Global Environmental Issues. Essay Example

Global Environmental Issues. Paper Global environmental issues. Im going to speak about the problems of the environment which the world is facing at the moment and what we should do to protect our Earth. Nowadays, environmental problems are the most burning for the society. Air, water, land and nuclear pollution badly damage the nature. People cut down trees and destroy the habitat of thousands of animals. As a result, many species are in danger of extinction. Factories pollute our rivers and lakes with dangerous chemicals. The increasing number of cars in towns and cities has led to the growth of harmful gases in the atmosphere. There is much litter everywhere, our parks and forests are full of rubbish. Scientists believe that the problem of global warming is becoming more and more serious. The results of human activity such as acid rains, greenhouse effect and ozone layer destruction cause the changes Of the climate on our planet and destroy it. All these facts have a bad influence on our health. More and more people suffer from allergies and breathing problems. Its almost impossible to find a healthy person nowadays. People are becoming more and more aware that our planet is under threat and its all our fault. Fortunately, its not too late to love these problems. We have the time, the money and the technologies to take care of our planet. There are a number of simple things we can do if we want to help our planet. We will write a custom essay sample on Global Environmental Issues. specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Global Environmental Issues. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Global Environmental Issues. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For example, if we stop wasting paper and start recycling it, well save some of the millions of trees which are cut down every year. We should also stop making unnecessary car journeys to cut down air pollution. We can create parks for endangered species of animals. But the most important thing we must do is to open our eyes and act immediately. The Earth is our home and we should protect and save it for ourselves and for the future generations.

Sasha Gutierrez ANT 200 -1101 Essays - Gender Studies, Social Status

Sasha Gutierrez ANT 200 -1101 Essays - Gender Studies, Social Status Sasha Gutierrez ANT 200 -1101 10/20/16 ' ' PROFESSOR MATTHEWS R edefining gender roles in street culture E thnography by definition is the study of human races and cultures. P hillipe bourgeois "selling crack en el barrio "focuses predominately on street culture in urban neighborhoods. Chapter six in his work highlight's gender roles and the treatment of women within this culture. Along with this chapter six of the anthropology of Latin America and the Caribbean by Harry Sanabria which provides ethnographic support of women roles within their cultur es and how they begun to evolve. Street culture for a long time has been characterized my misogyny and violence towards women. As appose to just becoming victims, this behavior within street culture has motivated women to find ways to establish power and authority. Redefining previously established gender roles. Phillipe bourgeois in his chapter entitled redrawing the gender line on the street speaks about the prominence of sexual violence in urban Spanish neighborhoods or (el barrio ). G iving the idea that these are not isolated incidents but an accepted common occurrence. As a result, women have begun trying to assert themselves within the barrio as individual's with rights and powers instead of allowing themselves to be controlled. "women's roles and behavior are supposedly confined to the domestic domain while male behavior and roles properly belong in the street ( S anabria pg 156) ." ethnographically speaking with this means is women in el barrio are fighting against establish gender roles trying to make their way in a male dominated world while man strive to assert and maintain their dominance. This growing struggle for dominant has become less about gender roles and more about what gender has the power. Another obstacle woman faces while trying to establish themselves in the streets is the idea that the women of the streets inherently a bad women and thus cannot also be the kind of women to held a household . In his book Phillipe recounts the story of a women named candy who went from being a victim of domestic violence to a respected drug dealer. However, one of the things he found most odd about candy was her desire to bare twelve children while simultaneously behaving like a "macho street dealer" this for Phillipe was proof that gender roles idea were changing. Candy story represents how complex the idea of women role in street culture really is does candy stand for. Does candy stand for what all street savy street women want or does she just stand for individually liberty ? The idea of women playing both parts becoming the new normal completely redefines gender roles of the past. Sanabria description of of marianismo or what we kno w more as the ideal of a house wife is contradictory to bourgeois idea of the modern women running the streets but first-hand accounts like those from candy show that women have the desire and the ability to be both. In conclusion the ethnography of gender rules and stre et culture has shown that women gender role were subject to change in evolution. This shows that women do not always have to choose a specific role to play but that it is possible to adequately fulfil more than one role. Harry S anabria presents with factual representation of past and current gender roles while Phillipe bourgeois leaves the reader with that idea of what future gender roles for women in the steeet look like. Work cited Sanabria , Harry. "Robot Check." Robot Check . N.p ., n.d. Web. 20 Oct. 2016. Merriam-Webster . Merriam-Webster, n.d. Web. 20 Oct. 2016. /. latest _citation_text "Philippe Bourgeois - In Search of Respect. Selling Crack in El Bario ." Scribd . N.p ., n.d. Web. 20 Oct. 2016

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

Business research project - Essay Example According to Bruce (2001) until now the demand to sensitize the business teachers who are trained to enhance international field experience has been driven further and acknowledged widely. This is due to the movement of world cultures and global contacts that are increasing through international experience. In this respect, the new rule is that many businesses are increasing their diversity and enrolling their employees with challenging and unique needs to teachers that are recruited internationally. This has made managers and business employees to be agents of responsibility for global and cultural responsibility within the business. In business management, international field experience is a vital aspect to the educational professionals who prepare for natural resource and business management industries. It gives out experience which reinforces the instruction of the business management. It also gives out a chance to business students to engage and observe the application of the kn owledge that has been acquired. This means that international field experience helps employees to achieve valuable insights towards the operation and organization of agencies and businesses in different industrial sectors. In this regard, field experience that is properly supervised and pursued with enthusiasm could be of significant meaning towards business management. However, there is hardly any research that has been done concerning the relevance of international field experience on business management. For this reason, this paper proposes a study to investigate the impacts of international field experience on business management. In this study, we will hypothesise that international field experience has increased positive impacts on business management. Purpose of international field experience. Field experience is a factor which is of great importance in business management. Its main purpose has always been to give managers a business of combining the theoretical studies with an application of practical knowledge in the actual environment of work. In the business students’ academic program, field experience plays a crucial role as it gives students a room for application of the knowledge gained while in the classroom. Field work also gives students a chance to continue learning under a professional supervisor during the field work. Additionally, student interns should always undertake their study abroad responsibilities with professional and quality dedication. Student interns are also expected to be assets to the agency of placement and that they need to establish an enormous contribution due to their experience in the work. The objective of the research. This is a research work that is set out to among other things achieve one key objective. Thus, the overarching objective was to find out the impacts of international field experience on business management. The topic to be examined would be the impacts of field experience on business management. Research Questions There are three essential questions considered in this study. These questions can support the research in its objective of achieving the possible answer to the thesis. What does International field experience entail? What are the effects of such international fie

Residential School Healing and Resurgence Essay

Residential School Healing and Resurgence - Essay Example This essay declares that the list of negative consequences of residential schooling includes a loss of native language, destruction of culture, different types of chronic addictions, cases of broken families, feeling of cultural shame, interpersonal violence, inter-generational sexual abuse, and so on and so forth. This paper makes a conclusion that tthe government of Canada decided to establish the AHF or the Aboriginal Healing Foundation. It happened in March 1998, and the AHF's major concern was to address the legacy of abuse experience by Aboriginals in residential schools. However, it is not the only goal of the foundation. Other ones include promotion of healing between Canadians and residential school survivors by truth telling and acknowledgment of the mistakes made by Canadians in the past. In other words, this foundation and all of its programs are essential for Canada in terms of apologizing for the black parts of its history, and for residence school survivors in terms of having a chance to overcome the burden of the past. It has been identified that survivors of residential schooling should never be treated in isolation. Thus, practitioners taking part in the healing process encourage family, neighbours, friends, and the community at large to take part in the healing process. It is believed that a so-called collective healing is likely to enhance a strengthening of Anishinabe ethnocultural identity. This approach based on a combination of traditional and non-traditional healing practices is believed to be the most effective in terms of the problem.

Public Health Proposal Essay Example | Topics and Well Written Essays - 3000 words

Public Health Proposal - Essay Example For each age group, obesity poses different health problems related to specific age, routine, dietary habits and genetic makeup of the individuals (Reilly 2005). Here, obesity in children (age 0-12) will be focused and discussed in detail. It is reported that the epidemics of childhood obesity appeared in the UK in the late 1980s. In different parts of the world, the problem of childhood obesity is getting worse. Lobstein, Baur and Uauy (2004) asserted that ten percent of the school going children in the world are estimated to contain excessive body fat. Among these overweight children 25 percent are declared as obese with a considerable prospect of developing cardiac diseases, type II diabetes and various other health problems in early adulthood. The prevalence of childhood obesity is considered much higher in economically developed and established countries like the UK (Lobstein, Baur and Uauy 2004). The social impact of childhood obesity on children is also very dominant. A study conducted by Cornell University reported that obese children show lack of social skills than the normal weight children. The social exclusion of obese children provokes several personality issues like low self-esteem, isolation and lack of confidence. Researches also show that obese children are easily targeted for bullying by their peers. Due to several social issues faced by obese children their performance at school is also impacted. Low esteem, feeling of hopelessness and self-pity is usually accompanied by low performance at school and social exclusion that creates frustration and depression in children. Due to depression children become isolated, withdraw activities they used to like and lack interest in socialization and studies. The consequences of such symptoms could be disastrous in young and adult age on an individual’s personality. Parents and teachers should understand all these soc ial impacts and must help obese children to fight their obesity and

Examine The Role Of The Mental Health Nurse Social Work Essay

Examine The Role Of The Mental Health Nurse Social Work Essay Within this essay the authors aim is to explore the challenges and opportunities of integrating the Ten Essential Shared Capabilities (ESC) into the day to day running of mental health practice. The author will also take into account Values Based Practice, Recovery, Interpersonal Relationships and Service User and Carer involvement. Aswell as the 10 ESC there are a set of values which all mental health staff should follow. They are the Values Based Practice and it is about being aware of , and looking in a positive and respectful manner at peoples differences, beliefs and values regardless of status for example service user, carer, family or colleagues. (Coyte et al. 2007) There are 10 points to good values based practice which staff should adhere to. They are broken down into the following : Values Based Practice and Evidence Based Practice : The squeaky wheel principal (values only noticed if problematic), The two feet principal (evidence-based and values-based practice). Practice Skills : Awareness, Knowledge, Reasoning and Communication Models of Service Delivery : Multi-disciplinary, User Centred Partnership : Service User and the Carer working in partnership in decision making. The four main Practice Skills in values-based practice are also prominent in many if not all of the 10 ESC, all of which are required in building a working therapeutic relationship between service user and staff. Interpersonal relationships between service users and staff are very different from social relationships in that these relationships are built up on the same principles of respect, trust, good communication and understanding, but the service user, nurse relationship should be a therapeutic and helpful relationship rather than a social one (Guimon 2003). This relationship is essential in ensuring that there is a supportive and solid route of recovery established. Everyone has a different view on what recovery is and no one persons journey is the same as another. Recovery is all about initially having a belief that things can and will change. Some people may want a complete change in the way they live while others may want to return to how they lived before. Supporting recovery is all about assisting the person to live as fulfilling and positive life as possible, involving the service user and their carer and supporting them to take control of their own recovery (Scottish Recovery Network 2007). The author feels that the expertise to the mental health issues are the service user , carer and their family support structure and that this is a positive route onto their journey of recovery. The main issue that staff could come across may be if the service user does not have any of the support structure that comes from a network of family, friends and professionals or if the service user themselves does not want to involve any of the above support. This is where staff and the MDT (Multi-Disciplinary Team) may have to offer other methods or ways to support the service user on their recovery journey. Ideally, getting the service user and carer involved, by making sure that they are involved in all decision making concerning treatment would enable them to take more control of their care and treatment. However this can be challenging in that when trying to find a balance and working out what is holistically best for the service user conflicting ideas may come out, but by establishing a therapeutic relationship between the service user and staff this should help with any trust issues and enabling a better understanding and ensuring that there is a favourable outcome that can be agreed upon. The 10 Essential Shared Capabilities (ESC) are: Working in Partnership Respecting Diversity Practising Ethically Challenging Inequality Promoting Recovery Identifying Peoples Needs and Strengths Providing Service User Centred Care Making a Difference Promoting Safety and Positive Risk Taking Personal Development and Learning Working in partnership is all about building up a relationship with the service user, their family, carers and any outside services that are required to be involved in the care of the person. (Barker 2009) Staff should offer support and empower the person to enable them to have an active role in controlling their own treatment and care, with all aspects of their care being taken into account. Making sure that the whole partnership are aware of the information and advice that is available to them to enable an informed choice regarding the most suitable care is made available. Although, working in partnership sounds good in theory, all involved in the partnership are required to put in the work to ensure that it works successfully. The staff can offer services for both service user and carers but they may not agree or want to attend. If this happens then something needs to be put in place which would benefit all parties and that they all agree on, if any of the party do not want to attend or take notice of services provided then this is their choice and confirms their ability to choose. When respecting diversity it is to have an understanding of someones values, race, sexuality, age, mental health, religion and physical state. Staff need to ensure that everyone in their care are treated to proper care, treatment and support also that they are treated with dignity and respect no matter what their personal circumstances or cultural values area (Stickley and Basset 2008).

Regional Band Competition :: Example Personal Narratives

Regional Band Competition The situation was insane. Not only did I have to make time in the busy schedule of my junior year to take a few days off from school to attend the District One East High School Band Festival, but I actually had to audition to get a decent seat. Don't get me wrong; I was thrilled about attending. I just wasn't looking forward to having to make up two day's worth of schoolwork. For once, I would be attending a festival where the seating arrangement wasn't based on how fast you could sprint to the stage from your seat in the auditorium, but on how talented of a musician you were. And the music for the audition? Amazingly difficult. I knew many of the other students from other competitions and festivals, so I was familiar with their talent and ability. Based on that knowledge, I decided that I had no chance of placing higher in the rankings than, say, a jar of mayonnaise. After diligently practicing - or cramming - the night before the audition, I felt I was as prepared as I'd ever be. Out of all the pieces we were given for the audition, my friends and I had narrowed it down to a few choices that the judges would most likely pick for the try-outs. From the three or four that we picked, we determined that the hardest song was Gustav Holst's "Second Suite in F." Fortunately, this song was one that I was familiar with already from concert band. I felt somewhat confident about the audition, but managed to convince myself that I'd be ecstatic if I placed any higher than last chair. I didn't even dream of placing high enough to be selected for Regional Band. The students with the highest scores at the District festivals were chosen to advance to the Regional competition. The first night of the District Band Festival, held at Yough Senior High School, took place on the evening of January 19, 2000. Cramming seven Hempfield students and one tuba into a mini-yellow bus, which we dubbed "The Sped Sled," we trekked through the blustery winter weather to the school. Surprisingly enough, we were early, giving us all a little more time to relax, warm-up, or practice music.

Analysis of Competitive Advantage in an Absolut World Essay

Currently the fourth largest spirit brand in the world, Absolut Vodka is a subsidiary of Pernod Ricard, the world’s co-leader in spirits and wines. (Top Ten Premium Spirit Brands Worldwide 2007, 2007). Considerably young in the market, and then a part of ‘V & S Vin and Sprit’, Absolut started branding and exporting their premium blend of vodka a mere 30 years ago, in 1979, where in, began the start of the iconic ‘Absolut’ brand. History of ‘Absolut’ Though the production and export of Absolut started in 1979, the start of the story goes aback a hundred years to 1879, when in Ahus, Sweden, a young man named Lars Olsson Smith, also popularly know as the ‘King of Vodka’ revolutionized the production and purification of Vodka by a process called ‘Continuous Distillation’. He called the Vodka made through this process ‘Absolut rent Branvin’ which in Swedish means absolutely pure Vodka (Lewis, 1996). Realizing the power of the name ‘Absolut’ he registered the brand name in 1879. A hundred years passed, as Absolut vodka continued to be refined and sold in Sweden, but by the late 1970’s, it became obvious that in order to sustain the distillery, they had to export their vodka to improve sales. The American market were the biggest consumers of vodka in the western world, so it was natural that Absolut decided to start their journey in America in 1979. In five short years, Absolut Vodka found itself being available in eighteen countries and by 1985, it was number one among imported vodkas being sold in the United States. (Absolut The Story, 2004) Production – The ‘One Source’ Concept Lars Olsson Smith had transformed Swedish Vodka, which was traditionally unrefined since the invention of the continuous distillation process. Absolut has continued to produce vodka in this manner. This production of superior quality vodka involves the use of high quality raw materials. Absolut’s concept of production is the ‘One source’ concept, where in, all the raw materials have been obtained from the same, singular source. The raw material for Absolut, which is winter wheat, is cultivated in fields surrounding the small town of Ahus in southern Sweden. The water which is used comes from their own deep wells which they claim are untouched by pollution and impurities, and the vodka is distilled, produced and packaged in the Absolut’s Ahus distilleries. 50,000 bottles of Absolut that are produced everyday are shipped from the small Ahus Harbor, to consumers the world over. Every single bottle of vodka imprinted with the Absolut brand name comes from this one source, ensuring that Absolut Vodka tastes exactly the same wherever it is sold in the world (Absolut The Story, 2004). The Absolut Brand When V & S Vin & Sprit decided to export their brand of Vodka, they hired Gunnar Broman, a creative director from a Stockholm agency to help with the branding, packaging and marketing their product. After much deliberation on possible packaging, they chose a bottle design that had been inspired by an old Swedish pharmacy bottle they found in an antique shop in Stockholm (Absolut The Story, 2004). As opposed to other alcohol liquor bottles that had long necks and square shoulders, the Absolut bottle had a short neck and round shoulders. The team decided to have the label printed directly onto the bottle, which was a brilliant innovation, as it further established the quality and clarity of the product (Lewis, 1996) As observed by Giep and Moriarty (2009, p. 79), â€Å"Thanks to its cylindrical simplicity and transparency, the Absolut bottle, though solid and heavy, is elegant and utterly distinctive†. With bold and colorful typography proclaiming the brand name and a brief story about the brand, these different and distinct features made the bottle stand out, and this is how the iconic ‘Absolut’ bottle came to be. The Absolut bottle has been at the forefront of every single advertising and marketing campaign that the company has put out, and is, literally as well as figuratively the image of the brand.

10 Facts About Military Schools

10 Facts About Military Schools If you are looking at a private school for your son or daughter, military school is one option worth considering, particularly if you are looking for  a boarding school. Here are some facts about military schools to help you make that decision, including a few that may surprise you. There Are Approximately 66 Military Schools in the US There are approximately 66  military schools in the U.S., most of which serve students in grades 9 through 12. However, more than 50 of those military high schools also include junior high, typically grades six, seven and/or eight. A few schools enroll students in younger grades, but the military curriculum doesnt always apply. Most military schools are residential schools, which means students reside on campus, and some schools offer the option of boarding or day.   They Instill Discipline Discipline is the first word which comes to mind when you think of military school. Indeed, discipline is the essence of military schools, but it doesnt always refer to a negative form of discipline. Discipline creates order. Order creates results. Any successful person knows that discipline is one real secret to her success. Put a young, rough around the edges man in a military high school and the transformation will astound you. The structure smooths and refines. The program demands greatness from its participants. This environment is also a place for students looking to engage in advanced studies and leadership opportunities in a rigorous environment. The level of positive discipline prepares them for the rigors of college, careers or military involvement.   Build Character Being a team member, learning to execute orders and sacrificing ones personal needs for the good of the group - these are all character building exercises every good military school teaches its students. Service above self is an integral part of most military schools philosophy. Integrity and honor are core values to which every school commits. Students who attend military school leave with a sense of pride in themselves, their communities and their roles as good citizens of the world.   Selective Admission The idea that anybody can get into military school is simply not true. Military schools set their own individual admission requirements. In most cases, they are looking for young people who want to make something of themselves and succeed in life. Yes, there are some military schools devoted to helping troubled teens turn their lives around, but the majority of military schools are institutions with some of the highest admittance criteria around.   Demanding Academics and Military Training Most military schools offer extensive college preparatory courses as part of their academic curricula. They combine that demanding academic work with rigorous military training so that their graduates are poised to matriculate to college and universities everywhere. Distinguished Graduates The rolls of military schools are filled with distinguished graduates who have gone on to be successes in just about every endeavor you care to name. Not just in military service either. JROTC JROTC or Junior Reserve Officers Training Corps is a Federal program sponsored by the U.S. Army at high schools nationwide. The Air Force, Navy, and Marines offer similar programs. About 50% of JROTC program participants go on to active military service. JROTC provides an introduction to military life and philosophy at the secondary school level. It is an important part of most military schools programs. The instructors are usually retired officers of the armed forces. Leadership Development Developing leaders is at the core of a military schools philosophy. One of the objectives of that kind of training is to develop students leadership skills. Most schools offer carefully designed leadership programs designed to maximize each students fullest potential. A Path to the Service Academies Military schools are often seen as a path to the service academies. And, while it is true that they offer the right sort of training and experience the academies require, parents and students need to bear in mind that nominations to our nations service academies are extremely selective and limited. Only the best of the best get in. Patriotism Patriotism is at the core of military training. The history of our country and how it got to where it is in the 21st century is an important part of what military schools teach as well. Inspiring service to our nation is the mission of a military school. Resource Association of Military Colleges and Schools of the United States    Article edited by  Stacy Jagodowski

Assessment Essays

Assessment Essays Assessment Essay Assessment Essay Essay Topic: Thirteen Reasons Why The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. ?   Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The strengths and limitations of assessment methods Categories of assessment Assessments can be roughly categorised into three types which may be used at different stages of someoneâ„ ¢s training: Initial assessment Formative assessment Summative assessment The initial assessment is done before any training or other assessments take place to gauge a studentâ„ ¢s base level of knowledge or a candidateâ„ ¢s basic competency level. ?  A formative assessment is one that occurs periodically at interim points throughout the learning process. ?  A summative assessment occurs at the end of someoneâ„ ¢s training as a final assessment. ?   Methods of assessment There are loads of choices when making a decision on how to assess each with their own strengths and limitations. ?  Some types of assessment include: Question Answer sessions (both written and oral) Professional discussions Reflective accounts Role play and simulation Accredited Prior Learning Assignments Product evidence Self assessment Peer assessment Witness testimony Observations Written questioning can take the form of essays, short answer questions or multiple choice questions. ?   ?  Short and multiple choice questioning are examples of objective testing as there is only one correct answer. ?  This form of assessment is quick and easy to mark which means feedback can be given quickly to candidates. ?  Multiple choice questions can be guessed if the candidate is unsure so they might not be the best way to get an accurate measure of whether the candidate has understood something. ?  If more depth on short answer questions is required, essays can be used to assess understanding, literacy and high level comprehension although they take time for the candidates to complete and for the assessor to mark. Oral questioning can form a secondary or backup assessment method to check for comprehension. ?  They can be used to support theory while the candidate is practicing their skills or at work and they can be adapted or changed quickly depending on the situation. ?  Assessors should be careful not to used closed questions unless testing agreement. ?  Open oral questions should be used to draw out the information from the candidate. ?  An alternative to oral questioning would be a professional discussion where a candidate is asked to talk about a situation or subject regarding their work. ?  It allows for a more descriptive, structured assessment to take place. ?  An assessor should ensure they donâ„ ¢t lead the candidate in the discussion and that the learner has time to prepare for the discussion otherwise it may not flow very well. Role plays or simulations can be used to recreate a situation that a candidate may find themselves in so the assessor can determine how they would react and handle the situation. ?  A lot of candidates may resist role-play as they donâ„ ¢t want to make an idiot of themselves but the majority find it a beneficial experience although it doesnâ„ ¢t match the real thing in terms of emotions. ?   A simulation is useful when a situation could be considered dangerous or risking expensive resources. If a candidate has attended a previous training session or achieved an award or certificate in the past this can be used to support their other assessments. ?  Accredited Prior Learning assessment makes a candidate feel that any work they may have done in the past in this area wasnâ„ ¢t a waste of time. ?  This may however be time consuming for the assessor as they will need to validate the APL and not all of it may be relevant to the current criteria they are assessing. A project or assignment can give a candidate a purpose of what theyâ„ ¢re trying to learn and allows their creativity to flourish. ?  The benefit of this for both the assessor and the candidate is that it can cover a wide range of skills such as literacy, ICT skills, research skills and comprehension of the subject. ?  The assessor should ensure that if they give an assignment to a candidate they should make the learning outcomes clear to focus the candidate on what they are trying to achieve. Product evidence can be a useful assessment to support other methods. ?  Anything created or generated within the work environment can be used to backup other assessments. ?  This will only apply to candidates who have the ability to produce such evidence and the assessor should endeavour to check if it is the candidateâ„ ¢s own work or not. If an assessor gets a bit bored with doing the assessments themselves, they can get one of the candidateâ„ ¢s colleagues workmates or peersâ„ ¢ to do it for them. ?  This might help the candidate to get some informal feedback on their competencies or knowledge and perhaps some new ideas. ?  Of course, the assessor would need to verify the peer assessment as the colleague may not have the same standards or be aware of the criteria that are being assessed. ?  Another method which will allow the assessor to put their feet up and have a cup of tea is self assessment. ?  This encourages the candidate to reflect and evaluate their own competency and the candidate records this for their future reference (e.g. reviewing their own learning progress). ?  Depending on the candidate, they may find it hard to be objective about their own skills or knowledge. As long as some reliable witnesses are available, using their testimonies can be a form of assessment. ?  This can be used to summarise or validate a candidateâ„ ¢s competency perhaps at the end of a unit or complete course. ?  A witness would need to be checked for reliability by the assessor as they may be biased one way or the other to a particular candidate. Observations are an assessorâ„ ¢s primary assessment method for practical skills. ?  Itâ„ ¢s an opportunity to see the candidate in their natural work environment and see if the theory they have learnt is being applied. ?  An assessor needs to work out a way of recording these observations as they are the most likely form of evidence to be questioned by a candidate. ?  This is when the other forms of assessment can be used to support these observations. Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the Academic Exchange Quarterly: Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks.[1] It is important to notice that the final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning. Types The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[3] Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions: formative and summative objective and subjective referencing (criterion-referenced, norm-referenced, and ipsative) informal and formal. Formative and summative Assessment is often divided into formative and summative categories for the purpose of considering different objectives for assessment practices. Summative assessment Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. Formative assessment Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a students work, and would not necessarily be used for grading purposes. Formative assessments are diagnostic. Educational researcher Robert Stake explains the difference between formative and summative assessment with the following analogy: When the cook tastes the soup, thats formative. When the guests taste the soup, thats summative.[4] Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents, and administrators. Assessment of learning generally occurs at the conclusion of a class, course, semester, or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class.[5] A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a students current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations.[6] Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, s uch as a speech, athletic skill, musical recital, or reading. Objective and subjective Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as objective assessment. In fact, all assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases.[7] Basis of comparison Test results can be compared against an established criterion, or against the performance of other students, or against previous performance: Criterion-referenced assessment, typically using a criterion-referenced test, as the name implies, occurs when candidates are measured against defined (and objective) criteria. Criterion-referenced assessment is often, but not always, used to establish a persons competence (whether s/he can do something). The best known example of criterion-referenced assessment is the driving test, when learner drivers are measured against a range of explicit criteria (such as Not endangering other road users). Norm-referenced assessment (colloquially known as grading on the curve), typically using a norm-referenced test, is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass (passing in this context means being accepted into the school or university rather than an explicit level of ability). This means that standards may vary from year to year, depending on the quality of the cohort; criterion-referenced assessment does not vary from year to year (unless the criteria change).[8] Ipsative assessment is self comparison either in the same domain over time, or comparative to other domains within the same student. Informal and formal Assessment can be either formal or informal. Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a students final grade such as this copy and pasted discussion question. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.[9] Internal and external Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel. Some external assessments give much more limited feedback in their marking. However, in tests such as Australias NAPLAN, the criterion addressed by students is given detailed feedback in order for their teachers to address and compare the students learning achievements and also to plan for the future. Standards of quality In general, high-quality assessments are considered those with a high level of reliability and validity. Approaches to reliability and validity vary, however. Reliability Reliability relates to the consistency of an assessment. A reliable assessment is one which consistently achieves the same results with the same (or similar) cohort of students. Various factors affect reliability†including ambiguous questions, too many options within a question paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of an assessment is based on the following: Temporal stability: Performance on a test is comparable on two or more separate occasions. Form equivalence: Performance among examinees is equivalent on different forms of a test based on the same content. Internal consistency: Responses on a test are consistent across questions. For example: In a survey that asks respondents to rate attitudes toward technology, consistency would be expected in responses to the following questions: I feel very negative about computers in general. I enjoy using computers.[10] Reliability can also be expressed in mathematical terms as: Rx = VT/Vx where Rx is the reliability in the observed (test) score, X; Vt and Vx are the variability in trueâ„ ¢ (i.e., candidateâ„ ¢s innate performance) and measured test scores respectively. The Rx can range from 0 (completely unreliable), to 1 (completely reliable). An Rx of 1 is rarely achieved, and an Rx of 0.8 is generally considered reliable. [11] Validity A valid assessment is one which measures what it is intended to measure. For example, it would not be valid to assess driving skills through a written test alone. A more valid way of assessing driving skills would be through a combination of tests that help determine what a driver knows, such as through a written test of driving knowledge, and what a driver is able to do, such as through a performance assessment of actual driving. Teachers frequently complain that some examinations do not properly assess the syllabus upon which the examination is based; they are, effectively, questioning the validity of the exam Validity of an assessment is generally gauged through examination of evidence in the following categories: Content â€Å" Does the content of the test measure stated objectives Criterion â€Å" Do scores correlate to an outside reference (ex: Do high scores on a 4th grade reading test accurately predict reading skill in future grades) Construct â€Å" Does the assessment correspond to other significant variables (ex: Do ESL students consistently perform differently on a writing exam than native English speakers)[12] Face â€Å" Does the item or theory make sense, and is it seemingly correct to the expert reader[13] A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrong will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multip le choice. It isnt as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. They never are. Perhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry. It is well to distinguish between subject-matter validity and predictive validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively-valid test would assess whether the potential driver could follow those rules. Testing standards In the field of psychometrics, the Standards for Educational and Psychological Testing[14] place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy. Evaluation standards In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[15] has published three sets of standards for evaluations. The Personnel Evaluation Standards[16] was published in 1988, The Program Evaluation Standards (2nd edition)[17] was published in 1994, and The Student Evaluation Standards[18] was published in 2003. Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance. In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the studentâ„ ¢s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. Researchers whose work has informed much of this assessment reform include Ken Oâ„ ¢Connor, Grant Wiggins[1], Jay McTighe[2], Richard Stiggins[3], Paul Black and Dylan Wiliam, Thomas Guskey, Damian Cooper[4] and Ronan Howe. Historical Perspective In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component†the test or examination†may or may not have been included as part of this design (Cooper, 2006). The studentâ„ ¢s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Definitions There are a number of assessment terms that will appear in any discussion of assessment. Listed below are common interpretations of some of these terms: Assessment A working definition of Assessment for learning from a widely cited article contends: the term assessmentâ„ ¢ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.[1] Since this seminal article, educators have differentiated assessment according to its purpose: Assessment for learning comprises two phases†initial or diagnostic assessment and formative assessment assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps as teachers check on understanding they adjust their instruction to keep students on track no grades or scores are given record-keeping is primarily anecdotal and descriptive occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning begins as students become aware of the goals of instruction and the criteria for performance involves goal-setting, monitoring progress, and reflecting on results implies student ownership and responsibility for moving his or her thinking forward (metacognition) occurs throughout the learning process Assessment of learning assessment that is accompanied by a number or letter grade (summative) compares one studentâ„ ¢s achievement with standards results can be communicated to the student and parents occurs at the end of the learning unit Evaluation judgment made on the basis of a studentâ„ ¢s performance Diagnostic assessment (now referred to more often as pre-assessment) assessment made to determine what a student does and does not know about a topic assessment made to determine a students learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects occurs at the beginning of a unit of study used to inform instruction:makes up the initial phase of assessment for learning Formative assessment assessment made to determine a studentâ„ ¢s knowledge and skills, including learning gaps as they progress through a unit of study used to inform instruction and guide learning occurs during the course of a unit of study makes up the subsequent phase of assessment for learning Summative assessment assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved includes a mark or grade against an expected standard Principles of Assessment for Learning Among the most comprehensive listing of principles of assessment for learning are those written by the QCA (Qualifications and Curriculum Authority)[5]. The authority, which is sponsored by Englandâ„ ¢s Department for Children, Schools and Families, is responsible for national curriculum, assessment, and examinations. Their principal focus on crucial aspects of assessment for learning, including how such assessment should be seen as central to classroom practice, and that all teachers should regard assessment for learning as a key professional skill. The UK Assessment Reform Group (1999) identifies The big 5 principles of assessment for learning 1. The provision of effective feedback to students. 2. The active involvement of students in their own learning. 3. Adjusting teaching to take account of the results of assessment. 4. Recognition of the profound influence assessment has on the motivation and self esteem of pupils, both of which are critical influences on learning. 5. The need for students to be able to assess themselves and understand how to improve. Feedback The purpose of an Assessment for Learning (AFL) task is to provide feedback to both the teacher and learner regarding the learners progress towards achieving the learning objective(s). This feedback should be used by the teacher to revise and develop further instruction. An effective AFL method is to use a performance task coupled with a rubric. This type of assessment is fundamental in illustrating how and why such principles need to be adhered to.

Nursing Education Essay Example | Topics and Well Written Essays - 1250 words

Nursing Education - Essay Example Further it will seek to discuss the current system of nursing education, post graduate (masters) education and reflections on nursing education in Kenya and Ireland. Nursing in Kenya before 1950s was being operated by individuals who had no structure that was convectional; this was based on the fact that poverty level was high. As the result of the poverty level, it was impossible to train and equip nurses with the required nursing practices. The fact that nursing lacked convectional structure meant that government support was not offered and thus nobody could stand and call for national strike which would pressure the government to support nursing organizations (Chinn, 1994 p 30). The well wishers from the United Kingdom provided running support and thus pressure mounted and effort to have legislation on nursing started. It was in 1983 when the first documented legislation Nurses Act Cap 257 was passed by all the nurses’ council of Kenya so that their right and demand could be aired in a manner that was respectable. In 1980s, Kenya Registered Community Health Nurse (KRCHN) was registered and the aim was to train the nurses so as to provide comprehensive care to the entire communities who were supposed to be served. In 1990s diseases which were complex like cancer, HIV/AIDS among others started to emanate. This made cap257 to be emphasized on to make sure that nurses were equipped and effectively trained. In Ireland, the political and legislative act dates back in 1900 where nursing was developed earlier due to the government and other stakeholders support. The first legislation in Ireland was passed in 1919 while in Kenya it was passed in 1950s which was termed as Nurses Registration Act which was later known as Nursing Council for Ireland (Kelly and Joel, 1996 p 97). The act ensured that practices and other high professional competence in nursing were

WEEK 8 470 Essay Example | Topics and Well Written Essays - 250 words

WEEK 8 470 - Essay Example It is astonishing to know that the GDP of the world’s 47 poorest countries (approximately 570 million people) is far less when compared to the combined wealth of the world’s top ten wealthiest people.(Kroll, 2007).This wide gap can be bridged by strengthening the purchasing powers of the affected countries. According to Jack another area to tackle would be writing off debts owed by the poorest of countries. This would in essence enable the country to concentrate her resources to feeding her people and to put measures in place to curb poverty. On the same point Jill proposed technological assistance to the poorest countries. With improved technology and better farming practices, the yield per acre can go up to five-fold the current production rate. Another proposal by Jill to increase loans and funding to poorer countries was opposed by Joe. His reasoning was that giving loans without monitoring the money was in itself an act of futility. Indeed the poorest nations also ranked very high in corruption index. Controlled grants are so far the most viable solution in financial