Mathematics and Apartment Complex

Apartment Complex Analysis Project Description: In this project, you will create functions that calculate statistical data for apartment complexes. You will then filter the data based on multiple criteria and calculate the payments for a loan on a new complex. Instructions: For the purpose of grading the project you are required to perform the following tasks: Step| Instructions| Points Possible| 1| Start Excel. Download, save, and open the Excel workbook named Exploring_e07_Grader_EOC. xlsx. 0| 2| On the Summary worksheet, in cell H14, enter a nested function that will return Need to remodel as the result if the apartment is unoccupied and was last remodeled before 2005. Otherwise, the function should return No change as the result. Copy the function down through H26. | 10| 3| In cell B6, insert a function to calculate the total number of units in the apartment complex in A6. Be sure to enter the criteria range as an absolute reference. Copy the function down through B10. | 10| 4| I n cell C6, insert a function that will calculate the number of occupied units in the apartment complex in A6.Be sure to enter the criteria ranges as absolute references. Copy the function down through C10. | 10| 5| In cell D6, calculate the percentage of units that are occupied in the Lakeview Apartments complex. Copy the formula down through D10. | 6| 6| In cell E6, insert a function that will rank the value in D6 based on the occupancy rates of all five apartment complexes, in descending order. Enter the range as an absolute reference. Copy the function down through E10. | 10| 7| In cell F6, insert a function that will sum the potential rent (i. e. the total rent if all units are occupied) for the apartment complex in A6. Copy the function down through F10. | 10| 8| In cell G6, insert a function that will sum the actual amount of rent (i. e. total rent for occupied units) for the apartment complex in A6. | 8| 9| Copy the function in G6 down through G10. | 2| 10| In cell H6, calcul ate the percentage of potential rent collected for the Lakeview Apartments complex. Copy the formula down through H10. | 6| 11| Enter the value 4 in cell B2. In B3, insert a nested function that will look up the ranking entered in cell B2 and return the respective apartment complex.Make sure the sample ranking of 4 returns the correct apartment complex indicated in the Summary Statistics area. | 6| 12| Enter the value 1 in cell B2 and observe how the INDEX function returns the apartment complex that is ranked first. | 2| 13| On the Database worksheet, perform an advanced filter on the list in the range A11:H24, using the criteria range A2:H4. Filter the data in place. | 10| 14| On the Loan worksheet, in cell E5, insert a PMT function, using the values in E2:E4 for the arguments. | 10| 15| Save the workbook. Close the workbook and then exit Excel. Submit the workbook as directed. | 0| | Total Points| 100|

The Impact of Video Games on Children Essay

Video games have been available to consumers for the last 30 years. They are a unique form of entertainment, because they encourage players to become a part of the game’s script. Today’s sophisticated video games require players to pay constant attention to the game, rather than passively watching a movie. This has both positive and negative impacts on players. Several studies have been published that explore these impacts on today’s children. Sections: What impact does playing video games have on children or adolescents? Tips on managing your child’s media consumption The Entertainment Software Rating Board (ESRB) References What impact does playing video games have on children or adolescents? The most widely used â€Å"positive† impact video games are said to have on children is that they may improve a player’s manual dexterity and computer literacy. Ever-improving technology also provides players with better graphics that give a more â€Å"realistic† virtual playing experience. This quality makes the video game industry a powerful force in many adolescent lives. However, numerous studies show that video games, especially ones with violent content, make teens more aggressive. Part of the increase in aggressive behavior is linked to the amount of time children are allowed to play video games. In one study by Walsh (2000), a majority of teens admitted that their parents do not impose a time limit on the number of hours they are allowed to play video games. The study also showed that most parents are unaware of the content or the Entertainment Software Rating Board (ESRB) rating (see below) of the video games their children play. In another study conducted by Gentile, Lynch, Linder & Walsh (2004, p. 6) â€Å"adolescent girls played video games for an average of 5 hours a week, whereas boys averaged 13 hours a week†. The authors also stated that teens who play violent video games for extended periods of time: Tend to be more aggressive Are more prone to confrontation with their teachers May engage in fights with their peers See a decline in school achievements. (Gentile et al, 2004). The interactive quality of video games differs from passively viewing television or movies because it allows players to become active participants in the game’s script. Players benefit from engaging in acts of violence and are then able to move to the game’s next level. Gentile & Anderson (2003) state that playing video games may increase aggressive behavior because violent acts are continually repeated throughout the video game. This method of repetition has long been considered an effective teaching method in reinforcing learning patterns. Video games also encourage players to identify with and role play their favorite characters. This is referred to as a â€Å"first-person† video game (Anderson & Dill, 2000, p. 788) because players are able to make decisions affecting the actions of the character they are imitating. After a limited amount of time playing a violent video game, a player can â€Å"automatically prime aggressive thoughts† (Bushman & Anderson, 2002, p. 1680). The researchers concluded that players who had prior experience playing violent video games responded with an increased level of aggression when they encountered confrontation (Bushman & Anderson, 2002). In a Joint Statement (2000) before the Congressional Public Health Summit, a number of American medical associations — the American Medical Association, American Academy of Pediatrics, American Psychological Association, American Academy of Family Physicians and American Academy of Child & Adolescent Psychiatry — caution parents about violence in the media and its negative effect on children. Their report states that exposure to violent media can elevate aggressive feelings and thoughts, especially in children. These effects on aggressive behavior can be long-term. Although fewer studies have been conducted on interactive video games, evidence suggests that playing violent video games may have a more dramatic influence on the behavior of children and adolescents (Joint Statement, 2000). Back to top Tips on managing your child’s media consumption Because of the popularity of video games, completely eliminating them from your child’s life might be difficult. But you can decrease the negative impact that they have on your child. Here are a few tips: Know the rating of the video games your child plays (see below). Do not install video game equipment in your child’s bedroom. Set limits on how often and how long your child is allowed to play video games. Monitor all of your child’s media consumption — video games, television, movies and Internet. Supervise your child’s Internet use — there are now many â€Å"video games† available for playing online. Take the time to discuss with your children the games they are playing or other media they are watching. Ask your children how they feel about what they observe in these video games, television programs or movies. This is an opportunity to share your feelings and grow closer with your child. Share with other parents information about certain games or ideas for helping each other in parenting. Back to top The Entertainment Software Rating Board (ESRB) The ESRB is a self-regulatory body established in 1994 by the Interactive Digital Software Association (IDSA). The major video game manufacturers created this board after concerned groups applied pressure over the content of video games. Similar to the movie industry’s rating system, all major game companies now submit their new products for rating to specially trained raters at the ESRB. The ESRB rates over 1,000 games per year. The ESRB looks at a number of factors when rating games. In particular, it considers the amount of violence, sex, controversial language and substance abuse found in a game. Based on its developed guidelines, the ESRB then gives an age recommendation and content descriptor to each game submitted. The following are the rating symbols currently in use, according to the ESRB Web site. Early Childhood (EC): Content should be suitable for children 3 years and older and contain no objectionable material. Everyone (E): Content suitable for persons ages 6 and older. The game may contain minimal violence and some â€Å"comic mischief. † Teen (T): Content suitable for persons ages 13 and older. Content is more violent than (E) rating and contains mild or strong language, and/or suggestive themes. Mature (M): Content suitable for persons ages 17 and older. Content definitely has more mature sexual themes, intense violence and stronger language. Adults Only (AO): Content suitable only for adults and may contain graphic sex and/or violence. Adult Only products are not intended for persons under the age of 18. Rating Pending (RP): Game has been submitted to the ESRB and is awaiting a final rating. The ESRB Web site has more details about this rating system, as well as the â€Å"content descriptors† that are used in conjunction with the ratings on game packaging. The site is also useful for parents who want to search for the rating of a particular game. Back to top References Bushman, B. & Anderson, C. (2002). Violent Video Games and Hostile Expectations: A Test of the General Aggression Model. Personality and Social Psychology Bulletin, 28, 1679-1686. Gentile, D. A. & Anderson, C. A. (2003). Violent video games: The newest media violence hazard. In D. A. Gentile (Ed. ), Media violence and children. Westport, CT: Praeger Publishing. Gentile, D. A. , Lynch, P. , Linder, J. & Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22. Joint Statement on the Impact of Entertainment Violence on Children: Congressional Public Health Summit. (July 26, 2000. ) Available: http://www. aap. org/advocacy/ releases/jstmtevc. htm. Walsh, D. (2000). Interactive violence and children: Testimony submitted to the Committee on Commerce, Science, and Transportation, United States Senate. (March 21, 2000. ) Back to top Source: http://www. pamf. org/preteen/parents/videogames. html By Andrea Norcia, college student writer Reviewed by the Web Content Committee of PAMF Additional articles: Violent Video Games and Aggressive Behaviors, By Andrea Norcia, college student writer Join the conversation: Website Feedback Site Map  © 2012 Palo Alto Medical Foundation. All rights reserved. Sutter Health is a registered trademark of Sutter Health ®, Reg. U. S. Patent. & Trademark office. Serving communities around Palo Alto, Mountain View, Fremont, San Jose, San Francisco, Oakland, Dublin, San Mateo & Santa Cruz.

An Ideal Husband, By Oscar Wilde

An Ideal Husband, By Oscar Wilde To give the devil his work is fiction Wilde brilliantly uses the opportunity to authors comments (remarks), which gives explanations to the text of a dramatic work, containing a description of the situation, the exterior of the actors, the behavior of the characters in the play and some other information. From them we get the information and impressions, which are unlikely to have been able to get when watching the play, and to understand that we have and what the author says in his remarks, hidden meaning, you must have knowledge of the realities of the time, location, social stratum, in which the action. You must decide the amount of tasks to solve a set of puzzles that we offer Wilde. Puzzles start from the beginning of the text. The persons of the play opens The Earl of Caversham, KG What does it mean K.G.? This is a Knight Companion of the Garter. The Most Noble Order of the Garter is an order of chivalry, or knighthood, originating in medià ¦val England. Membership in the Ord er is strictly limited and includes the monarch, the Prince of Wales, not more than 24 companion members, and various supernumerary members. Only 24! Interestingly, as we know it, if we look only stage action? What will the director, if it considers that these two letters – the author’s name to him? Would put the actor in the mantle and hat of the Order? This will give a completely unnecessary comic effect, the Earl of Caversham is a very serious person and not clothe them in inappropriate time and place setting. You can decorate the costume hero Badge of the Order of the Garter, but whether the public understands what it is? Especially from the back rows. No, this is only a literary device, it is a sign for the reader who understands the reader who immediately allocate a statement and say to himself, after reading the following line -, his Son:  «It is clear with whom we work.† For audiences the premiere, which were also to some extent, the readers, as acquain ted with the play before a performance at the theater program that is an indication of Wilde’s spoken a lot more than us, the inhabitants of the 21 century. For them it was an allusion to specific individuals, who could imagine that it was possible to correlate what is happening on stage. Only 24 people in England. And certainly few of them actively participated in political activities, close to the prime minister, as the Earl of Caversham. No, not the family of the Knights of the Garter were not among the noble, but impoverished families, and Viscount Goring will live in Curzon Street, next door to Benjamin Disraeli, Earl of Beaconsfield. Oscar Wilde (and not only he) likes to put his characters at that address. In The Picture of Dorian Gray by Oscar Wilde, Lord Henry Wotton lives on Curzon Street. In Vanity Fair by William Makepeace Thackeray, Rawdon and Rebecca Crawley live in a very small comfortable house in Curzon Street, Mayfair.

Action research Essay Example | Topics and Well Written Essays - 1000 words

Action research - Essay Example This study aims at analyzing the pros and cons of action research. This will aid in understanding the benefits accrued by practitioners as well as shortfalls of action research. Action research is a process of practitioners checking their work to confirm if it is as good as they want. As action research is done by, the practitioner is often referred to practitioner-based research or even self reflecting practice as it entails checking the effectiveness of work done personally (Dick 440). Action 5research is not a replacement of quasi-experimental research but acts as a means of finding out results where other research paradigms may not be effective. This is due to the difference in the conditions inherent with different research conditions for the choice of a research paradigm to be utilized. Action research is mainly used for the analysis of an ongoing situation for example performance in a work environment. A choice of a research paradigm depends on it being able to meet the method ology and goals of the research. Action research, as a paradigm, was mainly used for the improvement of the teaching profession, which is the main reason for pros and cons of action research examples being centered on education. ... This is possible owing to the better understanding of the practices in the profession that will be effective in meeting the needs and inculcated by practitioners for the development of the culture. Action research also has an advantage of augmenting the practitioner’s problem solving abilities within and without their service delivery centers. For teachers, this is possible through an interactive process of the augmented process of the teachers to be analytical in the course of taking part in research. Action research aids teachers to be more reflective of the situation they are faced in and the ability of meeting the requirements of the students. Critical analysis of own teaching styles and methods is another requirement of action research. The consequence of incorporation of critical evaluation of teaching styles, analysis, and reflection results in the ability of the teachers to solve problems. Action research has the ability of sharpening reasoning abilities of the practit ioner and aids them in the development of measures of self monitoring to augment performance effectiveness. Through action research, teachers become more aware of their teaching practices, the difference between practice and beliefs, thoughts, feelings, and learning of their pupils. This allows them to tailor their teaching in a well reasoned and with high skill to meet the learning requirements of their pupils. Action research also aids in the ability of teachers to focus on student explanation and conceptions. This is brought about by the fact that action research involves collecting data on student’s understanding and thinking, making teachers understand the students better (Calhoun 33) The research base of practitioners augments with participation in action research. This is due

Nursing Essay Example | Topics and Well Written Essays - 250 words - 6

Nursing - Essay Example ample, the following ones: freedom of taking initiatives, ability to take care of himself and of other people, ability to intervene in cases that a problem arises. All the above characteristics need to exist in nurses, a fact that verifies the relationship between nursing and philosophy. The environment is necessarily related to nursing. The term environment, as a concept related to the philosophy but also to nursing, can have a series of meanings, depending on the subject to which environment is related (Cody & Cody 2011). For example, for patients, environment can refer to their social environment, including family and friends, but also to their physical environment, as, for example, the health care setting where they have been admitted for a specific treatment (Cody & Cody 2011, p.149). However, environment can have another aspect: it can be used for describing the world in general. For example, in the context of utilitarianism, environment can have such meaning, indicating the obligation of a person to help people around him (Cody & Cody 2011, p.149). In nursing, the use of the term environment can be quite critical, especially if the specific term is given an explanation aligning with the principles of utilitarianism, as described above. Different approaches have been used for explaining health. Most commonly, the term health is used for describing the physical or mental status of a person (Cody & Cody 2011). However, the above term can be also used in order to reflect the differentiation of a person from his environment (Cody & Cody 2011). For example, when a person responds to a particular event in a different way than most people would respond, then it can be assumed that the particular person has a health problem, a mental problem that prevents him from reacting as expected. The term health has another aspect: it can be used for describing the potential of a person to face a health problem. More specifically, for certain people health is of critical

The development and future of the Sukuk in Saudi Arabia financial Essay

The development and future of the Sukuk in Saudi Arabia financial services - Essay Example n the global markets This chapter aims to provide a through insight into the research that has been conducted regarding regulation and securitization involving Sukuk. The chapter aims to elaborate the structure of the Sukuk markets and the processes that go into issuing Sukuk and summarize. The global perspective on Sukuk has been thoroughly-researched in the past few years and this has helped us considerably in conducting the present study. Moreover, previous researchers have provided a convergent viewpoint regarding the growth of Sukuk in Muslim as well as non-Muslim countries. A number of definitions of Sukuk have been proposed by researchers and scholars. Sukuk can be regarded as a product of Islamic banking that allows the creation of a system of investment that results in profits for the investor and at the same time aims to comply with the Islamic ban on usury. According to the definition proposed by the Academy of International Modern Studies (2009), Sukuk are referred to as trust certificates or as participation securities1. Sukuk are considered to be ideal tools for the management of liquidity. In general terms, Sukuk could be defined as a structure of Islamic banking that provides assets to the investor with a cash flow2. The word Sukuk is an Arabic word which is a plural of the word sak which refers to any financial certificate. The word Sak is a cognate of the English word Cheque. Sukuk are implemented by following a process of securitization which aims to meet the standards of Islamic financing required by the Shariah and by the national laws of Islamic financing. Another definition that sheds light on the issue of profit and risk taking in the issuing of Sukuk had been proposed by Tan Wan Yean (2009) in his research on Islamic banking quotes the Accounting and Auditing Organization for Islamic Financial Institutions (AAOIFI) definition of Sukuk: â€Å"†¦ certificates of equal value representing, after closing subscription, receipt of the value of

How effective has the IMF been in helping countries in financial Essay

How effective has the IMF been in helping countries in financial difficulty - Essay Example On issuing loans to nations, the IMF makes the loan conditional on the execution of specific economic policies. The policies enacted may involve allowing failing companies to go bankrupt, putting higher interest rates in stabilizing the currency, reducing borrowing from the government and structural adjustment (Rogoff, 25). The big issue is that the structural adjustment policies make the situation to be worse. For instance, in the Asian crisis that happened in 1997, nations such as Malaysia, Thailand and Indonesia were instructed by IMF to follow tight monetary policy and tight financial policies in reducing the budget deficit and strengthening exchange rates. Argentina was forced in the same financial restraint policy in 2001. This led to the damage of economy as there was a decline in public services investment. It is also seen that when IMF intruded in Kenya in the 1990s, it made the Central bank abolish controls over capital flows. The consent was that the decision made it easier for dishonest politicians to transfer money out of the nation’s economy. This reveals how IMF did not understand the dynamics of the nation it dealt with. In conclusion, in responding to the public demands in addressing the debt crisis of poor nations and offering debt reliefs, IMF introduced the Highly Indebted Poor Countries Inventiveness in 1996 (Feldstein, 18). This was a big disappointment because of the insufficient debt relief supplied and its SAP requirements. Before a nation became eligible for debt relief under the Highly Indebted poor nations, it was supposed to successfully complete six years of structural amendments. The objectives of Highly Indebted Poor Countries were not to sustain debts in the poor countries, but to minimize losses incurred by the rich

Present an idea for a new business idea (coffee shop) in Sydney. The Assignment

Present an idea for a new business idea (coffee shop) in Sydney. The report will take the form of a detailed feasibility study d - Assignment Example Moreover, with the increasing demand for coffee among the people of Australia will assist in better development of this business owing to which this idea can be noted as an effective practice to attain better growth opportunities and generate income in a less risk and sustainable way. What Are Your Objectives For Your Business Over The Next Twelve Months? In its performance during the initial 12 months period, the coffee shop will aim to provide quality coffee and services for the people to have a better recess experience in Australia and thereby strengthen its foothold in the market with due significance towards its mission and vision. Moreover, with greater demand for coffee, the main aim of the coffee shop will be to be recognized as one the best coffee in Sydney in its future endeavors. What Are Your Objectives for Your Business Over the Following Two Years? The coffee shop, intended to be established following this market plan, after developing a better position in the market wi ll aim towards increased profitability as well as towards being reputed as a renowned coffee shop in Sydney over the next two years. ... The coffee shop will provide better quality coffee with enhanced fragrance or aroma and thus create a differentiation within its market sphere. The shop will also be equipped with a friendly atmosphere and staffs so as to give a high quality service to the customers. List All the Products And/ Or Services That You Plan To Provide In The Future In the future, i.e. almost within the next two years, the coffee shop with better positions in the market segment and demand will provide a variety of coffee products to its consumers. The products will include brewed hot and cold coffee products, pancakes with chocolate coffee fillings and ice creams with blended coffee aroma. Who Will Operate The Business? It is worth mentioning in this context that the business of the coffee shop will be based on sole proprietorship. Sole proprietorship signifies that the business will be owned by a single individual who will be entitled for all risks as well as profits resulting from the conduct of the inte grated organizational performances (Linn-Benton Community College, 2013). Who Else Will Be Employed By The Business Immediately? In the initial stage, the coffee shop will employ ten experienced staff, who will be liable to conduct various responsibilities in relation to the business functions and thereby render an effective structure as well as working culture to the company. To be precise, these staff members will be responsible for preparing coffee products and meeting the requirements of the customers to ensure consistent growth in customer satisfaction, which is often regarded as an essential constituent for the long-run sustainability of any new start-up firm. Who Else Will Be Employed By The Business In The Future? In future, with

Social Responsibility of a Business Essay Example | Topics and Well Written Essays - 2500 words

Social Responsibility of a Business - Essay Example Quite often, businessmen can be found expressing their concerns upon the social responsibilities of business. In the modern age, people have become extremely conscious about the issues of health and safety, and sustainability. Having sufficiently achieved the necessities of life, people, organizations, and agencies all are now heading towards achieving psychological contentment. That is why, issues like sustainable development have become a major concern in the contemporary age unlike past, when bringing the industrial revolution was more important that keeping environment healthy with a compromise upon development of technology. As businesses are the key drivers of economy and the practices adopted by business entrepreneurs play a decisive role in the maintenance of health and safety of the environment, a lot of debate has conventionally occurred regarding the relationship between business and society. This gave rise to the concept of corporate social responsibility (CSR). CSR had e volved as a concept to define the link between business and society (Klonoski, 1991 cited in Shah and Chen, 2010, p. 118). One of the leading scholars who have conventionally participated heavily in the debate of relationship between business and society is Carroll (1979) who defined the corporate social responsibility in these words, â€Å"The social responsibility of business encompasses the economic, legal, ethical, and discretionary expectations that society has of organizations at a given point of time† (Carroll, 1979, p. 500). There are six basic responsibilities of the CSR as indicated in the figure below: Responsibilities of CSR (Rotariu and Ilies, 2011, p. 13). Another useful and well constructed definition of CSR is that it is â€Å"a prominent feature of the business and society literature, addressing topics of business ethics, corporate social performance, global corporate citizenship, and stakeholder management† (D’Amato, Henderson, and Florence, 20 09, p. 2). In addition to CSR, another term that has been coined some time ago and that also explains the public concerns with business is public relations (PR). A comprehensive definition of public relations is; â€Å"PR practice is the art and social science of analyzing trends, predicting their consequences, counseling organizational leaders, and implementing planned programs of action which will serve both organization and public interest† (Wilcox et al. 2003 cited in Sinh, 2007). According to Grunig (2006 cited in Jones and Bartlett, 2009, p, 1), the biggest difficulty practitioners of public relations encounter is the enrollment of public relations in the business practices as an acknowledged management function. The social dimension of a business: Business in society exists because of Social Will. Society permits business to extract the resources that nature has given it since time immemorial, to market products and to provide necessary services to its members with the least side-effects on existing morality, social relationships, and the environment. (Alweiss, 2009). Social conscience of the business requires the entrepreneurs to provide the public with job opportunities, eradicate discrimination from the workplace on the basis of race, gender, religion and culture etc, and adopt such business practices that make it green, environment friendly and sustainable.

A Jury of Her Peers Essay Example | Topics and Well Written Essays - 750 words

A Jury of Her Peers - Essay Example Throughout the story, Glaspell clearly depicts how men in those times regarded women as remarks thick with chauvinist undertones are exchanged between the male characters. For instance, while conducting the investigation in the Wright's abode, the county attorney asked Mrs. Peters, the sheriff's wife, to keep an eye for anything that maybe helpful in revealing the real motive for Mr. Wright's brutal murder. To this, Mr. Hale quickly asserts, "would the women know a clue if they did, come upon it" Another example is when the three men overheard Mrs. Hale's query about the quilt, an important evidence missed by the men that would ultimately uncover Mrs. Wright's motive. Mrs. Hale asks, "Do you suppose she was going to quilt it or just knot it" Upon hearing this, the sheriff threw up his hands in incredulity then remarks, "They wonder whether she was going to quilt it or just knot it!" and, "There was a laugh for the ways of women." In light of the chauvinist banter, it becomes evident how the men openly mock the women. These points intend to open the eyes of readers to the reality as to how the society perceives women's ways and undertakings. There is an implication that the society highly values only the activities engaged in by men like their work s. On the other hand, women's activities such as the household chores are given minimal economic significance. These go to show how the chauvinist society distinguishes "women matters" as trivial, thus, of relatively less importance as compared to "men matters." People, even women themselves, fail to realize that women, just like the men, possess the ability and power to contribute to a cause, although in a different manner. As illustrated in Glaspell's story, it is actually Mrs. Hale and Mrs. Peters, being the way they are, who solved the mystery unbeknownst to the men. With their sensitivity to details and common distressing experiences, they have shed light to Mrs. Wright's real motive for taking her husband's life. Social Pressures on Women Based on Mrs. Hale's recollection, Mrs. Wright, the once vivacious lad "used to wear pretty clothes and be lively-when she was Minnie Foster." When this description is juxtaposed with Mr. Hale's image of Mrs. Wright "pleatin' at her apron", the readers are given the idea on the immense change undergone from Minnie Foster, the pretty lady who gleefully sings in the choir down to Mrs. Wright, the lifeless woman who suffered much from her husband's masculine oppression. All it takes is marriage to an oppressive man. It is then revealed that Mrs. Wright murders her husband for killing the bird, her only source of hope that serves as her constant reminder of what her life used to be. Such scenario depicts how the society imposed social pressures on women, especially those who are married. Married women, as if placed in uniform boxes, are packaged by the patriarchal society as obedient wives who readily do their husbands' every bidding. In fulfilling their domestic roles, what becomes central is that they tend to their families' needs primarily. In a way, these result in women developing an ambiguous self-image, which as Mrs. Peter's describes, "as if

The news is a window on the world Essay Example for Free

The news is a window on the world Essay Using information from the items and elsewhere, assess the sociological arguments against the view that the news is a window on the world. It is perhaps correct to state that TV News has probably become the most common source of information that we rely on to gain knowledge about life outside our day to day experiences. News broadcasts are conscientiously handled to give a sense of seriousness and reliability; however some critics have suggested that it is a manufactured and manipulated product involving a high degree of selectiveness and bias. If so, is it possible for TV News to be still seen as a window on the world? Instead of being an impulsive reaction to world events, many reports are planned well in advance. According to Schlesinger (1978), the news diary enables journalists and broadcasters to plan their coverage, and select and book relevant experts. It also allows them to purchase news items from press agencies and also receive press releases from pressure groups, government agencies, private companies and individuals, all of whom wish to publicise their activities which could mean that the needs of these advertisers are made central when decisions about the content of the media are finalised. This happened when there were suspicions that the link between smoking and lung cancer was slow to be reported because of the importance of tobacco companies advertising. The time of a news broadcast and who is thought to be watching, or the readership profile of a paper, will also influence the selection of news. It is assumed that at lunchtime TV programme is likely to be aimed at women or pensioners, and early evening programming is likely to be aimed at schoolchildren as those are the groups of people most likely to be watching television at that particular time of day. These institutions have a public image which they need to maintain in order to attract their audience and it is what is wanted and expected. The News of the World, for example, thrives on over-reported sex and scandal which must be catering to some audience in demand of this type of news. News producers are desperate to be the first to break the news and will go to great measures to get what they need in order to sell. Accepting evidence from sources without appropriately checking its reliability can lead to a biased view in favour of the official side of the argument. Financial considerations and resources available can also influence the news. The point at which the news companys financial year-end falls can affect how, and even whether, costly news items are covered. ITN had spent most of their 1991 overseas budget covering the Gulf War when news of the protests in Tiananmen Square broke and so were unable to capture some of the most memorable images of the decade. For this reason and the availability of space and time, sometimes stories are included or excluded simply because they need to be formed into a logical and consistent bulletin containing a number of items that will take exactly the same amount of time to put across each day. We do our best to give a clear picture of what is going on. In that sense the news is a window on the world, explains an anonymous journalist in 2000, Of course we cant include every detail, or interview every person involved, we try to cover stories in a way that will interest and inform them. Journalists work is often referred to as gate keeping, where they must make decisions by using a number of news values identified by Galtung and Ruge (1973) to determine what is and is not newsworthy. According to these sociologists, events that are dramatic and negative in their consequences, events that can be considered extraordinary, personalised or concerning important figures become newsworthy and cross the gate to become news. Gatekeepers have the power to control what is seen in the news thus curtaining the window on the world and not allowing us to see the depth and broad variety of news from all around. The Glasgow University Media Group (GUMG) has carried out content analysis for many years which involves detailed analysis of the language and visual images used by the media. Along with the traditional Marxists, they argue that all of the news selection is deliberate and the result of conscious manipulation. They have found that the media constantly reflects the familiar theory of the powerful in society, whilst marginalising the view of others. It may indicate a white, male, middle-class viewpoint, as many people in the media are drawn from these social backgrounds. There is a hierarchy of credibility whereby only certain groups are asked for their opinion, as they are seen to be more reliable and their remarks more valid. Protesters tactics are more likely to be reported than their views, experts and establishment figures are more popularly heard than ordinary people. This can be displayed as only a small fraction of the window overlooking the great big world. As a final approach to this question, in contrast to all the conclusions made about media being manipulated in accordance with powerful authorities, the pluralist view, argue that the news reflects the full diversity of viewpoints in society and that certain views will dominate in each situation, whereby the bias is usually inconsistent. The work of the GUMG shows that the media do not just reflect public opinion but that they also provide an agenda for the public, so that people think about issues in a way that benefits the ruling class and help maintain the capitalist system. In this respect the media are a powerful ideological influence and so news cannot be a window on the world if what we are looking through, is a blurred reality.

Summative assessment Essay Example for Free

Summative assessment Essay THE TAQA AWARDCANDIDATE SUPPORT DOCUMENT Candidate Name Assessor Name Vocational Mentors Name Start Date Introduction to document This document has been developed to assist you to develop your skills and knowledge to be able to operate as an effective Assessor. The completion of this document will provide knowledge for learning outcomes in order to complete a multi-choice test for unit 1 Understanding the Principles and Practices of Assessment. In your introduction to the award you will have been provided with a variety of information including. The role of the Assessor Guidance on assessment of different types of evidence Guidance on the  arrangement for assessment The Centres appeals and complaints policy The Centres Quality Assurance Policy These documents and other information provided during your training should assist you in the completion of this document. Introduction to Qualifications and Credit Framework QCF Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. The QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate  credit at their own pace and use it to claim for a qualification when they are ready. The Assessment Process Assessment is the process of collecting evidence of performance and knowledge and making judgements on Whether the evidence meets the required standard Whether there is sufficient evidence to justify a position decision. The assessment is concerned with whether the candidate has collected and presented sufficient evidence to demonstrate that they can carry out work to the agreed standard and possess the knowledge and understanding which underpins their practice. If the evidence is sufficient then the candidate is judged to be competent in the specific area of practice. If the evidence is insufficient then the judgement is that competence is not yet demonstrated. Candidates should be afforded every opportunity to demonstrate their competence but it should be acknowledged that some candidates may, irrespective of their assistance and work opportunities available, find themselves unable to demonstrate competence. The assessment system should be Transparent in that the assessment procedures are clear and easily understood  by the candidate and that the evidence is explicitly presented and assessed and accessible and open for verification purposes. Valid in that the types of evidence used for assessment are clearly able to demonstrate competence, and where appropriate knowledge. However it should be borne in mind that knowledge does not in itself demonstrate competence, and Reliable in requiring different assessors to make consistent judgements based on the same evidence. Evidence is classified into performance evidence, which refers to competence which the candidate has personally  demonstrated and knowledge evidence which refers to what the candidate knows. The terms primary evidence and supporting evidence for any criteria, will normally be in the form of observation performance or assessment of a work product e. g. reports, records etc. Supporting evidence is used to support primary sources of evidence and is particularly important where there is a doubt as to the sufficiency of the primary evidence. The evidence for the core competences in any element is commonly fully supported by using evidence from observation, work products and a reflective account. Naturally occurring evidence is that which arises out of the candidates normal work activity and is considered to be the most useful type of evidence as it allows assessment of the candidates day to day competence without disruption to normal work activity. It is therefore likely to be a cost effective way of collecting evidence. Please answer the questions below- 1. Understand the Principles and Requirements of Assessment Explain the functions of assessment in learning and development Assessment is used to determine if learning and development is taking place with regard to specific criteria. The criteria are usually set by the awarding body for each qualification the learner is taking. The purpose of assessment in learning is to determine the learners level of competence by using a range of different methods. Based on the findings of the assessment and the evidence gathered during the assessment, decisions can then be made by comparing the evidence against the qualification standards. This will determine if the learners Competence, Knowledge Understanding of the subject, and Skills required to carry out required tasks are of a sufficient level to meet the laid down criteria. Assessment should be used to focus on improving and 1 / 10 reinforcing learning. It can help a learner understand how they are progressing and what they may need to do to improve their knowledge and progress further. ?Initial Assessment Review of Progress? Assessment Planning ?Decision Feedback? Assessment Activity ? Initial assessment ascertaining whether a learner has any previous knowledge or experience of the subject or topic to be assessed. Assessment planning agreeing suitable types and methods of assessment with each learner and setting targets. Assessment activity this relates to the methods  used for example observation or reflective account. Assessment decision and feedback making and judgement of success or otherwise. Giving constructive feedback. Review of progress reviewing progress, assessment activities, targets/plans Define the key concepts and principles of assessment Concepts are the aspects involved throughout the assessment process. They include Accountability being accountable to my learners, my organisation and the awarding body to ensure an I am is carrying out my role correctly, Achievement the funding that an organisation receives is related to a learners achievement. It is useful for me to keep a record of my learners achievement Assessment strategies following strategies in a specific subject will ensure roles are carried out correctly and working toward assessor qualifications Benchmarking involves comparing what is the accepted standard against the current position of our own learners performance Evaluation the assessment cycle should be evaluated on an on-going basis and feedback obtained from learners, managers and assessors Internally or externally devised assessment methods internal assessments would be devised by myself such as projects, questions or written assignments. External are assessments produced by the awarding body Progression progression of a learner should be taken into account when Im assessing learners ie career progression. Progression should always be discussed with the learner Transparency to aid transparency I need to ensure that everyone involved in the process clearly understands what is expected of them Types of assessment includes initial, formative and summative as well as diagnostic tests which ascertain a learners current knowledge Key principles of assessment include Communication should take place regularly with learners, internal quality  assurers and employers. CPD maintaining currency of knowledge and skills Equality Diversity assessment activities embrace equality, inclusion and diversity Ethics assessment process should be honest, moral confidential and integral Fairness planning, decisions and feedback should be justifiable Health Safety this should be taken into account throughout the assessment process Motivation encouraging and supporting learners Quality assurance ensuring assessment decisions meet standards Record keeping accurate records should be maintained Responsibility following  organisational guidelines and making objective decisions SMART assessment activities should be specific, measurable, achievable, realistic and timely. Standardisation that all assessors are making comparable and consistent decisions Explain the responsibilities of the assessor By following the concepts and principles of assessment will ensure an assessor is performing the role according to all relevant regulations and requirements. The role of the assessor is to assess the learners knowledge and performance. This includes, Assess learners work and evidence against  specifications. Ensuring work is authentic Make decisions and give feedback Provide support appropriate to learners. (Adapting teaching, learning and assessment activities Decide whether the learner has demonstrated competence. Apply equal opportunities Ensure that their assessment practice meets QCF guidance. Keep up to date with training on assessment. Prove they can assess effectively Standardise judgements and practice with others Follow organisational and regulatory authorities procedures Identify the regulations and requirements relevant to assessment in own area  of practice Health and Safety at work Act (to ensure the health, safety and welfare of persons at work). I have to be aware of risks involving activities in the assessing of my subject. I need to confirm learners knowledge of fire exits, first aiders and any relevant points concerning the area we are working in. Health and safety issues should be acted upon Equality and Diversity requires me not to discriminate against any learners on the grounds of race, gender or disability. I must provide a learning environment where every learner is treated fairly and equally, promoting inclusion using  various resources. Promoting equality and valuing diversity means allowing every individual 2 / 10 regardless of age, race, gender, disability, and culture or religion access to learning and actively removing barriers that would prevent certain learners from gaining a learning experience. At the start of the lesson I would identify experience within the subject with a skills scan. Data protection Act states that I must safeguard personal information at all times, holding only the relevant information and only allowing authorised persons access to these details. SoVA is ensuring I keep  young people and vulnerable adults are safe. Recognising the signs of possible abuse and dealing with the situation in a sensitive and calm manner. A vulnerable adults is defined as a person aged 18 years or over, who is in receipt of or may be in the community care services by reason of mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation (Bonnerjea 2009). Code of Practice, as an assessor I must adhere to the principles, processes, practices, responsibilities and  quality assurance as documented by my organisation assuring all learners receive the best possible learning experience. A criminal background check is typically conducted by law enforcement or employers to verify your criminal history. A full criminal background check will list every arrest, charge, conviction and acquittal you have ever had. Criminal background checks are primarily used by law enforcement and the courts to determine an individuals criminal history for charging or sentencing purposes. Recently, employers, landlords and other organizations have begun using  them to ensure they are not hiring or housing dishonest or violent criminals. My role, responsibilities and boundaries as an assessor within the terms of the teacher/training cycle can be split into 5 areas Identifying the needs of the learner this is the first step within the teacher/training cycle and can also be known as the initial assessment. During this initial assessment it would be my responsibility to identify their needs this could be achieved by obtaining knowledge from the learner by completing a skills scan and by speaking personally to them. The information gathered would  enable me to plan a lesson around the individual or group taking into account abilities, disabilities or special requirements. Apply ground rules, these could include the respecting of others within the group, not to criticise their opinions but to understand the reason behind the idea. I believe this would promote equality and diversity within the group. This will also promote appropriate behaviour and respect for others. Planning and designing Now that I am aware of the learners needs I can progress to the next step of planning and designing. There are many areas to address before  planning starts. This ranges from the time, location, access, resources, risk assessments and health and safety. Different learning styles VAK must also be considered and the variety of resources available to me. I must also be aware of the core standards and work to a criteria and the learners must be conscious of time constraints ensuring the plan is completed on time. Facilitate As an assessor I must ensure the environment is suitable and the learner has every opportunity to learn, understand and be supported and that my aims and objectives are clear and can be met. Feedback  from the learners is important to ensure I am on the right track and that the session is being carried out correctly. I can adapt the session accordingly to ensure all learners receive the correct learning incorporating inclusion. It is my responsibility to maintain a safe and supportive learning environment for the learner to enable the best from the individual. This will ensure the learner is comfortable with me and their surroundings to be able to meet their needs and the criteria. Assess During the session I have to constantly monitor understanding, participation and assess progress. The assessment phase of the teacher/learning cycle lists continuous progress and review. I must give feedback regularly and it must be kept positive and constructive. All records must be kept relating to the individual, these include test results, reviews, attendance, initial assessments and feedback. The boundaries are that I must only assess what is relevant and valid, always allowing the learner to demonstrate their knowledge and understanding without interference from me or outside sources not involved in the assessment. Evaluate It is my responsibility to evaluate how the session went. With feedback it should be kept confidential as it usually contains personal views and information. There may also be a requirement to get other parties involved to promote the learners learning. It is my responsibility to ensure the session meets the needs of the learner and the 3 / 10 criteria. Understand different types of assessment method Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Performance evidence provides proof of what a candidate can do. Sometimes, performance evidence can also provide evidence of what a candidate knows. Method of assessment How and when this method could be usedEvaluation of methods (include reference to the needs of particular learnersStrengthslimitations Workplace observation ? During the learners day to day job role/taskGives a better overview of how the learner performs and how they can cover the criteria holistically. Observations are natural and reliableLearner can be called away to do something not related to the criteria. Can be simulated. Learner may feel nervous of on edge during observation Examining products of work Once an assignment has been set for learner to gather information  needed. This will emphasise what the learner understands about the criteria and it is product evidence that can be used and referenced within the learners portfolio. Reliable as these are naturally occurring Some learners may not be able to gather product evidence as they do not use it for their job role. Files may not be accessible due to confidentially Simulations and skills tests To ensure the learner has the relevant skills needed to meet the criteria. Simulate a situation to cover criteria. Skills tests will high light what strengths the learner has and what can be worked on to meet  the criteria. The learner can also have more input on how to achieve the units. Aids in covering awkward criteria and can make the learner think about their role in more depth Time can be a factor if the learner is too busy. If the learner has not completed a skills test before they may be nervous. Its not a real event and therefore could be completely false Projects and assignments To meet criteria of a unit that cannot be assessed by observation. This will show the knowledge the learner has and their ability to complete and understand the project/assignment. Personal life can restrict a  learner from completing assignments and projects. If they have not understood the criteria they may not cover it completely and need to revisit to complete. Questioning and discussion During an observation or guided discussionTests the learners knowledge and understanding. Prep the learner so they can do some research. Validates reflective accounts and learners knowledge If no prep has taken place the questions and the discussion will not be structured. Some learners do not perform well and they feel pressured. Witness testimony To cover criteria of certain units where a skills  testimony is needed. This is a statement from a peer regarding the learner and their competency. This will give an insight about the learner from another colleague or peer on how they complete certain tasks to cover the criteria. Good coverage of evidence when assessor is not there If the context of the WT is not explained an incomplete WT may be written or it can be unreliable. Learner statement/ Reflection To check the learners knowledge of certain criteria points and also a scenario they may have encountered that relates to the unit. This will give an honest account from  the learner regarding a situation they have been involved in and how they dealt with it. Some learners cannot reflect well and do not know how to converse situations onto paper. They can be completely false events Case study This can be used when the learner has a colleague/student they have worked with on a certain project. It can be a real situation they describe or a scenario set by the tutorThis method can be strong to be able to cover the criteria if the learner writes the case study well. Poorly written will not cover criteria and if the learner cannot convert a situation onto paper well it can cause stress to the learner. RPL Recognition of Prior Learning is a method of assessment by which learners can gain recognition for Knowledge, understanding, skills and competences that they already possess. If a learner has evidence from another qualification or experience they have already completed it can be used to support the criteria on the new qualification. Theres no repetition in assessments and is time effectiveIf evidence cannot be found or it is out of date it cannot be used. This can mean that the learner will take longer to complete the qualification and will need to do more work if RPL was planned to be used. Needs backing up with questioning as attendance doesnt necessarily mean understanding Understand how to plan assessment Summarise key factors to consider when planning assessment Evaluate the benefits of using a holistic approach to assessment Explain how to plan a holistic approach to assessment The 4 / 10 key factors to consider when planning assessment are Assessment type and method Dates, times and duration of assessment activities Individual learner and qualifications/employment level Location and environment Requirements for making decisions and giving feedback Resources and materials. Special requirements/learner needs Staff availability Type of evidence required I must consider how the criteria will be met i. e. observation guided discussion or personal statement. I would plan the time needed for the assessment chosen to make sure enough is captured and the assessment process recorded. A holistic approach to assessment allows me to see the process as a whole and in some cases can cover so much of the units that cross referencing can be achieved. I will need to take into account the learners previous experience and if they can provide evidence relating to the experience. This can all be considered if a holistic approach is carried out. This can be gathered and provided at the next planned meeting. Sometimes an observation can take place straight away as long as the key factors have been considered. If not I would plan for the next visit so the learner is aware and they can also make arrangements so I can observe holistically relating to the units and criteria. There are times when meetings and an assessment process have been scheduled but cannot be carried out because of an unplanned event. I would discuss a different approach with the learner to ensure the criteria can be covered. Within my job role I have to take into account the needs of the learner and what is the best process to cover the unit. Some of my leaners do not feel comfortable writing so in this instance I would use a guided discussion. There are some learners that do not feel comfortable talking so I would explain the use of a personal statement/reflective writing and how it can be written. A personal statement/reflective account is a form of self- assessment for the learner. If they understand the unit and how it relates to their job role they will be able to write a detailed personal statement/reflective account about themselves and their  understanding. Summarise the types of risk that may be involved in assessment in own area of responsibility Explain how to minimise risks through the planning process 4. 1 Explain the importance of involving the learner and others in the assessment process With all assessment processes there are some risks involved and these need to be taken into consideration. I will always ensure I am not stopping the learner from completing their duties and that the assessment can take place. Health and Safety is very important as I may need PPE in some areas of the assessment. This should be asked and verified when the planning is discussed. Lone working is another factor to consider. There are also risks relating to the learner work itself. Every learner has to sign their own work to validate it, but there is always a risk that the work that has been completed is false. This relates to breach of quality assurance principles (VARCS) Practical assessment and 1st hand observation helps reduce the issues of plagiarism of false misrepresentation. Open questioning and rationales of duties roles and responsibilities, help promote confirmation of validity, as would a greater understanding of the candidates style of work Other risks may include Learners  not turning up for their appointment Learners not being competent in their job role Learners not being ready for assessment. Others involved may need notice of assessment ie managers and service users Costs involved in travelling if appointment are not properly planned To minimise these risks it may be possible to Send the learner a reminder message Complete a skills scan prior to sign up Email managers to keep them up to date with assessment appointment Ensure all parties agree and sign a plan. 4 Understand how to involve learner and others in assessment 4. 1 Explain the  importance of involving the learner and others in the assessment process 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning HYPERLINK http//search. babylon. com/imageres. phpiuhttp//maslowa cademy. com/wp/wp-content/uploads/2012/02/pyramidwithoutkidswords. pngirhttp//maslowacademy. com/ighttp//t3. gstatic. com/imagesqtbnANd9GcQ6HZvvyF2O6VKf87r3uHageOCfEYIN4_9gJ4Vcqhtr 5jttnPc1x47ykaxth1886w2457qmaslowbabsrcHP_ss_din2g Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslows ideas surrounding the Hierarchy of Needs concerning the responsibility of employers to 5 / 10 provide a workplace environment that encourages and enables employees to fulfil their own unique potential (self-actualization) are today more relevant than ever. Abraham Maslows book Motivation and Personality, published in 1954 (second edition 1970) introduced the Hierarchy of Needs, and Maslow extended his ideas in other work, notably his later book Toward A Psychology Of Being, a  significant and relevant commentary, which has been revised in recent times by Richard Lowry, who is in his own right a leading academic in the field of motivational psychology. Involving the learner and others is very important when discussing and planning an assessment. This will give the learner chance to give their input into how they can cover the criteria and also what evidence they can bring to supplement their knowledge and training they have already had. Encouraging the learner to reflect on, and correlate previous experiences or qualifications will aid the assessment process. Reflective writing not only aids improvement, but promotes learner inclusion in their own learning. Reflective accounts throughout the course are a good example of this. By involving others i. e. learners manager or peer they can be used to provide a WT (witness testimony) relating to the learners everyday tasks and duties. This is ideal as the manager has a good insight into the learner and can give a very detailed account that is role related. This is also known as peer assessment and the learner will need to explain and work with their manager to ensure the manager  understands the nature of the WT and how it relates to the qualification. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners The learner induction guide is given to every learner. This contains a short explanation of the following Introductions Learning and training plan Visits to the workplace Assessments and the process Training Responsibilities of the learner, assessor, training provider and awarding body  Health and safety Equal opportunities Data protection Roles of IQAs and EQAs Internet safety guidance Examples of reflective writing and witness testimonies Complaints and appeals procedure. The complaints and appeals procedure is discussed with the learner at induction and revisited a number of times throughout the learner journey Visual is the providing of reading material for the learner to take away and research. I provide each learner with a list of resources at induction. Auditory is the explanation of how the unit can be covered and by what means to cover the criteria. This will also give the learner a chance to have input into the method and assessment. Question and answer will enable me to get a better feel of the learners knowledge and understanding of the course. Most of my learners are different and not all will use the same learning technique or gain the same understanding if only one technique is used. I will always have resources with me and I will discuss this with the learner to gauge what is the best method for them to meet their learning needs. Some learners will learn better on a computer and feel more confident writing an essay on a computer. Others need more visual stimulation so I will use easy read handouts and links to websites. I will always make the learner feel involved in the learning process rather than tell them what to do, this will make them feel more in control of the situation and can sometimes make the task more enjoyable if they can put their own spin on it. Understand how to make assessment decisions Explain how to judge whether evidence is Explain how to ensure assessment decisions are Sufficient enough evidence as specified in evidence requirements and/or assessment strategy Authentic Being the candidates own work. Current evidence that the learner possesses the skills and knowledge being claimed Made against specific criteria Valid selecting and using an appropriate method of assessment in relation to the skills and or knowledge being assessed Reliable assessors achieving a constant approach to the way they make judgements and learner evidence Fair ensuring candidates are assessed consistently and objectively to the standards Factors which could influence a judgement or decision. Appeals ensure organisational procedures are followed and records are kept Complaints remain objective and do not let complaints influence  future decisions Consistency remaining unbiased towards learners Methods of assessment using appropriate and alternative methods Plagiarism copied work the others or producing work that does not belong to them Pressure feeling of pressure to pass learners due to time, funding etc Type of 6 / 10 assessment assessment needs to be fair and ethical VARCS valid, authentic, reliable, current, sufficient When gathering evidence from the learner I must make sure it is correct and relates to the specific criteria of the units. I would judge the type of evidence submitted is sufficient by comparing it against the standards. For instance if a personal statement is submitted I would sit down with the evidence and read thoroughly marking off the criteria as I read, this will ensure the information is valid. I would make sure the learner authenticates the evidence by signing and asking a manager to read, clarify and sign also. By asking for a managers signature it also ensures the evidence is current, reliable and relates to the learners job role. The assessment decision needs to be fair for all learners and feedback given regularly to the learner. This will ensure inclusion for the learner and equality and diversity is followed. Another method of checking authenticity can be to ask the learner questions relevant to the work completed. It can sometimes happen that a learner will get another member of staff to do the work for them. This will ensure the work is their own and they understand it. You can also use another colleague or the manager of the company to authenticate the work. I can speak to the person named as the peer to ask if they can authenticate the work and get them to sign a separate sheet of paper. 6. Understand Quality Assurance of the assessment process 6. 1 Evaluate the importance of quality assurance in the assessment process. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice. Quality assessment is part of the quality management process. Quality management processes are intrinsic to a quality management system. A quality management system may consist of policies and protocols to ensure that a service or intervention is optimally delivered and will incorporate indicators to demonstrate whether such success is being achieved, in the early, mid and end stages of an intervention or programme. Such indicators need to be reported and fed back in to the loop of assessors and IQAs so that quality improvements can be made continually. These are fed back to assessors through personal one to one meetings with their line manager and standardisation meetings. Standardisation meetings are carried out regularly to ensure the assessment and IQA requirements are interpreted accurately and that all assessors and IQAs are making comparable and consistent decisions. Aspects which can be standardised are Assessment activities looking at safety, fairness, validity and reliability. Creating a bank of assessment materials assignments, multiple choice questions How are wen resources are used How learner evidence meets requirements How assessors interpret the assessment procedure  and standards and how they make decisions The way that assessment plans and feedback records are completed The way learner reviews are carried out Updating assessment and IQA documentation. Internal quality assurance (IQA) relates to the monitoring of the learner journey throughout their award, this is to comply with internal and external organisations requirements to ensure the quality of assessment for all learners. All assessment decisions will be carried out by a qualified assessor in their own subject area and sampled by IQAs.

Examine Radical Social Work Theory Social Work Essay

Examine Radical Social Work Theory Social Work Essay First of all, social work theory is defined as an explanatory framework, the accumulation of knowledge, ideas, skills and beliefs social workers draw upon to help to make sense of what social work is and how to do it. (Oko, 2008: pp.6) In other words, theory in social work helps to organise and structure the world we live in and help us to make sense. Particularly this is important when dealing with service users. Vulnerable people are those in need and under stress who often lost control under their lives. Therefore, it is critical to assist them in explaining reality to make sense of what is going on and why. Not being able to understand reality is stressful for both service user and practitioner. (Howe: 2009). Beckett (2006: pp.33) defines social work theory as a set of ideas or principles to guide practice. The definition stresses the importance of how theory informs practice leading to assessment and intervention. This is supported by Teater (2010: pp.1) who hold the view that t heories help to predict, explain and assess situations and behaviours and provide a rationale for how social workers should react and intervene with clients who have particular histories, problems or goals. It is worth pointing out that theory to be right has to explain the situation and provides us to solution. However, different types of theory can be used differently in the wide spectrum of intervention. Alternative theories can lead to a different process of understanding, assessing and intervention. It is essential therefore to analyse and adapt theory all the time. (Teater: 2010) Howe (2011) similarly refers to theory as a guide that influence practice in five key area such as observation, description, explanation, prediction and intervention. According to Howe (2011), social workers must answer a serious of question to understand complexity of the situation and to see pattern. Firstly, social workers have to define problems and identify needs of the service users. Secondly, m ake sense of what is going on by analysing and assessing situation. Thirdly, set out goals, and make action plan. Fourthly, assess available resources, skills and methods that will be utilised in social work process. Finally, review and evaluated the whole process. The origins of social work theory can be traced back to the early nineteenth century and are strongly embedded within the Industrial Revolution and development of social sciences. (Howe: 2009) The age of Enlightenment was very tough and disruptive period follow by the Scientific Revolution and rapid industrialisation. Migration of people, high degree of destitution, crime and poverty forced to change. Significant attempts were made to utilise developing social sciences such as psychology, sociology and economy to improve social and political conditions of society. (Howe: 2009) The work of Wilson et al. (2008) emphasises the importance of formation the Charity Organisation Society (COS) in the 1869 as the date from which social work as a recognise practice began. It has been suggested that social work originated by the COS resulted in creation a social work theory as a response to social disadvantage and unrest. (Wilson et al. 2008: pp.50) The above explanation the origins of social work theory lead to justification why social work theory is contested. Social work theory has explored all types of knowledge and experience in its attempt to understand relations within society and help people. The work of Maclean and Harrison suggested that no single theory can explain everything. An eclectic approach is usually required. (2011: p.15) The statement means there is no dominant theory in social work practice. People their relationships and interactions are complex, consequently social work theories must derive from different sources discipline to explain human behaviour, position in society, relationships within psychological, social, economical and political context. This agrees with the view of Payne (2005: 44) who refers to borrow knowledge in social work practice. Oko (2008: p.7) draws attention to social constructionism and fluidity as a view of social work where everything can changed depends on context, time, legislat ion, policies and different expectations about peoples behaviour. Social work theory is contested because embrace a variety of different practice setting, with different groups of service users as well as working pattern and constantly changing context of policies and directives. When discussing types of social work theory, it is important to recognise that those can be seen at three different levels; theories of what social work is about, how to do social work and theories of service user world. (Payne: 2005, p.6) The first statement apply to grand theories, these are orthodox theories that seek to explain society as a whole. It is important to mention that there are three main sources of social work theory such as psychology, sociology and systemic. (Howe: 2011) However, social work theory also derive from other discipline such as philosophy, law, medicine, social policy etc. (Howe: 2009) An example of grand theories are psychoanalytic theory, behaviourism, systems theory, humanis m, Marxism and Feminism. (Wilson et al. 2008) The other group are mid-range, theories that Wilson et al. (2008: p.107) called practice theories these indicate the methods of intervention and are the result of the contribution of grand theoretical perspective with practice experience. The last but not least, are informal theories, use to explain individual cases or behaviour. Informal theory is the practitioners own ideas about a situation based on personal and professional experiences. Wilson et al. (2008) refers to practice wisdom, self-awareness, intuition, not knowing and personal experience as issues related to informal knowledge. Whereas, Beckett (2006: p.185) discusses informal theory as common sense. This section of the essay will examine radical social work theory and empowerment paying special attention to the factors such as professional and political contributors. By the 1960s, more attention was beginning to be paid to the social consequences of capitalism. Capitalism started to be seen as the economic order of an unequal and unfair society shaped by psychodynamic theory especially casework. (Howe: 2009) First strong critical view of the social and personal effect of capitalism and the economic structures became known as Marxism or radical social work. The origins of radical social work date back to 1970s to the Case Con manifesto. (Wilson et al. 2008) People like Karl Marx, Beatrice Webb or Octavia Hill radically questioned existing structures that caused poverty and deprivation. (Howe: 2009). Radicals expressed necessity to work with people within a wide socio-political context and not in isolation. (Wilson: 2008) Ideology of Marxism has had immense impact on social work t heory as a result created collectivism, empowerment, anti-oppressive and critical theory. These lead to development of practice method with service user such as, anti-oppressive practice, advocacy, welfare rights, service user involvement, radical casework and community development. (Wilson: 2008: p. 107) It is clear that on the grounds of radical theory grew up the idea of empowerment. The concept was developed based on the critique that services provided often contributing to service user sense of powerlessness and lack of choice. Empowerment is about the service users having choice and control over own life. It promotes a way of working with service users based on equality and partnership. There is no doubt that social work is deeply rooted and shaped by socio-political context. (Wilson et al. 2008) Horner (2009: p.3) rightly points out that good practice is not a truth, but is a function of political, moral and economic trends and fashion. Currently, it has been suggested that the space for practicing in an ethical and empowering manner have been progressively limited by the managerial, budget-driven polices of the last few years. (Ferguson Woodward, 2011: p.15) Social workers still work with service users but normally in the conditions that do not depend on them. The constraints often lead to excessive caseload, lack of resources as well as lack of support, supervision and unfilled vacancies. Professional work setting can limited creative use of theories by imposing favourite well know theories, as a consequence of managerial and bureaucratic agenda. Managerialism and bureaucratisation seems to be a potential danger for contemporary social work theory and critical r eflection. Meeting deadlines, filling in forms, standardised and integrated assessment framework are crucial nowadays. It looks like humanity has been lost in paperwork and one size fits all approach. In addition, issues are trivialized by media and political hostile approach to social work. (Ferguson Woodward: 2011) This can be clearly seen when a tragedy happens such as the death of the child in care then the response is often a blaming one bloody social worker instead of wider social and political context. (Thompson: 2009) An illustration of this can be a case of Victoria Climbià © and the social worker who was working on this case Lisa Arthurworrey. (The guardian: 2007) When discussing political influences it is important to recognise that the publication of the Kilbrandon and Seebohm Reports are a matter of the relationship between social work and politics. It is clear that these documents and the follow legislation lodged social work firmly within the state sector with the voluntary sector as supplementary. (Ferguson Woodward, 2011: p.57) Since then social work has been driven to a different degree by politics, professionals, central government and administration. The subsequent evidence of political influences can be observed in a case of Clement Attlee and Jacqui Smith, politicians who have affected contemporary social work. Clement Attlee former Labour Prime Minister has seen social workers as activists. In his understanding social workers should ..work in non-oppressive waychallenge polices and structural inequalities.. (Ferguson Woodward, 2011: p.15) The statement shows political influences of radical tradition such as to be critically refl ective, willing to change the system not the service users. It also identifies the empowerment theory and anti-discriminatory practice in working with service user. In contrast to this, Jacqui Smith, the former Minister for Health argued that social work is a very practical job.. not about being able to give a fluent and theoretical explanation of reasons and causes of problems. (Horner, 2009: p.3) Smith claimed that new social work degree courses had to focus on practical training. The above is an excellent example of political influences social work has to deal with. Surely, Jacqui Smith was right practical abilities are critical in social work practice but on the other hand, she has decreased the value of theoretical issues that are equally important. Only through explanation of service users world a social worker empower the individual, make sense of his/her reality, by understanding the situation service user can take control over own life. The next important point when discuss ing political influences are devolved administrations that shape the politics of social services (Drakeford: 2011) The actions of central government shape the terms and the capacity of social work services but the delivery of those provisions lies within local authorities. This is seen as another example of relationship between social work services and wider political and organisational context. This part of the essay attempts to show the prospects of discrimination and empowerment in social work. It is worth pointing out that in the new global economy, neo-liberalism has become a central issue for radical social work practice. In the UK, neo-liberal policies have resulted in creating an unequal society where the rich grow richer and the poor grow poorer. (Ferguson Woodward 2011) Neo-liberal approaches such as consumerism and marketism, undermine social work values and relationships with service users as well as limit possibilities for critical and creative practice. An example of this are the differences and dilemmas in terminology between patients, clients, service users and users of service that reflect on the way practitioners think and relate to people. A strong critique is presented by Ferguson and Woodward (2011) who blamed the management of social work for being too willing to decrease values base and increase managerial agenda. The authors also argue that nowadays too many social workers present authoritarian role in relation to service users treating them like objects rather than subjects. In relation to discrimination, radical social work theory direct social workers to work as agents of social control by helping people to understand their situation and unfairness as well as why and how it was created. In other words, social workers are raising peoples political and social awareness; consequently, people are able to recover power and control over their lives. Discrimination in social work, from radical point of view can be viewed through social policy, identification of service user needs, allocation and accessibility of resources. Therefore, it is important to recognise respect of rights, responsibilities and opportunities as main issues of anti discriminatory practice. Social workers can be discriminative because they have a power and control over peoples lives. That is why, they have to exercise them with awareness, thought and sensitivi ty. (Howe, 2009: p. 146) The concept is supported by Backett (2006: p.186) who suggests that common sense which is often used by practitioners in theories, tends to incorporate the prejudices and assumptions of a particular time and can be insufficiently used especially by social workers with little personal experience. Practitioners bring into social work practice and theory their own beliefs, values, histories, culture experiences and biases. Judged by these criteria, it is clear, that social workers must be critical and self-reflective. It seems to be a matter to understand that we do not live in equal society. Oppression is deeply rooted in the process of our socialisation. If social workers want to work in anti-discriminatory way they need to develop confidence and skills in exploring the way oppression operates in society. This is supported by Thompson (2009) who argues that empowerment in social work is something more than process of gaining control over service users life bu t is about taking account of discrimination and oppression at the first place. Social work theory can assist practitioners by guiding and explaining the models of oppression. This is necessary in order to support service users to understand and tackle the oppression they may face. An example of this is PCS model presented by Thompson. (2009: pp. 144) The model has been designed to express how our personal prejudices are strongly embedded within cultural influences and structural power. The PCS model operates at three levels such as personal, cultural and structural. Personal refers to individual oppression thoughts and attitudes as well as psychological factors. This can also refers to prejudice and personal views of social workers. Cultural explores the way that groups, based on commonly agreed values, define what is normal. Empowerment in this case will include challenging stereotypes. Structural level refers to oppression within wider socio political climate and social power and refers to the way differences are viewed by society such as class, race, gander etc (Maclean and Harrison: 2011) It is worth pointing out that to treat everyone the same is not to treat everyone equally. Dominelli (1997, pp. 31) draws attention to colour blind approach based on false premise that everyone is the same. The potential discrimination when using theories can be recommended theories on the grounds of their effectiveness with similar case. Social workers when using theories must take into consideration that everyone is different, has different experiences, needs, problems. They have to be reflective and work against one size fits all approach. It is important not only to assess needs but also to consider differences. The intervention in peoples lives without taking account of key issues such as age, disability, ethnicity, gender, race, sexual orientation can do more harm than good. (Thomson, 2011: p106) Form this perspective social work is a part of emancipatory project pr omoting social equality and social justice among people who are marginalised or disadvantages. Croft and Beresford (2005) noted that empowerment has potential to be both regulatory and liberatory, it brings about social change based on collective obligation to the individual. Therefore, empowerment is often used as part of discourse of individual rights and responsibilities. (Oko: 2008) It is more than enabling is helping service users to become better equipped to deal with the problems and challenges they face. (Thomson: 2009) It is worth noting that empowerment is not about transferring power from social worker to service user this can be very disempowering as well can cause addiction to social work services. Another potential danger in utilising empowerment theory is seeing service users as weak and vulnerable rather than experts who require support to address the needs and achieve goals. (Maclean Harrison: 2011) Wilson et al. (2008: p. 81) argues that people are own agents with not only rights but also the capacity to make choice and decision. Empowerment theory in contemporary practice can be seen by not only having a voice but also having an advocate; informing about services available in relation to needs, supporting in developing skills such as parental skills, information technology etc. The aim of empowerment is to increase self-esteem of service users, currently this is carried out by putting in place self-directed support and personalisation programmes. The last section of this essay assesses how perception of theory can support to be a more effective practitioner. As presented earlier theories outline explanatory framework for helping to make sense of the situation as well as shape our thinking (Oko: 2008) In other words, theories represent organised ideas and beliefs that guide social workers thinking and practice. Doel (2012: p135) compare theory and practice to a cup of oil and a cup of vinegar which shaked mix for a while and separate out. Theory is necessary, in order to gain control over the situation. It not only explains the situation, from a different perspective but provide guidance about what to do with these explanations. (Doel: 2012) Theory to be useful has to be constantly verified and updated. The relationship between theory and practice can be build upon IBL so issue based approach to learn (Oko: p. 99). The approach inspires social workers to think about what has been learned and how this new knowledge, experience or skill can be assimilated and utilised in practice. There is no doubt that values base, skills and knowledge facilitate personal and professional development. This is a key of being a critically reflective practitioner. A good understanding of the different theories can guide practice and create effective and successful intervention. Theory makes sense of the situation and creates ideas about why things are as they are. It not only shows the direction of intervention but also explain service users behaviour and actions. Theory can indicate why an action has resulted in a specific behaviour, it also helps to see patterns. Consequently, social workers may get to know the issues affecting service user lives. Another argument for using theories is that its assist social workers to be more confident and better prepare to critique of their point of view. It is vital to be able to justify the decisions made in social work practice. Using theories give social workers a backup to justify a ctions and explain working practice to service users, managers, other professionals or themselves. This justification of actions on the grounds of theories leads to greater accountability. An example of this can be assessments or reports both are professional papers that look for evidence and not unjustified judgements based on common sense. When working with service user, empowerment theory can be utilised by building positive self-esteem and focus on strength and potential of service users rather than problems and difficulties. It is essential to attempt to work in partnership and collaboration with service users. Radical social theory in practice can be seen as attempt to change system to fit to service user rather than change service user to fit the system. It is important to acknowledge that even if theory seems to match to a service user, it does not always mean that this is the right understanding of service users life. Even if theory appears to work, social workers still nee d to stay open minded and continue the process of being critically reflective. Social work practice is part of a process of evidence making where issues have to be constantly verified and checked out in the light of new circumstances or information. As mentioned before no single theory can explain everything. (Maclean Harrison: p 15) Different approaches in social work practice are needed to suit different circumstances. As a qualified social worker, having in a depth knowledge of theories will assist me to be a reflective and critical practitioner, open to a greater degree to the needs of service users. Deeply and accurately consider all facts and issues and not taking anything at face value. Instead, one must remember to always probe beneath the surface in looking for a right answer.

Airbags :: Car accidents

  Ã‚  Ã‚  Ã‚  Ã‚  Crash! Your car just smashed into the car right in front of you at a speed of 35 mph. The whole front of your car is smashed but luckily your head isn’t, thanks to the airbag deploying. This scenario happened over 2.9 million times through August, 1998. Airbags significantly reduce the risk of being killed in a crash. The risk of being killed, if you have your seatbelt on, is reduced by 26% and 32% if you don’t have a belt on and the airbag goes off. Airbags also reduce the risk of serious head injuries by 75% if used with a shoulder and lap belt.   Ã‚  Ã‚  Ã‚  Ã‚  Yes, airbags save lives, but they have also been known to seriously hurt or kill people, especially children. Since 1990, about 113 deaths have been caused by airbags inflating in not serious accidents. 51 of these deaths were children, most of whom were not using a seat belt. Small children and airbags don’t mix. Children shouldn’t be in the front seat because the force of the airbag is usually too much for them. Never put a rear facing child seat in the front seat of the car. If the airbag goes off, the seat will be pushed forward and the child may get squeezed between the back of the seat and the airbag. Children are less likely to be killed in a crash if they are in the back seat.   Ã‚  Ã‚  Ã‚  Ã‚  If someone must put a child in the front seat, they may want to have an on/off switch for the airbag installed on the passenger side. On/off switches are used to prevent the airbag from going off in an accident, but they aren’t recommended for most people. You only need an airbag switch on the driver’s side if your legs are too short to reach the pedals and have your torso 10 inches away from the steering wheel. Passenger side switches should only be used if you always have to have a small child or infant sit in the front seat because they have a medical problem and need to be watched constantly. Airbag switches can be used incorrectly. You can forget to turn the airbag back on and jeopardize the safety of yourself (the driver) or the passenger.   Ã‚  Ã‚  Ã‚  Ã‚  Most people won’t need an on/off switch because there is a proper and improper way to sit when you are driving. You should always sit 10 or more inches away from the steering wheel.

Steinbecks The Grapes of Wrath vs. Sinclair’s The Jungle Essay

Steinbeck's The Grapes of Wrath vs. Sinclair’s The Jungle The global appeal of the so-called American dream of happiness and success has drawn many people to the â€Å"promised land† for hundreds of years. Although the American government preached equality for all on paper, it was driven primarily by money. Both Upton Sinclair and John Steinbeck recognized this and used literature to convey the flaws of capitalism. Sinclair’s The Jungle satirized America’s wage slavery at the turn of the century and forty years later, Steinbeck’s novel The Grapes of Wrath criticized the commercialism of American farming. These two books, often viewed as propagandistic, employ similar persuasive strategies: strong imagery, heavy symbolism, biting irony, and a proposal to correct the situation. Despite these parallels, however, the authentic diction and syntax of Steinbeck’s writing deviates from the inconsistent style of Sinclair. After considering how each author manipulates various stylistic elements, The Grapes of Wrath proves to be a more cogent tract. The most obvious rhetorical device in The Jungle is its powerful imagery. Sinclair offers repulsive anecdotes of work in the packinghouses. His description of the killing beds in winter vividly lingers in the mind of the reader. During winter, Sinclair says, the vicious cold of the beds caused the men to â€Å"tie up their feet in newspapers and old sacks.† By the end of the day, the frozen blood of slaughtered cattle soaked through their improvised boots so that â€Å"a man would be walking on great lumps the size of the feet of an elephant.† Sinclair also claims that when workers fell into the open vats on the floor in â€Å"tank rooms full of steam,† their absence passed unnoticed, often â€Å"over... ...beck describes them. Because the family concentrated on farming instead of schooling, their country phrases are fitting. Steinbeck’s convincing portrayal of Dust Bowl migrants grabs the reader’s emotions, producing a compelling argument. Overall, The Grapes of Wrath proves to be a more effective novel that The Jungle. Although The Jungle shares some of the same rhetorical devices, its unrealistic dialogue and long-winded sentences detract from its potency. Steinbeck and Sinclair both successfully use imagery, symbolism, and irony to persuade their audience. In both books, various symbols emphasize the deceptive nature of the American dream, and irony mercilessly illuminates the unjust aspects of capitalism. Ultimately, however, because The Grapes of Wrath is so genuine, Steinbeck proposes a solution for crooked capitalism more successfully than Sinclair.

Jane Austens Northanger Abbey Essay -- Jane Austen Northanger Abbey E

Jane Austen's Northanger Abbey Jane Austen’s Northanger Abbey is essentially the â€Å"coming of age† story of Catherine Morland, a sympathetic yet naà ¯ve young girl who spends some time away from home at the impressionable age of seventeen. As Catherine matures in the town of Bath and at Northanger Abbey, she learns to forgo immature childhood fantasies in favor of the solid realities of adult life, thus separating falsehood from truth. This theme is expressed in a couple of ways, most obviously when Catherine’s infatuation with Gothic novels causes her to nearly ruin her relationship with Henry Tilney: her imagination finally goes too far, and she wrongly suspects General Tilney of murdering his late wife. The theme is less apparent but just as present in the characterization of Catherine’s very dissimilar friends, Isabella and Eleanor. It is clear that Catherine’s growth of maturity occurs as she learns to discern reality from fantasy, and this coincides with her newly-l earned ability to truly read people as she rejects Isabella as a fake friend and accepts Eleanor as a true friend. Catherine arrives in Bath as a very inexperienced and vulnerable girl, and quickly becomes friends with Isabella Thorpe, a girl overflowing with the very traits that Catherine lacks. Isabella is graceful, fashionable, and very knowledgeable in matters such as balls, flirtations, and men, considering that she is â€Å"four years older than Miss Morland, and at least four years better informed† (Austen 32). The friendship between the two girls blossoms rapidly; indeed they â€Å"called each other by their Christian name, were always arm in arm when they walked, pinned up each other’s train for the dance, and were not to be divided in the set† (36... ...better worth keeping than Eleanor† (220) proves to be a correct evaluation, because Henry and Eleanor apologize profusely for their father’s rude treatment of Catherine, and nothing could be a better demonstration of their regret than Henry’s proposal to her. The conclusion of Northanger Abbey highlights two main points: Catherine’s achievement of emotional and social maturity, and the development of her ability to discern the true natures of her â€Å"friends† and acquaintances. Catherine has reached this point as she has learned to separate reality from fantasy, from her dismissal of the world of Gothic romance and through her rejection of Isabella. Fortunately, Catherine was lucky enough to move on from her humiliating and disappointing experience with Isabella, and to realize the importance of real love and friendship with true friends like the Tilneys.