Judicial Review Essay Example | Topics and Well Written Essays - 2500 words - 1

Judicial Review - Essay Example Kovac’s tea with sleeping pills’. The drug alleged to have spiked into the teacher’s hot beverage was diphendyramine citrate. The head teacher, in reaching his decision, relied on statements recorded by Ms. P, the claimant’s fellow student and Mrs. Kovac, the alleged victim. 3. According to the complainant’s main witness, one Ms. P who recordeda statementstating that during the morning break, she had been curious of what the claimant was up to and had followed her to classwhere the claimant was alone and seen â€Å"Veronica (the claimant herein)openherbag,takeoutasmallpacketofwhatlookedlike medicine(Icouldn’tseeexactlywhatitwasasitwas smallandIwastoofar away).Shethen wentovertoMrs.Kovac’s desk.IcouldclearlyseethemugMrs.Kovacusesonherdesk.Itisverylargeandhasâ€Å"world’sbestteacher†written on it.Veronica thendroppedsomething intothemug.Sheput thepacketbackin herbagandturnedtowardsthedoorIranawayimmediatelyasIdidn’twant her toknowthat I’dseen her. Idon’t think she saw me.†Witness P further records that while in her French class there ensured some commotion in the hallway outside when Mrs. Kovac had passed out and an ambulance had to be called. However, she does not state the exact time when sh e had attended the said French class. Neither Mr. Carey nor Mrs. Kovaccorroborates Witness P’s allegations. 4. The claimant states that the Head teacher, Board and Panel erred by not taking notice of the fact that Witness P, whom the claimant believed to be Ms. Pauline and the claimant herein were not in good terms. The claimant further states that Pauline and the claimant have had disagreements after the claimant started dating Paulina’s former boyfriend, Steven. The claimant’s mother aptly puts it: â€Å"Pauline was devastated when he (Steven) dumped her and got together with my daughter. She has hated Veronica ever since. I know that they havehadverbalfightsinclass,sotheteachers

Q3-4-5 Essay Example | Topics and Well Written Essays - 2000 words

Q3-4-5 - Essay Example Industry partnerships also come in shape when organizations are socially robust, having a strong backbone of top executives with respect to size, presence and connections (Kathleen M. Eisenhardt & Claudia Bird Schoonhoven, 1996). To be specific, there are three major aspects of partnerships: foundation, formation, and structural preferences. The ‘foundation’ for partnership implies to the likelihood of organizations to add value to the overall business by their shared resources. When we say ‘formations’, it refers to properties such as limitation of convenience and commutability. By structural preferences we mean the types of ventures, which can be equity joint ventures, minority equity alliances, bilateral contract-based alliances, and unilateral contract-based alliances (T. K. Das & Bing-Sheng Teng, 2000). Strategic business partnerships enable organizations to achieve competitive advantage through access to shared resources. These shared resources may be based on potential markets, technology, capital, or human resources. As organizations have to input less individually, their goals are more focused thus leading to improved performance. Partnering organizations share their limited resources and business responsibilities as per the availability and expertise to expedite the process. It’s best to focus one’s resources on what they do the best and partner for the rest. Mostly those companies agree to work together which have same goal but lack in certain areas, let it be budgets, human resources, or technical expertise yet having same set of goals or share same purpose of existence. A research company Trendsetter Barometer, PWC states that â€Å"nearly 2/3 of fast-growing companies are involves in strategic alliances. In average, each fast-growing company is engaged in 5 different types of strategic alliances may it be related to joint marketing & promotion, joint selling or distribution, technology licenses,

Effect of Using Facebook as a Teaching Tool on 7th Grade ESL Students Essay

Effect of Using Facebook as a Teaching Tool on 7th Grade ESL Students Motivation - Essay Example One of the main ideas for student motivation and involvement is the use of interactive technology. Smith (1997) has established that use of technology has positive effects on reading and writing . Further, Mayher (1990) and Littlewood (2001) has also expressed that students must be provided a sense of purpose and a sense of participation in learning. On the other hand, Childs (2009) has discussed the benefits that Facebook can yields in language learning owing to its ease and interactive features. Thus, I plan to use Facebook as a teaching tool to increase motivation and participation of my 7th grade students. The purpose of this Action Research study is to examine the effects of using Facebook as a teaching tool on the motivation level of my English class.This study will help me in developing clear understanding of such a strategy which may help my students to better participate in English reading and writing tasks.... All these are clear signs of little motivation to read and write English. On the other hand, (Littlewood, 2001) have stated that traditional teaching techniques cannot motivate Hong Kong ESL students to have higher participation and motivation in reading and writing English. Further, several studies indicate that despite a variety of teaching techniques including audio-visual have been used in Hong Kong to Teach English as a second language, predominant teaching method is lecture( (Melanie & Warhurt, 2000). Roman-Perez (2003) have described that incorporation of interactive technology reflrcted positive impact over the motivation level of the students for reading English. And I know that all of my students are using Facebook to be in contact with each other. Further, in current Web 2.0 scenario, Facebook has top ranking in SNSs (Kazeniac, 2009). Thus I assume that using Facebook as a teaching tool in a creative way can increase motivation and participation level of my ESL students. 4 . Literature Review: In order to implement my this idea of using Facebook as a teaching tool, I embark on reviewing relevant literature from five dimensions including motivation to learn, motivation to read and write, motivation to learn English among Hong Kong students, technology and motivation to read and write, and finally ,using Facebook as a teaching tool. 4.1. Motivation: Motivation is considered as a prompt and energizer in all fields of life (Mangal, 2002). It may be defined as the force that accounts for the stimulation, selection, direction, and continuation of certain behavior. Literatures on human psychology and on education have extensively discussed human motivation and student motivation in details. Similarly, majority of the educationists

W2 Assign Human Capital Essay Example | Topics and Well Written Essays - 750 words

W2 Assign Human Capital - Essay Example ess, then changing the procedure or process to enhance the output, boost efficiency and also the efficiency of the procedure or process (Cokins, 2009). The link between PM and improvement of performance is that their main goals of are to boost organisational efficiency and effectiveness to enhance the ability of the company to deliver services and/or goods. Another area, at times, targeted for both PM and improvement of performance is organisational efficacy, which concerns the process of setting organisational objectives and goals (Cokins, 2009). Performance management and improvement normally concern processes like statistical quality management and other softer forms of assessment like customer satisfaction surveys that are applied in obtaining qualitative information on performance from the stance of customers (Cokins, 2009). Traditional HR measurement systems mainly center on efficiency, but in order to transform this into strategic human capital management, they should attention paid to efficiency and effectiveness by measuring turnover, bench strength and attitudes (Merkle, 2011). Rarely do human resource leaders think about the impact and relative effect of diverse talent pools on organisational performance (Merkle, 2011). More significant, traditional HR measurements are hardly ever directed particularly to where they are most prone to have the utmost impact–on key/vital talent. Traditional HR management systems need to pay more concern to nonfinancial impacts, as well as sustainability needs to be improved, and strategic human resource management can persuade these, as well (Merkle, 2011). The key activities that HR managers need to participate in to be successful have to do with how corporate strategies associate with human capital management. Studying the organisations keenness to implemen t diverse strategies and supporting the execution of the corporate strategy should be activities that are conducted much more often by efficient HR functions

Love - How Information Technology can enhance a business Essay

Love - How Information Technology can enhance a business - Essay Example Digital score keeper will improve the service delivery by reducing the time wasted in manual score tallying as well as reducing score disputes between putt-putt groups. Online advertisements like use of social media and websites will enable the company to market its new services and improve the customer care services. Huge screens for indoor games will add variety to the services offered while digital boards on golf course holes will advertise other available services. The use of information technology and modern communication systems will enhance the operations and competitiveness of the business (Allen, Semenik & O’Guinn, 2012). Modern information technology developments have been used in production, provision of services and communication with customers and suppliers (Allen, Semenik & O’Guinn, 2012). Information technology offers numerous efficient, cheap and faster channels of communication like the e-mails, instant messages, and short messaging system servers. Information technologies like business software systems have been used by the management in decision making since they have the capacity to capture, store, process and retrieve information as per the requirements of the user (Allen, Semenik & O’Guinn, 2012). Information technologies like electronic commerce have enabled businesses to trade in the global markets without having physical presence in those markets. E-commerce offers 24 hours business trading activity he nce customers can shop from any location of the world and at their convenience (Allen, Semenik & O’Guinn, 2012). Information technology has enabled businesses to attract and retain customers. Through the use of websites, social applications sites and messaging systems, many businesses have overcome the location barrier in their marketing efforts hence increasing the market size. Information technology has enabled businesses to conduct market intelligence on the changing customer needs. Information technology facilities the

Company background Essay Example for Free

Company background Essay BMW (www. bmw. com) continue maintaining their strong position as one of world’s leader in premium vehicle market besides Daimler-Chrysler, Lexus, and many others. The company established in March 7, 1916 when Bayerische Flugzeug-Werke (BFW) founded. One year later, BFW was renamed to Bayerische Motoren Werke GmbH (BMW) that focused on producing cars and military aircraft at that time. Within several decades in the 20th century, the company performed several acquisitions on Rover and MINI, to name a few. However, the intense competition in automobile industry that becomes more segmented has driven BMW to focus on few brands. Under such circumstances, BMW decided to sell Rover Group in 2000 but still retaining MINI brands in the BMW Group. Therefore, BMW group (www. bmwgroup. com) now has three major brands: BMW, MINI, and Rolls-Royce Motor Cars. The three segments are all in premium cars segment, thus lessen the company’s effort in building brand awareness for their products. Figure 1 BMW Group Website Source: www. bmwgroup. com 1. Business Analysis The Automobile industry is one of the most competitive global industries in the world. This is because automobile companies are generally multinational in nature because they have the need to achieve economies of scale in their production. The automobile industry represents significant portion of GDP in US and Europe. They are considered of significant importance because their existence enables other industries to work. Most automobile markets bring possess significant influence whether in their domestic as well as global markets. Moreover, there is an indication that commencing the end of the 20th century, most of the markets in modern countries are saturated and the new trend of the industry is to find new and developing markets where they can deploy their products. Similarly, automobile manufacturers are tired of facing the cutthroat competition in their markets. The situation drives them to expand their services into Asia-Pacific regions, South East Asia and other developing regions. This strategy becomes the latest trend within the global automobile industry. This generates new trends in automobile designs and their tendencies. Cheaper and fuel-efficient cars are the design of this decade. Concerning the many facets of automobile industry, below is several business analysis tools that assess how the market behave, especially relates to development of premium markets where BMW serves. 3. 1 Strategic group: BCG Matrix As mentioned previously, BMW (Bayerische Motoren Werke) maintains three major brands in their portfolio. Each of them has somewhat similar markets, the premium cars, but the company further determines particular markets that each of the product portfolio serve. This strategy is carried out to avoid unnecessary cannibalism among their products. In order to analyze the performance of each product portfolio in BMW group, we can use BCG Matrix. The matrix is named after the founder, Boston Consulting Group, a well-known global business consulting firm. The basic philosophy of Boston Consulting Group (BCG) Matrix is to assess various Strategic Business Units (SBUs) in a company portfolio. By definition, an SBU is a business unit in a company that has its own missions and objectives. It could be departments, divisions, or subsidiaries. In case of BMW group, the SBUs can be BMW product lines such as BMW 3, 5, 7 series, MINI, and Rolls-Royce Motor Cars. The BCG Growth-Share matrix composes of four quadrants that each describe BMW product lines in relation to market share and market growth rate. The BCG matrix helps BMW to understand each of their product’s life cycle and position in the market better by charting each product in one of the four quadrants. Figure 1 shows the BCG Matrix of an organization: Figure 1 BCG Matrix Source: Tutor2U, 2007 The upper left quadrants in the matrix are stars. Stars are business units or product lines within BMW Group that undergo high growth or have strong position in the market. In other words, stars are business units that have large market shares in a fast growing industry (‘Boston Consulting Box’, 2005). The characteristics of stars are they generate cash and thus revenue for a company. However, as the market for the products grows rapidly, they require extensive investment to maintain their lead. If the strategy is successful, a star will soon become a cash cow when its industry matures. In case of BMW, the stars are their USA division since the marker experience fast growth. In 2003 alone, the USA division records a history since it become the Group’s strongest market with 8. 0% growth or represents the sales of 277,037 units in the 2003. In terms of product line, the stars are BMW 7 series as they continue achieving a growing pattern of sales. In 2003, the sales of BMW 7 series rose 8. 2% compared to previous year. Another star is BMW X5 that record a 4. 6% of growth or represents the sales of 105,554 units. The second quadrant in the lower left is cash cows. It is similar to main sources of revenues/income for a company where it represents a product line(s) that continue exhibiting low-growth businesses or they have a relatively high market share (‘Boston Consulting Box’, 2005). Cash Cow is a business unit that has a large market share in a mature, slow growing industry. Due to the slowing down of market growth, cash cows only need little investment and generate cash that can be used to invest in other business units. In BMW case, the cash cow is the home market, Germany. In the home country, BMW experiences declining trend in which in 2003, it recorded -0. 9% of growth compared to the previous year. Meanwhile, concerning the product lines, the cash cows are BMW 3 series and 5 series. The BMW 3 series, for example, have many models that all of them continue showing declining sales volume. The sales of BMW 3 series Limousine, for instances, decline by 5. 9% compared to 2002. Similarly, the sales of BMW 5 series also plummets by -23. 5% compared to the previous year sales volume. In the upper right of the matrix lie question marks. It represents BMW product line(s) that exhibit low market share but operate in higher growth markets (‘Boston Consulting Box’, 2005). These business units require resources to grow market share, but whether they will succeed and become stars is unknown or potentially less likely. The last quadrant is Dogs. They are BMW’s products lines that have low relative market share in unattractive, low-growth markets (‘Boston Consulting Box’, 2005). It means that dog is a business unit that has a small market shares in a matured industry. A dog may not require substantial cash, but it ties up capital that could better be deployed elsewhere. If a dog has no other strategic purpose, it had better to liquidate the product lines since the product lines have little opportunities to gain market share. Based on the above analysis, we can decide which BMW brands belongs to quadrants in BCG Matrix as following.

Creativity Can Be Nurtured And Developed Education Essay

Creativity Can Be Nurtured And Developed Education Essay A creative process could be defined as an unexpected combination of elements which provides a surprising solution to a problem. (Biltion, 2007) With the development of modem society, especially the emergence of the knowledge economy, poses a new requirement to education. It requires the education, especially the elementary education, to focus on the creativity of students. However, there is a great contradiction between the requirement of the time and the reality, which makes the task more and more essential and urgent to develop creativity. On the task of nurturing creativity, there are diverging points. Some hold on that elementary education could not develop creativity for students, neither is it necessary. Others opposed that the development of creativity is a kind of training to the thinking skill of the students. Both of them might be the wrong cognition after wrong understanding of creativity. In addition, the creativity of students in elementary educational stage is the creativity in the sense of individual, and the importance of the development of creativity should be attached on the creativity of the whole. Meanwhile, creativity is a complex capability which consists of knowledge skills, thinking, as well as personality, and they interact with each other. (Sternberg, 1999) The development of creativity in elementary stage while is a process from low to high is helpful for the development of higher standard creativity of students in future. Thus, not only that elementary education could develop the creativity fo r students, but also that should it attach more importance to the development of students creativity. The responsibilities in creativity development that the elementary education should assume are making students master knowledge skills which are necessary for creating as much as possible, forming the characteristics which are beneficial for creating, and developing personalities which are helpful for creating. 1.2 Essay structure This essay is going to discuss that creativity can be nurtured and developed in three following aspects. Firstly, it will generally discuss whether the factor of elementary education could take the responsibility of creative cultivation. Secondly, whether subject curriculum is the necessity in developing creativity will be debated. Next, it will prove that study evaluation is also an important indicator for creative abilities. At last, this essay will end up with a conclusion. 2. Elementary education 2.1 Suspicions of elementary education There are differences of understanding that elementary education can cultivate creativity for students. There is a view that: creativity is not a training of specific skills so that creative abilities are impossible to foster. (Downing, 1997) This cognition mainly came from the practice of creative capacity building in elementary education. The practice through thinking trainings to cultivate students creativity is subject to a number of queries by Downing. He opposed that it would simplify the development of creativity. It is also found in practice that due to the learning of creative thinking techniques are often highly situated. In fact, setting up to foster innovative thinking is lack of ecological validity, which is difficult to reconcile with real life. Furthermore Weisberg (1997) pointed out: some creative thinking training can indeed improve test scores of individuals in specific tasks. But few studies have shown that such these trainings of nurturing creativity are persisten t or stable and they can be extended beyond the specific test. It is recognized that creative capacity is not skill training in fixed steps so that creativity absolutely cannot be nurtured in this way. Consequently, elementary education is questioned that it cannot cultivate creative ability. There is another view that elementary education lays on the foundation education to future creativities for students. Therefore, the task of higher education is building and shaping creativity so that the stage of elementary education does not need to cultivate creativity for students. (Craft, 2002) The formation of this view, which has two potential logics, is still related to both understanding of students creative ability and the right understanding of the innovative capacity development. On one hand, students will naturally develop their creativity if they have the foundation knowledge and skills. The basic education is mainly for students to construct a good foundation of knowledge and skills, which are primarily based on the results of human knowledge and cultural heritage. Moreover, students would naturally start developing their creativity after they obtain these knowledge and skills. As a result, elementary education does not need to emphasize the development of creative cap acity. On the other hand, there is no significance of individual creativity for students that it is not too late to foster creativity when they finish their elementary education. What students create mainly based on the re-discovery of yielded or former research results. Creativity in students has less social significance so that elementary education would not emphasize the cultivation of creativity as long as they master a solid foundation of various knowledge and skills. As a result, creativity cannot be cultivated in elementary education. 2.2 Arguments of Suspicions In fact, most creativity of students belongs to individual senses of creativity while there are a small number of students who could carry out significant creativities to the whole society. But it will promote creative capability of the social significance. From learned knowledge, creative thinking and personality characteristics, which are conducive to foster creativity in elementary education, students would get innovative knowledge and skills which will become useful basis for the development of creativity in a high level. (Meador, 1997) At the same time, from the acquisition of knowledge and skills students will be inevitably accompanied by a certain quality of thinking as well as the formation of personality characteristics in educational and teaching activities. On the contrary, rigid and systematic ways of thinking as well as blind obedience or conformity to authority of personality characteristics are not conducive to the development of innovative ability for students. Theref ore, creative ability of students in the stage of elementary education is a foundation in high level of creativity development. At the same time, researches of psychology, philosophy and pedagogy also show that there is a crucial period to nurture creative capability. Only seizing that period to train students will better promote their creativity and creative capacity development. Moreover, Eysenck and Keane (2000) noted that learning ability is not an infinite and squander resource for children. If students curiosity as well as their innate senses of questioning have not been awakened or protected but rather severely repressed and obstructed, they would eventually lose out and disappear. Furthermore, the intellectual flexibility, spirit of adventure and self-confidence are very necessary and valuable qualities to explore new things. If they were abused or non-used in a long time, the above qualities will lose their original roles. Although there is less creative capability which co uld own social significance in the lower phase of education, elementary education can still provide good conditions for the development of future innovative abilities in an advanced stage. As a result, it cannot be negated the importance of creativity and creative capacity-building in stage of elementary education let alone as specific tasks in a higher education. 3. Subject curriculum 3.1 Criticism of Subject curriculum However, it is accompanied by obstacles that subject curriculum will inevitably hinder and even stifle creative capability of students. Subject knowledge omitted many areas of exploration while knowledge-oriented presentation is simple. Therefore knowledge of subject curriculum is simplicity of logical links in concepts, facts and principles. It is also believed that the teaching of subject curriculum deviate from experiences of students, which may inevitably lead students to study without motivation. (Ansubel, 2002) Acceptance of learning refers to a phenomenon that main contents which students learned were found by themselves. During the period of learning, which is mainly a process of assimilation of knowledge, how much of the main content is presented to students in a shaped form. Study found the opposite. On the contrary, learning discovery is that the main content in study process is not given but they determined by their own before they internalized the knowledge and skills. T he difference between the two learning styles is whether there is a substantive link between the old and new knowledge. In Ausubels opinion, a meaningful learning process has three conditions: In the first place, students have meaningful learning mindsets in actively psychological preparations for the establishment of substantive combination of the new knowledge with their own cognitive structure of former knowledge. In the second place, there is an appropriate basis for students to assimilate new knowledge in their cognitive structures. Finally, learned new knowledge itself has a logical meaning while there is a clear connection with the relevant knowledge and their cognitive structures in order to be assimilated in appropriate conditions. In other words, as long as students are in active learning states, besides there is an organic link between the acquisition of new knowledge and established experience of old knowledge, it is a meaningful learning. In contrast, rote acceptance of learning is a situation that students are forced to internalize relevant knowledge without the corresponding experience in subject curriculum teaching. Consequently subject curriculum may lead students rottenly accepting study. Moreover, during learning activities the way of thinking could be relatively passive and rigid so that students might be subject to distortions in the development of personality. As a result, subject teaching activities are not conducive to the development of creative ability for students. 3.2 Approvals of subject curriculum Despite there is a phenomenon that students knowledge divorced from their experience in the teaching of subject curriculum so that students accepted rote study. However, this is not a pedagogical necessity to hinder the development of creativity. Students who engage in the combination of experience and academic knowledge would be in meaningful learning that discovery can be carried out. The development of students creative capacity is based on certain knowledge and skills in the stage of elementary education. They are comprehensive so that a certain amount and wide range of knowledge and skills can form a reasonable knowledge structure. Moreover, mastery of knowledge and skills implies that there must be a logical link which is able to achieve a structure, especially an aspect of connected network within knowledge and skill mastery. The characteristic of subject curriculum determined that curriculum study would help students to master and systematically form a comprehensive and struc tured knowledge and skills in a short period. In Kliebards (2004) research, the development of American society required obvious demands of peoples innovative ability in the early 20th century. Therefore most American schools canceled the subject curriculum in teaching activities because the application of knowledge and skills cannot solve real problems and new issues in actual works and life, which is not useful for cultivating students creativity. According to ideas of Rousseaus natural thinking in principles of education, they claimed that the development of creativity should be focus on students interests and needs. Therefore, subject curriculum was replaced by activity curriculum which was divided into nature, Labor and sociality three aspects. However, the education of canceling or seriously neglecting subject curriculum revealed handicaps soon. It was found that activity curriculum easily resulted in one-sided interests and needs for students. Furthermore, the lack of rigorous teaching and learning activities in school education programs may make students not grasp systematically knowledge and skills. In this regard, Klein (1991) pointed out those factors such as: progressive education movement of overlooking traditional curriculum reflected on various embarrassing situations of American education. For instance, academic standards of elementary education were fallen behind other countries. A growing number of college students are inadequate in basic knowledge. In fact some of them were unable to read. Undue emphasis on activity curriculum had been widely criticized. In 1957 the first satellite was successfully launched in the Soviet Union, which has greatly shocked the United States. From the above historical review it can be seen that cancellation or neglect of the subject curriculum is not conducive to systematically master a variety of cultural and scientific knowledge for students, which is an important foundation of solving problems and creativity cultivating. Meanwhile, subject curriculum is the key to academic creativity and personnel training. Why United States emphasis on strengthening the subject curriculum, especially in science, mathematics and foreign language, is to train and develop creative people in high-level scientific and technological areas. Therefore, the cultivation of creative ability cannot neglect subject curriculum teaching, which is an essential component of nurturing creativity. 4. Study evaluation 4.1 negative factors  of academic evaluation Examination is an academic and summative evaluation, which is just an identification and selection of concerned students. Besides, this evaluation is aimed at selecting appropriate education for students, thus it may prematurely differentiate grades of students creativity. (Eikleberry, 1999) As a result, academic evaluation will hinder the future development of creative ability. For example, the development of creativity is also required to focus on the evaluation of students which an important component of academic achievement. It is a process that appropriate and effective methods are applied to judge the value of the study level for students. In other words, it is designed to measure or diagnose whether students have achieved the educational objectives and goals. Examination is one test to evaluate academic achievement. According to Sriramans (2008) research, the outcome of each question is objective. Therefore, the examination is also characterized by only a certain set of evalua tion criteria, which is able to smoothly ensure progress of tests in order to reach the achievement of the tests purpose. Like 3+5=8, 8-2=6. However, only one model answer would hinder creative ability of students because not every student is good at the mastery of math knowledge. Students have to correctly answer questions in only one way of expression in vast majority of the questions in the evaluation. Consequently, examinations necessarily constrain students thinking. In that case, rigid minds are unable to promote the cultivation of creativity so that creative capacities of students would be limited. 4.2 Benefits of academic assessment A single evaluation of academic achievement is not beneficial to the cultivation of creativity for students. A new method is authentic assessment, which is defined as a proper evaluation of performances and manifestations during the learning activities (Villa and Thousand, 2005) There are three factors to reasonable evaluation in the combination of academic and authentic assessment. Firstly, from records and data collection of students personality characteristics which are reflected in the process of learning activities, there could be an obvious evaluation that students are in positive statement or they complete assignments on time. Secondly, to the mastery of sophisticated skills which are generally integrated multi-disciplinary in the use of complex situations, authentic assessment could affirm advantages of the students in study process. Besides, problems which came across can be timely fed back to students, which may overcome existing difficulties and improve creative skills. Fi nally, it can access a mastery and understanding of comprehensive knowledge in addressing real-life problems in the community for students. Through the evaluation of academic achievement which is difficult to measure investigation, their creative abilities and performance will reasonably evaluated. It can be shown that a reasonable evaluation has its own advantages which can identify different personality and characteristics for different students, including creative abilities in various aspects of knowledge learning. Students could also find their insufficiencies through an objective evaluation so that the result could more or less motivate their interests, which is a significant indicator for developing creativity. Meanwhile, creativity located in the intersection of individual, discipline, and field. (Gardner, 1993) At the same time, the evaluation knowledge, skills and personality is a significant expression to the cultivation of innovative capability, which would recover the inefficiency of a single evaluation in academic achievement and promote the development of creativity. 5. Conclusion To sum up, the essay just from a starting point does a research of the creativity development of students in the elementary educational stage. Creativity development should focus on teaching contents, teaching methods, and teaching assessment in the school teaching activities, which is decided by the main tasks of elementary education. Nevertheless, there are different views on these factors. For one thing, it is generally believed that what are helpful for creativity development are activity curriculum, discovery study and authentic assessment. Subject curriculum and study achievement assessment in the old days not only are harmful for development of creativity, but also do block the way for students to create and discover new things. For another, it is also considered that it would be in a difficulty for the totally negating subject curriculum and study achievement assessment. Moreover, this essay takes the divergence of the cognition as the key points, basing on the research of teaching practice and summarization of the practical experience, to express and settle the personal view points by analyzing and clarifying some cognition. It perhaps clearly points on the teaching contents that subject curriculum is necessary for creativity developing rather than that it will baffle students on creativity development. However, single subject curriculum can create the phenomenon of high marks, low ability. On school teaching, it should arrange activity curriculum because these two curriculums joined with each other would be an advantage complementary on creativity development. For teaching method, elementary education does not necessarily baffle students on creativity development. Consequently, the teaching of subject curriculum is mainly objective and useful, but single subject curriculum is not helpful for students creativity development. In addition, creative de velopment needs discovery study while mechanic discovery study is not helpful for creativity development. On teaching assessment, study achievement assessment is necessary for creativity development. On the contrary, unscientific study achievement assessment is handful for creativity development. At last, creativity can be developed and nurtured within the responsibility of elementary education while creativity development should combine subject curriculum and activity curriculum as well as achievement assessment and authentic assessment in a comprehensive and objective method.