Jordan Financial Centre

Introduction Currently, the world has numerous and well established Global Financial Centres (GFC). Most of these Financial Centres do not only yearn to be dominant, but also to be recognized as key regional and international GFC. Literature on international finance shows that in the last few decades, there has been the emergence of several Financial Centres in different areas across the globe.Advertising We will write a custom essay sample on Jordan Financial Centre specifically for you for only $16.05 $11/page Learn More These GFCs have shown different levels of financial and operational success. Amongst the top ranked global financial centres are Toronto, Geneva, Chicago, Tokyo, Seoul, Zurich, Singapore, Hong Kong, New York City, and London. The list is in ascending order. A worldwide city or home to stock exchange, businesses, and banking defines a financial centre. Therefore, international financial centre is not a specific word for describing impor tant participation in the financial trade market (Central Bank of Jordan, 2012). The modern telecommunication provision and great worldwide financial organization has generated uninterrupted and permanent global financial market. The outlay of transportation and complexity in communication has been decreasing constantly over the recent years. This has fostered the development of a solitary money market in the globe. The Jordanian government gave its support to the proposal of changing the biggest and best-known city of Jordan to a GFC. This was in addition to the existing IFC. A working organization make-up was fashioned with the aim of changing Jordan to a regional finance centre. Later it emerged as one of the most significant among the well-established IFC (Ferguson, 2008). The innovations were intended to warrant the future status and potentiality of Jordan as an IFC. There is no agreement reached on the common meaning of a Financial Centre. The place where clients and providers of financial services convene to carry out big business can best define it. In fact, this description summarises both the international and domestic financial centres definitions. It can also be an accumulation of the foreign finance, overhaul ventures, and commercial operation centres. The objective of a FC is the provision of high-level monetary and specialized services more willingly than retail banking services. These services serve the universal, local, and nationwide nonfinancial and financial organization headquarters. Conversely, a place where financial institutions and banks are highly concentrated is a financial centre (Central Bank of Jordan, 2012). The objectives and reasons for establishing the Jordan Financial Centre (JNFC) The JNFC was established to boost the economic atmosphere for investment in Jordan Empire. This was a dignified dream of King Abdullah (II). The king yearned for a strengthened development of financial centres in the region. The King established JN FC out of the JSC (Jordan Securities Commission) honour.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This Centre is a representation of the nation’s economic force and signifies the major market enlargement in Jordan. With conformity to the international customs and principles, this centre has united economic, societal, and cultural facets in the capital market. It has maintained sound settings for investments through its general purpose. Furthermore, JNFC has implemented information guidelines and promoted growth concerning marketplace safety through overseas speculation. This multifaceted financial project has a number of bank subdivisions, agencies and representatives, Investor Halls, Security Deposit Centres, Amman Stocks Exchange, and Finance Study Centres (Jordan Securities Commission, 2012). Jordan has established innovative financial hubs for recognition to improve capita l markets venture operations both locally and abroad. The centre has computerized packed trading structure in bank office, house brokerage, and exchange. This latest centre is adjacent to current Amman Stocks Exchange. It has augmented investment environment in the state’s capital market as a local centre. Moreover, in agreement to the paramount global practices, it has established protected and eye-catching environment. Hence, JNFC is recognized and has more than one hundred programmed corporations. This brings its capital in the market to nearly $32.40 billion. The state does not put restriction on foreign ownership. Thus, non-residents in Jordan possess above 46.0% of the listed corporations. The financial sector in Jordan is well organized (Association of Banks in Jordan, 2010). The JNFC provides easy and efficient business operations in international finance for profitability. It has a recognized workforce talent and experienced administration to cover up co-dependent se rvices like official and accounting, finance, and businesses. This makes available multi-disciplined teams to facilitate great overseas connections in the shortest period possible. Further, this centre has a profound liquidity and superiority in the capital market. Hence, it competes and regulates taxes globally with flow in offshore production and foreign investment (Sheikh-Miller, 2007). Jordan’s worth to financial services significantly multiplies through labour force that promptly responds through groundbreaking techniques. Moreover, it has the best information technology and telecommunication worldwide with multilingual and intellectual workforce. This makes the location for the financial services to be well organized (Association of Banks in Jordan, 2010). JNFC provides customers with fascinating and hospitable surroundings for business transaction.Advertising We will write a custom essay sample on Jordan Financial Centre specifically for you for only $16 .05 $11/page Learn More JNFC deals in diverse and major currencies in the world, and not just the legal state tendering. Therefore, financial transactions links is indirect to the domestic banking system. JNFC is thus an offshore financial centre since it not only deals in domestic money, but also in offshore currencies to allow foreign investment. JNFC renders foreign transactions on tax-free basis and enjoys exchange controls imposed on domestic financial transactions. The recognition of this irregularity by the government is the major reason why there is extraordinary growth in Eurodollars market and Eurocurrency in foreign investment. Jordan has executed the provision of financial services to both natives and non-residents. The Jordanian government inspects the possibility of interference from inhabitants and the intercontinental centre (Sheikh-Miller, 2007). Nevertheless, this has propelled JNFC to balance its conflicting objectives. This has made JNFC to be reco gnized as a regulator of residents’ probable exploitation and an advocate of IFC. The pros to Jordan Financial Centre emerging as regional or GFC Jordan is perceived as one of the biggest Arabic countries and is a gateway market in the region. In fact, most financial activities and manufacturing services occur around and some in Jordan city. To add on that, the City of Jordan has emerged to be amongst the globally enormous metropolis and it is currently described as the business and economic capital. A majority of Jordan population stays in the city where the Financial Centre was constructed. They generate nearly 27% of the total economic output, about half of the total country’s exports, and 40% of the tax revenues (Presley, 2012). Within these types of potentials around its Financial Centre, the government of Jordan is able to turn the Jordan Financial Centre into a global or regional financial one. The aim of being a global or regional financial centre is spearheade d by various prospective advantages the FC has around it. For instance, Jordan has vast human capital as well as other resources such as the dynamic and youthful educated labour force. These groups are able to execute most monetary transmission activities. Secondly, Jordan has a stable and favourable macroeconomic environment that can facilitate the activities and business or financial activities of the JFC. Third, the country is politically determined and is seen as a regional power, hence, it stands a better chance of enhancing most financial business operations that are undertaken by the Financial Centre. Fourth, the quality of financial services offered, rapid Jordan economic growth, and its geographical location gives JFC an upper to become a global or regional Financial Centre (Bank Audi sal, 2008).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the advantages that Jordan Financial Centre has, which can help it become a global or regional financial centre can be summarized in terms of strengths and opportunities. The strengths and opportunities include: In the emerging cities outlook and global cities index, the 2012 report indicated that Jordan would be amongst the most important city vectors in the coming years. Jordan is acknowledged as a pivot amid west and east. It has enough expertise and rich in regal culture that can govern financial interactions (Bank Audi sal, 2008). The country has up to date airports, which connect Jordan to major cities, business, and financial centres around the world. Jordan has a complimentary time zone. The country’s geographical position puts its close to various upcoming markets in the Black Sea Region, Central Asia, Eastern Europe, North Africa, Gulf, and the Middle East. These are amongst the advantages that Jordan has that will steer its financial centre into a globa l one (Sheikh-Miller, 2007). Jordan’s commitment to the European Union accession namely; changes in the structures of economic governance, changes in the framework of macroeconomic policy, and single marketplace integration is an added advantage to Jordan Financial Centre operations (Presley, 2012). Jordan is amongst the largest global economies, and the government has the strong will of establishing Jordan Financial Centre. There is profitable and sturdy banking Sector in Jordan. Therefore, the strong and adequate capital of Jordan banks is beyond the authorized 8% limit. Jordan has better commercial banking when compared to other rivalry International Financial Centres in the area. There are skilled and high quality workforces in the banking field. These labour forces can easily be accessed at relatively lower costs. This is because approximately 21% of Jordan’s increasingly educated and youthful workforce resides in the city where the Financial Centre is constructed (Central Bank of Jordan, 2012). Thus, numerical labour shortages are unheard of in the market for labour. When compared to other G20 nations, Jordan has cheaper rates. This implies that, professionals who offer financial services are able to benefit from identical or even high living standards from other International Financial Centres that charge low costs. Jordan does not restrict foreigners from acquiring real estates The cons to Jordan Financial Centre emerging as regional or GFC Jordan occasionally experiences current account deficits and low savings rates. This makes the country to be financed or funded through interim capital inflows Jordan has very few lawyers in the financial service industry to offer legal advice on financial matters. There is a great traffic congestion problem in Jordan. For instance, Jordan transportation is typically through private automobiles, taxis, minibuses, or buses. The taxation system is quite complicated. Various documents must go along with tax statements either annually, quarterly, or monthly. Jordan has comparatively weak derivatives, private sector bonds market, and stock market capitalization. This gives the country a weaker national brand image. While Jordan has a pool of skilled workforces, the labour force lacks proficiency in speaking English. The success and future outlook of Jordan Financial Centre The JNFC has achieved its objectives under several aspects. It has succeeded in erecting new finance centre, lured investors through stocks exchange, opened up novel banks, and actively competed with other GFC. This has helped the centre to plan for its future growth. New finance centre in Jordan The erection of the JNFC cost approximately seventy million US dollars. It offers offices for bank, brokerage, and is the current quarters for Amman Stocks Exchange. It has fully enlarged to a fledged local finance centre that makes safe distant investment in the empire. The current site of the JNFC is in Arjan region ne ar Amman Stocks Exchange. The area measures about seven hundred and forty thousand square feet and holds the regions training facility (Jordan Securities Commission, 2012). The Commission of Jordan Securities laid down this facility, and its cost depicts what Jordan will reap in the end. This centre follows the global FC practices and develops the modern computerized systems for trade and communications. Appeal to investors by Amman Stocks Exchange The financial centre operates as a crowd-puller to advance investment from foreign investors. This is rational because Amman Stocks Exchange interests are over and done. The stock market in the empire is not restricting foreign investments. Inhabitants from Arabic region can own and invest in Jordan. Nevertheless, JNFC has attracted a number of investors’ since the economic stability and resource protection is high in Jordan. Thus, investors from areas like Iraq and Lebanon whose states are politically disarrayed and affected inves t in JNFC (Ferguson, 2008). There was a drastic drop in the proceeds of Amman Stock Exchange along with other bourses in the Middle East. Despite this, not less than forty-five percent of listed shares are in the alien investors’ ownership. In recent years, the Stock Exchange fell off by thirty three percent resulting into 21% plunge in market capitalization. Today its capitalization has tripled and ranges at $31.10 billion. This gain is coming from the large number of well-informed investors who come from the Gulf (Central Bank of Jordan, 2012). Jordan’s new fangled banks Jordan has encouraged overseas investment in the sector of finance. This move has attracted new Arab firms that are listed on the nation’s capital market. Hence, the establishment of JNFC has boosted the Kuwait Finance House in Bahrain to open up a bank in Jordan at a cost of $50.00 million. The Jordan-Kuwait Finance House is an auxiliary entirely possessed by Bahrain. It has networks covering in Malaysia, Turkey, Bahrain, and Kuwait. Moreover, the bank centre of attention is on activities like acquirement, investment advice giving, and investment banking (Association of Banks in Jordan, 2010). Besides, extra express distant investment into the empire gets critical support from the bank. The Jordan-Kuwait Finance House came into partnership with Jordan Industrial Development Bank at the same time with Dubai Islamic Bank, Dubai International Capital, and the Jordan Dubai Capital. This resulted into increased capital of more than $100.00. Thus, they got their hands into the main stake at the Jordan Industrial Development Bank and in JNFC (Jordan Securities Commission, 2012). The Foreign Service suppliers and banks are seeing logical prospective in the financial sectors in Jordan. Therefore, other foreign companies are focusing to ascertain and open up in the kingdom. This will boost the operations of the JNFC. Market competition in Jordan This financial centre is not the o nly organization in the Middle East. In fact, Jordan foreign investment has fostered establishments of many ambitious finance centres in the Gulf region. This has generated supplementary diversification in trade and industry. Actually, Bahrain Financial Harbour, Qatar Financial Centre, and Dubai International Finance Centre offers competition. They proffer low duty, tax-free services, and bid one hundred percent in alien rights. They all target special divisions in the market (Sheikh-Miller, 2007). With Qatar’s richness in natural resources, Bahrain and Dubai dominate service-based economy. Thus, they all correspondently compete to be most excellent financial centres in the Peninsula of Arabia. Contrary, it is advantageous for Jordan to be the most logical finance centre in the Levant region. This is because of its geographic location that detaches it from the Gulf. Without doubt, it is probable that investors would be ploughing more investment funds into Jordan. These are th e financial overhaul providers, and investors from the Gulf region tend to diversify their investment collections (Sheikh-Miller, 2007). Conclusion In the Arabic region, there are various International Global Financial Centres including the Bahrain Financial Harbour, and the Qatar Financial Centre, and the Dubai IFC. However, despite being well established, Jordan Financial Centre imposes serious market competition to these GFC. The country has stable and rapid economic growth, offers quality financial services, is geographically well positioned, enjoys political determination, as well as regional power (Jordan Securities Commission, 2012). Besides, Jordan’s macroeconomic environment is favourable and the country has vast dynamic, low priced, and young workforce that can offer expertise financial services. Despite these strengths, the long-term operation of Jordan Financial Centre still faces various setbacks. These include complicated tax system, inadequate infrastructure, w eak legal framework, and unstable financial environment. All these factors can hinder the success of Jordan in becoming a universal financial centre. References Association of Banks in Jordan (2010). Development of the Jordanian banking sector (2000 – 2010). Web. Bank Audi sal (2008). Jordan economic report: challenging twin deficits in a wait and see mode economy. Web. Central Bank of Jordan (2012). Jordan is banking sector: monthly chart book. Web. Ferguson, R. (2008). International financial stability: Geneva reports on the world economy 9. London, UK: Centre for Economic Policy Research. Jordan Securities Commission (2012). National financial centre. Web. Presley, J. (2012). Directory of Islamic financial institutions (RLE: banking finance). New York, NY: Routledge. Sheikh-Miller, J. (2007). Jordan to build new financial centre. Web. This essay on Jordan Financial Centre was written and submitted by user Butterfly to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Three Review Exercises in Subject-Verb Agreement

Three Review Exercises in Subject-Verb Agreement These three review exercises will give you practice in applying the rules of subject-verb agreement. After you have completed each exercise, compare your responses with the answers. Agreement Exercise A For each pair of sentences below, write out the correct form of the verb in parentheses. Keep to the present tense, and be guided by our four tips for agreement and our three special cases.1. Do you know how to play bocce? The game (do) not require any special athletic abilities.2. There is a new bocce league at the recreational center. There (be) several teams in the league.3. I have a new set of bocce balls. My friend (have) a new pallino ball.4. Bocce is a game for people of all ages. I (be) going to show you how to play.5. The players take turns rolling a ball down the court. Each of the players [take] one ball and aims for the pallino.6. We try to get our balls as close to the pallino as possible. Rick often (try) to bounce his ball off the side of the court.7. Nobody enjoys playing bocce more than I do. Everybody who plays bocce (enjoy) the game.8. There are four players on each team. There (be) a tournament at the end of the season.9. The winners of the tournament carry home a trophy. Everyone (carry) home good memories.10. I am ready to play a game now. You and your friends (be) welcome to join us. Agreement Exercise B For each pair of sentences below, write out the correct form of the verb in parentheses. Keep to the present tense, and be guided by our four tips for agreement and our three special cases.1. Both candidates oppose increased defense spending. Neither of the two candidates (oppose) the war in Iraq.2. Not one of these cell phones belongs to me. One of the phones (belong) to Merdine.3. Most students take all of their classes in the morning. Nobody (take) classes after 2:00.4. One of my hobbies is collecting shopping bags. My hobbies (be) unusual.5. Gus and Merdine want a trial separation. Neither one (want) to move out of the apartment.6. Neither of the players admits that he made an error. Both players (admit) that somebody made a mistake.7. Both the manager and her assistant have been fired. Neither the manager nor her assistant (have) been notified.8. Where is your little brother? Several pages from my journal (be) missing.9. Professor Legree often goes for long walks in the rain. Th e lights in his house (go) on at midnight. 10. The students in the back of the room play poker during breaks. The student who sits next to the refreshments (play) solitaire. Agreement Exercise C In the following paragraph, identify the six errors in subject-verb agreement. According to legend, Santa Claus is a fat old man who visits every house on our planet in about eight hours on one of the coldest nights of the year. Santa, as everybody knows, stop for a glass of milk and a cookie at each house along the route. He prefer to work unnoticed, so he wears a luminous red suit and travels with a pack of bell-jangling reindeer. For reasons that most people does not understand, this jolly old man enters each house not by the front door but through the chimney (whether you has a chimney or not). He customarily gives generously to children in wealthy families, and he usually remind poorer children that its the thought that counts. Santa Claus is one of the earliest beliefs that parents try to instill in their children. After this absurdity, its a wonder that any child ever believe in anything again. Answers to Exercise A (1) does; (2) are; (3) has; (4) am; (5) takes; (6) tries; (7) enjoys; (8) is; (9) carries; (10) are. Answers to Exercise B (1) oppose; (2) belongs; (3) takes; (4) are; (5) wants; (7) has; (8) are; (9) go; (10) plays. Answers to Exercise C (1) Change stop for a glass to stops  for a glass; (2) change prefer to work to prefers  to work; (3) change people does not understand to people  do  not understand; (4) change you has a chimney to you  have  a chimney; (5) change remind poorer children to reminds  poorer children; (6) change child ever believe to child ever  believes.

Assessment Of For And As Learning Essay Example for Free

Assessment Of For And As Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. Teachers’ Roles in Assessment of Learning Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide  ?a rationale for undertaking a particular assessment of learning at a particular point in time ?clear descriptions of the intended learning ?processes that make it possible for students to demonstrate their competence and skill ?a range of alternative mechanisms for assessing the same outcomes ?public and defensible reference points for making judgments ? Transparent approaches to interpretation ?descriptions of the assessment process ?strategies for recourse in the event of disagreement about the decisions With the help of their teachers, students can look forward to assessment of learning tasks as  occasions to show their competence, as well as the depth and breadth of their learning. ASSESSMENT FOR LEARNING Assessment for learning focuses on engaging students in classroom assessment in support of their own learning and informing teachers about what to do next to help students to progress. Assessment for learning is assessment for improvement not assessment for accountability as can be the case with summative assessments (Stiggins, 2002). The keys to Assessment for Learning (AFL) is to use a variety of assessment tools and methods in order to provide ongoing evidence to students, teachers and parents that demonstrates how  well each student is mastering the identified outcomes. This evidence is used to provide descriptive feedback to the students and to enable the teacher to differentiate the instruction to meet the needs of individual students or groups. ASSESSMENT FOR LEARNING VS. ASSESSMENT OF LEARNING Gregory, Cameron, and Davies (1997) outline some distinct differences between Assessment for Learning and Assessment of Learning. Educators are using these terms to help distinguish between the teacher’s role as a learning coach versus the teacher’s role of judging the extent of a student’s achievement in relation to an established standard. This assessment is considered summative and is done at the end. 1. Assessment for learning is the big deal, while assessment of learning is the done deal. 2. Assessment for learning is formative, while assessment of learning is summative. 3. Assessment for learning is supportive, while assessment of learning measures. 4. Assessment for learning uses descriptions, while assessment of learning uses scores. 5. Assessment for learning happens day by day, moment by moment, while assessment of learning happens at the end. The assertion is that neither one is better than the other, but both need to be used within a  students learning so that the student is able to understand not only the work that is being asked of them, but also how their own learning occurs. Assessment for learning is intended to be both diagnostic and formative to help students improve their learning. Four critical questions that the teacher must ask when planning for assessment for learning: WHY AM I ASSESSING? If the intent of assessment is to enhance student learning teachers use assessment for learning to uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles. This information is used to inform and differntiate instruction to build on what students already know and to challenge students when their are problems inhibiting progression to the next stages of learning. Teachers use this information to provide their students with descriptive feedback that will further their learning and not as a sumamtive assessment or to report a grade. WHAT AM I ASSESSING? Assessment for learning requires ongoing assessment of the outcomes that comprise the intended learning. In most cases these are the curriculum outcomes. Teachers create assessments that will  expose students’ thinking and skills in relation to the intended learning, and the common preconceptions. WHAT ASSESSMENT METHOD SHOULD I USE? When planning assessment for learning, the teacher must think about what assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. The methods need to incorporate a variety of ways for students to demonstrate their learning. For example, having students complete tasks orally or through visual representation allow those who are struggling  with reading or writing to demonstrate their learning. HOW CAN I USE THE INFORMA%ON? The information collected in assessment for learning is used to report to the student and by offering descriptive, on time feedback and to provide the teacher with information to allow for changes in instruction for individual students or groups of students. ASSESSMENT AS LEARNING Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and  how to use assessment for new learning. Assessment as learning: ?encourages students to take responsibility for their own learning ?requires students to ask questions about their learning ?involves teachers and students creating learning goals to encourage growth and development ?provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning ?encourages peer assessment, self-assessment and reflection. ROLES This assessment model supports the view of today’s learners as actively involved in the learning process. Students are educated on the purpose of assignments and the outcomes they are trying to achieve. Hence the teacher and the student both have critical roles in understanding learning outcomes and modifying learning in Assessment as Learning. Teacher Ensuring assessment methods are appropriate and the purpose is clear to students ensures quality and fair assessment practices as per the Principles for Fair Student Assessment in Canada (1993). Beyond choosing the learning outcomes to be covered, the activities to follow and the assessment methods, in Assessment as Learning, the teacher engages the students in this process. In Assessment as Learning, the teacher is a guide, â€Å"Giving them [students] the tools to undertake their own learning wisely and well. † (WNCP, p. 42) Students learn to monitor their own learning and make adaptations as required. In addition to monitoring learning and guiding instruction through assessment for learning, the teacher is assessing the students’ ability to assess themselves as they learn how to assess their own learning. Teachers can follow the following model in order to practice Assessment as Learning in their classroom: (adapted from WNCP, p. 42-43) 1. Discuss the learning outcomes with the students. 2. Create criteria with the students for the various tasks that need to be completed and/or skills that need to be learned or mastered 3. Provide feedback to students as they learn and ask them guiding questions to help them monitor their own learning 4. Help them set goals to extend or support their learning as needed in order to meet or fully meet the expectations 5. Provide reference points and examples for the learning outcomes Teachers are also responsible for ensuring that students have a learning environment in which they feel comfortable and safe to learn as well as have ample time to practise what is being  taught. Student Beyond completing the tasks assigned to them by their teacher, students move from the passive learner to an active owner of their own learning. Initially, with teacher guidance and tools, students learn to monitor if they have understood the learning outcome being explored and the metacognitive process. Once the metacognitive skills have been acquired, students can independently adjust their learning accordingly and demonstrate the â€Å"self-reflection, self- monitoring and self-adjustment. † (WNCP, 2006, p. 85) Extensive and relevant modeling in the questions below can help students reach this point: 1. What is the purpose of learning these concepts and skills? 2. What do I know about this topic? 3. What strategies do I know that will help me learn this? 4. Am I understanding these concepts? 5. What are the criteria for improving my work? 6. Have I accomplished the goals I set for myself? What is self-assessment? According to Boud (1995), all assessment including self-assessment comprises two main elements: making decisions about the standards of performance expected and then making judgments about the quality of the performance in relation to these standards. When self-assessment is introduced, it should ideally involve students in both of these aspects. Andrade and Du (2007) provide a helpful definition of self-assessment that focuses on the formative learning that it can promote: Self-assessment is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning, judge the degree to which they reflect explicitly stated goals or criteria, identify strengths and weaknesses in their work, and revise accordingly (2007, p. 160). EXAMPLES OF SELF-ASSESSMENT Self-assessment can take many forms, including: ?writing conferences ?discussion (whole-class or small-group) ?reflection logs ?weekly self-evaluations ?self-assessment checklists and inventories ?teacher-student interviews These types of self-assessment share a common theme: they ask students to review their work to determine what they have learned and what areas of confusion still exist. Although each method differs slightly, all should include enough time for students to consider thoughtfully and evaluate their progress. When students understand the criteria for good work before they begin a literacy activity, they are more likely to meet those criteria. The key to this understanding is to make the criteria clear. As students evaluate their work, you may want them to set up their own criteria for good work. Help them with the clarity of their criteria as they assess their own work. Students’ observations and reflections can also provide valuable feedback for refining your instructional plan. As your students answer questions about their learning and the strategies they use, think about their responses to find out what they are really learning and to see if they are learning what you are teaching them. K-W-L (KNOW, WANT TO KNOW, LEARNED) CHART. K-W-L (Ogle, 1986) is an instructional reading strategy that is used to guide students through a text. Students begin by brainstorming everything they Know about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they Want to Know about the topic. These questions are listed in the W column of the chart. During or after reading, students answer the questions that are in the W column. This new information that they have Learned is recorded in the L column of the K-W-L chart. Purpose The K-W-L strategy serves several purposes: Elicits students’ prior knowledge of the topic of the text. ?Sets a purpose for reading. ?Helps students to monitor their comprehension. WHY IS IT IMPORTANT? Donna Ogle asserts that KWL helps students become better readers of expository text and helps teachers to be more interactive in their teaching (Ogle, 1987). KWL charts help students to be active thinkers while they read (Carr & Ogle, 1987), giving them specific things to look for and having them reflect on what they learned when they are finished reading. In learning, metacognition involves the active monitoring and conscious control and regulation  of cognitive processes. It involves thinking about thinking, self-awareness, and self-regulation (Flavell, 1979). The metacognitive strategy of self-questioning is used to ensure that students comprehend the text. When students set their own purposes for reading, they are more motivated and active as readers. Each student has a schema, or a framework for how they view the world. Accessing a student’s prior knowledge is the first step in integrating new concepts into their existing schema. KWL charts help activate background knowledge and provide an opportunity for students to set their own learning objectives. Assessment Of For And As Learning. (2016, Sep 26).

Street highlights in Los Angeles Essay Example | Topics and Well Written Essays - 750 words

Street highlights in Los Angeles - Essay Example The Metro Rapid line 720 also operates along Wilshire. The boulevard's widest portion is in Westwood and Holmby Hills, where it expands to six-eight lanes. The Third Street Promenade, Wadsworth Theatre, Hammer Museum, Wilshire Theatre, Los Angeles County Museum of Art, McArthur Park, etc are some of the land marks along Wilshire Boulevard. The Wilshire Boulevard Temple, the oldest reform synagogue in Los Angeles is also located here. http://en.wikipedia.org/wiki/Metro_Red_Line_(LACMTA) Sunset Boulevard is a long winding thoroughfare spread about 20 miles in the western part of Los Angeles, stretches from Figueroa Street in downtown Los Angeles, near Olvera Street, to the blue Pacific. Sunset Boulevard passes through Hollywood (just two blocks south of Hollywood Boulevard), then becomes the Sunset Strip as it passes through West Hollywood, weaves its way through Beverly Hills and Bel-Air, and finally winds its way through the rustic foothills of the Santa Monica mountains, to finally end at the Pacific Ocean near Malibu. The street is famous for its Hollywood celebrity culture and the phrase "Sunset Boulevard" indicates glamour associated with Tinsel town The name Sunset Boulevard has become a part of Hollywood legend, the inspiration for countless songs, movies & TV shows. The boulevard is at least four lanes in width for all of its route. There are large number of guitar stores and music industry related businesses in this street and therefore Sunset Boulevard is often called the 'Guitar Row'. The Sunset Sound Studios and the United Western Recorders are two famous recording studios situated in this street. Sunset Strip in West Hollywood is a centre for night life in the Los Angeles area. The well known land marks in the street include Amoeba Records, Blessed Sacrament Church, CBS Colombia square, The Garden of Allah, The London Fog, Los Angeles Film School, The Pink Palace, Rock Walk, The Roxy Theatre, etc. http://www.whatsonxiamen.com/travel_msg.phptitleid=597 3. RODEO DR Rodeo Drive is a street on the west side of the Los Angeles metropolitan area, located at Beverly Hills, in between Wilshire and Santa Monica Boulevards. Rodeo Drive is famous for designer fashion-wear shops. The name 'Rodeo' originated from the Spanish words 'El Rodeo de las Aguas' meaning the gathering of the waters. The "Rodeo Drive" street covers a three-block long stretch of boutiques and shops and it includes famous retail businesses on the streets that lie in either direction such as AMyu, Baccarat, Brooks Brothers, Cartier, Chanel, Dolce & Gabbana, Escada, Fendi, Hugo Boss, Gucci jewelry, Harry Winston, Juicy Couture, Lacoste, La Perla, Michael Kors, Prada, Roberto Cavalli, Sergio Rossi, Tiffany & Co., Van Cleef & Arpels, Valentino, etc. Tourists are flocking to this location to look and with dollars to spend, they can buy clothing on Rodeo Drive as well. It doesn't cost anything for window-shop and the parking is free. The Restaurants and clubs mixed between the fashion bou tiques and a popular Cheesecake Factory where you can dine in or outdoors make this three-block destination more of an attraction. Rodeo Drives is said to be the last street in Los Angeles where one could legally ride a horse.Another interesting feature in this street is the vintage car show conducted on every Father's Day. http://gocalifornia.about.com/cs/losangeles/a/rodeo.htm 4. ROBERTSON BLVD Robertson Boulevard is a major

How can I come professional in safety major Essay

How can I come professional in safety major - Essay Example Due to time and geographic constraints, not all students can enroll for on-campus programs. In this regard, some colleges and universities conduct their coursework on line. It is also possible for one to be a safety professional by taking a certificate course in occupational safety. A certificate program in most cases lasts for few months. Within that period, practitioners are prepared to undertake national certification exams for example the Board of Certified Safety Professionals. Even though a certificate in safety is limited in terms of courses, it gives basic safety skills such as regulations, prevention of accidents, safety policies among others (Jeroen et al 17). An individual who want to be a safety personnel can also undertake an associate degree in occupational safety. This course gives imperative training that prepares students to enter well paying job. Being focused at developing students on communication skills, handling safety equipments and detection of hazards, associ ate degree in occupational safety prepares the graduates to work as junior safety practitioners or pre-service. By working for some time in any of these posts, an individual is able to acquire relevant skills that make him or her to be promoted to senior position in the safety department. Taking a minimum of 65 credit hours, associate degree in occupational safety takes a minimum of 2 years to complete.An individual who aims at attaining appropriate qualification in safety should undertake a Bachelor of Science in Occupational Safety. Key aspects that are covered by this program includes fundamental course in safety, upper-division specialists and an internship at the end of training. As compared to an associate degree, coursework undertaken by students in Bachelor degree is usually extensive and more involving. Consequently, individuals with a bachelor’s degree in occupational safety have extensive knowledge that exposes them to more job opportunities. Being a course that is offered by majority of universities in the world, Bachelors degree in safety provides relevant skills to individuals. Some of the major areas that are covered by bachelor's degrees in occupational safety includes writing skills, health and social theory, oral presentations, management and leadership skills among others. Employees or individuals who are focused at improving their skills in safety but have no access to on-campus program can take online Bachelor’s degrees in occupational safety. It is vital to note that based on their flexibility, on line courses have turned to be major opportunity that employees can take to improve their safety skills thus becoming eligible for promotion (Charles and Mortimer 36)

Calculations for the anti-pressure valve Essay Example for Free

Calculations for the anti-pressure valve Essay From the diagram before I know 4 pieces of information to find out what the two moments need to be. Firstly for the CWM I know that counter weight is 5kg, the gravity is 9. 81 N, the distance from the pivot is 0. 4m and for the ACWM moment I know that the distance from the pivot is 0. 15m. If the CWM is 5kg x 9. 81N x 0. 4m which equals 19. 62Nm then the ACWM needs to equal 19. 62Nm. I know the distance from the pivot is 0. 15m, so if I divide 19. 62Nm by the 0. 15m I will get the value for which the pressure of the carbon dioxide is coming out of the fermenting vessel, which is 130. 8N. There are several limitations for these two valves which are; they might not be as sensitive as they could be, not able to detect small changes in pressure. Also they are self running it could taken longer for it to get fixed if it breaks rather than if it relied on a human operating it, so in that the fact that it was broken would get fixed quicker. The equipment is expensive as there is lots of metal On the other hand there are many different advantages for these valves, which are; the position of the counterweight can be easily adjusted to compensate with different amounts of pressure from within the tank or from outside. Also the design of the mechanism is of a very simple one, this is an advantage because it is vary easy to understand and therefore it is less likely for a human to break it. The mechanism is also not likely to break again because it is a simple deign which means that there are fewer things which can go wrong. The mechanisms can also self-reset, this means that it can close itself and repeat the operation over and over again without human intervention, this is an advantage because it can run itself without any need for human intervention. The mechanism has low-cost maintenance, this means that the two valves need little human activity to kept these mechanisms running and that it wont cost much to kept them running. To develop this equipment further you could control it via computer. This would ensure accurate changes it the valves to adjust to the different conditions facing them more easily. The pressure relief valve could be used for hot water systems, gases and non-corrosive fluids. The anti-vac valve can be used in hot water heaters. http://www. plumbworld. co. uk/3-bar-relief-valve-12-3-bar-231-60 http://www. rwc. co. uk/Public/gplumb/antivac. pdf

Foggy Night :: Creative Writing, Family Essays

Foggy Night Surrounded by a foggy white film, I tried to adjust my vision to see. Anything familiar would appease me at this point. Nonetheless, I did not see a thing. Am I dead?" I thought to myself. Can this possibly be what the afterlife is like? I began to feel very anxious. The dense mist totally consumed my body and mind. This was not what I planned for myself. My life was supposed to be filled with an array of happiness, love, wonderful sights, and the joy of watching my children grow. Where is my sanctuary? Last thing I remember was looking out of my window and seeing the serene sky. At the time, I assumed I would be joining those that I love so deeply. My assumption was dismissed by a glimmer of reflection on my life up to this point. I was born into a middle class family in the suburbs of Los Angeles, California in 2400. My father was a hard working Maintenance Efficiency Sub-nucleic worker, my mother a homemaker. At three, I started to develop an interest in news programs, c-span in particular. I was told that instead of playing with dolls, I would play with calculators. At seven, I would put on my virtual reality suit and cruise the business section of all the top companies online. My parents realized then that I had a knack for business and was career oriented. With a lot of thought and money saved up over time, they decided to send me to a private school in Japan. This school was said to be number one world wide, and their focal point was on business and financial markets. From the age of thirteen until eighteen, I was in school. I received my series seven license at fourteen, then my bachelor's degree at fifteen, an M.B.A at seventeen, and became a C.P.A. at eighteen. When I came back to California, I was fluent in five languages, Japanese, Spanish, Portuguese, and French, not to mention English. My parents then knew that their money was well spent, and found a respect for my intelligence that was abundant. Being away and buried in the books most of my adolescence, I never really had an opportunity to socialize with the other boys and girls. When returned to California, my parents made sure that under their roof, (I was still their little girl), even though they knew I was responsible and faithful by their rules.

Integrating Culture and Diversity in Decision Making Essay

1. Provide a brief (1 paragraph) description of the organization you chose to research. Zappos was founded in 1999 during the dotcom boom by Nick Swinmurn [ (Twitchell, 2009) ] on a quest to buy a pair of sneakers at a local mall. It has grown in to a 1.2 billion dollar subsidiary of Amazon.com and a leading on-line provider of everything from shoes to couture handbags. They have done this with a simple motto: â€Å"Powered by Service†. Providing all of their customers with free (sometimes next day) shipping and returns, Zappos has invested in the power of word of mouth to fuel their business. 2. Examine the culture of the selected organization. Retail doesn’t seem to be the only thing that Zappos has gotten right, however. Beyond growing from a small, upstart company to a 1 billion dollar â€Å"behemoth†, Zappos prides itself on the culture it has created and invests in for its employees. Unlike some companies that guard their employee credos and internal culture (Apple comes to mind), Zappos promotes theirs for any would-be customer to see. Multiple links on their website lead to testimonials, blogs and YouTube videos providing a behind the scenes look at exactly what it’s like to work for this Once Upon a Time shoe company. Current CEO Tony Hsieh said in 2009 while celebrating the company’s 10th anniversary that â€Å"Our No. 1 priority is the company culture. Our whole belief is that if we get the culture right, then everything else, including the customer service, will fall into place,† [ (Twitchell, 2009) ] and indeed that thought processes seems embedded in the company’s Core Values which are posted on its website under a link labeled â€Å"Our Unique Culture†. 3. Explain how you determined that the selected organization showed the signs of the culture that you have identified. Zappos company culture seems to pride itself on creating a world-class experience not just for its customers, but for its employees as well. Both the external adaptation (day to day tasks) and internal integration (employees ability to live and work together) have been addressed in exactly the same way. Zappos seems to suggest that the way they treat their external customers as a company and the way their internal customers treat each other are not varied. In each of the videos posted on their company blog, employees regard their Core Values as both the way they guide their interactions with customers and with each other. Though subcultures do seem to exist (based simply on the variety of employee groups with blogs on their website), Zappos has taken great strides through rituals like their â€Å"Wishez† program to keep those unique subcultures from becoming countercultures that work against the common goals of the company. Indeed, relationships within these subcultures seem particularly strong. In one video describing the â€Å"Wishez† program and the way it bonds other departments together, employees seem to indicate that without it they might have never interacted in the first place. This seems to lend itself to Barker and Tompkins theory that â€Å"employees [maintain] a tendency to identify more strongly with their individual work teams than with the company as a whole†. [ (Schrodt, 2002) ] In one video, an employee identifies that she has hired a marching band to come and play Happy Birthday for another employees 40th birthday because he had teased when she turned 40. They work in the same department. By forging such strong relationships between employees, members of Zappos are encouraged to pursue similar relationships with their customers. One web page boasts that the longest recorded customer service call to Zappos (lines which are open 24/7) was eight hours long. Additionally, during Holiday months, customers might even encounter CEO Tony Hsieh on the customer service lines. 4. Determine the factors that caused the organization to embody this particular culture. This dedication towards customer service that the Zappos culture seems to be based around is what has allowed Zappos to survive where other dotcom’s had failed. In his book â€Å"The Greatest Business Decisions of All Time†, Verne Harnish lists Zappos’ decisions to offer free shipping and returns as particularly profound. He says (among the other decisions that he lists) that they â€Å"stood out from others because they were counterintuitive – they went against the grain of popular practice†. [ (Gringarten, 2012) ] Without this richly customer focused culture, Zappos as a brand might never have existed. Indeed, it continues to promote its customer focus and nothing else. While we might think of Zappos as a shoe company, Zappos seems to think of Zappos as a customer service company that happens to sell shoes. 5. Determine what type of leader would be best suited for this organization. Support your position. This kind of energy takes a particular type of leader to induce. Each video on their company website that mentions CEO Tony Hsieh mentions his name with some sort of revere suggesting that this type of culture is best suited for a charismatic leader. According to Schermerhorn, charismatic leaders â€Å"by force of their personal abilities, are capable of having a profound and extraordinary effect on followers†. [ (Schermerhorn, 2000) ] Hsieh gives seminars in which he instructs other companies on how they can adopt the Zappos culture to their own businesses. He believes very strongly in the culture that Zappos has created. 6. Imagine that there is a decline in the demand of product(s) or services supplied by the selected organization. Determine what the change in culture would need to be in response to this situation. The intense success that Zappos has enjoyed in such a short amount of time and the growth of their business from simply shoes to just about anything else seems to suggest that even if tomorrow people needed one less pair of shoes, the corporate culture of Zappos as a company would not need to be adjusted. By focusing on internal culture (employees) and external culture (customer) first, Zappos has answered the question of how to sell rather than what to sell. Their purpose implies that people don’t just need shoes; what they want is a different way to buy them. Bibliography Gringarten, H. (2012). The Greatest Business Decisions of all Time. Journal of Multidisciplinary Research , 95. Schermerhorn, J. R. (2000). Organizational Behavior . New York: Wiley. Schrodt, P. (2002). The relationship between organizational identification and organizational culture: employee perceptions of culture and identification in a retail sales organization. Communication Studies , 189. Twitchell, J. (2009, June 16). From Upstart To $1 Billion Behemoth, Zappos Marks 10 Years. Retrieved from LasVegas Sun:

Project List

The second type of users Is a technical, who Is allowed to update the status of a certain computer part (fixed, not fixed, etc. ). The third type of users Is the system Administrator, who has the ability to add and remove technician and user accounts. 2. A Car Rental System This system will allow for three types of users: guests, members, and administrators. Guests will be able to browse location, availability, price, and model. Members will have their personal information stored (I. E. Name, address, and credit card info. ) and will have access to any specials.Finally, the administrator can change or update car models, prices, etc. 3. A Flight Reservation System Users will be able to look for, book and cancel flights, as well as, organizing trips. There are 3 different types of users. The administrator will be able to add/delete destinations, change prices and so on. The registered users will be able to book/ cancel flights. Finally, the guests will be able to search for flights, bu t they won't be able to reserve them unless they register _ 4. A Grade Report System This system allows a professor logs on to create, access, and updates class grades for dents in his or her class.The students in the class are then able to log on and check their scores for all exams taken in that class. A system administrator is responsible for logging in and adding/deleting students, teachers, and courses from the mall database. 5. A Movie Store System This Is a system for selling and buying DVD's and videos of movies. There will be three types of users. First the regular customers, they can access the database of DVD's and videos with different types of search. Second there is a group of users that can post DVD's or/and videos to be sold.These users have access to add movies to the database, so that regular customers can search for these movies. When the customer has finished searching for a DVD and/or a video he/she can communicate a message to the seller In order to buy the pro duct from him. The third class of user Is the administrator: this user will be in charge of administrating the database and users. The administrator will be in charge of giving and revoking selling privileges to regular customers so that they are able to add videos and DVD's in the database. . A Health Insurance System This system allows agents and customers to view and update Important Information. Heir agent's information, family members, etc. Agents will be able to view and update their personal information and view the information about new businesses, renewals and commissions. This way, they will be able to help any policyholder or agent requesting assistance. Managers would have access to all modules so they will be able to help any policyholder or agent requesting assistance and would be able to update database with new prices. In addition, guest will be able to get free quotes. 7. A Medical Clinic Tracking System This system will provide the doctors and their staff with an e lectronic copy of the patient file.The system will track information for billing purposes and for general management of the clinic such as reporting and document creation. The three levels of access are as follows: (1) Administrator: creates users, assigns roles, and maintain certain questionnaires in the application; (2) Support Staff including nurses, secretaries, and nurses aid: update, delete, and insert records, updating the system o reflect the actual hard copy of the patients file, also will run certain reports and letters generated by the system; and (3) Doctors: will have the same rights as the support staff plus the ability to access certain information via the web. . A University Registration System The University registration system will allow (1) registered students to view their current term schedules, (2) registrars to process students' requests for adding and dropping classes. The system administrator will be able to add and delete students and also will be able to o pen new classes. The system administrator will be also able to determine the number of students in any given class. 9.A Library System This system will allow the users to search for library material (book, magazines, videos, etc. ) according to the criteria specified. This system will also keep track of all the material circulation and their availability. There are three types of users. A patron can borrow and return library material. A librarian can update library material. The system administrator can manage the user accounts including both patrons and librarians.

Rise of the Church of England essays

Rise of the Church of England essays The Church of England was formed by King Henry III for political reasons and not religious. One of the reasons Henry VIII changed the religion in his country is because he wanted a son and since he believed his wife could no longer have children he wanted a divorce from her. Henry called Parliament into session and asked it to pass laws that would end the popes power in England and thus be able to divorce his wife. Parliament voted and approved The Act of Supremacy. All of this was brought about because of Henrys desire to have a son. Henry wanted to have a son even though he already had a daughter, Mary, from his wife Catherine. However, he wanted a son to inherit the throne because he knew that no woman had ever successfully claimed the English throne. He desperately wanted to divorce is 42 year old wife, Catherine, because he believed that she would no longer have children and be able to give him a son. He wanted to divorce her and marry someone younger who could produce a son. Henry asked the Pope to annul his marriage but the Pope refused because Church law forbade divorce. Henry then sought to take matters into his hands. Henry decided to solve the problem by himself. He called Parliament into session and asked it to pass laws that would end the Popes power in England. The Parliament session during this time (1529 to 1534) came to be known as the Reformation Parliament. In 1533, Henry secretly married Anne Boleyn, who was in her early twenties. Parliament legalized the divorce from Catherine. These events lead to the Act of Supremacy which made the King, not Pope, the official head of Englands Church. The Act of Supremacy made the King the head of Englands Church. This allowed King Henry the freedom to do basically what he wanted. Henrys marriage to Anne Boleyn did not produce the son he so much wanted but a daughter, Elizabeth. This caused Anne Boleyn to fall out of He...

Perception and attitudes towards bidilectal speakers Research Proposal

Perception and attitudes towards bidilectal speakers - Research Proposal Example The quote above suggests that the RP speakers are the better of the two in conveying information, and that they are even regarded and rated higher in the society that the regional speakers. However, it also suggests that the RP speakers are harsher in communication, and in nature when compared to the regional speakers, who although are poor communicators, are privileged with kindheartedness and sincerity. The reason why this point is interesting is that its implications are confusing. For instance, would we not expect the most privileged communicator in the society to be the one who was kind and sincere than the communicator who the society regards so poorly? The roles and natures of these two speakers seem interchanged, and this is what makes this point interesting, and worth looking into. To explore this issue closely, one could formulate a study that could provide more answers to the questions this point pose. An example of a research question that would shed more light on the issue would be what attributes and characteristics make Received Pronunciation speakers better than the regional speakers? To answer this question, one might need to formulate a study that would require the collection and analysis of data to come up with a comprehensive conclusion. In such a study, I would use random sampling to appoint participants. I would do this sampling on different individuals in the society of all ages, sex, race, education levels, class, and profession. I would ensure that I have a large number of participants in my study to minimize bias as much as possible. In addition to this, I would also use a number of research methodologies such as interviews and questionnaires to come up with both quantitative and qualitative data. I can obtain qualitative data by asking such q uestions like, who is your preferred communicator, RP or regional speakers. I can obtain quantitative data by asking questions such as how many RP speakers do you know, and

Trends in contemporary society Essay Example | Topics and Well Written Essays - 1500 words

Trends in contemporary society - Essay Example The study found that some ethnic minorities such as Black African, Pakistani and Bangladeshi men enjoyed increased employment rates. This is attributed to improvement made in their educational attainment. However, the study finds that there remains a wide gap in the employment of Black Africans, Black Caribbeans, Pakistani and Bangladeshi men. Additionally the women from minority ethnic groups also faced an employment gap when compared with white women. The study shows that Pakistani and Bangladeshi women’s employment rates remained considerably low at less than 30%. The relationship between high educational attainment and job opportunities has elicited more investment in education for ethnic minorities, thus promising a high return in the terms of employment. The study also found that living in deprived areas reduced employment prospects for ethnic minorities more than it did for whites. Another finding is that the self-employment rates fell for Chinese and Indians. However, self-employment remained unchanged for Bangladeshi and Pakistani men. The study finds that there was general improvement in terms of paid work, where ethnic minorities had a higher occupational attainment. ... In 2001, the Minority ethnic community in the UK comprised about 8% of the country’s entire population. The factors that characterise ethnic minorities include: geographical areas of residence, younger age structures and specific group traits. Most Black Africans, Black Caribbean’s and Bangladeshis live in London. The Pakistan are the most evenly dispersed ethnic minority group in the UK (Gregg and Wardsworth, 2011). As of 2001, Indians make up most of the minorities population (2% of the entire population) or one fourth of the minority population. The Pakistanis accounted for 16% of the ethnic minority population and Black Caribbean minorities accounted for 12% of the same. Black Africans representation among the UK minority population was at 10% while that of Bangladeshis and Chinese was 6% and 5% respectively (Li, 2008). People from each of these minority groups came into Britain with different cultures, economic backgrounds and different educational backgrounds. All these combined to shape how the different communities fitted into the British employment environment. Labour statistics show that various ethnic communities living in Britain all have different employment data. For instance, a higher percentage of Black Africans are in employment than either Bangladeshi or Pakistani. The employment situation of ethnic groups in the UK is characterised by high levels of unemployment and low pay (Dex and Lindley, 2007). A study by Li (2008) shows that White British men have a higher probability (80%) of being employed than men from minority groups. Indians followed closely on the probability scale with 78%. Chinese had the lowest probability of being employed with a score of slightly less than 59%. Pakistani and Bangladeshi men also scored lowly on the