Company Law Problem Question Essay Example | Topics and Well Written Essays - 2750 words

Company Law Problem Question - Essay Example The company under consideration, Homemaker Limited had three persons on its board of directors namely Jenny, Louis and Chris. Out of these directors, the most active role was played by Chris who also tended to act as the Managing Director though this was never formally recognized in writing. This indicates that Jenny and Louis were more or less passive directors of the company. Homemaker Limited was construed for construction of homes only, but Chris sought to diversify business into equipment and furniture supply. The shortage of work in the construction industry forced Chris to diversify business but he did not register another company to do so. Instead, the platform of Homemaker Limited was utilized by Chris to supply Easy Birds Limited with equipment and furniture which stands in direct violation of the original constitution of Homemaker Limited. Given the fact that Homemaker Limited was struggling with capital requirements, Chris decided to borrow one and a half million pounds f rom Star Bank. The transactions with Star Bank were executed by Chris and Louis alone without the consent of Jenny. The mutual agreement that the consent of all directors was required for transactions above one million pounds is clearly violated by the behaviour of Chris and Louis in this regard. Poor performance on the part of Homemaker Limited resulted in losses in the equipment and furniture supply domains leading to contractual failure with Easy Birds Limited. The failure of this gamble meant that Homemaker Limited was unable to deal with its fiscal obligation with Star Bank leading to liquidation of the company. A number of problems emerge in regards to Homemaker Limited and its liquidation. The majority of these problems span the domains of director’s conduct and the validity of transactions that resulted. The discussion provided below will cover these issues in detail relating applicable statutes and their interpretation as per case law. 2. Applicable Law In terms of s tatutory law the current case’s circumstances are covered by the Companies Act 2006 (which expanded on and replaced parts of the Companies Act 1985). Given the fact that the company Homemakers Limited was registered in 2007, the applicable legal elements will be derived from the Companies Act 2006 alone. This also means that previous positions on certain issues will have been revised even if they were fortified by case law on the matter. One of the largest directions taken by the Companies Act 2006 has been the roles, responsibilities and conduct of directors. The duties of directors had already been expounded by the previous Act but the new Act has consolidated these matters further by codifying principal common law as well as the equitable duties of directors. However, it must be borne in mind that the new Act is by no means an exhaustive account of the duties of directors. This therefore tends to indicate that the duties of directors expounded by common law still survive a lbeit in a reduced form. The Companies Act 2006 has revisited the domain of director’s duties as per Chapter 2, General Duties of Directors. The Chapter has been divided into an introduction, the general duties of directors and the supplementary duties of directors. The new codifications (in context of the duties of directors) will be used to evaluate the conduct of directors at Homemaker Limited. 2.1. Section 170 – Scope and Nature of General Duties This section serves as the

Life span Develpoemnt (Prenatal Developement)-Chronic Illnesses,diet & Essay

Life span Develpoemnt (Prenatal Developement)-Chronic Illnesses,diet & exercise - Essay Example Alcohol is one substance that has been carefully studied, as far as its effects on pre-natal development, and the effects that pre-natal alcohol usage has on children as they develop. Pre-natal alcohol use may lead to a birth defect that is known as Fetal Alcohol Syndrome (FAS). (Davies & Bledsoe, 2005, p.1370). The characteristics of a child with FAS include growth deficiency, facial anomalies and damage to the child’s central nervous system. (Davis & Bledsoe, 2005, p. 1371). FAS is the main cause of preventable retardation in the United States. (Davis & Bledsoe, 2005, p.1371). The mechanism of alcohol damage to a developing fetus is through damaging the â€Å"architecture, neuronal migration and synaptogenesis of the developing central nervous system† (CNS). (Davis & Bledsoe, 2005, p.1372). The infants who are at the greatest risk of fetal alcohol syndrome are born to women who drink heavily on a regular basis during her first trimester. (Davis & Bledsoe, 2005, p.1372). The first month of pre-natal development is the most crucial and dangerous time for a woman to indulge in alcohol. (Davis & Bledsoe, 2005, p. 1372). Unfortunately, many women do not realize that they are pregnant during this developmental stage, so it is not unusual for women to drink alcohol unabated during this period. The extent of the damage done to the fetus corresponds how heavily the mother drinks during pregnancy. Women who regularly drink two drinks per day tend to have babies with low birth weight and â€Å"mild† disability, while consuming four to six drinks per day produces babies with more FAS symptoms. (Davis & Bledsoe, 2005, p.1372). The full expression of FAS heavily corresponds with women who consume eight to ten drinks per day, at least during the first trimester. (Davis & Bledsoe, 2005, p.1372). It is estimated that 30% to 50% of the infants born to chronically alcoholic women experiences a â€Å"serious

Carefully read the monologue from Shakespeare's history play Henry V Essay

Carefully read the monologue from Shakespeare's history play Henry V as in the excerpt provided. (Act 4, Scene 1, lines 227-28 - Essay Example Henry V’s oral skills as a leader The study of the works that Henry V carried out as well as the words that he uttered teach how vital good oratory skills are when it comes to being a good leader. In addition to the oral skills that Henry V posses we see that he posses more in terms of his leadership qualities. Some of the other positive leadership qualities that we see Henry V posses include the ability that many of the leaders do not have, which is the ability to socialize as well as identify with the common man as well as high levels of morality and the determination which as an overall combination with the determination that he posses made him one of the great leaders. The quality of the way that Henry presents his words is amazing, which can be largely attributed to the fact that he can change rhetoric styles to suit the mood that is in demand in terms of what the audience wants to hear to act in the ways that he wants. An example of the latter statement includes some of the instances whereby we see that he has to persuade his men that he is one of them and that there is a bong between him and them that can only exist between brothers. The use of the rhetoric styles that King Henry uses in times that his men are in the need to hear them most bring them to a mood as well as an atmosphere that brings them back to their sense of focus. To create a sort of bond between him and his men, w sees that Henry comes to the use of words such as ‘yours’ and ‘our’. As per the oral skills of Henry, it is evident that a lot of literature skills can be learned when studying the aspects as well as the words of great leaders such as Henry V (Sucher, 2007) Rhetoric skills of a leader As per the context of Shakespeare, we see that Henry has rhetorical skills that can be termed as excellent. Just as any leader who may be termed as great, we see that Henry v not only posses the rhetorical skills, but he also uses them in inspiring the men that ar e going to war with him before the battle. One of the things that he does before the war inspires his men to go out and fight with determination as well as passion, although they are worn out as well as weak with the odds that presented themselves being impossible in the battle of Agincourt. Despite these challenges, we see that Henry V is still able to uplift the moods as well as inspire the men, who are facing the challenges and odds with him (Loehlin, 2000). Henry V- A leader as a common man One of the things that made Henry V a great leader is the detail mentioned earlier about the ability of a chosen leader to be able to relate as well as be humble enough to listen to the common citizen as well as have respect for them. All the latter mentioned capabilities are all in the possession of Henry V and he uses them well as the text show in the period of the year 1415 before the Agincourt battle. We see that Henry V takes a disguise as an ordinary soldier as he moves about in the cam p in a quiet manner whereas giving courage to the men that were about to go to war with him. One of the things that makes Henry a great leader in contrast to many other leaders of the day then and today include the ability of being able to connect as well as exchange ideas with

Ethical Argument Research Paper Example | Topics and Well Written Essays - 3000 words

Ethical Argument - Research Paper Example Finally, too much testing is compromising the emotional health of students, causing them severe anxiety and interfering with the learning process. With these elements to consider, too much testing is not an effective method of learning and major changes must be implemented soon in order to promote better learning and outcomes among students. Testing Anxiety in Schools Introduction Testing is one of the ways by which schools evaluate and assess the efficacy of the learning process among students. The process of testing includes short quizzes and long periodic examinations with varying states of intensity and duration. These tests naturally cause moments of anxiety among students who often have to go through moments of stress with each test. The stress also often lasts from the time the tests are announced to the time the results are released. In between these tests, these students also have to endure the constant strain of studying, of doing projects, finishing homework, and the possi bility of unannounced tests. The age and the maturity of students in dealing with these school demands do not seem to be a major concern among some educators. In recent years, concerns about too much testing and too much homework have been pointed out by parents, teachers, and by students themselves. They also point out that too much testing is causing much anxiety among students, often compromising their learning and emotional development. Not everyone shares their concerns however, with other parents and educators arguing that testing is an essential part of the learning process and that the number of testing is sufficient for effective learning. Based on these contrasting arguments, this paper shall discuss the thesis: Too much testing in schools is compromising the students’ learning and emotional development. This essay will first provide a literature review on the development of this issue. Secondly, it will present the supporting ideas for this argument. Each reason or argument shall be presented in ascending order based on strength. Thirdly, possible arguments and arguments to these supporting arguments will also be discussed and rebutted. Finally, this paper shall end with a conclusion, further reiterating the main arguments of the paper and providing a clear answer and support for the current position in this thesis. Literature review A Los Angeles Times (2011) editorial discussed that the federal policy No Child Left Behind has become a very rigid policy because it emphasizes the need to carry out standardized tests for English and Math. This article also pointed out how the tests do not focus on the essential learning processes which students can apply in their lives. In effect, these tests do nothing more than cause anxiety to students, and do not contribute significantly to the overall academic development of students (Los Angeles Times, 2011). In a study by Barton (1999), the author discussed that there are some negative trends in the Ame rican educational testing system. This trend has been on the proliferation of standardized testing, which has increased in number and frequency. Barton (1999) emphasized that increase in standardized testing has made the educational process and system quantitative in approach. However, the schools and the learners are short-changed in terms of the information which students need in order to claim

Meursault in The Stranger by Albert Camus Essay Example for Free

Meursault in The Stranger by Albert Camus Essay Life is wonderful, but also hard. We struggle to find the meaning in our lives, but we can not accomplish it. There are many kinds of thoughts or philosophies of life; some think that life is already determined by God or destiny when they were born, while others think that they decide what they do by themselves. In the stranger, Albert Camus creates Meursault as a protagonist, who does not think about anything deeply. Because of that, he can not really enjoy his life. However, finally, he thinks about his life when he faces death; he truly realized how to face to the absurd world, and thus becomes Camus perfect existential hero. Meursault is indifferent, and he thinks he perfectly enjoys each moment; however, the reality is he just wastes time and does not even know that. Meursault thinks that emotion is ridiculous because people are controlled by it, and regret or feeling sorry is a waste of time. Thus, even when he faces his mothers death, he does not feel anything. He does not have interest in his mothers death, so he does not even know when his mother died. Maman died today. Or yesterday maybe, I dont know(3). Usually, ones mothers death significant and people think about their lives through her death. Even though it is not his, and he knows that he can not find it, he should think about what his life means from the relationship between death and life. However, it is possible that he does not care about it too much because he can not do anything in her death, but he does not care about his marriage, too. He has a girlfriend, named Marie, and when she asked him to get married with her, he was still indifferent, Then she pointed out that marriage was a serious thing. I said No'(42). He dos not know what is important in life. It is not because he has different sense of values but because he does not care about anything seriously. He has not had a big problem in his way, but his way to live is now problem. When he takes Arabs life away, he does not really realize what he did. Even when he was in the police station, he does not understand what he did, thus, c I was even going to shake his hand, but I remembered that I had killed a man(64). He treats everything as a fact, so he does not really have an  emotion. He thinks it is the way to enjoy his life, but it makes his life more meaningless. He does not think deeply. Also, he thinks death is death, so there is no future after death. Then, he shot the Arab four times more, but he does not know what it means, Then I fired four more times at the motionless body where the bullets lodged without leaving a trace. And it was like knocking four quick times on the door of unhappiness(59). He does not feel good about shooting four more times, but it is not worth death at all. Taking human life is same as knocking the door of unhappiness for him; his way to live, which is without emotion makes his life horrible later, but at this time, he does not understand anything. Life without emotion is easy because an emotion does not make sense, so he can make sense with everything in his life. However, it also makes his life colorless. Because he is different from others, the society beats him; the world does not help him, so he now has to create meaning in his life by himself. When he is on trial, he testifies honestly because he always follows his heart and does what he wants; however, it does not fit the society, then people judge him from their subjective justice. @ @When he honestly testifies about why he killed Arab, people did not listen seriously, cI blurted out that it was because of the sun. People laughed(103). People do not understand him, and then they do not treat him as usual. They beat the stranger; there is nobody to help him. Moreover, they think they are right, so people rid from the society and make him look worse. The prosecutor does not want Meursault to live in the society, which the prosecutor lives and to have the same human heart. He stated that I had no place in a society whose most fundamental rules I ignored and that I could not appeal to the same human heart whose elementary response I knew nothing of(102). He denies Meursaults human right. He should be in trouble, but in the trial, there are only people who think they are normal and right, so they are the same as him. Thus, they do not notice that the prosecutor is wrong. Their personality is horrible because there is no exception. Meursault thinks about this judgment and the machinery of justice(108). It is exactly correct. They follow their own common sense, and treat him as a stranger. The consequence is a death penalty. However, ironically, this situation, which makes him face death and being aware that nobody helps him, makes him  think about his life and notice that he has to find it by himself. Right before his death, he realized the meaning in life. People do not know why they are living, but they laugh at him because they think he is stupid and better than him; however, ironically, he understands his life. When he accepts the absurd world, he can create meaning of his life; there is no future, so he has to think about every single moment carefully and enjoy it. Ironically, he does not have time any more. However, he thinks, I had been happy and that I was happy again(123). Actually, he enjoys his life because he did not know that he has lived indifferently. His life is hard for ordinary people to understand, but for him, it totally makes sense. Moreover, he understands everything now, so he feels happiness again. Also, he feels a sense of superiority because he knows that people who look down on him do not know. There are many thought about world, and he wants to see the absurd world, and show them his way to live, I had only to wish that there be a large crowd of spectators the day of my execution and that they greet me with cries of hate(123). He notices that nobody seriously cares about him, but still they come to his execution. Playing the game is ridiculous for him, but people can not live without it. Nobody really has a grudge against him, but they follow the others. Being apart from society is scary and alone, so usually people can not do that. He also feels that, so he wanted to die in the crowd. Also, he is proud of his life, so he wanted to show how he lived. Now, he really enjoys his life. The life is meaningless; he realizes it when he faces death. If people know that, they give up everything; however, for Meursault, everything makes sense. There is no clue in the world, so what he can do is creating the meaning by himself. Life is hard because nobody helps him, but he decides everything and what he does has meaning. He can enjoy his life fully, so his life is wonderful. He has to enjoy his life while he is living because there is nothing after death. There is no meaning in the world, so he creates it. Everything is to be happy.

Long Term vs. Short Term Focus in Communication Essay Example for Free

Long Term vs. Short Term Focus in Communication Essay There are pragmatic differences between sales promotion and advertising, which marketers must bear in mind when attempting to communicate with the customers. The same case will apply when marketers attempt to communicate with customer by defining the appropriate media and non-media communications that are aimed at driving customer interest, demand and sale upwards. Brand value does not always increase the sale of the product depending on the price of the product and affordability. Instead, brand value may be more instrumental in customer retention. In the short term, discounts have the potential of increasing product sales, but in the long term, the customers’ perception of the product may be negative or positive as they ponder over why there was a discount. Primary Differences between sales promotion and advertising There are fundamental differences between sales promotion and advertising. Advertising is the form of communication via the diversity of media with the goal of persuading and making people aware of products or services. Advertising is equally a service to the target and consumers to inform them with truthful contents that are ethically generated in order for it to be accepted by the public. Advertisements are clear, truthful, tasteful, precise, original, reputable and ethical communications to the public. (Guideline Marketing, 1998). Sales promotion is the application of incentives to elicit a positive reaction by the consumer. Sales promotion gives the consumer advantages of using the product or service on promotion. Sale promotions are characterised by sponsorship, free gifts and vouchers, public forum of information, exhibited, educative and consultative. Therefore the fundamental difference between and advertisement and sales promotion is the on their acceptability by the consumers. (Guideline Marketing, 1998). Some media and non-media marketing communication that are typically employed to increase customer interest, demand and sales The media marketing communication that are typically employed to increase customer interest demand and sales are digital media, print media, pod casting , narrow casting and broadcasting, posting mails, telephone marketing, among others. (Promotion and integrated marketing communications, 2007) Non media marketing communication that are typically employed to increase customer interest, demand and sales are price discounts, non-media advertising, special offers, sales coupons, product and services sampling, product and service price rebates, competitions and raffles, games, product and service premium offers and counter promotions. (Promotion and integrated marketing communications, 2007) Does brand value always increase with increasing sales of the product? Not always does value always increases with increasing sale of the product. Perhaps it may help in customer retention. But in some instances, it can increase sales because more sales are a sign that the customers are crediting the brand as well as their perceptions to the product. This has implications that more sales are solidifying the brand value as long as the product is being sold for the purpose of brand building. Brand values that have increased sales due to high sale imply that the brand value is attractive. When the sales increase, there are signs that the customers are satisfied and are bound to make references to other over the value of the brand. (Bacak, 2006). How discounts have the potential to affect short term sales and long term brand value. Under a good marketing management, discounts have the potential of positively affective the short term sales and long term brand value depending on the perceptions of the customers on the brand following the discount. The understanding discount strategy is that the sale force is not overwhelmingly profit motivated. Instead, the priority is to create value that customer perceive as satisfactory. Most business would create a discount to enable more consumers interact with the product or service. (Lin Lin, 2007, p. 1-131). According to Aaker (1991), discounts will provide short term sales competitiveness while customer benefit from the value that will be enhanced in the long term. During the time that a brand is under discount sale force, the consumers are given a chance to identify the product or service with their needs. (Lin Lin, 2007, p. 1-131). An example of products where price discounts positive short term sales increase and long term brand value is the cosmetics. In this case the higher the discount the higher the sales as long as the brand image is highly placed. Thus as soon as the discount is initiated, the short term sales shoot up and the consumers perception of the brand shift and this may be positive or negative. If negative, the consumer could be expecting even more price discounts in the long term. (Lin Lin, 2007, p. 130). Conclusion: This marketing communication paper has come out with very important lessons. First, in order to be successful in marketing communication, it is important to understand the fundamental differences between sale promotion and advertising so that the choice of media and non media communication can be rewarding to the marketing plan. Second, the possibility of an increasing brand value to increase sale is hinged on other factors like affordability. Finally, product price discounts have a short term effect of increased sales but a mixed effect on the brand value in the long term. Reference Aaker, D. A. (1991).Managing Brand Equity:Capitalizing on the Value of a Brand Name, NY: The FreePress. Bacak, M. (2006, March 18). The Benefit of Branding: Increase Your Sales and Promote Your Product by Building a Solid Brand. Retrieved April 10, 2009, from http://ezinearticles. com/? The-Benefit-of-Branding:-Increase-Your-Sales-and-Promote-Your-Product-by-Building-a-Solid-Brandid=163889 Guideline Marketing, (1998). Guidelines for publicity, advertising, practice promotion and allied marketing activities. Retrieved on April 10th, 2009, available at http://www. capelawsoc. law. za/Files%20for%20New%20Website/Guidelines/Advertising%20E. doc Lin, N. Lin B. , (2007, August). The effects of Brand Image and Products Knowledge on Purchase Intention Moderated by Price Discounts. Journal of International Management Studies. P. 1-131. Promotion and Integrated Marketing Communications, (2007). Marketing communications. Retrieved on April 10th, 2009, available at http://www2. cob. ilstu. edu/jsattaw/MKT%20230/Lectures/Lecture%209%20%20Promotion%20and%20Integrated%20Marketing%20Communication. ppt

Strategies for Learning Mathematics

Strategies for Learning Mathematics Introduction: This essay focusses on assessing and monitoring the progress of learners using different strategies during the period of ten lessons focussing on two units of mathematics. School X has structured assessment for learning, every lesson is designed in a way that every student is assessed in different ways. The research is focussed on year 7 mathematics lesson. This class is set 2 mostly high ability students however few students should be achieving their targets. Gould and Roffey-Barentsen (2014) provide a useful definition of assessment as having a key role in the planning process as well as delivery of teaching. Assessment serves a number of important uses in that it helps consolidate and check learning as well as providing feedback to those who require it. My school expects me to use a vast number of assessments when teaching. We use many forms of assessment such as, initial, diagnostic, formative, and/or summative to be able to deliver inclusive teaching and learning. I have selected two units 1) surface area and volume of prisms and 2) Ratios and proportions. The purpose of unit 1 is to help students extend their knowledge of area, perimeter, and volume to include surface area. The major goals NCTM proposes are for students to understand quantifiable characteristics of objects and the units, systems, and procedures of measurement. The purpose of unit 2 is that the concepts of ratio and proportionate fundamental to mathematics and important in many other fields of knowledge. Many phenomena can be expressed as some proportional relationship between specific variables (Chaim,Keret,llany, 2012). Literature Review: Monitoring is the skill of effectively overviewing and analysing a learning situation (Headington, 2000). In schools context, professional monitoring systems (Tymms 1999) exist in parallel with the monitoring of learning in the classroom. Assessment is the closer examination of pupils learning (Headington, 2000). It is reporting as a central issue in teaching and learning throughout education as it lacks consistency primarily due to each teacher within the school has adapted a different method of assessment and this is what makes one teacher a good and another poor. In England, since 1988 Education reform act national testing has taken central stage in monitoring standards in schools (Capel, 2009). Assessment for learning is Any assessment for which the first priority is to serve the purpose of promoting students learning'(Black et al, 2003) . AFL aims to close the gap between a students present situation and where they want to be in their knowledge and attainment. Accomplished teach ers plan tasks which support learners to do achieve their targets. Since 2002 there has been an obvious inclination in some assessment strategy reports in the UK to study alternatives to using external exams for summative valuation of pupils performance. Several research studies have shown that the use of assessment to develop pupils future learning makes a substantial difference, not just to pupils attainment, but to their attitude to learning, their engagement with school subjects and their motivation to do well in these subjects (Black and Wiliam 1998). Formative Assessment A key literature investigation of over 250 sources on formative assessment (Black and Wiliam 1998) found that effective assessment practices can play a influential role in the learning experience, moving an average student, for instance, to the top third of the class but only if certain settings are satisfied. Student tasks required to be aligned, or on target, with learning goals, and students need to obtain meaningful and appropriate response on their performance, as well as targeted follow-up work. To adjust their learning effectually, students need to understand three things: (a) the measures on which they will be judged, (b) where they stand on these measures, and (c) how they can improve (Black and Wiliam 1998, p. 143). Formative assessment has been thought of as providing teachers with more frequent evidence of students mastery of standards to help teachers make useful instructional decisions. In this way, formative assessment is intended to enhance student learning. Research carried out by Balck and Wiliam, and also by projects such as Suffolk Advisory service (2001) into feedback and marking indicates that improving learning through formative learning depends on the following five key factors. These are: Modelling Quality: According to (Bourdillon and Storey, 2002) pupils are more successful when they know what they are learning. This means communicating clearly what the pupils will be learning and how they can recognise their success. Therefore, learning intentions can be shared with pupils through modelling and how learning objective is achieved. According to Lee (2006), objectives can be broken down into small steps called success criteria, therefore its easier for pupils to know what that need to achieve and they can measure it at the end of the lesson. Questioning and dialogue with pupils: Clarke(2005) gives a wide range of suggestions for varying the format of questions in classrooms as it is the quickest and easiest way to assess pupils. I have also developed skills in asking questions across the full range of Blooms taxonomy, from simple recall and comprehension to complex evaluative questioning. The key to success in developing fruitful channels of dialogue with pupils about their learning lies in creating a relaxed and trusting overall climate in the classroom, so that pupils are not afraid to answer, contribute to discussions and make public their thinking or volunteer their uncertainties to you and rest of the class (Clarke,2005). It is best to plan questioning strategy, for instant questions on prior learning to setup the major themes of the lesson, also to check learning and to reinforce learning that has taken place. It is also important to plan how questions will be asked, whether from the whole class, just one group or an individual. Sometimes teachers give no time to students to think and accepts answers from those who raise their hands, and some teachers use no hand policy and giving pupils thinking time (Brooks, Abbott, Bills, 2007). Mini white boards: Another formative assessment idea that engages the entire class and provides evidence of student learning is the white board. Teachers can quickly grasp student understanding and adjust how they move forward. According to Black and Wiliam (1998) teachers need to build in opportunities for pupils to express their understanding. Pupils benefit from opportunities of formal feedback through mini white boards, as this gives chance to pupils to express their knowledge and understanding and to articulate their thinking, and also misconceptions can be spotted straight away. The figure below shows how students learning can be assessed through mini white boards. Dialogue and effective feedback through marking According to the National Research Council report How People Learn (Bransford et al. 2000), timely feedback and revision, on activities congruent with learning goals, is extremely important for developing adaptive expertise, learning, transfer and development. Constructive feedback is vital in helping pupils to progress. Nevertheless, one review of the literature on feedback found that two out of every five feedback effects were negative (Black and Wiliam, 1998). According to Ofsted (1996) marking often fails to guide on how work can be improved, as the information about pupils performance received by the teacher is insufficiently used to inform subsequent work. Target settings can address these difficulties, by taking a defect and converting into a target, offering guidance on how to improve. It has been found to increase pupils motivation and sense of purpose and accelerates rate of progress (Black and Wiliam, 1998). I will be marking books every two weeks, giving pupils targets and showing them example questions to help throug positive feedback on the things they have done well. Marking is guidance to pupils so that they can react upon provided feedback and the aim is for the student to reà ¯Ã‚ ¬Ã¢â‚¬Å¡ect upon their mistakes and answer accurately so that adequate notes are made in their exercise books for revision, it must also include dialogue between the teacher and student so that informed feedback is provided which underlines pupils strengths. School x has a strict book checks every three weeks which focuses on timely and constructive dialogue between teachers and pupils. Self-assessment and understanding how to improve Formative assessment achieves its full potential when pupils become engaged with the process through self-assessment. Pupils who become skilled in self-assessment make impressive learning gains. According to one study, pupils were trained to make regular self-assessment over20-week period and that group made double the progress of the group who were not trained for self-assessment. However, Black and wiliam have concluded that self-assessment is too difficult for pupil, unless they are trained in self-assessment and can understand its main purpose and reflect on their learning effectively. Throughout my lessons self-assessment was vital at the end of each lesson, showing what went well and even better if. Summative assessment: Preparing pupils for external exams and assessment has been an increasingly important part of the secondary teachers role. The purpose behind national external assessments has been clearly formulated, to identify individual achievements, strengths and weaknesses in order to help them in next stages, to enable parents to put their childs attainment in context, to make available to public schools attainment and to help school evaluating their own teaching (Bourdillon and Storey, 2002) . Case study and students progress: My case study includes five students selected after observations and from discussions with my mentor, who I will assess. Their names are coded as Student E,F, G, H and I and in the table below I have mentioned why I would like to assess them during this course of study and check if by the end of the research they have achieved their targets. Table 1: Shows the description of students and their current and target grades I have monitored throughout the course of 10 lessons of the above students when the learning outcome does not meet the learning objective for the class or groups or individuals. Such monitoring when analysed, can provide an insight into the teaching and learning which is taking place. The subject monitoring sheet for maths lessons (Figure 2) shows an example of this. The learning of the five targeted students was monitored for a course of two units against learning objectives drawn from national numeracy strategy. The monitoring was coded as follows: Figure 2: Subject monitoring sheet for maths This data shows the results through the formative assessment I have collected. The research proves one of the best ways to check if pupils understanding is to ask questions. During my first few lessons, the typical response was same children continually have their hands up, and usually in order to elicit the right answers , teachers uses the right children, and I did the same in my first 2 lessons. From third lesson I changed my tactics and targeted students who were not participating in the class, or I used to wait for more hands up, and encouraged students to raise hands through E-praise. Student E is very shy, she was reluctant in the beginning to answer, but I encouraged and praised her to answer, since then I can see her raising hands for not all questions but some Students E, F and H has shown significant improvement during target questioning, they were more attentive and responsive. Setting a routine of target questioning resulted in pupils raising their hands up without asking. I cultivated the classroom atmosphere where more and more pupils are prepared to open up and share their thinking about their uncertainties. To accomplish this approach requires full sensitivity, knowledge of your pupils, first-rate interpersonal skills as well as perceptiveness in formulating adroitly posed questions. In my practice, I always start with open end questions to give students a chance to think and then I try to develop a structure in their mind through these questions and then moving on to close end questions to scaffold their understanding. Target questioning helped me to clear misconceptions throughout my lessons. Refereeing to all my lessons, I have used mini white boards instantly in each lesson, introduce a topic, show them at least two questions and then check their understanding on the mini white boards, I get instant feedback from every child. They arent broadcasting that they think they dont understand something, they give me an actual mathematical answer from which I judge the accuracy and target the misconceptions. It is more subtle than directly admitting you cant do something in front of your peers. They allow algebraic answers just as easily as numerical or wordy ones. You know which kids to differentiate for at both ends. For example student E and H along with some other students showed weakness understanding the concept of surface area of prisms, and picked it up their misconceptions through mini white board activity, it was mostly to do with area of a triangle. Therefore, The next lesson I did a revision lesson on same topic so that all misconceptions were cleared, and in lesson 3, both student E and H showed significant strengths. Similarly in lesson 8, student G showed weakness, which I assessed during white board activity and I made sure that student G understands it properly, as I probed targeted questions throughout lesson. This data also helped me to mark students work, so that I can compare the assessment I performed during class through mini white boards and questioning is correct or not. I marked students work and homework. Homework in school x is given twice a week to each year group. According to Ofsted, marking reinforces underachievement and under expectation be being too generous or unfocused. Therefore, I marked with feedback on each mistake as shown in the example below. I modelled the incorrect questions step by step and asked them to do it again. I also made homework spreadsheet, which showed me exactly how many questions students attempted were correct as shown in table below. Table 3: Shows the percentage of correct answers students did in each homework. This table helped me to understand pupils misconceptions and therefore, I gave questions as starter which I saw were most difficult. I also followed students homework by rechecking if they have corrected the mistakes in the following lesson, as the list provided me clear instructions which students book I have to check. By following this routine, Student G made remarkable change in providing her homework with full potential. The class slowly developed the routine of teacher and student dialogue, by making students aware that if I have made any comments, its students responsibility to check it and comment on it, and if the comment is about redoing the questions than it has to be done again. It can be noticed from the table that students homework percentage got better each week. Year 7s were not aware of self-assessment, therefore I briefed them with three key points with: During my first three lessons I used the slide given below, by giving them examples of how they can think and evaluate their learning. Students were questioned to summarize the learning objectives and success criteria before they embark on the task. From lesson four, when people were confident I used the slide below to make them think themselves without giving the example. Students F, H and I books showed clear evidence that they were honest about their reflection and were trying in the next lesson to make their learning better. Figure 6 and 7 shows some examples of pupils reflection Summative assessment was done by unit test after each unit. Before each unit test, a revision lesson was run to clear the misconceptions as the books were marked before the revision to check students understanding, their homeworks and self-assessment. After each unit test, teacher marked the test and made two comments on what students did well at, and two comments what they need to improve on. As shown in the picture 9 below. Students evaluated their performance in the yellow sheets provided by teacher, on their strengths and on action points. A spreadsheet was also created for each question, which helped me to create green pen questions for students and to check which part of unit test students found most difficult, as shown below in table 7. Green pen questions were prepared by teacher, and were allocated to each student according to the action points as illustrated in the figures below of student E and H. These action questions helps them again to reflect on their mistakes and improve their mistakes. The summative assessment results after two unit test I performed with year 7s are shown below which has shown significant improvement in their grades from previous grades, that they have moved a grade higher from their previous targets. Analysis: Analysing the sequence of lessons and assessments methods used during the period of 10 lessons, assessing through questioning and mini white board activity showed very good results as , it showed me clearly students misconceptions and cultivated the culture of engaging and thinking before answering, but when I marked their books, I saw some very obvious mistakes repeated which I pointed during mini white board activity. There is a potential risk of students copy the answers from peers just of the fear of getting pointed for mistakes and they are hesitant to ask questions. Therefore, mini white board activity is a very effective way to assess students understanding and it has shown a tremendous effectivity during all my lessons as it enables to test the depth of students understanding but it is not 100 percent accurate as students sometimes tend to copy from their peers, if they were targeted and the answer was wrong, they potentially can copy answer of next question from their peers to avoid embracement. It is the same case in questioning, mostly gifted students answer questions. Targeted questions help to encourage students to answer questions, as through diagnostic assessments and marking books, teachers knows which student to target. But if the culture of questioning and use of mini white boards remain there, it will help students to try harder and remain attentive throughout lessons. Assessing through marking books gives a very clear idea that how much progress student has made in the class and by doing their homework. Spread sheet of homework helped me and I asked some students to come during break time to clear their misconceptions, I also ran revision lessons where I cleared those concepts and did target questions from less progressing pupils through marking books. During marking books I started a dialogue with students, for example how this question can be made better and by giving them model answers, as soon as pupils got their books back they had to comment on their mistakes, which helped in building an environment of students teachers dialogue. Similarly self-reflection helped students to start thinking about their strengths and weaknesses and it consolidates their learning more. In each lesson they commented about something to improve and what they did well at, it improved the sequence of learning and each lesson showed evident improvement. Since year 7s started to reflect on their learning during my teaching, it is still very confusing for some students what to write but I still encourage them to summarize their learning objective and think before writing. Finally the summative assessment triangulates the research, Students E,F,G,H and I have made tremendous effort through these weeks and shown that through these assessments they have already reached their targets. References Headington, Rita. (2000). Monitoring, assessment, recording, reporting and accountability. London: David Fulton, 8,9 Last name, First initial. (Year published). Title. Edition. (Only include the edition if it is not the first edition) City published: Publisher, Page(s). Gould, Jimm. And Roffey, Jodi. (2014). Achieving your Diploma in Education and Training. Sage publications ltd. Chaim, Keret, IIany, David, Yaffa, Bat-Sheva. (2012).  Ratio and proportion. Rotterdam: Sense Publishers, 1. Cambridge-Community. Getting started with assessment for learning. [online] Available at: URL [http://www.cambridge-community.org.uk/professional-development/gswafl/index.html] Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment, Phi Delta Kappan 80(2), 139-148. Bransford, J.D., Brown, A.L. and Cocking (2000). The Design of Learning Environments: Assessment-Centered Environments. How People Learn: Brain, Mind, Experience, and School. Washington, DC, National Academy Press, pp. 131-154. Wilson, M. Scalise, K. 2006, Assessment to Improve Learning in Higher Education: The BEAR Assessment System, Higher Education, vol. 52, no. 4, pp. 635-663. Stiggins, R. 2005, From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools, The Phi Delta Kappan, vol. 87, no. 4, pp. 324-328