Direct Marketing Assignment Example | Topics and Well Written Essays - 1500 words

Direct Marketing - Assignment Example 1) Cost – As the cost of per target promotion in direct marketing tends to be substantially higher than that in case of mass marketing, marketers must send their message to a limited audience only, as sending the message to general audience at large with very few of them likely to respond positively or getting converted may increase the cost manifold and thus cause a lot of marketing dollar wastage. 2) Customer irritation – As direct marketing communication tends to be longer and more involving i.e. seek active participation of the customer, than traditional mass marketing communication, thus unnecessary and unsolicited message may lead to customer frustration, resultantly eroding brand equity. Thus in direct marketing it is important to come up with a list of the customers who would be most interested in the product offering and thus will be most likely to respond positively rather than non-responding or responding negatively by avoiding further communication. â€Å"Data Mining is the process of discovering interesting knowledge from large amounts of data stored either in databases, data warehouses, or other information repositories. Simply stated, data mining refers to extracting or "mining" knowledge from large amounts of data.† (Han and Kamber, 2006). According to Fayyad et al (1996), Data mining is an important process of discovering novel, implicit, useful and comprehensive knowledge from large amount of data. For Direct marketing it translates in to a description of likely buyers or responders and thus Data mining helps in securing better results, for a direct marketing campaign than a traditional mass marketing campaign For example - To develop marketing and service –delivery strategy, Harrah’s entertainment Inc., the gambling and hotel chain uses Data mining to target customers on individual basis for direct marketing. Using its sophisticated

Plato Knowledge Essay Example for Free

Plato Knowledge Essay Aristotle’s Posterior Analytics Reading Questions (1) In the Meno, Plato argued that it was impossible for us to learn something genuinely new: if you know x, you needn’t inquire about x, and if you don’t know x, you won’t recognize it when you find it. Thus, Plato argued, all learning is really recollection. Aristotle is trying to give a different answer to the Meno problem, one that doesn’t involve reincarnating or Platonic Forms. What is it? Aristotle argues that knowledge must be displayed in the demonstrative structure of a science. (2) How – and why – does Aristotle distinguish things â€Å"prior and better known to us† from things â€Å"prior and better known by nature? He distinguishes things â€Å"prior and better known to us† from things â€Å"prior and better known by nature† in Posterior Analytics. What is better known to us versus what is known by nature is not the same thing because what is known to us is affected by our perception. Whereas we have what is prior and better known by nature which is furthest from perception (particular vs universal is how he describes such. He proves we will result in Plato’s theory in the Meno of confirming what we already know or learning nothing at all if we fail to distinguish between the two. (3) Why does Aristotle deny that everything can be demonstrated? Aristotle denies that not everything can be demonstrated. Those of which whom allow circular demonstration (i. e: If A, then B, then A must equal C. ) are reiterating that in conclusion, A is A at all times. This method can be used to prove anything because we are not considering the distinctive properties of each factor. Also, concluding that the results are not deduction nor relevant to the things assumed. (4) Can you explain Aristotle’s claim that â€Å"perception produces the universal in us†? How does this explain how something indemonstrable can be known? Aristotle claims that â€Å"perception produces the universal in us† it describes that we have prior knowledge of a subject that is a commonly accepted idea until one of the factors from that subject proves otherwise. It is not to say that because one takes a stand that all others will do as well but through reasoning we can come to a paradigm shift that accepts the new theory. It would not need to be demonstrated then but simply understood and accepted amongst the community. (5) Plato would agree with Aristotle that we can know x in virtue of having demonstrated that x. But he would disagree with Aristotle’s account of how indemonstrable can be known. Why, and what would he say instead? Plato would disagree with Aristotle’s account of how indemonstrable can be known because where he understood universals as forms, Aristotle believes universals are generalizations from particulars.

Choice based letting system

Choice based letting system Committee report on the advantages and disadvantages of choice based letting. Summary This report sets out the advantages and disadvantages of moving to a choice based letting system. 1. Introduction. 1.1. The Communities and Local Government Department introduced the Choice-based Letting (CBL) scheme in 2001 as a pilot programme. The programme was intended to offer ‘choice and make more ‘transparent the letting procedure to the consumer. Based on the Delft model, it was intended to â€Å"replace the points-based allocation system with a lettings service that home seekers could understand†. The Delft model was developed in the Netherlands as a replacement for distribution model or the allocation of social housing via a waiting list. 1.2. This report is intended to highlight the 2. Needs based allocation and its issues. 2.1. Choice in the public service sector has been on the British political agenda since the late 1990s which in turn has forced a revaluation of needs- based allocations. The social rented sector, which consists of local authorities and housing associations, since the 1970s has based housing allocations on ‘need. This has been achieved by allocating ‘points to indicate if a household was living in temporary accommodation, inappropriate accommodation due to overcrowding and/or unacceptable accommodation due to disrepair and condition. 2.2. The ‘needs based system of allocation has become established within the social housing sector as the method for allocating council houses, and with the use of other criteria such as waiting time has endured for over thirty years within the sector including the shaping of guidance and legislation. Needs based allocations were based upon a list of ‘reasonable preferences categorised as †¢ families with dependent children and pregnant women; †¢ people occupying temporary or insecure accommodation; †¢ persons with a particular need for settled accommodation on medical or welfare grounds; †¢ households whose social and economic circumstances mean that they have difficulty securing settled accommodation; and †¢ Statutorily homeless households. 2.3. Within the research some critics have expressed issues with the needs based allocation system. The above categories show the concept of ‘need is narrowly defined and as such has not been implemented correctly, the ability to wait for a better house ensures that those in less ‘need can obtain better quality housing. Discrimination of the sort that is unconnected to housing needs, such as racism, is still present within the system . Specific issues regarding needs based allocations include the unpopularity and complexity of the points system, the suspected tendency of applicants or landlords on a points based system to exaggerate their need in order to secure additional points. Another issue is the idea that this system results in an area becoming overrun with poor and disadvantaged households occupying a single tenure, social rented housing. 2.4. Other, more general inefficiencys relating to the needs based system include the amount of offers to the consumer that are turn down, the large proportion of applications that are of date but still remain on the waiting list, areas of low demand that bureaucratic rationing fail to address and the opinion that the need based system is highly coercive and gives the consumer no real prospects to articulate their opinions or chose accommodation that is to their preference. 2.5. Overall the needs based or bureaucratic rationing system to some commentators and consumers is unpopular and overly complex. The consumer has no concept of the points system and those that do adopt a regime of points chasing. 3. How Choice-based Lettings works 3.1 Choice-based Lettings (CBL) replaces the traditional way of allocating housing under which housing officers seek to match applicants who have priority on the waiting list to available vacancies. CBL allows applicants for social housing (and existing tenants seeking a move) to apply for available vacancies which are advertised widely (eg in the local newspaper or on a website). Applicants can see the full range of available properties and can bid (ie. apply) for any home to which they are matched (eg a single person would not be eligible for a three-bedroom house). The successful bidder is the one with the highest priority under the scheme. Authorities provide feedback that helps applicants to assess their chances of success in subsequent applications. 3.2 Choice Based Lettings is a new approach to letting homes which will make lettings arrangements more transparent and give prospective tenants more control over the lettings process. Rather than homes being allocated by the council, choice based lettings allow tenants and prospective tenants to bid for the available properties they are interested in. Available homes will be advertised on the internet and a bi-weekly property magazine, which will allow applicants to see what Council or housing association housing is available in the area and enable them to play a greater role in the process of selecting their home. 3.3 Choice based lettings will not increase the amount of available social housing. However, people seeking re-housing will have accurate information on how many homes are actually available, where these homes are located and their chances of being housed. As the system is much more transparent, housing applicants will have all the information necessary to make their own informed choices. Bidding All registered home-seekers will be able to ‘bid for the homes advertised. Bidding can be done through the internet, by phone, by text or by coupon. The property magazine will list many details including a photograph of the property, its location and the size of household that the home is suitable for. People will only be able to bid for a property suitable for their household size. A shortlist of bidders will be drawn up and the home-seeker in the highest priority will be offered the property. If they do not want to accept the property it will be offered to the next highest bidder and so on. Other Options One of the advantages of the transparency of choice based lettings is that it helps people understand the likelihood of being re-housed, and consider options other than being housed by the Council or housing associations. There are many other alternatives to social housing available to home-seekers in Thanet and we will regularly publicise alternative options, such as the Councils Rent Deposit Scheme, and promote the role of the Housing Options Team in working with home-seekers to resolve their housing difficulties. Information Applicants have more information on their housing opportunities. They will see the number of properties available and the level of priority of successful bidders. Choice based lettings will also provide a place to advertise opportunities for shared ownership, and hopefully in the future private rented options. While creating greater choice for people seeking re-housing, choice based lettings encourages people to take greater responsibility for their future housing. It helps people who are unlikely to get into social housing to consider other options to meet their housing requirements. Support Other statutory and voluntary agencies that support vulnerable members of the community will have an important role in ensuring their clients benefit from Choice Based Lettings. We will help train these agencies so they can support their clients to bid for properties. Our Housing Options team will also provide advice and support. There will be a variety of ways to bid. People will be able to choose a method which suits them. Information will be available in public areas and we will also have a procedure where people can bid on the behalf of others, e.g. relatives and friends, staff or support workers, who may have problems otherwise. We will monitor people who do not bid to find out why this is happening and see if there is anything we can do to help them. There will be more publicity on choice based lettings before the launch so that everyone is aware of the new system, and where they can go for more information and help.

Analysis of A Clean Well-Lighted Place by Ernest Hemingway Essay exampl

Ernest Hemingway's short story, "A Clean, Well-Lighted Place," first published in 1933, is written in his characteristic terse style. It is the story of two waiters having a conversation in a cafà ©, just before closing up and going home for the night. They cannot leave because they still have a customer. One is anxious to get home to his wife, while the other sympathizes with the old man sitting at the table. Without realizing it, they are discussing the meaning of life. I believe that the story takes place during WWI in Spain. There is a soldier walking on the street with a girl. The waiters comment that the guard will pick them up soon if they do not get inside. It is between 2:00 and 3:00 a.m. because the cafe is about to close and one of the waiters is in a hurry to get home. There are three main characters in this story. The first is a younger waiter. He is inconsiderate, cocky, impatient and selfish. He seems to think that his needs are more important than anyone else’s. When the old man asks for more brandy, the waiter tells him, â€Å"You should have killed yourself ...

Accounting for Business Combination and Ethics Assessment Essay

Early 2011, Yung Limited acquired 75% interest in Chum Limited. This is the first time of Yung Limited preparing the consolidated statement. A few issues regarding to the first consolidated financial statement have been raised up. This report is used to solve the raised issues and explain general principle of consolidation accounting. Before the acquisition, Yung and Chum was a competitor to each other. Their financial statement only reflects their own financial position. Thus, the balance and transaction would state in the financial statement. The reason is that they are viewed as two entities from different aspect. However, after the acquisition, Yung and Chum became a single combined entity as Yung held 75% interest in Chum. It means Yung can direct business decision of Chum according to its preference. This view would be reflected in the consolidated financial statements. Since the consolidated financial statements view Yung and Chum as a single combined entity, the balance due to each other would be eliminated as a result. As Yung and Chum are the single entity, the amount due to Yung is set off by the amount due from Chum. One entity cannot lead money to itself in order to create a liability or asset. See more:Â  Capital budgeting essay As Yung and Chum are a single entity, transactions with each other are just a transfer of assets or liabilities, or a relocation of assets, this would not recognise as a transaction in the consolidated financial statements. Generally, profit margin is added to those transactions. These profit margins would raise book value of assets in the transactions. The common example is inventory and non-current assets. Those profit margins can only be realised in the sales or disposal to external parties. Thus, the consolidated financial statements would eliminate those unrealised profit also. According to the above statement, Yung gets the power of control in the Chum. It means every transaction can be related to Yung and its decision. The relationship between Yung and Chum would be a parent-subsidiary, and not just similar to other associate as investor-investee. Therefore, it is required to show consolidated financial statement of Yung and Chum. The distinction between consolidation and equity basis of accounting is power of control. Generally, if an entity holds more than 50% interest of another entity, the entity is required to consolidate the controlled entity. However, if an entity holds about 20% to 50% interest of another entity, the entity is required to practising the equity basis of accounting. Comparing with the two methods, consolidation basis of accounting would reflect a smaller net income if there are a large amount of inter-company transactions. Equity basis of accounting only show the share of profit in associate as an extra item in the income statement of investor (parent in consolidation). Thus, it would be a greater net income unless there is a net loss in the associate. In conclusion, different methods change the net income. The financial statements for equity basis of accounting are only included the investment in associates as non-current assets, and recorded as cost plus fair value adjustments in the net shares of equity. The consolidated financial statements are the combination of the parent and subsidiaries, and goodwill, excluding inter-company balance and cost of control. Thus, Yung’s financial statements would be greater value in statement of financial position if all investments were consolidated, but smaller value in income statement as there are large amount inter-company transactions between Yung and Chum. Equity basis of accounting could provide a greater asset value to Yung, but a smaller net income to Yung also. Dear Mr. Li, Memo regarding the revenue cut-off problem of Yung Limited According to the recent conference with John Au, President of Yung Limited, he reported that the sales of Yung Limited in 2010 incorrectly included sales in 2011. However, we did not discover this material error by our audit work. This material error overstated the profit of Yung in 2010 by 10%, but understated the profit of Yung in 2011 by the same rate. John Au also mentioned that he prefers to ignore this error because he can get benefit from this error as the understated profit. Ignoring revenue cut-off problem leads to conflicts in ethical and professional. This conflicts with fundamental ethical principles, such as integrity, objectivity and professional behavior. In the integrity aspect, we should not disclose any untrue financial statements. In the objectivity aspect, our professional judgments should not be influenced by reputation of our audit firm and any potential legal sue. In the professional behavior, we should comply with relevant laws and regulations relating to this revenue cut-off problem. The following are some of my recommendation on this revenue cut-off problem. The first recommendation would be reporting to the board of directors directly. This material error should be report the board of directors of Yung Limited. This report could give directors’ chance to decide the treatment of this material error. They could estimate effect of this material error. The second recommendation would be following John Au’s suggestion, ignoring this material error. This could be a way to accommodate our client. The third recommendation would be requiring John Au to correct this material error. This could reflect the true financial position of Yung Limited. The fourth recommendation would be convening an extra-ordinary general meeting with all shareholders of Yung Limited. This EGM could give shareholders opportunity to aware this material error, and understand the potential. Finally, I would recommend asking John Au to correct this material error. Although this correction would make him loss of a bonus, this is a fair treatment to all stakeholders at all. Also, this solution could reflect the professional position of our company.

My Personal Philosophy of Teaching and Learning †Education Essay

My Personal Philosophy of Teaching and Learning – Education Essay Free Online Research Papers My Personal Philosophy of Teaching and Learning Education Essay My personal philosophy of teaching and learning is a product of many influences including experience, instruction, a melding of the philosophies of past educators and an intrinsic sense of what is right. I have attempted to capsulate this philosophy in the seven belief statements that follow. I believe learners are individuals who bring a unique set of needs and abilities to the classroom and that they should be encouraged to become responsible for their own learning, especially as they mature. I believe that a teacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. I believe that the learning process is multifaceted, unique to each student, yet containing unifying threads of purpose in addressing the student as a whole person. I believe the curriculum is a set of criteria designed, as much as possible, to meet the needs of students and should be offered to them in as compelling a manner as possible. I believe that the learning environment is a shared, public place that must be welcoming, safe, and the responsibility of those who share it. I believe it is important to recognize and embrace the diversity that arises from the milieu as it provides a myriad of opportunities to enhance student learning and growth. Finally, I believe if I am to be a good facilitator of the learning of others, I must embrace opportunities to expand my own learning on an ongoing, life-long basis. This includes allowing myself time to be critically reflective. These seven belief statements form the core of my current philosophy of teaching and learning. This is an evolving philosophy that is heavily influenced by experience and driven by a passion for teaching and a passion for learning. It is my hope that these passions will combine to kindle a similar passion for learning in the students in my care. The articulation of a philosophy is the first and often smallest step in its development. Once stated it must be measured against a set of recognized criteria or standards to determine its validity. I propose to measure my personal philosophy of teaching and learning against the standard created by the five principles of philosophy outlined by George Counts. The first of these standards requires that my philosophy be based on my experiences. I have worked in a public school as a Resource Educational Assistant for the last five years and this, coupled with my own educational experience has afforded me the opportunity to observe dozens of teachers at close range. From this myriad of experience I have formulated a philosophy that focuses on the student as an individual. I recognize through this philosophy that students bring different biological, psychological and social experiences to the classroom. My philosophy welcomes and validates each of these experiences, valuing the benefits they bring to the learning environment. My philosophy, though brief, is comprehensive in its outlook. Its focus on the needs of the individual is counterbalanced by the belief that the classroom must welcome diversity and requires that this same environment be one in which all participants have an equal voice. The belief that the classroom must be welcoming, safe and tolerant of the diversity of the milieu validates all elements of each learner’s social heritage while striking a balance between meeting the needs of individuals and preparing them to become accepting, contributing members of society. Similarly, the increasing onus on the learners to take responsibility for their own learning as they mature, balances the demands of childhood with the demands of maturity. This philosophy is very consistent in all aspects. By asking students to become responsible for their learning and their classroom they are being taught to become responsible for themselves and their environment later in their lives. The aim of this philosophy has been to develop a sense of self worth while acknowledging that all other participants must also be valued. If my role as a teacher is to facilitate student success then it is consistent that the atmosphere created in the classroom be one that welcomes all participants and places their safety above all else. It also follows that a curriculum that is approached in a manner that embraces the diversity of the milieu encourages the success of every student within the classroom and beyond. This philosophy incorporates practicality in its focus on my own self- development. If my philosophy is evolving then it stands to reason that this evolution will keep it current and adapted to any particular time and place wherein it is practised. Similarly, if I am constantly upgrading my skills through on-going, lifelong learning then my practices and my philosophy will reflect a harmony with the current trends that reflect what is best for the students. This sensitivity to, and incorporation of, the latest methods in education should empower students to be successful in their current and future environments. Since my philosophy incorporates sensitivity to current ‘best practices’ in education, the unique individual requirements of the students, and the diversity of the milieu, it cannot help but be satisfying to its adherents. Students will find their needs met and their social heritage embraced and validated. I too will be satisfied because personal growth will result from the passionate pursuit of further knowledge and experience. Based on the proofs offered in the preceding five paragraphs, it may be concluded that my philosophy of teaching and learning is consistent with George Counts’ five principles of philosophy. There are three belief statements within my philosophy that I would like to defend in greater detail. The first step in affecting a greater defense of these belief statements is to show that they are grounded in the theories of past philosophies of education. The first belief that I propose to defend further is that learners are individuals who bring a unique set of needs and abilities to the classroom and that they should be encouraged to become responsible for their own learning, especially as they mature. This belief represents a combination of three different schools of educational philosophy: Existentialism, Idealism and Realism. Soren Kierkegaard, the founder of Existentialism, stated that each individual has his or her own inner history and they choose for the future (Stendahl, 1976). Adherents to the philosophy of Idealism maintain that â€Å"education is the process of unfolding and developing that which is a potential in the human person† (Van Nuland, 2001). The concept of the learner as an individual is supported by Dr. Howard Gardner who developed the theory of multiple intelligence which states that students learn in several different ways (Gardner, 1983). The later part of this belief statement is supported by a component of the school of Realism which maintains that learning is the students’ primary responsibility. (Van Nuland, 2001) The second belief I would like to defend in greater depth is that a teacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. The School of Existentialism supports this belief through its emphasis on individuality. It states that it is the teacher’s role to help students make their own choices and become their own person (Van Nuland, 2001). It also states that it is the teacher’s responsibility to create a learning situation where students can express their subjectivity (Van Nuland, 2001). The School of Idealism claims that it is the teacher’s responsibility to stimulate learner awareness of ideas and be a transmitter of cultural heritage (Van Nuland, 2001). The school of Idealism also states that a teacher should expose students to the wisdom in cultural heritage so they can know, share and extend it (Van Nuland, 2001). Finally, Freidrich Froebel, the founder of kind ergarten, may be cited in support of this belief as he emphasized the importance of the learner’s own self-activity (Van Nuland, 2001). The third and final belief that I would like to further defend is that the learning environment is a shared, public place that must be welcoming, safe, and the responsibility of those who share it. The definition of the student according to the school of Idealism is a mind to be nurtured and protected (Van Nuland, 2001). This directly supports the notion that the classroom must be a safe environment. The purpose of a school according to Idealism is to expose students to the wisdom in cultural heritage so that they can know, share and extend it (Van Nuland, 2001). If the classroom described in my personal philosophy is truly welcoming then it will embrace the varied heritages brought to the classroom by the students and foster an appreciation for each of them. Having shown that each of these belief statements are grounded in past philosophies of education I would like to continue to defend them by connecting them to more modern thought and my own practical experience. In many ways this has already been completed. The schools of Existentialism, Idealism and Realism were discussed in our Education and Schooling class lecture presented by Dr. Shirley Van Nuland on November 7, 2001 at Nipissing University. The theory of multiple intelligence, developed by Dr. Howard Gardner was discussed in detail in Professor Darlene Brackenreed’s class and in an assigned reading (Gardner, 1983). The belief that the teacher is a facilitator is supported by Dr. Ron Weeks and Professor Jeff Scott who instruct future teachers (at Nipissing University) how to teach Science to Junior/Intermediate students (Weeks, 1997). Both advocate the extensive use of discrepant events and that the teacher should often act as ‘a guide on the side’ so s tudents may learn for themselves. This is also how the theory of Pragmatism sees the teacher’s role. The third belief, of those chosen for further defense, is supported by Barrie Bennett and Peter Smilanich who co-wrote Classroom management: A thinking and caring approach. This text was consulted regularly in the Management class of Dr. Pat Falter at Nipissing University. In their book Bennett and Smilanich state that inclusiveness is what a teacher does to ensure that all students experience a sense of belonging. This, they maintain, is one of the first steps in creating a safe, welcoming environment within the classroom (Bennett, 1994). The importance of a safe environment is also reflected in the Ontario Government’s policy on Safe Schools which has been adopted by the Avon Maitland District School Board, among others. Finally the need to create inclusiveness was made clear to me by Mr. Douglas Yeo who has taught for thirty-three years in various public scho ols in and around Goderich, Ontario. It was Mr. Yeo who first explained to me that if you give students enough say in a classroom, they will take responsibility for it. He then proceeded to successfully demonstrate this concept during my first two practica. These three beliefs must also be applicable in the classroom if they are to remain an integral part of my philosophy. As mentioned in the previous paragraph, I have seen the belief that a classroom must be welcoming, safe and the responsibility of those who use it practised successfully by Mr. Yeo in his Grade 7/8 classroom. I would use his practices of allowing the students to co-write the classroom rules and decorate a large portion of the room themselves so that they buy in to the concept that the room is their responsibility as well as mine. In addition I will also instigate the practice of holding a weekly classroom meeting in the style set out by Dr. Janet Nelsen in her book Positive discipline in the classroom: Developing mutual respect, cooperation and responsibility in your classroom. One of these meetings would be held on the first day of classes and continue at least once a week with the expectation that they could be held more often if necessary. In this approach stud ents and I sit in a circle and are encouraged to share first compliments, then concerns. All members of the circle will be afforded the opportunity to speak when they are in possession of the ‘talking stick’ (to borrow from an Aboriginal People’s model). The meeting will be run according to an agenda that will be formulated from suggestions contributed to an anonymous suggestion box (Nelsen, 2000). If run properly, this meeting will constitute a safe, comfortable environment in which we can praise each other, share our successes and resolve any problems within the classroom. Ensuring that my primary role as a teacher is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success will require some adjustments to the teaching style I use on my future practica. I do not believe I can completely avoid the ‘sage on the stage’ approach, as my Faculty Advisor, Mr. Stephen Binstock described it, but I hope to minimize its use. Increased use of single and multiple activity lesson plans, which utilize a hands-on, Pure Inquiry or Directed Inquiry approach to student learning, will enable me to act as a facilitator of learning more often. The artful use of questioning should also lead to a sense of self-discovery for the students. I am fortunate because I have access to a tremendous wealth of resources like the Curriculum Planner, experienced teachers, and board sponsored workshops. All of these will support me in this approach to teaching. The most challenging belief to bring into practise in the classroom will be to treat learners as individuals who bring a unique set of needs and abilities to the classroom and who should be encouraged to become responsible for their own learning, especially as they mature. The first step to adjusting to the uniqueness of learners will be close observation and extensive pre-assessment at the beginning of the school year. This assessment will be of learning styles as well as knowledge. Most important of all I will try to get to know the students early by showing an interest in them. To do this I will make myself available to listen to the learners by being in the classroom early, greeting them at the door ‘morning, noon and night’ and after recesses. I will inquire about their extra curricular activities, coach as many of their teams or clubs as I can and have regular contact with their parents. I believe the use of a rubric for assessment is the best way to encourage students to accept responsibility for their work. Though it will involve more work for me I hope to vary the means of assessment and evaluation so that it will permit students to succeed by choosing a method of evaluation that recognizes their unique learning style. I am confident that the staff at Nipissing University will assist with any problems I may encounter and they represent over one hundred years of the best quality teaching. The resources I have become familiar with during my year at Nipissing will be invaluable sources of lessons that will accommodate the uniqueness of the students. Finally, gatherings like the 2001 Checkmark Conference on Assessment will provide wonderful opportunities to view various methods of adjusting my teaching and assessment, helping me stay up to date on the latest ways to facilitate learners. This ends my in depth defense of three elements of my personal philosophy. In conclusion I would like to illustrate how my philosophy of teaching and learning will contribute to my teaching practice. The exercise of defining and defending my philosophy has enabled me to consolidate my approach to teaching. This philosophy has allayed much of the initial trepidation I had about teaching. I am now confident if I adhere to this philosophy, until experience evolves it into an even better one, I will be equipped to provide the best possible learning environment for the students in my care. My philosophy will cause me to continually strive to find better, learner centered, approaches to teaching. This philosophy will cause me to be constantly aware of the value of the approaches others take to teaching and I will be open to incorporate the ‘best practices’ I see into my evolving philosophy. The most important impact that this philosophy will have on my teaching practice is that the students will experience greater success because of it. My assessment, evaluation and teaching methods will all be varied so that they maximize the students’ chances to succeed. I realize that the requirements it will place on me will be onerous but I sincerely believe that this flexibility is possible. The challenge that I look forward to most is providing a welcoming, culturally diverse environment, free of prejudice, gender bias, and violence. This philosophy, if adhered to, will create this kind of environment in my teaching practice. The elements of my philosophy will be the source of the enthusiasm for creating this type of environment and of the passion for teaching and my own ongoing learning. These two emotions, enthusiasm and passion, coupled with student success, will become the earmarks of my teaching practice as a result of this philosophy of teaching and learning. I am so looking forward to putting it into practise and watching it evolve. Respectfully submitted by Russell A. Watson: Section 8 Bibliography Gardner, Howard. (1983). Frames of mind. In Richard L. Bucko Brain Basics: Cognitive Psychology and its implications for education. In Kathleen M. Cauley (Ed.), Educational psychology 01/02 Annual editions. (2001). Guilford, CT: McGraw- Hill Dushkin. Nelsen, J., Lott, L., Glenn, S. (2000). Positive discipline in the classroom. Developing mutual respect, cooperation and responsibility in your classroom. Seneca Falls,NY: Parma Publishing. Stendahl, Brita K. (1976). Soren Kierkegaard. Boston: Twayne Publishers. Van Nuland, S. (2001). The developing reflective role model teacher building a personal philosophy of teaching continues to meet and debate philosophy. Retrieved February 2, 2002, from nipissingu.ca/education/BEd/educ4204/educ4204.html. Weeks, Ronald C. (1997). The child’s world of science and technology: A book for teachers. Scarborough: Prentice Hall. Research Papers on My Personal Philosophy of Teaching and Learning - Education EssayStandardized TestingThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesOpen Architechture a white paperBook Review on The Autobiography of Malcolm XThree Concepts of PsychodynamicAnalysis of Ebay Expanding into AsiaTrailblazing by Eric AndersonAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social and