains asset returns. What measures of risk did Fama and French conclude were necessary to explain stock returns? 4) Describe the CAPM model and the Fama and French model and the implications of these models for investors. 5) Finally download an academic paper of your choice from the last five years posted on the Financial Economics network of the SSRN website (https://www.ssrn.com/en/index.cfm/fen/). The academic paper must use the Fama-French model in its analysis. Provide a 1000 word summary of the objective of this academic paper of your choice and the reasons why the Fama-French model was used in the paper. Answers: 1. Fama and French provided an adequate model for analysis of returns considering multiple factors being used in the analysis of risk. According to the Fama French model, the value stocks are the high ratios of the book value in comparison to the market value whereas the growth stocks are the low ratios of the book value in comparison to the market value. The relevance that the Fama and French have given in their findings is their different viewpoint of the growth stocks. This implies that the dividend is not the only consideration which measures the returns to investors but they have also evolved that the growth returns also plays a significant role in the investment decisions of the investors (Chen, Novy-Marx Zhang, 2011). 2. The factors which are used by the Fama and French model for explaining the stock returns are beta, size and value. Beta is the factor which is used to measure the changes in stock in relation to the market. When one beta will change then the stock will also change. Further it is depicted that the when the beta of any stock is higher than the changes expected are also higher whereas when the beta of any stock is lower than the expected changes will also be lower. The second factor is the size of the company also matters here as when the small company stocks and large company stocks act indifferent to each other because of their capital. In the long-run the companies with small capital stocks will earn larger returns in comparison to the companies with the large capital stocks. The third factor is the value which relates to the growth in earnings and dividend (Forbes, 2013). 3.CAPM is the model which measures the risk based on the single factor i.e. beta. Beta represents the changes in the stocks returns due to changes in the overall market index (Levy, 2011). Therefore; the CAPM model measures the risk on the basis of only one factor which not appropriate to analyse the overall risk of the security. The factors which the Fama and French have explained that are necessary other than beta in analysing risk of stock returns. They included two more factors that are size and value which contributed to the implication of the risk analysis (Chen, 2016). 4. The Fama and French model have been evolved to overcome the limitations of the Capital Asset Pricing Model (CAPM). The CAPM discussed about only one risk factor i.e. beta whereas the Fama and French model used two more factors i.e. size and value other than beta (Meyers, 2010). The investors need to analyse the risk thoroughly before taking final decision to invest in a particular stock. In this regards, the CAPM model can be considered to be less effective as it takes into account only the systematic risk (beta). However, the investors need to analyse the unsystematic risk also to make the final choice. The analysis of unsystematic risk provides full coverage to the risk analysis of security (Ang, 2014). In this connection, Fama and French moved forward by including two more factors such as size and value in analysing the risk 5. The following answer will address the summary of the chosen article namely, The Fama French Model or The Capital Asset Pricing Model: International Evidence. Further the answer will also cover the reasons why the Fama and French model has been used in the chosen paper. The chosen article discusses the comparison between the Fama and French model and the Capital Asset Pricing Model (CAPM). The paper states the usage of the Fama and French model in place of the CAPM model for both the high and small book value to the market stocks of the firms. As the international factors increases the trustworthiness of the stock returns (Alves, 2013). The papers objective is to enlarge the base of the CAPM model by adding on the size and value factor which will analyse the market risk. As they found that relying upon only one factor i.e. beta will not rightly analyse the risk of the stocks. In addition to this, it is also dependent on some more factors to measure the changes occurring in the market related to the securities. This paper also expands the Fama and French model by taking into account the international and local factors. The central idea of the paper is to compare the CAPM and Fama and French (FFM) models (Alves, 2013). The size factor introduced by the FFM is related to the profitability. The small stocks results in less earnings as compared to the large stocks but in the long run the small stocks earns a higher return because the market undervalues these stocks in the initial phase of listing. The paper has carried out the research by taking a sample of different firms from ten countries in order to evaluate the two models (Alves, 2013). This article states that model provided by Fama and French is superior to the CAPM model because the CAPM model does not consider the premium for additional market risk. Avles criticised the use of CAPM model in analysing the risks of securities because assessment of risk based on only one factor is not considered appropriate. The author identified the Fama and the French model overcoming the limitation of CAPM model in realtion to the risk analysis. There was three factor model used by Fama and French which covered the risk analysis comprehensively. Three factors used in the Fama model were beta, size and value. In this model, beta covered the risk pertaining to market; size and value covered the risks specific to the company. Therefore; in this way the Fama and French model has expanded the scope of CAPM model (Alves, 2013). The empirical work carried out by the author in this article is based on the experimental data methodology (Alves, 2013). In order to carry out the experiment the author selected a number of firms from various countries. Further, the firms selected for analysis are different from each other based on their respective market capital. The sample selected for analysis comprised of firms from large to medium to small market capital. The methodology adopted by the author appears to be appropriate for the purpose. However; there are certain limitations of the research work carried out by the author. The author has not taken into account a common basis while choosing the sample of countries which may lead to inaccurate results of the analysis (Alves, 2013). The reasons why the Fama and French model has been used in this paper is as it covers the factors affecting the market risk of securities better than that of the CAPM model. The FFM model has taken into consideration more than one factor which the investors care about. The motive of the model is to explain the performance of the beta i.e. the market, size and value which. For the investors the performance of the security is judged by its price. The reason behind the usage of the FFM model is that the stocks which are from book to market value stocks are the most powerful ones that tells about whether the stock is high book to market or low book to market. The Fama and French give a reason to the investors to choose between the small stocks or the large stocks. They are able to reason because the FFM model defines the size premium (Alves, 2013). The FFM model takes into account the market premium i.e. beta, the size premium, the value premium, zero risk return, impact of the management i.e. considered alpha here and the random error as all these are taken into one picture before investing into any particular security. All the factors of the market are not in the favour of the investors all the time therefore; the model has provided that the consideration of the three factors is very important to draw the attention of the investor in order to get good returns from the stocks (Alves, 2013). The paper also mentions that the FFM model is preferred over the CAPM model because it is more reliable when it comes to the functional aspects are to be taken into account. The paper also includes the involvement of the international factors as the sample taken in the paper is from different countries. Therefore; the researcher knows that it is needed to include the international factors other than the three factors because they might also increase the dependability of the expected stock returns. Hence, it is found more advantageous to apply the Fama and French model to the researcher (Alves, 2013). The conclusion drawn from the whole paper is paper is that the main motive of the researcher is to throw some light on the functional aspects of the CAPM and FFM models as it will explain the global functional form and the reliability of the models. The sample of the big firms has led to the undertaking of the two models and the comparisons between them. References Alves, P, 2013, The Fama French Model Or The Capital Asset Pricing Model: International Evidence, The International Journal of Business and Finance Research, 7(2). Ang, A, 2014, Asset Management: A Systematic Approach to Factor Investing, Oxford University Press. Chen, L., Novy-Marx, R. and Zhang, L., 2011. An alternative three-factor model. Chen, M, J, 2016, Postmodern Portfolio Theory: Navigating Abnormal Markets and Investor Behaviour, Springer. Forbes, 2013, Fama-French Three Factor Model, viewed 25 February 2017 from https://www.forbes.com/sites/frankarmstrong/2013/05/23/fama-french-three-factor-model/#3fd25fd326b3. Levy, H, 2011, The Capital Asset Pricing Model in the 21st Century: Analytical, Empirical, and Behavioural Perspectives, Cambridge University Press. Meyers, R, A, 2010, Complex Systems in Finance and Econometrics, Springer Science Business Media.

Abraham Lincolns 1838 Springfield Lyceum Address

Abraham Lincolns 1838 Springfield Lyceum Address More than 25 years before Abraham Lincoln would deliver his legendary Gettysburg Address, the 28-year-old novice politician delivered a lecture before a gathering of young men and women in his newly adopted hometown of Springfield, Illinois. On January 27, 1838, a Saturday night in the middle of winter, Lincoln spoke on what sounds like a fairly generic topic, The Perpetuation of Our Political Institutions. Yet Lincoln, a little-known lawyer serving as a state representative, indicated his ambition by delivering a substantial and timely  speech. Prompted by the murder of an abolitionist printer in Illinois two months earlier, Lincoln spoke about issues of great national importance, touching on slavery, mob violence, and the future of the nation itself. The speech, which has become known as the Lyceum Address, was published in a local newspaper within two weeks. It was Lincolns earliest published speech. The circumstances of its writing, delivery, and reception, provide a fascinating glimpse at how  Lincoln viewed the United States, and American politics, decades before he would lead the nation during the Civil War. Background of Abraham Lincolns Lyceum Address The American Lyceum Movement began when Josiah Holbrook, a teacher and amateur scientist, founded a volunteer educational organization in his town of Milbury, Massachusetts in 1826. Holbrooks idea caught on, and other towns in New England formed groups where local people could give lectures and debate ideas. By the mid-1830s more than 3,000 lyceums had been formed from New England to the South, and even as far west as Illinois. Josiah Holbrook traveled from Massachusetts to speak at the first lyceum organized in central Illinois, in the town of Jacksonville, in 1831. The organization which hosted Lincolns lecture in 1838, the Springfield Young Mens Lyceum, had probably been founded in 1835. It first held its meetings in a local schoolhouse, and by 1838 had moved its meeting place to a Baptist church. The lyceum meetings in Springfield were usually held on Saturday evenings. And while the membership comprised young men, females were invited to the meetings, which were intended to be both educational and social. The topic of Lincolns address, The Perpetuation of Our Political Institutions, seems like a typical subject for a lyceum address. But a shocking event that occurred less than three months earlier, and only about 85 miles from Springfield, surely inspired Lincoln. The Murder of Elijah Lovejoy Elijah Lovejoy was a New England abolitionist who settled in St. Louis and began publishing a stridently anti-slavery newspaper in the mid-1830s. He was essentially chased out of town in the summer of 1837, and crossed the Mississippi River and set up shop in Alton, Illinois. Though Illinois was a free state, Lovejoy soon found himself under attack again. And on November 7, 1837, a pro-slavery mob raided a warehouse where Lovejoy had stored his printing press. The mob wanted to destroy the printing press, and during a small riot the building was set on fire and Elijah Lovejoy was shot five times. He died within an hour. Elijah Lovejoys murder shocked the entire nation. Stories about his murder at the hands of a mob appeared in major cities. An abolitionist meeting held in New York City in December 1837 to mourn for Lovejoy was reported in newspapers throughout the East. Abraham Lincolns neighbors in Springfield, only 85 miles away from the site of Lovejoys murder, certainly would have been shocked by the outburst of mob violence in their own state. Lincoln Discussed Mob Violence In His Speech It is perhaps no surprise that when Abraham Lincoln spoke to the Young Mens Lyceum of Springfield that winter he made mention of mob violence in America. What may seem surprising is that Lincoln did not refer directly to Lovejoy, instead mentioning acts of mob violence generally: Accounts of outrages committed by mobs form the every-day news of the times. They have pervaded the country from New England to Louisiana; they are neither peculiar to the eternal snows of the former nor the burning suns of the latter; they are not the creature of climate, neither are they confined to the slave-holding or the non-slave-holding states. Alike they spring up among the pleasure-hunting masters of Southern slaves, and the order-loving citizens of the land of steady habits. Whatever, then, their cause may be, it is common to the whole country. The likely reason Lincoln did not mention the mobs murder of Elijah Lovejoy is simply because there was no need to bring it up. Anyone listening to Lincoln that night was entirely aware of the incident. And Lincoln saw fit to place the shocking act in a broader, national, context. Lincoln Expressed His Thoughts on the Future of America After noting the menace, and very real threat, of mob rule, Lincoln began to talk of laws, and how it is the duty of citizens to obey the law, even if they believe the law is unjust. By doing that, Lincoln was keeping himself apart from abolitionists like Lovejoy, who openly advocated violating the laws pertaining to slavery. And Lincoln did make a point of emphatically stating: I do mean to say that although bad laws, if they exist, should be repealed as soon as possible, still they continue in force, for the sake of example they should be religiously observed. Lincoln then turned his attention to what he believed would be a grave danger to America: a leader of great ambition who would attain power and corrupt the system. Lincoln expressed a fear that an Alexander, a Caesar, or a Napoleon would rise in America. In speaking about this hypothetical monstrous leader, essentially an American dictator, Lincoln wrote lines which would be quoted often by those analyzing the speech in future years: It thirsts and burns for distinction; and if possible, it will have it, whether at the expense of emancipating slaves or enslaving freemen. Is it unreasonable then, to expect that some man possessed of the loftiest genius, coupled with ambition sufficient to push it to its utmost stretch, will at some time spring up among us? It is remarkable, that Lincoln used the phrase emancipating slaves nearly 25 years before he would, from the White House, issue the Emancipation Proclamation. And some modern analysts have interpreted the Springfield Lyceum Address as Lincoln analyzing himself and what kind of leader he might be. What is apparent from the 1838 Lyceum Address is that Lincoln was ambitious. When given the opportunity to address a local group, he chose to comment on matters of national importance. And while the writing may not show the graceful and concise style he would later develop, it does demonstrate that he was a confident writer and speaker, even in his 20s. And it is noteworthy that some of the themes Lincoln spoke about, a few weeks before he turned 29, are the very same themes that would be discussed 20 years later, during the 1858 Lincoln-Douglas Debates that began his rise to national prominence.

The Northwest Ordinance of 1787 Impacted Slavery

The Northwest Ordinance of 1787 Impacted Slavery The Northwest Ordinance of 1787 was a very early federal law passed by Congress in the era of the Articles of Confederation. Its main purpose was to create a legal structure for the settlement of land in five present day states: Ohio, Indiana, Illinois, Michigan, and Wisconsin. In addition, a major provision of the law prohibited slavery north of the Ohio River. Key Takeaways: Northwest Ordinance of 1787 Ratified by Congress July 13, 1787.Prohibited slavery in territories north of the Ohio River. It was the first federal law to address the issue.Created a three-step process for new territories to become states, which established important precedents for the incorporation of new states through the 19th and 20th centuries. Significance of the Northwest Ordinance The Northwest Ordinance, ratified by Congress on July 13, 1787, was the first law to create a structure by which new territories could follow a three-step legal path to become a state equal to the original 13 states, and was the first substantial action by Congress to deal with the issue of slavery. In addition, the law contained a version of a Bill of Rights, which set out individual rights in the new territories. The Bill of Rights, which was later added to the U.S. Constitution, contained some of those same rights. The Northwest Ordinance was written, debated, and passed in New York City during the same summer that the U.S. Constitution was being debated at a convention in Philadelphia. Decades later, Abraham Lincoln prominently cited the law in an important anti-slavery speech in February 1860, which made him a credible presidential contender. As Lincoln noted, the law was proof that some of the nations founders accepted that the federal government could play a role in regulating slavery. Necessity of the Northwest Ordinance When the United States emerged as an independent nation, it immediately faced a crisis about how to handle the large tracts of lands to the west of the 13 states. This area, known as the Old Northwest, came into American possession at the end of the Revolutionary War. Some states claimed ownership of western lands. Other states which asserted no such claim argued that the western land rightfully belonged to the federal government, and should be sold to private land developers. States gave up their western claims, and a law passed by Congress, the Land Ordinance of 1785, established an orderly system of surveying and selling western lands. That system created orderly grids of townships designed to avoid the chaotic land grabs which had occurred in the territory of Kentucky. (That system of surveying is still evident today; airplane passengers can clearly see the orderly fields laid out in Midwestern states such as Indiana or Illinois.) The problem with western lands was not entirely solved, however. Squatters who refused to wait for an orderly settlement began to enter western lands, and were chased off at times by federal troops. Wealthy land speculators, who wielded influence with Congress, sought a stronger law. Other factors, especially anti-slavery sentiment in the northern states, also came into play. Key Players As Congress struggled to deal with the problem of land settlement, it was approached by Manasseh Cutler, a scholarly resident of Connecticut who had become a partner in a land company, the Ohio Company of Associates. Cutler suggested some of the provisions which became part of the Northwest Ordinance, in particular the prohibition of slavery north of the Ohio River. The official author of the Northwest Ordinance is generally considered to be Rufus King, a member of Congress from Massachusetts as well as a member of the Constitutional Convention in Philadelphia in the summer of 1787. An influential member of Congress from Virginia, Richard Henry Lee, agreed with the Northwest Ordinance because he felt it protected property rights (meaning it didnt interfere with slavery in the South). Path to Statehood In practice, the Northwest Ordinance created a three-step process for a territory to become a state of the Union. The first step was that the president would appoint a governor, a secretary, and three judges to administer the territory. In the second step, when the territory reached a population of 5,000 free white adult males, it could elect a legislature. In the third step, when the territory reached a population of 60,000 free white residents, it could write a state constitution and, with congressional approval, it could become a state. The provisions in the Northwest Ordinance created important precedents by which other territories would become states in the 19th and 20th centuries. Lincoln's Invocation of the Northwest Ordinance In February 1860, Abraham Lincoln, who was not widely known in the East, traveled to New York City and spoke at Cooper Union. In his speech he argued that the federal government had a role to play in regulating slavery, and had, indeed, always played such a role. Lincoln noted that of the 39 men who gathered to vote on the Constitution in the summer of 1787, four also served in Congress. Of those four, three voted in favor of the Northwest Ordinance, which, of course, contained the section prohibiting slavery north of the Ohio River. He further noted that in 1789, during the first Congress to assemble following the ratification of the Constitution, a law was passed to enforce the provisions of the ordinance, including the prohibition of slavery in the territory. That law passed through Congress without objection, and was signed into law by President George Washington. Lincolns reliance on the Northwest Ordinance was significant. At the time, there were fierce debates over slavery splitting the nation. And pro-slavery politicians often claimed that the federal government should have no role in regulating slavery. Yet Lincoln had deftly demonstrated that some of the same people who had written the Constitution, including even the nations first president, clearly saw a role for the federal government in regulating slavery. Sources: Northwest Ordinance. Gale Encyclopedia of U.S. Economic History, edited by Thomas Carson and Mary Bonk, Gale, 1999. Research in Context.Congress, U.S. The Northwest Ordinance of 1787. The Constitution and Supreme Court, Primary Source Media, 1999. American Journey. Research in Context.LEVY, LEONARD W. Northwest Ordinance (1787). Encyclopedia of the American Constitution, edited by Leonard W. Levy and Kenneth L. Karst, 2nd ed., vol. 4, Macmillan Reference USA, 2000, p. 1829. Gale Virtual Reference Library.

Lockheed Martins Acquistion of NationScape, Inc Case Study

Lockheed Martins Acquistion of NationScape, Inc - Case Study Example The US, for example, combines more of diplomacy and military engagements known as soft power. By acquiring NSI, Lockheed should be able to provide support services for government agencies such as USAID and the United Nations agencies. Military stability support, reconstruction and security transition are major engagements for the department of defense. NSI will enable Lockheed to take advantage of government contracts aimed at promoting these engagements. NSI will enable Lockheed to globalize its operations. Over 90% of Lockheed, staff is in the United States. This does not help the company to have a global outlook and therefore its revenues are constrained in the hosting country (Petrescu & Relly 73). NSI has operations in more than 50 countries across six continents and it is still looking to increase its operations in more countries in Asia and African region. Acquiring NSI will, thus, enable Lockheed have a global outlook, unlike its current position. It will be easier for Lockheed to enter other non-traditional markets when it has this global outlook. Lockheed will also take advantage of the NSI staff located in different parts of the world. This will enable the company to expand its operations without significantly increasing its labor costs. Lockheed will make more money from engagements with the Department of State and development assistance, which had a budget off over $31 billion (Petrescu & Relly 123). In addition to the increased budgetary allocations, other customers such as the Department of Defense, international organizations such as NATO and allied foreign governments are also increasing their spending programs. This means that Lockheed will be assured of a ready market since acquiring NSI puts the company at a competent position to meet the high demand. Increasing its global coverage should enable Lockheed to achieve its vital corporate strategies. This will lead to

Understand the key features of the theories of motivation in a team Essay

Understand the key features of the theories of motivation in a team (LEADERSHIP) - Essay Example which workers get motivated is through; use of inspirational posters and participating in team building activities especially when the leaders take part with the team members (Heinrichs 2013, P. 211). As such, the team building activities enhances cohesiveness among team members. The essay seeks to discuss an understanding of key features of the motivational theories through an effective leadership. There are many causes of dissatisfaction among members of a team at a place of work. Among the major causes of dissatisfaction is being underpaid. Whenever a member of a team or an employee feels that he is underpaid, he will get dissatisfied and hence gets less motivated. A less motivated employee is less productive and, as a result, compromising the overall performance of the organization. Poor management is another cause of dissatisfaction among team members. Most members of a team want to be led by someone they look up to as a role model. When this is lacking, members under this leadership are likely to be less motivated. In certain occasions, lack of interest can also be a possible cause of dissatisfaction among members of a team. Without interest, dissatisfaction follows and finally, the general performance of the company (Lepak & Gowan 2010, P. 77). To some, the lack of career growth can cause dissatisfaction among members of a team. The members will then get withdrawn from w ork and the resultant outcome is a compromise of the performance of an organization. To develop a team, a leader can employ a number of techniques with an aim of motivating his workers. However, if workers are not motivated, their performance may go down. Therefore, motivation is an essential component in the enhancement of performance. Though, team leaders or managers need to motivate employees as frequent as possible through a number of ways. First, the team leader should be proactive to build the required skills in order to work efficiently in the achievement of the set target (Tracy

Select ONE theme presented on the module. Explain why you think this Essay

Select ONE theme presented on the module. Explain why you think this theme is important in organisational life using examples fr - Essay Example Therefore, experts argue that although work has various beneficial attributes, it may have negative influences on the workforce and overall productivity of the organization. Both the adverse and negative impacts of work are closely associated with the private life of workers. While work life may influence private life, the contrary is true, as well. Private life experiences can also affect work in either adverse or positive manner. The discussion will investigate the benefits of balancing between private and work life in the profitability of the organization and workers’ satisfaction and comfort. Discussion It is most rational to consider that various employees strive towards attaining happiness, better health and productive private and work lives. To increases, the probability of attaining satisfaction, privates and work live must be stabilized, (Lewis, Brannen and Nilsen, 2009, p. 48). Work and private life balance is a subset of private life and work life equilibrium and su ggests that employees are satisfied in both aspects of life. Private and work life interface is mainly explained as a circle of social tasks, which are linked to these crucial life aspects. It is rather obvious that attaining equilibrium amid these diverse life aspects reflects a progressive and complex effort. The outcome of these efforts is a vibrant stability that entails managing challenges, stress or constraints within the work and private life context, (Schulz, 2010, p. 50). A different perspective of looking at the situation is to consider the stability between the two aspects as a result of managing private life-work challenges. Work-life stability implies sustaining effective and healthy workstation that allows workforce to strike a balance between employments responsibilities and private tasks, and thus reinforce worker allegiance and productivity, (Lomas, 2005, p. 63). Sociological studies reveal that two in eight workers experience increased levels of struggle between pr ivate and work life oriented on private life-to-work interruption and parental constraint. If task burden is added, then more than 62% of workers interviewed suffer private life and work struggles. Of all the employment aspects that affect family-work challenge, the number of hours spend in the office is the extensive and most persistent aspect, (Drobnic? and Guille?n, 2011, p 45). The increased levels of work to life challenges reported by administrators and executives often are a production of their prolonged stay in the offices. Additional factors include security of job, managers or supervisors’ support, ambiguity or complexity of work role, work dissatisfaction and enormous utilization of communication techniques, which shapes the precincts between private life and work. In the modern world, today, employees have various conflicting roles like work, kids, household chores volunteering activities, aged and kin parent attention and mounts stress on people, societies and fa milies where people live. Similarly, these private life obligations and commitments mount stress on the overall commitment to work responsibilities and production of an organization, (Grossman and Chester, 1990, p. 82). In other words, work-family challenge is an adverse limitation that affects employees, their supervisors or managers,