Research And Development Teams May Not Be Based On...

Research and development teams may or may not know the uncertainties behind or surround new technologies considering they are in the process of developing the product or service. It may try to resist attempts to quantify value; but on the other hand; the financial department would think otherwise, as it is evidence of woolly thinking. Of course, both sides are right in their own way. When a newly modern advanced product is near to completion, no company will proceed without detailed financial figures first. However, when an intriguing new idea is first generated, the decision to take it further should not and must not be based on financial calculations alone. Once future cash flows are forecast conservatively and cautiously and an appropriate discount rate is chosen, next the present value will be calculated. Managers should acknowledge that, in valuing an innovation project, there are not estimating the value of something that exists today but making a prediction of the performance and goodness that the new product or service will generate in the future. Leading companies treat the valuation and selection of innovation projects not as a single decision but as an incentive for the prognostication process, in which the prediction of value develops and improves over time. In a bit of ways it is comparable to weather forecasting, where the best way to predict the weather in an hour s time is to go outside and look and the best way for a few days ahead is using computerShow MoreRelatedGlobal Investors Case662 Words   |  3 PagesLevy February 9, 2016 Introduction Global Investors Inc., founded in 1965, was a private owned investment management company headquartered in New York. 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Different Methods Of Assessment At University Education

Introduction As an increasing number of students are studying at university level which has become a common topic for discussion today. More and more researchers pay close attention to this as well as the forms or methods of assessment. Universities across the globe have a variety of methods. Different methods of assessment accomplish distinct aims, and students should be tested with different forms of assessments according to their learning styles. This essay will discuss whether there should be greater flexibility in forms or methods of assessment at university education. The aims of education Education is the most important and effective way to help individuals develop and socially progress. People establish their own concept of the†¦show more content†¦Education has provided people with equal opportunities to appreciate and understand this world with their own thought, concerning the beauty of nature, and comprehension of past experiences, which they can analyse and find a solution. The aims of university education are to develop students’ skills for learning and assist them to immerse themselves deeply in society (Swain, 2011). Generally, people learn the basic problem-solving skills in kindergarten, but due to the expectations of the future, such as having a better quality of life, they intend to go to university to master life and job related skills. In the early stages of university, students are expected to learn the professional knowledge in the field they study in, and in the final year, university will give students opportunities to apply for the internship at popular companies or organisations. Those work experiences will have beneficial effects on the students’ career development and help them to adapt to society easier after graduation. Various forms or methods of assessment achieve different purpose 1. Traditional written assessments: Most universities use traditional written assessments as methods to evaluate students’ learning outcomes, including open-book and closed-book final exams, essays and reports. Those methods always help students gain speculative knowledge and practical skills which are necessary for them to master and promote their writing ability. As an example, open-book and

Computerized Teachers Evaluation System Free Essays

With the long history of Chinese civilization and education, formal teacher practice is quite new because for century’s teachers’ authority and power over their students cannot be challenged. Historically, learning was the major concern of education, but during the past decades, teaching quality has become an added concern of education. There are three reasons for evaluating teachers: to diagnose and help teacher improve teaching, to help students get better teaching quality and to provide a criteria for research on teaching itself. We will write a custom essay sample on Computerized Teachers Evaluation System or any similar topic only for you Order Now Efforts have been made by government and educators to improve teaching quality in theory and practice. Verities of book have introduced foreign evaluation theories and many articles have contributed to the theoretical and practical improvement of Chinese teacher evaluation system. However, there is no systematic record of the development of teacher evaluation process. Therefore, exploration into the development of teacher evaluation, its reform and problem become necessary and significant. In common, teachers are evaluated by students and administrators synthetically. The students’ evaluations are used as formation to help teachers improve their classroom training and activities, in–service students complete these evaluations at the end of their program, while pre-service students complete these evaluations each semester. With both single-choice and open-end questions, these evaluations are similar to all colleges. These evaluations by students are analyzed, and teachers are given a copy of the analysis, if several students make similar complaints about a teacher or about the way of course in taught, the teacher in question gets immediate feedback from his or her supervisor. The administrative evaluations are completed by the supervisor who is the training manager. These evaluations are done every semester. Statement of the Problem This study of the proposed â€Å"Computerized Teachers Evaluation System† (CTES) covers method, procedures and problems which correlate to the teacher’s evaluation. The main problem of this study is how to design, develop and implement a Computerized Teachers Evaluation System. The current system is not efficient to ensure its validity because these CTES are done manually. Specifically this study aims to answer the following common problems encountered during and after the evaluation: 1. Is there a need for computerized teachers evaluation system? 2. What are the common problems encountered during and after the evaluation? 3. What are the users expectation regarding computerized teachers evaluation? 4. What are the advantages and disadvantages of using computerized teachers evaluation system? How to cite Computerized Teachers Evaluation System, Essay examples

Philosopher Miranda Fricker

Question: How might a reasonable person disagree with either the philosophical concept or with how you have applied it? Answer: Philosopher Miranda Fricker brings to light the truth about testimonial injustice (Fricker, 2007). Testimonial injustice presents a situation where an informant is reduced to the state of a source of information. In testimonial injustice, a person is wrongfully denied of his or her capability as an informant. The hearer is either prejudiced enough to offer excessive credibility to the informant and base his or her entire view on the information provided or the hearer undermines the speaker leaning on predisposed prejudice about his or her stand in the society. Miranda Frickers revelations coincide with the common findings regarding testimonial injustice. Testimonial injustice has a tendency to lean towards the theory of legal practice (Frank, 2013). This happens more often in the courts of law because testimony is often considered to be a proof of something that happened or something that did not occur. The question here is that why a person is considered capable of giving a testimony and why are others deemed incapable of the same. These practices are present both formally and socially. The same prejudice that is active in case of testimonial injustice can be present for the same individual on other platforms as well; such an instance is called systematic injustice. The speaker suffers from a credibility deficit when a case of testimonial injustice presents itself. The words of the speaker being disregarded in spite of ample proof supporting the testimony because of social and individual prejudice are a common occurrence. Fricker brings forth the example of Tom Robinson of "To kill a Mockingbird to the forefront. Tom Robinson was a black man who was accused of assaulting a white woman. There was ample amount of evidence pointing towards his innocence. For example, it was proved that the assailant was a left-hander, but Robinson had a handicapped left hand, which could not have led the assault. However, the white jurors could not believe any of Robinson's explanations or reasoning as to why he visited the victim in the first place because the jurors were prejudiced due to Robinson's skin color coming in the way of the trial (Wanderer, 2012). To cite an example, the indigenous group of people can be brought in. If and when a native group presents a proposal to increase political recognition or when such a group claims that a particular sacred place should be protected as a TCP or Traditional Cultural property they have to attain credibility that they are in fact a merited indigenous group whose views cannot and should not be disregarded (Pohlhaus Jr, 2014). Moreover, an expert who can rightly recognize them and their practices is brought in to give their case some weight or rather to prove that their case exists. They alone cannot pull the act together because of the prevailing prejudice against them. The tribal members with expert knowledge and credibility are not considered for their opinion irrespective of what position they hold in the society. Some argue that testimonial injustice of these sorts can be avoided simply by elevating the awareness of how courts work with native indigenous groups. Some people are of the opinion that the situation can be altered by modifying the legal infrastructure in particular part of the society to minimize judicial unfairness (De Bruin, 2014). However, years of repeated practice makes it difficult for the justice system to change as per the changing needs of the society. People fail to notice legal and societal bases of testimonial injustice because they are nothing out of the ordinary. Some people may argue with the fact that indigenous people are not being subjected to injustice any longer as there are specific laws to support their case. One such law is the Indian Claims Commission Act, which was coined and started in the year 1946 (Kwong, 2015). The law allowed tribal applicants to give their testimony basing on the conventional tribal pattern of land use and abuse when considering a case of wrongful distribution of land by the government without the tribe's consent. This is an example of change that is happening in the legal world to let in and help the indigenous groups. While the world might be changing for the indigenous people, not everything is all right. They are still being denied their rights just because of their origin. Miranda Fricker's idea of testimonial injustice rightly explains their state as information sources for their condition rather than being informants themselves, which demeans their worth and disregards their position in the society. The scenario is changing but the change is slow, and there are several more obstacles to overcome before the next level can be reached. References De Bruin, B. (2014). Self-Fulfilling Epistemic Injustice. Frank, J. (2013). Mitigating against epistemic injustice in educational research.Educational Researcher,42(7), 363-370. Fricker, M. (2007).Epistemic injustice: Power and the ethics of knowing(p. 7). New York: Oxford. Kwong, J. (2015). Epistemic Injustice and Openà ¢Ã¢â€š ¬Ã‚ Mindedness.Hypatia,30(2), 337-351. Pohlhaus Jr, G. (2014). Discerning the primary epistemic harm in cases of testimonial injustice.Social Epistemology,28(2), 99-114. Wanderer, J. (2012). Addressing testimonial injustice: Being ignored and being rejected.The Philosophical Quarterly,62(246), 148-169.