Philip Zambardo Research Paper Example | Topics and Well Written Essays - 1250 words

Philip Zambardo - Research Paper Example He has written many useful psychology books and text books for students. The Lucifer Effect and The Time Paradox are his famous books. He is currently heading a movement for everyday heroism and working as the director of The Heroic Imagination Project. In his book, The Lucifer Effect, Zimbardo explains how good people lead to engage in evil actions. He has formulated his theories after 30 years of research and his theories and arguments about how good people become bad people were hotly debated topics in America at present. There are many incidents in which people with good backgrounds turned to criminals. Zimbardo’s theories give us insights about the reasons for such transformations. He has conducted a prison study (Stanford prison study), in which he tried to study the behavior of innocent people when they face jail terms. This study has relevance now, especially because of the events such as the Abu Ghraib prisoner abuses in Iraq. I decided to research about Philip George Zimbardo mainly because of that. This paper analyses the life and contributions of Philip George Zimbardo. Philip George Zimbardo was born on March 23, 1933 in New York City in a family of Sicilian immigrants. He has completed his BA from Brooklyn College in 1954, with psychology, sociology, and anthropology as the major subjects. He has completed his M.S. degree in 1955 and achieved a PhD in psychology from Yale University in 1959. Initially he worked in various universities as a professor. New York University, Columbia University, Stanford University and Yale are some of the institutions in which he worked as a professor in psychology. While he was working in Stanford University, he has conducted prison study in 1971 which is famous as Stanford prison study now. He has selected some college students and assigned them roles of "prisoners" or "guards" in a mock prison located in the basement of the psychology building at Stanford. He was forced to stop his studies after six days ev en though he planned the study for two weeks because of the emotional problems faced by the students. Even though the student volunteers knew that they were being used in a study and all the actions performed in this study are only mock actions, it was difficult for them to keep their emotions intact because of the terrible settings created by Zimbardo. On arrival, the â€Å"prisoners† or the student volunteers were stripped, searched, shaved and deloused which caused a great deal of humiliation in the designed Stanford prison. Zimbardo succeeded in creating a real jail like environment and it was too difficult for the participants to adjust with it for longer period. â€Å"The test got so out of hand that it was broken off after only 6 days. Since then, Zimbardo has never spoken about the experiment, until the arrival of his book entitled ’The Lucifer Effect’† (Zimbardo breaks his silence). The â€Å"Lucifer Effect† describes the point in time whe n an ordinary, normal person first crosses the boundary between good and evil to engage in an evil action. It represents a transformation of human character that is significant in its consequences. Such transformations are more likely to occur in novel settings, in â€Å"total situations,† where social situational forces are sufficiently powerful to overwhelm, or set aside temporally, personal attributes of morality, compassion, or sense of justice and fair play

Communicating Total Rewards Essay Example | Topics and Well Written Essays - 500 words

Communicating Total Rewards - Essay Example The desired information concerning total rewards, benefits and compensation to the prospective employees of One Click Marketing Company will be communicated by use of the internet, television sets, radios and newspapers will be employed in delivering the message to the desired audience (Kaplan 2007). For instance, television and Radio advertisements will be mostly aired before and after most preferred programs, by many viewers and listeners. Also, newspapers and magazines with wide coverage will be utilized in targeting and delivering the message to the desired audience. DeliverablesThe preferred form of deliverable selected for the project is total rewards statement. Total rewards statement was selected basing on the deliverables ability to capture the desired information being expected by prospective.   Total reward statement provides satisfaction to the prospective employees by recognizing their contribution towards the organization, through provision of equitable compensations as well as being recognized during organization’s decision making process.   Delivery of the information regarding total rewards to prospective employees will be carried out by the sales’ and marketing department, in conjunction with human resource department. The two departments will have to liaise with one another so as to deliver quality information regarding total rewards to prospective employees at the right time.The total rewards information about One click Marketing Company will be communicated to prospective employees.

Potential Costs of Adopting a Free Trade Regime Research Paper

Potential Costs of Adopting a Free Trade Regime - Research Paper Example Having a free trade regime requires more products to be created thus more waste gets ejected into the environment (Scott, 2003). Therefore, the environment would be heavily destroyed countries that manufacture goods for export than those that import. Workers in major importing countries would also pay heavily for their jobs (Scott, 2003). This is because; countries that import more have higher labor and production costs. These costs need to be cut, and thanks to a free market, their jobs would be moved to countries that have lower production and labor costs. The transfer of jobs to lower cost countries would lead to mass displacement of people (Jie, n.d., para. 2). This would be in order to create more space for manufacturing industries. Agricultural activities would be affected, as farmers’ land would be alienated. The government should intervene as all these issues affect its subjects. They should do so by regulating the disposal of waste and ensure job security. In addition , they should seek alternative means that lead to reduced production costs. As a result, jobs for many workers would be secured, and the cost of living will not be elevated. In conclusion, free trade regimes usually open borders for free trade, which bring the positive impact. However, the price to pay for this is really high, and; therefore, governments should intervene.

Are Black Afro Caribbean boys underachieving within the Education Dissertation - 1

Are Black Afro Caribbean boys underachieving within the Education system that are born in the UK - Dissertation Example However, it is also important to understand that success is about opportunity. In the case of Black Afro Caribbean boys, the opportunity for them may also rely on the level of encouragement given to them for success. These children are mostly encouraged to participate in sports, dance or music, but not on professions such as in line with politics and law. The sole purpose is to make them role models in arts and entertainment (BBC News, 2011). Thus, these children are given less substantial background on politics and law but they are rather given much exposure in areas such as sports, dance or music. Certainly, there are different perceptions or ideas about achieving and under achieving. In short, the perception about success may vary. This means that Black Afro Caribbean boys can become successful when it comes to the opportunity given to them but not on areas where they are not given much exposure or encouragement. Prior to the understanding of underachieving among Black Afro Caribb ean boys within the UK’s education system, it is important to understand the derivation of acknowledgement of achievement. Achievement in the academe is given greater weight in the measurement of one’s level of attainment in life. Education particularly in the UK is given with great importance. That is why performing better in the academe has become a good measure of one’s success. There is only secondary evaluation given to areas which pertain to talents and skills. In line with this, Black Afro Caribbean boys are usually secluded from academic evaluation due to the fact that they are much exposed to sports, dance, music and other skill and talent related areas. However, the issue of racial discrimination especially among teachers on black Caribbean pupils exists in the education system (Thomas et al., 2009). In this way, the entire evaluation system may not be having enough solid foundation for concise evaluative process. Thus, more relevant bases are necessar y in order to find out how exactly black Caribbean pupils are performing in school. Objectives It is in line with this that the proponent of this paper tries to evaluate and find out if Black Afro Caribbean boys are really underachieving in the academe provided that they are much exposed to sports, dance, and music and even susceptible to racial discrimination. On the other hand, it is also part of this paper to define what exactly are the bases or standards used in evaluating under achievement among Black Afro Caribbean boys. The proponent will particularly answer the following questions at the end of the study. 1. What are the reasons why children underachieve in education? 2. Are black Afro Caribbean boys especially under achieving within the education system in the UK? 3. What are the reasons and effects of different education system in the UK on black afro Caribbean’s boys lerning? 4. What are the prevailing perception and acknowledgement of achieving and under achieving ? 5. How and where does the acknowledgement of achievement derive? 6. Do black afro Caribbean boys have the same opportunities or expectations to achieve? 7. Are black afro Caribbean boys affected by the lack of male role models? 8. Do teachers have low expectations of social groups such as looked after children, asylum seekers, single parented families and the disabled etc? Methodology The proponent in general would therefore investigate the reasons why

NAEYC article assignment Essay Example | Topics and Well Written Essays - 250 words

NAEYC article assignment - Essay Example The United States is a diverse country and an early education centre is likely to have many children with different linguistic backgrounds. The inability of early child educators to speak all the home languages of children makes it difficult to preserve those languages. The lack of programs focusing on instilling early educators with relevant languages makes it impossible for the teachers to respond appropriately to the call of preserving home languages of children. The design of early education program still makes it a huge challenge for early educators to meet the needs of children and families in terms of linguistic and cultural diversity. Early childhood programs are basically designed with the main language as English, which does not reflect the diverse nature of the American population. The implementation of the NAEYC recommendations requires complete dedication of the early childhood educator. As such I will actively engage with parents and strive to gain knowledge about all the children in order to ensure that each child is served better. I will ensure coherent working relationship with parents in order to ensure that I provide quality care and education for every child under my

Coffee shop Essay Example for Free

Coffee shop Essay Studying the fundamental reasons why the proponents aim to establish a business coffee shop’. A coffee shop or cafeteria businesses are already popular worldwide, too many names, establishment and products. Almost every coffee shop businesses stay long because of satisfying income. How about innovation to this business that have a risk but can probably maximize profit. Mobile coffee shops that acquired equipments that almost within a vehicle that travels to different places is definitely unique and new that’s why it is feasible. The proponents are aiming to study the reasons this business should be implemented and figured out a solution to all the problems that may encounter to the research. These are some reasons and problems: 1. An innovation should have a perfect research before implementing and it is bit difficult to introduce to the mass market. 2. Risky is involved because it can easily bump by other cars that it may destroy the vehicle full of machineries and high value assets and equipment that can probably explode. 3. Implementing is one of the hardest part because it has a lot of process and there were only few high-ways to trip, also it has limited places to go like traveling at the urban areas and primary highways. 4. Supply of coffee beans can be also limited, Benguet, the province itself produce supply of resources wherein the harvest is by season. 5. The weather of course can cause the profit loss especially here in Benguet where rainy season is mostly half-year. I. Project Summary I. 1 NAME OF THE BUSINESS â€Å" Clique Mobile Cafe Clique is the proposed name of the business because it’s a converted vehicle that in just one click it is transformed into a business mobile and it has Wi-Fi. In addition, ‘mobile’, as the word itself, it can travel to one place to another while the mobile itself is the kitchen. I. 2 BUSINESS LOGO I. 3 LOCATION Burnham Park Baguio City, Benguet I. 4 DESCRIPTIVE DEFINITION OF THE PROJECT Clique Cafe is a coffee shop that serves not only beverages but includes food, bread and pastry products. It has small kitchen, machineries in making coffee and pastry products and a small portable comfort room. The dining is an open area just outside around the vehicle wherein all the tables and chairs are portable including the tabernacles and tent that covers the place. It has a dimension of 21ft x 9ft x 9ft. It’s a food and beverage business which the main product is coffee. It travels to different places where people usually hang-out. Clique Cafe serves some beverages such as herbal tea, hot and cold Choco coffee. I. 5 VISION AND MISSION Vision: We aim to travel nationwide to provide the best quality coffee and bread for breakfast in every Filipino household that can purchase our most affordable product. We intend to promote tourism and make our own trademark name of coffee product that positions ourselves as premier coffee shop nationwide. Mission: To provide the best quality and most satisfying offer produc   with high standard services. To continuously promote teamwork and excellence in our establishment and provide a good environmental relationship between our employees and customers. I. 6 Objective There are two main products we aim to provide to our market. Our cafe will establish the commonly used style of coffee which is serving coffee and bread. But we want to make name for our own product. We aim in making our very own unique taste for our products that our market would want to have. We strongly believe that this would be possible by the aid of using indigenous raw product we have in Baguio. Being a city located in the Benguet Province, the province mainly produces harvest of coffee beans that have quality which can compete with its own flavor. This flavor is what we want to introduce in the mass market. The Province also is the main provider of fresh vegetables and fruits that our cafe can make use of in producing breads. We will able to make recipes from these indigenous products. These are the product that Clique Mobile Cafe would be proud of and carry under its brand. Clique Mobile Cafe goal is to satisfy our customer by the unique products with the very best of goods and services that we can offer. And we want our business and product will known all over the world. I. 7 History †¢Coffee History The history of coffee goes at least as far back as the thirteenth century with a number of myths surrounding its first use. The original native population of coffee is thought to have come from East Africa specifically to Ethiopia, and it was first cultivated by Arabs from the 14th century. The earliest credible evidence of either coffee drinking or knowledge of the coffee tree appears in the middle of the 15th century, in the Sufi monasteries of Yemen. By the 16th century, it had reached the rest of the Middle East, Persia, Turkey and northern Africa. Coffee then spread to the Balkans, Italy and to the rest of Europe, to Indonesia and then to the Americas. †¢Coffee shop History Coffeehouse and coffee shop are related terms for an establishment which primarily serves prepared coffee and other hot beverages. Cafe or cafe or c aff may refer to a coffeehouse, bar, tea room, small and cheap restaurant, transport cafe, or other casual eating and drinking place, depending on the culture. A coffeehouse may share some of the same characteristics of a bar or restaurant, but it is different from a c afeteria. As the name suggests, coffeehouses focus on providing c offee and tea as well as light snacks. Many coffee houses in the Middle East, and in West Asian immigrant districts in the Western world, offer shisha (nargile in Turkish and Greek), flavored tobacco smoked through a hookah. Espresso barsare a type of coffeehouse that specializes in serving espresso and espresso-based drinks. II. MANAGEMENT ASPECT BUSINESS ORGANIZATION A business organization is an individual or group of people that collaborate to achieve certain commercial goals. Some business organizations are formed to earn income for owners. Other business organizations, called nonprofits, are formed for public purposes. These businesses often raise money and utilize other resources to provide or support public programs. 2. 1 Partnership Partnership is a business organization in which two or more individuals manage and operate the business. Both owners are equally and personally liable for the debts from the business. Therefore the proponents will adopt the Partnership form of business. The proponents chose partnership because it’s not big and broad as a corporation and the capital is lesser than a larger business. The proposed project is easily managed by two or more people or the owners itself. ?Rules and Guidelines of Partnership One of the potential drawbacks of a partnership is that the other partners are bound to contracts signed by each other on behalf of the partnership. Choosing partners you can trust, and who are savvy, is critical. †¢Making Money Making money is the first rule because it is the biggest impetus for any deal. The deals that actually get done are the ones that can prove their worth. Companies often have a minimum monetary threshold, but if you can prove that a lucrative alliance can be made, then you should be in discussion about working together. †¢Naming Business Naming business partnership is actually a very important step in creating partnership agreement because it formally establishes the business entity for legal purposes. All documents referring to the partnership should use the partnerships name, once you and your business partners register it. †¢Contribution to Partnership A partnership agreement must include the capital or property each of the partners is investing in the company. The agreement should also include what roles each partner will be performing when the business is operational, including managerial capacities and who controls the day-to-day operation of the business. The partners dedicate resources such as financial, technical, staff and reputational toward achieving agreed objectives over time. They also establish a new organization with shared governance and a management unit to deliver these activities. Partners dont draw a salary and share profits and losses equally. Partners have a duty of loyalty to the other partners and must not enrich themselves at the expense of the partnership, and also have a duty to provide financial accounting to the other partners. †¢Allocating Profits and Losses Allocating profits and losses is a key element of companys partnership agreement. This section of agreement determines how much money each partner stands to make, including what percentage of profit each member may receive, as well as what percentage of business losses each partner must absorb. Its usually illegal to create a partnership agreement that assigns a higher percentage liability to a partner than the partner originally invested in the company. Keeping responsibility for losses commensurate with each partners percentage investment should preserve the legal integrity of the document. †¢Determining Partnership Authority Without specific language detailing each partner’s authority in the business, any partner can force the entire company into a binding legal agreement without the consent of your other partners. Clearly defining each partners power within the company to enter into binding agreements keeps the partnership from spreading itself too thin and making bad business decisions. This rule can also put a system in place for the partnership to make business decisions, including rules on voting and obtaining partner consent. The other rules would be found in a written partnership agreement. Such an agreement could outline procedures for making major business decisions, how profits and losses will be split, and how much control each partner maintains. 2. 2 Owner of the Business Clique mobile cafe is owned by Mr. John Ericson P. Amistad and Ahldrin L. Abellera.

Being an effective primary school teacher

Being an effective primary school teacher Being an effective primary school teacher Introduction This essay discusses the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay explores this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay begins by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moves on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. The essay then moves on to looking at the qualities of effective teachers, and effective teaching in a primary setting, and concludes that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. Recent policies and initiatives in primary education In terms of Government policy towards primary education, in 2003, the Government launched the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  which set out a vision for the future of primary education built, formally, on the striving for higher standards through the formulation of a rich and varied curriculum which is aimed at developing children in a number of ways. As explained by the DfCSF (2008), the key to making this vision a reality lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. The DfCSF (2008) also noted that the aims of the policy  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  should also be achieved through schools being able to set their own targets, based on challenging but realistic targets for the progress of each individual child, with LEA targets being set after this. In addition, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  encourages schools to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  was intended as an enabler, with leadership in schools being strengthened in terms of professional development of teachers towards the whole curriculum, and in terms of helping schools themselves design broad curriculum that links different areas of the curriculum and which thus provides children with as wide as possible a range of learning experiences (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  argues that the best primary schools are those that offer a broad and rich curriculum, and that, based on this it is fundamental that schools develop their own distinctive character through taking ownership of the curriculum, by being creative and innovative, using tests, targets and tables to help every child to develop his or her potential (DfES, 2003). Essentially, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) urged the promotion of excellence in primary teaching through building on the success of the National Literacy and Numeracy Strategies, using the new Primary Strategies to extend this success in to other areas of the curriculum, including in foreign languages, sport and creativity, amongst other areas, measuring the success of this curriculum through assessments (DfES, 2003). The Assessment Process: its implications for teaching practice and childhood attainment There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which t he children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. In terms of how the assessment is actually made (i.e., the actual process of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the child’s development, and focused assessments, based on observation where observation is understood to mean â€Å"the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and understanding† (NAA, 2007). As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effe ctiveness be improved. Teachers thus need to be competent in many areas in order to ensure that the assessment process goes smoothly for all concerned and that the assessment process is something that can be useful for teachers, in terms of improving teaching practices. The need for teachers to be competent in the assessment of children is reflected in the fact that the DfEE (2000) list of standards for teachers lists the ability to assess and record each pupils progress systematically as a competency (Kyriacou, 1999; p.106). In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can make the best, fullest, use of the information. The Primary Strategies outlined in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  thus built on the National Literacy and Numeracy Strategies to lead to the development of the Primary Curriculum, with the National Literacy and Numeracy Strategies being embedded in the  Primary Strategy  (under the framework of the Primary Framework for literacy and mathematics that was launched in October 2006) (DfCSF, 2008). This new framework builds on the learning that has taken place since the National Literacy and Numeracy Strategies were launched in 2003, providing new structures and new impetus to the vision embodied in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), extending, as it does, the support given only to literacy and to numeracy to other subjects (DfCSF, 2008). The overall ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). In terms of the future education of primary children, and how assessments at the primary level affect children’s future educational development, it is well documented that the level of educational attainment of a child (as assessed through Key Stage 1 assessments) cannot – alone – be used as an indicator of how well a particular teacher or school has performed; it is the  relative  progress that needs to be considered in terms of making an assessment of how children’s future educational prospects are affected by the assessment process (Kyriacou, 1999; p. 106). Ways to do this include taking baseline measurements of achievement and comparing these with achievement following a certain time period of education, or taking value-added measurements (Kyriacou, 1999; p.106). In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). As discussed by AAIA (2007), however, Key Stage 1 attainments cannot be directly related to National Curriculum levels and any such attempts would result in spurious information (NAA, 2006). It is clear, however, that the higher the child’s assessment at Key Stage 1, the more likely it is that the child would attain high levels following the National Curriculum tests (AAIA, 2007). Models of good early years education Cohen  et al.  (2004) provides information on how to plan and organise classes, and shows how the Qualification and Curriculum Authority (QCA) has set out principles for early years education (QCA, 1999; 2000; 2001), on the basis that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure†. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of children’s needs and should provide planned and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respo nd appropriately to the children under their care. This is on the basis that â€Å"parents are children’s first and most enduring educators† (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through Early Learning Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohen  et al.,  2004; Parliamentary Office of Science and Technology, 2000). Cohen  et al.  (2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). As Morrison (2000; p.122) states, â€Å"the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning†. This is conducted, generally, through four key elements: classroom arrangements (with such things as centres of interest), daily schedules of plan-do-review sessions, key curricular and learning experiences and content and assessments through observation, rec ording and sharing, using authentic assessment and portfolios (Cohen  et al.,  2004). By following such suggestions for enabling learning at the primary level,  continuity  and  progression  are ensured. Continuity  is  generally defined, and understood, as ensuring that the overall aims, values and beliefs that give direction to, and put boundaries around, the scheme of work are consistent, regardless of who is teaching or answering later questions (Fabian and Dunlop, 2002).  Progression  is defined, and understood, generally, as the process through which the schools planned activities gradually extend pupils’ thinking, their exploration of values and attitudes, enrich language, knowledge and strategies through increasingly demanding inputs and challenging explorations, matched to pupils chronological age, readiness and circumstance (Fabian and Dunlop, 2002). Through ensuring continuity and progression, children can be enabled to achieve the goals they want to achieve, within the frameworks that are set them. My personal teaching ethos This section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. In essence, I concur with Cohen  et al.  (2004) that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure† and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). Taylor and Hayes (2001) provide a discussion as to how education  should  be delivered, leading me to arrive at several conclusions as to how I should organize my time as a teacher in order to provide the most effective teaching possible to my pupils. I agree with the aims of the Primary Strategy as set out in the policy document,  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), which  encourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The dictates of the assessment processes and the Curriculum mean I have to teach within these boundaries, but this does not mean that lessons have to be rigid and that assessments and tests and Curriculum have to be frightening terms to primary age pupils. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the children’s sense of wonder is upheld (see Allen and Ainley, 2007) and that children’s awareness of themselves as part of a whole and as spiritual beings is also encouraged (Eaude, 2005). My aim as a primary teacher is to foster a sense of enjoyment in the learning process and, through this, to foster a love of learning that will continue well beyond the primary level, encouraging success at the secondary level and forging a lifelong love of learning in each individual pupil, based on a sense of wonder at the world, its contents and its processes. I, personally, agree with Cohen  et al.  (2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). It is my aim as a teacher, wishing to be an effective teacher, to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. The Success of New Labour’s Policy Towards Primary Education Tymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, independent tests of children’s attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. A recent Oftsted report (Ofsted, 2003) also shows that some of the aims of the National Numeracy and Literacy Strategy were not achieved (with weak subject knowledge being a common failure of schools), suggesting the Government’s approach to primary education needs to be looked at further. Allen and Ainley (2007) back this suggestion, through their analysis of education in the UK, presented in their book  Education make you fick, innit?  Allen and Ainley argue that as institutionalized learning has become more common-place in the Uk, through schools and work-based training programmes, possibilities have been foreclosed for emancipating minds, something that is increasingly being applied to primary level education, through the introduction of the Primary Strategy, for example, and the assessment-based curriculum this embodies, which, argue Allen and Ainley (2007) forces teachers to concentrate more on training children in the Curriculum for the purpose of attaining high scores on the assessments than on actually instilling a sense of wonder in learning. Allen and Ainley (2007) argue that this process is killing the sense of wonder in children, and that, even for primary school children, education, the process of going to school, has become little more than a daily g rind, rather than a joyous process the children are happy to undertake because they enjoy the process and because the process can bring them knowledge and enjoyment. Conclusion This essay has discussed the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moved on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. The essay then moved on to looking at the qualities of effective teachers, and effective t eaching in a primary setting, and concluded that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. The main conclusion to the essay is that effective teaching at the primary level should serve to instill a sense of the wonder of learning and should open children’s minds to the possibilities that learning, and the learning process, encompasses. I converge with Allen and Ainley (2007) that the current trend towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004). That the overall stated ethos of the new Primary Strategy framework is that an excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008) is thus a good basis to begin, as an effective teacher, but, in order to avoid boredom in the education process, and psychological problems, due to the huge amount of testing and assessment primary children are subject to, effective teaching not only needs to teach the Curriculum and prepare children for the battery of tests and assessments they will be subjected to, but also needs to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. 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