Engage In Personal Development With CYP Essay

Unit 3: Engage in Personal Development in Health, Social Care or Children’s and Young People’s settings 1: Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own work role. As a Teaching Assistant, I have many different roles and responsibilities which mainly involve around holding paramount the welfare and safety of children and young people, their progress, development and well-being. It is my responsibility as an employee to follow the codes of practice and ensure that I continue to update my training requirements and techniques. Staff must uphold policies, procedures, rules and work alongside the teacher and other professionals to assist in preparation, information sharing and delivery of sessions, meetings, resources, information and progress. It is also important as a TA to build trusting professional relationships with children, young people and their families/guardians as well as colleagues and other agencies involved, whilst still ensuring to follow confidentiality and data protection policies. My Key Responsibilities are to work under the guidance of teaching staff/SLT and within an agreed system of supervision, to implement agreed work programmes with individuals/groups, in or out of the classroom. This could include those requiring detailed and specialist knowledge in particular areas and will involve assisting the teacher/instructor in the whole planning cycle and the management/preparation of resources. Level 3 TA’s may also supervise whole classes occasionally during the short-term absence of teachers. (3 days maximum per absence). The primary focus is to maintain a productive, well-structured working atmosphere with students being fully engaged and on task. In providing cover supervision, Teaching Assistants will need to respond to questions and generally assist pupils to undertake set activities. Specific Duties and Responsibilities Pupil Support To support pupils development and promote independence in a safe, secure, challenging environment employing strategies to recognise and reward achievement of self-reliance To support the learning of individuals and groups of pupils as identified through curriculum planning and to act as a role model, having high expectations of behaviour, effort and attainment To  focus on individual pupils as directed or when needs dictates To work with other staff to develop and implement the IEBP’s and the subsequent monitoring To encourage pupils to interact and work co-operatively with each other and adults. To observe, record and support the development and progress of pupils in order to identify individual needs and difficulties and to feed back to pupils in relation to their progress and achievement To promote the inclusion and acceptance of all pupils within the classroom To meet the social, emotional, behavioural and learning needs of the pupil according to a pupil’s Individ ual Education/Behaviour Plan whilst encouraging independence wherever possible. To monitor pupil’s attendance and behaviour To promote and facilitate learning To support preparation of lessons/tasks/activities To use data on attendance, behaviour and attainment to inform teachers planning To evaluate data on attendance, behaviour and attainment to develop specific learning programmes for pupils Teacher Support To plan with teachers the daily/weekly programme of lessons, activities and events in order to support pupils and adjust lessons/work plans as appropriate Occasional supervision of the class in the course of short term absences of teachers, focusing on maintaining good order and to keep pupils on task under the guidance of teaching staff and within an agreed system of supervision To liaise with other professionals to ensure an appropriate and stimulating learning environment (eg. Display work) To set out, prepare, use and tidy equipment To promote and encourage home school partnerships To assist on home school liaison visits To listen, support and discuss issues sensitively with parents and carers under the teacher’s/instructor’s supervision and to participate in feedback sessions/meetings with parents To monitor and evaluate pupil’s responses to learning activities through observation and planned recording of achievement against pre-determined learning objectives To provide objective and accurate  feedback and reports as required to the teacher on pupil achievement, progress and other matters ensuring the collation and availability of appropriate evidence To be responsible for keeping and updating records as agreed with the teacher, contributing to reviews of systems/records as required In class, to undertake marking of pupils work as agreed with the teacher and accurately record achievement/progress To administer and assess routine tests and assist in the invigilation of exams/tests as agreed with the teacher To provide general clerical support, e.g. administer coursework, produce worksheets for agreed activities, etc. To work within an established discipline policy in order to anticipate and manage behaviour constructively, promoting self-control and independence. Curriculum Support To prepare, plan and manage specific activities/teaching programmes, adjusting activities according to pupils’ responses/needs To help drive the school improvement plan To set out and prepare equipment indoors and outdoors To implement local and national teaching strategies, and make effective use of opportunities provided by other learning activities to support the development of skills in literacy and numeracy To support the use of ICT in learning activities and develop pupils’ competence and independence in its use To help pupils access learning activities through specialist support To determine the need for, prepare and maintain general and specialist equipment and resources School Support To promote the policies and ethos of the school, e.g. personal and social and to promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encouraging pupils to take responsibility for their own behaviour To display pupils work to reflect their achievement To supervise pupils on outings and visits as required To attend staff meetings as required To be aware of and comply with policies and procedures relating to child protection, behaviour management, health, safety and security and to refer all concerns to the leadership team To treat all information relating to a  pupil as strictly confidential, and to be aware of and comply with school policy and practice To be a proactive member of the school team To establish constructive relationships and communicate with other agencies/professionals in liaison with the teacher in order to support the achievement and progress of pupils To provide appropriate guidance and supervision and assist in the training and development of staff as appropriate To undertake planned supervision of pupils’ out of school hours learning activities To attend relevant courses and learning activities in order to update knowledge as required To take opportunities to develop areas of individual/personal interest and expertise and to use these to advise and support others or to organise specific projects 1.2 Explain expectations about own work role as expressed in relevant standards In my setting, all policies and procedures are kept in the main office and are available to view on request. I am aware of all current legislation and I have read and understand my Company’s policies and procedures and follow them at all times. It is my responsibility to read and uphold all policies and keep up to date with any changes or amendments that may arise. I always work in a professional manner and ensure all information is kept up to date, and confidential by following the confidentiality and data protection policy and not discuss any information about children, their families and sensitive information about school matters to anyone unless there is an appropriate reason to do so. When I feel there could be a possible safeguarding issue with any child/young person, I know what to do and who to refer it to (STL46, STL48). I would write a form for initial concern and pass on any information I have to the Safeguarding Officer. Following the health & safety policy I record any accidents in the relevant accident book and log it on the schools monitoring system (sleuth). When an accident such a concussion or feeling unwell, a phone call home is made to notify the parent/carer of their child’s situation. Throughout the day I check the equipment, furniture and resources are safe for students to use before they come into the setting and report any hazards/faulty equipment to  the appropriate person and log it in the repairs book as soon as possible. The first aid box situated in the first aid cupboard on the main coridoor opposite the Head teacher’s office. First aiders are made known to all staff by First Aid Procedure Posters around the school. . I feel I am equipped with the skills to deal with arising situations accordingly. All members of staff, visitors and parents/carers a required to sign in and out in the book located in the office area. Supply members of staff, workmen, governors, parents/carers and professionals from external agencies also need to sign in and out and if they leave the premises. Visitors are asked to bring formal identification and need to hold an enhanced CRB to be allowed access the building. My school aims to maintain high standards of healthy eating, making sure the children have healthy options and we also provide hot meals, which caters vegetarians as well. All students get free school meals. Working in an Alternative Provision School (Formally a PRU) I assist students with various abilities in all classes and can deal with challenging behaviour on a daily basis. I also assist students with special educational needs such as ASC, ADHD, ODD or mental illness . I have been trained in Team Teach and PRICE de-escalation and positive handling techniques (STL37. STL39, STL41). I am aware of what to do in most circumstances, and the correct reporting/recording procedures to follow. I frequently attend new courses with outside agencies, a lot through my role at school, to widen my knowledge of strategies and approaches such as ASC Awareness courses, child protection, behaviour management, fire safety, Alcohol, drug and solvent abuse, violence reduction, safe guarding, emotional and disability awareness etc. In regards to relevant standards, I encourage all students to interact and work co-operatively with others (STL20) and engage in all activities and also support the inclusion and acceptance of all students within the setting (STL19). I promote the development of students through literacy and numeracy sessions, talking, reading newspaper and magazines, discussing national  issues and encourage students to share their views in these matters. This engages students to appreciate each-others opinions and views and work as a team to achieve set goals. I try to incorporate maths equations into everyday situations to encourage the students to reinforce their learning outside the classroom (STL25, STL33, STL26. As a Teaching Assistant, I am expected to support the teacher, to be reliable and build a good relationship with the children/young people in my care, helping them gain positive social and communication skills and encouraging them to achieve the best of their ability in their learning (STL20, STL24). It is important that I conduct myself in the correct manner within the school and use appropriate actions and language to my specific audience. Children and young adults can pick up behavioural traits and values from the people around them and can often mirror others actions. I try to remain professional at all times and act appropriately (STL20). My role as a Teaching assistant is to assist in enhancing children and young people’s knowledge base so they can grow in all aspects of their development. I differentiate my strategies and provide different levels of work for specific students with both lower, or higher abilities (STL34, STL38, STL40, STL44). If I know a child/young person in my class is weak in certain areas such as their literacy or numeracy or even concentration, I know when to change my level of support so they feel able to communicate their ideas effectively and are confident in the task set. Maintaining positive relationships with students helps me in my role as you get to know what levels of assistance students will need. For example, I know if I have students X, Y & Z in my class, X having dyslexia, Y having ADHD. I am aware that these particular students can get anxious when faced with a big task and/or lots of writing. I write down instructions for these students before the lesson and break them down into small and simple steps. I will then wait for the student to be far enough into the task before giving another instruction. For student Z, being on the gifted and talented scheme in previous mainstream schools. I can find a more in depth and higher level equivalent of the task and check it over with the teacher before handing it to the student (STL23, STL24, STL34). I work alongside my teacher and have daily meetings and share ideas and suggestions that I have with regards to the running of the class, for example ideas for lesson plans, displays for students work and projects (STL16, STL21, STL23, STL24, STL28, STL31). I also provide input, with documented evidence, for behaviour, numeracy and literacy targets and plans (STL30). As practitioners, we need to work as a team with other staff members and parent/carers in order to support the student and promote learning so that they will express their ideas and views and be able to voice these to a group. This will help them thrive to succeed and feel confident in doing so (STL45, STL47). As well as working with my own class teacher I can be asked to go and support other staff in a different subject. I am expected to adapt very quickly to the environment and needs of the other class group and be aware of the lesson objectives and outcomes and I am always collecting and updating my file of lesson pla ns and tasks for such occasions. (STL28, STL62) 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided Reflection means focusing on how you interact with colleagues, students, and the environment. It means thinking about how you could have done something differently, what you did well, what you could have done better. How you can improve what you have done and what would work better next time. Reflecting on your practice will allow you to obtain a clearer picture of your own behaviour and a better understanding of your strengths and weaknesses. By doing this you can then take appropriate future action, continually improving your skills and approaches. Practitioners must review the key elements of effective practice to understand what effective practice looks like. They need to create a self-development plan and reflect on their work. If an employee doesn’t have a standard of work or the standard is unclear, then it is difficult for them to know what or how or when they should be doing it. The absence of standards makes it impossible for an employee to effectively monitor their own performance. If work standards don’t exist, then things are open to personal interpretation and this can lead to conflicting viewpoints. If some colleagues work to lower standards, it can affect the work of others. It’s  important to seek feedback from colleagues to identify what is working well, identify areas for improvement and development. To show that you can continuously improve your practice with constructive feedback and show that you are able to learn and listen to others. Reflecting and improving your own practice will help meet the needs of the individuals and to enable you to develop new strategies and approaches. 2.3 Describe how own values, belief systems and experiences may affect working practice Everyone has different values, beliefs and preferences. What you believe in, what you see as important and what you see as acceptable is an essential part of who we are. The way in which we respond to people is linked to what you believe in, consider important and what interests you. People react positively to people who share the same values and possibly less warmly to people who have different priorities. When you develop friendships, it is natural to spend time with people who share your interests and values. However, the professional relationships you develop with people you support are another matter. As a professional, you are required to provide the same quality of support for all, not just for those who share your views and beliefs. This may seem obvious, but knowing what you need to do and achieving it successfully are not the same thing. Working in any sector, you are bound to come across people whose views you do not agree with, and who never seem to understand your point of view. When there is a clash between your views and those of the people you are working with, you need to make the right responses. Awareness of differences, your reaction to them and how they affect the way you work is a crucial part of personal and professional development. If you allow your own preferences to dominate your work with people, you will fail to perform to the standards of the Codes of Practice for child care workers set out by the UK regulating bodies. The Codes of Practice require child care workers to respect and promote people’s individual views and wishes. Your own view may cause conflict with others or could help you understand others views and help improve communication with others. 3.1 Evaluate your own knowledge, performance and understanding against relevant standards As a practitioner I follow a number of codes of practice. Working with children and young persons, I have set responsibilities and work to the principals of the sector and codes of confidentiality. These responsibilities are to ensure to meet learning needs of a child, Provide an environment that is warm, welcoming and stimulating, Work with parents/carers, colleagues and other agencies. To work as part of a team that provides a quality service for both children/ young people and parents/carers. I believe I have a good understanding and knowledge base of what is expected for effective practice in my role. I am always updating this by training from internal and external agencies of various courses such as safe guarding, behaviour management, updating and amending policies, updating and sharing pupil information, how to record and analyse data. I regularly familiarise myself with updated policies and procedures and also participate in peer mentoring activities with other colleagues to improve personal practice. I work on a ‘Plan, Record and Review’ system. I think this is important to help improve my own practice. It helps me notice my strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how I could do things differently which may allow you to handle a situation differently in the future. It is good to get a second perspective of your performance as other colleagues could perceive situations in a different way to yourself. Getting feedback from my teacher is always helpful as they can inform me of what I did will and what possibly could be improved. I am also always learning from my own experiences which benefits me in my personal development. I believe I am able to maintain positive relationships with both staff and students which aids me to p romote positive outcomes in learning and well-being for all. 4.1 Identify sources of support for planning and reviewing on own development I get support and feedback from my subject teacher, line manager and other colleagues. I attend performance appraisals and have regular meetings with my head teacher, line manager and teams of colleagues to discuss progress. My schools ‘Peer Mentoring System’ for staff helps us all reflect on own and others practice methods and gain and share new ideas and strategies. It helps us see how different styles, approaches and strategies can benefit different audiences and activities, while widening our understanding and  knowledge base. I work closely with my class teacher who gives me daily support in maintaining and improving my own practice and teaching me new skills on the job. 5.1 Evaluate how learning activities have affected practice I have had lots of training to help me deal with situations within my role appropriately. Working with children, young people and adults, you cannot guarantee that if a strategy worked in a situation before, that it will work again. This is why reflective practice and ongoing training will help you deal with barriers that may arise. I have been fortunate enough to gain essential training on the job and with outside agencies to broaden my approaches and strategies. Having training in behaviour management, positive handling and de-escalation techniques, I know that a ‘hands on’ approach is a last resort within my setting but am confident in knowing when and how to use my TEAM TEACH training and when not to. I feel I am able to use de-escalation techniques in most situations and I am always learning and progressing my strategies and knowledge from experiences. The learning needs of my students can differ in their preferred learning styles and by using a blended learning approach it is possible to provide learning experiences that meet the learning needs of all members of the group. In planning lessons it is important not only to consider what is being taught and how but also where. In order to facilitate the feeling of an inclusive group a teacher may take into account the physical learning environment and if possible alter it to support inclusivity. Where appropriate this may be as simple as moving the desks from theatre style to cabaret or horse shoe style to encourage group communication and ensure all students can view or access their teacher equally. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning. If students progressed quickly through an activity and then begun to get bored and wandering, it would be obviou s that the task was too easy and not really suitable or beneficial for that student or group or they need another task to complete. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work hard to complete it. If the activities are  taking longer than expected and you can see that the students are really struggling, things again would need to be addressed. Most of my classes are mixed ability groups so I differentiate work to suit their ability and can simplify or choose higher grade material to accommodate for higher and lower ability students. On the other hand if a task is too hard for students, they can become frustrated and lash out as they don’t want to fail. Not providing engaging and stimulating activities could also cause other issues such as disengagement, behavioural issues or leaving the room as the student has finished the task set. It is all about knowing your audience where possible. You also have to be prepare for every eventuality and be ready for forthcoming events. I always plan extension task for my lessons to keep my students engaged while others catch up. In my setting I deal with a high percentage of students with ADHD or ODD so am confident in dealing with challenging behaviour and de-escalating situations. I believe giving the students a choice of how to complete tasks makes them feel more empowered and in control of their options. I regularly discuss with students what the point of the task set is and how this will help them make progress. The students can then see that the task isn’t pointless. If students are frustrated I will try and talk them through the task or give them a few minutes to calm down and collect themselves outside. I work in partnership with my class teacher and take it in turns to swap and ‘present a new face’ when needed in volatile situations. It is not always possible to achieve what you intended in a situation. As long as you know where you did achieve something positive, what you did well, what you could have done better and what will be your next step in resolving a situation then you can always learn from it and rectify it. Maintaining positive relationships is a big part in helping with conflict resolution and maintain open lines of communication with students, parents/carers and other staff members will help put in place strategies and plans for progress and improvement and also aid in encouragement to succeed. I partake in pupil conference meetings and writing individual educational and behavioural support plans for students under my supervision. This helps staff members in knowing a student’s strengths and weaknesses as well as triggers, likes and dislikes etc. National Standards taken from ; https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239935/NOS-SUPPORT_for_supporting_teaching_learning.pdf

Networking Concepts and Applications Essay

One of the key differences between different network types is their geographical scope. A local area network, or LAN, is made up of a smaller group of computers linked together and located in the same small area such as a room, a floor or a building. A backbone network, or BN, is a larger network which connects multiple LANs, WANs, MANs or other BNs together and can range from a few hundred feet to miles in size. Metropolitan area networks, or MANs, normally range in size from a few miles up to thirty miles and LANs and BNs from different areas to each other as well as to WANs. Wide area networks, or WANs, can be hundreds or thousands of miles in size and connect MANs and BNs across these distances. Question 14: Explain how a message is transmitted from one computer to another using layers. The message is first created at the application layer using a software application. This software translates the message based on the protocol being used to transfer the message and places the necessary information along with the message into a Protocol Data Unit (PDU) which is also known as a ‘packet’. This packet is then passed on to the Transport Layer. The transport layer, using its own Transmission Control Protocol, or TCP, takes the packet from the application layer and places it in a TCP packet along with whatever additional data the TCP segment requires, and passes it along to the Network Layer. The Network Layer, as with the previous layers, has its own protocols. In this case we’ll use the Internet Protocol, or IP. IP determines the next destination as the message is routed through the network, places the TCP packet inside an IP packet along with any additional required data and passes in on to the Data Link Layer. The Data Link Layer will again have its own protocols and rules for transmitting the message and will format the message with the necessary start and stop markers, add error checking data, place the IP packet within a new packet based on the Data Link Layer protocol being used and pass it on to the Physical Layer. The Physical Layer is whatever physical hardware is being used to transmit the message to the other computer. The hardware then converts the data passed to it into a series of electrical pulses and sends them across the network to their destination. The electrical pulses are then captured by the receiving hardware, which then passes the Data Link Layer packet to be unpacked by the Data Link Layer. From there the Network Layer’s packet is passed on to the Network Layer to be unpacked. The Transport Layers packet is passed on to the Transport Layer which finally passes the Application Layer’s packet on to be processed by the Application Layer. Question 17: Describe two important data communications standards-making bodies. How do they differ? One major data communications standards making body is the Telecommunications Group, or International Telecommunications Union. The Telecommunications Group is standards setting group based out of Geneva with members from approximately 200 countries and focuses on setting technical standards. Another is the Internet Engineering Task Force, or IETF, is an organization which sets the standards which govern how much of the internet operates. While both of the organizations are similar in that they are standard making bodies focused on data communications, they differ in the scope of their focus as well as the structure of membership. The ITU’s membership is made up of representatives from different countries around the world and focuses on technical standards for international telecommunications. The IETF’s membership completely different, the IETF membership is open to anyone and anyone may attend their meetings and receive their mailings. They also have a much narrower focus and solely set standards regarding the operation of the internet. References FitzGerald, J., & Dennis, A. (2009). Business data communications and networking. Hoboken, NJ: John Wiley.

Study guide for final Essay Example | Topics and Well Written Essays - 4500 words

Study guide for final - Essay Example For more than 30 years, Garrison expressed his views against the constitution through The Liberator. He was in favor of instant equality and freedom unlike his peers. The dreams of Garrison came true after the end of Civil War in 1865 and abolition of slavery in US as mentioned in the 13th Amendment of the constitution. However, there are some instances where Garrison hurt the cause of abolition by his uncompromising stance against slavery. In the era when slavery was commonly accepted, Garrison was against the institutional racism and always blamed that the current condition of blacks undermined the value of human equality in the Nation. During that period, most of the liberal reformers supported the idea of gradual removal of slavery. Garrison often accused these reformers on the ground of â€Å"moral lapses† and stood strong against all the other abolitionists who opposed his idea of immediate termination of slavery. IN addition to it, Garrison was against the U.S. Constitu tion in terms of laws governing slavery and he publicly declares the constitution as a flawed document. Most of the former reformers considered this firm stand of Garrison as an unproductive for the overall movement. It was quite common for Garrison to receive threats for his life because of his outspoken views on slavery. The state of Georgia even issues a reward of $5,000 for the arrest of Garrison because of his public speeches. According to the historical facts, some of the Southern counties even declared bounty on his head for his stance against slavery. 2. Mexico was facing multiple internal struggles immediately after attaining independence from the rulers of Spain in 1821, which later verged to a civil war. However, the country was very much united when it came to the independence of Texas. The Mexican government was ready to go for a war if Texas was to be annexed in the westward expansion of the U.S. However, the ideology of Manifest Destiny received great support from Pol k, America’s President, and both the nations went out for a war between 1846 and 1848. On an overall, there were several reasons that lead to this war, but the primary causes included the annexation of Texas by the U.S. government and the desire to own multiple Mexican territories. Mexico was attacked by the U.S. army on three different fronts and faced multiple defeats in the battlefield. The war ended with the capturing of Mexico City in September 1847 by the American General, Winfield Scott, and the Mexican administration’s agreeability for further negotiations. The war was particularly painful and disastrous for Mexico, which has to sign away multiple states including California, Utah, New Mexico, and Nevada along with other parts of the country. 3. Manifest Destiny found its origin in the 1840s. The main ideology behind Manifest Destination was regarding the destiny and expansion of America in the 19th century. According to Manifest Destiny, American was destined to stretch its territories from one coast to another. Manifest Destiny ideology was one of the main reasons behind the removal of Native Americans, the Mexican war, and western fuel settlement. Most of the Americans were of the opinion that expansion of their nation was a part of natural evolution. However, manifest destiny was fuelled by the racial superiority and the pervasive belief of Americans in their culture. It

Marketing Essay Example | Topics and Well Written Essays - 1000 words - 6

Marketing - Essay Example Sales promotion will involve offering free samples of ice cream to children and other customers to improve the overall visibility of the product. Introduction Promotional activities play critical part in increasing the overall brand value and the firms should take into consideration the impact of such events on the overall revenue generation capability of such products. Our Camborne Ices range is one of our emerging products which can get an important sales boost if right kind of promotional tools and techniques are employed to market the product to its target market. Last year’s success at the International Food and Drink Exhibition has proved that an effective promotional policy can really help our products to get desired exposure to our target market. The overall impact of the promotional activities on creating brand value besides allowing the company to gain sufficient publicity is therefore huge and an effective campaign can really create such results. As such creating an effective promotional campaign and combining all the elements of promotion in effective manner can really provide the desired results while at the same time allowing marketers to better expose their product to their target market. Next year’s International Food and Drink Exhibition can also provide the firm a unique opportunity to further consolidate the position of our brand in the market. Considering this objective in mind, this report will provide an evaluation of the effectiveness of different promotional tools to be employed in order to successfully launch the product besides discussing as to how different tools can be mixed together in order to ensure that the product is successfully launched? Effectiveness of the Promotional tools There are different tools which would be actually employed in order to successfully launch the product and get maximum exposure. Some of the tools and their effectiveness are discussed below: Sales Promotion Sales Promotion is considered as one of the most effective methods of promoting the product to the desired target market. Through the sales promotion, marketers often utilize the media as well as non- media based sales promotional tools to improve the product visibility as well as the product demand in the market. (Kotler,2007). Sales promotion is quite effective in the initial stages of the product launch because it can effectively boost the overall visibility of the product in the market. It is important to note that the overall message delivered through sales promotion can be different for different types of customers i.e. for retail chain distributors this can be different whereas the same can be different if it is consumer based sales promotion. Advertising Advertising is another important promotional tool which can be effectively deployed in order to generate the desired level of results and improve the product visibility. Advertising is considered as the most effective promotional tool because of its ability to reach the maximum number of customers. Besides a well designed advertising message can actually allow the marketers to generate the desired level of interest within the customers. (Cook, 2001). Different advertising media vehicles can have different impact on the consumers and their overall effectiveness is judged by the manner in which these media vehicles are used. For

Microbiology review paper Research Example | Topics and Well Written Essays - 1000 words

Microbiology review - Research Paper Example Some of these factors include the fact that the virus tends to disappear from the tissues of the severely ill patients, and thrives in patients who have been mildly affected (Halstead, 1965), while studies have been made on the tissues of the terminally ill patients (Halstead, 1965). Also, the virus does not reproduce in the effected tissues, but in healthy tissues that are often ignored during collection and isolation (Halstead, 1965). Despite these limitations, at least four different strains of the virus have been isolated, namely type 1, 2, 3, and 4 (Halstead, 1965). The vector for the virus is the Aedes aegypti mosquito in most of the cases (Halstead, 1965). There are other species of the mosquitoes which might or might not serve as vectors, depending on the geographical location of the mosquito population and the dominance of the species (Halstead, 1965). Due to the nature of the vector, Dengue can also be refereed to as a mosquito-borne hemorrhagic fever (Halstead, 1965), howe ver, this term is not preferred over Dengue fever (Halstead, 1965). Epidemiology: The recent technique is to divide the virus epidemiologically into three groups, depending on the types and degree of illnesses that it causes (Rico-Hesse, 2003). If it remains dormant in the human host with almost negligible transmissibility, it can be termed as low-level virus (Rico-Hesse, 2003). If it causes Dengue fever only, it is a medium-level virus (Rico-Hesse, 2003). If it produces the more potent form of the disease, that is Dengue hemorrhagic fever and dengue shock syndrome, it is a high-level virus (Rico-Hesse, 2003). The potential of transmission and, hence, the epidemiology of the virus increases with the increase in the level (Rico-Hesse, 2003). The factors for this increase could be the immunological and genetic disposition of the host, and the ability of the virus to replicate progressively in the vector (Rico-Hesse, 2003). The region of the world that is most prone to the epidemics of Dengue hemorrhagic fever and shock is Southeast Asia, affecting predominantly children (Ramos, Garcia, & Villaseca, 1993). However, the epidemics are not merely restricted to this region; some of the most significant outbreaks have been reported in Cuba, Venezuela, and Brazil (Ramos et al., 1993). Other countries or regions where the disease has been reported include Greece, South Africa_ Durbin, Formosa, Bengok, Vietnam, Malaysia, and Singapore (Halstead, 1965). A recent outbreak, in 2004, was reported from Fuzhou, China (Yan et al., 2006). It is interesting to note that no cases have yet been reported from East Pakistan, Indonesia, and Burma (Halstead, 1965). Symptoms: A detailed study of the course of action of the virus and the symptoms of the disease and their causes is beyond the scope of this paper. However, an attempt will be made to succinctly present the course of the disease. Stage 1: The virus is contracted as a result of mosquito bite (Halstead, 1965). This induces a p eriod of viral replication and reproduction as a result of which the patient becomes febrile for three or four days (Halstead, 1965). There is extensive damage to the capillaries, more than is incurred in the usual viral infections (Halstead, 1965). Stage 2: Due to reasons not yet identified, there is extensive damage to the liver, more than there is in the other organs of the body (Halstead, 1965), although the toxic conditions in the body effect the

Comparative Analysis of suicide in Japan and UK Essay

Comparative Analysis of suicide in Japan and UK - Essay Example There has been a variation of these rates between different countries and regions (NEERAJA 2008, pg23). The variations of the suicide rates between different countries are mainly because of different economic and social conditions that exist in these countries. The Asian countries over the recent years have recorded higher numbers of suicide than their western counterparts. Although the data for these deaths seem inaccurate in the Asian countries, various indicators have shown that they rate higher, some reports rating it as high as 60% of the overall suicides in the world (NOCK 2013, pg31). Japan, for instance, has experienced a surge in its suicidal mortality rates since the 1990’s (NEERAJA 2008, pg53). This has brought much particular attention to the Government and its policy makers. Globally the suicidal rate indicates a higher suicide rates on males as compared to females. Comparing to their female counterparts in the same age groups, males from different age groups have been characterized by high suicide rate (BARKER 2004, pg24). Over the centuries, it has been important to consider this factor in order to be able to develop preventive measures. To develop proper mitigation strategies, it is important to study the variations especially with times and different regions. The causative factors should be reviewed on a broader perspective to help counter this menace. Failure or success of these strategies has failed to be measured on single aspects like that of mental illness and/or disorders. This is because of the multifaceted issue, and a lot of other factors have been known to contribute to it (OCARROLL & PARK 2007, pg22). The healthcare provisions relating to the suicide menace has been more comprehensive and fruitful in the UK when comparing it to Japan (NEERAJA 2008, pg81). According to most published reports, Japan has rated higher in the suicidal rates as compared to

Starting an analytical unit Research Paper Example | Topics and Well Written Essays - 2500 words

Starting an analytical unit - Research Paper Example Thus, it is imperative that police and military intelligence operation should be adequately equipped for effective information gathering; of substantive analysis or interpretation of crimes for operatives to confidently and efficiently address it; and to prevent cycle of felonies so that lives and properties, whether publicly or privately owned, are amply protected. Mott (2006) believed that substantive amounts of actionable intelligence must be done to ensure that the police and military institutions could preserve its credibility as peoples’ agents for peace and security. Theoretical Framework This is a qualitative study that will explicate the necessity, significance and consequence of organizing an Analytic Unit within the police ranks tasked to analyze, interpret and validate gathered information in order to provide criminal intelligence and to be able to conduct substantive and critical review of information to strengthen its capabilities in triangulating crimes in relat ion to the dispensation of criminal justice. The researcher will therefore explore the significance of organizing an Analytic Unit that will employ significant approaches for  criminal investigation  and explicate that this is a significant body that will help contribute to increase crime rate resolution or reduction. This will also elucidate that crime resolution require intelligence or analytic unit apart from simple administrative or operative procedures (Greenwood, Chaiken, Petersilia, Prusoff, Castro, Kellen and Wildhorn, 1975). The subject of this proposal will be explored using the theories of Human Resource Management in the hiring and organizing of a criminal investigation and Analytic Unit within the police military institution of XXXXXX country in accordance to its national policy for security. This will be substantially detailed with Transformational Leadership and Theories of Motivation that is goal and outcome-oriented. As such, theories will be able to explicate t he mission, roles and objectives of this Analytic Unit. Statement of the Problem There is lack of organized criminal investigation and analytic unit that will interpret gathered information for criminal intelligence and an able body who can adequately interpret events and crimes with accuracy and clarity for effective reduction of crime rates. Both military and police forces have intelligence units except that there is eroding confidence to organized analytic unit because recently, authorities tend to rely on operative measures to quell crimes. Purpose of the Study The purpose of this study is to explicate the dire necessity of organizing an Analytic Unit within police military force; appreciate its contribution for efficacy and effectiveness in crime prevention and to increase the rate of crime resolution; and, provide a process on how Analytic Unit be organized in accordance to national laws on security and crime prevention. The research will also specifically (a) describe the sta te of criminal investigation of XXXXX place; (b) assess and explicate the contribution of police investigation and crime analysis in relation to the completion of criminal justice goals; (c) to reassert the significant role of police crime investigation and analytic unit in enhancing crime prevention and resolution; and (d) explicate the procedural mechanism on how this Analytic Unit will be organized in accordance to national policies of state security. Review of the Literature Managing security

Strategic Management And Leadership Assignment Example | Topics and Well Written Essays - 4750 words

Strategic Management And Leadership - Assignment Example The company has a gross profit of $129 billion compared to that $14.42 billion of Costco wholesale, Amazon's $28.69 billion, and 29.53 and $ 78 billion of target corp. the retail market share of the company is 11.2 down from 11.4% last year. This is in comparison to Amazon's 11%, Costco's 9.9%, and target's 11.1% (Hill & Jones 2012). In terms of its procurement, Wal-mart procures their products directly from the manufacturer to reduce the cost of production. The other competitors, however, work in close partnership with partners who supply them with the required products. From these reasons and comparisons, it is evident that Wal-Mart is more successful compared to its main competitors. That is why it is the leading retailer in the globe.Reasons for the company’s successI. Provision of low prices every day: From their slogan, it is evident that the company uses affordable prices for their customers. As a result, they are able to gain a wider market share. Most customers yearn for quality services at affordable prices. That is why wall-mart is successful since it is able to attract and retain more customers thus amassing profits (Tambi 2010).II. Grocery retail: availability of grocery retail is a plus for this company. It enables them to attract customers who are in need of doing a one-stop shopping. Since the groceries provide quality customer services and products, they are able to attract more customers. This adds to their success by adding a number of profits they gain in the market.

Enrollment System Essay Example for Free

Enrollment System Essay This chapter contains discussions on the methods and procedures that will be used in conducting the study. It will describe the respondents’ profile, the population and sampling techniques, the data gathering procedure to be employed, the statistical treatment to be used in treating data gathered. Research Design This study will make use of the descriptive method of research employing quantitative and qualitative approaches. Quantitatively, it will seek to describe the respondents’ reason for the stay of faculty members in private institution and hypothesized the significant differences based on variables identified in the study such as salary, benefits, working environment, supervision and work itself. In addition, the study will qualitatively describe the experiences and reasons why faculty members stay long in the institution to supplement the answers given in the survey questionnaires. This is done through interview using the guide question formulated prior to the conduct of the interview. Population and Sampling There are about 114 instructor/faculty members and they will all be taken as respondents for the quantitative part of the study. For the qualitative part of the study at least 10 instructors of the subject private institution will be interviewed as co-researchers or informants. Research Locale PATTS College of Aeronautics has been in existence for 42 years. It is reputedly the country’s Number One Aeronautical College today. It was founded in 1969 then known as the Philippine Air Transport and Training Services a joint venture of Filipino and American pioneers in aviation. The primary aim was to establish a manufacturing and assembly plant for training aircrafts. The secondary aim was to put up an aeronautical school to meet the needs of the air transportation industry, domestic or international. The unfavorable investment climate then prevailing at that time constrained  the founders to drop the first objective and proceed to the second which is to organize and operate an aeronautical school intended to provide the best professional and technical training to its clients. Thus the PATTS School of Aeronautics was conformably born. The school started with One-Year Airframe Mechanic, Two-Year Airframe Mechanic, and One year Power Plant Mechanic and Two-Year Power Plant Mechanic Courses. In its second year of operation the Communication Technician Course ( Avionics) and the four-year Aeronautical Engineering Course were added. Under the excellent stewardship of the Board of Directors, the school rose to higher levels of credit and standard when its BS Aeronautical Engineering graduates continuous topped the PRC’s Licensure Board Examination for Aeronautical Engineers since its inception in 1983. Thus the tradition of excellence continued. Indeed, successful school operation had its fruits. In 1989, the school attained college status. PATTS School metamorphosed into a bigger educational institution known as PATTS College of Aeronautics, adapting as its slogan â€Å"Fly high, your future is in the skies† In 2005 the greatest transformation coincided with PATTS 36th Foundation Anniversary. This refers to the transfer of PATTS College of Aeronautics from its old site Domestic Airport Road, Pasay City to its new home at Lombos Avenue, San Isidro, Paraá ¿â€ aque City.

Religion Essay Example for Free

Religion Essay 1.) As a person of goodwill, explain the necessity of establishing rapport, amity, and concordance among the various religions in Asia and the world; and more specifically among Muslims and Christians in the Philippines. Why is religion a positive contributor towards peacemaking but at the same time can be a source of societal turmoil? In what way can Asian religions transcend divisiveness by standing side by side with other religions, without losing their very own unique creeds or belief-systems? Based on the films about Muslim Filipinos shown in class, please explain in what way Christians and Muslims can utilize their respective religions for peace and harmony in Mindanao? Answer these questions by citing concrete cases to prove your point (30 points). It is necessary to establish rapport, amity, and concordance among the various religions in Asia and the world more specifically among Muslims and Christians in the Philippines in order to better understand their systematic beliefs, values, and behavior, acquired by people as a member of their society. These patterns are systematic because their manifestations are regular in occurrence and expression: they are shared by member of a group. It is also necessary to build friendship and connection among diverse religions in Asia and the world to build a better society and to have peace in every nation. In such a society it is very important to have harmony and respect amongst the different religions. We must distinguish between belief and respect. Belief refers to total faith, which you must have in your own religion. At the same time you should have respect for all other religions. This tradition of believing in ones own religion and having respect for others. In every religion, there are transcendent things that are beyond the grasp of our mind and speech. For example, the concept of God in Christianity and Islam and that of wisdom truth body in Buddhism are metaphysical, which is not possible for an ordinary person like us to realize. This is a common difficulty faced by every religion. It is taught in every  ­religion, including Christianity, Buddhism, Hinduism and Islam, that the ultimate truth is driven by faith. As far as the Muslims are concerned it is appropriate for them to have complete devotion to Allah while praying in the mosques. This is also the same with Buddhists who are completely devoted to the Buddha when they pray in Buddhist temples. A society, which has many religions should also have many prophets and sources of refuge. I want to emphasize that it is extremely essential to sincerely believe in their respective religions. Usually, it is very important to distinguish between belief in one religion and belief in many religions. Religion is a positive contributor towards peacemaking but at the same time can be a source of societal turmoil because religion is a perennial and perhaps inevitable factor in both conflict and conflict resolution. Religion, after all, is a powerful constituent of cultural norms and values, and because it addresses the most profound existential issues of human life (e.g., freedom and inevitability, fear and faith, security and insecurity, right and wrong, sacred and profane), religion is deeply implicated in individual and social conceptions of peace. To transform the conflicts besetting the world today, we need to uncover the conceptions of peace within our diverse religious and cultural traditions, while seeking the common ground among them. Traditionally many people focus on how wars and conflicts are seemingly undertaken for religious reasons, or at least undertaken in the name of religion. A significant problem with organized religion and belief, as this relates to peace and conflict, is individuals and groups often confuse the map (their socially-learned version of reality or culture or religion) with the territory (or ultimate reality). Thus people believe that their personal or subjective version of reality or religion is valid, while other views are invalid. Instead it can be argued that the many maps are different, but possibly equally valid interpretations and attempts to understand the same underlying reality or territory. Asian religions can transcend divisiveness by standing side by side with other religions, without losing their very own unique creeds or belief-systems through banding together in interfaith dialogue, cooperation, and religious peacebuilding. The first major dialogue was the Parliament of the Worlds Religions at the 1893 Chicago Worlds Fair, which remains notable even today both in affirming universal values and recognition of the diversity of practices among different cultures. The 20th century has been especially fruitful in use of interfaith dialogue as a means of solving ethnic, political, or even religious conflict, with Christian–Jewish reconciliation representing a complete reverse in the attitudes of many Christian communities towards Jews. Christians and Muslims can utilize their respective religions for peace and harmony through sharing the main morals and conducts that are for the benefit of humanity and nature. They believe in the same basic morals that are important for people to follow in order to live in peace, harmony, and love in communities with different faiths and cultures. And to through tolerance, respect and cooperation with respect in each other’s religions. 2.) Explain why Islam is considered the â€Å"most misunderstood religion†. What are some historical, sociological and cultural reasons that paved the way for a misunderstanding of the true nature of Islam among non-Muslims and even among Muslims? Islam means â€Å"submission to the will of God in all areas of one’s life†. Muslim means, â€Å"One who submits to God’s will†. These Arabic words are actually non-sectarian terms if we look at the context of these words in the Qur’an. Can we use the term â€Å"Muslim† in its universal implication to include all believers in One God? Can we use the term â€Å"Muslim† to any person (irrespective of religions) who strives sincerely to submit to the will of God in his life? [Hint: Consider the Islamic doctrine of Risalah (Progressive Revelation) and the Islamic view of the universality of God’s calling of prophethood] (30 points). Islam is considered the â€Å"most misunderstood religion† because most of the time it is considered as a violent religion and is likely â€Å"to encourage violence among believers†. And there is also some outright falsehood for example, â€Å"God sent prophets to every nation for their guidance.† But, According to the â€Å"Doctrine of Progressive Revelation†, Islam is very universal since it admits that Allah sent prophets to everyone whereas Jews believe that prophets only come from them because they are the â€Å"chosen people of God.† Another example, â€Å"One of the missions of the Prophet of Islam was to bring peace and unity to the feuding tribes, the Jahiliah or the ignorant Arabs of the pre-Islamic days. This he succeeded in doing as narrated in several verses of the Qur-an†. The message of Allah were brought by one Prophet and recorded in one holy Qur-an. There is no other Qur-an, or versions or it, or editions which carry different texts. The hold Qur-an is not in the form of Gospels by Muslim saints or ulama. The holy Qur-an is just the record of the messages of Allah in the Arabic of the period. Translations of the Qur-an may be different in minor ways, but they are not accepted as the holy Qur-an. Only that in the original Arabic is accepted. So there can be no differing text or Gospels or versions which can result in differences in the messages or teachings of Islam. Yet, clearly there are differences, serious differences, so serious that Muslims are divided sometimes into warring sects. One of the reasons that paved the way of misunderstanding the true nature of Islam among non-Muslims and even Muslims are the â€Å"media†. Media is the greatest factor on how people view their surroundings. Somehow, criticizing the Islam brings them more readers/viewers. We tend to judge and generalize things without knowing the exact story behind those issues. Infact, the worl Islam means peace, purity, submission and obedience. In the religious sense, Islam means submission to the will of God and obedience to His law. Yes, we can use the term â€Å"Muslim† in its universal implication to include all believers in One God, as well as, to any person (irrespective of religions) who strives sincerely to submit to the will of God in his life because â€Å"Muslim† believe that God is eternal, transcendent, absolutely one (the doctrine of tawhid, or strict or simple monotheism), and incomparable; that he is self-sustaining, who begets not nor was begotten. 3.) Write a â€Å"reflective synthesizing essay† that answers the following questions: In the future prospect, will the Asian religions move from rhetoric unity and act as one to solve the common problems affecting humanity? As for Asian countries, will they achieve political independence from the clutches of Western neo-colonialism? Is there a need to abandon our cherished worldview and values in the name of development? How will the Asians reconcile their adherence to Asian ethos and at the same time open to the demands of globalization? How will the differing Asian worldviews and religions be properly harnessed to promote nationalism among Asians and global cooperation among countries in the world? (30 points) Yes. In the future, the Asian religions will move from rhetoric unity and act as one to solve the common problems affecting humanity to have a better nation, to have a respect on one another, to fix the unjust and destructive situations. There is no need to abandon our cherished worldview and values in the name of development but rather preserve it and continue following those values to build a progressive and advance nation. With their differing Asian worldviews and religions they can create different ideas and new innovations but with respect with one another’s point of view, and to accept what other countries have made, to promote nationalism among Asians and global cooperation among countries in the world. 4.) Explain what made Japanese civilization unique in its approach to establishing a pro-active Asian civilization capable of having positive ethical patterns as fountainhead of their development? Explain why it is not just enough to simply support one’s parents for one to be called â€Å"filial†; what are therefore the other requirements to be able to truly say that one has completely conducted oneself as â€Å"filial son/daughter† to one’s parents? What makes Indian civilization stuck into conservatism? What are some of the positive role that the caste-system plays in Indian civilization? What are also the negative aspects of the caste system to Indian civilization? Explain in what way did Japan show a purposive and planned-out blueprint for development in their history? (30 points) It is not just enough to simply support one’s parents for one to be called â€Å"filial† because we owe our parents a lot- because of them we able to eat three meals a day, sometimes even more. They give us clothes and sometimes the things that are beyond our needs. They send us to school. But more than simply supporting us in the most basic sense of supporting, our parents loves us. It now becomes something different because when we love them back, we do not do so out of indebtedness. We give our love freely, and not as a payment with a certain interest. Most of all, because of this special filial relationship with them that we had since birth, we also respect and obey them. We not only support our parents, but serve them. The Indian â€Å"caste system† made it stuck into conservatism. The positive roles that the caste-system plays in Indian civilization, provides a sense of community and belongingness. And the two main strands of thought: Divine will- the belief that a hierarchical social structure is part of the divine intention for natural order, and the Purity- the need to emphasize the importance of ritual purity and impurity. But there is also a negative aspect of caste-system to Indian civilization. For example, marrying someone from a different caste, whilst not officially outlawed, is generally discouraged. They only lived, ate, and worked within their group. This was based on the idea that people are different and should have different roles. And a person born into one caste never changed castes and very seldom mixed with members of other castes. Castes were unchanging groups but people from the lowest caste were told that they have to serve the other castes so that they can be reborn into a higher caste in their next life.

Challenges Facing Health Care Providers and Health Insurance

Challenges Facing Health Care Providers and Health Insurance Topic: challenges facing Health care providers while dealing with Health insurances: a case study of a private hospital in Nairobi Kenya Introduction Define health financing (who,2000)world health report ‘ A health system is the sum total of all the organizations, ititutions and resources whoseprimary intent is to promote, restore or maintain health (WHO, 2000).Effectiveness, efficiency andequity of health financing system is determined by interaction of the three health financing functions namely collection of revenues, the pooling of pre-paid revenues and purchasing.Purchasig means the process by which interventions are selected and services are paid for or providers are paid. Healthcare providers are part of health system and re key component of health system strengthening and they play a significant role in determining whether the goals of a health system can be achieved.It is important that the buyers of services align provider payment methods with organizationalarrangements for service providers and other incentives for efficient service provision In Kenya most of the private health insurances operate on a purchaser provider split model with the insurances being directly responsible for entering into purchase agreements with providers and reimbursing them. Most of the provider payment is fee for service with a few health management organizations trying out the capitation mode of payment on outpatient services.Before the claims are approved for payments they have to undergo through the schemes claims process for eligibility purposes. According to S. Sodzi-Tetteyet al (2012) the purchasing function of health financing has been beset with problems of delay in provider payments. A study by Ministry of Health, Ghana, (2009) showed that in 2008 health facilities nationwide were owed a total of USD 32.6M most of it in unpaid claims while health providers themselves reported a 2-6 month delaying having their bills settled. Health insurance schemes are being used as an alternatives funding for health sector (Baltussen et al 2000).Insurance authorities are established to secure improvements in the health of the population by assessing health needs of the population ,determining the most cost effective mean of meeting these needs and contracting with providers to supply the required services. They are different types of health insurance models and one of them is the purchaser /provider splint models .they are many advantages to this arrangement according to ZurnAdams (2004) among them compiling of services providers to offer quality care however this model can also lead to major problems which according to Sakyi et al (2012)could be enormous among them being late reimbursement thus increasing the financial volatility of health providers which may in turn affect service delivery due to lack of finances to buy drugs ,to improve health facilities, to pay health workers to buy commodities among other things .witterGarshong ,(2009) says that providers who depend heavily on subsidies from the insurances could offer poor quality care when they are under billed or a large portion of their claims are rejected. The study will explore the challenges experienced by health care providers dealing with private health insurances especially the claim processing. Problem statements Health providers are offering health services to health insurances clients yet the insurances are not honoring their pledges to pay. There so many rejected bills after clients are discharged; many providers have unsettled bills by the patients because after services were offered the insurances give decline letters or covered bills up to a certain limit. A lot of time and money ,human resource is used in reconciliation of the accounts and in most cases the claims are not paid and as sakyi et al (2012) says this increases financial volatility of the health care providers which may in turn affect service delivery due to lack of finances to buy commodities and pay workers.witter Garshong (2009)continue to say that providers wo depend heavily on subsidies form the insurances could offer poor quality care when they are under billed or a large portion of their claims are rejected. . Research Objectives The study seeks to explore the challenges facing healthcare providers while dealing health insurance companies. The specific objectives of the study will be: To establish the administrative challenges facing health providers in executing operational guidance of health insurances. To establish the challenges healthproviders face from the health insurance during service delivery to their clients. To establish the challenges health providers face from the health insurance after the delivery of service to their client To come up with recommendation’s that would be used by the health providers and health insurance to ensure a workable purchaser –provider splint system Research Questions The study will answer the following research questions: What are the administrative challenges facing health providers in executing operational guidance of health insurances(admission process, scheduled cases ,emergency cases ) What are challenges health providers face during service delivery to health insurance clients(declines,exclusion ,limited covers ,clients not knowing their limits ) What are the challenges health providers face from the health insurance after the delivery of service to their clients.(rejections of claims ,late reimbursements What are the political challenges facing healthcare financing towards universal coverage by NHIF? What are the recommendation’s to health providers and health insurance to ensure a workable purchaser –provider splint system Theoretical framework Health insurance theory Utility theory Behavioral model of utilization Event model of studying health services utilization med care 1998. Conceptual framework Dependent variable- Challenges faced by health providers Independent variable- Operational guidelines (preauthorization process-preadmission process). service provision(admission post service provision (claim and reimbursement process) Significance of the Study Health providers are key in health system strengthening and key stakeholders in attainment of universal health coverage (delloitte ,2012)hence the importance to find out ways of ensuring both the private and public insurance work harmoniously with providers. Help policy makers in making decision like proper ttraining their enrolessabout their benefits ,providers to hve mechanism to carry out operational guidelines, Policy makers need access to knowledge on purchaser –provider splint system dynamics and the appropriate responses. Therefore, the study provides guidance and recommendations instrumental in designing appropriate policies that regulate the healthcare sector and what need to be done to ensure workable /effective and efficient system. The study will also be a reference material to the healthcare insurance firms, healthcare providers/institutions and other stakeholders. Relevant data that could allow for recommendations that could be implemented to strengthen the role of private health insurance players or providers or to strengthen provider and purchaser reltionship Methodology of the Study It will be an exploratory study .Qualitative andquantitative approaches will be used for primary datacollection using interview guides and checklists. References WHO,the world Health report 2000:Health systemsimproving performance ,Geneva ,World Health Organisation,2000

A Thousand Acres as Movie is Melodramatic and Bogus Essay example -- M

A Thousand Acres as Movie is Melodramatic and Bogus Perhaps Jane Smiley's Pulitzer Prize-winning novel "A Thousand Acres" was a bit over-rated. For one thing, the book's "dark secret" seemed utterly implausible. I just didn't believe that the book's protagonist and narrator, a 37-year-old Iowa farm wife named Ginny, could have completely repressed the fact that her father had sex with her when she was 15 years old, night after night, for a year. For True Believers in "Repressed Memory Syndrome," this might sound like gospel: I found it melodramatic and bogus. Furthermore, the sensitive-unto-death narrative voice was dissonant and grating: Ginny came across as too intelligent and self-aware to be as clueless and numb as she was supposed to be. Despite these major flaws, however, Smiley's au courant revisiting of "King Lear" had its virtues: keen insights into family dynamics, a stately, beautifully controlled pace and a weirdly chipper, let's-do-the-dishes-everybody quality that only heightened the ominous sound of fatal machinery grinding away beneath the banal surface of Happy, Happy American life. Unfortunately, these literary achievements -- created by tone and nuance as well as the sheer hypnotic effect of time spent turning the pages -- are not easily captured by film. The movie fails to convey any of the book's strengths -- and it magnifies its shortcomings into bathetic clichés. "A Thousand Acres" may simply be one of those books that can't be made into anything but a plot-driven movie-of-the-week. Although the first half hour is really dreadful, with its hokey plot-establishing voice-over and choppy, melodramatic action, it's not easy to imagine how director Jocelyn Moorhouse an... ... or the face-off between her way of living in the world and Rose's. Smiley's novel is filled with an unnecessary amount of family horror -- she could have achieved the same artistic effects without sprinkling on the Gothic MSG. But the interiority of the novel form allows us to look away from the lurid plot, to follow the subtler movement of Ginny's mind. Moorhouse halfheartedly tries to tell the story from Ginny's point of view, but she keeps going back to the external, epic vision. Instead of feeling like an epic, however, "A Thousand Acres" feels like a soap opera -- an impression not lessened by the soupy this-is-a-sad-scene music and the treacly voice-over that keeps telling us what just happened -- "going to court had divided us from each other." If Shakespeare spun a few times when Smiley's novel came out, he must be rotating like an eggbeater now.

The Attack on Pearl Harbor Essay -- American History WWII World War

The Attack on Pearl Harbor The United States is surrounded by the Atlantic Ocean to the East, the Pacific Ocean to the West and is bordered by two friendly nations, Canada to the north and Mexico to the south. Attacks on United States soil have therefore been rare. The surprise attack by the Japanese in 1941 on the United States at Pearl Harbor resulted in a great loss of life and changed the course of history. Prior to the attack on Pearl Harbor, the United States was an isolationist country and coming out of the Great Depression. There was a war raging in Europe in 1939 that involved many United States allies. Hitler’s German troops were attacking France, Poland, Great Britain and other European countries. Despite the attacks on these United States allies, citizens in the United States wanted to remain neutral. Meanwhile, in the Pacific, Japan had invaded China and Indochina and was making preparations for broader war. As late as December 1941, Americans thought that the United States Government should stay out of World War II and not interfere with European and Asian affairs (Gailey 29). On the morning of December 7, 1941 Japan launched a surprise attack against the United States and its Pacific Fleet based in Pearl Harbor, Hawaii--â€Å"A day which will live in infamy†. The United States immediately entered the war and changed the course of the 20th century. Pearl Harbor is a land-locked harbor on the Southern coast of the Oahu Island in Hawaii. It is West of Honolulu. Pearl Harbor is one of the largest and best natural harbors in the Eastern Pacific Ocean. Close by are many United States military installations. They include the Chief US Pacific Naval Base, Hickam Airforce Base, Pearl Harbor Naval Air Station ... ...ry for Americans during World War II (Pearl Harbor, 1986). It made Americans even more determined to go kill the enemy. Works Cited Bahrenburg, Bruce. The Pacific Then and Now. New York: G.P. Putnam’s Sons, 1971. â€Å"A Brief Overview of the Attack.† Pearl Harbor Remembered. 7 July 2001. 15 October 2001 . Gailey, Harry A. The War in the Pacific. Novato: Presidio Press, 1995. Layton, Edwin T., Roger Pineau, and John Costello. And I Was There. New York: William Morrow and Company, Inc., 1985. â€Å"Pearl Harbor.† Encyclopedia.com. 2001. 15 October 2001 . â€Å"Pearl Harbor.† The Golden Book Encyclopedia. 1986 ed. Renzi, William A., and Mark D. Roehrs. Never Look Back. Armonk: M.E. Sharpe, Inc., 1991. Weintraub, Stanley. Long Day’s Journey into War. New York: Penguin Group, 1991. â€Å"World War II.† Encarta.com. 2001. 15 October 2001 .

Women 100 Years Ago and Women Today

Loftus 1 How Religion Has Affected My Life I've been going to church with my grandparents for as long as I can remember. I've always been a part of church related activities. We always said grace before we ate a meal. I said my prayers before I went to bed. I was baptized when I was born. I had my first communion. I was a very religious little kid and I always had God in my life. Of course, I only did all those things because I thought I was supposed to. I just thought it was something that everybody in the world did. But, as I got older I learned that it was all just a part of my religion.I also learned that not everyone had the same religion as I did. There were many different religions. There were even some people that didn't have a religion. Once I realized all of those things, I started asking questions. Why was I catholic? Why did I have to go to church every Sunday? Why is it so important? I asked my grandmother these questions and her only response was, â€Å"It's because Je sus died on the cross for us. † But I still had the question lingering in my head: Why? My mother and father never went to church with us. My mom would drop us off a religion classes but that was about it.When I asked my mom why she'd never gone to with us she had said, â€Å"I don't believe that you have to go to church every Sunday to show your appreciation for God. † That really had me thinking, if my mom and dad never went, did I really have to go? I certainly didn't like sitting in the cold for an hour listening to people singing terribly and other people talking about things I never understood. Always standing up and sitting down every couple of Loftus 2 minutes. It got very old, very fast. By the time I was a teenager, I got really tired of the same old thing.That's when it all started. At the age of thirteen all I wanted to do was hang out with my friends. They weren't the best of people but they accepted me and that's all I cared about. I started being more lik e them. Wearing all black, doing my make up really heavily, smoking cigarettes, drinking alcohol, experimenting with drugs. I turned into the complete antithesis of the girl I was when I was younger. My family definitely started to notice. My mom and dad said it was just a phase but my grandmother thought I was starting to become a â€Å"devil worshiper†. She orced me to go to church with them. I was forced to go to religion class. I got the you-need-Jesus-in-your-life talk every time I was around my grandma. That is when I really started to resent everything that had to do with my religion. My grandmother had pushed me to my breaking point. I didn't want anything to do with God or Jesus. When asked, I always told people I didn't have a religion. I was against it. I refused to go to church or religion class. I stopped saying grace before I ate. I stopped saying prayers before I went to sleep. I even stopped believing there was a God.This caused a lot of tension between my gra ndmother and I. We never saw eye to eye on anything. We were always arguing over something. She always told me that she never thought she'd have a granddaughter like me. She expected me to be more of a lady. I couldn't stand being around her. I didn't tell her anything. She had forced religion on me to the point that I didn't want to have a religion anymore. It even caused me to think I hated her. You could only imagine how much harder it got once my mom lost our house and we had to move into my grandparent's house.I got so angry when my mom told me the news. All I wanted to do was scream. The thought of having to see my grandma every single day was terrifying. My life had gotten significantly more tough Loftus 3 at that point. When we moved in, I stayed in my room all the time. If I wasn't in my room, I was either at school or out with my friends. When dinner was ready I ate with my head down. Not speaking to or looking at anyone. My mom caught on real quickly. I remember one night she pulled me into her bedroom after dinner and asked me why I was acting so strangely.I poured my heart out and told her everything I was going through. She told me, â€Å"You need to stop hating your grandmother. She is getting older and her health is declining. She won't be here one day and you're going to regret not having a good relationship with her. You don't have to go to church every Sunday. You don't even need to go to religion class. You just need to respect the fact that your grandmother is just leading you by example. That's how she was raised. So, you need to stop getting angry at her and you need to start building a better relationship with her. That is the night that things got better. Every time I want to get angry with my grandma I remember what my mom told me and I haven't gotten angry with her since. I never got my faith back and there are still some things I can't tell my grandmother due to her being so religious. I would love to tell her that I'm engaged but, I can't because I'm a homosexual and I'm sure she'd disown me. But despite that, my grandmother and I are now on good terms. We talk on the phone more often since I moved away and I plan on visiting her whenever I make my trips back home.

The Reliability Validity And Utility Of Self Assessment Education Essay

IntroductionThis paper is a critical reappraisal of Ross ‘s paper in which he presents a reappraisal of a research done on the dependability, cogency and public-service corporation of self-assessment as a technique for bettering acquisition. In his findings Ross ( 2006 ) reported that ego appraisal produced consistent positive consequences in footings of raising pupil accomplishment and bettering behavior for larning. Harmonizing to the findings of the research it was found that strength in the usage of self-assessment was embedded in developing the pupils in the technique of measuring their ain work. The declared intent and purposes of Ross ‘s paper were to discourse four of import inquiries posed by instructors on the topic of ego appraisal. Stated below is the same set of inquiries which will organize the nucleus for the treatment in this paper: Is self appraisal a dependable appraisal technique? Does self-assessment supply valid grounds about pupil public presentation? Does self assessment better pupil public presentation? Is self appraisal a utile pupil appraisal technique? In this paper I argue that whereas these may be cardinal inquiries to instructors ( Ross, 2006 ) it is of import to take a critical expression at why they were found to be relevant to the topic of appraisal, why they were raised and who would profit from the consequence of their probe. I besides analyse the evidence-based averments made by Ross sing the topic of self-assessment and the literature he used to set up his findings. First I will get down by discoursing appraisal in general, what it is and what are its intents before I embark on the critical analysis of Ross ‘s work.The Purpose of AssessmentSchool and schooling is approximately assessment every bit much as it is about learning and larning. Black and William ( 1998a ) define appraisal in instruction as â€Å" all the activities that instructors and pupils likewise undertake to acquire information that can be used diagnostically to detect strengths and failings in the procedure of instruction and acquisition † ( Black and William, 1998a:12 ) . Appraisal can hence be a agency of public presentation motive for all stakeholders in the instruction system get downing from the pupil right to the policy shaper. Whereas appraisal in schools may function many intents, Black, ( 1998b ) amounts them up into three chief 1s viz. , support for acquisition, enfranchisement and answerability. The treatment throughout this paper nevertheless is confined to self-assessment as a formative signifier of appraisal with the chief aim of back uping pupils ‘ acquisition. Whilst Freeman and Lewis ( 1998 ) agree that appraisal in general can hold a large influence on students ‘ acquisition, paradoxically they accept that it can work against it ( the acquisition ) if instruction is done to the trial, ( i.e. with a focal point on go throughing trials ) while disregarding the significance and apprehension of the constructs. This, they reiterate, â€Å" tends to promote a inactive generative signifier of la rning † ( Lewis, 1998:7 ) which defeats the intent of appraisal. Ross ( 2006 ) points out at the oncoming of his paper that appraisal can be more of a stimulation to larning through suggestion and motive of pupils by manner of giving them regular pattern so they can see how good they are making in the acquisition results. Similarly, he asserts that giving prompt feedback on any trials done provides information that will assist scholars name their strengths and failings to assist them better their acquisition and apprehension of constructs. Consequently as Freeman ( 1998 ) suggests, affecting the scholars themselves through the usage of self- appraisal technique tends to assist them understand their failings better and help them in be aftering what to make following thereby taking duty of their ain acquisition. This is the cardinal subject in Ross ‘s paper and forms the measure by measure analytical reappraisal in this paper.Is Self-Assessment a dependable appraisal techn ique?Before turn toing the inquiries on self appraisal in this paper I will concentrate briefly on some of the literature by the advocates of self-assessment technique, such as Boud, ( 2004 ) , Orsmond, ( 2004 ) among others. In general footings, ego appraisal is what happens every clip we do something and look back in the act of oppugning or judging ourselves and doing determinations about what we have merely accomplished and what would be the following measure ( Boud, 2004 ) . Self appraisal means more than pupils rating their ain work. It means affecting the pupils in the procedures of finding what is good for their acquisition and how they can accomplish it. It requires them to see the features of a good piece of work and how they can use this to their ain work ( Boud, 2004 ; Orsmond, 2004 ) . Because the designation of criterions and standards used in self-assessment involves many activities, an effectual ego appraisal procedure will necessitate a great trade of readying if it will function the intent it is intended to make. This paper will turn to the issues raised in Ross ‘s paper ( Ross, 2006 ) sing the assorted facets of ego appraisal and its benefits to the pupils, instructors and parents. Self appraisal is any activity which entails the scholar instead than the instructor taking the lead, ( Brooks, 2002:8 ) . As asserted by Boud ( 1986 ) in Orsmond ( 2004 ) , it is the ‘involvement of scholars in placing criterions and/or standards to use to their work and doing opinions about the extent to which they have met these standards and criterions ‘ ( p.8 ) . Regardless of the fortunes, the most of import characteristic of self-assessment is ‘who assumes the lead and who benefits in the procedure ‘ ( Brooks, 2002:68 ) . Whereas Ross ( 2006 ) affirms that effectual self-assessment aid students to go better scholars, rising ego consciousness and intensifying their penetration into the appraisal procedure, this paper takes on the undertaking of placing the characteristics that make the procedure effectual, one of which is dependability, an issue that is about to be discussed in this paragraph. Reliability as used by Ross refers to ‘the consistence of the consequence produced by a measurement tool under different fortunes, ‘ ( p. 2 ) . Besides Walkin, ( 1991 ) describes dependability as â€Å" the extent to which an appraisal is systematically reliable and dependable when carried out by different assessors or by a individual assessor with different campaigners, or at different times of twenty-four hours and in different topographic points † ( p.10 ) . In this subdivision of the paper an effort will be made to associate these definitions and / or descriptions of dependability to the grounds provided in Ross ‘s paper sing the dependability of self appraisal. In the subsequent paragraphs, farther effort will be made to analyze the extent to which Ross used assorted bookmans to set up how self-assessment can be a dependable appraisal technique. Ross, ( 2006 ) introduced his paper by detecting that the bulk of instructors researched were found to be widely utilizing self-assessment although they still had uncertainties about the dependability of the technique. Harmonizing to Ross, ( 2006 ) these uncertainties centred on the possibility of two extremes go oning among the pupils. On the one manus it was found that pupils who were non good motivated and confused would hold a inclination of over-estimating and blow uping their accomplishment out of self involvement whilst on the other manus those who were regarded as ‘good childs ‘ underestimated their accomplishment. Whereas Ross, ( 2006 ) observed that this disagreement could perchance ensue in what he called a ‘construct-irrelevant discrepancy ‘ ( ibid. ) , which would most likely threaten the dependability of scaling, one would still oppugn the genuineness of the fortunes under which scholars are observed to be either ‘good childs ‘ or â⠂¬Ëœill-motivated and baffled. The inquiry of who sets the standards and who determines the good and bad scholars is an issue of contention as a possible deficiency of consistency in the acquisition environment and pupils ‘ failure to get by under different fortunes may ensue in one pupil ‘s good twenty-four hours to be a bad one for the other. Likewise pupils who fall in the weak class may happen themselves withdrawing into disenchantment to the hurt of their public presentation which in bend could impact the dependability of self-assessment. However, this paper will research further the construct of good pupils and low winners and the consequence it has on their public presentation in self appraisal. Establishing on Klenowski ‘s definition of ego appraisal ( Klenowski, 1995 in Ross, 2006 ) Ross describes the procedure as bearing a formative component which aims to better pupil acquisition. Sing dependability of self appraisal Ross found what he called a ‘high degree of internal consistence ‘ which typically refers to the ‘ability of the technique to give consistent consequences under different fortunes ‘ ( Walkin, 1991:10 ) . Ross ( 2006 ) used illustrations of consequences from his ain research coupled with that of other bookmans such as Rolheiser and Hogaboam-Gray ( 2002-b ) where they reported high ‘internal consistency ‘ in Mathematicss and English. Further grounds he cited was in connexion with consistency across undertakings, citing illustrations from Fitzgerald, Gruppen and White ( 2000 ) who examined self-assessment of medical pupils and found that a high degree of consistency existed in the pupils ‘ consequences across a scope of undertakings, and in peculiar indicating out public presentation in the ‘examination of standardised patients ‘ and ‘interpretation of trial consequences ‘ ( Ross ( 200 6: 4 ) . The frequence of appraisal is another factor Ross identified as holding a bearing on the dependability of self-assessment. Ross ( 2006 ) cites bookmans like Blatchford ( 1997 ) , whose research findings indicated that there was less consistence in the consequences of undertakings which were less often assessed, hence bespeaking less dependability. Likewise findings from a survey by Sung, Chiou and Hou ( 2005 ) revealed a greater dependability ( high consistency ) when the clip periods between appraisals is shorter. The age of the take parting pupils was another factor found to hold a bearing on the dependability of self-assessment. The reviewed research showed that the younger the pupils the less dependable were the consequences and likewise, there was a inclination for the older pupils to be more realistic in their attack to self-assessment of their public presentation, reflecting a higher degree of dependability ( ibid, in Ross 2006:3 ) . In reply to the inquiry whether self-assessment is a dependable appraisal technique, Ross ( 2006 ) used considerable sum of literature and backed his findings by evidence-based scholarly commendations runing from beyond a decennary to the most recent on the topic of appraisal. Consequently he summarised his findings on this inquiry by detecting that there was adequate grounds to back up self-assessment as a dependable technique. Notwithstanding, Ross ( 2006 ) emphasised that the degree of dependability tends to be higher when the pupils are decently trained to measure their work and it is done more often over short periods of clip. Similarly, it is less consistent when appraisal is done over longer periods and particularly so when done among younger kids. In his contemplations on dependability Ross makes no reference of inconsistence as a consequence of good or bad pupils but points to age as a mitigating factor, where immature kids can hold a less realistic attack to self-assessment . This paper will discourse farther grounds on the relevancy of Ross ‘s work to the topic of appraisal and in whose involvement it was published. In the undermentioned paragraph I present an analysis of Ross ‘s effort to turn to the inquiry of cogency of self-assessment technique.Does Self-Assessment supply valid grounds about pupil public presentation?Black, ( 1998 ) suggests that a trial is considered to be valid if it measures that which those who prepared it intended to mensurate. In his paper, Ross, ( 2006 ) defines cogency in self appraisal as â€Å" understanding with instructor opinion † or â€Å" peer rankings † ( p.3 ) . In other words cogency in self-assessment will be more obvious as we see how closely related the results of the triangulation procedure appear. Whereas Ross ‘s analysis of the research consequences done on 48 university pupils ( Boud and Falchikov, 1989 ) revealed positive consequences sing cogency, there was concern sing th e quality of the surveies. For case, it was found that there were unexplained fluctuations about what constituted understanding between the self-assessed and the instructor assessed consequence, the standards used by instructors and pupils was vague, every bit good as a â€Å" deficiency of reproductions affecting comparable group of pupil † ( ibid, p. 3 ) . Given the likely disagreements Ross gives several grounds why self-assessments can at times be higher than teacher evaluations. First he cites illustrations by some bookmans such as Aitchison, ( 1995 ) in which he mentions that overestimations are likely if the ego appraisal contributes to the concluding class of a class ( Boud and Falchikov, 1989, in Ross, 2006:3 ) . Second age of the take parting pupils was once more found to be a factor with a bearing to cogency in every bit much as it was with dependability of self-assessment as discussed in the preceding subdivision. It was found that the younger the kids the more likely it was for them to overrate their public presentation. This phenomenon was attributed to a possible deficiency of cognitive accomplishments every bit good as acquiring over ambitious in their accomplishments. Ross ( 2006 ) established this fact by doing mention to Butler ( 1990 ) , who found that self-teacher understanding increased at a higher rate of correlati vity with age. However Ross ( 2006 ) farther attributed a high rate of student-teacher understanding to preparation of the pupils in how to decently measure their work ( Ross et al, 1999 ; Sung et Al, 2005 ; in Ross, 2006 ) . In this regard Ross, ( 2006 ) established that facets such as â€Å" cognition of the content of the sphere in which the undertaking is embedded † ( ibid, p. 3 ) ; a cognition that self appraisal is traveling to be compared with instructor or peer evaluations ( Fox & A ; Dinur, 1998 ) ; and when the application of the standards involves low degree illations ( Pakaslahti & A ; Keltikangas -Jarvinen, 2000 ) ; were cardinal elements in the student-teacher understanding or the cogency of self-assessment technique. However, Ross, ( 2006 ) makes a elucidation that understanding between self-assessment and peer-assessment is likely to be higher than self-teacher understanding on the footing that pupils will usually construe appraisal standards otherwise from th e instructors, by perchance â€Å" concentrating on superficial characteristics of the public presentation † ( p. 3 ) . A higher rate of understanding between self-peer and self-teacher appraisal could besides be attributed to sympathetic inclinations between equals, overruling the echt intent of appraisal by overrating each other ‘s public presentation, which would adversely impact the cogency of the technique ( Walkin, 1991 ) . To turn to the grounds of cogency further, Ross ( 2006 ) makes mention to the advocates of assessment reform such as Wiggins et Al, ( 1993 ) who recommended that along with every major work pupils were to subject a self-assessment focusing on the perceptual experience of their public presentation, ( Ross, 2006:2 ) . This was to be done perchance to find the cogency of self appraisal in relationship to what Ross calls â€Å" understanding with an nonsubjective standard † ( ibid, p. 4 ) . Ross, ( 2006 ) cites the work of ( Cassady, 2001 ; Talento-Miller & A ; Peyton, 2006 ) who established that university pupils were likely to be more realistic in their self-assessment when using to graduate school under conditions where the ego studies would be checked against official paperss. In malice of such conditions nevertheless, Ross, ( 2006 ) points to the consequence of the survey which showed that even under rigorous conditions, it was found that high winners still gave accurate stud ies whilst low winners reported their appraisal less accurately and overestimated. Ross, ( 2006 ) attributed this to â€Å" likely societal desirableness or self-enhancement factors † ( Ross, 2006:4 ) . In his findings, Ross besides revealed that there were still some fluctuations to a certain grade within self-teacher understanding that could non be explained to the full, mentioning causal cases such as pupils ‘ inability to use assessment standards even in malice of preparation, pupils ‘ personal involvement, prejudice, and the possible undependability of instructor appraisals in relationship to student self-assessment. Ross concludes his treatment on the inquiry of cogency by admiting that there are disagreements revealed in the research he was reexamining. Nevertheless he submitted that such disagreements should be the stimulation for farther survey and reappraisal of the grounds embedded in pupils ‘ public presentation that might uncover the strengths and failings in their acquisition procedure so that they can be good addressed through improved instruction. This leads us to the thought of eventful cogency, the issue to be addressed in the following inquiry.Does self assessment better pupil public presentation?It was mentioned before in this paper that self-assessment is a signifier of formative appraisal, which meant that it is a technique which aims at bettering larning. The old subdivision has addressed the inquiry of cogency and it has been really clearly stated that a valid appraisal is one that contributes to a pupil ‘s acquisition by mensurating those accomplishments and/or cog nition it is designed to mensurate. In other words if the assessment tool does non concentrate on proving larning so it fails in its intent to help acquisition and can non be regarded as valid, harmonizing to the definitions by Black, ( 1998 ) and Ross, ( 2006 ) . This is what Ross calls ‘consequential cogency, ‘ ( Ross 2006:4 ) in which he argues that the worth of a trial is determined by its effects for the scholars, asseverating that inclusion of effects as a dimension of trial cogency was found to be a cardinal component in of self-assessment reform ( ibid ) . In add-on to bettering acquisition, Ross, ( 2006 ) besides pointed out another facet of ego appraisal that was straight concerned with the pupils ‘ ego efficaciousness and a stronger desire to accomplish as provided in the work of Hughes, Sullivan, & A ; Mosley, ( 1985 ) in Ross, ( 2006 ) . Other bookmans like Fontana and Fernandez, ( 1994 ) provided grounds that pupils could execute better in topics like Mathematicss when ego appraisal was used as one of the schemes to increase pupils ‘ acquisition. To heighten public presentation and increase the eventful cogency of the technique, Ross, ( 2006 ) identified the schemes of learning pupils in self-assessment technique. These included the direct engagement of pupils in specifying the appraisal standards, citing an illustration where pupils can take part in the constructing of a rubric that expresses public presentation outlooks ( ibid, p. 5 ) . Ross further reviewed some of the schemes used to learn pupils in using the self -assessment standards, observing that giving prompt feedback on self-assessment and prosecuting the pupils in evidence-based treatments of the fluctuations between their self-assessed public presentation and that of their equals and instructors, besides referred to as triangulation, ( Black,1998 ) contributed greatly to improved acquisition. It was besides observed that pupils would profit from instructors ‘ aid in utilizing the appraisal informations to develop realistic action programs both short and long term to get the better of their failings ( ibid, p.5 ) . Ross et Al, ( 1999 ) reported that a sample group of pupils were trained in these schemes, when they tried on the self-assessment technique to prove their acquisition ; they outperformed their equals who had non received similar preparation in topics like mathematics and geographics ( Ross 2006 ) . Positive consequences of self-assessment were besides reported in non-academic activities. A reappraisal of pupils Ã¢â‚¬Ë œ ego appraisal in countries of behavior inside and outside the schoolroom showed that behavior had improved as a consequence of being given a self appraisal tool to supervise their tendency of behavior and fiting it with their ain action programs. It was reported that consistency in the usage of the tool contributed to the pupils ‘ high autonomy, increased positive interactions and there was grounds of a diminution in riotous and off-task behavior ( ibid ) . Notwithstanding, Ross identified a few of the negative results that were associated with self-assessment. An analysis of the interview informations conducted by Ross et Al, ( 2002 ) in a class 11 mathematics schoolroom revealed that self-assessment contributed to an increased loss of assurance among the lower winners and that they gave up seeking after all while others resolved to acquire out of the hard lessons all together. Ross, ( 2006 ) attributed this to what he calls â€Å" ego-protecting attempt decrease † ( p. 5 ) . Ross backs up his study on the effects of self-assessment by prosecuting Bandura, ( 1997 ) on what he calls the â€Å" societal knowledge theory, † which fundamentally explains the conditional relationships between self-efficacy beliefs and outcome outlooks. Bandura, ( 1997 ) elaborates on this theory that in given spheres of operation, self-efficacy beliefs vary in degree, strength, and generalization ( ibid ) . However, he emphasises that â€Å" t he results of a procedure such as self appraisal can take the signifier of positive or negative physical, societal, and self-evaluation effects † ( Bandura, 1997:22 ) . Ross, ( 2006 ) emphasised that self-assessment contributed to ‘self-efficacy beliefs ‘ or ‘the pupil ‘s perceptual experience of their ability to execute the actions required of them in similar hereafter enterprise ‘ ( p. 6 ) ; using the construct that if the present undertakings are performed to their full satisfaction, pupils would be more likely to win in future undertakings ( Bandura, 1997 ) . Ross explores farther the inquiry of whether or non self-assessment improves the pupils ‘ public presentation, by supplying more scholarly grounds reappraisal in his paper. Based on Bandura ‘s apprehension of self-assessment and increased self-efficacy beliefs, Ross, ( 2006 ) established that pupils with greater assurance in their ability to carry through the mark undertaking are more likely to visualize success than failure, because they set higher criterions of public presentation and set out to accomplishing them ‘ ( p.6 ) . This introduces the ipsative component in the technique of self-assessment where a pupil is viing against himself or herself. As asserted by Bandura, ( 1997 ) pupils will expose a considerable self way in the face of competition, but in the instance of self-assessment pupils would be comparing against their ain public presentations, thereby puting their ain realistic ends for their hereafter achievements. Continuity and assurance improve the attempt displayed in the public presentation which in bend influences positive results. Failure in one undertaking becomes a stimulation for the good pupils motivating them to farther action. Pertinent to improved public presentation through the procedure of self-assessment therefore is the component of self-efficacy, ( Bandura, ( 1997 ) , self-confidence and attempt ( Ross, 2006 ) . Notwithstanding, the inquiry of placing some pupils as holding high of these qualities while another group has less or none at all demands to be addressed. Could it be related to the social-economic place environment, or could it be attributed to a tendency of failing developed during the school modus operandi? Whichever manner it is deserving look intoing at the right point in clip and non merely settle with the cognition that there are weak and strong childs in school. When all stairss as suggested by Ross ( 2006 ) have been taken and pupils are trained to give them a sense of intent in the usage of self-assessment technique why would one fail to accomplish more positive consequences? In a normal population nevertheless, fluctuations in perceptual experience are likely to impact public presentation and hence results tend to change as a consequence. So there will be pupils with low self-efficacy who will comprehend failure as enfeebling grounds that they are incapable of finishing t heir ain set undertakings and hence give up. Ross, ( 2006 ) reiterated this fact farther from his happening that repeated negative self-assessment may take to pupils puting unrealistic ends, following uneffective acquisition techniques which in bend affect the attempt they put into their work. Finally they start doing alibis for their underperformance and sometimes taking to withdrawal. On the whole nevertheless, Ross, ( 2006 ) found plenty scholarly grounds to demo that self-assessment will further an upward rhythm of larning as demonstrated by the surveies that found positive results of self-assessment. I will reason this subdivision with an lineation of three ways through which Ross found self-assessment to be lending to larning. Ross ‘s analysis of the scholarly work of Schunk ( 1996 ) found these to be among the procedures that self-acting pupils use to detect and construe their ain behavior: They were, Self-observation – self-acting pupils will intentionally concentrate on specific facets of their public presentation related to their ain set criterions of success, with a position to better acquisition ( Ross, 2006: 6 ) . Self-judgements – pupils make self opinions in which they determine how good they think they have met their general and specific ends besides by comparing present with past results in relationship to the specific set ends ( ibid. ) . Self-reaction – how the pupils interpret and respond to the grade of accomplishment of their set ends, an indicant of how satisfied they may be with the consequence of their actions. Self-reaction plays a major portion in puting realistic ends for future acquisition every bit good as a major determiner of the pupils ‘ patterned advance rhythm ( ibid. ) . Harmonizing to Ross ‘s findings, these elements can merely be achieved and to the full exploited through strict preparation which focuses on peculiar facets of the pupils ‘ public presentation ( Ross, 2006:6 ) . Ross justified his averments by mentioning illustrations of the facets of the pupils ‘ public presentation he referred to, such as the dimensions of a co-constructed rubric and redefining the standard pupils use to find whether they were successful or non, and by measuring teacher feedback to reenforce reading of their public presentation ( ibid. ) . Ross ‘s averment on these influences of self assessment preparation was that they would â€Å" increase the likeliness that pupils will construe their public presentation as a command experience, the most powerful beginning of ego efficaciousness † harmonizing to Bandura, ( 1997 ) as cited in Ross ( 2006:6 ) .Is self appraisal a utile pupil appraisal technique?The inquiry of whether ego appraisal is a utile pupil appraisal technique can outdo be addressed by first of all concentrating on what it does for the pupil. Black, ( 1998 ) gives both practical and cardinal grounds for affecting pupils in the appraisal of their ain work. Among these he mentions the practical component of acquiring them do some of the work themselves which, harmonizing to Black, ( 1998 ) allows the instructors the chance to transport through the programme of formative appraisal. Second, Black points to a more cardinal ground that self assessment enhances the student-teacher relationship, as it makes the learner take â€Å" duty of their ain acquisition † ( p. 127 ) . As stated at the beginning of Ross ‘s paper, ( Ross, 2006 ) research has shown that the impression of affecting pupils in measuring their ain work has in the past been met with assorted feelings. Some of the grounds mentioned by bookmans such as Brooks, ( 2002 ) and Boud, ( 2004 ) relate to a deficiency of apprehension of the nature of the technique, and failure to implement it right in schools. Harmonizing to Brooks, ( 2002 ) pupils who carried a negative attitude to self-assessment did so because they found it hard to hold on the thought that they could transport out appraisal of their work to back up their ain acquisition. An analysis of the survey by Broadfoot et Al, ( 1998 ) as cited in Brooks, ( 2002 ) reported that ‘because pupils had small or no penetration into the appraisal standard, or how instructors reached assessment opinions, they merely guessed what they thought instructors would believe of their work, which defeated the whole intent of self-assessment. Ha rmonizing to the grounds provided in this paper and holding reviewed Ross ‘s work at that place is no uncertainty that ego appraisal is a utile technique for pupils when they are decently trained in its significance and its execution. As Boud, ( 2004 ) would set it, the specifying feature of self-assessment is â€Å" aˆÂ ¦the engagement of pupils in placing criterions and/or standards to use to their work and doing opinions about the extent to which they have met these standards and criterions. † ( Boud 1991, p.5 as cited in Boud, 2004 ) In the paragraphs that follow, I will show a critical analysis of Ross ‘s findings about the strengths and failings of self-assessment technique which he reviewed in an effort to warrant why the technique is utile for pupils.Strengths of self-assessmentRoss, ( 2006 ) addresses the inquiry of utility of the technique to a greater grade, utilizing bookmans like Hughes et Al, ( 1985 ) ; Schunk, ( 1996 ) ; Sparks, ( 1991 ) , to turn out that ego appraisal is a utile technique. These provide plenty grounds to demo that self appraisal contributes to student achievement peculiarly if instructors provide the direct direction in how to self-assess. Evidence is provided in an analysis of his ain work ( Ross et al, 1999 ; 2002-a ; 2005 ) as cited in Ross, ( 2006 ) that ego appraisal contributes to better pupil behavior ‘ ( p.7 ) . Further analysis of Ross ‘s evidence-based findings revealed more benefits of self-assessment and why it was found to be utile: First it was reported that pupils found the technique utile because they gained a better apprehension of what they were supposed to make as they were involved in puting the standards for the appraisal. Second, because the technique enabled them to include of import public presentation dimensions such as attempt that would non usually be considered in appraisal. The 3rd benefit harmonizing to Ross findings was that self appraisal allowed the pupils to pass on information such as ends and aims sing their public presentation. The 4th and last of the benefits in Ross ‘s analysis was that pupils found self appraisal to be utile because it gave them information they could utilize to better their work. ( Ross et al. , 1998 as cited in Ross, 2006 ) . The 4th benefit is possible because of the ipsative nature of self appraisal mentioned earlier in this paper, which provides pupils with the chance to concentrate on their attainment, instead that the normative comparing with others as it helps them concentrate on how to better their ain work. Beside the pupils Ross, ( 2006 ) besides reviewed research findings about how instructors benefited from the effectual usage of self appraisal technique. The research established that doing the appraisal standards explicit to the pupils helped the instructors to separate indispensable from less of import characteristics of pupil public presentation and as a consequence they would be more focussed in their instruction. It was besides established that teacher-student conferences held as a follow up of self appraisal would assist to work out any disagreements that may be between self-teacher appraisal and that this might give instructors farther insight into the pupils ‘ thought and in peculiar aid to press out the misconceptions that prevent their farther acquisition. Ross, ( 2006 ) acknowledges that there was small information sing parents ‘ reaction to self appraisal ; nevertheless he asserts that if the building of the rubrics is done good and in clear linguistic communi cation, it will run into the ends of the course of study which will indicate to the involvements of the parents.Some noted failings of self-assessment.Ross, ( 2006 ) pointed out the figure one concern for instructors sing self appraisal was the fright that sharing control of appraisal with pupils would take down criterions and reward pupils who inflate their appraisal ( p.7 ) . However if instructors implemented the recommendations as provided in Ross ‘s work by affecting pupils in the whole procedure including the scene of the appraisal standard, and pupils were decently trained in what and how to measure I do non see this as a justifiable cause for fright. Second, a deficiency of understanding between self-teacher appraisals is another failing Ross references which could be attributed to either mistakes of artlessness, or inability on the portion of the pupils to construe the appraisal standard. Ross, ( 2006 ) nevertheless found the greatest instructor concern to be what he called â€Å" grade sharks † which harmonizing to him pupils would deliberately blow up their accomplishment by lying about their attempt or misusing the standard ( Ross 2006:8 ) . However, as already explained in the inquiry that dealt with what self appraisal does for the pupil, such instances will be stray incidents that can non significantly impact a good enforced procedure with co-jointly constructed rubrics between instructor and pupils. Another failing of the technique is that some pupils will happen it unjust on them as some of the pupils will take advantage of it and tag everything as perfect even though it may non ( p.8 ) . But once more is n't it this what instructor appraisal and teacher-student follow-up conferences are for, to seek and chair the pupils ‘ appraisal every bit good as set clear and realistic ends? To sum up the failings found Ross ( 2006 ) noted that there was concern among instructors about parents ‘ reactions to self appraisal, claimi ng that pupils should non be making the work instructors are meant to be making.DecisionBefore the decision of his reappraisal of the research conducted on the dependability cogency and public-service corporation of self appraisal technique, Ross, ( 2006 ) first gives a comprehensive history of his findings about the ways which can do self appraisal more utile. To get down with he admits that no sum of research will convert the instructors who are skeptic about the truth of the technique. However he outlines four dimensions through which harmonizing to his findings betterment in the public-service corporation of self appraisal can be achieved. First Ross, ( 2006 ) found that affecting pupils in the procedure of specifying the standard will travel a long manner to better the dependability and cogency of the procedure if the rubric addressed issues of competency familiar to pupils every bit good as include public presentation characteristics that pupils find meaningful and of import to them. Ross, ( 2006 ) agreed with Rolheiser, ( 1996 ) that in so making â€Å" instructors need non give up control of assessment standards but instead ordain a procedure in which pupils develop a deeper apprehension of cardinal outlooks, mandated by regulating course of study guidelines † ( Rolheiser, 1996 in Ross, 2006:8 ) . Second, the component of learning pupils in the application of the appraisal standard was found to lend greatly to the credibleness of the appraisal and pupil apprehension of the rubric. Third Ross, ( 2006 ) found that feedback of information to pupils sing their ego appraisal would organize a procedure of triangul ation between the pupil, his or her equal and the instructor ‘s appraisal of the same work utilizing the same standards, which would give more weight to the cogency and the concluding analysis in the procedure of appraisal. Fourth component was that with the aid from instructors, pupils would be able to utilize self appraisal informations to better their public presentation. On this issue, Ross found that edification in treating informations improved with age, citing an illustration in Ross et Al, ( 2002 ) where he found that when older pupils discussed appraisals with their equals and parents they focussed more on grounds of accomplishment and how to better public presentation, whereas immature 1s were more concerned with overall classs ( Ross 2006 ) . It was besides found that older pupils could utilize current accomplishment in comparing with past accomplishments to put specific, come-at-able and realistic ends concentrating on near terminals ( ibid, p. 9 ) . The review of this focal point work by Ross ( 2006 ) can be concluded by detecting that he engaged a batch of literature in his effort to supply replies to the four basic inquiries which are cardinal to the treatment in this paper. He noted that much of the research he reviewed was conducted on pupils measuring their work without equal interpretive counsel and he argued that cogency in self-assessment would increase if there was equal teacher-student duologue focusing on the standards of judging the grounds of public presentation. Whilst Ross, ( 2006 ) argues that there is sufficient grounds from his research reappraisal to reply the four basic inquiries which were raised by instructors at the beginning of his survey, there is grounds that his ain findings in surveies conducted earlier ( Ross et al, 2002 ) besides provide farther ground to warrant that these inquiries were important to the reader and shows why they are relevant to the topic of appraisal. In add-on to the reappraisal of other bookmans ‘ work Ross, ( 2006 ) asserts from his ain survey that â€Å" psychometric belongingss of self appraisal suggest that it is a dependable appraisal technique, capable of bring forthing consistent consequences across points, undertakings, and contexts over short clip periods † ( p. 9 ) . Ross ‘s findings on the elements of dependability, cogency and public-service corporation of self appraisal and how these can be implemented as presented in this paper are some of the convincing grounds why I believe that the four basic inquiries raised by instructors have been addressed with satisfaction in Ross ‘s paper. Last, Ross ‘s bibliography and other scholarly work cited provide adequate grounds that the literature engaged was by experts in the field of educational appraisal and it can be trusted as relevant for intents of this paper. ( 5876 )