Career Passports and Career Portfolios Essay Essay Example

Career Passports and Career Portfolios Essay Essay Portfolios have long been used in some professions to showcase professional work and accomplishment. In instruction. portfolios have besides been used for appraisal. including self-assessment ( Lankes 1995 ; Pond et al. 1998 ) . Both calling portfolios and calling passports reflect this double focus—students assess themselves in the procedure of developing a merchandise. and the resulting merchandise show windows and paperss their experiences and accomplishments. A differentiation is sometimes drawn between a portfolio as developmental and a passport as summational ( Bridging the Gap 1993 ) . With portfolios. more accent is put on the developmental procedure of self-assessment. planning. and goal-setting ; with passports. more accent is put on the concluding merchandise that sums up the consequences of the procedure and communicates them to others. In pattern. nevertheless. both passports and portfolios represent a combination of developmental procedure and summational merchandise. We will write a custom essay sample on Career Passports and Career Portfolios Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Career Passports and Career Portfolios Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Career Passports and Career Portfolios Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The value of the passport or portfolio is besides double: pupils come to an consciousness of their ain accomplishments and experience. and employers have richer. more elaborate information for engaging determinations than is provided in transcripts and sheepskin. Equally early as the mid-1980s. Charner and Bhaerman ( 1986 ) advocated a Career Passport as a manner for secondary pupils to place and document their work and nonwork experiences and to interpret those experiences into statements of accomplishments specifically related to work. The procedure was necessary for pupils to understand what they had to offer to employers ; the ensuing Career Passport provided employers with critical information to supplement the information in school transcripts or even sketchs. The Ohio Individual Career Plan ( ICP ) and Career Passport. The Ohio Career Passport is the finishing touch of students’ calling decision-making procedure. begun before the 9th class ( Gahris n. d. The planning and determination devising involved in the ICP procedure lead to each student’s Career Passport. an single certificate lodging an array of formal paperss that pupils use in the following measure after high school. Components include a missive of confirmation from the school ; a student-developed sketch ; a pupil narrative placing calling ends and implicit in principle ; a transcript ( including attending ) ; sheepskin. certifications. licences. or other certificates ; and a list of any specific vocational plan competences. The provin ce recommends lodging those constituents in a consistent. easy recognizable booklet. Students develop ICPs through calling involvement and aptitude appraisal. geographic expedition experiences. sooner through occupation tailing. and one-year reappraisal and alteration in high school. The ICP and Career Passport can be developed in any statewide course of study country but most frequently this occurs in English or societal surveies. with aid from the computing machine teacher and counsel counsellor. Classroom support stuffs include simple. center. and high school Career Development Blueprints and sample activity packages ( Classroom Support Materials n. d. ) . All Ohio schools are required to supply pupils the chance to finish the ICP and Career Passport in a structured schoolroom scene and local school boards may do the Career Passport a graduation demand for their territory. although parents may take non to hold their kid involved. The South Dakota Career and Life Planning Portfolio. The Career and Life Planning Portfolio is a aggregation of work that paperss a student’s accomplishments. abilities. and aspirations ( Division of Workforce and Career Preparation 1999 ; â€Å"DWCP Wins National Award† 2000 ) . Normally organized in a standard jacket with color-coded booklets. certification can include both illustrations of work and information on calling and instruction planning. accomplishments employers want. projects/work samples. and assessment consequences. The Portfolio. which is non required. can be used for a assortment of educational intents. but its ultimate usage is to house the undertakings and work samples that demonstrate to a prospective employer that the pupil has the accomplishments and endowments the employer needs. Based on a theoretical account developed by the Sioux Falls School District and tested at 25 province high schools. the Portfolio is accompanied by course of study stuffs. activities. and resources for instructors. Career Certificates The Wisconsin Employability Skills Certificate. The Employability Skills Certificate Program is designed for pupils who do non take part in the Cooperative Education Skills Certificate Program and the Youth Apprenticeship Program ( Lifework Education Team 2000 ) . The Employability Skills Certificate. issued by the Wisconsin Department of Public Instruction. recognizes students’ command of the employability accomplishments identified by the U. S. Department of Labor’s Secretary’s Commission on Achieving Necessary Skills ( SCANS ) . To take part in the voluntary plan. local territories must supply three needed constituents: Direction and appraisal of SCANS skills—Instruction can be provided in any curriculum country. and presentation and appraisal can happen either in the school or in the community. School-supervised work-based acquisition experience—Considerable flexibleness is allowed for local territories in supplying work-based learning experiences. which can include bing concerted instruction. work experience. internships. or service acquisition plans. A lower limit of 180 entire work hours is required ; occupation-related direction is non required. Career planning—Working with parents and school forces. each pupil develops a written Individual Career Plan ( ICP ) to do appropriate calling. educational. and occupational picks. The ICP identifies tentative calling ends and concrete. specific stairss after high school to recognize those ends ; schools manage the ICP procedure and supply nonsubjective informations both for original development and periodic reevaluation. The Connecticut Career Certificate ( CCC ) . Part of the go oning School-to-Career ( STC ) system. the CCC verifies that a pupil has mastered a set of employability. academic. and proficient accomplishments identified in a partnership between the province Departments of Labor. Education. and Higher Education and the Connecticut Business and Industry Association ( Connecticut Department of Labor 2001 ; Stickney and Alamprese 2001 ) . The CCC is awarded by state-approved local territories to pupils who achieve all needed competences in one of eight calling bunchs. Academic criterions ( reading. composing. communicating accomplishments. math. scientific discipline. and computing machine cognition ) are based on state-determined degrees of public presentation on one of four appraisals: Connecticut Mastery Test. administered to all 8th-grade pupils ; the Connecticut Academic Performance Test. administered to all 10th-grade pupils ; the voluntary Scholastic Assessment Test ; or the voluntary Comprehensive Adult Students Assessment System. Level C or D. Employability criterions ( attitudes and properties. client service. teamwork. and adaptability ) . which are integrated curriculum models for all eight calling bunchs. are correlated with SCANS accomplishments. Both academic and employability criterions are common across all eight calling bunchs. whereas proficient accomplishments and criterions vary by bunch. The figure of CCCs awarded has increased from 101 statewide in 1997-98 to 569 in 2000-01. More significant per centums of high school pupils participated in STC calling development activities—for illustration. 72 per centum in calling guidance and 50 per centum each in calling involvement studies and portfolio development. The Oregon Certificates of Mastery. By the school twelvemonth 2004-05. all Oregon high schools will be required to offer the Certificate of Advanced Mastery ( CAM ) . Designed to fix pupils for success in their following stairss after high school. the CAM paperss each student’s academic and career-related cognition and accomplishments ( Oregon Department of Education 2001 ) . In the 2001 CAM theoretical account. academic accomplishments include province public presentation criterions in English ( reading. speech production. and composing ) math. scientific discipline. and societal scientific discipline ; these are four of the seven criterions required for the state’s Certificate of Initial Mastery ( CIM ) . which besides include art. 2nd linguistic communication. and physical instruction. CAM campaigners can run into the four required CIM public presentation criterions either through CIM cognition and accomplishment trials or through CIM work samples. The six career-related larning standards—†fundamental accomplishments indispensable for success in employment. college. household and community life† ( p. 2 ) —include personal direction. job work outing. communicating. teamwork. employment foundations. and calling development. To gain a CAM. each pupil must develop. reappraisal. and update an instruction program for following stairss after high school ; develop an instruction profile to document advancement and accomplishment ; meet public presentation criterions for using academic and career-related cognition and accomplishments in new and complex state of affairss ; show career-related cognition and accomplishments ; take part in planned career-related acquisition experiences ; and fulfill the four CIM criterions. Students can choose specific countries of their instruction profile to papers and communicate specific cognition and accomplishments to specific audiences. such as employers. and supplement that with a record of personal achievements. experiences. and accomplishments. Other illustrations could be added to those presented here. Oklahoma’s 2001 Career Activity File: Career Portfolios K-12 ( 2001 ) . Arizona’s Career Pathways: An Execution and Resource Guide ( 1997 ) . and Michigan’s proposed Content Standards and Working Draft Benchmarks for Career and Employability Skills ( Using Employability Skills 1998 ) all address the same demand for pupils to pass on cognition and accomplishments non captured good by traditional sheepskin and transcripts. Whether an empty construction to make full or a carefully defined certificate to gain. calling passports. portfolios. and certifications provide a new agencies for pupils to document the whole scope of cognition and skills—employability. academic. or technical—they have to offer to employers. Effective patterns in developing and utilizing calling portfolios and passports involve specifying the functions of different histrions. turn toing issues of portfolio or passport design. and easing students’ developmental procedure ( Wonacott 2001 ) . Issues related to career passports. portfolios. and certifications that have non yet been addressed include pupil results and success ( e. g. . employment. get downing salary ) . plan coordination and cooperation across provinces. and the possible development of a national theoretical account.

Flim Review, on Meet Joe Black essays

Flim Review, on Meet Joe Black essays A couple of days before his sixty fifth birthday, Bill Parish, a business tycoon (Hopkins), starts to have premonitions about death. The recent heart attacks he has been having, which are accompanied by voices lead him to this premonitions. Although Bill Parish has always had a privileged life being the patriarch of a loving family, a successful leader and chief in a communication corporation, and a squire of a country estate; this disturbance (the voices) makes his life very uncomfortable and almost impossible. In spite of the way he feels, Parish continues his daily routine and lives the same life as before. Parish has a very strong relationship with his daughter, Susan (Fortani); he wishes that she would think twice before she makes her decision to marry Drew, her boyfriend, (Weber). Parish describes love; "I want you to levitate," he tells her "I want you to dance like a dervish." Susan understands what her father is telling her but simply hasn't encountered a man that makes her feel that way. That morning Susan notices a young handsome man at a coffee shop (Pitt). She is intrigued by his looks and his chatty personality. This encounter makes Susan realize what being levitated means. She had met this guy only that morning and yet feels her heart lift from within. When both strangers walk their separate ways, in their minds they had both been swept away. While crossing the street the young man unexpectedly gets hit by a car and physically dies but within his spirit still lives. You would think that the movie would be pointless by now; although the film is now at it's staring point, it was a beginning of an incarnation. Parish realizes that the premonitions he's been having are real and is encountered with Death itself. Death had taken the physical form of the young deceased man in order to take a break from the dying world. Death wants to experience the living world for a change. Parish asks Joe Black (man at the coffee) shop, "...

Not Guilty by Reasons of Insanity Assignment Example | Topics and Well Written Essays - 250 words

Not Guilty by Reasons of Insanity - Assignment Example According to the research findings, it can, therefore, be said that in NGRI the defendant is considered â€Å"not guilty† of a criminal act if he is able to meet insanity defense standards. Civil proceedings and not criminal punishment is applied with regard to their confinement. In GBMI, it is more of an outcome, rather than a defense, that implies the guilt or criminal culpability of the defendant and therefore criminal sanctions and punishment, including imprisonment, apply to him. Saying that he is â€Å"but mentally ill† only indicates an existing mental disorder during the offense and/or judgment and does not lessen his guilt and criminal responsibility. There was no significant reduction in insanity acquittals following the adoption of GBMI in the following states. Although in Pennsylvania and Georgia, NGRI acquittals were lessened. Those acquitted as NGRI are confined for treatment in the forensic ward of a mental hospital. Psychiatrists are then assigned by the court to determine the progress of the patient and whether he has recuperated and regained his sanity. Conditional release program ensures a thorough monitoring of insanity acquittees. A person who becomes eligible for release has his case reviewed by a multidisciplinary committee or a psychiatric security review board. A decision for release is based and dependent on a set of conditions that the individual must follow to reduce danger to him. The individual is then watched and observed in the community. Failure to meet the set conditions will lead to his return to a 24-hr facility.

Slavery in Farming Research Paper Example | Topics and Well Written Essays - 3000 words

Slavery in Farming - Research Paper Example What is their living pattern, how much are they paid, what kind of working conditions are they experiencing and are they satisfied. In a Country like the United States, there are about 1.4 million farm workers who work in states like Washington, Texas, North Carolina, Oregon, Florida and about one-third of them are living in California. Majorly the farmers are working on the large farms. Most of the farm workers are immigrants and are part of the temporary population. From the times of Chinese gold diggers coming from the Pearl River Delta and trying to work on their native horticulture especially in the valleys and areas of California from the 19th century, the farm workers are most marginalized and are living a life which is precarious especially in the agriculture state along with slavery practice bringing with it from the South a lot of concerns about the agriculture. They are problems and the major problem is their language problem and this makes them live an isolated life, tota lly away from the outside world (Hopkinson, D. 2006).   During the New deal era, there was a Wagner Act along with national labor relations act which was signed by the President Franklin Roosevelt during the year 1935, sadly the farm workers were excluded from these acts as per the demand and request of the democratic senators coming from the south. They were not ready to extend the privileges to the African Americans and these were mostly the farm workers who were working in that region. The situation and condition along with the treatment had been the same with the farm workers since that time and no remedies and solutions have been taken out to work or improve conditions for them or think about them. Minimum wage laws do not apply federally to the farm workers along with the farmers not being entitled to the overtime pay as well. The labor rules totally change for the farm workers. Children who are of 12 years can be hired to work on the farms. According to some researchers and surveys, there has been an estimation of about 300,000 and 800,000 who work in the American fields at some point in their life in a year. There is no proper system to check, track and count them and their work. A lady from Bon Appetite Management company foundation, Vera Chang said that last week at the Eco-Farm Conference that about 22 full-time inspectors are taking control of 1.4 million farm workers and even during the 21st century there has been a systemic progress linked with the farm workers and their situation. Throughout America different incidents took place, from farm owners who were existing in Florida were charged for violating human rights and there have been about eight cases which involved slavery and about more than 1000 farm workers who were foreigners were prosecuted (Bushman, C. L., & Walker, J. 2002).  

Design a Trussed Bridge to Measure Strength to weight ration Essay

Design a Trussed Bridge to Measure Strength to weight ration - Essay Example Design a Trussed Bridge to Measure Strength to weight ration In this design competition, two models of Warren truss (Bridge A and Bridge B) are presented. The aim of the competition is to provide an analytical approach to the bridge design by subjecting the prototypes to damaging failures. In the designs of Bridge A and bridge B, â€Å"scientific principles, mathematical tools, and engineering concepts† are considered. Experimental testing gave the results as follows; Bridge A with a mass of 0.1892 Kg and 0.3m supports a mass of 25.251Kg, whereas Bridge B with a mass of 0.2003 Kg supported a mass of 5.729 Kg. 1. Introduction Bridges are solutions to complex puzzles. They help in overcoming common problems presented by rivers and lakes. Application of basic engineering principles results in the design of a model to mimic the actual bridge structures. The best bridge structure the one designed to be â€Å"most efficient, elegant, and safest† (Cronn-Mills 215). A truss is a common and basic design in bridge structures. It is a compi lation of straight members organized to transmit any load to entire structure (Zureick 51). The design used here in the Warren truss (Figure 1). Figure 1: Truss Bridge Geometry Materials Common truss bridges are from steel. However, in cases of minimal loads wooden truss bridges are used. When designing a bridge from any material, material stress is calculated. (Kappos 70). When the stress value is too high then the designer remains with only two options; increasing cross sectional area of the structure or redesign the geometry to allow even distribution of loads (Cronn-Mills 252). Either of the choice has a negative impact on the structure. Increasing cross sectional area will increase the weight of the structure to the truss (Zureick 52). (Zureick 52). This might cause more geometrical problems leading to poor performance of the bridge structure (Jurado 103). On the other hand, redesigning the geometry introduces more connections, which increases the possible failure points (Zurei ck 52). Objectives The main objective of the bridge design task is to design a final prototype bridge structure that can support heavy loads before undergoing damaging failure. Two structures are designed with the same material but in different ways. (i) Bridge A is designed with more triangle structures and a combination of both hollow cylindrical and rectangular members in the structure. (ii) Bridge B is designed with less triangular structures and larger cross section area than bridge B. It uses only the rectangular hollow members in the entire structure. Truss Loads There are three types of loads all bridges must withstand, the dead loads, live loads, and dynamic loads (Zureick 53).. (i) Dead Load The weight due to the bridge structure is the dead load. It comprises of the weight of truss â€Å"members, gusset plates, and road deck† (Kappos 71). Dead loads will not change during the life span of the bridge. This load can be computed by computing the weight of one truss me mber. (ii) Live Load This is the weight due to things moving over the bridge. Live loads are temporarily on the bridge and changes from time to time (Zureick 53). (iii) Dynamic Load Temporary load tends to perturb the bridge structure for a short time. Such load includes wind load acting against the side faces of the truss (Jurado 111). It results in the truss experiencing a drag force. 2. Methodology 2.1. Model Bridge designing Bridge A and bridge B are designed

Internal Auditing Concepts for Small and Medium Enterprises

Internal Auditing Concepts for Small and Medium Enterprises INTRODUCTION 1.0 Background Internal auditing is an independent appraisal function established within an organization to examine and evaluate its activities as a service to the organization. It helps an organization accomplish its objectives by bringing a systematic, disciplined approach to evaluate and improve the effectiveness of risk management, control, and governance processes (IIA, 2007). It delivers greater value to an organization by championing good governance, supporting enterprise risk management rollout, consolidating compliance processes, and potentially coordinating various other corporate monitoring functions (Rick Todd, 2008). Corporate governance is a set of processes, controls, and structures generally performed within the organization by, or on behalf of, stakeholders (including the board or other body directly appointed by stakeholders, to ensure that their interests are protected and their goals are achieved (Norman, 2007). Over the past years, there has been a loud call for â€Å"good governance† of organizations (Zeleke, 2007). In the wake of corporate scandals, widespread unethical behavior, and illegal activity in some of the most respected organizations, corporate governance has become important in both public and private organizations (Tumuheki, 2007). These accounting scandals and legislation highlight the critical role the internal audit function plays in corporate governance (Deborah et al, 2008). It is therefore not surprising that the Institute of Internal Auditors (IIA) puts a lot of effort in guiding its members to become corporate governance specialists, capable to assist both management and the board (Jan, 2005). Uganda, like other transition economies, now increasingly recognizes that corporate governance is an essential tool for prosperity and economic growth. (Tumuheki, 2007). For Small and Medium Enterprises, especially those with a serious desire to grow and perhaps someday get stock exchange listings of their own, they should consider adopting key elements of corporate governance as this will help them gain access to information and resources for growth. The presence of proper accounting and bookkeeping practices increases confidence in SMEs and makes them less risky to invest or finance. According to Wee Teck (2003), there has been a recent growing call for the application of corporate governance to SMEs. They argue that, corporate governance has similar benefits to SMEs as to listed companies and therefore similar guidelines that apply to listed companies should also be applicable to SMEs. 2.0 Statement of the Problem Small and Medium Enterprises (SMEs) are critical for Uganda because of their role in economic growth and poverty reduction. A dynamic and vibrant SME sector will provide sustainable growth, generate jobs and therefore reduce poverty levels .As companies globally face issues relating to transparency, accountability and timely disclosure of material information, the concept of corporate governance and business ethics in SMEs has gained significant importance (Shahnawaz, 2003). In Uganda, SMEs which form 90% of the private sector, lack organised in-house procedures to manage and supervise internal controls, risk management, business performance and cash flows. This has caused a high collapse rate, with 40 % failing within one year and 80 % within five years (Kasule, 2008) despite the high formation rate. This has prompted me to look at the relationship between internal audit proficiency and corporate governance in the small and medium scale enterprises in Uganda. 3.0 Purpose of the Study The purpose of the study seeks to evaluate the relationships between internal audit proficiency and internal controls; internal controls and corporate governance; internal audit proficiency and risk management; internal controls and risk management; and risk management and corporate governance in Ugandas SMEs. 4.0 Objectives of the Study The specific objectives of the study are stated below: i To establish the relationship between internal audit proficiency and internal controls in SMEs ii To establish the relationship between internal control systems and corporate governance in SMEs iii To establish the relationship between internal audit proficiency and risk management in SMEs iv To establish the relationship between internal controls and risk management in SMEs v To establish the relationship between risk management and corporate governance in SMEs. 5.0 Research Questions i) What are the causes of lack of internal audit proficiency in Ugandas SMEs? ii) What role can internal audit proficiency play to promote good corporate governance in Ugandas SMEs? 6.0 Scope of the Study The study will focus on internal audit proficiency, internal controls, risk management and corporate governance practices in Ugandas SMEs. It will be conducted within Kampala District since Kampala area has the largest number of SMEs in Uganda. The SMEs will be studied under the following categories; trade and commerce, service and manufacturing. 7.0 Significance of the Study The study will benefit the SME sector since it will highlight areas of emphasis that they should take advantage of. Scholars and academicians may be inspired to carry out further studies based on these findings. The study is expected to boost the literature gap on internal audit and corporate governance in the SME sector. Policy makers and other stakeholders will benefit from the findings of this research since they will be able to draw conclusions based on the findings. 8.0 Conceptual Framework The conceptual frame work draws upon the works of Faudziah et al, (2005), Laura Michael, (2002) and Tushabomwe (2006) with adjustments made to fit SMEs in Uganda. It explores the relationship between two variables; internal audit proficiency and corporate governance in Ugandas SMEs. According to Gerrit Ignace (2006), internal controls more specifically and risk management have been considered fundamental elements of organizational governance and that, it is the job of internal auditors to help organisations accomplish their objectives by bringing systematic and disciplined approaches to evaluate and improve the effectiveness of risk management, control and governance processes. Internal auditors have an important role in the corporate governance process (Jan, 2007) and therefore need to be out in front, leading organisations with regards to the internal control systems and also focusing on strategic business objectives. They also need to establish themselves as vital cogs in their organizations, rather than as observers who watch from the periphery and wait for events to impact them (Sawyer Vinten, 1996). Therefore their experience and skill in carrying out audit work is of great importance since constructive advice to the Board and management adds value to organizations. The following conceptual frame work will be used to guide the study.

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

To Kill a Movking Bird Tolerance Comes into Play Tolerance is a good virtue to own, without it there is no way to succeed. To Kill a Mockingbird is a great novel written by Harper Lee. In this book, a great deal of tolerance is shown by Atticus. His tolerance is shown especially in the town, when dealing with his kids and when talking to Aunt Alexandra. The theme of tolerance is shown by Atticus when he is in the town. Many of the town's people give Atticus a hard time because he is defending a black in court and he is white. There is a white person against the black yet Atticus is defending the black person, and that is what makes some people give him a hard time. In a quote from the book: "Your father's no better than the Niger's and trash he works for," said Mrs. Dubose to Scout. People just like Mrs. Dubose talk behind Atticus and also say mean or hateful things about him because he is defending a black. Although they say all this stuff he has enough tolerance and does not fight back nor say mean and/or hateful things towards them. He uses his self-control (tolerance) and lets them talk. He expresses in the book that, people can talk and say but you do not have to do anything about it. Atticus just lets it pass by him. This is one way he shows tolerance in the book. The theme of tolerance is shown by Atticus, when he is dealing with his kids. His two kids, Scout (girl) and Jem (boy), do get into mischief. And when they do he deals with it calmly and rationally. A quote dealing with this particular incident were he is talking to Scout is: "Let's get this clear: you do as Calpurnia tells you, you do as I tell you, and as long as your aunt's in the house you do as she tells you. Understand?" Atticus says this to Scout after she mouthed off at Aunt Alexandra. He calmly and rationally dealt with the situation then moved on. He didn't yell, hit, or argue, just simply stated the obvious. He shows a lot of tolerance when dealing with Scout and her stubborn ways. He does the same with Jem (Jeremy) as well. He treats his kids with respect as if they were adults. He does hot argue he says what he wants and if there is a conflict he walks away from it.