Assessments determine the student's knowledge and skill in a specific course and the grades communicate the skill level to the stakeholders. In this line, the assessment and grading system become the prime requisites of the education system. Thus, educators and policymakers must ensure a fair, reliable, valid, flexible, and transparent grading system for quality education. The two different types of grading are absolute grading and relative grading. Relative grading (or norm-referenced assessment) refers to teachers' assessing students' performance relative to their classmates' performance. In contrast, absolute grading (or criterion-referenced assessment) refers to teachers' grading students' performance on definite learning criteria, usually fixed by the teacher. Though most Higher Education Institutions (HEIs) in India follow the absolute grading system, the high-ranking institutions mostly follow the relative grading system. Both the grading systems have their share of pros and cons. This paper analyzes the features, attributes, and characteristics of both the relative and absolute grading systems followed in higher education. It also concentrates on how these grading systems impact language learning and acquisition, especially in English as Second Language (ESL) and English as Foreign Language (EFL) contexts. It is established that language learning is quite different from learning other subjects and requires different assessment methods. On analysis, absolute grading seems to render a more conducive environment for language learning and assessment than relative grading in higher education in the ESL/EFL context.

Much has been written on the virtues that a leader should possess. A leader should know the way and show the way. He must possess confidence, commitment and communication skill for leading properly. He should have right attitude and right mindset for dealing with people of varied temperament. There are many points in to-do list for aspiring leaders. This paper focuses on not-to do list for wannabe leaders. This not-to do list is more important than to-do list as it clearly points out negation part that is required. Sometimes, working on to-do list takes much time and toil. But focusing on what not to do makes the target achievable and smooth. The examples of literature have often been cited for leaders for showing them what exactly they need to follow. Some of the most important lessons of leadership surprisingly do not come from business but from literary works. The books on leadership and business magnates talk only about the work-lives of the leaders. But literature gives the way into the inner lives of its characters. We see characters in entirety. There are lots of fictions indicating the right path for the leaders. This paper enumerates some literary works which display the negative traits of leaders that have to be avoided.

In today's fast changing world, it is very important for every individual, employee, manager, leader, and entrepreneur to build the capability to adapt and pivot based on the circumstances they face. One needs to build strong working relationships and constantly cope with challenges. In order to do this effectively and easily, one must inculcate the skill of self-confidence. Confident team members choose to share who they are and what they think as well as express their thoughts and feelings a lot more freely, thus making it easier to build collaborative results.

Feel-good factor, a feeling of being optimistic, satisfied and joyful increases creativity and productivity. If you do well you feel good, or if you feel good you do good. It can be the act of talking and/or listening to a good talk, serving others, many moments in one's life or about a product or sports; it is that feeling that makes one happy and positive. But one thing that is inevitable in people's lives is stress. In the modern-day workplace, stress has blighted the lives of millions of employees. The important thing is for employees to understand and learn the art of managing and coping with stress. This paper examines the employees' 'feel-good factor' and its use in managing workplace stress.

The case study aims to bring to light the growing importance of emotion regulation trainings in organizations. In 2007, Chade Meng Tan, a software engineer at Google, started the "Search Inside Yourself" (SIY) program at the company in collaboration with experts in the fields of neuroscience and Emotional Intelligence (EI). The program aimed to teach EI to Googlers through the mindfulness meditative technique. The two-day program teaches Google employees the methods of mindfulness, self-awareness, self-regulation, motivation, and empathy and leadership skills. The SIY program at Google has been very successful, with many employees registering for the program that generally has a long waiting period. Numerous Googlers have attributed their new-found calmness, resilience to demanding situations, empathy, and attentive listening skills to the SIY program. The SIY team went on to set up the "The Search Inside Yourself Leadership Institute," in 2012 as an independent nonprofit organization to offer EI courses to Googlers and non-Googlers. Many multinational companies, including AT&T, Philips Electronics, and Autodesk, conduct EI workshops on a regular basis for their employees. Aetna, a US-based health insurance company; General Mills, a global consumer goods company; and computer chip maker Intel have also implemented mindfulness courses for their employees.