Flexibility of Adapting Essay

Task 5 Given:â€Å"Curriculum guides allow you the flexibility of adapting your instruction to the individual learning needs of your students. . . . You will also want to remain flexible in choosing the level of behavioral complexity of your unit and lesson outcomes. For these decisions, the information you will need to match the complexity of your objectives to the needs of your learners will come from their in-class oral responses, practice exercises, performance assessments, homework, and tests. You will want to use these often to adjust the level of your instruction to your learners† (Borich, 2004, p. 130). View the video clip appropriate to your area of emphasis (see web links below).Elementary: â€Å"Content Area Reading† Secondary: â€Å"Memory† Note: Do not respond to any prompts or questions included in the video clips. If the video stops when a question appears, press the play symbol to resume the video. Task: A. After viewing the video, write responses to the prompts (1–2 paragraphs per prompt) using the Guided Reflection Protocol Form. To access the form, follow these instructions: †¢ Click on the Add/Edit Work button. †¢ Click on the Form tab. †¢ Answer the questions in the form. If you need additional space, include a Word attachment with your response. B. Review your state standards and select a lesson or lesson plan that includes a skill or concept appropriate to your area of emphasis. Write an essay (suggested length of 2–3 pages) in which you: 1. Describe how to adjust guided and independent practice for the skill or concept you selected in part B that is appropriate for: a. students experiencing difficulty understanding the skill or concept b. students progressing at a faster rate than average 2. Include five techniques appropriate for monitoring student performance in order to adjust interactive instruction. Note: These techniques should be based on an analysis of student performance during different phases of direct instruction (e.g., daily review and prerequisite checks, presentation of new concepts, guided practice, independent practice, periodic reviews). a. Identify which phase/stage of direct instruction matches each of your chosen monitoring techniques from part B2. i. Justify each of the pairings from part B2a. 3. Describe how you might adjust instruction using information gained from two of the monitoring techniques from part B2 to reteach, remediate, and/or accelerate student performance as feedback data directs. Note: Be sure your instructional adjustments address the needs of students experiencing difficulty as well as students progressing at a faster rate than average. Task 6 Introduction:Psychologists have long known that our interpretation, assimilation, and mastery of new learning is influenced by our existing mental sets, which are formed by our past and current experiences, learning, and interests. The current brain research on memory and learning is helping us to understand exactly how the brain works and how educators can best tap into the brain’s natural learning potential. Slavin (2006) writes: The human mind is a meaning maker. From the first microsecond you see, hear, taste, or feel something, you start a process of deciding what it is, how it relates to what you alre ady know, and whether it is important to keep in your mind or should be discarded. (p. 166) We not only assimilate new learning with our former understandings, but our very perception of what we consider reality is influenced by our learning, preconceived notions, and mental integrations of the past. While the notion of prerequisite skills in learning is a recognition that prior learning and experience can affect the current learning of new skills or concepts, the effect of the past often extends beyond classroom skills and concepts into a student’s total life.Review chapter 6 of Educational Psychology: Theory Into Practice to get a better understanding of what current brain research tells us about the importance of linking instruction to prior experiences or interests. Another resource that you will find useful as you work on this task is â€Å"Connecting Brain Research with Dimensions of Learning† (see web link below). Requirements:Write a brief essay (suggested length of 2 pages) in which you do the following: A. Explain how students’ past experiences, interests, and thought processes can influence the learning of current content area concepts. 1. Illustrate the link between past experiences, student interest, and present learning. 2. Discuss each of the following key principles of brain-based learning: †¢ importance of meaningful learning †¢ knowledge background †¢ levels of processing †¢ development of neural connections †¢ relevance†¢ activating prior knowledge (schema theory) B. Explain why consideration of past experiences, learning, and student interests should be an important part of lesson planning for the teacher. 1. Include specific examples from brain-based research to support your explanation. Task 7 Introduction: In this task, you will assess the adequacy of the lessons in terms of the attributes of curricular design. View the following videos. Teachscape Directions: 1. Select the title or topic of the video to be viewed from the list of web links provided at the bottom of this task. 2. Scroll down the left side bar to find the Topic of the video specified below. Click to open the folders and locate the tab labeled video. You may need to open various folders to identify the correct video folder located on the left side bar. 3. Click the triangle to begin the video.Note: Do not respond to any prompts or questions included in the video clips. Elementary and secondary program students should access the following video clips: Topic: Pre-Algebra: Pan Balance Equations Requirements: A. Write an essay in which you evaluate the lesson in terms of the following attributes of curricular design (1–2 paragraphs per attribute): 1. The lesson has a clear purpose that is transmitted during the lesson presentation. 2. The lesson refers to background knowledge and information from previous lessons. 3. The lesson has a clear delivery method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, self-directed learning). 4. The lesson addresses a variety of learning styles and intelligences. 5. The lesson provides for assessment of student understanding. Task 8 Introduction:According to Alan Hofmeister and Margaret Lubke, â€Å"Pacing has two dimensions.† They say, One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as follows:Researchers have shown that most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more content gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace [Wyne, Stuck, White, & Coop, 1986, p. 20]. (Hofmeister & Lubke, 1999, p. 19) Requirements: If you are enrolled in the Early Childhood Education program, focus your discussion on grades 1–3. If you are pursuing a K–8 teaching certification, focus your discussion on grades 5–8. If you plan to teach science, math, or social science at the secondary level, focus your discussion on grades 9–12. Write a brief essay (suggested length of 2–3 pages) in which you do the following: A. Explain the need for lesson pacing in a classroom. B. Explain how pacing differs for a class that includes English language learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students. D. When you use sources, include all in-text citations and references in APA format. Task 9 Inrtroduction:The analysis and evaluation of student work is an important component of your skills as a teacher. The development and use of tools to aid in your analysis and evaluation are tasks that should be applied in all areas of the curriculum.Find one of your state objectives that could be appropriately assessed by having students give oral and written presentations. For example, the objective â€Å"Compare cultures from different parts of the Eastern Hemisphere in terms of each of the following components: politics, society, the arts, nutrition, economics, and ethnicity† could be measured by having students give oral presentations and write reports on what they have learned about Eastern Hemisphere cultures.Requirements: A. Identify a state objective from one of the core content academic areas that can be measured through oral presentations and written reports. Note: Clearly identify the state from which the objective was taken, the grade level, and the subject. The obj ective must be focused on the core content area (i.e., science, math, social studies, history, geography, or another core content area) and not on an oral presentation or written report skill. B. Develop a rubric that could be used to assess the students’ oral presentations. Your rubric should include the following: 1. a scoring component that indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the students’ presentation (e.g., length of presentation, ability to answer questions, content level) C. Develop a rubric that could be used to assess the students’ written reports. Your rubric should include the following: 1. a scoring component  that indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the student’s report (e.g., grammar and mechanics, inclusion of all required components, accuracy of content, length of report) Task 10 Introduction: The sample worksheet (see attachment below) was given to students in a math class to complete independently. The rubric used to assess the responses and a sampling of student answers and scores are also included. Requirements: A. Identify which students will need to be retaught the math content. B. Describe (suggested length of 2–3 paragraphs) two mathematical strengths for each student whose response indicates the need to reteach the math content. C. Briefly describe (suggested length of 2–3 paragraphs) two mathematical weaknesses for each student whose response indicates the need to reteach the math content.

Why Did a Campaign for Women’s Suffrage Develop After 1870?

Women wanted to vote so that they could gain more respect from men, they desired the right to be able to make a difference to the way the country was run. Their views were that they lived in the country therefor they had the rights to vote for the laws they have to obey. Women wanted to have to opportunity to vote for MP's that support equal rights, giving women a better life. Women wanted to be able to change the divorce law as after marriage the man gained everything and the female was left with nothing. Women craved an education equal to men, so that they can undertake more responsible, independent well paid jobs, that they could not for fill without an education. There were many areas of inequality against women. The divorce law is a string example of this. The men even had legal rights to the children if they had any, even though the woman's job was to look after the children, while the male was at work. So when the divorce takes place the Man still goes to work, and has to leave the children at home without a mother. Women strongly felt that equality was a basic and natural human right. During the 1800's many more men had gained the vote, men with possible less resulting influence than some women had. Women weren't just thinking of themselves, they felt that their education they could bring about better childcare and housing. This would benefit everyone. Their were many reasons why women campaigned for the vote, one of them being that women had to obey the laws as did the men but they had no say through political representatives on what they abided by. Women knew that as long as they had no vote, they had no respect, and as long as they had no respect, they were being paid less. The political inequalities greatly effected women's social strength, and their economical situation. Women felt that politics had entered the home, though law, therefor women should enter politics. Women found it disgusting that they were being taxed without being represented. They had to pay for the government to go against what they women believe in. All top jobs are not available to females, as they are seen as inferior. This means that opportunities in public life are denied. Generally women have a closer relationship with the children than the males do, as they look after them while the men work. Therefore women know what is better for the children, and their point of view was not considered as they had know social status. The campaign for women's suffrage started from 1870 onwards was because of a number of reasons. In 1853 Florence Nightingale bought nursing to the public eye as a respectable occupation that women could embark on without being criticised. Women showed much enthusiasm to improve and become more experienced in the profession of nursing and medicine. Florence showed initiative and responsibility that had not been shown in women before. This was an example of some progress that occurred in the 1800's, but there were still many areas of inequality. In 1870 the married women's property act was enforced, allowing women to keep i200 of their own earnings. This may not sound much but money was worth much more in these times. This was the start of many changes that age women a more equal role in society. In 1873 a law was imposed allowing women to see their children if they got divorced. This gave them closer relationships with their children, and they would have been looked after better as the men go out to work. In 1884 married women were no longer considered possession of their husbands, this meant more respect in society as they were seen as people rather than belongings. Women's role gradually become more influential as new jobs became open to women such as; teaching, civil service work and secretarial work had just taken off due to the invention of the typewriter and telephone. I feel the first real rights given to women were that they were allowed to keep i200 of their own earning. This gave women inspiration, as they knew then, that they could use that money to possibly get an education or to start a business. This also let them know that they do have some rights and they are improving. I also believe that a key change in favour of women's rights is â€Å"The Match Girls† strike. They demanded better pay and conditions, and the publicity forced the company to improve them. I feel that women decided to begin campaigning in 1900 was because of the changes that occurred, women were being given better opportunities so they felt that they had an opportunity to use this beginning to carry on the development to equal rights. Q2 Describe the Ways in Which the Methods of the Suffragists and the Suffragettes Were Different The Suffragettes and the Suffragists were two female dominated groups, who were very alike in principle but used very different methods of persuasion. The Suffragists (NUWSS) were a peaceful, law-abiding group. They did not demand the vote for all women but wanted to be on equal footing with men. The first women to join the NUWSS were well-educated, middle-class women, but in the 1890's many factory girls wanted to gain the vote, raise their wages and their living and working conditions joined the movement. By 1900 the female cotton workers were the highest paid factory workers in Britain. The Suffragists used their resources and qualifications within the movement's members to produce banners, postcards and posters. The Suffragettes (WSPU) used totally different forms of propaganda. The suffragettes had one aim; to gain political equality with men. The WSPU was formed on the 13th October 1905 when two women in Manchester were thrown out of a Liberal meeting for shouting for women's votes. They were arrested outside the meeting for hitting and spitting at policemen. This was quite typical for the Suffragettes as they tried to get publicity though dangerous stunts. The plans of the Suffragettes were very different to those of the Suffragists, as they would get publicity at any cost. They deliberately got arrested for crimes such as arson, window smashing and bombing. When they were in jail for their crimes they often went on hunger strike so they had to be force-fed. The Suffragettes made it clear that they would not stop the havoc they were causing unless their demands were met. Types of leadership were key to the actions of the movements. Millicent Fawcett saw her role as a co-ordinator; she didn't consider herself to be in charge but to give the effort of the other Suffragists some guidance. She made it clear that the Suffragists used non-violent methods of persuasion to gain the same voting rights as men. The Suffragettes were led in a very different manor, Emmeline Pankhurst and her daughters led the movement forcefully. They were said to have ruled like â€Å"dictators† not listening to others, and not thinking of the consequences of their actions, purely concentrating on their battle for suffrage. The Suffragettes were based in London where all the parliament buildings are based, therefore when they wanted to protest they could do so, and MPs would see and realise how serious they were. I feel that the Suffragists were a group for women who supported women's rights to vote enough to want to make a difference and get involved but not enough to get arrested or even killed like some of the Suffragettes. The suffragettes were the most effective organisation and used their image to gain popularity and respects with men. They achieved this by calling off all their extreme petitions whilst the war was on. This gained them respect and also gave them a chance to prove themselves that they cared for the country. They proved they could do the same jobs, to the same standard if not better than the men could. An achievement by both organisations is that by 1900 over half the MP's said they wanted women to have the vote. Though much hard campaigning women's suffrage took many more years to achieve their original aims but they both did. Suffragists using a much more conventional form of propaganda such as posters etc, but they Suffragettes use much more extreme and extravagant forms. They not only showed that they wanted equal rights but they showed how much they wanted them. They went to many extremes just to gain what they very strongly believed in. Q3 Why Did Many People Oppose Giving Women the Right To Vote Many people opposed giving the women the right to vote because they feared what the women might do, if they had as much power as men did. Many people believed that if women had gained equal rights they would not stop and they would want to take complete control. Some contemporaries strongly believed that women would not vote responsibly but would be influenced by how someone looks rather than the serious political issues of the day. This relates to the lack of women's education, many people believed that a woman's place was at home. Most girls did not go to school, the only education women had was to set them up for marriage, to be able to run a household. Many people could not take women seriously because of this and women were looked upon as inferior to men. People also thought that women were too irrational and emotional to make sound judgements. Men and women were thought of to be very different. They should fulfil different roles in life. Men should live in the world of politics and work, and women in the world of the home. Women were the weaker sex, they could not be asked to fight for their country. Therefore, because they are not asked to risk losing their lives during the war, they were not citizens in the fullest sense. The campaign for women's suffrage had been, hijacked by a small, articulate but unrepresentative minority of feminists. At bottom, most women did not really care whether they had the right to vote or not. Middle-class women would use political rights to develop their careers and neglect their domestic duties. Also, if the educated delayed having families or did not have them at all, a larger proportion of babies would be born to ‘socially undesirable' elements. The nation would suffer. To give the vote to women would almost certainly lead to a certain extension for men and thus enfranchise unskilled, rootless and generally undesirable people. Basically women were inferior to men, but men feared that women would have their revenge if they gained enough power to do so, men feared for their futures. Women were inexperienced and if they had the right to vote, they would not use their ability correctly, as they cannot research anything into the subject because of their lack of education. However, men had more experience so they could make intelligent and rational decisions. The suffragettes did not made life easier for women. They just made women look crazy, stupid and incapable of making intelligent decisions. Queen Victoria did not think women should have had the right to vote. This was because she thought that there was no point in changing society, because she was happy with the way it was working, and she thought that men's decisions were intelligent enough. Women had no key role in society, they were childlike, inferior and incapable of making decisions, which could change the future for the whole country, was it worth the risk? Women had no education to prove themselves, and those who did had very little. If women could not prove themselves to their country, how were they supposed to make an impact on society? It was very hard for women to change the way in which people were thinking, women had to look and act intelligent so that people could see that they were just as clever as men. The only reason women had such a bad reputation was because many women worked at home cleaning and looking after the family. This is still an important role, if women were given the same education as men, they would be just as intelligent, the just never had the same opportunities. I believe that the lack of women's education was the most important factor of why many people did not want to let women have the right to vote. Women were set a bad status, and it would be hard to overcome this and try to act as if they were as intelligent as men were. It would be very hard for women to prove themselves. Question 4 I agree that women over 30 gained the vote in 1918 mainly because of women's contribution to the war effort. Within the women's suffrage movement response to the war varied enormously. Mrs Fawcett told members of the NUWSS, â€Å"Women your country needs you†. Many members became involved in war relief work. However not all members wanted to do war work. Some were pacifists who totally disagreed with fighting and war. Mrs Pankhurst, her daughter Christabel and members of the WSPU stopped campaigning and threw themselves into the war effort. Helping he government with recruiting and propaganda. Many middle-class and upper class women became nurses and worked directly with the army. Some of these women had the chance t work abroad; others worked in military hospitals in Britain. Some of these women found life hard, they were not used to working and the shifts night and day were long. VAD was the Voluntary Aid Detachment, these women worked unpaid until 1915. After this they received i20 a year, but had to pay for their uniforms. Some men opposed to women in men's jobs. They were worried that women doing the same job for fewer wages meant that when the war was over women would be kept on. To avoid this trade, unions made agreements with the government and employers to protect men's jobs and wages. Despite the hostility women entered all kinds of work, which before the war was thought to be unsuitable for women. Before the war the only jobs for women in transport were as cleaners, attendants and clerks. However, during the war they became bus and train conductors, railway ticket collectors, signal women and porters. 900,000 women were involved in making shells, guns and aircraft. This was dangerous work, using poisonous substances and explosives. At least 300 women died in the munitions factories from the explosions. This shows how devoted women were to their country. Munitions workers were one of the best-paid jobs during the war with wages up to i5 a week. Women were encouraged to help out on farms, to keep the country supplied with food. They worked 10-12 hours a day and did not earn as much as factory women. They could join one of three sections of the land army-agriculture, timber cutting and forage. Women in agriculture would tend sheep, pick potatoes, hoeing, ploughing, help with harvest work and work on the harvest gardens. Women on the land would live on the farm and usually had to pay for their food and lodging. They had to sign up for either 6 months or a year and were not allowed to leave without special permission. After the war the old voting system had to be changed to allow men returning from the war to be able to vote. The law said that all voters must have lived in the country for over 12 months before voting, so women argued that whilst making changes to allow the â€Å"returning heroes† to vote. It would be a good time to add women to the list of voters. The war had shaken the whole structure of society- the working classes lost some respect for the rich, many people had died or lost relatives, the whole of Europe was insecure. 1918 was therefore a time for change or starting afresh. I believe that the work, which women did during the war earned them a lot of respect and this definitely helped them win the right to vote. Women proved to society that they could be intelligent and reliable if the were given the chance. They proved that if they had more power they could help the country and they would make a big difference in the way in which the society was run. The women's movements before the war helped to raise awareness of the situation of women, this helped their cause, also politicians realised that the violent campaigning would have been renewed if they did not recognise women's rights.

Group Assignment Essay

A group is a collection of three or more people who interact and attempt to influence each other in order to accomplish a common purpose. The purpose of a group or team may range from preparing a new advertising campaign, to sharing information informally, to making important decisions, to fulfilling social needs, or just coming up with a solution to help a friend in need. Groups are a fundamental structure for accomplishing a wide variety of human tasks. I love working in groups because they give you a chance to work together with new personalities and new, refreshing ideas. The only time I don’t like working in groups is when there are people who aren’t willing to put the effort they could and posses, into the work assigned. During our last two classes we were separated into groups of six and given different topics which we were supposed to come up with solutions for. For the most part my group worked very well together on the first topic. We had great communication, and everyone was able to share their opinion on the matter. I believe that our group showed all of the characteristics of a healthy group, and if I had to do future group work I would most definitely choose to work with that group again. We showed interdependence which is the relation between two or more people and how their relationship directly affects the other. First, we started off by explaining the topic to the group again, than we each took turns going around in the circle and explaining how we each felt about the subject. After each person was done, the group took turns asking that person about questions about their view of the subject trying to take in everybody else’s opinions as well as our own and taking them into consideration instead of just throwing out someone else’s idea. I believe we all held each other accountable as well; making sure that everyone was conforming to the group’s norms and working together towards the group goal. No one interrupted anyone else. We made sure that everyone had a chance to speak their mind without being criticized or looked down upon because of the way they were thinking. We took everyone else’s thoughts and put them together to come up with what we believed to be a good solution for the topic that we were given. I was in a group with Sonny and I believe that he took the leadership role within the group. He was the most vocal, and the person who got others to speak their minds. I also think that my role within the group was that of a supporter. I was encouraging different members of our group whether their ideas were accepted by the group, or dismissed. I have always been afraid or nervous of working in groups during class because I usually don’t know any of people in my group, but working in a group with unfamiliar people is better because none of those people have a bias opinion about you. You can speak your mind without having to hear somebody else criticize your opinions or thoughts. In conclusion, I believe working in groups is an easy and efficient way to come up with well thought out, plausible solutions for many different situations that you might not be able to come up with on your own or with just one other person. These past two days have given me a more broad understanding of groups, and how to participate in one.

The Zoot-Suit Riots Essay Example | Topics and Well Written Essays - 1000 words

The Zoot-Suit Riots - Essay Example No one was killed, no one sustained massive injuries, property damage was slight, and no major or minor judicial decisions stemmed from the riots. There was no pattern to arrests; convictions were few and highly discretionary. There were no political manifestos or heroes originating from the riots (Mazon 1). But it did cause damage to those involved. By the beginning of 1943, America was deeply engaged with the Second World War. In Los Angeles, the city had already been emptied of its residents of Japanese ancestry. Young Latinos, unlike their elders, were not content to stay within their barrios, but were spilling into downtown dance halls, movie houses, pool halls and clubs. As young men are prone to do, many young Latino males distinguished themselves with distinctive hairdos and apparel. They wore drapes which resembled the zoot suits worn in Harlem. It was designed to be comfortable to dance in, and some believed that it was sometimes used as a signal that the wearer belonged to a club or gang. Most Anglos called the outfit a zoot suit and assumed that only hoodlums wore them. Long before the riots, Mexicans and Mexican Americans were the victims, and often the authors of many other descriptive names. Now, due to the drapes, the term 'Zoot Suiters' was attributed to this riot. However, the Mexican American teenagers called t hemselves pachucos.

Research about Cholera disease Paper Example | Topics and Well Written Essays - 1500 words

About Cholera disease - Research Paper Example The toxin choleragen cause severe diarrhea by disrupting the function of the epithelium of the small intestine. The clinical features of the disease include severe diarrhea which results in loss of body fluids and salts. The persistent diarrhea results in severe dehydration and weakness. The method of diagnosis involves microscopic analysis of feces. The annual incidence of cholera accounts for about 5.5 million worldwide. The annual mortality worldwide is 120 000. The treatment for cholera involves Oral Rehydration Therapy which restores the osmotic balance of the blood and tissue fluids. The only way to prevent cholera infection is to have an access to uncontaminated food and water. (BARUA et al 209-214). Etiology: Cholera is an infectious disease of the small intestine. It is caused by ingesting contaminated food or water, which contains the pathogen Vibrio cholera which is a comma-shaped, motile, Gram negative bacterium. The bacterium produces an enterotoxin which causes rise wat er stools in the individual affected. It can lead to severe dehydration and eventually death if left untreated. The bacterium acts on the intestinal wall to interfere with the flow of sodium and chloride. This flow of the electrolytes causes a misbalance and hence watery diarrhea ensues. Well water, seafood, raw fruits and vegetables along with grains are the possible carriers of the bacterium. The methods of prevention are further highlighted below in the essay (Taylor et al 500-505 ; MayoClinic). Life Cycle: The organism V. cholera has two life cycles – one in the environment and one inside the human body. V. cholera are present in brackish coastal waters and are found attached to copepods (a type of crustacean), as well as chitin-containing shells of crabs, shrimps, and other shellfish. A rise in the temperature of the water creates a favorable environment for the bacterium. The cholera vibrio can also live inside algae, in a dormant state, for years. Sewage tends to encou rage the growth of algae because it contains nutrients. Thus these ‘algal blooms’ also result in the transmission of the disease (MayoClinic). The pathogen multiplies in the intestine, releasing a powerful toxin (CTX) which disrupts the flow of sodium and chloride ions. The disruption of sodium and chloride ions results in diarrhea which causes rapid loss of water, fluids and salts from the body (rice-water stool) (MayoClinic). There are two serogroups of the bacterium, O-group 1 and O-group 139, and it is their toxigenic strains which are known to cause cholera. V. cholera O1 has two biotypes – Classical and El Tor. Each biotype has two serotypes – Inaba and Ogawa. Individuals infected with El Tor, either do not show any symptoms of the disease, or develop only a mild illness. The classical serotype is now only restricted to Bangladesh and India (WHO; CDC). Contaminated standing water, seafood, raw fruits and vegetables and grains like rice and millet may harbor the bacterium especially in developing countries where there is poor sanitation and the provision of clean drinking water is a formidable challenge. The disease can also be spread by vectors like flies when moving from human feces to food. After being infected with the bacterium 25% of the people develop the disease. The rest remain ‘

Research Paper on Accounting Case Study Example | Topics and Well Written Essays - 2500 words

Research Paper on Accounting - Case Study Example Presently, the company is contributing $20 million of energy to US department (Solar Technology, n.d.). BP is also focussing on the wind energy sector since the launch of Alternative Energy business in 2005. The company is estimating a production of around 1000 MW (Wind Technology, n.d.). BP has also taken initiatives to control the global warming problem. The company has already deployed CCS technologies in many of its plants. In CCS technology, CO2 is stored underground, instead of blowing into the atmosphere. BP is planning to store 17 million tonnes of CO2 under CCS (Carbon Capture and Storage Technology, n.d.). BP sells its products under six different brands. The major brand is known as BP itself. It is into oil exploration, refining, solar projects, wind projects and shipping various products of the company overseas. Aral is another brand of BP, which is a famous brand in Germany and provides quality automotive fuels. The other brands under BP are Arco, Castrol, Ampm and Wild Bean Cafe. While, Arco is the provider of clean and low cost fuels in US, Castrol is the worldwide leading engine oil. Ampm is the convenience shop brand in Western USA and Wild Bean Cafe provides world class coffee and affordable food. BP's main objective is to produce affordable, safe and secure energy and the creation of shareholders value. Creating a highly diverse energy portfolio with utmost efficiency is the ultimate goal of the company. Along with this, BP also intends to produce sufficient fossil fuel resources. BP wants to be a major contributor to the process of pollution control for a low-carbon future. Efficient manufacturing, processing and delivering of better products are other major objectives of British Petroleum (Our Strategy, n.d.). Layout (structure) The organisation structure of British Petroleum consists of- Chairman The Board Executive directors Non-Executive directors Board Committees Chairman's Committee Nomination Committee Audit Committee Ethics & Environment Assurance Committee Remuneration Committee Methodology (methods used) Ratio analysis has been used to comment on the financial condition of BP. Ratio Analysis Net Profit Margin = Net Income/Revenue Return on Capital Employed = Gross Profit Margin = Current Ratio = Current asset/ current liability Acid Test Ratio = Stock Turnover Period = Cost of goods sold / average stock Debtors Collection Period = (average debtor / credit sales) 365 Note: Since credit sales are not mentioned, the net sales of the company has been considered as credit sales. Creditors Collection Period = (credit purchase/ average creditor) 365 Note: Since credit purchase is not mentioned, so the entire purchase (Annual Report 2008, pg 141) is considered to be the credit purchase. Gearing Ratio Debt-Equity ratio = Total Debt / Total equity Times interest earned = EBIT/ Total Interest Equity ratio = Tot

RAWAN SULIMANI-Personal Statement t- THE GEORGEWASHINGTON UNIVERSITY Personal

RAWAN SULIMANI- t- THE GEORGEWASHINGTON UNIVERSITY LAW SCHOOL - Personal Statement Example I will not settle for second best and after obtaining knowledge from George Washington University Law School I can be the business leader I was born to be. By business leader I mean a woman who is strong and proud of her accomplishments. Why Law? Law is powerful and honorary. The law places judgment. Where I come from, law school is typically for men. Women do not have to settle for ordinary. Women can excel in any career field. Obtaining my masters will prove that women can accomplish anything they set their mind too. Good education is a necessity in a growing world. It is important for people to become more independent and become a good example for the younger generations. The more good examples that are set will only lead to better leaders of tomorrow. I am certain that with my previous accomplishments and new goals in place that I will prove and set examples. These traits are what it takes to be a leader, the type of leader that comes from hard work. Hard work from a proper education like that of George Washington University Law School is essential for personal development. The LLM program will fit my personal development

Strategic managiment Essay Example | Topics and Well Written Essays - 2000 words

Strategic managiment - Essay Example DeBeers provides employment to more than 23000 employees worldwide and the main objective of the company is to make high quality diamonds and make a lasting contribution on the community (DeBeers, 2013h). The company has two major shareholders Anglo American with 85 percent holding and Government of the Republic of Botswana with 15 percent holding (DeBeers, 2013k). The DeBeers group of companies constitute of wholly owned subsidiaries, investment and partnerships in diamond making. The major tasks of DeBeers include exploration of diamonds and mining activities in three major diamond producing countries like Botswana, Namibia and South Africa. The company also specializes in sorting, valuation and sale of rough diamonds and the development of synthetic diamonds for major industrial applications (DeBeers, 2013e).The study will deal with the strategic analysis of DeBeers and its outcome during the tenure 2008 to 2009. The author of the study will also conduct a PESTLE analysis which wi ll highlight the impact of the external and internal forces on the business activities of De Beers. Finally, the study will also conclude with an analysis which would help in identifying the internal and external resources of the company. Analysis of Business Environment & Success factors of DeBeers The business environment analysis also helps the company in adapting a particular marketing environment and also the way it responds to certain environmental circumstances (Shaikh, 2010). The Porter’s Five Forces Model will be a significant macro environment analysis which will help in understanding the impact of the external and internal forces in a direct and indirect manner. Bargaining Power of Buyers: Diamond is regarded as one of the most precious and valuable jewellery item in UK and is also the most coveted jewellery in the world. As per a survey conducted by the Bain and Company it was analyzed that diamond was the most coveted jewellery among women in UK in the year 2008 (Bain and Company, 2011). In the same survey conducted in the year 2008 it was also observed that that at least 65 percent of the UK household owned at least one diamond jewellery in the household (Bain and Company, 2011). This reflects that in spite of recession in the UK the common people preferred investing in valuable jewellery like diamond and also regard it as a valuable gifting item. Since, diamond is one of the most valuable and requires extensive maintenance, the price of diamond is quite high and seldom there is any bargaining while purchasing the product. The bargaining power of the buyers is not very high in this industry. Bargaining Power of Suppliers: The supplier forms an integral part in the diamond industry because they helped the diamond companies in 2008 to maintain timely delivery of the jewellery for industrial and consumer applications. The suppliers are responsible for supply of crude diamond to the warehouses for cutting purposes and also for the supply of th e polished diamond in the retail shops. The bargaining power of suppliers in this industry is high. Threat of Substitutes: Although, compared to the other jewellery items diamond is regarded as one of the most valuable items in the world jewellery items like platinum and silver cannot be replacement for diamond. However, preference is given to diamonds and the threat of substitutes was very low in the industry. Due to

Providing Care Essay Example | Topics and Well Written Essays - 250 words

Providing Care - Essay Example However, there are still some important issues that need to be addressed. All users must be widely educated about this activity in order for the entire system to work out well for the patients. This system needs to have feedback mechanism. This in general will get all the necessary information from the people so as to correct the system or know how exactly to expand or improve necessary health reforms to work effectively for the people (Begley et al., 2002). The integration of information technology with the health care system has already been practiced in the US. However, the feedback mechanism system needs to be highly improved the soonest possible. This is to further ensure that clinical and cost effectiveness is achieved at its maximum level. The US has to allocate budget for this. The budget must come from its allocation to technology and research and development activities. In line with this, the government must have to consider adding significant increase for its budget on res earch and development activities. References Begley, C. E., Aday, L. A., Lairson, D. R., and Slater, C. H. (2002). Expanding the scope of health reform: application in the United States. Social Science & Medicine, 55, 1213-1229. Tunis, S. R., & Gelband, H. (1994).

Assessment learning Essay Example for Free

Assessment learning Essay 1. What are the functions, concepts and principles of assessment in learning and development? (1. 1, 1. 2) The function of assessment is a way to measure a learner’s competence against agreed standards and criteria. The awarding body of the particular qualification will have an assessment strategy what will state which criteria needs to be met to complete the mandatory and optional units and the best method for acquiring the evidence. A range of methods will be used to judge whether a candidate has demonstrated the skills, knowledge and understanding to be competent against the criteria. The assessor will need to ask themselves if the assessment process when put into practice will be: Fair – the given activities during assessment are relevant to the candidates needs and reasonable adjustments are made so not to disadvantage any person. Reliable – If the assessment was carried out by a different assessor, in a different place, the results would be consistent. Valid – the assessment is suitable to the qualification being assessed. Safe and manageable – the assessor must not put unnecessary demands on the candidate or their work colleagues in the place of occupation. Suitable for the candidates needs – before planning an assessment the assessor would need to take into account the candidates needs, their subject requirements and take into consideration any prior learning, additionally, plan suitable methods to be used. The assessment cycle to ensure the learner has met the performance and knowledge criteria required to achieve the qualification achieved all aspects of the qualification successfully. The cycle will begin with the initial assessment which will establish any prior learning or experience of the subject to be taken and will identify individual learner’s needs. Furthermore, diagnostic tests can recognize if a learner has for instance, dyslexia. The second part of the cycle will be the assessment planning, where the assessor and learner agree on the methods to be used for evidence, set target dates and who will be involved, such as, work colleagues. Thirdly, the assessment activity will establish which methods to judge whether a candidate has demonstrated the skills, knowledge and understanding to achieve the required standard. The penultimate part of the cycle will be where the assessor makes a decision as to whether the standard has been met and provide feedback to the learner. Lastly, progress will be reviewed and any changes to the assessment activities can be made. The assessor will use a range of Benchmarking will be used to ensure the learner’s performance is on target against the accepted standard of the subject area. This data will contribute to the quality assurance and development of best practice. 2. What is the role and responsibilities of the assessor? (1. 3) The role of the assessor is required to be competent and knowledgeable with the standards of the awarding body so they can explain the criteria to the candidate, thus the learner knows what they are working towards. Subsequent to the assessment planning an initial assessment needs to have been carried out to identify any individual needs, prior learning, skills and knowledge the learner may have. When planning the assessment the assessor should have the relevant information of where the learner works and what they do, this will ensure the correct units will be covered and correct methods are chosen. The assessor will use the assessment plan as a tool for assessing the learner’s competence and knowledge against the agreed criterion ensuring that it is fair, valid and reliable. The assessor must clearly record all assessment decisions and show which criteria was met. Each conducted assessment will record achievements accurately and any evidence provided by the learner must be checked by the assessor to ensure it is authentic. To ensure confidentiality the information will be available to share with those with a legitimate interest. After the assessment the assessor will provide constructive feedback to the learner concerning their achievements as soon as possible and identify any gaps in the learner’s knowledge and skills. At this stage the candidate will either plan to be reassessed or progress onto  the next assessment. The assessor will be responsible to the organisation, occupational standards and awarding organisation when planning, managing and delivering assessment and must maintain good practice and follow legislation throughout to maintain the integrity of the qualification. 3. Explain the regulations and requirements relevant to assessment in own area of practice(1. 4, 3. 4, 3. 5, 8. 1) The assessor will be required to follow a range of policies and practises set by the regulatory bodies of standards, for example, Ofqual, Sector skills council, Institute of learning. Other regulations such as, health and safety, equality and diversity, data protection, risk assessment, etc will be discussed below. It is the responsibility of the assessor to ensure that the above are carried out during the assessment process. For example, the assessor must abide by the health and safety rules of the candidates work place and report any unsafe practice or dangerous equipment. The need of wearing protective clothing and safety shoes may be required. The assessor or internal verifier must only intervene with an assessment is if the health and safety is placing someone in danger. Under the management of health and safety at work regulation 1999, the assessor must assess the risks to prevent any hazardous practices and locate information on who holds the first aid certificate and what the fire and emergency course of action is. The assessor is responsible to carry out a risk assessment to safeguard the learner during assessment and establish any risks which may occur during the assessment activities in the work place. While there is always a possibility of risk in any every day occurrence, the assessor has a duty of care to notify of the risk and advice of the possible outcome regarding safety. It is the assessor’s responsibility to ensure all documentary evidence is kept safe during external assessments and data kept secure. Any assessor who works with vulnerable adults or children will be required to have a criminal records bureau check before being allowed to work in that occupational area. The check will identify any unsuitable person and must be used to protect and safe guard adults and children at risk. The disability discrimination act legislated that no disabled person should be discriminated against because of a disability, whether it is a physical or mental impairment. In 2002 and 2005 the act was extended to include educational organisations. This meant that suitable provisions must be made for disabled persons to overcome any physical barriers and not be treated less favourably because of their disability. The initial assessment should clarify if the learner has any particular learning needs or disabilities to ensure equality and diversity needs are met. The assessor has a duty to ensure no learner is discriminated against; everyone has an equal opportunity for learning and development. Assessment activities should reflect the diversity of the learner, for example, culture, language and ethnicity and not be biased to the person who produced them. Every person is entitled to learn in a safe environment, whether it be the assessor or learner. It is illegal to inflict corporal punishment on anyone and if restraint is required then it must follow the organisations strict guidelines on discipline. The copyright, Designs and Patents Act (1988) is one that the assessor should discuss with the learner at the start of the assessment process as it relates to the authenticity of their own work and products. It is unlawful to use someone else’s work as their own without referencing to the rightful owner, as this is plagiarism. The assessor must always ensure the learner signs and dates their own work, especially if it has been prepared on the computer for acknowledgement that they are the original owner. The assessor will have confidential information about their learners, such as, name, age, birth date on record and under the Data Protection Act all this information must be kept confidential and secure. If the information is kept on a computer, then it should be protected with a password that protects against other entering the system. If the information is paper based then it must be kept in a filing cabinet which is lockable. The learner can request to see any information held about them under The Freedom of Information Act 2002, so it is important to back up copies, if electronically stored in case of being deleted. The information should not be kept longer than necessary and the holder will need to register as a data user if the period is over 2 months. There may some occupational areas which require the candidate to wear a uniform, for example, a white tunic top if working in a restaurant or protective clothing, such as, reflective jacket, hard hat and safety boots if on a construction site. The assessor will need to dress in accordance with the health and safety regulations when doing an assessment in the work place with the learner. Once the assessor has qualified they must register with the Institute for Learning and keep up with their continuing professional development. It is crucial that the assessor abide by the code of professional practice to ensure they are working to the same standard and not under achieving. If the former should happen then it could have a dramatic effect on the assessment centre quality assurance when the external verifier carries out an inspection visit twice a year. To ensure standards are being met and claim for certification is valid the external verifier will need to see a mixture of the candidate’s files and interview a variety of assessors. If the standards have been met and the external verifier is satisfied that the correct procedures are being followed the centre will receive a grade of 1-2. Unfortunately if the centre receives a grade of 3-5 then there is a possibility that they could have the direct claim status and registration suspended until the matter is resolved. 4. Explain the strengths and limitations of at least 4 different assessment methods, making reference to how each method can meet the needs of individual learners. (2. 1) ASSESSMENT METHOD Observation Strengths. The observation method is an excellent opportunity for the assessor to take a holistic approach during assessment; benefits are the assessment is viewed by the assessor, thus the evidence is authentic, plus, cost and time effective. The holistic assessment can be time consuming so the assessor will need to plan the assessment so they can identify which learning outcomes from all units can be demonstrated at the same time. Knowledge based and performance based assessment can be linked with evidence which is natural occurring. The method meets a learners needs as they can carry on their normal work practice. If any prior learning evidence can be presented, such as a certificate or witness statement and/or a professional discussion at the end of the assessment. Limitations It is necessary the assessor and candidate agree for a suitable time and place for the observation to take place. If the assessment is to be cost effective then the evidence must be collected during a busy time when the most evidence can be collected. If a witness testimony is to be used the assessor must find a suitable person who has witnessed the learner do the task, this must be arranged beforehand. The assessor must ensure that the candidate is confident enough to demonstrate their competence or else it could discourage them and waste time. The assessor must remain open minded throughout the observation and not offer advice or interfere even if they feel the candidate is doing something wrong. Assignments Strengths Assignments are an excellent opportunity for the learner to demonstrate knowledge and use research skills. The assignment can be set out so several aspects of qualification can be assessed. The learner needs are met as they are able to work at their own pace and in their own time. Limitations The learner must be had been taught all aspects of the syllabus beforehand. The assignment could be time consuming to write and may not be suitable to learners who have literacy difficulties, work full time or have families to support. The assessor must assess each assignment individually and provide written feedback. Witness Testimony Strengths The witness can confirm competence or achievements of the learner as they will have observed them in their normal practice of work, someone who works with the candidate to confirm the learner’s competence in a certain area of criteria. The learner may feel more confident displaying skills in front of a colleague rather than being observed by the assessor. Witness statements are useful as they can fill in any gaps. The method would suit the needs of someone who is performing the task frequently. Limitations The assessor must ensure the suitability of the witness and that they are experienced in the occupational area, the assessor needs to confirm this by seeing evidence, such as a copy of their CV or certificates. The witness statement must be authentic and the assessor will need to check this. A witness cannot confirm the learner’s competence as they are not an assessor. Oral questions and answers Strengths The assessor could use questioning as a way to meet gaps in evidence; questions could be adapted to meet the criteria. A question could be used to increase the candidates thinking about a certain task rather than performing it. Furthermore, it gives the assessor an insight as to how much knowledge the candidate has in their occupational area. This method could be used during an observation or used later after the observation; it would meet the needs of a learner who has difficulty with written English. The assessor would need to know the candidate understands what is being asked in the question or else the learner may struggle to answer correctly. Limitations The assessor would need to be careful not to ask closed or leading questions as this could be viewed as being subjective as the assessor could be putting words into the learner’s mouth. The most beneficial questions would be open, probing and hypothetical to get the most from knowledge and understanding of the learner. 5. What key factors do you need to consider when planning assessment? (3. 1) WHAT. The assessor will need to discuss and be in agreement with what criteria is being met and how it is being assessed and others involved. The assessor will need to talk about what the learner’s job role entails and how this is relevant to the unit in question. This will enable the assessor to plan and agree with the learner the types of evidence most suitable for demonstrating competence and the best methods for assessment to be used. The assessor must make sure the evidence is appropriate to meet the specified performance criteria and where possible knowledge to be assessed through performance or professional discussion or questioning. The assessor must ensure the learner is ready to demonstrate their competence and understands the processes involved, for example targets. WHEN The assessor and learner will need to agree when the assessment will take place and arrange a suitable date, time and duration when the most evidence can be collected and if the holistic approach could be used to obtain evidence. It would be beneficial for the assessor if the assessment took place during a busy period of learner work activity. However, the assessor must ensure the learner is not taken away from their duties for an unnecessary length of time or cause disruption to the business operations. WHERE The assessor Assessment would ideally take place in the learner’s work place as this where the most evidence can be collected. As the assessor will be entering the learner’s work place it is important to involve the employer in the planning process. However, for non-performance evidence it could be more cost effective to assess via Skype, email or to arrange a meeting in a suitable place of convenience, not necessarily the learner’s work place. HOW The learner will want to know how the assessment will take place and what will be involved during the assessment. The assessor will need to discuss and agree with the learner the most suitable method of assessment to collect the most evidence. The assessor must ensure the assessment is fair, unbiased and cost effective by making the best use of time; if the learner is required to produce any prior evidence then this must be arranged in advance of the assessment. Holistic assessment in the learner’s work place would be beneficial for it is naturally occurring evidence. The assessor would use observation, witness testimony and professional discussion for performance evidence and multiple choice questions, verbal questioning and assignments for knowledge and understanding. The assessor will make a judgement on the evidence and decide whether the learner has demonstrated enough to meet the criteria or not. The assessor will need to arrange how and when feedback will be given to the learner to attend to any performance issues. 6. Explain the benefits of holistic assessment and how you would plan for holistic assessment (3. 2). The assessor is responsible for ensuring that methods used during holistic assessment covers several aspects of the performance and knowledge criteria from different units. This will ensure the assessment is cost effective make evidence collection and demonstration of competence more efficient. The assessor would need to plan the assessment before it took place to ensure that any particular requirements of the learner are taken into account and the assessment is adapted to meet their individual needs. For instance, holistic assessments will benefit learners who have dyslexia or literacy difficulties. Holistic observation can include oral questioning and minimize the amount of written work the learner has to do. Thus they are not excluded or disadvantaged by having learning difficulties. If the learner has a disability then the assessor should make sure the learner has extra time to complete the assessment tasks and is given any support needed. Moreover, any learner with difficulties are entitled to have reasonable adjustments made to ensure they have the equality of opportunity and support to enable them access assessment. Furthermore, if the learner has difficulties then the individual learning plan will agree short term targets for achievement, assessment strategies and review dates. The benefits of holistic assessment are that the assessor is able to observe the candidate at work in natural occurring situations. The candidate would be able to demonstrate several aspects of the qualification and cover more than one unit at the same time by taking a performance unit which incorporates parts of a knowledge unit. Holistic assessment should ideally take place in the learners work environment and the candidate’s job role should be discussed with to establish any prior learning they have, to identify which units could be covered at the same time. By doing this it would reduce the amount of visits needed to the candidate’s work place, make the best use of time and ensure the assessment is cost-effective. 7. Why is it important to involve the learner and others in the assessment process? (4. 1) A learner should be involved in the assessment process so they can understand why they are doing assessment activities and the purpose of providing evidence of competence. The candidate’s involvement will enable them to remain motivated as they will have the opportunity to add their own input, analyse their own experience and understanding. Without support the learner could become confused and lack enthusiasm, but if others, such as the assessor and employer helped them to achieve their aim, it will give the learner self motivation and encourage them to remain positive through the assessment process. At some stage of the assessment process it may be necessary for someone other than the assessor to provide evidence of the learner’s competence in the work place. The witness must be known by the learner and experienced in the candidate’s occupational area, possibly a line manager. 8. Give examples of the types of information that should be made available to learners and others involved in the assessment process (4. 2) At the initial assessment the learner will have taken a skills test which is an analysis of the learner’s skills so they are aware of current skills and areas for development. The learner should be provided with all documentation they need for the award, such as, assessment plans, individual learning plans, feedback sheets, information on the company carrying out the assessment and the assessors contact details, phone number and email address. Additionally, a copy of the complaint and appeal procedure, equality and diversity Policies, how to contact the assessor for cancelling visits and information on health and safety 9. What are the benefits of peer and self assessment? (4. 3). The benefits of peer and self assessment are the learner develops skills, such as listening, observing and questioning and has a greater involvement in their own learning process. The peer and learner can understand the role and the need for assessment better. It allows for greater understanding of the criteria for achievement and how it is judged, thus, encouraging the individual to take responsibility for their own learning. The learner will develop analytical skills and improve self awareness of strengths and weaknesses and identify opportunities for improvement. Furthermore, develop the ability not only to assess their own work but that of others, thus developing analytical skills and use reflective practice of their own performance. When a learner assesses their own progress and those of their peers, they will learn to take personal responsibility of how to make a decision and provide feedback as to why that decision was made. 10. How can assessment arrangements be adapted to meet the needs of individual learners? (4. 4). The learner is entitled to a fair assessment and the assessor needs to use the most relevant assessment methods for the learner to demonstrate their ability. The assessor must take into consideration that not all learners are the same and treat the candidate as an individual, taking into account any requirements they might have. For example, the assessor needs to consider a learner’s work pattern involved working shift patterns and agree a suitable time for assessment which does not disrupt working practice and make the most of the meeting. Furthermore, confidentiality issues must be taken into consideration and reflection of individual learning styles. If the learner has dyslexia, learning difficulties or English is the second language then the assessor must work with the learner to establish which method of assessment would be more beneficial to them. The assessor will need to vary the methods to keep the learner motivated and extra time given to learners who have difficulties and ensure the learner understands what is being said to them. Feedback should be given as soon as possible to ensure the learner remains interested and motivated. 11. Explain how you judge evidence and make assessment decisions, making reference to the criteria and assessment requirements (5. 1, 5. 2) The assessment plan will need to be agreed by the assessor and learner to which assessment methods will be used to cover the entire criteria standard. The assessor needs to ensure that the assessment is valid, authentic, efficient, fair and reliable. At least four different methods would be used during assessments; these could be observation, evidence of knowledge, witness statements and professional discussion. Any prior achievement and experience of the learner will be taken into account as long as it is relevant to assessment of their competence; it would not be cost effective to have a candidate repeat an activity they had already acquired in the past. However the assessor must have proof that evidence is authentic by either asking for a copy of certificate or a witness statement and the evidence is current and relevant to the occupational standards. The assessor will review the evidence and assess it against the required elements of the qualification, it will allow for a decision to whether the candidate is competent or not yet competent. Competence can be awarded if the evidence is: * Valid * Reliable * Sufficient * Authentic * Current * Safe The assessor must abide by the Equality Act 2010 to not discriminate or harass against protected characteristics where fairness might be compromised. 12. Explain the procedures for and importance of quality assurance and standardisation. (6. 1, 6. 2) Quality assurance is important as it ensures the national standards are being maintained. The internal verification procedures will monitor equal opportunities and access the decisions made by the assessor are fair, valid and reliable. The internal verifier will use a range of methods to confirm that the assessment is meeting the requirements of awarding bodies. Methods used could be through observation, questioning, and professional discussion or sample the portfolio. It is vital that the assessor is assessing according to regulations and guidelines from awarding bodies, qualification and credit framework and keeps accurate records from assessments to create an audit trail for internal and external verification. To ensure all assessment decisions are consistent and fair the assessor will be encouraged to attend meetings with colleagues involved with the same subject and their internal verifier, to ensure they all understand the units they are assessing and looking for similar evidence. To compare assessment decisions and share good practice with colleagues will help the assessor to develop skills, up date knowledge and personal development. However, it is not compulsory to attend the meeting, the assessor could standardise their practice by reviewing standards and documents online. 13. Explain the appeals and complaints procedure (6. 3) The assessor should provide the learner with a written copy of the complaints and appeal procedure which meets the requirements of the awarding body and discuss this with them in the assessment planning session. If at any time during the assessment process the learner has a complaint or feels a decision the assessor has made is unfair to them, then the learner will know who to go to with their issue and how it will be followed up. However, before this stage is reached the assessor should encourage an informal discussion with the learner to see if the issue can be resolved. If the learner is not confident about discussing it with the assessor then it may be necessary to involve the internal verifier. However if the complaint or appeal remains unresolved then this must be put in writing to the chief executive who will look into and respond within 5 working days. If the learner is still unsatisfied with the outcome then they can request the complaint or appeal is investigated by an independent panel, which will consist of an independent assessor and internal verifier. The panel will investigate the appeal or complaint and notify of their decision within 14 working days. If at this stage the complaint or appeal has still not been rectified then the learner should contact the awarding body – NCFE, whose details will be given once it has reached this stage. 14. Why is the management of information important? (7. 1) The assessor will need to ensure that any documentation acquired during the assessment process is following the national standards for assessment and verification and be aligned with the centre and awarding body policies. Each document must be accurate stating which assessment methods where used, whether, observation, oral or written. Furthermore, they must show that both candidate and assessor agreed to how the evidence will be obtained and the decision made as to whether it was achieved or not. It is essential that any document is signed, dated and stored correctly to ensure data protection and confidentiality. Other types of documentation could be completed log books, action plans, feedback comments, learner records or anything which records the candidate’s achievement. It is imperative that the information is managed professionally as the assessor could find themselves in breach of laws and regulations, such as, data protection Act if they fail to comply. Failure to manage information correctly could result in having complaints and appeals made against the assessor and have a dramatic effect on the assessment centre quality assurance when the external verifier carries out an inspection visit twice a year. To ensure standards are being met and claim for certification is valid the external verifier will need to see a mixture of the candidate’s files and interview a variety of assessors. If the standards have been met and the external verifier is satisfied that the correct procedures are being followed the centre will receive a grade of 1-2. Unfortunately if the centre receives a grade of 3-5 then there is a possibility that they could have sanctions placed upon them and lose their direct claim status and registration suspended until the matter is resolved. 15. Why should you give the learner feedback? (7. 2) Feedback is an important tool for learning and development and to improve performance and motivate the learner. The learner will have a better understanding of how they have progressed during assessments. After the assessor has carried out an assessment they would need to give feedback to the candidate as soon as possible by either verbal communication or written. If verbal is used via phone or face to face, then this must be backed up by a written copy. The assessor should include information about achievement in relation to the criteria and any comments should provide detailed advice on how to cover any gaps between current performance and the target aimed for. The candidate should be encouraged to ask questions regarding the feedback to help them understand how the assessor had reached their decision. This would also assist the assessor to reflect upon their role and evaluate if the assessment process was fair, valid and reliable and the assessment methods used was the most appropriate for the candidates needs. If the candidate did not meet the required standard then the assessor should give constructive feedback which would focus more on the activity or work produced rather than the candidate. Constructive feedback is part of a successful assessment as the learner will know what they have achieved or need to develop. Thus the learner will be encouraged to take more responsibility of their own learning development and deepen their understanding of the criteria. Feedback should be given on a 2. 1 scale, known as the sandwich approach. It should start with positive comments, then the areas which need to be improved; lastly, the assessor should end the feedback on a positive to encourage the candidate to keep interested, motivated and confident. 16. What are the key policies and procedures that relate to assessment? For example Bright delivery policy and NCFE policies and procedures etc. Give a brief explanation of what each one is. (8. 1) The assessor will need to follow policies and procedures additionally to those mentioned in question 3, for example: Bright’s delivery policy states the following points: Bright’s delivery policy sates the following points: †¢Once the candidates deposit has been cleared and relevant paperwork is complete the candidate will receive their registration pack within 48hrs †¢Following this the mentor will contact the candidate within 48 hours †¢Mentors can be contacted mon – fri 9am – 6pm sat 10-1 †¢Alternately leave a message and the mentor will contact the candidate within 4 hours †¢Once all theory and practical assessments are complete candidates will receive their certificate. Under Bright’s delivery policy the following procedures relate to assessment: †¢Quality audit of completed Individual Learning Plans †¢Quali.

Google SWOT Analysis

Google SWOT Analysis 1. Introduction In the recent years, with the development of globalization and world economy, the market competition becomes fiercer and fierce. Modern corporations are paying attention to their external and internal environment, as well as the achievement of corporate social responsibility. In this way, they can improve themselves according to relevant analysis. This essay will use SWOT framework to analyze Google’s external and internal environment, use PESTE framework to analyze MacDonald’s and the influence of social responsibility on Fonterra’s decision making. At last, an overall conclusion will be made. 2. SWOT analysis for Google Google is an American multinational high-tech corporation and devotes itself to internet search, cloud computing, advertisement technology and other fields. It develops and provides large number of products and services based on internet. Its major profits are from advertisement services. After about twenty years’ development, it is recognized as the largest global internet search engine with billions of users. SWOT framework is used to confirm the corporations’ competition strengths and weaknesses, external opportunities and threats so that they can connect the internal resources with external environment together (Kurttila, M., Pesonen, M., Kangas, J., Kajanus, M. 2000). Strengths. The most powerful strength lies on its brand image. According to the most valuable brand list, Google was rewarded as the most valuable brand around the world with another 40% growth last year. In the past few years, Google ranked in the top of the brand list. In order to maintain its brand value, it manages to improve itself all the time. For example, Google X lab even tried to use fire balloon to provide Wi-Fi service for remote areas. Such creativity idea has inspired its brand value. In last year, Google Project Glass made great progress (Friesner, T. 2011). And Google would promote more revolutionary products for commercial world and its clients which indicated its brand value. The second strength is its people-oriented service and it is the best reason for Google users’ selection. Its search results are not prejudicial because it refuses payment for ranking and insists on offering search results which are closest to users’ psychological demand. The inte rface of Google remains clean and neat with quick loading rate. And searching results are not involved with any commercial operation and people would not see any mandatory advertisement. In addition, Google cares about details. Its logo looks like a little nifty. The colorful circle letters seem quite amiable (Jian, X. 2007). The humorous that Google shows anywhere makes users relaxing. Weaknesses. The appearance of search bomb exposed the cynicism of Google. It was out of some internet joke from politics or entertainment. When users type WMD in the search box, Google page may show presentation of â€Å"error†. The title may show â€Å"unable to display mass destruction weapon†. But Google does not intend to make any measures. Brin and Page stated they would not influence information searching. However, such attitude will result in loss of some users because they doubt Google’s problem resolving ability. In addition, the relaxed work environment and loose lifestyle are not suitable for everyone. Some old workers complaint they are discriminated because the environment tends to be personalized and full of youthful spirit (Halligan, B., Shah, D. 2009). In addition, such environment could not motivate its employees to a large extent. Opportunities. Exploring other fields is possible direction for Google’s future development, just like Baidu entered into B2B market. With strong infrastructure base, Google is able to launch new products and services for its users. For example, it introduced Android’s software to update its platform for mobile services. Google TV, Google glass, Double Click for Publishers, and other products have stimulated its users (Moussa, S., Touzani, M. 2010). It is widely regarded as a creative corporation. In this way, it can expand its market share now and then. In addition, Google can transfer its internet search into entity search. For example, Google can build its entity book database with books contents instead of only book’s cover and price. Although it will increase its cost, it can help people access what they want. As a result, Google can expand its market share and win users’ hearts. Threats. Leaders with talents have created the wonderful brand. But can Google maintain its initial core value when the leaders leave away? The humanism and creativity are from inspiration of Brin and Page. It is critical for Google to find proper successor to maintain its brand value. When Microsoft is using operating system to bundle browser to promote its IE system, now it is paying great attention to search engine. It will pose great threat when Microsoft bundle the search engine with its operation system. Google will lose great number of users. It has to take active measures to improve its customers’ brand loyalty. 3. PESTE framework on MacDonald’s As the largest multinational chain restaurant, MacDonald’s has more than 30,000 branches around the world. It mainly sells hamburger, chips, fried chicken, soft drink, salad, fruits and other fast food. However, its external environment is changing so that MacDonald’s has to make some measures to maintain and develop its business (Bivolaru, E., Andrei, R., Purcaroiu, G. V. 2009). PESTE framework can help analyze its macro environment effectively. Political factor. Political stability is critical for MacDonald’s normal operation. As a typical and widely recognized American culture, it can represent American flag in some degree. Since September 11 event, America became the leader of anti-terrorism which made itself the major target for terrorism activities (Yeu, C. S., et al 2012). With strong chain network around the world, adding that its restaurants always have intensified customers, it has large possibility that terrorists will regard it as the target. According to the global media press, explosion events occur in MacDonald’s restraints every month. In this way, it will damage its brand image and result in potential loss of customers. Economic factor. In the United States, competition in fast food market has turned white-hot. The financial crisis has influenced negatively in the fast food industry. On the one side, brands without competitiveness and brand value have to exit the industry while MacDonald’s itself will suffer more negative impact from shrinking consumption power. With limited market capacity, the owners open more and more branches. Every fast food restaurant is trying to attract potential customers by continual products creation and marketing creativity. MacDonald’s strongest competitor, Burger King is aggressively promoting its management reform. Wendy’s restaurant has promoted new salad production line. In addition, the number of chain stores under the brand of Mike Walls is more than the MacDonald’s. What are worse, railway fast food restaurants and other Sandwich restaurants are increasing by 12% every year (Paul, R., Roy, S. K. 2014). Under such circumstance, it is h ard to maintain its current market share. Social and cultural factor. With so many chain stores around the world and gaining profits in every region, MacDonald’s takes responsibility as well, such as the conflicts among different regions and ethics. With different cultural backgrounds, people’s values and consumption customs varies too much. For example, in May 2001, about 500 protesters held activities in MacDonald’s in New Delhi and other largest commercial cities. They threw cow dung toward MacDonald’s restaurants and looted one of them. And they asked Atal Bihari, president of India to shut up all the chain stores in India. The cause of the protest was MacDonald’s used beef ingredient to make fried chips but most Hindu believers regarded cattle as holy article. Hence, MacDonald’s has to compensate for India believer, vegetarians and other relevant institutions (Kulkarni, S. S. 2012). Besides, such event damaged MacDonald’s economic loss and brand image as well. Technological factor. The modern technology develops quite fast and the productivity is increasing as well. The scientific inventions and new technology application can shorten the new product development circle. When the product updating accelerates fast, MacDonald’s has to develop new products faster. In addition, with advanced and standardized chain operation model, MacDonald’s can establish its market by qualified products, amiable service and clean dining environment. It can arrange scientific training plans to improve its staff quality as well. Environmental factor. Consumers now are inclined to pursue green and harmless products. Hence, MacDonald’s attaches great importance to green and healthy dietary. Simultaneously, people are caring about environmental protection and putting an end to white pollution. For example, in the last year, bird flu was found in Beijing Restaurant and many customers did not dare to have dinner in its restaurant which damaged its brand image in some degree (Azim, P., Azim, S. 2012). In addition, MacDonald’s was accused of producing white pollutions and many environmental protectors protested its action. As a result, MacDonald’s exchanged its plastic into paper package. 4. Corporate social responsibility analysis on Fonterra Fonterra Co-operative Group was founded in October 2001 with head office in Auckland New Zealand. Fonterra is a merger of the two largest diary corporations in New Zealand. Now it is the largest corporation in New Zealand and the sixth diary producer around the world with annual sales of $8 billion. On August 2, 2013, Fonterra claimed that one factory found clostridium botulinum in its whey protein concentrate which caused brand damage to Fonterra (Gray, S., Le Heron, R. 2014)Although Fonterra concentrated on establishment of corporate social responsibility, there are still many aspects that it should make measures to improve. When Fonterra is creating benefits and shouldering legal responsibility on shareholders, it must be responsible for its employees, consumers, community and environment (Greening, D. W., Wall, J., Elias, S. R. 2012, December). 4.1 Fonterra’s social responsibility analysis from the classical viewpoint Although the primary is to implement economic responsibility, Fonterra must obey all the laws and regulations and drive its employees, partner, suppliers and other relevant parts to act behave as well. Ethics responsibility is the expectation from the society. Fonterra should reduce its negative impact of its operation activities, products and services. Dairy products are critical for people’s health so that Fonterra must take 100% attention to concentrate on its products quality. The optimization of industrial technology updating and industrial structure, development of Green Corporation, capability of a large employer, protection of environmental protection and social security must be attached great importance to (Kong, D. 2012). In addition, Fonterra should take active part in public interest and support community education, health, humanism care, culture and art, urban construction etc which can make it a good citizen. 4.2 Fonterra’s social responsibility analysis from the socio-economic viewpoint The economic benefits that Fonterra can bring are cost reduction and government grants. Firstly, Fonterra can raise the payment for its employees’ welfare standard which can improve their working enthusiasm and increase productivity. Simultaneously, the good image that Fonterra has can attract more talents and investors and increase its competitiveness. In the long run, Fonterra can reduce its operational cost and improve its sustainability. Secondly, Fonterra can bear social responsibility to increase its market value and gain the government grant or tax preference. The contribution toward employees, government, investors, public benefits and environmental protection is positively correlated with corporation value (Fu, S. 2014). Information users will expose relevant information to the external world to indicate its good performance and increase its market value. Speaking of the social benefits, it is reflected on corporation image and organizational culture. Hence, Fonterra can shoulder social responsibility to improve its social reputation, build brand loyalty among customers group. Good image will increase the trust and independence toward Fonterra’s products, especially for Dairy Corporation. Customers will consider the social responsibility together with its commercial reliability (Stahl, G. K.et al 2013). The implementation of social responsibility will expand to its product design, manufacturing period, product quality test and after sales service. In addition, by providing its employees with safe and comfortable working environment, building good labor-capital relationship, Fonterra can build a stable and loyal employees team and it can enhance their responsibility as well. Organizational culture will be built. 5. Conclusion This essay has analyzed Google’s internal strengths and weaknesses, McDonald’s political, economic, environmental, social and cultural, technological and environmental aspects and Fonterra’s social responsibility. In this way, readers can get a better understanding of their marketing environment and social responsibility issues. 6. References Azim, P., Azim, S. (2012). Impact of Constructive Marketing Strategies on Return (Revenue Profitability): A Case Study of Mcdonald’s. Journal of Asian Business Strategy, 2(7), 153-169. Bivolaru, E., Andrei, R., Purcaroiu, G. V. (2009). Branding Romania: a PESTEL framework based on a comparative analysis of two country brand indexes. Management Marketing, 4(4), 101-112. Friesner, T. (2011). History of SWOT analysis. Marketing Teacher, 2000-2010. Fu, S. (2014). The role of Chinese social media in reputation management: the case of Fonterra (Doctoral dissertation, Unitec Institute of Technology). Greening, D. W., Wall, J., Elias, S. R. (2012, December). Developing Theory in Corporate Social Responsibility and Social Entrepreneurship. In Proceedings of the International Association for Business and Society (Vol. 23, pp. 91-97). Gray, S., Le Heron, R. (2014). Globalising New Zealand: Fonterra Coà ¢Ã¢â€š ¬Ã‚ operative Group, and shaping the future. New Zealand Geographer, 66(1), 1-13. Halligan, B., Shah, D. (2009). Inbound marketing: get found using Google, social media, and blogs. John Wiley Sons. Jian, X. (2007). The Google Development Mode of the Library. New Century Library, 2, 005. Kong, D. (2012). Does corporate social responsibility matter in the food industry? Evidence from a nature experiment in China. Food Policy, 37(3), 323-334. Kulkarni, S. S. (2012). McDonald’s ongoing marketing challenge: social perception in India. Online Journal of International Case Analysis, 1(2). Kurttila, M., Pesonen, M., Kangas, J., Kajanus, M. (2000). Utilizing the analytic hierarchy process (AHP) in SWOT analysis—a hybrid method and its application to a forest-certification case. Forest Policy and Economics, 1(1), 41-52. Moussa, S., Touzani, M. (2010). Ranking marketing journals using the Google Scholar-based hg-index. Journal of Informetrics, 4(1), 107-117. Paul, R., Roy, S. K. (2014). Case Study 11: Marketing of Services: The McDonald’s Way. In Marketing Cases from Emerging Markets (pp. 99-112). Springer Berlin Heidelberg. Stahl, G. K., Pless, N. M., Maak, T. H. O. M. A. S. (2013). Responsible global leadership. Global leadership: Research, practice, and development, 240-259. Yeu, C. S., Leong, K. C., Tong, L. C., Hang, S., Tang, Y., Bashawir, A., Subhan, M. (2012). A Comparative Study on International Marketing Mix in China and India: The Case of McDonalds. Procedia-Social and Behavioral Sciences, 65, 1054-1059. Appendix. Google’s brand value

Rock Hudsons Classic Hollywood Image :: essays research papers fc

While the Hollywood film industry faced a decline from 1946-1960, Rock Hudson’s star was on the rise. In fact, by 1958, he had arrived. From then, until 1965 Rock Hudson was Hollywood’s golden boy. In 1959 The Hollywood Foreign Press declared Rock Hudson ‘the worlds most favorite male star’ (â€Å"Rock Hudson† 19). In the next five years, Rock would receive this honor four more times. It wasn’t just the Hollywood Foreign Press that appreciated Rock, in one interview Rock accredited his fans for recognizing his talent far before the critics ever did (Hopper A5). While Rock was ‘basking in his own starlight’, Hollywood was struggling to find it’s place in an ever-changing world (Hopper D1). Postwar times found many Americans happily settled in the suburbs, content to be entertained in the comfort of their own living rooms by their brand-new televisions. America’s newly found domestic bliss left the big city life that consisted of theaters and Hollywood glamour behind. Still, Rock managed to find his way into the hearts of millions. Men wanted to be him, women wanted to be with him, he was the face of the American dream. One article in the Los Angeles Times refers to Rocks appeal, stating that â€Å"regardless of personal preference...Rock Hudson passes the standard test with flying colors† (Hopper D1). At a time when Hollywood was desperate to get the public into the theaters, Rock was precisely what the doctor ordered.   Ã‚  Ã‚  Ã‚  Ã‚  Hollywood capitalized on the ruggedly handsome actor, and carefully calculated each and every aspect of his persona. It all began when Hudson first arrived in Hollywood, and met talent scout Henry Wilson. Hudson, who was born Roy Scherer Jr., and later had his name legally changed to match his step father’s surname of Fitzgerald, was promptly renamed by Wilson when he arrived in Hollywood (IMDB). It is rumored that Wilson chose the name Rock Hudson after the Rock of Gibralter and the Hudson River, two very internationally powerful images, intended to create one very powerful international image (IMBD). After being renamed, Hudson’s teeth were capped and he was given acting, riding, singing, dancing and fencing lessons; thus finalizing his aesthetic transformation into the American dream(IMDB). His image was twofold on and off-screen, he was a mans-man and a ladies-man all rolled into one. In films he most popularly debuted as either a hero or a roman cer. In his most critically acclaimed role, Hudson was able to display both of the shining sides of his persona.

Torture Essay -- essays research papers

Ronald D. Cretlinsten contends that torturers acquire the ability to cope with the moral dilemmas of inflicting pain upon and murdering their fellow humans primarily through the processes of â€Å"routinization† and â€Å"dehumanization†, and also through the notion of â€Å"authorization† (191). With such as the case, an individual adept in the art of torture would necessarily have learned to be cruel, however, that argument neglects the very reality that many engaged in such activities are intrinsically perverse, and in fact willingly and happily do harm to others. The prevalence of torture throughout the world can be accounted for in part by the process of â€Å"routinization† in which a regime, in essence, desensitizes a given torturer to the atrocities that he is committing in its name. In such a process â€Å"what is being done to someone transforms into what is being done: information gathering† (191). The task of amassing information and confessions eclipses the reality in which the torturer lives; this is achieved through peer pressure from fellow torturers â€Å"to be a man†, by intense physical and emotional training, and through the employment of propaganda claiming that the torturer is fulfilling his duty and doing the right thing as his victims are immoral enemies of the state (192). In short, the torturer becomes disoriented and unable to decipher the actuality of his existence. This disorientation is caused by repetition, or â€Å"habituation†, in addition to the development of the â€Å"task-orie...

Transformation from Innocence to Knowledge in Mother Comes of Age by Dr

Transformation from Innocence to Knowledge in Mother Comes of Age by Driss Chraibi Driss Chraibi's Mother Comes of Age is an exceptional novel about an Arab woman seeking knowledge of the world. Despite the main character's age, the novel can be described as a bildungsrowan because of her personal growth. This woman develops and matures from a secluded, uneducated woman to an informed activist, proving she is capable of anything. The novel begins with the mother ignorant to modern society. Junior emphasizes this. "No one had ever taught her anything. She was an orphan at six months"(23). "At the age of thirteen, she was married off to a man rolling in money and in morality whom she had never seen. He would have been the age of her father. He was my father"(24). She has been isolated in her home since she was married twenty-two years ago. Her husband went off to work and her sons went off to school. The mother stayed in the home and took care of her family and her house. She rejected any French influence in her home. Her sons were punished for speaking the language. She was content in her innocence. As the boys grew older, they wanted to share their experiences with their mother. They told her stories to help her understand matters too difficult for her to comprehend. When electricity was installed in their home the brothers explained that the magic of a genie allowed for the lights, radio, and telephone to work. Their mother readily accepted their explanations. "'Aha,' mother said, suddenly feeling relieved and happy. 'Like the fakirs and the snake charmers?'"(31) Their mother was not a fool she was just ignorant to such things. At her sons' urging the mother ventured outside for the first time since she ... ...luence in the family. He has come to realize her importance, as well as that of all women. Nagib had first introduced his mother to the outside world. He had planted a seed of knowledge in her that had blossomed. Nagib is proud of what his mother has become and is in awe of her perseverance. The mother was nourished well by her faithful men. By the end of the novel the mother has evolved into an independent woman, unafraid to face the world. She has decided to travel to France to see her youngest son and to broaden her horizons. This is a far cry form the woman who was sequestered in her home for twenty-two years. She has finally been given the opportunity to develop into a woman capable of enjoying new intellectual and emotional realms. Bibliography: Chraibi, Driss. Mother Comes of Age (Three Continents Press). Three Continents Press, 1984.