Student Management System Essay Example for Free

Student Management System Essay The student management suite from Applane allows you to automate the processes around student needs from admission to their transportation while ensuring seamless communication between the school, students and their parents. It has been developed keeping in mind the need to bring in efficiency in student management while providing a sense of security and safety in the minds of students and their parents or guardians. The key modules in the Applane Student Management suite include: Student Information System. Applane provides a completely integrated Student Information System that maintains a comprehensive profile of the student which acts as the core of Student Management. This enables all supporting student management processes to connect seamlessly with each other. Using this fully automated, on-cloud solution †¢Maintain a detailed student profile along with information such parents/guardians profile, sibling details, personal ID details such as passport and visa details, etc. †¢Categorize and manage all student documents submitted in scanned form using a pre-populated mandatory check-list. †¢Input detailed course and subject information for every student that acts as a base or core for the Education Delivery suite. †¢Request section change through the system with an in-built approval workflow . †¢Request and append personal information such as address change and contact number with ease and maintain in a central database for all future communication. †¢Students parents can login at school website to view profile and place request for change in contact details and section change. Student Admissions For a school, student admissions is the most important process at the start of an academic session and one that requires a very efficient and seamless operation. Applane brings in the much needed clarity and reliability to the process while helping in conducting it in a fast and fair manner. Using Applane, †¢Parents and students can submit Online/Offline admission enquiries and get a response instantly. †¢The School can open admissions to various courses and send invitations in an automated way. †¢School can sell application forms online. †¢School can manage the admission applications by filtering and categorizing them as per their scoring criteria. †¢School can announce and confirm the admissions online on the school website. †¢School can also auto-email to successful applicants. †¢As an additional function, student promotions and Re-registration can also be done seamlessly on the Applane system. Student Transportation A key part of student management requires providing safe and timely transportation to students from their boarding station to the school and back. Applane provides a fully automated system for managing this crucial requirement for schools where they have to manage the routes of hundreds of students travelling on their school buses daily. Applane allows †¢Students or their parents to request availing/withdrawing/change of transport facility online. †¢Schools to create and plan routes, assigning bus stops. †¢Schools to manage vehicles with maintenance schedule and papers schedule. †¢School to send auto reminders/email to the transport in-charge for maintenance and taxation/insurance dues. †¢Schools to monitoring vehicle movement to ensure complete safety of students. †¢Schools to maintain a fuel log book to ensure that there is no over invoicing by the drivers. †¢Schools to generate reports including route report, vehicle report, maintenance schedules, fuel log-book, etc. †¢Schools to send SMS to the student of a route/all routes for bus delays/changed timings, etc. Information Flow Communication A seamless and timely information flow between the school, students and their parents/guardians is not only an important function to keep everyone updated on various school matters but also a critical function to ensure safety and compliance of the students as per school rules and regulations. Using Applane, the school can communicate with students and their parents using auto generated Email and SMS facility on various matters such as †¢Attendance of the student. †¢Fee reminders. †¢Notices/circulars regarding Parent Teacher meetings, events, holidays, etc. †¢Examination results of the student. †¢Transport delay/change. †¢Library overdue books. †¢Confirmation of requests regarding address change, section change, etc. †¢Festival greetings

Restricting the Production, Distribution, and Sale of Pornography in Ca

Many women have been mistreated at one point or another in their lives.   This form of abuse assumes many forms and is not always visible to the naked eye.   One of these such hardships that women of the 20th century have had to face is the struggle for equality.   In Canada, the Charter of Rights and Freedoms affords women full equality before and under law and equal protection and benefit of the law.1   But yet, this society openly contributions to the production, sale, and distribution of pornography which implies that women are second class citizens.  Ã‚  Ã‚   Destroying these stereotypes which portray women as slaves, objects, toys, and mindless, sex-driven beings must be accomplished in order for women to attain true equality.   The censorship of pornography is not in violation of the Freedom of Expression guaranteed in section 2 (b) of the Canadian Charter of Rights and Freedoms since pornography drastically compromises a woman's right to equal treatment as was pro ven by the R v. Butler ruling of 1992, it makes those portrayed in pornography subject to acts of violence, and it corrupts the moral fiber of society. During the 1960's and 70's, North America saw the rise of a counterculture movement which instigated societal change.   During this time period, the Women's Liberation movement was able to establish females as being equal to males in virtually every aspect.   It is this movement that educated society about the role of women in society being equal to the role of man.   Many people however, now consider that women's liberation has been achieved;   but this is far from the case.   Despite being officially recognised as contributing members of society (achieved in 1982 with the final draft of the Constitution Act), as section 28 of... ... 11 Ibid.   Pg. 793 12 Ibid.   Pg. 793 13 Ibid.   Pg.   793 14 Baird, Robert M. and Stuart E Rosenbaum.   Pornography - Private Right or Public Menace.   Pg. 51 15 Ibid.   Pg. 52 16 Ibid.   Pg. 52 17 Kaihla, Paul.   Sex and the Law.   MacLean's.   Pg. 31 18 Statistics obtained from Angus Reid Website.   See Works Cited List 19 Ibid. 20 Orr, Lisa.   Censorship:   Opposing Viewpoints   Pg. 186 21 Ibid.   Pg. 191 22 Ellen Harris, Lesley.   Highlights of Bill C-128 - Child Pornography 23 Kaihla, Paul.   Sex and the Law.   MacLean's.   Pg. 32 24 Ibid.   Pg. 32 25 Ibid.   Pg. 33 26 Ibid.   Pg. 33 27 Baird, Robert M. and Stuart E Rosenbaum.   Pornography - Private Right or Public Menace   Pg. 52 28 Ibid.   Pg. 52 29 Canadian Government Report.   Report of the Special Committee on Pornography and Prostitution. 30 Ibid.    Restricting the Production, Distribution, and Sale of Pornography in Ca Many women have been mistreated at one point or another in their lives.   This form of abuse assumes many forms and is not always visible to the naked eye.   One of these such hardships that women of the 20th century have had to face is the struggle for equality.   In Canada, the Charter of Rights and Freedoms affords women full equality before and under law and equal protection and benefit of the law.1   But yet, this society openly contributions to the production, sale, and distribution of pornography which implies that women are second class citizens.  Ã‚  Ã‚   Destroying these stereotypes which portray women as slaves, objects, toys, and mindless, sex-driven beings must be accomplished in order for women to attain true equality.   The censorship of pornography is not in violation of the Freedom of Expression guaranteed in section 2 (b) of the Canadian Charter of Rights and Freedoms since pornography drastically compromises a woman's right to equal treatment as was pro ven by the R v. Butler ruling of 1992, it makes those portrayed in pornography subject to acts of violence, and it corrupts the moral fiber of society. During the 1960's and 70's, North America saw the rise of a counterculture movement which instigated societal change.   During this time period, the Women's Liberation movement was able to establish females as being equal to males in virtually every aspect.   It is this movement that educated society about the role of women in society being equal to the role of man.   Many people however, now consider that women's liberation has been achieved;   but this is far from the case.   Despite being officially recognised as contributing members of society (achieved in 1982 with the final draft of the Constitution Act), as section 28 of... ... 11 Ibid.   Pg. 793 12 Ibid.   Pg. 793 13 Ibid.   Pg.   793 14 Baird, Robert M. and Stuart E Rosenbaum.   Pornography - Private Right or Public Menace.   Pg. 51 15 Ibid.   Pg. 52 16 Ibid.   Pg. 52 17 Kaihla, Paul.   Sex and the Law.   MacLean's.   Pg. 31 18 Statistics obtained from Angus Reid Website.   See Works Cited List 19 Ibid. 20 Orr, Lisa.   Censorship:   Opposing Viewpoints   Pg. 186 21 Ibid.   Pg. 191 22 Ellen Harris, Lesley.   Highlights of Bill C-128 - Child Pornography 23 Kaihla, Paul.   Sex and the Law.   MacLean's.   Pg. 32 24 Ibid.   Pg. 32 25 Ibid.   Pg. 33 26 Ibid.   Pg. 33 27 Baird, Robert M. and Stuart E Rosenbaum.   Pornography - Private Right or Public Menace   Pg. 52 28 Ibid.   Pg. 52 29 Canadian Government Report.   Report of the Special Committee on Pornography and Prostitution. 30 Ibid.   

Sphe 315

Advanced Training Methods Casey Cousins SPHE 315 Professor Moore American Military University September 2, 2012 I am going to describe in detail that compares and contrasts various muscle building approaches. In weight training there are numerous approaches you can take away, in learning how to build muscle perfecting that physique you so badly want. The four different training methods I will compare and contrast today will be, Super Sets, Forced Reps, Pyramid System, and Periodization.Each advanced training method improves your overall fitness goal one way or the other. First we will talk about the super set training method and how it impacts the body when it comes to training. According to http://www. livestrong. com/article/143669-superset-workout-programs/#ixzz25MwKZX7s A superset is an advanced weight training technique or intensity technique. Intensity is an important factor for continued progress and results. Advanced training techniques such as supersets take your workout to a higher level without adding more volume.A superset is two to three exercise sets performed immediately after the other with as little rest as possible in between. Incorporate supersets into your workouts and pump some new energy into your routine. An antagonist superset is performing two exercises back to back for opposing muscle groups. An antagonist muscle moves the joint in the opposite manner of the agonist muscle. Examples of opposing muscle groups include quads/hamstrings, chest/back and biceps/triceps. Set up your superset stations prior to starting the workout so you can move from one exercise to the next with no rest.For the chest and back, perform dumbbell chest presses immediately followed by bent over dumbbell rows. Leg extensions superset with leg curls will hit the quads and hamstrings. To finish off the workout, perform barbell curls with skull crushers. This antagonist superset workout hits all the major muscles. (Livestrong) The Superset is an excellent intensity technique not only for fat loss but for muscle building as well. The Superset is a very simple basic concept. You will perform two exercises

Esl Private School Teachers Education Essay - Free Essay Example

Sample details Pages: 7 Words: 2009 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Tags: School Essay Did you like this example? A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education SYNOPSIS This study investigates ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions, attitudes and use of classroom assessment in Taiwan. It is aimed to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding of classroom assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan. Don’t waste time! Our writers will create an original "Esl Private School Teachers Education Essay" essay for you Create order Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of assessment methods in their classroom. The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs, and parentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ demands. There is a need to do further research in such unique educational context, so-called à ¢Ã¢â€š ¬Ã…“ESL schoolsà ¢Ã¢â€š ¬? in Taiwan, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulties and needs; moreover, to provide support, such as teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ in-service training, which may lead to benefiting learners. Aim This mixed methods research is designed to investigate ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies. Rationale and context This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching and support learning through using multiple assessment methods in the classroom. I have the desire to understand whether English teachers use various formative assessment methods, such as teacher and peer feedback, scaffolding and assessment to help learners enhance learning or they mainly focus on grading and recording learning progress. The second factor is related to the fact that we have relatively little knowledge at ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment practice and their understanding and attitude toward assessment in Taiwan; moreover, this is an area in which it appears that may have an impact on young learners in learning English. Assessment plays a central and important role both in teaching and learning. Teachers use their own assessment practices, which may have the potential influence on their learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning, to assess and improve learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability. In addition, assessment is synonymous to exams and tests for most teachers, pupils, and parents In Taiwan where traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil assessment remained as the main source informing learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning (Yip, 2005). Edelenbos and Kubanek-German (2004) also point out the assumption that formal testing is generally referred to the only assessment methods a teacher uses. McNamara (2000) noted that traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil language assessment and performance assessment are two major forms of assessment. In other words, English teachers tend to use the latter to know how their learners use their existing language knowledge related in a given context and to measure learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability at the end of a certain period of teaching and learning through the former. As can be seen, the notion of assessment is generally associated with testing and it seems to be under-developed in fields of applied linguistics a nd general education. Therefore, the aim of this study is to investigate how English teachers perceive the concept of classroom assessment and what assessment methods they use in their classroom in Taiwan. 1.2.1 English learning environment in Taiwan In 1997, the Ministry of Education (MOE) implemented educational reform and introduced the Nine-Year Integrated Curriculum (NYIC) which has greatly influenced the syllabus and materials design of elementary and high schools in Taiwan. One of the major changes is that pupils, who used to begin learning English in junior high schools (age 11), start to learn English as a Foreign Language in grade 3 (age 9) in elementary schools. English instructions were officially incorporated into elementary school education which brought more business opportunities on English learning and teaching due to the increasing demand for English learning. Such changing situation has also impact the age of learning English in Taiwan, where children now start to learn English at an early age. In addition, according to The Guidelines of English Learning Area in Grade 1-9 Curriculum, the new English syllabus reflects a more communicative orientation and places focus on teacher-learners interactions. It also aims to create an enjoyable learning environment to motivate learners to speak English in English classroom. This appears to suggest that teachers should use more formative assessment methods, in terms of encouraging learners to improve learning and providing more language learning opportunities to them. Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum: To equip with basic communicative competence and apply it into real-life situations. To develop learning strategies and be able to learn language effectively and autonomously. To gain knowledge about foreign cultures and be able to respect different cultures. The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs; moreover, it begins to value pupilsà ¢Ã¢â€š ¬Ã¢â€ž ¢ individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan 1.2.2 Formative Assessment in language classrooms in Taiwan Generally, English teachers in Taiwan are required to correct all the errors in all studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ grammatical errors in writing. In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan. Organization of this research In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. Methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research. CHAPTER 5: CONCLUSION 5.1 Introduction This research has explored teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ attitudes, perceptions, and use of assessment in classrooms. In this chapter, limitations of the study will first be discussed, followed by Implications for pedagogy and this study. 5.2 Limitations of the study There are several limitations and problematic aspects in the methodology. First, one limitation in this research is the small size sample (N=30) which may influence the reliability of the result in relation to the correlationship between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ years of teaching experience and their assessment methods. Size of the sample is vital  for an accurate estimate of the relationship between variables. In addition, without classroom observation, it is difficult to examine teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ day-to-day assessment practice and the whole process of assessment. Observation plays a significant role in confirming teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ interview responses with their actual assessment practice in the classroom. Follow-up interviews are also important in gaining some insight into the behavioural patterns and assessment practice of teachers during the assessment process by providing explanations of their instructional and diagnostic behavior and assessment strate gies. The involvement of a larger questionnaire sample size, classroom observation and follow-up interviews may lead to increase reliability of the data and a better and completed understanding of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ assessment practice in classrooms. 5.3 Implications for pedagogy and teacher training All 5 interviewed teachers indicate that they gain new information about assessment through meeting with teachers from the same grade, for instance, all grade 1 teachers have a meeting to discuss teaching ideas and lesson plans once a week. However, there seems to be an insufficiency level of in-service training activities for meeting the needs of ESL program teachers. Teachers recognize the importance of developing knowledge, competence, capacities and classroom assessment strategies in order to improve teaching and learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. This may suggest that there is a need to provide continuing professional development (CPD) and training courses to update new knowledge and information, in relation to planning for teaching, practical approaches and assessment, and more importantly to reflect on their own teaching. 5.3 Implications for further research There is a critical need for more studies to investigate ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulty in implementing classroom assessment strategies in schools and their diagnostic competence, in terms of their observational and interpretative ability, during classroom teaching. Due to teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision-making, à ¢Ã¢â€š ¬Ã‹Å"assessment cognition networkà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Yin 2005) and à ¢Ã¢â€š ¬Ã‹Å"teacher diagnostic competenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Edelenbos and Kubanek-German 2004) are key elements in supporting and assessing learners in classrooms. Moreover, their capacities, knowledge and beliefs may have an impact on how they assess learner performance during the teaching and their diagnostic competence, including the skills they use to guess what learners want to say and the abilities to provide language samples of learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language growth, may influence the amount of language learning opportunities they provide for individual learner d uring the teaching and learning. Furthermore, further research is needed in exploring teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ representation and implementation of classroom assessment to reveal factors which influence teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions and interpretation of assessment. In addition, ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ use of the materials, which involve standardized and teacher made tests and a set of assessment instruments, should also be examined, in terms of the reliability and validity of teacher assessment. Finally, the scope of so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment perceptions and strategies research should be expanded to include other Asia countries, such as Korea and China. 5.4 Conclusion The focus of this research is to investigate so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of classroom assessment in Taiwan, an EFL context. A mixed methods approach is used to collect and analyze both quantitative and qualitative data, including questionnaire and interview data. This study provides a window to reveal how teachers , who aim to enhance Taiwanese learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ English ability through adopting ESL curriculum and teaching materials to teach learners in an EFL context, perceive the construct of classroom assessment, their attitudes toward assessment and use of assessment methods. The results show a strong emphasis on formative, as opposed to summative, assessment practice among 30 teachers across 3 private ESL schools; moreover, the data suggests a need for CPD courses to improve teaching and learning and to prevent teachers from suffering burnout and emotional exhaustion.