Imagination and the Holocaust Essay example - 2748 Words

Imagination and the Holocaust The great secret of morals is love; or a going out of our own nature, and an identification of ourselves with the beautiful which exists in thought, action, or person, not our own. A man, to be greatly good, must imagine intensely and comprehensively; he must put himself in the place of another and of many others; the pains and pleasures of his species must become his own. -- Percy Bysshe Shelley, A Defense of Poetry I believe that truly humane learning cant help but expand the constricted boundaries of human sympathy, of social tolerance. Maybe the truest thing to be said about racism is that it represents a profound failure of imagination. -- Henry Louis Gates, Jr. Integrating the American†¦show more content†¦I imagine myself in Wiesels place. I imagine myself in his fathers place. I imagine myself taking him to the crematory. I imagine being the next invalid. Would it be any different for me? How much could I take before I was numb to my fathers summons? Second, I am afraid my imagination will put me in the camps with the victims. I will smell the smoke, experience for myself the horror of murdered children; those tiny hands that might fit cautiously into mine. A child may say, Save me, and I will be helpless. I might succeed so well in identifying with those who lived through the selections that I will have to say, Never shall I forget those flames which consumed my faith forever (32). A memory: Once after having read Night, I went home and was asked to start a fire in the fireplace. I couldnt do it. The bricks of my hearth had become a crematorium. I was angry, then, at myself, at Nazis, at Wiesel, at my family for wanting a fire . . . at God. Third, I am afraid of identifying with the oppressor. Wiesel writes that after they came to Auschwitz, [w]e continued our march toward the square. In the middle stood the notorious Dr. Mengele (a typical SS officer: a cruel face, but not devoid of intelligence, and wearing a monocle); a conductors baton in his hand, he was standing among the other officers. The baton moved unremittingly, sometimes to the right, sometimes to the left. (29) Mengele, a savage irony: aShow MoreRelatedChildren Of The Holocaust Survivor Essay1384 Words   |  6 PagesAs children of the Holocaust survivor, Jacob in Fugitive Pieces by Anne Michael s novel haunted from his past from his memories of his parents and his beloved sister Bella. Growing up with Athos care, Jacob struggles to adapt to a new environment as a child with his memories of his parents still preserve into his mind and battling to make what might have happened to his sister Bella. As Jacob ponders on his past, his memories become stronger and save him that will eventually free him from pain andRead MoreComparing the Boy in the Striped Pyjamas and Life Is Beautiful910 Words   |  4 Pageshorror of the real life events discussed in the novel The Boy in the Striped Pyjamas and the film Life is Beautiful.† The Holocaust was a distressing time in history and is not a story everyone can absorb. Both the book, The Boy in the Striped Pyjamas written by John Boyne and the film, Life is Beautiful, directed by Robert Benigni, are based upon the real life events of the Holocaust but with a difference. They made clever use of different techniques to dim and censor the reality of the events and interpretRead MoreWorld War II And The Lies We ve Been Told1330 Words   |  6 PagesTold In many schools, students are taught about events that happened worldwide which changed history forever. They are taught about tragedies so that people will never repeat the mistakes. One of these horrendous tragedies is World War II and the Holocaust. People across Europe and the surrounding countries were being persecuted and murdered. Today, this event is learned through facts, photographs, and videos. For many, it is hard to deny the evidence. However, it has been theorized that all of thisRead More Use of Narrative in John Boyne’s The Boy in the Striped Pyjamas1012 Words   |  5 Pagesrhetorical structure that distorts reality in order to reveal it. This is an eminently evident actuality in John Boyne’s The Boy in the Striped Pyjamas. Through this distortion, Boyne is able to evoke the reader’s empathy, portray the horror of the Holocaust to a younger audience and convey human’s capacity for inhumanity and indifference. This is achieved by Boyne, p rimarily through the exaggeration of innocence throughout the novel, the content presented to the audience, and the use of a child narratorRead MoreAnalysis Of The Movie The Night 957 Words   |  4 Pagesnot decide on its mood. The clouds hung grey, but their burden was light with precipitation. Sunshine, a quick shower, sunshine, a quick, and so on was the sky’s schedule until we were allowed into to a small room in the back of the Miami Beach Holocaust Memorial. The light sprinkling of rain made the walk to the room significantly surreal, at least to me. The small droplets still hung to the plants, but also hung, like tiers, to the green metal sculptures hidden among them. 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Witten and directed by Italy’s national treasure, Roberto Benigni, it is a film of two distinct halves that battles through the tragic past to remember the happy times during such misery. But does Benigni depict this fabrication in a deceiving light? A moral and fable, the film stretchesRead MoreThe Elements Of Human History In Briar Rose By Jane Yolen1046 Words   |  5 PagesHistory has elements of evil, i t reveals the cruelest capabilities of humanity and reaches the limit of imagination. Jane Yolen’s, Briar Rose, retells a part of the tragedies during the Holocaust and captures the evil history possesses. Jane Yolen recreates the Grimm Brothers’, Briar Rose, through metaphor she describes the impact of the Holocaust on family’s decades past. Rebecca, the protagonist, throughout her childhood is told the fairy-tale Briar Rose by her grandmother, Gemma, at her deathbedRead MoreUnderstanding The Holocaust and Preventing it Happening Again1025 Words   |  5 PagesUnderstanding The Holocaust and Preventing it Happening Again The human tragedy of the Holocaust was the systematic annihilation of millions of Jews by the Nazi regime during World War II. The adversity of this persecution influenced not only the European arena, but also peoples from all over the globe and their ideas. The impact caused by this ethnic cleansing was enormous. Peoples lives were drastically changed as they were persecuted and tortured. Families were taken out of their homes andRead MoreInhumane Treatment in Night971 Words   |  4 PagesThe resistance of the Holocaust has claimed worldwide fame at a certain point in history, but the evidence that the evil-doers themselves left crush everything that verifies the fantasy of the Holocaust. For an example, in Poland, the total Jewish population of over thirty-three hundred thousand suddenly plummeted to three hundred thousand. Ten percent of the population survived the Holocaust in Poland. Almost every country that the Nazis have conquered has the same percent of survival as Poland

Organizational Knowledge Theory And Practice - 3306 Words

Portfolio Project – Organizational Knowledge Mike Meeker ORG502- Effective Organizations: Theory and Practice Colorado State University- Global Campus Dr. Mike Lavelle November 23, 2014 Organizational Knowledge Theory In 2007, the worldwide volume announced that mergers and acquisitions (MAs) had reached more than $4.74 trillion according to The Wall Street Journal. Despite their persistent acceptance, MAs remain highly debatable (Muehlfeld, Rao Van Witteloostuijn, 2012). The constant debate about post acquisition performance repercussions of MAs (Rooney, Mandeville, Kastelle, 2013) points to important questions as to whether and under what conditions organizations learn from past acquisition experience. However, outside of operational backdrops, the effects of experience on learning as well as their outcomes have proved more intangible. Multifaceted environments as observed in typical corporate level executive and strategic activities prevent reinforced learning and diminish the identification between current actions and observed outcomes (Finkelstein S, Haleblian, 2002). Thus, it can take years to witness effective wisdom obtained regarding mergers between large organizations (Muehlfeld, Ra o Van Witteloostuijn, 2012). Abstract: Overview of Problem Thesis Davita transformed itself from an outpatient based and acute hospital dialysis provider to an international healthcare organization. This has been accomplished through organic growth as well asShow MoreRelatedAnalysis Of Organizational Management During The United States Military1545 Words   |  7 PagesAnalysis of Organizational Management in the United States Military Throughout history, the theory of what constitutes effective management practice has evolved with the changes and advances in technology and society. 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Method of Teaching Free Essays

string(163) " express their opinions in any case, and no one else can report the extent to which the experience was useful, productive, informative, satisfying, or worthwhile\." EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION LEVEL Dr. Shahida Sajjad Assistant Professor Department of Special Education University of Karachi. Pakistan ABSTRACT The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at graduate level. We will write a custom essay sample on Method of Teaching or any similar topic only for you Order Now Two hundred and twenty undergraduate students studying in 11 departments of Faculty of Arts, University of Karachi, were interviewed about their perceptions of best and effective teaching methods and the reason for that. Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. Students’ perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process. Introduction: Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the â€Å"amount learned† in the course and their overall ratings of the teacher and the course. Those who learned more gave their teachers higher ratings (Cohen, 1981; Theall and Franklin, 2001). This same criterion was also put forth by Thomas Angelo, when he said; â€Å"teaching in the absence of learning is just talking. Doyle. T. (n. d. ). A teacher’s effectiveness is again about student learning. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. It is equally filled with suggestions of what not to do in the classroom. However, there is no rule book on which teaching methods match up best to which skills and/or content that is 1 2 being taught. Students often have little expertise in knowing if the ethod selected by an individual instructor was the best teaching method or just â€Å"a method† or simply the method with which the teacher was most comfortable. Doyle. T. (n. d). â€Å"Research indicates that students are the most qualified sources to report on the extent to which the learning experience was productive, informative, satisfying, or worthwhile. While opinions on these matters are not direct measures of instructor or course effectiveness, they are legitimate indicators of student satisfaction, and there is substantial research linking student satisfaction to effective teaching (Theall and Franklin, 2001). A meta-analysis of 41 research studies provides the strongest evidence for the validity of student ratings since these studies investigated the relationship between student ratings and student learning. Doyle. T. (n. d. ) quoted Ory â€Å"The use of studentsâ€⠄¢ ratings for evaluating teacher effectiveness is the single most researched issue in all of higher education. Over 2000 articles and books have been written on this topic over the past 70 years†. Research on student evaluation of teaching generally concludes that student ratings tend to be reliable, valid, relatively unbiased and useful (Murray, 1994). Most universities embrace a process by which students provide anonymous feedback at the end of each course they complete. These ratings of instructor effectiveness, these ratings have been a hot topic since they were first employed in mid 1920’s (Chang, 2001) and they create an enormous challenge for nearly every institution that uses them (Hoyt Pallett, 1999). Over the years student evaluation of instructors has changed significantly especially in the areas of the purpose and methodology. They have transformed from being primarily used to assist students in the selection of courses, to helping faculty members further develop and improve their teaching skills, to assisting administrators with respect to personnel decisions (Ory, 2000). Today, student ratings of instruction are widely used for the purpose of making personnel decisions and faculty development recommendations (Scriven, 1995). For administrators, the information derived from ratings aids them in making both summative and formative judgments dealing with faculty retention, tenure, and promotion, hiring, selecting faculty for teaching awards and honors, and in assigning teachers to courses (Franklin, 2001; Kulik, 2001). Braskamp (2000) suggests that instructors use the data formatively to develop and improve their teaching effectiveness. Student-ratings are in 2 3 fact used in over 90 percent of all colleges and universities in the United States and represent the most frequently used strategy for evaluating instructors and courses (Cuseo, n. . ). There is much debate within the higher education community on how teaching or teaching effectiveness may be defined (Braskamp, and Ory; 1994). For instance, Centra (1993), defines effective teaching as â€Å"that which produces beneficial and purposeful student learning through the use of appropriate procedures† (p. 42), Braskamp and Ory, (1994, p. 40) includ e both teaching and learning in their definition, defining effective teaching as the â€Å"creation of situations in which appropriate learning occurs; shaping those situations is what successful teachers have learned to do effectively†. Many researchers have focused on whether or not students are legitimate judges of teaching effectiveness. Though caveats abound, the general sense is that students are both rational and reliable sources of evidence (Arreola, 1995; Braskamp Ory, 1994; Pratt, 1997), While in class, students are exposed to all sorts of instructional experiences (lectures, instructional materials and aids, readings, exams). They are in effect experimental consumers—able to discern quality, relevance, usefulness, and instructor interaction with students (Montgomery, n. . ). As consumers, Cuseo (n. d. ) claims that students can judge what is taught and how it is taught, yet Braskamp Ory (1994) claim that students can only provide information with respect to teaching. However, Ory (2001, p. 12) sums it up best stating: â€Å"unless they haven’t been to class, as consumers they have a legitimate voice†. Theall, M. (n. d. ) mentioned that the students can answer questions about the qual ity of lectures, the value of readings and assignments, the clarity of the instructor’s explanations. Students are certainly qualified to express their satisfaction or dissatisfaction with the experience. They have a right to express their opinions in any case, and no one else can report the extent to which the experience was useful, productive, informative, satisfying, or worthwhile. You read "Method of Teaching" in category "Papers" Methodology Eleven departments were selected through purposive sampling from the Faculty of Arts, University of Karachi, including epartment of ; Special Education, Psychology, Social Work, Sociology, Mass Communication, Education, International Relations, English, Urdu, Persian, and Islamic learning. Twenty students studying at graduate level 3 4 from each department were selected through convenient sampling to seek their opinion about the most effective teaching methods (as perceived by them) used by their teachers, and the reasons for highly rating a particular teaching method. Total two hundred and twenty students were interviewed. They were asked to rate different methods of teaching used by their teachers on a scale of 1- 5, one being the least important and 5 being the most important teaching method. The results of the study were compiled and analyzed by percentage method. Objectives of the Study: †¢ †¢ †¢ †¢ To find out the various teaching methods used by university teachers to teach graduate students in different departments of Faculty of Arts. To explore the opinion of students about the teaching method they perceived as the most interesting and best teaching method. To find out the reasons for perceiving any teaching method as the interesting and best method. To provide suggestions for improving quality of teaching in the light of students perception and use of ratings Findings: Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, it is time saving method; students listen lecture attentively and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. Students’ perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process I. Rating of Various Teaching Methods: Rating was done on a scale of 1-5, 1 – being the least interesting and 5 being the most interesting teaching method as indicated in table 1. Teaching methods Rating No of 4 students 5 Table 1 1 N Lecture Group discussion Individual presentation Assignments Seminars Workshop Conferences Brainstorming Role play Case study 53 18 52 25 26 27 25 34 24% 08% 22% 11% 12% 12% 11% 16% 44 53 54 54 53 34 54 20% 24% 25% 25% 24% 16% 25% 26 12% 89 40% 34 16% 53 24% 53 24% 54 25% 27 12% 53 24% 53 24% 34 16% 54 25% 53 24% 35 16% 80 36% 80 36% 52 23% 44 20% 26 12% 26 12% 35 16% 53 24% 25 11% 34 16% 54 25% 220 220 220 220 220 220 220 220 34 34 % 16% 16% N 18 18 2 % 08% 08% N 00 3 % 00% N 4 % N 80 36 % 34 16% 5 % 220 220 88 40% 80 36% Total 54 24% 27 12% II. Reasons for rating various teaching methods as interesting and best teaching methods: 1. Lecture Method †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It creates new ideas. It is good for large class. Teacher is experienced and has mastery on subject, explain all points and can answer all questions raised by students. Students can ask if they need any clarification. Learn through listening Teacher explains all points. Students give their input Teacher discuss whole topic in the class in easy language so students can easily understand the topic. It is good for large class. Teacher provides all knowledge related to topic. Time saving as teacher is supposed to finish lecture in time. Students give their views at the end of lecture. 5 6 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Students can ask question if they have any problem to understand lecture. Students attentively listen lecture and take notes as the teacher ask questions at the end of lecture. Students know and understand basic concepts. It creates new ideas. Teacher knows all the students so he/she can use suitable strategies for the class to make them understand. Teacher is experienced and has mastery on subject and can answer all questions by students. Teacher share information with students so it creates interest in students. Students are more involved and participate when teacher ask question. Teacher provides notes. Students easily understand every point. Students share knowledge with teacher. Teacher is role model for students. More participation of students. Students listen to other’s opinion ; express their opinion. Discuss with teachers the points that were missed during discussion. Students learn on their own ; find out key points. Students exchange their ideas. Students get point of view of all and not only those who always speak. After discussion when students give their presentation, teacher corrects their mistakes. Students can make their own notes. The learning is more effective. 2. Group discussion: 6 7 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ They don’t have to rely on rote learning. Develops creativity among students. It evokes thinking among students. Students have time for preparation of topic. Students should have material and knowledge before discussion. Suggestion Only those students participate who have confidence rest do not participate. Concepts become clear after discussion. Every student gives his/ her opinion. 3. Individual presentation †¢ Hamm (2008) quoted Rafe; â€Å"A presentation involves motivating listeners to accept a new idea, alter an existing opinion, or act on a given premise. † †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Students first thoroughly understand the topic before giving presentation i. e. mastery on topic. It increases confidence among students. Good way to learn for only one student who is presenting. Students search lot of books to collect material Teacher’s supervision is important It enhances the ability of research on any topic as the students search topic from different books, websites etc. Active learning Give Chance to meet other people of same profession. Motivate and make student active in learning. Interested method. Give Chance to meet other people of same profession. 5. Seminars 4. Assignment 6. Workshops 7 8 7. Conferences †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Give Chance to meet other people of same profession. Networking with other institutions and professionals. More interesting More informative Gain knowledge Learning is effective More participation of students Students give their opinion Active learning Creative thinking is encouraged. Students think beyond their knowledge. Every one gets the chance to express their thoughts. Simple topics can be learnt through different angles. Interesting method Creative thinking is encouraged. Students think beyond their knowledge. Students enjoy the situation Active learning Easy to learn Active learning Creative thinking is encouraged. Students think beyond their knowledge. 8. Brain storming 9. Role play 10. Case study Discussion: Making teaching methods more interesting 8 9 Higher education faculty strives to become more effective teachers so that students can learn better, and many explore methods to improve their teaching practice. Depending on the nature of subject, number of students, and the facilities available, there are different methods teachers are using in the classroom. Below are given various methods and certain tips and techniques for improving these methods. (Sajjad, S. 1997) Lecture Method: A lecture is a talk or verbal presentation given by a lecturer, trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education. This method is economical, can be used for a large number of students, material can be covered in a structured manner and the teacher has a great control of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. Davis. 1993). McCarthy, P. (1992) in article â€Å"Common Teaching Methods† stated strengths of lecture method that it presents factual material in direct, logical manner, contains experience which inspires, stimulates thinking to open discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best metho d because according to opinion of students ; it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students. Sullivan ; McIntosh (1996) said that with planning and effective presentation techniques, the lecture can be a highly effective and interactive method for transferring knowledge to students. Lecture gives the pupils training in listening and taking rapid notes. (Kochhar. 2000, p. 345) Tips and techniques for improving lecture method †¢ Lecture material should be stimulating and thought provoking. 9 10 †¢ †¢ †¢ †¢ Information should be delivered dramatically by using example to make it memorable. The teacher needs to use questions throughout the lecture to involve students in the learning process and to check their comprehension. Reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. Teacher should take feedback of students to improve lecture method. Discussion: It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. McCarthy, P. (1992) stated strengths of class discussion as; pools ideas and experiences from group, and allows everyone to participate in an active process. Kochhar (2000, p. 47) stated that; a problem, an issue, a situation in which there is a difference of opinion, is suitable for discussion method of teaching. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that; it has more participation of students, the learning is more effective, the students don’t have to rely on rote learning, every student give his/ her opini on, and this method develops creativity among students. Tips and techniques for improving discussion method †¢ †¢ †¢ †¢ †¢ †¢ †¢ The teacher should spend sufficient time in preparing the process and steps of discussion. Different aspects of the topic and the parameters should be selected for the focused discussion. Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach a conclusion. The teacher in the beginning should introduce the topic, the purpose of discussion, and the students participating in discussion. Before the start of discussion, background information about the topic should be provided. There is a need to include questions to provide direction. Relaxed environment should be created to foster the process of discussion. 10 1 †¢ †¢ †¢ Teacher after opening the discussion should play the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen other’s point of view and then evaluate their own. Teacher should give value to all students’ opinions and try not to allow his/her own difference of opinion, prevent communication and debate. Rol e Play: Role play occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and beliefs; or loosely indicated by an outline of the function or task. These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels. (Singh, and Sudarshan, 2005, p 238, 239). It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. Tips and techniques Before the role play, the teacher should brief participants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to behave naturally. †¢ †¢ Teacher should select ; brief observers about their roles. During the role play, the teacher must keep quiet, listen ; take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be prepared for some action if participants dry up and can intervene as a last resort. †¢ After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, †¢ The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings. Case Study: Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically used to develop critical thinking and problem-solving skills, as well as to 11 12 present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked: 1. to diagnose particular problem(s) only. 2. to diagnose problem(s) ; provide solution(s). 3. o give reasons ; implications of action after providing both problem ; solution. It is a time consuming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to: †¢ †¢ †¢ read the case and determine the key pro blems faced by the decision maker, determine the data required to analyze the problems and or a synthesis into solutions, develop, analyze, and compare alternative solutions, and recommend a course of action. Tips and techniques †¢ †¢ Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. Students should work in group to prepare a written report and/or a formal presentation of the case. Brainstorming: It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building. It develops listening skills. Tips and techniques Ground rules for running brainstorming session include: †¢ †¢ †¢ †¢ There should be no criticism and the wild ideas should be encouraged and recorded without evaluation. Emphasis should be placed on quantity of ideas and not the quality. There is a need of equal participation of members. It can be unfocused so teacher should know how to control discussion and facilitate issues. 12 13 †¢ It works well in small group Assignment method: Written assignments help in organization of knowledge, assimilation of facts and better preparation of examinations. It emphasizes on individual pupil work and the method that helps both teaching and learning processes (Kochhar, 2000, p. 358). Tips and techniques †¢ †¢ Teacher should describe the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the inevitable question, â€Å"Will we be tested on this? † arises, make sure your answer includes not only a â€Å"yes† or â€Å"no,† but a â€Å"because . . . â€Å". Shea, A. (2009). †¢ Davis (1993) suggests that â€Å"Give assignments and exams that recognize students’ diverse backgrounds and special interests. For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative healing belief systems. A faculty member in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. † Recommendations: †¢ To evaluate teaching effectiveness different methods can be used including: peer review, self-evaluation, teaching portfolios, student achievement and students’ ratings of teaching methods used by their teachers. †¢ †¢ †¢ Students must be assured that the information they are giving is welcomed by the faculty and will be used to improve the teaching and learning in the course; otherwise they are unlikely to take the rating process seriously (Doyle. T. n. d. ). Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. T eachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students. 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Btec Business free essay sample

Im not sure about this figure, with th0d Returned on capital employed Net profit (after appropriations) X 100 = 44160 = 29. 61% Capital employed 149160 This figure shows you how much money will be returned back into the business depending on how much they have invested. Not investing money into the business means you will not be making profit. I am not sure if 29. 61% is a good figure but it must be a good figure if the capital employed is ? 149,160. Maybe if the percentage is higher they employ more capital and they can re-invest more. Liquidity ratios-Current ratio Current assets: 1 = 70160 = 4. 53:1 Current liabilities 15500 Every ? 1 that they owe they own ? 4. 53 worth of assets. For SIGNature ltd the ratio is good, meaning not too much stock or owing too much to debtors. Acid test ratio Current assets assets: 1 = 70160 1200 = 4. 4:1 Current liabilities 15500 Every ? 1 they owe to suppliers or banks they will have ? 4. 41 of current assets. This means they have enough money to pay for costs like heating, lighting, telephone, courier charges and insurance. We will write a custom essay sample on Btec Business or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Average stock Kept over the year X 365 = 6000 = 9. 3 days Cost of goods sold 521700 Efficiency Ratios-Rate of stock turnover Every 9 to8 days they make a sale; this figure is not good because when running a business like SIGNature ltd you would like to be making sales more often. Debtors X 365 = 41000 = 28. 69 days Credit sales 521700 Debtor’s payment period A debtor’s payment is just about monthly meaning credit customers pay them every 28. 69 days, SIGNature should monitor their debtors and check how much they buy, when they pay back the full amount and which debtors are not paying in the 30 day period. Creditors X 365 = 15500 = 24. 11 days Credit purchases 234675 Creditor’s payment period 24 days is how long SIGNature takes to pay for credit purchases and they do pay their credit in good time. If you dont to your credit suppliers respond you may be charged additional interest, penalties and surcharges. Your debt may be referred to a private debt collection agency. Conclusion In this task I have performed ratio analysis and measured the profitability and efficiency of SIGNature and analysed the performance of a business using suitable ratios.