Thursday, October 31, 2019

2 seperate reaction papers on 2 to a multi-cultural education articles Essay

2 seperate reaction papers on 2 to a multi-cultural education articles - Essay Example The essay explains the highly contrasted difference between the history of the African nations and the literacy taught in the schools that were dominated by the Portuguese colonists since their rise as a sea and trading power. The authors point out the African backlash against an education system that had been established by the colonists and the resulting negative impact on literacy. Literacy carries with it much more than just the language. It provides the historical color and national identity of the population. The struggles of a people against oppression, invaders, or a colonizing force cannot be placed in the language of the colonizers. In the African colonies, all remnants of Portuguese history, geography, culture, and colonial ideology were purged from the literacy in an effort to create a school system with an African mentality (p.194). Still, once a language has reached dominance it can be destructive to eliminate all traces of it when there is no alternative for replacemen t. This is equivalent to an African-American that rebels against the dominance of the white culture, but is left with no adequate language, and little literacy, for self-expression. The problem of developing literacy pedagogy, measuring literacy, and developing a school curriculum, is based on the contentious and interpretive definition of literacy. The English speaking developed countries have held a traditional view that a student must be well read to be successful in academics. This often meant reading standardized texts based on English classics or the writings of Greek and Roman philosophers. These texts have little relevance to a multicultural classroom setting where history, social class, and culture play an integral part of education. In the lower grades, the educational system will set a goal of literacy and use a standard that requires the basic ability to read and write in the

Tuesday, October 29, 2019

The difference of corporate sustainability between two companies Essay

The difference of corporate sustainability between two companies - Essay Example nderstand the difference of corporate sustainability between two companies. Similarly, it tackles how non-financial reporting has revolution the field of business in terms of information dissemination to clients, governments, stakeholders and investors among others (Eccless & Krzus 2010 p.67). Therefore, this paper is going to analyze the various corporate reporting that happens in Coca Cola and Woodward Iron Industry. All of these organizations belong in the industrial sector and each of them has its unique composition, goals and objectives. For example, Coca Cola deals in soft drinks with its market spread in more than 200 countries and about 500 brands from production plant. On the same note, Woodward Iron Industry is an organization that specializes in the provision of iron and steel but has limited number of employees (Epstein 2008, p.65). This is because of its small jurisdiction in the state of Alabama, Tennessee. This paper is also going to assess the limitations that were ex perienced during the period of searching for information in order to understand the two companies. Therefore, this has prompted for the formulation of assumptions in order to understand the purpose and scope of the report. It also delves into recommendations and implementations of the findings and discussions. Introduction 1.1 Purpose The purpose of this report will be to make comparisons between two industrial companies based on their sustainability policies and practices. Similarly, the report will comprise of comparison analysis, types of reports produced such as environmental or sustainability reports or corporate responsibility or CSR reports (Ferrel et al 2006, p.123). Apart from the composition, the composition will also delve into overall approaches of sustainability between these two industrial companies in relation to the emphasis they are accorded. On that note, the sustainability will bank its focus on policy or practice of that industrial sector and conduct comparisons and evaluations. Alternatively, this task should be able to determine the significance of chosen companies in the context of their produced reports. 1.2 Scope In terms of scope, the business report covers wide areas of company sustainability. For example, it touches on the sectors of theory/models of each individual company as well the responses of these organizations. In addition, the scope dwells on more analytical approach than a descriptive perspective in order to determine the defining theoretical concepts and the benchmarks of performance (Hopwood & Unerman 2012, p.145). Alternatively, the report attempts to evaluate the league tables, industry standards and other

Sunday, October 27, 2019

Lift And Drag Coefficients Of Planes Engineering Essay

Lift And Drag Coefficients Of Planes Engineering Essay The term fluid in everyday language typically refers to liquids, but in the realm of physics, fluid describes any gases, liquids or plasmas that conform to the shape of its container. Fluid mechanics is the study of gases and liquids at rest and in motion. It is divided into fluid statics, the study of the behavior of stationary fluids, and fluid dynamics, the study of the behavior of moving, or flowing, fluids. Fluid dynamics is further divided into hydrodynamics, or the study of water flow, and aerodynamics, the study of airflow. Real-life applications of fluid mechanics included a variety of machines, ranging from the water-wheel to the airplane. Many of the applications are according to several principles such as Pascals Principle, Bernoullis Principle, Archimedess Principle and etc. As example, Bernoullis principle, which stated that the greater the velocity of flow in a fluid, the greater the dynamic pressure and the less the static pressure. In other words, slower-moving fluid exerts greater pressure than faster-moving fluid. The discovery of this principle ultimately made possible the development of the airplane. Therefore, among the most famous applications of Bernoullis principle is its use in aerodynamics. In addition, the study of fluids provides an understanding of a number of everyday phenomena, such as why an open window and door together create a draft in a room. Wind Tunnel Suppose one is in a room where the heat is on too high, and there is no way to adjust the thermostat. Outside, however, the air is cold, and thus, by opening a window, one can presumably cool down the room. But if one opens the window without opening the front door of the room, there will only be little temperature change. But if the door is opened, a nice cool breeze will blow through the room. Why? This is because, with the door closed, the room constitutes an area of relatively high pressure compared to the pressure of the air outside the window. Because air is a fluid, it will tend to flow into the room, but once the pressure inside reaches a certain point, it will prevent additional air from entering. The tendency of fluids is to move from high-pressure to low-pressure areas, not the other way around. As soon as the door is opened, the relatively high-pressure air of the room flows into the relatively low-pressure area of the hallway. As a result, the air pressure in the room is reduced, and the air from outside can now enter. Soon a wind will begin to blow through the room. The above scenario of wind flowing through a room describes a rudimentary wind tunnel. A wind tunnel is a chamber built for the purpose of examining the characteristics of airflow in contact with solid objects, such as aircraft and automobiles.   Theory of Operation of a Wind Tunnel Wind tunnels were first proposed as a means of studying vehicles (primarily  airplanes) in free flight. The wind tunnel was envisioned as a means of reversing the usual paradigm: instead of the airs standing still and the aircraft moving at speed through it, the same effect would be obtained if the aircraft stood still and the air moved at speed past it. In that way a stationary observer could study the aircraft in action, and could measure the aerodynamic forces being imposed on the aircraft. Later, wind tunnel study came into its own: the effects of wind on manmade structures or objects needed to be studied, when buildings became tall enough to present large surfaces to the wind, and the resulting forces had to be resisted by the buildings internal structure. Still later, wind-tunnel testing was applied to  automobiles, not so much to determine aerodynamic forces per second but more to determine ways to reduce the power required to move the vehicle on roadways at a given speed. In the wind tunnel the air is moving relative to the roadway, while the roadway is stationary relative to the test vehicle. Some automotive-test wind tunnels have incorporated moving belts under the test vehicle in an effort to approximate the actual condition. Its represents a safe and judicious use of the properties of fluid mechanics. Its purpose is to test the interaction of airflow and solids in relative motion: in other words, either the aircraft has to be moving against the airflow, as it does in flight, or the airflow can be moving against a stationary aircraft. The first of these choices, of course, poses a number of dangers; on the other hand, there is little danger in exposing a stationary craft to winds at speeds simulating that of the aircraft in flight. Wind tunnel Wind tunnels are used for the study of aerodynamics (the dynamics of fluids). So there is a wide range of applications and fluid mechanic theory can be applied in the device. airframe flow analysis (aviation, airfoil improvements etc), aircraft engines (jets) performance tests and improvements, car industry: reduction of friction, better air penetration, reduction of losses and fuel consumption (thats why all cars now look the same: the shape is not a question of taste, but the result of laws of physics!) any improvement against and to reduce air friction: i.e. the shape of a speed cycling helmet, the shape of the profiles used on a bike are designed in a wind tunnel. to measure the flow and shape of waves on a surface of water, in response to winds (very large swimming pools!) Entertainment as well, in mounting the tunnel on a vertical axis and blowing from bottom to top. Not to simulate anti-gravity as said above, but to allow safely the experience of free-falling parachutes. The Bernoulli principle is applied to measure experimentally the air speed flowing in the wind tunnel. In this case, the construction of Pitot tube is made to utilize the Bernoulli principle for the task of measuring the air speed in the wind tunnel. Pitot tube is generally an instrument to measure the fluid flow velocity and in this case to measure the speed of air flowing to assist further aerodynamic calculations which require this piece of information and the adjustment of the wind speed to achieve desired value. Schematic of a Pitot tube Bernoullis equation states: Stagnation pressure = static pressure + dynamic pressure This can also be written as, Solving that for velocity we get: Where, V is air velocity; pt is stagnation or total pressure; ps is static pressure; h= fluid height and à Ã‚  is air density To reduce the error produced, the placing of this device is properly aligned with the flow to avoid misalignment. As a wing moves through the air, the wing is inclined to the flight direction at some angle. The angle between the  chord line and the flight direction is called the  angle of attack  and has a large effect on the  lift  generated by a wing. When an airplane takes off, the pilot applies as much  thrust  as possible to make the airplane roll along the runway. But just before lifting off, the pilot  rotates  the aircraft. The nose of the airplane rises,  increasing the angle of attack  and producing the  increased lift  needed for takeoff. The magnitude of the lift  generated  by an object depends on the  shape  of the object and how it moves through the air. For thin  airfoils,  the lift is directly proportional to the angle of attack for small angles (within +/- 10 degrees). For higher angles, however, the dependence is quite complex. As an object moves through the air, air molecules  stick  to the surface. This creates a layer of air near the surface called a  boundary layer  that, in effect, changes the shape of the object. The  flow turning  reacts to the edge of the boundary layer just as it would to the physical surface of the object. To make things more confusing, the boundary layer may lift off or separate from the body and create an effective shape much different from the physical shape. The separation of the boundary layer explains why aircraft wings will abruptly lose lift at high angles to the flow. This condition is called a  wing stall. On the slide shown above, the flow conditions for two airfoils are shown on the left. The shape of the two foils is the same. The lower foil is inclined at ten degrees to the incoming flow, while the upper foil is inclined at twenty degrees. On the upper foil, the boundary layer has separated and the wing is stalled. Predicting the  stall point  (the angle at which the wing stalls) is very difficult mathematically. Engineers usually rely on  wind tunnel  tests to determine the stall point. But the test must be done very carefully, matching all the important  similarity parameters  of the actual flight hardware. The plot at the right of the figure shows how the lift varies with angle of attack for a typical thin airfoil. At low angles, the lift is nearly linear. Notice on this plot that at zero angle a small amount of lift is generated because of the airfoil shape. If the airfoil had been symmetric, the lift would be zero at zero angle of attack. At the right of the curve, the lift changes rather abruptly and the curve stops. In reality, you can set the airfoil at any angle you want. However, once the wing stalls, the flow becomes highly unsteady, and the value of the lift can change rapidly with time. Because it is so hard to measure such flow conditions, engineers usually leave the plot blank beyond wing stall. Since the amount of lift generated at zero angle and the location of the stall point must usually be determined experimentally, aerodynamicists include the effects of inclination in the  lift coefficient.  For some simple examples, the lift coefficient can be determined mathematically. For thin airfoils at subsonic speed, and small angle of attack, the lift coefficient  Cl  is given by: Cl = 2 where  Ã‚  is 3.1415, and  a  is the angle of attack expressed in radians: radians = 180 degrees Aerodynamicists rely on wind tunnel testing and very sophisticated computer analysis to determine the lift coefficient. Lift coefficient The  lift coefficient  (  Ã‚  or  ) is a  dimensionless  coefficient that relates the  lift  generated by an aerodynamic body such as a  wing  or complete  aircraft, the  dynamic pressure  of the fluid flow around the body, and a reference area associated with the body. It is also used to refer to the aerodynamic lift characteristics of a  2D  airfoil  section, whereby the reference area is taken as the airfoil  chord.  It may also be described as the ratio of lift pressure to  dynamic pressure. Aircraft Lift Coefficient Lift coefficient may be used to relate the total  lift  generated by an aircraft to the total area of the wing of the aircraft. In this application it is called the  aircraft  or  planform lift coefficient   The lift coefficient  Ã‚  is equal to: where   is the  lift force,   is fluid  density,   is  true airspeed,   is  dynamic pressure, and   is  planform  area. The lift coefficient is a  dimensionless number. The aircraft lift coefficient can be approximated using, for example, the  Lifting-line theory  or measured in a  wind tunnel  test of a complete aircraft configuration. Section Lift Coefficient Lift coefficient may also be used as a characteristic of a particular shape (or cross-section) of an  airfoil. In this application it is called the  section lift coefficient  Ã‚  It is common to show, for a particular airfoil section, the relationship between section lift coefficient and  angle of attack.  It is also useful to show the relationship between section lift coefficients and  drag coefficient. The section lift coefficient is based on the concept of an infinite wing of non-varying cross-section, the lift of which is bereft of any three-dimensional effects in other words the lift on a 2D section. It is not relevant to define the section lift coefficient in terms of total lift and total area because they are infinitely large. Rather, the lift is defined per unit span of the wing  Ã‚  In such a situation, the above formula becomes: where  Ã‚  is the  chord  length of the airfoil. The section lift coefficient for a given angle of attack can be approximated using, for example, the  Thin Airfoil Theory,  or determined from wind tunnel tests on a finite-length test piece, with endplates designed to ameliorate the 3D effects associated with the  trailing vortex  wake structure. Note that the lift equation does not include terms for  angle of attack   that is because the mathematical relationship between  lift and  angle of attack  varies greatly between airfoils and is, therefore, not constant. (In contrast, there is a straight-line relationship between lift and dynamic pressure; and between lift and area.) The relationship between the lift coefficient and angle of attack is complex and can only be determined by experimentation or complex analysis. See the accompanying graph. The graph for section lift coefficient vs. angle of attack follows the same general shape for all  airfoils, but the particular numbers will vary. The graph shows an almost linear increase in lift coefficient with increasing  angle of attack, up to a maximum point, after which the lift coefficient reduces. The angle at which maximum lift coefficient occurs is the  stall  angle of the airfoil. The lift coefficient is a  dimensionless number. Note that in the graph here, there is still a small but positive lift coefficient with angles of attack less than zero. This is true of any airfoil with  camber  (asymmetrical airfoils). On a cambered airfoil at zero angle of attack the pressures on the upper surface are lower than on the lower surface. A typical curve showing section lift coefficient versus angle of attack for a cambered airfoil Drag Coefficient In  fluid dynamics, the  drag coefficient  (commonly denoted as:  Ã‚  Ã‚  or  ) is a  dimensionless quantity  that is used to quantify the  drag  or resistance of an object in a fluid environment such as air or water. It is used in the  drag equation, where a lower drag coefficient indicates the object will have less  aerodynamic  or  hydrodynamic  drag. The drag coefficient is always associated with a particular surface area. The drag coefficient of any object comprises the effects of the two basic contributors to  fluid dynamic  drag:  skin friction  and  form drag. The drag coefficient of lifting  airfoil  or  hydrofoil  also includes the effects of lift  induced drag.  The drag coefficient of a complete structure such as an aircraft also includes the effects of  interference drag. Definition The drag coefficient  Ã‚  is defined as: where:   is the  drag force, which is by definition the force component in the direction of the flow velocity,   is the  mass density  of the fluid,   is the  speed  of the object relative to the fluid, and is the reference  area. The reference area depends on what type of drag coefficient is being measured. For automobiles and many other objects, the reference area is the frontal area of the vehicle (i.e., the cross-sectional area when viewed from ahead). For example, for a sphere  Ã‚  (note this is not the surface area =  ). For  airfoils, the reference area is the  planform  area. Since this tends to be a rather large area compared to the projected frontal area, the resulting drag coefficients tend to be low: much lower than for a car with the same drag, frontal area and at the same speed. Airships  and some  bodies of revolution  use the volumetric drag coefficient, in which the reference area is the  square  of the  cube root  of the airship volume. Submerged streamlined bodies use the wetted surface area. Two objects having the same reference area moving at the same speed through a fluid will experience a drag force proportional to their respective drag coefficients. Coefficients for unstreamlined objects can be 1 or more, for streamlined objects much less.

Friday, October 25, 2019

Television and Media - Censorship of TV Violence Not Necessary Essay

Censorship of TV Violence Not Necessary    Censorship of televised media often begins as a result of the concern many adults show over what their children watch. Children begin watching television at an early age, and they are usually lifetime viewers by the time they are two to three years old. There is usually a steady increase in the amount of television watched during a persons' childhood. This is followed by a decline during adolescence. What is more of a concern to the American people, however, is the amount of violence depicted on the television screen. The addition of cable TV also adds a whole new dimension to the problem. Children who watch a lot of TV are less aroused by violent scenes, less bothered by violence in general, and less likely to find anything wrong with it ( Comstock 521). A study by George Gerbner, Ph.D., at the University of Pennsylvania, enlightens this subject. His research shows that TV programs made for children typically contain over 20 acts of violence per hour. 'Children who watch the vio lent shows, even 'just funny' cartoons, were more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and were less willing to wait for things than those who watched the nonviolent programs,' says Aletha Huston, Ph.D., now at the University of Kansas.      Ã‚  Ã‚   Even though many studies have been conducted on the effects of TV violence on youngsters many scientists doubt that a connection exists between these two topics. Most simply say that there is just not enough evidence available to make a definite conclusion. In the end it is up to the parents of children to make the ultimate decision of what should or should not be watched. There are several things parents ... ...rograms of historical significance, such as Schindler's List, further lessons its value.      Ã‚  Ã‚   Overall it can be said that violence is indeed prevalent on television in today's society. Some may argue that this violence is harmful to our children and must be ended, while others view the media as a form of free speech. Either way it is up to the individual to make the decision on whether a program should or should not be watched. The TV can simple be turned off or the channel changed if the program is not to a person's liking. The government should not have to do this regulation for us.    Works Cited Comstock, G. (1994). The effects of television violence on antisocial behavior: A meta-analysis. Communication Research, 21 (4), 516-546. Palmer, E.L. (1988). Television and America's children: A crisis of neglect. New York: Oxford University Press.

Thursday, October 24, 2019

Leader Characteristics and Foreign Policy Performance Essay

The old saying ‘heroes are made, not born’ describes the making of leaders and leadership. The exceptional courage, nobility and strength attributes to the main character of a hero that may be brought about by a particular circumstance. Within the circumstance of a leadership referring to a President, the epitome of a hero is may be characterized by a political will or the strong decisiveness in role-modeling; by effecting the sovereign mandate of the people reflective of harnessing socio-political idolatry at home and abroad. The role-modeling of a President represents impact towards interstate (domestic) and foreign (intrastate) policies. Thus, the epitome of a hero is outlined in the execution of policies in which heroes are made. This paper will discuss the critical role-model of leadership that is bestowed upon the mandate of a President symbolical to the creation and performance of foreign policies. US foreign policy decision illustrating the rational actor model In the most recent electronic journal issue published by the Council on Foreign Relations (2008) features the article, ‘The Future of American Power: How America Can Survive the Rise of the Rest’, adapted from the book of Fareed Zakaria (2008), discusses Britain’s and America’s distinctions of foreign political power illustrates the â€Å"political leadership of the empire†. According to the article, there has been tremendous shift of political power [shifted from various political leadership] wherein Britain and America competed. The shifting is perceived to be on the third wave in which the â€Å"rest of political power shifting† remains a window of opportunity for the US to shape and master the changing global landscape, in which the strength and dynamism to continue shaping the world can overcome its political dysfunction and reorient its foreign policy for a world defined by the rise of other powers (Zakaria, 2008). From the point of view of Zakaria, the rest of emerging powers in the â€Å"third shift† is the current focus of a foreign policy within the social, political and economic rationale of the US government, and specifically a primary agenda under Bush’ leadership. The â€Å"rational actor model† that could be attributed to Bush’ leadership may be exemplified by the comprehensive enactment of the Intelligence Reform and Terrorism Prevention Act (IRTPA) of 2004, in which the national and global call of President Bush for â€Å"safe (America) and secured world† is by enacting strategic reforms in the intelligence community and the streamlining of the US bureaucracy. To cite the coherence of the â€Å"calling for safe and secured world† is outlined under Section 7001 of the IRTPA that states the provisions, such as â€Å"(Paragraph: 2) to win the war on terrorism, the United States must assign to economic and diplomatic capabilities the same strategic priority that is assigned to military capabilities, and (Paragraph: 3) the legislative and executive branches of the Government of the United States must commit to robust, long-term investments in all of the tools necessary for the foreign policy of the United States to successfully accomplish the goals of the United States† (IRTPA, 2004; in US Public Law 108–458, 2004). It is therefore reflective of Zakaria’s (2008) work that the â€Å"third shift† of power by emerging governments and world economies is the focal point of the US’ shifting of political leadership through its decision illustrating the leader’s rational actor model in framing a foreign policy. US foreign policy decision illustrating the hero-in-history model The â€Å"messianic complex† has been attributed to the character of leadership of President Bush in the US war on Iraq. It may have been recalled that US 9/11 tragedy have sprouted with the â€Å"hero-villain† role-modeling that refers to the US servicemen as hero that fought the villainous terrorists cohorts in Saddam Hussein’s tyrannical regime in Iraq. In which case, the US war on Iraq was attributed to the â€Å"messianic redemption† that freed the Iraqi people from the bondage of tyranny and renewed the democratic processes. Several political experts says that the character of Bush’ leadership has in some degrees being a â€Å"romanticist’; the sentimentalism that catalyzes decisiveness and unwavering acts. Thus, the hero-in-history model is patterned and entangled to the history of war and gaining dominance. In effect, the hero-in-history model has inherent circumstance and dominion vis-a-vis tailored in a foreign policy. As cited from the article of Lynne Olson in the electronic magazine of The Guardian, â€Å"George Bush’s favorite role model is famously Jesus Christ but Winston Churchill is close behind† (Olson, L. , 2007). According to Olson the idolatry is circumstantial in the rose to power of government leaders, in which the hero-in-history has inherent value; referring to Bush’ admiration to the works of Churchill in uniting and bringing the allied nations against Hitler as comparatively what the US did on its war to Iraq. It may be perceived that the framing of the socio-economic-political aspects of US foreign policy manifests â€Å"heroic adventurism† that exalts the hero-in-history model of American policy, and specifically the so-called â€Å"heroic idealism† of the President. US foreign policy decision employing the psychobiographical model Based on the book ‘Profiling Political Leaders: Cross-Cultural Studies of Personality and Behavior’ by Ofer Feldman and Linda O. Valenty, the psychobiographical model deeply links the personality (inner-self) of the leader towards the leadership style. Meaning, personal ideals or beliefs is being applied in the capacity to govern the state or lead the government in enacting policies. To cite, the system of psychobiography assume that leaders’ personal histories [and childhood experiences] are essential aspect that characterized the personality and leaders’ convictions that influences the mode, predisposition and performance in decision making (Kaarbo, J. , 2001; in Feldman & Valenty, 2001). One example that could best describe the personal (psychobiographical model) influence in the process of decision making is the personal conviction of President Bush in his ideals for â€Å"safe and secured world†; as being referred by American war historians as a â€Å"recycled thought† as inspired by his father, the former President George H. W. Bush, during the US troops deployment in the Middle East in the 1990’s known as Operation Desert Storm (The White House, 2008). It may be also recalled that former President Richard Nixon’s (1913-1994) â€Å"abhorrence† to socialism and communism have led to US aggression in Vietnam that weakened the diplomatic ties with China, Soviet Union and the Middle East, and left the American economy into recession (The White House, 2008). It could be viewed that the psychobiographical model relating to the â€Å"influence factor† of the leader in the process of decision making somehow affects the direction, significance and performance of a policy in light of the sovereign will. In which case, the effect could be in the derailment (consistency or inconsistency) or achievement of a policy that addresses all the socio-economic-political interstate (domestic) and intrastate (foreign) perspectives. At hindsight, the enactment of the IRTPA of 2004 could bear the idealistic norm of ensuring a â€Å"safe and secured world†, in which the US foreign policy adheres to those ideals. Significance of political terminologies According to Barbara Kellerman (1983) of Farleigh Dickinson University, the Bureaucratic Politics Model or BPM is the identification and systematic installation of key government functions in which the government’s â€Å"hierarchical organization† compose a bureaucracy. The BPM has been implemented in the US war on Iraq, as exemplified by the streamlining or functional alignment of governmental agencies through multi-lateral functions with the legislative, judiciary, executive branches of the government and its military establishments. In short, BPM is a synergy within a governmental function pre-disposal to the process of decision making and enactment of a domestic and foreign policy (Kellerman, 1983). Decision avoidance is being defined by sociologist as a â€Å"common type† of indecision particularly in major decision making referring to the acts of the President, policy makers, military leaders and even the private corporate chief executives. The decision avoidance is also characterized by â€Å"playing safe attitude† to decide on a situation, condition or state of facts wherein critical analysis is needed (Michael, A. , 2006). Instrumental rationality is being described as a requirement of coherence on non-instrumental desires and means-end beliefs, in which the requirement of coherence can be satisfied either locally or more globally (Smith, M. , 2004). As perceived, one that describes the coherence of instrumental rationality is the legal parlance of IRTPA 0f 2004 in the conduct of US’ war on terrorism wherein recognition, acceptance and collaboration is being worked with allied governments. Thus, the legal parlance in the conduct rationalizes the issues on the flawed effects to human rights violations. Based on the journal ‘Substantive and Procedural Rationality in Decisions under Uncertainty’, the â€Å"procedural rationality† is a method to test the empirical study that is uncertain (Choi, S. , Fisman, R. , Gale, D. , & Kariv, S. , 2005). This definition may be again correlated with the IRTPA’s policy that mandates to reform the US intelligence community by creating and establishing the Office of the Director for National Intelligence (ODNI) that shall streamline the operation of US homeland defense system, wherein the level and condition of national and global â€Å"uncertainties† are critically studied and processed in aid of policy legislation or Executive decisions (referring to Presidential directives). To cite, the â€Å"rational decision-making model† refers to the process-analysis of circumstantial or situational factor that is guided by parameters, such as (1) define the situation and decision to be made; (2) identify the important criteria for the process and the result; (3) consider all possible solutions; (4) calculate the consequences of these solutions versus the likelihood of satisfying the criteria and select the best option (Decision-Making-Confidence. Com, 2008). This modeling ma y be exemplified in the Presidential directives creating the US 9/11 Commission that has recommended the legislative process of enacting the IRTPA of 2004. We may quote the saying of the 2nd US President John Adams (1797-1801) that describes the presidential character, â€Å"liberty cannot be preserved without general knowledge among the people who have the right to that knowledge and the desire to know, but besides this, they have a right, an indisputable, unalienable, indefeasible, divine right to that most dreaded and envied kind of knowledge—I mean of the character and conduct of their rulers† (President John Adams, 1735-1826; in Texas University Press, 2004). Interpreting the â€Å"Presidential Character† connotes the moral values and virtuosity in the character of a President or a political candidate. It may be perceived that the moral attributions to â€Å"presidential character† also relate to the socio-religious-cultural upbringing of the state, to which the moral values of social responsibility, accountability and confidence must be retained to the people. Conclusion The role-modeling of every government in its domestic and foreign affairs is characterized by the figure-heading of a President being the pre-dominant figure of the bureaucracy. It may be said that the 2ist century character of the US government in bringing about and reaching out its foreign policies has related or shifted in the sensibility of personality and political will or decisiveness of the Chief Executive of the Land, especially when formulating effective and strong governance correlating the â€Å"heroic ideals† and championing of democracies. The power shifting, as therewith previously discussed in this paper, could be substantive in framing a foreign policy within the emerging democracies throughout the world. The substantive role of the US government may be viewed as more than strategically entangled in the socio-political-economic conditions of its allied governments and other countries, which may be going beyond based on the Presidential performance and effectiveness of a foreign policy. In today’s political race in America, the American people are overly conscious in exalting their right to suffrage, likewise the people of the world casts on their predicaments and seeming alienation to whom America shall bear its foreign policy where heroes shall be made. References Choi, S. , Fisman, R. , Gale, D. , and Kariv, S. , (2005). ‘Substantive and Procedural Rationality in Decisions under Uncertainty’. Departmnet of Economics, New York University. Retrieved 01 May 2008 from http://fic. wharton. upenn. edu/fic/papers/06/0601. pdf. Decision-Making-Confidence. Com (2008). ‘The Rational Decision Making Models’. Retrieved 01 May 2008 from http://www. decision-making-confidence. com/rational-decision-making-models. html. Feldman, O. and Valenty, L. O. (2001). ‘Profiling Political Leaders: Cross-Cultural Studies of Personality and Behavior’. Questia E-Library. Retrieved 01 May 2008 from http://www. questia. com/read/113103019? title=Profiling%20Political%20Leaders%3a%20%20Cross-Cultural%20Studies%20of%20Personality%20and%20Behavior. Kellerman, B. (1983). ‘Allison Redux: Three More Decision-Making Models’. Polity, Vol. 15, No. 3, pp. 351-367. Palgrave Macmillan Journals. Retrieved 01 May 2008 from http://www. palgrave-journals. com/pal/index. html. Michael, A. (2006). ‘Manage to Change’. Retrieved 01 May 2008 from http://managetochange. typepad. com/main/2006/06/the_change_resi_5. html. Olson, L. (2007). ‘Yes, George Bush does recall a British wartime Prime Minister’. The Guardian. Retrieved 01 May 2008 from

Wednesday, October 23, 2019

Primary Health Care †Indigenous Australian Inequalities Essay

Page 1 The World Health Organisation (World Health Organisation, 2008) states that the indigenous peoples of Australia are one of the most disadvantaged indigenous groups in the developed world. The health of the Indigenous population of Australia is an increasingly pressing issue. Current research and statistics reveals great inequality in many areas of health care and health status between the Aboriginal people and the general population of Australia. Couzos and Murray (2008, p.29) report that the Indigenous population has â€Å"the worst health status of any identifiable group in Australia, and the poorest access to health systems. † This paper will examine the underlying historical contexts and contributing factors that have lead to the current disparity between the health of the Indigenous Australians and non-Indigenous Australians. Furthermore, the high prevalence of chronic health issues such as diabetes will be analysed and community health initiatives that are needed or currently being enacted will be identified. Many reasons for the current appalling state of health and wellbeing of the Australian Aboriginal people can be explained by examining their recent history to the devastating impacts of colonisation, genocidal policy, loss of land and years of oppression. These several hundred years of cultural destruction, dispossession and social and political upheaval have resulted in generations of trauma and grief (Burke, 2006, para. 4). As reported by Forsyth (2007, p.35-36), government policies enacted towards the indigenous population in the early 20th Century were concerned primarily with protection and segregation, as the prevailing attitude of the time was that the Indigenous people were largely inferior and were unable to care for themselves. Forsyth continues to explain of the injustice created by the New South Wales parliament with the Aborigines Protection Act of 1909, in which â€Å"every aspect of their lives was governed, regulated and controlled† (Forsyth, 2007, p. 36). Furthermore the Indigenous people of this era were not able to imbibe alcohol, own property, vote or cohabit with non-Indigenous people, and the state of their health was largely ignored due to the belief that they were a dying race. (Couzos et. Page 2 al. 2008, p. 3). Due to this essentially complete lack of health care, Forsyth describes the Aboriginal people of the era living on the outskirts of larger towns as suffering from high rates of blindness, infectious diseases, bone diseases and sexually transmitted infections (Forsyth, 2007, p.36). The severity of these health issues was made worse by fear and distrust of the Aboriginal people towards hospitals and white people (Forsyth, 2007, p. 37). As the 20th Century progressed it became obvious that the Aboriginal population was not a soon to be extinct race as earlier thought, and new political policy calling for assimilation and integration reflected this change, though protectionist and segregationist policies remained influential or continued until the 1970s (Couzos et.al. 2008, p. 4). In the 1960s attitudes of Australian society began to became more concerned for the wellbeing Indigenous people, with increased social conciousness and awareness spreading throughout the Western World. As a result of increasing political activity and demonstration, many Aboriginals were forced off stations in 1966, causing a large movement of Indigenous people to more urban areas such as Redfern (Couzos et. al. 2008, p. 7). This sudden increase in numbers highlighted the need for proper health care and services, with the first Aboriginal health service established in 1971. Throughout the 1970s an increase in research and reporting of Aboriginal health resulted in many state and commonwealth reports all with the same conclusion, that the health status of Aboriginal communities was appalling and that there was great â€Å"need for increased priority, increased resourcing, better coordination, and increased Aboriginal community participation and control† (Couzos et. al. 2008, p. 10). However very little action was taken until the 1990s2000s where relevant political policy was brought in and funding made available for Aboriginal health services, though they mostly remain inadequately funded and Aboriginal health care is still largely unrepresented and avoided by the Australian Government. The ongoing effects of racist and unjust political policy and action can in part explain current aspects of dysfunction and overall disadvantage that occurs in many Indigenous Page 3 communities today. Specifically this disadvantage is evident in many areas of community life, with Indigenous people being generally exposed to more risk factors for poor health than other Australians (Thomson, MacRae, Burns, Catto, Debuyst, Krom, Midford, Potter, Ride, Stumpers and Urquhart, 2010, para. 49). Examples of risk factors include social factors such as dispossession, dislocation and discrimination, educational factors such as poor schooling, resulting in much lower literacy and numeracy skills, economic factors such as lower income and higher unemployment, access to good quality health care and GP’s, and physical environmental factors such as poor and overcrowded housing. Together these disadvantages provide for a higher likelihood of poor lifestyle choices such as alcohol, tobacco and illicit drug use, a poor and unbalanced diet, obesity and a lack of regular exercise (Thomson et. al. 2010, para. 49, Couzos et. al. 2008, p. 79). Poor access to good quality health care is one of the key predictors for the prevalence of poor health in a community. There are very few GP’s available in remote locations, and as a result of no or little access to professional health care providers, these remote areas are susceptible to poor health awareness and knowledge. As reported by Thomson et. al. (2010, para. 3), almost one-quarter of Indigenous people are classified as living in a remote area with very little access to goods and services or opportunities for social interaction. Couzos et. al. (2008, p. 18) also consider poor access to GP’s as shown by a 2000-2001 survey of GP’s. As reported, only 0. 8% of GP visits were by Indigenous people, though they make up 2. 6% of the general population. Furthermore, more than 70% of GP’s did not see a single Indigenous person during the survey period. This under representation of the Indigenous population visiting GP’s indicates a clear need for increased access to professional health care, and is just one factor of many which demonstrates the need for improvement in the health and wellbeing of the Australian Indigenous people. Page 4 Diabetes is a chronic metabolic condition which can result in many major long term health complications such as stroke, kidney disease, blindness and greatly reduced life expectancy (Allman, 2008, p. 80, Zeng, 2006, p. 73). Diabetes can be classified into three main types, with the second type, non-insulin-dependant diabetes mellitus (NIDDM) the main form developed as a result of lifestyle factors. As reported by Thomson et. al. (2010, para. 2), NIDDM is currently â€Å"one of the most important health problems for Indigenous populations across Australia†, with only around half of those with the condition know they have it, and the proportion of affected Indigenous population estimated to be around 4 four times that of the general population. Couzos et. al. (2008, p. 525) expand that Aboriginal people are also significantly more likely to develop NIDDM at a much younger age, more likely to be hospitalised, and to die from associated complications. This over representation of diabetes in the Indigenous population is a result of their poor health status and education. Thomson et. al. (2010) report that many studies have linked high levels of obesity among Indigenous populations and high prevalence of NIDDM. The main factors linked to this high levels of obesity are the relatively recent availability of highly processed and sugary Western foods and drinks including alcohol and tobacco use, impaired glucose tolerence, hypertriglyceridaemia, hypertension, hyperinsulinaemia and a higher level of physical inactivity than non-Indigenous people (Thomson et. al. 2010). Diabetes prevalence is also linked to a lower socioeconomic status, and as previously examined, a high proportion of the Indigenous population suffer from many areas of disadvantage, which results in a lower socioeconomic status. As further explained by Thomson et. al. (2010) these effects are further aggravated by poor health promotion and knowledge, mental illness and stress, early emotional development and social status, and recent trends indicate increasing development and prevalence of NIDDM. Clearly the Aboriginal population is exposed to many risk factors for diabetes and other chronic conditions, and with increasing development trends, explains poor mortality rates and overall poor health status of their communities. Page 5. Community based programs are essential for the improvement of Indigenous health due to the close-knit nature of their culture and often remote location. This was begun in 2003 at national level with the development of The National Strategic Framework for Aboriginal and Torres Strait Islander Health, which targeted strengthening of health service infrastructure, accessibility to health services, and health promotion, most importantly the importance of balanced nutrition and regular exercise (Couzos et. al. 2008, p.522, Insel, Ross, McMahon and Bernstein, 2010, p. 653). Cribbes and Glaister (2007, p. 167) describe the importance of health promotion and awareness at the community level, with a focus on re-establishing more traditional food choices and encouraging traditional hunting skills. The traditional Indigenous diet is highly nutritious, being high in protein, low in fat and high in complex carbohydrates, and as considered by Cribbes et. al. (2007, p. 167) is an excellent way to protect against chronic conditions such as diabetes. However the majority of remote Indigenous peoples obtain their food from local stores, thus initiatives such as the Remote Indigenous Stores and Takeaway Project were undertaken to establish minimum healthy eating standards and to educate store managers in nutrition. By empowering local store managers in this way, they are able to further educate the local schools and wider community in healthy eating (Cribbes. et. al. 2007, p. 167). As reported by the Dragon and Anderson (2011, p.28), Close The Gap (CTP) is another national level campaign which has a carry on effect to the community level. CTP aims to resolve the disparity in life expectancy rates and health equality between Aboriginal Australians and the general population, and has been endorsed by federal and state governments. CTP focuses on management of chronic conditions such as diabetes and follow up care. Management and awareness of diabetes is an essential component of improving health standards, and as King (2001, p.147-155) explains, Aboriginal people with diabetes commonly avoid mainstream health services for their health care. This mismanagement can lead to the development of diabetes related complications and greatly reduced quality Page 6 of life and life expectancy. On going strategies and studies identified the need for Aboriginal health workers to deliver community level care and health services for successful diabetes management (King, 2001). In conclusion, Aboriginal health standards have been of an appalling standard for many years due to racist policies, attitudes and in-humane treatment. The damage done and denigration of their lives, families and cultures has only recently began to be repaired by collective efforts nation wide, with a unified goal of self and community-empowerment, improvement of quality of life and living standards. With the expansion and ongoing deliverance of community focused solutions, many risks for ill-health and chronic conditions can be greatly reduced and the health status disparity between Indigenous and non-Indigenous Australians can in the future be eliminated. Page 7 References: †¢ Allman, T. (2008) Genes & disease : diabetes. New York; Infobase Publishing. †¢ Dragon, N. and Anderson, K. (2011). Indigenous health. Australian Nursing Journal, 19(2), 24-8. †¢ Burke, S. (2006). Changing practices, changing paradigms: working effectively with Indigenous clients. Australian Psychological Society. Retrieved October, 5, 2011 from http://www. psychology. org. au/publications/inpsych/changing/ †¢ Couzos, S. & Murray, R. (2008). Aboriginal primary health care: An evidence-based approach. South Melbourne; Oxford University Press. †¢ Cribbes. M. and Glaister. K. (2007). ‘It’s not easy’: caring for Aboriginal clients with diabetes in remote Australia. Contemporary Nurse, 25; 163-172. †¢ Forsyth (2007). Telling stories: nurses, politics and aboriginal australians, circa 19001980s. Contemporary Nurse, 24(1), 33-44. Insel, P. , Ross, D. , McMahon, K. and Bernstein, M. (2010). Nutrition. Massachusetts; Jones and Bartless Publishers. †¢ King, M. (2001). The diabetes health care of Aboriginal people in South Australia. Contemporary Nurse, 10(3,4), 147-155. Page 8 †¢ Thomson N, MacRae A, Burns J, Catto M, Debuyst O, Krom I, Midford. R, Potter C, Ride K, Stumpers S, Urquhart B (2010). Summary of Australian Indigenous health, 2010. Retrieved October. 6, 2011 from http://www. healthinfonet. ecu. edu. au/health-facts/summary †¢ World Health Organization. (2008). Closing the Gap in a generation. Health equity through action on the social determinants of health. Commission on Social Determinants of Health Final Report. Retrieved October, 6, 2011 from http://www. who. int/social_determinants/thecommission/finalreport/en /index. html †¢ Zeng, Y. (2006). Longer life and healthy aging. Philadelphia; Springer.

Tuesday, October 22, 2019

Anticoagulation essays

Anticoagulation essays The Circulatory system is made up of many blood vessels and is a self sealing system. When a blood vessel in injured, platelets begin to stick to each other and to the sides of the injured tissue to form a plug, or a clot, which becomes covered with strands of thread like fibrin. Soon the clot shrinks into place and blocks any further blood loss. Then the platelets release chemicals that start the healing process. The platelets in the blood are a very important role in clotting, because with out them a person could bleed to death from a simple scrape or scratch. However there are times when the platelets clot and become a problem. This is where anticoagulants are used. Anticoagulants are compounds that do not let the blood clot. They also prevent current blood clots from forming any larger. While clotting is essential to prevent serious bleeding in the case of skin cuts, clots inside the blood vessels block the flow of blood to major organs causing serious problems. There are three types of anticoagulants: Inhibitors of clotting factor synthesis, inhibitors of thrombin, and antiplatelet drugs. Inhibitors of clotting factor synthesis inhibit the production of certain clotting factors in the liver. Inhibitor of thrombin interferes with blood clotting by blocking the activity of thrombin, and antiplatelet drugs interact with platelets to block them from growing into larger clots. A person who takes anticoagulants should see a physician regularly, especially in the beginning of the therapy. The physician will often order test to see how well the blood is clotting. The results of these tests will determine the amount of medication that is needed to be taken each day. The physician will also take into account the medical condition to determine how much should be taken. Anticoagulant drugs must be taken exactly as directed by the physician. Anticoagulants should be taken on a schedule, so the patient sh ...

Monday, October 21, 2019

Definition of packet ship or packet liner

Definition of packet ship or packet liner Packet ships, packet liners, or simply packets, were sailing ships of the early 1800s that did something which was novel at the time: they departed from port on a regular schedule.   The typical packet sailed between American and British ports, and the ships themselves were designed for the North Atlantic, where storms and rough seas were common. The first of the packet lines was the Black Ball Line, which began sailing between New York City and Liverpool in 1818. The line originally had four ships, and it advertised that one of its ships would leave New York on the first of each month. The regularity of the schedule was an innovation at the time. Within a few years several other companies followed the example of the Black Ball Line, and the North Atlantic was being crossed by ships that regularly battled the elements while remaining close to schedule. The packets, unlike the later and more glamorous clippers, were not designed for speed. They carried cargo and passengers, and for several decades packets were the most efficient way to cross the Atlantic. The use of the word packet to denote a ship began as early as the 16th century, when mail referred to as the packette was carried on ships between England and Ireland. The sail packets were eventually replaced by steamships, and the phrase steam packet became common in the mid-1800s. Also Known As: Atlantic packet

Sunday, October 20, 2019

The Ancient Mayan City of Mayapan

The Ancient Mayan City of Mayapan Mayapan was a Maya city which thrived during the Postclassic Period. It’s located in the heart of Mexico’s Yucatan Peninsula, not far to the southeast of the city of Merida. The ruined city is now an archaeological site, open to the public and popular with tourists. The ruins are known for the imposing circular tower of the Observatory and the Castle of Kukulcan, an impressive pyramid. History According to legend Mayapan, was founded by the great ruler Kukulcan in 1250 A.D. following the decline of the mighty city of Chichen Itza. The city rose to prominence in the northern section of the Maya lands after the great city-states in the south (such as Tikal and Calakmul) had gone into steep decline. During the late Postclassic Era (1250-1450 A.D.), Mayapan was the cultural and political center of the waning Maya civilization and had great influence upon the smaller city-states that surrounded it. During the height of its power, the city was home to approximately 12,000 inhabitants. The city was destroyed and abandoned in about 1450 A.D. The Ruins The ruin complex at Mayapan is a sprawling collection of buildings, temples, palaces, and ceremonial centers. There are about 4,000 buildings spread out over an area of about four square kilometers. The architectural influence of Chichen Itza is plainly evident in the impressive buildings and structures at Mayapan. The central plaza is of the greatest interest to historians and visitors: it is home to the Observatory, the Palace of Kukulcan and the Temple of the Painted Niches. The Observatory The most striking building at Mayapan is the circular tower of the observatory. The Maya were talented astronomers. They were particularly obsessed with the movements of Venus and other planets, as they believed they were Gods going back and forth from the Earth to the underworld and the celestial planes. The circular tower is built on a base which was divided into two semi-circular areas. During the citys heyday, these rooms were covered in stucco and painted. The Castle of Kukulcan Known to archaeologists simply as â€Å"structure Q162,† this impressive pyramid dominates Mayapan’s central plaza. It is likely an imitation of the very similar Temple of Kukulcan at Chichen Itza. It has nine tiers and stands about 15 meters (50 feet) tall. Part of the temple collapsed at some point in the past, revealing an older, smaller structure within. At the foot of the Castle is â€Å"Structure Q161,† also known as the Room of the Frescoes. There are several painted murals there: a precious collection, considering those very few examples of painted Mayan art remain. The Temple of Painted Niches Forming a triangle across the main plaza with the Observatory and Kukulcan’s Castle, the Temple of Painted Niches is home to more painted murals. The murals here show five temples, which are painted around five niches. The niches symbolize the entrance to each of the painted temples. Archaeology at Mayapan The first account of foreign visitors to the ruins was the 1841 expedition of John L. Stephens and Frederick Catherwood, who took a cursory look at many ruins including Mayapan. Other early visitors included noted Mayanist Sylvanus Morley. The Carnegie Institution launched an investigation of the site in the late 1930s which resulted in some mapping and excavations. Important work was done in the 1950s under the direction of Harry E.D. Pollock. Current Projects Much work is currently being done at the site: most of it is under the direction of the PEMY (Proyecto Economico de Mayapan) institution, supported by several organizations including the National Geographic Society and SUNY Albany. Mexico’s National Anthropology and History Institute has also done much work there, especially restoring some of the more important structures for tourism. Importance of Mayapan Mayapan was a very important city during the final centuries of the Maya civilization. Founded just as the great city-states of the Maya Classic Era were dying in the south, first Chichen Itza and then Mayapan stepped into the void and became the standard-bearers of the once-mighty Maya Empire. Mayapan was a political, economic and ceremonial hub for the Yucatan. The city of Mayapan is of particular importance to researchers, as it is believed that one or more of the four remaining Maya codices may well have originated there. Visiting the Ruins A visit to the city of Mayapan makes for a great day trip from Merida, which is less than an hour away. Its open daily and theres plenty of parking. A guide is recommended. Sources: Mayapan Archaeology, The University of Albanys Informative Website Mayapan, Yucatan. Arqueologia Mexicana, Edicion Especial 21 (September 2006). McKillop, Heather. The Ancient Maya: New Perspectives. New York: Norton, 2004.

Saturday, October 19, 2019

'Social divisions are now much less significant than they were fifty Essay

'Social divisions are now much less significant than they were fifty years ago' Discuss - Essay Example ago as each individual member of the community tended to judge themselves and others by how well they lived up to these expectations during what was considered the ‘golden age’ of community and society. These concepts were widely explored by social philosophers such as Max Weber (1864-1920) and Michel Foucault (1926-1984) as being integral elements of personality development and the structures by which modern society manages to function. Their theories provide a context by which change within the female gender identity over the past 50 years can be discussed. The changes within this single demographic demonstrate how globalization has significantly worn away at the sharp divisions between social groups that once were so formidable, introducing a great deal of uncertainly and confusion in its wake. As this study will demonstrate, social divisions are now much less significant than they were fifty years ago by tracing through these various elements. The so-called ‘golden age’ of modern society occurred as society became settled into expected roles and outcomes. As the country made its way into the new modernized age, the wealthier classes set the standard for acceptable living. Men were expected to hold respectable jobs in the city often working for the same company all of their lives. Loyalty and devotion to the corporation were often rewarded with lifetime support. They would go into work in the mornings, come home in the evenings, and expect to find their families clean and ready for them. Examining the letters and diaries left behind, Welter and others hypothesized that it became necessary for women to uphold the traditional ideologies the family had held dear while in a rural setting, thereby restricting them to a single idealized image of what embodies the True Woman. â€Å"The nineteenth-century American man was †¦ at work long hours in a materialistic society. The religious values of his forebears wer e neglected in practice if not in

Friday, October 18, 2019

Application Report 2 Essay Example | Topics and Well Written Essays - 500 words

Application Report 2 - Essay Example In other words, if there is inflation and the price of commodities is high the Federal Reserve has to lower the interest rates to make the cost of living affordable and consequently ease on commodity prices. The reverse is also true, in that the Federal Reserve can increase interest rates to avoid inflation. In this case, the Federal Reserve is grappling with the issue of whether to increase interest rates at a time when the economy is falling apart. At this juncture, the Federal Reserve should not even think about increasing interest rates because the cost of living is already unbearable. Increasing the interest rate would only make the situation worse. This is because consumers would not be able to afford borrowing from the banks. High interest rates discourage people from borrowing from the bank. This is because the federal funds rate is also high too. The federal funds rate is the rate at which other banks borrow money from the federal bank (How Interest Rates affect the stock market, 2009). Therefore, increasing interest would not only affect customer borrowing but would also hurt the local banks that make money by lending loans to their customers. In addition, high interest rates would also mean higher mortgage payments. This is because the mortgage paid out by customers would go up because of high interest rates. Auto loans on the other hand would be expensive because of higher interest rates. The loan payments made every month are usually a product of interest rates and the principal amount therefore would go up as a result. The interest rates could also have some far-reaching implications when it comes to businesses, which are seeking to expand. High interest rates would discourage business from expanding due to unfavorable rates and this could have a ripple effect on the economy. This could have a negative effect on the economy as a whole. The stock market survival depends on perception. In a period when the interest rates investors, tend to be

The Analysis of Philosophers Against the Family Article by Christina Essay - 1

The Analysis of Philosophers Against the Family Article by Christina Hoff Summers - Essay Example The paper will also analyze the view of the author and how it has been justified in her claims. The conclusion drawn by the author is also a point that will be reviewed in the paper. The author is basically against the radical movement of modern day feminists. Summers is denouncing radical feminist movement and comments that their views are not connected to true aspirations of women. ( Thesis) Christina Hoff Summers in her article â€Å"Philosophers against the Family â€Å"is arguing about the absurdities of the modern radical feminists. She is claiming that what the radical feminist demands for is not the true wants of a woman. According to the author, a woman wants to be in a family and take care of her children and she does not wants to dominate men as feminist seek. A woman wants equal and fair rights in the workplace and society and does not want any extraordinary power like the feminists to perceive. Her aim is to show the world the true inner self of a woman and for this; s he is outrightly demeaning radical feminists. According to her liberalism is advocating social reform with conservative spirits and it should not be supernal to the social institutions under which people operate. The radicals want to do away with social mores and institutions but the liberal focuses on social reforms. Summers aligns herself with liberal camp while attacking many of the radical ideas of modern feminists. The author has an idea that it is perfect to approach family ties and ethics from a liberal or conservative framework but a radical approach can hamper the society and disrupts people’s happiness. Sommers understand that modern radical movement has neglected social institutions that do not fit in the traditional utilitarian or Kantian frameworks. Family is one of social institutions and philosophers have often ignored it or had made an attempt to change or abolish it dramatically. The author deems this and cites many examples where the radical alteration of fa mily has happened.

Thursday, October 17, 2019

Articles annotation Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Articles annotation - Annotated Bibliography Example The results indicate that â€Å"within the EFL context in the current Chinese cultural environment, integration may not be a significant factor in motivating language learning effort† (Chen, Warden, & Chang, 2005, p. 622). The importance of incorporating cultural norms and values in the motivational process is deemed crucial for these factors to work and be considered effective in the given situation. The study conducted by Yihong, et.al. (2007) enumerated seven motivation types: â€Å"intrinsic interest, immediate achievement, individual development, information medium, going abroad, social responsibility, and learning situation (p. 133) where â€Å"intrinsic interest was correlated with productive and additive changes, individual development with self-confidence change, social responsibility with productive and split changes† (Yihong, Yuan, Ying, & Yan, 2007, p. 133). The value of the author’s findings is emphasized in terms of focusing both on the language and the learner to enhance the learning process. positive attitudes toward the language and expectations of success were maintained over the period, whereas their attitudes toward the experience of formal learning tended to deteriorate† (Lamb, 2008, p. 1). Several teaching interventions were suggested such as provision of simpler examples, giving positive feedback, and encouraging students to explore other alternative possibilities to enhance learning skills in the English

Answer the following 2 questions seperately Assignment

Answer the following 2 questions seperately - Assignment Example On the other hand, public interest theory asserts the need to keep prices at reasonable rates so that more people can access healthcare services; and that more readily and cheaply. As such, the government should intervene to ensure that the best interests of the society are served. In this light, there is the push to have the government inject and nurture competition, liberalize information, assuage externalities and to address market failures (Sirgy, Dong-Jin & Yu, 2011). Public interest theory is the most plausible and tenable of the two, since healthcare market primarily discharges public or social goods. Healthcare is too sacrosanct to be given an economic laissez faire. Likewise, it is very inappropriate and unfortunate to create a situation in the healthcare system where the public bears the burden of operational inefficiencies as players in the business (pharmaceutical and insurance companies, and healthcare institutions) rake profits. If the system that is envisioned by the special interest theory must be adopted or tolerated, healthcare systems must be exempted from such contriving. Imperfect information refers to a situation where the client or the seller does not have partial or full information that may affect their decisions. For instance, in a perfectly competitive market, though healthcare services insurers are entitled to full information pertinent to clients’ health status so that they can subsequently exact premiums in light of the expected costs, some clients will reserve themselves from detailing all the crucial information. Again, these clients may deliberately or inadvertently give inaccurate details. Most of the time however, clients will knowingly withhold information or give incorrect details to escape higher insurance premiums. The import of this development is that it often paves way for market failure, since the giver of the inaccurate or incomplete

Wednesday, October 16, 2019

Business and Society Essay Example | Topics and Well Written Essays - 2000 words

Business and Society - Essay Example Every company has got a certain number of stakeholders who play a crucial role in the growth of the company. Therefore the companies should make serious attempts to make sure that the stakeholders can also have a good growth and have good economic and social conditions. I believe that the laws that are been made by the different governments of different countries focusing on the welfare of the human beings and the society are to be followed by the company strictly so that they don’t face any kind of legal obligations. The stakeholders for the company are owners, suppliers, customers, local community, employees and management. But I think increase in welfare of the stakeholders is possible only when the cycle is been completed that is the company also in return does help the stakeholders in their growth and for having a good and happy life. The owners of the company give their money and have financial stake in the company in the form of stocks and bonds and they also expect that they get some kind of financial return from the corporation as well (Freeman, 2005). The employees do give their best and work efficiently for the growth of the company but in return they also look for a good salary and also want to avail some good facilities which can help them in having a good and comfortable life. The company should look to take care of the safety and health of the employees and also of their families. It should provide good educational facilities for the children’s of the employees. I can see that if the company provides such facilities to the employees than the employees feel motivated to work more eff iciently. For any company the suppliers do play a big role as they are the one who supply good quality materials to the company helping them in producing good quality products for the customers. So the company should always make attempts to see that the suppliers also keep growing along with the company and they also

Answer the following 2 questions seperately Assignment

Answer the following 2 questions seperately - Assignment Example On the other hand, public interest theory asserts the need to keep prices at reasonable rates so that more people can access healthcare services; and that more readily and cheaply. As such, the government should intervene to ensure that the best interests of the society are served. In this light, there is the push to have the government inject and nurture competition, liberalize information, assuage externalities and to address market failures (Sirgy, Dong-Jin & Yu, 2011). Public interest theory is the most plausible and tenable of the two, since healthcare market primarily discharges public or social goods. Healthcare is too sacrosanct to be given an economic laissez faire. Likewise, it is very inappropriate and unfortunate to create a situation in the healthcare system where the public bears the burden of operational inefficiencies as players in the business (pharmaceutical and insurance companies, and healthcare institutions) rake profits. If the system that is envisioned by the special interest theory must be adopted or tolerated, healthcare systems must be exempted from such contriving. Imperfect information refers to a situation where the client or the seller does not have partial or full information that may affect their decisions. For instance, in a perfectly competitive market, though healthcare services insurers are entitled to full information pertinent to clients’ health status so that they can subsequently exact premiums in light of the expected costs, some clients will reserve themselves from detailing all the crucial information. Again, these clients may deliberately or inadvertently give inaccurate details. Most of the time however, clients will knowingly withhold information or give incorrect details to escape higher insurance premiums. The import of this development is that it often paves way for market failure, since the giver of the inaccurate or incomplete

Tuesday, October 15, 2019

Assessing Learners in Lifelong Learning Essay Example for Free

Assessing Learners in Lifelong Learning Essay Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009). By researching assessment and using a variety of formative assessment methods to assess learners during the courses and subjects that I run within my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, ‘Such informal assessment includes question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I have identified for improvement within  my own self reflections; ‘In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs of the group that it was a valid assessment method.’ (DTLLS Course, Day Five Reflective Journal). Having discussed in detail assessment on Day Five DTLLS Course has given me more confidence in identifying current, reliable and up to date assessment methods; ‘Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t criteria are about. I now feel more able to develop methods of assessment more effectively using this.’ (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference between formal and informal assessment has enabled me to become more confident in how I assess learners; I use a variety of informal assessments throughout my session plans’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, I regularly use self and peer assessment to promote learner involvement; ‘I also observe learners when they are peer assessing, completing activities through role play or discussion so I can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching in further and adult education)’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice; ‘In order for learners to feel more confident, as well as give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ learners had the opportunity to present findings back to the class, and other learners to give feedback.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s work. Within this session, I have also shown how peer assessment can be used to promote learner involvement; ‘This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class, most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and everyone participated well.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning; When supporting learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009).’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/ 14). Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to; ‘learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning; ‘It appeared that giving learner’s responsibility for their own learning through self-assessment motivated them to do well.’ (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time; ‘Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what emotional  and physical health is, as well as identifying when emotional or physical health is not at its optimum level.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive impact on learners progress in terms of assessment; ‘I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on track (Reece and Walker, 2007).’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment and questioning, ‘I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14) This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive information about how they are doing and how they could do better, as well as providing guidance and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback; Learners that were presenting were pleased with their feedback, and also had areas for development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners; ‘I was able to provide constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learner’s difficulties more quickly and get them back on track (Hillier, Y 2005. ‘Reflective Teaching in Further and Adult Education’).’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc†¦. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011). I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above; ‘Following previous self-reflections completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). I have found that, by asking learners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections; I will be using comments made within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. ‘Teaching and Training in Lifelong Learning’). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my own  professional development, and how I provide feedback to others; ‘It also gave me insight into critical evaluation of myself and others; this task enable me to explore giving feedback to others and being able to do so supportively, and positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements; ‘The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am knowledgeable about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the programme. It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met; this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses; ‘The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore gain a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year.’ (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). 2.b) How you carry out and record assessments to meet internal and external processes and requirements There are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line with external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences; Assessment for Learning Booklet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic; there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is ‘to complete pages 1-8 of PSYA2: Individual Differences Assessment for Learning Booklet.’ Each section is marked and I record learner’s marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing.’ (DTLLS Course, Day Two Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for devel opment for me for future self reflections. 2.c) How you communicate assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organisation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important enough for learner’s progress to identify i t as a development need for teaching practice’. (DTLLS Course, Day Five, Reflective Journal). Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all relevant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all; ‘I have become more aware of communicating assessment information to colleagues and other relevant people within my organisation. Whilst we have meetings and do discuss learner’s progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was interactive, and that staff could share resources and assessment methods with others.’ (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and enco urages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole. 3.a) ways in which minimum core elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum Core. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with learners ability.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to work through during the course, and supports the use of Minimum Core and application to assessing learners. I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment; ‘However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions.’ (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment; ‘One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session. I also put drug treatment and treating schizophrenia into context and supporting learners to make sense of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills.’ (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners; ‘I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, mad e decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram).’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and  09/04/14). Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT; ‘As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 ‘Inclusive Learning Approaches for literacy, language, numeracy and ICT).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment; ‘This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). 4.a) the effectiveness of own assessment practice taking account of the views of learners It is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently next time. Learners were pleasantly surprised that I had asked them; they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, and  the effectiven ess of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment. However, learner feedback on individual vs. group assessment methods showed that; ‘[learners] enjoyed group work as opposed to independent work on tasks or activities; learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors;’ However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, [online] Available at: http://tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). ‘ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I also ensure that I explore the effectiveness of my own assessment practice throughout self reflections completed as part of the DTLLS Course; ‘Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course).’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment; ‘My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment is  effective within my teaching and learning practice; ‘I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. ‘Innovative Assessment in Higher Education’); ‘Assessment has more impact on learning than teaching’ and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). 4.b) ways to improve own assessment practice Having had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice; ‘I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs.’ (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting; ‘It helped me to think about how learners enter my learning environment- were reception friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment; ‘When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment; observation, written English, through completion of  tasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve.’ (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment. Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this; ‘Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice.’ (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14). Conclusion There are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitioner;’ Reflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess.’ (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (2007:71) ‘if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum; London. Petty, G (2009) (4th Edn) Teaching Today. London: Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning: A Practical Guide. Tyne and Wear: Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London: Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London: Learning Matters Jones, P. (2014) Session One Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences; Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to Fifteen Individual Differences; Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four; Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight; Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14) Jones, P. (2014) Session Five and Six A Level Psychology; Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014) Jones, P. (2014) Reflection Journal Day Five (May 2014) Appendix One; PSYA2 Individual Differences; Assessment for Learning Booklet