Eve Teasing in Pakistan

Report Title The Condition of Eve Teasing in the Liberty Market and the DHA Commercial Areas of Lahore Course Title BBA English Submitted To Submitted By Date of submission November 27, 2010 Executive summary Introduction Eve teasing is basically the act of harassing a woman publicly, passing vulgar remarks and essentially making her feel uncomfortable to stroll freely in a public place. Background Eve teasing dates far back to the time when the world started being liberal and ever since women got their rights back in the early 90’s and generally became open in terms of them working and being an active member of the society.Purpose To highlight the alarming condition of eve teasing in the main commercial areas of Lahore, namely the gulberg Liberty market and the H and Y block markets of DHA. To shed light on the main issues pertaining from the act of eve teasing. Method Through a questionnaire circulated amongst the people and interviewing the shop owners and authorities of th e aforementioned areas. Conclusion We concluded that women of the age group (18-25 years), were majorly teased on public transports, and usually by men in groups rather than a single male.And also that there are no real measures taken as yet to end this menace or to deal with the defaulters. Recommendations To spread awareness that eve teasing is an actual issue in our society. This would really help in targeting the issue at the root so that the upcoming generations can be groomed accordingly.1. Introduction1. 1 Background Since this is an Islamic country, â€Å"sexual Harassment† is not a topic that can be discussed openly. Hence the term â€Å"eve-teasing† came into being. It is used widely in major Asian countries too of which Pakistan is seriously affected by this problem.Eve-teasing is basically the act of harassing women in public which is usually done by groups of young men in public places, primary hangout spots, bus stops, in actual busses/trains, in workplac es and basically anywhere a girl has the liberty to walk around freely. This act started ever since women became liberal and started being an active member of the society by working jobs, getting an education etc. Many men feel threatened by this, and feel that eve-teasing is the easiest way to put a woman in her place.Some do it because of this very reason, some do it to satisfy their inner urges and some just plainly do it as a recreational activity. Movies and TV often present eve teasing or stalking as mode of convincing the beautiful tender females to accept love proposals, and we don’t really have a scarcity of hopeless romantics. Women are often criticized for ‘inviting' molesters by their ‘seductive' way of dressing and make-up. This might be right in some cases and wrong in many. It’s true that they dress openly at times but this is the 21st century and all of us should be open minded but sadly that is not at all the case.The teasing can be verbal teasing i. e passing indecent remarks about the target victims or non verbal teasing which includes winks, hand gestures and staring/leering at the victims. It can also be a form of physical teasing such as cornering the victim, blocking their path, ping or groping the victim. It is common sight in a public recreational area where u see a single girl or a group of girls waiting for their cars or having a casual discussion, and suddenly a car stops beside them offering them a ride, teasing them and passing crude remarks.The girls are left helpless and humiliated and in no position to do anything about it.1. 2 PurposeTo study the existence of eve teasing in major commercial areas of our societyTo find out various kinds of eve teasing acts that the victims have to go throughTo determine the attitude of the youth (18-25 years) towards eve teasingTo study the impact of eve teasing on the victimsTo find out the precautions and actions taken by the victims Our areas of study are the Libert y market in gulberg and the main commercial markets of H, Y and W blocks of DHA (defence housing authority).Questionnaires were distributed amongst students of FAST University who were residents of the respective areas so as to get a good insight on the matter. The people questioned were mainly residents of the areas mentioned. Shop owners in the respective areas were interviewed about the condition of eve-teasing in their area. The authorities were questioned about the measures they have taken to prevent eve teasing from becoming a norm.2. Findings Through our study, we examined the different modes of eve teasing.We found a lot of relevant information while conducting the survey. It was conducted in FAST-NU through a structured survey of 20 questions and was taken from 25 male and 25 female respondents who were residents or frequent visitors of the respective areas; the age group was 18-25 years. [pic]2. 1 Have you ever faced eve teasing? The following question was asked by us and we found that out of those 25 girls, 21 replied ‘Yes’ to our question and only 4 said ‘No’. This made it apparent that almost every girl now a day is becoming a victim of eve teasing. [pic]2. 2 Places where eve teasing is higher: Our research shows that the girls are mainly teased almost at every public place but the eve teasing rate is the highest i. e. 70% at the market areas as compared to road sides, parks, outside institutions and public transports.2. 3 Kinds of eve teasing: Women faced different kinds of eve teasing mostly through a bunch of guys who find it fun to harass women. Thus 68% of women are affected through the most common verbal eve teasing which includes whistling, passing vulgar comments etc. Others go through physical, visual and often both or at extreme cases, all kinds of teasing.2. 4 Do victims call for help? This act of harassment affects the self esteem of girls. They, the victim of eve teasing mostly do not call for help, and if th ey do, they don’t get it because 66% people never helped any one as they think it’s not their business. Even the female respondents who had gone through eve teasing did not help others facing the same problem. Furthermore, only 24% female respondents took some action against it.2. 5 Cause of side effects of eve teasing disorder: 50% of the respondents called the movie scenes as the biggest cause of the side effects of eve teasing. 6% people were also seen in favor of internet influence playing a big role in producing eve teasers and 38% blamed parents’ grooming for such a thing.2. 6 Should Govt. Pass laws against eve teasing? Almost 34% people demanded for laws against eve teasing while only a small percentage answered no.This suggests that the Government should strictly pass orders against eve teasing. Conclusion We concluded the following from the survey conducted which includes the personal interviews and the questionnaire.Eve-teasing is indeed a menace for v isitors of the respective areas. The victims were usually teased by college boys in groups rather than a single male.Eve-teasing on public transports especially buses has made it the least preferred means of transport by women.Women do feel helpless in the heat of the situation but are not afraid to later on file a complaintWomen prefer to roam the high risk areas in groups and say that they feel secure in doing soThe more posh areas such as the DHA markets have controlled this problem by having special forces designated to patrol the areas in search of such situationsRecommendationsThe fact that eve teasing is a definite form of sexual harassment should be made public. A women’s force should be deployed at the commercial areas and public transport stands so men do not dare attempt such an act, and even if they do someone is there to provide hands on assistance to the victims. Laws should be made to deal with the offenders. An effective law for this problem will be difficult to impose until and unless the mentality of our men-folk is changed about women. The media’s help should be sought to spread awareness about the issue and maybe just maybe change the mentality.Appendix Survey Questionnaire Please fill the following information about yourself: Age: Gender: M/F Eve teasing is a euphemism used in Pakistan for molestation of women by men. Consider a problem related to law breaking in youth that ranges from sexually suggestive remarks groping, making lewd gestures, staring, whistling, touching, verbal blasting, stalking ,phone calls or even physical attacks. [pic]1. How do you usually commute? (Tick all applicable)a) Bus stoppageb) Auto Rickshawc) By mobiled) Care) Others(please specify)______________2. Have you ever been teased by men at public places? (if NO, please move to question no. 9)a) Yesb) No3. What kind of eve teasing have you faced? (Tick all applicable)a) Verbal (comments, whistling, etc. )b) Physical (touching, feeling up, etc. )c) V isual (staring, gesticulating, etc. )d) Others (please specify) ___________________4. In your experience, eve teasing is done bya) Individualb) Groupc) Both5. How does eve teasing make you feel? (Tick all applicable)a) Feel Humiliatedb) Feel scaredc) Feel angryd) Feel degradede) It does not affect me at allf) I enjoy itg) Others(please specify) ______________________6. Have you ever reacted /take action when someone has teased you?a) Yesb) No7. If yes, how? (Tick all applicable)a) Retaliated verballyb) Retaliated physically. If yes, what did you do? ______________________c) Walked away and ignoredd) Asked others for helpe) Called the policef) Others (please specify) ______________________8. What type of help did you get from others when you were being teased? (Tick all applicable)a) Called the policeb) Got support from people aroundc) No Helpd) Others (please specify)9. Have you ever helped anyone being teased?a) Yes, specify how?b) No, why not?10. Is eve teasing a sort of flirting? a) Yesb) Noc) Maybe11. Do you think the way girl dress-up is a reason behind eve teasing?a) Yesb) Noc) May be12. Do you think conservatively dressed women haven’t gone through eve teasing?a) Yesb) Noc) May be13. Should girls be banned from all public places where they may encounter eve teasers?a) Yesb) Noc) May be14. Which one is the cause of the side effects of compulsive eve teasing disorder? Tick all applicable)a) Movie scenesb) Bad parentingc) Internet influenced) Others (please specify)15. Is eve teasing an innate part of our social culture?a) Yesb) Noc) May be16. Where is the eve teasing higher? (Tick all applicable)a) Outside institutional areab) Parksc) Road sidesd) Marketse) Public transport17. Should the government pass laws against eve teasing?a) Yesb) Noc) May be18. Do you think that maximum no. of eve teaser are students?a) Yesb) Noc) May be19. Many women often take precautionary measures to ensure their safety.Please tick the precautions you take/ your family as ks you to take for your safety as a woman. (Tick all applicable)a) Avoid certain public places. Specify which kind of places _____________________b) Avoid going out alonec) Avoid wearing certain clothes, which may seem provocatived) Carry items such as pepper spray/ safety pins/ pen knife etc.e) I do not take any precautions as I feel safe in the cityf) None of the aboveg) Others (please specify) _______________________20. Would you like to give a suggestion about how to STOP eve teasing? Data acquired.

Preparing Financial Statement

Prepare a Set of Financial Statements Samson Company adjusted account balances as of December 31, 2005 are as follows (some noted balances are Jan. 1, 2005): Sales . . . . . . . . . . . . . . . . . . . . . . . .1,200,000 Purchases . . . . . . . . . . . . . . . . . . . . . . 810,000 Marketable securities . . . . . . . . . . . . . . . . 15,000 Purchase discounts . . . . . . . . . . . . . . . . . 20,000 Purchase returns and allowances . . . . . . . . . . . 2,000 Extraordinary loss due to earthquake, net of applicable taxes of $15,000. . . . . . . . . . . . 35,000 Selling expenses . . . . . . . . . . . . . . . . . 114,000 Cash . . . . . . . . . . . . . . . . . . . . . . . . 90,000 Accounts receivable . . . . . . . . . . . . . . . . . 60,000 Common stock . . . . . . . . . . . . . . . . . . . . 150,000 Accumulated depreciation . . . . . . . . . . . . . . 42,000 Paid-in-capital in excess of par . . . . . . . . . . 30,000 Inventory, January 1, 2005 . . . . . . . . . . . . . 149,000 Inventory , December 31, 2005 . . . . . . . . . . . . 120,000 Accounts payable . . . . . . . . . . . . . . . . . . 71,000 Salaries payable . . . . . . . . . . . . . . . . . . 5,000 Cash surrender value of life insurance . . . . . . 22,000 Patents . . . . . . . . . . . . . . . . . . . . . . . 18,000 Retained earnings, January 1, 2005 . . . . . . . . . 60,600 Interest expense . . . . . . . . . . . . . . . . . . 13,000 General and administrative expenses . . . . . . . . . 160,000 Dividend revenue. . . . . . . . . . . . . . . . . . . 6,000 Allowance for doubtful accounts . . . . . . . . . . . 3,000 Notes payable (maturity 7/1/07) . . . . . . . . . . . 105,000 Machinery and equipment . . . . . . . . . . . . . . . 150,000 Income tax expense . . . . . . . . . . . . . . . . . 30,600 Treasury stock . . . . . . . . . . . . . . . . . . 10,000 Dividends declared and paid . . . . . . . . . . . . . 18,000 Prepare multi-step income statement: Samson Company Income Statement For the Year Ended December 31, 2 005 Sales $1,200,000 Cost of Goods Sold: Beginning inventory $149,000 Purchases $810,000 Purchase discounts ( 20,000) Purchase returns and allowances ( 2,000) ——- Net purchases 788,000 ——- Goods available for sale 937,000 Ending inventory 120,000 ——-Cost of goods sold 817,000 ——— Gross profit 383,000 Operating expenses: Selling expenses 114,000 General and administrative expenses 160,000 ——- Total operating expenses 274,000 ——— Operating income 109,000 Other income (expense): Dividend revenue 6,000 Interest expense ( 13,000) ——- Total other income (expense) ( 7,000) ——— Income before income taxes 102,000Income taxes 30,600 ——— Income before extraordinary item 71,400 Extraordinary loss due to earthquake, net of applicable taxes of $15,000 ( 35,000) ——– Net income $36,400 ======== Prepare a Statement of Retained Earnings: Samson Company Statement of Retained Earnings For the Year Ended December 31, 2005 Retained earnings, January 1, 2005 $60,600 Plus net income 36,400 Less dividends ( 8,000) ——- Retained earnings, December 31, 2005 79,000 ======= Prepare a classified Balance Sheet: Samson Company Balance Sheet December 31, 2005 Assets Current Assets: Cash $ 90,000 Marketable securities 15,000 Accounts receivable $ 60,000 Less allowance for doubtful accounts ( 3,000) ——- 57,000 Inventories 120,000 ——– Total Current Assets 282,000 Property, Plant, and EquipmentMachinery and Equipment $150,000 Less accumulated depreciation ( 42,000) ——– Total Property, Plant, and Equipment 108,000 Other Assets: Cash surrender value of life insurance $ 22,000 Patents 18,000 ——- Total Other Assets 40,000 ——- Total Assets $430,000 ======== Liabilities and Stockholders' Equity Liabilities: Current Liabilities: Accoun ts payable $ 71,000 Salaries payable 5,000 —— Total Current Liabilities 76,000 Long-term Liabilities Notes payable 105,000 ——- Total Liabilities 181,000 Stockholders' Equity: Common stock $150,000 Paid-in-capital in excess of par 30,000 Retained earnings 79,000 Treasury stock ( 10,000) ——- Total Stockholders' Equity 249,000 ——- Total Liabilities and Stockholders' Equity $430,000 ========

Men and Mice

Literature Criticism Essay In essence, Of Mice and Men is a novella about dreams and aspirations. John Steinbeck sets the novel linked to the American Dream during the 1930s Great Depression, when high unemployment made plenty of poor drifters struggle in California with a naive assumption of starting a new life by owning a small piece of land. The two mostly represented characters under that background, George and Lennie, who are itinerant workers from California searching for work on ranches in Soledad, share an innocent dream of â€Å"live off the fatta the Ian† (14). Hence, dreams re integrated with hope, reality, and fate.Firstly, as a true reflection of the 1930s Great Depression in American, the story suggests that the nature of human dreams is a hope to escape from grim reality with the integral point of being independent and living happily. By creating dreams, the life is infused with a driving motive of ambition; while, without dreams and aspirations, life would lack direction and meaning, which is possible to make human sinking into despair. To George and Lennie, the dream of having a small acreage farm means Joys of self dependence, ecurity, and being their own boss, like: â€Å"we'll have a big vegetable patch and a rabbit hutch and chickens.And when it rains in the winter, we ‘II Just say the hell with goin to work, and we'll build up a fire in the stove and set around it an' listen to the rain comin' down on the roof†Nuts! † (14-15) Through the comparison to other ranch hands, George recognizes that he cannot simply accept such a meaningless life with the grind and poverty of working on ranch, as George described in the book: â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don ‘t belong no place†¦They ain't got nothing to look ahead to. â€Å"(13-14) This makes George believe that Lennie and him are in a unique situation, because they share a â€Å"sym biotic relationship† ( Halyersmcq) by depending each other to provide a sense of yearning for a small land to dwell in happiness, after their enduring hardship on ranch. So, this is why George claims that â€Å"With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about us. † (14) Secondly, through Lennie ‘s killing of Curleys wife which eventually results in their dream lost,Steinbeck shows his audience that Just simply having and sharing a dream is not enough to bring it to reality, due to the unavoidable obstacles. Each person must be aware that obstacles against their dream tend to be difficult but not insurmountable, as long as they work hard and focus entirely on the eventual objective; otherwise, the dream would be never within reach, or even crushed by the cruel world. The intellectual handicap of Lennie limits the possibility of achieving their dream, which makes George feel that it is always hard to keep Lennie out of trouble and keep them on track for dream.As a result, Lennie's innocent preoccupation with touching soft objects becomes the undoing of their dream in the end. In the story, when Lennie strokes the hair of Curley's wife by irritating herself, he tries to make her calm with yelling that â€Å"Oh! Please don't do none of that, George gonna say I done a bad thing. He ain't gonna let me tend no rabbits. â€Å"(91), but finally Lennie unintentionally kills her of did that. George'll be mad. â€Å"(92) At this point, it is the seeming desire of Lennie to keep dream safe but actually his fixation on the hair of Curley ‘s wife that destroys heir dream eventually.Therefore, this irony also confirms the ultra negative assertion from Crooks, who is a black stable-hand in the novel, that it is as impossible for ranch hands to get as a piece of land. â€Å"l seen hundreds of men come by on the road an' that same damn thing in their heads. Hundreds of them. They come, an' they quit an' go on; an' every damn one of 'em's got a little piece of land in his head. An' never a God damn one of 'em ever gets it. Just like heaven. Ever'body wants a little piece of Ian'. I read a plenty of books out here. Nobody never gets to heaven, and nobody gets no land. It's Just in their head.The're all the time talkin' about it, but it's Jus' in their head. â€Å"(74) Thirdly, the idea that dream is to a large extent reigned over by the philosophy of fate is reinforced in the story. Steinbeck hints to the reader that â€Å"fate keeps you set where you are, and no matter what you do, fate will keep you controlled by what is available to you in your life style. â€Å"(Haylersmcq) In the story, because George and Lennie are unable to enjoy their position in the ranch all the ime, they desire to own a piece of land and start a new life; but yet fate is against them and breaks their dream, when the goal seems Just within their grasp.Then, George and Lennie are â€Å"once again stuck w here they had started, with nothing. † (Haylersmcq) Perhaps, this ending makes George to some extent perceive that their dream is bound to be a failure regardless how much effort they make, due to the uncontrolled fate. So, this is why he says softly to Candy at the end of story that â€Å"†l think I knowed from the very first. I think I knowed we'd never do her. He usta like o hear about it so much I got to thinking maybe we would. (94) However, another main character, Slim, who is known as â€Å"the prince of the ranch† (33), seems different from George and Lennie in the story, because he is not enslaved by dreams; instead, he shows his happiness and satisfaction on working as a mule skinner in the ranch. Steinbeck's depiction on Slim makes him a bit of a perfectionist with charismatic personality and excellent skills, as: â€Å"†¦ capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He was capable of killing a fly on the heeler's butt with a bull whip without touching the mule.There was a gravity in his manner and a quiet so profound that all talk stopped when he spoke. His authority was so great that his word was taken on my subject, be it politics or love. This was Slim, the Jerkline skinner. † (33) It allows us to see that Slim is one of those odd and rare individuals who are able to find and accept their position in the work and life, instead of to challenge the fate, because the nature of this acceptance is a kind of inner peace which could let people have a clear vision of what they want to get (Mwestwood).To conclude, in Of Mice and Men, dreams are integrated with hope, reality, and fate. The nature of dreams is a hope but there are still obstacles to overcome in reality. In addition, dreams are controlled by the fate, which is always so irresistible and unchallenged that to accept your position in the world is more important than to have a dream. Reference List 1 . Steinbeck, John. Of Mice and Men. New York: Penguim, 1993. 2. Hylersmcq. Characters dreams for a better life within mice and men? Web. Jan 28, 2012. 3. Mwestwood. Why doesn ‘t Slim share other men ‘s dreams in Of Mice and Men?

What was the most important reason for the growth of Western economic Assignment

What was the most important reason for the growth of Western economic and political power after c.1750 - Assignment Example Many scholars argue that industrialization process was the leading cause for increased economic, social and political changes in the Western. In fact, westerners experienced the tremendous ongoing growth period after 1750 epoch, which was marked as the first notable divergence time. This was the period when the westerners started experiencing increased per capita income and sustained growth across diverse regions globally. This made economies such as Asia and Eastern Europe affluent but Western Europe became prosperous than their counterparts. Therefore, this essay focuses on industrial revolution as the main reason behind increasing economic growth and political power in the western after 1750 epoch. Industrial revolution in the western that was marked by rapid economic and political changes was the main reason behind increased development in the western before the 1750s. Diverse developments sparkled by the beginning of industrialization in the earlier period created economic and p olitical changes. ... For instance, the Great Britain developed after 1750 due to political power and economic changes that was a result of industrialization (Goldstone 2000, p. 176). Many regions started experiencing new development changes especially in architecture. Emerging differences among the medieval and earlier modern religious practices also led to significant changes in the economy due to political changes that was a result of industrialization. Many economies emphasized on the significant of scientific aspects that led to new development in the western religion. The western region emphasized on the greater capacity to sustain economic growth and political development over time. Thus, they concentrated on the use of technology as well as made significant changes in the political system that led to increased democratization in the workplace. Secondly, the steady progression resulted due to trading activities, which was associated by increased infrastructural development. Many westerners advanced their commercial trade especially the European along the Atlantic shore of Africa. They were inspired by the need to find the means through East Asia in commercial activities. The Atlantic Ocean commercial activities that ultimately led to crossings to Pacific marine led to better economic development. This is because of the changes in technology, trade and global interactions that brought many countries together.  The new maritime technologies made global interactions possible; thus creating changes in the trading patterns across the globe. The slave commercial activities augmented because the European colonies in the United States relied profoundly on the slave commercial activities. Many merchants became richer through the slave trade activities as the slave trade activities were

Human Resource Issues in India, China, Brazil, and Nigeria Essay

Human Resource Issues in India, China, Brazil, and Nigeria - Essay Example The paper tells that in all the four countries that were analyzed, the labor market is large, and an opportunity for the company to expand its business. The transition to recent models of human resources is a key strength to the nations and this will influence positively to the company. Culture is a big threat to the establishment of the company, and this is because of the sensitivity of the issues being addressed. One weakness of these nations is the high turnover as witnessed in India. It is recommended that the company take advantage of the large labor market. However, it should be aware of the existing cultural and political issues in these nations. These issues pose a serious challenge to the establishment and growth of the company. Human resources are regarded as the most crucial asset of any organization; however, not all organizations are capable of fully harnessing its potential. The human resource system is defined as a set of individual but interrelated processes, activiti es, and functions that are aimed at maintaining, developing or attracting a company’s human resources. In order to enhance operational performance, there is the need to equally manage the system in both manufacturing and service organizations. Innovative manufacturing practices and sophisticated technologies do very little to improve operational performance unless the essential HRM (human resource management) practices are in place to create a constant socio-technical system. Therefore, there is a need for organizations to assess their existing practices in HRM and amend if needed in such a way that employees can efficiently contribute to the improvement of operational performance. There has been a considerable shift towards appreciating human resources in the Indian organizations. This is because they have become strategy driven instead of the status quo, which is instigated by culture.

Role of US in the Arab-Israel Conflict Essay Example | Topics and Well Written Essays - 1250 words

Role of US in the Arab-Israel Conflict - Essay Example This essay talks about the Arab-Israel conflict which is one of the main threats to the world peace because of the multi dimensional aspects it covers. A lot of people around the world believed that the current trends of terrorism have its roots in the Arab-Israel conflict. The US foreign policy towards this issue questions by many because of the soft corner it keeps towards Israel. Though the US tried immensely to convince the world that it has taken a neutral policy on this issue, nobody takes this claim seriously. There are several lenses through which one can interpret US policies aimed at the Arab-Israeli conflict like, contrasting national interests, special relationship politics with Israel, bureaucratic politics and individual beliefs. Because of these multi dimensional aspects of the conflict, the reaching of a compromise is extremely difficult. The conflict is filled with regional, religious, political, cultural and communal aspects. It is not easy to address each problem s eparately. For example, Avineri Shlomo wrote that in the post-September 11 context, Israelis hope that the United States-now a victim of massive domestic terrorism-will have more sympathy for them while Palestinians hope that the United States will revive peace talks, and thus solidify Arab support for the war on terrorism. The September 11 attack on the trade center has, in fact, turned out to be a blessing for Israel. It is only after this attack the communal dimensions of terrorism has come to exist.

The birth & growth of anti-westernism sentiments in the Middle East Essay

The birth & growth of anti-westernism sentiments in the Middle East - Essay Example In terms of personal interaction at the university, both my supervisors have been outstanding in that they have reached out to help me in regards; by providing me bibliographical support as also their advice on the topic that I should take up as part of my research. I am indeed grateful to them for having stood by me after having understood the unexpected personal circumstances that I have had to go through. But as is well known; one needs to do a lot of groundwork in order to produce a clear road plan for taking up research activity, by attending seminars and conferences, and this is where I have been outraced. Due to my personal problems, I was unable to attend any of these that were held at the university, even though I very much wanted to go. Another major obstacle has been that I have not been able to move to Paris either, which was the prime reason to shift to a part-time status after having discussed the issue with my supervisors. This report aims to describe what I have been doing ever since then and also aims to outline my proposed plan for doing research. Due to the above-mentioned problems, I subsequently started to attend many seminars at the School of Oriental & African Studies (SOAS). The following list describes the various seminars that I have attended so far at SOAS: During this period, I did not attend any research training courses as I had prior experience of having attended them during my MA studies. However, I am planning to attend some after March. As the above-mentioned list suggests, all the seminars primarily focus on the growing anti-western sentiments in the middle-eastern region. These seminars along with the recent incidents revolving around the middle -east (the 9/11 terror attacks-Osama Bin Laden along with America's intervention in Iraq & Afghanistan to be specific), have driven me to think that i must indeed search for the consequences as also the reasons for the occurrence of these events. I am now more than ever interested in finding the reason for the anti-western sentiments that have been the root cause of all terror attacks in the western hemisphere. I therefore, decided that I would conduct a study on the birth & growth of anti-westernism sentiments in the Middle East.According to Shireen T. Hunter (1998), the anti-western feeling was born from the Zionist wars between Israel & Egypt and the subsequent overthrow of the shah of Iran, which led to the birth of bitter relations between Ayatollah Khomenei's Iran & America in particular. Clashes between the west and the lesser prominent countries Islamic countries of the west like Syria & Lebanon have just added more fuel to the already raging fire of anti-western feelings. More recently, I feel that the interference of the west (The

Law for Business Case Essay Example | Topics and Well Written Essays - 2250 words

Law for Business Case - Essay Example The point of perfection in a contract of sale has to be distinguished from the point of perfection in other contracts. For instance, in a pawn or pledge, the owner of the thing has to deliver the personal property to be pawned or pledged as is commonly understood even in layman terms.5 Hence, if X tells Y that the former wants to borrow money from the latter with a pawn or pledge of a gold ring as security, the contract of pawn or pledge is perfected when X physically brings the gold ring to Y. Going back to sale, since it is a consensual contract, any loss of, or damage caused unto, the thing or object is to be borne by the buyer after the perfection of the contract. In the illustration given above, let it be presumed that it was Monday when A makes the offer to sell and when B accepts it. On Tuesday, C steals the car. Under that circumstance, the legal implications will be that B suffers the loss and his recourse is not against A but against C whom he (B) can run after for the car-napping or theft. For further ramification, let it be supposed that B asks A to deliver the car to him (B) and A thus drives the car from his (A's) house to the place designated by B. While on the way, the car is hit by a lightning. In that case, B still shoulders the loss. What if, on the way, A bumps a tree because of his negligence and the car is destroyed Who suffers the loss In that case, A suffers the loss. The reason for the latter does not have any bearing anymore as to whether or not the contract of sale was perfected. Instead, A shoulders the loss because of his negligence in delivering the car to B and A's liability is founded on the principles of common law on torts and damages. In the case at bar, Toys4U Ltd became the owner of the merchandise when Megastores accepted the order. Under the general rule, therefore, Toys4U Ltd should be the one to shoulder the loss of all the three damaged toys. In the present situation, it is not so. Megastores is liable for the loss of the two toys which were damaged by the fork lift truck operator while still in the custody of Megastores. This liability is anchored on the fact that the damage was caused by the negligence or imprudence of the fork lift truck operator of Megastores. Under the legal precept of respondeat superior, the liability of the servant is the liability of the master. That is the universal rule on one who acts through another.6 Stated in another way, the responsibility of the employee is the responsibility of the employer. As to the third toy which was damaged in transit, Megastores is not liable for the same. As mentioned earlier, Toys4U Ltd became the owner of the goods when it placed the order for th e toys and accepted by Megastores. From thence, Toys4U Ltd shoulders any loss or damage. As mentioned above, it has to be noted that the general rule is that the buyer shoulders the loss if the same is sustained after the perfection of the contract. There can however be conditions which the parties may agree on. For example, John offers to sell his gun to Henry. Henry accepts the offer on the condition that John delivers the specific pistol on Monday evening at his (Henry's) residence and that upon receipt of the firearm, he (Henry) pays John.

Final exam Assignment Example | Topics and Well Written Essays - 1500 words - 1

Final exam - Assignment Example However, the exact point where the mind and body interact, and the process of their interaction, escapes our knowledge, it cannot be scientifically quantified. It is therefore not an easy thing to explain how something immaterial (mind) interacts with the material (body). For while the physical part of the body is evident, it beats logic just how an invisible immaterial thing influences the body One is able to know his/her own mind because he/she can afford to enter into his/her inner sanctum of thought, this way, in a reflective mood one can tell clearly when he is in pain, or when sad or even when overwhelmed by joy, but it is difficult to tell whether other people have minds, or they are just programmed robots. While similarities in shape and size do not necessarily mean that because one is like this, the other person is the same too, the argument of analogy claims that, those similarities provide us with an important hint in getting to know the mind of others, it is therefore helpful to note that since we are members of the same species and share so many similarities together, such as the response of joy with elation and loss with sorrow, we can get to know the state of others from their overall response in different occasions, setting us always as the determinants, therefore by observing the behavior of others one can infer (courtesy of the similarities) that others to o have a mind. Memory theory of personal identity is the principle that claims that memory is the key factor that enables one to persist over time, the theory argues that , in the midst of growing change and changing times that so often change us qualitatively and quantitatively, the only thing that attaches us to that person who was yesterday or twenty years ago, is the ability to recall a certain experience that that same person experienced, in the

Future of Food Essay Example for Free

Future of Food Essay In the passed couple of decades, the foods we deem to be natural or of the Earth are instead Genetically Engineered. The term Genetically Engineered does not mean that the entire vegetable or food is fake but rather means that there is at least one genetically modified ingredient in the food that is sold all over stores, which raises a great health concern for many people. In the feature production of the documentary known as The Future of Food looks at how modern day technology has changed the food we consume and the effects it can have on our health. In watching this film about all the advancements that science has come to in the world with the food being eaten everyday, both the positive and negative effects of all those technological changes, its only right to think of the countries that barely have enough food in general or the people who are losing their livelihoods because of the advancements created by science in first world countries. A first world country like the United States has not only a great amount but also lots of variety of nutrition; however, even this is still not enough to â€Å"satisfy† such a wealthy nation because steps are still being taken to continue to â€Å"improve† nature. Projects were done that helped produce corn in all kinds of different colors and creating bigger than normal sized strawberries. A question seems to arise, is all this technological advancement necessary? Are we as a society taking unnecessary measures to â€Å"fix† something that is natural and worked since the beginning of time? In the medical world, many health problems have been examined where food and nutrition were identified as partial contributors to the problem. This film helped in explaining how enzymes are used to knick corn DNA and how foreign DNA was then presented into the corn cell walls. Consuming the genetically modified corn caused allergic reactions and stirred a health concern about labeling genetically modified foods. In my particular opinion it should be the people’s right to know whether the food they’re ingesting has been altered genetically or tempered with from its natural state. Nevertheless, this does not belittle the question as to why it is necessity to alter the food in the first place. In order to formulate a ground based opinion I need to weigh the positives and negatives. Natural food always has the benefit of being â€Å"natural,† however, genetically engineered foods sometimes has the advantages of looking more appealing, tasting better and/or having a longer lasting flavor. I have experienced this first hand I have grown a distaste to certain organic foods simply because they just didn’t taste nearly as good as those that are genetically engineered even though the organic foods were supposed to be fresher and of course natural. This certain taste for food could just be that I got too used to the taste of all the preservatives that go into foods. It’s interesting how I got used to chemically preserved foods and genetically engineered tastes that overtime became the good tasting ones while the healthier ones were rejected by my taste buds. Another benefit is that genetically engineered foods end up being cheaper because they have a greater resistance to environmental conditions that would normally spoil the unaltered form and are also made in quantities not given the same attention organic foods are given to be fresh and ripe. Being that they are made in greater quantity, they are available for more people for cheaper prices, becoming the food of choice. The question would be, are the quantities made and the decrease in prices good enough to outweigh the negative effects of genetically engineered food? Another point and question would be why do many countries still remain unfed and continue searching for methods to feed their fast growing populations if these genetically engineered foods are produced in such a surplus manner? Keeping the advantages of genetically engineered foods in mind, there are definitely several noteworthy disadvantages too. An advantage was the surplus of food, however, how is it a benefit if such foods are harming the body? Some would agree that it is better to feed and raise a healthy smaller sized population with natural, unaltered forms of food than to infect a large population and have them suffer from the repercussion caused by the food they had consumed. Also, most people that are not keeping up with this field of work do not know that there are these bodies that have consumed the modified foods for such prolonged time periods and have overtime probably developed immunity to the side effects the modifications can have. In these genetically engineered foods the DNA is altered, and just as changes in human DNA lead to disorders, consumption of foods with altered DNA may have the same fatal effects. Certain genetic modifications can even go as far as cause cancers and brain and organ damage. A huge disadvantage that most people do not notice, especially those who live in urban areas, is that due to the production of the genetically altered foods a lot of farmers have been put out of jobs. These farmers are not needed as much anymore because more crops can be made for cheaper and therefore they no longer make as much money on each crop they plant and sow as they once did, as was shown in Central American countries. Now days, while technology could be helping the economy by decreasing the price of foods for people, it is also harming people who depended on the unaltered food to bring them income. The U. S. economy and industry is choosing quantity over quality, which is not beneficial to our health but instead just our wallets. I believe that its not fair for people not to know what is in their foods and usually people don’t seek food that can hurt them, therefore, it was crucial that the â€Å"Genetically Engineered Right to Know† act get passed. It would allow people to know what they are consuming from the labels on the foods and therefore prevented conditions that could’ve risen from individuals allergic to a modified substance. The Department of Agriculture and the Food and Drug Administration is supposed to be on top of the foods produced and their effects. Nevertheless, it seems that genetically modified foods don’t cause enough of a significant threat in order for them to take action and stop the advancement, rather than promote it and seek ways to improve it. What would bring this matter to a flashing red alert? Though I admitted that genetically altered food does taste better, I still do not agree with the fact that I am consuming and enjoying the taste of unhealthy food. People often look for the most ripe fruits and healthy looking vegetables when they go shopping, but for a lot of produce these bigger fruits and vegetables end up being the modified ones. Though I personally have only been able to see the advantages of these foods, I realize that the disadvantages outweigh the benefits of having genetically modified foods. From a realistic point of view, being a student on a low budget it would be unpractical for me to purchase anything but the cheap genetically altered food. Looking even at the bigger picture, many individuals and families have the same outlook I do. Therefore, many people may be against the genetic modification of food, yet not much course of action will be taken. People are comfortable with their life styles, making the cases and effects of modified foods not seem like such a big deal. This shows that the wrong approach is probably being taken to bring this to significant awareness. To promote foods that are not going to be altered, there needs to be ways to produce the same great quantities and keep prices affordable under the economic conditions of the country and the budget of the average American Family. It was crucial to pass an act that will help identify the genetically engineered goods but still it is not sufficient enough to solve the issue at hand. This matter is truly a very controversial issue, containing both pros and cons; therefore, we as a government and a knowledgeable society we need to take a stand and incorporate more ideas in to solving this domestic problem.

Competency Based Assessments in Education

Competency Based Assessments in Education Chapter 4 Literature Review on Competence-based Assessment 4.1 Introduction In this chapter, the researcher discusses the literature on competence-based assessment. The first part examines the purposes, the interpretations of competence-based assessment (CBA), the critical attributes of CBA and the issues related to competence. The second part looks into the implementation of CBA around the world and later focuses on the implementation of CBA in Malaysia. 4.2 Competence-based Assessment: An Overview The era of the knowledge -economy and globalisation requires not only individuals who possess a sound understanding of specific subject matter but also those who have relevant industry-related skills and interpersonal skills. These attributes and capabilities are necessary for learners to acquire in order to function well in todays complex and global societies (Baartman et al., 2007). Furthermore, acquisition of complex competences (Baartman et al., 2007) has to be developed in the future human capital through purposeful, effective, learner-centred and competence-based programmes (Baartman et al., 2007) in order to prepare students to meet the needs of tomorrows world. The report of the United States Department of Education Secretarys Commission on Achieving Necessary Skills, the so-called SCANS Report (McNabb, 1997), made clear that students must be ready to function in collaborative settings, interpret complex requirements, and exhibit self-directed, self-assessing behaviour on the job. This means that employers would want more from the graduates than just entry-level job skills which would help develop a nation progressively in accordance to its political and social needs. The relationship between learning and assessment (discussed in Chapters X and Y) means that assessment should take account of political and social purposes (Broadfoot, 1996). Different vocational and educational training programmes from school level to university level have been introduced to prepare and equip individuals to fit into the labour market. One such programme is Competency-Based Education (CBE) with the emphasis on assessment (competency-based assessment) being seen as key to the success of its implementation (Tillema et al, 2000; Frederiksen, 1984; Baartman et al., 2007). 4.2.1 Purposes of Competence-based Assessment Any forms of assessment s including CBA would usually have one or more of three basic purposes to diagnose learning;, to select students for particular provision; to certificate achievements (Carless et. al., 2006; Freeman Lewis, 1997; Ecclestone, 1996; Rowntree, 1987). CBA has been utilised by schools, training colleges and industriy for two main purposes; to measure competencies (McNerney Briggins, 1995) and to certificate (International Labour Organisation, 1996). 4.2.1.1 CBA for Measuring Competence Measuring competence is one of the main purposes of CBA.Generally, the reason for the implementation of CBA is to determine that learners have sufficient knowledge and skills to contribute effectively to the work force(Canning, 2000; Ecclestone, 1997; Kerka, 1998; LPM, 2002; McNabb, 1997). However,according to Hyland (1994), as competence-based education is found to be seriously flawed and ill-equipped to deal with education and training beyond the basic skills., CBA apparently could can be used to measure limited aspects of competence but Hyland (1994). He believes that its influence on training and education for future generations will be actively damaging as it could can only produce individuals who would function without much learning, knowledge and understanding of anything. He attributes this to a This is due to its highly instrumental philosophy thats combined with a narrow and uncritical behaviourist psychology. (Hyland, 1994). Thus, its qualifications resulting from CBA are viewed as basically reliable as indicators of all the most elementary skills and abilities (Armstrong, 1995). The issues of competence in CBA will be further discussed in section 4.4. 4.2.1.2 CBA for Certification It is asserted claimed that CBA provides learners with opportunities to achieve qualifications that relate to required performance in the workplace (Erridge Perry, 1994). Ecclestone (1997) indicates that NVQs, which primarily employ CBA, represent an explicit commitment to creating wider access to accreditation and better levels of achievement. She argues that Tthis could be made possible by severing links between attendance in learning programmes, and the formal assessment and accreditation of outcomes, and by promoting the accreditation of prior learning in which NVQs subsequently serve as serious challenge to traditional assessment approaches (Ecclestone, 1997). For instance, a trainee in a plumbing courseplumber would have the opportunities to acquire the necessary knowledge and skills in plumbing at certain level. He/she would then achieve the qualifications and certification that relate to the required performance of a plumber in the real life workplace once he/she has complet ed the assessment of at the at particular designated level. Nevertheless, CBA is at the same time, argued to be conceptually confusing, empirically flawed and lacking in meeting the needs of a learning society (Chappell, 1996; Ecclestone, 1997; Hyland, 1994;). This may be the results of the use of confusing language or jargons, the decreasing credibility of the competency standards on how they reflect industry standards (Kerka, 1998) and the indifferent implementation of CBA across the industries due to employers ignorance about the its nature and the purpose. of it (Hyland, 1996). 4.2.2 Definitions and Interpretations of CBA There is a wide range of interpretations and definitions given to CBA. In this discussion, CBA the interpretation of- CBA is looked atinterpreted in terms of three different aspects; the assessors roles, the learners responsibilities and the learning outcomes that are based on predetermined criteria. Figure ____tries to reflect the interedependence of these elements.The relationships of the interpretations of these three aspects are as shown in Figure ____. Adapted: Griffin Nix, 1991; Mcnerney Briggins, 1995; Hager, 1994; Elliot, 1994; Cotton, 1995; Ecclestone, 1996) In the assessors perspective, CBA consists of the simple process of seeing, collecting, gathering,and obtaining evidence, and the further process a more complex as well as subjective process of judging and interpreting the evidence of competence demonstrated by learners (Rowe, 1995; Ecclestone, 1996; Mcnerney Briggins, 1995; Hager, 1994; Griffin Nix, 1991). The assessors have to observe gather and judge the evidence of an individuals competence against the specified standards. This means that the assessors have to be very careful in their actions of gathering evidence of competence and they have to decide when it is considered sufficient, based on their expert judgment. For example, when a student successfully builds a drywall framework, the assessor has to gather evidence of competence not only from the product which is the framework but also from the process and the preparations before the student begins to work on it such as work schedule, list of materials and equipment to be u sed, and the like. The assessor then has to use his/her expertise in this area to determine whether or not the evidence of competence gathered is adequate to say that the student has acquired satisfactory competence in building the drywall framework. McNnerney Briggins (1995) state that CBA is the process of identifying the competencies which are the underlying characteristics that lead toof successful performance be this by may it be among a group of employees, typically by department, job category or hierarchical level. CThey say that a list of competencies that is tied to one corporate culture is usually used tobecome associatede with exemplary performance (McNerney Briggins, 1995)ers. They further relate CBA to its training basis where the focus is on who the successful performers are rather than on what people do. This means that it does not just include training in jobs which rely heavily on psychomotor skills, such as manual labour and traditional hourly production work but also involve performing decision-oriented jobs (Mcnerney Briggins, 1995). The Scottish Qualifications Authority (SQA) (2001) stresses the process of seeing whether or not an individual has the necessary skill and knowledge they need to be awarded a Scottish Vocational Qualifications as the key factor in CBA; emphsising the need for assessors to be expert . This undoubtedly requires the assessors to have even thorough knowledge and skills in the fields they are assessing in order to make good and fair judgments. This means is due to the fact that the athat assessors have to assess and collectconsider evidence of competence in terms of knowledge, abilities, skills and attitudes (Rowe, 1995; Ecclestone, 1996; Mcnerney Briggins, 1995) displayed diferentially in authentic contexts by learners in the context of a selected set of real life professional tasks which are of different levels (Hager, 1994). The process of gathering evidence from observable performance is later followed by the more difficult process of making judgment that may be very subjective (Pedd ie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors have to determine whether or not the competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility, then, to decide if learners performances meet the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use appropriate mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced. Furthermore, assessors have to assess learners ability to apply a particular knowledge, skills, attitudes and values in a specific context according to a required performance standards (New Zealand Qualifications Authority (NZQA), 2002). In other words, assessors themselves have to be extremely knowledgeable and skilful in the art of observing and collecting evidence of competence that come in various tangible and intangible forms. The process of gat hering evidence from observable performance is later followed by the more difficult process of making judgment that is inevitably very subjective (Peddie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors still have to determine whether or not competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility then, to decide if learners are considered to be competent in a particular context at a particular level based on their performance whether or not it meets the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use appropriate mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced. In addition to assessing and making judgment on students performance based on evidence gathered, assessors would also have to give constructive and supportive feedback to students on their performance and work (Ecclestone, 1996; Sadler, 2009). The assessors would have to point out the strengths and weaknesses as well as the improvements that could be made in the future (Sadler, 2009). Sadler (2009) further proposes that feedback should be given in a manner that would be able toenables educate students to assess and be able to evaluate their own work and give feedback to themselves as well. He suggests that students shcould be taught to monitor the quality of their productions and make adjustments as necessary while they are actually engaged in doing it. In From the learners point of view on the other handperspective, CBA is the platform for them to demonstrate competencies and learning outcomes (Elliot, 1994). These competencies will range from simple constructed responses to comprehensive collections of work over time in very different contexts.Elliot further asserts that CBA requires learners to demonstrate competencies and learning outcomes in performance assessment which vary in terms of simplicity and complexity such as from simple constructed responses to comprehensive collections of work over time, all of which are then judged . Learners are expected to be deeply involved in the assessment process and they areto be aware of the specified criteria that they have to meet as well as the standards of performance that are expected of them right from the beginning even before the assessment is conducted. Theoretically, tThis allows learners to take charge of and control over their own learning outcomes and success by preparing them selves well in advance. In other words, learners would have the autonomy for in their own learning, as CBA canould promote individuality and personal development (Ecclestone, 1996). The learners responsibility includes demostrating the It is also here in CBA that learners have to show their ability to apply theoretical knowledge and procedures, in addition to their understanding ofbeing able to describe the theories or even point to appropriate theoretical knowledge (Cotton, 1995). In demonstrating competence Cotton further elucidates that learners also have to express wise use of common sense in the public by demonstrating good physical, interpersonal and intrapersonal skills with mindful decision- making; that suggests the multiple intelligence described by Gardner (1985). In other words, learners have to demonstrate their abilities in all the three psychological domains of psychomotor, cognitive and affective learning (ANTA, 1998). Similarly, the Australias National Training Auth ority (ANTA) (1998) considers CBA to be a platform for learners to display their skills, knowledge and experience in accomplishing specific tasks as required in the workplace or to obtain a credit towards a qualification in the vocational and education training (VET). A Both the assessors and learners have one thing in common: to focus on and that is the set of learning outcomes that can be derived from an assessment. Learning outcomes cover diverse range of areas including personal qualities, various forms of knowledge and skills (Ecclestone, 1996). In this case it is the evidence of competence that learners have to demonstrate and which the assessors have to observe for and make judgments on, has to meet specified criteria. Thus, CBA consists of specified set of both the general and specific outcomes that assessors, learners and third parties can make reasonably objective judgments with respect to learners achievement or non-achievement of these outcomes (Wolf, 1995). CBA then certifies learners progress based on the demonstrated achievement of these outcomes while the assessments may not be necessarily tied to time served in formal educational settings. The emphasis is on the outcomes specifically, multiple outcomes, each distinctive and separ ately considered which should be specified clearly and as transparent as possible for assessors, assessees and third parties to understand what is being assessed and what should be achieved (Wolf, 1995) . This definition encapsulates the key-features of CBA as it has been developed and promoted for the vocational, technical and professional education and training in the UK while at the same time it signals the American origins of much of the debate (Wolf, 1995). The demonstrated performance that provides evidence of competence has to be at least of the minimum required quality in the real life workplace environment. These are the predetermined criteria set in CBA which are generally based on endorsed industry benchmark or competency standard (ANTA, 1998). The emphasis on outcomes and transparency is not only peculiar to the competence-context but it is also an essential characteristic of criterion-referenced assessment. The emphasis on what learners can actually do and the beneficia l effects of clear criteria on teaching and learning (Glaser, 1963; Popham, 1978) are argued to meet the competence-based literature where in England in the early years of the implementation of CBA, such system was referred to as criterion-referenced approach (Jessup 1991: 167). Jessup (1991) further underlines that what people actually learn from an education and training system and how effectively, as the key factor to measure its success. Thus, CBA is considered a criterion-referenced interpretation of assessment (Nuttall, 1984; Ling, 1999) where individuals are given an award after achieving the pre-determined standards (Cotton, 1995). This critical attribute of CBA will be discussed further in section 4.3.2. 4.3 Critical Attributes of Competence-based Assessment The following section discusses the two learning theories associated with CBA and the nature of its criterion-referenced assessment. 4.3.1 Learning Theories Associated with Competence-based Assessment Learning in the psychology and education contexts is a the process of acquiring knowledge, skills, and values, and world views acquisition and enhancement through ones integrated employment of cognitive, emotional, and experiences (Illeris, 2000; Ormorod, 1995). How this process works is explained variously. Learning as a process focuses on what happens when the learning takes place and the explanations of what happens constitute learning theories. In other words, learning theories are attempts to describe how people and animals learn, and they help uncover the inherently complex process of learning to our understanding. Hill (2002) explains that learning theories have two main values. The first is to provide adequate vocabulary and a conceptual framework in to interpreting examples of observed learning; and the second. Next is to suggest the right directions to look for solutions to practical problem instead of providing the solutions. Learning theories are therefore, the basis for any form of educational assessment (Gipps, 1994) and the theories most commonly associated to with CBA are the behaviourism and, more recently, the constructivism. These two theories will be discussed as CBA essentially involves observable aspects of learning and learning as a process for construction of new knowledge. Although the cognitive theory which looks beyond behaviour to explain brain-based learning is important, the need for it in CBA is not that apparent or crucial. Thus it is not included in the discussion. 4.3.1.1 Behaviourist Learning Theory Behaviourism is a theory of organism (may it be an animal or human) learning that only focuses on objectively observable behaviours and discounts mental activities (Murphy, 1999; Kerka, 1997; Doolittle Camp, 1999) with the assumption that a learner starts off as a clean slate (i.e. tabula rasa) and is essentially passive, responding to environmental stimuli (Murphy, 1999; Kerka, 1997) in the acquisition of new behaviour (Chowdhury, 2006). Learning according to the behaviourists takes place as the result of a response that follows on a specific stimulus and that behaviour is shaped through reinforcement (Kerka, 1997). By repeating the Stimulus-Response (S-R) cycle the learner is conditioned into repeating the response whenever the same stimulus is present and thusbehaviour can be modified and learning is measured by observable change in behaviour (Murphy, 1999; Kerka, 1997; Doolittle Camp, 1999). Theis emphasis on stimulus-response pairing (Murphy, 1999; Chowdhury, 2006) and the rejections to of structuralism (Kerka, 1997) reflected behaviourisms positivistic philosophical base, as the analysis of the human condition relies on only verifiable observations of behaviour and not on untenable mentalistic constructs (Kerka, 1997). Furthermore,Accordingly most human behaviour could can be understood as basic reflexive learning mechanisms or laws that operate on ones experience within the environment (Kerka, 1997). As the approach is seen to be more operational and practical in nature, it has dominated education.n, in which Tthe teacher disseminates selected knowledge, measures learners passive reception of facts, and focuses on behaviour control and task completion (Kerka, 1997). These views of the behaviourists and the learning characteristics that can be found in the education setting are summarised in Table___. Generally, conditioning has been identified in experiments by behaviourists to be a universal learning process. There are two different types of conditioning, each yielding a different behavioural pattern: Classic conditioning occurs when an instinctive reaction responds to a stimulus (Comer, 2004). Essentially, animals and people are biologically wired so that a certain stimulus will produce a specific response. As such, learning process takes place when two events that repeatedly occur close together in time are associated in a persons mind to impulsively produce the same response. The most popular example is Pavlovs observation that dogs salivate when they eat or even see food where food is unconditioned stimulus and the salivation, the unconditioned reflex (Comer, 2004; Chowdhury, 2006). Pavlovs theory of classical conditioning is considered a foundation of learning theories to the behaviourists. According to Pavlovs experiment, when some neutral stimulus, such as the ringing of a bell, is combined with the presentation of food and is repeated for a period of time, the dog salivates with the ringing of the bell, even though food is not given. Hence, the ringing of the bell acts as the conditioned stimulus while salivation is the conditioned response or reflex (Dembo: 1994). The result of this experiment led to the formation of Pavlovs classical conditioning in which an individual responds to some stimulus that would ordinarily produce such a response. Behavioural or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a response to a stimulus is rewarded or reinforced, then the response is likely to take place in the future. Similarly, when a particular behaviour is rewarded, that behaviour is repeated as shown in the experiment conducted by B.F. Skinner using reinforcement techniques to teach pigeons to dance and bowl a ball. B.F. Skinner based his theory upon the idea that learning is a function of change in overt behaviour where these changes in behaviour are the result of an individuals response to events (stimuli) that occur in the environment (Chowdhury, 2006). According to Skinner, a reward or punishment will either strengthen or weaken a voluntary or automatic behaviour (Skinner: 1968). Ever since its introduction, the reinforced techniques have gone through series of enhancement and have contributed tremendously in training and teaching. The most important aspect of Skinners contribution to training is the significance attached to the desired behaviour to be emitted in certain environment. In order for the trainer to ensure the right behaviour is reinforced in the trainees, the trainer should have the clear idea about the terminal behaviour of the trainees, and should closely follow the trainees to appropriately reinforce correct responses. This is the purpose of programmed instructions including competence-based training in its early years of implementation which was based on this theory of reinforcement (Burns, 1995). . As the emerging learning theory of the early 1900s, behaviourism provided the final found ation for social efficiency as learning which is seen objectively consists of the formation of links between specific stimuli and responses through the application of rewards ( Wirth, 1972 ). The emphasis on the need of objectivity leads to extensive use of statistical and ma thematical analysis. Despite all the remarkable contribution s the learning theory has to offer , the extreme focus on objectivity has totally ignored the significant role the mind play in shaping ones behaviour. Men are treated more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour. Thus, the behaviourist theory of learning is lacking in utilizing the full potential of the mind in moulding essential behaviour and in constructing new knowledge . Assessment in Behaviourism Assessment, according to behaviourism, is a test (the stimulus) for which the answer (the response) is conditioned In accordance to the behaviourist learning theory which focuses on the stimulus-response cycle to attain observable conditioned behaviour, assessment in the behaviourism also applies the same concept. Thus, t he test item is the stimulus, the answer is the response and a learner has to be conditioned to produce the appropriate response to any given stimulus ( (Murphy, 1999; Kerka, 1997; Doolittle Camp, 1999). NSince the emphasis is on the response that is observable, no attention is paid to any model of the thinking process of the learner which might intervene between stimulus and response. Consequently, the distinctions between rote learning and learning with understanding is not considered as teaching is a matter deliveringof delivering the appropriate stimuli while learning is a matter of repeating the appropriate response, which will be rewarded. is what matters the most in which teaching is by repetition and then rewarding the appropriate responses. As such, a test composed of many short, atomised, out-of-context questions, and teaching to the test, are both consistent with this approach (Murphy, 1999; Kerka, 1997). Likewise, some forms of CBA which has always been associated to thewith behaviourist theory can be seen to assess, atomistically. applied the atomistic but not out of context approach. The assessor who is an observer ticks off a checklist of predetermined criteria whenever a learner has performed a series of discrete observable tasks. The criteria are the stimuli, the accomplished tasks the responses and learner has to be conditioned to demonstrate the ability to meet the criteria successfully. Although this approach to assessment may developstestify to learners ability to perform observable tasksbehaviours, it does not pay much attention to the theoretical knowledge and understanding (Ashworth, 1992) as the role of the mind is considered insignificant in delivering the required behaviour. While assessing competent observable performance is vital, assessing knowledge and understanding is just as important as it is an essential aspect of competence without which an assessment is lacking in credibility or construct validity (Ashworth, 1992). A valid assessment method should be able to measure what it is supposed to measure which in this case (Watson, 1994). Given the extensive discussion in Chapter ? on the idea of competence, both the observable performance behaviour and underpinning knowledge are aspects of competence that should be assessed and measured. People who understand are those who have clear mental representation of the situation with which they are confronted and are able to deal with it creatively and imaginatively using the acquired knowledge which acts as an interpretive resource for them (Ashworth, 1992). Thus, it is insufficient to assess ones competence just by looking at the performance while ignoring the aspect of knowledge and understanding. It is unfortunate then, if such an assessment method should produce people who are like robots in a factory; they couldwho can perform a job or a task efficiently and effectively but they do not have any understanding of what they were are doing. As the approachCBA also emphasises personal competence within competence concentrates on an individual demonstrating competent performance ((Wolf, 1995), traditional notions of CBA have allowed an and emphasises on personal competences, it leads to one being individualistic perspective whilst lacking ignoring the very necessary in the abability of being able to work as a team player to work as a team whereas team work is essential in performing relevan t aspect of a job in the actual workplace (Ashworth, 1992). As a result, theis behaviourist view of CBA has eventually shifted to the constructivist belief as discussed in the following section.weakened. Despite all the remarkable contributions the learning theory has to offer, the extreme focus on objectivity has totally ignored the significant role that the mind plays in influencing ones behaviour. People are treated more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour. 4.3.1.2 Constructivist Learning Theory Constructivism is a theory of learning that has roots in both philosophy and psychology (Doolitle Camp, 1999) founded on the premise that learners actively construct their own knowledge, meaning and understanding of the world they live in by reflecting on their experiences (Doolitle Camp, 1999; Murphy, 1999; Kerka, 1997). Learners learn by doing rather than observing and by bringing prior knowledge into a learning situation (Epstein Ryan, 2002; Carvin, date?) in which they must critique and re-evaluate their understanding of it until they can demonstrate their comprehension of the subject (Carvin). Furthermore, learners need to analyse and transform new information or problems in their minds based on existing knowledge and understanding where these abstract thoughts evolve from concrete action (Murphy, 1999). Learning, therefore, is simply the process of adjusting their mental models to accommodate new experiences. TBasically, the theory of constructivism rests on the notion that there is an innate human drive to make sense of the world by building cognitive structures which include declarative knowledge (know that facts, concepts, propositions) and procedural knowledge (know how techniques, skills, and abilities) (Murphy, 1999). These two components of knowledge have been discussed in depth in Chapter 3. Moreover, learning is a matter of personal and unique interpretation which takes place within the social context and is of useful to the learner as intrinsic motivation emerges from the desire to understand and to construct meaning (Billet, 1996). However, dispositions such as attitudes, values and interests that help learners decide, are often neglected in this theory (Murphy, 1999) making it incomprehensive and insufficient in a way. Philosophically, the essence of constructivism relies on an epistemology that stresses subjectivism and relativism, where personally unique reality resulted from the concept that reality can be known through experience although it may exist separate from experience (Doolitle Camp, 1999). Hence came four essential epistemological tenets of constructivism (Von Glasersfeld ,1984; 1998; Doolitle Camp, 1999); Knowledge is the result of active cognizing by the individual ; Cognition is an adaptive process that functions to make an individuals behaviour more viable given a particular environment; Cognition organizes and makes sense of ones experience, and is not a process to render an accurate representation of reality; and Knowing has roots both in biological/neurological construction, and in social, cultural, and language-based interactions (Dewey, 1916/1980; Garrison, 1997; Larochelle, Bednarz, Garrison, 1998; Gergen, 1995). Thus, constructivism acknowledges the active role learners play in the personal creation of knowledge, the importance of both the individual and social experiences in this knowledge creatio Competency Based Assessments in Education Competency Based Assessments in Education Chapter 4 Literature Review on Competence-based Assessment 4.1 Introduction In this chapter, the researcher discusses the literature on competence-based assessment. The first part examines the purposes, the interpretations of competence-based assessment (CBA), the critical attributes of CBA and the issues related to competence. The second part looks into the implementation of CBA around the world and later focuses on the implementation of CBA in Malaysia. 4.2 Competence-based Assessment: An Overview The era of the knowledge -economy and globalisation requires not only individuals who possess a sound understanding of specific subject matter but also those who have relevant industry-related skills and interpersonal skills. These attributes and capabilities are necessary for learners to acquire in order to function well in todays complex and global societies (Baartman et al., 2007). Furthermore, acquisition of complex competences (Baartman et al., 2007) has to be developed in the future human capital through purposeful, effective, learner-centred and competence-based programmes (Baartman et al., 2007) in order to prepare students to meet the needs of tomorrows world. The report of the United States Department of Education Secretarys Commission on Achieving Necessary Skills, the so-called SCANS Report (McNabb, 1997), made clear that students must be ready to function in collaborative settings, interpret complex requirements, and exhibit self-directed, self-assessing behaviour on the job. This means that employers would want more from the graduates than just entry-level job skills which would help develop a nation progressively in accordance to its political and social needs. The relationship between learning and assessment (discussed in Chapters X and Y) means that assessment should take account of political and social purposes (Broadfoot, 1996). Different vocational and educational training programmes from school level to university level have been introduced to prepare and equip individuals to fit into the labour market. One such programme is Competency-Based Education (CBE) with the emphasis on assessment (competency-based assessment) being seen as key to the success of its implementation (Tillema et al, 2000; Frederiksen, 1984; Baartman et al., 2007). 4.2.1 Purposes of Competence-based Assessment Any forms of assessment s including CBA would usually have one or more of three basic purposes to diagnose learning;, to select students for particular provision; to certificate achievements (Carless et. al., 2006; Freeman Lewis, 1997; Ecclestone, 1996; Rowntree, 1987). CBA has been utilised by schools, training colleges and industriy for two main purposes; to measure competencies (McNerney Briggins, 1995) and to certificate (International Labour Organisation, 1996). 4.2.1.1 CBA for Measuring Competence Measuring competence is one of the main purposes of CBA.Generally, the reason for the implementation of CBA is to determine that learners have sufficient knowledge and skills to contribute effectively to the work force(Canning, 2000; Ecclestone, 1997; Kerka, 1998; LPM, 2002; McNabb, 1997). However,according to Hyland (1994), as competence-based education is found to be seriously flawed and ill-equipped to deal with education and training beyond the basic skills., CBA apparently could can be used to measure limited aspects of competence but Hyland (1994). He believes that its influence on training and education for future generations will be actively damaging as it could can only produce individuals who would function without much learning, knowledge and understanding of anything. He attributes this to a This is due to its highly instrumental philosophy thats combined with a narrow and uncritical behaviourist psychology. (Hyland, 1994). Thus, its qualifications resulting from CBA are viewed as basically reliable as indicators of all the most elementary skills and abilities (Armstrong, 1995). The issues of competence in CBA will be further discussed in section 4.4. 4.2.1.2 CBA for Certification It is asserted claimed that CBA provides learners with opportunities to achieve qualifications that relate to required performance in the workplace (Erridge Perry, 1994). Ecclestone (1997) indicates that NVQs, which primarily employ CBA, represent an explicit commitment to creating wider access to accreditation and better levels of achievement. She argues that Tthis could be made possible by severing links between attendance in learning programmes, and the formal assessment and accreditation of outcomes, and by promoting the accreditation of prior learning in which NVQs subsequently serve as serious challenge to traditional assessment approaches (Ecclestone, 1997). For instance, a trainee in a plumbing courseplumber would have the opportunities to acquire the necessary knowledge and skills in plumbing at certain level. He/she would then achieve the qualifications and certification that relate to the required performance of a plumber in the real life workplace once he/she has complet ed the assessment of at the at particular designated level. Nevertheless, CBA is at the same time, argued to be conceptually confusing, empirically flawed and lacking in meeting the needs of a learning society (Chappell, 1996; Ecclestone, 1997; Hyland, 1994;). This may be the results of the use of confusing language or jargons, the decreasing credibility of the competency standards on how they reflect industry standards (Kerka, 1998) and the indifferent implementation of CBA across the industries due to employers ignorance about the its nature and the purpose. of it (Hyland, 1996). 4.2.2 Definitions and Interpretations of CBA There is a wide range of interpretations and definitions given to CBA. In this discussion, CBA the interpretation of- CBA is looked atinterpreted in terms of three different aspects; the assessors roles, the learners responsibilities and the learning outcomes that are based on predetermined criteria. Figure ____tries to reflect the interedependence of these elements.The relationships of the interpretations of these three aspects are as shown in Figure ____. Adapted: Griffin Nix, 1991; Mcnerney Briggins, 1995; Hager, 1994; Elliot, 1994; Cotton, 1995; Ecclestone, 1996) In the assessors perspective, CBA consists of the simple process of seeing, collecting, gathering,and obtaining evidence, and the further process a more complex as well as subjective process of judging and interpreting the evidence of competence demonstrated by learners (Rowe, 1995; Ecclestone, 1996; Mcnerney Briggins, 1995; Hager, 1994; Griffin Nix, 1991). The assessors have to observe gather and judge the evidence of an individuals competence against the specified standards. This means that the assessors have to be very careful in their actions of gathering evidence of competence and they have to decide when it is considered sufficient, based on their expert judgment. For example, when a student successfully builds a drywall framework, the assessor has to gather evidence of competence not only from the product which is the framework but also from the process and the preparations before the student begins to work on it such as work schedule, list of materials and equipment to be u sed, and the like. The assessor then has to use his/her expertise in this area to determine whether or not the evidence of competence gathered is adequate to say that the student has acquired satisfactory competence in building the drywall framework. McNnerney Briggins (1995) state that CBA is the process of identifying the competencies which are the underlying characteristics that lead toof successful performance be this by may it be among a group of employees, typically by department, job category or hierarchical level. CThey say that a list of competencies that is tied to one corporate culture is usually used tobecome associatede with exemplary performance (McNerney Briggins, 1995)ers. They further relate CBA to its training basis where the focus is on who the successful performers are rather than on what people do. This means that it does not just include training in jobs which rely heavily on psychomotor skills, such as manual labour and traditional hourly production work but also involve performing decision-oriented jobs (Mcnerney Briggins, 1995). The Scottish Qualifications Authority (SQA) (2001) stresses the process of seeing whether or not an individual has the necessary skill and knowledge they need to be awarded a Scottish Vocational Qualifications as the key factor in CBA; emphsising the need for assessors to be expert . This undoubtedly requires the assessors to have even thorough knowledge and skills in the fields they are assessing in order to make good and fair judgments. This means is due to the fact that the athat assessors have to assess and collectconsider evidence of competence in terms of knowledge, abilities, skills and attitudes (Rowe, 1995; Ecclestone, 1996; Mcnerney Briggins, 1995) displayed diferentially in authentic contexts by learners in the context of a selected set of real life professional tasks which are of different levels (Hager, 1994). The process of gathering evidence from observable performance is later followed by the more difficult process of making judgment that may be very subjective (Pedd ie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors have to determine whether or not the competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility, then, to decide if learners performances meet the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use appropriate mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced. Furthermore, assessors have to assess learners ability to apply a particular knowledge, skills, attitudes and values in a specific context according to a required performance standards (New Zealand Qualifications Authority (NZQA), 2002). In other words, assessors themselves have to be extremely knowledgeable and skilful in the art of observing and collecting evidence of competence that come in various tangible and intangible forms. The process of gat hering evidence from observable performance is later followed by the more difficult process of making judgment that is inevitably very subjective (Peddie Wilmut, Macintosh, 1997). Despite the difficulty in making judgment based on evidence gathered, assessors still have to determine whether or not competency has been achieved by learners (Victoria Curriculum and Assesssment Authority (VCAA), 2001). It is the assessors responsibility then, to decide if learners are considered to be competent in a particular context at a particular level based on their performance whether or not it meets the pre-determined criteria. Thus, assessors have to equip themselves with relevant skills and use appropriate mechanisms in making fair judgments so that the problem of subjectivity among assessors is reduced. In addition to assessing and making judgment on students performance based on evidence gathered, assessors would also have to give constructive and supportive feedback to students on their performance and work (Ecclestone, 1996; Sadler, 2009). The assessors would have to point out the strengths and weaknesses as well as the improvements that could be made in the future (Sadler, 2009). Sadler (2009) further proposes that feedback should be given in a manner that would be able toenables educate students to assess and be able to evaluate their own work and give feedback to themselves as well. He suggests that students shcould be taught to monitor the quality of their productions and make adjustments as necessary while they are actually engaged in doing it. In From the learners point of view on the other handperspective, CBA is the platform for them to demonstrate competencies and learning outcomes (Elliot, 1994). These competencies will range from simple constructed responses to comprehensive collections of work over time in very different contexts.Elliot further asserts that CBA requires learners to demonstrate competencies and learning outcomes in performance assessment which vary in terms of simplicity and complexity such as from simple constructed responses to comprehensive collections of work over time, all of which are then judged . Learners are expected to be deeply involved in the assessment process and they areto be aware of the specified criteria that they have to meet as well as the standards of performance that are expected of them right from the beginning even before the assessment is conducted. Theoretically, tThis allows learners to take charge of and control over their own learning outcomes and success by preparing them selves well in advance. In other words, learners would have the autonomy for in their own learning, as CBA canould promote individuality and personal development (Ecclestone, 1996). The learners responsibility includes demostrating the It is also here in CBA that learners have to show their ability to apply theoretical knowledge and procedures, in addition to their understanding ofbeing able to describe the theories or even point to appropriate theoretical knowledge (Cotton, 1995). In demonstrating competence Cotton further elucidates that learners also have to express wise use of common sense in the public by demonstrating good physical, interpersonal and intrapersonal skills with mindful decision- making; that suggests the multiple intelligence described by Gardner (1985). In other words, learners have to demonstrate their abilities in all the three psychological domains of psychomotor, cognitive and affective learning (ANTA, 1998). Similarly, the Australias National Training Auth ority (ANTA) (1998) considers CBA to be a platform for learners to display their skills, knowledge and experience in accomplishing specific tasks as required in the workplace or to obtain a credit towards a qualification in the vocational and education training (VET). A Both the assessors and learners have one thing in common: to focus on and that is the set of learning outcomes that can be derived from an assessment. Learning outcomes cover diverse range of areas including personal qualities, various forms of knowledge and skills (Ecclestone, 1996). In this case it is the evidence of competence that learners have to demonstrate and which the assessors have to observe for and make judgments on, has to meet specified criteria. Thus, CBA consists of specified set of both the general and specific outcomes that assessors, learners and third parties can make reasonably objective judgments with respect to learners achievement or non-achievement of these outcomes (Wolf, 1995). CBA then certifies learners progress based on the demonstrated achievement of these outcomes while the assessments may not be necessarily tied to time served in formal educational settings. The emphasis is on the outcomes specifically, multiple outcomes, each distinctive and separ ately considered which should be specified clearly and as transparent as possible for assessors, assessees and third parties to understand what is being assessed and what should be achieved (Wolf, 1995) . This definition encapsulates the key-features of CBA as it has been developed and promoted for the vocational, technical and professional education and training in the UK while at the same time it signals the American origins of much of the debate (Wolf, 1995). The demonstrated performance that provides evidence of competence has to be at least of the minimum required quality in the real life workplace environment. These are the predetermined criteria set in CBA which are generally based on endorsed industry benchmark or competency standard (ANTA, 1998). The emphasis on outcomes and transparency is not only peculiar to the competence-context but it is also an essential characteristic of criterion-referenced assessment. The emphasis on what learners can actually do and the beneficia l effects of clear criteria on teaching and learning (Glaser, 1963; Popham, 1978) are argued to meet the competence-based literature where in England in the early years of the implementation of CBA, such system was referred to as criterion-referenced approach (Jessup 1991: 167). Jessup (1991) further underlines that what people actually learn from an education and training system and how effectively, as the key factor to measure its success. Thus, CBA is considered a criterion-referenced interpretation of assessment (Nuttall, 1984; Ling, 1999) where individuals are given an award after achieving the pre-determined standards (Cotton, 1995). This critical attribute of CBA will be discussed further in section 4.3.2. 4.3 Critical Attributes of Competence-based Assessment The following section discusses the two learning theories associated with CBA and the nature of its criterion-referenced assessment. 4.3.1 Learning Theories Associated with Competence-based Assessment Learning in the psychology and education contexts is a the process of acquiring knowledge, skills, and values, and world views acquisition and enhancement through ones integrated employment of cognitive, emotional, and experiences (Illeris, 2000; Ormorod, 1995). How this process works is explained variously. Learning as a process focuses on what happens when the learning takes place and the explanations of what happens constitute learning theories. In other words, learning theories are attempts to describe how people and animals learn, and they help uncover the inherently complex process of learning to our understanding. Hill (2002) explains that learning theories have two main values. The first is to provide adequate vocabulary and a conceptual framework in to interpreting examples of observed learning; and the second. Next is to suggest the right directions to look for solutions to practical problem instead of providing the solutions. Learning theories are therefore, the basis for any form of educational assessment (Gipps, 1994) and the theories most commonly associated to with CBA are the behaviourism and, more recently, the constructivism. These two theories will be discussed as CBA essentially involves observable aspects of learning and learning as a process for construction of new knowledge. Although the cognitive theory which looks beyond behaviour to explain brain-based learning is important, the need for it in CBA is not that apparent or crucial. Thus it is not included in the discussion. 4.3.1.1 Behaviourist Learning Theory Behaviourism is a theory of organism (may it be an animal or human) learning that only focuses on objectively observable behaviours and discounts mental activities (Murphy, 1999; Kerka, 1997; Doolittle Camp, 1999) with the assumption that a learner starts off as a clean slate (i.e. tabula rasa) and is essentially passive, responding to environmental stimuli (Murphy, 1999; Kerka, 1997) in the acquisition of new behaviour (Chowdhury, 2006). Learning according to the behaviourists takes place as the result of a response that follows on a specific stimulus and that behaviour is shaped through reinforcement (Kerka, 1997). By repeating the Stimulus-Response (S-R) cycle the learner is conditioned into repeating the response whenever the same stimulus is present and thusbehaviour can be modified and learning is measured by observable change in behaviour (Murphy, 1999; Kerka, 1997; Doolittle Camp, 1999). Theis emphasis on stimulus-response pairing (Murphy, 1999; Chowdhury, 2006) and the rejections to of structuralism (Kerka, 1997) reflected behaviourisms positivistic philosophical base, as the analysis of the human condition relies on only verifiable observations of behaviour and not on untenable mentalistic constructs (Kerka, 1997). Furthermore,Accordingly most human behaviour could can be understood as basic reflexive learning mechanisms or laws that operate on ones experience within the environment (Kerka, 1997). As the approach is seen to be more operational and practical in nature, it has dominated education.n, in which Tthe teacher disseminates selected knowledge, measures learners passive reception of facts, and focuses on behaviour control and task completion (Kerka, 1997). These views of the behaviourists and the learning characteristics that can be found in the education setting are summarised in Table___. Generally, conditioning has been identified in experiments by behaviourists to be a universal learning process. There are two different types of conditioning, each yielding a different behavioural pattern: Classic conditioning occurs when an instinctive reaction responds to a stimulus (Comer, 2004). Essentially, animals and people are biologically wired so that a certain stimulus will produce a specific response. As such, learning process takes place when two events that repeatedly occur close together in time are associated in a persons mind to impulsively produce the same response. The most popular example is Pavlovs observation that dogs salivate when they eat or even see food where food is unconditioned stimulus and the salivation, the unconditioned reflex (Comer, 2004; Chowdhury, 2006). Pavlovs theory of classical conditioning is considered a foundation of learning theories to the behaviourists. According to Pavlovs experiment, when some neutral stimulus, such as the ringing of a bell, is combined with the presentation of food and is repeated for a period of time, the dog salivates with the ringing of the bell, even though food is not given. Hence, the ringing of the bell acts as the conditioned stimulus while salivation is the conditioned response or reflex (Dembo: 1994). The result of this experiment led to the formation of Pavlovs classical conditioning in which an individual responds to some stimulus that would ordinarily produce such a response. Behavioural or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a response to a stimulus is rewarded or reinforced, then the response is likely to take place in the future. Similarly, when a particular behaviour is rewarded, that behaviour is repeated as shown in the experiment conducted by B.F. Skinner using reinforcement techniques to teach pigeons to dance and bowl a ball. B.F. Skinner based his theory upon the idea that learning is a function of change in overt behaviour where these changes in behaviour are the result of an individuals response to events (stimuli) that occur in the environment (Chowdhury, 2006). According to Skinner, a reward or punishment will either strengthen or weaken a voluntary or automatic behaviour (Skinner: 1968). Ever since its introduction, the reinforced techniques have gone through series of enhancement and have contributed tremendously in training and teaching. The most important aspect of Skinners contribution to training is the significance attached to the desired behaviour to be emitted in certain environment. In order for the trainer to ensure the right behaviour is reinforced in the trainees, the trainer should have the clear idea about the terminal behaviour of the trainees, and should closely follow the trainees to appropriately reinforce correct responses. This is the purpose of programmed instructions including competence-based training in its early years of implementation which was based on this theory of reinforcement (Burns, 1995). . As the emerging learning theory of the early 1900s, behaviourism provided the final found ation for social efficiency as learning which is seen objectively consists of the formation of links between specific stimuli and responses through the application of rewards ( Wirth, 1972 ). The emphasis on the need of objectivity leads to extensive use of statistical and ma thematical analysis. Despite all the remarkable contribution s the learning theory has to offer , the extreme focus on objectivity has totally ignored the significant role the mind play in shaping ones behaviour. Men are treated more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour. Thus, the behaviourist theory of learning is lacking in utilizing the full potential of the mind in moulding essential behaviour and in constructing new knowledge . Assessment in Behaviourism Assessment, according to behaviourism, is a test (the stimulus) for which the answer (the response) is conditioned In accordance to the behaviourist learning theory which focuses on the stimulus-response cycle to attain observable conditioned behaviour, assessment in the behaviourism also applies the same concept. Thus, t he test item is the stimulus, the answer is the response and a learner has to be conditioned to produce the appropriate response to any given stimulus ( (Murphy, 1999; Kerka, 1997; Doolittle Camp, 1999). NSince the emphasis is on the response that is observable, no attention is paid to any model of the thinking process of the learner which might intervene between stimulus and response. Consequently, the distinctions between rote learning and learning with understanding is not considered as teaching is a matter deliveringof delivering the appropriate stimuli while learning is a matter of repeating the appropriate response, which will be rewarded. is what matters the most in which teaching is by repetition and then rewarding the appropriate responses. As such, a test composed of many short, atomised, out-of-context questions, and teaching to the test, are both consistent with this approach (Murphy, 1999; Kerka, 1997). Likewise, some forms of CBA which has always been associated to thewith behaviourist theory can be seen to assess, atomistically. applied the atomistic but not out of context approach. The assessor who is an observer ticks off a checklist of predetermined criteria whenever a learner has performed a series of discrete observable tasks. The criteria are the stimuli, the accomplished tasks the responses and learner has to be conditioned to demonstrate the ability to meet the criteria successfully. Although this approach to assessment may developstestify to learners ability to perform observable tasksbehaviours, it does not pay much attention to the theoretical knowledge and understanding (Ashworth, 1992) as the role of the mind is considered insignificant in delivering the required behaviour. While assessing competent observable performance is vital, assessing knowledge and understanding is just as important as it is an essential aspect of competence without which an assessment is lacking in credibility or construct validity (Ashworth, 1992). A valid assessment method should be able to measure what it is supposed to measure which in this case (Watson, 1994). Given the extensive discussion in Chapter ? on the idea of competence, both the observable performance behaviour and underpinning knowledge are aspects of competence that should be assessed and measured. People who understand are those who have clear mental representation of the situation with which they are confronted and are able to deal with it creatively and imaginatively using the acquired knowledge which acts as an interpretive resource for them (Ashworth, 1992). Thus, it is insufficient to assess ones competence just by looking at the performance while ignoring the aspect of knowledge and understanding. It is unfortunate then, if such an assessment method should produce people who are like robots in a factory; they couldwho can perform a job or a task efficiently and effectively but they do not have any understanding of what they were are doing. As the approachCBA also emphasises personal competence within competence concentrates on an individual demonstrating competent performance ((Wolf, 1995), traditional notions of CBA have allowed an and emphasises on personal competences, it leads to one being individualistic perspective whilst lacking ignoring the very necessary in the abability of being able to work as a team player to work as a team whereas team work is essential in performing relevan t aspect of a job in the actual workplace (Ashworth, 1992). As a result, theis behaviourist view of CBA has eventually shifted to the constructivist belief as discussed in the following section.weakened. Despite all the remarkable contributions the learning theory has to offer, the extreme focus on objectivity has totally ignored the significant role that the mind plays in influencing ones behaviour. People are treated more like robots or machines than human beings as their thoughts and feelings are not taken into consideration. They are expected to demonstrate desired behaviour through the use of reward and punishment neglecting other factors that may have an influence on the change in behaviour. 4.3.1.2 Constructivist Learning Theory Constructivism is a theory of learning that has roots in both philosophy and psychology (Doolitle Camp, 1999) founded on the premise that learners actively construct their own knowledge, meaning and understanding of the world they live in by reflecting on their experiences (Doolitle Camp, 1999; Murphy, 1999; Kerka, 1997). Learners learn by doing rather than observing and by bringing prior knowledge into a learning situation (Epstein Ryan, 2002; Carvin, date?) in which they must critique and re-evaluate their understanding of it until they can demonstrate their comprehension of the subject (Carvin). Furthermore, learners need to analyse and transform new information or problems in their minds based on existing knowledge and understanding where these abstract thoughts evolve from concrete action (Murphy, 1999). Learning, therefore, is simply the process of adjusting their mental models to accommodate new experiences. TBasically, the theory of constructivism rests on the notion that there is an innate human drive to make sense of the world by building cognitive structures which include declarative knowledge (know that facts, concepts, propositions) and procedural knowledge (know how techniques, skills, and abilities) (Murphy, 1999). These two components of knowledge have been discussed in depth in Chapter 3. Moreover, learning is a matter of personal and unique interpretation which takes place within the social context and is of useful to the learner as intrinsic motivation emerges from the desire to understand and to construct meaning (Billet, 1996). However, dispositions such as attitudes, values and interests that help learners decide, are often neglected in this theory (Murphy, 1999) making it incomprehensive and insufficient in a way. Philosophically, the essence of constructivism relies on an epistemology that stresses subjectivism and relativism, where personally unique reality resulted from the concept that reality can be known through experience although it may exist separate from experience (Doolitle Camp, 1999). Hence came four essential epistemological tenets of constructivism (Von Glasersfeld ,1984; 1998; Doolitle Camp, 1999); Knowledge is the result of active cognizing by the individual ; Cognition is an adaptive process that functions to make an individuals behaviour more viable given a particular environment; Cognition organizes and makes sense of ones experience, and is not a process to render an accurate representation of reality; and Knowing has roots both in biological/neurological construction, and in social, cultural, and language-based interactions (Dewey, 1916/1980; Garrison, 1997; Larochelle, Bednarz, Garrison, 1998; Gergen, 1995). Thus, constructivism acknowledges the active role learners play in the personal creation of knowledge, the importance of both the individual and social experiences in this knowledge creatio