Essay on The Decision to Drop the Atomic Bomb - 2010 Words

Technology has allowed for the furtherance of warfare, from the invention of gun powder to the splitting of the atom. These findings have propelled the leap of numerous nations’ in the ability to wage war against each other. Of these discoveries, the splitting atom spawned an invention that would hurl the world from conventional warfare into the nuclear age. These ideals were the brainstorming of some of the greatest minds in America and abroad. These scientists began to formulate the creation of the atomic bomb, a device that would change the world in ways that had never been imagined before. The world changed the day that the atomic bomb was dropped on Japan. This evoked a cataclysmic spiral in the morals and methods of how†¦show more content†¦Truman’s inner council was made up of high level government officials who included: The Secretary of State , Secretary of War , Asst. Secretary of War , Secretary of the Navy , Admiral Leahy , General Marshall , and all the members of the Joint Chiefs of Staff. With this conglomerate of mentors, Truman sought the truth as well as the consequences with the decision to press ahead with this operation. In a memorandum to President Truman from Secretary of War Henry Stimson in an eye opening statement said; â€Å"Within four months we shall in all probability have completed the most terrible weapon ever known in human history, one bomb which could destroy a whole city.† Did Truman not have a heart, knowing those that would be caught up in the collateral damage of war would be non-combatants? Is it adventitious to think Truman would have entertained other venues of peace with the delivery of such a statement? Not only did Secretary Stimson think that the proposed dropping of the bomb was not within the moral arena of thought, others too voiced their opinions on the subject to the President. General Groves Secretary of the Army painted a bleak picture that predicted a desolate civilization to Truman in a statement he made. â€Å"Atomic energy if controlled by the major peace-loving nationsShow MoreRelatedThe Decision Of Drop The Atomic Bomb2270 Words   |  10 PagesTh e decision to drop the atomic bomb, made by President Truman, was largely influenced by political factors rather than military factors. Traditionalist historians argue from the military perspective that the bomb was used to end the war as quickly as possible and with as minimal causalities as possible. Revisionist historians, on the other hand, argue the political perspective where they believe that the bomb was dropped as a diplomatic tool to intimidate the rising superpower that was the SovietRead MoreThe Decision Of Drop An Atomic Bomb1901 Words   |  8 PagesThe decision to drop an atomic bomb is one of the hardest a commander-in-chief could make during their life. Let alone a president that was just inaugurated two months prior in the middle of World War II. This was the case for former President Harry S. Truman and it changed the world forever. In his eyes at the time and from the information given to him by his advisors this was the best option to end the fastest with the least amount of casualties for both the Americans and the Japanese. ThroughoutRead More The Decision To Drop The Atomic Bomb Essay897 Words   |  4 PagesPresident Trumans decision to drop the atomic bomb on the cities of Hiroshima and Nagasaki were the direct cause for the end of World War II in the Pacific. The United States felt it was necessary to drop the atomic bombs on these two cities or it would suffer more casualties. Not only could the lives of many soldiers have been taken, but possibly the lives of many innocent Americans. The United States will always try to avoid the loss of American civilians at all costs, even if that means takingRead MoreEssay on The Decision to Drop the Atomic Bomb1543 Words   |  7 PagesThe Decision to Drop the Atomic Bomb On December 7, 1941, Japan bombed the United States naval facility known as Pearl Harbor. This attack brought the United States into World War Two. Within the four years that followed, the United States--under the presidency of Franklin D. Roosevelt-- researched and developed an atomic bomb. This was known as the Manhattan Project. Such a bomb was more powerful and destructive than any ever known to man. After FDR died on April 12,Read MoreUnderstanding the Decisions to Drop The Atomic Bomb Essay873 Words   |  4 Pagesbegan to research atomic energy and the possibility of creating an atomic bomb (Walker 10). When the bombs were created, the arguments for and against the use of it were gruesome, lengthy, and all understandable in some way. During the decision to drop atomic bombs on Japan, President Harry S. Truman and his fellow politicians had to consider the ethical arguments provided by the scientific community and the pragmatic arguments provided by the military; in order to make a decision that would be theRead More Americas Decision to Drop the Atomic Bomb Essay2960 Words   |  12 Pagesscrutinized issue of the twentieth century was President Harry Truman’s decision to unleash atomic bombs on Hiroshima and Nagasaki in the summer of 1945. While the sequence of events preceding that fateful summer morning of August 6,1945 are fully understood, the motive s behind Truman’s actions are shrouded in controversy. Top military officials publicly denounced the use of such a horrendous weapon, while the obvious advantages to the bomb, traditionalists argue, was a shortened Pacific War. ParallacticRead MoreHarry Trumans Decision to Drop the Atomic Bomb1314 Words   |  6 PagesTruman’s decision to drop atomic bombs on Hiroshima and Nagasaki justified? A. Plan of Investigation Research Question: To what extent was Harry Truman’s decision to drop atomic bombs on Hiroshima and Nagasaki justified? This investigation assesses President Harry Truman’s decision to drop atomic bombs on both Hiroshima and Nagasaki. It will determine whether or not his decision was justified. This investigation will scrutinize the reasons that made Harry Truman feel inclined to drop atomicRead MoreTrumans Decision to Drop the Atomic Bomb Essay488 Words   |  2 PagesTrumans Decision to Drop the Atomic Bomb Many debates have been provoked based on President Trumans decision to drop the atomic bomb on Hiroshima and Nagasaki in 1945. The debate is not solely based on the bomb being dropped, but more on the actual necessity and intention of the bomb being dropped. I believe that the Presidents decision was based dually on military necessity and on the Nations reputation. Truman was notRead MorePresident Truman’s Decision to Drop the Atomic Bomb Essay1555 Words   |  7 Pagesafter something has happened, what should have been done or what caused the event†. It is a fair assumption that most people understand the old adage â€Å"hindsight is always 20/20†; alluding to the fact that, in our everyday lives, we as humans make decisions based on what we know, what seems right and occasionally what makes our lives easier. The average person does not have the mental capability to consider every possible outcome that a choice will have on his entire life, all within the thought processRead MoreEssay about Trumans Decision to Drop the Atomic Bomb504 Words   |  3 Pagesthe toughest decision in your life, whether sacrificing a million of our men and thousands of war ships and plans, verses several thousand of Japanese civilian populists. This decision was on the shoulder of Harry S. Truman, the United States President, who had to make this decision by deciding whether or not to drop a newly designed weapon. The atomic bomb was tested in the sands of New Mexico, where it proved to be very successful. Harry S. Truman made a very successful decision, because he wanted

Darwinism in Great Expectations by Charles Dickens Essay...

Few people argue that Great Expectations, one of Dickens’s later novels, is a Darwinian work. Goldie Morgentaler, in her essay â€Å"Meditating on the Low: A Darwinian Reading of Great Expectations,† is one of those few. She argues primarily that Darwin’s Origin of the Species was a major topic of discussion in Dickens’s circle at the time he wrote Great Expectations, and that Great Expectations â€Å"marks the first time that Dickens jettisons heredity as a determining factor in the formation of the self† (Morgentaler, 708). This fascinating insight draws one to read more of Morgentaler’s essay. It does not, however, compel the reader to admit that Dickens became Darwinian. Morgentaler’s main argument, though useful, could point just as†¦show more content†¦Although she says that, â€Å"hereditary transmission is the sine qua non of evolutionary theory† and, in other writers of the late nineteenth century, this â €Å"intensif[ied] interest in heredity as a literary theme† (709), she concludes that Darwin’s influence on Dickens was to let him â€Å"shake off his earlier adherence to heredity as a way of explaining personality† (709). In other words, Darwin’s impact on Dickens was to make Dickens reject Darwin’s major point. This implies that Dickens was, in reality, an anti-Darwinian, someone who saw that Darwinian thought was dangerous, and who therefore, in reaction, tried to remove elements from his own worldview that led to the same evolutionary conclusions as Darwin proposed. He was as Darwinian as someone who reads Kant and rejects the idea of mental categories is Kantian. To show how this is true, it is necessary to demonstrate how Dickens’s rejection of hereditary influence in Great Expectations creates a novel that is actually quite opposed to evolutionary theories. Morgentaler’s own observations provide the material for this demonstration. While earlier books by Dickens had insisted â€Å"on the essential godliness of the goodhearted . . . amenable to hereditary transmission from one generation to the next,† here, â€Å"the emphasis on the ideal has given way to a demonstration of the omnipresence of the base† (715). This theme of guilt, lowness, and criminality is truly one of the central traitsShow MoreRelatedVictorian Novel9605 Words   |  39 Pagesdates frame the period of Victorian literature, it is commonly accepted that it was the reign of Queen Victoria (1837-1901) that saw the novel emerge and flourish, all the more that the 1937 was the year when Dickens’ Oliver Twist, the first major work of fictio n. The first readers of both, Dickens and Eliot were not conscious they lived in the ‘Victorian period’. They thought that this was a modern era marked with turbulent transition. However, the most crucial writers of the period grew up in the earlierRead MoreThe Colonial Implications in Jane Eyre and Great Expectations3008 Words   |  13 Pagesthese claims of Spivak be applied to Charles Dickens Great Expectations and Charlotte Brontes Jane Eyre and to what extent do these novelists draw from the colonial discourse in their representation of the `non- Western world? The Victorian novel has performed an important service in Eurocentric epistemologies and colonial ideologies in formulating the colonial discourse and establishing the alterity of `self and the `Other. Both Great Expectations and Jane Eyre, like most novels producedRead MoreIndustrial Revolution in Victorian England3817 Words   |  16 Pagesfrom 32 years to 39 years, an increase of a little over 20 percent† (Brown 36). The growth in population required innovations that would provide for a new generation of people. One reason that the population spiked so sharply was because of the Great Potato Famine in Ireland. During this time, the main food that the Irish relied on, potatoes, became diseased and many people starved to death. Because of this, many Irish settlers immigrated to England. New â€Å"manufactories† (Outman 7) were neededRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPerformance Appraisal Around the World 558 An Ethical Choice Recruiting the Unemployed 561 Self-Assessment Library How Good Am I at Giving Performance Feedback? 563 Myth or Science? â€Å"Work Is Making Us Fat† 564 Point/Counterpoint Social Media Is a Great Source of New Hires 567 Questions for Review 568 Experiential Exercise Evaluating Performance and Providing Feedback 568 Ethical Dilemma Credit Checking 568 Case Incident 1 The End of the Performance Appraisal? 569 Case Incident 2 Job Candidates Without

Effect Value Versus Historical Cost Report -Myassignmenthelp.Com

Question: Discuss About The Effect Value Versus Historical Cost Report? Answer: Introducation AASB 116 outlines the accounting treatment for property, plant and equipment. For the measurement of fair value of these tangible asset this standards lays down provisions for recognition and measurement of fair value (AASB 116.Property Plant and Equipment, 2016). The initial cost of acquiring the asset and the subsequent cost for repairs and maintenance are included in the cost of the asset for the measurement of fair value. The measurement of any item of plant, property and equipment is done at cost. The cost of an item will be the cash price paid. For the purpose of recognition the entity can use the revaluation model or cost model provided by the standard. As per the cost model the cost of the asset less its accumulated depreciation would be the book value. The revaluation model measures fair value of any asset at a particular date after considering the market participants interest in the property. Relevant Issues: The concept of highest and best use reflects an assumption upon which the fair value of the asset is based. For the purpose of determining most probable selling price it may be appropriate to reflect highest and best use. Determination of highest and best use involves recognizing the motivations of marketing participants. These motivations are based up on expectations of benefits that will accrue to property owner. Application to aged care home When not for profit entities acquire an asset as result of charity, then the cost of the item will be its fair value measured at the date of acquiring the asset (Collings, 2015). The initial recognition is done at fair value. For the Not- For- profit entities it is reasonable to valuate an asset at the cost model, after the initial recognition. The fair value is generally measured by the market evidence undertaken by professional. Two possible uses Thus, two possible uses of any asset will be its current use and the highest and the best use. The psychology assets of old aged home are not put to their best use. If the asset is sold to any market participant, he will use the asset to generate profit. This creates discrepancy in measuring the fair value. Accounting Justification: AASB 136 provides provision relating to impairment of assets. Para 58 to 64 of the specified standard provides specification relating to recognition and measurement of impairment loss on assets. Relevant Issues: Para 104-108 specifies the provision relating to impairment of loss on cash generated unit. Same provision have been applied in present case in order the ascertain capital loss on cash generating unit. The remaining amount of impairment loss will be allocated to plant i.e. ($ 200 -$25 -$20) $155. Thus, the amount at which plant will be recorded in books of accounts will be ($850- $155) i.e. $ 695. Impairment loss of Leisure Total carried value of Time - Recoverable value of Time = Impairment loss =$1002 -$990 =$12 Allocation of impairment loss to specified asset: Goodwill Impairment loss will initially be provided to goodwill till its value becomes zero or till the total amount of impairment loss is adjusted; whichever is lower. Thus out of $12 will be allocated to goodwill and the amount at which goodwill will be recorded in books of accounts will be ($20 -$12) $8. General Journal Entries 31/12/16: Date Account DR CR 31st December 2016 Impairment Loss A/c 200 To Patent A/c 20 To Goodwill A/c 25 To Accumulated depreciation impairment loss- Plant 155 (Recognition of impairment loss relating to time division) 31st December 2016 Impairment Loss A/c 12 To Goodwill A/c 12 (Recognition of impairment loss relating to leisure division) Impairment Test 31/12/17 Impairment loss of Time Total carried value of Time - Recoverable value of Time = Impairment loss (International Accounting Standards Board, 2014) $1322-$1502 As recoverable value is higher than carried value; no impairment loss will be recognized in this year . Impairment loss of Leisure Total carried value of Time - Recoverable value of Time = Impairment loss =$1433 -1520 As recoverable value is higher than carried value; no impairment loss will be recognized in this year. In accordance with provision specified in Para 9 of AASB 136; it is necessary for an entity to ascertain whether the carrying amount of an asset exceeds its recoverable amount at the end of each reporting date . In present case the recoverable value is higher than carried value in case of division time as well as division leisure; thus no impairment loss is present at the year ended on 31.12.2017 Date Account DR CR No journal entry required as no impairment exists in present scenario. Accounting Justification: According to the AAS 138, an intangible asset can be referred to as a non-monetary asset that is capable of being identified without physical existence. There are certain cases where the expenditure incurred for generating future economic benefits for creating intangible asset does not results in the same even if the asset meets the criteria provided by the standard. This can be said in case of internally generated goodwill. According to the provisions of the standards of accounting for goodwill, the internally generated goodwill must not be treated as an asset. This is because it is difficult or impossible to identify the proceedings or transactions which only add to the entitys goodwill. Even if the events are identifiable, their capacity and value of generating future economic benefits cannot be measured reliably. Thus, if the internally generated intangible is goodwill, it will not be recognised as an asset and will either be completely unrecognised or be recognised as an expense . However, if the internally generated asset in other than goodwill, like patents, research and development activity, the accounting is done on the basis of initial recognition rather than subsequent accounting. Thus as per the AAS 138, the entity needs to distinguish between accounting for initial and subsequent stage particularly when the asset is created over a period of time. Relevant Issues: The difference between the two phases in that the research phase involve systematic work for increasing a knowledge and development means the application of the work researched. The initial and subsequent recognition is also done separately for the purpose of creating a difference. Cost model and fair value model can be used to recognize the cost associated with each phase. Accounting for Research Development: For the purpose of indentifying the accounting for intangibles that are developed over an extended period of time, it is important to divide the entire development into the research phase and the development phase (AASB 138.Intangible Assets, 2016). The costs related to research are generally treated as an expense being incurred under current AASB and other requirements. This is because of a majority view that by their very nature the research costs are too inaccessible, to be regarded as costs that give rise to an asset from their eventual possible outcome. The AASB and certain other national standard setting Boards require the costs associated with the development of intangible to be capitalised if it meets the specific criteria. Decision / Conclusion / Reasons and Justification: In order to eliminate the issues arising from the difference between acquiring and developing assets, it is necessary to account for developed asset as per the provisions provided above. Accounting Justification: AASB 119 specifies provision relating to employee benefits. Provision relating to recognition and measurement of defined benefit plan has been specified in Para 56-60 of AASB 119 (AASB 119. Employee Benefit, 2016). Further, Para 66 of the specified standard specifies provision regarding recognition and measurement of present value of defined benefit obligation and current service cost. Relevant Issues: In present case present value of defined benefit valuation has been ascertained in accordance with provision specified in Para 66 of AASB 119. Deficit of Fund $ 2870000 Working note Deficit = Value of defined benefit obligation as on 31-12-16 - Fair value of defined benefit obligation as on 31-12-16 (FIPA et.al. , 2017) = 23000000 -$20130000 =$2870000 Net Defined Benefit Liability $2870000 It has the value equal to deficit. Net Interest Cost of past service Interest Income (Hitz, 2013) = (20000000+2000000 *10%) -(19000000 *10%) = = $2200000-$1900000 = $300000 Reconciliation (Amount In $000) Net defined benefit liability $ Defined benefit obligation $ Plan assets $ Balance 1 January 2016 1000 20000 19000 Past service cost 2000 Revised balance 22000 19000 Interest @ 10% 2200 1900 Current service cost 800 Contributions received by fund 1000 Benefits paid by fund (2100) (2100) Return on plan assets excluding interest recognised * 330 Actuarial loss on remeasurement of DBO 100 Balance 31 December 2016 2870 23000 20130 Working note relating to calculation of return on plan assets excluding interest Particular Amount in $ value of plan assets as on 31-12-16 $2013000 Opening Balance (19000000) Interest Income (1900000) Contribution Received (1000000) Benefit paid 2100000 Return on plan excluding interest $330000 Summary Journal (Amount in $000) Profit or Loss (Debit) Other comprehensive Income Bank Net DBL(A) Balance 1 January 2016 1000 Past service cost 2000 Net interest 300 Service cost 800 Contributions paid to the fund 1000 Gain on plan assets (ex. interest) 330 Actuarial loss on DBO (100) Journal entry 3100 230 1000 1870 Balance 31 December 2016 2870 Journal Entry 31st December 2016 Superannuation Expense A/c $3100000 To Income relating to superannuation A/c $230000 To Bank $1000000 To net superannuation defined benefit plan A/C $1870000 References Collings, S., (2013) Impairment of Assets.Interpretation and Application of UK GAAP: For Accounting Periods Commencing On or After 1 January 2015, Pp.241-259. Dinh, T., Eierle, B., Schultze, W. Steeger, L., (2015). Research and development, uncertainty, and analysts forecasts: The case of IAS 38.Journal of International Financial Management Accounting,26(3). Pp.257-293. FIPA, M.T.G., Stylianou, M.V., Carey, P., Cooper, B., Tanewski, G. Mroczkowski, N., (2017). Accounting of Defined benefit plan. IPA-Deakin SME Research Centre. Hitz, J.M., (2013). Capitalize or expense? Recent evidence on the accounting for intangible assets under IAS 38 by STOXX 200 firms.Zeitschrift fr Internationale Rechnungslegung IRZ,5, Pp.319-324. International Accounting Standards Board, (2014).International accounting standards IAS 36, Impairment of assets, and IAS 38, Intangible assets. IASCF Publications Dept.. Liang, L. and Riedl, E.J., (2013). The effect of fair value versus historical cost reporting model on analyst forecast civil-engineering. The Accounting Review, 89(3), Pp.1151-1177. AASB 116.Property Plant and Equipment. (2016). (PDF). Available through https://www.aasb.gov.au/admin/file/content105/c9/AASB116_07-04_COMPjun09_07-09.pdf. [Accessed on 8th October 2017.] AASB 119. Employee Benefit. (2016). (PDF). Available through https://www.aasb.gov.au/admin/file/content105/c9/AASB119_09-11.pdf. [Accessed on 8th October 2017.] AASB 138.Intangible Assets. (2016). (PDF). Available through https://www.aasb.gov.au/admin/file/content105/c9/AASB138_07-04_COMPjun14_07-14.pdf. [Accessed on 8th October 2017.]

Changing the Structure of the Class Grading System

It is important to have a grading system because there must be a way to assess the performance of the students. It is a problematic issue because the students do not really understand how it works. On the other hand the teachers are pressured to provide a way to accurately assess learning outcomes.Advertising We will write a custom report sample on Changing the Structure of the Class Grading System specifically for you for only $16.05 $11/page Learn More In addition teachers are faced with the daunting task of giving students a failing grade if they deserve it. At the same time teachers are discouraged to give failing grades because it is a reflection that nothing was done to help the students achieve better results. Thus, it is mutually beneficial for students and teachers to use an improved grading system. It is important to alter the current system in place in order to use one that is more efficient and conducive to learning. An efficient grading syst em is one that effectively communicates to students, colleagues and institutions the extent of the learning outcome. At the same time it must be a transparent system. Students must have a fair understanding of how it works. Students must have a clear idea of the grade that they will receive. In the current system, students feel that they are graded using subjective methods. In this way students have a clear guide as to how to improve their performance. In the absence of an effective and efficient grading system, students are not encouraged to strive harder. Criteria Before going any further it is important to point out that the new grading system must help evaluate student’s mastery of the course material. In other words it is not a grading system developed to test students from a different school. It is not a system developed to evaluate learning outcomes of a grade school student. The said grading system must be focused on the materials covered in this semester. The new gra ding system must not only assess the learning outcome but it must also encourage the student to strive harder. This is made possible through an effective way to communicate strengths and weaknesses. Students must be given an effective feedback mechanism that is built into the said grading system. Thus, it is imperative that teachers should not only give grades that can be interpreted in different ways. There must be a system in place that enables the teachers to pinpoint problematic areas and communicate this information to the student.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More An ideal grading system must encourage active learning that would lead to personal growth. In other words an effective and efficient grading system must be seen as an incentive tool. It is a system that drives students to move forward. It is a tool that points them ahead to a clear goal. It is a system that provides spe cific rewards for specific actions. Based on this particular criterion alone there is a great need to revamp the way teachers view their role within a particular grading system. A teacher must not only assess the performance of his students because he must also act as a coach to his students. It is easy to develop a grading system that addresses the needs outlined above, but there is one more challenge that has to be overcome before teachers are able to upgrade the current grading system, in order to turn it into something that is effective and efficient. The new grading system must demonstrate that it can realistically conform and adhere to the limitations imposed on the teachers. Change the Core In the current grading system, the teacher provides a wealth of information regarding a particular topic. The information are gathered from different sources and presented using different methods. For example information can come from a biography of a particular famous individual. The teac her aims to teach the students a particular character trait that is the reason why the person is successful. In other occasions the teacher uses a video of a lecture. In the said video an expert talks about a particular subject matter. Another way to deliver content is to instruct students to read a particular essay in order to learn more about a particular topic. After a few days of studying, the teacher creates a simple test to determine the information retained by the students. A straightforward test regarding the information contained in books, videos, and lectures are contained in the said exam. Naturally, the students that fail to answer a minimum amount of questions failed the test. The students who were able to answer a majority of the question either receive a passing mark or accumulated points that would allow them to receive a high score at the end of the semester. The problem with the conventional method is that the teachers are unable to find out the reason why students fail. They can only determine that some of the students have the capacity to absorb the material presented in class. But they also are unaware of the entire process and therefore fail to replicate the same results with students that perform poorly.Advertising We will write a custom report sample on Changing the Structure of the Class Grading System specifically for you for only $16.05 $11/page Learn More At the same time they are unable to communicate to the students that there are certain areas that they have to improve on. The different types of information given to them are mashed together as one, and therefore, it is difficult to correctly assess how this information was internalized by the students. In order to satisfy the criteria given earlier, it is not only enough to make minor changes, it is time to transform traditional grading systems and change it from the inside out. Teachers must change not only the grading system but also on how they de velop the exams. In this regard it is time to move beyond the mere regurgitation of content and instead focus on developing class-room based performance assessments. It is important to begin with limitations. The new grading system may look good on paper but may prove to be useless because of numerous constraints. Thus, classroom-based performance assessments must be limited on three different types of tasks. The first one is the writing process; the second one is the speaking process; and the third one is the activity process. These are expounded in the following statements. The writing process is similar to writing an essay but it must be guided by a rubric focusing on the ability of the student to explain a process, event, and insights gleaned from reading a particular article or watching a video. The rubric informs the students what is expected of them. For example, the rubric demands that the student provides a clear explanation of a process or develop an argument that will con vince readers to accept the solution that they have provided for a particular problem. In this way, a classroom-based performance assessment encourages students to use what they have learned. They are not expected to merely repeat the information to their teachers like automatons, but as members of a community that are able to develop solutions to problems. The second type is the speaking process that will strengthen the public speaking skills of the students. In the same way, a rubric must be developed to guide students on expected outcomes. Students must explain a particular process or provide an explanation that will convince listeners to adopt a particular solution. Teachers must be careful not to merely focus on the feasibility of the solution but to give more attention to the strength of the argument. It will also help determine if the student was able to merge together the information gleaned from the study of the course materials and link it to the problems encountered in a real-world setting.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The third type is the activity process. In this type of classroom-based learning assessment, students are given the ability to go beyond the writing and speaking process. In this type of assessment students are given the opportunity to develop a more creative way of presenting ideas and solutions to problems. Students can use props and materials that can be manipulated in class in order to prove a point. They can also develop a project that is tied to the local community. This is a time-bound project and governed by a rubric designed by the teacher. The rubric can specifically dictate the limitations of the said project while at the same time provide guidelines on what is considered as an acceptable activity based on the materials covered in class. It must be made clear that the rubric is the key component of the classroom-based performance assessment. Thus, the students are given clear directives on what must be done in order to satisfy the performance assessment criteria. At the s ame time the students are well-aware of what is expected of them. The teacher is not only expected to give them a grade, but feedbacks as well. Resistance to Change The most important hurdle to the proposed change in the grading system is the notion that students must be rewarded based on their effort and their performance. This erroneous mindset is a stumbling block because students must realize that a reward is based on performance alone. This new grading system eliminates the need to consider effort aside from tangible results. But students and teachers alike may resist change because it has become a part of the learning tradition to reward effort and performance at the same time. The second major resistance to change can come from the teachers. They can easily point to the limitations of time and other resources. At first glance it is indeed time consuming because teachers are required to provide feedback for every student. In the traditional grading system, teachers are merely required to declare the result of the exam and nothing more. The third resistance can also come from the teachers. In the new grading system they are required to overhaul their existing lesson plans. Their current lesson plans are filled with quizzes and exams that simply assess the ability of the students to memorize disjointed information. It is hard work for them because they may have to start from scratch. Thus, a new grading system can be very difficult for old teachers to accept. On the other hand it may be easier for new teachers to easily adapt to changes imposed by learning institutions. The fourth resistance can come from both teachers and students because of the difficulty in developing and understanding the rubric for each type of assessment process. The teachers may find it extremely difficult to develop a rubric on their own without the help of an expert. On the other hand, students may object to the fact that a rubric can be viewed as vague standards that can be inter preted in different ways. Overcoming Resistance The four levels of resistance outlined above can be overcome provided that the teacher and the students are willing to improve their performance. In the case of the issue regarding effort versus performance, students and teachers alike must realize that the real world does not reward striving but tangible results. This may seem harsh to young minds, but college students must have the maturity to understand the realities of the outside world. It does not benefit these students if the learning institutions shelter them from the harsh realities of life. Nevertheless, there is a better way to make them realize that it is better to develop habits that require them to focus on end-results as opposed to mere activities alone. Furthermore, teachers and students can be swayed to adopt the new system, if they will realize that a well-developed rubric can provide correct guidelines on the things that must be done to affect change in their perform ance. The rubric tells them that there is an expected outcome and this outcome is not impossible to achieve because it is based on the materials covered in class. Nevertheless, they have to learn the skill needed to accomplish the criteria contained in the said rubric. Teachers may complain about the lack of resources and the limitations imposed by time. This can be overcome because quizzes and other long exams are eliminated from the teaching process. They are no longer required to spend time developing exams that cannot provide a clear assessment of the skills needed by the students to succeed in a real world setting. However, the teachers must limit the number of activities and projects that are required for this particular semester. Teachers may resist change based on the need to overhaul their current lesson plans. But they must realize that the old method is ineffective and inefficient. They must realize that a teacher’s duty is not merely to find a practical way to dev elop exams but for his students to learn the skills necessary to succeed beyond the four walls of a classroom. A more practical approach is to introduce the new grading system to new teachers and not to those who are already veterans in the teaching profession and near retirement age. The most difficult challenge to overcome is the skill to develop an appropriate rubric for each type of classroom-based performance assessment activity. It must be pointed out that the ability to speak, write and engage in a group activity requires different types of skills. For example, there are students who are confident with their writing skills but are terrified with the prospect of speaking in front of the class. There are also those who have the ability to organize an event or talk to different people with ease but may not have the patience to sit down and write an essay. There is also the concern that teachers may complain of their inability to develop a rubric from scratch and may require the help of an expert. These problems can be easily overcome wit a concerted effort by teachers and school officials. They can come up with a standard rubric that will help the students understand the requirements for a specific performance assessment tool. For example in the â€Å"writing process† the rubric does not only cover the need to write with the use of correct grammar but also the need to develop students’ writing skills. Teachers are made aware of the fact that with a rubric, they are no longer pressured to give a grade based on subjective assessments. The use of the rubric gives them a guide as to what they need to look for in order to assess the capability of the students. Finally, students must be made aware that a classroom-based performance assessment may require a major shift in their thinking but it is more exciting compared to exams and quizzes. In this new grading system the students are able to satisfy the criteria provided earlier. They have a new sys tem that encourages them to strive harder because of an effective and inefficient feedback mechanism incorporate into the said protocol. They will know their strengths and their weaknesses. But most importantly they can make a connection with the skills and information learned in the classroom and the issues in the real world. This new grading system forces the students and the teachers to focus on performance and not mere effort alone. This mindset must be instilled in the hearts of all the students because it is an important component to success in life. Students are rewarded not by their ability to cram information into their heads but the capacity to access this information in the creation of solutions. It is an exhilarating and satisfying experience that hastens the transition from adolescence to adulthood. It gives them the confidence to face the challenges of living. Conclusion In the aftermath of an activity that attempted to revise an existing grading system, the students p rovided feedback based on their point of view. Thus, it was not surprising for them to point out the struggle between effort and performance. Most of the students would like to be rewarded based on their efforts and the outcome of their actions. In the real world this is not the case. They also said that it may be difficult for students and teachers to adjust to a new system. The solution to these challenges is to simply convince them that a new grading system is more effective and efficient. In the end it is not their high test scores that guarantee success in life, but their ability to perform well, based on certain expectations. Success is also based on their ability to solve problems. The new grading system enables them to develop these two important skills. However, it is important to deal with the challenges of establishing a new grading system. 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