To what extent is the incorporation of state owned commercial banks Essay

To what extent is the incorporation of state owned commercial banks improved the efficiency of the Chinese banking system - Essay Example Since China gets more structured with the globe, because of these measures banking system of China now has turn out to be high-ranking in the global financial markets, corroborated by the rapid development of economy of China. The banking system of China is viewed as successful during the situation of financial crisis in 2008. Now, 3 drifted banks of China namely Bank of China (BOC), Industrial and Commercial Bank of China (ICBC) and China Construction Bank (CCB) are the biggest banks in terms of market value following the financial crisis which ruined many European and American banks. During 1990, many experimental and theoretical studies have analysed the chances and challenges that banking sector of China face (Chapman & Marshall, 2012). An important study regarding the Chinese Banking industry in the broader perspective of agreement of China with World Trade Organization (WTO) and economic transformation is extremely important (Chapman & Marshall, 2012). Discussion In 1980s, vari ous banks of Latin American countries face crises. Lots of nations carry out a many steps to restructuring their misfunctioned banking industry, including fiscal relaxation and strengthened dictatorial regimes. Mostly these transformations were productive in strengthening banking industry and avoiding banking crisis. Transparent and imprudent authoritarian and administrative models played a significant role in the successful states (Wang, 2009). In 1978, in Chinese banking system the process of reformation was began with the establishment of the BOC and CCB. During last 3 decades, different measures of restructuring have been beginning piecemeal in order to strengthen the competitiveness and effectiveness of the domestic banks in China, particularly the state-owned commercial banks. Even so, the steps that have been carried out don’t give the required results. In 2004, official figures shows that the ratio of non-performing loans in the Chinese big four state-owned commercial banks that remained at 2.5 trillion Yuan (equal to three trillion US dollars at recent rate of exchange), was fifteen percent of the entire bank loans (Wang, 2009). This official estimation is viewed as to be undervaluing due to the oblique system of rating system. The ineffective operational mechanism, distribution system, and personnel management system result in failure of several significant restructuring steps. Therefore Chinese banking system requires a complete shakeup. Size and Structure of the Chinese Banking System During the last decade, the banking sector of China is greater in size comparative to the economy of China and has expanded drastically. Entire assets of Chinese banking system (as well as assets that are present in the international subsidiaries and branches of Chinese banks) were approximately equal to two hundred and forty percent of GDP at the end of 2011 which increase from two hundred percent that were in early period of 2000, however, from GDP domestic c redit is estimated to be equal to one hundred and forty five percent (Chapman & Marshall, 2012). This ratio of credit-to- GDP is high comparative to states in which the per capita income is at equal levels. Intermediated credits are much developed

Nutrition and Fit Essay Example for Free

Nutrition and Fit Essay In my composition, I am going to describe some advantages why, we should keep fit. In my opinion is that be fit has not got disadvantages. I am also going to describe what we should do when we want to keep fit and also what we should not do when we want to keep fit. To be fit has a many advantages. When you are fit you have better mood and we do not feel sleepily on the contrary we feel full of energy. You have not got many health problems like arteriosclerosis, heart attack, obesity, anemia etc. When we want to keep fit, like first we should change our eating habits. We should not eat many junk food, candy, sweetened beverages for example Sprite, Coca-Cola, Fanta etc. We have to try to eat a lot of vegetables, fruits and a lot of healthy food because this food comprises from lots of antioxidants, protein and vitamins. We also should try to eat for breakfast, lunch, dinner and also for snack and afternoon snack. When somebody wants to keep fit he/she should aim do a lot of exercises. I think we should try to run every morning and evening. Sometimes we should visit some gym and swimming pool. When we want to keep fit we should not smoke and drink a lot of alcohol. We should not eat a lot. We also must not laze. In my opinion is that be fit is better than be lazy person. I hope that my composition will can help someone to keep fit.

Every Child Matters Case Study

Every Child Matters Case Study Every Child Matters is a Government approach aimed to ensure all children, regardless of their circumstances or background have the support they need to: be healthy; stay safe; enjoy and achieve; make a positive contribution; and achieve economic well-being. This essay will explore the background of the framework, its aims and other relevant policies and legislation. I will then reflect on how ECM has affected my Local Authority and the school where I will be training. Finally I will then reflect on how ECM will inform my planning and teaching, and what it will mean to me as a professional in the classroom and in developing my practice. In 2003 the Government released the original Every Child Matters: Green paper, it was a response to the Joint Chief Inspectors report on the findings of Lord Lamings (Victoria Climbies death) public enquiry. It highlighted many failings from services to communicate and intervene. It set out proposals on how to address the issues of concern that had been identified and suggested measures that were needed to improve and reform childcare The Green Paper identified four areas of action: Support for parents and carers Effective protection and early intervention Accountability and poor integration Reform of the workforce The aim was to not only protect children but also to enable children to improve and fulfil their lives. The Green Paper built upon the foundations of Sure Start, aiming to eradicate child poverty and raising school standards. The success of the Green Paper led to the paper being transformed in to Every Child Matters: The Next Steps. Alongside this and with the support of the Houses of Parliament, the 1998 Childrens Act was reformed and adapted into The Childrens Act 2004. This Act aimed to encourage. It also aimed to ensure that LAs (Local Authorities) were given more flexibility when implementing their provision. One result of this act was the development of Local Safeguarding Childrens Boards. These boards aimed to co-ordinate between all LAs in a local area in order to safeguard children. The Act also resulted in the formation of the Every Child Matters Framework Every Child Matters: Change for Children, became a national framework. The title Every Child Matters was used to amalgamate all of the documents, that aimed to organise and deliver services that ensured every child and young person became an active member of society. There was also the aim of preventions as opposed to just dealing with the consequences. For this to work the framework suggested multi-agency collaboration from all those working with children and young people. Through this collaboration of services it would hopefully allow children and young people to achieve the five outcomes of the The Children Act 2004 (Section 10). Section 10 requires public services to ensure all children and young people are: -Protected from neglect and harm -Have the right to education, training and recreation Physical and mental health and emotional well-being -Contributing to society -Achieve social and economic well-being These are summarised as enabling children or young people to: Stay Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve, and Achieve Economic Well-Being. These five outcomes are referenced to throughout Every Child Matters. To ensure all children and young people progress against these outcomes, policies and practices needed to be developed and implemented. The framework also focused on trying to ensure every child had provision regardless of their background or circumstances, and to enable children and young people to have a greater say about the issues and problems that affect them collectively and as individuals. This was evident in 2005, when the first Childrens Commissioner for England was elected; this gave a voice for children. This was one action aimed to prevent problems rather than dealing with consequences. As well as this the framework was seen as an inescapable moral imperative that it intended to assist a radical reform of services In 2007 The Childrens Plan was published, this aimed to build upon the Every Child Matters framework. The Childrens Plan: Building Brighter Future was a ten year plan that aimed to centralise children and young people, and increasing the focus on parental roles and the wider communities. The Plan focused on the Childrens Trusts, and believed that this was central to delivering quality, and set high expectations of them to deliver. The Childrens Trusts had similar aims to those of the Local Safeguarding Children Boards, they both aimed to collaborate. The Trusts take the child centred approach and use an integrated strategy of joint planning and commissioning, and pooled budgets. This inter agency co-operation aims to be sustainable by using a shared language and similar processes. Working in this manner means that the trust will hopefully be able to deliver a service that is very child centred, and has no restrictions from professional boundaries or any other existing agencies. Other frameworks, initiatives, acts and policies that have been a result of, or linked to, the Every Child Matters policy include Working Together to Safeguard Children (2006) and The Equality Act (2006). My Local Authority has made many changes and developed many policies. The LA has developed a policy on e-safety, explaining the risks and what can be done to stay safe. They have also developed an Assessment and Response to Children System (ARCS). This explains the Common Assessment Framework (CAF) and how it aims to assess The LA are also currently undertaking a consultation of the Thurrocks Draft Children and Young Peoples Plan 2010-2013 (CYPP). This is the revised plan is signed up to by many organisations that provide key services for children and young people in Thurrock (including the Council, the NHS, the Police, schools and colleges and the voluntary sector). It sets out the priorities for the Childrens Trust, based on the analysis of the needs of children and young people, and what has been learnt through various consultations and interactions with children, young people, their parents, carers and professionals. These plans have to be prepared by every area in the country and the Department of Children Schools and Families (DFSF) provide guidance to help them do this. These plans will form the main planning document of all Childrens Trust agencies, and partner agencies, meaning that whatever is done with children and young people in Thurrock it will contribute to achieving the collective ambiti ons everybody has for them. Thurrock Children Young Peoples Plan 2007-10, developed many policies such as Each Child, Every Young Person, All Agencies Our Plan 2007 2010. This identified the priorities that were needed and the goals to be set in order for all children and young people in Thurrock to be able to achieve the five outcomes of ECM. It aimed to improve services in Thurrock over the past three years. The plan was delivered through the Children and Young Peoples Strategic Partnership (CYPSP), which aims to meet the need of children and young people in Thurrock. It sets out 12 goals that they aimed to achieve to be able to meet the ultimate five goals of ECM. In January of this year A Review of School Improvement was also conducted by Peter Wylie for Thurrock Council. It was a review of how effective school improvement services in Thurrock were, and it went on to propose options for the future whilst keeping in mind the local and national policy priorities. One such policy: Your child, your schools, our future: building a 21st century schools system aims to create a school system. It is a system that aims to respond to changes in economy and society and enable every child to enjoy growing up, and develop their potential and talent. It also gives them the broad skills they will need for the future. There are many guidelines, policies and legislation in place to ensure children are protected and achieve wellbeing, and each covers various areas and ensures multiagency collaboration. As a trainee teacher and a qualified teacher I will need to be aware of these because they underpin everything that I do. Within school and within my teaching and planning, the five key principles of the ECM framework must be at the forefront of my mind, they need to be at the heart of every aspect of the school, including. Within Every Child Matters, at the heart of the curriculum it states that ECM requires teachers to be committed and passionate, and offer. It also states that teaching should include activities that are beyond the school, that involve parents and relate to real life experience. It also suggests. The curriculum is designed with ECM at the centre; the design features address all 5 aspects, such as ensuring children are given the opportunity to learn in many subjects, and in a variety of settings and environments. ECM is at the centre when considering and ensuring opportunities for events such as productions and sports days, and when considering the schools routines. Also when considering any extended hours, offering opportunities before, during and after school, and links with health and social agencies. Young peoples lives are centred around school, and they clearly have an important part to play in supporting children to achieve the five aspects of ECM. Schools need to take into account the needs of all learners when planning. I will now consider how each aspect is/can be promoted in the curriculum. Schools can promote being healthy and staying safe by having a positive school ethos, which promotes inclusion. It should also follow many policies and procedures, to ensure children stay safe. When working as a Trainee Teacher and a qualified teacher I will need to be aware of all the policies that the school follows and ensure I am kept up to date with these. For example: safeguarding and health and safety policies. Some procedures for this might be: questioning any adults in the school without a name badge; and safety hinges on doors. I will also need to ensure I promote inclusion by methods such as personalisation. The school in which I am training tries very hard to ensure that children stay healthy. They have gained the Healthy School Award and have recently been given The Sports Unlimited Award. The school now offers a range of after school and lunchtime clubs, and provides healthy snacks for Foundation Stage and KS1 children. The school also brings in coaches to take P.E. lessons, to motivate learners and teach them the sport that they are experts in. Drinking water is provided throughout the day and each child has their own water bottle for them to drink from when in lessons. The school also actively promotes walking or cycling to school, and conducts cycling proficiency for pupils. Over the past year lunchtimes have become more structured with MDA and LSAs taking structured activities. Another good initiative that the school has adopted is the use of peer buddying and mentoring, with each adult in the school mentoring at least one child that is in need. The school also provides opportunit ies for learners to grow vegetables. As well as having regular assemblies taken by police officers and visits from health workers. The school makes many links between the community with visits to sing at old peoples homes and links with reading schemes through the library. When I am planning and teaching I will need to ensure that I use circle time to explore health and personal issues as well as encourage debate and peer decisions. I could also provide a quiet area within my classroom where children are able to take time out. Opportunities should be given to promote and encourage and to learn to be healthy in many subjects. I will need to be aware of this and apply them in my teaching. A few examples include: allowing for leaners to be empowered through making their own decisions, encouraging diversity, respecting difference and teaching them about their own identity, and using mathematics to investigate data on diet and health. History could also be used to explore community history and individual identity. Schools have the responsibility to ensure children are able to enjoy and achieve whilst staying safe when they are at school, through a wide range of policies and procedures. For example rules for how to use equipment safely, safeguarding, carrying out risk assessments, and bullying policies. However the staying safe element of ECM goes much further than the school and it is about. The school in which I am training provides many opportunities to ensure children are able to stay safe. They provide day and residential trips and set rules around the school based upon the schools Core values. With the increase in the use of the internet, the LA have also developed a policy for E-safety. The school provides mentoring and home work clubs to ensure the learners dont fall behind with work and also provide pupils with the opportunities to discuss any issues they may have. The school also has a council that acts as the student voice and gets learners more involved in the school. The school also encourages confidence for children to speak out, and uses role play, performances and presentations to promote this. The school uses visits from outside professionals, such as community police officers, and before any school trips, a safety check has to be conducted. There are also many opportunities to promote staying safe in the subjects that are being taught in my school. For example art, and design and technology could be used to promote safe practice and managing risks that may occur. ICT could be used to develop safety, such as questioning information and how to sit correctly at computer, i.e. .posture. When Teaching I need to be aware of how I can incorporate staying safe in my planning and in my classroom. I would also need to use the schools Core Values to assist safety and set class rules with the children. I will also need to take some responsibility in ensuring the school is safe, because it is everybodys responsibility not just the head teachers or senior managers. I could use stories in my class to deal with behaviours such as bullying and challenging stereotypes, resolving conflict and consequences. Schools need to ensure every child is making a positive contribution by ensuring the environment is created to encourage all to participate. They also give learners a voice, and vary in teaching strategies. The school where I am training has a school council that provides the children with a voice to speak out. In the Every Child Matters, at the heart of the curriculum booklet it states that if the children are aware that they have the opportunity to enrich the lives of others and support and care for them, and ultimately change things for the better, then they are much more likely to be more sociable beyond the school gates. The school I will be training at provides opportunities across the curriculum to ensure children give a positive contribution. The school council gives the opportunity to make decisions such as what equipment shall be built in the playground. It is important that children are able to make choices that have a true impact. Learners are also given various responsibilities around the school such as being responsible for the library, putting books away or giving them out, watering and looking after the garden, and collecting the register. They also encourage learners to participate in clubs and projects around the school. The school offers various clubs and everybody participates in the Christmas plays, as well as using buddying and mentoring schemes. They make links with the community through projects such as Christmas singing and also use such projects to raise money for charities. I will need to be aware of these points to ensure that I incorporate them into my classroom, for example by giving children responsibilities. I will also need to be aware of the ways the children can offer a positive contribution in certain subjects, such as promoting group work in English, including listening, speaking and responding to others, or encouraging children to contribute to a performance in music. When I am teaching I will need to ensure I enable and provide children with an opportunity to speak out and tell me the support they need, and provide an environment which is created for all to be able to participate in. I could use various methods to promote positive contribution such as using talk partners, incentives and mentors. Enjoying and Achieving is promoted in schools by lessons always taking account for different learning styles and abilities, thus ensuring that learners enjoy their learning. To ensure they enjoy and achieve, I may need to refer a child that may need more specialist help, research any needs they may have, differentiate and personalise my lessons, and celebrate achievements. If children are enjoying learning and have good supportive relationships, they are more likely to achieve. Every child has a talent, and it is the responsibility of the school to uncover these talents and ensure that all young people view themselves as a success and can live a fulfilling life. This means that the curriculum needs to be full of challenges and surprises. Children need to be able to build upon their own aptitudes as well as being able to enjoy what they are learning, and should be given opportunities to take on responsibility, whilst always considering each childs individual needs. The school that I am training at offers the pupils many opportunities to achieve and enjoy across the curriculum. The school gives each year group a topic every term, this allows children to see links between subjects, and provides them with opportunities to deeply explore issues. The school provides many trips from adventurous activities to historical sites, and provides opportunities for children to participate in the community through activities and projects. The school also provides many opportunities for children to demonstrate their skills through concerts, plays, and sports, and uses an achievement wall to praise children that achieve and/or participate, as well as having ac hievement assemblies once a week. In the achievement assemblies many awards are given: sporting awards; awards for effort; knowledge and reading; or anything else that is considered an achievement. The school also provides catch-up lessons and additional support through lunchtime and afterschool. I need to ensure that I see the school as a learning community and that I see myself as a lead learner. I will need to ensure that I provide opportunities for children to explore deeply and widely. When I am planning I will try and ensure to incorporate the childrens interest into lessons, and I will also need to ensure I arrange trips to help them to enjoy and achieve. I will need to try and use experts and organisations when teaching, and reach out and use parents where possible. I will also need to fully participate throughout the school to ensure I assist in allowing children to enjoy and achieve. There are many opportunities in lessons where I can plan to ensure children enjoy and achieve. In PSHE I could provide practical learning activities that relate to real life. I could also use real life situations in mathematics or use investigation games and strategies. I will need to be able to incorporate and ensure the children enjoying and achieving is at the heart of my teaching and planning. I must understand that it isnt about just teaching the lesson; it is about them understanding, enjoying and learning from the lesson. Economic wellbeing is about contextualising learning by relating it to the real world, and learners see the value of their learning. It also helps learners to create a. This means that children can achieve a great sense of satisfaction from being responsible for their own future. The school where I will be training uses many opportunities in the curriculum to help children to achieve economic wellbeing. The school provides learning opportunities for children to fundraise, in school or in an outside school setting. The school also encourages children to take on jobs in school such as taking responsibility for the school library or collecting the register. The school also provides leadership opportunities for pupils, such as becoming mentors or part of the school council. The school also actively promotes and embraces cultural difference and diversity. I could help children to achieve economic wellbeing by making them responsible for their dinner money and make it their responsibility to work out any change. I must ensure I encourage children to take on responsibilities in the school and in the class. There are many opportunities for learners to achieve economic wellbeing in subjects. For example I could use English to develop communication skills, and expressing views and ideas effectively. Learners could also develop their skills in obtaining information, analysing it, and evaluating it in science. P.E. could be used to teach children to work both as an individual and as part of team. When considering my personal development, my priority is to learn how to plan correctly, ensuring I use various learning environments and take into account the different childrens contexts. I will need to sit down with my School Based Trainer and maybe the classs last teacher, and consider each childs context. I will then be able to use this to personalise and differentiate planning. It will also inform me of the childrens interests, this will help me to plan for their interests and ensure they enjoy the lessons. ECM has greatly affected education and the way teachers teach. It has impacted many areas from, planning, safety, and dealing with behaviour. It has played a major part in radically reforming many children and young peoples services and lives. It is important however to not only praise the policy but also to criticise the policy in order for it to be developed and improved. This can be seen in the development from the Green Paper. At every stage the original policy aims were evaluated and then reset. For ECM to fully achieve its aims it is important that there needs to be multi-disciplinary work, and that teams and colleagues need to continuously reflect and evaluate. The overall effect of Every Child Matters and been massive, and Im sure that the results will continue to be seen for many years to come.

Rosenberg Spies Essays -- Julius Ethel Rosenberg Nuclear Weapons Essay

Rosenberg Spies In 1951, Julius and Ethel Rosenberg were convicted of passing information to the Union of Soviet Socialist Republics (USSR) concerning the construction of nuclear weapons. In 1953, the United States Government executed them. Some say, the Rosenbergs received their just punishment. Many historians feel that the trial was unfair, and that international claims for clemency were wrongly ignored. These historians claim that the Rosenbergs were assassinated by the US government. This report will be an analysis of the trial, the events which led up to it, and its aftermath. What Led to the Arrest? The first clue America had that a Russian spy ring existed in the US was the discovery of a KGB codebook on the Finnish battlefield during World War II. When compared with Germany's machine-scrambled codes, the code appeared to be relatively primitive; a certain set of numbers corresponded to a word, letter, or essential phrase. There was a little catch though; the codebook was to be read with a corresponding page that every KGB officer was given. Because the American ciphers did not have the corresponding page, there were an infinite number of possibilities that could have corresponded to the book, making deciphering it impossible. (Milton 7) Klaus Fuchs In 1944, the FBI raided the New York offices of the Soviet Government Purchasing Commission, a known front for the KGB industrial espionage operations. When the FBI began to go through what they had taken, they found that many KGB officers did not adhere to their orders diligently. They were told to dispose of all their "corresponding sheets." Many memos and other letters were carelessly stored away, instead of being destroyed after their use. After much studying of all the confiscated letters of the KGB, including the new sheets, the ciphers were now able to elucidate some of the codebook they had found earlier. In 1949, a report by Klaus Fuchs was deciphered. This was America's first solid evidence that there was a spy ring operating within the US. borders. The American authorities had some doubts, however. It was possible that Fuchs was not a spy and somehow the KGB had obtained his report. After much investigation, the FBI arrested Fuchs. Along with other evidence, a letter deciphered by the FBI had a reference to a British atomic spy, whose sister was att... ...y after a jury's recommendations. From the day the Rosenbergs were indicted to three days before their execution, this act was ignored. Astonishingly, nobody realized, including the prosecutors, defendants, or any judges, that this was being ignored. A lawyer from the West Coast raised the issue that suggested to somebody that the Rosenbergs were being wrongly executed. Even after the issue was raised, the Supreme Court ignored it and the Rosenbergs were executed anyway. Still today, there is an ongoing and bitter controversy as to why the Rosenbergs were put to death. (Sharlitt 27) Bibliography Allen, Thomas, and Norman Polmar. Merchants of Treason. New York: Delacorte Press, 1988. Burkholz, Herbert, and Clifford Irving. Spy The Story of Modern Espionage. New York: Macmillan Publishing Company, 1969. Eisenhower, Dwight. Mandate For Change. Garden City: Doubleday & Company, Inc., 1963. Milton, Joyce, and Ronald Rodash. The Rosenberg File. New Haven: Yale University Press, 1997. Meeropol, Michael, and Robert Meeropol. We Are Your Sons. Boston: Houghton Mifflin Company, 1975. Sharlitt, Joseph. Fatal Error. New York: Macmillan Publishing Company, 1989.

McDonald’s Faces “Millennial” Challenge Essay

McDonald’s has been around for nearly 60 years and is accustomed to dominating the fast food industry. However, McDonald’s is losing that dominance to the more modern fast-casual restaurants such as Chipotle and Panera Bread. People of ages 22-37, also known as millennials, are a major reason for the decrease of McDonald’s success because they seem to prefer the healthier and more modern option. Fast-casual restaurants big selling point is the freshness and healthiness of the food they provide. While it may be slightly more expensive than the combo-meal choices at McDonald’s, millennials seem to care more about the quality and freshness of their food over paying bottom dollar. Take a fast-casual restaurant like Chipotle, for example. Their â€Å"claim-to-fame† is that they use the freshest meat available and allow the customer to see the food they are getting before they order and eat it. Another popular characteristic of Chipotle is that there is no set menu. There is a list of ingredients which you can pick and choose from; on the contrary, McDonald’s has an extensive menu of pre-selected combo choices which doesn’t allow for much personalization from the customer. Because of this wide variety of options at fast-casual restaurants, McDonald’s is beginning to lose many of its’ â€Å"millennial† customers. Not only is McDonald’s losing customers in the United States, but they are also experiencing a sales and customer decline globally. One recent crisis in China involved the selling expired meats to customers. McDonald’s reported a sales decrease of 7.3% in the Asia/Pacific, Middle East, and African regions. Recently, McDonald’s has admitted to having and overly large menu which resulted in slow service times to customers. In conclusion, McDonald’s will need to make some necessary changes if they wish to regain the coveted business of millennials. First, they could have less preset combos and allow the customer to pick which stuff they would like to pair up. The more power that is in the customer’s hands, the happier that customer will be because they are getting exactly what they want.  Another thing that needs to happen is to become healthier and more modern. Recently, McDonald’s has incorporated wraps into their menu which is a good start. Fast-casual restaurants are appealing to most millennials because they have the healthier/fresher foods. In order for this fast food chain to survive and thrive once again, they will need to make the changes necessary to get them there.

Good Learning Essay

What are learning outcomes? Learning outcomes specify what learners’ new behaviours will be after a learning experience. They state the knowledge, skills, and attitudes that the students will gain through your course. Learning outcomes begin with an action verb and describe something observable or measurable. Examples At the end of this course you will be able to: 1. Use change theory to develop family-centred care within the context of nursing practice. 2. Design improved bias circuits using negative feedback. 3. Demonstrate the safe use of welding equipment. Learning outcomes often represent discrete units of instruction in a course but each may have several sub-outcomes. Learning outcomes need not be attained by specific instruction in a lesson—they may be woven throughout the course. For example, they may include such things as use problem solving techniques or work effectively in teams. Why are learning outcomes important? Learning outcomes are the most important section of your course outline—the essence of your course. They are essential because they: †¢ †¢ †¢ †¢ †¢ define the type and depth of learning students are expected to achieve provide an  objective benchmark for formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to prospective employers* define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. †¢ guide and organize the instructor and the learner. *By reading your listed learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after taking your course. How do learning outcomes fit into program goals? Learning outcomes for a course should fit within the overall course and program goals. This chart shows how they relate. Program aim and goals Course goals Learning outcomes (Competencies) Sub-outcomes (Learning Tasks) 2 †¢ Instructional Job Aid Write Learning Outcomes How many learning outcomes should there be? There should be as many outcomes as needed to clearly reflect what the students will gain from your course. Follow these rough guidelines when deciding how many you need: †¢ Each major topic in the course should have one to three learning outcomes. †¢ Each 45-hour or three-credit course should have between five and 12 learning outcomes. When you are writing the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for designing and testing a circuit: 1. Design improved bias circuits using negative feedback. 2. Test bias circuits using negative feedback. Sub-outcomes Each learning outcome may be made more explicit by using several sub-outcomes. For example: Learning Outcome 1: Study productively to meet learning goals. Sub-outcome 1. 1: Identify effective generic and personal study habits. Sub-outcome 1. 2: Describe self-motivation strategies. Sub-outcome 1. 3: Select appropriate study techniques to match your personal style and material. Learning Outcome 2: Manage stress constructively. Sub-outcome 2. 1: Identify potential sources of stress. Sub-outcome 2. 2: Predict generic and personal stress patterns. Sub-outcome 2. 3: Select appropriate stress management techniques to prevent or control stress. Sub-outcome 2. 4: Create a personal stress management plan. Learning Outcome 3: Install electrical wiring safely. Sub-outcome 3. 1: Identify relevant sections of the Canadian Electrical Code. Sub-outcome 3. 2: Describe electrical hazards. Sub-outcome 3. 3: Select appropriate tools and materials. Sub-outcome 3. 4: Identify safety rules about wiring on the job site. Sub-outcome 3. 5: Apply safety rules as you wire a circuit. Instructional Job Aid †¢ 3 Write Learning Outcomes Classifying learning outcomes When specifying learning outcomes, think about what you want students to be able to do on the job as a result of their learning. These things fall into three possible categories (domains): †¢ thinking, knowledge (cognitive domain) †¢ doing, skills (psychomotor domain) †¢ feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domain  at the same time. Each of these categories has different possible levels of learning. These range from simple recall or observation to the complex evaluation or organization of information. Choosing appropriate action verbs The charts on pages 5 to 7 show samples of the action verbs you could use for learning outcomes in each of these categories and levels. Make sure that the verbs you choose match the level of learning you require. Notice that the action verbs listed represent measurable or observable behaviours. Vague verbs such as know or understand are not easily measurable. Substitute, identify, define, describe, or demonstrate. Some subjective terms such as appreciate and be aware of may sometimes be used for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will remind you of all the important points about learning outcomes. 4 †¢ Instructional Job Aid Cognitive Domain Evaluation Definition: (thinking, knowledge) Synthesis Definition: Judges the value of material for a given purpose. Analysis Definition: Formulates new structures from existing knowledge and skills. Sample Verbs: Comprehension Definition: ? assess ? conclude ? evaluate ? interpret ? justify ? select ? support Knowledge Definition: Remembers previously learned material. Grasps the meaning of material (lowest level of understanding). Sample Verbs: ? describe ? discuss ? explain ? locate ? paraphrase ? give example ? translate Sample Verbs: ? define ? identify ? label ? list ? name ? recall ? state Understands both the Application content and structure of Sample Verbs: material. ? combine Definition: ? construct Uses learning in new ? design and concrete situations Sample Verbs: ? develop (higher level of ? analyze ? generate understanding). ? categorize ? plan ? compare ? propose ? contrast Sample Verbs: ? differentiate ? apply ? discriminate ? carry out ? outline ? demonstrate ? illustrate ? prepare ? solve ? use Write Learning Outcomes Instructional Job Aid †¢ 5 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 6 †¢ Write Learning Outcomes Instructional Job Aid (doing, skills) Adaption Complete Overt Definition: Response Definition: Psychomotor Domain Organization Creates new patterns for specific situations. Mechanism Definition: Performs automatically. Adapts skill sets to meet a problem situation. Sample Verbs: Guided Response Definition: Sample Verbs: Set Definition: Imitates and practices skills, often in discrete steps. Perception Definition: ? adapts ? reorganizes ? alters ? revises ? changes ? designs ? originates ? combines ? composes ? constructs Definition: Sample Verbs: ? copy ? duplicate ? imitate ? manipulate with guidance ? operate under supervision ? practice ? repeat ? try Senses cues that guide motor activity. Is mentally, emotionally, and physically ready to act. Sample Verbs: Sample Verbs: ? detect ? hear ? listen ? observe ? perceive ? recognize ? see ? sense ? smell ? taste ? view ? watch  ? achieve a posture ? assume a body stance ? establish a body position ? place hands, arms, etc. ? position the body ? sit ? stand ? station Performs acts with increasing efficiency, Sample Verbs: confidence, and ? act habitually proficiency. ? advance with assurance ? control Sample Verbs: ? direct ? complete with ? excel confidence ? guide ? conduct ? maintain efficiency ? demonstrate ? manage ? execute ? master ? improve efficiency ? organize ? increase speed ? perfect ? make ? perform ? pace automatically ? produce ? proceed ? show dexterity Based on â€Å"Taxonomy of Educational Objectives†, B. S.  Bloom Editor. 1956 Affective Domain Internalizing Definition: (feeling, attitudes) Organization Definition: Integrates the value into a value system that controls behavior. Valuing Definition: Responding Definition: Responds to stimuli. Attaches value or worth to something. Conceptualizes the value and resolves conflict between it and other values. Sample Verbs: Sample Verbs: Receiving Sample Verbs: Sample Verbs: Definition ? act upon ? advocate ? defend ? exemplify ? influence ? justify behavior ? maintain ? serve ? support Selectively attends to stimuli. Sample Verbs: ? accept ? acknowledge ? be aware ? listen ? notice ? pay attention ? tolerate ? agree to ? answer freely ? assist ? care for ? communicate ? comply ? conform ? consent ? contribute ? cooperate ? follow ? obey ? participate willingly ? read voluntarily ? respond ? visit ? volunteer ? adopt ? assume responsibility ? behave according to ? choose ? commit ? desire ? exhibit loyalty ? express ? initiate ? prefer ? seek ? show concern ? show continual desire to ? use resources to ? adapt ? adjust ? arrange ? balance ? classify ? conceptualize ? formulate ? group ? organize ? rank ? theorize Write Learning Outcomes Instructional Job Aid. †¢ 7 Based on â€Å"Taxonomy of Educational Objectives†, B. S. Bloom Editor. 1956 Checklist for writing learning outcomes Use the following checklist to help you as you write learning outcomes. When writing learning outcomes, I need to: 1. Focus on outcomes, not processes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 2. Start each outcome with an action verb. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 3. Use only one action verb per learning outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 4. Avoid vague verbs such as know and understand. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 5. Check that the verbs used reflect the level of learning required. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 6. Ensure that outcomes are observable and measurable. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 7. Write the outcomes in terms of what the learner does, not what the instructor does. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 9. Include outcomes that are woven into the entire course (such as work effectively in teams). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ! 10. Check that there are the appropriate number of outcomes (no more than three per major topic) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! 11. List the sub-outcomes for each outcome †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ! 12. Check that the outcomes fit within program and course goals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. !  ©1996, revised 2003 Learning Resources Unit †¢ British Columbia Institute of Technology Burnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Learning Resources Unit, British Columbia Institute of Technology.