Pronouncing the LL of Spanish

More than any other letter combination, the ll of Spanish has a sound that varies with region. Even within one country, its sound can vary. The sound youre most likely to hear for the ll (and the sound youll hear in our​ audio lesson on the ll sound) is similar to the y of yellow. So in much of the Spanish-speaking world, there is no difference between the sound of the ll and of the y when it is used as a consonant. And if you pronounce the ll that way, you will be understood everywhere. In some areas, the ll sounds like the lli in million, so that calle would be pronounced something like CALL-yeh. Also common is pronouncing the ll something like the s in measure (sometimes called the zh sound), although perhaps a bit softer, and in some areas somewhat similar to the g sound of wage but softened a bit. Rarely, it can even have an sh sound. In these areas, the sounds of ll and y are differentiated. Sentences youll hear in the audio lesson are Llà ©venos al centro (take us downtown) and Ella no està ¡ en la calle (she isnt in the street).

African American Women Have A Long History Of Being...

African American women have a long history of being political activists. African American foremothers, such as: Frances E.W. Harper, Maria Stewart, Sarah Mapps Douglass, Sarah Parker Remond, Harriet Jacobs, Mary Ann Shadd Cary, and Ida B. Wells were fighting for racial, social, and gender equality since slavery and the Emancipation Proclamation. Whether it is in print culture or in public culture African American women have continuously protested the treatment of African Americans and women in America. Yet, the presence of women (especially African American women) was not welcomed in America’s public domain. In fact, it deviated from acceptable gender roles. Women on the public stage receiving spotlight for their resistance against†¦show more content†¦Laurel Thatcher Ulrich is generally accredited for the quote: â€Å"Well-behaved women seldom make history†. Laurel Thatcher Ulrich quote perfectly captures the struggle of equality and the entrapment of â €Å"femininity† that all women face. In order for most women to protest the oppression traditional gender role place on women, they (women) would have to deviate against societal gender norms. The narrow framework of Victorian’s â€Å"true womanhood† did not allow women to challenge their treatment in a patriarchal society. It would have been impossible for a woman to assert her independence and rally for her civil rights and civil liberties in American society; while, still upholding the status of a â€Å"true woman†. Thatcher Ulrich quote embodies the public’s perception of women who differed from social gender norms. Their actions were not viewed as heroic or innovative; instead women were publicly ridiculed as deviants and inappropriate women. They were in the outgroup of American society. The negative labeling giving to women who rally for women’s rights served as a public ramification to any woman who felt oppressed in America’s male normative society. Placing criterions on womanhood allowed for women to be socially bondage to social perceptions of their behavior. The negative labeling of women’s worth also encouraged social backlash against activist women. Three of the most popular negative labels placed on women wereShow MoreRelatedThe Importance Of The Civil Rights Movement1054 Words   |  5 PagesThe civil rights movement come into being in the middle of the twentieth century. The push came from African Americans who did not get the same rights as the whites such as equal access to public amenities, equal chances in education, job recruitment and housing, the right to vote and freedom from racial discrimination. The movement was fighting to bring back the right of citizenship to the African Americans after its erosion by segregationist j im crow law. 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Forced distribution system Free Essays

Though many researchers have pointed out several drawbacks in FADS, due to the absence of any suitable alternative, it has been (and continues to be) adopted by many industries over a long period of time. The purpose of this paper Is to point out some serious limitations of this system and propose a simple modification to overcome these limitations. Design/ methodology/approach – FADS determines the relative positions of the employees involved in similar work by comparing them against one another, and based on their performance, the employees receive different grades. We will write a custom essay sample on Forced distribution system or any similar topic only for you Order Now Here the authors use the Likelier scaling method to convert these grades into numerical scores, then these scores are used to estimate the average performance of each group of employees, which Is referred to as the group Index. Taking these group Indices Into consideration, the authors propose a modeled performance score of each employee for their final evaluation. Efficiencies of the existing FADS and the proposed modified version are compared using a simple measure of rank correlation known as the Sandal’s taut-statistic. Findings – Extensive simulation studies show that the modified algorithm is uniformly better than the existing one over different schemes for allocations of employees to deferent projects, and depending on the allocation scheme, It can lead to substantial Improvement. Relationally/value – This paper can be appraisal system based on a forced distribution and the first that provides a simple but effective solution which can be adopted by the organizations using FADS for performance appraisal. Keywords Performance appraisal, Statistical methods, Human resource management Paper type Research paper 1 Introduction Performance evaluation is regarded as one of the most powerful human resource raciest (Judges and Ferris, 1993; Murphy and Cleveland, 1995, p. 4). It provides a justification for human resource decision such as rewards, career planning, transfers, training, counseling, mentoring, termination, etc. Performance appraisal provides the employer an opportunity to communicate with the employees about the mission, strategy, vision, values and objectives of the organization, and it personalizes organizational strategy into individual performance criteria. It has been observed that employee motivations to perform, to develop capabilities and to improve future reference are influenced by the performance appraisal system (Land et al. , 1978; The authors thank the anonymous reviewer for providing several helpful comments and suggestions that led to substantial improvement of the article. Despite the importance of a performance evaluation system, extensive studies in this field have identified significant shortcomings in its applications that include different types of biases stemming from rating errors, sources of performance information and individual differences (Arrive and Murphy, 1998). Among these various shortcomings, rating bias is the most predominant area of research, which indicates the tendency of the raters to provide lenient or stringent rating (Beret et al. 992; Runes et al. , 2002). This systematic bias leads to lack of discrimination between high and low performance and automatically disrupts the whole essence of performance decades, several researchers have explored different methods to overcome the rating bias and to improve the accuracy of performance evaluation system (Goff et al. , 1996). Studies on performance evaluation are mainly focused on two types of appraisal systems – absolute and relative. In an absolute rating system, individual performance is evaluated against a pre-determined standard, whereas a relative evaluation yester determines the relative positions of different employees by comparing them against one another (Duffy and Webber, 1974). Though there are advantages and disadvantages in both of these systems, some studies have pointed out the superiority of the relative grading system over the absolute one (He-man, 1986; Nathan and Alexander, 1988; Wander and Goofing, 1997). Many renowned organizations including General Electric (GE), Hen, Microsoft, American Express and Goldman Cash have used and some still use relative grading system for performance evaluation in the form of a forced distribution system (FADS) (Grotto, 2005). FADS was developed in an attempt to directly deal with the problems of rater leniency and lack of discrimination while measuring an individual’s performance (McCarty, 1988). This system forces the managers to discriminate between high and low performers either by sorting the employees into some pre-determined performance categories based on a pre-defined distribution or by ranking them on the basis of their relative performance (Gurgling et al. , 2004). The first process is also known as the criterion-reference rating, while the second one is known as the norm- reference rating (Visionary and Ones, 2000; Visionary, 2001). The wide use of FADS as an objective measure of employee performance was mostly popularized by Jack Welch at the beginning of his tenure at GE under the name of â€Å"vitality curve† (Bossily and Charka, 2002; Itchy and Sherman, 2001). Welch introduced this system to develop an objective measure to discriminate between high and low performer so that the culture of â€Å"rewarding doers† can be established, which in turn can be helpful for â€Å"building muscle† of the organization. In GE and many other organizations, FADS is considered as a developmental instrument for achieving a performance-oriented culture. Though FADS has several advantages, many organizations have been observed to perceive this system negatively (Rock et al. , 2007). Many researchers and practitioners have also pointed out that a forced distribution in performance evaluation leads to extreme level of Job dissatisfaction among the employees with high potential to perform (Gray, 2002; Madman, 2006; Prefer and Sutton, 2006). In practice, a relatively low-performing member in a high- performing team can often be better than the best performer in an average performing team. The FADS is used to evaluate the members working in different roofs or teams separately, and the rigidity of this system forces the companies to reprimand all low performers of each and every group. As a result, some high-potential performers may be asked to leave the Job or they may leave the organization voluntarily due to dissatisfaction. The negative consequences of this performance evaluation system have been observed in many organizations. For instance, Ford had a well-publicized unsuccessful experience with a forced ranking support this ranking system at all. Many employees, who had received positive feedback for years, were suddenly categorized as under performers. As a result, dozens of Ford employees and ex-employees sued the company because of this system of evaluation. Vishnu et al. (2006) studied the long-term effect of the â€Å"bell curve†, which is a form of forced distribution, on organizational dynamics. According to their views, pressure of the bell curve can facilitate the performance to a certain level, but constant pressure demoralizes the employees. As the company shrinks, the rigid distribution of the bell curve forces the manager to categorize a high performer as a mediocre one. Also, it is often assumed that the employees identified as low reformers, on account of their unsatisfactory performance, are usually replaced every year by fresh talent, who can add up to the output of the organization. Here we may argue that the likelihood of the presence of poor performers amongst these new additions is another possibility, which can adversely affect the system. Moreover, from the financial point of view, replacement of the employees with the fresh talent is also a costly affair. Blame et al. 2009) conducted a study on a student population to understand their reactions towards different types of FADS, and pointed out that â€Å"less trending consequences for low performer† is the most powerful variable in determining the attractions towards different types of FADS. On the basis of this study, we may assume that the organization, where stringency is higher for the low performers, has less chance to get higher number of Job applicants. In order to overcome th ese limitations of the forced ranking appraisal system and to protect the employees with high potential, Vishnu et al. 2006) proposed to use an evaluation system based on the semi-bell curve, where instead of putting fixed proportions of employees into different groups of performance levels, an organization adjusts these proportions depending on the set of employees it is dealing with. However, the adjustment scheme they proposed was subjective and somewhat ad hoc. Instead of using the semi-bell curve, an organization can use any other curves as well, or it can even use different curves for different set of workers involved in different projects. It depends entirely on the company policy, and we have no prerogative to decide that. So, in this paper, we do not recommend the use of any particular curve. Here, we repose a modified algorithm for forced ranking performance appraisal that can be used irrespective of the nature of the curve(s) used by the companies for the evaluation of their employees. In the following sections, we assume the bell curve appraisal system for the demonstration of our method. However, the description of our method will make it clear that our modification is not limited to the bell curve system, and it can even be used when a company adopts different types of curves or distributions for evaluation of its employees involved in different projects. . Objectives of the study The main objectives of our study are given below: evaluation of the present appraisal system under different schemes of allocation of workers and identifying the limitations of the forced ranking appraisal system; propose a new method for performance appraisal to overcome these limitations; and extensive comparison betw een the proposed and the existing method of performance appraisal to demonstrate the usefulness of the proposed method. The next three sections address each of these objectives in turn. . Evaluation of the forced ranking performance appraisal system First, we carry out emulation studies to evaluate the performance of the existing forced ranking appraisal system. Let us consider an organization with 3,000 employees. Suppose that there are 30 projects run by the organization, and 100 employees are involved in each of these projects. For the time being, we assume that the potentials of these employees are known and they perform according to their potentials. We generate 3,000 observations from a normal distribution with mean 50 and standard deviation 10 (so that almost observation lie in the (O, 100) range) and consider them as true potentials of different employees. Here we consider two different allocation schemes for assigning the employees to different projects, and we will refer to them as random allocation and extreme allocation, respectively. In random allocation, the employees are randomly assigned to different projects. In extreme allocation, employees having similar potentials are assigned to the same project. For instance, the 100 employees having the highest potentials are assigned to one project, the next 100 employees to another project and so on. In each of these two cases, we evaluate the performance of the employees involved in each project, and the grades are located to them following the bell curve system. Assume that the organization uses six different Grades A (best)-F (worst) for its employees, and in the bell curve system, the proportions of employees to receive these grades are PA h if h 1?F(2), BP h PEP h F(2)?F(1) and PC h PDP h F(1)?O. , where ? ) is the cumulative distribution function of a standard normal variant ( Johnson et al. , 1995). Now, one may be curious to know how FADS perform in such situations. In order to investigate this, we compute the correlation coefficient between the potentials of the employees and the grades obtained by them and use it as a measure of efficiency of the appraisal system. Same grade, we use the Sandal’s t-statistic (Kendall, 1938 ) as an appropriate measure of correlation. Note that unlike the product moment correlation coefficient, this statistic is invariant under any monotonically increasing transformation. So, instead of normal distribution, if we generate 3,000 observations from any other distribution, the efficiency measure based on the Sandal’s t-statistic will remain the same. In the case of random allocation, the existing method performed quite well, and it led to a rank correlation of 0. 716. But in the case of extreme allocation, it had drastically poor performance. The rank correlation turned out to be 0. 024. So, essentially there was no correlation between the potentials of the employees and the grades obtained by them, and the forced ranking system was as bad as random grading. Note that random allocation of workers to different projects is presumed rare in practice. Usually the employees are assigned to different projects based on their expertise, and also depending on the difficulty level of the project. Therefore, it is not so rare that the employees having higher potentials are assigned to high-end projects, and hose having relatively lower potentials are assigned to low-end projects. In such cases, the existing performance appraisal system will perform poorly, and as a result some of the high (low) potential workers will get lower (higher) grades. Being unsatisfied with the grading, some of these high-potential workers may lose motivation to work hard and some of them may leave the organization for a new Job. This is quite harmful for organizational functioning. In practice, in many cases, the allocation of the workers in an organization is somewhere between the totally random allocation and the extreme allocation. From the above discussion, it is quite transparent that in such cases, the existing appraisal system may only have a moderate performance depending on the extremity of the allocation scheme. This clearly shows the necessity to develop a new method for performance appraisal, which can have satisfactory performance even in the case of extreme allocation. We develop one such method in the next section. 4. Modification to the forced ranking performance appraisal system: a new method for performance appraisal The existing method of performance appraisal simply considers the present year’s elating performance of the employees involved in the same project, and the grades are allocated to them only based on their present performance. Because of this relative grading, an employee in a high-performing team can get poor grades in spite of performing better than all other members in an average performing team. In order to overcome this limitation, here we take the previous year’s grades of the employees into consideration. Suppose that there are n employees working in a particular project, and Gig is the grade obtained by the tit employee (I h 1, 2, y, n) in the previous year’s appraisal. In order to develop a modified appraisal system, we assume that the individual performance of the employees may vary from their previous year’s performance, but the average performance of these n employees remains almost the same. For computing this average performance, we follow the Likelier, (1932) scaling method. It is a statistical tool that converts the Grades Gig into numerical scores s(Gig) and makes it possible to calculate the mean score I h for this group of employees. Though here we assume that the performance evaluation is done once in a year, this method can be used when the evaluation cycle has shorter or larger eroticism or even when it is periodic. Let us assume that a company uses a total of K Grades AAA, AAA, y, AK in the appraisal system, where AAA and AK denote the highest and the lowest grades, respectively. Also assume that it puts the best performing Pl proportion of employees in AAA, the next up proportion in AAA and so on. Therefore, the worst performing PC proportion (here Pl up pep PC h 1) of employees receive the Grade AK. So, if we assume that the performance of the employees are normally distributed (this is the assumption the companies made when they adopt the bell curve system), the mean of a truncated tankard normal distribution with truncation at and above the (1 ?up)the quintile of the standard normal distribution can be used as the score function for AAA . How to cite Forced distribution system, Papers

Assessor Award free essay sample

A1 Assessor Award BY fiffi20 7317 Vocational Assessors Award Underpinning Knowledge Requirements QI. The way how I identify and use different types of evidences when carrying out assessments are by reading through all the chosen units assessment reports to have a clear understanding of the criteria/elements which the candidate must meet. The different types of evidences which can be used are, Task Statements, Work Product/ Work Evidences, Observations, Supplementary Evidences, Questionnaires, Professional Discussions and also Witness Statements. Q2. When comparing different types of evidences, I make sure the work product overs either, the Skills and Techniques or the Performance Indicators depends on the NVQ course, this get done on both the mandatory unit as well as the unit the candidate is working on. This is done by me checking the evidence against the Assessment Report and referencing the elements which have been met. Q3. When it comes to me collecting evidence I normally get my candidates to print their evidences in black and white instead of colour to save the cost of their ink cartridge. If possible I would also ask them to print double sided to save paper. I always ask my candidates if they have created any sort of evidence prior to our eeting, that way I could see if the evidence is suitable for the task and if its meets any of the elements on the assessment report if so this saves a lot of time on the candidate behalf if not, I do set my candidates deadlines for them to meet, so that way then can complete to hand over evidences. Q4. If a candidate has completed evidences prior to the assessment process I would ask them to demonstrate how they started and completed the task. I would also have a Professional Discussion with them to cover certain Performance Indicators as well as getting a Witness Statement completed by a person high then he candidate, someone who can confirm that the candidate was able tackle this task. Depends on the unit, I would sometimes also give Questionnaires to them to cover their Knowledge and Understanding. Q5. To develop and agree assessment plans with the candidates I consider all Performance Indicators and Skills and Techniques for each chosen unit, I then advise them on the assessment methods which will be used to collect the evidence and also a date/time of completion is set and agreed by both the candidate and myself. Q6. To assess the performance of my candidate I observe them while they are ackling the work evidence and I also question them this could either be verbal or written. Through this method I can pin point their performance against specific parts of the standard. evelop their competency would be to give them extra training on specific areas which they lack knowledge in and also set them task where I could observe them on that particular training to see whether or not they understood to concept and learnt from the training. I would also question them to confirm they understanding. By doing this I can make sure the candidate will be able to meet the criteria/element. Q8. Diff erent candidate have different needs, some need more training and guidance than others. So when changing assessment procedures all aspect must be considered. For example I have a candidate who is a Personal Assistant for a Head Teacher in a school which I assess in. I show her the Action Plans and Assessment Reports and explain the criteria/element which she must meet, she is able to produce evidence instantly due to IT knowledge and Job role, this candidate need very little training in her Business and Administration course as long as I explain what is required from her and her work products/work evidences. However I then have a candidate who is a receptionist at a medical centre, this candidate has dyslexia and needs a huge amount of training and guidance, especially with her Task Statements. A lot more time must be spent with this candidate and the deadline of evidence must be slightly longer then others. Q9. When collecting evidences must ensure there are no confidentially information which relates to neither the company nor their clients/customers. The evidences must be created by the candidates so that way they are valid and fair. If the candidate does not create the evidence then it is hard to identify whether or not it is air. All evidences must be valid. I must check dates and check the assessment reports. I must speak to the Manager and advise them which type of evidence the candidate will be submitting. QIO. When completing work evidences, the evidence must follow the assessment standard of the CADCentre unit standard booklet. QI 1. To measure existing levels of competence I always question my candidates, this could either be verbal or written. I also get the candidate to perform the task so Im able to observe and Judge their competency level. Q12. To make a valid and reliable assessment of my candidates knowledge I ormally hold a professional discussion with them and also given them questionnaires to complete. Q13. To make a valid and reliable assessment of my candidates performance I get my candidate to produce work evidence to support there claim, to complete a Task Statement and I then type out the Observation which will backup the task which they completed and also to reference the criteria/elements which they successfully matched. collect the work evidence and the Task Statement from the candidate and then I would go through the assessment report and tick off the criteria/elements which they uccessfully met. This is done once IVe collect all evidences towards the relevant unit. This will show that the candidate was capable to meeting the required criteria/ elements. QI 5. To check that the evidence was created by the candidate I always ask them to demonstrate who they created the evidence and also I would take down the file path. The file path is added to the candidates work evidence as well as in my Observations. Q16. To make sure that supporting evidences supplied by other people are reliable I ask the Manager to write out a Witness Statement, I would also speak to the witness egarding the candidates unit, explaining the criteria/elements which they need to cover and will be assed on. The witness must have knowledge and experience in the area which I will assess to allow them to write up the statement otherwise it will not be valid. QI 7. I always tell the candidates that they can use evidences which they previously created towards the chosen unit. For instance an ITQ candidate might have already created a Powerpoint presentation a few weeks ago and as she/he Chose this particular unit, instead of getting them to re-create another resentation we would use the same as long as it met all the relevant criteria/ elements. This saves the candidate a lot of time and effort and fast tracks he collection of the evidence. Q18. The way how I give constructive feedback to my candidates is by after the completion ofa task I would sit down with them and go over the task again. My feedback sheet will state the unit number, the task which the candidate has completed, date of completion, a brief paragraph giving a positive feedback on the task, state any issues which the candidate might have had during the task and also I ention the next stage which they will be moving on to. Q19. The way how I involve my candidates in the planning of assessment , I sit with them and explain all the criteria/elements which they will need to meet, the date of completion must also be agreed by both parties. I would also Judge whether or not the candidate will need extra training times on certain criteria/element to allow them to meet them. Q20. To keep to the data protection act I must store all candidates details safe and secure. Candidate detail must not be shown nor shared with any other candidates or any one outside the CADCentre. Q21. I have a lot of patients and give a lot of my time to my candidates who I feel lack to take part in different in their assessment. Im constantly training them to regain their confidences and knowledge. I also advise them that they can email or call me regarding any questions which they might have. I also give them the option of training them through specific area. IVe noticed that more practice the candidate has the better their understanding is. Q22. I make sure that I treat all my candidates the same, all with the same respect regardless to age, gender, race or beliefs. I train all my candidates equally, however I o sometimes give extra time/training to those who are in need. Q23. To meet the needs to each of my candidate, I assess them on the second initial visit after the signup. I question them verbally to have a clear view of the competency and needs. From that I can Judge which candidate will need extra training. Q24. I always give a feedback to all my candidates after the completion ofa task or even a unit. Again in this I will verbal talk to them as well as write out a feedback sheet. Feedbacks are very important to candidates, they can see their progressions and also identify their weaknesses. Q25. I have always built a good friendly relationship with all my candidates, make them feel at ease to ask questions and get in contact with me at any time regarding any issues which they might have with the course/evidence. Q26. To monitor and review the progress of my candidates I always complete an eight week review which states and identifies how the candidate is progressing, whether its a slow progression or an up to date progress. Deadlines are always set with my candidates and some do meet them and some do go over the deadline. Q27. Candidates are always upgrading their positions within companies. I must ake sure that my knowledge and understand of the course, assessment reports and standards are ofa high level to allow me to assess the candidates. Knowledge in softwares are also very important, as a candidate might chose to complete their NVQ in a specific software such as Access. Access is a database software which not many people know how to use and not many companies use, so to be able to assess and train in Access my knowledge and understand must be high. Q28. To update my existing skills and experience I would take full advantage of any training/course opportunities which may arise. This will enhance my skills, nowledge and also experience. Q29. I would take in consideration any Internal Verifier feedbacks, I would also constantly look at the City and Guilds web site and also sign up for the Newsletters. Q30. To improve my personal development I would again take full advantage of any qualifications and criterias. Q31. To meet my candidates needs in a safe, fair, valid and reliable manner I would take in to account there needs and work in line with the relevant legislations. As I mentioned before I have a candidate who suffers from Dyslexia, with her I need to print the text in a larger font and explain each point to her fully for her to have fully nderstanding of what is required from her. Q32. To recognise and challenge unfair discrimination in assessments I would refer back to the procedure, CADCentre Handbook. Q33. I would liaise with the Internal Verifier and then External Verifier to get advice on meeting candidates special assessment requirements. Q34. To identify and plan for issues of confidentiality and data protection during the assessment process I would either collect the Work Product or if the data is confidential then I would only request the file path. The file path is needed in case he Internal Verifier or External Verifier wanted to go to the company and have a look and the evidence. Q35. The way how I would record, store and pass on assessment decisions to other people within an agreed system would be by recording it on assessment plans and completing a summary of achievement. Q36. I would say to identify and assess things that could influence my own competence, could be an ITQ unit such as (214). By observing another person I could learn new skills on a particular software. Q37. I would liaise with my manager and request training in either a particular course, scheme, FL, CPD and also PTTLS.